1

The BESRA Challenge

-
Vision: Functionally Literate Filipinos
learning


SBM
Critical
resources
Hiring and
deployment
Training
Certification
Program



Teachers
benefits and
Welfare
Pre school
Feeding
-
Food for
school
Every Child a
Reader
Multi Grade



Distance and
alternative
learning
T
e
a
c
h
e
r
s

ECE
Alternative Learning
Accreditation & Equivalency
?
NCAE +
Counselling

CHED
College/
University
TESDA
Technical
Vocational
Labor Force
INDUS
TRY
Teacher Development
and Supply
- Drop outs
Basic Education Framework

B A S I C E D U C A T I O N
Elementary High School
Public Schools
Private Schools
DSWD
DOH
LGUs
BEC
Tech Voc
English,
Science, Math
NAT
NCAE





A & E
Special Education
Grade 1
Readiness
Test
ICT in Education
Partnerships with Private
Sector/Industry


Increase spending
for Basic Education
Governance

3
Goal of Basic Education:
Make every Filipino functionally literate.

EFA
2001-
2015
BESRA
2005-
2010
MTPDP
2004-2010
4
Policies and Thrusts
2007-2010*
1. Make quality basic education accessible to all.
2. Reduce the number of out-of-school youth and
adults.
3. Leap frog the quality of basic education into global
standards (Basic Education Sector Reform Agenda or BESRA)
4. Increase spending for basic education from all
possible sources (public national + local, private
sources, ODA)
5. Tighten system governance and enhance school-
based management.
* DepED Order 24, s. 2007
5
Scope/Coverage of BESRA
People
Equipment,
Resources
Finances
Business
Processes
Products
& Services
Structure
The Manager
6
BESRA Key Result Areas
Key Result Thrust 1. Schools and SBM
Key Result Thrust 2. Teachers and their Development
Key Result Thrust 3. National Learning Strategies and
Quality Assurance & Accountability
Key Result Thrust 4. Early Childhood, Alternative
Learning and Private Education
Key Result Thrust 5. Institutional culture change of
DepED, modernization of finance,
technological, administrative environments
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Major Policies Developed Recently
1. Standards and Framework for Effective SBM (KRT 1)
2. SBM Primers per Domain of Practice (4) (KRT 1)
3. Policy on School Heads Provision (KRT 1)
4. National Competency-Based Teacher Standards (KRT 2)
5. Manuals on SIPlanning, School Governance, Assessment
of SBM Practice (KRT 1)
6. Drilling Down of School MOOE (KRTs 1 and 5)
7. Quality Assurance and Accountability Framework (KRT 3)
8. Manual on Simplified Accounting System (KRT 5)
9. Customized (DepED-specific) Procurement Manual (KRT 5)
10. Guidelines on SBM Grant Availment, Utilization and
Liquidation (KRT 5)
11. DepED OPES (Organizational Performance Evaluation
System)
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1. Creation of Internal Audit Service (IAS) at the Central Office
2. Full implementation of eNGAS
3. Compliance to COA Audit findings
4. Integrated system of planning and budgeting to include procurement,
accounting and school planning
5. Customized Financial Management Manual/s
6. Installation of Human Resource Information System
7. Equitable resource allocation for offices and schools (PS, MOOE, CO)
8. Intensive capacity-building of concerned personnel in planning,
financial management, educl. leadership, etc.
9. System/Procedures for Asset Management in DepED (school sites,
classrooms/buildings, equipment and furniture, textbooks and other
IMs, vehicles)
10. Development of Competency Standards for non-teaching personnel
Ongoing Policy Actions
9
Major Challenges Ahead
Quality Management *
1 Quality
Planning
2 Perform Quality
Assurance
3 Perform
Quality Control
Before the production
process
After the production
process
During the
production process
Focused on setting
quality objectives and
necessary processes
that will ensure
achievement of
quality objectives
Monitoring specific
results to determine
whether they comply
with relevant quality
standards and
identify ways to
eliminate
unsatisfactory results
Application of
planned, systematic
quality activities to
ensure that all
processes employed
will meet
requirements
Do the right
things
Do things right Done the right
things right
* KRT 3. Quality Assurance and Accountability Framework
Monitoring & Evaluation
Systems Considerations
Learner
School
Teacher
Central
Region
Division
District
EMIS
&
ICT
Consolidates Information
at various levels
Facilitate Communication
at various levels
(Feedback)
Management
Level
Change effects change
-systems-based theory
Central Level
Region
Level
Division
Level
District
Level
School
Level
Learning Center
Level
Classroom
Level
Learner
Level
What is the
strongest chain?

Where is the
strongest chain?

When is the
chain strong?

Who in the chain
is strong?

Why is the chain
strong?
What is the weakest
chain?

Where is the weakest
chain?

When is the chain
weak?

Who in the chain is
weak?

Why is the chain
weak?
1.0 Systems Perspective:
Strengthening the Education Delivery System


twg - qaaf
Central Level
Region
Level
Division
Level
District
Level
School
Level
Learning Center
Level
Classroom
Level
Learner
Level
Clearly established
goals & targets
2.0 Systematic Approach:
Strengthen Each Chain in the Education Delivery System


Integrated
Planning,
Implementation &
Control Process
Defined roles &
responsibilities
Outcomes
(results)
Standards
twg - qaaf
In All Levels
At Each Level
Outputs
(accountabilities)
Processes
Inputs
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How to do QAA system-wide
Standards of inputs that schools should be
provided
Standards of processes that schools should
attain in their operations
Standards of outputs their operations should
achieve among their students
Standards necessary for districts, divisions,
regions and central offices to support and
assure that schools achieve and maintain
quality standards
16
How to promote welfare and
benefits of teachers and other
DepED personnel?


Instructional materials and methods
Salaries and step increments
Loyalty pay and other mandated dues
Leave credits, health care
Security
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Enabling
Policy
Environment
Technical &
Logistical
Support
Performance-
Driven
Leadership w/
Accountability
Sound
Shared
Governance
Emerging Paradigm
Greater
Resource
Mobilization
Higher
Learning
Outcomes
Quality-
Assured
BE