The Basic Education

Development Plan 2030

BEDP 2030
 The Basic Education Development Plan 2030

BEDP 2030 is the Philippines’ first long-term plan for basic education
1 covering formal education for Kindergarten to Grade 12 and non-formal
education for youth and adults.

It covers Kindergarten (K), Elementary, Junior High School (JHS),

Senior High School (SHS) and the Alternative Learning System (ALS),
2 with articulation of linkages with the other education agencies –
ECCD, CHED and TESDA.

Designed to address the immediate impacts of pandemic on learning,

3 participation and education delivery; address the remaining access
gaps; improve education quality and build resilience.

Developed through highly consultative process involving DepEd

4 Management, Teachers, School Heads, LEARNERS and various education
stakeholders including development partners
 Legal Basis
• Adopted through DepEd Order No. 24, s. 2022
• It Shall
• Serve as blueprint in the next decade in formulating,
implementing, coordinating, monitoring plans,
programs and projects
• Provide strategic roadmap for the Department to follow
in improving the delivery and quality of basic education
• Address the immediate impacts of pandemic on
education and anticipate the future of education and
introduce innovation in fostering resiliency and
embedding the rights of children in education
• All offices and units in all governance levels
shall align their policies, plans and programs
with the BEDP
• The BEDP shall be a living document, serving as
guide to all DepEd units and offices in their
operational programming
 The impacts of pandemic
has exacerbated the Situations of disadvantage
continuing challenge on hindering achievement of
education quality, universal participation
participation and delivery

Confronting the Low proficiency of learners

basic education in reading and numeracy
imperatives

Innovations and good

practices gained during The need for more resilient
distance learning provide education system becomes
evidence for policy and pronounced during the
strategy adjustments school closures
 Major Challenges identified in Basic Education Sector Analysis (BESA)

• Access gaps particularly on out-of-

• Improvements in participation in all school children and youth remains
levels of education was notable but an area of concern
reaching universal participation • Girls outperforming boys in
ACCESS EQUITY
require targeted intervention. attendance and learning
proficiency

• Low proficiency of learners in Resiliency • Natural and man-made

QUALITY emergencies disrupts education
reading and numeracy skills and Well- delivery and affect quality
• Inadequate coverage of 21st
century skills in curriculum
being • Children’s rights not fully integrated
in DepEd programs and projects

GOVERNANCE
• Weak complementarity between public and private schools
• Limited vertical and horizontal integration in program management at the different levels of DepEd Governance
• Limited capacity of DepEd field units on contextualization of programs and strategies
• Lack of data on the universe of groups in situations of disadvantage
• Inadequate government spending in Education
 Priority Development Areas

1. Ensuring all learners attain learning standards in every

key stage in the K to 12 program

2. Expanding access to education for groups in situations of

disadvantage to ensure inclusive and equitable quality
service delivery

3. Strengthening the promotion of the over-all well-being of

learners in a positive learning environment where learners
exercise their rights and experience joy

4. Modernizing basic education governance that empowers

learners to be resilient and acquire life skills
 Key strategic priorities

Address the immediate
impacts of COVID-19
pandemic on learning and
participation
Enhance policies and
strategies in improving
early reading and numeracy
skills in the first key stage
Strengthen policies
Improve access to quality and mechanisms for
and learner-centered, providing access to quality
learning environment and and relevant basic learning
spaces  opportunities for OOSC and
OSY.

Provide an inclusive,
effective, culturally
responsive, gender-
sensitive and safe learning
space to respond to the
situations of disadvantage.
Improve learners and
personnel resilience from
all forms of natural and
human-induced hazards.
Enhance strategic human
Integrate children’s rights
resource management for
and responsibilities in the
continuing professional
design of DepEd programs
development and
and projects. 
opportunities.

Co-create learning spaces

for the future by looking at Strengthen Public and private Modernize education
collaboration and work more
the broader learning management systems and
collaboratively under a
ecosystem beyond the dynamic and responsive processes for efficient
confines of physical complementarity framework. service delivery
classrooms
Voices of Children and Youth
Skills and Aspirations
21st Century Skills
1. Learning and Innovation Skills
2. Information, Media and Technology
skills
3. Life and Career Skills
4. Communication skills

Aspirations
1. National identity and nationhood
2. Economic prosperity
3. Unity in diversity
4. Flourishing
5. Competitiveness
6. Life skills and responsiveness
7. Socio-political stability
8. Sustainability
 Results Framework
GO All Filipinos are able to realize their full potential and contribute
AL meaningfully in building a cohesive nation

SECTOR Basic education Filipino learners have the physical, cognitive, socio-emotional and moral
OUTCOME
preparation for civic participation and engagement in post-secondary
opportunities in their local, national, and global communities.
INTERMEDIATE
OUTCOMES

1. ACCESS 2. EQUITY 4. RESILIENCY &

All school-age children,
out-of-school youth, and
adults accessed relevant
basic learning
opportunities
3. QUALITY WELL-BEING
Disadvantaged school-age Learners are resilient and know their
Learners complete K-12 basic
children and youth, and rights, and have the life skills to protect
education having attained all learning
adults benefited from themselves and exercise their education
standards that equip them with the
appropriate equity related rights, while being aware of their
necessary skills and attributes to
initiatives responsibilities as individuals and as
pursue their chosen paths
members of society

ENABLING MECHANISMS -
GOVERNANCE
Efficient, nimble and resilient governance and management processes
 Pillar No. 1 ACCESS
All school-age children, out-of-school youth, and adults have
access to relevant basic learning opportunities

Strategies
Strategy #1 Strategy #2 Strategy #5
Improving access to universal Improve learners’ access to quality Strengthen mechanisms for
kindergarten education and learner friendly environment providing access to relevant basic
opportunities for OSC, OSY and
OSA
Strategy #3 Strategy #4
Improve capacity to retain learners Improve strategies to ensure
in schools learners’ continuity to next stage
 Pillar No. 2
EQUITY
Disadvantaged school-age children and youth,
and adults benefited from appropriate equity
initiatives

Strategies
Strategy #1 Strategy #2 Strategy #5
Improve program management and Provide an inclusive, effective, culturally Promote partnerships to
service delivery responsive, gender-sensitive, and safe benefit education for
learning environment to respond to the learners in situations of
situations of disadvantage disadvantage

Strategy #3 Strategy #4
Improve contextualized curriculum Enhance DepEd platforms for learning
and learning delivery resources
 Pillar No. 3
QUALITY
Learners complete K-12 basic education having attained all
learning standards that equip them with the necessary skills and
attributes to pursue their chosen paths

Strategies
Strategy #1  Strategy #2 Strategy #5
Align curriculum and instruction Strengthen competence of teachers Strengthen consultations
methods in all subjects and instructional leaders on on curriculum,
curriculum, instruction, and instruction, assessment
assessment

Strategy #3 Strategy #4
Assess learning outcomes at each key Align resource provision (including
stage transition and for learners in digital devices) with key stage learning
situation of disadvantage standards
 Pillar No. 4
RESILIENCY
Learners are resilient and aware of their
rights, and have the life skills to protect
themselves and their rights

Strategies
Strategy #1
Integrate children’s rights
in the design of all DepEd
programs and projects
Strategy #2
Ensure that learners are
aware and can assert their
rights to and in education from
DepEd and fully understand
their responsibilities in relation
to these rights
Strategy #3
Protect learners and personnel
from death, injury, and harm
brought by natural and
human-induced hazards
Strategy #4
Provide learners with
access to learning
continuity interventions in
the aftermath of a disaster
or emergency

Strategy #5 Strategy #6 Strategy #7 Strategy #8

Ensure that education
facilities are safe and
protected from the impacts
of natural and human-
induced hazards
Providing learners with basic Nurture and protecting Promoting learners'
health and nutritional services learners’ mental and physical and emotional
psychosocial health development
 GOVERNANCE
Efficient, agile and resilient governance and
management processes
ENABLING
MECHANISMS

EM#1 - Education leaders and EM #2 - All personnel are resilient, EM#3 – Ideal Learning environment
managers practice participative, ethical competent and continuously improving and adequate learning resources for
and inclusive management processes learners ensured

EM#4 - Internal systems and EM#5 - Key stakeholders actively EM#6 - Public and private education
processes are efficient, responsive, collaborate to serve learners better systems work more collaboratively
modern and continuously improving under a dynamic and responsive
complementarity framework

SECTOR
OUTCOME
INTERMEDIATE
OUTCOMES
1. ACCESS
All school-age children, out-of-
school youth, and adults accessed
relevant basic learning
opportunities
Strategy #1: Improve access to
universal kindergarten education
Strategy #2: Improve learners’ access
to quality and learner friendly
environment
Strategy #3: Improve capacity to
retain learners in schools
Strategy #4: Improve strategies to
ensure learners’ continuity to next stage
Strategy #5: Strengthen mechanisms
for providing access to relevant basic
opportunities for OSC, OSY and OS
Outcomes and Strategies
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.
2. EQUITY
Disadvantaged school-age children
and youth, and adults benefited
from appropriate equity initiatives
Strategy #1 : Improve program
management and service delivery
Strategy #2 : Provide an inclusive,
effective, culturally responsive, gender-
sensitive, and safe learning environment
to respond to the situations of
disadvantage
Strategy #3 : Improve gender-sensitive
contextualized curriculum and learning
delivery
Strategy #4 : Enhance DepEd
platforms for learning resources
Strategy #5 :Promote partnerships to
benefit education for learners in
situations of disadvantage
3. QUALITY
Learners complete K-12 basic ed having
attained all learning standards that equip
them with the necessary skills and
attributes to pursue their chosen paths
Strategy #1 :Align curriculum and
instruction methods in all subjects
Strategy #2: Strengthen competence of
teachers and instructional leaders on
curriculum, instruction, and assessment
Strategy #3: Assess learning outcomes at
each key stage transition and for learners in
situation of disadvantage
Strategy #4: Align resource provision with
key stage learning standards
Strategy #5: Strengthen consultations on
curriculum, instruction, and assessment
4. RESILIENCY
Learners are resilient and know their rights,
and have the life skills to protect themselves
and claim their education-related rights from
DepEd and other duty-bearers to promote
learners’ well-being.
Strategy #1: Integrate children’s and learners’ rights in the
design of all DepEd policies, plans, programs, projects,
processes and systems
Strategy #2: Integrate children’s and learners’ rights in the
design of all DepEd policies, plans, programs, projects,
processes and systems
Strategy #3: Protect learners and personnel from death,
injury, and harm brought by natural and human-induced
hazards
Strategy #4: Ensure learning continuity in the aftermath of a
disaster or emergency
Strategy #5: Protect education investments from the impacts
of natural and human-induced hazards
Strategy #6: Provide learners with basic health and nutrition
services
Strategy #7: Nurture and protect learners' mental and
psychosocial health
Strategy #8: Promote learners' physical and socio-emotional
skills development
 Phases of Implementation
Response to the immediate impacts of the pandemic on
PHASE 1 learning and participation and address issues on quality of
2022-2025 basic education

Post COVID-19 Recovery and Transition – Accelerate the co-creation of an integrated

Addressing and mitigating the impacts of concept of learning spaces for the future;
sudden shift in delivery modalities, bridging
the learning gaps and introduce innovations.

Focus on Quality: Capacity development on policy

1) Strengthen programs on reading, numeracy, development and implementation,
socio-emotional learning, and 21st century skills, strategic planning, education futures,
2) Sharpen skillsets of teachers in
contextualization to address the concerns of M&E research and technical assistance;
diverse learners and
3) Strengthen instructional leadership and
supervision to improve teaching quality;

Strengthen DepEd’s capability on Partnership Building with community-based

assessment with focus on classroom level partners, the private sector and cross sector
assessment; government services for children;
 Phases of Implementation
PHASE 2 Sustaining gains, introducing innovations and
2026-2030 evaluating policies and programs

Continuation of programs and Acceleration, deepening and

projects on access, quality, equity scaling-up of innovations and best
and resiliency; practices;

Maintenance and enhancement of Evaluation of programs and projects;

systems, processes information
systems;

Development and implementation End of Plan assessment and

of emerging new programs; evaluation
 Financial Framework
Projected spending in education and basic education as a
% of GDP and total government spending, BEDP
 Financial Framework
Projected cost estimates by key level and cost type in PhP millions,
BEDP2030
 Financial Framework

Cost Drivers
School Infrastructure Learning Resources
o Instructional and Non-Instructional Rooms o Textbooks (incl textbook replacements) Other
o laboratory rooms Instructional Materials (teaching/learning
o CLCs materials)
o Learning Tools and Equipment
o ILRCs

ICT in Education (in support of Education Human Resource

Blended LM) Development
o E-classroom packages o Education Human Resource Development
o Computerization Programme - ISSP o Training and staff development support
o wages, salaries and benefits)

Support to Schools and Learners

o Maintenance and Other Operating Expenses
o School-Based Feeding Program
o Government Assistance to Private Education
Note: General Considerations in latest BEDP-Ops Plan are PESM, ISSP, ALS 2.0
Implementation Arrangements
 Implementation Arrangements

Lead Office in Monitoring and

Governance Levels Lead office in BEDP Implementation Evaluation

Central Planning Service Planning Service

Region Policy Planning and Research Division Quality Assurance Division

School Governance and Operations School Governance and Operations

Division
Division Division

School Office of the School Head (SPT) Office of the School Head (SMEA)
 Mainstreaming BEDP Strategies: Plan alignment
International Aims to “ensure inclusive and equitable quality education and promote lifelong
Global Education
Agenda SDG 4 learning opportunities for all.”

2030

National Long-term plan aligned with the SDG 2030, designed to address the immediate impacts
Overall Directions, of COVID-19, address the remaining access gaps, confront issues on quality and
National Strategies & BEDP 2030 anticipate what futures might bring. BEDP will synchronize plans at all governance
Standards Development 2022-2030 levels

Region Six-year education development plan developed at the Regional level which contains
Execution of standards, strategies on how priority directions, policies, programs, quality assurance measures and
policies and Systems REDP equity-driven systems will be implemented in their respective regions, considering the unique
2022-2028 learning situation of learners

Execution of Programs,
Activities and Projects and
demand driven TA to
schools and CLCs
School/CLC
Curriculum
Implementation;
Teaching and learning
Six-year plan developed at the Division level which contains strategies on how assistance to
Division
schools and learning centers will be implemented. As an example, one of the crucial mandates
DEDP of the SDOs is to manage effective and efficient use of all resources, including human resources
2022-2028
Provides 6-year roadmap that lays down specific interventions that a school, with the help of
community and other stakeholders, which the school will undertake within the period of three (3)
SIP consecutive years. At the school level, the SIPs must be able to articulate the school’s strategies
2022-2025 on making the teaching and learning process more effective and inclusive
2025-2028
Alignment of Roles and Responsibilities of Governance levels

Shall primarily focus on formulation and enforcement of national policies, plans, education standards,
assessment of learning outcomes, conducting studies and research, program development, human
CENTRAL resource management, Monitoring and Evaluation; alignment and synchronicity of policy, programs,
standards, and partnership building.
Shall focus on policy implementation, monitoring and evaluation, conduct of regional studies and
research, human resource management, development of education projects that will resolve unique
education issues in the region, quality assurance, ensure synchronicity of programs, projects, and
REGION activity implementation and building partnership.

Shall focus on efficient policy and plan implementation, equitable and efficient deployment and
SCHOOL utilization of resources, human resource management, progress monitoring, providing targeted
technical support to schools and learning centers, ensure synchronicity of activities and building
DIVISION partnership.

DISTRICT Shall focus on Providing professional and instructional advice and support to the school heads and
teachers/facilitators of schools and learning centers and curriculum and instructional supervision.

SCHOOL/ Shall focus on school plan and curriculum implementation, creation of ideal learning environment,
resource management, teacher professional development, improvement of instruction, classroom
CLCS assessment and building local partnership.
M&E Mechanism
 Operationalizing the BEDP
CENTRAL OFFICE

• Program profiles particularly the objectives, performance indicators and targets

must be reviewed to determine its relevance to the implementation of BEDP.
• Most of the outputs can be produced by the lead office in consultation with other
relevant offices.
• Lead office shall initiate the process of consultation until it produced the output
• There are outputs that are sequential, therefore proper timing and scheduling is
desired
• Producing the outputs may be funded using program funds under GAA and other
sources from development partners, LGUs and other education stakeholders
• All activities to be initiated must clearly support the key strategic priorities
• Clear timelines in producing outputs must be plotted within 2022-2030
 Operationalizing the BEDP
REGIONAL OFFICE

• Regional Planning Team shall use BEDP as the anchor in developing their
respective Regional Education Development Plan (REDP), particularly the key
strategic priorities, results framework and strategies.
• The principle of “One Goal, Shared Outcomes, Common Programs, Different
Strategies” must be applied. Regions may have different strategies which are
based on regions’ unique needs and conditions, baseline outcome performance,
profile of clients and the size of budget.
• Regional outputs shall be mainly implementation of policies and standards that
will be produced by CO. Regional policy instrument must be anchored on national
policies.
• Producing the outputs may be funded using program funds under GAA and other
sources from development partners, LGUs and other education stakeholders
 Operationalizing the BEDP
SCHOOL DIVISION OFFICE
• Division Planning Team shall use BEDP and regional priorities as
anchor in developing their respective Division Education Development
Plan (DEDP), particularly the key strategic priorities, results framework
and strategies.
• Division outputs shall be mainly execution of programs and activities in
support of school in the implementation of curriculum
• Producing the outputs may be funded using program funds under GAA
and other sources from development partners, LGUs and other
education stakeholders
 Operationalizing the BEDP
SCHOOLS AND CLCs
• School Planning Team shall use BEDP and Division priorities as the
anchor in developing their respective School Improvement Plan which
shall focus on curriculum delivery.
• School Plan shall focus on improving learning outcomes, addressing
classroom and school level issues and promoting safe school
• School outputs shall be mainly implementation of curriculum, and
activities in improving learner’s academic performance and resilience.
• Producing the outputs may be funded using program funds under
school MOOE and other sources from development partners, LGUs
and other education stakeholders
 Contextualizing National Targets

• With the implementation of BEDP 2030, and the need to confront the 5
education imperatives, education delivery cannot be business as usual.
Accelerated program implementation, bold targets, capacity development
are needed to address the education imperatives.
• Each region and division depending on their level of performance shall set
their respective annual targets until 2028 and 2030 using the latest data as
baseline.
• In establishing the regional and division targets, need to strike a balance
between the national targets and the current baseline performance.
• Performance must converge and meet at the end of plan targets in 2030
• School targets shall focus on improving learning outcomes and shall ensure
optimum contact time.
 Contextualizing national targets and developing
regional and division targets
Advanced:
Above the set target and above the
national Average
Objective is to maintain the momentum and
targets should still be increasing until it reaches
the ideal state in 2030
Catching Up:
Above the set target but below the national
Average
Objective is accelerate momentum in achieving
set targets and outperform national performance.
Targets should be a bolder until it reaches the
ideal state in 2030
Progressing:
Above the national average but below the
set target
Objective is to achieve the set targets and
maintain placement above national average.
Targets should be bold until it reaches the ideal
state in 2030
Falling Behind:
Both Below set target and national average
Objective is to achieve the set targets and get
closer to national average. Targets should be bold
and ambitious until it reaches the ideal state in
2030
The Basic Education Monitoring
and Evaluation Framework
(BEMEF)
 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. It
identifies DepEd operating units with oversight M&E
functions and articulates the M&E processes that
shall be performed at each governance level.
 OBJECTIVE(S)

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 agency where
all operating units are expected to contribute. This framework shall also
guide DepEd bureaus, services, regional and schools division
offices, schools, 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 and processes.
 GUIDING PRINCIPLES

IMPROVED DEVELOPMENT-
UNDERTAKEN
GOVERNANCE ORIENTED ETHICALLY

UTILIZATION- METHODOLOGICALLY- OPERATIONALLY- SHARED

ORIENTED SOUND AND APPROPRIATE EFFECTIVE RESPONSIBILITY
 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

INTERMEDIATE OUTCOMES

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

ENABLING MECHANISMS-GOVERNANCE
Efficient, nimble and resilient governance and management processes
M&E System per Governance Level
 M&E SYSTEM PER GOVERNANCE LEVEL

M&E System
National M&E ❑ defines the scope of DepEd M&E system
system ❑ includes continuous review and enhancements of
performance indicators that shall ensure that needs of all
learners are addressed
Regional M&E ❑ ensures the effective, efficient, and inclusive
system implementation of all education policies & programs and
achievement of desired outcomes
❑ provides the policy makers and implementers with timely
and appropriate feedback on the implementation of DepEd
policies, programs, and delivery systems
 M&E SYSTEM PER GOVERNANCE LEVEL
M&E SYSTEM PER GOVERNANCE LEVEL
M&E System
School Division ❑ focuses on determining effectiveness and inclusiveness of schools
M&E system in providing basic education services
❑ serves as a mechanism for reflection on the SDO’s capacity to
provide timely and needs-based basic education support services to
schools

School M&E ❑ makes teaching and learning process more learner-centered and
system school-based management more effective and inclusive
❑ provides the platform for shared governance in developing,
implementing, and sustaining effective inclusive schools
❑ provides school heads, teachers, non-teaching staff, and
communities with critical insights, lessons, and timely information
on the performance of all learners
Performance Targets
 Proportion of students in Grade 2 or 3 achieving at least a minimum proficiency level in
mathematics
100.00
96.00
90.00 91.00 91.00
86.00 86.00
80.00 81.00 81.00

70.00 71.00 71.00

60.00 61.00 61.00

Percentage

53.00 53.00
50.00
45.00 45.00
40.00 38.60
37.00 37.00 36.48 37.54
34.36 35.42
31.52 32.41 33.30
30.00 30.63
27.07
20.00

10.00

-
Baseline 2022 2023 2024 2025 2026 2027 2028 2029 2030

Year

business as usual high low

 Proportion of students in Grade 2 or 3 achieving at least a minimum proficiency
level in reading

100.00
96.00

91.00 91.00
90.00
86.00 86.00

80.00 81.00 81.00

79.86
77.67
76.00 76.00 75.48
73.00 73.00 73.29
71.10
70.00
68.00 68.91
68.00
67.07
65.23
63.39 63.00 63.00
60.00
58.00 58.00
56.03

50.00

40.00
Baseline 2022 2023 2024 2025 2026 2027 2028 2029 2030

business as usual high low

 Proportion of students at the end of primary achieving at least a minimum
proficiency level in mathematics
100.00
97.00
92.00 92.00
90.00
87.00 87.00

80.00 79.00 79.00

70.00 69.00 69.00

60.00 61.00 61.00

53.00 53.00
50.00
45.00 45.00
40.00
37.00 37.00

30.00

20.00 18.61
16.57 17.08 17.59 18.10
14.77 15.20 15.63 16.06
13.05
10.00

-
Baseline 2022 2023 2024 2025 2026 2027 2028 2029 2030

business as usual high low

 Proportion of students at the end of primary achieving at least a
minimum proficiency level in reading
100.00
97.00
93.00 93.00
90.00
88.00 88.00
83.00 83.00
80.00
78.00 78.00
73.00 73.00
70.00
68.00 68.00
63.00 63.00
60.00
58.00 58.00

50.00

40.00

30.00
23.82 24.51 25.20
21.75 22.44 23.13
20.00 20.01 20.59 21.17
17.69

10.00

-
Baseline 2022 2023 2024 2025 2026 2027 2028 2029 2030

business as usual high low

 Proportion of students at the end of lower secondary achieving at least
a minimum proficiency level in mathematics

100.00
97.00
93.00 93.00
90.00
88.00 88.00
83.00 83.00
80.00

73.00 73.00
70.00

63.00 63.00
60.00

53.00 53.00
50.00

43.00 43.00
40.00

33.00 33.00
30.00

20.00 18.61
16.57 17.08 17.59 18.10
14.77 15.20 15.63 16.06
13.05
10.00

-
Baseline 2022 2023 2024 2025 2026 2027 2028 2029 2030

business as usual high low

 Proportion of students at the end of lower secondary achieving at least
a minimum proficiency level in reading
100.00
97.00
93.00 93.00
90.00
88.00 88.00
83.00 83.00
80.00

73.00 73.00
70.00

63.00 63.00
60.00

53.00 53.00 51.80

50.00 48.96 50.38
46.12 47.54
43.51 44.70
43.00
42.32 43.00
40.00 41.13
36.37
33.00 33.00
30.00

20.00

10.00

-
Baseline 2022 2023 2024 2025 2026 2027 2028 2029 2030

business as usual high low

 Critical reforms supporting the
achievements of targets
1. Reopen all schools for in-person classes for transitioning to new normal
2. Ensure Optimal Contact Time of Teachers in teaching (minimizing disruption of classes)
3. Provide more classrooms and teachers for smaller Class Size for a more engaging teaching and learning
interaction. (class size)
4. Formulate clear career path for teachers and non-teaching personnel and improvement of welfare
programs (motivation)
5. Targeted capacity development programs for teachers, non-teaching personnel and school
leaders (teacher and school leaders' competence)
6. Integrate ICT in Teaching-Learning (Technology)
7. Accelerate the implementation of Critical Support Services to improve resiliency and well-being of
learners and teachers: i) psychosocial and mental health intervention, ii)  child protection, iii)
nutritional status of learners (Resilience)
8. Decentralize program implementation and management (empowerment of schools)
9. Address the situations of disadvantage in remote and Last Miles Schools (Close remaining gaps in
access)
10.Increase investment in education to reach at least 4-6% of GDP or 15-20% share in the national budget
(Education Financing)
Thank
You