2. I . I ntroduction/ istorical
H
B ackground:
The Philippine development
and poverty reduction
strategy is articulated in the
Government’s Medium –Term
Development Plan (MTPDP )
2004-2010. It gives high
priority to achieving
universal basic education.
3. The country’s education
strategy is anchored on the
National Education for All
(EFA) 2015 Plan and
attainment of the Millennium
Development Goals (MDGs)
which aim to provide an
overarching policy
framework for basic
education with a vision that
all Filipinos will acquire
basic competencies.
4. This particular challenges
for basic education have
been acknowledge by the
country’s leaders and
educators and there have
been important gains made
in the last decade.
5. Important initiatives on
rationalization were
introduced by DepEd
administration following the
passage of the Governance
of Basic Education Act
( Republic Act RA 9155) in
2001 with its emphasis on its
declaration that “ the school
shall be the heart of the
formal education system. ”
6. The reform proposal were
progressively
refined and by 2005,there was
widespread
consensus on the need for urgent
sector-
wide strategies that would place
schools
first and empower local communities
to
take initiative to achieve school
improvement.
This consensus was articulated as
the
7. DepEd Order on BESRA
No. 23 s. 2010 ADOPTION OF THE BESRA IMPLEMENTATION
ACCOUNTABILITY PLAN, 2010-2012: A BLUEPRINT
FOR TRANSFORMING THE BASIC EDUCATION
SUB-SECTOR
No. 87 s. 2009 CREATION OF ORGANIZATIONAL DEVELOMENT (OD)
AND LIVELIHOOD/TECHNICAL AND VOCATIONAL
EDUCATION TECHNICAL WORKING GROUPS (TWGs)
UNDER BESRA
No. 34 s. 2009 MOVING FORWARD IN THE IMPLEMENTATION OF THE
BASIC EDUCATION REFORM AGENDA (BESRA)
No. 16 s. 2008 COORDINATNG MECHANISMS FOR IMPLEMENTING
THE BASIC EDUCATION SECTOR REFORM AGENDA
(BESRA)
No. 69 s. 2007 COORDINATNG MECHANISMS FOR IMPLEMENTING
ACTIONS UNDER THE BASIC EDUCATION SECTOR
REFORM AGENDA (BESRA)
DepEd Memo on SBM
No. 149 s. 2007 UTILIZING THE ACCREDITATION PROGRAM
FOR PUBLIC ELEMENTARY SCHOOLS (APPES)
CRITERIA FOR PLANNING SCHOOL IMPROVEMENT
UNDER THE SCHOOL BASED MANAGEMENT (SBM)
8. II. What exactly is the
Basic Education Sector
Refor m Agenda or
BESRA?
BESRA is a package of
interrelated policy actions
intended to bring about a
fundamental change in how
education is delivered across the
basic education sector, and in
how reforms in the basic
education sector are planned
and implemented.
9. The BESRA policy actions
are organized under Five
Key Reform Thrusts ( KRTs
) that focus on:
10. 1.Strengthened School-
Based Mana gement
(SBM)
The first KRT relates to the reform
principle that the best people to improve
the quality of schools are the people
most directly affected by the school’s
operations – namely the school heads,
the teachers, the students’ parents and
others in the community.
Ex. Implementation of School and Annual
Improvement Plans
MOOE maintenance/ operation of expenses
based on needs
11. 2. Improved teaching
ef fectiveness and
teacher development
The second KRT focuses on the important
role of the teachers as driving force in
improving student learning and educational
quality at the school level.
Ex. Teachers’ in-service trainings, seminars
and scholarships.
National Competency Based Teachers
Standards or ( NCBTS )
application and implementation
12. 3. Enhanced quality
assurance through
standar ds and
assessment .
The third KRT is focused on ensuring wide
social support for learning in schools. People
from all sectors of society play an important
role not only in supporting the work of the
teachers, but also in supporting schools and all
the curricular processes that aim to promote
student learning.
Ex. Brigada Eskwela, GPTCA, Brgy. RTA, Vendors,
Govt. Officials, Private sectors and NGOs
13. 4. Improved access and
lear ning outcomes
through alter native
lear ning, etc.
The fourth KRT emphasizes the variety of
educational experiences that can help learners
attain the learning goals. This includes having
early childhood learning experiences,
alternative learning systems, and other varied
learning experiences to help students attain
highest levels of learning.
Ex. Full implementation of RBEC instruction, learning
resources, curricular and extra curricular activities.
14. 5. Institutionalized
culture change in
the De p.Ed
The fifth KRT refers to the Department
of Education’s institutional culture to
have a change from prescribing
actions through orders and memos to
facilitating school initiatives and
assuring quality.
15. W hy is the BESRA a
good refor m
packa ge?
W hy BESRA is the
promise of
redemption?
16. According to Dr. Allan Bernardo, a professor of De
La Salle University in a Forum on Education about
BESRA’s Promise….. “There are many important
reasons why BESRA is a truly positive set of
policy reform initiatives.
The most important reason is the Educational
Philosophy underlying the various components
BESRA. All components of the reform initiatives
are intended to help Filipino learners to attain
higher levels of learning and achievement. The
higher levels of learning are defined in terms of
cognitive and affective knowledge in the major
learning areas that would allow the learner to
effectively participate in diverse and complex life
situations beyond the school and to continue life
learning.”
17. NINE POSITIVE
QUALITIES OF BESRA
First, BESRA focuses on the improving student
learning processes and outcome.
Second, BESRA affirms the need to employ
diverse approaches to facilitating learning in the
classroom.
Third, BESRA locates the reform interventions at
the level of the school and the classroom.
18. Fourth, locating the reform initiatives at the school
level also creates stronger accountabilities to the
community, and allows for more responsive and
more relevant school programs.
Fifth, BESRA recognizes the important role of
teachers and teacher development in improving
student learning outcomes.
Sixth, BESRA builds on community-school
relationships, and aims to strengthen such
relationships by looking at the community as a
resource for improving schools, and by ensuring
that schools are accountable to the community.
19. Seventh, BESRA reforms are based on previous
interventions that worked.
Derived from pilot projects such as the Third
Elementary Education Project ( TEEP ), the Basic
Education assistance for Mindanao (BEAM) and the
Strengthening Implementation of Visayas Education
(STRIVE) and other reform initiatives.
Eighth, the BESRA shifts the reform initiatives of
the DepEd from project approach to a more
organic approach.
20. Finally, the BESRA reforms are truly
positive because BESRA is Dep.Ed’s
reform initiative. It is not imposed by
an external agency, or some foreign-
assisted project. In developing the
specific components of BESRA, the DepEd
offices responsible undertook a most
extensive consultation with a wide range of
stakeholders within the DepEd and among the
various stakeholders of the Philippine Basic
Education Sector.
21. De p.Ed’s Achievements
BESRA focusing SBM
( SBM is the lynchpin of BESRA)
Lynchpin—means the one that serves
to hold together parts or elements that
exist or function as a unit.
22. The adoption and Roll-Down of the
School- Based Management (SBM)
Framework and Standards for
implementation of a comprehensive
SBM at the regional, division and
school level of all schools in the
Philippines.
23. The release of SBM grants in
support of activities that enhance
learning, the drilling of down of
the MOOE to schools to cash and
related policies in support of the
school’s financial accountability
for the MOOE are also notable.
24. There is evidence of general
awareness of SBM, with 80% -
90% of schools and school heads
having been oriented to its
practices have 5-year School
Improvement Plans and have
begun to mobilize stakeholders’
support or organized School
Governing Councils with
representatives from various
sectors in the community.
25. III Summar y
S c hool – B a s e d Ma na g e me nt
( S B M ) is a k e y c o m p o n e n t o f
the D e p E d ’ s B a s ic
E d u c a t io n S e c t o r R e f o r m
A g e n d a ( B E S R A ) w h ic h is a
w id e ly - a c c e p t e d r e f o r m
in it ia t iv e w h ic h r e c o g n iz e s t h a t
s c h o o ls a s t h e y a r e t h e k e y
p r o v id e r s o f e d u c a t io n , s h o u ld
b e a b le t o c o n t in u o u s ly im p r o v e
b y b e in g e m p o w e r e d t o m a k e
in f o r m e d a n d lo c a liz e d
d e c is io n s b a s e d o n t h e ir o w n
u n iq u e n e e d s .
26. IV Conclusions
T h e u n d e r ly in g p r in c ip le in S B M
u n d e r B E S R A is t h a t t h e p e o p le
d ir e c t ly in v o lv e d a n d a f f e c t e d b y
t h e s c h o o l o p e r a t io n s a r e t h e
b e s t p e r s o n s t o p la n , m a n a g e
a n d im p r o v e t h e s c h o o l. S o t h e
p e o p le in v o lv e m u s t w o r k h a n d in
h a n d t o r e a c h t h e g o a l t o b r in g
a b o u t p o s it iv e c h a n g e in t h e f o r m
o f g o ve rna nc e a nd ma na g e me nt
o f the s c h o o l to e ffe c t
im p r o v e m e n t in t h e q u a lit y o f
e d u c a t io n f o r t h e s t u d e n t s . S o , it
is t h e r e f o r e v e r y im p o r t a n t t o
27. Prepared by;
Evangeline De
Leon- Embing
( BESRA Reporter)
“ Change does not necessarily assure
progress, but progress implacably requires
change. Education is essential to change,
for education creates both new wants
and the ability to satisfy them.”
(Henry Steele Commager)
28. W hat is the gover nance
fr amewor k of School-
Based Management?
The Government has amended the education Ordinance
to implement in schools a participatory governance
framework with transparency and accountability. The
Ordinance, which came into force on January 1, 2005,
gives legal backing to the SBM governance framework. It
provides for the establishment of an Incorporated
Management Committee (IMC) and sets out its
composition, operation, functions and powers so that
stakeholders can participate in school governance
according to the law. The direct participation of these key
stakeholders in school decision-making will enhance the
transparency and accountability of school governance,
and the key stakeholders should work together to set
common goals and strengthen their partnership to
enhance the effectiveness of teaching and learning of the
school.
29. “Change does not necessarily
assure progress, but progress
implacably requires change.
Education is essential to change,
for education creates both new
wants and the ability to satisfy
them.” (Henry Steele Commager)
