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BEST First Annual Plan

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BasicEducationSectorTransformation(BEST)ProgramFirst AnnualPlan Final

Prepared for DFATJanuary 2015


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Preferred citation: Cardno (2015), Basic Education Sector Transformation (BEST) Program FirstAnnual Plan, Cardno Emerging Markets, Manila, Philippines.

For further information about this plan, please contact:

Team Leader / Lead Education SpecialistCardno Emerging MarketsBEST ProgramC / - 29th Floor, Joy Nostalg Center, Oakwood Premier,Room 2922, 17 ADB Avenue, Ortigas Complex,Pasig City 8000PhilippinesPh. +639985379796Email: [email protected]

January 2015

Cardno 2014. Copyright in the whole and every part of this document belongs to Cardno and may not be used, sold,transferred, copied or reproduced in whole or in part in any manner or form or in or on any media to any person other than byagreement with Cardno.

This document is produced by Cardno solely for the benefit and use by the client in accordance with the terms of theengagement. Cardno does not and shall not assume any responsibility or liability whatsoever to any third party arising out ofany use or reliance by any third party on the content of this document.


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Acronyms

ACTRC Assessment Curriculum and Technology Research Centre

ADD Activity Design Document

ADM Alternative Delivery Modes

ALIVE Arabic Language and Islamic Values Education

ALS Alternative Learning Systems

AUD Australian Dollar

BALS Bureau of Alternative Learning System

BEAM Bureau Education Assistance Mindanao

BEE Bureau of Elementary Education

BESMEF Basic Education Sector Monitoring and Evaluation Framework

BESRA Basic Education Sector Reform Agenda

BEST Basic Education Sector Transformation

BSE Bureau of Secondary Education

CHED Commission of Higher Education

CLMD Curriculum Learning and Management Division

CO Central Office

CSO Civil Society Organization

CSR Cohort Survival Rate

CTSDEDP

Credit Transfer SchemeDivision Education Development Plan

DepED Department of Education

DFAT Department of Foreign Affairs and Trade

DMEPA Division Monitoring, Evaluation and Plan Adjustment

D-NCBTS Developmental National Competency-based Teacher Standards

DO Division Office

DSS Decision Support System

EBEIS Enhanced Basic Education Information System

EDPITAF Educational Development Projects Implementation Task Force

EFA Education For All

EGMA Early Grade Mathematics Assessment

EGRA Early Grade Reading Assessment

EMIS Education Management Information System

ES Elementary School

EoPOs End-of-Program Outcomes

FC Facilitating Contractor

GAD Gender and Development


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GER General Enrolment Rate

GoP Government of the Philippines

GoA Government of Australia

IE Inclusive Education

IGP Income Generating Project

IMCS Instructional Materials Council Secretariat

IP Indigenous Peoples

IPOIPEd

Indigenous Peoples OrganizationIndigenous Peoples Education

IS Integrated School

IT Information Technology

K-12 Kindergarten to Grade 12

KPI Key Performance Indicator

LACS Learning Action Cells

LEAP Local Educators Advancement Program

LIS Learners Information System

LGU Local Government Unit

LRMDS Learning Resource Management and Development System

ManCom Management Committee

MDG Millennium Development Goals

MES Monitoring and Evaluation System

MOA Memorandum of Agreement

MOU Memorandum of Understanding

MSA Memorandum of Subsidiary Agreement

MTB-MLE Mother Tongue Based Multilingual Education

M&E Monitoring and Evaluation

NEAP National Educators Academy of the Philippines

NEDA National Economic Development Authority

NER Net Enrolment Rate

NETRC National Education Testing and Research Centre

NGO Non-government Organization

OBE Outcomes Based Education

OME Office of Madrasah Education

OPS Office of the Planning Service

PAC Program Advisory Committee

PAHRODF Philippines Australia Human Resource and Organisational DevelopmentFacility

PBEd Philippine Business for Education

PBOPBSP

Private Business OrganisationsPhilippine Business for Social Progress


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PDD Program Design Document

PDED Project Development and Evaluation Division

Phil-IRI Philippine- Informal Reading Inventory

PMC Program Management Committee

PMIS Program Management Information System

PMO Project Management Office

PPA Programs, Projects and Activities

PPD Planning and Programming Division

PPP Public-Private Partnership

PRIME Philippine Response to Indigenous Peoples and Muslim Education

ProgCom Program Committee

PSC Program Steering Committee

PSCO Program Support and Coordinating Office

PTDNS Pre-service Teacher Development Needs Study

QA Quality Assurance

RatPlan Rationalization Plan

RDC Regional Development Council

REDP Regional Education Development Plan

RExeCom Regional Executive Committee

RCTQ Research Centre for Teacher Quality

RLC Regional Literacy Council

RM Regional Memo

RO Regional Office

RSD Research and Statistics Division

RSDC Regional Social Development Committee

SBM School-based Management

SIMs Self-Instructional Materials

SIP School Improvement Plan

SLATES Strengthening Leadership and Teaching Excellence Skills

SPED Special Education

SReA School Readiness Assessment

SWANs Students With Additional Needs

SY School Year

TA Technical Assistance

TEC Teacher Education Council

TEI Teacher Education Institute

ToC Theory of Change

TWG Technical Working Group

USec Undersecretary

WFP Work and Financial Plan


Cardno Emerging Markets > Shaping the future BEST Annual Plan 2015e > Page 6

Table of Contents1 Introduction ...............................................................72 BEST a Description ................................................92.1 Goals, Outcomes and the Theory of Change ........................92.2 Component Description and Objectives ............................. 102.3 Capacity Building and Sustainability................................... 11

3 The Operating Environment ...................................123.1 General Review .................................................................. 123.2 Potential Implications for BEST .......................................... 13

4 The Annual Work Plan ............................................134.1 Overview ............................................................................. 134.2 General Approach............................................................... 144.3 Component 1: Improving Teaching and Learning .............. 154.4 Component 2: Strengthening Systems............................... 29

5 Technical Specialists and Assistants ....................366 Program Management and Support .......................376.1 DepED ................................................................................ 376.2 DFAT................................................................................... 376.3 Program Steering Committee (PSC) .................................. 376.4 Program Management Committee (PMC) .......................... 396.5 Implementation Group (IG) ................................................. 406.6 Program Support and Coordinating Office (PSCO)............ 416.7 Role of the Facilitating Contractor ...................................... 426.8 Implementing Partners........................................................ 426.9 Cross-Cutting Themes........................................................ 42

7 Approaches to Implementing AustralianGovernment Policies in BEST ................................44

7.1 Central and Regional Offices.............................................. 467.2 Supporting the BEST Program ........................................... 467.3 Web-Based Resource......................................................... 467.4 Grant Management............................................................. 477.5 Quality Management........................................................... 477.6 Overall Management Support & Program Personnel ......... 47

8 Unified Monitoring and Evaluation.........................498.1 Monitoring and Evaluation and the Theory of Change ....... 498.2 Activity Monitoring and Evaluation...................................... 508.3 Building System Capacity ................................................... 51

9 Indicative Budget 2014 June 2015.......................5210 Risk Management Matrix ........................................55Annex 1: Theory of ChangeAnnex 2: Implementing PartnersAnnex 3: Risk Management Matrix


1 Introduction

This is the first Annual Plan for the Basic Education Sector Transformation Program (BEST) thatcommenced in the Philippines in 2013 and will move into its first full implementation phase fromDecember 2014. This was prepared by the Facilitating Contractor on behalf of and with the guidance ofthe implementing partners.

BEST is a partnership between the governments of Australia and the Philippines, supported by afacilitating contractor and a number of implementing partners involving both national and internationalorganisations. With approximately AU$150 million funding from Australia and approximatelyAU$24million equivalent in funding from the Government of the Philippines, BEST covers a period of sixyears from July 2013 June 2019. Classroom construction activities delivered in partnership with thePhilippine Business for Social Progress started in August 2013 in compliance with the NationalEconomic Development Authority Boards recommendation to start immediately upon approval of BESTin June 2013. The Assessment, Curriculum and Technology Research Centre (ACTRC) and ResearchCentre on Teacher Quality (RCTQ) previously established through the Australian Public Sector LinkagesProgram were consolidated into the BEST program. There were delays in the appointment of theFacilitating Contractor with the Australian elections. As an interim measure, the Department of ForeignAffairs and Trade (DFAT) directly contracted advisers to assist DepED implement key activities underBEST, particularly in the area of the Unified Information System and Organisational Development, untilthe Facilitating Contractor came on board in August 2014. The partnership with Philippine Business forEducation was finalised in December 2014.

BEST will contribute to a vision shared by both the Governments of Philippines and Australia that schoolgraduates in target areas are well prepared to participate productively in the workforce or to move intotechnical vocational training and university study. Ultimately, the achievement of this program goal willbe a major step along the pathway towards the goals of the Philippines to improve the quality ofeducation outcomes, more equitable access of all peoples to all levels of education and an educationsystem with improved service delivery through better governance.

BEST comes into being at a time of enormous change for Philippines education focused primarily onthe shift from a 10 year system of basic education to a 13-year system with the inclusion of aKindergarten year and two senior high school years Years 11 and 12 bringing the number of yearsof formal schooling in line with international norms. However, the change in the number of years ofschooling has other potentially very challenging aspects such as: how best to meet the capital andresource requirements for new Senior High Schools, the need for new classrooms and more and betterteaching and learning resources; how to meet the demand for new teachers; how to adjust and modifythe school curriculum to ensure appropriate sequencing from year to year; and how to improve andenhance the effective organisation and management of the system. A key supporting activity to enablesystem change will be significant organisational restructuring and development of DepED especially atthe Central level. This is being implemented early in 2015.

In order to meet these broad ranging requirements with implications for all parts of the basic educationsector K12 as well as for the universities and Teacher Education Institutes (TEI), BEST is structuredaround two key Components Component 1: Improving Teaching and Learning, and Component 2 Strengthening Systems. While there are only six specific regions targeted for focused interventionsunder BEST, the reality is that the whole program must recognise and respond to the systemic needsof a very large and complex education system operating across a country of diverse and challenginggeography and culture. The six chosen regions provide an excellent mix of the diversity and challengesfacing the education sector in the Philippines. Included are the National Capital Region with the densely


populated Manila metropolis, and Region X Northern Mindanao with its strong Muslim population;while other Regions provide a range of large and small island settings with their diverse geography andeconomies. Ideally, initiatives taken and methodologies adopted to meet such regional needs willcontribute to and be part of a broader systems approach with national applicability and significance. Forexample, regional efforts to improve teacher education should have the potential for nationwideapplicability. The Unified Information System, parts of which are already being implemented is beingdesigned to ensure a comprehensive information management system that will support improveddecision-making at all levels nationally, regionally and locally.

This is a nationwide sector program, however, BEST will not ignore the very specific local needs, forexample those relating to high local drop-out or low achievement schools, and it is expected that manysuch initiatives may be funded through a small grants scheme.

The first Annual Plan that will take the program through until June 2015 contains a number of activitiesthat are in a very early stage of preparation, including those that require the provision of baseline data,prior to final activity planning and implementation. Activities already underway prior to the inception ofBEST and others already approved will move quickly into the next stages of implementation. Otherprospective activities that have been given priority by Technical Working Groups, but have yet to be fullyformulated, are mentioned in the plan as likely to come on stream by mid-2015. Indeed, the Plan at thisstage is very much a work in progress and is in many ways the first stage of a rolling plan that will berevisited and revised in preparation for the 20152016 Plan, which will need to be approved no laterthan June 2015.

Finally, it must be stressed that this is a plan based on what will be a very close working partnership ledby DepED and other very significant partners within the sector including the Commission of HigherEducation (CHED), ACTRC, RCTQ, Philippine Business for Education and Philippine Business forSocial Progress . While the Plan is delivered under contract by the Facilitating Contractor, all of theactivities have been planned and developed with significant DepED leadership and other partner inputand will be implemented and monitored with the guidance and support of DepED and partners at alllevels.

As the first plan for BEST, this represents a sound platform to build on for future years and addressesmany of the support needs and short-term priorities identified through consultations with central andregional partners. In addition to the implementation of activities during the first six months of 2015,considerable focus will also be on planning to support the longer-term priorities of the basic educationsector and designing appropriate activities to assist DepED and other implementing partners meet theirgoals and objectives.

A key to the overall success of BEST will be a sustained effort to communicate regularly with allstakeholders to ensure our specialist team is delivering support when and where needed. Additionally,the BEST M&E Team will monitor all activities, informing the Program Management Committee (PMC)and Program Steering Committee (PSC) of progress being made as well as areas for improvement,further assisting in the design and implementation of future BEST activities.

Impacting on the preparation of this plan have been several factors including the logistical challengesof bringing the various stakeholders together to provide their input within a relatively short timeframe. Inthis context it has been extremely difficult to assess with any degree of certainty the extent to which theeducation system can absorb so many complex activities within a very short period. The political andeducational imperatives that BEST should move forward as quickly as possible has created additionalpressure to front-load the program in terms of both action and budget. Unfortunately, experience tellsus such diverse programs almost universally take more time than expected to reach full operational


pace and most education systems do not have the absorptive capacity to properly assimilate theinitiatives in a sustainable way. As a consequence, it is likely that a number of adjustments to activitiesand proposed expenditure will have to be made over the course of the next few months. The futureprocess should be more straightforward for the next annual plan to be prepared in May next year for2015 / 2016.

However, it would be remiss if this first Annual Plan did not acknowledge the support, energy andcommitment of all partners, without their willing assistance, much less would have been achieved.

2 BEST a Description

2.1 Goals, Outcomes and the Theory of ChangeThe BEST program details three Goals for Philippine education:

> Goal 1: Improved quality of education outcomes in the Philippines;

> Goal 2: More equitable access of all people at all levels of education in the Philippines; and

> Goal 3: Improved service delivery through better governance.

These three goals are to be achieved by a series of clearly defined interventions and actions that aredetailed in the Theory of Change (Annex1). The Theory of Change (ToC) not only helps to map out howchange is expected to occur in a given context but it also shows how selected interventions willcontribute to Intermediate Outcomes and ultimately to Program Outcomes1. In this sense it is also aChange Framework.

For example: to achieve the Intermediate Outcome that Teachers are better qualified and capable todeliver the curriculum requires implementation strategies focused on strengthening both the content andpresentation of pre-service and in-service teacher education and the quality and efficiency of its delivery.But to achieve those ends requires a whole set of outputs to be in place including on the pre-serviceside a Teacher Education Institute curriculum and delivery aligned to meet the needs of K12. Otherrequirements include the development of a Higher Education reform agenda for teacher education anda strengthened capacity of the National Center for Teacher Education and Center of TeachingExcellence to deliver improved teacher education. The mechanism for licensing of new teachers mustbe strengthened.

For in-service it is necessary that a capacity development program for teachers is designed andimplemented and decentralisation of teacher development is supported through a variety of modalitiesincluding distance and online learning. The in-service strategy is further supported by outputs thatstrengthen the capacity of education leadership and management; the development of the K12 systemand improved quality and better usage of new teaching and learning materials. The importance ofschool-based management is recognised in that it is expected that the system of school-basedmanagement Grants will be improved and those improvements implemented.

The above is not an exhaustive description of all the elements that will be in place to support the qualityof pre-service and in-service education but shows clearly the interactive nature of the change process.The resultant strengthening of pre-service and in-service teacher development through these various

1 BEST Program Design Document, September 2012, p.33


outputs should lead to teachers being better qualified and be better able to deliver the curriculum andthe achievement of the Intermediate Outcome described above.

The ToC was developed after careful problem analysis of the Philippines education sector and its currentstatus and after consideration of lessons learned from the past experience of development partners andtheir work in the Philippines. It recognises that the most effective program outcomes will come, not fromindividual interventions or implementation strategies working in isolation, but from the interactive effectsof the various interventions. How the various outputs and implementation strategies work together toachieve the program outcomes and ultimately the goals is clearly shown in the ToC.

The logic of the ToC or Change Framework has not altered since the ToC was first described in 2012although a number of key outputs have been well advanced through the work of DepED and otherImplementing Partners.

2.2 Component Description and ObjectivesBEST has two main components, supported by sub-components (grouped according to implementationstrategies in the Theory of Change Model see Annex 1). Component 1: Improved Teaching andLearning has seven sub-components and Component 2: Strengthening Systems has four sub-components. In both main components the sub-components reflect the Implementation Strategiesproposed in the ToC supported in each case by a range of activities providing key outputs that need tobe in place to ensure the optimal benefit of BEST.

Component 1: The seven sub-components represent the many key elements required to ensure theachievement of a range of Intermediate Outcomes and ultimately the Program Outcomes, namely thatchildren have improved mastery of curriculum competencies in English, Mathematics and Science andthat more boys and girls participate and complete a basic education in the target areas. In order toachieve these outcomes seven main strategies are to be employed including the strengthening of bothpre-service and in-service education; improving educational leadership; developing, improving the K12 curriculum and assessment; developing the use of appropriate teaching and learning materials;building appropriate education facilities; and supporting the needs of children from more difficult contextsto participate in and complete basic education. These elements are the key variables in a systemsapproach to improving access, participation and the quality of education.

Component 2: The four sub-components within Component 2 reflect the key implementation strategiesand are all vital for enabling improved teaching and learning (Component 1) and supporting DepED andother implementing partners to be better able to deliver basic education services that are built on astrengthened capacity for planning and evidence-based decision making and policy formulation; aUnified Information System (UIS) which will support all aspects of BEST and especially the objective ofbuilding a more decentralised system with greater management responsibility, authority andaccountability given to regions, local offices and schools; a more gender responsive and inclusivesystem with strengthened capacity for gender mainstreaming. In addition, but highly complementary toall developments under BEST, will be activities to promote a more effective organisational structurethrough the DepED Rationalisation Plan, strengthened HR development, increased capacity formanaging institutional change and improved communications. All of the activities under Component 2are supportive of the activities under Component 1. Sustainable development in the area of teachingand learning is impossible without parallel system-wide organisational change. Overall, as the designdocument states The design addresses fundamental issues in the provision of basic education services


in the Philippines, especially in respect of building capacity for development. The Program will helpestablish an enabling environment for reform 2

2.3 Capacity Building and SustainabilityThe Department of Foreign Affairs and Trade has defined capacity development as the process ofdeveloping competencies and capabilities in individuals, groups, organisations, sectors and countries,which will lead to sustained and self-generating improvement.3 The BEST design4 recognises andreinforces this concept through its many references in almost all proposed activities to the role of theprogram to provide TA (technical assistance) support to

In the context of donor-funded development programs and projects, sustainability can be defined as:the continuation of benefits after major assistance from a donor has been completed.5 Sustainability canbe defined also as the ability of a project to maintain its operations, services and benefits during itsprojected life-time.

The focus is on sustaining the flow of benefits into the future.

Given these two concepts, the BEST team in developing this first Annual Plan has recognised that thisshould not only be a program about TA delivering specific outcomes on behalf of the Government of thePhilippines but also about TA working with DepED and other counterparts to help build and reinforceskills and expertise such as mentoring, coaching and training that can live on beyond the life of BESTand provide a quality-based foundation for continual improvement of the organisations, institutions andpersonnel in a productive and lasting way, so that the changes can be sustainable. Of course the realityof a situation in which a system is in a state of major time-bound change means that not all steps canfollow the ideal pathway.

For example, BEST understands the immediate need for DepED with CHED support to provide teacherswith intensive curriculum training over a period of say a week so that they can approach their classeswith a higher degree of confidence than might otherwise not be the case. However, it is well establishedthat such trainings have only limited longer-term value unless supported by well-planned follow-upactivities through mentoring, coaching, peer group activities and provision of additional resources. Onlythrough such experiences and opportunities will teachers be encouraged and able to grow asprofessionals.

BEST clearly recognises that capacity building and the sustainability of outcomes are central to thesuccess of the Program. BEST will work with DepED, CHED, TEIs and other stakeholders andimplementing partners to develop a sustainability approach to our work. This approach will be builtaround consideration of various factors many of which have been included as elements of the ToC,including institutional sustainability: alignment of activities and outputs with education policy; ownershipand participation including community participation; management and organisation; professionaldevelopment; social, cultural and other aspects of inclusion; equity; and external changes. As well asbeing an end in itself, the successful delivery of outputs is a pre-condition for sustainability and in thisfirst implementation period BEST will develop procedures to ensure that approved output activities aredelivered on time and within budget and provide value for money.

2 BEST, Program Design Document, September 2012, p. 453Use of Advisers in the Australian Aid Program Guidance Note 2: Technical Assistance Options for Developing Capacity(March 2011).4 Ibid pp 65-815 DFAT (AusAID), Promoting Practical Sustainability, September 2000, p.1


3 The Operating Environment

3.1 General ReviewBEST will move from its inception phase to full operational status from early December 2014 and will doso in an operating environment that is dynamic and supportive. All stakeholders including DFAT, DepEDand implementing partners are showing major commitment to the program and to ensuring its success.That said, there is a sense of urgency for many of the reforms and initiatives included in the BESTdesign to be progressed quickly so as to bring substantive change before the next elections in mid-2016.

Added to that sense of political urgency is the educational urgency arising from the ongoing impacts ofchanges already in place and changed environment since the design process some two years ago. Thedecision to adopt the international standard of 13 years of formal schooling by adding a Kindergartenlevel prior to Year 1 and two years of Senior High following Grade 10 combined with a move to usemother tongue teaching and learning for Years K3 have already created the educational imperativefor rapid change. There are clear plans now to roll out the K12 curriculum with grades 3 and 9completed in 2014, grades 4 and 10 planned for 2015 and 11 and 12 starting in 2016. These changeshave created expectations and concerns throughout the system and especially at school level forteachers, students and parents. They have impacted the curriculum and its assessment and must besupported in turn by changes to staffing, teacher education and teaching and learning materials on theone hand and changes in the organisation and management of the system and to monitoring andevaluation on the other. All these components must change if the system is to operate effectively andefficiently for the benefit of all learners irrespective of gender, religion and region and to be inclusive ofindigenous peoples and those students with disabilities. Some of the needed outputs are in process,while others are currently being planned or are ready for development during the current planning cycle.Work is well advanced in restructuring and developing the support services at the central level under arationalisation plan. Similarly considerable work has commenced in developing a Unified InformationSystem that brings together several key databases.

More broadly, these changes will reverberate throughout both the education sector and the economy.What will be the initial impact on employment and the economy if students stay on at school for an extratwo years? What will be the impact on universities and TEIs of a potential void of two years in terms ofnew student intakes? How will students disadvantaged by poverty or other factors be catered for underthese new arrangements?

Especially important will be to enable, encourage and facilitate more effective evidence based decision-making. For example, decisions as to where to develop new senior high schools or to provide additionalclassrooms and teachers require accurate data relating to enrolments, retention rates, completion ratesas well as core age specific population and teacher supply data. Meeting the needs of students in aproactive way will require teachers and principals to have more and better data including longitudinaldata about each students progress. But, to collate such information and ensure reasonable consistency,comparability and accessibility of data for decision-making will require an upgraded unified and nationalinformation system.

There is also the challenge arising from the scale of the reform initiatives. This is a large andgeographically diverse country with a population of approximately 98 million and with about 24 million(24.4%) of them being students. Yet all students deserve equality of treatment and opportunity. Thequestion of how new initiatives can be rolled-out with equity between regions and without some regionsbeing left behind, will have to be addressed? BEST will assist the development process in six regions


but equally important to the success of the program, BEST will be searching for the most effectivestrategies to help DepED and other partners to build their initiatives nationally in the most equitableways possible. This is indeed a program about system reform and sector transformation.

Of course, one further challenge in the immediate operating environment comes from the fact that asmall number of international specialists have only just taken up their posts in late 2014. Their learningcurve will be steep as they move to fit into a new country, a new culture and a new education sector.The BEST team will be helped by the fact that the vast majority of expert personnel are locally appointedand will transition with their respective projects to be integrated under the BEST umbrella. A number ofthe national technical specialists have long and well respected experience in working in the sector in thePhilippines.

3.2 Potential Implications for BESTProbably the main implications of the current operating environment are the need for a pragmatic andflexible approach to support DepED and other partners in meeting immediate needs and targets. In thisregard BEST appreciates the need for urgency from both the political and educational perspectives, butalso understands the need to adopt a measured approach in light of similar programs where a rusheddevelopment was rarely a long-term success and even more rarely sustainable. Given the long-termnature of the program, BEST is well positioned to support partners over the next five years inimplementing appropriately designed quality assurance, capacity building, resource building andsustainability processes.

Flexibility will be especially important as the program will be required to support not only the macrosystemic changes but also to meet more regional and local needs. There is also the likelihood that otherneeds will emerge throughout the planning process and these will be met through new initiatives asdeemed appropriate.

This Annual Plan, while including some activities that are still at a tentative stage of development isindicative of DepED priorities for 2015. This plan should also provide a lighthouse to guide where theprogram will most likely go in the next two years or so. The pathway(s) chosen will depend on thecircumstances and may well change as those circumstances change.

4 The Annual Work Plan

4.1 OverviewThe process to identify and agree with the components for BEST (and priorities for this Annual Plan)has been robust and consultative. It has involved problem analysis, lessons learned from previousinterventions, discussion about what was politically feasible and led by the evidence from relevantexperts and literature. This process will be replicated in future years. The development of most BESTactivity plans and proposals will be through a broad consultative process under the leadership of DepED.The major group of proposals will be for those nationally focused initiatives designed to support thenational agenda for improving teaching and learning and for improving the operational efficiency andeffectiveness of the education system. A second group will include initiatives that come from the targetregions. Where these overlap with the national initiatives then the proposed activities will be integratedinto those more systemic national initiatives. Some may be included under the small Grants mechanism.Proposals will come also from the work of the two research centres and will be integrated into activitiesunder the sub-components. In such circumstances the plans will come forward with the approval of


DepED. Proposals relating to teacher education are also expected from CHED as the responsible bodyfor the Teacher Education Institutes.

This plan provides summary details for both Components 1 and 2 and their Sub-Components (seediagram below) of approved activities and of activities that are under development and are expected tostart during 2015. These activities are focused on the national goals as identified in the ToC. Theintroductory notes on each sub-component provide additional information as to the longer-term directionof activities. Estimated costs are indicative only, and in some instances are for a sub-component as awhole, and will be finalised and be made activity specific as part of the Activity Design Documentapproval process.

Figure 1 BEST Component and Sub-components

4.2 General Approach

The design of each and every assistance will provide for competency building for leading and managingthe change and transition process. It is assumed that DepEDs priority initiatives are championed fromhighest level (the Executive Committee) and in particular the BEST program sponsor, theUndersecretary for Regional Operations.

All planning and implementation of activities will be underpinned by attention to strategies that willsustain benefits of activities long after international aid ceases. This includes attention to capability ofDepED personnel, capacity, systems and resourcing at all levels from the centre, regions, divisions andschools.

DepED will undertake the identification of responsible point persons or units (process owners), withinthe relevant groups or units at the central and regional levels.

Lessons learnt from the implementation of current and previous programs at the central and regionallevels are considered in the designing, implementing and managing the different change initiatives tobe supported under this Annual Plan.

Component 1: Improving Teaching and Learning

Pre-Service Teacher Education

In Service Teacher Education

Education Leadership andManagement

Curriculum and Assessment

Teaching and Learning Materials

Educational Facilities

Context Specific Learning Systems

Component 2: Strengthening Systems

Evidence-based Policy Planningand Management

Unified Information Systems

Gender Equality Mainstreaming

Organisational Development


Change management activities will be incorporated in the implementation of systems and technologiesto ensure that the organisational and institutional support structures are ready to embrace the changesthat will occur.

BEST has a strong emphasis on communications for development as a cross-cutting theme. At thestrategic level, the program aims to provide high-level policy, strategic and technical advice to DFATand GoP towards ensuring the development of effective and sustainable program-basedcommunications approaches that promote, operationalise and communicate the one program strategyamong BEST implementation teams and partners. At the project level, build capacity for developing andimplementing C4D strategies among project implementing partners.

The role of the Technical Specialists under the Facilitating Contractor will be to facilitate the identificationof significant focal points for subsequent activities and to support the planning, implementation andmonitoring processes of national and regional initiatives. This will provide the best possible professionalguidance and helping to build capacity and facilitate sustainability. These specialists will work in closecommunication and partnership with all counterparts, implementing partners and stakeholders. Part ofwhich will be with the technical assistants who will be directly engaged as part of the DepED Programsand Projects Technical Assistance Team. The DepED team, which is essentially a cross-componentteam, will assist directly on a day-to-day basis with all aspects of implementation.

Strategies will be implemented that ensure collaboration and effective partnerships between DepED andlocal and international program partners. Collaborative activities with government agencies, civil societyorganisations / non-government organisations / Indigenous Peoples Organizations (IPOs) / PrivateBusiness Organisations (PBOs) / Corporate Foundations, academic institutions, inter-agency andcluster groupings and foreign embassies in relation to K12 implementation will be organised andfacilitated.

All activities will identify, design, and implement communication strategies both for internal (DepED) andexternal stakeholders.

All activities will promote cross cutting issues including gender mainstreaming, child protection andenvironment.

4.3 Component 1: Improving Teaching and Learning

4.3.1 Sub-Component 1.1: Pre-Service Teacher Education

The context for this sub-component is the change within the education sector to a K12 system. Thisdemands a focus on improving the quality of teaching to support escalation in the quality of learning andstudent achievement. This in turn should impact on student completion and retention rates and ensurethat the education system is responsive to and fully includes all children of school age. The EnhancedBasic Education Act emphasises the need for additional training for new graduates of the currentTeacher Education curriculum and strengthened training of new graduates of (Teacher EducationInstitutes) TEIs to upgrade their competencies and skills to the content and performance standards ofthe new curriculum. There is also a need to enhance the existing TEI curriculum in basic education toensure that graduates are able to drive forward the K12 reform once they enter the profession. Inaddition, the teacher pool needs to be expanded to ensure that shortage areas such as science andmathematics are covered by trained graduates who fully meet the new teacher competencies.


Strategic Approach to Implementation

A holistic strategy is required to build, integrate and re-enforce the quality of the system, based uponthe involvement of all key stakeholders and partners. Activities must assure that teacher educators andnew teacher graduates are sufficiently trained and supported so that they can deliver the reformsrequired by K12. This will require collegiate working practice between all partners to review currentprovisions and strategically plan for rapid organisational change.

Strategic planning will build upon the evidence derived from the Research Centre for Teacher Qualityprojects (refer Annex 2) and facilitate opportunities for CHED, TEIs and other relevant stakeholders tohave input:

Pre-service Teachers Development Needs Study to assess prospective new elementary andsecondary school teachers knowledge in Math, Science, English and Filipino and their pedagogicalknowledge that could inform their level of preparedness to deliver the K12 Curriculum. The results ofthe study should inform the design of a curriculum for pre-service teachers that is K12 compliant andidentifies possible interventions for new teachers

Teacher Educator Development Needs Study to assess the needs of teacher educators in order tobe effective and efficient in preparing teachers for basic education. The results of the study should informthe CHED on the needs of teacher educators to effectively meet the demands of the K12 Curriculum,Outcomes-Based Education (OBE), Association of South East Asian Nations (ASEAN) Integration andinternationalisation.

Key Assumptions

> TEI professionals will need extensive support in developing the skills and expertise to deliver learnercentred, inclusive, evidence based approaches to teaching and learning and to facilitate students indeveloping their own professional competencies.

> TEI professionals will need extensive support in developing the skills to critically reflect on their ownperformance in raising levels of achievement for all students and develop strategies for professionaland organisational improvement through self-evaluation and action learning processes aligned tothe principles of Learning Action Cells.

> TEIs will need strategic support in order to develop the capacity and resources to deliver high qualityprograms which meet the standards required for graduating teachers to deliver the K12 curriculum.

Work Plan Summary

1. Capacity Building to transition CHED and TEIs into an OBE Quality Assurance System.CHED intends to shift to an Outcomes-Based Education Framework and is currently deep intothe process of formulating policies, rules and regulations for the transition. It recognises that asimplementers and shepherds of this reform, CHEDs senior officials need capacity building on theconceptual foundations and operational intricacies of OBE. Additionally, the Higher EducationInstitutions need support and assistance to be able to effectively implement OBE. BESTsassistance to CHED may be two-fold, one targeted to CHED as policy makers and programmonitors / regulators; and another targeted to the Higher Education Institutions particularly theTEIs as implementers.

2. Development of Master Plan for Teacher Education. Through the Technical Panel for TeacherEducation, CHED aims to craft a new Master Plan for Teacher Education ensuring alignment withthe requirements of the K12 curriculum. This will include the following activities:


- analysis of the state of teacher education for the past 10 years and to synthesise the policybases for teacher education;

- lay out the roadmap for teacher education in the next 10 years;

- align the programs and strategies for teacher education and development with nationaldevelopment goals, the K12 basic education program reform and the prevailing internationaldiscourse on teacher education;

- identify the mechanisms for quality assurance as directed by the goals and objectives ofteacher education and development; and

- estimate the cost of the roadmap for teacher education.

3. Capacity Building to Transition CHED and Teacher Education Institutions (TEIs) into an OBEQuality Assurance System at the Program Level. CHED as policy makers and program monitorsand regulators and TEIs as implementers have to be capacitated in order to ensure readiness,and increase the level of understanding and knowledge on OBE which is a paradigm shift in thedelivery of teacher education curricula in the country. This will include the following activities.

- Capacity building training program, in phases for a three-year period at various training levelsfor the different groups of participants:

Level 1: awareness or familiarisation

Level 2: in-depth understanding

Level 3: higher proficiency.

- Training programs to be designed not only in relation to the local context but with internationalexposure.

- Outputs should include: Competent CHED-OPSD and CHEDRO Officials and Technical Staff/ Competent Deans and Faculty members of TEIs.

4. Development of a Pathways and Equivalencies System in the Philippines for Teacher Educationwhich is relevant to ASEAN Integration. ASEAN 2015 aims to facilitate mobility of professionalswithin member countries. This entails a process by which the outcomes of teacher educationthrough the Philippines Qualification Framework are referenced and aligned with the ASEANqualifications framework. This will include the development of:

- The Philippine Credit Transfer Scheme for Teacher Education

- A permeable framework for credit transfer based on pathways and equivalencies systemanchored on competencies and learning outcomes.

- A seamless credit transfer / progression scheme based on a continuum of competencies /learning outcomes for all delivery modalities to be called the Philippine Credit Transfer Schemeto be harmonized with ASEAN Credit Transfer Scheme and other existing CTS.

- A comprehensive competency assessment mechanism for formal, non-formal and informaldelivery systems.

5. Development of a National Research Agenda for Teacher Education will provide thedirections and priorities of research in teacher education to inform policies, planning and programsin medium term to strengthen teacher education program in the Philippines. This will include:

- Developing a national research agenda in teacher education that could set the directions andpriorities for research to inform policies, planning, standards and programs that couldstrengthen teacher education in the Philippines. This agenda could also be a reference in


conducting research in teacher education by individuals, groups, centres, institutions, andagencies in the Philippines.

- Involving different stakeholders in the development of the research agenda in teachereducation that articulate the priority research in education and education management inNHERA 2 and capture recent educational reforms in the country and in the internationalcommunity.

6. The Research Centre on Teacher Quality / activities related to pre-service teacher training andTEIs, up to June 2015, will include:

- Pre-service Teacher Development Needs Study providing an overview of pre service teacherspresent state of content and pedagogical knowledge in relation to K12 and NCBTS.

- Developmental-National Competency-based Teacher Standards aimed at developing aframework for graduate teacher education programs informed by the professional standardsfor teachers.

- Teacher Educator Development Needs Study to provide an overview of the needs of teachereducators in meeting the demands of K12, OBE, ASEAN Integration and internationalisation.

Table 1 Planned Expenditure by Activity

Proponent Activity Cost to30 June 2015 (AU$)

CHED Capacity Building to transition CHED and TEIs into an OBE QualityAssurance System

140,000

Development of Master Plan for Teacher Education

Capacity Building to Transition CHED and Teacher EducationInstitutions

Development of a Pathways and Equivalencies System in thePhilippines for Teacher Education which is relevant to ASEANIntegration

Development of a National Research Agenda for Teacher Education

PBED Set-up, recruitment and admissions for the Bridge Program Not included inFC budget

RCTQ Pre-service Teacher Development Needs Study Not included inFC budget

Developmental-National Competency-based Teacher Standards

Teacher Educator Development Needs Study

Total 140,000

4.3.2 Sub-Component 1.2: In-Service Teacher Education

The key factor in determining the direction of in-service teacher education has been the K12 reforms.Much of the in-service teacher development activity will support improving teachers pedagogical skillsand building teacher content knowledge in English, Mathematics, Science and IT. There will also be anadditional focus on mother tongue based multilingual education, transition to English in Grade 4, andtraining and development to support the introduction of Senior High School Grades 11 and 12. However,over the course of BEST the focus will move to the broader aspects of teacher professionaldevelopment.



DepED aims to maximise the number of teachers who are targeted for training programs during arelatively short period of time. Training will be delivered by DepED at points in the year where it will notinterfere with childrens schooling e.g. May. Training will take place for identified cohorts of teachersover the course of one week, with a focus in 2015 on Grades 4 and Grade 10. Planning for key trainingprograms will be developed over the course of the year prior to implementation and will be carefullymonitored and documented so that results can be reported, shared and replicated. Capacity buildingprograms will include content, pedagogy, child development, use of learning materials, and skills forteaching in multigrade schools, identifying and working with children with disabilities.

Key Assumptions

> Training programs may need adjustment in order to meet the essential requirements of teachers toeffectively implement the K12 reforms.

> In-service training programs are delivered by trained and highly skilled practitioners, but theseindividuals may need additional support in developing their understanding and application of actionlearning into programs.

> Follow up support for teachers will need to be established, which reflect theories of learning andguide teachers in their professional development through a cyclical action learning process whichis focused on key competencies, collaborative review and planning, developing reflective practice.

> Effective monitoring and review will need to be established, including teacher evaluation, in order toensure that future programs can build on effective practice and lessons learned.

Work Plan Summary

> Support approved teacher-training and teacher professional development programs to be conductedby DepED through National Education Academy of the Philippines (NEAP), including TA,embedding of Learning Action Cells, training of trainers and M&E.

> Support NEAP in the development of: awareness raising / support; and training for teacher trainerson ways in which the application of action learning principles, reflective practice and classroombased research can be incorporated within existing teacher training modules due to be delivered inMay / June 2015.

> Provide technical advice to NEAP on ways in which Senior High School Teachers can be effectivelytrained and supported in relation to K12 reforms, particularly in relation to school based learning,action learning and developing communities of practice in and across schools and groups ofschools.

> Provide TA as approved to Bureau of Elementary Education and Bureau of Secondary Educationand divisions to support the development, implementation and reporting of capacity buildingprograms.

> Management of collaborative work between the bureaus and the Teacher Education Council onteacher development programs (e.g. development of teaching competencies in the early gradesrequired by the new K3 curricula).

> Development of alternative teacher training modalities (i.e. Information and CommunicationTechnology (ICT) aided, summer institutes, learning action cells) to complement the existingmechanisms (i.e. mass training-echo model)


> Other capacity building and planning initiatives that may be approved for implementation during2015.

> Study Visit to Australia by Metrobank Awardees: Strengthening Leadership and TeachingExcellence Skills

> Research Centre for Teacher Quality activities up to June 2015, related to in-service teachers:

> Teacher Development Needs Study, to provide an overview of in service teachers present state ofcontent and pedagogical knowledge in mathematics, science, English and Filipino, in relation to K12 and NCBTS.

> Developing a continuum of professional standards for teachers across four career stages startingfrom pre-service to becoming exemplary teachers, including Master and Head teachers.


Proponent ActivityCost

to 30 June 2015(AU$)

DepED TA for Office of USec Program and Projects. Support approved broadertraining and teacher development programs to be conducted by DepEDand NEAP including TA, embedding of Learning Action Cells, trainingof trainers and M&E

120,000

DFAT Study visit to Australia (Strengthening Leadership and TeachingExcellence Skills): Strengthening Leadership and Teaching ExcellenceSkills (Metrobank Awardees)

150,000

RCTQ Teacher Development Needs Study Not included inFC budget

Developmental-National Competency-based Teacher Standards

Total 270,000

4.3.3 Sub-Component 1.3: Education Leadership and Management

Building the leadership and management competencies of teaching and non-teaching officers in DepEDis a crucial strategy that will significantly increase the probability of effective and sustainedimplementation of priority reforms at the national and regional levels. NEAP, the learning anddevelopment arm of DepED, is currently being revitalised to spearhead the continuous training anddevelopment of school heads, division superintendents, and district supervisors. It will also undertakecompetency building of non-teaching officers and technical staff who play a critical role in supporting theimplementation of K12, especially at the division and schools levels. The revitalisation of NEAP isanchored on the implementation of the rationalisation plan, and will involve recruiting and training NEAPofficers and staff. Building leadership and management competencies will further be undertaken by theOffice of the Undersecretary for Regional Operations and will cover central and regional officials, at thetop, middle and frontline services. These learning and development programs will be based on an overallhuman resource development plan for the re-structured bureaucracy, and translates the priority agendafor education under the current administration and the 20122016 Philippine Development Plans BasicEducation Sector Reform Agenda (BESRA).

The Philippine-Australia Human Resource and Organisation Development Facility (PAHRODF)provided assistance in designing and implementing a Superintendents Leadership Program for twobatches of schools superintendents (115 participants). The third batch is currently being implemented,and will require further support. PAHRODF also provided initial assistance for NEAPs teambuilding andinitial planning, and management short courses for regional directors and assistant regional directors.


Under BEST, leadership and management will be focused on further strengthening NEAP and relevantunits that will provide leadership and management training and support for teaching and non-teachingleaders and managers. It will provide mass training to school heads, schools superintendents and districtsupervisors.


A network of partners is required to implement the learning and develop program to build the corecompetencies for leadership and management. NEAP will serve as the overall lead for designing thecourse curriculum and the standards for delivery and implementing the accreditation and trainingprogram for the partners. Technical assistance is required for strengthening NEAP (including in regionalareas) to fulfil its new strategies and approaches to mass training within a short timeframe.

Technical assistance will vary based on the current staffing realities (both in number and level ofcompetencies required) in DepED, especially in NEAP; and the nature of assistance required by thedesign of the intervention. These modes of assistance will range from actual consultants being deployedwithin NEAP to sub-contracting specific delivery of the training and development curriculum. In regardto the mode of assistance, DepED will lead all leadership and management initiatives while the BESTOrganisational Development (OD) Specialist will ensure technical design and implementation alignmentand effective management of these providers.

The Brigada Eskwela was launched by the Philippine Department of Education (DepED) in May 2003to bring together parents, teachers and pupils to clean-up and prepare the school for the start of classesin June. The initiative has evolved into a collaborative effort of students, teachers, school officials,parents, community members, local government officials, non-government organisations, churchgroups, private and international organisations to do the actual work. Since 2010, the AustralianEmbassy (led by the Ambassador) has participated in DepEDs Brigada Eskwela program. A total of 65schools in the National Capital Region have been supported. The support consists of labour (byAustralian Embassy staff and family members, implementing partners, managing contractor, Australianalumni). In addition, the Embassy also provides paints, paintbrushes, cleaning materials and othersimilar items. It is proposed to continue this support under the BEST umbrella.

Assumptions

Providing appropriate competencies to leaders and managers at all levels ensures fast and effectiveimplementation and sustainability of all strategic priorities and organisation reforms.

The other assumption related to this sub-component is that leaders and managers model the necessarybehaviours and practices that will create the necessary environment for effective installation, expansionand continuation of reforms at the lower levels of the organisation.

Assumptions related to the assistance in this sub-component are:

> NEAP and the Bureau of Organisation Development and Human Resource will lead theimplementation of activities under this sub-component.

> Specific training and development assistance are needs driven and appropriate to support theoverall objectives of DepEDs organisation transformation.

> Point persons / units or process owners within DepED are identified for each assistance provided toensure that all initiatives are DepED led and managed.


> Lessons learnt from previous OD and HR programs at the central and regional levels are consideredin designing, implementing and managing the different change initiatives to be supported under thisAnnual Plan6.

> Timing and timeframe of the implementation of training and development assistance will startimmediately in the first quarter of 2015 to lay the needed institutional infrastructures for theimplementation of Senior High School, and will continue up to 2016.

Work Plan Summary

> Support NEAP in training of 88 division superintendents, 1,038 district supervisors, 18,659 schoolheads and 288 system managers trained on effective educational leadership and management.

> The schools to be selected for Brigada Eskwela will be in the National Capital Region. DFAT willwork with DepEDs Adopt a School to identify 510 schools in great need of support. DFAT willmanage volunteers. The Facilitating Contractor will procure approved materials, volunteer caps andT-shirts and deliver them to identified schools. Budget will be allocated for the procurement ofsupplies and materials and branding materials for the activity. Cost of donation per school variesdepending on the kind and quantity materials requested.

> Regional priorities:

Capability building on program management to prepare and equip the regions with thenecessary competencies in managing the BEST Program in their respective regions; and,

Competency building for regions to provide TA to divisions and schools.


Proponent ActivityCost to

30 June 2015(AU$)

DepED / NEAP Training in Leadership and Management: Support NEAP intraining of 88 division superintendents, 1,038 districtsupervisors, 18,659 school heads and 288 system managerstrained on effective educational leadership and management.

Not included inFC budget

DepED Strengthening NEAP 175,000

DepED Implementing leadership and management program forSchool Heads

275,000

DFAT Participation in Brigada Eskwela 2015 40,000

Total 490,000

4.3.4 Sub-Component 1.4: Curriculum and Assessment

Curriculum and assessment have been identified as key components contributing to K12 reform withinDepED. The focus is on the development, implementation and monitoring of K12 curriculum andassessment in the Philippines.

Work began as early as 2011 on a phased approach to curriculum development, with innovations beingthe introduction of compulsory kindergarten in the early years and the addition of Years 1112, to bringthe Philippines education system in line with international standards. The new system has becomeknown as the Enhanced Basic Education Program.

6 BEST Design Document


Progress to date has seen the completion of all curriculum guides from K12. Curriculum guides provideclear outlines to teachers about the content and performance standards required at each grade level inall subjects, along with descriptions of competencies. There is a phased plan to continue to roll out thenew curriculum from 20112018, with two grades being implemented in schools each year. Additionalcurriculum materials and programs have been highlighted for development at the different stages ofschooling and also to better support inclusive education.

Work has commenced on the review of current assessment policies, and workshops conducted tocommence development of a National Assessment Framework comprising sections on systemassessment and formative assessment. Some of the high priorities are to develop the NationalAssessment Framework, and to develop appropriate assessment materials and build capacity to supportformative assessment within classrooms.


The approaches taken in this sub-component will be embedded within the Theory of Change outlined inthe program design document and will take account of lessons learnt from previous DFAT programs.There will be close alignment between the work in curriculum and assessment, the development ofteaching and learning materials and teacher pre and in-service training.

The research conducted by the Assessment Curriculum and Technology Resource Centre (ACTRC)and the RCTQ will provide research-based evidence to guide the development and implementation ofcurriculum and assessment activities. There will be close and ongoing liaison between the relevantcurriculum and assessment divisions in the Department of Education and also between the divisionoffice and the six regional offices engaged in the program.

All activities within the Curriculum and Assessment component will be subject to rigorous qualityassurance checks and monitoring and evaluation systems. Part of the focus of this work will be to ensurethat cross cutting issues relating to gender, disability and inclusive education are addressed effectivelythroughout all activities, and environment, disaster risk reduction and climate change where appropriate.

Key Assumptions

BEST activities within the curriculum and assessment component will be premised by the followingassumptions:

> DepED counterparts are highly committed and have the capacity to engage fully and lead changein curriculum and assessment, with technical support, from the TAs at USec Ocampos Office, theSenior Specialist and other technical support outsourced as required.

> The new K12 curriculum is based on constructivist theory and embraces a learner-centred,inclusive approach that is research-based to align with international standards and skills for the 21stcentury.

> The National Education Testing and Research Centre has kept abreast of changes in K12curriculum and is aligning National Achievement Tests and other forms of assessment with theenhanced K12 curriculum.

> All curriculum and assessment materials and policies pass rigorous quality control mechanisms,which involve ongoing consultation with key stakeholders and validation processes.


Work Plan Summary

For sub-component 1.4 the intermediate outcome in the Theory of Change framework states thatcurriculum and assessment approaches are closer to international standards. The implementationstrategies are to support development, improvement and use of K12 curriculum and assessment, withthe key outputs being:

> K12 curriculum completed, used and evaluated;

> classroom assessment methods are improved;

> national assessment is improved; and

> capacity for analysing and building learning strategies strengthened.

The work plan in this component will see the Senior Specialist Curriculum and Assessment workingcollaboratively within the relevant Bureau within DepED, including Programs and Projects, Bureau ofSecondary Education, Bureau of Elementary Education and the National Education Testing andResearch Centre. There will be close collaboration with ACTRC and RCTQ (refer Annex 2) and CHED.There will be a close partnership with the work of the BEST Senior Specialist in Teacher Development.

The priorities have been determined on the basis of a BEST scoping exercise. It is envisaged thatactivities will most likely focus on aspects of the following list of indicative priorities:

> Remaining curriculum programs including further development and alignment of Kindergartencurriculum with Grade 13 standards, review of K3 literacy and numeracy curriculum, alternativelearning programs, alignment and contextualisation of curriculum for Indigenous Peoples andspecial programs for Senior High School curriculum.

> The National Assessment Framework including assessment of curriculum and 21st-century skills.

> Formative assessment leading to improved learning

> Development of assessment tools to track progress of students against the curriculum and21st century skills.

> Inclusive curriculum for students with disabilities.

> Regional priorities:

Start-up activities of the Senior High School program which includes planning, setting up ofsystems and mechanisms, information dissemination, and advocacies.



30 June 2015(AU$)

ACTRC ARMM KG1 Measuring student progress against curriculum Not included inFC budget

Mother Tongue Based Multilingual Education (MTB-MLE) documentingbest practices

Science Inquiry

Formative Assessment Practices in the Classroom

SWAN Tools for Students with Additional Needs

21st Century Skills Assessment Tools



30 June 2015(AU$)

DepED K12 Senior High School Program Implementation Curriculum Rollout 120,000

Refinement, redevelopment and alignment of various special curricula(SPED, multigrade, Alternative Learning Systems)

40,000

Facilitation and management of various curriculum developmentprocesses

40,000

Development of the K12 assessment system led by the NationalEducation Testing and Research Centre

40,000

Refinement, validation ad finalisation of early grades assessmentmaterials SReA, Phil-IRI, EGRA, EMRA

40,000

Articulation of the complete assessment system as a DepED policy 35,000

Review of Kindergarten materials to support 19 mother tongue teachingand learning

35,000

Redevelopment of Grade 1 and Grade 7 teachers' guides and learners'materials to align with enhanced curriculum

30,000

Total 380,000

4.3.5 Sub-Component 1.5: Teaching and Learning Materials

To supplement the curriculum it is expected that a range of teaching and learning materials be identifiedand made accessible to all teachers and students as the curriculum is rolled out through to 2018.Materials will include resources for both teachers and students. These teaching and learning materialswill include teacher guides, textbooks, ICT and web-based resource materials and interactive on-linelearning programs. It is the intention that many of these materials will be uploaded to the DepED portal,Learning Resource Management and Development System (LRMDS), once this is up and running.Teaching and learning resources used to support implementation of the new K12 curriculum will:

> align to the new K12 curriculum, providing current research-based content and skills for the21st century;

> cater for a range of learning styles and consist of both print and electronic media;

> promote student-centred activities consistent with constructivist theories of learning;

> foster differentiated instruction to cater for the diverse needs of individual students; and

> be inclusive of gender, ethnicity and ability.

This component also specifically addresses the identification and development of teacher in-servicematerials including print-based materials, on-line interactive and self-paced learning programs, alongwith quality professional development materials to support the key DepED priorities of mother tongueinstruction, early childhood education, K12 with a focus on Senior High School, multi-grade teachingand learning and inclusive education for students with disabilities, Indigenous Peoples and Muslimeducation.


The approaches taken in this sub-component will be embedded within the Theory of Change outlined inthe program design document and will take account of lessons learnt from previous DFAT programs.


There will be close alignment between the work in the development of teaching and learning materials,curriculum and assessment, and teacher pre and in-service training.

The research conducted by the ACTRC and the Research Centre for Teacher Quality (RCTQ) willprovide research-based evidence to guide the identification, review and development of teaching andlearning materials. There will be ongoing consultation between the relevant divisions in the Departmentof Education and also between the division office and the six regional offices engaged in the programto support contextualisation and alignment of teaching and learning materials.

All activities within the Teaching and Learning Materials component will be subject to rigorous qualityassurance checks and monitoring and evaluation systems. Part of the focus of this work will be to ensurethat cross cutting issues relating to gender and disability inclusive education are addressed effectivelythroughout all activities, and environment, disaster risk reduction and climate change where appropriate.

Key Assumptions

BEST activities within the teaching and learning materials component will be premised by the followingassumptions:

> DepED counterparts are highly committed and have the capacity to engage fully to develop andprocure relevant and appropriate teaching and learning materials, with technical support from theTAs at USec Ocampos office, the Senior Specialist and other technical support outsourced asrequired.

> All print and electronic teaching and learning resources, including teacher in-service andprofessional development materials, align with the Enhanced K12 Curriculum and AssessmentPolicies, reflect constructivist theory, embrace a learner-centred, inclusive approach and areresearch-based to align with international best practice and 21st century skills.

> All print and electronic teaching and learning resources, including teacher in-service materials, passthrough rigorous quality control mechanisms through ongoing consultation with key stakeholders.

> Support will be offered for local or regional development of some teaching and learning materials,such as mother tongue language materials and contextualised learning materials for Muslim andindigenous peoples.

Work Plan Summary

For sub-component 1.5 the intermediate outcome states that Appropriate learning and teachingmaterials are available and more accessible. The implementation strategies are to Support thedevelopment and use of appropriate teaching and learning materials, with the key outputs being:

> Professional development materials for teachers and education leaders more accessible.

> Learning materials for K12 and context specific learning system more accessible.

> Decentralisation of learning resource management and development supported. This includesdevelopment and national roll out of the LRMDS that will provide the business process for qualityassurance and dissemination of curriculum materials. The LRMDS is designed to facilitateimproved access to teaching and learning materials. By improving access to curriculum guides,teachers guides, instructional learning materials and in-service materials the LRMDS will enableteachers to execute a more consistent approach to the implementation of the Enhanced K12curriculum. In this way the LRMDS serves as a quality assurance mechanism to improve the qualityof teaching and learning in schools.


The work plan in this component will see the Senior Specialist Curriculum and Assessment workingcollaboratively within the relevant Bureau within DepED, including Programs and Projects, InstructionalMaterials Council Secretariat, Bureau of Secondary Education, Bureau of Elementary Education andthe National Education Testing and Research Centre. There will be close collaboration with ACTRC andRCTQ and CHED. There will be a close partnership with the work of the BEST Senior Specialist inTeacher Development and the Senior Specialist in Education Management Information Systems.

The priorities for Activity Design Document development in this section have been determined on thebasis of a BEST scoping exercise from 24 December 2014. It is envisaged that activities will most likelyfocus on aspects of the following list of indicative priorities:

Development of Grade 4 and Grade 10 teachers guides and learner materials

> Review of Kindergarten learning materials to support 19 mother tongue teaching and learning in K3

> Redevelopment of Grade 1 and Grade 7 teachers guides and learners materials to better align withthe Enhanced K12 curriculum

> Text book calls to publishers to procure and / or produce text books to align with the enhanced K12 curriculum and assessment, particularly for Senior High School

> Development of assessment resources to support formative assessment in classrooms

> Identification, procurement and alignment of relevant web-based teaching and learning materials tocover current gaps in resourcing, particularly for Science and Mathematics

> Revision and development of teacher in-service and professional development materials.

Planned Expenditure by Activity

Expenditure will be aligned to Activity Design Documents once they are developed.



30 June 2015(AU$)

ACTRC Creation of a liaison group to act on recommendations of the TabletProject and to pursue other pedagogical implications of ICT integration

Not includedin FC Budget

DepED Text Book call for year 1112 text books Included aspart of budget

for sub-component

1.4

Development of Grade 4 and Grade 10 Teachers Guides and Learnersmaterials

Review of Kindergarten learning materials to support 19 mother tongueteaching and learning in K3

Redevelopment of Grade 1 and Grade 7 teachers guides and learnersmaterials to better align with the Enhanced K12 curriculum

4.3.6 Sub-Component 1.6: Educational Facilities

Australian Government funding of nearly AU$48 million has been allocated to the construction of newclassrooms with greater focus in the Typhoon Haiyan-affected areas. A total of 114 new classroomswere built in the Typhoon Bopha affected areas of Davao and Caraga regions as part of the AustralianGovernments support to the Typhoon Bopha rehabilitation efforts. This part of the overall program ismanaged by Philippine Business for Social Progress through DFAT.




30 June 2015(AU$)

PhilippineBusiness forSocialProgress

Construction of 252 classroomsNot included inthe FC budget

Total

4.3.7 Sub-Component 1.7: Context Specific Learning Systems

In 2011, DepED and the Australian Embassy implemented the Philippines Response to IndigenousPeoples and Muslim Education (PRIME) with the aim of improving access to education for indigenouspeoples (IP) and Muslim children belonging to disadvantaged communities. Under BEST, DepED isexpected to continue the implementation of support to Muslim and Indigenous learners. The findingsand practices encountered in the four-year implementation will be one of the foundations of this sub-component.

Specifically, this sub-component will further refine the education plans, teaching and learning process,and learning materials to address the unique context of children belonging to IP and Muslim communitiesand specifically address the learning needs of children with disabilities.


DepED has stepped up its efforts on inclusive education with the aim of increasing awareness andimproving strategies that will ensure quality and access to basic education services of children belongingto what has hitherto been a marginalised sector. The Indigenous Peoples Education Office (IPsEO) andOffice of the Madrasah Education (OME) have developed road maps outlining the Departmentsstrategies in addressing the unique learning needs of IP and Muslim children. This is part of DepEDsaffirmative action towards improving access for marginalised children.

In line with the implementation of RA 10533 and the ongoing organisational reforms within theDepartment of Education Central Office, there is a need to ensure continuous provision of technicalassistance (TA) to the IPsEO and OME. Technical consultants who are knowledgeable and experiencedon DepED policies and programs on education for IP learners are needed to provide managementoversight to the implementation of the IP Education Program. The consultants are also expected toadvise members of the DepED Executive Committee on policy and programming concerns on IP andMuslim Education. TA engaged on this sub-component will be expected to work closely with thoseworking on other aspects of Component 1.

Work Plan Summary

Activities on context specific learning systems shall include:

> Strengthening the organisation capacity of the OME as articulated in the proposed Muslim educationroad map. This includes a series of capability building activities for implementers of the madrasaheducation in the regions and divisions, JanuaryDecember.


> Build a decision support system that will provide OME with access to key data and informationregarding madrasah education implementation, schools implementing madrasah, Muslim childrenand their access to the Arabic Language and Values Education program of DepED, JanuaryDecember.

> Provision of technical support to OME in the finalisation and implementation of the Muslim educationroad map, JanuaryDecember.

> Provision of technical support to IPsEO to continue the programs and projects initiated in the lastthree years. Specifically, these include building competencies of teachers teaching IP children,development of indigenous learning materials, and finalised IPed curriculum framework, (JanuaryDecember.

> Review of initiatives and formulation of a three-year road map for children with disabilities, JanuaryDecember.



30 June 2015(AU$)

DepED Technical Assistance to IPsEO 100,832

Office of Muslim Education in Training programs 136,421

TA support to programs for children with disabilities 40,000

Total 277,253

4.4 Component 2: Strengthening Systems

4.4.1 Sub-Component 2.1: Evidence-Based Policy Planning and Management

One of the major initiatives of the DepED in the last 10 years is the strengthening of its planning,monitoring and evaluation functions in the Department. Previous donor assisted programs and projectshave contributed to strengthening the planning and M&E competencies of DepED staff at all governancelevels. These include projects such as Supporting Transformation by Reducing Insecurity andVulnerability with Economic Strengthening, Basic Education Assistance for Mindanao, SPHERE,STRIVE, PAHRODF and PRIME. Each has provided technical support, systems improvement, and aseries of capability building activities on education planning, program monitoring and outcomesevaluation. Most of the schools were taught how to prepare and package the School Improvement Plan,divisions prepared their Division Education Development Plan, and the regions developed their RegionalEducation Development Plan.

Under the BEST Program, the aim is to harmonise past initiatives into one coherent system of planning,budgeting, and M&E. Specifically, the objective is to provide a direct link between these sub-systems tothe teaching and learning process happening in schools. The experiences and lessons learned in pastprograms shall serve as important inputs to the design of a more robust and relevant planning, and M&Esystems in DepED.

In addition, DepED has made significant strides in its education management information system(EMIS). Previously, there is a dearth of data and information on education accomplishments. With theenhancements in the EMIS, the challenge is for DepED to make full use of education data andinformation, formulate more databased plans, and make evidence based decisions and to do moreoutcome driven evaluation. Compared to five years ago, the EMIS through the Enhanced Basic


Education Information System (EBEIS) provides access to more data and information necessary inpreparing more relevant and responsive education plans.


In 2015, one of the major initiatives to be undertaken is the preparation of a pre-BEST Program baselinesituation in the six supported regions. The baseline documentations will be used as input to DepEDseffort to make for more demand responsive and relevant education projects, programs and policies. Thesame can be used by other BEST Program sub-components in their strategy formulation and used asthe basis for outcome evaluation to be conducted in the latter part of the Program.

A critical input to the base-lining initiative is the formulation of the Basic Education Sector M&EFramework (BESMEF). The BESMEF shall define the critical outcomes, results, and indicators that willbe used as reference by the education plans, and as the basis for performance measures andaccomplishments. BESMEF will be updated in the context of the K12 Program and the Theory ofChange Framework of the BEST Program.

The baseline and BESMEF will be used as inputs to the development of DepEDs National EducationPlan. This is a long-term education plan which aims to pro-actively address the future needs andchallenges in the basic education sector.

Another critical input on planning and M&E is the capability building of key DepED personnel whichincludes Education Supervisors and Planning Officers on how to do data analysis especially on the useof DepEDs key performance indicators, and other information contained in the EBEIS.

Work Plan Summary

Activities on Planning and M&E on 2015 will focus on framework develop