B A S I C E D U C AT I O N S E C T O R R E F O R M

AGENDA (BESRA)

The Department of Education (DepED) is currently implementing the Schools First

Initiative, an effort to improve basic education outcomes through a broadly
participated, popular movement featuring a wide variety of initiatives undertaken
by individual schools and communities as well as networks of schools at localities
involving school districts and divisions, local governments, civil society
organizations and other stakeholder groups and associations.

Even as the Schools First Initiative seeks to improve the way all public schools
perform now, the DepED is also undertaking fundamental reforms to sustain
better performance. DepED is pursuing a package of policy reforms that as a
whole seeks to systematically improve critical regulatory, institutional, structural,
financial, cultural, physical and informational conditions affecting basic education
provision, access and delivery on the ground. These policy reforms are expected
to create critical changes necessary to further accelerate, broaden, deepen and
sustain the improved education effort already being started by the Schools First
Initiative. This package of policy reforms is called the Basic Education Sector
Reform Agenda (BESRA). This document summarizes the contents of this
agenda.

OVERALL OBJECTIVES OF BESRA

The policy actions comprising the BESRA seek to create a basic education sector
that is capable of attaining the country’s Education for All Objectives by the year
2015. In summary, these objectives are:

1. Universal Adult Functional Literacy: All persons beyond school-age,

regardless of their levels of schooling should acquire the essential competence to
be considered functionally literate in their native tongue, in Filipino or in English.

2. Universal School Participation and Elimination of Drop-outs and

Repetition in First Three Grades: All children aged six should enter school
ready to learn and prepared to achieve the required competencies from Grade 1
to 3 instruction.

3. Universal Completion of the Full Cycle of Basic Education Schooling with

Satisfactory Achievement Levels by All At Every Grade or Year: All children
aged six to eleven should be on track to completing elementary schooling with
satisfactory achievement levels at every grade, and all children aged twelve to
fifteen should be on track to completing secondary schooling with similarly
satisfactory achievement levels at every year.

4. Total Community Commitment to Attainment of Basic Education

Competencies for All:Every community should mobilize all its social, political,
cultural and economic resources and capabilities to support the universal
attainment of basic education competencies in Filipino and English.

In order for the basic education sector to achieve the above listed desired
educational outcomes for all Filipinos, the BESRA focuses on specific policy
actions within five key reform thrusts (KRT) as follows:
  KRT 1: Get all schools to continuously improve

 KRT 2: Enable teachers to further enhance their contribution to learning outcomes

 KRT 3: Increase social support to attainment of desired learning outcomes

 KRT 4: Improve impact on outcomes from complementary early childhood

education, alternative learning systems and private sector participation

 KRT 5: Change institutional culture of DepED to better support these key reform
thrusts

In short, the five key reform thrusts of BESRA are on: schools, teachers, social
support to learning, complementary interventions, and DepED’s institutional
culture.

PREPARATION OF BESRA POLICY PROPOSALS

In the next ten months from August 2005 to May 2006, various task teams
organized by DepED, with members drawn from various stakeholder groups and
consultants engaged to assist them, are preparing the specific proposals for each
policy action identified and described in this document. Most of the proposals are
matters within the function, authority and power of DepED management to decide
in accordance with existing laws; others require action by other government
offices including the Office of the President; yet others may require new or
amended legislation. As each of the policy proposals is detailed and specified, the
draft official documents shall be reviewed and decided by DepED management.
Those proposals that are within the administrative and legal authority of DepED
will be adopted as appropriate; those that require action by other government
authorities shall be duly endorsed for their appropriate action; those that require
legislation will be submitted for consideration of Congress.

The preparation of each policy proposal included in the BESRA shall follow the
careful, deliberate, research-based, participatory and interactive process that
marked the manner of preparing the whole BESRA itself. Actual data, available
facts and scientific research shall inform the policy preparation process.
Consultations, public hearings, peer reviews, solicitations of positions papers,
among other means of securing contributions from all concerned and interested,
shall be required prior to the formulation of any draft policy proposal. The
membership of the task teams shall seek to represent those closest to the issues
in order to assure that their concerns are incorporated in the very process of
formulating policy proposals. The discussions and deliberations underta ken in the
course of formulating all policy proposals shall be fully and adequately
documented.

As each policy proposal is submitted by the various task teams to DepED

management, a routine process of public announcement and dissemination of the
recommended draft proposal shall provide the general public with adequate
opportunity to comment on each proposal prior to its final adoption.

KEY REFORM THRUST 1: SCHOOL-LEVEL

STAKEHOLDERS IMPROVE THEIR OWN
SCHOOLS CONTINUOUSLY.
Why this reform thrust is important: Schools are the community-based social
institutions that provide the most widely available formally organized instruction,
which is expected to enable students to learn and thereby attain their desired
educational outcomes. If schools are to deliver better outcomes in a sustainable
manner, the key stakeholders, within the school and the community served by the
school, must be enabled and empowered to manage their school-level affairs so
that they deliberately and continuously improve the link between their own efforts
and their collectively desired educational outcomes. The central insight of this
reform thrust is that people most actively and directly involved in and affected by
the schools’ operations are the best people to improve the quality of these
schools.

Progress in this key reform thrust will be indicated by:

1. Increased percentages of all public schools that have current school

improvement plans (SIP) prepared, implemented and monitored through a
participatory process led by school heads working with organized school
governing councils (SGC).

2. Increased percentages of public schools with SIP’s prepared, implemented and

monitored thru a participatory process that meet specific quality dimensions
included in an SIP assessment instrument. (These quality dimensions include:
linkage of SIP activities with improved learning outcomes; depth or level of
community participation; priority given to meeting teachers’ needs for better
teaching practice; support given to classroom improvement; and consistency with
school’s long-term development plans).

3. Increased levels of resources managed and controlled at the school level.

4. Improved levels of school-wide student performance based on results of

national standardized tests.

Main policy actions identified to generate progress in this key reform thrust:

The following three policy actions are all within the legal mandate of Chapter 1 -
Governance of Basic Education, Section E. School level of Republic Act No.
9155, Governance of Basic Education Act of 2001.

1.1 A head for every school: Ensure that every school or cluster of schools is led
by a school head who is selected, prepared, supported, monitored and made
accountable for organizing and leading an institutionalized school improvement
process at the school/community level.

1.2 A school/community process of continuous school improvement:

Institutionalize an efficient, participatory, and continuous school improvement
process in every school. Enable every school to routinely prepare a school
improvement plan (SIP), implement it, monitor and report its implementation, and
evaluate its results in terms of school-wide attainment of desired earning
outcomes. Enable every school and its community to establish and maintain
functional and empowered School Governing Councils supporting the operational
leadership of the school head in the school improvement process. Provide
schools with means to adopt mechanisms and practices for school-level
accountability to parents, community, LGU’s, and the DepED hierarchy, including
use of School Profiles, School Report Cards and similar modes of reporting
measurements of school-wide educational outcomes (participation, completion
and achievement). Expand schools’ use of student tracking systems to, among
others, follow-up students who are frequently absent, encountering difficulties
and/or who are lagging behind. Establish and sustain school/community level
measures for enhancing basic health and nutrition conditions of students and
school staff, which should be included as an important part of the SIP and a key
responsibility of the SGC.

1.3 A school-based resource management framework: Create a simple and

practical school-based framework for comprehensive management of all
resources available to schools (e.g., those coming from the GA A, local
government funds, community contributions and other sources), for the attainment
of the school’s mission, particularly desired learning outcomes. Evolve an
administrative and operational environment, including installation of basic
financial management and resource accounting systems appropriate to all types
and sizes of schools, that enable schools together with their communities, to
become self-governing (i.e., to autonomously decide and act on matters related to
education delivery at the school level).
The fourth policy action below will be pursued on the basis of the legal mandate
of Department of Education officials and employees to serve as cochairperson
and members of local school boards of local governments according to Book 1,
Title 4 – Local School Boards, Sections 98 to 101, of Republic Act No. 7160,
Local Government Code of 1991.

1.4 A schools-driven DepED representation in Local School Boards of LGU’s:

Enable school heads and school governing councils to monitor and influence LGU
spending for basic education, particularly in relation to the use of SEF collections.

KEY REFORM THRUST 2: TEACHERS RAISE

THE PREVAILING STANDARDS OF THEIR
PROFESSION TO MEET DEMANDS FOR BETTER
LEARNING OUTCOMES.
Why this reform thrust is important: Classroom performance of teachers is a
critical factor behind learning outcomes attained by students of schools. A critical
part of school improvement thus involves improvement of teacher performance in
classrooms. Schools must be provided with more and better teach ers capable of
improving their capacity to teach well classes of reasonable size. Furthermore,
since most education managers start out as teachers, improving the competence
of teachers in the service will also likely improve the quality of future education
managers. A central insight of this reform thrust is that teachers themselves have
the greatest stake and most direct influence in raising the prevailing standards
governing the practice of their profession in order to meet social demands for
better learning outcomes.

Progress in this key reform thrust will be indicated by:

1. Increased percentages of all DepED divisions using competency-based

standards for assessing teacher performance, determining teacher development
needs and priorities, selecting new teachers for hiring and promoting teachers.

2. Increased percentages of all new teachers (national and local payrolls)

deployed in schools at each DepED division that were selected and hired based
on teacher competency standards of the division.
3. Frequency distributions of class sizes (schools, divisions, regions and national)
clustered more closely around the average.

4. Increased percentages of all classes requiring assignment of specially trained

teachers served by teachers with correct preparation and qualifications (e.g., high
school science classes handled by teachers with correct science majors,
multigrade classes handled by teachers with multigrade training, and alternative
learning programs handled by mobile teachers with required training).

Main policy actions identified to generate progress in this key reform thrust:

The first five policy actions that follow can all be undertaken by DepED as part of
the implementation of Chapter 1 – Governance of Basic Education of Republic Act
No. 9155, Governance of Basic Education Act.

2.1 A framework for competency-based standards for teachers: Adopt a national

framework using teacher competencies as the basis of standards for assessing
new teachers’ readiness for hiring and deployment, incumbent teachers’ curr ent
performance, and teachers’ priority needs for professional development. Teacher
competencies cover such areas as language proficiency, subject matter mastery,
pedagogical and classroom management skills, and commitment to profession
and community, among others, which define various dimensions of teacher
capability known to be important for improved learning outcomes.

2.2 A rolling 5-year projection of new teacher hires: Prepare a rolling 5-year
projected staffing pattern for all schools that identifies expected staffing
requirements and estimates of numbers of future hires for different types of
positions in different divisions. Maintain a rolling 5 -year series of annual forecasts
of future teacher demand at the national, regional and divisional levels, that can
be used as basis for announced changes in future hiring standards that will
require prior responses by pre-service teacher education programs and the
professional licensing of teachers.

2.3 Progressive upgrades in division level teacher hiring pra ctices: Enable all
divisions to progressively improve the quality of teachers they hire based on
national competency standards adapted to local conditions. Set up rolling 5 -year
timetables for each division to program a year-by-year raising of minimum
standards for hiring future teachers. At all divisions, develop new rules,
procedures, and instruments governing hiring, together with appropriate staff who
are capable of scientifically assessing teacher applicants in terms of their
probable performance in actual conditions of classroom practice against
prevailing performance standards.

2.4 Regional, divisional and school level targets for distribution of class sizes:
Improve the deployment of available numbers of nationally paid teachers in order
to fairly distribute the instructional workloads among classes and schools. Set up
and monitor compliance with rolling 5-year targets for improvements in class size
distribution for regions, divisions and schools. In order to attain each year’s
targets, regions, divisions and schools would be authorized to use a variety of
instruments to include: allocation of new teacher items; re -deployment of vacated
items; encouragement of voluntary teacher transfers; and selective control of new
enrollment in over-crowded schools in favor of less crowded schools nearby.

2.5 Division and school focus on improving teaching practice in schools:

Encourage each division to adapt the national framework for competency -based
standards for teachers to the specific conditions and needs of th e schools of the
division. Use the division-specific teacher competency framework (and develop
division and district staff capable of providing technical support on its use to
schools) as the basis for each school’s regular assessment of incumbent
teachers’ performance and determination of their priority development needs,
linked to identified gaps and opportunities in student learning outcomes. Ensure
that the process of SIP preparation, implementation and monitoring features the
regular practice of school heads leading teachers in using student assessment
data and classroom observations to collectively identify strengths and
weaknesses in teacher performance, corresponding gaps in teacher
competencies, and appropriate priorities in use of school-based resources to
improve teaching and learning. Engage the SGC to increase the visibility,
importance and commitment of schools/communities for teachers and students to
attain high levels of proficiency in English, Science and Math. Expand availability
to schools of cost-effective options for meeting teachers’ priority needs for
training and professional development that span a range of options, among
others, self-learning and tutorials, school-based or division-based INSET,
regional/central training, academic training in tertiary institutions, distance
learning programs and computer-based courses, short courses by private and
other providers.

The next two policy actions involve negotiated agreements with organizations and
agencies over which DepED does not have any administrative authority.
Memoranda of agreement will need to be entered between DepED and LGU’s on
the competency-based standards governing the hiring of locally paid teachers.
Similar memoranda of agreements may also have to be negotiated with teacher
education institutions, state colleges and universities and the Professional
Regulation Commission. The Education Secretary’s policy oversight function of
the Commission on Higher Education as mandated by

Executive Order No. 434 may also be a source of administrative authority to

pursue agreements with teacher education institutions and state colleges and
universities.

2.6 All other sources of teacher hires to adopt division hiring practices: Negotiate
with local governments, local school boards, PTCA’s and all other sources of local
teacher hires supplementing the nationally provided positions to convince them to
agree that locally hired teachers shall all be subject to the same procedures and
standards adopted by the division for nationally hired teachers.

2.7 Pre-service teacher education and licensing to support future higher hiring
standards: DepED’s 5-year annual projection of future teacher hires can be used
as an early signal to teacher education institutions and the professional teacher
licensing system about what teacher competencies will be valued by the public
schools in the coming years. Using these future forecasts, a synchronized set of
corresponding year-by-year reforms in policies for pre-service and licensure can
be developed and negotiated that will provide sufficient lead time for meeting the
higher standards of future teacher hiring.

 All TEI’s: More competitive entry and admission to teacher education programs;
implementation of the new pre-service teacher education curriculum which includes
extended exposure of student teachers to actual instruction under master teachers.

 All SUC’s: State-assisted interventions to increase future supply of good teachers

in English, Math and Science.

 PRC: Review and improvement of teacher licensure process to enhance its

capacity to certify only teachers with essential capabilities to teach well.
The last policy action below will definitely require new legislation or an
amendment to existing ones. The thrust of the policy action will be to assemble
data and analysis that can support the formulation of draft legislation.

2.8 New legislation governing teacher (and non-teaching staff) compensation,

benefits and conditions of employment: Develop a long-term strategy for
improving teacher’s compensation and benefits to attract better students into the
teaching profession and keep the best teachers in the service, either in
classrooms or in administrative positions. Provide incentives for hard -to-staff
teaching positions. Explore public-private partnerships as a source for supporting
teacher compensation, benefits and incentives.

Adopt a longer probationary period (two to three years) for new teacher hires
linked to a professionally mentored induction program with peer appraisals and
assessments. Consider changes in rules on teacher deployment to include routine
changes in grade level and school assignment of teachers to insure that teachers
master the span of elementary or secondary curriculum.

KEY REFORM THRUST 3: INFLUENTIAL SOCIAL

INSTITUTIONS AND KEY SOCIAL PROCESSES
ARE ENGAGED BY DEPED TO SUPPORT
NATIONAL SCALE ATTAINMENT OF DESIRED
LEARNING OUTCOMES.
Why this reform thrust is important: For schools and teachers, and the whole
DepED organization, to perform better, the basic education sector needs to
secure sustained strong support for resources necessary for good instruction,
which in turn, depends on parents’ and students’ recognizing that good instruction
is vital to attaining their most valued personal, family, community and national
aspirations. In order for parents and students to recognize the true and full value
of securing desired learning from good schools, however, they need to observe
the whole society reinforcing, emphasizing and enriching the same learning. One
can hardly expect parents and students to support good schools when they do not
see the rest of society reminding them of the value and desirability of the learning
that good schools realize. The central insight of this reform thrust is that ordinary
people from different spheres of society (i.e., persons not specifically trained or
skilled in professional education) not only can enhance the learning that students
derive from schooling, but also strengthen society’s support for those teachers,
schools and educators doing the best job in making such learning possible for all.

Progress in this key reform thrust will be indicated by:

1. Increases in the levels of educators’ satisfaction with the quality of instruction

that schools deliver.

2. Increases in the levels of parents’ and children’s satisfaction with the quality of
education they obtain.

3. Increases in the levels of communities’ satisfaction with the performance of

schools serving them.
4. Improvements in national indicators of learning outcomes such as participation
and completion rates, achievement rates and national sample scores in
internationally comparable tests

Main policy actions identified to generate progress in this key reform thrust:

The first three policy actions below are in accordance with Chapter 1 -
Governance of Basic Education, Section 7- Powers, Duties and Functions, Part A.
National level of Republic Act No. 9155, Governance of Basic Education Act of
2001. These three actions involve the adoption multi-sectoral national strategies
in support of learning in three major areas of knowledge of common interest to all
Filipinos, namely, learning in English, in Filipino and in Math and Science.

Each of these national strategies would encompass the basic education

curriculum and instruction in formal schooling, as well as the potent ial learning
support provided by media, community, home and workplace, alternative learning
options, civil society initiatives and all other social mechanisms that enhance
learning. Each strategy shall also include consideration of alternative high schools
e.g., science and technology schools, culture and arts schools, open high
schools, distance education, among others. And each strategy shall also consider
the preparation and education of teachers and other types of mentors and guides
best able to facilitate the desired learning in each area of knowledge.

All three strategies would be articulated for children reached by mainstream

public schools, as well as for population segments requiring special education, for
the differently-abled persons, for indigenous peoples, for Muslim Filipinos through
madrasah education. Part of the strategies would be the streamlining of the
curriculum, and the possible extension of the basic education cycle. The
strategies will be formulated through consultations, researches, d ebates, etc.
Once adopted, these strategies would include information campaigns to increase
popular awareness and understanding about the current trends in educational
outcomes in these areas of knowledge, and the current progress in implementing
reforms necessary to sustain improvements in desired learning outcomes.

3.1 A national strategy in support of learning in English language: Engage

leaders, influentials, experts, groups and institutions with an interest in Filipinos
learning in the English language. Articulate a consensus on the role and
importance of Filipinos learning in English. Identify resources, capabilities, assets,
strengths and advantages available for Filipino mastery of English language.
Propose actions, policies, projects, activities and initiatives that can accelerate,
enhance, enrich and universalize Filipinos learning in English language.
Recommend appropriate directions or priorities for schools, media, professions,
enterprises, government agencies, churches and religions, and other s ocial
institutions.

3.2 A national strategy in support of learning in Filipino language: Engage

leaders, influentials, experts, groups and institutions with an interest in Filipinos
learning in the Filipino language. Articulate a consensus on the role and
importance of Filipinos learning in Filipino. Identify resources, capabilities, assets,
strengths and advantages available for Filipino mastery of Filipino language.
Propose actions, policies, projects, activities and initiatives that can accelerate,
enhance, enrich and universalize Filipinos learning in Filipino language.
Recommend appropriate directions or priorities for schools, media, professions,
enterprises, government agencies, churches and religions, and other social
institutions.
3.3 A national strategy in support of learning Mathematics and Science: Engage
leaders, influentials, experts, groups and institutions with an interest in Filipinos
learning Math and Science. Articulate a consensus on the role and importance of
Filipinos learning Math and Science. Identify resources, capabilities, assets,
strengths and advantages available for Filipino mastery of Math and Science.
Propose actions, policies, projects, activities and initiatives that can accelerate,
enhance, enrich and universalize Filipinos learning Math and Science.
Recommend appropriate directions or priorities for schools, media, professions,
enterprises, government agencies, churches and religions, and other social
institutions.

The national level of DepED is also authorized, and held acco untable and
responsible by RA 9155 for “promulgating national educational standards and
monitoring and assessing national learning outcomes”. As part of the national
strategies in support of learning, the policy action described below involves a
more detailed specification of the standards and outcomes which formal basic
education schooling should meet.

3.4 A national quality assurance framework for basic education schooling: The
existing Revised Basic Education Curriculum (RBEC) will be further developed
into an explicit learning accountability framework that defines what levels of
learning students of schools and divisions should meet at various stages of the
basic education cycle. This framework will be based on the national curriculum,
but will provide leeway for local flexibility and relevance. To enable schools and
divisions to meet expected learning outcomes, the framework should also include
adequate support to instruction through sufficient quantity and better quality
textbooks across all subjects, essential teachers’ guides and manuals (especially
for all newly-hired teachers) and other instructional materials, preferably locally
developed. The framework will thus encompass standards for inputs and
processes linked to desired learning outcomes. This QA framework defines the
minimum standards all schools should meet and the key measures to be taken to
assure attainment of these standards. It will include a set of minimum national
standards for capabilities, structures, processes and output based on a t emplate
for school improvement processes from planning to implementation to monitoring
and evaluation. Finally, the QA framework shall include a system of nationally
standardized student assessments, outcomes measurement and reporting of
basic school statistics that together will provide the basic data about directions,
levels and trends of progress in the ongoing educational reforms.

When the national strategies in support of learning in the three key areas have
emerged, and the national quality assurance framework for basic education
schooling has been drafted, DepED will then consider institutionalizing the multi -
sectoral participation in national-level governance of basic education in its
broadest sense to include not just formal schooling but also all o ther sources of
learning in society. Section 5 of RA 9155 talks about communication channels
that “facilitate flow of information and expand linkages with other government
agencies, local government units and nongovernment organizations for effective
governance”. The policy action below is a step in such direction.

3.5 An institutionalized national forum for multi-sectoral coordination in support of

basic education outcomes: Establish a national governing council on basic
education standards that can serve as the institutional steward and champion of
the implementation of the national strategies in support of learning as well as the
national quality assurance framework for basic education schooling. This council
can help DepED define, articulate and advocate the concept of quality Filipino
basic education as one that forms a desired type of Filipino with certain distinct
identities and core ethical values, apart from acquiring certain valued
competencies. The national council can also enable local communities to
understand and internalize this concept of quality Filipino education (an “educated
Filipino” as one of “being” not just of “doing” or “knowing”) so that parents can
assess the quality of schools from the kind of students they form.

This last policy action focuses on the preparation and training of basic education
managers, which is a task implied by the many mandates and functions of
DepED.

3.6 A program and institution for forming basic education managers: Establish a
training and development institution for higher-level education managers, such as
assistant superintendents, superintendents, assistant directors and directors,
which is linked to the principals and school heads institute. This institution should
dovetail to the school heads institute.

KEY REFORM THRUST 4: PROVIDERS OF

EARLY CHILDHOOD CARE AND DEVELOPMENT,
ALTERNATIVE LEARNING SERVICES, AND
PRIVATE SECTOR INCREASE THEIR
RESPECTIVE COMPLEMENTARY
CONTRIBUTIONS TO NAT IONAL BASIC
EDUCATION OUTCOMES.
Why this reform thrust is important: Even good public schools with good teachers
will require the assistance and contribution of others in attaining the nation’s
desired learning outcomes. Children entering school at Grade 1 need to be made
ready for school through early childhood education from their birth onward. Adult
illiterates, out-of-school youth and other learners not in school need to secure
basic education competencies through alternative learning options. The private
sector also needs to supplement the effort of public schools by serving f amilies
who opt to send their children to private schools and by offering private sector
solutions to public education. These three segments of most Filipino communities
– early childhood education, alternative learning providers and private sector –
require a policy environment that strengthens collaboration among service
providers within their localities and maximizes their respective contributions to the
nation’s learning objectives. The central insight of this reform thrust is that
effective convergence of early childhood education, alternative learning, private
sector and public schools in localities will maximize learning impact of each one.

Progress in this key reform thrust will be indicated by:

1. Increased percentages of all Grade 1 entrants who meet the standards for
school readiness

2. Increased percentages of ALS clients completing courses in basic and

functional literacy

3. Increased percentages of takers of accreditation and equivalency tests in

elementary and secondary levels pass

4. Percentage of total school enrollment served by private schools reach the

target set by national policy
Main policy actions identified to generate progress in this key reform thrust:

4.1 Local delivery models for cost-effective early childhood education: Develop
new or scale up existing locality-based (municipal, city or province) ECE delivery
models that feature, among others: assessments of readiness for school of all
Grade 1 entrants; schools giving feedback to parents about the readiness of their
children for school; schools giving feedback to local governments and community
leaders about groups of Grade 1 entrants not ready for school; expansion of local
ECE programs that demonstrate effectiveness in getting children ready for school;
improvement of other programs to increase their effectiveness; adoption of
standards known to enhance effectiveness of ECE programs; and LGU
coordination of local ECE efforts at home, in communities, at day care and in pre -
schools by government, non-government and private sectors.

4.2 Enhanced and accelerated ALS coverage: Review existing mandate of

Literacy Coordination Council for possible revision to cover governance of
alternative learning system, including adoption of policies and standards for
alternative learning services by national government agencies, local governments,
non-government organizations and the private sector. Develop or scale up
locality-based (municipal, city or province) ALS delivery models. Develop capacity
of service providers (public and private) to identify potential ALS learners in the
areas where they operate thru referral and drop-out tracking system, and
integrate literacy training in their programs of assistance reaching illiterate OSY
and adults, and other learners. Establish structure and support m echanism of
convergence at various levels.

4.3 A private sector strategy for basic education: Identify potential of various roles
of private sector in basic education: private schools; private management of
public schools; private sector participation in public schools governance; private
enterprises performing public education functions as contractors or suppliers;
private financial contributions to public education. Determine the optimum level of
private sector in these various roles. Ensure private secto r participation to meet
this optimum level. Expand private sector participation in education through
reforms in the Educational Service Contracting scheme such as expansion of
coverage through all areas of basic education and improved targeting where
public sector capacity constraints are matched by available private sector
capacity. Consider also possible private management of public schools and
private sector services to public schools or school clusters (for example, INSET,
supervision and assessment).

KEY REFORM THRUST 5: DEPED CHANGES ITS

OWN INSTITUTIONAL CULTURE TOWARDS
GREATER RESPONSIVENESS TO THE KEY
REFORM THRUSTS OF BESRA.
Why this reform thrust is important: The first four key reform thrusts would change
the policy environment of schools, teachers, social support for learning, providers
of early childhood education and alternative learning services, and private sector
involvement in basic education. The key institutional player behind the
formulation, adoption and implementation of these policies, now and over the
long-term, is the Department of Education, particularly its national, regional and
divisional offices. If these reforms are to advance, take root, blossom and bear
fruit, the institutional culture of DepED will need to change to become m ore
hospitable to these reforms. In particular, DepED will need to move out of its
worst centralized, bureaucratized, mechanistic and simplistic mindsets and habits
if it hopes to attain populationwide higher level learning outcomes. For reforms to
occur at scale and be sustained in the long-term, DepED’s organizational culture,
financial systems, technological capabilities and accountability environment have
to adjust to the demands of these reforms. The central insight of this reform thrust
is that the culture of the institution behind reform policies must change if the
policies were to have a chance of eventually succeeding.

Progress in this key reform thrust will be indicated by:

1. High levels of deep understanding among incumbent DepED managers at

central, regional and divisional offices of DepED’s strategy for culture change and
its integration into the modernization plans of DepED offices.

2. A new national budget framework established featuring multi-year, goal-based

funding levels with equitable allocations to localities linked to LGU contributions
and allocations to schools specified according to a transparent formula.

3. Increased levels of favorable public perceptions of honesty, integrity and

professional excellence of DepED offices

4. ICT strategy adopted and implemented according to targets

Main policy actions identified to generate progress in this key reform thrust:

5.1 A strategy for institutional culture change integrated into organizational

modernization plans for central, regional and divisional offices: Develop a strategy
for changing the institutional culture of DepED towards becoming more supportive
of the directions of the reforms comprising BESRA. Implement the culture change
strategy in the improvement of the operational capacity of central DepED through
the modernization of its staff and facilities, as well as through increasing the
transparency, accountability and integrity of its units, based on the newly
rationalized structure and operations. Implement the culture change strategy i n
the Improvement of the operational capacity of 17 DepED regional offices through
modernization of staff and facilities, as well as through increasing transparency,
accountability and integrity of its units, based on development and formulation of
specific regional basic education support plans. Implement the culture change
strategy in the improvement of the operational capacity of 184 DepED division
offices through modernization of staff and facilities as well as through increasing
transparency, accountability and integrity of its units, based on development and
formulation of specific local basic education plans.

5.2 A new national budget framework for basic education: Seek approval for a
new national budget format for basic education that is based on DBC C-approved
multi-year baseline allocations sufficient to meet the basic resource needs of
schools, providing sub-allocations to localities that is linked to specific levels of
lGu contributions, specifying school-level suballocations that serve as the basis of
school-based budgets. Increase annual budget outlays to meet enrollment and
cost increases, eliminate resource gaps and attain target goals. Identify sources
of potential savings in the existing budget for possible re -allocation to finance
policy reform initiatives. Increase level and effectiveness of LGU spending for
basic education at school and locality levels through direct mandates and
costsharing schemes. Integrate all other international and local project initiatives
in basic education within the overall basic education reform and operations
framework. Integrate performance and internal audit mechanisms in the routine
functions of the public schools system. Identify measures to increase revenues
from education sector assets and administrative rules to enable DepED to use
 these revenues to finance policy reform initiatives, including teachers’
compensation and benefits.

5.3 An ICT strategy for basic education: Develop and adopt a strategy for cost -
effective use of ICT in basic education (for classroom instruction and teachers’
training in schools, as well as for use by DepED offices). Expand and mainstream
those already tested, cost-saving educational technologies as tried out in past
programs and projects.

****************************************************************************************************

BASIC EDUCATION SECTOR REFORM AGENDA (BESRA) is a package of policy reforms that
as a whole seeks to systematically improve critical regulatory, institutional, structural, financial,
cultural, physical and informational conditions affecting basic education provision, access and
delivery on the ground. It aims to create a basic education sector that is capable of attaining the
country’s Education for All Objectives by the year 2015.

In summary, its objectives are:

1. Universal Adult Functional Literacy;

2. Universal School Participation and Elimination of Drop-outs and Repetition in First Three
Grades;

3. Universal Completion of the Full Cycle of Basic Education Schooling with Satisfactory
Achievement Levels by All At Every Grade or Year; and

4. Total Community Commitment to Attainment of Basic Education Competencies for All.

In order for the basic education sector to achieve the above listed desired educational outcomes
for all Filipinos, the BESRA focuses on specific policy actions within five key reform thrusts
(KRT) as follows:

KRT 1: Get all schools to continuously improve.

KRT 2: Enable teachers to further enhance their contribution to learning outcomes.

KRT 3: Increase social support to attainment of desired learning outcomes.

KRT 4: Improve impact on outcomes from complementary early childhood education,

alternative learning systems and private sector participation.

KRT 5: Change institutional culture of Dep. Ed to better support these key reform thrusts.

In short, the five key reform thrusts of BESRA are on: schools, teachers, social support to
learning, complementary interventions, and Dep.Ed.’s institutional culture.

It is from these concepts that we can get the specific roles that administrators and teachers are
expected to perform:

Administrators:

* Administrators must ensure that all schools and cluster of schools is led by a school head who
is selected, prepared, supported, monitored and made accountable for organizing and leading an
institutionalized school improvement process at the school/community level.

* must routinely prepare a school improvement plan (SIP), establish and maintain functional
and empowered School Governing Councils (SGC) and work side by side with the community in
establishing and sustaining school/community level actions for enhancing basic health and
nutrition conditions of students and school staff
 * must create a school-based resource management structure with the soul function of managing
all resources available to the school

* must have a school-based representation in Local School Boards of Local Government Units

* must adopt the SBM (School-Based Management) Framework

* must increase number, type, and quality of community-school partnerships

* must adopt multi-sectoral national strategies in support of learning in three major areas of
knowledge of common interest to all Filipinos, namely, learning in English, in Filipino and in
Math and Science.

* must develop new or scale up existing locality-based early childhood education, enhance and
accelerate Alternative Learning System coverage

*must develop and adopt a strategy for cost-effective use of ICT in basic education (for
classroom instruction and teachers’ training in schools. Expand and mainstream those already
tested, cost-saving educational technologies as tried out in past programs and projects.

Teachers:

(Since BESRA is focused on school administration, only few can be deduced from it that
concerns teachers’ specific roles.)

* Generally, teachers must be key agents to make all the key reform thrusts happen.

* Teachers must raise the prevailing standards of their profession to meet demands for better
learning outcomes.

* must progressively improve their quality/competency (based on national competency

standards adapted to local conditions).

****************************************************************************************************

DECEMBER 15, 2010 DO 118, S. 2010 – ADOPTION OF THE NEW BESRA

IMPLEMENTATION ARRANGEMENT
December 15, 2010
DO 118, s. 2010
Adoption of the New BESRA Implementation Arrangement
1. In order to continuously ensure the effective and efficient operationalization of the
structures and mechanisms for the implementation of Basic Education Sector Reform
Agenda (BESRA), and to sustain its gains and accelerate, strengthen and deepen its
impact at all levels, the new BESRA implementation arrangement is hereby adopted.
2. The objectives of this adoption are as follows:
1. to improve coordination and integration of reform efforts;
2. to streamline decision-making processes;
3. to ensure appropriate governance and consultative mechanisms, to limit number of focal
areas;
4. to transfer responsibility and accountability for implementation of reform to organic units;
and
5. to align assignment of reform implementation to the probable organic structures in the
proposed Rationalization Plan.
 3. The DepEd governance structures and processes such as Management Committee
(ManCom), Finance Committee (FinCom), Program Committee (ProgCom) and
Executive Committee (ExeCom) are strengthened in the new BESRA arrangement to
serve as appropriate venues for policy consultation and management decision-making,
including guidance for implementation of reform initiatives. Furthermore, the greater
involvement of the Regional Offices (ROs) in the implementation of reform initiatives,
monitoring of progress and results, and refinement of national policies are viewed as
crucial.
4. The new BESRA Implementation Arrangement is herein specified and shall be enforced
immediately:
1. Overall Direction of BESRA
 Accountability: Office of the Secretary (OSEC)
 Governance/Decision-Making: ExeCom
 Consultations
-Internal: ManCom, ProgCom and FinCom -External: Senior Officials of Presidential
Management Staff (PMS), National Economic Development Authority (NEDA), Department of
Budget and Management (DBM), Department of Interior and Local Government (DILG),
Department of Social Welfare and Development (DSWD) and Department of Health (DOH)
2. Overall Coordination and Integration of BESRA
 Accountability: OSEC
 Governance /Consultation/Advisory: Expanded ExeCom will involve key stakeholders
and implementers as important informants in the coordination, integration and
implementation of BESRA at the field level
 Consultations:
-Internal: ManCom, ProgCom and FinCom -External: Department Officials of NEDA, DBM,
Commission on Audit (COA), Civil Service Commission (CSC), DILG, DSWD and DOH
 Secretariat: Office of Planning Service (OPS)
3. Monitoring/Evaluation of BESRA and Policy Development and Review
 Accountability: OPS (with involvement of Regional Offices (ROs) aligned to their
mandate for Quality Assurance (QA) and regional policy development)
 Governance and Decision-Making: ExeCom
 Consultations:
-Internal: ManCom, ProgCom and FinCom -External: Representatives from NEDA and DBM
 Secretariat: OPS
4. BESRA Coordination and Focal Areas Key Reform Thrust
(KRT) 1: School Based Management (SBM) Technical Working Group (TWG)
 Assignment: Office of the Undersecretary for Regional Operations
 Chair: Undersecretary for Regional Operations
 Members: Representatives of Central Office (CO), Regional Office (RO), Division Office
(DO) and Schools, National Educators Academy of the Philippines (NEAP), Educational
Development Projects Implementing Task Force (EDPITAF) (in a consultative role),
Finance and Admin, external representatives and school management associations
 Secretariat: OPS
KRT 2: Teacher Education and Development (TED) TWG
 Assignment: Office of the Undersecretary for Programs and Projects
 Chair: Undersecretary for Programs and Projects
 Members: Representatives of Teachers Education Council (TEC), Professional
Regulation Commission (PRC), CO and RO, Personnel Division, OPS, Teacher
Education Institute (TEI) representatives and teachers associations
 Secretariat: NEAP
KRT 3: National Learning Strategies (NLS) TWG
 Assignment: Office of the Undersecretary for Programs and Projects (Priority Sub-
Committee of ProgCom)
 Chair: Undersecretary for Programs and Projects
 Members: Representatives of Curricula areas, TEC, NEAP, IMCS, OPS and ROs,
representatives of academic and learning research institutions
 Secretariat: Office of the Undersecretary for Programs and Projects
Sub-Groups:
1. Alternative Learning System (ALS) TWG
 Chair: Assistant Secretaiy for Programs and Projects
 Members:
-Directors or permanent alternates of Bureau of Elementary Education (BEE), Bureau of
Secondary Education (BSE), Bureau of Alternative Learning System (BALS), OPS, Instructional
Materials Council Secretariat (IMCS) and TEC (based on DepED Order No. 16, s. 2008)
  Secretariat: Office of the Undersecretary for Programs and Projects
2. Indigenous Peoples/Muslim Education (IP/ME) TWG
 Chair: Assistant Secretary for Programs and Projects
 Members:
-Regional Directors of Regions IV-B, X, XI and CAR
-Directors or permanent alternates of BEE, BSE, BALS, OPS, IMCS, EDPITAF and TEC
-Representatives from NEDA (based on DepED Order No. 16, s. 2008)
 Secretariat: Office of the Undersecretary for Programs and Projects
3. Livelihood/Technical and Vocational Education (LTVE) TWG
 Chair: Assistant Secretary for Programs and Projects
 Members:
-Directors or permanent alternates of BEE, BSE, BALS and OPS
-Division Chiefs or permanent alternates of Accounting and Budget Divisions;
-Representatives from Association of DepED Directors (ADD), Philippine Association of School
Superintendents, Inc. (PASS), Philippine Association of Education Supervisors, Inc. (PAES),
and National Association of Public Secondary School Heads, Inc. (NAPSSHI)
-Representatives from TESDA and NEDA (based on DepED Order No. 16, s. 2008)
 Secretariat: Office of the Undersecretary for Programs and Projects
KRT 4: Quality Assurance and Accountability/Monitoring and Evaluation (QAA/M&E)
TWG
 Assignment: Office of the Undersecretary for Regional Operations
 Chair: Assistant Secretary for Planning
 Members:
-Chairs of five (5) KRT Working Groups -Representatives of All ROs
-Representatives of NEDA, DBM, COA and education research institutions
 Secretariat: OPS
KRT 5: Organizational Development (OD) TWG
 Assignment: ExeCom Working Group
 Chair: Undersecretary for Regional Operations
 Members:
-Undersecretaries
-Chairs of Other KRT Working Groups
 Secretariat: Management Division
Resource Mobilization and Management (RMM) TWG
 Assignment: Priority Sub-Committee of FinCom
 Chair: Undersecretary for Finance and Administration
 Members:
-Chairs of Five (5) KRT Working Groups and OPS
 Secretariat: Office of the Undersecretary for Finance and Administration
Information and Communication Technology (ICT) Technical Committee
 Subsumed as regular work of the Office of the Undersecretary for Finance and
Administration
5. The Office of the Planning Service (OPS) shall provide most of the technical secretariat
service aligned to their organizational mandate.
6. The Chairs of the different TWGs shall submit the names of their respective
representatives to the BESRA Secretariat on or before December 21, 2010. Turn -over
requirements should be effected within thirty (30) days from issuance of this Order. For
more information, please contact the BESRA Secretariat at Telefax No. (02) 631-8380.
7. Immediate dissemination of and compliance with this Order is directed.
Sgd.
Br. Armin A. Luistro FSC
Secretary
DO No. 118 s. 2010
 The BESRA policy actions are organized under Five Key Reform Thrusts ( KRTs
) that focus on:

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

2. Improved teachingef fectiveness andteacher 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

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

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.

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.

W hy is the BESRA a good reform package? W hy BESRA is the promise of

redemption?
 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.”

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.
 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.
 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.
 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.

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.
 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.
 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.
 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.

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 .

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

 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)
 1. 28. W hat is the gover nancefr 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.
2. 29. “Change does not necessarilyassure progress, but progressimplacably
requires change.Education is essential to change,for education creates both
newwants and the ability to satisfythem.” (Henry Steele Commager)

What exactly is theBasic Education SectorRefor m Agenda orBESRA?

 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.

1. 1. BESRABasic Education Sector Reform Agenda

2. 2. I . I ntroduction/ istorical HB 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. 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. 4.  This particular challenges for basic education have been acknowledge by the country’s
leaders and educators and there havebeen important gains made in the last decade.
5. 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. 6. The reform proposal were progressively refined and by 2005,there was
widespreadconsensus on the need for urgent sector-wide strategies that would place
schoolsfirst and empower local communities totake initiative to achieve school improvement.