IMPLEMENTATION OF PRODED

(PROgram for Decentralized Educational Development)

1982 1986

designed to strengthen policies, management and
instructional programs for elementary education.
extended to 6 years to cover tryout and implementation of the
six grades in elementary curriculum during the S.Y. 1987 -88.
1989 all the innovations introduced through PRODED have
been institutionalized in the different regions of the country.

IMPLEMENTATION OF PRODED
PROJECT EXECUTIVE TEAM (PET)
Minister of Education, Culture and Sports
Members of different departments of MEdCS
PROJECT TECHNICAL STAFF (PTS)
responsible for the day-to-day operations of the program
Coordinated and monitored the implementation of
PRODED to ensure the realization of objectives and to
meet identified targets
National Learning Center
Regional Learning Center
(responsible for staff development in different regions)
Decentralized Learning Resource Center
(district and school level)
In-service Education Network
IMPLEMENTATION OF SEDP
1985 89
NSEC was implemented on a pilot basis

1989 1990
nationwide implementation
NSEC NATIONWIDE
MONITORING
IN-SERVICE TRAINING
Provided teachers the opportunity to upgrade and
update their competencies in line with the
requirements of the new curriculum

Allowed the teachers to practice new curriculum
in non-threatening contexts and with expert
assistance

Builds confidence and makes teacher
comfortable with new program
IMPLEMENTATION OF BEC
2002 Implementation of Basic
Education Curriculum by DepEd

All public school system was made as
pilot sites.

Wide-scale implementation

IMPLEMENTATION OF BEC
Training took place during the summer
break immediately preceding its wide-
scale implementation

Training Participants: all teachers per
region and per learning area

short-cut route or an express lane

INSTITUTIONALIZATION
pertains to the ability of the people in the
organization to sustain the change
process and to deliver the appropriate
level of benefits to the intended
beneficiaries for an extended period of
time.
INSTITUTIONALIZATION
SEDP
The proof of its institutionalization is the
continuation is the continuation of the
program even after the major financial,
managerial and technical assistance from the
external agencies was terminated.
INSTITUTIONALIZATION
Institutionalization Process involved:
1. The establishment of the interactive model for the
Learning Enhancement and Productivity (LEAP)

2. The orchestration and efficient utilization of all human
and material resource inouts that SEDP put in place

INSTITUTIONALIZATION
The formation of resource pools comprised by the Regional Leader
Schools (RLS) all over the country and a host of specialist that
include
a. Trainers from Centers of Excellence (CENTREXES): Philippine Normal
University, University of the Philippines, Miriam College, and the
Technological University of the Philippines
b. SEDP fellows of the technical assistance program;
c. Trainers who underwent training under PASMEP and GTZ
d. Teacher Education fellows from the Teacher Education Institutions (TEIs)
and,,
e. Course members of the SEAMEO, RELC, RECSAM, INNOTECH and
other international scholarships.

INSTITUTIONALIZATION
Learning Enhancement and Productivity (LEAP)
- serves as the model for the institutionalization of staff
development at the local level
- Operates on the principle of shared leadership in training
- Empowers field personnel to initiate training at their own level in
order for them to meet local training needs.
- Operation is decentralized and does away with the authority-
centered, top-to-bottom line of operation
INSTITUTIONALIZATION
CRITERIA for DLS
majority of trainers are teaching in the schools or schools within
the division
The principal/administrator must have proven leadership
competence
School must have available equipment and facilities for training
purposes in the subject area/s for which it was identified
The school must be strategically located to service clusters of
schools