Office of the Undersecretary for Regional Operations · •Mandate derived from RA9155, EFA...

Office of the Undersecretary for

Regional Operations

Presentation Outline

1. ACCESs as Touchstone of Reforms

2. BESRA and ACCESs Connection

3. Defining ACCESs

4. Operationalizing ACCESs

– SBM & PASBE

– Re-engineering Planning and M&E Systems

5. Next Steps

ACCESs: A Community- and Child (Learner)-Centered Education System (June 2012)

ACCESs as Touchstone of Reforms

It started from a need of a harmonizing

policy or statement that will guide reform

initiatives

Then, a necessity to flesh-out a paradigm

that will drive behavior and performance

measures

Ultimately, a demand to operationalize and

bring to reality the aspirations of RA 9155


Rationale for ACCESs

• Articulate the mandate of RA 9155

• Clarify roles and accountabilities per level of governance

• Broaden the role of community in education management and delivery to emphasize “stewardship”

• Emphasize centrality of learners and learner’s outcome

• Guide program development and evaluation


BESRA and ACCESs Connection

• BESRA must be synchronized by a clear

philosophy and value statement

• ACCESs provides clarity for BESRA to

streamline and identify priorities

• BESRA is the package of policy reforms;

ACCESs is a policy or statement that

concretize/operationalize the policy reforms


Defining ACCESs

Philosophy

• Belief and value that the Department espouses

• Concept of an ideal state

• Guide to strategic and day-to-day affairs

• Culture among stakeholders

Approach

• Method or process of service delivery

• Measure to examine consistency of policy, program, project or activity vis-à-vis thrust & mandate

• Guide to examine relevance & value of all other policies, programs, projects


ACCESs is about being child(learner)- and community-centered

Community-Centered

• Mandate derived from RA9155, EFA National Plan and BESRA

• Community as source of strategic thrust, crucial resources for learning, curriculum development

• Community as “rights-bearer” of rights to education

Child(Learner)-Centered

• A concept derived from the framework of rights-based education that is characterized as: “inclusive, healthy and protective for all children, effective with children, and involved with families and communities - and children" (Shaeffer, 1999).


Features of ACCESs

Community-Centered

• Shared vision & mission

• Shared decision-making & governance

• Collaboration

• Community ownership

• Autonomy,

• Accountability

• Transparency

Child(Learner)-Centered

• Learning-focused

• Developmental-stage appropriate

• Gender- & culture-sensitive

• Environmentally (physical, emotional, psychosocial) safe

• Accessible regardless of gender, race, culture, social & economic status


CHILD (LEARNER)-

CENTERED

COMMUNITY-CENTERED

Collaboration

Shared Governance

Transparency

Shared V / M

Autonomy

Ownership

Accountability

Gender and cultural

sensitivity

Development appropriate

Learning-oriented and Learner-

focused

Environmentally Safe

Accessible

LGUs

NGOs

Private

Sector

Community

DEMAND

Central

Regional

Division

District

SUP

PL

Y

ACCESs Framework


In sum, ACCESs provides..

A framework to advance the philosophy

of shared governance of education and

to ensure a strong culture of effective

leadership & management in the provision

of basic education


ACCESs is about an education system…

• Network of leadership

• Learner-centered and context-based learning

systems and processes

• Transparent and community developed

accountability system

• Mutually reinforcing and harnessing education

targeted resource management


Operationalizing ACCESs

1. Re-creating school (learning community) systems into

community-based and learner-centered

2. Re-engineering the system through participatory

planning and “demand-driven” monitoring and

evaluation

3. Linking planning and budget processes with

appropriate LGU and other local participation

platforms at each governance level

4. Strengthening accountability system by leveraging on

the involvement of the “demand-side” of education


Why Change

• Highlight children/learner as the center of SBM practice

• Continuous improvement process

• Break old habits

• Respond to clamor of field implementers

• Promote shared governance and strengthen local participation

• Improve the school system’s capacity towards attaining EFA/MDG

Type of Change

Homeostatic change - band aid- just to close gap in

performance, firefighting if there’s fire

Incremental change – gradual, progressive, slow

when there’s little information about the subject /

object of change

Neo-mobilistic – innovative, to introduce a different

/ much better formula, e.g. pole vaulting

Metamorphic – revolutionary, to change the whole

system [Mao Tze Tung]

To align and strengthen SBM

• Paradigm shift – From the old practice of “bean-counting” documents to

strengthening systems and processes

– From tokenism to genuine participation

– From contrived practices to evolving relationships

– From mere compliance to conscious effort of doing things right

– From a mere strategy to a way of life in school

• Systems-thinking and systems-orientation

• Focus efforts on achievement of the twin outcomes: – organizational effectiveness

– improvement of learning outcomes

Getting Ready to Implement

• Organize your team (First WHO, then WHAT)

• Level off and set performance contract

• Plan and strategize to advocate

• Initiate dialogue with LGUs, private sector,

NGOs and PTA

• Spot a champion (maybe a team)

Getting Ready to Implement

• Check your realities and negotiate goals and

targets with stakeholders

• Train, coach and support team

• ID problem areas and prioritize

• Listen and collect information from stakeholders

• Invest time on working for common

understanding and shared goals

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Regional Operations

Office of the Undersecretary for Regional Operations · •Mandate derived from RA9155, EFA...

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