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Educational Innovations

TEEP, SEDIP, School-Based Management

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Educational Innovations

  1. 1. What do we mean by innovation?
  3. 3. Innovation is the introduction of new ideas, goods, services, and practices which are intended to be useful Something new or improved, including research for (1) development of new technologies, (2) refinement of existing technologies, or (3) development of new applications for existing technologies. structions2/p3_definitions.htm
  4. 4. a newly introduced practice or method intended to improve the current practice nt/66/4620.html Innovation is creating something that others want. ntre30/helppages/glossary/ ml
  5. 5. Structure - ways classrooms and schools organized Content - introduce new subjects or revise old subjects in new ways Process - those that have to do with human interaction
  6. 6. “The State shall protect and promote the right of all citizens to quality education at all levels and shall take appropriate steps to make education accessible to all.”
  7. 7. Section 5. Principles of Shared Governance. - (a) … that every unit in the education bureaucracy has a particular role, task and responsibility inherent in the office and for which it is principally accountable for outcomes;
  8. 8. Basic Learning Needs shall be met for all by various Means.
  9. 9. (The Philippines, along with 191 member states of the United Nations, signed the Millennium Declaration in September 2000) Goal 2: Achieve universal primary education
  10. 10.  Part IV: Basic education should be anchored on Education for All global movement and Millennium Development Goals.  To achieve this, the government must deliver quality basic education, provide more resources to schools to widen coverage and improve the management of operations of the public school system.
  12. 12.  THE Third Elementary Education Project (TEEP) is the government's flagship project for elementary education.  A nine-year project aimed at improving the quality of primary education by means of decentralizing governance at the elementary school level (DepEd, 2006b)
  13. 13. The beneficiaries of the Project are the 23 of the country's poorest provinces. It is participatory in character, built around the 'stakeholder principle.' The passage of Republic Act 9155 in 2001 provided the DepEd the legal mandate to reorganize governance in basic education.
  14. 14.  Objective(s) : The project aimed to improve elementary education in the 23 provinces in the Philippines.  Description : Part A - Institutional Strengthening the capacity of DepEd Implementation Support Unit (PISU) to coordinate support and monitor the implementation of the project.  Part B - Includes strengthening the capacity of DepEd - Division Offices and the LGUs in the project provinces; and the development and implementation of Divisional Education Development Plans
  15. 15.  Implementing Agency: Department of Education  Sector/Sub-sector : Education  Region(s) : II, III, IV-B, V, VI, VII, VIII, IX, CAR & CARAGA  Province(s) : 23 SRA Provinces  Beneficiaries : Education Managers, Supervisors and Teachers and Elementary Pupils
  16. 16. 1. Civil Works 2. Goods (other than TX)  School & Classroom Kits  School Furniture  Other Goods 3. Textbooks and IMs 4. Special Program & Grants 5. SBM Funds 6. In-Service Training Program 7. Consultancy Services 8. Unallocated
  17. 17.  Special Education (SPED)  Multigrade Programs (MG)  Curriculum for the Culture of Indigenous People (CCIP)
  18. 18.  The Secondary Education Development and Improvement (SEDIP) is a seven-year loan assisted project jointly funded by the Asian Development Bank (ADB) and the Japan Bank for International Cooperation (JBIC).  A loan assistance package aimed to improve equitable access to quality secondary education in 26 SRA provinces.
  19. 19.  To improve the quality and relevance of secondary education in the target provinces;  To increase the rates of participation and completion of secondary education in the underserved areas;  To support decentralization processes to establish the conditions for school-based management.
  20. 20.  Implementing Agency: Department of Education  Sector/Sub-sector : Education  Region(s) : II, III, IV-B, V, VI, VII, VIII, IX, XII, CAR and CARAGA  Province(s) : SRA Provinces  Beneficiaries : Secondary Students, School Heads and Classroom Teachers
  21. 21.  Improving Teaching Learning Process  Improving for Decentralized Management  Project Management
  22. 22. School-based Management K to 12 CURRICULUM REFORM National Learning Strategies and Quality Assurance & Accountability Universal Kindergarten & Alternative Learning System Institutional Culture Change Resource Mobilization & Management Teacher Education & Development Basic Education Sector Reform Agenda (BESRA) ACCESS TO BASIC EDUCATION IMPROVED QUALITY OF BASIC EDUCATION
  23. 23.  Decentralization through site management or school-based management (SBM) is a major global education reform thrust which started in the 1980s.  In the Philippines, the impetus for its implementation came with the legislation of Republic Act (RA) 9155 or the 2001 Governance of Basic Education Act  Within the law’s legal framework, DepEd instituted SBM to make those closest to the delivery of services more accountable for the results of their operations.
  24. 24.  Concerned with the decentralization of decision making authority from the central, regional, and division offices to the individual schools.  The idea is to unite the school heads, teachers, students, and local government units, and the community to improve the quality of early formal education.  In SBM, it is the school principal who is given the responsibility to lead the process of shared governance.
  25. 25.  The DepEd has decentralized decision-making powers to local officials as its response to RA 7160 (the Philippine Local Government Code in 1999).  DECs Order 230, defined decentralization as: a. Promotion of school-based management, b. Transfer of authority and decision-making power from the central office to the divisions and schools, c.Sharing of responsibility of educational management of local schools with the local governments, parents, the community, d.Devolution of education functions (DepEd 2006b) .
  26. 26. The main goal is to improve school performance and student achievement.
  27. 27. 1. Empower the school heads to lead their teachers and students through reforms which lead to higher learning outcomes; 2. Bring resources, including funds, down to the control of schools to spur change, in line with decentralization;
  28. 28. 3. Strengthen partnership with communities as well as local government units to invest time, money and effort in making the school a better place to learn; and 4. Integrate school management and instructional reform to make the school effective.
  29. 29.  Empowered school leadership -School heads take on the new role of school managers aside from being instructional leaders.  Stakeholder participation -Formulation of School Improvement Plan (SIP) and Annual Improvement Plan (AIP)  School Management and Instructional Reform -The greatest accountability of school heads is to improve learning outcomes in their schools. (Rule VI, Section 6.2, RA 9155)  Resource Management and Accountability - A skill that the school heads have to learn to do.
  30. 30. Defining responsibilities Widening participation Developing professionalism Setting goals Evaluating effectiveness Developing characteristics
  31. 31. Improved Learning Outcomes Management of SCHOOL • resources • classroom instruction • student achievement Level 1 Level 2 Level 3 securing and managing inputs Establishing and developing structures and mechanisms Assessment Framework of SBM Practices Introducing and sustaining continuous improvement process Ensuring the production of intended outputs
  32. 32. LEVEL OF SCHOOL SBM PRACTICES 100% Standard Stage Level 1 1-60% Starting Stage 61-99% Moving Toward Stage 100% Progressive Stage 1-60% Gearing Up Stage 61-99% Advancing Stage 100% Mature Stage 1-60% Practicing Stage 61-99% Accelerating Stage Level 2 Level 3
  33. 33. Unrealistic targets and inappropriate strategies in the SIPs of many of the schools visited; There is a possibility that the SBM process may be reduced to “bean counting” that over emphasizes the collection of prescribed documents. There are more schools with School Report Cards (SRCs) than SIPs. While DepEd reports that 100% of school heads had been oriented on SBM, their practical understanding of the concept is palpable.
  34. 34. To effectively carry out reforms in curriculum (K to 12); To assimilate the school to the system and way of life of the local community; To re-direct all efforts to support improvement of learning outcomes.
  35. 35. To better highlight the children/ learner as the center of SBM practice; To encompass the diverse realities of learning contexts defined and uniquely occurring within specific geographic, social, cultural, economic, politi cal and environmental make-up of the contemporary society;
  36. 36. To enhance commitment of education stakeholders at all levels to their responsibilities and accountabilities in realizing the education outcomes for children;
  37. 37. To integrate accreditation into SBM for a seamless assessment of a school system; To improve the school system’s capacity to be on track in achieving the EFA/MDG and sustain good performance.
  38. 38. The ACCES framework is reflective of this requirement because it provided equal emphasis of the supply and the demand side of education to reinforce the development of a community-based accountability system as well as engender the sharing of responsibility in education service delivery.
  39. 39. The Revised School-Based Management (SBM) Assessment tool is guided by the four principles of ACCESs (A Child- and Community- Centered Education System).
  40. 40. The indicators of SBM practice were contextualized from the ideals of an ACCESs school system. The unit of analysis is the school system, which may be classified as beginning, developing or advanced (accredited level).
  41. 41. The SBM practice is ascertained by the existence of structured mechanisms, processes and practices in all indicators. A team of practitioners and experts from the district, division, region and central office validates the self-study/assessment before a level of SBM practice is established.
  42. 42. The highest level- “advanced” is a candidacy for accreditation after a team of external validators confirmed the evidence of practices and procedures that satisfies quality standards.
  44. 44. A network of leadership and governance guides the education system to achieve its shared vision, mission and goals making them responsive and relevant to the context of diverse environment.
  45. 45. The curriculum learning systems anchored on the community and learners’ contexts and aspirations are collaboratively developed and continuously improved.
  46. 46. A clear, transparent, inclusive, and responsive accountability system is in lace, collaboratively developed by the school community, which monitors performance and acts appropriate gaps and gains.
  47. 47. Resources are collectively and judiciously mobilized and managed with transparency, effectiveness and efficiency.
  49. 49. The four (4) principles were assigned percentage weights on the basis of their relative importance to the aim of school (improved learning outcomes and school operations); 1.Leadership and Governance - 30% 2.Curriculum and Learning – 30% 3. Accountability and Continuous Improvement – 25% 4.Management of Resources – 15%
  50. 50. 0 - No evidence 1-Evidence indicates early or preliminary stages of implementation 2-Evidence indicates planned practices and procedures are fully implemented 3-Evidence indicates planned practices and procedures are fully implemented
  51. 51. LEVEL OF SBM PRACTICES 60% based on improvement of the learning outcomes 40% according to the validated practices using DOD
  52. 52. Level III: 150-200 points Level II : 149-100 points Level I : 99 and below THE RESULTING SCORE WILL BE INTERPRETED AS:
  53. 53. LEVEL I: BEGINNING– developing structures and mechanisms with acceptable level and extent of community participation and impact on learning outcomes. LEVEL II: DEVELOPING – introducing and sustaining continuous improvement process that integrates wider community participation and significantly improve performance and learning outcomes. LEVEL III: ADVANCED (ACCREDITED) – ensuring the production of intended outputs/outcomes and meeting all standards of a system fully integrated in the local community and self-renewing and self- sustaining.
  54. 54. A Quality Assurance System of DepEd to ensure delivery of quality basic education. A system of processes and tools to be applied so the desired knowledge, skills, attitudes and values of the students can be attained at some expected level. The installation was brought about by the introduction of policy reforms embodied in the Basic Education Sector Reform Agenda(BESRA). Part of the BESRA mandate is to harmonize the two accreditation systems: Accreditation Program for Public Elementary School (APPES) and Sterling Silver for High School.
  55. 55. Three key components are presented: (1) guiding principles of the assessment system; (2) indicators of SBM practices; and (3) school accreditation.
  56. 56. Challeng e