efa,mdg,besra &dm

7/31/2019 Efa,Mdg,Besra &Dm

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

. . . . And so are the implications in

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


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video
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Answer the following:1. What is your collective understanding of EFA, BESRA,

MDG and ADM?

2. What are the targets of EFA and MDG by 2015?

3. What are the issues and challenges of the present

education?


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Issues:

OSC/Y/A

Dropouts SARDOs

SOURCEOF ISSUES: Distance from Home to schools

Child labor

Low family income to support schooling

Malnourish

Inadequate school resources for learning

(labs, equipment, watsan)

OBJECTIVES:

To provide quality of

and access to basic

education.


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Drop Out and Survivalremain a major problem

- about 36% drop out of primary

school

- less than 50% complete basiceducation

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- Only 65.8% are functionally literateand the rest of the 20M Filipinos cant

read, write nor comprehend

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This report is further substantiated bythe following:

1 of 10 Filipinos ages 6-24 andover has no formal education

6-9 M Filipinos is not functionallyliterate

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In the UNICEF-Philippines Report, ourcountry ranks 4th among countries

with the most number of prostitutedchildren.

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ILO Study reported that as young as11-17 years old are in sex industrywith Cebu as becoming the destinationpoint. Most of them coming fromSamar, Bohol, Leyte, Negros andBacolod.

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In the Country Reports on HumanRights Practices(2005), it was said thatthere are 20,000 child prostitutes inMM alone. Most of them are girls andnearly all had dropped out of school.

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Do you think you can help contributesolutions / initiatives to solve the

existing problem?


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and the time is

NOW!


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Warning!!!

The Present EducationCritical Context, Issuesand Challenges


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is the 1st comprehensivesurvey on Philippine education. Results: lowlevel of students achievement, teaching

qualifications, educational facilities,centralization and lack of adaptation ofeducation to the needs of the Filipino peoplewere the main causes of low achievement level.


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sought theopinions of education experts but failed toinvolved systematic gathering of primary data onthe educational processes and outcomes.


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- 1st comprehensivesurvey after American colonial regime. Results:Same results from Monroe and CommonwealthSurveys, language of instruction remains a bigissue, improved budget for education,restoration of grade 7 and others.


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- reiterated the previoussurveys, education of cultural minorities andadaptation of foreign educational practices,prioritization of investments for elementaryeducation and strengthening secondaryeducation.


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- educational plans were

focused on curriculum, physical facilities,instructional technology, retraining of teachersand administrators, accreditation and shiftingof funding to local government from national

level.


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-

SEAMEO project supported by IDRC

(International Development Research Centreof Canada). IMPACT used modularized self-instructional systems with the support ofparents and community; main goal is access

to education to students in remote areas.


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- survey on thelearning outcomes of grade 4 students. Itincluded school, teacher and studentcharacteristics. Results: poor achievementlevel in reading, writing and quantitative skills;

explicitly linked socio-economic inequalitiesto educational outcomes.


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- focused on

improving the curriculum with emphasis onscience, technology, math, reading andwriting; financed by IBRD (International Bankfor Reconstructions and Development).


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-WB funded to address the problem of dropouts,

school feeding program and use of multilevelIMs with parents participation.


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- was funded by

AUSAID to improve the effectiveness of science

and math at the secondary level.


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- funded once again by AUSAID,

it focused on ESM in basic education. It has

various components including textbookdevelopment.


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- funded by JBIC (Japan

Bank for International Cooperation) and WB.Focuses: civil works, student assessment,INSET, and SBM principles in finance andadministration.


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. It reiterated the previoussurveys. It proposed 9 key reforms, four ofwhich were relevant to basic education-created National Coordination Council forEducation, strengthening teachercompetencies, expanding options for medium

of education in early grades andestablishment of National EducationEvaluation and Testing System.


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. Has

similar goals with TEEP but focused onsecondary education. Recipients were 15 SRAprovinces from Luzon, Visayas and Mindanao)


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- with the same goals of TEEP

and SEDIP including access to qualityeducation but focused on Muslim groups and

IPs. Financed by AUSAID.


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- funded

by AUSAID with the same goals of BEAM.Recipients were the 3 regions of Visayas- VI,VII and VIII.


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- funded by UNICEF. It targets the

establishments of CFSS (Child Friendly School

System) both in the elementary and secondarylevels.


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(Basic EducationSector Reform Agenda) as the main vehicle forits realization.


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K to 12 Basic Education Program

Basic Education Sector Reform Agenda

KRT1:

School-BasedManagement

KRT 2:

TeacherEducation &Development

KRT 3:

NationalLearning

Strategies

KRT 4:

QualityAssurance &Accountabilit

y/ M&E

KRT 5:

OrganizationalDevelopment

Quality & AccessibleEducation For All

BESRA as a package of reform initiatives

considersK to 12as theflagshipreform


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TARGETS OF EFA AND MDGBY 2015


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Phili i Ed ti f All (EFA) 2015 Pl


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41

FunctionalLiteracy

by All

Basic Education SectorReform Agenda

(BESRA)

Philippine Education for All (EFA) 2015 Plan

PerformanceGovernanceSystem

Globallyrecognizedfor good

governanceand fordevelopingfunctionally-literate andGod-loving

Filipinos.

DepEDby 2030

EFA Goals

Mission

To provide

quality basiceducation that isaccessible to alland lay thefoundation oflifelong learning

and service forthe commongood.

EFA Goals


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EFA Goals

1. Universal coverage of OSY and OSA forthe provision of basic learning needs

2.Universal school participation andelimination of drop-outs and repetition

in the first three grades

EFA Goals


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EFA Goals

3.Universal completion of the full cycle of thebasic education with satisfactory level of

achievement by all and in all grade/yearlevels

4.Total community commitment to the basiccompetencies for all


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EFA 2015


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BESRA & its 5 KRTs

SBM

Teacher Education & Development

Quality Assurance & National Learning Support

Complimentary Contribution of Pre-School

Institutional Culture Change

EFA 2015

BESRA & its 5 Goals


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BESRA & its 5

KRTs

SBM

Teacher Education &Development

Quality Assurance &Learning Support

Complimentary Contributionof Pre-School & ALS

InstitutionalCulture Change

Goals

Improved Learning Outcomes forall through:

SIP and AIP SGC

Competency-based system andprocess of teacher-training anddevelopment through adoptionof NCBTS

Implementation of NLS and QAthrough:

MTB MLE Program ADM (EASE, OHSP, DORP,

IMPACT, MISOSA)

Multigrade EducationalProgram

Livelihood and Tech.-Voc.Education

Quality Management System(QMS)

GoalsBESRA & its 5


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Transformation of existing non-formal and informal learningoptions into viable ALS

Resource Mobilization andManagement

Use of ICT in Governanceand Management

Organizational Development

GoalsBESRA & its 5

KRTs

SBM

Teacher Education &Development

Quality Assurance &Learning Support

Complimentary Contributionof Pre-School & ALS

InstitutionalCulture Change


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ACCESS
http://snogirl.snoville.com/SchoolGraphics.html


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Low participation rate, completionrate, and cohort survival rate.

high dropout rate

Low in academic performance
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They are the learners who are on difficult

circumstances due to recent economic and

political trends.


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They are in the lowest range in the indicators of

education participation and performance.


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They have no access to educational opportunities

and services.


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The unreached includes those learners from:

remote communities and ethnic minorities

students at risk of dropping out

children from migrant families

stateless individuals

street children

orphans

people affected or infected by HIV and AIDSprisoners

and others


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Conduct Family Mapping, Home and StreetVisits in collaboration with the barangay andfind the targeted early enrollees includingindigenous cultural communities, andchildren with disabilities.


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II. Plan for a Differentiated Program Interventions

Develop together with the stakeholders the

differentiated program interventions such as

Alternative Delivery Mode, Non-conventional

School Programs, Teaching Strategies, and etc.


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Open High School Program (OHSP)

This is alternative mode of secondary

education that addresses learning problems of

students who cannot join the regular class program

due to justifiable reasons. These reasons mayinclude physical impairment, employment,

Distance of home to school, education design,

family problems, and the like.


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Effective Alternative Secondary Education

(EASE)

This is an alternative mode of learning for

short-term absentees or temporary leavers of the

regular class program due to justifiable reasons:part-time job, illness in the family, seasonal work,

calamitous events, peace and order problem and

the like. The learning mode uses modules whichthe students study while on leave of absence.

S h l I iti t d I t ti (SII)


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School Initiated Interventions (SII)

These are innovative and homegrown

interventions developed by schools to preventthe SARDOs from dropping out and to increase

their achievement rate.


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Alternative Learning System


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Basic Literacy Program (BLP) is a program aims at

eradicating illiteracy among out-of-school youth

and adults (in extreme cases school-aged

children) by developing basic literacy skills of

reading, writing, and numeracy.




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Accreditation & Equivalency (A & E) Program isa program designs to equip the prospective A & E

test takers with the necessary competencies to be

placed in the higher grade/year level in the formalschool system, if they go back to school.



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Balik-Paaralan Para Sa Out-Of-School Adults (BP-OSA) is

a program that provides OSA an opportunity to pursue

secondary education that focus on entrepreneurial andemployable skills to make them productive and self-

reliant.


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AGAP-SAGIP is a project that aims to help decrease, if

not totally eradicate the drop-outs in both elementary

and secondary levels and to increase the retention rate inthe formal education system. It caters earlypotential

drop-outs in the formal school both elementary and

secondary levels and place/transfer them under the

mentorship/stewardship of the Alternative LearningSystem.


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Our grandest business

undoubtedly is not to see

what lies in a distance

but to do what lies clearlyat hand

Thomas Carlyle


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