1. BESRA Implementation and Accountability Plan (BIAP):
Towards Transforming the Basic Education Sector
National MANCOM Meeting
December 11, 2009

2. Outline of Presentation
I. 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
BIAP Implementation: SBM and ALS as Integration Mechanisms

3. 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

4. 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

5. 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 , new/enhanced programs and systems supportive of EFA and BESRA shall have been pilot-tested/modeled in selected regions/divisions/schools
By SY , new/enhanced programs and systems supportive of EFA and BESRA shall have been rolled-out/implemented nationwide.

6. 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

7. V. KTR1 (SBM): Objectives
Overall: By end of SY , at least 80% of schools shall have reached Level 3 of SBM Practice.
Specific:
By end of SY , 50% of schools shall have reached Level 1.
By end of SY , 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%

8. SBM Framework and Standards Improved Learning Outcomes
Level 3
Management of SCHOOL
resources
classroom instruction
learners’ performance
Schools and communities maximize efforts to achieve learning outcomes
Level 2
Accountability Mechanisms
Schools demonstrate capacity to intensify mobilization of resources and maximize efforts towards achievement of desired learning outcomes
Level 1
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

9. SBM: Basic Inputs, Key Systems and Governance Structure

10. Institutionalization of SBM
Overall Objective of SBM: By end of SY
80% of schools shall have reached Level 3 of SBM Practice
GOAL: Improved Learning Outcomes for All
Institutionalization of SBM
School Accountability System
System for continuous process of school improvement planning and assessment
Governance Structrure: School Governing Council
Competency-Based Hiring/Selection and Promotion System
School-Based Financial Management System
Competency-Based T&D System
Major Systems
Provision of full-fledged school head items
Provision of financial resources
Capacity-Building Program
Basic Inputs

11. V. KTR 1 (SBM): Targets in SY 2009-2010
Status
1. all schools/schools clusters without full-fledged school heads shall have been managed by a head teacher or principal or lead principal (as an interim arrangement).
draft guidelines for the clustering of schools and reclassification of principal items have been prepared
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. school-community partnership)
13,859 ( 31%) were reported to have organized SGC
SGC Manual for reproduction
3. all schools together with the community shall have started the process of preparing the SIPs.
24,057 (53%) schools were reported to have SIPs
SIP manual for reproduction
4. all schools shall have directly received and managed their MOOE allocation
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)

12. KRT 2 (TED): Objectives
Overall Objective: By end of 2011, a competency-based systems for hiring, deployment, performance, promotion, and continuous personal and professional development of teachers shall have been operationalized in all regions and divisions nationwide.

13. KRT 2 (TED): Objectives
Specific Objectives (T&D System Operationalization):
By end of 2009, all public schools nationwide shall have used the Teachers Strengths and Needs Assessment (TSNA) and Individual Plan for Professional Development (IPPD) tools and templates as part of part of the school improvement planning process.
By SY , the Program Designing and Delivery Sub-Systems of the T&D systems shall have been pilot-tested in Visayas Regions
By SY , all regions and divisions shall have established and operationalized the T&D Systems with its components.

14. Competency-Based Training and Development System
T&D System
TSNA
Planning, Programming and Designing
Training Delivery
Monitoring and Evaluation
With support system for tapping resources from DO, RO, and CO
School Level-Initiated Teacher Development

15. KRT 2(TED): Objectives Specific Objectives:
By , all regions and divisions shall have established the competency-based systems for hiring and selection of new teacher hires, deployment and performance evaluation .
By end of 2011, all TEIs shall have adopted the Blueprint for NCBTS-based Pre-Service Teacher Education to include proposed curricula and pilot implementation design of ECE, IP Education, Alternative Education, MLE and ESD.
By end of 2011, the proposed NCBTS-based reforms in LET shall have been adopted.

16. KRT 3 (NLS and QA): Objectives
National Learning Strategies
1. Implementation of MTB-MLE Program in Grades 1 to 3
Grade 3
SY 10-11
SY 11-12
Grade 2
SY 09-10
Grade 1
SY 08-09
Batch 1
(100 ES)
Batch 2
Batch 3
Batch 4
(100 S)

17. KRT 3 (NLS and QA): Objectives
Implementation and institutionalization of learning innovations
By SY , the Project IMPACT and MISOSA shall have been expanded while the Project EASE, Open HS, and DORP shall have been institutionalized.
By SY , the designs of Projects IMPACT and MISOSA shall have been refined for institutionalization.
By SY , Projects IMPACT and MISOSA shall have been institutionalized.

18. KRT 3 (NLS and QA): Objectives
3. Implementation of Multigrade Education Program
By SY , at least 30% of small incomplete monograde /multigrade elementary schools shall have offered complete elementary schools through multigrade scheme.
By SY , the remaining small incomplete monograde/multigrade elementary schools shall have offered complete elementary schools through multigrade scheme.

19. KRT3 (NLS and QA): Objectives
Use of ICT in teaching and learning
By SY , at least 70% ICT-enabled public secondary schools shall have been established.
By SY , at least 80% of ICT-enabled public secondary schools shall have been established.
By SY SY , at least 100 ICT-enabled public elementary schools shall have been established.
By SY , at least 200 ICT-enabled ES…
By SY , at least 300 ICT-enabled ES..

20. KRT3 (NLS and QA): Objectives
Establishment of Learning Resource Management and Development System
By SY , the LRMDS shall have been pilot-tested in the Visayas Regions, in at least 3 divisions.
By SY , the LRMDS shall have been expanded in 7 Regions, in at least 7 Divisions.
By SY , the LRMDS shall have been expanded in the remaining 7 regions, in at least 7 divisions.

21. LRMDS – aims to identify ways of improving access to quality teaching and learning materials such as but not limited to those needed in the implementation of MTB-MLE, learning innovations, MG, etc.
It has two sub-systems: a) assessment and evaluation; and b) development and reproduction

22. KRT3 (NLS and QA): Objectives
Implementation and institutionalization of Muslim and IP Education Programs
Overall Objectives: By SY , the Madrasah and IP Education Programs shall have been integrated as a component of the basic education system.

23. KRT3 (NLS and QA): Objectives
Implementation and institutionalization of Livelihood and Tech-Voc Education
Overall Objectives:
By SY , the enriched Livelihood/Tec Voc Education Program shall have been implemented in at least 350 Specialized Tech Voc Schools and the CP-TLE shall been modeled in selected public and private secondary schools in 50 (priority) divisions.

24. KRT3 (NLS and QA): Objectives
Quality Assurance
Overall Objectives:
By end of SY , the DepED’s Quality Management System shall have been established in all regions and divisions nationwide.
Specific Objectives:
By SY , quality planning shall have been introduced/ established as a key process in 2431 schools belonging to the 15 divisions.
By SY , the QMS shall have been established in 5 regions, 15 Divisions and the Central Office
By SY , quality planning shall have been introduced in the remaining divisions nationwide.

25. Quality Management System
(2) QUALITYASSURANCE
School Level:
Continuous school improvement facilitated by active involvement of stakeholders (Standard SBM Practice)
Improved teaching and learning (attainment of objectives of TED, NLS, IP and Muslim, Livelihood and Tech Voc and ALS)
(1) QUALITY PLANNING
National Level:
Efficient and effective generation,planning, management and utilization of resources
Strengthened governance and management
Transformation of the entire organization thru competency-based performance management system
(3) MONITORING AND EVALUATION

26. KRT3 (NLS and QA): Objectives
Quality Assurance
Pre-Requisites in 2009
All Divisions shall have prepared their DEDPs
All schools in the 15 Divisions which will model the QMS shall have been trained in SIP preparation.
All 15 Divisions shall have been trained on SIP review

27. KRT4: Pre-School Objectives
Overall Objectives:
By SY , local delivery system/mechanisms for Preschool shall have been established in at least 95% of the divisions nationwide.
Specific Objectives:
By SY , Local Strategy Framework shall have been adopted.
·        
By SY , local delivery system/mechanism shall have been established in at least 90% of the divisions in every region.

28. KRT4: Pre-School Local Delivery System/Mechanism
Assessment of readiness for school for all Grade 1
Schools giving feedback to parents about readiness of their children and to local governments and community leaders about group of Grade 1 not ready for schools
Expansion of effective local preschool programs with involvement of internal and external stakeholders
Improvement in other programs to increase effectiveness
LGU coordination of local ECE/pre-school efforts

29. KRT4: ALS Objectives Overall Objective:
By end of 2012, the existing nonformal and informal learning options shall have been transformed into a viable alternative learning system for EFA .

30. KRT4: ALS Objectives Specific Objectives:
To enhance existing ALS structures and convergence mechanisms and processes/procedures at the sub-national level.
To expand and strengthen ALS intervention programs of DepED and other partners.
To increase resources for ALS (both from DepED and other sources).

31. KRT 5 (Institutional Culture Change) Objectives
Resource Mobilization and Management
Overall Objective: By mid of 2012, an outcome-focused systems for generating, programming, managing and reporting of resources utilization shall have been established at all levels of DepED.
Adoption of MTEF; full implementation of OPIF-based planning, programming and monitoring; adoption of equitable formula-based MOOE allocation and utilization
Strengthening of financial management system
Enhancing public-private partnership and DepED-LGU cooperation
Adoption of sector-wide approach to coordinating donor assistance to basic education

32. KRT 5 (Institutional Culture Change) Objectives
B. Use of ICT in governance and management
Overall Objective: By mid of 2012, a partially integrated information systems shall have been established to strengthen governance and management of DepED.
Specific Objectives:
By SY , 6 major information systems (SIS, HRIS, Asset Management, LMS, SNHS, and GIS) shall have been pilot-tested.
By SY , the final versions of the 6 major information systems shall have been adopted.
By SY , the remaining information systems (FMIS, Legal, MS, Procurement) shall have been pilot-tested.

33. KRT 5 (Institutional Culture Change) Objectives
B. Organizational Development
Overall Objectives 1/:
By mid 2012, DepED shall have improved its operations through modernization of its staff and facilities as well as increasing the transparency, accountability and integrity of its units based on the newly rationalized structure and operations.
1/ Based on the BESRA Framework; for further discussion with the OD TWG

34. VI. BIAP IMPLEMENTATION: SBM as Integration Mechanism
integration of quality assurance and learning support
application of NCBTS as part of the school improvement process
School-Based Management
operationalization of outcome-focused resource mobilization and management

35. Operationalization of NCBTS-based T&D System
Preparation and Implementation of Regional Professional Plan for Development as part of REDP
Preparation and Implementation of Division Professional Plan for Development as part of DEDP
School Level
Preparation and Implementation of School Professional Plan for Development (SPPD) as part of SIP
Self-Assessment of Teachers using the TSNA tools
Preparation of Individual Professional Plan for Development (IPPD)

36. Installation of QMS at the School Level
Quality Planning
SIP
Improvement of Learning Outcomes
Achievement of CFS Goals
competency-based training and development (taking-off from IPPD)
localized national learning strategies (MLE, Learning Innovations, IP and Muslim Education, ESM, etc)
school health and nutrition initiatives
Quality Assurance in SIP Implementation and SBM Operationalization
(thru provision of crucial resources, technical assistance and conduct of monitoring and evaluation )

37. Establishment of School-based FM system
Resource Mobilization
Sources: DepED, LGUs, private sectors, NGOs
Resource Programming
SIP
Systems: Accounting Procedures for Implementing and Non-Implementing Units
Resource Utilization
Reporting of Resource Utilization

38. VII. Major Deliverables Across Components
Technical Working Groups (Policy Formulation)
Standards, systems framework, implementing guidelines
Proposed legislations
Plans for pilot/modeling and national roll-out
M&E Reports (first year of implementing BESRA policy actions; pilot/modeling of new/enhanced programs/systems)

39. VII. Major Deliverables Across Components
Organic Units (Policy Implementation)
Crucial resources for schools (teacher and school head items; SBM grants and MOOE; SBM and NCBTS materials, etc.)
Training Programs (for teaching and non-teaching personnel)
Teaching and learning materials
ICT hardware and software for teaching and learning and governance and management
Accountability Reports

40. VIII. Sources of Funds for BIAP Implementation
DepED GAA, portion of which will be reimbursed by World Bank (NPSBE)
Official Development Assistance
Project STRIVE –pilot implementation/modeling of key systems in the Visayas Regions
SPHERE – engagement of TAs, QAA training, teaching and learning materials, establishment of LRMDS, SBM grants and classroom construction.
EPIP – financial management reforms, human resource management (OPES and HRIS), and capacity-building on OPIF-based planning and monitoring.
LGU funds (local source and SEF)
Private/business sector (i.e., Adopt-A-School).