8/8/2019 QAAS Operations Framework Version 2 Repaired)
http://slidepdf.com/reader/full/qaas-operations-framework-version-2-repaired 1/43
1 | P a g e
Quality Assurance and Accountability
System
Operations Framework
A. Introduction
The passage of RA 9115 on Governance of Basic Education Act of 1991for the
Department of Education (DepED) has legally defined the functions of the
hierarchy in running the educational enterprise. In spite having been in effect for
sometime, performance in the organization particularly in its expected outcomes
came almost inconsequential in the years that follow. It was only after the
Schools First initiative roadmap to improving public schools performance launch
in 2004 did DepED seek to provide an enabling reform package that would
systematically bring critical changes on the conditions affecting the provision ofbasic education services on the ground. This package of policy reforms is called
the Basic Education Sector Reform Agenda (BESRA) which STRIVE Stage 2, by its
project design, deliberately supports particularly for the Visayas regions but with
the intention of downloading to the Central Office any of its deliverables that
would be of assistance in formulating policy actions related to desired reforms.
There are five basic key reform thrusts (KRT) of BESRA:
KRT 1: Get all schools to continuously improve
KRT 2: Enable teachers to further enhance their contribution to learning
outcomes
KRT 3: Increase social support to attainment of desired learning outcomes
KRT 4: Improve impact on outcomes from complementary early childhoodeducation, alternative learning systems and private sector participation
KRT 5: Change institutional culture of DepED to better support these key
reform thrusts
STRIVE 2 has School based Management Support Systems as its first project
component which intends, by and large, to directly support KRT 1 popularly
referred to as SBM . By design, Quality Assurance and Accountability (QAA)
System is one of the major outputs of this component. BESRA, however, considers
QAA as part of KRT 3, being a social support to attainment of desired learning
outcomes. This present set up goes to illustrate the significant role of QAAS as a
priority systemic and integrating strategy to bring about quality in all education
systems. It is a cross-cutting theme for all the components of Strive 2.
The Technical Working Group(TWG) for QAA at the Central level has created the
national Quality Assurance and Accountability Framework (QAAF) as its major
policy action which provides the nation with a blueprint for harmonizing all
8/8/2019 QAAS Operations Framework Version 2 Repaired)
http://slidepdf.com/reader/full/qaas-operations-framework-version-2-repaired 2/43
8/8/2019 QAAS Operations Framework Version 2 Repaired)
http://slidepdf.com/reader/full/qaas-operations-framework-version-2-repaired 3/43
3 | P a g e
a. Access /participation - Learners of right age are in school or in
community learning centers provided by organized learningactivities.
b. Retention ² Learners when already in school are motivated to
stay in school/CLC within a conducive learning environment.
c. Completion ² Learners get to finish the requirements of basic
education either through the formal schooling system or
alternative delivery system.
d. Achievement ² Learners as they go through the educational
ladder are equipped with the desired learning competencies that
will enable them satisfactorily to either attend higher education
or get employment to become productive citizens.
The Basic Education Sub-sector Monitoring & Evaluation Framework haslikewise embraced these core performance indicators as DepED·s
contribution to education.
The key role of schools in quality assurance. The framework gives
importance to SBM as the vehicle through which quality can be attained
in schools. The SBM principles which serve as the implementation
standards are closely aligned to quality principles.
Management levels take a System Perspective - The framework
acknowledges a System Perspective in the operations of the
Management levels from the Central Level to the schools level. DepED
as an organization can be transformed into a cohesive unit with all itsfunctional levels systematically linked together in terms of clearly
defined roles and functions to bring about quality in education.
Basically,
Central: Quality standards and policies
Region: Quality control of outcomes
Division: Quality and relevance of technical assistance to
schools
School: Quality SBM implementation and teaching & learning
process
Shared governance is likewise practiced in the following functionalareas as defined in R.A. 9155 where clear delineation is specified
among the different management levels.
Educational policy formulation
Educational standard setting
8/8/2019 QAAS Operations Framework Version 2 Repaired)
http://slidepdf.com/reader/full/qaas-operations-framework-version-2-repaired 4/43
4 | P a g e
Educational planning
Learner development
Learning outcome monitoring Research and development
Human, physical and fiscal resource development and
management
Process Approach ² The QAAF adopts a process approach in facilitating
the integration of procedures within and across levels. There is
awareness in how quality can be achieved is all phases of work from
planning to evaluation.
Continuous Improvement ² The QAAF attaches great importance to
continuously pursuing Excellence by ´promoting the practice of
continuously examining systems, processes, policies and standards inorder to produce better school system and better learners' outcomes´.
C. Quality Assurance and Accountability System (QAAS)
1. What is the QAAS?
QAAS is a mechanism that makes operational
the framework for QAA on the ground. It is a
system that systematically and continuously
ensures and embeds quality in the systems,processes, and outcomes at all levels in order
to produce better learner outcomes and deliver
better technical and management services.
As a mechanism it defines its quality assurance processes to be applied by the
organization at various levels at different phases: they call for developing
quality plans for its programs, for implementing efficiently their projects and
programs and for quality controlling their outcomes against standard
performance measures. As a mechanism it has responsible quality
management teams providing the structures for the implementation of the
system and has M&E tools that assist the quality management teams insystematically and objectively undertaking the quality assurance processes in
order to arrive at timely and relevant information for decision making.
As a mechanism, it is guided by an operations framework.
Q AAS as a mechanism
has processes,
structures and M&Etools
8/8/2019 QAAS Operations Framework Version 2 Repaired)
http://slidepdf.com/reader/full/qaas-operations-framework-version-2-repaired 5/43
5 | P a g e
2. QAAS Operations FrameworkThe operations framework is the overall guide in
running the Quality Assurance and Accountability
System on the ground. It articulates its objectives,
the underlying principles governing its design, the
QAA elements in terms of outcomes,
accountabilities, processes, and input requirements
consensually accepted at every management level,
and the M&E framework which describes theapproach for monitoring and evaluating the
processes.
a. Objectives of QAAS
Overall: To integrate and synchronize the functions of the schools,
division and region in bringing about quality planning, implementation
and evaluation of education programs for continuous improvement of
learning outcomes
Specific:
y To ensure the quality of planning in the organization
y To provide a mechanism for tracking the efficiency of
implementation of projects and programs in schools,
divisions and regions to detect useful information for
making adjustment
y To make available a common guide in monitoring &
evaluating quality of outcomes of schools, divisions and
regions for its sustainability
b. Underlying Principles
QAAS anchors itself to the underlying principles governing Quality
Management taken as the backbone of the national Quality Assurance and
Accountability Framework. These are:
1.) Principle of Customer Focus ² QAAS recognizes the needs and
QAAS Operations
Framework defines the
system·s objectives.
principles, QAA areas
and processes & the
M&E system.
8/8/2019 QAAS Operations Framework Version 2 Repaired)
http://slidepdf.com/reader/full/qaas-operations-framework-version-2-repaired 6/43
6 | P a g e
requirements of the primary clients of each of the management
levels of DepED. Each one·s goal is aimed at obtaining what is
desired for its client. While the unifying goal of DepED is functionalliteracy for all, the school has its eyes directly on its customer who
are the learners and teachers, the division/district on strengthening
the schools for better management and outcomes and the regions on
improving the capacities of the divisions to assist schools.
2.) Principle of leadership ² QAAS recognizes the role of leadership inbrining together all stakeholders of the organization to agree oncommon vision and directions for its operations. This is necessary toenable them to define their goals and targets when planning.
3.) Principle of Involvement of People ² QAAS appreciates the
contribution of every stakeholder of the organization. It recognizesthe role, abilities and experiences of each one to put in in order to
attain quality in their organization·s outcomes and accountabilities.
4.) Principle of Process Approach ² QAAS is carried out by systematicallyfollowing identified processes to arrive at desired results oroutcomes. There are defined activities, specific structuralresponsibilities, and tools which are acknowledged and shared forthe improvement of the organization
5.) System Approach in Management ² QAAS embraces the key principleof institutionalizing a system for achieving objectives to insureefficiency and effectiveness. Having a system allows better understanding of the need for integrating processes for a common goal.
6.) Principle of Continual Improvement ² QAAS exists primarily to instilthe value of continuously improving the processes and outcomes inthe organization.
7.) Factual Approach to Decision Making- QAAS aims at making effective decisions based on the analysis of data and information. Educationalmanagers are provided with timely and accurate information to assistthem in making decisions.
Other Design Considerations:
1.) Quality Assurance in the context of Quality Management- QAAtouches on all the aspects of Quality Management, i.e. qualityplanning of education development plans, quality assurance of itsprojects and programs and quality control of the outcomes.
8/8/2019 QAAS Operations Framework Version 2 Repaired)
http://slidepdf.com/reader/full/qaas-operations-framework-version-2-repaired 7/43
7 | P a g e
2.) QAAS as quality tool for School-Based Management ² The integrity ofSBM level of practice in schools is preserved and continuously
improved when conformity to standards is observed.
3.) QAAS as a formative mechanism to develop a culture of quality . Itis meant to provide directions and recommendations to improvefurther the processes in schools, divisions and regions rather than bethe bases for judging performance.
4.) QAAS as an integrated and synchronized system- All managementlevels interactively work together toward a common goal for thelearners. It is presumed that there are clear definitions of roles andresponsibilities by level and are governed by common qualityprinciples. The processes applied by the division and region aresupportive of what the schools need to attain quality outcomes.
c. Areas for Quality Assurance
Aligned to the national QAA Framework, QAAS
operationally articulates a progression of expectations
from the school, division and region where quality
assurance is applied and observed in order to achieve the
over-arching goal of DepED which is functional literacy for
all.
This section makes clear the outcome of each level, the outputs in the
form of products and services they are accountable to deliver so the
outcomes are achieved, and the processes / procedures each level needsto carry out for the deliverable services to materialize. These areas are
presumably anchored on the correlates of learning highlighted in the
QAAF.
1. At the School Level ² Three significant players are involved at the
school level: the learners, the teachers and the School Head. Each one
has its defined outcome, accountabilities and processes to undertake.
1. Learner Level ² With functional literacy as the goal of basiceducation, the learners are expected to attain quality learningoutcomes. Their outputs basically include acquiring the desired learning competencies as well as developing a sense of
responsibility and accountability . How to deliver this two-pronged output entails the following processes.
Regular attendance to classes - refers to the continuous engagement of
the learners in organized learning activities within a scheduled program
Where is quality
assurance
applied and
observed?
8/8/2019 QAAS Operations Framework Version 2 Repaired)
http://slidepdf.com/reader/full/qaas-operations-framework-version-2-repaired 8/43
8 | P a g e
in a school year.
Active participation in classroom/learning sessions - learners play a
vital role in the teaching and learning processes towards improvingacademic performance within and outside the classrooms.
Completion of assigned modular learning materials when placed in
alternative delivery mode (e.g. OHSS, MISOSA) of instruction
Pursuit of special Interests to develop their exceptionalities and talents
Active participation in co-curricular activities ² provide the learners
means to cultivate their talents and develop their sense of
commitment, responsibility and accountability
Voluntary involvement in community projects - the process on how the
learners· openly share their time and resources for the good of their
communities
2. Teacher/Facilitator Level ²For their collective outcome, teachers
/ facilitators commit to enhanced learners· competencies. It isachieved by effectively delivering teaching-learning or facilitating services to their learners. Critical processesinvolved are:
Thorough preparation of teachers/facilitators achieved
through:
Understanding their professional needs and strengths
Preparing their individual professional development plan
(IPDP)
Diagnosing learners· needs to guide instructional decisions
Developing creative and appropriate instructional plans to
motivate learners
Organizing their instructional materials and other learningresources
Effective implementation of the teaching-learning processes
achieved through:
Classroom/CLC management
- classroom structuring
- class routine
- safety of classroom
- time-on-task
Instructional Delivery
- Challenging activities in a given physical
environment.
- Conducting individual and cooperative learning
activities
Access and Utilization of learning materials
Materials Bureau in every classroom
8/8/2019 QAAS Operations Framework Version 2 Repaired)
http://slidepdf.com/reader/full/qaas-operations-framework-version-2-repaired 9/43
8/8/2019 QAAS Operations Framework Version 2 Repaired)
http://slidepdf.com/reader/full/qaas-operations-framework-version-2-repaired 10/43
10 | P a g e
acquisition and titling, access to learning resources and creation
of implementation teams. The programs that specify its targets
for the year are monitored for efficiency of implementation forquality assurance.
Strengthening school-community partnership - Strengthened
home-school/community partnership is essential in the attainment
of the school's goals and objectives. Involvement of stakeholders
in school activities is a major process undertaken by the school
and its quality is detected when the level of SBM practice is
assessed. A school is said to be progressing in its SBM practice
when a strong collaboration exists with the external stakeholders.
Resource generation and utilization ² There are guidelines on how
resources are generated and received by the school. They are
recorded and accounted based on existing accounting and auditing
rules and regulations of government. Transparency andaccountability are the key principles governing this process.
Critical processes necessary for Efficient instructional
management
Technical assistance to teachers / facilitators/staff ² The school
head deliberately provides the teachers technical assistance for
professional & interpersonal development, access & utilization of
learning resource materials, classroom management and teacher
leadership. These are done through school-based in-service
training and development modes designed and delivered based on
the TSNA results as reflected in their individual professional
development plan. The delivery of such programs will be
monitored and evaluated by the division using quality guidelines
on content and process.
Instructional supervision - School heads are expected to supervise
and give assistance to teachers particularly in the delivery of
quality instruction. There are observation tools in supervision
which will be utilized to guide them in monitoring and evalua ting
the teaching and learning process to detect progress as well as
immediate gains from using the process.
Critical Processes necessary for Efficient School /CLC Q AA- M&E
system
Implementation of quality standards and guidelines for processes inschool-
All activities need to be monitored and evaluated based on standards
set by the internal stakeholders of the school and which are
communicated to the external stakeholders.
8/8/2019 QAAS Operations Framework Version 2 Repaired)
http://slidepdf.com/reader/full/qaas-operations-framework-version-2-repaired 11/43
11 | P a g e
Monitoring of SIP implementation and outcomes ² This is a
necessary process every school undertakes to drive quality in and
continuity of projects and programs. It includes evaluation oflearner outcomes and school education outcomes in terms of how
well they meet national and regional assessment standards
AIP monitoring and evaluation for review and adjustment- At the
end of each school year, AIP is reviewed to identify how well the
school has accomplished its targets as well as what the school
has not delivered in order to arrive at basis for its adjustment for
the year following.
Critical Processes necessary for P rovision of access to basic
education
Managing enrolment ² Schools start the enrolment process by
conducting early registration in January or last quarter of theschool year. This, not only, effectively systematizes the
enrolment process but also provides the parents longer
opportunity to bring their children to school, particularly the pre-
schoolers and first graders.
Managing school initiated interventions (SII)- Related to
improving access to schooling, the school engages in programs
that would motivate and encourage the learners to stay in school
thus improve its retention power. This particularly applies to
learners who refuse to come to school because of reasons within
the control of the school, e.g. improving learning climate,
providing learning resources.
Managing Drop-out Reduction Program (DORP) like Alternativedelivery modes (ADM) and other Access Programs ² These are
various forms of addressing learners-at-risk of dropping out
through delivery modes outside of formal classrooms. The school
in partnership with the community engages in access programs
that can address the factors which prevent learners from
attending school.
Managing alternative learning system in Community Learning
Centers for out-of-school youth and out-of-school young adults
b. At the Division Level ² The schools are the division·s responsibility and
thus its expected outcome is set at improved capacity of schools for School-Based Management. This particular outcome articulates a basic
function of the divisions to strengthen schools in the implementation of
SBM. The services they are expected to deliver are management of the
Division planning system, Technical Assistance Delivery System, the HRM
8/8/2019 QAAS Operations Framework Version 2 Repaired)
http://slidepdf.com/reader/full/qaas-operations-framework-version-2-repaired 12/43
12 | P a g e
system, Learning Support System and the QAA system. These
accountabilities are supported by processes which they are to undertake.
Critical processes in managing the P lanning System:
DEDP development ² Appraisal of DEDP considers content and
processes used in its development. What hereon follows are
major steps to be undertaken.
- Situation analysis
- Strategic planning
- Planning for implementation
- Gearing for Implementation
- Submitting for acceptance
DEDP Implementation ² this phase starts with communicating theplan to all division stakeholders to identify their terms of
reference- Communicating the Plan- Implementing the plan
Monitoring & Evaluation- implementation of the M&E plan of the
DEDP to monitor the progress and results of programs and
projects
Critical processes for a T echnical Assistance Management
System:
There are crucial Technical Assistance areas for strengthening SBM
Implementation in schools which need to be checked for quality
assurance
- SIP Development/AIP Adjustment
- School Leadership
- Intervention Programming
- Utilization, Assessment and Evaluation of Instructional
Materials·
- Networking and Building Partnership
- Fiscal Management
- Personnel Welfare and Benefits
Critical processes for managing the HR system:
The processes enumerated here follows the framework for HRM
Planning for People Development
- HR Strategic Planning- Establishing Staffing Pattern
Attracting & Retaining Talented Cadre
- Recruitment & Selection
8/8/2019 QAAS Operations Framework Version 2 Repaired)
http://slidepdf.com/reader/full/qaas-operations-framework-version-2-repaired 13/43
13 | P a g e
- Hiring & Placement
- Socialization
- Career Planning and Counselling
Empowering Performance
- Performance Management
- Motivating for Performance
- Rewarding Performance
- Merit & Promotion
- Salaries & Other Benefits
- Rewards and Sanctions
- Grievance
Developing People (classified under learning support system)
Critical processes for managing the Learning Support System Reproduction, Distribution and Storage of instructional and
profession development materials for teachers and school heads
Managing Staff Development and Training following these
processes. This area is a part of the HR framework on Developing
People which is a significant learning support system for schools.
It starts with identifying the training needs of the teaching staff
and the school heads, designing an appropriate training program
for them, delivering the training and development program and
closely monitoring and evaluating it for continuous adjustment.
TNA/TNASH Programming and Designing
Training Delivery
y TME
Critical processes for managing a QAA-M&E system
The list includes the division·s responsibility in carrying out the
appraisal and evaluation of the effectiveness of schools·
improvement plan as well as its monitoring of the efficiency of its
DEDP.
Review and appraisal of SIP
Conducting Progress & Outcome Evaluation of SIP
Implementation
Tracking of Fund Utilization vis-à-vis School Performance
Initiating SBM Assessment among schools
8/8/2019 QAAS Operations Framework Version 2 Repaired)
http://slidepdf.com/reader/full/qaas-operations-framework-version-2-repaired 14/43
14 | P a g e
Conducting Progress M and E of DEDP Implementation
Managing EMIS of the division for storage and access to schooland division information
d. At the Regional Level - The expected outcome of the region is
directed towards the divisions as their target clientele. True to the
concept of progression of outcomes, Improved capacity of divisions to
provide support to schools is its outcome. To accomplish this, their
deliverables or accountabilities include Planning System, Policy,
Learning Resource Materials Development System (LRMDS),
HRM System, Staff Development System and the QAA system .For each of these outputs, the Region undertakes the following
processes:
Critical processes for managing the region·s P lanning System
The processes specifies what the region undertakes to deliver an
effective planning system. It includes its accountability to ensure the
relevance of the divisions· education plans in terms of how they
contribute to the region·s goals as well as its own plan, the REDP, to
national goals.
DEDP review & appraisal
REDP development
- Situational analysis
- Strategic Planning
- Priority Setting
- Planning for Implementation
- Financial/fiscal managementt.
- Regional Annual Implementation Plan
Advocacy for REDP
- Gearing for Implementation
- Communicating the Plan to Regional Stakeholders
REDP Implementation
REDP Monitoring & Evaluation
Critical Processes for managing P olicy and Research in the region
The processes describe the sequence flow of activities to perform the
region·s accountability for policy work.
Policy review ² The region conducts studies to review
implementation of regional and national policies with the aim to
provide the region and the Central Office with feedback on its
relevance
8/8/2019 QAAS Operations Framework Version 2 Repaired)
http://slidepdf.com/reader/full/qaas-operations-framework-version-2-repaired 15/43
15 | P a g e
Policy formulation- Based on information generated from the
review and from M&E reports coming from the divisions, theregion formulates or modifies policies to improve regional
performance
Policy advocacy- The region provides time to explain the new
policy in the field to facilitate its acceptance and implementation
Policy implementation- Clear understanding of the rationale
behind the policy results in more effective and efficient
implementation of the policy
Managing the establishment and operation of public and private
schools ² Conformance to set guidelines in the creation andoperation of new public and private schools is a critical process
undertaken by the region. Should there be a need to modify the
guidelines can be a subject of a review.
Education research ² the Region conducts these processes to
support its function for policy review and formulation
- Crafting research agenda
- Conduct of research studies
- Dissemination and utilization of research findings
Critical processes for managing the Learning Resource and Materials
Development System Assessment & evaluation
Development Acquisition & Production- Training and Development of Materials
- Reproduction and Development of Existing LRs/TRs/ PDMs
Storage & Distribution
Critical processes for managing the H uman Resource System Planning for people development
Attracting & retaining a talented cadre
Empowering performance
Rewarding performance
Developing people
8/8/2019 QAAS Operations Framework Version 2 Repaired)
http://slidepdf.com/reader/full/qaas-operations-framework-version-2-repaired 16/43
8/8/2019 QAAS Operations Framework Version 2 Repaired)
http://slidepdf.com/reader/full/qaas-operations-framework-version-2-repaired 17/43
1
| P¡
g¢
Figur£
1 : Pr¤
gr¥
¦ Ph¥
s£
s and QAA-M&E Ch£
ck P¤
in§
s
Th£
r£
ar£
ar£
as of conc£
rns for M&E which ar£
common in th£
thr£ £
manag£
ment levels ̈ These are shown in Table 6:
Tabl©
6
n M&E In
©
r©
s
s acr
ss Pr
gram Phas©
s
Phas©
S M QAA/M&E In
©
r©
s
Planning y Does the plan consider the present situation in
the locale and the desired future of the
implementers
y Are the planned strategies programs and
activities addressing the implementers
identified priorities
y What processes were followed in developing
the plan
y Does the plan have a monitoring plan for its
possible adjustment?
Start-up y What advocacy has been done to prepare theorganization to accept and implement the
development plan?
y Have the stakeholders of the development plan
geared for its implementation?
Check Point forCompliance to QualityStandards / Guidelinesin preparing for
implementation
Check Point forCompliance to QualityStandards / Guidelinesin implementting
projects/programs
Check point forCompliance to QualityStandards / guidelines
in planning
Check Point for QualityControl of Attainedresults or outcomes
4
EvaluationPhase
1
Planning
Phase
2
Start up
Phase
3
Implementat n Phase
8/8/2019 QAAS Operations Framework Version 2 Repaired)
http://slidepdf.com/reader/full/qaas-operations-framework-version-2-repaired 18/43
18 | P a g e
y What concomitant processes need to be
undertaken in preparation for the
implementation activities?
Implementati
on
y Are the project activities efficiently
implemented as planned in terms of quality,
cost and time?
y What are the facilitating factors that contribute
to successful implementation of the planned
activities?
y What are the hindering factors that delay the
delivery of target outputs?
Evaluation y What are the program accomplishments in terms
of initial gains and outcomes?
y Do the accomplishments meet the intended ortargeted level of performance?
y What best practices can be replicated for the
next cycle of implementation?
2.Quality Assurance Mechanisms Total quality assurance can be attained through reinforcing internal andexternal systems.
a. I nternal Quality Assurance ²Every level has an M&E mechanism that allows for self-assessment
or appraisal that serves as the internal control for quality.
Internally, the implementation team and the M&E team of everylevel is made aware of the standards and guidelines to be
followed in carrying out the processes. These standards serve as
their guide in insuring quality in undertaking their respective
critical processes. M&E is to be performed not as a punitive but
rather as a formative or bridging process to insure quality in the
system. Some internal control mechanisms are demonstrated
when:
y The QMT at every level internally monitors the
implementation of its education development plan. There are
available M&E processes that the school can use to track the
progress of the plan and send feedback to the implementationteams. Immediate adjustments are initiated following these
reports when necessary.
y The QMT at the school level internally and regularly monitors
8/8/2019 QAAS Operations Framework Version 2 Repaired)
http://slidepdf.com/reader/full/qaas-operations-framework-version-2-repaired 19/43
1!
| P a g e
accomplishments of the school improvement plan and
compares them with the target or the desired level or
standard " Again # these findings command action on the part ofthe school without having to wait for an external body to call
their attention " These internal control mechanisms encourage
involvement and initiative on the part of the school
stakeholders to intrinsically act on their own to bring about
improvement in their school outcomes "
b " Ex ter $
a % & ua % ' t(
A) )
ura$
ce- There are two forms of external mechanisms that are instituted for quality assurance:
First, QAAS provides for a structural mechanism within the
organization that assigns a higher management level to
oversee the development, implementation and evaluation ofthe education development plans according to standards0 The
management level directly above a particular level performs
as the external body that monitors and evaluates the activities
of the lower level 0 Figure 2 illustrates this model 0
Figure 2: External Control Mechanism in QAAS
The Div ision is the external body to monitor and assess
the school 1 s development, implementation and outcomes evaluation of its School Improvement Plan
(SIP 2 following set standards 3 the division sets quality
control points for monitoring and evaluating school
performance.
Region se4
s
quali4
5
con
4
rol poin4
s
for4
he
DIVISIONS
Region
Division se6 squali
4
5 con6 rolpoin6 s for M&E SCHOOLS
DivisionSchool se
7
s
quali
4
5
con
4
rolpoin
4
s for M&Eof Teachers and learners
School
8/8/2019 QAAS Operations Framework Version 2 Repaired)
http://slidepdf.com/reader/full/qaas-operations-framework-version-2-repaired 20/43
20 | P a g e
The Region is the external body to monitor and assess
the division·s development, implementation and
outcomes evaluation of its Division EducationDevelopment Plan (DEDP) following set standards. The
region sets quality control points for monitoring and
evaluating division performance.
The Central Office through its Office of Planning
Service, is the external body to monitor and assess the
region·s development, implementation and outcomes
evaluation of its Regional Education Development Plan
(DEDP) following set standards.
Second form of external quality assurance is through
Accreditation by an organized accrediting body/organization
or agency. A school can voluntary apply for recognition to ahigher level by following the accreditation requirements of
the agency. There are two recognized programs for public
schools in the country:
Accreditation Program for Public Elementary Schools
(APPES) ² This accreditation system is an initiative of
the Bureau of Elementary Education aimed at
addressing quality in elementary education. Its
preparation involved educators from Dep Ed and from
various sectors of society in 2001. The system provides
for a School Self-Survey conducted by a Survey Team
from the school in preparation for the Preliminary Survey or Formal Survey by an Accreditation Team.
APPES focuses on the following components :
a. The School Head
b. The Learner
c. The Teacher
d. Curriculum and Instruction
e. School Plant, Facilities and Services
Sterling Silver (Peer Accreditation for Public High
School) ² The accreditation system for the secondary
schools similarly starts with a self-survey conducted bythe school which also becomes the basis for the conduct
of the preliminary survey by a team organized by the
National Association of Public Secondary School Heads,
Inc. ( NAPSHI). The component areas taken care of by
8/8/2019 QAAS Operations Framework Version 2 Repaired)
http://slidepdf.com/reader/full/qaas-operations-framework-version-2-repaired 21/43
8/8/2019 QAAS Operations Framework Version 2 Repaired)
http://slidepdf.com/reader/full/qaas-operations-framework-version-2-repaired 22/43
22 | P a g e
f . Outcome evaluation ² This is an evaluation of the effectiveness of
programs and projects, policies and standards implemented bythe DepED units at the closure of a program cycleimplementation. This is an application of Results M&E foroutcome level objectives.e.g. SIP outcome evaluation
g . Self assessment - allows the individual or unit to self examine
his/her performance against set standards.
e.g. Teachers· Strengths and Needs Analysis (TSINA); SBM
Assessment of Level of Practice
h. Performance Evaluation - Review of performance based on the
quality of work versus an individual's terms of reference.
e.g. Performance Evaluation of Teachers; School head
i. Inventory of Resources - Annual accounting of resources needed
to sufficiently and efficiently implement a program.
e.g. Inventory of learning resources
j. Accreditation - performance and operations are evaluated by an
independent external party to assess whether the school is able
to meet or exceed set standards.
- APPES for Elementary Schools
- Project STERLING for Secondary Schools
k . Evaluation of Learning Resource Materials following a set ofcriteria
l . Peer Evaluation ² involvement of peers in evaluating the
performance of teachers / SH
m. Stakeholders· Evaluation ² assessment of school·s stakeholders
perception are taken as input to adjustment of plans
2) QAA-M&E Tools - are M&E instruments that can be used by the school,district/division and region in assessing how well their processes andproducts are up to set expectations that define quality. The M&E tools,as provided here, are categorized according to the development stagethey are most likely to be utilized.
a QAA-M&E Tools for Planning Stage ² These are the M&E tools for
8/8/2019 QAAS Operations Framework Version 2 Repaired)
http://slidepdf.com/reader/full/qaas-operations-framework-version-2-repaired 23/43
23 | P a g e
the appraisal of the contents of the education plan as well as the
processes utilized in their development. With QAAS viewed as a
mechanism for instituting quality, these instruments can be used bythe plan developers for self-assessment as well as by the higher
management level for external appraisal. (A separate section will
contain samples of these tools.)
School Level
SIP Review Rapid Appraisal ² This is an internal quality
assurance tool that can be used by the school for its
self-assessment of the SIP prior its submission to the
Division
SIP Review Process and Appraisal Guide- to be used by
the Division Appraisal Committee(DAC)
Division Level
DEDP Review Process and Assessment Guide to beused by the Region DEDP Review Team (RDRT)
Region Level
REDP Review Process and Assessment Guide - ( to be
worked out for use by the Central Office Review
Team)
b. QAA-M&E Tools for Start-up/Preparation Stage ² These tools are for
monitoring the presence of input requirements and for checking the
processes preparatory to implementation of the development plan
of a particular l
School level
Checklist for Communicating the Plan to InternalStakeholders (Students, Teachers, & Parents)
Checklist for Organizing for Implementation
Implementation teams
Input requirements/resources
Checklist for Engaging External Stakeholders
Participation
Review Guide for the Installation of systems
Staff Development(Training & Development)
M&E System
Resource Mobilization
Instructional Supervision
Checklist for SIP/AIP AdjustmentDivision level
Checklist for Communicating the Plan to Division
Personnel
Checklist for Organizing for Implementation
8/8/2019 QAAS Operations Framework Version 2 Repaired)
http://slidepdf.com/reader/full/qaas-operations-framework-version-2-repaired 24/43
24 | P a g e
- Implementation teams - TORs
- Input requirements/resources
Review Guide for the Installation of systems Review Guide for Division Program Design
Guide for DEDP/AIP Adjustment
Region level
Checklist for Communicating the Plan to Regional
Personnel
Checklist for Organizing for Implementation
- Implementation teams - TORs- Input requirements/resources
c. QAA-M&E Tools for Implementation Stage ² these are tools to
monitor compliance or conformity to set standards / guidelinesSchool level
Progress Monitoring Tools for SIP/AIP Implementation
- Physical Accomplishments Tracking form
- Line of Balance ( S- Curve)
Process Checklist for Instructional Supervision
Process Checklist for Classroom Observation
Process Checklist for School-Initiated Intervention
Division level
Guide for Tracking SIP Fund Utilization of Schools
Guide for Providing Technical Assistance to School
Heads
Guide for Monitoring School-based INSET Evaluation Guide for Learning Materials and
Professional Development Materials (PDMs)
Progress Monitoring Tools for Implementation of ALS
programs
Region Level
Guide for Providing Technical Assistance to DO staff
Guide for Monitoring Curriculum Implementation
Guide for Monitoring Management of QAA system in
the Region
d. QAA-M&E Tools for Evaluation Stage
Mid-term review ² for initial gains of the program
School ²
Updated School Report Card; SIP/AIP accomplishments
Report;
School Information System
8/8/2019 QAAS Operations Framework Version 2 Repaired)
http://slidepdf.com/reader/full/qaas-operations-framework-version-2-repaired 25/43
25 | P a g e
Enhanced BEIS
Division-
Assessment Tool for Technical Assistance of Divisions; DEDP Mid-year Accomplishment Report
Region ²
Assessment of Technical Assistance Program of the
Region;
REDP Mid-Year Accomplishment Report
End-of-Cycle review-
M&E tools for outcomes / impact evaluation
Regional achievement tests
Segmentation technique for profiling of schools by
division
- academic performance- SBM Level of practice
- School performance indicators
Segmentation technique for profiling of divisions by
Region
- academic performance
- SBM Level of practice
- Performance Indicators
Documentation of lessons learnt and best practices
Teachers· Performance Appraisal Tool based on NCBTS
School Heads· Performance Appraisal tool
Perception survey tool for Stakeholders
F. Quality Management Teams (QMT)²The QMT serves as the implementers of the QAAS at each level. The
accountability of each level in ensuring quality rests on them.
1. School Quality Management Team (SQMT) ² Every school organizes a QMT
that sees to the application of quality assurance in undertaking the basic
education processes. Regardless of size of school, it is the School Head who
acts as the person accountable for quality assurance.
Criteria for Selection of SQMT
- Has full grasp of the projects and programs in school - Involved in SIP development and enhancement process
- Has knowledge of M&E
- Accountable to improving learning outcomes in the school
- Can communicate results of SIP to stakeholders
8/8/2019 QAAS Operations Framework Version 2 Repaired)
http://slidepdf.com/reader/full/qaas-operations-framework-version-2-repaired 26/43
26 | P a g e
- Familiar with national and regional standards, indicators and
performance measures
- Has working knowledge of ICT
Roles & Functions of SQMT:
- Manages a mechanism for quality assurance and accountability in the
school
- Ensures that inputs, processes, outputs and outcomes of the school
are at par with quality standards and targets set
- Communicates results of monitoring and evaluation to improve the
implementation of SIP and SBM practice
- Processes and reviews data gathered to make inferences to enable
school management to arrive at sound decision-making
Composition of SQMT:For Small Elementary Schools:
Chair: School Head
Members:
School M&E
SPT Representative
For Big Elementary Schools & Secondary Schools:
Chair: School Head
Members:
School M&E
y SPT(Parent/LGU) Dept. Chairs (2) ICT coordinator/Teacher
Terms of Reference
Chair: School Head
Functions:
1. Manages the QAAS in the school
2. Ensures implementation of SBM practice
3. Makes decisions pertinent to improving quality outcomes in the
school
Responsibilities
2. Orients school stakeholders on how to operationalize the QAAsystem
3. Designates the members of the School QMT4. Designs monitoring and feedback system (e.g. flow of reports and
feedback, reporting schedules, monitoring and feedback forms);5. Convenes School QMT regularly to discuss M & E concerns
together with implementation team
Formatted: List Paragraph, Left, Indent: Lef1.26", Space Before: 0 pt, After: 0 pt, Line
spacing: single, Bulleted + Level: 3 + Alignedat: 1.5" + Indent at: 1.75", Hyphenate, Tab
stops: Not at 0.45" + 0.71" + 0.75" + 6.42
8/8/2019 QAAS Operations Framework Version 2 Repaired)
http://slidepdf.com/reader/full/qaas-operations-framework-version-2-repaired 27/43
27 | P a g e
6. Communicates the learners' progress to intended stakeholders7. Submits monthly progress implementation report to District / SDS
and school stakeholders8. Interacts with District /SDS and school internal and externalstakeholders
School M&E Coordinator
Function:
1. Monitors and evaluates regularly the implementation of school
improvement plan
Responsibilities:
1. Conducts monitoring process during plan implementation
2. Analyzes and interprets M&E data
3. Evaluates results of SIP implementation which will be made as basis for
planning interventions and other plan adjustments
4. Prepares regular M&E reports and submit to SH
5. Provides M&E data analysis and interpretation to SH and Project
implementation teams
6. Interacts with SH and other members of the SQMT
SPT Representative (Parent/LGU Rep)
Function:
1. Assists in monitoring the implementation of SIP
Responsibility
1. Updates M & E report when revisiting the SIP for next cycle
Department Chairs (2)
Function:
1. Manages M&E of learning outcomesResponsibility:
1. Tracks/Monitors learner academic performance
2. Recommends to the SH actions to improve learner achievement
for plan adjustments
3. Submits quarterly consolidated learners performance report to
School Head and School M&E Team
4. Interacts with School M&E Coordinator and teachers and
department chairs
ICT Coordinator /Computer teacher
Function:
1. Manages School Information System (SIS)Responsibility:
1. Gathers, records, organizes, stores data, and ensures that school
records are complete and up to date
2. Interacts with School M&E coordinator and Department Chairs
8/8/2019 QAAS Operations Framework Version 2 Repaired)
http://slidepdf.com/reader/full/qaas-operations-framework-version-2-repaired 28/43
8/8/2019 QAAS Operations Framework Version 2 Repaired)
http://slidepdf.com/reader/full/qaas-operations-framework-version-2-repaired 29/43
29 | P a g e
division. Each Cluster will have its own sub-M&E team)
T erms of Reference
Chair: SDS
Function: Manages the division QAA M and E system
(Ensure compliance of quality standards for basic education programs)
Responsibilities:
1. Establishes the DQMT following guidelines set
2. Manages the operation of the Division QAA M and E system
3. Acts on the recommendations from M and E reports
4. Submit quarterly Division QAA M & E report (DEDP
implementation) to the region
5. Submits division annual accomplishment report to the region and
division stakeholders6. Interacts with Region and Division Stakeholders, ASDS, Division M and
E team
Co-chair: ASDS
Function:
Co-manage the division QAA M and E system
Responsibilities:
1. Takes the lead in the preparation of appropriate instruments and
tools for M and E
2. Reviews findings and recommendations submitted by the Division
M and E team
3. Communicates the reviewed M and E report to the SDS for
appropriate action4. Takes the lead in the preparation of TA Plans based on findings
and recommendations of division M&E reports
5. Submits reviewed findings and recommendations to the SDS for
appropriate action
6. Interacts with SDS and D M&E team
Division M&E Team
Function:
Assures the conduct of QAA-M&E mechanisms in division planning
and implementation of TA to schools and strengthening of SBM insuch areas as:
- SIP Appraisal
- Curriculum Implementation
- Instructional Supervision conducted by SHs to teachers
8/8/2019 QAAS Operations Framework Version 2 Repaired)
http://slidepdf.com/reader/full/qaas-operations-framework-version-2-repaired 30/43
30 | P a g e
- Technical Assistance provided to SHs to teachers
- HRM processes
- School based training programs- Learning Resource Materials utilization
- Resource generation and mobilization
- School and community partnership
- Fund utilization
Responsibilities:
1. Develops the M and E instruments and tools for use by the division
and sub-division M&E teams
2. Generates quantitative information from the SIS for preparing M&E
reports
3. Consolidates and analyzes the M and E reports submitted by the
Division Sub M and E team (quantitative and qualitative)
4. Conducts process check to validate information received from thedivision sub team
5. Coordinates development of TA plans together with other resource
persons based on M&E reports from the division sub-M&E teams
6. Draft recommendations based on M&E reports
7. Communicates findings and recommendations to ASDS
8. Interacts with ASDS and the division Sub-M&E teams
Division Sub-M&E teams (SDQMT)
Function:Ensures quality implementation of TA to schools and strengthening
of SBMResponsibilities:
1. Monitors QMT of schools
2. Conducts process check on the implementation of the following in
the schools included in their sub-division:
- SIP appraisal
- Curriculum Implementation
- Instructional Supervision conducted by SHs to teachers
- Technical Assistance provided by SHs to schools
- HRM processes
- School based training programs
- Learning Resource Materials utilization
- Resource generation and mobilization- School and community partnership
- Fund utilization
3. Gathers and consolidates monthly and quarterly M and E reports
from SQMT
8/8/2019 QAAS Operations Framework Version 2 Repaired)
http://slidepdf.com/reader/full/qaas-operations-framework-version-2-repaired 31/43
31 | P a g e
4. Prepares quarterly M and E reports based on the consolidated SQMT
reports of the schools
5. Provides the schools copy of the report6. Facilitates the AIP Review and Adjustment in Schools
7. Submits division sub level M and E report to the Division M and E
Team
8. Interacts with Division M&E Team and SHs of the sub-division
concerned
3. Region Quality Management Team (RQMT)
Criteria for the selection of RQMT:- Well informed and updated knowledge on the basic educational
policies and standards- Involved in DEDP review & REDP development- Has knowledge of M&E- Familiar with national and regional standards and guidelines- Capability in coordinating technical assistance to divisions- Familiar with the regulatory and accreditation policies and
processes - Has working knowledge of ICT
F unctions of RQMT - To ensure compliance with the standards of quality basic
education in assessing, monitoring and evaluating the region and
division performance
- To monitor and review policy implementation in the region
- To communicate M&E results to the CO for policy adjustment and
DOs to improve program implementation
Composition of RQMT
Chair : ARD
Co-Chair : QAAS Division Chief
Members : QAA Specialist (4)
Regional UIS Coordinator
(On-call) : All Others as needed
T erms of ReferenceChair: ARD
Function:
Manages the QAA System in the region to insure quality in all its
8/8/2019 QAAS Operations Framework Version 2 Repaired)
http://slidepdf.com/reader/full/qaas-operations-framework-version-2-repaired 32/43
32 | P a g e
processes for achieving the set goals and directions of the region
Responsibilities:
1. Coordinates the development of strategic QAA-M&E Plan of thevarious units based on QAA priorities of the region
2. Leads in the installation of units for the continuous operations of
the QAA system to ensure compliance to standards and processes
in the region
3. Reviews and finalizes recommendations from QAAS unit for the
improvement of regional projects and programs for submission to
RD.
4. Interacts with RD, Regional QAAS unit, and SDS
Co-chair: QAAS Division Chief
Function:
Manages the functions, operations and performance of QualityManagement teams to determine the efficiency & effectiveness of
delivery and for accountability.
Responsibilities:
1. Monitors the operation of QAA-M&E in the regional office and
divisions to assure the quality of processes to be employed.
2. Provides efficient technical support to organized QAA-M&E team
of regional units and division for improved performance of their
roles and responsibilities
3. Provides feedback on the monitoring and evaluation results to
concerned entities to recommend appropriate interventions.4. Submits recommendations from M&E reports from divisions to ARD
5. Interacts with ARD, Regional Div. Chiefs, Planning Officer, SDS,
and Stakeholders
Regional QAA Specialists
Function:
Ensures the implementation of national and regional standards in
all processes, outputs and outcomes of the region and divisions
Responsibilities:
1. Provide technical assistance to divisions on the implementation of
national & regional standards for the improvement of division
performance
2. Review QAA M & E Tools to ensure validity and reliability.
3. Validate and integrate findings of all M & E Results in the region
4. Ensure that the operation/ establishment of public/private schools
8/8/2019 QAAS Operations Framework Version 2 Repaired)
http://slidepdf.com/reader/full/qaas-operations-framework-version-2-repaired 33/43
33 | P a g e
is based on standards set.
5. Conduct accreditation of public, vocational/technical, private
schools and CLC ,e.g. Project Sterling, PAASCU, APES.6. Implement Reward, Recognition and Incentive System
7. Submit regional M&E reports to QAAS division chief
Regional UIS Coordinator
Function:
Manages and maintains the Regional Unified Information Sysrem
Responsibilities:
1. Uploads monitoring and evaluation data to the Unified
Information System for the use of planning, policy, and research
and other functional units in the region.
G QAAS Implementation Scheme
As the operational framework suggests, implementation of QAAS at each
level follows the critical phases of program development, implementation
and evaluation. The implementation scheme then will show:
1. Phases of the program which specify what critical processes need to be
undertaken sequentially to complete the program cycle
a. P lanning phase ² at every level this phase includesperforming a situation analysis that defines its current status
using a report card as well as the issues and concerns,
strategic planning that identifies the level·s shared vision and
mission and the priority areas for the period, and the
implementation planning which works out the detailed
activities for the year including its timetable and budget
estimates. Planning is at the core of a quality assurance
system since no monitoring and evaluation takes place without
it.
b. Start-up phase - Proper implementation of a program plan
allows a transition period to prepare stakeholders understandwhat is in store for the given period of time, what their roles
are and what they need to do. This is the advocacy period for
resource mobilization and solicitation of commitment from the
internal and external stakeholders. Implementation teams to
8/8/2019 QAAS Operations Framework Version 2 Repaired)
http://slidepdf.com/reader/full/qaas-operations-framework-version-2-repaired 34/43
34 | P a g e
cover various areas are organized at this stage
c. Impleme8
tat9
@ 8
phaA
e ² Once geared up for implementation,this phase puts into operation the planned activities, projects,and programs given in the plan. Efficiency of implementation is the key indicator at this phase.
d. Mid-ter m aB
d Closure phase ² the last phase of a program is devoted to evaluating the results or outcomes of the program.For a longer period of implementation like the DEDP and theREDP, a mid-term evaluation at the end of three years is performed to allow for plan adjustments instead of waiting for another cycle to begin at the end of 6 years.
2. Quality Cont C ol P oints - mark and indicate at what period of time
along the life cycle of the development program quality assurance by an external or higher level will be undertaken. Figure 3 graphically shows these phases and major control points.
Figures 3 and 4 illustrate in detail the control points to be performed by the
Division on the schools and by the Region on the divisions respectively and
the quality assurance processes under each phase.
Planning
Phase
StartD up
Phase
ImplementationPhase
MidD
termE
F
losure
Phase
G ontrol
Point
G ontrol
Point
G ontrol
Point
G ontrol
Point
Figure 3 : Program Phases and H ontrol
Points
8/8/2019 QAAS Operations Framework Version 2 Repaired)
http://slidepdf.com/reader/full/qaas-operations-framework-version-2-repaired 35/43
35 | P a g e
8/8/2019 QAAS Operations Framework Version 2 Repaired)
http://slidepdf.com/reader/full/qaas-operations-framework-version-2-repaired 36/43
36 | P a g e
Figure 3
Division/District Level: Quality Control Points
SIP
Preparation
Phase
SIP
Start-up
Phase
Year 1
Implementation
Year 2
Implementation
End-of-cycle
Evaluation
Situation
analysis
Strategic
Planning
Implementation
planning
Budget &
Financial plan
M&E planning
Advocacy
Organizing for
staff development
Program
Gearing for
implementation
Installing needed
Basic Systems
Implementation
of Projects &
programs
AIP review and
adjustment
Instructional
supervision
School-based
Prof. Dev
HR management
Implementation
of Projects &
programs
AIP review and
adjustment
Instructional
supervision
School-based
Prof. Dev
HR management
SIP evaluation
Documentation
of lessons learnt
SBM assessment
SIP review for
next cycle
Start-I P
Annual Annual Outc Q R e
School Level:
Processes f or Quality Assurance
SIP LIFE S Y S LE
SIP
8/8/2019 QAAS Operations Framework Version 2 Repaired)
http://slidepdf.com/reader/full/qaas-operations-framework-version-2-repaired 37/43
37 | P a g e
Figure 4
Source: DepED, Division M&E System
ThT
cyclT
of QAA procT
ssT
s by lT
U T
l
School Level ² based on a 3-year cycle of the SIP
YEAR 0 (Control Points 1and 2 V = covers the appraisal of Plan Development
and Start-up implementation.
YEAR 1 (Control Point 3 V = covers AIP 1 Implementation review for plan
adjustment of AIP2
YEAR 2(Control Point 3 V = covers AIP2 Implementation review for plan
adjustment of AIP3
YEAR 3 (Control Point 4 V = covers AIP3 Implementation review and End of
Cycle outcomes evaluation for the next cycle of SIP
8/8/2019 QAAS Operations Framework Version 2 Repaired)
http://slidepdf.com/reader/full/qaas-operations-framework-version-2-repaired 38/43
38 | P a g e
Division/Region Level- based on the W -year cycle of the DEDP/REDP
YEAR 0 (Control Points 1and 2) = covers the appraisal of Plan Development
and Start-up implementation
YEAR 1 (Control Point 3a) = covers the quality assurance of AIP1
implementation, review and plan adjustment
YEAR 2 (Control Point 3b) = covers quality assurance of AIP2
implementation, review and plan adjustment
YEAR 3 (Control Point 3c) = covers quality assurance of AIP3
implementation and mid-term review of DEDP/REDP for initial gains
and plan adjustment
YEAR 4 (Control Point 3d) = covers quality assurance of AIP4
implementation, review and plan adjustment
YEAR 5 (Control Point 3e) =covers quality assurance of AIP5implementation, review and plan adjustment
Year W (Control Point 4) = covers quality assurance of AIP5 implementation
and End of Cycle outcomes evaluation for next cycle DEDP/REDP
F. Monitoring and Evaluation Operations
Following an integrated and synchronized approach in the implementation of the QAAS,
the M&E system at every level similarly follows the same principle. For each level, the
major objectives for M&E are given and the required elements for implementation such
as: Information required ² a list of the information to be collected by M&E
to meet the requirements of the stakeholders to be able to performtheir accountabilities
Type of M&E ² for every information requirement needed, anappropriate type of M&E process is given to suggest the level ofobjective that is in focus
QAA-M&E Mechanism ² this suggests the process that will be undertakenfor quality assurance
Purpose ² this indicates the specific purpose for which the M&E processis needed
W hen Needed ² the timing when the M&E process is to be carried out.
8/8/2019 QAAS Operations Framework Version 2 Repaired)
http://slidepdf.com/reader/full/qaas-operations-framework-version-2-repaired 39/43
39 | P a g e
.1 School M&E System
Objective: T X provide the necessary inf ormation and insights f ory the school head to perf orm school based management eff ectively and
eff iciently
y the teachers to manage the teaching and learning process based on standards.
y the learners to achieve desired competencies
Inf ormation
Required
Type of M&E Q AA-M&E
Mechanism
When Needed Purpose
Q uality of SIP Internal
Appraisal
Review
During the
development
of the SIP / AIP
ad justment
For review &
acceptance of
by Division
Eff iciency of SIP
implementation
Progress
monitoring
Implementa-
tion Review
Monthly
and
annually
For AIP
ad justment &
input to TA
plan
SBM level of
practice
Initial Gains
monitoring
Self
Assessment
Annually
February
Input to TA of
division
Eff ectiveness of
SIP/AIP in terms
of targets
Results
monitoring of
targets
Outcome
evaluation
(Annual
Perf ormance
Review)
April For Annual
Perf ormance
Review of
school / next
SIP /AIPdevelopment
Stakeholders
perception of
schools
management
services
Results
monitoring
Outcome
evaluation
Annual
February
For Annual
Perf ormance
Review of
school
Teaching and
learning
practices of
teachers
Progress
monitoring
Formative
Evaluation
(Instructional
supervision)
Q uarterly /
As needed
For craf ting
SPPD of school
Status of
curriculum
implementation
Progress
monitoring
Implementati
on Review
Q uarterly For ad justing
quarterly
teaching
learning plans
8/8/2019 QAAS Operations Framework Version 2 Repaired)
http://slidepdf.com/reader/full/qaas-operations-framework-version-2-repaired 40/43
40 | P a g e
Learners
progress in
academics andnon-academics
Progress
monitoring
Learners
assessment
Q uarterly For periodic
reporting of
learnersprogress
1.2 Division M&E System
Objectives:
To ensure the timely f low of inf ormation and insights on the eff ectiveness of the
Division's technical assistance to improving school perf ormance.
To keep track of the Division's programs and pro jects f or their ad justment
To provide the region f eedback on national policies and standards
Inf ormation
Required
Type of M&E M&E Mechanism When Needed Purpose
Q uality of TA
Plan
Appraisal
Review
May For relevance
of TA plan
Eff iciency of TA
implementation
Progress monitoring
of TA
implementation
Implementati
on review
During the
year
For immediate
TA ad justment
Eff iciency of
DEDP /DAIP
implementation
Progress monitoring
of Division
implementation of
pro jects and
programs
Implementati
on review
Monthly For ad justment
of DAIP and
provide region
f eedback f or
policy review
.3 Region M&E System
Objective:
To ensure the timely f low of inf ormation and insights on the eff iciency and
eff ectiveness of the Region's technical assistance to improve division perf ormance
To keep track of the Region's programs and pro jects in terms of eff iciency and
eff ectiveness
To obtain recommendations f or policy review and policy f ormulation
Inf ormation
Required
Type of M&E M&E Mechanism When Needed Purpose
8/8/2019 QAAS Operations Framework Version 2 Repaired)
http://slidepdf.com/reader/full/qaas-operations-framework-version-2-repaired 41/43
8/8/2019 QAAS Operations Framework Version 2 Repaired)
http://slidepdf.com/reader/full/qaas-operations-framework-version-2-repaired 42/43
42 | P a g e
8/8/2019 QAAS Operations Framework Version 2 Repaired)
http://slidepdf.com/reader/full/qaas-operations-framework-version-2-repaired 43/43
43 | P a g e