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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
6
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- Only 65.8% are functionally literateand the rest of the 20M Filipinos cant
read, write nor comprehend
7
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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
8
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In the UNICEF-Philippines Report, ourcountry ranks 4th among countries
with the most number of prostitutedchildren.
9
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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.
10
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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.
11
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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
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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.
Alternative Learning System
Alternative Learning System
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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.
Alternative Learning System
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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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