SCHOOL LEADERSHIP

NQUESH REVIEW 2014

PNU, Manila
Dr. Danilo K. Villena
School leaders/managers do exercise a
measurable, though indirect effect on
school effectiveness and student
achievement ( Hallinger and Heck, 1996).
Leadership appears to particularly impact
the quality of teaching in schools, which
clearly implies that school leaders must
necessarily provide focus and direction to
curriculum and instruction and manage
the school organization efficiently to
support student and adult learning.
SCHOOL LEADERSHIP
 the process of inspiring others to work hard
to accomplish important tasks

 it is one of the four functions that constitute

the management process: Planning sets the
direction and objectives; Organizing brings
the resources together to turn plans into
action; Leading builds the commitments and
enthusiasm for people to apply their talents
to help accomplish plans; Controlling makes
sure things turn out right.
SCHOOL LEADERSHIP

A process of motivating and inspiring

others to work hard in achieving the
goals and targets of the organization.
School leaders like principals are
expected to build strong and
sustainable motivation, enthusiasm
and commitment to help accomplish
and attain organizational plans.
 EVOLVING LEADERSHIP
RESPONSIBILITIES VESTED
UPON SCHOOL
HEADS/PRINCIPALS
I. DEVELOPING AND COMMUNICATING THE SCHOOL’S
VISION - MISSION

 The Vision –Mission is the school’s

framework that directs and guides all
school stakeholders in
designing/developing programs,
projects and activities that would
bring the school to where it should be
in accordance with the established
goals and objectives which are
anchored on human development.
Translating the school’s vision-mission
into academic and non-academic
programs and activities, more
specifically, curricular and
instructional programs which are
measured in terms of teachers’
performance and more importantly,
students’ improved academic
performance, is a key responsibility of
any SH/SP.
WHAT IS VISION?
 THE REALITY THAT YOU WOULD LIKE TO
SEE IN YOUR SCHOOL IN THE FUTURE. IT
IS BEST EXPRESSED IN SHORT POWERFUL
STATEMENTS.

 VISION IS THE END RESULT OF WHAT YOU

WOULD HAVE DONE. IT IS THE FORCE
THAT WILL SUSTAIN YOU WHEN YOUR
MISSION STATEMENT SEEMS TOO HEAVY
TO ENDURE, ENFORCE OR ENGAGE.
GUIDE QUESTIONS IN VISION STATEMENT
FORMULATION:
 Is the vision powerful?
 Does it inspire you?
 Can you work hard to achieve it?
 Does it describe a preferred and meaningful
state of your school five years from now?
 Is it focused on the clients you want to serve?
 Can the vision be felt or experienced?
 REMEMBER:

“VISION WITHOUT ACTION

IS MERELY A DREAM
ACTION WITHOUT VISION
IS EMPTY.”
VISIONARY LEADERSHIP
 ” describes a leader who knows
exactly the current status of the
school, has a clear and compelling
sense of where the school should
be, and possesses the right
understanding of the actions and
behaviours needed in order to
bring the school to where it should
be.
FIVE PRINCIPLES OF VISIONARY LEADERSHIP
( SCHERMERHORN, 2005):

 Challenge the process. Be the leader in

pioneering ideas that work, motivate and
support people’s initiatives and creativity.

 Show enthusiasm. Be the leader whose

enthusiasm doesn’t just die down; Be your
people’s inspiration through your consistent
and sustained interest in the profession.
 Help others to act. Be the leader whose
genuine concern to help and assist others is
of prime consideration.
 Set the example. Be the leader whose
behaviour and attitude and work ethic are
worthy of emulation by others.
 Celebrate achievements. Be the leader who
knows how to genuinely and appreciatively
recognize every person’s accomplishment,
big or small.
WHAT IS A MISSION?
 It is the basic purpose for the existence of an
organization. (Morato)

 It is a brief statement that defines why an

organization exists. It describes the
fundamental purpose,. . . especially what it
provides to customers and clients. It informs
executives and employees about the overall
goal they have come together to pursue.
(Kaplan and Norton, 2008)
MISSION
 A BRIEF CLEAR STATEMENT OF
THE REASONS FOR THE SCHOOL’S
EXISTENCE. IT EXPLAINS THE
FUNCTIONS IT SEEKS TO FULFILL,
THE CLIENT IT SEEKS TO SERVE,
AND THE METHODS, THROUGH
WHICH THE SCHOOL INTENDSTO
FULFILL ITS PURPOSES.
GUIDE QUESTIONS IN MISSION STATEMENT FORMULATION:

 Why does the school exist?

 Whom does the school serve?
 Who are the clients?
 What service should the school provide to
fulfill its very reason for existence?
 Do the vision and mission statements
match?
DepEd MISSION:
 
 Provide quality basic education that
is equitably accessible to all, and to
lay the foundation for life-long
learning and service for the
common good.
 
COMMUNICATING THE VISION AND MISSION OF THE SCHOOL

 creating focused discussion groups composed of

teachers, educators and representatives of the
various sectors of the community.
 displaying of the school’s vision-mission
statements in strategic places in school
 conducting a school-based forum on the school’s
vision-mission, the participants of which may
come from the school administration itself, the
teaching staff, some selected students, and
officers of the parent – teacher association;
 circulating bookmarks containing the
school’s vision-mission statements
including the school’s goals and
objectives.
 reflect the school’s vision, mission and
goals and objectives in all its important
documents like faculty manual, student
handbook, administrative manual, and
in other school paraphernalia.
COMMUNICATING THE GOALS TO IMPLEMENT THE SCHOOL’S VISION-MISSION

 Goals and Objectives are translations of

the school’s Mission – Vision

 Goals and Objectives are bases in

planning, developing, implementing and
evaluating school programs and
activities.
THE PRINCIPAL AS A COMMUNICATOR
 Demonstrates the ability to evaluate and
deal effectively with others

 Speaks clearly and concisely.

 Applies skills and strategies of conflict

management that satisfy the interest of both
parties in a practical and acceptable
manner.
 Facilitates groups in selecting courses of
action through problem solving
techniques.

 Demonstrates the ability to use group

process skills in interaction with the staff,
the students, and the parents.

 Demonstrates skills in working as a team

leader.
HOW COMMUNICATION FLOWS IN AN ORGANIZATION

 communication flows downward, upward

and laterally/sideward.

 Communication distortion is a barrier that

may affect organizational operations

 Communication that is inaccurate,

speculative, and biased, may create
misunderstanding.
SOME COMMUNICATION SYSTEMS IN AN ORGANIZATION

 Consultation: process wherein

management seeks views and ideas.
This must precede decision making
whenever possible. Most of the topics
are initiated by the management,
and opinions sought through elected
representatives.
 Team Briefing: is the passing on of
information generated by management
through the management chain. It is a
simple but necessary procedure,
whereby everybody in the organization
gets briefed in teams of 4 - 15, face-to-
face by their boss, regularly and at least
once a month. Team briefing usually
follows decision making, and both the
decision and the reason for it are briefed
to those affected.
 Mass Methods: (notice boards,
newsletters) are suitable for matters,
which are both easy to understand
and interesting to the reader. There
are no substitutes for face-to-face
methods when understanding is vital
 FACILITATING THE
SCHOOL IMPROVEMENT
PLAN (SIP) AND
MANAGING PROGRAMS
AND PROJECTS TO
COMPLETION
SEVEN MILESTONE IN THE IMPLEMENTATION OF THE SCHOOL BASED MANAGEMENT VIA THE SIP AND AIP

 1st PLAN: This is a three-to-five year

SIP and AlP that was developed and
confirmed by all stakeholders (school
head, teachers, PTCA, LGU, community
leaders and students) and approved by
the Schools Division Superintendent. The
plan follows the road map to S I P
formulation,
 2nd FUND: The SBM Fund comes
from various sources: PTCA, LGU,
DepEd MOOE, donations, NGO'S
etc. In consultation with
stakeholders, allotment is done
according to the priorities as set in
the SIP and AlP
 3rd IMPLEMENT the PLAN: All
stakeholders participate in the
implementation of the plan. The
activities focus on resolving
problems of instruction and
improving pupils' achievement with
the support of parents, LGU's and
community.
 4th MANAGE the FUND and
 
 5th MONITOR and EVALUATE the PLAN
 
 In the implementation of the SIP/AlP, the school
head is actually managing the fund, monitoring and
evaluating. Usually, school's performance is
monitored and evaluated by comparing planned
activities and implemented in the AlP versus actual
accomplishment. These will serve as basis for
technical assistance by either district, division or
regional support systems.
 6th SHOW the RESULTS. Check if there is
improvement in the performance indicators;
compare it against the previous school year as
used in baseline data.
  
 Has learning achievement rate increased?
  
 Has participation rate increased?
  
 Has completion rate increased?
  
 Has drop-out rate decreased?
 7th REPORT to STAKEHOLDERS. As
experienced in TEEP, school report
card is prepared and presented to
stakeholders like PTCA, LGU, etc. at
the end of the SY. The report card
should be used as planning guide for
the next school year. It is also the guide
for reviewing SlP to see whether it is
still on track or needs revision of
targets and priorities.
 A good annual “report card” should, include
the following:

 The school’s vision and mission statements.

 Results vs. the standards and targets set in the

school’s SIP/AIP in terms of student
achievement and school performance.

 A discussion of each of the factors that helped

to bring about these results.
 Areas that need to be improved to bring
about better results in the future.
SUGGESTED OUTLINE FOR THE SCHOOL IMPROVEMENT PLAN
 

I. Introduction

II. School and Community Profile

a. School Profile:
 Name
 Guiding Principles Vision/Mission
 Curriculum: Organization of the Curriculum; Special
Programs; Time Allocation; Indigenization of the
Curriculum
 Personnel
  Special Features (e.g. Vocation Program, etc.)
b. Community Profile
 Socio-Cultural
 Political
 Geo-political
 Demography Economy

III. Situational Analysis

a. School Performance:
 Student Achievement
 Performance Indicators
b. Instructional Materials:
 School Equipment
 Textbooks
 Teaching Aids
c. Personnel Profile
 Teaching
 Non-teaching
d. Physical Facilities
 Classrooms
 Workshop
 Toilet and Bath
 Buildings
  Library
 Medical/Dental
 Laboratories
 Guidance
 School Furniture
 Other Non-Instructional facilities
e. School Management
 Planning and Development Processes
 Organizational Structure and Staffing
 Systems and Procedures
 EMIS
 Fiscal M
 &E
 Rewards
 Communicator
 f. Leadership
 Administrative

 Academic (Instructional Leadership)

 Establishing Linkages

 Management of Stakeholders

IV. Goals and Objectives

a.Goals and Objectives
 School Performance (academic, participation rates, retention rates)
b. Contributory Objectives
 Instructional Materials
 Physical Facilities
 Human Resource
 School Management
 Ancillary Services
V. Priority Improvement Areas
VI. Programs and Actions for 5 years
a. 5-year Plan
b. Annual Plan
VII. Organizing for Implementation
a. Organizational Structure Required
 Responsible Units
 Person including term of reference or functions
  
STEPS IN THE FORMULATION OF SIP

1. Step 1: Collecting, Organizing and

Analyzing School Data

2. Step 2: Formulating the Vision-Mission of

the School

3. Step 3: Determining Development

Objectives
4. Step 4: Formulating 5-year Indicative
and Annual Plans
 
5. Step 5: Developing Your Monitoring
and Evaluation Plan

6. Step 6: Writing Your School

Improvement Plan
 
INITIATING AND SUSTAINING CHANGES FOR SCHOOL
IMPROVEMENT

A. SCHOOL IMPROVEMENT AND INNOVATIONS

PROJECTS (SIIP)
 
 The SllP is a research-based intervention
designed to address specific learning problems
whether actual or anticipated. It can be done
by the school head or by the individual
teacher. It is intended to complement other
interventions like textbooks, in-service
training and other support materials.  
 Its main objective is to improve instruction and
student learning outcomes through action
research. Interventions which can be tried out
include:
 
1. new learning approach or strategies in
teaching
 
2. development of print and non-print
instructional materials
 
3. new ways of assessing student performance
 
 4. improving learning environment
 
5. use of technology and equipment
 
6. curriculum modification
 HOW TO DESIGN AND IMPLEMENT
THE SIIP
STEP 1: DIAGNOSIS AND
COMMUNITY MOBILIZATION

STEP 2: SETTING UP
INTERVENTIONS

STEP 3: RESULTS:
STEP 4: REFINEMENT

STEP 5: ROUTINIZATION
 STEPS IN WRITING A SIIP PROPOSAL AND ITS IMPLEMENTATION
 

1. SH together with teachers and community

members prepare the proposal based on the
identified school learning conditions with
priorities on increasing students’ learning
performance, participation rates, and
decreasing drop out rates.
 In preparing the proposal, the following

format may be used:

 Project Title: ____________________
A. Background and Rationale of the Project
B. Project Objectives and Expected Outcomes
C. Target Beneficiaries
D. Intervention Methods
E. Project Description
a. Composition of the Central and Experimental Groups
b. Methodology
c. Resources Needed
d. Organizational Set-up
e. Project Implementation Plan
f. Monitoring and Evaluation Indicators
g. Strategies for Project Sustainability and/or Replication
  
2. Submit the proposal to the SDS through the Division
SIP Coordinator for evaluation by the Division
Appraisal Committee (DAC) composed of members
of the Division Promotional Staff, and any one of the
following: Parent-Teacher- Community Association
(PTCA) officer/ Federation President or
representative/Chairman of the Education
Committee of the Sangguniang Panlalawigan and 1
or 2 district supervisors or school principals who
have some familiarity with project development and
management processes). Upon evaluation, the DAC
will give its recommendation/s to the SDS.
3. If the proposal is approved and the funding will come from
the DepEd Regular Budget:

a. The SDS will issue a Notice of Award to the School Head.

Thereafter, the SDS and the beneficiary school represented by
the School Head and an officer of the PTCA shall enter into a
Sub-Project Agreement (SPA).
 
b. When cash is available, the SDS will issue a Notice to
Proceed. If the School Head is bonded, the full amount
required in the project disbursement schedule will also be
released to him/ her. If the School Head is not bonded, the
full amount shall be released to the Cluster Head/designated
Supervisor or retained in the name of the SDS.
 4. If the proposal is approved and the
funding will come from other agencies,
(LGUs, NGOs, others):
a. The SDS will inform the funding
agency that the project is now ready for
implementation.

b. The funding agency will directly

release the money to the school.
 5. The School Head, teachers and community
members, with the assistance of the District
Supervisor and the division staff shall
implement the SlIP, guided by the approved
Project Proposal, Sub-Project Agreement
(SPA), and the disbursement schedule. The
School Head shall disburse the funds in
accordance with the disbursement schedule
and prepare documents to support such
disbursements.
6. Upon completion of the project, the
School Head shall liquidate the remaining
balance with supporting documents and
submit them to the Division Office within
a period of sixty days. For projects
funded by other agencies, the School
Head shall submit the liquidation to the
corresponding funding agency.
7. A Project Terminal Report is required upon SlIP completion
and shall be submitted to the division or funding agency. The
following outline may be used in the preparation of the terminal
report.
A. Project Title
B. Project Location
C. Project Summary
D. Background and Objectives of the Project
E. Description of the Project
F. Methodologies Used
G. Significance of the Results of the Project
H. Receipts and Expenditures
I. Problems Met and Solutions Applied
J. Lessons Learned and Recommendations for Replication and
Sustainabillity
 CREATING STRATEGIC PLANS THAT ARE PROCESS DRIVEN

A. What is Strategic Planning?

 Strategic planning is a process of setting directions for an

institution to achieve what it wants to achieve, to go
where it wants to get.

 It is a long range plan that situates the school in the

community context , thereby reinforcing the idea that
whatever problems there are in the school affect the
whole community, and whatever concerns are present in
the community must also be dealt with by the school.
 Strategic Planning Process ( Diane
Schider, 1997)
A process of addressing the following
questions:
 Where are we?
 What do we have to work with?
 Where do we want to be?
 How do we get there?
 STEPS IN STRATEGIC PLANNING:

1. Situation analysis: Identifying the strengths

and weaknesses/ problems that detract for
the efficient operation of the institution.
 
2. Scan the environment outside the school:
Finding out the threats (conditions that would
deter you from achieving school goals and
opportunities (circumstances that to the
realization of goals of the school )
 3. Prepare a long-range plan. This may include:
  identifying goals and objectives,
  formulating policies and strategies,
  conceptualizing and implementing programs and
projects and
  evaluating the results. (Evaluation is a
continuing process and is undertaken at every
point of the plan formulation and
implementation)
FOUR SEQUENTIAL STEPS THAT
A STRATEGY GOES THROUGH :
1. Strategy Formulation
2. Strategy Implementation
3. Strategy Results Measurement
4. Strategy Evaluation
 SOLVING PROBLEMS
THROUGH ADR
(ALTERNATIVE
DISPUTE RESOLUTION)
AND LEGAL
PROCEDURES
WHAT IS PROBLEM SOLVING?

Problem Solving is a process in which

we perceive and resolve a gap between a
present situation and a desired goal, with
the path to the goal blocked by known or
unknown obstacles.
 WHAT IS A PROBLEM?
 
 It is an obstacle which makes it difficult to
achieve a desired goal, objective or purpose.

 It refers to a situation or condition or issue that

is yet unresolved.

 It exists when the individual becomes aware

of a significant difference between what
actually is and what is desired.
BASIC GUIDELINES TO PROBLEM
SOLVING
1. Define the problem
2. Look at potential causes of the problem.
3. Identify alternative approaches to solve the
problem.
4. Select the best approach to resolve the
problem.
5. Plan for the implementation of the best
alternative. (Action Plan)
6. Monitor implementation of the plan
and watch out for the indicators of
success

7. Evaluate if the problem has been

solved
ALTERNATIVE DISPUTE RESOLUTION
(ADR)
Any process or procedure used to resolve a dispute
or controversy, other than by adjudication of a
presiding judge of a court or an officer of a
government agency in which a neutral third party
participates to assist in the resolution of issues,
which includes arbitration, mediation,
conciliation, early neutral evaluation, mini -trial
or any combination thereof. (Sec. 3 (a), R.A. 9258)
 ADR includes dispute resolution processes and techniques that fall
outside the government judicial process. Despite historic resistance
to ADR by both parties and their advocates, ADR is widely
accepted among both the general public and the legal profession.

The rising popularity of ADR is due to:

 increasing caseload of traditional courts;

 lesser costs than litigation;

 preference for confidentiality;

 greater control over the selection of individuals who will decide

their disputes.
TYPES OF ADR

 Negotiation: participation is purely voluntary.

There is no binding party who facilitates
the resolution process or imposes a
resolution. (Note: chaplain, a social worker
or a coaching one or both of the a third
party may be a skilled friend who may be
parties behind the scene process called
"Helping People to Help Themselves.")
 Mediation: there is a third party, a
mediator, who facilitates the
resolution process (and may even
suggest a resolution, typically known
as a mediator's proposal) but does not
impose a resolution on the parties.
 Collaborative Law: each party has an
attorney who facilitates the resolution
process within specifically con- tracted
terms. The parties reach agreement with
the support of the attorneys who are
trained in the process and mutually agreed
experts. No one imposes a resolution on
the parties.
 Arbitration: participation is typically
voluntary and there is a third party who acts
as private judge, impose a resolution. This
occurs because parties agree that any future
dispute will be resolved by arbitration. This
is known as "Scott Avery Clause."
  
DECS RULES OF PROCEDURES
 DECS Order No. 33, s. 1999
 To effect an expeditious and just settlement of
disputes
 Grievance is a dissatisfaction that arises in the
working conditions, relationships or status
among co-workers, believed to be wrong ,
unfair, ignored, or dropped without due
consideration.
 GRIEVANCE PROCEDURE is a workable
procedure for providing the best way to remedy
the specific cause or causes of the grievance.
 NOT APPLICABLE when the dissatisfaction
calls for a disciplinary action, it shall be
brought as an administrative case,
 The Grievance Machinery shall apply to all
levels of officials and employees in the
Department of Education (DepEd), including
non-career employees whenever applicable
 The following instances shall be acted upon through the
grievance machinery:
 Unsatisfactory working conditions

 Improper, tedious or laborious work assignements

 Faulty tools or equipment

 Unsatisfactory personnel and/or work processes

 Improper selection or placement of personnel

 
 Improper appreciation of the factors relative to lay-offs,
promotions, salary increases and transfers.
 Arbitrary exercise of discretion

 Inter-personal relationships

 Policies, practices and procedures on economic

and financial issues and other terms and
conditions of employment fixed by law

 All other matters giving rise to employee

dissatisfaction and discontentment.
 The following cases shall not be acted upon
through the grievance machinery:
 a) Disciplinary cases which shall be resolved by
DECS Rules of Procedures on Administrative
and Disciplinary Cases (DECS ORDER No. 33,
s. 1999)

 b) Sexual harassment cases as provided for in

R.A. 7877, and

 c) Union related issues and concerns

JURISDICTION OF GRIEVANCE COMMITTEES

a. School Grievance Committee

b. District Grievance Committee
c. Schools Division Grievance
Committee
d. Regional Grievance Committee
e. Department Grievance Committee
DECISION OF THE GRIEVANCE COMMITTEE:

The Grievance Committee shall render decision within fifteen

days (15) days from receipt of the grievance in writing and
the decision of the next higher supervisor as appealed by
the aggrieved party . Within fifteen (15) working days, the
committee may conduct an investigation and hearing ten days
from receipt of the grievance and render decision within five
working days after the investigation.

The decision shall be in writing and shall contain relevant

facts and circumstances as well as the rule or law that was
applied , if any.
 ESTABLISHING AND LEADING TEAMS TO ACHIEVE POSITIVE RESULTS

 The main concern of many organizations,

schools included, is to perform.
 Performance is all about results and/or
outcomes.
 Performance management is a vital tool in
achieving desired results and outcomes.
 High performing teams create value for
organizations by achieving better results in
less time and using fewer resources.
 Effective performance management may
mean high or very high academic
achievement of learners, high or very
high performance of teachers in their
delivery of instructional program, highly
efficient and effective communication and
coordination between and among
members of the school community.
 What are the indications of teams that get
the best results?

 Teams that get the best results:

 a) show initiatives
 b) see opportunities
 c) overcome hurdles
 d) leverage their resources
 e) coordinate across functions
 f) respond quickly to internal and external client needs
 g) excel with their day to day responsibilities, as well
unexpected challenges
 In contrast, weaker teams
 a) struggle along
 b) have more errors
 c) waste resources
 d) take up more time with fewer results
 PROVIDING OPPORTUNITIES FOR TEACHER LEADERSHIP AND EMPOWERMENT

EMPOWERMENT:
 1) A process to move individuals and the community from
a marginal or simply surviving stage to a way of life that
is reasonably productive , self-reliant and highly effective.

 2) Also referred to as shared decision making, is essential

to school reform and to the changing demands of the
changing world. It translates into teacher leadership and
exemplifies a paradigm shift with the decisions made by
those working most closely with students rather than
those at the top.
EMPOWERMENT AND TEACHER
LEADERSHIP
1. Principal’s Roles
 a) the building leader whi structures the climate

to empower both teachers and students.

 b) demonstrates empowerment ideals

 c) encourages all endeavors toward

empowerment
 d) applauds all empowerment successes
2. Teachers’ Roles/Characteristics
 a) work with the principal, not for he principal

 b) their opinions have merit

 c) they take risks in the curriculum and other

areas
 d) their teaching techniques reflect their

personalities
 e) they attribute their success in the classroom

to the empowerment given by their principals.

 3. Results of Empowering Teachers:
 a) Teachers are at the center of the
reform movement
 b) Good teachers stay in education
 c) New teachers are enticed in the
profession
 d) The teaching profession becomes a
truly rewarding experience
 TEACHER LEADERSHIP: IMPROVEMENT THROUGH EMPOWERMENT

 Teacher Leadership is characterized by

collective leadership, in which teachers
develop expertise by working collaboratively.

1. How can leaders create trust among teachers?

a) They must be willing to cover classes to
ensure that teachers have time to collaborate
and plan.
 b)They must be willing to meet with parents
and support teachers in their decisions.
 c) They must create structures in which it is
clear that teachers have a certain authority.
 d) They must allow teachers to be centrally
involved in school decision making.
 e) They must make teachers understand their
role in learning
 f) They must allow teachers to respond to
situations and engage in ways that make sense
to them.
2. Why are some leaders resistant to empowering
teachers and giving them more say in school
decisions?
 a) Principals are accountable to national and

department accountability systems, assessments,

parents and the community.
 b) Principals do not have supportive environment.

 c) Many are not prepared as the visionary,

instructional leaders expected of them.

 d) Many do not have enough induction and

professional development.
 e) Many are not empowered to make decisions in their

schools.
ALIGNING SCHOOL GOALS AND
OBJECTIVES WITH THE NATIONAL
EDUCATIONAL GOALS AND OBJECTIVES,
R.A. 9155, DEPED POLICIES, PROGRAMS
AND GOALS
A. R. A. 9155 ( Governance of Basic Education
Act of 2001) An act instituting a framework of
governance for basic education, establishing
authority and accountability, renaming the
Department of Education, Culture and Sports
as the Department of Education and for other
purposes
B. EFA, 2015
- vision and a holistic program of reforms
that aims at improving the quality of
basic education for every Filipino.
Overall Goal: To provide basic
competencies to everyone to achieve
Functional Literacy for All
C. BASIC EDUCATION SECTOR REFORM AGENDA (BESRA) - is a
package of policy actions collected under five key reform thrusts:
 
 KRT-1. Continuous school improvement facilitated by active involvement

of stakeholders.
 
 KRT-2: Better learning outcomes achieved by improved teacher standards.

 KRT-3: Desired learning outcomes enhanced by national learning

strategies, multi-sectoral coordination and quality assurance

 KRT-4: Improved impact on outcomes resulting from complementary

ECE, ALS and private sector participation.
 
 KRT-5: Institutional culture change in DepEd to facilitate school initiatives
and assuring quality.  
 D. MILLENIUM DEVELOPMENT GOALS:
 1. Eradicate extreme poverty education;
 2. Attain universal primary education;
 3. Promote gender equality and emprower
women;
 4. Reduce child mortality;
 5. Improve maternal health;
 6. Combat HIV / AIDS, malaria and other
diseases;
 7. Ensure environmental sustainability; and
 8. Develop global partnership for development.