access and the revised sbm
DESCRIPTION
Strengthening the Practice of School-Based ManagementTRANSCRIPT
ACCESs:(A Child- and Community-Centered Education System)
Strengthening the Practice of School-Based Management
Office of the Undersecretary for Regional Operations
Presentation Outline
1. ACCESs as Touchstone of Reforms
2. BESRA and ACCESs Connection
3. Defining ACCESs
4. Operationalizing ACCESs – SBM & PASBE
– Re-engineering Planning and M&E Systems
5. Next StepsACCESs: A Community- and Child (Learner)-Centered Education System (June 2012)
ACCESs as Touchstone of Reforms
• It started from a need of a harmonizing policy or statement that will guide reform initiatives
• Then, a necessity to flesh-out a paradigm that will drive behavior and performance measures
• Ultimately, a demand to operationalize and bring to reality the aspirations of RA 9155
ACCESs: A Community- and Child (Learner)-Centered Education System (June 2012)
Rationale for ACCESs
• Articulate the mandate of RA 9155
• Clarify roles and accountabilities per level of governance
• Broaden the role of community in education management and delivery to emphasize “stewardship”
• Emphasize centrality of learners and learner’s outcome
• Guide program development and evaluation
ACCESs: A Community- and Child (Learner)-Centered Education System (June 2012)
BESRA and ACCESs Connection
• BESRA must be synchronized by a clear philosophy and value statement
• ACCESs provides clarity for BESRA to streamline and identify priorities
• BESRA is the package of policy reforms; ACCESs is a policy or statement that concretize/operationalize the policy reforms
ACCESs: A Community- and Child (Learner)-Centered Education System (June 2012)
Defining ACCESs Philosophy
• Belief and value that the Department espouses
• Concept of an ideal state
• Guide to strategic and day-to-day affairs
• Culture among stakeholders
Approach• Method or process of
service delivery• Measure to examine
consistency of policy, program, project or activity vis-à-vis thrust & mandate
• Guide to examine relevance & value of all other policies, programs, projects
ACCESs: A Community- and Child (Learner)-Centered Education System (June 2012)
ACCESs is about being child(learner)- and community-centered
Community-Centered
• Mandate derived from RA9155, EFA National Plan and BESRA
• Community as source of strategic thrust, crucial resources for learning, curriculum development
• Community as “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 and protective for all children, effective with children, and involved with families and communities - and children" (Shaeffer, 1999).
ACCESs: A Community- and Child (Learner)-Centered Education System (June 2012)
Features of ACCESsCommunity-
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
ACCESs: A Community- and Child (Learner)-Centered Education System (June 2012)
ACCESs FrameworkACCESs: A Community- and Child (Learner)-Centered Education System (June 2012)
In sum, ACCESs provides..
A framework to advance the philosophy of shared governance
of education and to ensure a strong culture of effective
leadership & management in the provision of basic education
ACCESs: A Community- and Child (Learner)-Centered Education System (June 2012)
ACCESs is about an education system…
• Network of leadership
• Learner-centered and context-based learning systems and processes
• Transparent and community developed accountability system
• Mutually reinforcing and harnessing education targeted resource management
ACCESs: A Community- and Child (Learner)-Centered Education System (June 2012)
Operationalizing ACCESs1. Re-creating school (learning community)
systems into community-based and learner-centered
2. Re-engineering the system through participatory planning and “demand-driven” monitoring and evaluation
3. Linking planning and budget processes with appropriate LGU and other local participation platforms at each governance level
4. Strengthening accountability system by leveraging on the involvement of the “demand-side” of education
ACCESs: A Community- and Child (Learner)-Centered Education System (June 2012)
Why Change
• Highlight children/learner as the center of SBM practice
• Continuous improvement process• Break old habits• Respond to clamor of field implementers • Promote shared governance and
strengthen local participation• Improve the school system’s capacity
towards attaining EFA/MDG
Type of Change
Homeostatic change - band aid- just to close gap in performance, firefighting if there’s fire
Incremental change – gradual, progressive, slow when there’s little information about the subject / object of change
Neo-mobilistic – innovative, to introduce a different / much better formula, e.g. pole vaulting
Metamorphic – revolutionary, to change the whole system [Mao Tze Tung]
To align and strengthen SBM
• Paradigm shift – From the old practice of “bean-counting” documents to
strengthening systems and processes– From tokenism to genuine participation– From contrived practices to evolving relationships– From mere compliance to conscious effort of doing
things right– From a mere strategy to a way of life in school
• Systems-thinking and systems-orientation• Focus efforts on achievement of the twin outcomes:
– organizational effectiveness– improvement of learning outcomes
Getting Ready to Implement
• Organize your team (First WHO, then WHAT)
• Level off and set performance contract
• Plan and strategize to advocate• Initiate dialogue with LGUs, private
sector, NGOs and PTA• Spot a champion (maybe a team)
Getting Ready to Implement
• Check your realities and negotiate goals and targets with stakeholders
• Train, coach and support team• ID problem areas and prioritize• Listen and collect information from
stakeholders• Invest time on working for common
understanding and shared goals
Thank You!
ACCESs: A Community- and Child (Learner)-Centered Education System (June 2012)