annual plan - best final... · table 1 planned expenditure for pre-service teacher education ......

Annual Plan

2016–2017

Prepared for Department of Foreign Affairs and Trade (DFAT)

Preferred Citation

Cardno (2015), Basic Education Sector Transformation (BEST) Program 2016–2017 Annual Plan,

Cardno Emerging Markets, Manila, Philippines.

Contact Information

Team Leader / Lead Education Specialist

Cardno Emerging Markets

BEST Program

C / – Unit 14D, 14th Floor, Marco Polo Business Office

Sapphire Road, Ortigas Complex,

Pasig City 1600

Philippines

Ph. +639985379796

Email: [email protected]

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engagement. Cardno does not and shall not assume any responsibility or liability whatsoever to any third party arising out of any

use or reliance by any third party on the content of this document.

BEST Annual Plan 2016-2017

Cardno > Shaping the Future ii

Contents 1 Description of the BEST Program ........................................................................................ 2 1.1 Goals, Outcomes and the Theory of Change .......................................................................... 2

1.2 Intermediate Outcomes ............................................................................................................ 3

1.3 Component Description and Objectives................................................................................... 4

2 The Operating Environment .................................................................................................. 8 2.1 General Review ........................................................................................................................ 8

2.2 Potential Implications for BEST ............................................................................................... 9

3 Achievements and Work Plan ............................................................................................. 10

4 Component 1 - Description and Workplan ........................................................................ 15

5 Component 2: Strengthening Systems .............................................................................. 30

6 Cross Cutting Themes ......................................................................................................... 40 6.1 Monitoring and Evaluation ..................................................................................................... 40

6.2 Disability ................................................................................................................................. 40

6.3 Environment ........................................................................................................................... 42

6.4 Child Protection ...................................................................................................................... 42

7 Program Management ......................................................................................................... 45 7.1 Committees ............................................................................................................................ 45

7.2 BEST Offices in the Central and Regional Offices ................................................................ 45

7.3 Grants..................................................................................................................................... 45

7.4 Communication ...................................................................................................................... 45

7.5 Knowledge and Information Management ............................................................................. 46

7.6 Annual Planning ..................................................................................................................... 46

8 Analysis of Progress ........................................................................................................... 46 8.1 Issues, Challenges, Opportunities and Moving Forward ....................................................... 47

9 Risk Management ................................................................................................................. 48

10 Sustainability ........................................................................................................................ 52

11 Priorities and Recommendations for the Next Reporting Period ................................... 53

12 Financial Performance July 2015 – June 2016 .................................................................. 54 12.1 Overview ................................................................................................................................ 54

12.2 Activity Expenditure ................................................................................................................ 54

13 Indicative Budget July 2016 – June 2017 .......................................................................... 55


Cardno > Shaping the Future iii

Tables

Table 1 Planned Expenditure for Pre-Service Teacher Education ..................................................... 16

Table 2 Planned Expenditure for In-Service Teacher Education ........................................................ 19

Table 3 Planned Expenditure for Education Leadership and Management ....................................... 21

Table 4 Planned Expenditure for Curriculum and Assessment .......................................................... 23

Table 5 Planned Expenditure for Teaching and Learning Materials ................................................... 26

Table 6 Planned Expenditure for Educational Facilities ..................................................................... 27

Table 7 Planned Expenditure for Context Specific Learning Systems ............................................... 28

Table 8 Planned Expenditure for Policy and Planning ........................................................................ 31

Table 9 Planned Expenditure for Unified Information System ............................................................ 32

Table 10 Planned Expenditure for Gender Equality Mainstreaming ..................................................... 34

Table 11 Planned Expenditure for Organisation Development ............................................................. 36

Table 12 Planned Expenditure for Monitoring and Evaluation .............................................................. 40

Table 13 Planned Expenditure for Disability ......................................................................................... 40

Table 14 Planned Expenditure for Environment ................................................................................... 42

Table 15 Actual Expenditure 2015-2016 ............................................................................................... 54

Table 16 Summary of Activity Expenditure by Component 2015-2016 ................................................ 55

Table 17 Actual Expenditures of Implementing Partners, 2015-2016 .................................................. 55

Table 18 Summary of Planned Expenditure of Implementing Partners 2016-2017 ............................. 55

Table 19 Facilitating Contractor Activity Budget Summary 2016-2017 ................................................ 56

Table 20 Planned Expenditure for Cross-Cutting Activities .................................................................. 56

Figure 1 BEST Components .................................................................................................................. 5

Annexes Annex A – List of recipient schools of Classroom Construction

Annex B – Updated Risk Management Matrix


Cardno > Shaping the Future iv

Acronyms and Abbreviations

ACTRC Assessment Curriculum and Technology Research Centre

ADD Activity Design Document

AICS Activity Implementation and Control System

AIM Asian Institute of Management

ALS Alternative Learning System

ARMM Autonomous Region of Muslim Mindanao

AUD Australian Dollar

BALS Bureau of Alternative Learning System

BCD Bureau of Curriculum Development

BEE Bureau of Elementary Education

BSE Bureau of Secondary Education

BEST Basic Education Sector Transformation

BHROD Bureau of Human Resources and Organisational Development

BLR Bureau of Learning Resources

C4D Communications for Development

CHED Commission on Higher Education

CI Continuous Improvement

COCOPEA Coordinating Council of Private Educational Associations

CRPD Convention on the Rights of Persons with Disabilities

DAP Development Academy of the Philippines

DepEd Department of Education

DBM Department of Budget and Management

DCP DepEd Computerisation Program

DFAT Department of Foreign Affairs and Trade

DLSU-LIDER De La Salle University - Lasallian Institute for Development and Educational

Research

D-NCBTS Developmental – National Competency-based Teacher Standards

DO Department of Education Order

DSS Decision Support System

EBEIS Enhanced Basic Education Information System

EMIS Education Management and Information System

ES Elementary School

FC Facilitating Contractor

FGD Focus Group Discussion

GADFP Gender and Development Focal Points

HE Higher Education

HRIS Human Resource Information System

ICT Information and Communication Technology

IG Implementation Group

IPEd Indigenous Peoples Education

IT Information Technology

JHS Junior High School

K to 12 Kindergarten to Grade 12

LAC Learning Action Cell

LET Licensure Examination for Teachers

LIS Learner Information System

LRMDS Learning Resource Management and Development System

LSA Large Scale Assessment

M&E Monitoring and Evaluation

MEA Monitoring, Evaluation and Adjustment


Cardno > Shaping the Future v

MEF Monitoring and Evaluation Framework

MEPA Monitoring, Evaluation and Plan Adjustment

MOV Means of Verification

MTB-MLE Mother Tongue Based-Multilingual Education

NCR National Capital Region

NEAP National Educators Academy of the Philippines

NETRC (DepEd) National Education Testing and Research Centre

NGO Non-Government Organisation

OPS Office of Planning Service

PBEd Philippine Business for Education

PBSP Philippine Business for Social Progress

PCW Philippine Commission on Women

PRD Policy, Research and Development Division

PPD Planning and Programming Division

PISA Programme for International Student Assessment

PMC Program Management Committee

PMIS Program Management Information System

PSC Program Steering Committee

PSCO Program Support and Coordinating Office

PSLP Public Sector Linkage Program

PTA Parents and Teachers’ Association

PTDNS Pre-service Teacher Development Needs Study

QAD Quality Assurance Division

RatPlan Rationalisation Plan

RCTQ Research Centre for Teacher Quality

RFP Request for Proposals

RPMS Results-Based Performance Management System

SBM School-based Management

SDO Superintendent Divisional Office

SHS Senior High School

STRIVE Strengthening the Implementation of Basic Education in the Visayas

TA Technical Assistance

TEC Teacher Education Council

TEDNS Teacher Educator Development Needs Study

TEI Teacher Education Institute

TETP Teacher Education Technical Panel

TDNS Teacher Development Needs Study

STEP UP Scholarship in Teacher Education Programs to Upgrade Teacher Quality in the

Philippines

UIS Unified Information System


Cardno > Shaping the Future vi

Introduction

This third Annual Plan for the Basic Education Sector Transformation Program (BEST) was

prepared by the Facilitating Contractor on behalf of and with the guidance of the implementing

partners.

BEST is a partnership between the Governments of Australia and the Philippines, supported

by a facilitating contractor and a number of implementing partners involving both national and

international organisations. The Program commenced in the Philippines in 2013 and began its

first full implementation phase from December 2014. With funding of approximately AUD150

million from the Australian Government and approximately AUD24million equivalent in funding

from the Government of the Philippines, BEST covers a period of six years from July 2013 to

June 2019. The current working budget is approximately AUD90M.

Classroom construction activities delivered in partnership with the Philippine Business for

Social Progress (PBSP) started in August 2013 in compliance with the recommendation of the

National Economic Development Authority Board to start immediately upon approval of the

Program. The Assessment, Curriculum and Technology Research Centre (ACTRC) and

Research Centre on Teacher Quality (RCTQ) that were previously established through the

Australian Public Sector Linkages Program were consolidated into BEST. To mitigate impact

on the program from delays in the appointment of the Facilitating Contractor, the Australian

Department of Foreign Affairs and Trade (DFAT) directly contracted interim advisers to assist

the Philippines Department of Education (DepEd) to implement key activities under BEST in

the first year of the Program. The Facilitating Contractor commenced in August 2014. The

partnership with Philippine Business for Education (PBEd) was finalised in December 2014.

BEST contributes to a vision shared by both Governments of the Philippines and Australia that

school graduates in target areas are well prepared to participate productively in the workforce

or to move into technical vocational training or university study. Ultimately, the aim of this

program is to meet the goals of the Philippines to improve the quality of education outcomes,

providing all peoples with more equitable access to all levels of education and an education

system with improved service delivery through better governance.

BEST was formed at a time of enormous change for Philippine education focused primarily on

the shift from a 10-year system of basic education to a 13-year system with the inclusion of a

kindergarten year and two senior high school (Years 11 and 12), bringing the number of years

of formal schooling in line with international norms. However, the change in the number of

years of schooling raises challenges such as: how best to meet the capital and resource

requirements for new Senior High Schools (SHS), the need for new classrooms and more and

better teaching and learning resources; how to meet the demand for new teachers; how to

adjust and modify the school curriculum to ensure appropriate sequencing of the school

curriculum from year to year; and how to improve and enhance the effective organisation and

management of the system. A key supporting activity to enable system change was the

significant organisational restructuring and development of DepEd, particularly at the Central

Office level. This was largely completed by Dec 2015.

To meet these broad ranging requirements with implications for all parts of the basic education

sector (K to 12) as well as for the universities and Teacher Education Institutes (TEIs), BEST

is structured around two key components – Component 1: Improving Teaching and Learning,

and Component 2: Strengthening Systems. While six specific regions are targeted for focused


Cardno > Shaping the Future vii

interventions under BEST, the program must recognise and respond to the needs of a complex

education system operating in a country with challenging geography and diverse local cultures.

These regions are representative of the challenges facing the country’s education sector.

Among them are the National Capital Region (NCR), with its dense population, and Region X

(Northern Mindanao), with its significant Muslim population. Other regions provide a range of

large and small island settings with their diverse geography and economies. Ideally, initiatives

taken and methodologies adopted to meet such regional needs will be part of a broader

systems approach with national application and significance. For example, regional efforts to

improve teacher education should have the potential for nationwide application. The Unified

Information System (UIS), significant parts of which are already being implemented, has been

designed to ensure a comprehensive information management system that will support

improved decision-making at the national, regional, and school levels.

BEST is nationwide in scope but its activities are contextualised to meet specific local needs.

This third Annual Plan, which will take the program through until 30 June 2017, provides

continuity of major initiatives and largely builds on current support formulated and given priority

by the Department of Education (DepEd). These activities are articulated in this Plan and will

be revisited and revised on an ongoing basis up to June 2019. This approach will allow

flexibility through the evaluation of progress to inform planning.

To date, the partnership between DepEd and the BEST Program has provided a sound

platform on which to build for the remaining years of the Program and potential future

Programs. This beginning has addressed many of the support needs and priorities that were

identified through consultation with central and regional partners. It has focused on supporting

the long-term priorities of the basic education sector and designing activities that would help

DepEd and its implementing partners meet their objectives. Growing financial commitment

from DepEd has largely mitigated the impact of recent easing of budget support from the

Australian Government.

The success of BEST will continue to depend on regular communication and close

coordination among all stakeholders to ensure that the Specialist Team and implementing

partners deliver support when and where it is needed. Additionally, the BEST Monitoring and

Evaluation (M&E) team, which is made up of DepEd personnel and representatives from its

implementing partners, will monitor all activities and inform the Program Management

Committee (PMC) and Program Steering Committee (PSC) of progress made as well as areas

for improvement, further assisting in the design and implementation of future BEST activities.

Finally, it must be stressed that the Plan is based on the close working partnership between

DepEd and its significant partners within the sector, including the Commission on Higher

Education (CHED), ACTRC, RCTQ, PBEd, and PBSP. While the plan is delivered under

contract by the Facilitating Contractor, all of its activities have been planned and developed

with DepEd leadership and other partner input and will be implemented and monitored with

the guidance and support of DepEd and its partners at all levels.

The Plan acknowledges the support, energy, and commitment of all partners to work together

to achieve better education outcomes for Filipinos.


Cardno > Shaping the future Page 2

1 Description of the BEST Program

1.1 Goals, Outcomes and the Theory of Change

Goal: Girls and boys have the competencies and skills to make an increased contribution to

economic growth and stability in the Philippines.

BEST objectives will contribute to:

improved quality of education outcomes in the Philippines;

more equitable access of all people at all levels of education in the Philippines; and

better education governance.

The target outcomes of BEST are:

More children are able to demonstrate improved mastery of basic education curriculum

competencies (especially in English, Mathematics, and Science) and difference in learning

outcomes for boys and girls are reduced in target areas

More boys and girls participate in and complete basic education in target areas

The BEST Theory of Change postulates that more boys and girls will complete basic

education when all boys and girls at the entry level age of each key stage are enrolled in

school, when fewer boys and girls drop out of school, repeat and get retained in a grade level,

and when more boys and girls complete basic education.

The third outcome is a foundational outcome. As a foundational outcome, it is a precondition

to achieving the above two outcomes. It builds on DepEd’s decentralised organisational

structure composed of the Central Office, Regions, Schools Divisions and schools. The third

outcome is:

DepEd is better able to deliver basic education services that are more gender responsive,

inclusive, and with greater decentralisation of management and accountability to the field

offices and schools.

The three major Program outcomes are linked together and form the first part of the BEST

Theory of Change. The foundational outcome is focused on DepEd’s capacity to deliver basic

education services which is based on the ability of DepEd to decentralise management

according to the different roles and responsibilities of the different levels of governance – its

Central Office, Regional Office, Schools Divisions and schools. A fully functional DepEd will

mean that Central Office business processes and policies are responsive, the Regions are

able to customise policy and provide for inclusive education programs, the Schools Divisions

are able to efficiently allocate resources and the schools effectively engage the learners. If all

levels are fully functioning and delivering education services, this should result in more boys

and girls participating and completing basic education. If there are more boys and girls

participating in school, this will enable DepEd to ensure that more children master the

necessary competencies expected at their grade level.



1.2 Intermediate Outcomes

To keep track of the Program’s progress towards achieving its outcomes, intermediate

outcomes have also been defined to monitor initial gains during the implementation stage.

Intermediate outcomes are short and medium-term outcomes that help predict whether the

long term outcomes will be attained. Using Republic Act 9155 or Governance of Basic

Education Act of 2001 as a basis, the intermediate outcomes are organised according to the

different levels of DepEd governance and these include:

Teachers are better qualified and capable to deliver the curriculum. BEST supports

CHED and TEIs to improve the quality of graduates of the Pre-Service Teacher Training

System in the Philippines, and to ensure increased capacity to graduate more competent

teachers for the new K to12 curriculum reforms. It also aims to improve teachers’

pedagogical skills and building content knowledge in English, science and mathematics.

Education leaders and managers have strengthened capacity to improve learning

outcomes for all boys and girls. BEST supports DepEd to improve education

leadership and management competencies of school principals, education supervisors,

and division superintendents to provide effective mentoring to teachers participating in

the in-service teachers’ program (INSET). The Program is also designed to equip

school principals with the necessary skills to engage parents, communities, non-

government organisations (NGOs), and local government units (LGUs) in school based

management (SBM).

Curriculum and assessment at par with international standards. At the end of the

Program, DepEd staff are able to manage the implementation of a 12-year basic

education curriculum, and to be able to implement a national assessment system that is

on par with the international practices. It also aims to improve the practices of teachers

on student or classroom assessment.

Appropriate learning and teaching materials are available and more accessible.

BEST is supporting DepEd to address the lack of access to pedagogically sound

teaching resources. Specifically, DepEd aims to ensure learning materials for K to 12

and context specific learning system are more accessible to teachers and learners with

BEST support. Operationally, with BEST technical support, DepEd aims to strengthen its

capability to manage the Learning Resource Management and Development System

(LRMDS) and for the Regions to be able to produce locally contextualised teaching and

learning materials.

Education facilities built according to standards and in appropriate places. DepEd

aims to improve access to education for all Filipino learners through assistance from

BEST to construct education facilities where there is the greatest need. This will address

the issue of classroom congestion and lack of conducive facilities for learning. Learners

will have access to complete classrooms i.e. classrooms with a toilet, students and

teacher's tables and chair sets. All facilities will have clean water and latrines and ramps

to improve access of learners with disability.

Basic education system more inclusive. An essential quality of a good education

system is one that recognises individual differences and teaches in ways that recognise

learning needs, as well as diverse cultural, religious, linguistic and economic

backgrounds of learners. With support from the Program, DepEd aims to improve



access of children from the IP and Muslim background and children with disabilities to

basic education services.

The foundational Program Outcome on Governance aims to strengthen the capabilities of the

CO, ROs and SDOs to provide basic education support services to schools and community

learning centres. This is to be demonstrated by (i) SDOs providing needs-based or demand

driven technical and training assistance to schools and community learning centres, (ii) ROs

being able to customise and/or adopt policies and programs according to the requirements of

the SDOs, and (iii) CO being able to operationalise the core “business” processes and

accountability systems for a more responsive and inclusive basic education program.

Specifically, the following are Intermediate Outcomes that support the third program outcome:

Improved capacity of DepEd to manage education in a decentralised setting. DepEd is able to establish the organisational structure, operationalise key systems and technology and setup the necessary policy environment that will support the delivery of quality basic education services to all learners. Improvements include a unified planning and monitoring and evaluation process, integration of information systems across all business processes and alignment of functions in all governance levels and continuous improvement of key processes. Specifically, seamless transition to the rationalised structure of the Department was in fact largely achieved by June 2016.

Increased levels of competency of DepEd staff. Key DepEd units are able to demonstrate the necessary competencies on planning and policy, monitoring and evaluation (M&E), information systems, gender mainstreaming, and managing organisation change.

Improved and sustained practices. Ability of DepEd to make structures, systems and processes, technology, and policies relevant and demand-responsive. This involves developing new processes and ensuring that systems are formalised and continuously implemented independent of external support and despite leadership changes.

1.3 Component Description and Objectives

BEST has two main components supported by subcomponents that are grouped according to

implementation strategies in the Theory of Change. The subcomponents reflect the

implementation strategies proposed in the Theory of Change, in each case by a range of

activities providing key outputs that need to be in place to ensure optimal benefits from the

Program.



Figure 1 BEST Components

Integration

While BEST identifies and categorises individual sub-components under key components,

they are in fact all closely linked. The integration of the sub-components is a critical part of the

BEST program. Not only is it the role of the program to ensure projects and activities are

integrated but that BEST actively facilitates the integration of bureaus, units and activities

within DepEd towards common high level priority outcomes.

An example of the integrated nature of BEST, is in the development and implementation of a

new K to 12 curriculum. The new curriculum demands a new design and approach to

assessment. Clearly therefore there are important links to policy development. The

development of curriculum materials is informed by the new curriculum and also the needs of

different groups of students (contextualisation of teaching and learning materials). The unified

information system will provide school and learner information to assist educational leaders at

the Central, Regional and Divisional level to make informed, evidence led decisions. This may

well influence the distribution of resources and the development of contextualised materials

etc.

BEST will specifically report the approach, implementation and progress of an integrated

program. This information will be collated from specific integration meetings and through

Technical Specialists reports against major DepEd initiatives.

It is important to emphasise that the following descriptions of the components and sub-

components of the BEST program are integrated in the approach to implementation.

Component 1: Improved Teaching and Learning

Component 1 focuses on improving the teaching and learning process and directly addresses

learners, teachers, schools and school heads. This component includes teacher development,

curriculum and assessment, development of teaching and learning materials, research,

classroom construction, and context specific learning systems. The strategies and activities

under this component are directly linked to increasing access and improving the quality of

basic education services.

Pre-Service Teacher Education: The Pre-Service Teacher Education subcomponent is

designed to support and partner with CHED and key TEIs to improve the quality of student

teachers during their training prior to entering public sector service. In partnership with the



Philippine Business for Education (PBEd), the Program supports the study of 1,000 pre-service

scholars under the Scholarships for Teacher Education Programs to Upgrade Teacher Quality

in the Philippines (STEP UP). This sub-component also includes development of higher

education frameworks and programs that are outcomes-based, aligned to K to 12, and reflect

the necessary professional standards, research to raise the quality of teacher research,

strengthening of Teacher Education Institutions (TEIs) and development of new professional

standards for pre-service teachers.

In-Service Teacher Development: BEST supports DepEd to strengthen skills of existing

teachers in schools. This includes teaching skills and building teacher content knowledge in

English, Mathematics and Science. This sub-component strengthens capacity of DepEd units

at central, regional and divisional levels to plan, implement and sustain teacher development

programs.

Education Leadership and Management: This subcomponent supports DepEd to build the

capacity of education leaders and managers on curriculum leadership, managing change,

instructional supervision and school-based management. As an approach and sustainability

mechanism, the Program supports the strengthening of the National Educators Academy of

the Philippines (NEAP) to undertake the development of education leaders. This includes

development and installation of NEAP systems and building capabilities of NEAP staff.

Curriculum and Assessment: In support of the K to 12 curriculum implementation, BEST

provides technical assistance on the implementation of the Senior High School (SHS) program,

conduct research on curriculum implementation and assessment systems, and strengthen the

system for national assessment as well as classroom assessment practices in DepEd. The

Program also provides capability building support to DepEd that will allow its staff to manage

the K to 12 implementation and curriculum assessment.

Teaching and Learning Materials: Under this sub-component, BEST supports the

strengthening of the Bureau of Learning Resources (BLR) to fulfil its function of design,

development, procurement and quality assurance of K to 12 teaching and learning materials.

The Program also supports the strengthening of the BEST Regions capacity to manage and

operationalize the Learning Resources Management and Development System (LRMDS) and

the formulation of strategies and tools to support further development of school and class

libraries.

Educational Facilities: In partnership with the Philippine Business for Social Progress

(PBSP), this subcomponent covers the construction of classrooms, provision of access to

clean water and toilets and access to school by children with (physical) disabilities with the

provision of ramps. This initiative is in collaboration with DepEd’s capital expenditure program

for classroom construction in a demanding environment such as the establishment of Years

11 and 12.

Context Specific Learning Systems: Continuing the gains from the Philippines Response to

Indigenous Peoples and Muslim Education (PRIME) program, BEST continues to provide

technical supports for the efficient and effective implementation of the Indigenous Peoples’

Education (IPEd) and Madrasah Education (ME). Another important deliverable for this sub-

component is the capability building of DepEd staff to manage inclusive education for learners

with disability. All assistance is designed to increase participation of learners from different

contexts.



Component 2: Strengthening Systems

This component focuses on strengthening systems in DepEd and its capability to support and

sustain provision of basic education services.

Evidence-Based Policy, Planning and Management: This subcomponent focuses on

strengthening DepEd’s capacity to undertake evidence-based policy development, program

planning, and management of service delivery. Specifically, it supports the design and

development of systems and processes for policy and research, education planning, and M&E,

as well as the conduct of training programs and provision of technical assistance to DepEd

staff tasked to do policy research, education planning, and M&E.

Unified Information Systems: BEST supports the integration of DepEd’s different information

systems into a Unified Information System (UIS) and its upgrading of its information and

communication technology infrastructure.

Gender Equality Mainstreaming: This subcomponent includes strengthening DepEd’s

capacity to develop its gender strategy and support capacity to mainstream Gender and

Development concerns in planning, M&E, budgeting and policy development.

Organisation Development: The final subcomponent for Component 2 centres on providing

key technical support to the implementation of DepEd’s rationalisation plan. This relates to the

planning and implementation of a new and approved DepEd organisational structure. It also

includes strengthening capacity for managing and institutionalising change, and in

communicating the K to 12 reform agenda. An element of this subcomponent involves

strengthening of the processes managed by the Bureau of Human resources and

Organisational Development (BHROD).

Capacity Building and Sustainability

The principles of capacity building and sustainability are at the core of the BEST

implementation approach as they are used to guide the implementation of program activities

and outputs.

Capacity Building: BEST technical assistance across components are focused not just on

supporting DepEd with the delivery of specific outputs but on ensuring systemic reform is

supported by developing competencies and capabilities of individuals and the organisation to

sustain change. Capacity building is done by working with DepEd counterparts and other

stakeholders through mentoring, coaching and training to reinforce skills and expertise and

institutionalise system wide reforms.

Sustainability: The proposed interventions detailed in the Plan largely build upon previous

DepEd interventions that were supported by the Australian Government. A real strength lies in

continuing the clear alignment of activities and outputs with current education initiatives and

policies of the Philippines. This is evidenced by the alignment between activities supported by

BEST and internal and external coordination with DepEd and key stakeholders. Excellent

examples of this are the K to 12 and Rationalisation Plan initiatives.

BEST has a clear focus on technical assistance to DepEd through capability building/skills

transfer of individuals and business units. It is planned that the legacy of BEST will be a critical

mass of capable people and embedded improved systems. The first two years of BEST largely

focussed on capability building with some procurement of equipment and some in-line work to

support the implementation of K to 12 especially establishing Senior High School. The final



three years of the program will transition to just technical support and building capability to

sustain the major initiatives of DepEd.

There is evidence of strong ownership and participation of senior DepEd personnel at the

Central, Regional and Division level in planning and implementation of activities. This includes

community participation such as Local Government Units (LGUs) and Parent and Teacher

Associations (PTAs). Training and participation of a broad range of key stakeholders at

different levels will enhance the possibility of sustaining benefits especially given the change

of administration in DepEd following the 2016 elections. BEST is facilitating collaboration and

coordination across organisations such as CHED, ACTRC, RCTQ, PBSP, PBEd, and DepEd.

This includes personnel at the Commissioner, Undersecretary, Regional Director, Director,

Superintendent and Principal levels.

A transition plan to prepare for the new administration is already in effect. There is already an

overall strategy to engage people at all levels in activities such that processes and systems

become embedded in the normal operations of DepEd. The risk with respect to sustainability

will be in the area of the new administration being able to hit the ground running in the

implementation of Grade 11 which will coincide with their assumption of office.

Another significant risk being addressed is in the area of current technical work being

undertaken by BEST on initiatives in the development of the Unified Information System and

in curriculum and assessment work and communications. Though technical expertise is critical

in establishing and developing these initiatives, DepEd is now gradually transitioning to utilising

‘in-line’ positions for these activities now that the Rationalisation Plan is fully implemented.

2 The Operating Environment

2.1 General Review

BEST has moved from its inception phase in early December 2014 to full operational status

and has done so within a dynamic and supportive operating environment. All its stakeholders

and implementing partners have shown commitment to the Program to ensure its success.

These strong working relationships will need to be re-established given the significant changes

to senior positions following the May 2016 national election. The appointments for Secretary,

Undersecretary and Assistant Secretary potions are likely to be announced in August 2016.

The newly appointed Duterte Government in the Philippines has announced support for the K

to 12 reform which bodes well for continuity of BEST support to DepEd.

Major challenges lie in engaging with the new DepEd administration to brief them on the

bilateral Program (BEST), sustaining major K to 12 initiatives that BEST is supporting and also

discussing priorities for the new Government to explore how they can be incorporated. The

new administration may have different priorities from those of the present leadership.

Therefore, it is crucial to engage with the appointees once announced, if current reforms are

to be sustained. The Program will seek to influence on the basis of the reform agenda and the

initiatives supported by BEST being clearly based on sound international research and

evidence and need to be competitive in the ASEAN region.

Added to the political changes, is the urgency arising from the impact of changes that are

already in place. The decision to adopt the international standard of 13 years of formal

schooling combined with the use of regional languages (mother tongues) from kindergarten to



grade 3 have created an imperative for rapid change. Plans to roll out the K to 12 curriculum

have been implemented, with the rollout of grades 3 and 9 in 2014, grades 4 and 10 in 2015,

grades 5 and 11 in 2016 and grades 6 and 12 in 2017. These changes have created

expectation and concern for teachers, students, and parents throughout the system, especially

at the school level. They must all be supported in turn by changes in staffing, teacher

education, teaching and learning materials, organisation and management of the system and

monitoring and evaluation. All these components must change if the system is to operate

effectively and efficiently for the benefit of all learners irrespective of gender, religion and

region, and to be inclusive of indigenous peoples and students with disabilities. Some of the

required activities are being implemented by DepEd, while some are in process. Others are

being planned or are ready for development during the current planning cycle. Restructuring

and development of support services at the central level are largely complete through the

Rationalisation Plan supported by BEST. Work is well advanced with a Unified Information

System that brings together several key databases.

The Negros Island Region has been declared having previously been part of Regions six and

seven. A decision has been made for BEST to continue to support the region although now

technically not part of the original six BEST identified Regions.

More broadly, these changes will be felt throughout both the education sector and the

economy. What will be the initial impact on employment and the economy if students stay in

school for another two years? What will be the impact on universities and TEIs of a potential

void of two years in terms of new student intakes? How will these new arrangements cater to

students disadvantaged by poverty and related factors?

It continues to be important to enable, encourage, and facilitate more effective evidence-based

decision-making. For example, decisions on where to develop new senior high schools or

provide additional classrooms and teachers requires accurate data relating to enrolments,

retention rates, and completion rates as well as core age-specific population and teacher-

supply data. To meet the needs of students in a proactive way, teachers and principals should

have longitudinal data about each student’s progress. Furthermore, collating such information

and ensuring reasonable consistency, comparability, and accessibility of data for decision-

making will require access to an upgraded unified and national information system.

There is also the challenge from the scale of the reform initiatives. The Philippines is a

geographically diverse country with a population of approximately 100 million, of which about

24 million (24%) are students. All these students deserve equal treatment and opportunity.

The question of how new initiatives can be rolled out with equity between regions without some

regions being left behind, remains a challenge to be addressed. Aside from assisting in the

development process in the six BEST regions, the Program will be searching for the most

effective strategies to help DepEd and other partners to build their initiatives nationally in the

most equitable ways possible.

2.2 Potential Implications for BEST

The conditions of the current operating environment imply the need for a pragmatic and flexible

approach to support DepEd and its partners in meeting immediate needs and targets.

Flexibility is important as the program will be required to support not only the macro-systemic

changes but also to meet more regional and local needs. It is also likely that other needs will

emerge throughout the planning process and these will be met through new and appropriate

initiatives.



Although BEST has appreciated the need for urgency from both political and educational

perspectives, it considers the experiences of similar programs where rushed development did

not result in long-term success and sustainability. Given the long-term nature of the program,

BEST is well positioned to support its partners over the next three years in implementing

quality-assurance, capacity-building, resource-building, and sustainability processes.

The Annual Plan should be a reliable guide for the Program in determining its direction in the

next years.

3 Achievements and Work Plan

Annual Plan 2 Accomplishments

Major initiatives of the Program were focused on capacity building of key education

stakeholders, and the strengthening and/or establishments of organisational systems, and

processes. Frameworks, policy guidelines and strategic plans are being developed to be used

as foundation for future initiatives of BEST. Key sustainability systems are being setup and

operationalised which includes education planning system, M&E system, and the Unified

Information System (UIS). The Program also provided key support to DepEd’s transition to its

new organisational structure through conduct of series of workshops and training which

facilitated the units’ transition to its new roles and responsibilities.

I. ACCOMPLISHMENTS ON COMPONENT 1: IMPROVING TEACHING AND LEARNING

Initiatives under this Component are beginning to impact on learners and schools. The

following sub-components are starting to benefit learners, teachers and school heads: (i)

learners from recipient schools of new classrooms have now access to conducive, safe and

decongested classrooms with access to toilets (for boys and girls). (ii) on continuous

improvements (CI), the improvements in organisational transactions resulting from CI projects

are starting to benefit teachers. For example, administrative transactions that usually take

teachers several days to accomplish are shortened. These allow teachers to spend more time

in the classrooms, and (iii) the BEST technical assistance on context specific learning system

have allowed DepEd to efficiently implement the program on indigenous peoples’ education

(IPEd).

Key outputs accomplished under AP 2 are as follows:

Improving Teacher Preparation, Qualifications and Professional Development

To improve the quality of teaching, 237 scholars in eight teaching education institutions were

mentored. A further 450 scholars were processed for acceptance in the coming school year.

An assessment mechanism with guidelines and rubrics to improve the screening process were

developed and were used for incoming applicants for the school year 2016-2017 in eight (8)

institutions. Work with CHED and their partner HEIs to align and enhance the curriculum of

pre-service and graduate education programs with the K to 12 program and the D-NCBTS also

made significant strides.



Teacher qualifications were enhanced by the updating skills in education research. Teaching

quality was also the focus of efforts through activities to advance regional master-plans for the

professional development of teachers and the national training of 16 trainers per Region on

Early Language Literacy and Numeracy (ELLN). The Grades 5 and 11 National Training of

Trainers was designed and conducted during this period.

Several key policies were drafted including the Revitalization of the Teacher Induction Program

and the adoption of Learning Action Cells as a K to 12 tools for school-based continuing

professional development for the improvement of learning outcomes.

Development of materials on priority themes to support schools in establishing effective and

sustainable LACs has commenced. The delivery of training programs through the Learning

Action Cells have also been piloted and proved to be effective on ICT Skills Literacy Training

and is being rolled-out nationwide. Support for teachers on developing action research relevant

to their practice has also been provided. The Grades 5 and 11 National Training of Trainers

was designed and conducted during this period.

Research assists in the implementation of the K to 12 reform by providing nationally consistent

policy advice on teacher quality. Research dissemination of critical studies conducted during

this period helped to bring to a wider audience critical findings including on the Pre-Service

Teacher Development Needs and the Teacher Educator Development Needs studies. These

studies are being used to enhance pre-service teacher education and education graduate

studies. The Developmental - National Competency Based Teachers Standards (D-NCBTS)

or the Professional Standards for Teachers has been integrated into the DepEd’s Results-

Based Performance Management System (RPMS) tools for teachers across career stages.

The TD team has also provided technical assistance to Regions 6, 7 and 8 and their respective

divisions in enhancing their professional development plans for teachers. The enhanced plans

include more school and needs-based interventions to supplement the mass training during

summer. The interventions are intended to respond to more specific needs reflected by

segmented data. Finally, the team assisted NEAP in the monitoring of the mass training on

the various academic subjects of Grade 11 teachers from Regions 8 and NCR.

Improving School Leadership

To ensure that improved teaching translates into improved learning, education leadership of

school heads and Superintendents needed enhancement and NEAP, the learning and

development arm of DepEd needed strengthening. This was accomplished with the training

of 85 NEAP learning facilitators for the School Head Development Program and the piloting of

the training with 50 principals coming from 17 Regions. 179 Superintendents and Assistant

Superintendents received education leadership training on organization transformation,

building learning communities, leading change with continuous improvement and the

spirituality and ethics of leadership. NEAP’s charter and strategic plan was developed. NEAP

staff were trained to design and evaluate learning interventions and facilitate adult learning. A

Career Guidance and Counselling module to assist Grade 10 students to choose their Senior

High School track was designed and implemented nationwide.

Enhancing the K to 12 Curriculum and Assessment and Launching Senior High School

The key element to the K to 12 reform has been enhancements to the curriculum and to

assessment and the start-up of implementation of Grade 11 of Senior High School.



To enhance the K to 10 curriculum, a Code Book on all learning competency codes is being

developed. The Omnibus Kindergarten policy was drafted and the Language Mapping policy

was released. Curriculum guides for Kindergarten to Grade 12 were developed and made

available online.

Various studies also informed the implementation of the K to 12 curriculum including the study

on the mapping of the Grades 4 to 10 continuum, the profiling of learners in the Alternative

Learning System and the Alternative Delivery Modes, the Science Curriculum Study of Pre-

Grade 7 and the study on MTB-MLE.

Enhancements to the curriculum also included work on inclusive education. Using the new

policy on IP Education, training on and actual indigenization and contextualization of the

curriculum and learning materials is being done in all Regions with a significant presence of IP

learners. The Madrasah Education roadmap is still being finalized and policies on DepEd

supervision over private Madaris were formulated.

Various studies also informed DepEd’s work on assessment. They include the report on

International Large-Scale Assessments (ILSA) presented to DepEd and to other forums and

on-going research on the report on formative assessment practices in the classroom. Policies

and resources were also drafted to improve assessment including the National Assessment of

Student Learning, the Classroom Assessment Resource Books and the validation of K to 6

Classroom Assessment samples developed to accompany the finalized Classroom

Assessment Policy.

Three out of the five planned training modules to upgrade the skills of Regional Curriculum

and Learning Management Division Chiefs and Education Supervisors were conducted to

enhance skills in managing the K to 12 curriculum, contextualizing the curriculum, managing

and analysing education indicators and strategic planning. Strategic plans of the Curriculum

and Information strand of DepEd were also developed.

SY 2016-2017 marks the start of SHS, with the introduction of Grade 11 nationwide. The

period covering Annual Plan 2 was a critical period for putting together the necessary policies

and guidelines, infrastructure, partnerships and educational staff to ensure implementation of

the Grade 11 curriculum. Region and Division SHS implementation plans were developed and

implemented in every Region. SHS program offerings were finalized and Curriculum Guides

for Senior High School Core Curriculum Subjects, Applied Tracks and Specialized Subjects

were developed and are accessible online. The SHS Manual of Operations was drafted.

Policies on the hiring of teachers for SHS were drafted and disseminated. SHS communication

plans and collaterals were developed.

Improving Classrooms and Learning materials

To address congestion and to replace classrooms in disaster affected areas, 45 more

classrooms were completed or substantially completed, adding to the total of 220 classrooms

constructed under the program. Through the new construction, learners were given access to

complete classrooms i.e. classrooms with a toilet, students and teacher's tables and chair sets.

All facilities were provided with clean water and ramps to improve access of learners with

disabilities. An additional 19 water systems were also installed, adding to the total of 72 water

systems completed. Future school beneficiaries to the classroom construction project were

selected in Region 8 and ARMM. Classroom construction is enabled through a direct grant



from DFAT to PBSP. Locations are based on need and are determined by DepEd as part of

their national infrastructure program, hence ARMM is included as it is a very high need area.

To address the lack of pedagogically sound teaching and learning resources, Volumes 1 to 3

of the Bureau of Learning Resources procedural manual was developed. The Instructional

Materials Council Secretariat (IMCS) was also prepared to transition to BLR functions through

the development of medium term plans. Guidelines for supplementary materials drafted

include procedures for large scale evaluation and levelling of supplementary reading materials.

Efforts were also introduced to review policies affecting the development of school and class

libraries.

II. ACCOMPLISHMENTS ON COMPONENT 2: STRENGTHENING SYSTEMS

In Component 2, significant gains are happening in the area of the UIS. With the technical and

resource assistance of BEST, the transaction and processing of data have benefitted the

schools, divisions, regions, and CO. Specifically, this facilitated the different governance units

with access to key data and information that they are now using inputs in the preparation of

their education plans, as well as facilitate the process of doing monitoring, evaluation, and

decision making process.

The Program is also playing a key role in the rationalisation process. With the movements of

personnel and the establishment of new units, the OD sub-component of the Program is

helping the DepEd units manage their transition from the old structure to the new structures.

The technical assistance facilitated the units’ understanding of their new roles, define their

charters and processes, and jumpstarted them to work as a team.

Major outputs for the period are as follows:

Strengthening Planning and M&E

Use of the information generated by the UIS allows for planning, policy making and monitoring

and evaluation to be more data based and responsive. A harmonized planning system has

been developed and was demonstrated in Region VII to ensure the alignment and consistency

of the National/ Regional/ Division education development plans and the School Improvement

Plan. A Department Order to institutionalize the harmonized planning system has been drafted

for issuance of the next administration. To further improve school based management, the

School Improvement Plan process was enhanced to align school plans with DepEd’s

organizational outcomes and incorporate Continuous Improvement (CI) principles. To support

the planning process, the office of Planning Service was strengthened through the

development of their office charter, and the provision of capacity building activities on the new

program expenditure classification (PREXC) budget structure and on the implementation of

the Basic Education Planning System (BEPS). A National Research Agenda and the K to 12

Monitoring and Evaluation Framework were also developed, culminating in the issuance of a

Department Order to institutionalize the Research Agenda. Training on monitoring and

evaluation at the CO, and in BEST Regions and Divisions and in selected schools was focused

on data collection and gathering, analysis and utilization of EBEIS information for decision

making and plan adjustment. Skills learned in M&E training are now being utilized for

preparing the education development plans at the Region and Division level. Gender

mainstreaming was further enhanced through activities to strengthen the capacities of the



Gender and Development (GAD) secretariat and the Gender Focal Point System (GFPS) of

DepEd. A Department Order is currently being drafted to develop an Omnibus Policy on

Gender Fair Education.

Strengthening Information Systems

The information system processes all data gathered from all DepEd governance levels to

generate information useful to managing its decentralized operations. To create a unified

information system, the enterprise architecture strategy design and implementation plans were

developed. Critical information systems were added to the system, further enhanced and

scaled up. The Learner Information System (LIS) for basic education that was established in

all public schools and was expanded and implemented in all private schools, Senior High

Schools, SUCs and in non-formal systems.

The LRMDS portal for managing learning and professional development materials was also

enhanced to support K to12. Development support in the Enterprise Human Resource

Information System’s technology infrastructure is being provided to ensure security, availability

and accessibility, on the Human Resources Information System. Technical assistance is being

provided to the piloting of the School Building Information System, the establishment of

LRMDS portals in Regional LRCs and the training of Region, Division and school staff on data

governance and UIS use and implementation. Continued availability and accessibility of the

EBEIS as the authoritative trusted source of information about schools and learning centres,

was maintained. Information generated was used for enrolment data to determine school

resource requirements, MOOE computation, SHS planning, Region quarterly progress review

and to enhance program implementation.

On capacity building, ICT Literacy Training through LAC was conducted for trainers consisting

of Regional, Division IT Officers and ICT focal person of selected schools in Region 8. This

training was cascaded to all schools through the School ICT Coordinator. A Data Management

and IT training activity was also conducted to orient Region and Division Planning Officers and

IT Officers on the LIS for SHS.

Strengthening Organizational Structures and Systems

Reorganization of the DepEd required several integrated interventions. Human resource

management systems needed strengthening, several offices needed to clarify their functions

through organizational chartering and the introduction of work process improvement, and

training and skills upgrading of staff on their new functions were also pursued. BHROD, NEAP

staff and Regional officers with HRMD functions staff were trained in Strategic Human

Resource Management and Development, change management and large systems

organization development. This enabled them to cascade processes and training on hiring the

right people to all Regions. Once offices were properly staffed, several CO offices drafted their

charters including BHROD, NEAP, Legal Service, Planning Service, PMS, EPS, ICTS,

Curriculum and Instruction and Finance and Administration. Work process improvement is

currently on-going in Finance-Payroll and Work Process Team (WPT), ICT, Planning Service,

BLR, and in selected units in Regions 6 and 7.



4 Component 1 - Description and Workplan

Component 1 of BEST aims to support DepEd in ensuring that every child of school age is

able to access quality basic education. This requires that all teachers are trained to implement

the K to 12 reforms through a 21st Century curriculum. It needs to be taught through an

inclusive learner centred pedagogy in classrooms which are accessible and learner friendly,

organized and designed to facilitate learning for all. BEST is working alongside DepEd and

other partners to coordinate interventions which will ensure that barriers to the educational

participation and achievement of all children are identified and removed. In particular BEST is

supporting initiatives which will address the needs of those children most at risk of

marginalization: girls, certain groups of boys, children with disabilities, children from

indigenous populations and children from economically disadvantaged backgrounds.

Effective teachers are those who work and plan as a member of a collaborative teaching team.

They are often led by school leaders who have a clear understanding of quality education, who

are able to support teacher development in content knowledge and pedagogy. In turn,

principals need to be well supported by strong senior leadership throughout the education

system. BEST is working with DepEd to develop training programs for teachers, principals,

supervisors and superintendents which will address identified development needs and support

key curriculum areas such as English, Maths and Science as well as the implementation of

new approaches to assessment.

BEST is also supporting DepEd in enabling a paradigm shift towards decentralised approaches

to school improvement based around interventions such as Learning Action Cells, Continuous

Improvement and School Improvement Planning. These initiatives are centred on an action

learning cycle where schools are supported to self-evaluate their progress and identify areas

which can be developed and improved.

BEST is addressing the need for teachers and children to have access to quality curriculum

materials and contextualised materials that address the needs of all children including

indigenous peoples. Initiatives to promote action research, developing a clear research

agenda for the system and a culture of evidence led decisions is a focus for BEST including

all implementing partners such as the Research Centre for Teacher Quality (RCTQ) and the

Assessment, Curriculum and Technology Research Centre (ACTRC).

Support in Component 1 is directed to pre-service teachers, currently serving teachers,

principals, senior leaders, curriculum, assessment, curriculum materials and alternative

learning systems at all levels from central office to schools.



Subcomponent 1.1: Pre-Service Teacher Education

4.1.1.1 Work Plan (2016–2017)

Table 1 Planned Expenditure for Pre-Service Teacher Education

Activity / Output

Cost

1 July 2016-

30 June

2017 (AUD)

Cost

1 July 2016-

30 June

2017 (PHP)

Technical support to facilitate the development of pre service curriculum and new graduate programs

Write shops to complete the research report on the development and field validation of the Assessment Mechanism and Tools

Series of Meetings with CHED Advisory Council, and Core Group of Lead Institutions for the Consortia; Application processing

Workshop on Designing the Outcomes-Based Teacher Education Curriculum Reference Framework (OBTEC-RF) for Team Leaders and Level Focal Persons

On-site Monitoring of Development work in 20 Consortia

priority program areas

Presentation and Discussion of First Output (Curriculum

Reference Frame for Priority Area in Four Levels)

National Workshop on Course Program and Course Syllabi

Development.

Technical Advice/Inputs from International Experts on Higher Education Pedagogies, Alternative routes to teaching-learning, School Policy and Governance

On-site M&E of Development of Course Syllabi

Presentation, Validation, Revision and Finalization of Outputs (Hub-based)

PBEd

Hire more mentors (1:15 mentor-mentee ratio) for the additional batch of scholars for SY 2016-2017

Equip mentors through regular capacity building activities and continue mentoring activities for existing and new scholars

Start recruitment for the last cohort of STEP UP scholars for academic year 2017-2018 in August 2016

Not included in FC budget

Not included in FC budget



Activity / Output

Cost

1 July 2016-

30 June

2017 (AUD)

Cost

1 July 2016-

30 June

2017 (PHP)

Boost advocacy of uplifting teacher image in both traditional and social/new media

Receive a total of at least 1,500 unique CTP applications by January 2017

Conduct live-meet up from March-April 2017 and admit passers by June/August 2017

Conduct periodic monitoring and evaluation (year-end assessment and spot checks) to inform Annual Planning next year.

Monitor LET results and DepEd application of graduates

RCTQ Establish Taskforce teams in a number of key areas by involving key Education Faculty and Subject/Discipline experts Pilot and refine Classroom Observation Tool (COT) and rubric for portfolio assessment for pre-service teachers Develop a practice teaching framework for practicum supervisors using the validated COT and report forms (RPMS equivalent) to enhance quality performance of exiting pre-service teachers Provide input and support for supervising in-service teachers in terms of materials and techniques that would enhance the practicum experience of pre-service teachers. Piloting and refinement of tools for teachers based on the professional standards for teachers including RPMS tools and Classroom Observation Tools Develop tools and mechanisms to investigate those schools that are achieving outstanding outcomes in selected key areas of education provision Describe the profile (including the qualifications) of SHS teachers from DepEd and TESDA Assess the pedagogical knowledge of SHS teachers from DepEd and TESDA based on the professional standards for teachers

Not included in FC Budget

Not including in FC Budget



Activity / Output

Cost

1 July 2016-

30 June

2017 (AUD)

Cost

1 July 2016-

30 June

2017 (PHP)

Propose professional development program (including the use of Learning Action Cells) for SHS teachers from DepEd and TESDA From FC Budget Trial and refine further the Philippine Professional Standards for Teachers as a tool to provide a framework for professional learning and classroom observation; Trial new developments (and thinking) in Elementary and Secondary schools on the revised Results-based Performance Management System (RPMS) in association with aspects of the Philippine Professional Standards for Teachers; Refine the Manual(s) for the Professional Standards and COT to be integrated into the RPMS for use by teachers and principals across the Philippines. Extend the work on the classroom observation tool for application in Teacher Education Institutions (TEIs) across the Philippines that align with both the Philippine Professional Standards for Teachers and the COT as presented in the RPMS. Undertake a field trip to Australia to capacity build key DepEd personnel and other key staff in the way in which professional standards can be integrated into a national system approach to Education, to commence as soon as is practical after the election

Total 171,849

5,671,017

The main focus for the pre-service component is to support a systems reform approach which will raise the level of quality of teachers entering the teaching profession. This will include working with leading Centres of Excellence in facilitating consortiums of Higher Education Institutions. This will be to develop the new K to 12 compliant pre-service curriculum for teacher education and new graduate programs in priority areas. This initiative aims to ensure that pre-service teachers are fully trained to be able to implement the requirements of the K to12. The development of the new curriculum will be mirrored by the development of new graduate programs which will address in-service teacher development needs in priority curriculum areas. The emergence of new policies on teacher assessment, student assessment (including formative assessment), new professional standards for teachers, Learning Action Cells (based on supporting action research, reflective practice and localised forms of teacher development



activity) need to be reflected in the work of TEIs. This is both within the curriculum and the preparation of teachers to adopt a new learner entered pedagogy. The intent is also to influence the way in which Faculty can support in-service teachers and schools in the field. BEST will be supporting initiatives which address these challenges through the Centres of Excellence and also through other areas of work by linking Academia to specific initiatives. One example is In-Service Lesson Study where The National Institute for Science and Mathematics Education and BEST, will be working with other academics and BEST Research Centres to build the capacity of DepEd at all levels to introduce new forms of teacher development activity. Interventions will be required at pre-service level to synergise and build capacity of local TEIs to support this work. Other initiatives include raising teacher quality through the introduction of more stringent assessment processes for entry into pre-service. The work piloted in AP2 with PBEd to set up systems and rubrics for pre-service entry will be introduced to other Centres of Excellence and the Normal Schools Network. BEST will also be supporting The Normal Schools Network in piloting new forms of classroom teacher assessment for use with pre service student teachers in their practicum based on the new Philippine Professional Standards for Teachers. This can then be extended to other Centres of Excellence.

Subcomponent 1.2: In-Service Teacher Education

4.1.2.1 Work Plan (2016–2017)

Table 2 Planned Expenditure for In-Service Teacher Education

Activity / Output

Cost

1 July 2016-

30 June

2017 (AUD)

Cost

1 July 2016-

30 June

2017 (PHP)

Technical support to support capacity building of all levels of DepEd to improve the effectiveness of teacher development strategy.

Professional Development Plan enhancement workshops with Regions 5, 10, NCR. Platform to build capacity and advocate for strategic needs based school-based professional development programs.

Resource Package Development- development of Resource Packages that would be used for Trainers Training in Math, Science, and English. The resource package will consist in the Training Design, the daily training guides and all the support materials. The resource packages will be on differentiated instruction, Lesson Study and on Science, Math and English for Grades 4, 5, 7 and 10.

Building the capacity for NEAP in QAME and the development and trial of supplemental PD resources for the principals’ leadership program TD will also contribute to the review of the existing materials for Continuous Improvement, Leadership and Management and the Curriculum review.



Support for the documentation of the trial of inventions and participation in M&E and other cross cutting activities The trial of school- based professional development initiatives or interventions will be documented through the collection of teachers’ narratives and case studies through FGDs, key informant interviews and other qualitative processes. This activity may include the engagement of external process observers and ethnographic researchers. This is also the funding source from where the TD team will draw funds for inter-component, M&E and cross cutting theme activities.

Meetings with ROs/DOs on the selection of clusters and lead

schools- Involves meeting with RDS, relevant regional and

division chiefs to determine the criteria for selecting schools

to trial specific interventions, identify participants to

trainers/coaches ' training

Support for 9th International Conference for Teacher

Education ICTED (September 2016) This will include support

for keynote speakers, plenaries, engagement of practitioners.

Applied research and development of evidence bases on the

application of the systems reform in different settings

Support for the development of approaches to synergize

school effectiveness with quality teaching and learning. This

includes providing technical support for the capacity building

of the School Effectiveness Division to improve their capacity

to support the synergy of school effectiveness with quality

teaching and learning in schools.

Scoping/research activities and field work in schools to

establish evidence bases and produce prototype materials for

LACs

Making of prototype LAC materials (e.g. priority curriculum

areas, Assessment, Gender, Teacher Leadership; Positive

Discipline (Child Protection); Action Research; Inclusive

Education; Teaching in Diverse Classroom Settings; and

Information and Communication Technology (ICT))

Field testing of prototype materials through LACs

Monitoring the use of prototype materials; revising of

prototype materials based on teachers’ feedback and

suggestions; writing of reports (on LACs, actual use of

prototype LAC materials, revision of materials, etc.)

Dissemination of good (LAC) practices & developed materials

Consultations with HEIs and teacher professional

organizations to establish support for mentoring teachers and

ongoing refinement and development of LAC materials



The main focus for Teacher Development is to build the capacity of DepEd to implement effective professional development approaches for teachers. This will be through evidence bases developed from the field and through partner research centres. At the heart of this process is a paradigm shift away from traditional methods of teacher training which rely on a training of the trainers’ model, mass training and simplified training packages. The intent is to reform the approach towards an evidence informed de-centralized model which acknowledges the importance of school based support for teacher development, the development of teacher agency through distributed leadership and reflective practice through action learning. DepEd are also being supported in the development and implementation of a systemic approach to the professionalization of teachers with a range of tools and processes designed to reflect the requirements of the K-12 reform. These include professional standards for teachers, self-assessment tools, teacher assessment tools and harmonized professional development planning. These tools and processes are all interlinked with other DepEd initiatives such as Continuous Improvement, School Based Management, School Improvement Planning and the Learning Action Cell which together can support School Improvement with high quality teaching at the centre. BEST Teacher Development will be supporting DepEd in identifying areas where teacher competence can be improved. Key outcomes will be the development of new systems and training approaches, materials and resources which can be accessed and applied at local levels of the system throughout the country. These will be trialled and revised in clusters of schools in DepEd regions supported by BEST, before scaling up across the Philippines. Support is organized into two teams, focused on supporting DepEd in revitalizing the Learning Action Cell (LAC) model and also in building the wider capacity of in-service teacher training. All activities can be scaled up if further funding becomes available.

Subcomponent 1.3: Education Leadership and Management

4.1.3.1 Work Plan (2016–2017)

Table 3 Planned Expenditure for Education Leadership and Management

Activity/Output Cost to 30 June

2017(AUD)

Cost to 30 June 2017

(PHP)

Superintendents’ Leadership Program 76,761 2,533,113

School Heads Leadership Development Program 7,757 255,981

ELM Programs for Central, Regional & Schools Divisions

27,272 899,976

Capacity Building on priority professional development areas

for teachers and school leaders

Total 859,246 28,355,118



Competency and Capacity Development of NEAP

Installation of NEAP System (L&D, QAME, Accreditation and Certification)

Development of NEAP Learning Facilitators

Competency Development for NEAP

79,515 2,623,995

Development of Learning and Development HR System

66,667 2,200,011

Support Implementation of Continuous Improvement for leaders (TQM)

Strategic and technical advice

Support to Implementation and Sustainability Plan

Support to design and review of the Program

257,576 8,500,008

Total 515,548 17,013,084

This subcomponent seeks to build capacity of leaders across the organization from Central Office to Regional, Divisional and school levels. Key activities include:

Superintendents’ Leadership Program (SLP). The activities include support for 3 SLP batches. Support will also be provided for program’s evaluation and development of a competency profile of the Superintendents and Assistant Superintendents. A major output will include the full program write up and learning resource packaging of the SLP, including its program evaluation.

School Heads’ Leadership Development Program (SHLDP). Support will include SHLDP

Foundation Course Roll-out monitoring for quality and evaluation. This will also include the

development of additional specialized and intermediate courses for the school heads. A major

output will be the complete program write up of the SHLDP.

ELM Programs for Central, Regional and Schools Division. This will support curriculum

development of content and pedagogy, and the training of facilitators for the roll out the

program. A major output will be the program write-up with a pool of learning facilitators for the

executive programs.

Competency and Capacity Development of NEAP. Activities to be supported by BEST

include the installation of L&D, QAME, Accreditation and Certification systems within NEAP.

Major outputs include the different manuals of procedures and service standards. Assistance

will also include assistance in the roll out of these systems to the entire bureaucracy, and the

competency building of NEAP and relevant structures to conduct continuous improvement of

these systems.

Installation of Total Quality Management (Continuous Improvement) in Four Levels of

Governance. The activities include support for strengthening competencies of DepEd CI

(continuous improvement) coaches and trainers as they roll out CI at the school level, further

building additional CI coaches and trainers at the regions and division offices, establishing

structures, systems, policies and processes to ensure that CI is integrated in DepEd’s

operations, especially at the regional and division offices.



Subcomponent 1.4: Curriculum and Assessment

4.1.4.1 Work Plan (2016–2017)

Table 4 Planned Expenditure for Curriculum and Assessment

Activity / Output

Cost to 30

June 2017

(AUD)

Cost to 30

June 2017

(PHP)

Curriculum

Preparation for Curriculum Review in 2018 (in

collaboration with BCD)

Phase 1: 2016-17

Review of existing literature, policy and

frameworks for K-12 curriculum

Develop roadmap for review of curriculum

outlining the scope, standards and indicators

Development of on-line tool to start to collect data

from teachers in the field re review of curriculum

guides

30,909 1,019,997

Transitioning to Rat Plan Structure and Mandate

Capacity Building for BCD Officers

Training needs analysis related to mandate of BCD

- National Education Framework, Articulation of

Curriculum Standards, Standards for

Contextualization of Curriculum, Programs for

Inclusive Education (in collaboration with BEST

OD)

Technical assistance on curriculum cycle,

including curriculum development and review,

standards/outcomes based curriculum

Technical assistance re broader contextualization

policy development (in collaboration with BEST

P&P)

Ongoing coaching and mentoring support through

counterpart model

61,818 2,039,994

Transitioning to Rat Plan Structure and Mandate

Capacity Building for BLD Officers

Training needs analysis related to mandate of BLD

(Core business is learning delivery for both

teachers and learners: 2 Divisions: Teaching and

61,818 2,039,994



Activity / Output

Cost to 30

June 2017

(AUD)

Cost to 30

June 2017

(PHP)

Learning Division and Student Inclusion Division (in

collaboration with BEST OD)

Formulation of National education policy on

development of standards for learning

management and delivery system (in collaboration

with BEST P&P Team)

Support for consultative workshops on different

learning delivery models by cluster regions (BEST

regions only)

Multigrade support

ACTRC Research Grants

Research grant for ACTRC to address immediate and

emerging needs of DepEd

ILSA technical support to DepEd re policy/strategy

and planning

LEARN BEST – development and implementation of tests

75,000

150,000

2,475,000 4,950,000

Assessment

Formative Assessment

Capacity Building and resource development to support

implementation of formative assessment (CO, Regional

and LAC levels)

51,515 1,699,995

Support for SHS Assessment

Research by RCTQ to develop Concept Paper

outlining models of SHS Assessment relevant to

Philippine context and at par with international

standards

Support for implementation of SHS assessment

model based on research

- Development of Grade 12 NAT

- Third party assessments

- Classroom assessment

154,545 5,099,985

Support for implementation of regional and

international assessments 2017-2019

Capacity building of BEA:

- Data analysis workshops to build capacity on

interpretation of statistical data

41,212 1,359,996



Activity / Output

Cost to 30

June 2017

(AUD)

Cost to 30

June 2017

(PHP)

- Upgrade software and include training for

processing of data

Review of National Career Assessment Exam for

Grade 9 for 2017 based on research findings and

revised theoretical framework

20,606 679,998

Concept paper to recommend software structure best

suited to DepEd requirements for an electronic data

bank of NAT items

41,212 1,359,996

Unallocated

(TBD Technical Assistance or activity funding) 135,749 4,479,717

Total 824,276 27,201,108

The focus in BEST Annual Plan 3 for Curriculum and Assessment is to support the transition

of the DepEd Bureaus under Curriculum and Instruction (Bureau of Curriculum Development

[BCD], Bureau of Learning Delivery [BLD], Bureau of Learning Resources [BLR] and Bureau

of Education Assessment [BEA]) to the new rationalized DepEd structure, including orientation

and training to meet requirements of the new bureau mandates and training to capacitate new

and existing organic DepEd officers. The focus of capacity building in each bureau is on the

technical understanding of curriculum and assessment related content, issues and processes.

Activities in curriculum will support DepEd with implementation of the K-12 Basic Education

Curriculum through capacity and capability building in DepEd Central bureaus and within BEST

regional CLMD offices. The intent is to build strong understanding of the curriculum

development cycle and international trends in curriculum development. It will also lay the

groundwork for review of the Basic Education K-12 Curriculum in 2018. Continued emphasis

will be placed on contextualization and localization of the curriculum to enhance relevance for

the diversity of learners in the Philippines including those learning in MTB_MLE, those of IP

origin, those in Madrasah schools and those in multigrade classes.

The focus for assessment is to continue to strengthen capacity at DepEd central office and in

BEST regions re classroom, national and international assessment. Knowledge and

understanding of formative assessment is currently limited. Activities will focus on improving

capacity in this area through involvement in the development of LAC Facilitator Manuals to

translate assessment theory and practice from the Classroom Assessment Resource Book

into practice as professional development modules for school based LACs.

ACTRC will continue work on capacity building within the BEA regarding the processing,

analysis and interpretation of statistical data relating to national assessments. Research from

ACTRC will inform enhancements to the NCAE and research conducted by RCTQ will lay the

basis for advice to DepEd re the need for rigorous classroom and exit assessments for SHS.



Technical assistance will also be provided in preparation for the Philippines involvement in

large scale assessments like the SEA-PLM in 2017, PISA in 2018 and TIMMS in 2019.

The intent therefore in this BEST Annual Plan is to further enhance capacity and understanding

around curriculum and assessment development, implementation and review.

Subcomponent 1.5: Teaching and Learning Materials

4.1.5.1 Work Plan (2016–2017)

Table 5 Planned Expenditure for Teaching and Learning Materials

Activity / Output

Cost to 30

June 2016

(AUD)

Cost to 30

June 2016

(PHP)

Bureau of Learning Resources

Business Mapping of Distribution and Quality

Assurance (QA) Processes (in collaboration with

BEST OD team)

Development of NEAP training modules on

business processes (to be funded by DepEd)

Technical Capacity Building on Core business –

Design and Development, Quality Assurance

(including editing), Lay-out (to be outsourced)

LRMDS training and stream-lining of QA processes

(in collaboration with BEST UIS Team)

72,639 2,397,087

BLR manual amended to align with findings of

business process mapping and published in “user-

friendly” volumes

27,273 900,009

Total 99,912 3,297,096



Priorities in this sub-component focus directly on improving access to appropriate, quality

teaching and learning materials. Activities that were undertaken during BEST Annual Plan 2

will be further developed this year to ensure improved capacity and capability of the DepEd

organic officers at the Bureau of Learning Resources (BLR) to transition to the new structure

and mandate, post Rationalization Plan.

Improved business processes and a capacity building program tailored to the needs of the

BLR and its mandate will enhance technical skills and competencies relating to design and

development, quality assurance, editing and production of print and electronic instructional

materials. The approach taken to capacity building will include a combination of workshops,

along with ‘on the job’ training, coaching and mentoring. The ultimate beneficiaries of these

activities will be teachers who receive and use the DepEd learner resources and ultimately all

learners in the Philippines K-12 Basic Education program.

Subcomponent 1.6: Educational Facilities

4.1.6.1 Work Plan (2016–2017)

Table 6 Planned Expenditure for Educational Facilities

Activity / Output

Cost to 30

June 2016

(AUD)

Cost to 30

June 2016

(PHP)

PBSP

Expansion of classroom construction in Yolanda-

affected areas, including installation of water

system (101 classrooms) and procurement and

delivery of furniture for the new classrooms

Identification of recipient schools of the 7 new

classrooms in Region 8

Expansion of classroom construction in ARMM (62

classrooms), including installation of water system

(62 classrooms) and procurement and delivery of

furniture for the new classrooms

Identification of recipient schools of the new 45

classrooms in ARMM

Conduct of workshop in recipient schools to

formulate a Building Management and

Maintenance Plan



Total



2016/17 will see the completion of construction of the remaining classrooms from the existing

list identified in collaboration with DepEd. These have been largely in response to the need in

Typhoon affected areas. The construction will include installation of water systems.

Further work will be done to identify locations for a few new classrooms and expansion to the

ARMM area based on their urgent need. Workshops will also be conducted to support schools

in the development of Building Management and Maintenance Plans.

The anticipated outcome is that learners in disaster areas and other areas of need, will have

access to high quality, safe and appropriate designed classrooms for learning. The school will

be capacitated to develop plans that then manage and maintain this valued community asset

for future years.

Subcomponent 1.7: Context Specific Learning Systems

4.1.7.1 Work Plan (2016–2017)

Table 7 Planned Expenditure for Context Specific Learning Systems

Activity / Output

Cost to 30

June 2016

(AUD)

Cost to 30

June 2016

(PHP)

Regional Development of Contextualized Teaching and

Learning Materials

Capacity building re LRMDS (in collaboration with

BEST UIS Team)

Reactivation of LRCs

Support to QA and upload contextualized materials

Technical assistance for BEST regions’ specific

needs re contextualization

Capacity building to support contextualization of

MT materials

131,686 4.345,638

IP Education

Production of a series of short videos on various

aspects of IPEd implementation (e.g. Curriculum

indigenization, school-based management, school

improvement planning) for DepEd use during

capacity building and advocacy activities

18,182 600,006

Total 149,868 4,945,644



The priority for this sub-component during Annual Plan 3 is to strengthen understanding and implementation of contextualized curriculum and teaching and learning materials to better cater for the diversity of students in the Philippines.

BEST can support activities in BEST regions to strengthen capacity and outputs around contextualisation and utilisation of the LRMDS to improve access to learner resources. By building understanding and capacity around contextualisation of curriculum and instructional materials in BEST regions it will mean that marginalised groups of students can better access the K-12 Basic Education Curriculum. Learning will also be more relevant and meaningful. Support to develop Mother Tongue instructional materials across the curriculum should lead to improved literacy and ultimately, improved learning in Language, Math, Science and other subjects



5 Component 2: Strengthening Systems

While Component 1 aims to support DepEd in ensuring every child of school age is able to

access quality basic education, Component 2 addresses system and quality issues in

delivering education through better governance. It focuses on improving the organisation’s

structures, business processes, information systems and capacity for evidence-based policy

and planning (including approaches to gender mainstreaming and inclusive education) and

resource utilisation at all levels (school, district, division, region and central), and improving

the implementation of School Based Management (SBM). A focus of this component is on

supporting the right policy settings, organisational structure, information systems coupled with

strong strategic planning, monitoring and evaluation. These focus areas are crucial to better

service delivery to build a strong basic education system that provides good quality and

appropriate support from Central Office through to schools to enhance outcomes for students.

There are three-levels for governance improvement in DepEd, namely, 1) improved capacity

(systems, structure, policies, and technology), 2) increased levels of competency (knowledge,

skills, attitudes), and 3) improved and sustained practices. Various BEST intervention projects

and activities are being implemented to ensure that these levels of improvement areas are

addressed.

BEST is involved in updating key data and information through strengthening DepEd’s

information system. This data and information are crucial inputs in the development of

education plans, evidence-based policy development, monitoring, and evaluation. BEST also

assisted in finalising DepEd’s National Research Agenda and the Department Order needed

to institutionalise it, which further promotes the culture of research across all governance

levels. Research recommendations and findings are crucial inputs for priority policies as stated

in DepEd’s Policy Agenda.

Component 2 of the BEST program supports DepEd in developing its harmonised planning

system. This necessitates educational plans across all governance levels to be strategically

contributory to the delivery of its mandate and attainment of its organisational outcomes.

BEST plays a key role in assisting DepEd in its rationalisation process. Technical assistance

is provided to facilitate understanding of new roles, defining charters and processes, and

mapping core competencies needed for DepEd personnel. BEST is also building the capacities

and competencies of the National Educators Academy of the Philippines (NEAP) to ensure

transfer of technology and buy-in from different process owners. Different knowledge

management (KM), communications, learning, and training materials are developed to sustain,

replicate, and document lessons learned from various BEST interventions. Business process

mapping, analysis and recommendations in priority areas is assisting DepEd to become more

effective and efficient. A major initiative supports the embedding of a culture of continuous

improvement for teaching and learning and operations of the organisation.



All of these interventions are delivered with the mindset that basic education should be

responsive and inclusive to all learners. Aside from the crucial support around teaching and

learning, improved outcomes for learners is enabled by strengthening systems in the broader

education organisation.

Subcomponent 2.1: Evidence-Based Policy Planning and Management

5.1.1.1 Work Plan (2016–2017)

Table 8 Planned Expenditure for Policy and Planning

Activity / Output

Cost to 30

June 2017

(AUD)

Cost to 30

June 2017

(PHP)

Harmonised Planning Framework and System of DepEd

58,797 1,940,301

Harmonised Policy Research and Development

Framework and System of DepEd

60,606 1,999,998

Enhancement of School Effectiveness Framework

90,909 2,999,997

Technical Support

219,311 7,237,263

Total 429,623 14,177,559

The focus of Evidence-Based Policy Planning and Management 2016-2017 is to build on the capacity and competency of DepEd in the areas of planning, policy, and School Based Management (SBM). With Basic Education Planning System (BEPS) already developed, DepEd’s implementation phase will now be supported. In particular, competency building activities for the central office and BEST regions to implement BEPS will be conducted. With regard policy and research development, anchored on the national basic education research agenda, support will be provided for the development of a regional research agenda. With respect to SBM, support will be given for the review and continuous improvement of the SBM framework. Once reviewed and enhanced, the framework will be used to assess DepEd’s competency and capacity to implemented the enhanced SBM framework/ school effectiveness framework. Specifically, activities to be implemented include the following:

conduct benchmarking activities to compare DepEd’s business processes related to

planning and budgeting, policy and research, and SBM to other comparable agencies’ or

offices’ best practices;

conduct an organisational assessment of DepEd’s capacity and competency to:

o develop and implement a harmonised planning system and develop education plans

(NEDP, REDP, DEDP, and SIP),



o conduct and manage education research and evidence-based policy, and

o review, enhance, and implement a school effectiveness framework.

implement the Basic Education Planning System (BEPS) in BEST regions;

finalise the national research agenda and develop regional research agenda in BEST regions;

review and enhance the School-Based Management Framework/ School Effectiveness

Framework;

conduct capacity and competency building activities for key DepEd units and staff on:

o strategic and operational planning;

o education research and evidence-based policy making; and

o school-based management.

develop communication and knowledge products.

Subcomponent 2.2: Unified Information System

5.1.2.1 Work Plan (2016–2017)

Table 9 Planned Expenditure for Unified Information System

Activity/Output Cost to 30 June

2016 (AUD) Cost to 30 June

2016 (PHP)

I. Establishment of Unified Information Systems

Technical support for continuing implementation

and enhancement of information systems supporting SHS

(LIS, EBEIS, SBIS)

86,667 2,860,011

Development and implementation of platform for open

and adaptive reports and business intelligence

Technical support for software development

66,667 2,200,011

Procurement of Business Intelligence Software

227,273 7,500,009

Training on data analytics using the BI tool

7,576 250,008

Development and implementation of system to support

harmonized planning system

40,000 1,320,000.00

Enhancement of the Program Management Information

System

40,000 1,320,000.00

II. ICT integration in teaching and learning

Development and implementation of LRMDS Professional

Development Module & Learning Management System

103,636 3,419,988



The focus of technical assistance for 2016 to 2017 is the strengthening of organizational

capacity in the use of the information systems and technologies that were developed and

implemented to support the delivery of education services. This will be delivered through the

following strategies:

Development and integration of systems and technologies according to a well-defined

Enterprise Architecture

Development and implementation of ICT support to teaching and learning through

enhancing competencies of school heads and teachers in the use of education

technologies

Development and implementation of strategies for transitioning and sustaining

initiatives

The activities and outputs defined in the annual plan are anchored on DepEd’s ICT Strategy

and Information Systems Strategic Plan (formulated by DepEd with technical assistance from

BEST-UIS under AP2). The development of the various information systems and technologies

will be undertaken by a team of ICT Specialists while the implementation of these systems in

the different levels of education management will be the responsibility of ICT Service in

collaboration with implementing units/offices at the national office level. In the delivery of

technical assistance, the UIS TA Team shall ensure that there is clear correspondence and

linkage with plans of other BEST components, DepEd programs and projects and initiatives of

other donor agencies.

Development and monitoring of “model schools” to

demonstrate ICT integration in T/L

30,303 999,999

Technical support to ICT for T/L 48,485 1,600,005

III. Sustaining initiatives

Development of UIS Sustainability & Transition Plan 46,060 1,519,980

Development and Implementation of CB program for UIS

Operation and Continuous Improvement 7,576 250,008

Technical Support on Infrastructure Maintenance 112,041 3,697,353

TOTAL 816,284 26,937,372

Activities for budget consideration

Application systems’ performance testing and tuning 30,303 999,999

Application systems’ security testing and compliance

assessment

30,303 999,999

Design of and implementation support for Capacity

Building program on ICT Literacy

6,060 199,980

Total (including activities for budget consideration) 882,950 29,137,350



Development and integration of Information Systems

This activity involves the provision of technical support to ICT Service in the development and

rollout of systems to support the data and process requirements for Senior High School

implementation and the harmonized planning and management of programs and projects.

Alongside the development of new systems is the continuous improvement of existing systems

to ensure relevance, security, efficiency and effectiveness.

Subcomponent 2.3: Gender Equality Mainstreaming

5.1.3.1 Workplan (2016-2017)

Table 10 Planned Expenditure for Gender Equality Mainstreaming

Activity / Output

Cost to 30

June 2017

(AUD)

Cost to 30

June 2017

(PHP)

Building the capacity of the GFPS as constituted by the

next administration

36,363 1,200,000

Development of a certification program for in-house

DepEd GAD trainers

18,182 600,000

Development of the GPB MEF 18,182 600,000

Integration of GAD in CI 9,091 300,000

Assistance for the development of the Omnibus Policy

on Gender-Fair Education

9,091 300,000

Production of KM products 9,091 300,000

Total 100,000 3,300,000

BEST will assist the Department of Education strengthen its capacity to mainstream Gender

and Development (GAD) responsiveness in the organisation. It will focus on helping strengthen

DepEd’s institutional mechanisms as well as help build the competencies of its key personnel

for implementing GAD reforms. It will provide technical assistance to strengthen the Gender

Focal Point System (GFPS) at all governance levels (with priority to BEST regions) as well as

build the competency of the GFPS secretariat. An institutional strengthening program will be

conducted to train key staff and develop a pool of GAD trainers in DepEd with competencies

comparable to the GAD trainers’ pool certified by the Philippine Commission on Women. This

“DepEd GAD trainers’ pool” will also be the institutional mechanism that will ensure that DepEd



develop compliant annual GAD Plan and Budget and GAD Annual Reports that are critical in

allowing DepEd access its 5% (of total DepEd budget) GAD budget.

BEST will continue its assistance on the development and implementation of the historic

omnibus gender-fair education policy which began in the second annual plan. Knowledge

Management (KM) and communications products will be developed and produced to ensure

sustainability of learning and development programs for gender, to document gender best

practices of the department and, to provide a policy briefer of the gender–fair education policy.



Subcomponent 2.4: Organisation Development

5.1.4.1 Work Plan (2016–2017)

Table 11 Planned Expenditure for Organisation Development

Activity/Output Cost to 30 June 2017 (AUD)

Cost to 30 June 2017 (PHP)

Business Process Improvement (Systems and Processes)

Process documentation and analysis

Process improvement design for priority functions

90,909 2,999,997

Human Resource Management Systems

Quality monitoring for the formal implementation of Results-based Performance Management System

Strengthening of BHROD

106,060 3,499,980

Structure Strengthening (Support for RatPlan Implementation)

Alignment of office charters (regions and central offices)

Conduct of office diagnosis as baseline to organization development (central and field offices)

68,061 2,246,013

Technical Assistance

121,631 4,013,823

Total 386,661 12,759,813

Additional activities if Technical time permits and funding available

Business Process Improvement

Quality monitoring and documentation for pilot testing of improved processes. This will also include the development of quality manuals and quality procedures.

Capacity building of BHROD staff and Work Process Teams in DepEd to perform continuous improvement of work processes. It will also prepare DepEd for ISO 9001-QMS 2015 certification including scoping of processes for certification, organizing and capacitating the Quality Management Task Force (and any special interest task forces) representing all levels of governance.

Internal communication structure for regions, divisions and schools. The assistance will



This sub-component will continue to support strengthening the systems, structures and human resources processes as well as capability of personnel throughout the organisation. Activities include: BUSINESS PROCESS IMPROVEMENT

Process documentation, analysis and improvement

The assistance will involve documentation, analysis and pilot testing and monitoring of

improved processes (including vertical and horizontal alignment) in Finance, Field Technical

Assistance, Unified Planning and Human Resource Management, Learning Resource

Management, Learning Delivery and Curriculum Development, Classroom Construction and

Rehabilitation, and Unified Information Systems. Major outputs will include quality operations

manual and quality service standards for each of the major systems.

Competency and capacity development for business process improvement

assess existing communication protocols and available systems, identify business requirements in terms of frequency and size of communique, reliability of communication methods, approval process and recordkeeping.

Human Resource and Management Systems

Development of HR Frameworks and Programs for Wellness. This will include the assistance for the implementation of Financial Literacy Program, and the conduct three Wellness Programs.

Strengthening of BHROD and HRDD. The assistance will support the finalization of BHROD Charter and Policy Covers for Human Resource Systems and the implementation of the BHROD Capacity Development Plan. Major outputs will include the HR and OD framework for DepEd, the BHROD change management plan to support the capacity development plan and the final BHROD charter and compendium of HRM programs, system manuals and supporting policies.

Knowledge management system for BHROD. Support will identify sources of knowledge to be managed and define scope of work, and design and pilot test an internal system to manage knowledge resources and content.

Structure Strengthening (Support for RatPlan Implementation)

Training of BHROD and allied functions on the process of diagnosis and OD quality monitoring

Creating ownership of charters within and across offices, which will include within and inter-group team building activities, and information campaign.



Assistance will focus on capacity building of BHROD staff and Work Process Teams in DepEd

to perform continuous improvement of work processes. It will also prepare DepEd for ISO

9001-QMS 2015 certification including scoping of processes for certification, organizing and

capacitating the Quality Management Task Force (and any special interest task forces)

representing all levels of governance.

HUMAN RESOURCE MANAGEMENT SYSTEMS

Installation of PRIME systems (required by CSC) with Human Resource Information System. The four major HRM systems are the following:

Results-based Performance Management System (RPMS) – Development of training

material on setting of individual objectives and development requirements. Capacity

building of HR and Personnel staff on RPMS orientation and training on new guidelines

and BEI skills.

Recruitment Selection Placement and Induction (RSPI) – Development of service

standards and review/revision of Quality Standards of DepEd unique positions. This

will include the implementation of on-boarding programs.

Rewards System – Review and enhancement of rewards policy, systems and

processes.

Assistance will include the definition of job descriptions within the regional offices and SDOs.

A major output is the creation of a compendium of DepEd-wide job descriptions. It will also

assist BHROD in the design of the Human Resource Information System

Development of HR Frameworks and Programs for Wellness. This will include the

assistance for the implementation of Financial Literacy Program, and the conduct three

Wellness Programs.

Strengthening of BHROD and HRDD. The assistance will support the finalization of BHROD

Charter and Policy Covers for Human Resource Systems and the implementation of the

BHROD Capacity Development Plan. Major outputs will include the HR and OD framework for

DepEd, the BHROD change management plan to support the capacity development plan and

the final BHROD charter and compendium of HRM programs, system manuals and supporting

policies.

STRUCTURE STRENGTHENING (Support for RatPlan Implementation)

Development and alignment of office charters. The activities include support for developing

office charters of bureaus and offices at the central offices and divisions in the regional and

division offices. Support will also be provided in aligning all DepEd charters to ensure

complementation and synergy across strands and offices within and across offices in central,

regional and division offices. A compendium of charters will be a major output of this

assistance. Aligning charters within and across offices will include within and inter-group team

building activities.

Conduct of office diagnosis as baseline to organization development. Support will

include office and inter-office diagnosis to determine baseline performance of offices. It will

also include assisting priority offices (central office, BEST regions) to develop their respective

organization development change plan to support strategic plans. This will also include building

internal competency of BHROD and allied structures to conduct organization development

diagnosis and design interventions.

COMMUNICATION



Internal communication system between BHROD, NEAP and Regional Offices. The assistance will assess existing communication protocols and available systems., identify business requirements in terms of frequency and size of communique, reliability of communication methods, approval process and recordkeeping. The outputs will include improved internal communication system for BEST regions and in priority offices at the central office, quality operations manual and service standards.

Knowledge management system for BHROD. Support will identify sources of knowledge to

be managed and define scope of work, and design and pilot test an internal system to manage

knowledge resources and content.



6 Cross Cutting Themes

6.1 Monitoring and Evaluation

Table 12 Planned Expenditure for Monitoring and Evaluation

Activity / Output

Cost to 30

June 2017

(AUD)

Cost to 30

June 2017

(PHP)

Strengthening M&E Systems (CO, RO, DO, School) 88,981 2,936,373

Setting up the M&E Systems at School and Schools Division

Office

7,353 242,649

Development of K to 12 M&E / Sub-sector M&E Framework 11,765 388,245

Technical Support 313,865 10,357,545

Continuing Commitments (Baseline Studies) 17,647 582,351

Total: 439,611 14,507,163

6.2 Disability

Table 13 Planned Expenditure for Disability

Activity / Output

Cost

1 July 2016-

30 June 2017

(AUD)

Cost

1 July 2016-

30 June 2017

(PHP)

Engagement of Disability Consultants

Engagement of Inclusive Education and Disability Project Officers

Raising Awareness and Strengthening Partnership across BEST

Program, BEST Regions and Disability Peoples Organizations,

developing coordinated sector planning to ensure strategic support

for DepEd in meeting the requirements of the CRPD

Building capacity of key personnel at all levels of DepEd

Creating evidence-bases in BEST Pilot Regions through the

development of clusters of demonstration schools



Activity / Output

Cost

1 July 2016-

30 June 2017

(AUD)

Cost

1 July 2016-

30 June 2017

(PHP)

Field Trip to a SE Asia country to take part in a regional IE forum

for Central DepEd SID team to share practice and build capacity

Series of Consultations to support DepEd in developing the IE

Framework

Operational Expenses

Total 150,000 4,950,000

BEST is supporting DepEd in ensuring the inclusion of children with disabilities across the

Program through a number of initiatives including:

Review and updating of existing policy frameworks and guidelines to ensure they are

compliant with the Convention on the Rights of Persons with Disabilities (CRPD)

Enhancing the capacity within DepEd to meet the requirements of the Convention

Review and develop the Inclusive Education Framework

Ensuring that classroom construction activities support access for children with disability

BEST has appointed two disability consultants, one local (from the disability sector) and one

international, to support ongoing review of the Program Design and provide advice on ways in

which all aspects of the program can support DepEd towards becoming CRPD compliant. The

program has also appointed two (2) Inclusive Education and Disability Project officers to

facilitate and implement the activities and provide technical assistance to DepEd – SID. These

consultants and officers will continue to work across the Program in Annual Plan 2016-2017

to support this process. Activities for 2016 - 2017 will include:

Engaging different Disabled Peoples’ Organisations (DPOs), academe and other

stakeholders in a series of consultation to develop the inclusive education framework.

Capacity building within DepEd and throughout the system through workshops and

technical support

Strengthening the support systems in the local communities and schools to create an

inclusive environment with inclusive culture and values.

Supporting a review of current practice across the system to assess alignment with the

CRPD, identify priority areas and design interventions

A field trip for Central DepEd SID staff to join a regional IE forum to examine and share

good practice on IE.

Build evidence based on best practice models of inclusive school development through

field work with schools in BEST regions developing an Inclusive School model which can



be extended across all schools to be undertaken in synergy with BEST TD team, under

Component 1.1 and 1.2.

Providing advice to ensure that classroom construction activities support full access for

children with disability.

Integrating disability into all subcomponents – the Inclusive Education team will be tasked with

planning, implementing and monitoring disability with respect to the DepEd work they are

supporting. The team will work closely with DepEd- SID to consider how supported activities

will enhance access and participation of people with disabilities. Specific planning and

monitoring tools have been developed to support this initiative and will form part of BEST’s

reporting activities. These reports will inform the overall monitoring and evaluation framework

of the program

All activities can be scaled up with the availability of additional funding.

6.3 Environment

Table 14 Planned Expenditure for Environment

Activity / Output

Cost to 30

June 2017

(AUD)

Cost to 30

June 2017

(PHP)

Train Stakeholders on environmental scanning under the

“School Watching” program

Train relevant stakeholders to develop school-based

Environmental Safeguard Plans (ESPs).

Establish demonstration sites to develop and implement Environmental Safeguard Plans

Total: 19,494 643,302

6.4 Child Protection

DFAT has a Child Protection Policy and is committed to working with its partners to prevent

and respond to child exploitation and abuse. DFAT’s mandatory child protection compliance

standards are applicable to contractor and civil society organisations, individual contractors

and partners involved in the aid program. The following are the major requirements:

Contractor and civil society organisations. Contractor and civil society organisations

play an important role in protecting children. DFAT-funded contractors and civil society

organisations are required to develop and implement a DFAT-compliant child protection

policy which consists of nine standards that provide a framework for managing and

reducing the risks of child exploitation and abuse. The organisation’s Child Protection

Policy must apply to all personnel, partners and subcontractors who are engaged by a

contractor or civil society organisation to perform any part of a DFAT-funded activity. Those



using DFAT funds to engage an organisation or individual subcontractor must ensure the

organisation or individual subcontractor complies with the relevant child protection

standards.

Individual contractors. Individual contractors who are in contact with children are

required to sign the funding organisation’s child protection code of conduct and ensure

they comply with this during their employment. Individual contractors must obtain a criminal

record check before they are contracted. Those using DFAT funds to engage an

organisation or individual subcontractor must ensure the organisation or individual

subcontractor complies with the relevant child protection standards.

Two fundamental concepts to be applied throughout the life of BEST are those of inclusive

education and child protection both of which emanate from the United Nations Convention on

Human Rights (1948) and related conventions relating to the Rights of the Child and to the

Elimination of All Forms of Discrimination against Women.

The concept of inclusive education recognises the right of every child regardless of ethnicity,

religion, gender and physical or intellectual attributes or disabilities to receive a full basic

education. Applied in an education system this means that the ultimate goal must be for as

close to 100 percent as is possible for all children to access, participate in and achieve as

much as possible from their basic education and to do so without discrimination of any kind. In

many countries such as Sweden, Germany, UK, USA and Australia, the percentage of children

accessing and successfully completing elementary education is already at levels close to 99

percent. This should be the target for every education system worldwide.

Alongside this concept of inclusive education and ‘schooling for all’, sits the concept of child

protection. It is fundamental to the United Nation’s Rights of the Child Convention that each

child has the right to a life free of exploitation and abuse and that certain standards should

apply in areas such as health and education. In brief, the school environment should at all

times be a place of safety and security.

Cardno has a Child Protection Policy, updated in 2013 to reflect Australian Aid’s new Child

Protection Policy, which has the objective to create and maintain productive environments for

children in the delivery of Australia’s overseas aid program. All Cardno personnel, national and

international are screened for their suitability to work closely with children and trained in this

policy and in ways to identify and deal with cases of abuse and exploitation that may occur.

The BEST team will work with all partners to ensure the most supportive, safe and productive

schooling environment for all children – an environment based on respect and equality.

Similarly, the other implementing partners also have child protection policies consistent with

the requirements of Australian aid programs.

The principle of child equality will apply across all program activities and very specifically in

the development and application of gender mainstreaming. Gender mainstreaming is the

(re)organisation, improvement, development and evaluation of policies and processes, so that

a gender equality perspective is incorporated in all policies and practices at all levels and at all

stages, and by all in the education system whether policy makers, administrators, school

principals or classroom teachers.

The BEST developed a Quality Assurance Management Manual at the beginning of the

program. It includes child protection policies that apply to all BEST employees (local and

international), contractors, and subcontractors. The ability of a preferred candidate to provide



a police clearance form part of the requirements prior to finalising an employment contract.

The BEST Induction Program includes a briefing and distribution of policy on child protection.

Where advertising is to be undertaken, Cardno will ensure that advertisements contain a

statement regarding child protection and other relevant policies and contain the closing date

for applications. Compliance with relevant provisions on child protection is contained in

employment and subcontract agreements. Program personnel are required to secure approval

for the use of images through a consent form and/or video and photographic release form.

All other implementing partners have child protection policies that are consistent with the

requirements of DFAT.

Integrating consideration of child protection into all subcomponents – Technical Specialists will

be tasked with planning, implementing and monitoring child protection issues with respect to

the DepEd work they are supporting. Specialists will work with their DepEd counterparts to

consider how supported activities will ensure children are protected. Specific planning and

monitoring tools have been developed to support this initiative and will form part of BEST’s

reporting activities. These reports will inform the overall monitoring and evaluation framework

of the program

BEST Program Support Coordinating Office

In preparation for progress tracking of BEST activities, the Program Support Coordinating

Office (PSCO) as represented by DepEd’s PMS will be strengthened on doing M&E work,

specifically on the operationalisation of the AICS and DSS. The Regional QAD will also be

trained to allow field level tracking and validation of results and changes as a result of BEST-

supported activities.

Regular meetings of the PSCO will be held to monitor and evaluate progress and initial gains

in BEST activities. The PSCO will also be reviewing all baseline information generated by each

component, along with the baseline research findings, and the M&E inventory of the six priority

Regions.

Preparation of the SMPR will be a joint activity of the BEST PSCO. Review missions will also

be conducted every six months starting with the second Annual Plan implementation.

Operationalisation of the BEST PSCO M&E system - AICS and DSS

The Activity Implementation and Control System (AICS) and the Decision Support System

(DSS) was operationalised in 2016. The AICS is the project portfolio management mechanism

for managing all the activities of the BEST while the DSS is the web-based information system

on the physical and financial status of all BEST activities. The BEST PSCO has been oriented

and trained on the AICS. The DSS will be a key mechanism for the PSCO to perform its

monitoring of BEST accomplishments.

Key activities will include:

Regular meetings of the PSCO to monitor and evaluate the progress and initial gains of

BEST activities

Review of the M&E baseline

Orientation on the use of the DSS

Preparation of the six-monthly progress reports (SMPR)



7 Program Management

7.1 Committees

Meetings of the Program Management Committee (PMC) and Program Steering Committee

(PSC) were held quarterly and annually, respectively to facilitate the Annual Plan approval and

strategic discussions on program progress, achievements and direction. While the

Implementation Group (IG) has never been established, the chairs were intended to be

Undersecretaries (Regional Operations and Curriculum & Instruction). However, this will now

be established in Annual Plan 3 period. The names and positions will be discussed at the

PMC meeting.

Regular monthly meetings were also held among the senior management of DepEd, DFAT,

and the Facilitating Contractor to discuss emerging issues and actions required to ensure that

the Program remained on track and responsive to emerging and changing needs. This

arrangement is mirrored by the Facilitating Contractor with management meeting on weekly

basis.

7.2 BEST Offices in the Central and Regional Offices

BEST established a permanent office close to the DepEd Central complex in 2015. It

accommodates all Manila-based Cardno-recruited personnel and other short-term specialists

engaged in the Program. In the six priority regions, BEST has established stations in DepEd

regional offices. These house operations support staff and M&E Specialists who work directly

with their DepEd technical counterparts in planning, monitoring, and evaluating activities in the

field.

7.3 Grants

While guidelines for a grants process were developed, the Program Management Committee

decided to suspend the grants facility. This decision was taken due to the demand on limited

resources and the need to focus on the central system reform agenda.

7.4 Communication

Significant support has been provided to DepEd in terms of advocacy of the K to 12

implementation. This support included a K to 12 Summit for Presidents of Parents’ and

Teachers’ Association (from all across the nation). K to 12 advocacy materials were designed,

tested and distributed. These included for website, hard-copy, videos, social media messaging

and speech notes for senior officers.

Cardno provided strategic coordination among the implementing partners. It has an Internal

Communications Plan, which provides strategies that use communication to influence and

achieve BEST objectives. It outlines the ways of working to provide mechanisms and protocols

in interacting with DFAT, DepEd, implementing partners, and stakeholders. A focus in 2015

and 2016 was to update this internal communication plan to further support communication of

appropriate information between and across key partners. This included information about the

delivery, advocacy, and promotion of the Program and its activities.



External communication and advocacy was established in the last planning period. This

included the launching of the BEST website and intranet for implementing partners. A

dedicated communications person will be appointed in 2016 with terms of reference that

include the management of the website, development of advocacy and knowledge

management materials.

7.5 Knowledge and Information Management

Cardno is responsible for all knowledge and information management for the Program. There

is an established knowledge and information management system for the Program.

As stated, the website has an intranet facility for internal purposes (administration, resources

etc.). The website has been developed through consultation with expert advice and feedback

from stakeholders. A protocol for content approval, continuous maintenance and enhancement

of the website is in place. The web-based resource is to store current relevant and frequently

used documents on the site including but not limited to report templates, orientation briefings,

forms and policies. It allows networking and information sharing between personnel facilitating

capacity building and lessons learned. In the next period examples of good practice,

information on impact and effectiveness and any research outcomes will be available on the

site. A password-protected section enables stakeholders to collaborate and monitor results,

initial gains, accomplishments, expenditure, the number of adviser personnel planned and

utilised, grant recipients and status of grants, sub-contractors, and other management

information.

7.6 Annual Planning

Following the PMC and PSC meetings in July 2015, a proposal was tabled and accepted for

PMC meetings to be held four (4) times per year moving forwards. This has been adopted in

the 2015/16 financial year and it is anticipated that this will continue to program end in June

2019.

8 Analysis of Progress

Assessment of Progress: A key question for BEST is whether the achievements to date met

the stated objectives for this period. Evidence is drawn from the reports of implementing

partners and discussion from the peak governance groups for BEST (PMC and PSC). At the

PMC and PSC, there was recognition that, overall, BEST achieved and exceeded what had

been planned to date. Furthermore, that it is on track to meet end-of-Program target outcomes.

At the PSC, Secretary Luistro recognised how much had been done and achieved over a short

period. He also mentioned the impact of the communications activity in building sustainability

for K to 12 reform. Targets on program management have also been met. These are

summarised below:

Mobilise and appoint key personnel: All key personnel have been mobilised. Importantly, a

human resources manager was appointed. This was critical given the increasing numbers of

staff appointed as the Program progressed to full implementation phase.



Maintenance of peak governance groups (PSC, PMC, Implementation Group): The PSC

and PMC were successfully continued in a collaborative and consultative manner with DepEd,

DFAT, and implementing partners. Scheduled meetings of both groups were competed with

key outcomes achieved such as the endorsement of the second and third BEST Annual Plan.

There was excellent representation at the meetings, although the Implementation Group (IG)

still required representation from the Technical Working Groups for it to be established in the

manner that was planned. Its work progressed, however, through meetings with the Chairs of

the IG, representatives of the Australian Embassy, and the BEST team.

Given the ambitious reform agenda during the period of the initial period of BEST, DepEd and

DFAT agreed that approval through Undersecretaries and DFAT would allow for greater

efficiency of decision-making and consideration of constituting formal TWGs and the IG for

BEST would be made later in the Program. Approval for the establishment of BEST Technical

Working Groups for Components 1 and 2 was indeed approved at the June 2016 PMC

meeting. It is planned that this will be progressed following consultation with the newly

appointed DepEd administration.

Identify new/needed activities to support DepEd initiatives: While some activities

transitioned from previous program/s, many were in their initial stages of planning and

preparation at the time that the first BEST Annual Plan was drafted. This required work in the

first year to identify and refine required activities. An ongoing process of consultation by BEST

Technical Specialists and their counterparts successfully identified and recommended

activities to provide support to major DepEd initiatives. These activities were articulated in

design documents and endorsed by the relevant Undersecretary of DepEd. In the last quarter

of the 2015/2016 financial year, an annual planning process was conducted with all

stakeholders and this resulted in the development of this third Annual Plan that was endorsed

by the PMC on 23 July 2016.

Establish relationships with implementing partners: One of the strengths of BEST is

having the vision for a more holistic and integrated approach to supporting the education sector

in the Philippines. Implementing partners from research centres to facilitators of classroom

construction and providers of education scholarships were integrated into BEST.

ACTRC

RCTQ

PBSP

PBEd

Key personnel from all Implementing Partners met with the BEST team and Australian

Embassy staff on regular occasions throughout the year to share plans and discuss

collaboration and coordination strategies. All participated in the annual planning process

including face-to-face meetings and electronic communications. All parties have contributed to

joint reports and plans submitted to the Australian Government and to DepEd.

8.1 Issues, Challenges, Opportunities and Moving Forward

A significant challenge was presented given the number of priorities that needed to be

completed before the change in DepEd leadership due at the end of the 2016 financial year

following the national election. Interestingly, an easing of the budget allocation provided an



opportunity for the partnerships within BEST to become stronger as each contributed to

managing the challenge in various ways. When the budget allocation was known in June 2016,

the following were done:

Based on discussions between DFAT and DepEd, the target for classroom construction

was reduced to 509 (from 1,000), in recognition that the Philippines Government had

allocated substantial budgets for classroom construction in the General Appropriations Act

A number of strategies were put in place in order to maximise the budget. These include

increased cost-sharing of activities with DepEd, savings exercise to minimise operations

costs, engaging individual resource persons on a shorter time frame instead of engaging

companies as service providers. The PMC agreed to hold quarterly meetings to allow for

review of progress and re-allocation of budgets

Increased integration between activities resulting in some rationalisation in the number of

workshops and meetings

BEST was successful in an application for exemption from 12% Value Added Tax (VAT)

The newly formed Negros Island Region has been extracted from the existing BEST supported

Regions 7 and 8. Given BEST was already supporting this geographic area, support can

continue from the existing neighbouring BEST offices. It is recommended that approval is

sought from NEDA for this amendment to focus regions for BEST support. A request for a

dedicated office in the new Region would present a resourcing challenge.

The implementation of several and simultaneous organisational development activities is a

challenge for BEST to accommodate within the scope and resources of the Program. BEST

will support DepEd in identifying priority areas for support and ensure those selected meet

important needs and are within scope of the Program.

ACTRC has resolved operational challenges following delays in formalising a new partnership

agreement between University of Melbourne and University of the Philippines.

In anticipation of the possible changes in DepEd Leadership following the 2016 elections, the

PMC directed the implementing partners to develop an Annual Plan for 2016/17 to assist in

continuity of initiatives and smooth transition to the new administration.

9 Risk Management

The Risk Register Matrix in the AP2 and 3rd SMPR were reviewed to determine if any new

risks have emerged as well as to assess the degree to which these risks may affect Program

implementation in the next year. In the presentation and review of the risks, the following

factors were considered:

The new administration may bring new opportunities to the Program. It can also bring in

some risks that may possibly result from new priorities and strategies. It will be important

to engage the new senior public servants in DepEd if benefits of reform such as the

introduction of the K to 12 and Senior High School curriculum are to be sustained.



Completion of the staffing of units under DepEd’s rationalization program. Almost all units

are now fully functional - staff have been hired, and physical transfer to the new offices is

complete. Such development is expected to increase involvement to Program activities.

Launching of the Grade 11 SHS Program. DepEd made a very successful school opening

for Grade 11. Currently, there are around 1.3 million Grade 11 learners enrolled and

participating in the SHS. Teachers have been trained and are in place. Work is still ongoing

in terms of physical facilities and learning materials.

Frameworks, guidelines, systems and processes are in place. In the last two years, the

Program significantly completed key frameworks, guidelines, systems and processes for

DepEd. These helped the “new” units jumpstart their operations under their new mandates.

These frameworks, guidelines, systems and processes in place will help in the reduction

or mitigation of some risks.

Implementation of various capability building programs. DepEd, through BEST, has

implemented many training programs for DepEd personnel. These include training on

continuous improvement (CI), education planning, monitoring and evaluation (M&E), and

information systems. Generally, these help improve DepEd’s competencies on planning,

management and implementation and on the use of information systems.

For the incoming implementation period, the following risks are highlighted. Adjustments on

the level of risks for some identified risks were made. No new risks were identified. Strategies

to minimize the risks or mitigate its impact to the Program or both, are considered in the AP3.

Adjustments to the risk level of identified risks are noted below:

A new Administration begins 1 July 2016. When leadership changes with a client there is

some risk of loss of continuity and momentum of current initiatives and possibility of new

priorities and strategies. It will be important to engage the new senior public servants in

DepEd, develop a good working relationship if the investment in current reform is to be

sustained.

Insufficient qualified teachers are available or recruited for Year 11 and 12 classes (A1).

This risk is reduced from very high to high. The initial year offering (Grade 11) was launched

in June 2016. Teachers were recruited and provided a two-week preparatory course prior

to their deployment. The implementation of Grade 11 classes will be one of the key items

in the Monitoring & Evaluation and Adjustment (MEA) of the regions and the divisions.

Insufficient classrooms are constructed/available for Year 11 and 12 students (A2). To

date, this risk is classified from very high to high. Classrooms deficiency is expected to be

reduced in the months to come. Construction of many new classrooms are ongoing. These

are expected to be finished in the next few months. Measures are also in place to mitigate

the shortfall of classrooms for SHS. These include shifting in schedule of classes, utilization

of some classrooms from the junior high school (JHS), utilization of currently unutilised

facilities in the school, and in some cases, use of facilities temporarily provided for by the

local government units (LGUs) and other partner stakeholders. This is also one of the

priority monitoring concerns of the SDOs, Regions, and Central Office. Monitoring of

classroom construction is one of the key items in the quarterly Monitoring & Evaluation and

Adjustment (MEA) at the SDO and RO, and in the quarterly Program Implementation

Review (PIR) being implemented by the CO Planning Service.



The in-service teacher development activity is not sufficiently effective in improving

teachers’ pedagogical skills and building teacher content knowledge because of lack of

time and inconsistency in delivery of module (B1). Risk classification is reduced from very

high to high. Initiatives are focused on strengthening of the NEAP to provide quality training

support to teachers. LAC is also strengthened to provide venue for school heads, education

supervisors, and co-teachers to act as mentors and trainers as response to inconsistency

of module delivery.

The bonus scheme for teachers and its linkage to pupil performance in NATs undermines

the K to 12 initiative to introduce a learner friendly pedagogy, because teachers

concentrate on more traditional pedagogy in order to “prepare children for tests” (B5). This

risk is reduced from very high to high. There is increasing advocacy and efforts on certain

quarters within DepEd to de-link the performance bonus from NAT in their RBPMS.

DepEd trying to complete too many major print and electronic teaching and learning

materials prior to 2016 election. Teachers get swamped with materials with no time or in-

service to support their use. Materials will sit on shelves or stay packed in the boxes in

which they were delivered (B8). This risk is still classified to be very high.

LRMDS is not fully capable of hosting important learning modules for mass access (C1).

This risk is still very high. To date, uploading of the materials is done at the CO-level only.

DepEd is yet to implement the full LRMDS cycle which include submission of materials,

quality assurance of materials, approval and publication of materials.

Insufficient capacity building occurring with organic staff of DepEd due to TAs from

Programs and Projects Office accelerating work processes (C2). This risk is downgraded

from very high to moderate. In the last two months, there are increased engagements and

collaborative work between organic staff from Bureaus and the Technical Assistants (TAs).

This is evidenced by the series of workshops and roadshows led by the Bureaus, with

supporting roles provided by the TAs. The staffing of the Bureaus and the subsequent

appointments of key staff are allowing the Bureaus to take the lead in the program and

policy development processes at the CO level. At this stage, the new Bureaus may still

need assistance from some of the TAs.

DepEd trying to complete too many major reforms in curriculum and assessment prior to

2016 election (C6). This risk is still classified as very high. As previously noted, the rate of

change is in response to the mandated demands, emerging demands from the field, and

possibly, new priorities from the incoming administration. The M&E system of DepEd will

have to be strengthened and operationalized in the next few months to provide timely and

key feedback on efficiency and efficacy of the reforms. The Planning Service may have to

take stock of the different ongoing reforms and evaluate the implementation status.

Delays in establishing and filling up key positions in the ICT service - the organization

support for the UIS may slow down the delivery of UIS related service (F3). The risk may

be reduced from high to moderate. To date, the ICT service is now headed by a full-time

director. Key positions were also filled. Last month, DepEd ICT unit started preparing its

information system strategic plan (ISSP).

Maintaining the UIS server in a high risk location like the Education Development Projects

Implementing Task Force (EDPITAF) building compromises system security and increases

probability of downtime during a disaster (F3). Risk is reduced from very high to high. Within



the year, risks will be significantly reduced. Mitigating measures are already in place such

as having mirror site or a redundant backup in DepEd Cebu. There is a plan to move the

UIS servers to a more stable building within the DepEd compound (Bonifacio building)

within this year.

Competing and overlapping activities of the different components and DepEd priorities tend

to reduce the absorptive capacity of system users and implementers (F4). Risk is very high.

Mitigating measures being put in place include the strengthening and operationalization of

the Technical Working Groups (TWGs) and DepEd’s Project Management Service (PMS)

as the Program’s DepEd coordinating unit. As of now, PMS staff complement is complete,

and are beginning to engage in Program work. On Program management concerns,

subcomponents’ scope of work will be regularly reviewed to ensure these are within the

agreed scope of the Program.



10 Sustainability

Major Program accomplishments have been documented in the last two years. In the last six

months, the Program is also generating significant stories resulting from Program support and

initiatives. In order to ensure sustainability of these gains and benefits to DepEd, and to ensure

a more efficient implementation of the Program, the following sustainability mechanisms are

proposed:

Highlight ownership of DepEd on the management of the Program and the Program

activities. 

i. This means DepEd taking the lead in setting Program directions, planning,

implementation and monitoring.  Currently, this is being practiced through the

quarterly Program Management Committee (PMC).

ii. Series of meetings are being undertaken with the PMS on strengthening its role

as the Program’s coordinating unit. The facilitating contractor will provide full

technical support to capacitate the PMS as DepEd’s representative to the BEST

PSCO. This includes defining the program implementation process, monitoring

system, and reporting.

iii. To encourage ownership, BEST program will ensure the use of existing

structures for governance and management, engaging TA and program teams

with DepEd. The strategy ensures that integrated systems are in place and

mainstreamed in DepEd business process and are operational. These will be

used for policy enhancement, formulation of plans, adjustment of program and

innovations.

iv. Program activities will be taken from the current work priorities of the DepEd

implementing units. Through the TWG, DepEd will identify strategies, outputs

and/or activities they will need assistance on (but need to be aligned to agreed

ToC for approval).

Responsiveness to demands and/or needs of DepEd. The Program will support the

priority strategies and activities of DepEd. The Program will provide a platform for DepEd

and BEST TAs to discuss and strategise the activities to be undertaken for the period. The

preparation of the detailed work plan will be done in collaboration with key partner units

and agencies.

Lead role of DepEd during implementation of activities. Program activities such as

training, workshops, conferences, research, and related activities, will be managed and

implemented by the DepEd implementing units. The facilitating contractor, on the other

hand, will serve as resource person.

TWG as a clearinghouse of strategies and quality assurance of outputs. The Program

will endeavour to organise and ensure the operationalisation of the TWG’s for Component

1 and Component 2. Membership in the TWG may include key DepEd implementing units

(based on strand and requirements), BEST implementing partners, DFAT representatives,

and the TAs. In this regard, the Program will facilitate regular meeting and discussion of

TWGs. Specifically, the TWG will serve as the mechanism for DepEd to integrate systems,

manage different initiatives, and to increase collaboration and coordination between and



among implementing units in DepEd. TWG will also be used to introduce, develop, and/or

enhance new technologies and strategies. This will minimize duplication of efforts, increase

acceptance, adoption, and utilization of Program outputs.

Ownership also increases with DepEd taking the lead role in monitoring

accomplishments, documenting Program gains, and identification and resolution of

implementation bottlenecks.  DepEd’s PMS will take the lead role in tracking Program

accomplishments and gains. Program status and issues will be included in DepEd’s PIR

and quarterly MEA. Moreover, program accomplishments will be integrated into the bigger

and more encompassing DepEd M&E system.

Documentation of best practices and significant stories. Under AP3, the Program will

prioritize the documentation of key stories generated as a result of Program support.

Knowledge management strategies will be an important ingredient to this strategy.

 Monitoring of Strategy.  Part of BEST’s sustainability strategy is to closely monitor

mitigation or proposed treatments to identified risks discussed in Risk Management

section.

Cost Sharing and Efficiency in the utilization of funds.  DepEd’s stake in the Program

increases when they use their own resources to build capacity and capability. The Program

will strive to help DepEd improve utilization of its own budget. DepEd Budget utilization

rate in the past stands at 92%. This is expected to increase with greater cost sharing

schemes under the Program.

11 Priorities and Recommendations for the Next Reporting Period

The AP 3 lists the strategic directions and proposed deliverables the Program will implement

in the next 12 months. To facilitate AP 3 implementation, the following are the major priorities

and recommendations for BEST over the next reporting period:

Manage transition with new DepEd management team (following their appointments from

the new President). This includes managing and integrating the priorities or new priorities

of the incoming Secretary and executive team.

Strengthen and operationalize the BEST PSCO. This will allow DepEd to take the lead role

in managing the implementation of the Program with key technical support from the

facilitating contractor.

Capability building of DepEd personnel. These include strengthening competencies of

teachers and school heads, education supervisors and specialists, regional supervisors,

and specialists from the CO units on their respective functions. This will reduce demand

for “in-line” work of the facilitating contractor and concentrate on technical content/inputs.

Capacity building of process owners. Different systems and processes being strengthened

requires a robust process owner. The Program, through its initiatives, will aim to provide

customised assistance to the process owners of the different systems supported by BEST.

These include education planning, M&E, training and development, learning materials

development, information systems and other key systems.



Escalation of DepEd initiatives supported by BEST to schools and divisions. These include

identification of target schools and priority divisions, technical support to CO and RO in

improving capacities of the SDOs and technical assistance to schools in implementing

education programs and projects.

Significant stories from schools, divisions, regions, and central level personnel on gains

and benefits being derived from DepEd initiatives supported by BEST. The Program will

step up its efforts to document, report, and share significant stories to DepEd, implementing

partners and DFAT.

Enhance communication and advocacy strategies of the Program.

Tracking of the Grade 11 implementation. With the launching of the Grade 11 classes in

June 2016, the Program will focus on monitoring and provision of technical assistance to

DepEd.

12 Financial Performance July 2015 – June 2016

12.1 Overview

The Facilitating Contractors overall expenditure for the period was $101,803 comprised of

program expenditure on salaries, operations, and activities as well as the fees payable to the

Facilitating Contractor.

The table below gives a quarter-by-quarter expenditure as well as a breakdown of variations

for each of the items listed, which are specific activity implementation costs and other support

and administrative costs.

Table 15 Actual Expenditure 2015-2016

Contract

Item Q1 Q2 Q3 Q4 Total Budget

Variation

(AU$)

Variation

%

Administrative

Cost 1,124,991 789,684 1,262,625 642,080 3,819,380 3,955,134 135,754 3%

Activity Costs 1,331,407 1,905,771 1,885,327 3,159,919 8,282,423 8,044,866 (237,557) (3%)

Total 2,456,398 2,695,455 3,147,951 3,801,999 12,101,803 12,000,000 (101,803) (1%)

Overall the program was $101,803 or 1% overspent for the period. Considering the total

amount expended through the Program, this amount is considered to be an excellent result in

terms of meeting financial targets.

12.2 Activity Expenditure

The table below indicates the spending on activities by component during the financial year.



Table 16 Summary of Activity Expenditure by Component 2015-2016

Code Description Actual Expenditure

(AUD)

1.1 Pre-Service Teacher Education 381,105

1.2 In-Service Teacher Education 775,885

1.3 Education Leadership and Management 964,627

1.4 Curriculum and Assessment 1,365,843

1.5 Teaching and Learning Materials 73,131

1.7 Context Specific Learning Systems 133,692

2.1 Evidence-Based Policy, Planning and Management 585,614

2.2 Unified Information System 2,172,288

2.3 Gender Equality Mainstreaming 62,925

2.4 Organisation Development 921,308

Monitoring and Evaluation 654,275

Disability 144,701

Brigada (under ELM) 0

Environment 0

Activity Support Personnel 47,029

Total 8,282,423

Table 17 Actual Expenditures of Implementing Partners, 2015-2016

Activity / Output Received for

2015/16 (AUD)

Expensed for

2015/2016 (AUD)

ACTRC 5,470,020 2,716,139

PBEd 4,000,000 1,093,478

PBSP 26,250,000 3,930,342

RCTQ 7,654,660 1,626,691

Total 43,374,660 9,366,650

13 Indicative Budget July 2016 – June 2017

The total budget for all implementing partners is estimated at AUD19,477,095 and details of

the breakdown are provided below.

Table 18 Summary of Planned Expenditure of Implementing Partners 2016-2017

Activity / Output Cost to 30 June

2017 (AUD)

Cost to 30 June

2017 (PHP)

Facilitating Contractor 9,000,000 297,000,000

ACTRC 347,224 12,497,221

PBEd 2,427,316 80,101,439



Activity / Output Cost to 30 June

2017 (AUD)

Cost to 30 June

2017 (PHP)

PBSP 6,402,554 211,284,287

RCTQ 1,300,000 42,900,000

Total 19,477,094 643,782,947

The total allocation for the Facilitating Contractor amounting to AUD9 million is inclusive of

personnel, operations, milestone payment and Program costs. The estimates for the Program

costs per subcomponent is provided in Table 19 below. Please note that activity budgets below

will be adjusted down marginally (about 1%) to accommodate the modest overspend from 2015/16.

Table 19 Facilitating Contractor Activity Budget Summary 2016-2017

Code Description % of Total

Budget

Planned

Expenditure

(AUD)

Planned

Expenditure

(PHP)

1.1 Pre-Service Teacher Education 4% 171,849 5,671,023

1.2 In-Service Teacher Education 20% 859,246 28,355,113

1.3 Education Leadership and Management 12% 515,548 17,013,068

1.4 Curriculum and Assessment 20% 859,244 28,355,113

1.5 Teaching and Learning Materials 1% 85,925 2,835,511

1.7 Context Specific Learning Systems 3% 128,887 4,253,267

2.1 Evidence-Based Policy, Planning and Management 10% 429,623 14,177,557

2.2 Unified Information System 19% 816,284 26,937,357

2.3 Gender Equality Mainstreaming 2% 100,000 3,300,000

2.4 Organisation Development 9% 386,661 12,759,801

Total 100% 4,353,267 143,657,810

A percentage from the cost of each of the subcomponents is allocated to support cross-cutting

activities. The expenditures for these activities are broken down in Table 20. Gender, although

a cross-cutting issue is a stand-alone subcomponent.

Table 20 Planned Expenditure for Cross-Cutting Activities

Code Description Cost to 30 June

2016 (AUD)

Cost to 30 June

2016 (PHP)

3.1 Monitoring and Evaluation 439,611 14,507,163

3.2 Disability 150,000 4,950,000

3.3 Environment 19,494 643,302

3.4 Human Resource Management 150,000 4,950,000

3.5 Business Process Mapping 210,000 6,930,000

Total 969,105 31,980,465

BEST Annual Plan 2016–2017


BEST Annual Plan

ANNEX

A RECIPIENT SCHOOLS – CLASSROOM CONSTRUCTION



NAME OF SCHOOL REGION PROVINCE MUNICIPALITY/

CITY # CLASSROOMS

Buahan Elementary School ARMM Basilan Lamitan City 2

Lumuton Elementary School ARMM Basilan Lamitan City 2

Parang Basak Elementary School ARMM Basilan Lamitan City 2

Lamitan Central Elementary School ARMM Basilan Lamitan City 2

Lamitan City SPED Center ARMM Basilan Lamitan City 2

Sta. Clara Elementary School ARMM Basilan Lamitan City 2

Balas Elementary School ARMM Basilan Lamitan City 2

Batungal Elementary School ARMM Basilan Maluso 2

Maluso Central Elementary School ARMM Basilan Maluso 2

Shipyard Elementary School ARMM Basilan Maluso 2

Atong-Atong Elementary School ARMM Basilan Lantawan 2

Kasawi Elementary School ARMM Basilan Lantawan 2

Sumisip Central Elementary School ARMM Basilan Sumisip 2

Salisa Primary School ARMM Basilan Hji. Muhtamad 2

Lower Batu-Batu Elementary School ARMM Basilan Tuburan 2

Tongehat Elementary School ARMM Tawi-Tawi Sibutu 2

Taungoh Elementary School ARMM Tawi-Tawi Sibutu 2

Panglima Hapi Central School ARMM Tawi-Tawi Simunul 2

Patok-Patok Elementary School ARMM Tawi-Tawi Panglima Sugala 2

Buroh Elementary School ARMM Sulu Talipao 2

Mawaji Elementary School ARMM Sulu Maimbung 2

Maimbung National High School – Annex ARMM Sulu Maimbung 2

South Sionogan Elementary School ARMM Sulu Indanan 2

Poblacion Elementary School ARMM Sulu Indanan 2

Tawi-Tawi SPED Center ARMM Tawi-Tawi Bongao 2

Timanan Central Elementary School ARMM Maguindanao South Upi 2

F. Besas Sr. Elementary School ARMM Maguindanao Upi North 2

Tenorio Elementary School/Maguindanao SPED Center ARMM Maguindanao Datu Odin Sinsuat 2



NAME OF SCHOOL REGION PROVINCE MUNICIPALITY/

CITY # CLASSROOMS

Aragasi Elementary School ARMM Maguindanao Parang 2

Tapian Elementary School ARMM Maguindanao Datu Odin Sinsuat 2

Pangtoon Elementary School ARMM Maguindanao Matanog 2

TOTAL 62

School # of Classrooms

1. Regional Science HS 3 classrooms 2. Kabutoyen ES 2 classrooms 3. Bilaan CS 2 classrooms 4. Buntod ES 2 classrooms 5. Buroh ES 2 classrooms 6. Sumisip Agro-Fisheries 4 classrooms 7. Lumuton ES 5 classrooms 8. Sta. Clara CES 6 classrooms 9. Lamitan CES 5 classrooms 10. Lamitan SPED Center 2 classrooms 11. Atong-Atong ES 2 classrooms 12. Sulu SPED Center 2 classrooms 13. Pidsimbulan ES 2 classrooms 14. Sugadol ES 2 classrooms 15. Pandacan ES 4 classrooms TOTAL 45 classrooms



BEST Annual Plan

ANNEX

B RISK MANAGEMENT MATRIX

annual plan - best final... · table 1 planned expenditure for pre-service teacher education ......

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