BESRA Implementation and Accountability Plan (BIAP): Towards Transforming the Basic Education Sector...

BESRA Implementation and Accountability Plan (BIAP):

Towards Transforming the Basic Education Sector

National MANCOM MeetingDecember 11, 2009

Outline of Presentation

I. Contents of BIAPII. Components of BIAPIII. Overall Targets of BIAPIV. Major BESRA SystemsV. Objectives Per ComponentVI Major Deliverables Across ComponentsVII. BIAP Implementation: SBM and ALS as

Integration Mechanisms

I. Contents of BIAP

• Philosophical Underpinning/Principles of BESRA

• Overall Objectives of BIAP • Overall and Specific Objectives Per

Component • Major Deliverables, Timelines, MOVs,

Accountable TWGs/Organic Units Per Deliverable

• Management of Implementation

II. Components of BIAPKRT 1. School-Based ManagementKRT2 . Teacher Education and DevelopmentKRT 3. Quality Assurance and Learning Support • Quality Assurance and Monitoring & Evaluation • National Learning Strategies• IP and Muslim Education• Livelihood and Tech Voc EducationKRT 4. Complementary Contributions of Pre-School and Alternative

Learning SystemKRT 5. Institutional Culture Change• Resource Mobilization and Management• Use of ICT in Governance and Management • Organizational Development

III. Overall Targets of BIAP: Towards Attainment of EFA Goals

• By end of 2009, policy instruments for SBM roll-out shall have been issued.

• By SY 2009-2010, new/enhanced programs and systems supportive of EFA and BESRA shall have been pilot-tested/modeled in selected regions/divisions/schools

• By SY 2011-2012, new/enhanced programs and systems supportive of EFA and BESRA shall have been rolled-out/implemented nationwide.

IV. Key Systems

• Systems for continuous improvement of SBM and ALS practices

• Competency-based training and development system• Learning Resources Management and Development

System• Quality Management System• Competency-based hiring, promotion, career

development and performance management systems• Financial Management System• Integrated Information Systems

V. KTR1 (SBM): Objectives

Overall: By end of SY 2011-2012, at least 80% of schools shall have reached Level 3 of SBM Practice.

Specific: By end of SY 2009-2010, 50% of schools shall have

reached Level 1.By end of SY 2010-2011, 70% of schools shall have

reached Level 2.

Results of SBM assessment in 9,688 schools: Level 1 – 90% Level 2 – 8.8% Level 3 – 1.2%

Improved Learning Outcomes

Management of SCHOOL

• resources

• classroom instruction

• learners’ performance Level 1

Level 2

Level 3

Schools comply with the minimum requirements for securing and managing inputs, establishing and developing structures and mechanisms and improving processes that affect instruction to produce desired levels of outputs leading to improved learning outcomes

Schools demonstrate capacity to intensify mobilization of resources and maximize efforts towards achievement of desired learning outcomes

Schools and communities maximize efforts to achieve learning outcomes

SBM Framework and Standards

SBM: Basic Inputs, Key Systems and Governance

Structure

Overall Objective of SBM: By end of SY 2011-201280% of schools shall have reached Level 3 of SBM Practice

Institutionalization of SBMSchool Accountability System

System for continuous process of school improvement planning and assessment

Provision of full-fledged school head items

Provision of financial resources

Capacity-Building Program

Competency-Based Hiring/Selection and Promotion System

School-Based Financial Management System

Basic Inputs

Competency-Based T&D System

Major Systems

GOAL: Improved Learning Outcomes for All

V. KTR 1 (SBM): Targets in SY 2009-2010Targets Status

1. all schools/schools clusters without full-fledged school heads shall have been managed by a head teacher or principal or lead principal (as an interim arrangement).

• draft guidelines for the clustering of schools and reclassification of principal items have been prepared

2. all schools shall have established a school-community partnership and have oriented the stakeholders on SBM

• 16,098 (36%) schools were reported to have been oriented on SBM (incl. school-community partnership)

• 13,859 ( 31%) were reported to have organized SGC

• SGC Manual for reproduction

3. all schools together with the community shall have started the process of preparing the SIPs.

• 24,057 (53%) schools were reported to have SIPs

• SIP manual for reproduction

4. all schools shall have directly received and managed their MOOE allocation

• 20,849 (45%) schools were reported to have been trained on simplified accounting procedures for non-IUS

• In 2009, 70% of the non-IUS have received their MOOE in cash; but total MOOE downloaded is only 55% of the NCA released (as of August 2009)

KRT 2 (TED): Objectives

Overall Objective: By end of 2011, a competency-based systems for hiring, deployment, performance, promotion, and continuous personal and professional development of teachers shall have been operationalized in all regions and divisions nationwide.

KRT 2 (TED): Objectives

Specific Objectives (T&D System Operationalization):By end of 2009, all public schools nationwide shall have used the

Teachers Strengths and Needs Assessment (TSNA) and Individual Plan for Professional Development (IPPD) tools and templates as part of part of the school improvement planning process.

By SY 2009-2010, the Program Designing and Delivery Sub-Systems of the T&D systems shall have been pilot-tested in Visayas Regions

By SY 2010-2011, all regions and divisions shall have established

and operationalized the T&D Systems with its components.

Competency-Based Training and Development System

School Level-Initiated Teacher Development

With support system for tapping resources from DO, RO, and CO

T&D System

• TSNA • Planning,

Programming and Designing

• Training Delivery• Monitoring and

Evaluation

KRT 2(TED): Objectives

Specific Objectives:

By 2010-2011, all regions and divisions shall have established the competency-based systems for hiring and selection of new teacher hires, deployment and performance evaluation .

By end of 2011, all TEIs shall have adopted the Blueprint for NCBTS-based Pre-Service Teacher Education to include proposed curricula and pilot implementation design of ECE, IP Education, Alternative Education, MLE and ESD.

By end of 2011, the proposed NCBTS-based reforms in LET shall have been adopted.

A. National Learning Strategies 1. Implementation of MTB-MLE Program in

Grades 1 to 3

KRT 3 (NLS and QA): Objectives

Grade 3 SY 10-11 SY 11-12

Grade 2 SY 09-10 SY 10-11 SY 11-12

Grade 1 SY 08-09 SY 09-10 SY 10-11 SY 11-12

Batch 1

(100 ES)

Batch 2

(100 ES)

Batch 3

(100 ES)

Batch 4

(100 S)


2. Implementation and institutionalization of learning innovations

• By SY 2009-2010, the Project IMPACT and MISOSA shall have been expanded while the Project EASE, Open HS, and DORP shall have been institutionalized.

• By SY 2010-2011, the designs of Projects IMPACT and MISOSA shall have been refined for institutionalization.

• By SY 2011-2012, Projects IMPACT and MISOSA shall have been institutionalized.


3. Implementation of Multigrade Education Program

• By SY 2010-2011, at least 30% of small incomplete monograde /multigrade elementary schools shall have offered complete elementary schools through multigrade scheme.

• By SY 2011-2012, the remaining small incomplete monograde/multigrade elementary schools shall have offered complete elementary schools through multigrade scheme.

KRT3 (NLS and QA): Objectives

4. Use of ICT in teaching and learning

• By SY 2009-2010, at least 70% ICT-enabled public secondary schools shall have been established.

• By SY 2010-2011, at least 80% of ICT-enabled public secondary schools shall have been established.

• By SY SY 2009-2010, at least 100 ICT-enabled public elementary schools shall have been established.

• By SY 2010-2011, at least 200 ICT-enabled ES…

• By SY 2011-2012, at least 300 ICT-enabled ES..


5. Establishment of Learning Resource Management and Development System

• By SY 2009-2010, the LRMDS shall have been pilot-tested in the Visayas Regions, in at least 3 divisions.

• By SY 2010-2011, the LRMDS shall have been expanded in 7 Regions, in at least 7 Divisions.

• By SY 2011-2012, the LRMDS shall have been expanded in the remaining 7 regions, in at least 7 divisions.

• LRMDS – aims to identify ways of improving access to quality teaching and learning materials such as but not limited to those needed in the implementation of MTB-MLE, learning innovations, MG, etc.

• It has two sub-systems: a) assessment and evaluation; and b) development and reproduction


6. Implementation and institutionalization of Muslim and IP Education Programs

Overall Objectives: By SY 2011-2012, the Madrasah and IP Education Programs shall have been integrated as a component of the basic education system.


7. Implementation and institutionalization of Livelihood and Tech-Voc Education

Overall Objectives:

By SY 2011-2012, the enriched Livelihood/Tec Voc Education Program shall have been implemented in at least 350 Specialized Tech Voc Schools and the CP-TLE shall been modeled in selected public and private secondary schools in 50 (priority) divisions.


B. Quality Assurance Overall Objectives:By end of SY 2011-2012, the DepED’s Quality Management System shall

have been established in all regions and divisions nationwide.

Specific Objectives:By SY 2009-2010, quality planning shall have been introduced/ established

as a key process in 2431 schools belonging to the 15 divisions.By SY 2010-2011, the QMS shall have been established in 5 regions, 15

Divisions and the Central OfficeBy SY 2010-2011, quality planning shall have been introduced in the

remaining divisions nationwide.

Quality Management System

(1) QUALITY PLANNING

National Level:a. Efficient and effective generation,planning,

management and utilization of resourcesb. Strengthened governance and managementc. Transformation of the entire organization thru

competency-based performance management system

(2) QUALITYASSURANCE

(3) MONITORING AND EVALUATION

School Level:a. Continuous school improvement facilitated by

active involvement of stakeholders (Standard SBM Practice)

b. Improved teaching and learning (attainment of objectives of TED, NLS, IP and Muslim, Livelihood and Tech Voc and ALS)


B. Quality Assurance

Pre-Requisites in 2009• All Divisions shall have prepared their DEDPs• All schools in the 15 Divisions which will

model the QMS shall have been trained in SIP preparation.

• All 15 Divisions shall have been trained on SIP review

KRT4: Pre-School Objectives

Overall Objectives:

By SY 2011-2012, local delivery system/mechanisms for Preschool shall have been established in at least 95% of the divisions nationwide.

Specific Objectives:

By SY 2009-2010, Local Strategy Framework shall have been adopted.

By SY 2010-2011, local delivery system/mechanism shall have been established in at least 90% of the divisions in every region.

KRT4: Pre-School Local Delivery System/Mechanism

• Assessment of readiness for school for all Grade 1• Schools giving feedback to parents about readiness

of their children and to local governments and community leaders about group of Grade 1 not ready for schools

• Expansion of effective local preschool programs with involvement of internal and external stakeholders

• Improvement in other programs to increase effectiveness

• LGU coordination of local ECE/pre-school efforts

KRT4: ALS Objectives

Overall Objective:

By end of 2012, the existing nonformal and informal learning options shall have been transformed into a viable alternative learning system for EFA .

KRT4: ALS Objectives

Specific Objectives:• To enhance existing ALS structures and

convergence mechanisms and processes/procedures at the sub-national level.

• To expand and strengthen ALS intervention programs of DepED and other partners.

• To increase resources for ALS (both from DepED and other sources).

KRT 5 (Institutional Culture Change) Objectives

A. Resource Mobilization and Management

Overall Objective: By mid of 2012, an outcome-focused systems for generating, programming, managing and reporting of resources utilization shall have been established at all levels of DepED.

• Adoption of MTEF; full implementation of OPIF-based planning, programming and monitoring; adoption of equitable formula-based MOOE allocation and utilization

• Strengthening of financial management system • Enhancing public-private partnership and DepED-LGU cooperation• Adoption of sector-wide approach to coordinating donor assistance

to basic education


B. Use of ICT in governance and managementOverall Objective: By mid of 2012, a partially integrated

information systems shall have been established to strengthen governance and management of DepED.

Specific Objectives:By SY 2010-2011, 6 major information systems (SIS, HRIS,

Asset Management, LMS, SNHS, and GIS) shall have been pilot-tested.

By SY 2011-2012, the final versions of the 6 major information systems shall have been adopted.

By SY 2011-2012, the remaining information systems (FMIS, Legal, MS, Procurement) shall have been pilot-tested.


B. Organizational Development

Overall Objectives 1/:

By mid 2012, DepED shall have improved its operations through modernization of its staff and facilities as well as increasing the transparency, accountability and integrity of its units based on the newly rationalized structure and operations.

1/ Based on the BESRA Framework; for further discussion with the OD TWG

School-Based Management

integration of quality assurance and learning support

application of NCBTS as part of the school improvement process

operationalization of outcome-focused resource mobilization and management

VI. BIAP IMPLEMENTATION: SBM as Integration Mechanism

Operationalization of NCBTS-based

T&D System

Self-Assessment of Teachers using the TSNA tools

Preparation of Individual Professional Plan for Development (IPPD)

Preparation and Implementation of School Professional Plan for Development (SPPD) as part of SIP

Preparation and Implementation of Division Professional Plan for Development as part of DEDP

Preparation and Implementation of Regional Professional Plan for Development as part of REDP

School Level

Installation of QMS at the School Level

Improvement of Learning OutcomesAchievement of CFS Goals

SIP

competency-based training and development (taking-off from IPPD)

localized national learning strategies (MLE, Learning Innovations, IP and Muslim Education, ESM, etc)

school health and nutrition initiatives

Quality Planning

Quality Assurance in SIP Implementation and SBM Operationalization

(thru provision of crucial resources, technical assistance and conduct of monitoring and evaluation )

Establishment of School-based FM system

SIP

Resource Mobilization

Resource Programming

Resource Utilization

Reporting of Resource Utilization

Sources: DepED, LGUs, private sectors, NGOs

Systems: Accounting Procedures for Implementing and Non-Implementing Units

VII. Major Deliverables Across Components

A. Technical Working Groups (Policy Formulation)

• Standards, systems framework, implementing guidelines

• Proposed legislations• Plans for pilot/modeling and national roll-out• M&E Reports (first year of implementing

BESRA policy actions; pilot/modeling of new/enhanced programs/systems)

VII. Major Deliverables Across Components

B. Organic Units (Policy Implementation)• Crucial resources for schools (teacher and school

head items; SBM grants and MOOE; SBM and NCBTS materials, etc.)

• Training Programs (for teaching and non-teaching personnel)

• Teaching and learning materials• ICT hardware and software for teaching and

learning and governance and management• Accountability Reports

VIII. Sources of Funds for BIAP Implementation

1. DepED GAA, portion of which will be reimbursed by World Bank (NPSBE)

2. Official Development Assistance

• Project STRIVE –pilot implementation/modeling of key systems in the Visayas Regions

• SPHERE – engagement of TAs, QAA training, teaching and learning materials, establishment of LRMDS, SBM grants and classroom construction.

• EPIP – financial management reforms, human resource management (OPES and HRIS), and capacity-building on OPIF-based planning and monitoring.

3. LGU funds (local source and SEF)

4. Private/business sector (i.e., Adopt-A-School).

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