Why EFA, BESRA, MDG, ADM? What are the current DepED Strategic directions?

. . . . And so What are the implications in

improving access to and quality of basic education for the love of God and country?

video

Answer the following:

1. What is your collective understanding of EFA, BESRA, MDG and ADM? 2. What are the targets of EFA and MDG by 2015? 3. What are the issues and challenges of the present education?
3. What are the implications of SARDO if not minimized or reduced?

Issues:

OSC/Y/A Dropouts SARDOs

SOURCE OF ISSUES:
Distance from Home to schools Child labor Low family income to support schooling Malnourish Inadequate school resources for learning (labs, equipment, watsan)

OBJECTIVES: To provide quality of and access to basic education.

 Drop Out and Survival remain a major problem

- about 36% drop out of primary school - less than 50% complete basic education

- Only 65.8% are functionally literate and the rest of the 20M Filipinos cant read, write nor comprehend

This report is further substantiated by the following:

1 of 10 Filipinos ages 6-24 and over has no formal education 6-9 M Filipinos is not functionally literate

In the UNICEF-Philippines Report, our country ranks 4th among countries with the most number of prostituted children.

ILO Study reported that as young as 11-17 years old are in sex industry with Cebu as becoming the destination point. Most of them coming from Samar, Bohol, Leyte, Negros and Bacolod.

10

In the Country Reports on Human Rights Practices(2005), it was said that there are 20,000 child prostitutes in MM alone. Most of them are girls and nearly all had dropped out of school.

11

Do you think you can help contribute solutions / initiatives to solve the existing problem?

 and the time is NOW!

Seeing the Big Picture

Warning!!!

The Present Education Critical Context, Issues and Challenges

IN REVIEW

1925 Monroe Survey is the 1st comprehensive survey on Philippine education. Results: low level of students achievement, teaching qualifications, educational facilities, centralization and lack of adaptation of education to the needs of the Filipino people were the main causes of low achievement level.

IN REVIEW

1936 Commonwealth Survey sought the opinions of education experts but failed to involved systematic gathering of primary data on the educational processes and outcomes.

IN REVIEW

1949 UNESCO Survey - 1st comprehensive survey after American colonial regime. Results: Same results from Monroe and Commonwealth Surveys, language of instruction remains a big issue, improved budget for education, restoration of grade 7 and others.

IN REVIEW

1960 Swanson Survey - reiterated the previous surveys, education of cultural minorities and adaptation of foreign educational practices, prioritization of investments for elementary education and strengthening secondary education.

IN REVIEW

1967 Review of Swanson Survey recommendations were not implemented. 1970 PCSPE (Presidential Commission to Survey Phil. Education) - reorganization of the educational system to address over centralization which resulted to the creation off BHE, BNFE, EDPITAF and NYMC. Language issue remained a problem.

IN REVIEW

1972 Ten Year National Development Program (Martial Law Regime) - educational plans were focused on curriculum, physical facilities, instructional technology, retraining of teachers and administrators, accreditation and shifting of funding to local government from national level.

IN REVIEW

1973 IMPACT (Instructional Management by Parents, Community and Teachers) SEAMEO project supported by IDRC (International Development Research Centre of Canada). IMPACT used modularized selfinstructional systems with the support of parents and community; main goal is access to education to students in remote areas.

IN REVIEW

1976 SOUTELE (Survey of Outcome of Elementary Education) - survey on the learning outcomes of grade 4 students. It included school, teacher and student characteristics. Results: poor achievement level in reading, writing and quantitative skills; explicitly linked socio-economic inequalities to educational outcomes.

IN REVIEW

1982-1989 PRODED (Program for Decentralized Education) - focused on improving the curriculum with emphasis on science, technology, math, reading and writing; financed by IBRD (International Bank for Reconstructions and Development).

IN REVIEW

1991-1999 EFA 1 (Education for ALL) adopted policies and strategies that included ALS, stressed creative and critical thinking, upgrading of teacher competencies, strengthening of partnership of home, school, community and LGU.

IN REVIEW

1990-1996 2nd Elementary Education Project WB funded to address the problem of dropouts, school feeding program and use of multilevel IMs with parents participation.

IN REVIEW

1989-1992 PASMEP (Phil-Australia Science and Mathematics Education Project) - was funded by AUSAID to improve the effectiveness of science and math at the secondary level.

IN REVIEW

1996-2001 PROBE (Project in Basic Education) - funded once again by AUSAID, it focused on ESM in basic education. It has various components including textbook development.

IN REVIEW

1998-2006 TEEP (Third Elementary Education Project) - funded by JBIC (Japan Bank for International Cooperation) and WB. Focuses: civil works, student assessment, INSET, and SBM principles in finance and administration.

IN REVIEW

2000 PCER (Presidential Commission for Educational Reform). It reiterated the previous surveys. It proposed 9 key reforms, four of which were relevant to basic educationcreated National Coordination Council for Education, strengthening teacher competencies, expanding options for medium of education in early grades and establishment of National Education Evaluation and Testing System.

IN REVIEW

2000-2006/08- SEDIP (Secondary Education development and Improvement Project). Has similar goals with TEEP but focused on secondary education. Recipients were 15 SRA provinces from Luzon, Visayas and Mindanao)

IN REVIEW

2002-2007 BEAM (Basic Education Assistance for Mindanao) - with the same goals of TEEP and SEDIP including access to quality education but focused on Muslim groups and IPs. Financed by AUSAID.

IN REVIEW

2005-2010 STRIVE (Strengthening Implementation of Visayas Education) - funded by AUSAID with the same goals of BEAM. Recipients were the 3 regions of Visayas- VI, VII and VIII.

IN REVIEW

2006-2010 6th CPC (Country Program for Children) - funded by UNICEF. It targets the establishments of CFSS (Child Friendly School System) both in the elementary and secondary levels.

IN REVIEW

Ongoing EFA 2015 with BESRA (Basic Education Sector Reform Agenda) as the main vehicle for its realization.

It is set of .

goals and priority thrust; strategies and policies; and programs and projects

Where we want to be . . .

Vision, Mission, and Goals

Quality & Accessible Education For All

K to 12 Basic Education Program Basic Education Sector Reform Agenda
KRT1: School-Based Management KRT 2: Teacher Education & Development KRT 3: National Learning Strategies KRT 4: KRT 5: Quality Organization Assurance & al Accountabilit Development y/ M&E

BESRA as a package of reform initiatives considers K to 12 as the flagship reform

TARGETS OF EFA AND MDG BY 2015

a set of specific and time-bound development goals committed by the governments around the world to be achieved by 2015. The baseline indicators used are data in 1990.

1. 2.

3.
4. 5. 6. 7. 8.

Eradicate extreme poverty and hunger Achieve universal primary education Promote gender equality and empower women Reduce child mortality Improve maternal health Combat HIV and AIDS, malaria and other diseases Ensure Environmental Sustainability Develop a global partnership for development

Philippine Education for All (EFA) 2015 Plan

Functional Literacy by All
Performance Governance System

Mission
To provide

EFA Goals

Basic Education Sector Reform Agenda (BESRA)

quality basic education that is accessible to all and lay the foundation of lifelong learning and service for the common good.

Globally recognized for good governance and for developing functionallyliterate and God-loving Filipinos.

DepED by 2030
41

EFA Goals

1. Universal coverage of OSY and OSA for the provision of basic learning needs
2. Universal school participation and elimination of drop-outs and repetition in the first three grades

EFA Goals 3. Universal completion of the full cycle of the basic education with satisfactory level of achievement by all and in all grade/year levels

4.Total community commitment to the basic competencies for all

EFA 2015

BESRA & its 5 KRTs

SBM
Teacher Education & Development

Quality Assurance & National Learning Support

Complimentary Contribution of Pre-School

Institutional Culture Change

BESRA & its 5 KRTs

SBM
Teacher Education & Development

Goals
Improved Learning Outcomes for all through: SIP and AIP SGC Competency-based system and process of teacher-training and development through adoption of NCBTS Implementation of NLS and QA through: MTB MLE Program ADM (EASE, OHSP, DORP, IMPACT, MISOSA) Multigrade Educational Program Livelihood and Tech.-Voc. Education Quality Management System (QMS)

Quality Assurance & Learning Support

Complimentary Contribution of Pre-School & ALS

Institutional Culture Change

BESRA & its 5 KRTs

SBM
Teacher Education & Development

Goals

Transformation of existing nonformal and informal learning options into viable ALS

Quality Assurance & Learning Support

Resource Mobilization and Management Use of ICT in Governance and Management Organizational Development

Complimentary Contribution of Pre-School & ALS

Institutional Culture Change

ACCESS

Reduced/ eliminated drop-out problem Improved school performan ce indicators

Contributes to attainment of EFA Goals / MDG

1. Bring Children to School 2. Keep Them in School 3. Give Them Quality Education

 Low

participation rate, completion rate, and cohort survival rate.

high
Low

dropout rate
in academic performance

Reaching the Unreached through ADM

Who are the unreached?

They are the learners who are on difficult circumstances due to recent economic and political trends.

Who are the unreached?

They are in the lowest range in the indicators of education participation and performance.

Who are the unreached?

They have no access to educational opportunities and services.

The unreached includes those learners from: remote communities and ethnic minorities students at risk of dropping out children from migrant families stateless individuals street children orphans people affected or infected by HIV and AIDS prisoners and others

What to do?

I. Child or Youth Find Activities

Conduct Family Mapping, Home and Street
Visits in collaboration with the barangay and find the targeted early enrollees including indigenous cultural communities, and children with disabilities.

II. Plan for a Differentiated Program Interventions Develop together with the stakeholders the differentiated program interventions such as Alternative Delivery Mode, Non-conventional School Programs, Teaching Strategies, and etc.

Dropout Reduction Program

The alternative delivery mode of basic education to address problems of classes in some elementary schools with big enrolment, helpful for those who need to help in the farm, and those who miss classes due to illness by providing them the modules to be able to study on their own and catch up with the lessons missed in that particular period of time.

Open High School Program (OHSP)

This is alternative mode of secondary education that addresses learning problems of students who cannot join the regular class program due to justifiable reasons. These reasons may include physical impairment, employment, Distance of home to school, education design, family problems, and the like.

Effective Alternative Secondary Education (EASE) This is an alternative mode of learning for short-term absentees or temporary leavers of the regular class program due to justifiable reasons: part-time job, illness in the family, seasonal work, calamitous events, peace and order problem and the like. The learning mode uses modules which the students study while on leave of absence.

School Initiated Interventions (SII) These are innovative and homegrown interventions developed by schools to prevent the SARDOs from dropping out and to increase their achievement rate.

School Initiated Interventions (SII) Other Interventions (OI)

These are interventions developed not by the school itself but by other agencies, which also resulted in increasing the holding power of the school.

Alternative Learning System

Basic Literacy Program (BLP) is a program aims at eradicating illiteracy among out-of-school youth and adults (in extreme cases school-aged children) by developing basic literacy skills of reading, writing, and numeracy.

Alternative Learning System

Accreditation & Equivalency (A & E) Program is a program designs to equip the prospective A & E test takers with the necessary competencies to be placed in the higher grade/year level in the formal school system, if they go back to school.

Balik-Paaralan Para Sa Out-Of-School Adults (BP-OSA) is a program that provides OSA an opportunity to pursue secondary education that focus on entrepreneurial and employable skills to make them productive and selfreliant.

AGAP-SAGIP is a project that aims to help decrease, if not totally eradicate the drop-outs in both elementary and secondary levels and to increase the retention rate in the formal education system. It caters earlypotential drop-outs in the formal school both elementary and secondary levels and place/transfer them under the mentorship/stewardship of the Alternative Learning System.

Our grandest business undoubtedly is not to see what lies in a distance but to do what lies clearly at hand

Thomas Carlyle