besra ppt presentation

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EDUCATION FOR ALL (EFA) 2015

Overall Goal:

To provide basic competencies to everyone to achieve Functional Literacy for All

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EDUCATION FOR ALL (EFA) 2015

EFA Objectives:

• all illiterate OSYs and adults should be provided with their basic learning needs – thru ALS

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EFA Objectives:

all school-aged children should be in school; drop-out and repetition in Grades 1 to 3 should be eliminated….

…..to attain the above objective, coverage of Early Childhood Education should be expanded…

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EFA Objectives

All Filipinos should complete 10 years of basic education with satisfactory achievement levels by all at every grade or year

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EFA Objectives

..the entire Phil society should be engaged to attain EFA…

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The Department of Education is pursuing a package of policy reforms called the Basic Education Sector Reform Agenda (BESRA) to build upon the efforts of the School First Initiative (SFI) and to create a basic education sector that is capable of achieving the Education for All (EFA) objectives by 2015.

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Strengthening Implementation of

Visayas

Education

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STRIVE A DepEd initiative supported

by the Australian Government through the AusAid. It is intended to provide flexible and responsive assistance in strengthening access to quality basic education in the Visayas.

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Contribution:

A$ 20.3 (approx Php 800 million)

Phase I - A$ 4.7 million

Phase II – A$ 15.5 million

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Duration:

Phase I – October 2005 – July 2007

Phase II- August 2007-July 2010

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Location:

Deped Central Office, Region VI (Iloilo) , VII (Cebu) and VIII Tacloban and Divisions of Negros Occidental, Bohol,Tagbilaran City and Northern Samar

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Goal:

To contribute to the improvement in the quality of and access to basic education in the Visayas

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Purpose:

To develop, support and strengthen education management and learning support systems for improved access to quality basic education, within the national Basic Education Sector Reform Agenda (BESRA)

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STRIVE 2 focuses on developing systems for BESRA regional implementation in Regions VI, VII, VIII. (Monitoring of School Based Management Practices and Capability Building for School Improvement Planning at the schools)

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Components

STRIVE 2 addresses the gaps in the effectiveness and quality of the essential support systems for school-based management, human resources development, specifically training and development and the equitable provision of learning resources materials (LRM)

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Hence, STRIVE 2 is providing the necessary resources including technical assistance to regions VI, VII and VIII in installing the system and developthe enabling environment upon which current and future education reform efforts will be supported, sustained and continually improved

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AVERAGE GROSS ENROLLMENT RATE (Public Elementary)(SY 2004-2005 TO SY 2007-2008)

103.82%

100.11%

96.74%

92.84%90.53%

88.51%86.76% 86.76%

75.00%

80.00%

85.00%

90.00%

95.00%

100.00%

105.00%

110.00%

2002-2003 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 2008-2009 2008-2009

Regional

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82.50%

79.77%

76.93%

73.68%

71.68%69.96%

69.11%

60.00%

65.00%

70.00%

75.00%

80.00%

85.00%

2002-2003 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 2008-2009

Regional

AVERAGE NET ENROLLMENT RATE- Public Elem.AVERAGE NET ENROLLMENT RATE- Public Elem.(SY 2002-2003 TO SY 2008-2009)(SY 2002-2003 TO SY 2008-2009)

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87.06%

60.10% 59.75% 58.51%62.21% 64.72% 62.45%

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

90.00%

100.00%

2002-2003 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 2008-2009

Regional

AVERAGE COHORT-SURVIVAL RATE – Public Elem.(SY 2002-2003 TO SY 2008-2009)

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AVERAGE COMPLETION RATE Public Elem.(SY 2002-2003 TO SY 2008-2009

54.66%

58.06%57.47%

55.95%

59.77%

62.51%

59.79%

50.00%

52.00%

54.00%

56.00%

58.00%

60.00%

62.00%

64.00%

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GRADUATION RATE Public Elem.

(SY 2002-2003 TO SY 2008-2009)

95.13%

95.85%

95.35%

94.38%

95.25%

95.72%

94.86%

93.50%

94.00%

94.50%

95.00%

95.50%

96.00%

2002-2003

2003-2004

2004-2005

2005-2006

2006-2007

2007-2008

2008-2009

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AVERAGE DROP-OUT RATE Public Elem.

(SY 2002-2003 TO SY 2008-2009)

2.46%2.39%

2.53%

2.70% 2.68%

2.43%2.36%

2.10%

2.20%

2.30%

2.40%

2.50%

2.60%

2.70%

2.80%

2002-2003

2003-2004

2004-2005

2005-2006

2006-2007

2007-2008

2008-2009

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MEAN PERCENTAGE SCORES IN THE NATIONAL ACHIEVEMENT TEST (NAT) Public Elem.

(SY 2006-2007 TO SY 2007-2008)

53.75

60.35

50

52

54

56

58

60

62

2006-2007 2007-2008

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OF EDUCATIONDEPARTMENT

School Based Management School Based Management (SBM) Support System (SBM) Support System

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KRT 1. School-Based Management

enabling and empowering school to manage its own affairs for improved delivery of educational services in a sustainable manner through the operationalization of School-Based Framework and Standards

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SBM Dimensions SBM Dimension Level 1

(Standard)Level 2

(Progressive)Level 3

(Mature)

1. School Leadership

2. Internal Stakeholders Participation

3. External Stakeholders Participation

4. School Improvement Process

5. School-Based Resource Mobilization and Mgmt.

6. School Performance Accountability

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Objectives of SBM:

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5.6M CHILDREN AND YOUTH ARE NOT 5.6M CHILDREN AND YOUTH ARE NOT IN SCHOOLIN SCHOOL2.2M children aged 6-12 years old

3.4M youth aged 12-15 years old

6% drop out rate in elementary7.5% drop out rate in secondary

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MANY REASONS DEPRIVED THEM OF MANY REASONS DEPRIVED THEM OF THE BENEFITS OF EDUCATIONTHE BENEFITS OF EDUCATION

Economic reasonsHealthDisabilitiesSchool Adjustments

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CHILDREN WHO DROPPED OUT FACE A CHILDREN WHO DROPPED OUT FACE A BLEAK FUTUREBLEAK FUTURE

Become victims of human trafficking and exploitation

Live in povertyUnemployed or inability to be gainfully employed

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the CHALLENGEthe CHALLENGE

FINDFIND themREACHREACH themKEEPKEEP themMAKEMAKE them COMPLETECOMPLETE school

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By 2015, achieve: 98% universal school participation 81% universal completion of the full

cycle of basic education satisfactory achievement level by all at

every grade level (80 MPS)

OBJECTIVESOBJECTIVES

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ALL 6 – 15 year old CHILDREN

Putting priority on children-at-risks in disadvantaged or marginalized communities who are victims of exploitation and/or neglect with disabilities

PROJECT BENEFICIARIESPROJECT BENEFICIARIES

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Active partnerships and collaboration coupled with stronger commitment and accountability

Mobilizing education officials and

personnel Strengthening and sustaining

stakeholders partnership both public and private sector

Increasing public awareness and involvement in the education of children and youth

SYNERGY OF EFFORTSSYNERGY OF EFFORTSWHAT IS ITWHAT IS IT

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OF EDUCATIONDEPARTMENT

Drop Out Reduction Program Drop Out Reduction Program (DORP)(DORP)

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The Drop Out Reduction Program (DORP)

DORP is an intervention program to reduce the high dropout rate and improve learning outcomes in public and private schools of the country, using formal and informal approaches. The program aims to facilitate access

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of every Filipino to quality basic education and equip him with the basic literacy tools and content that is essential for his growth and development as a person and as a citizen of a democratic society. The DORP has the objectives of reducing

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if not totally eliminating school dropout; increase retention rate, retrieved Students-At-Risk of Dropping Out (SARDO) and out of school youth, increase the capability of schools to establish, implement, monitor, evaluate and continuously improve DORP practices & learning materials and benchmarking.

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OF EDUCATIONDEPARTMENT

Project TURN AROUND Project TURN AROUND

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PROJECT TURN AROUND Is a special intervention project

of DepEd (DepEd Order No. 47, s. 2007). It aimed to increase the performances of schools that scored low in the NAT. Specifically, it identified the schools whose mean was 34% and below and were given special trainings and intervention schemes.

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In Western Visayas, there were only 5 divisions in the Secondary Level that had PROJECT TURN recepients. They were:

Cadiz City Iloilo Capiz Iloilo City Silay City Iloilo province had 4 schools, all the 4

divisions had only 1 school each.

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These schools were given teacher trainings conducted by their respective divisions in SY 2007-2008. DepEd had also provided budget for Instructional Development and Monitoring.

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The Regional Office was mandated to monitor the performances of these divisios, tasked to follow up and assist the identified schools. The Regional Office held two conferences for ES I and Assistant Schools Division Superintendents in May 2008.

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During the Final Conference, it was shown that the performances in NAT of these schools had very significant increase. Not one remained in the ICU. As of the present, school heads of Proj. TURN Around relay their message of a good performance to the Regional Office.

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The conclusion – They did turn around from

low performance and now, THEY ARE SHINING!

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OF EDUCATIONDEPARTMENT

Educational Service Contracting Educational Service Contracting (ESC) (ESC)

Education Voucher System Education Voucher System (EVS) (EVS)

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The main objective of he ESC/EVS programs is to decongest public secondary schools. The target beneficiaries for these programs are the students in crowded public secondary schools. Using national standards, DepEd determined the normal carrying capacity of each public secondary school. The resulting

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estimated number of students beyond the normal capacity of each public school is referred to as “aisle” students. Ideally, the number of ESC/EVS grants should be proportional (if not equal) to the number of aisle students. To enable adjustments by participating schools, the proportional alignment shall be phased over a period of 4 years starting with SY 2010-2011.

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The ESC & EVS grants cover the four (4) years of secondary school from 1st year to graduation. They can start only at the first year level. No new grants shall be awarded at higher year levels. The amount of the grant shall be set at Five Thousand Pesos Only (Php 5,000.00) per grantee, per school year.

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OF EDUCATIONDEPARTMENT

Special Education Program Special Education Program (SPED)(SPED)

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DepEd Region VI has long been implementing the SPED Program in Region VI for more than 4 decade already. The first SPED classes were organized in 1967 in the Divisions of Iloilo City and Iloilo Province, serving the children with Visual Impairment in the elementary level.

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The SPED Program caters to children with special needs like those with physical or mental disabilities, behavior problems even those who are talented and mentally gifted, with the use of modified curricula.

To date there are at least 15 SPED Centers established in 12 divisions in the region serving about 8,000

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children with special needs in about 120 classes, 60 scholars with about 120 SPED teachers.

The exceptionally served are:1) children w/ visual impairment2) those with hearing impairment3) those who are mentally

challenged

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4) those who are gifted and talented

5) those with intellectual difficulties6) Those with speech problems and

more

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OF EDUCATIONDEPARTMENT

Special Science Elementary Special Science Elementary Schools (SSES)Schools (SSES)

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Special Science Elementary Schools (SSES)

1. Background and Rationale

This project was conceptualized to address the worldwide concern about the state of science and technology education which calls for establishing instructional condition to improve practice

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2. sustainable technological development requires scientifically and technologically informed citizens 3. changes resulting from digital technologies that are most rapid to happen affecting, without being sought, the way people live, think and even behave.

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OF EDUCATIONDEPARTMENT

Special Program in the Arts Special Program in the Arts (SPA)(SPA)

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SPA is a nationwide program for students with potentials or talents in the Arts, namely: Music, Visual Arts, Theater Arts, Media Arts, Creative Writing and Dance.

The school offers a comprehensive secondary education program centered in the arts covering a range of arts forms and disciplines.

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Criteria in the Selection of Schools Implementing the Program

• A financially autonomous regular high school

• Is strategically located and surrounded by resources such as libraries, museums, instructional materials as well as local artists and musicians

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• A track record of active participation or winnings in cultural competitions

for the past three years• An administrators who is supportive, and interested in the arts• A department head knowledgeable in the arts• Teacher specialist in the arts• Teacher with strong interest in the arts and are willing to be

trained.• Additional classrooms to serve as dance studio, drama room,

music room, practice room, art room with sinks and storage space and computer rooms.

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OF EDUCATIONDEPARTMENT

AUTOMATIC TELLER AUTOMATIC TELLER MACHINE (ATM) Mandatory MACHINE (ATM) Mandatory

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Advantages of ATM Implementation 1. Can access 24 hours a day, 7 days

week 2. Time & Locational convenience;

Access your account anytime from over 2,737 Expressnet ATMs; 2,042 Megalink ATMs and 2,406 Bancnet ATM system nationwide.

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3. Control of Funds manage your money wisely. Withdraw only what you need.

4. No. ID Hassle every withdrawal transaction. Just use your Personal Identification Number (PIN).

5. Alternative to the teller line no need to line up over the counter to withdraw cash.

6. Privacy security through PIN.

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7. User-friendly easy to use menu driven.8. Multi-usage. Can be used in the transfer

of funds, cashless shopping, internet or phone banking.

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Disadvantages of ATM

1. Captured cards 2. Lost/Stolen card)

Can make use of over the counter transaction

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THANK YOU AND

HAVE A NICE DAY.