ACCESs

(A Child- and Community-Centered Education

System)

Strengthening the Practice

of
School-Based
Management
Office of the Undersecretary
for Regional Operations

Presentation Outline
1.

ACCESs as Touchstone of
Reforms

2.

BESRA and ACCESs Connection

3.

Defining ACCESs

4.

Operationalizing ACCESs

5.

SBM & PASBE

Re-engineering Planning and M&E

Systems

Next Steps

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

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

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

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

Defining ACCESs

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

ACCESs is about being

child(learner)- and communitycentered

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

Features of ACCESs

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

Col labor ation

Shar ed Gover nance

A utonomy

COMMUNI T Y -CENT ERED

Tr anspar ency

Ow ner ship

Shar ed V / M
S
U
P
P
L
Y

A ccountabil ity
LGUs
NGOs
Pr ivate
Sector
Communi ty

Centr al
Regional
Division
Distr ict
Gender and cultur al
sensiti vity

A ccessible

Development appr opr iate

Envir onmentally Safe

CHI LD ( LEA RNER) CENTER ED

Lear ning-or iented and Lear ner focused

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

D
E
M
A
N
D

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

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

Operationalizing ACCESs
1. Re-creating

school (learning community)

systems into community-based and learnercentered

2. Re-engineering

the system through participatory

planning and demand-driven monitoring and
evaluation

3. Linking

planning and budget processes with

appropriate LGU and other local participation
platforms at each governance level

4. Strengthening

accountability system by
leveraging on the involvement of the demandside of education

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

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