Jesson V.

Butcon Office of the Undersecretary for Regional Operation

Background and Rationale

Articulate the mandate of RA 9155 Clarify roles and accountabilities Broaden the role of community in education management and delivery to emphasize stewardship Emphasize centrality of learners and learners outcome Guide program development and evaluation

ACCES
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.

ACCES
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 departments 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.

It is 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 steward of rights to education

Features
Community-centered shared-vision/shared mission shared decision-making and governance collaboration community ownership autonomy, accountability, and transparency

It is 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).

Features
Child (Learner)-Centered learning-focused developmental-stage appropriate Gender and culture sensitive environmentally (physical, emotional and psychosocial) safe, and accessible regardless of gender, race, culture, social and economic status.

In other words
ACCES provides a framework to advance the philosophy of shared governance of education and ensures a strong culture of effective leadership and management in the provision of basic education.

Principles of ACCES
Leadership provides the vision and direction to the education system making it relevant and responsive to the contexts of diverse communities.

Principles of ACCES
The learner-centered curricula, learning systems, processes, and environments 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.

Principles of ACCES
A clear, transparent and responsive accountability system is in place, collectively developed by community stakeholders, which monitor expected and actual performance, continually addresses the gaps, and ensures a venue for feedback and redress.

Principles of ACCES
Resources are collectively and judiciously mobilized and managed with transparency, effectiveness and efficiency.

Moving forward with ACCES

K to 12 as the centerpiece of the reform program to leverage the change process in basic education system;

With K to 12, we will..

Produce holistically developed learners who have 21st century skills and are prepared for higher education, middle-level skills development, employment, and entrepreneurship.

..country with an organized and shared rapid expansion of our economy through a government dedicated in honing and mobilizing our peoples skills and energies.. -Philippine Development Plan 2011-2016

The K to 12 Basic Education Curriculum will be enhanced.

Integrative, Inquirybased, Constructivist, Technologyenhanced Enriched LearnerCentered Focuses on the optimum development of the Filipino

Responsive

Decongested

Flexible to local needs

Allows for mastery of competencies

Seamless

Continuum following an expanding spiral progression model

K to 12 builds on the reform thrusts of BESRA.

Quality & Accessible Education For All
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: KRT 5: Quality Organization Assurance & al Accountabilit Development y/ M&E

BESRA as a package of reform initiatives considers K to 12 as the flagship reform

SBM as a Strategy to Push the Goals of K to 12

Outcome Goals significantly addressed shortages or gaps in educational inputs (teacher items, school head items, classrooms, instructional materials) addressed significantly broadened and strengthened stakeholders support in the improvement of basic education outcomes improved internal efficiency improved system of governance in the Department

SBM as a Strategy to Push the Goals of K to 12

Process Goals Institutionalize school-based management for school empowerment Institute reform in assessment framework and practice for a learner-centered basic education Address basic input shortages in classrooms, teachers, textbooks Promote good education governance in the entire Department of Education

Moving forward with ACCES

Re-package the information, education and communication (IEC) strategies and advocacy messages to replace the prevailing concept of SBM as an activity-based and tangible-focused stakeholders participation to progressive sharing of responsibility and accountability of governing schools; Emphasize the stewardship role of community stakeholders in realizing the desired learning outcomes.

Collaboration Shared Governance Autonomy

COMMUNITY-CENTERED
Transparency Shared V / M
S U P P L Y

Ownership Accountability
LGUs NGOs Private Sector Community
D E M A N D

Central Regional Division District Gender and cultural sensitivity

Accessible

Development appropriate

Environmentally Safe

CHILD (LEARNER)CENTERED
Learning-oriented and Learnerfocused

ACCES Framework

Strategic Action
Review and re-align program implementation plan for the following programs to be consistent with the concepts and principles of ACCES: School-Based Management (SBM) Philippine Accreditation System for Basic Education (PASBE) K to 12 Program All existing and on pipeline foreignassisted projects

Accreditation Status
Autonomous (Re-accredited Status)

Leadership for Accelerated Learning

Curriculum and Learning for Responsible Citizenship

Stakeholders as Empowered Decision Makers

School Assessment for Continuous Self-Renewal

Transparent Management of Resources

Performance Accountability for Quality Education

Level III (Self-renewing/regulating)

Accredited (initial accreditation)

Level II (Operational)
Applicant status

Level I (Emergent)

SBM Level of Practice SBM-PASBE Operational Framework

Quality Standards

1 Planning

2
Implementation and Monitoring

3
InternalSelf Evaluation
SBM Standards met?
Yes

4
External Evaluation Confirmed?
Yes

5
Accredit ation

No

No

SBM-PASBE Quality Framework

Strategic Action
Strengthen local participation through installation of a Unified Planning and Monitoring and Evaluation System with systematic, clear and ICT-supported coordination scheme, accountability matrix, reporting structure/process and communication system.

PLAN
CENTRAL
-NSO -Total population for single age

ROLES

CRITICAL INDICATORS
LEARNING OUTCOME MANAGEMENT PERFORMANCE

CRITICAL STAKEHOLDERS

MEASURES / METRIC

CENTRAL

PDP

NEDP

-Policy Formulation -Thrust / Priority Setting -Regulatory -Resource Allocation (Equity)

-Access [NER] -Achievement [ NAT ] -Attainment [ CSR + Completion rate]

REGION
Why are children not attending school?

REGION

-Sector (outcome) -Indicators critical of effectiveness -Effective and efficient and equitable resource allocation and distribution supported by sound policy / standards

-Legislative -Development -Oversight Agencies

REDP

D E M A N DIVISION D

-Quality Assurance -Technical Assistance -M & E

-NER, CSR, NAT [Where are the critical areas (division) affecting regional performances?] -NER, CSR, NAT [Which are disadvantaged schools / areas?] -IQR of Basic Inputs (classroom, textbook, teacher, seat, WATSAN)

Regional Development Council

DIVISION

DIVISION

DEDP

-Total population per division / municipality -Total number of school children not attending

Cluster of Schools

-Manage and secure additional resources for schools -Capability Building -M & E

Local School Board (PROVINCIAL)

CEDP

Local School Board (MUNICIPAL/CITY)

SCHOOL
-Total population per barangay -Total number of school children not attending school
SCH. A SCH. B SCH. C SCH. SCH. SCH. SCH.

School Strategic Plan

-Ensure attendance of all school aged children in education programs

-No. of enrolled [ACCESS] -No. of attendance [ATTENDANCE] -No. of graduating [ACHIEVEMENT] -No. of NAS + reading + SReA [ATTAINMENT]

-Attendance rate?

Brgy. Education Committee/Brgy. Council PTA/SGC

Planning and M/E Framework (OPS, 2012)

PLAN
CENTRAL
-NSO -Total population for single age

CENTRAL

PDP

Resource Allocation Indicative resource level + equity Allocation - Policy (Budget year X + 1 - Standards - Allocation

NEDP
Priority Setting Data QA

REGION

REGION

D attending school? E M A N D DIVISION

Why are children not

REDP

DIVISION

DIVISION

-Total population per division / municipality -Total number of school children not attending

DEDP

Implementation/ Orientation/Planning Manage Implementation

Synchronized with Provincial Local School Board

Cluster of Schools

CEDP

Synchronized with Municipal/City, Local School Board

Implementation SCHOOL
-Total population per barangay -Total number of school children not attending school
SCH. A SCH. B SCH. C SCH. SCH. SCH. SCH.

School Strategic Plan

Planning and M/E Framework (OPS, 2012)

 Advocate for the acceptance and use of common standards of education governance and quality management system. Deploy and install strategic information, education and communication (IEC) activities and advocacy campaigns for SBM, IP/ME, PASBE and K to 12.

Thank You!