Office of the Undersecretary for Regional Operations

Presentation Outline
1.

ACCESs as Touchstone of Reforms

2.
3.

BESRA and ACCESs Connection

Defining ACCESs

4.

Operationalizing ACCESs

SBM & PASBE Re-engineering Planning and M&E Systems

5.

Next Steps

ACCESs: A Community- and Child (Learner)-Centered Education System

ACCESs as Touchstone of Reforms

It started from a need of a harmonizing policy or statement that will guide reform initiatives Then, a necessity to flesh-out a paradigm that will drive behavior and performance measures

Ultimately, a demand to operationalize and bring to reality the aspirations of RA 9155

ACCESs: A Community- and Child (Learner)-Centered Education System

Rationale for ACCESs

Articulate the mandate of RA 9155

Clarify roles and accountabilities per level of governance

Broaden the role of community in education management and delivery to emphasize stewardship Emphasize centrality of learners and learners outcome Guide program development and evaluation
ACCESs: A Community- and Child (Learner)-Centered Education System

BESRA and ACCESs Connection

BESRA must be synchronized by a clear philosophy and value statement ACCESs provides clarity for BESRA to streamline and identify priorities BESRA is the package of policy reforms; ACCESs is a policy or statement that concretize/operationalize the policy reforms
ACCESs: A Community- and Child (Learner)-Centered Education System

Defining ACCESs
Philosophy
Belief and value that the Department espouses Concept of an ideal state Guide to strategic and day-to-day affairs Culture among stakeholders

Approach
Method or process of service delivery Measure to examine consistency of policy, program, project or activity vis--vis thrust & mandate Guide to examine relevance & value of all other policies, programs, projects

ACCESs: A Community- and Child (Learner)-Centered Education System

ACCESs is about being child(learner)- and community-centered

Child(Learner)-Centeredframework of rights-based A concept derived from the
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).

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 rights-bearer of rights to education
ACCESs: A Community- and Child (Learner)-Centered Education System

Features of ACCESs
Child(Learner)Centered
Learning-focused Developmental-stage appropriate Gender- & culture-sensitive Environmentally (physical, emotional, psychosocial) safe Accessible regardless of gender, race, culture, social & economic status

CommunityCentered
Shared vision & mission Shared decision-making & governance Collaboration Community ownership Autonomy, Accountability Transparency

ACCESs: A Community- and Child (Learner)-Centered Education System

Collaboration Shared Governance Autonomy

COMMUNITY-CENTERED
Transparency Shared V / M
S U P P L Y

Ownership Accountability
LGUs NGOs Private Sector Community
D E M A N D

Central Regional Division District Gender and cultural sensitivity

Accessible

Development appropriate

Environmentally Safe

CHILD (LEARNER)CENTERED
Learning-oriented and Learnerfocused

ACCESs Framework
ACCESs: A Community- and Child (Learner)-Centered Education System

In sum, ACCESs provides..

A framework to advance the philosophy of shared governance of education and to ensure a strong culture of effective leadership & management in the provision of basic education
ACCESs: A Community- and Child (Learner)-Centered Education System

ACCESs is about an education system

Network of leadership Learner-centered and context-based learning systems and processes

Transparent and community developed accountability system

Mutually reinforcing and harnessing education targeted resource management

ACCESs: A Community- and Child (Learner)-Centered Education System

Operationalizing ACCESs
1.

Re-creating school (learning community) systems into community-based and learnercentered Re-engineering the system through participatory planning and demand-driven monitoring and evaluation Linking planning and budget processes with appropriate LGU and other local participation platforms at each governance level Strengthening accountability system by leveraging on the involvement of the demand-

2.

3.

4.

ACCESs: A Community- and Child (Learner)-Centered Education System

Why Change
Highlight children/learner as the center of SBM practice Continuous improvement process Break old habits Respond to clamor of field implementers Promote shared governance and strengthen local participation Improve the school systems capacity towards attaining EFA/MDG

Type of Change
Homeostatic change - band aid- just to close gap in performance, firefighting if theres fire Incremental change gradual, progressive, slow when theres little information about the subject / object of change Neo-mobilistic innovative, to introduce a different / much better formula, e.g. pole vaulting Metamorphic revolutionary, to change the whole system [Mao Tze Tung]

To align and strengthen SBM

Paradigm shift
From the old practice of bean-counting documents to strengthening systems and processes From tokenism to genuine participation From contrived practices to evolving relationships From mere compliance to conscious effort of doing things right From a mere strategy to a way of life in school

Systems-thinking and systems-orientation Focus efforts on achievement of the twin outcomes:

organizational effectiveness improvement of learning outcomes

Getting Ready to Implement

Organize your team (First WHO, then WHAT) Level off and set performance contract Plan and strategize to advocate Initiate dialogue with LGUs, private sector, NGOs and PTA Spot a champion (maybe a team)

Getting Ready to Implement

Check your realities and negotiate goals and targets with stakeholders Train, coach and support team ID problem areas and prioritize Listen and collect information from stakeholders Invest time on working for common understanding and shared goals

Thank You!

ACCESs: A Community- and Child (Learner)-Centered Education System