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BASICBASIC
EDUCATIONEDUCATION
SECTOR REFORMSECTOR REFORM
AGENDAAGENDA
( BESRA)( BESRA)SAN PEDRO RELOCATIONSAN PEDRO RELOCA...
I. Introduction/HistoricalI. Introduction/Historical
Background:Background:
 The Philippine development andThe Philippine...
 The country’s education strategy isThe country’s education strategy is
anchored on the National Educationanchored on the...
 This particular challenges for basicThis particular challenges for basic
education have been acknowledge byeducation hav...
 Important initiatives on rationalizationImportant initiatives on rationalization
were introduced by DepEdwere introduced...
The reform proposal were progressivelyThe reform proposal were progressively
refined and by 2005,there was widespreadrefin...
 DepEd Order on BESRADepEd Order on BESRA
 No. 23 s. 2010No. 23 s. 2010 ADOPTION OF THE BESRA IMPLEMENTATIONADOPTION OF ...
II. What exactly is theII. What exactly is the
Basic Education SectorBasic Education Sector
Reform Agenda orReform Agenda ...
 The BESRA policy actions areThe BESRA policy actions are
organized under Five Key Reformorganized under Five Key Reform
...
1.Strengthened School-1.Strengthened School-
Based ManagementBased Management
(SBM)(SBM)
 The first KRT relates to the re...
2. Improved teaching2. Improved teaching
effectiveness andeffectiveness and
teacher developmentteacher development
 The s...
3. Enhanced quality3. Enhanced quality
assurance throughassurance through
standards andstandards and
assessmentassessment....
4. Improved access and4. Improved access and
learning outcomeslearning outcomes
through alternativethrough alternative
lea...
5. Institutionalized5. Institutionalized
culture change inculture change in
the Dep.Edthe Dep.Ed
 The fifth KRT refers to...
Why is the BESRA aWhy is the BESRA a
good reformgood reform
package?package?
Why BESRA is theWhy BESRA is the
promise ofpr...
 According to Dr. Allan Bernardo,According to Dr. Allan Bernardo, a professor of De laa professor of De la
Salle Universi...
NINE POSITIVENINE POSITIVE
QUALITIES OF BESRAQUALITIES OF BESRA
 First,First, BESRA focuses on the improving studentBESRA...
 Fourth,Fourth, locating the reform initiatives at the schoollocating the reform initiatives at the school
level also cre...
 Seventh,Seventh, BESRA reforms are based on previousBESRA reforms are based on previous
interventions that workedinterve...
 Finally,Finally, the BESRA reforms are trulythe BESRA reforms are truly
positive because BESRA is DepEd’spositive becaus...
Dep.Ed’s AchievementsDep.Ed’s Achievements
BESRA focusing SBMBESRA focusing SBM
 ( SBM is the lynchpin of BESRA)( SBM is ...
 The adoption and Roll-Down of theThe adoption and Roll-Down of the
School- Based Management (SBM)School- Based Managemen...
 The release of SBM grants inThe release of SBM grants in
support of activities that enhancesupport of activities that en...
 There is evidence of generalThere is evidence of general
awareness of SBM, with 80% -awareness of SBM, with 80% -
90% of...
III SummaryIII Summary
 School – Based Management ( SBM ) is a keySchool – Based Management ( SBM ) is a key
component of...
IV ConclusionsIV Conclusions
 The underlying principle in SBM under BESRA isThe underlying principle in SBM under BESRA i...
 Prepared by;Prepared by;
Airene O. SuanAirene O. Suan
BESRA ReporterBESRA Reporter

What is the governanceWhat is the governance
framework of School-framework of School-
Based Management?Based Management?
...
Sbm report
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  1. 1. BASICBASIC EDUCATIONEDUCATION SECTOR REFORMSECTOR REFORM AGENDAAGENDA ( BESRA)( BESRA)SAN PEDRO RELOCATIONSAN PEDRO RELOCATION CENTER NATIONAL HIGHCENTER NATIONAL HIGH SCHOOL CUYAB CAMPUSSCHOOL CUYAB CAMPUS
  2. 2. I. Introduction/HistoricalI. Introduction/Historical Background:Background:  The Philippine development andThe Philippine development and poverty reduction strategy ispoverty reduction strategy is articulated in the Government’sarticulated in the Government’s Medium –Term Development PlanMedium –Term Development Plan (MTPDP ) 2004-2010. It gives high(MTPDP ) 2004-2010. It gives high priority to achieving universal basicpriority to achieving universal basic education.education.
  3. 3.  The country’s education strategy isThe country’s education strategy is anchored on the National Educationanchored on the National Education for All (EFA) 2015 Plan andfor All (EFA) 2015 Plan and attainment of the Millenniumattainment of the Millennium Development Goals (MDGs) which aimDevelopment Goals (MDGs) which aim to provide an overarching policyto provide an overarching policy framework for basic education with aframework for basic education with a vision that all Filipinos will acquirevision that all Filipinos will acquire basic competencies.basic competencies.
  4. 4.  This particular challenges for basicThis particular challenges for basic education have been acknowledge byeducation have been acknowledge by the country’s leaders and educatorsthe country’s leaders and educators and there have been important gainsand there have been important gains made in the last decade.made in the last decade.
  5. 5.  Important initiatives on rationalizationImportant initiatives on rationalization were introduced by DepEdwere introduced by DepEd administration following the passageadministration following the passage of the Governance of Basic Educationof the Governance of Basic Education Act ( Republic Act RA 9155) in 2001Act ( Republic Act RA 9155) in 2001 with its emphasis on its declarationwith its emphasis on its declaration that “that “ the school shall be the heart ofthe school shall be the heart of the formal education system.the formal education system.””
  6. 6. The reform proposal were progressivelyThe reform proposal were progressively refined and by 2005,there was widespreadrefined and by 2005,there was widespread consensus on the need for urgent sector-consensus on the need for urgent sector- wide strategies that would place schoolswide strategies that would place schools first and empower local communities tofirst and empower local communities to take initiative to achieve school improvement.take initiative to achieve school improvement. This consensus was articulated as theThis consensus was articulated as the School First Initiative (SFI).School First Initiative (SFI). The strategiesThe strategies were in turn translated into policy actionswere in turn translated into policy actions under the Government’sunder the Government’s Basic EducationBasic Education Reform Agenda ( BESRAReform Agenda ( BESRA ).).
  7. 7.  DepEd Order on BESRADepEd Order on BESRA  No. 23 s. 2010No. 23 s. 2010 ADOPTION OF THE BESRA IMPLEMENTATIONADOPTION OF THE BESRA IMPLEMENTATION  ACCOUNTABILITY PLAN, 2010-2012: A BLUEPRINTACCOUNTABILITY PLAN, 2010-2012: A BLUEPRINT  FOR TRANSFORMING THE BASIC EDUCATIONFOR TRANSFORMING THE BASIC EDUCATION  SUB-SECTORSUB-SECTOR  No. 87 s. 2009No. 87 s. 2009 CREATION OF ORGANIZATIONAL DEVELOMENT (OD)CREATION OF ORGANIZATIONAL DEVELOMENT (OD)  AND LIVELIHOOD/TECHNICAL AND VOCATIONALAND LIVELIHOOD/TECHNICAL AND VOCATIONAL  EDUCATION TECHNICAL WORKING GROUPS (TWGs)EDUCATION TECHNICAL WORKING GROUPS (TWGs)  UNDER BESRAUNDER BESRA   No. 34 s. 2009No. 34 s. 2009 MOVING FORWARD IN THE IMPLEMENTATION OF THEMOVING FORWARD IN THE IMPLEMENTATION OF THE BASIC EDUCATION REFORM AGENDA (BESRA)BASIC EDUCATION REFORM AGENDA (BESRA)  No. 16 s. 2008No. 16 s. 2008 COORDINATNG MECHANISMS FOR IMPLEMENTINGCOORDINATNG MECHANISMS FOR IMPLEMENTING  THE BASIC EDUCATION SECTOR REFORM AGENDATHE BASIC EDUCATION SECTOR REFORM AGENDA  (BESRA)(BESRA)  No. 69 s. 2007No. 69 s. 2007 COORDINATNG MECHANISMS FOR IMPLEMENTINGCOORDINATNG MECHANISMS FOR IMPLEMENTING  ACTIONS UNDER THE BASIC EDUCATION SECTORACTIONS UNDER THE BASIC EDUCATION SECTOR REFORM AGENDA (BESRA)REFORM AGENDA (BESRA)  DepEd Memo on SBMDepEd Memo on SBM  No. 149 s. 2007No. 149 s. 2007 UTILIZING THE ACCREDITATION PROGRAMUTILIZING THE ACCREDITATION PROGRAM  FOR PUBLIC ELEMENTARY SCHOOLS (APPES)FOR PUBLIC ELEMENTARY SCHOOLS (APPES)  CRITERIA FOR PLANNING SCHOOL IMPROVEMENTCRITERIA FOR PLANNING SCHOOL IMPROVEMENT  UNDER THE SCHOOL BASED MANAGEMENT (SBM)UNDER THE SCHOOL BASED MANAGEMENT (SBM)
  8. 8. II. What exactly is theII. What exactly is the Basic Education SectorBasic Education Sector Reform Agenda orReform Agenda or BESRA?BESRA? BESRA is a package of interrelatedBESRA is a package of interrelated policy actions intended to bring aboutpolicy actions intended to bring about a fundamental change in howa fundamental change in how education is delivered across theeducation is delivered across the basic education sector, and in howbasic education sector, and in how reforms in the basic education sectorreforms in the basic education sector are planned and implemented.are planned and implemented.
  9. 9.  The BESRA policy actions areThe BESRA policy actions are organized under Five Key Reformorganized under Five Key Reform Thrusts ( KRTs )Thrusts ( KRTs )  that focus on:that focus on:
  10. 10. 1.Strengthened School-1.Strengthened School- Based ManagementBased Management (SBM)(SBM)  The first KRT relates to the reformThe first KRT relates to the reform principle that the best people to improveprinciple that the best people to improve the quality of schools are the peoplethe quality of schools are the people most directly affected by the school’smost directly affected by the school’s operations – namely the school heads,operations – namely the school heads, the teachers, the students’ parents andthe teachers, the students’ parents and others in the communityothers in the community..  Ex. Implementation of School and AnnualEx. Implementation of School and Annual Improvement PlansImprovement Plans  MOOE maintenance/ operation of expensesMOOE maintenance/ operation of expenses based on needsbased on needs
  11. 11. 2. Improved teaching2. Improved teaching effectiveness andeffectiveness and teacher developmentteacher development  The second KRT focuses on the important roleThe second KRT focuses on the important role of the teachers as driving force in improvingof the teachers as driving force in improving student learning and educational quality at thestudent learning and educational quality at the school level.school level.  Ex. Teachers’ in-service trainings, seminarsEx. Teachers’ in-service trainings, seminars and scholarships.and scholarships.  National Competency Based TeachersNational Competency Based Teachers Standards or ( NCBTS ) application andStandards or ( NCBTS ) application and implementationimplementation 
  12. 12. 3. Enhanced quality3. Enhanced quality assurance throughassurance through standards andstandards and assessmentassessment..  The third KRT is focused on ensuring wideThe third KRT is focused on ensuring wide social support for learning in schools. Peoplesocial support for learning in schools. People from all sectors of society play an important rolefrom all sectors of society play an important role not only in supporting the work of the teachers,not only in supporting the work of the teachers, but also in supporting schools and all thebut also in supporting schools and all the curricular processes that aim to promotecurricular processes that aim to promote student learning.student learning.  Ex. Brigada Eskwela, GPTCA, Brgy. RTA, Vendors, Govt.Ex. Brigada Eskwela, GPTCA, Brgy. RTA, Vendors, Govt.  Officials, Private sectors and NGOsOfficials, Private sectors and NGOs
  13. 13. 4. Improved access and4. Improved access and learning outcomeslearning outcomes through alternativethrough alternative learning, etc.learning, etc.  The fourth KRT emphasizes the variety ofThe fourth KRT emphasizes the variety of educational experiences that can help learnerseducational experiences that can help learners attain the learning goals. This includes havingattain the learning goals. This includes having early childhood learning experiences,early childhood learning experiences, alternative learning systems, and other variedalternative learning systems, and other varied learning experiences to help students attainlearning experiences to help students attain highest levels of learning.highest levels of learning.  Ex. Full implementation of RBEC instruction, learningEx. Full implementation of RBEC instruction, learning resources, curricular and extra curricular activitiesresources, curricular and extra curricular activities..
  14. 14. 5. Institutionalized5. Institutionalized culture change inculture change in the Dep.Edthe Dep.Ed  The fifth KRT refers to the DepartmentThe fifth KRT refers to the Department of Education’s institutional culture toof Education’s institutional culture to have a change from prescribinghave a change from prescribing actions through orders and memos toactions through orders and memos to facilitating school initiatives andfacilitating school initiatives and assuring quality.assuring quality.
  15. 15. Why is the BESRA aWhy is the BESRA a good reformgood reform package?package? Why BESRA is theWhy BESRA is the promise ofpromise of redemption?redemption?
  16. 16.  According to Dr. Allan Bernardo,According to Dr. Allan Bernardo, a professor of De laa professor of De la Salle University in a Forum on Education about BESRA’sSalle University in a Forum on Education about BESRA’s Promise….. “There are many important reasons whyPromise….. “There are many important reasons why BESRA is a truly positive set of policy reform initiatives.BESRA is a truly positive set of policy reform initiatives.  The most important reason is theThe most important reason is the Educational Philosophy underlying theEducational Philosophy underlying the various components BESRA. All componentsvarious components BESRA. All components of the reform initiatives are intended to helpof the reform initiatives are intended to help Filipino learners to attain higher levels ofFilipino learners to attain higher levels of learning and achievement. The higher levelslearning and achievement. The higher levels of learning are defined in terms of cognitiveof learning are defined in terms of cognitive and affective knowledge in the majorand affective knowledge in the major learning areas that would allow the learnerlearning areas that would allow the learner to effectively participate in diverse andto effectively participate in diverse and complex life situations beyond the schoolcomplex life situations beyond the school and to continue life learning.”and to continue life learning.”
  17. 17. NINE POSITIVENINE POSITIVE QUALITIES OF BESRAQUALITIES OF BESRA  First,First, BESRA focuses on the improving studentBESRA focuses on the improving student learning processes and outcome.learning processes and outcome.  SecondSecond, BESRA affirms the need to employ, BESRA affirms the need to employ diverse approaches to facilitating learning in thediverse approaches to facilitating learning in the classroom.classroom.  ThirdThird, BESRA locates the reform interventions at, BESRA locates the reform interventions at the level of the school and the classroom.the level of the school and the classroom.
  18. 18.  Fourth,Fourth, locating the reform initiatives at the schoollocating the reform initiatives at the school level also creates stronger accountabilities to thelevel also creates stronger accountabilities to the community, and allows for more responsive andcommunity, and allows for more responsive and more relevant school programs.more relevant school programs.  Fifth,Fifth, BESRA recognizes the important role ofBESRA recognizes the important role of teachers and teacher development in improvingteachers and teacher development in improving student learning outcomes.student learning outcomes.  Sixth,Sixth, BESRA builds on community-schoolBESRA builds on community-school relationships, and aims to strengthen suchrelationships, and aims to strengthen such relationships by looking at the community as arelationships by looking at the community as a resource for improving schools, and by ensuringresource for improving schools, and by ensuring that schools are accountable to the community.that schools are accountable to the community.
  19. 19.  Seventh,Seventh, BESRA reforms are based on previousBESRA reforms are based on previous interventions that workedinterventions that worked..  Derived from pilot projects such as the ThirdDerived from pilot projects such as the Third Elementary Education Project ( TEEP ), the BasicElementary Education Project ( TEEP ), the Basic Education assistance for Mindanao (BEAM) and theEducation assistance for Mindanao (BEAM) and the Strengthening Implementation of Visayas EducationStrengthening Implementation of Visayas Education ( STRIVE ) and other reform initiatives.( STRIVE ) and other reform initiatives.  Eighth,Eighth, the BESRA shifts the reform initiatives ofthe BESRA shifts the reform initiatives of the DepEd from project approach to a morethe DepEd from project approach to a more organic approach.organic approach.
  20. 20.  Finally,Finally, the BESRA reforms are trulythe BESRA reforms are truly positive because BESRA is DepEd’spositive because BESRA is DepEd’s reform initiative. It is not imposed byreform initiative. It is not imposed by an external agency, or some foreign-an external agency, or some foreign- assisted project. In developing theassisted project. In developing the specific components of BESRA, the DepEdspecific components of BESRA, the DepEd offices responsible undertook a mostoffices responsible undertook a most extensive consultation with a wide range ofextensive consultation with a wide range of stakeholders within the Dep.ed and among thestakeholders within the Dep.ed and among the various stakeholders of the Philippinevarious stakeholders of the Philippine BasicBasic Education Sector.Education Sector.
  21. 21. Dep.Ed’s AchievementsDep.Ed’s Achievements BESRA focusing SBMBESRA focusing SBM  ( SBM is the lynchpin of BESRA)( SBM is the lynchpin of BESRA)   Lynchpin—means the one that serves toLynchpin—means the one that serves to hold together parts or elements that existhold together parts or elements that exist or function as a unit.or function as a unit.
  22. 22.  The adoption and Roll-Down of theThe adoption and Roll-Down of the School- Based Management (SBM)School- Based Management (SBM) Framework and Standards forFramework and Standards for implementation of a comprehensiveimplementation of a comprehensive SBM at the regional, division andSBM at the regional, division and school level of all schools in theschool level of all schools in the PhilippinesPhilippines..
  23. 23.  The release of SBM grants inThe release of SBM grants in support of activities that enhancesupport of activities that enhance learning, the drilling of down oflearning, the drilling of down of the MOOE to schools to cash andthe MOOE to schools to cash and related policies in support of therelated policies in support of the school’s financial accountabilityschool’s financial accountability for the MOOE are also notable.for the MOOE are also notable.
  24. 24.  There is evidence of generalThere is evidence of general awareness of SBM, with 80% -awareness of SBM, with 80% - 90% of schools and school heads90% of schools and school heads having been oriented to itshaving been oriented to its practices have 5-year Schoolpractices have 5-year School Improvement Plans and haveImprovement Plans and have begun to mobilize stakeholders’begun to mobilize stakeholders’ support or organized Schoolsupport or organized School Governing Councils withGoverning Councils with representatives from variousrepresentatives from various sectors in the community.sectors in the community.
  25. 25. III SummaryIII Summary  School – Based Management ( SBM ) is a keySchool – Based Management ( SBM ) is a key component of the DepEd’s Basic Educationcomponent of the DepEd’s Basic Education Sector Reform Agenda ( BESRA ) which is aSector Reform Agenda ( BESRA ) which is a widely- accepted reform initiative whichwidely- accepted reform initiative which recognizes that schools as they are the keyrecognizes that schools as they are the key providers of education, should be able toproviders of education, should be able to continuously improve by being empowered tocontinuously improve by being empowered to make informed and localized decisions basedmake informed and localized decisions based on their own unique needs.on their own unique needs.  The school heads and teachers are given theThe school heads and teachers are given the chance to create linkages with the localchance to create linkages with the local government and the private sector, which cangovernment and the private sector, which can help improve local schoolshelp improve local schools..
  26. 26. IV ConclusionsIV Conclusions  The underlying principle in SBM under BESRA isThe underlying principle in SBM under BESRA is that the people directly involved and affected bythat the people directly involved and affected by the school operations are the best persons tothe school operations are the best persons to plan, manage and improve the school. So theplan, manage and improve the school. So the people involve must work hand in hand to reachpeople involve must work hand in hand to reach the goal to bring about positive change in thethe goal to bring about positive change in the form of governance and management of theform of governance and management of the school to effect improvement in the quality ofschool to effect improvement in the quality of education for the students. So, it is thereforeeducation for the students. So, it is therefore very important to create an environment wherevery important to create an environment where all the people involved in the process NOT ONLYall the people involved in the process NOT ONLY AGREE BUT ALSO COMMIT TO MAKE THATAGREE BUT ALSO COMMIT TO MAKE THAT CHANGE HAPPEN.CHANGE HAPPEN.
  27. 27.  Prepared by;Prepared by; Airene O. SuanAirene O. Suan BESRA ReporterBESRA Reporter 
  28. 28. What is the governanceWhat is the governance framework of School-framework of School- Based Management?Based Management?  The Government has amended the education Ordinance toThe Government has amended the education Ordinance to implement in schools a participatory governance frameworkimplement in schools a participatory governance framework with transparency and accountability. The Ordinance, whichwith transparency and accountability. The Ordinance, which came into force on January 1, 2005, gives legal backing to thecame into force on January 1, 2005, gives legal backing to the SBM governance framework. It provides for the establishmentSBM governance framework. It provides for the establishment of an Incorporated Management Committee (IMC) and sets outof an Incorporated Management Committee (IMC) and sets out its composition, operation, functions and powers so thatits composition, operation, functions and powers so that stakeholders can participate in school governance accordingstakeholders can participate in school governance according to the law. The direct participation of these key stakeholders into the law. The direct participation of these key stakeholders in school decision-making will enhance the transparency andschool decision-making will enhance the transparency and accountability of school governance, and the key stakeholdersaccountability of school governance, and the key stakeholders should work together to set common goals and strengthenshould work together to set common goals and strengthen their partnership to enhance the effectiveness of teaching andtheir partnership to enhance the effectiveness of teaching and learning of the school.learning of the school.
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