BESRA Progress Report(based on the final draft of the BESRA Implementation

and Accountability Plan, 2010-2012)

National MANCOM Meeting February 23, 2010

KTR1 (SBM): Objectives

By end of SY 2009-2010, 90% of schools shall

have reached Level 1.

By end of SY 2010-2011, 50% of schools in Level 1 in SY 2009-2010 shall have reached Level 2.

By end of SY 2011-2012, at least 50% of schools in Level 2 in previous school year shall have reached Level 3.

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

Overall Objective of SBM: By end of SY 2011-2012, at least 50% of schools in Level 2 in previous school year shall have

reached Level 3 of SBM Practice.

Institutionalization of SBMSchool Accountability System

Quality Management System -- continuous process of school improvement planning, implementation and monitoring and

evaluation

Provision of full-fledged school head and teacher items

Provision of material and financial resources

Capability-Building Program

Competency-Based Hiring/Selection and Promotion System

School-Based Resource Mobilization and Management System

Basic Inputs

Competency-Based T&D System

Major Systems

GOAL: Improved Learning Outcomes for All

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

20,113 (45%) schools were reported to have been oriented on SBM (incl. school-community partnership)

17,314 ( 38.35%) schools were reported to have organized the SGC

SGC Manual for reproduction

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

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

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).

Status as of end of December 2009Targets

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

26,326 (58%) schools were reported to have SIPs

SIP manual for reproduction

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

23,478 (52%) schools were reported to have been trained on simplified accounting procedures for non-IUS

As of August 2009, 70% of the non-IUS have received their MOOE in cash; but total MOOE downloaded was only 55%.

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

Status as of end of December 2009Targets

KRT 2 (TED): Objectives

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

KRT 2. Teacher Education and Development DepED Order No. 30, s. 2009 adopts the competency-based

Training and Development System

T&D System

• TNA • Planning,

Programming and Designing

• Training Delivery• Monitoring and

Evaluation

School Level-Initiated T&D of Teachers

NCBTS

T&D Structure

National Level (with NEAP as overall T&D Manager)

Regional Level -NEAP in the Regions

Divisional Level - T&D Unit

School Level School-/Cluster-Based T&D structures/mechanisms

Operationalization of NCBTS-based T&D System

Self-Assessment of Teachers using the TSNA

tools

Preparation of Individual Plan for Professional Development (IPPD)

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

Preparation and Implementation of NCBTS-based Division Plan for Professional Development (as part of DEDP)

Preparation and Implementation of NCBTS-based Regional Plan for Professional Development (as part of REDP)

School Level

Conduct of TSNA and Preparation of

IPPD

• DepED Order No. 32, s. 2009 mandates the adoption and implementation of the NCBTS TSNA and IPPD and integration of its system operations in the overall program for continuing teacher capacity building.

• 18,898 schools were reported to have been oriented on the TSNA and IPPD.

Conduct of TSNA and Preparation of

IPPD

Immediate Next Steps:

b. Division Offices to: • (re)orient schools and teachers on the purpose of the TSNA

process and preparation of IPPD • assist schools in validating, analyzing and consolidating

results for incorporation in the SIPs; • assist schools in establishing school-based T&D structures or

mechanisms; and • incorporate NCBTS-based INSET programs in the DEDP (those

that can be best addressed at the DO level).

b. ROs to incorporate NCBTS-based INSET programs in the REDP (those that can be best addressed at the RO level)

c. CO to issue guidelines on the operationalization of the T&D System, particularly at the school and division levels, including use of INSET funds and other resources.

Adoption of Competency-Based Instructional Supervision - the CB-Instructional Support Handbook/Manual has been finalized

Application of NCBTS in Hiring, Promotion and Performance Appraisal of Teachers

Hiring of Teachers: DepED Order # 20 s.2009 entitled “Further Revisions to the Hiring Guidelines for Teacher 1 Positions under DepED Order #4 s.2007 “ – based on NCBTS was issued.

Performance Appraisal of Teachers: final draft of the revised PAST or Performance Appraisal System of Teachers (anchored on NCBTS) has been prepared; for pilot implementation in selected divisions.

KRT 3. Quality Assurance and Accountability and Learning Support

A. National Learning Strategies

1. Implementation of the MTB-MLE Program Draft Strategic Plan for the implementation of DepED

Order No. 74 has been prepared On-going implementation in selected schools

1. Implementation/institutionalization of learning innovations

• On-going review of existing ADMs such as MISOSA, IMPACT, Project EASE and Open HS (including assessment of financial requirements as well as economic, educational and qualitative benefits)

KRT 3. Quality Assurance and Accountability and Learning SupportA. National Learning Strategies1. Implementation of Multigrade Education• Continuous training of MG teachers • On-going development/refinement of MG modules

2. Muslim and IP Education• Continuous implementation of the ALIVE Program • On-going validation of the National IP Education Policy

Framework

3. Use of ICT in teaching and learning

4. Enhanced TLE Program

5. Establishment of Learning Resource and Management Development System – On-going pilot implementation in Project STRIVE regions and divisions

• Developed the LR Portal and prepared the LR plan• Initiated the cataloguing of existing/available

teaching and learning materials• Uploaded sample materials in the LR portal• Trained selected pilot schools on how to access the

LR portal

KRT3 (NLS and QA): Objectives

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.

Quality Management System

(1) QUALITY PLANNING ( to ensure quality, consistency and continuity of strategies, programs and projects to improve learning outcomes)

(2) QUALITYASSURANCE (to ensure continuous process improvement – thru review and refinement of standards and fine-tuning of processes; and provision of crucial resources and technical assistance)

(3) QUALITY CONTROL and ADJUSTMENT ( to ensure efficiency of implementation as per plan and assurance of results per standards thru MONITORING AND EVALUATION)

Status of QMS Modelling

Installation of the QMS in the 8 Regions and 20 Divisions is on-going:

Region I: Vigan City, Pangasinan I & San Carlos City

Region V: Naga, Legaspi City & Masbate City

Region VI: Aklan, Passi City & Cadiz City

Region VII: Bohol

Region VIII: Northern Samar

Region X: Tangub, Oroquieta & Lanao del Norte

Region XII: Tacurong, N. Cotabato, Saranggani

ARMM: Marawi City, Lanao del Sur & Maguindanao Conduct of Training on Managing the SIP Appraisal and

M&E system is on-going.

B. Quality Assurance and Monitoring and Evaluation

Status of Introducing Quality Planning

B. Quality Assurance and Monitoring and Evaluation

Level StatusNational Drafted the National Education Planning

Framework – will serve as overall guide for planning from school up to national levels.

Regional Drafted the REDP Framework; Project STRIVE currently assists the Visayas Regions in REDP preparation.

Divisional DEDP Manual finalized; NEAP has trained all DOs in DEDP preparation.

School Preparation for SIP Preparation Training in selected divisions is on-going.

B. Quality Assurance and Monitoring & Evaluation

Operationalization of the Sector M&E Framework (SMEF)

• SMEF has been adopted; a workshop to revisit/refine/streamline outcome, result and output indicators vis-à-vis existing M&E frameworks/practices and BIAP will be conducted in March 2010.

• School M&E System has been designed.

Incorporation of the National Assessment Framework in QAAF

• refined the National Assessment Framework (NAF) – for validation

• formulated the National Grading Framework

Formulation of the Unified School Accreditation System

KRT 4. Pre-school Education and ALS

A. Pre-School Education – included as new sub-component

B. ALS - TAs have been engaged to assist the ALS TWG/BALS in the following areas:

Program M&E Assessment and Certification of Learning Curriculum and Learning Resources ALS Omnibus Policy ALS Advocacy Governance, Systems Improvement & Capacity Building

KRT 5. Institutional Culture Change

Overall Objective: By mid-2012, DepED shall have improved its operations through the continuous development of its staff as well as increasing the transparency, accountability and integrity of its units under a rationalized structure to better support EFA.

KRT 5. Institutional Culture Change

A. Organization Development Pilot implementation of regional office restructuring in

Regions VI, VII, VIII and XII is on-going. Framework for competency-based hiring, selection,

performance appraisal, promotion, and continuous personal and professional development of all personnel in DepED has been drafted.

Competency standards for selected job groups have been prepared.

OPES of Central Office has been adopted; OPES of Regional Offices have been formulated.

KRT 5. Institutional Culture Change

•

B. Resource Mobilization and Management

• On-going financial management reforms: a) preparation of FMO Manual (school, division, regions and central); b) implementation of the prescribed accounting controls and procedures (establishment of FMIS instead of e-NGAS and resolution of COA issues); c) establishment of internal audit mechanisms.

• Financial Management arrangements at the Division and School level. DepED Order re. temporary assigning of Bookkeepers and Disbursing Officers from the secondary schools to render services to Division Offices was issued in May 2009; for revision based on results in initial implementation.

KRT 5. Institutional Culture Change

A. Use of ICT in governance and management

Phase I of Enterprise Architecture development completed (with Oracle) .

Beta versions of 6 major systems (HRIS, SIS, Asset Management, LMS, SHNS, GIS) are in different stages of designing/pilot-testing.

END OF PRESENTATION