ACCES Intro v2.pptx

7/31/2019 ACCES Intro v2.pptx

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Jesson V. ButconOffice of the Undersecretary for

Regional Operation


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Background and Rationale

Articulate the mandate of RA 9155

Clarify roles and accountabilities

Broaden the role of community ineducation management and delivery toemphasize stewardship

Emphasize centrality of learners andlearners outcome

Guide program development andevaluation


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ACCES

As a philosophy

it is a belief and a value that the

department espouses in its policies,

programs and actions.

It is a concept of an ideal state that the

department strives to realize, a guide to its

strategic and day-to-day affairs and a

culture among stakeholders.


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ACCES

As an approach

it is themethod or the process of servicedelivery.

it is a measure to examine consistency of a

policy, program, project or activity with that of

the departments thrust and mandate.

It is also a guide to examine relevance andvalue of all other policies, programs and

projects undertaken or collaboratively

managed by the department.


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It is community-centered

Mandate derived from RA9155, EFA

National Plan and BESRA

Community as source of strategic thrust,

crucial resources for learning, curriculum

development

Community as steward of rights to

education


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Community-centered

shared-vision/shared mission

shared decision-making and governance

collaboration

community ownership

autonomy,

accountability, and

transparency

Features


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It is child (learner)-centered

A concept derived from the framework of

rights-based education that is characterized

as:

inclusive, healthy and protective for all

children, effective with children, and

involved with families and communities -

and children" (Shaeffer, 1999).


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Features

Child (Learner)-Centered

learning-focused

developmental-stage appropriate Gender and culture sensitive

environmentally (physical, emotional and

psychosocial) safe, and accessible regardless of gender, race,

culture, social and economic status.


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In other words

ACCESprovides a framework toadvance the philosophy of

shared governance of educationand ensures a strong culture of

effective leadership and

management in the provision ofbasic education.


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Principles of ACCES

Leadership provides the vision and

direction to the education system

making it relevant and responsive tothe contexts of diverse communities.


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Principles of ACCES

The learner-centered curricula, learning

systems, processes, and environments

are collectively developed andcontinuously improved, anchored on

the community and learners culture,

contexts, realities and aspirations; andgeared towards the learners holistic

growth and development in the service

of the community.


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Principles of ACCES

A clear, transparent and responsive

accountability system is in place,

collectively developed by communitystakeholders, which monitor expected

and actual performance, continually

addresses the gaps, and ensures avenue for feedback and redress.


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Principles of ACCES

Resources are collectively and

judiciously mobilized and managed

with transparency, effectivenessand efficiency.


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Moving forward with ACCES

K to 12 as the centerpiece of the reform

program to leverage the change

process in basic education system;


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With K to 12, we will..

Produceholistically developedlearners who have 21stcentury skillsand are prepared forhigher education,

middle-level skills development,employment, andentrepreneurship.

..country with an organized and shared rapid expansion of our economy

through agovernment dedicated in honing and mobilizing ourpeoples skills and energies..

-Philippine Development Plan 2011-2016


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The K to 12 Basic Education

Curriculum will be enhanced.

Learner-

Centered

Decongested

Seamless

Responsive

Enriched

Focuses on the

optimum

development of the

Filipino

Flexible to

local

needs

Continuum following an

expanding spiralprogression model

Integrative, Inquiry-

based,

Constructivist,

Technology-

enhanced

Allows for

mastery of

competencies


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K to 12 Basic Education Program

K to 12 builds on the reform

thrusts of BESRA.

Basic Education Sector Reform Agenda

KRT1:

School-BasedManagement

KRT 2:

TeacherEducation &Development

KRT 3:

NationalLearning

Strategies

KRT 4:

QualityAssurance &Accountabilit

y/ M&E

KRT 5:

Organizational

Development

Quality & AccessibleEducation For All

BESRA as a package of reform initiatives

considersK to 12as theflagshipreform


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SBM as a Strategy to

Push the Goals of K to 12

Outcome Goals

significantly addressed shortages or gaps in

educational inputs (teacher items, school head

items, classrooms, instructional materials)addressed significantly

broadened and strengthened stakeholders

support in the improvement of basic education

outcomes

improved internal efficiency

improved system of governance in the

Department


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SBM as a Strategy to

Push the Goals of K to 12

Process Goals Institutionalize school-based management for

school

empowerment Institute reform in assessment framework and

practice for a learner-centered basiceducation

Address basic input shortages in classrooms,teachers, textbooks

Promote good education governance in theentire Department of Education


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Moving forward with ACCES

Re-package the information, education andcommunication (IEC) strategies andadvocacy messages to replace the prevailing

concept of SBM as an activity-based andtangible-focused stakeholders participationto progressive sharing of responsibility andaccountability of governing schools;

Emphasize the stewardship role ofcommunity stakeholders in realizing thedesired learning outcomes.


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CHILD (LEARNER)-

CENTERED

COMMUNITY-CENTERED

Collaboration

Shared Governance

Transparency

Shared V / M

Autonomy

Ownership

Accountability

Gender and cultural

sensitivity

Development appropriate

Learning-oriented and Learner-

focused

Environmentally Safe

Accessible

LGUs

NGOs

PrivateSector

Community

D

E

M

A

N

D

Central

Regional

DivisionDistrict

S

U

P

P

L

Y

ACCES Framework


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Strategic Action

Review and re-align programimplementation plan for the followingprograms to be consistent with the concepts

and principles of ACCES: School-Based Management (SBM)

Philippine Accreditation System for

Basic Education (PASBE) K to 12 Program

All existing and on pipeline foreign-assisted projects


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Accreditation

Status

Level III(Self-renewing/regulating)

Level II(Operational)

Level I

(Emergent)

SBM Level of Practice

SBM-PASBE Operational Framework

Autonomous

(Re-accredited

Status)

Accredited

(initial

accreditation)

Applicant

status

Leadership for

Accelerated

Learning

Curriculum and Learning

for Responsible

Citizenship

Stakeholders as

Empowered

Decision Makers

School Assessment

for Continuous

Self-Renewal

Transparent

Management of

Resources

Performance

Accountability

for Quality

Education


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Quality

Standards

Planning

Implementation

and

Monitoring

Internal-

Self

Evaluation

External

Evaluation

Accredit

ationSBM

Standards

met?

Confirmed?Yes

No

Yes

NoF

F

1 32 4 5

SBM-PASBE Quality Framework


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Strategic Action

Strengthen local participation through

installation of a Unified Planning and

Monitoring and Evaluation System with

systematic, clear and ICT-supportedcoordination scheme, accountability matrix,

reporting structure/process and

communication system.


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CENTRAL

REGION

DIVISIONDIVISION

SCH. CSCH. BSCH. A SCH. SCH. SCH. SCH.

PDP LEARNING OUTCOME MANAGEMENTPERFORMANCE

NEDP -PolicyFormulation

-Thrust /Priority Setting

-Regulatory

-Resource

Allocation (Equity)

-Access [NER]

-Achievement

[ NAT ]-Attainment

[ CSR +

Completion

rate]

-Sector (outcome)

-Indicators critical of

effectiveness-Effective and efficient

and equitable

resource allocation

and

distribution supported

by sound policy /

standards

-Legislative

-Development

-OversightAgencies

REDP -Quality

Assurance

-Technical

Assistance

-M & E

-NER, CSR, NAT

[Where are the

critical areas

(division)

affecting regional

performances?]

Regional

Development Council

DEDP -Manage and

secure additional

resources

for schools

-Capability

Building

-M & E

-NER, CSR, NAT

[Which are

disadvantaged

schools /

areas?]

-IQR of Basic Inputs

(classroom,

textbook,

teacher, seat,

WATSAN)

Local School Board

(PROVINCIAL)

CEDP Local School Board

(MUNICIPAL/CITY)

School

Strategic

Plan

-Ensure

attendance of

all school aged

children in

education

programs

-No. of enrolled

[ACCESS]

-No. of attendance

[ATTENDANCE]

-No. of graduating

[ACHIEVEMENT]

-No. of NAS +

reading + SReA

[ATTAINMENT]

-Attendance rate? Brgy. Education

Committee/Brgy.

Council

PTA/SGC

Cluster of Schools

-NSO

-Total

population for

single age

CENTRAL

REGION

Why are children not

attending school?

SCHOOL

-Total population per

division / municipality

-Total number of

school

children not attending


barangay

-Total number of school


school

Planning and M/E Framework (OPS, 2012)

DIVISION

D

E

M

AN

D


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CENTRAL

REGION

DIVISIONDIVISION

SCH. CSCH. BSCH. A SCH. SCH. SCH. SCH.

Cluster of Schools

-NSO

-Total

population for

single age

CENTRAL

REGION

Why are children not

attending school?

SCHOOL


division / municipality

-Total number of

school



barangay

-Total number of school


school

Planning and M/E Framework (OPS, 2012)

DIVISION

D

E

M

A

N

D

Indicative resource level

+ equity

NEDP

REDP

DEDP

CEDP

School

Strategic

Plan

Implementation/

Orientation/Planning

Priority Setting

Data

Resource Allocation

- Policy

- Standards

- Allocation

QA

Allocation

(Budget year X + 1

Synchronized with

Municipal/City, Local

School Board

Synchronized with

Provincial Local School

Board

Implementation

Manage Implementation


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Advocate for the acceptance and use of

common standards of education

governance and quality management

system.

Deploy and install strategic information,

education and communication (IEC)

activities and advocacy campaigns forSBM, IP/ME, PASBE and K to 12.


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Thank You!

Documents

ACCES Intro v2.pptx