Download to read offline
![Type of Change
Homeostatic change - band aid- just to close
gap in performance, firefighting if there’s fire
Incremental change – gradual, progressive,
slow when there’s 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]](https://image.slidesharecdn.com/access-and-the-revised-sbm-221109102246-24267bea/85/ACCESs-and-the-Revised-SBM-pptx-14-320.jpg)
More Related Content
Similar to ACCESs-and-the-Revised-SBM.pptx
ACCESs-and-the-Revised-SBM.pptx
- 1. Office of theUndersecretary for Regional Operations
- 2. Presentation Outline 1. ACCESsas Touchstone of Reforms 2. BESRA and ACCESs Connection 3. Defining ACCESs 4. Operationalizing ACCESs – SBM & PASBE – Re-engineering Planning and M&E Systems 5. Next Steps ACCESs: A Community- and Child (Learner)-Centered Education System
- 3. ACCESs as Touchstoneof 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 System
- 4. 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 learner’s outcome • Guide program development and evaluation ACCESs: A Community- and Child (Learner)-Centered Education System
- 5. BESRA and ACCESsConnection • 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 System
- 6. Defining ACCESs Philosophy • Beliefand value that the Department espouses • Concept of an ideal state • Guide to strategic and day-to-day affairs • Culture among stakeholders Approach • Method or process of service delivery • Measure to examine consistency of policy, program, project or activity vis-à-vis thrust & mandate • Guide to examine relevance & value of all other policies, programs, projects ACCESs: A Community- and Child (Learner)-Centered Education System
- 7. ACCESs is aboutbeing child(learner)- and community-centered Community-Centered • Mandate derived from RA9155, EFA National Plan and BESRA • Community as source of strategic thrust, crucial resources for learning, curriculum development • Community as “rights-bearer” of rights to education Child(Learner)-Centered • A concept derived from the framework of rights-based education that is characterized as: “inclusive, healthy and protective for all children, effective with children, and involved with families and communities - and children" (Shaeffer, 1999). ACCESs: A Community- and Child (Learner)-Centered Education System
- 8. Features of ACCESs Community- Centered •Shared vision & mission • Shared decision-making & governance • Collaboration • Community ownership • Autonomy, • Accountability • Transparency Child(Learner)- Centered • Learning-focused • Developmental-stage appropriate • Gender- & culture-sensitive • Environmentally (physical, emotional, psychosocial) safe • Accessible regardless of gender, race, culture, social & economic status ACCESs: A Community- and Child (Learner)-Centered Education System
- 9. CHILD ( LEARNER) - CENTERED COMMUNITY-CENTERED Col l abor at i on Shar ed Gover nance Tr anspar ency Shar ed V / M Aut onomy Ow ner ship A ccount abil it y Gender and cul t ur al sensi t ivit y Devel opment appr opr iat e Lear ni ng-or ient ed and Lear ner - focused Envir onment al ly Safe A ccessibl e LGUs NGOs Pr ivat e Sect or Com muni t y D E M A N D Cent r al Regional Division Dist r ict S U P P L Y ACCESs Framework ACCESs: A Community- and Child (Learner)-Centered Education System
- 10. In sum, ACCESsprovides.. 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 System
- 11. ACCESs is aboutan 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 System
- 12. Operationalizing ACCESs 1. Re-creatingschool (learning community) systems into community-based and learner- centered 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 “demand- ACCESs: A Community- and Child (Learner)-Centered Education System
- 13. Why Change • Highlightchildren/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 system’s capacity towards attaining EFA/MDG
- 14. Type of Change Homeostatic change - band aid- just to close gap in performance, firefighting if there’s fire Incremental change – gradual, progressive, slow when there’s 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]
- 15. To align andstrengthen 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
- 16. Getting Ready toImplement • 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)
- 17. Getting Ready toImplement • 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
- 18. Thank You! ACCESs: ACommunity- and Child (Learner)-Centered Education System
Editor's Notes
- #2 Good morning! The objective of this presentation is to introduce the concept of ACCES, an acronym for: A Child- and Community-centered education system. First, I would like to clarify that ACCES is not a new program. It is a concept that attempts to put in perspective the reforms that we are undertaking in the school through the School-Based Management (SBM) and the organization-wide reconfiguration of the planning and M&E systems. Second, we are introducing an approach anchored on the findings of Torres (ND) that the only possibility for achieving Education for All is by making education a need and a task of ALL. Emphasize: ACCESs is not a program. It is a statement of our philosophy as a Department and a value we espoused as “duty-bearers” of education
- #3 Read as presented
- #5 The concepts contained in ACCES are the ideals espoused in RA9155 (otherwise known as the Governance of Basic Education Act), the law that mandated the decentralization of school and/or education governance. This piece of legislation recognized the pivotal role and contribution of the local communities in the attainment of the goal of universal education. However, the process of decentralization was met with confusions and overlapping of functions as roles and accountabilities are not clear among the key players and the organizational culture is fixated at vertical and hierarchical arrangements. The need to thresh out these roles and clearly delineate the expectations of each level is a requisite to successful decentralization of education governance. While explicit in the law (RA9155), the level of community participation rarely elevates from tokenism to that of real commitment where there is a mutual sharing of responsibilities and accountabilities between DepEd and the community. While some experience may tell us that vibrant participation of local stakeholders are evident, in most places, neither our schools nor the community has the consciousness that DepEd is the “duty bearer” of delivering education, while the community is the “rights bearer” of education. In other words, DepEd and the community shares the responsibilities and accountabilities of ensuring education for all In the course of policy and program review particularly on SBM, the major criticisms were on strategies that de-emphasized either the learner or the learning process. Literature on reforms points to the importance of making curriculum and instruction as the centerpiece of any reforms in education. Thus, the review of a management system tool like SBM must re-connect with that of K to 12 reforms and bring to focus the centrality of the learner and learner’s outcome Lastly, the implementing rules and regulations or IRR of RA9155 espouses the adoption of a policy that will serve as a guide to strategic and day-to-day affairs of the Department. The absence of a clear-cut stand to what kind of educational system we desire to have makes us very vulnerable to adopt whatever is present and available every time we need to make a decision about a certain program or initiative. Clearly, the need of this kind of declaration of philosophy and values is essential to the on-going review of SBM and all other existing and on pipeline foreign assisted projects.
- #6 Read as presented…
- #7 As a philosophy it is a belief and a value that the department espouses in its policies, programs and actions. It is a concept of an ideal state that the department strives to realize a guide to its strategic and day-to-day affairs and a culture among stakeholders. As an approach it is the method or the process of service delivery. it is a measure to examine consistency of a policy, program, project or activity with that of the department’s thrust and mandate. It is also a guide to examine relevance and value of all other policies, programs and projects undertaken or collaboratively managed by the department.
- #8 To understand this concept clearly, let us dissect the core ideas of ACCES. First, It is child or learner centered, a concept derived from the framework of rights-based education. According to Shaeffer, a learner-centered education system is inclusive. A feature that connotes openness of the education system to the realities of the leaners and the communities. It assumes the absence of discrimination regardless of age, sex, ethnicity, social and economic status. It also assumes that the system is healthy and protective of children. Healthy because learning is situated and designed appropriate to the developmental stages of the learners and protective because it ensures that their rights are satisfied and needs are met. A hallmark of a learner-centered education system is its effectiveness with children. This feature is accomplished when children are learning effectively when they interact with the variables of learning- the teachers, instructional tools and the learning environment. Hence, involvement of families, communities and most especially the learners is essential in contextualizing the curriculum and learning. It is community-centered. A clear mandate of RA9155, that was translated in the EFA National Plan and BESRA. The school and community co-exist in a symbiotic relationship where the community serves as the source of strategic thrust. It usually starts with having a vision [for the school and/or community] that is reflective of the aspirations of the people and having a dream that encompassed the development the school. This nurturing relationship is seen in the community’s role for the school especially in terms of closing the gaps in crucial resources, curriculum development and the development of teachers while the school progressively develops and position itself as a resource for the community to meet its needs and improve its human capital. Earlier I mentioned the role of the community as the “rights bearer” of education. This role must be recognized by DepEd in all its policies, programs and projects while our partner communities must also step up in protecting these rights by assuming responsibilities for action. This dynamics demonstrate the varying picture of decentralization practices reflective of a healthier relationship and active involvement of parties which should be pushed further by an elaborate intent contained in ACCES.
- #9 To emphasize further, a child or learner-centered education is: learning-focused, developmental-stage appropriate, gender sensitive, culture responsive and sensitive, environmentally safe and accessible For an education system to be community-centered, it must transition from a state of isolation from the community and expand its view of a school system to include the community where the school exist. The constant interaction of people created by the opportunities in planning and accountability system allows for all parties in education to appreciate each others aspiration and dream. In this way, a shared-vision is possible and only evident when the school and the community are inspired by common goals and outcomes for its people. A shared mission on the other hand would reflect the dynamic sharing of responsibilities between the school and the community so that people will see concretely how their symbiotic roles in education service delivery would lead to better access and quality of basic education. The decentralization efforts must be coupled with a strong desire to share the processes of decision-making and governance which will be compelled by the institutionalization of School-Based Management. Unless we make this desire translated into action, our awareness of the community’s role (and I am speaking both for DepEd and our Community Partners) will remain an idea or a concept that is far fetched and difficult to realize. Aside from overhauling the system in DepEd, we need to advance our partner’s view on education and their understanding of their roles by becoming more conscious of the demand side of education and working closely with them on matters that directly or indirectly impact education. Meanwhile, a shared governance is evident when collaboration (beyond merely asking or being provided with resources) and ownership is explicitly desired, fostered and consciously realized. These scenario of relationship between the school and community creates the healthy dynamics of transition from a state wherein the school is nurtured by the community to a state wherein the school nurtures the community. Until such time that this symbiotic relationship becomes palpable, autonomy of the school and the community may be evident enabling these institutions to respond to the demands of education with greater spontaneity and precision. Accountability is defined as assumption of responsibility for action. In other words, to be true to being community-centered, DepEd must struggle to bring actively the support of the local stakeholders in the governance of education. In fact, many of the problems related to our learners and their education cannot be solved by DepEd alone. The children’s existence and interaction in the school is only a portion of the 24 hour-life of every learner, therefore it is obvious that the variables affecting their education are mostly caused by other factors or elements which DepEd can respond only if it works with the community for the resources and solution to these problems are within reach through the community. Lastly, transparency as a feature of a true community-centered education is characterized as open presentation of all accountabilities. It implies integrity in all processes in education delivery both for DepEd and its community partners that strengthens the institutional credibility
- #10 The ACCES framework is reflective of this requirement because it provided equal emphasis of the supply and the demand side of education to reinforce the development of a community-based accountability system as well as engender the sharing of responsibility in education service delivery.
- #11 Read as presented…
- #12 ACCES advances 4 principles of child- and community-centered education system. An ACCES compliant system is characterize by having leadership that manages a network of leaders providing the vision and direction to the education system making it relevant and responsive to the contexts of diverse communities and learners. It is also built around a learner-centered curricula, learning systems, processes, and environments that are collectively developed and continuously improved, anchored on the community and learners’ culture, contexts, realities and aspirations; and geared towards the learners’ holistic growth and development in the service of the community. It is also built around a clear, transparent and responsive accountability system, collectively developed by the community stakeholders, which monitor expected and actual performance, continually addresses the gaps, and ensures a venue for feedback and redress. Lastly, it has a mutually reinforcing and harnessing education targeted resource management that is transparent, effective and efficient.
- #13 Read as presented…