September 10, 2011 Computer Room, Huyonhuyon HS Tigaon, Camarines Sur

PROGRAMME OF ACTIVITIES
Prayer: Give Thanks
Phil. National Anthem Orientation Proper: Part I: EFA Goals Part II: Assessment of SBM Practices (Manual) Part III: Organization of SGC Part IV: School Improvement Plan

September 10, 2011 Computer Room, Huyonhuyon HS Tigaon, Camarines Sur

Education For All (EFA Goal)

Education For All (EFA Goal)

Overall Planning Framework for Basic Education Sector Education For All 2015 Plan a vision and a holistic program of reforms to achieve an improved quality of basic education for every Filipino by 2015 Schools First Initiative (SFI) is the governments strategy to realize EFA vision and program through a popular movement featuring a wide variety of local initiatives from present through 2010

Education For All (EFA Goal)

Basic Education Sector Reform Agenda (BESRA) - is the national government policy reform component of SFI. It will serve as the framework for a coordinated sector-wide approach to donors and partners participation in SFI.

Status of EFA Plan Formulation and Implementation

Philippine EFA 2015 Plan has been completed. The Technical Secretariat of the National Economic and Development Agency (NEDA)-Social Development Committee (SDC) has endorsed the plan for approval by the NEDA-SDC.
Implementation of the EFA Plan through the Schools First Initiative is on-going . Preparation and initial implementation of BESRA is on-going.

Towards Transforming the Basic Education Sector

Outline of Presentation
Contents of BIAP II. Components of BIAP III. Overall Targets of BIAP IV. Major BESRA Systems V. Objectives Per Component VI Major Deliverables Across Components VII. BIAP Implementation: SBM and ALS as Integration Mechanisms
I.

I. Contents of BIAP
Philosophical Underpinning/Principles of BESRA Overall Objectives of BIAP Overall and Specific Objectives Per Component Major Deliverables, Timelines, MOVs, Accountable TWGs/Organic Units Per Deliverable Management of Implementation

II. Components of BIAP

KRT 1. School-Based Management KRT2 . Teacher Education and Development KRT 3. Quality Assurance and Learning Support Quality Assurance and Monitoring & Evaluation National Learning Strategies IP and Muslim Education Livelihood and Tech Voc Education KRT 4. Complementary Contributions of Pre-School and Alternative Learning System

KRT 5. Institutional Culture Change Resource Mobilization and Management Use of ICT in Governance and Management Organizational Development

III. Overall Targets of BIAP: Towards Attainment of EFA Goals By end of 2009, policy instruments for SBM roll-out shall have been issued.
By SY 2009-2010, new/enhanced programs and systems supportive of EFA and BESRA shall have been pilot-tested/modeled in

selected regions/divisions/schools
By SY 2011-2012, new/enhanced programs and

systems supportive of EFA and BESRA shall have been rolled-out/implemented nationwide.

IV. Key Systems

Systems for continuous improvement of SBM

and ALS practices Competency-based training and development system Learning Resources Management and Development System Quality Management System Competency-based hiring, promotion, career development and performance management systems Financial Management System Integrated Information Systems

V. KTR1 (SBM): Objectives

Overall: By end of SY 2011-2012, at least 80% of schools shall have reached Level 3 of SBM Practice. Specific: By end of SY 2009-2010, 50% of schools shall have reached Level 1. By end of SY 2010-2011, 70% of schools shall have reached Level 2.
Results of SBM assessment in 9,688 schools: Level 1 90% Level 2 8.8% Level 3 1.2%

SBM Framework and Standards

Improved Learning Outcomes

Level 3 Management of SCHOOL resources classroom instruction learners performance Level 1

Schools and communities maximize efforts to achieve learning outcomes

Level 2

Schools demonstrate capacity to intensify mobilization of resources and maximize efforts towards achievement of desired learning outcomes

Schools comply with the minimum requirements for securing and managing inputs, establishing and developing structures and mechanisms and improving processes that affect instruction to produce desired levels of outputs leading to improved learning outcomes

SBM: Basic Inputs, Key Systems and Governance Structure

GOAL: Improved Learning Outcomes for All

Overall Objective of SBM: By end of SY 2011-2012 80% of schools shall have reached Level 3 of SBM Practice

Institutionalization of SBM
School Accountability System System for continuous process of school improvement planning and assessment

Competency-Based Hiring/Selection and Promotion System

School-Based Financial Management System

Competency-Based T&D System

Major Systems
Provision of fullfledged school head items Provision of financial resources Basic Inputs Capacity-Building Program

V. KTR 1 (SBM): Targets in SY 2009-2010

Targets Status
1. all schools/schools clusters without full- draft guidelines for the clustering of schools fledged school heads shall have been and reclassification of principal items have managed by a head teacher or principal been prepared or lead principal (as an interim arrangement). 2. all schools shall have established a school-community partnership and have oriented the stakeholders on SBM 16,098 (36%) schools were reported to have been oriented on SBM (incl. schoolcommunity partnership) 13,859 ( 31%) were reported to have organized SGC SGC Manual for reproduction 24,057 (53%) schools were reported to have SIPs SIP manual for reproduction 20,849 (45%) schools were reported to have been trained on simplified accounting procedures for non-IUS In 2009, 70% of the non-IUS have received their MOOE in cash; but total MOOE downloaded is only 55% of the NCA released (as of August 2009)

3. all schools together with the community shall have started the process of preparing the SIPs. 4. all schools shall have directly received and managed their MOOE allocation

(Manual) & Tool

Dance Exercise

Presentation