1. Basic Education
Monitoring and Evaluation
Framework
(BEMEF)
May 24- June 2, 2023
Facilitators: Lorna B. Llaneza, Narciso Cannaoay and Catherine Lang-ayan
3. Presentations
• Scope of BEMEF – Lorna B. Llaneza EdD
• Objectives
• Guiding Principles
• Types of M & E
• Enabling Mechanisms, Intermediate Outcomes – Catherine Lang-ayan
• Agency Performance Matrix, Performance Indicators
• Operationalizing the conduct of M & E – Narciso Cannaoay EdD
• M & E System per Governance Level
• Role & Responsibilities of Officers
• Theory of Change ( definition, indicators, sample) – Lorna B. Llaneza
• Innovations and best Practices – Rynwalter Paa
• MATATAG – Lorna B. Llaneza
4. Sequence of Discussions
Time Topics/Activities Facilitator/Speaker
8:30-8:45 Opening Program c/o PSDS and Host School
8:45 – 9:15 Pre-Test RYNWALTER PAA
9:15 – 10:00 Rationale, Objectives, Scope,
Guiding principles of BEMEF, Types
of M & E
Lorna B. Llaneza EdD
10:00- 10-:15 Break
10:15- 12:00 •Enabling Mechanisms,
Intermediate Outcomes,
Agency Performance Matrix,
Performance Indicators
PSDS Catherine Lang-Ayan
12:00- 1:00 Lunch Break
1:00- 2:00 •Operationalizing the conduct of M
& E
-M & E System per Governance
Level
•Role & Responsibilities of Officers
Narciso CannaoayEdD
5. Sequence of Discussion
Time Topics/Activities Facilitator/Speaker
2:00-3:00 Theory of Change
Features of MATATAG
Lorna B. llaneza
3:00-3:15 Innovation and Best Practice Rynwalter Paa
3:15-4:00 Break
4: 00-4:15 •Post test
4:15-4:45 Open Forum & Reminders
Reminders- DMEA Template
Minutes of the Meeting
Template
Output-Theory of change
Pre and Post Test
Evaluation
Participants & Lorna B.
Llaneza
4:45-5:00 Closing Prayer c/o PSDS & host school
6. RATIONALE
Pursuant to Republic Act (RA) 9155 or the
“Governance of Basic Education Act of 2001” and RA
10533 or the “Enhanced Basic Education Act of 2013”, the
Department of Education (DepEd) implements programs,
projects, and major activities to ensure access to and
improve the quality of basic education, an end toward which
all operating units at all governance levels have attendant
roles, tasks, and responsibilities for which they are
principally accountable.
7. RATIONALE
Relative to this, the Department of Education develops the Basic
Education Development Plan (BEDP) 2030 which responds to issues and
challenges in basic education as well as the global and national education
commitments. The BEDP 2030 aims to continue the goal of the Department
that all Filipinos can realize their full potential and contribute meaningfully to a
cohesive nation through the protection and promotion of the right to
education. It is a long term plan for basic education anchored on the Sulong
Edukalidad Framework –( Key Reform Areas-K to 12 Curriculum & update,Improvement of Learning
Environment,Teachers’Upskilling & Reskilling & Engagement for stakeholders support & collaboration), the Philippine
Development Plan, Ambisyon Natin 2040 ( panatag, matatag at maginhawa)
and the commitments in the Sustainable Development Goals (SDG) 2030
(no.4 Quality Education), and provides a strategic roadmap for the
Department to follow to improve the delivery and quality of basic education
and the experience of learners in the basic education learning environment.
8. In support to this, DepEd developed this policy
framework on Basic Education Monitoring and Evaluation
Framework (BEMEF) to track and measure the
achievement of BEDP 2030. In addition, BEMEF is
integrally linked to the planning and budget strategy of the
Department. In particular, BEMEF explicitly identifies and
articulates the indicators and targets for measuring
performance in the development of plans and policies of all
DepEd operating units at all governance levels. It intends to
complement the planning and budget strategy by setting up
the framework for agency-wide monitoring and evaluation
(M&E).
9. Objectives
1. Orient the SDO Personnel/ Program
Owners, school heads about the BEMEF
guidelines, important features and discuss
/clarify the details/or provisions of BEMEF
2. develop the policy implementation plan
/theory of change
3. Familiarize with the BEMEF and the
alignment to the DepEd goals and objectives
10. Scope of BEMEF
The Basic Education Monitoring and Evaluation
Framework ( BEMEF) along with the structures and
mechanisms shall be adopted and implemented by all
DepEd operating units in all governance levels which
include schools . It identifies DepEd operating units with
the oversight M & E functions and articulates the M & E
processes that shall be performed by each governance
level/ by each unit or division.
11. Objectives of BEMEF
The Department establishes the BEMEF to ensure that the
agency’s plans, policies, systems and processes are geared
towards the achievement of organizational outcomes. This
Framework sets the performance measures for the of the
agency where all operating units are expected to contribute.
This framework shall also guide DepEd bureaus, services,
regional and school , and learning centers in developing their
respective M & E plan. Lastly, it shall define the roles and
responsibilities of DepEd operating units in the M & E system &
processess.
13. Basic Education M & E Framework
Goal
All Filipinos are able to realize their full
potential and contribute meaningfully to a
cohesive nation
SECTOR OUTCOME
Basic education Filipino learners have the physical, cognitive, socio-
emotional and moral preparation for civic participation and
engagement in post-secondary opportunities in their local, national
and global communities
14. Basic Education M & E Framework
INTERMEDIATE OUTCOMES
ACCESS
All school-age
children,
out-of-school
youth, and adults
accessed relevant
basic learning
opportunities
EQUITY
Disadvantaged
school-age
children and
youth,
and adults
benefited from
appropriate
equity initiatives
QUALITY
Learners complete
K-12 basic
education
having attained all
learning standards
that
equip them with the
necessary skills and
attributes to pursue
their chosen paths
RESILIENCY AND
WELL-BEING
Learners are resilient and
know their rights, and
have the life skills to
protect themselves, claim
their rights and respect
others’ rights as
productive Filipino
citizens
ENABLING MECHANISMS-GOVERNANCE
Efficient, nimble and resilient governance and
management processes
15. Monitoring and Evaluation
Monitoring explains the efficiency and effectiveness of the
on-going operation or implementation of PPAs
• Monitoring results provide bases for critical management
decisions such as resource allocation or realignment,
determine the strengths and weakness of the implementation
target setting, remedial/corrective actions or strategy
development.
16. Monitoring and Evaluation
Evaluation provides information on the benefits achieved/if
goals or targets are achieved
• Evaluation results provide valuable lessons and insights
that can be used by managers in crafting strategic
decisions for the future such in designing organizational
changes or future programs and/or projects.
17. Types of M & E
1. Monitoring - A systematic and objective assessment of
an on-going implementation of plans, programs, projects
and major activities.
• Aims to steer implementation as efficiently as possible
based on empirical facts determined through verifiable
assessment process, systematic observation &
documentation.
• Also determines any adjustment of plans and activities
needed to achieve the committed targets.
• Monitoring may be done on a weekly, monthly, or
quarterly basis depending on the M & E plans.
18. Example of Monitoring
The Program Management Information System
(PMIS) is one of the mechanisms in doing monitoring and
currently the official source of data on programs,
projects and activities ( PPAs) from planning to
implementation.
• In support of monitoring and evaluation, Program
Implementation Review ( (PIR) is established as the
reporting platform. The PIR is conducted on a quarterly
basis to report the accomplishments of outputs in terms of
efficiency, and corresponding utilization of the budget.
19. Results Monitoring
Results Evaluation - This is an evaluation approach that focuses on
measuring the realization of results.
• It seeks to assess the outcomes and changes brought about by
program or project interventions. brought about by program or project
interventions.
• Findings from this type of evaluation are used as the baseline situation fro
the next planning cycle.
Did the program succeed in helping teachers to use ICT in teaching and
learning process?
• Was the program more successful with certain groups of people than with
others?
• What aspects of the program did participants find gave the greatest
benefit?
Example-study on the impact of School-Based Management
Implementation
20. Process Monitoring
Process Monitoring
- Determines the effectiveness and efficiency of the implementation processes
& systems.
• This could be conducted at any phase of the plan implementation and could
be combined with other types of monitoring. Through this evaluation, issues
and challenges in program, project and activity deliveries can be addressed.
-What were specific interventions put into place by the program to fight the
problem being tackled?
Did the interventions work or not – and how and why?
- What were the kinds of problems encountered in delivering the program-were
there enough resources from the beginning to do it well? Was it well -
managed?
- Were staff trained or educated to the right level of the program design?
Is there skill at facilitating the program processes from beginning to end? Was
there adequate support to the program?
21. Ex.- Status of Senior HS Implementation: A
process Evaluation
INPUT Activities Outputs Intermediate
Outcomes
Final Outcomes
Budget Preparation of
SHS curriculum
New curriculum
for shs
High enrolment
rate, utilization
of shs
curriculum and
materials
High test scores
High completion
rate
Low drop out
Low repetition
rate
Teacher Preparation of
SHS materials
Recruitment &
training of
teachers
Teaching
materials,
trained
teachers
Sufficient
teachers
Classrooms Building of
classrooms,
procurement of
school/learning
facilities
School Facilities
and Equipment
School
classrooms,
facilities, tools
& equipment
22. Paradigm Shift of M & E
Current Thinking/Practice New Paradigm
M & E is focused on tracking programs
and projects. Mostly, tracking is limited
to “plan versus actual.”
Need to focus on DepEd’s core business-
access and curriculum & instruction.
The M & E should take into account the
entire portfolio of projects on access,
and portfolio of projects on curriculum
and instruction.
Wants to have a unified M & E using a
unified M & E tool
23. Theory of Change
What is a Theory of Change (ToC) - A theory of change is a road map of
where the program is going (results) and how it will get there (process)
Theory of Change (ToC) is a framework for planning, implementing,
and evaluating social impact programs.
- It provides a clear roadmap for identifying the necessary steps and
outcomes to achieve a desired goal (Center for Theory of Change).
- A process of “thinking in action” designed to get away from rigid planning
models that date quickly and lose their relevancy.
Developing a Theory of Change is essential for any organization
looking
to create impact.
By clearly defining the change you want to create, you can ensure that
your basic education programs are effective and impactful.
Vogel, 2012; Rogers, 2014
24. A theory of change is a road map of where the program is
going (results) and how it will get there (process)
IF we can [activities], THEN [outcomes] will happen,
which will ultimately RESULT IN [goal/impact].
25. TOC Components
Inputs
(what we do) List of
act.of what
we does part of the
Program.It starts w/
clear verb-deliver,
Teach, etc.
Outputs
(What we can
control)
These are the
direct
consequence
of a given
activity
d
Outcomes
Changes in
behavior,
knowledge,
skills or
attitudes in
the short
term asa
results of the
outputs, that
are directly
associated w/
the program
Goal
Long-term
changes,
usually
limited to 1
or 2
program
goal
26.
27.
28.
29. Developing BEMEF Indicators
Indicators are signposts of change along the path to
development. They describe the way to track intended
results and are critical for monitoring and evaluation.
Why is it important to specify the indicators?
The process of formulating indicators should begin with the
following questions:
How can we measure that the expected results are being
achieved?
What type of information can demonstrate a positive change?
What can be feasibly monitored with given resource &
capacity constraints?
What, why and how do we want to know
30. The process of formulating indicators should begin with the following
questions:
How can we measure that the expected results are being achieved?
What type of information can demonstrate a positive change?
What can be feasibly monitored with given resource & capacity
constraints?
Will timely information be available for the different monitoring
exercises?
What will the system of data collection be and who will be
responsible?
Can national systems be used or augmented?
Can government indicators be used?
32. Indicators can be:
Quantitative (
interview, focus
group discussion,r
Statistical measures that measure results in terms of:
Number
Percentage
Rate
Ratio
Qualitative
Reflect people’s judgements, opinions, perceptions and
attitudes towards a given situation or subject
include changes in sensitivity, satisfaction, influence,
awareness, understanding, attitudes, quality, perception,
dialogue or sense of well-being and
measure results in terms of:
-Compliance with…
-Quality of…
-Extent of…
-Level of…
33. Sources of Data
Primary data
Collected for specific study
Secondary data
From existing sources
● Surveys
● Focus groups
● Observation
● Games
● Audits
● Administrative data
● Sensor data
● Web traffic data
● Existing survey data
● School records
S O
U R C E S O F D A T A
34. Indicators can be objective or subjective
OBJECTIVE
➔ Typically observed or measured by a
third party
➔ Information collected should be the
same if collected by different people
➔ Statistical measures: number of, %,
rate, ratio
➔ Easily aggregated and compared
SUBJECTIVE
➔ Reported by respondent
➔ Measured using judgment or
perception
➔ Capture judgments and
perceptions: “quality of,” “extent of,”
“attitude towards,” “satisfaction with”
➔ Can be quantified and compared
(e.g., likert scales)
35. TOC vs. Log frame
TOC Log frame
Gives the big picture, but we can go
into details
Gives a detailed description
The diagram can be flexible, but is
often designed as a flow chart
Is normally shown as a matrix
Shows all the different pathways that
might lead to change
Is linear: all activities -> outputs ->
outcomes - > goal
Best created as the first step to
designing a program, to identify
causality
Best created after the program is
designed, to keep track of indicators
Is especially helpful as a tool for
evaluation
Is especially helpful a tool for
monitoring
36.
37. Adding Assumptions in TOC
Assumptions are necessary and external conditions that have to hold between
each element of the ToC for the program to work as expected
Help us understand why something goes right or wrong
They can be related to contextual factors, logic of the program or
implementation
38. Importance of TOC in M & E
Why theory of change is important in monitoring &
evaluation is because it is a tool used to develop the logic
model for a project or program. A logic model is a simplified
picture of how a project is supposed to work. In practice, a
project’s logic model is not a single document; it is a set of
documents created using a collection of tools of which the
theory of change is one of them
39.
40. ACTIVITY 1: THEORY OF CHANGE
CONDUCT OF MONITORING, EVALUATION AND ADJUSTMENT (MEA) and
PROGRAM IMPLEMENTATION REVIEW
INPUTS OUTPUTS OUTCOMES GOALS
Pre-planning
Activities
Kamustahan
(MEA Proper)
MEA Post
Conference
Conducted
Pre-planning
Conference
Identified Gaps,
ICCPs, Agreements,
and
Recommendations
Submitted MEA
Reports
Efficient Utilization of Funds
and Implementation of PAPs
Effective Utilization of
Funds and
Implementation of PAPs
Utilized the results of MEA
Reports by the Program
Owners for Continuous
Improvement
Improved delivery
of services for
quality basic
education
(governance
Ensured
transparency of
services to
stakeholders
(quality)
No. of Best Practices
(Implementation of
PAPS)
% of Program Owners utilized
the MEA Results
Extent of Utilization of
Funds and Implementation
of PAPs
No. of Pre-planning
Activtivities Conducted
No. of Gaps, ICCPs,
Agreements and
Recommendation
No. of Submitted MEA
Reports
No. of Attendees per
FD/ SDO/Schools
No. of MEA
Activities
No. of Attendees per
FD/ SDO/Schools
Program Owners
attended the
Kamustahan
/MEA
No disruptions
during the
conduct of the
MEA
Adjustments
were given
to address
gaps/issues
presented
No. of Best Practices
(Utilization of Funds
% of Accomplishments
(Physical and Financial)
41. MATATAG
MAke the curriculum relevant to produce competent and job-ready,
active, and responsible citizens is the first component that will ensure a
more strengthened literacy and numeracy programs. (We will reduce
the number of learning areas in K to 3 from 7 to 5 to focus on
foundational skills in literacy and numeracy in the early grades,
particularly among disadvantaged students)
TAke steps to accelerate the delivery of basic education facilities and
services is the second component that plans to build more resilient
schools and classrooms in 2023, the allocated budget will build around
6,000 classrooms.
42. MATATAG-HOPES TO RESOLVE EDUCATION CHALLENGES
TAke good care of learners by promoting learner well-being, inclusive
education, and a positive learning environment is the third component
that will undertake initiatives to provide schooling to many more children
and youth in situations of disadvantage, regardless of gender, abilities,
psycho-emotional and physical conditions, cultural and religious
identity, and socio-economic standing.
Give support to teachers to teach better. This is in terms of innovative,
responsive, and inclusive teaching approaches following the Philippine
Professional Standards for Teachers (PPST). (We will capacitate our
teachers and learners in utilizing technology in remote learning to
maximize the benefits of digital learning)
44. Reminder: The Principles of Management Efficiency and Effective ( Peter
Drucker)
Efficiency – Doing things Right
Effectiveness – Doing the Right things…
“You see, in life, lots of people know what to do, but
few people actually do what they know. Knowing is not
enough! You must take action.”
(Tony Robbins, American author, philanthropist and life
coach)
