Orientation of School Stakeholders as Respondents on the SCHOOL LEVEL

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September 10, 2011

Computer Room, Huyonhuyon HS

Tigaon, Camarines Sur

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PROGRAMME OF ACTIVITIES

Prayer: Give Thanks

Phil. National Anthem

Orientation Proper:Part I: EFA Goals

Part II: Assessment of SBM Practices (Manual)

Part III: Organization of SGC

Part IV: School Improvement Plan

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September 10, 2011

Computer Room, Huyonhuyon HS

Tigaon, Camarines Sur

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Education For All (EFA Goal)

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Education For All (EFA Goal)Overall Planning Framework for

Basic Education Sector

Education For All 2015 Plan a vision and a

holistic program of reforms to achieve an

improved quality of basic education for everyFilipino by 2015

Schools First Initiative (SFI) is the

governments strategy to realize EFA vision andprogram through a popular movement featuring

a wide variety of local initiatives from present

through 2010

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Basic Education Sector Reform Agenda

(BESRA) - is the national government policy

reform component of SFI. It will serve as theframework for a coordinated sector-wide

approach to donors and partners

participation in SFI.

Education For All (EFA Goal)

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Status of EFA Plan Formulation

and Implementation Philippine EFA 2015 Plan has beencompleted. The Technical Secretariat ofthe National Economic and Development

Agency (NEDA)-Social DevelopmentCommittee (SDC) has endorsed the planfor approval by the NEDA-SDC.

Implementation of the EFA Plan through

the Schools First Initiative is on-going .

Preparation and initial implementation ofBESRA is on-going.

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Towards Transforming the BasicEducation Sector

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Outline of Presentation

I. Contents of BIAPII. Components of BIAPIII. Overall Targets of BIAP

IV. Major BESRA SystemsV. Objectives Per ComponentVI Major Deliverables Across ComponentsVII. BIAP Implementation: SBM and ALS as

Integration Mechanisms

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I. Contents of BIAP

Philosophical Underpinning/Principles ofBESRA

Overall Objectives of BIAP

Overall and Specific Objectives PerComponent

Major Deliverables, Timelines, MOVs,

Accountable TWGs/Organic Units PerDeliverable

Management of Implementation

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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 andAlternative Learning System

KRT 5. Institutional Culture Change Resource Mobilization and Management Use of ICT in Governance and Management Organizational Development

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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 2009-2010, new/enhanced programsand systems supportive of EFA and BESRA

shall have been pilot-tested/modeled inselected regions/divisions/schools

By SY 2011-2012, new/enhanced programs andsystems supportive of EFA and BESRA shallhave been rolled-out/implementednationwide.

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IV. Key Systems

Systems for continuous improvement of SBMand ALS practices

Competency-based training and developmentsystem

Learning Resources Management andDevelopment System

Quality Management System

Competency-based hiring, promotion, career

development and performance managementsystems

Financial Management System

Integrated Information Systems

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V. KTR1 (SBM): Objectives

Overall: By end of SY 2011-2012, at least 80% ofschools shall have reached Level 3 of SBMPractice.

Specific:By end of SY 2009-2010, 50% of schools shall have

reached Level 1.By end of SY 2010-2011, 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%

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Improved Learning Outcomes

Management ofSCHOOL

resources

classroom instruction

learners performanceLevel 1

Level 2

Level 3

Schools comply with the minimum requirements forsecuring and managing inputs, establishing and developing structures andmechanisms and improving processes that affect instruction to producedesired levels of outputs leading to improved learning outcomes

Schools demonstrate capacity tointensify mobilization of resourcesand maximize efforts towards

achievement of desired learningoutcomes

Schools andcommunities maximize

efforts to achievelearning outcomes

SBM Framework and Standards

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SBM: Basic Inputs, Key Systems

and Governance Structure

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Overall Objective of SBM: By end of SY 2011-201280% of schools shall have reached Level 3 of SBM Practice

Institutionalization of SBMSchool Accountability System

System for continuous process of school improvement planningand assessment

Provision of full-fledged school headitems

Provision offinancial resources

Capacity-BuildingProgram

Competency-BasedHiring/Selection andPromotion System

School-BasedFinancialManagement System

Basic Inputs

Competency-BasedT&D System

Major Systems

GOAL: Improved Learning Outcomes for All

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V. KTR 1 (SBM): Targets in SY 2009-2010

Targets Status

1. all schools/schools clusters without full-

fledged school heads shall have been

managed by a head teacher or principalor 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 haveorganized 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)

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(Manual) & Tool

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Dance Exercise

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Presentation

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