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  • Strengthening the implementation of Basic Education in Selected Provinces in the Visayas


    Section Description Page Table of Contents i

    List of Acronyms ii

    Chapter 1 Introduction 1

    1.1 Background 1

    1.2 Purpose of the Handbook 2

    1.3 Scope of the Handbook 2

    1.4 Users of the Handbook 2

    Chapter 2 Structure in Providing Technical Assistance 3

    2.1 Technical Assistance (TA) Team Composition 3

    2.2 Functions and Responsibilities of TA Providers 4

    2.3 Functions and Responsibilities of Clients 4

    Chapter 3 Competencies of Technical Assistance Providers 5

    Chapter 4 Technical Assistance Processes 7

    4.1. Assumptions 7

    4.2. Definition of Technical Assistance 7

    4.3. Purpose and Objectives of Technical Assistance 8

    4.4. Guiding Principles 8

    4.5. Scope of Technical Assistance 9

    4.6. Technical Assistance Process Framework 10

    4.6.1. TA Needs Assessment Stage 11

    4.6.2. Planning Stage 12

    4.6.3. Implementation Stage 13

    4.6.4. Feedback Giving Stage 13

    4.6.5. Adjustment of Quarter Plans and Targets Stage 14

    4.6.6. Progress/ Annual Report to Management Stage 14

    4.6.7. Evaluation of TA Provided 14

    Chapter 5 Reporting of Technical Assistance Provided 15


    1 Process of Identifying Technical Assistance Agenda 16

    2 Form 1: Tabulation of Factors that Hinder Achievement of Target Outputs 23

    3 Form 2: Management Consequences 24

    4 Form 3: Proposed TA Support to Client 27

    Part A: Performance Contract for Technical Assistance 29

    Part B: Closing the Gaps 30

    5 Technical Assistance Reporting Log 31

    6 Individual/Team TA Reporting Log 33

    7 Individual/Team TA Report Form 35


    AIP Annual Implementation Plan

    ASDS Assistant Schools Division Superintendent

    BEIS Basic Education Information System BESRA Basic Education Sector Reform Agenda

    CBP Capability Building Program

    DEDP Division Educational Development Plan

    DepEd Department of Education

    DO Division Office / Disbursing Officer

    DQMT Division Quality Management Team

    DsQMT District Quality Management Team

    DTAP Division Technical Assistance Plan

    EFA Education For All

    ES Education Supervisor

    ICT Information Communication System

    IMs Instructional Materials

    INSET In-service Training

    LGU Local Government Unit

    LOQAI Listening, Observing, Questioning, Attending & Integrating Skills

    LR Learning Resources

    M&E Monitoring & Evaluation

    PO Planning Officer

    PSDS Public Schools District Supervisor

    QAA Quality Assurance & Accountability

    QMT Quality Management Team

    R.A. Republic Act

    RO Regional Office

    SAC Subject Area Coordinator

    SBM School-Based Management

    SDS Schools Division Superintendent

    SH School Head

    SIP School Improvement Plan

    SIS School Information System

    SQMT School Quality Management Team

    SY School Year

    TA Technical Assistance

    TAF Technical Assistance Framework

    TAP Technical Assistance Plan

    TOR Terms of Reference

    TNA Training Needs Assessment

    UIS Unified Information System

  • Chapter 1 INTRODUCTION

    1.1. BACKGROUND Technical assistance is one of the key professional activities provided by the Regional Office to the Schools Divisions, and by the Division Office to the Schools, geared toward giving them support and guidance in identifying problems and finding the right solutions for a more effective organization. Republic Act No. 9155, or the Governance of Basic Education Act of 2001, decentralized education governance, and made the school as the heart of the formal education system and shifted the focus of education management to School-Based Management (SBM). The Department of Educations Present Initiative, the Basic Sector Reform Agenda (BESRA) has made more specific the roles and responsibilities of the various levels of the Department in support of School-Based Management. It has underscored once more that the different levels of the Department have their major responsibilities to their respective next level office. This means that the Central Office as its main responsibility; and the Division Office has the schools as its main responsibility in leading, guiding, monitoring & evaluating and in providing technical assistance towards effective SBM in the schools and eventually, towards achieving higher learning outcome. The Basic Education Sector Reform Program Implementation Plan in 2006 (BESRA-PIP) enumerated the modes of technical assistance expected of the Regions and Divisions to their respective clientele. These are enumerated as follows:

    Regions to the Divisions:

    o Stakeholder networking, i.e., organization Of SGC, revitalization of LSB

    o Stakeholder mobilization o Development of Standards and

    indicators of Progress, impacts and processes

    o Supervision by monitoring and evaluation of regional standards in learning outcome

    o Technical assistance through training, performance evaluation, accreditation process

    o Decentralization of functions and budgets in terms of localization, integration of plans and best practices

    o Development of regional SBM installation plan covering all divisions

    Divisions to the schools:

    o Stakeholder networking, i.e., organization of SGC, revitalization of LSB

    o Stakeholder mobilization and resource generation

    o School- based resource management and installation of finance and administrative systems

    o Technical guidance by Division Superintendents and technical/educational supervision by division education, subject specialists

    o Development of standards and indicators of progress, of impacts and of processes.

    o Appointment of SBM coordinator including cluster/coordinating school heads and formation of SBM task forces.

    o Training programs for school heads and teachers

    o Procurement of textbooks through Division Annual Procurement Plan based on schools procurement plans

    In other words, the Schools Division cannot just claim the accomplishments of the schools within the Schools Division, as its own, without having shown that it has proactively provided technical assistance to schools towards continuous improvement. This is the Schools Divisions major responsibility. The same guideline also applies to the Regional Offices towards the Schools Divisions; and the Central Office towards the Regions. Technical assistance is deemed necessary to ensure effective programs implementation and eventually achievement of higher or better learning outcomes. It should impact on performance, and most of all, on the general welfare of the people in the organization and of the organization itself.

  • While the implementing rules and regulations of the R.A. 9155 and BESRA kept on Repeating the phrase, technical assistance for SBM practice, the field offices still need to be provided with specific guidelines to know what can be delivered, the why, when and how, that can be considered as technical assistance. Hence, this handbook is envisaged. 1.2. PURPOSE OF THE HANDBOOK This handbook aims to put on view the Technical Assistance (TA) Mechanism and its operations framework. This handbook provides clear procedures, guidelines, tools and the suggested structure in implementing the TA Mechanism. It serves as the guide instrument for an efficient, effective and relevant technical assistance for the Regional Office to the Schools Divisions on how to manage their operations efficiently and consequently be able to help ensure that SBM is implemented effectively in their respective schools. It will guide the schools Division office in helping their respective schools to practice SBM, particularly on the implementation of their School Office in helping their respective schools to practice SBM, particularly on the implementation of their School Improvement Plans (SIP), how to manage performance of their teachers and eventually lead to improved learning outcomes. 1.3. SCOPE OF THE HANDBOOK This handbook contains the operationalization of TA Mechanism in the Regional Office and in the Schools Division Office. It includes a presentation of the suggested streamlined processes starting from the TA needs assessment to planning and implementation stages, adjustment of plans, evaluation and reporting to the management foe decision making for possible policy formulation. It will also present suggested structures as to TA Team composition for the Region and the School Division, their functions and responsibilities, the competencies required of them and the different instruments or tools with samples to execute the mechanism whish were found to be helpful during the pilot implementation of the mechanism. 1.4. USERS OF THE HANDBOOK Primarily, the users of this handbook are from the Regions and Divisions Offices whose functions are to ensure that inputs, processes, outputs and outcomes of the Technical Assistance provided to their clients are par with the quality standards as they achieve or accomplish their targets set. These Technical Assistance providers are: From the Regional Office:

    o Education Supervisors o Education Program Specialists o Technical personnel

    From the Division Office:

    o Schools Division Superintendent o Assistant Schools Division Sup