access and sbm

8/12/2019 Access and Sbm

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Hon. Rizalino D. RiveraUndersecretary for Regional Operation

26 November 2012

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K to 12 Basic Education Program

Basic Education Sector Reform Agenda

KRT1:

School-BasedManagement

KRT 2:

TeacherEducation &Development

KRT 3:

NationalLearningStrategies

KRT 4:

QualityAssurance &

Accountability/

M&E

KRT 5:OrganizationalDevelopment

Quality & AccessibleEducation For All

BESRA as a package of reform initiatives

considers K to 12as the flagshipreform strategy.

Institutional Reform

Structure

Our Vision of Change


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Building Quality andEquitable Education for All

EFA/MDG

KEY Strategies to RealizeACCESs

Community

Engagement

& Building

StrategicPartnerships

Diversified

Education

Delivery

Systems

Community-Evolved

Curriculum


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The Reform Roadmap

EFFECTIVE IMPLEMENTATION OF K TO 12

SBM-PASBE

SH and

SDS DevtProgram

Strategic

Planning &Partnerships TQM / KM

System &Culture

People

Capacity

System,People,

Culture

Strategies &Resources

ACCESs

ACCESs is about being

child(learner)- and community-

centered

Community-Centered

Mandate derived from RA9155, EFA National Plan andBESRA

Community as source of strategic thrust, crucial resources for

learning, curriculum development

Community as rights-bearer of rights to education

Child(Learner)-Centered

A concept derived from the framework of rights-based

education that is characterized as: inclusive, healthy andprotective for all children, effective with children, andinvolved with families and communities - andchildren"(Shaeffer, 1999).


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Guiding Principles

Principle of Collective Leadership and

Governance

Principle of Community-Based Learning

Principle of Accountability for

Performance and Results

Principle of Convergence to Harness

Resources for Education

Features of ACCESs

Community-Centered

Shared vision & mission

Shared decision-making &

governance

Collaboration Community ownership

Autonomy,

Accountability

Transparency

Child(Learner)-Centered

Learning-focused

Developmental-stage

appropriate

Gender- & culture-sensitive

Environmentally (physical,

emotional, psychosocial)

safe

Accessible regardless of

gender, race, culture, social

& economic status


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In sum, ACCESsprovides..

A framework to advance thephilosophy ofshared

governance of education andto ensure astrong culture of

effective leadership &

managementin the provision ofbasic education

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Context of Change

in SBM

To better highlight the learner as

the center of SBM practice;

To encompass the diverse realities

of learning contexts across regions

of the country

To enhance commitment of

education stakeholders at all levels

To further promote shared governance

between the school community;

To integrate accreditation into SBM for a

seamless assessment of a school system

To improve the school systems capacity to

be on track in achieving the EFA/

Millennium Development Goals and

sustain good performance.

Context of Change

in SBM


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The ConceptualFramework

The framework is systems-oriented.It presents the envisioned product ofSBM and the inputs and processesneeded to come up with the product.

The envisioned product is a

functionally-literate citizen.(RA 9155 defines this citizen as one who is self-reliant,productive and patriotic. In addition, the Constitutionmandates that he/she should be science and technology-oriented.)

The Conceptual

Framework

The output is a result of an interactiveand collective strategizing process thatcontinuously raises the level of SBMpractice until it culminates in theaccreditation of the school.

The process is enhanced andfacilitated by a self- managing, self-renewing learning-community thatassumes responsibility for basiceducation of all types of learners.


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The context of SBM is the school learning

community itself to which the learner

belongs.

An intensive situational analysis of factors

that impact learning is done to develop an

educational plan that is responsive tocontextual issues, problems, challenges,

threats and opportunities.

The ConceptualFramework

The boundary of the system indicated by

a broken line denotes openness to inputs

from the external environment,as well

as a resistance to change that may injure

its systemic integrity and stability.

Schools must allow the framework to

continuously morph and develop on the

basis of its experience to meet the

emerging needs of the learning

community.

The Conceptual

Framework


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The SBM-PASBE

Operational Framework

The Framework presents the key

components of the assessment system

and how they are organized and

interrelated to enhance continuous

improvement of learning outcomes and

products of learning.

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EFA/MDG Organizational Effectiveness

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