BESRABESRABasic Education Basic Education Sector Reform Sector Reform

AgendaAgenda

I. Introduction/Historical I. Introduction/Historical Background:Background:

The Philippine development The Philippine development and poverty reduction and poverty reduction strategy is articulated in the strategy is articulated in the Government’s Medium –Term Government’s Medium –Term Development Plan (MTPDP ) Development Plan (MTPDP ) 2004-2010. It gives high 2004-2010. It gives high priority to achieving universal priority to achieving universal basic education.basic education.

The country’s education strategy is The country’s education strategy is anchored on the National Education anchored on the National Education for All (EFA) 2015 Plan and for All (EFA) 2015 Plan and attainment of the Millennium attainment of the Millennium Development Goals (MDGs) which Development Goals (MDGs) which aim to provide an overarching policy aim to provide an overarching policy framework for basic education with framework for basic education with a vision that all Filipinos will acquire a vision that all Filipinos will acquire basic competencies.basic competencies.

This particular challenges for This particular challenges for basic education have been basic education have been

acknowledge by the country’s acknowledge by the country’s leaders and educators and leaders and educators and there have been important there have been important

gains made in the last decade.gains made in the last decade.

Important initiatives on Important initiatives on rationalization were introduced by rationalization were introduced by DepEd administration following DepEd administration following the passage of the Governance of the passage of the Governance of Basic Education Act ( Republic Act Basic Education Act ( Republic Act RA 9155) in 2001 with its RA 9155) in 2001 with its emphasis on its declaration that “ emphasis on its declaration that “ the school shall be the heart of the school shall be the heart of the formal education system.the formal education system.””

The reform proposal were progressivelyThe reform proposal were progressively refined and by 2005,there was refined and by 2005,there was

widespread widespread consensus on the need for urgent sector-consensus on the need for urgent sector-wide strategies that would place schoolswide strategies that would place schoolsfirst and empower local communities to first and empower local communities to take initiative to achieve school take initiative to achieve school

improvement.improvement. This consensus was articulated as the This consensus was articulated as the School First Initiative (SFI).School First Initiative (SFI). The strategies The strategies were in turn translated into policy actions were in turn translated into policy actions under the Government’s under the Government’s Basic Education Basic Education Reform Agenda ( BESRAReform Agenda ( BESRA ). ).

DepEd Order on BESRADepEd Order on BESRA No. 23 s. 2010No. 23 s. 2010 ADOPTION OF THE BESRA IMPLEMENTATION ADOPTION OF THE BESRA IMPLEMENTATION ACCOUNTABILITY PLAN, 2010-2012: A BLUEPRINTACCOUNTABILITY PLAN, 2010-2012: A BLUEPRINT FOR TRANSFORMING THE BASIC EDUCATION FOR TRANSFORMING THE BASIC EDUCATION SUB-SECTORSUB-SECTOR No. 87 s. 2009No. 87 s. 2009 CREATION OF ORGANIZATIONAL DEVELOMENT (OD)CREATION OF ORGANIZATIONAL DEVELOMENT (OD) AND LIVELIHOOD/TECHNICAL AND VOCATIONALAND LIVELIHOOD/TECHNICAL AND VOCATIONAL EDUCATION TECHNICAL WORKING GROUPS (TWGs)EDUCATION TECHNICAL WORKING GROUPS (TWGs) UNDER BESRAUNDER BESRA No. 34 s. 2009No. 34 s. 2009 MOVING FORWARD IN THE IMPLEMENTATION OF THE MOVING FORWARD IN THE IMPLEMENTATION OF THE

BASIC EDUCATION REFORM AGENDA (BESRA) BASIC EDUCATION REFORM AGENDA (BESRA) No. 16 s. 2008No. 16 s. 2008 COORDINATNG MECHANISMS FOR IMPLEMENTINGCOORDINATNG MECHANISMS FOR IMPLEMENTING THE BASIC EDUCATION SECTOR REFORM AGENDATHE BASIC EDUCATION SECTOR REFORM AGENDA (BESRA)(BESRA) No. 69 s. 2007No. 69 s. 2007 COORDINATNG MECHANISMS FOR IMPLEMENTINGCOORDINATNG MECHANISMS FOR IMPLEMENTING ACTIONS UNDER THE BASIC EDUCATION SECTOR ACTIONS UNDER THE BASIC EDUCATION SECTOR

REFORM AGENDA (BESRA) REFORM AGENDA (BESRA)

DepEd Memo on SBMDepEd Memo on SBM No. 149 s. 2007No. 149 s. 2007 UTILIZING THE ACCREDITATION PROGRAMUTILIZING THE ACCREDITATION PROGRAM FOR PUBLIC ELEMENTARY SCHOOLS (APPES)FOR PUBLIC ELEMENTARY SCHOOLS (APPES) CRITERIA FOR PLANNING SCHOOL IMPROVEMENTCRITERIA FOR PLANNING SCHOOL IMPROVEMENT UNDER THE SCHOOL BASED MANAGEMENT (SBM)UNDER THE SCHOOL BASED MANAGEMENT (SBM)

II. What exactly is the Basic II. What exactly is the Basic Education Sector Reform Education Sector Reform Agenda or BESRA?Agenda or BESRA? BESRA is a package of BESRA is a package of

interrelated policy actions interrelated policy actions intended to bring about a intended to bring about a fundamental change in how fundamental change in how education is delivered across the education is delivered across the basic education sector, and in basic education sector, and in how reforms in the basic how reforms in the basic education sector are planned and education sector are planned and implemented.implemented.

The BESRA policy actions The BESRA policy actions are organized under Five are organized under Five Key Reform Thrusts Key Reform Thrusts ( KRTs ) ( KRTs ) that focus that focus on:on:

1.Strengthened School- 1.Strengthened School- Based ManagementBased Management (SBM)(SBM)

The first KRT relates to the reform The first KRT relates to the reform principle that the best people to improve principle that the best people to improve the quality of schools are the people the quality of schools are the people most directly affected by the school’s most directly affected by the school’s operations – namely the school heads, operations – namely the school heads, the teachers, the students’ parents and the teachers, the students’ parents and others in the community.others in the community.

Ex. Implementation of School and Annual Ex. Implementation of School and Annual Improvement PlansImprovement Plans

MOOE maintenance/ operation of expenses MOOE maintenance/ operation of expenses based on needsbased on needs

2. Improved teaching 2. Improved teaching effectiveness and teacher effectiveness and teacher developmentdevelopment The second KRT focuses on the important The second KRT focuses on the important

role of the teachers as driving force in role of the teachers as driving force in improving student learning and educational improving student learning and educational quality at the school level.quality at the school level.

Ex. Teachers’ in-service trainings, seminars Ex. Teachers’ in-service trainings, seminars and scholarships.and scholarships.

National Competency Based Teachers National Competency Based Teachers Standards or ( NCBTS ) Standards or ( NCBTS )

application and implementationapplication and implementation

3. 3. Enhanced quality assurance Enhanced quality assurance through standards and through standards and assessmentassessment..

The third KRT is focused on ensuring wide The third KRT is focused on ensuring wide social support for learning in schools. People social support for learning in schools. People from all sectors of society play an important from all sectors of society play an important role not only in supporting the work of the role not only in supporting the work of the teachers, but also in supporting schools and all teachers, but also in supporting schools and all the curricular processes that aim to promote the curricular processes that aim to promote student learning.student learning.

Ex. Brigada Eskwela, GPTCA, Brgy. RTA, Vendors, Ex. Brigada Eskwela, GPTCA, Brgy. RTA, Vendors, Govt. Officials, Private sectors and NGOsGovt. Officials, Private sectors and NGOs

4. Improved access and 4. Improved access and learning outcomes through learning outcomes through alternative learning, etc.alternative learning, etc.

The fourth KRT emphasizes the variety of The fourth KRT emphasizes the variety of educational experiences that can help learners educational experiences that can help learners attain the learning goals. This includes having attain the learning goals. This includes having early childhood learning experiences, early childhood learning experiences, alternative learning systems, and other varied alternative learning systems, and other varied learning experiences to help students attain learning experiences to help students attain highest levels of learning.highest levels of learning.

Ex. Full implementation of RBEC instruction, learning Ex. Full implementation of RBEC instruction, learning resources, curricular and extra curricular resources, curricular and extra curricular

activitiesactivities..

5. Institutionalized 5. Institutionalized culture change in the culture change in the Dep.EdDep.Ed

The fifth KRT refers to the Department The fifth KRT refers to the Department of Education’s institutional culture to of Education’s institutional culture to have a change from prescribing have a change from prescribing actions through orders and memos to actions through orders and memos to facilitating school initiatives and facilitating school initiatives and assuring quality.assuring quality.

Why is the BESRA a Why is the BESRA a good reform package? good reform package?

Why BESRA is the Why BESRA is the promise of redemption?promise of redemption?

According to Dr. Allan Bernardo, a professor of De According to Dr. Allan Bernardo, a professor of De La Salle University in a Forum on Education about La Salle University in a Forum on Education about BESRA’s Promise….. “There are many important BESRA’s Promise….. “There are many important reasons why BESRA is a truly positive set of reasons why BESRA is a truly positive set of policy reform initiatives. policy reform initiatives.

The most important reason is the Educational The most important reason is the Educational Philosophy underlying the various components Philosophy underlying the various components BESRA. All components of the reform initiatives BESRA. All components of the reform initiatives are intended to help Filipino learners to attain are intended to help Filipino learners to attain higher levels of learning and achievement. The higher levels of learning and achievement. The higher levels of learning are defined in terms of higher levels of learning are defined in terms of cognitive and affective knowledge in the major cognitive and affective knowledge in the major learning areas that would allow the learner to learning areas that would allow the learner to effectively participate in diverse and complex life effectively participate in diverse and complex life situations beyond the school and to continue life situations beyond the school and to continue life learning.”learning.”

NINE POSITIVE NINE POSITIVE QUALITIES OF BESRAQUALITIES OF BESRA

First,First, BESRA focuses on the improving student BESRA focuses on the improving student learning processes andlearning processes and outcome.outcome.

SecondSecond, BESRA affirms the need to employ , BESRA affirms the need to employ diverse approaches to facilitating learning in the diverse approaches to facilitating learning in the classroom.classroom.

ThirdThird, BESRA locates the reform interventions at , BESRA locates the reform interventions at the level of the school and the classroom.the level of the school and the classroom.

Fourth, Fourth, locating the reform initiatives at the school locating the reform initiatives at the school level also creates stronger accountabilities to the level also creates stronger accountabilities to the community, and allows for more responsive and community, and allows for more responsive and more relevant school programs.more relevant school programs.

Fifth, Fifth, BESRA recognizes the important role of BESRA recognizes the important role of teachers and teacher development in improving teachers and teacher development in improving student learning outcomes.student learning outcomes.

Sixth, Sixth, BESRA builds on community-school BESRA builds on community-school relationships, and aims to strengthen such relationships, and aims to strengthen such relationships by looking at the community as a relationships by looking at the community as a resource for improving schools, and by ensuring resource for improving schools, and by ensuring that schools are accountable to the community.that schools are accountable to the community.

Seventh, Seventh, BESRA reforms are based on previous BESRA reforms are based on previous

interventions that workedinterventions that worked..

Derived from pilot projects such as the Third Derived from pilot projects such as the Third Elementary Education Project ( TEEP ), the Basic Elementary Education Project ( TEEP ), the Basic Education assistance for Mindanao (BEAM) and the Education assistance for Mindanao (BEAM) and the Strengthening Implementation of Visayas Education Strengthening Implementation of Visayas Education (STRIVE) and other reform initiatives.(STRIVE) and other reform initiatives.

Eighth,Eighth, the BESRA shifts the reform initiatives of the BESRA shifts the reform initiatives of the DepEd from project approach to a more the DepEd from project approach to a more organic approach.organic approach.

Finally, Finally, the BESRA reforms are truly the BESRA reforms are truly positive because BESRA is Dep.Ed’spositive because BESRA is Dep.Ed’s reform initiative. It is not imposed byreform initiative. It is not imposed by an external agency, or some foreign-an external agency, or some foreign-assisted project. In developing the assisted project. In developing the specific components of BESRA, the DepEdspecific components of BESRA, the DepEdoffices responsible undertook a most offices responsible undertook a most extensive consultation with a wide range of extensive consultation with a wide range of stakeholders within the DepEd and among thestakeholders within the DepEd and among the

various stakeholders of the Philippinevarious stakeholders of the Philippine Basic Basic Education Sector.Education Sector.

Dep.Ed’s Achievements Dep.Ed’s Achievements BESRA focusing SBMBESRA focusing SBM

( SBM is the lynchpin of BESRA) ( SBM is the lynchpin of BESRA)

Lynchpin—means the one that serves Lynchpin—means the one that serves to hold together parts or elements that to hold together parts or elements that

exist or function as a unit.exist or function as a unit.

The adoption and Roll-Down of the The adoption and Roll-Down of the School- Based Management (SBM)School- Based Management (SBM)

Framework and Standards for Framework and Standards for implementation of a comprehensive implementation of a comprehensive

SBM at the regional, division and SBM at the regional, division and school level of all schools in the school level of all schools in the

PhilippinesPhilippines..

The release of SBM grants in The release of SBM grants in support of activities that enhance support of activities that enhance learning, the drilling of down of learning, the drilling of down of the MOOE to schools to cash and the MOOE to schools to cash and related policies in support of the related policies in support of the school’s financial accountability school’s financial accountability for the MOOE are also notable.for the MOOE are also notable.

There is evidence of general There is evidence of general awareness of SBM, with 80% - 90% awareness of SBM, with 80% - 90% of schools and school heads having of schools and school heads having been oriented to its practices have been oriented to its practices have 5-year School Improvement Plans 5-year School Improvement Plans and have begun to mobilize and have begun to mobilize stakeholders’ support or organized stakeholders’ support or organized School Governing Councils with School Governing Councils with representatives from various representatives from various sectors in the community.sectors in the community.

III SummaryIII Summary

School – Based Management ( SBM ) is a School – Based Management ( SBM ) is a key component of the DepEd’s Basic key component of the DepEd’s Basic Education Sector Reform Agenda Education Sector Reform Agenda ( BESRA ) which is a widely- accepted ( BESRA ) which is a widely- accepted reform initiative which recognizes that reform initiative which recognizes that schools as they are the key providers of schools as they are the key providers of education, should be able to education, should be able to continuously improve by being continuously improve by being empowered to make informed and empowered to make informed and localized decisions based on their own localized decisions based on their own unique needs. unique needs.

The school heads and teachers are The school heads and teachers are given the chance to create linkages given the chance to create linkages with the local government and the with the local government and the private sector, which can help improve private sector, which can help improve local schoolslocal schools..

IV ConclusionsIV Conclusions

The underlying principle in SBM under The underlying principle in SBM under BESRA is that the people directly involved BESRA is that the people directly involved and affected by the school operations are and affected by the school operations are the best persons to plan, manage and the best persons to plan, manage and improve the school. So the people involve improve the school. So the people involve must work hand in hand to reach the goal must work hand in hand to reach the goal to bring about positive change in the form to bring about positive change in the form of governance and management of the of governance and management of the school to effect improvement in the school to effect improvement in the quality of education for the students. So, quality of education for the students. So, it is therefore very important to create an it is therefore very important to create an environment where all the people involved environment where all the people involved in the process NOT ONLY AGREE BUT ALSO in the process NOT ONLY AGREE BUT ALSO COMMIT TO MAKE THAT CHANGE HAPPEN.COMMIT TO MAKE THAT CHANGE HAPPEN.

Prepared by;Prepared by;

Evangeline De Leon- Evangeline De Leon- Embing Embing

((BESRA Reporter)BESRA Reporter)

““Change does not necessarily assure progress, but Change does not necessarily assure progress, but progress implacably requires change. Education is progress implacably requires change. Education is

essential to change, for education creates both new wants essential to change, for education creates both new wants and the ability to satisfy them.”and the ability to satisfy them.”

((Henry Steele Commager)Henry Steele Commager)

What is the governance What is the governance framework of School-Based framework of School-Based Management?Management?

The Government has amended the education Ordinance to The Government has amended the education Ordinance to implement in schools a participatory governance implement in schools a participatory governance framework with transparency and accountability. The framework with transparency and accountability. The Ordinance, which came into force on January 1, 2005, gives Ordinance, which came into force on January 1, 2005, gives legal backing to the SBM governance framework. It legal backing to the SBM governance framework. It provides for the establishment of an Incorporated provides for the establishment of an Incorporated Management Committee (IMC) and sets out its Management Committee (IMC) and sets out its composition, operation, functions and powers so that composition, operation, functions and powers so that stakeholders can participate in school governance stakeholders can participate in school governance according to the law. The direct participation of these key according to the law. The direct participation of these key stakeholders in school decision-making will enhance the stakeholders in school decision-making will enhance the transparency and accountability of school governance, and transparency and accountability of school governance, and the key stakeholders should work together to set common the key stakeholders should work together to set common goals and strengthen their partnership to enhance the goals and strengthen their partnership to enhance the effectiveness of teaching and learning of the school. effectiveness of teaching and learning of the school.

““Change does not necessarily Change does not necessarily assure progress, but progress assure progress, but progress implacably requires change. implacably requires change. Education is essential to Education is essential to change, for education creates change, for education creates both new wants and the ability both new wants and the ability to satisfy them.”to satisfy them.” (Henry Steele Commager)(Henry Steele Commager)