ACCESs:(A Child- and Community-Centered Education System)

Strengthening the Practice of School-Based Management

Office of the Undersecretary for Regional Operations

Presentation Outline

1. ACCESs as Touchstone of Reforms

2. BESRA and ACCESs Connection

3. Defining ACCESs

4. Operationalizing ACCESs – SBM & PASBE

– Re-engineering Planning and M&E Systems

5. Next StepsACCESs: A Community- and Child (Learner)-Centered Education System (June 2012)

ACCESs as Touchstone of Reforms

It started from a need of a harmonizing policy or statement that will guide reform initiatives

Then, a necessity to flesh-out a paradigm that will drive behavior and performance measures

Ultimately, a demand to operationalize and bring to reality the aspirations of RA 9155

ACCESs: A Community- and Child (Learner)-Centered Education System (June 2012)

Rationale for ACCESs

• Articulate the mandate of RA 9155

• Clarify roles and accountabilities per level of governance

• Broaden the role of community in education management and delivery to emphasize “stewardship”

• Emphasize centrality of learners and learner’s outcome

• Guide program development and evaluation

ACCESs: A Community- and Child (Learner)-Centered Education System (June 2012)

BESRA and ACCESs Connection

• BESRA must be synchronized by a clear philosophy and value statement

• ACCESs provides clarity for BESRA to streamline and identify priorities

• BESRA is the package of policy reforms; ACCESs is a policy or statement that concretize/operationalize the policy reforms

ACCESs: A Community- and Child (Learner)-Centered Education System (June 2012)

Defining ACCESs Philosophy

• Belief and value that the Department espouses

• Concept of an ideal state

• Guide to strategic and day-to-day affairs

• Culture among stakeholders

Approach• Method or process of

service delivery• Measure to examine

consistency of policy, program, project or activity vis-à-vis thrust & mandate

• Guide to examine relevance & value of all other policies, programs, projects

ACCESs: A Community- and Child (Learner)-Centered Education System (June 2012)

ACCESs is about being child(learner)- and community-centered

Community-Centered

• Mandate derived from RA9155, EFA National Plan and BESRA

• Community as source of strategic thrust, crucial resources for learning, curriculum development

• Community as “rights-bearer” of rights to education

Child(Learner)-Centered• A concept derived from the framework of rights-

based education that is characterized as: “inclusive, healthy and protective for all children, effective with children, and involved with families and communities - and children" (Shaeffer, 1999).

ACCESs: A Community- and Child (Learner)-Centered Education System (June 2012)

Features of ACCESsCommunity-

Centered• Shared vision &

mission• Shared decision-

making & governance• Collaboration • Community ownership• Autonomy,• Accountability• Transparency

Child(Learner)-Centered

• Learning-focused• Developmental-stage

appropriate• Gender- & culture-

sensitive• Environmentally

(physical, emotional, psychosocial) safe

• Accessible regardless of gender, race, culture, social & economic status

ACCESs: A Community- and Child (Learner)-Centered Education System (June 2012)

ACCESs FrameworkACCESs: A Community- and Child (Learner)-Centered Education System (June 2012)

In sum, ACCESs provides..

A framework to advance the philosophy of shared governance

of education and to ensure a strong culture of effective

leadership & management in the provision of basic education

ACCESs: A Community- and Child (Learner)-Centered Education System (June 2012)

ACCESs is about an education system…

• Network of leadership

• Learner-centered and context-based learning systems and processes

• Transparent and community developed accountability system

• Mutually reinforcing and harnessing education targeted resource management

ACCESs: A Community- and Child (Learner)-Centered Education System (June 2012)

Operationalizing ACCESs1. Re-creating school (learning community)

systems into community-based and learner-centered

2. Re-engineering the system through participatory planning and “demand-driven” monitoring and evaluation

3. Linking planning and budget processes with appropriate LGU and other local participation platforms at each governance level

4. Strengthening accountability system by leveraging on the involvement of the “demand-side” of education

ACCESs: A Community- and Child (Learner)-Centered Education System (June 2012)

Why Change

• Highlight children/learner as the center of SBM practice

• Continuous improvement process• Break old habits• Respond to clamor of field implementers • Promote shared governance and

strengthen local participation• Improve the school system’s capacity

towards attaining EFA/MDG

Type of Change

Homeostatic change - band aid- just to close gap in performance, firefighting if there’s fire

Incremental change – gradual, progressive, slow when there’s little information about the subject / object of change

Neo-mobilistic – innovative, to introduce a different / much better formula, e.g. pole vaulting

Metamorphic – revolutionary, to change the whole system [Mao Tze Tung]

To align and strengthen SBM

• Paradigm shift – From the old practice of “bean-counting” documents to

strengthening systems and processes– From tokenism to genuine participation– From contrived practices to evolving relationships– From mere compliance to conscious effort of doing

things right– From a mere strategy to a way of life in school

• Systems-thinking and systems-orientation• Focus efforts on achievement of the twin outcomes:

– organizational effectiveness– improvement of learning outcomes

Getting Ready to Implement

• Organize your team (First WHO, then WHAT)

• Level off and set performance contract

• Plan and strategize to advocate• Initiate dialogue with LGUs, private

sector, NGOs and PTA• Spot a champion (maybe a team)

Getting Ready to Implement

• Check your realities and negotiate goals and targets with stakeholders

• Train, coach and support team• ID problem areas and prioritize• Listen and collect information from

stakeholders• Invest time on working for common

understanding and shared goals

Thank You!

ACCESs: A Community- and Child (Learner)-Centered Education System (June 2012)