qaas operations framework version 2 repaired)

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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



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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



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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



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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.



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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.



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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?



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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



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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.



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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



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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



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- 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



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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



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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



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Tabl©

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S M QAA/M&E In

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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



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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



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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



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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



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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



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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




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- 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


- 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



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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



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- 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

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stops: Not at 0.45" + 0.71" + 0.75" + 6.42



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



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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



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



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



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



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



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



35 | P a g e



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



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



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


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


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.



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



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



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qaas operations framework version 2 repaired)

Documents