The BESRA ChaIIenge

-
'84n: Funct4naIIy Lterate FI5n48
learning
·
·
SBM
Critical
resources
Hiring and
deployment
Training
Certification
Program
·
·
·
· Teachers
benefits and
Welfare
· PreschooI
· Feeding
-
Food for
school
Every Child a
Reader
Multi Grade
·
·
·
· Distance and
alternative
learning
T
e
a
c
h
e
r
s
ECE
Iternative Learning ccreditation & EquivaIency

CAE +
C4un8eIIng
ED
College/
University
TESD
Technical
Vocational
Labor Force
DUS
TRY
Teacher Development
and Supply
- Dropouts
Ba8c Educat4n Framew4rk
B A S I C E D U C A T I O
EIementary igh SchooI
PubIic SchooIs
Private SchooIs
DSWD
DO
LGUs
BE
Tech Voc
English,
Science, Math
T
E
·
·
·
·
·
· & E
SpeciaI Education
rade 1
Readne88
Te8t
CT in Education
Partnerships with Private
Sector/ndustry
·
·
· ncrease spending
for Basic Education
Governance

4aI 41 Ba8c Educat4n:
Make every FI5n4 1unct4naIIy
Iterate.
EFA
2001-
2015
BESRA
2005-
2010
MTPDP
2004-2010

P4Ice8 and Thru8t8
2007-2010*
Make quality basic education accessible to all
Reduce the number of out-of-school youth and
adults
Leap frog the quality of basic education into global
standards Basic Education Sector Reform genda or BESR
4 ncrease spending for basic education from all
possible sources (public national + local, private
sources, ODA)
5 Tighten system governance and enhance school-
based management
DepED Order 24, s. 2007

Sc45e/C4verage 41 BESRA
PeopIe
Equipment,
Resources
Finances
Business
Processes
Products
& Services
Structure
The Manager

BESRA Key Re8uIt Area8
ey Result Thrust Schools and SBM
ey Result Thrust Teachers and their Development
ey Result Thrust ational Learning Strategies and
Quality Assurance & Accountability
ey Result Thrust 4 Early Childhood, Alternative
Learning and Private Education
ey Result Thrust 5 nstitutional culture change of
DepED, modernization of finance,
technological, administrative environments

Maj4r P4Ice8 DeveI45ed RecentIy
Standards and Framework for Effective SBM (RT )
SBM Primers per Domain of Practice (4) (RT )
Policy on School Heads Provision (RT )
4 ational Competency-Based Teacher Standards (RT )
5 Manuals on SPlanning, School Governance, Assessment
of SBM Practice (RT )
6 Drilling Down of School MOOE (RTs and 5)
7 Quality Assurance and Accountability Framework (RT )
8 Manual on Simplified Accounting System (RT 5)
9 Customized (DepED-specific) Procurement Manual (RT 5)
Guidelines on SBM Grant Availment, Utilization and
Liquidation (RT 5)
DepED OPES (Organizational Performance Evaluation
System)

Creation of nternal Audit Service (AS) at the Central Office
Full implementation of eGAS
Compliance to COA Audit findings
4 ntegrated system of planning and budgeting to include procurement,
accounting and school planning
5 Customized Financial Management Manual/s
6 nstallation of Human Resource nformation System
7 Equitable resource allocation for offices and schools (PS, MOOE, CO)
8 ntensive capacity-building of concerned personnel in planning,
financial management, educ'l leadership, etc
9 System/Procedures for Asset Management in DepED (school sites,
classrooms/buildings, equipment and furniture, textbooks and other
Ms, vehicles)
Development of Competency Standards for non-teaching personnel
Ongoing PoIicy ctions

Maj4r ChaIIenge8
Ahead
OuaIity Management *
"uaIity
PIanning
2 Perform "uaIity
ssurance
3 Perform
"uaIity ontroI
Before the production
process
fter the production
process
During the
production process
Focused on setting
quaIity objectives and
necessary processes
that wiII ensure
achievement of
quaIity objectives
Monitoring specific
resuIts to determine
whether they compIy
with reIevant quaIity
standards and
identify ways to
eIiminate
unsatisfactory resuIts
ppIication of
pIanned, systematic
quaIity activities to
ensure that aII
processes empIoyed
wiII meet
requirements
¨Do the right
things¨
¨Do things right¨ ¨Done the right
things right¨
KRT 3. "uaIity ssurance and ccountabiIity Framework
Nonitoring S Evaluation
Systems Considerations
Learner
School
Teacher
Central
Region
Division
District
EN!S
S
!CT
Consolidates !nformation
at various levels
Facilitate Communication
at various levels
(Feedback)
Nanagement
Level
"hange effects change"
-systems-based theory
entraI LeveI entraI LeveI
Region Region
LeveI LeveI
Division Division
LeveI LeveI
District District
LeveI LeveI
SchooI SchooI
LeveI LeveI
Learning enter Learning enter
LeveI LeveI
Iassroom Iassroom
LeveI LeveI
Learner Learner
LeveI LeveI
What is the
strongest chain?
Where is the
strongest chain?
When is the
chain strong?
Who in the chain
is strong?
Why is the chain
strong?
What is the weakest
chain?
Where is the weakest
chain?
When is the chain
weak?
Who in the chain is
weak?
Why is the chain
weak?
.0 Systems Perspective:
Strengthening the Education DeIivery System
twg - qaaf
entraI LeveI entraI LeveI
Region Region
LeveI LeveI
Division Division
LeveI LeveI
District District
LeveI LeveI
SchooI SchooI
LeveI LeveI
Learning enter Learning enter
LeveI LeveI
Iassroom Iassroom
LeveI LeveI
Learner Learner
LeveI LeveI
IearIy estabIished
goaIs & targets
2.0 Systematic pproach:
Strengthen Each hain in the Education DeIivery System
ntegrated
PIanning,
mpIementation &
ontroI Process
Defined roIes &
responsibiIities
Outcomes
resuIts
Standards
twg - qaaf
n II LeveIs n II LeveIs
t Each LeveI t Each LeveI
Outputs
accountabiIities
Processes
nputs

4w t4 d4 QAA 8y8tem-wde
Standards of inputs that schools should be
provided
Standards of processes that schools should
attain in their operations
Standards of outputs their operations should
achieve among their students
Standards necessary for districts, divisions,
regions and central offices to support and
assure that schools achieve and maintain
quality standards

PIan &
Drect
Budget &
Acc4unt
Pr4cure,
DeIver &
In85ect
M4nt4r &
EvaIuate
Re54rt & Be
Acc4untabIe
CRITICAL
LIKAES
I
PRORAMS
& PROJS.

4
5
PoIicy
Directions
6

4w t4 5r4m4te weI1are and
bene1t8 41 teacher8 and 4ther
De5ED 5er84nneI?
nstructional materials and methods
Salaries and step increments
Loyalty pay and other mandated dues
Leave credits, health care
Security

EnabIing
PoIicy
Environment
TechnicaI &
LogisticaI
Support
Performance-
Driven
Leadership w/
ccountabiIity
Sound
Shared
Governance
Emerging Paradigm
Greater
Resource
MobiIization
igher
Learning
Outcomes
"uaIity-
ssured
BE

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