Office of the Undersecretary for Regional Operations

Presentation Outline 1.and Child (Learner)-Centered Education System . BESRA and ACCESs Connection Defining ACCESs 4. ACCESs as Touchstone of Reforms 2. Next Steps ACCESs: A Community. 3. Operationalizing ACCESs – – SBM & PASBE Re-engineering Planning and M&E Systems 5.

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 ACCESs: A Community.and Child (Learner)-Centered Education System .ACCESs as Touchstone of Reforms • It started from a need of a harmonizing policy or statement that will guide reform initiatives • Then.

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

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

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. projects ACCESs: A Community. project or activity vis-à-vis thrust & mandate • Guide to examine relevance & value of all other policies.and Child (Learner)-Centered Education System . program. programs.

and children" (Shaeffer. curriculum development • Community as “rights-bearer” of rights to education ACCESs: A Community. healthy and protective for all children. Community-Centered • Mandate derived from RA9155. crucial resources for learning. EFA National Plan and BESRA • Community as source of strategic thrust.ACCESs is about being child(learner).and community-centered Child(Learner)-Centeredframework of rights-based • A concept derived from the education that is characterized as: “inclusive.and Child (Learner)-Centered Education System . 1999). effective with children. and involved with families and communities .

• Accountability • Transparency ACCESs: A Community.Features of ACCESs Child(Learner)Centered • Learning-focused • Developmental-stage appropriate • Gender. social & economic status CommunityCentered • Shared vision & mission • Shared decision-making & governance • Collaboration • Community ownership • Autonomy. emotional.& culture-sensitive • Environmentally (physical. culture.and Child (Learner)-Centered Education System . race. psychosocial) safe • Accessible regardless of gender.

and Child (Learner)-Centered Education System .Collaboration Shared Governance Autonomy COMMUNITY-CENTERED Transparency Shared V / M S U P P L Y Ownership Accountability LGUs NGOs Private Sector Community D E M A N D Central Regional Division District Gender and cultural sensitivity Accessible Development appropriate Environmentally Safe CHILD (LEARNER)CENTERED Learning-oriented and Learnerfocused ACCESs Framework ACCESs: A Community.

.and Child (Learner)-Centered Education System . ACCESs provides.In sum. 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: A Community.

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

ACCESs: A Community.and Child (Learner)-Centered Education System .Operationalizing ACCESs 1. 3. Re-creating school (learning community) systems into community-based and learnercentered Re-engineering the system through participatory planning and “demand-driven” monitoring and evaluation Linking planning and budget processes with appropriate LGU and other local participation platforms at each governance level Strengthening accountability system by leveraging on the involvement of the “demand- 2. 4.

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 .

firefighting if there’s fire  Incremental change – gradual. pole vaulting  Metamorphic – revolutionary. aid. to introduce a different / much better formula.just to close gap in performance.g. slow when there’s little information about the subject / object of change  Neo-mobilistic – innovative. e.Type of Change  Homeostatic change . 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 .

private sector.Getting Ready to Implement • Organize your team (First WHO. NGOs and PTA • Spot a champion (maybe a team) . then WHAT) • Level off and set performance contract • Plan and strategize to advocate • Initiate dialogue with LGUs.

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 .

and Child (Learner)-Centered Education System .Thank You! ACCESs: A Community.

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