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BEDP 2030 by DepEd Planning Service Director Roger Masapol
BEDP 2030 by DepEd Planning Service Director Roger Masapol
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.
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
Strengthen policies
Address the immediate Enhance policies and Improve access to quality and mechanisms for
impacts of COVID-19 strategies in improving and learner-centered, providing access to quality
pandemic on learning and early reading and numeracy learning environment and and relevant basic learning
participation skills in the first key stage spaces opportunities for OOSC and
OSY.
Provide an inclusive,
Enhance strategic human
effective, culturally Improve learners and Integrate children’s rights
resource management for
responsive, gender- personnel resilience from and responsibilities in the
continuing professional
sensitive and safe learning all forms of natural and design of DepEd programs
development and
space to respond to the human-induced hazards. and projects.
opportunities.
situations of disadvantage.
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
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 Strategy #2 Strategy #3 Strategy #4
Integrate children’s rights Ensure that learners are Protect learners and personnel Provide learners with
in the design of all DepEd aware and can assert their from death, injury, and harm access to learning
programs and projects rights to and in education from brought by natural and continuity interventions in
DepEd and fully understand human-induced hazards the aftermath of a disaster
their responsibilities in relation or emergency
to these rights
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
Outcomes and Strategies
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
INTERMEDIATE local, national, and global communities.
OUTCOMES
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
Six-year plan developed at the Division level which contains strategies on how assistance to
Division
Execution of Programs, schools and learning centers will be implemented. As an example, one of the crucial mandates
Activities and Projects and DEDP of the SDOs is to manage effective and efficient use of all resources, including human resources
demand driven TA to 2022-2028
schools and CLCs
School/CLC 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)
Curriculum
Implementation; 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
Teaching and learning 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
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
Aligning REDP, DEDP and SIP with BEDP 2030
• School Improvement Plan (SIP). A roadmap that lays down specific interventions that a school, with the help of
the community and other stakeholders, undertakes within a period of five (5) consecutive school years. It aims to
improve the four key result areas in basic education: access, equity, quality, resiliency, and well-being including
governance.
• SIP development process shall still be guided by the provisions of DO 44, s. 2015. The adjustment will be on the
alignment of the plan with the BEDP Results Framework and minor adjustment in the SIP Outline to make it
compliant to the BEDP Results framework stipulated in DO 24, s. 2022.
• For RO, SDO and Schools who already completed or started their respective plans prior to the adoption of BEDP
under DO 24, s. 2022, adjustments must be made in terms of the alignment in the results framework particularly on
the Intermediate Outcomes which represent the Key Results Areas.
• A “One Goal, Shared Outcomes, Common Programs, Different Strategies” approach shall be adopted by all
governance level. Strategies or outputs and interventions must be designed to address the challenges affecting the
performance of RO (Regional Offices), SDO (Schools Division Office) and School and ensure alignment of
interventions and synchronicity in execution.
DEPARTMENT OF EDUCATION 25
SIP Outline
STRUCTURE DESCRIPTION
I DepEd’s Vision, Mission, and Core Values Articulation of vision, mission, and core values on how these will influence the
school ways of doing things.
II School’s Current Situation Situation analysis using DO 44 process
a) Introducing the School Description of the school which may include but not limited to school physical environment,
immediate community, and linkages.
b) School Performance on Access May include analysis of enrollment, Intake rate, completion, retention, transition, dropout
c) School Performance on Quality May include performance in national achievement test, regional and division tests (if
available), awards and recognition, performance in ILSAs (International Large-Scale
Assessments) (if the school has participated)
d) School concerns on Equity and Inclusion Analysis of issues on inclusion programs or initiatives
e) School concerns on Resilience and Well- Analysis of nutritional status of learners, incidence of bullying, school hazards, mental and
being psychosocial condition including security and peace and order situation
f) School concerns on governance May include school resources analysis on human resources, school resources and
development prospects. Basic ratios may be presented and teacher performance, SBM
practice and partnerships, among others
g) Other Unique concerns May include very unique issues that are not captured in the 4 pillars
DEPARTMENT OF EDUCATION 26
SIP Outline
STRUCTURE DESCRIPTION
III Improvement Plan School Strategic and Operational Plan
a) Key Performance Indicators (targets) 3-year realistic targets on access, equity, quality, resilience, well-being, and governance
b) Priority Improvement Areas (PIA) Priorities that the schools must focus to address challenges and harness opportunities
c) Key Interventions These may be in a form of nationally driven programs and projects, locally initiated interventions
to address unique conditions and specific activities designed to address short term issues.
d) Three-Year Indicative Plan School Strategic Plan which outlines school priorities in 3 year cycle. Should include goal,
outcomes, strategies, and outputs
e) Year 1 Annual Improvement Plan Plan execution document using the standard template for Work and Financial Plan
IV School Monitoring and Evaluation and Systematic process for collection, collation, and analysis of key education data and
Adjustments (SMEA) information that will allow the SGC to determine the progress of SIP implementation based
on targets. The main objective of the SMEA is to facilitate decision making for a more
relevant and responsive delivery of basic education services at the school level.
a. M&E (monitoring & evaluation) Strategies May include tools, info systems and templates identified in DO 44 and other new templates may
be useful. The main reference will be the School Report Card (SRC)
a. M&E Activities May include SMEA culmination, regular Program Implementation review (PIR). Could be
monthly, quarterly, semi-annual, and annual.
DEPARTMENT OF EDUCATION 27
Thank
You