Presentation on theme: "11 EDUCATION FOR ALL (EFA) 2015 Overall Goal: To provide basic competencies to everyone to achieve Functional Literacy for All."— Presentation transcript:
11 EDUCATION FOR ALL (EFA) 2015 Overall Goal: To provide basic competencies to everyone to achieve Functional Literacy for All
22 EDUCATION FOR ALL (EFA) 2015 EFA Objectives: all illiterate OSYs and adults should be provided with their basic learning needs – thru ALS
33 EFA Objectives: all school-aged children should be in school; drop-out and repetition in Grades 1 to 3 should be eliminated …. …..to attain the above objective, coverage of Early Childhood Education should be expanded …
44 EFA Objectives All Filipinos should complete 10 years of basic education with satisfactory achievement levels by all at every grade or year
55 EFA Objectives..the entire Phil society should be engaged to attain EFA …
7 The Department of Education is pursuing a package of policy reforms called the Basic Education Sector Reform Agenda (BESRA) to build upon the efforts of the School First Initiative (SFI) and to create a basic education sector that is capable of achieving the Education for All (EFA) objectives by 2015.
8 Str engthening I mplementation of V isayas E ducation
9 STRIVE A DepEd initiative supported by the Australian Government through the AusAid. It is intended to provide flexible and responsive assistance in strengthening access to quality basic education in the Visayas.
10 Contribution: A$ 20.3 (approx Php 800 million) Phase I - A$ 4.7 million Phase II – A$ 15.5 million
11 Duration: Phase I – October 2005 – July 2007 Phase II- August 2007-July 2010
12 Location: Deped Central Office, Region VI (Iloilo), VII (Cebu) and VIII Tacloban and Divisions of Negros Occidental, Bohol,Tagbilaran City and Northern Samar
13 Goal: To contribute to the improvement in the quality of and access to basic education in the Visayas
14 Purpose: To develop, support and strengthen education management and learning support systems for improved access to quality basic education, within the national Basic Education Sector Reform Agenda (BESRA)
15 STRIVE 2 focuses on developing systems for BESRA regional implementation in Regions VI, VII, VIII. (Monitoring of School Based Management Practices and Capability Building for School Improvement Planning at the schools)
16 Components STRIVE 2 addresses the gaps in the effectiveness and quality of the essential support systems for school-based management, human resources development, specifically training and development and the equitable provision of learning resources materials (LRM)
17 Hence, STRIVE 2 is providing the necessary resources including technical assistance to regions VI, VII and VIII in installing the system and develop the enabling environment upon which current and future education reform efforts will be supported, sustained and continually improved
18 AVERAGE GROSS ENROLLMENT RATE (Public Elementary) (SY TO SY )
19 AVERAGE NET ENROLLMENT RATE- Public Elem. (SY TO SY )
20 AVERAGE COHORT-SURVIVAL RATE – Public Elem. (SY TO SY )
21 AVERAGE COMPLETION RATE Public Elem. (SY TO SY
22 GRADUATION RATE Public Elem. (SY TO SY )
23 AVERAGE DROP-OUT RATE Public Elem. (SY TO SY )
24 MEAN PERCENTAGE SCORES IN THE NATIONAL ACHIEVEMENT TEST (NAT) Public Elem. (SY TO SY )
25 OF EDUCATIONDEPARTMENT School Based Management (SBM) Support System School Based Management (SBM) Support System
26 KRT 1. School-Based Management enabling and empowering school to manage its own affairs for improved delivery of educational services in a sustainable manner through the operationalization of School-Based Framework and Standards
27 SBM Dimensions SBM Dimension Level 1 (Standard) Level 2 (Progressive) Level 3 (Mature) 1. School Leadership 2. Internal Stakeholders Participation 3. External Stakeholders Participation 4. School Improvement Process 5. School-Based Resource Mobilization and Mgmt. 6. School Performance Accountability
28 Objectives of SBM:
30 5.6M CHILDREN AND YOUTH ARE NOT IN SCHOOL 2.2M children aged 6-12 years old 3.4M youth aged years old 6% drop out rate in elementary 7.5% drop out rate in secondary
31 MANY REASONS DEPRIVED THEM OF THE BENEFITS OF EDUCATION Economic reasons Health Disabilities School Adjustments
32 CHILDREN WHO DROPPED OUT FACE A BLEAK FUTURE Become victims of human trafficking and exploitation Live in poverty Unemployed or inability to be gainfully employed
33 the CHALLENGE FIND FIND them REACH REACH them KEEP KEEP them MAKECOMPLETE MAKE them COMPLETE school
34 By 2015, achieve: 98% universal school participation 81% universal completion of the full cycle of basic education satisfactory achievement level by all at every grade level ( 80 MPS ) OBJECTIVES OBJECTIVES
35 ALL 6 – 15 year old CHILDREN Putting priority on children-at-risks in disadvantaged or marginalized communities who are victims of exploitation and/or neglect with disabilities PROJECT BENEFICIARIES
36 Active partnerships and collaboration coupled with stronger commitment and accountability Mobilizing education officials and personnel Strengthening and sustaining stakeholders partnership both public and private sector Increasing public awareness and involvement in the education of children and youth SYNERGY OF EFFORTS SYNERGY OF EFFORTS WHAT IS IT
37 OF EDUCATIONDEPARTMENT Drop Out Reduction Program (DORP) Drop Out Reduction Program (DORP)
38 The Drop Out Reduction Program (DORP) DORP is an intervention program to reduce the high dropout rate and improve learning outcomes in public and private schools of the country, using formal and informal approaches. The program aims to facilitate access
39 of every Filipino to quality basic education and equip him with the basic literacy tools and content that is essential for his growth and development as a person and as a citizen of a democratic society. The DORP has the objectives of reducing
40 if not totally eliminating school dropout; increase retention rate, retrieved Students-At-Risk of Dropping Out (SARDO) and out of school youth, increase the capability of schools to establish, implement, monitor, evaluate and continuously improve DORP practices & learning materials and benchmarking.
41 OF EDUCATIONDEPARTMENT Project TURN AROUND Project TURN AROUND
42 PROJECT TURN AROUND Is a special intervention project of DepEd (DepEd Order No. 47, s. 2007). It aimed to increase the performances of schools that scored low in the NAT. Specifically, it identified the schools whose mean was 34% and below and were given special trainings and intervention schemes.
43 In Western Visayas, there were only 5 divisions in the Secondary Level that had PROJECT TURN recepients. They were: Cadiz City Iloilo Capiz Iloilo City Silay City Iloilo province had 4 schools, all the 4 divisions had only 1 school each.
44 These schools were given teacher trainings conducted by their respective divisions in SY DepEd had also provided budget for Instructional Development and Monitoring.
45 The Regional Office was mandated to monitor the performances of these divisios, tasked to follow up and assist the identified schools. The Regional Office held two conferences for ES I and Assistant Schools Division Superintendents in May 2008.
46 During the Final Conference, it was shown that the performances in NAT of these schools had very significant increase. Not one remained in the ICU. As of the present, school heads of Proj. TURN Around relay their message of a good performance to the Regional Office.
47 The conclusion – They did turn around from low performance and now, THEY ARE SHINING!
48 OF EDUCATIONDEPARTMENT Educational Service Contracting (ESC) Education Voucher System (EVS)
49 The main objective of he ESC/EVS programs is to decongest public secondary schools. The target beneficiaries for these programs are the students in crowded public secondary schools. Using national standards, DepEd determined the normal carrying capacity of each public secondary school. The resulting
50 estimated number of students beyond the normal capacity of each public school is referred to as “aisle” students. Ideally, the number of ESC/EVS grants should be proportional (if not equal) to the number of aisle students. To enable adjustments by participating schools, the proportional alignment shall be phased over a period of 4 years starting with SY
51 The ESC & EVS grants cover the four (4) years of secondary school from 1 st year to graduation. They can start only at the first year level. No new grants shall be awarded at higher year levels. The amount of the grant shall be set at Five Thousand Pesos Only (Php 5,000.00) per grantees, per school year.
52 OF EDUCATIONDEPARTMENT Special Education Program (SPED) Special Education Program (SPED)
53 DepEd Region VI has long been implementing the SPED Program in Region VI for more than 4 decade already. The first SPED classes were organized in 1967 in the Divisions of Iloilo City and Iloilo Province, serving the children with Visual Impairment in the elementary level.
54 The SPED Program caters to children with special needs like those with physical or mental disabilities, behavior problems even those who are talented and mentally gifted, with the use of modified curricula. To date there are at least 15 SPED Centers established in 12 divisions in the region serving about 8,000
55 children with special needs in about 120 classes, 60 scholars with about 120 SPED teachers. The exceptionally served are: 1) children w/ visual impairment 2) those with hearing impairment 3) those who are mentally challenged
56 4) those who are gifted and talented 5) those with intellectual difficulties 6) Those with speech problems and more
57 OF EDUCATIONDEPARTMENT Special Science Elementary Schools (SSES) Special Science Elementary Schools (SSES)
58 Special Science Elementary Schools (SSES) 1. Background and Rationale This project was conceptualized to address the worldwide concern about the state of science and technology education which calls for establishing instructional condition to improve practice
59 2. sustainable technological development requires scientifically and technologically informed citizens 3. changes resulting from digital technologies that are most rapid to happen affecting, without being sought, the way people live, think and even behave.
60 OF EDUCATIONDEPARTMENT Special Program in the Arts (SPA) Special Program in the Arts (SPA)
61 SPA is a nationwide program for students with potentials or talents in the Arts, namely: Music, Visual Arts, Theater Arts, Media Arts, Creative Writing and Dance. The school offers a comprehensive secondary education program centered in the arts covering a range of arts forms and disciplines.
62 Criteria in the Selection of Schools Implementing the Program A financially autonomous regular high school Is strategically located and surrounded by resources such as libraries, museums, instructional materials as well as local artists and musicians
63 A track record of active participation or winnings in cultural competitions for the past three years An administrators who is supportive, and interested in the arts A department head knowledgeable in the arts Teacher specialist in the arts Teacher with strong interest in the arts and are willing to be trained. Additional classrooms to serve as dance studio, drama room, music room, practice room, art room with sinks and storage space and computer rooms.
65 Advantages of ATM Implementation 1. Can access 24 hours a day, 7 days week 2. Time & Locational convenience; Access your account anytime from over 2,737 Expressnet ATMs; 2,042 Megalink ATMs and 2,406 Bancnet ATM system nationwide.
66 3. Control of Funds manage your money wisely. Withdraw only what you need. 4. No. ID Hassle every withdrawal transaction. Just use your Personal Identification Number (PIN). 5. Alternative to the teller line no need to line up over the counter to withdraw cash. 6. Privacy security through PIN.
67 7. User-friendly easy to use menu driven. 8. Multi-usage. Can be used in the transfer of funds, cashless shopping, internet or phone banking.
68 Disadvantages of ATM 1. Captured cards 2. Lost/Stolen card) Can make used of over the counter transaction