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Hon. Rizalino D. Rivera
Undersecretary for Regional Operation

26 November 2012
Near|y two year ago, we took
on the cha||enge of
transform|ng bas|c educanon
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K to 12 Basic Education Program
Basic Education Sector Reform Agenda
KRT1:
School-Based
Management
KRT 2:
Teacher
Education &
Development
KRT 3:
National
Learning
Strategies
KRT 4:
Quality
Assurance &
Accountability/
M&E
KRT 5:
Organizational
Development
Quality & Accessible Education For All
BESRA as a package of reform initiatives
considers K to 12 as the flagship reform strategy.
Institutional Reform
Structure
Our Vision of Change
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&
Building Quality and
Equitable Education for All
EFA/MDG
KEY Strategies to Realize
ACCESs
Community
Engagement
& Building
Strategic
Partnerships
Diversied
Education
Delivery
Systems
Community
-Evolved
Curriculum
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The Reform Roadmap
EFFECTIVE IMPLEMENTATION OF K TO 12
SBM-
PASBE
SH and
SDS Devt
Program
Strategic
Planning &
Partnerships
TQM / KM
System &
Culture
People
Capacity
System,
People,
Culture
Strategies &
Resources
ACCESs
ACCESs is about being
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).
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Guiding Principles
Principle of Collective Leadership and
Governance
Principle of Community-Based Learning
Principle of Accountability for
Performance and Results
Principle of Convergence to Harness
Resources for Education
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
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In sum, ACCESs provides..
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
ACCLSs
S8M racnce
Makes Schoo|s
Lxce| |n 8as|c
Lducanon
Serv|ce De||very
S8M Lnsures rotecnon of Ch||d's
k|ghts & romote Commun|ty
Deve|opment
S8M
Assessment
Informs
Deve|opment
|an &
kesource
|ann|ng (SI)
S8M romotes the
Cu|ture of Shared
Governance
SBM as Key Strategy for ACCESs
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)
Context of Change
in SBM
To better highlight the learner as
the center of SBM practice;
To encompass the diverse realities
of learning contexts across regions
of the country
To enhance commitment of
education stakeholders at all levels

To further promote shared governance
between the school community;
To integrate accreditation into SBM for a
seamless assessment of a school system
To improve the school systems capacity to
be on track in achieving the EFA/
Millennium Development Goals and
sustain good performance.
Context of Change
in SBM
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*
The Conceptual
Framework
The framework is systems-oriented.
It presents the envisioned product of
SBM and the inputs and processes
needed to come up with the product.

The envisioned product is a
functionally-literate citizen.

(RA 9155 defines this citizen as one who is self-reliant,
productive and patriotic. In addition, the Constitution
mandates that he/she should be science and technology-
oriented.)
The Conceptual
Framework
The output is a result of an interactive
and collective strategizing process that
continuously raises the level of SBM
practice until it culminates in the
accreditation of the school.

The process i s enhanced and
facilitated by a self- managing, self-
renewing learning-community that
assumes responsibility for basic
education of all types of learners.
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The context of SBM is the school learning
community itself to which the learner
belongs.

An intensive situational analysis of factors
that impact learning is done to develop an
educational plan that is responsive to
contextual issues, problems, challenges,
threats and opportunities.


The Conceptual
Framework
The boundary of the system indicated by
a broken line denotes openness to inputs
from the external environment, as well
as a resistance to change that may injure
its systemic integrity and stability.
Schools must allow the framework to
continuously morph and develop on the
basis of its experience to meet the
emerging needs of the learning
community.
The Conceptual
Framework
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Iuncnona||y-
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8LSkA 1hrusts
NC81S, LCL, ALS, Ltc.
Centra|, keg|on, D|v|s|on
VMG

kesource
Management

Accountab|||ty
and Connnuous
Improvement
S8M Conceptua| Iramework

Leadersh|p and
Governance

Curr|cu|um and
Learn|ng (k to 12)
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The SBM-PASBE
Operational Framework
The Framework presents the key
components of the assessment system
and how they are organized and
interrelated to enhance continuous
improvement of learning outcomes and
products of learning.
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Leve|s of racnce
S8M-AS8L Cperanona| Iramework
Autonomous
(ke-accred|ted Status)
Accred|ted
(|n|na| accred|tanon)
Leadersh|p and
Governance
Curr|cu|um and
Learn|ng
Accountab||ty and
Counnuous Improvement
Management of
kesources
Cand|date Status
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EFA/MDG Organizational Effectiveness
Leadersh|p
Curr|cu|um &
Learn|ng
Accountab|||ty
Systems
kesource
Management
K to 12
Curriculum
Strategies
PASBE
ACCES Principles
+
Updates on SBM
The Revised SBM Implementing Guideline,
Assessment Process and Tools is on its nal
review for signature by the Secretary and
publication in the ofcial website.
The Revised SIP Process and Tools for
School Level Planning is already submitted
for review by the Undersecretary for
Regional Operations
On-going Needs Assessment of School
Heads Capacity to Implement the revised
SBM and SIP; awaiting results of FGD.