Basic Education

Monitoring and Evaluation

Framework
(BEMEF)
May 24- June 2, 2023
Facilitators: Lorna B. Llaneza, Narciso Cannaoay and Catherine Lang-ayan
Education is essential to change but
right now education is being
CHALLENGED…
Presentations
• Scope of BEMEF – Lorna B. Llaneza EdD
• Objectives
• Guiding Principles
• Types of M & E
• Enabling Mechanisms, Intermediate Outcomes – Catherine Lang-ayan
• Agency Performance Matrix, Performance Indicators
• Operationalizing the conduct of M & E – Narciso Cannaoay EdD
• M & E System per Governance Level
• Role & Responsibilities of Officers
• Theory of Change ( definition, indicators, sample) – Lorna B. Llaneza
• Innovations and best Practices – Rynwalter Paa
• MATATAG – Lorna B. Llaneza
Sequence of Discussions
Time Topics/Activities Facilitator/Speaker
8:30-8:45 Opening Program c/o PSDS and Host School
8:45 – 9:15 Pre-Test RYNWALTER PAA
9:15 – 10:00 Rationale, Objectives, Scope, Lorna B. Llaneza EdD
Guiding principles of BEMEF, Types
of M & E
10:00- 10-:15 Break
10:15- 12:00 •Enabling Mechanisms, PSDS Catherine Lang-Ayan
Intermediate Outcomes,
Agency Performance Matrix,
Performance Indicators
12:00- 1:00 Lunch Break
1:00- 2:00 •Operationalizing the conduct of M
&E Narciso CannaoayEdD
-M & E System per Governance
Level
•Role & Responsibilities of Officers
Sequence of Discussion
Time Topics/Activities Facilitator/Speaker
2:00-3:00 Theory of Change Lorna B. llaneza
Features of MATATAG

3:00-3:15 Innovation and Best Practice Rynwalter Paa

3:15-4:00 Break
4: 00-4:15 •Post test
4:15-4:45 Open Forum & Reminders Participants & Lorna B.
Reminders- DMEA Template
Minutes of the Meeting
Llaneza
Template
Output-Theory of change
Pre and Post Test
Evaluation

4:45-5:00 Closing Prayer c/o PSDS & host school

 RATIONALE
 Pursuant to Republic Act (RA) 9155 or the
“Governance of Basic Education Act of 2001” and RA
10533 or the “Enhanced Basic Education Act of 2013”, the
Department of Education (DepEd) implements programs,
projects, and major activities to ensure access to and
improve the quality of basic education, an end toward which
all operating units at all governance levels have attendant
roles, tasks, and responsibilities for which they are
principally accountable.
 RATIONALE
 Relative to this, the Department of Education develops the Basic
Education Development Plan (BEDP) 2030 which responds to issues and
challenges in basic education as well as the global and national education
commitments. The BEDP 2030 aims to continue the goal of the Department
that all Filipinos can realize their full potential and contribute meaningfully to a
cohesive nation through the protection and promotion of the right to
education. It is a long term plan for basic education anchored on the Sulong
Edukalidad Framework –( Key Reform Areas-K to 12 Curriculum & update,Improvement of Learning
Environment,Teachers’Upskilling & Reskilling & Engagement for stakeholders support & collaboration ), the Philippine

Development Plan, Ambisyon Natin 2040 ( panatag, matatag at maginhawa)

and the commitments in the Sustainable Development Goals (SDG) 2030
(no.4 Quality Education), and provides a strategic roadmap for the
Department to follow to improve the delivery and quality of basic education
and the experience of learners in the basic education learning environment.
 In support to this, DepEd developed this policy
framework on Basic Education Monitoring and Evaluation
Framework (BEMEF) to track and measure the
achievement of BEDP 2030. In addition, BEMEF is
integrally linked to the planning and budget strategy of the
Department. In particular, BEMEF explicitly identifies and
articulates the indicators and targets for measuring
performance in the development of plans and policies of all
DepEd operating units at all governance levels. It intends to
complement the planning and budget strategy by setting up
the framework for agency-wide monitoring and evaluation
(M&E).
Objectives

1. Orient the SDO Personnel/ Program

Owners, school heads about the BEMEF
guidelines, important features and
discuss /clarify the details/or provisions of
BEMEF
2. develop the policy implementation plan
/theory of change
3. Familiarize with the BEMEF and the
alignment to the DepEd goals and objectives
 Scope of BEMEF
The Basic Education Monitoring and Evaluation
Framework ( BEMEF) along with the structures and
mechanisms shall be adopted and implemented by all
DepEd operating units in all governance levels which
include schools . It identifies DepEd operating units with the
oversight M & E functions and articulates the M & E
processes that shall be performed by each governance
level/ by each unit or division.
 Objectives of BEMEF
The Department establishes the BEMEF to ensure that the
agency’s plans, policies, systems and processes are geared
towards the achievement of organizational outcomes. This
Framework sets the performance measures for the of the
agency where all operating units are expected to contribute.
This framework shall also guide DepEd bureaus, services,
regional and school , and learning centers in developing their
respective M & E plan. Lastly, it shall define the roles and
responsibilities of DepEd operating units in the M & E system &
processess.
 Guiding Principles

IMPROVED
GOVERNANC DEVELOPMENT- UNDERTAKEN
E ORIENTED ETHICALLY

UUUtilization
Oriented METHODOLOGIC SHARED
ALLY- SUND AND OPERATIONALLY- RESPONSIBILITY
APPROPRIATE EFFECTIVE

OPERATIONALLY-
Basic Education M & E Framework

Goal
All Filipinos are able to realize their full
potential and contribute meaningfully to a
cohesive nation

SECTOR OUTCOME
Basic education Filipino learners have the physical, cognitive, socio-
emotional and moral preparation for civic participation and
engagement in post-secondary opportunities in their local, national
and global communities
 Basic Education M & E Framework

INTERMEDIATE OUTCOMES

EQUITY QUALITY
Learners complete RESILIENCY AND
ACCESS Disadvantaged WELL-BEING
All school-age school-age K-12 basic
education Learners are resilient and
children, children and know their rights, and
out-of-school youth, having attained all
learning standards have the life skills to
youth, and adults and adults protect themselves, claim
accessed relevant benefited from that
equip them with the their rights and respect
basic learning appropriate others’ rights as
opportunities equity initiatives necessary skills and
attributes to pursue productive Filipino
their chosen paths citizens

ENABLING MECHANISMS-GOVERNANCE
Efficient, nimble and resilient governance and
management processes
Monitoring and Evaluation
 Monitoring explains the efficiency and effectiveness of the
on-going operation or implementation of PPAs

• Monitoring results provide bases for critical management

decisions such as resource allocation or realignment,
determine the strengths and weakness of the implementation
target setting, remedial/corrective actions or strategy
development.
Monitoring and Evaluation
 Evaluation provides information on the benefits achieved/if
goals or targets are achieved

• Evaluation results provide valuable lessons and insights

that can be used by managers in crafting strategic
decisions for the future such in designing organizational
changes or future programs and/or projects.
 Types of M & E
 1. Monitoring - A systematic and objective assessment of an
on-going implementation of plans, programs, projects and
major activities.
• Aims to steer implementation as efficiently as possible
based on empirical facts determined through verifiable
assessment process, systematic observation & documentation.
• Also determines any adjustment of plans and activities
needed to achieve the committed targets.
• Monitoring may be done on a weekly, monthly, or quarterly
basis depending on the M & E plans.
Example of Monitoring
 The Program Management Information System
(PMIS) is one of the mechanisms in doing monitoring and
currently the official source of data on programs,
projects and activities ( PPAs) from planning to
implementation.
• In support of monitoring and evaluation, Program
Implementation Review ( (PIR) is established as the
reporting platform. The PIR is conducted on a quarterly
basis to report the accomplishments of outputs in terms of
efficiency, and corresponding utilization of the budget.
 Results Monitoring
Results Evaluation - This is an evaluation approach that focuses on measuring
the realization of results.
• It seeks to assess the outcomes and changes brought about by program
or project interventions. brought about by program or project interventions.
• Findings from this type of evaluation are used as the baseline situation fro the
next planning cycle.
Did the program succeed in helping teachers to use ICT in teaching and
learning process?
• Was the program more successful with certain groups of people than with
others?
• What aspects of the program did participants find gave the greatest benefit?
Example-study on the impact of School-Based Management Implementation
Process Monitoring
 Process Monitoring
- Determines the effectiveness and efficiency of the implementation processes &
systems.
• This could be conducted at any phase of the plan implementation and could be
combined with other types of monitoring. Through this evaluation, issues and
challenges in program, project and activity deliveries can be addressed.
-What were specific interventions put into place by the program to fight the
problem being tackled?
Did the interventions work or not – and how and why?
- What were the kinds of problems encountered in delivering the program-were
there enough resources from the beginning to do it well? Was it well -managed?
- Were staff trained or educated to the right level of the program design?
Is there skill at facilitating the program processes from beginning to end? Was
there adequate support to the program?
 Ex.- Status of Senior HS Implementation: A
process Evaluation
INPUT Activities Outputs Intermediate Final Outcomes
Outcomes
Budget Preparation of New curriculum High enrolment High test scores
SHS curriculum for shs rate, utilization
of shs High completion
curriculum and rate
materials Low drop out
Teacher Preparation of Teaching Sufficient
SHS materials materials, teachers Low repetition
Recruitment & trained rate
training of teachers
teachers
Classrooms Building of
School Facilities classrooms, School
and Equipment procurement of classrooms,
school/learning facilities, tools
facilities & equipment
 Paradigm Shift of M & E
Current Thinking/Practice New Paradigm

M & E is focused on tracking programs Need to focus on DepEd’s core

and projects. Mostly, tracking is limited business- access and curriculum &
to “plan versus actual.” instruction. The M & E should take into
account the entire portfolio of projects
on access, and portfolio of projects on
Wants to have a unified M & E using a curriculum and instruction.
unified M & E tool
 Theory of Change
 What is a Theory of Change (ToC) - A theory of change is a road map of
where the program is going (results) and how it will get there (process)
 Theory of Change (ToC) is a framework for planning, implementing,
and evaluating social impact programs.
- It provides a clear roadmap for identifying the necessary steps and
outcomes to achieve a desired goal (Center for Theory of Change).
- A process of “thinking in action” designed to get away from rigid planning
models that date quickly and lose their relevancy.

 Developing a Theory of Change is essential for any organization

looking
to create impact.
 By clearly defining the change you want to create, you can ensure that
your basic education programs are effective and impactful.
Vogel, 2012; Rogers, 2014
 A theory of change is a road map of where the program is
going (results) and how it will get there (process)
 IF we can [activities], THEN [outcomes] will happen,
which will ultimately RESULT IN [goal/impact].
TOC Components

Inputs Outcomes Goal

Outputs
Changes in
(What we can Long-term
(what we do) List of behavior,
control) changes,
act.of what knowledge,
These are the usually
we does part of the skills or
direct limited to 1
Program.It starts w/ attitudes in
consequence or 2
clear verb-deliver, the short
of a given program
Teach, etc. term asa
activity goal
results of the
outputs, that
are directly
d
associated w/
the program
 Developing BEMEF Indicators
 Indicators are signposts of change along the path to
development. They describe the way to track intended results and
are critical for monitoring and evaluation.
 Why is it important to specify the indicators?
 The process of formulating indicators should begin with the following
questions:
 How can we measure that the expected results are being
achieved?
 What type of information can demonstrate a positive change?
 What can be feasibly monitored with given resource & capacity
constraints?
 What, why and how do we want to know
 The process of formulating indicators should begin with the following
questions:
 How can we measure that the expected results are being achieved?
 What type of information can demonstrate a positive change?
 What can be feasibly monitored with given resource & capacity
constraints?
 Will timely information be available for the different monitoring
exercises?
 What will the system of data collection be and who will be
responsible?
 Can national systems be used or augmented?
 Can government indicators be used?
Criteria in establishing Indicators
Indicators can be:
Statistical measures that measure results in terms of:
Quantitative Number
( interview, focus Percentage
group discussion,r Rate
Ratio

Reflect people’s judgements, opinions, perceptions and

Qualitative attitudes towards a given situation or subject
include changes in sensitivity, satisfaction, influence,
awareness, understanding, attitudes, quality, perception,
dialogue or sense of well-being and
measure results in terms of:
-Compliance with…
-Quality of…
-Extent of…
-Level of…
SO
Sources of Data
U R C E S O F DATA

Primary data Secondary data

Collected for specific study From existing sources

● Surveys ● Administrative data

● Focus groups ● Sensor data
● Observation ● Web traffic data
● Games ● Existing survey data
● Audits ● School records
Indicators can be objective or subjective
OBJECTIVE
➔ Typically observed or measured by a
third party
➔ Information collected should be the
same if collected by different people
➔ Statistical measures: number of, %,
rate, ratio
➔ Easily aggregated and compared
SUBJECTIVE
➔ Reported by respondent
➔ Measured using judgment or
perception
➔ Capture judgments and perceptions:
“quality of,” “extent of,” “attitude
towards,” “satisfaction with” ➔ Can be
quantified and compared (e.g., likert
scales)
TOC vs. Log frame
TOC Log frame
Gives the big picture, but we can go Gives a detailed description
into details

The diagram can be flexible, but is Is normally shown as a matrix

often designed as a flow chart

Shows all the different pathways that Is linear: all activities -> outputs ->
might lead to change outcomes - > goal

Best created as the first step to Best created after the program is
designing a program, to identify designed, to keep track of indicators
causality

Is especially helpful as a tool for Is especially helpful a tool for

evaluation monitoring
Adding Assumptions in TOC
 Assumptions are necessary and external conditions that have to hold between
each element of the ToC for the program to work as expected
 Help us understand why something goes right or wrong
 They can be related to contextual factors, logic of the program or
implementation
Importance of TOC in M & E
 Why theory of change is important in monitoring &
evaluation is because it is a tool used to develop the logic
model for a project or program. A logic model is a simplified
picture of how a project is supposed to work. In practice, a
project’s logic model is not a single document; it is a set of
documents created using a collection of tools of which the
theory of change is one of them
 ACTIVITY 1: THEORY OF CHANGE
CONDUCT OF MONITORING, EVALUATION AND ADJUSTMENT (MEA) and
PROGRAM IMPLEMENTATION REVIEW
INPUTS OUTPUTS OUTCOMES GOALS
Pre-planning Conducted Pre- Improved delivery of
Efficient Utilization of Funds and
Activities services for quality
planning Implementation of PAPs
basic education
Conference (governance
No. of Attendees per % of Accomplishments
FD/ SDO/Schools
No. of Pre-planning (Physical and Financial) No. of Best Practices
Activtivities Conducted (Implementation of
PAPS)
Effective Utilization of
Kamustahan Identified Gaps, Funds and Implementation
(MEA Proper) ICCPs, Agreements, of PAPs Ensured transparency
and of services to
No. of MEA Program Owners Recommendations Extent of Utilization of Funds
stakeholders (quality)
Activities attended the Adjustments
Kamustahan No. of Gaps, ICCPs, were given to and Implementation of PAPs
/MEA address
Agreements and gaps/issues
Recommendation presented
No. of Best Practices
No disruptions (Utilization of Funds
MEA Post during the Utilized the results of MEA
Conference conduct of the Reports by the Program Owners
MEA Submitted MEA for Continuous Improvement
Reports
No. of Attendees per
FD/ SDO/Schools % of Program Owners utilized
No. of Submitted MEA
Reports
the MEA Results
MATATAG
 MAke the curriculum relevant to produce competent and job-ready,
active, and responsible citizens is the first component that will ensure a
more strengthened literacy and numeracy programs. (We will reduce
the number of learning areas in K to 3 from 7 to 5 to focus on
foundational skills in literacy and numeracy in the early grades,
particularly among disadvantaged students)
 TAke steps to accelerate the delivery of basic education facilities and
services is the second component that plans to build more resilient
schools and classrooms in 2023, the allocated budget will build around
6,000 classrooms.
MATATAG-HOPES TO RESOLVE EDUCATION CHALLENGES
 TAke good care of learners by promoting learner well-being, inclusive
education, and a positive learning environment is the third component
that will undertake initiatives to provide schooling to many more
children and youth in situations of disadvantage, regardless of gender,
abilities, psycho-emotional and physical conditions, cultural and
religious identity, and socio-economic standing.
 Give support to teachers to teach better. This is in terms of innovative,
responsive, and inclusive teaching approaches following the Philippine
Professional Standards for Teachers (PPST). (We will capacitate our
teachers and learners in utilizing technology in remote learning to
maximize the benefits of digital learning)
MATATAG Indicators
 Reminder: The Principles of Management Efficiency and Effective ( Peter
Drucker)

Efficiency – Doing things Right

Effectiveness – Doing the Right things…

 “You see, in life, lots of people know what to do, but

few people actually do what they know. Knowing is not
enough! You must take action.”
(Tony Robbins, American author, philanthropist and life
coach)