BEDP-2030-by-DepEd-Planning-Service-Director-Roger-Masapol-Copy.pptx

BASIC EDUCATION PLAN

1. The Basic Education Development Plan 2030 BEDP 2030

2. The Basic Education Development Plan 2030 BEDP 2030 is the Philippines’ first long-term plan for basic education covering formal education for Kindergarten to Grade 12 and non-formal education for youth and adults. It covers Kindergarten (K), Elementary, Junior High School (JHS), Senior High School (SHS) and the Alternative Learning System (ALS), with articulation of linkages with the other education agencies – ECCD, CHED and TESDA. Designed to address the immediate impacts of pandemic on learning, participation and education delivery; address the remaining access gaps; improve education quality and build resilience. Developed through highly consultative process involving DepEd Management, Teachers, School Heads, LEARNERS and various education stakeholders including development partners 1 2 3 4

3. Legal Basis Adopted through DepEd Order No. 24, s. 2022 It Shall Serve as blueprint in the next decade in formulating, implementing, coordinating, monitoring plans, programs and projects Provide strategic roadmap for the Department to follow in improving the delivery and quality of basic education Address the immediate impacts of pandemic on education and anticipate the future of education and introduce innovation in fostering resiliency and embedding the rights of children in education All offices and units in all governance levels shall align their policies, plans and programs with the BEDP The BEDP shall be a living document, serving as guide to all DepEd units and offices in their operational programming

4. Confronting the basic education imperatives The impacts of pandemic has exacerbated the continuing challenge on education quality, participation and delivery Situations of disadvantage hindering achievement of universal participation Innovations and good practices gained during distance learning provide evidence for policy and strategy adjustments The need for more resilient education system becomes pronounced during the school closures Low proficiency of learners in reading and numeracy

5. Major Challenges identified in Basic Education Sector Analysis (BESA) ACCESS EQUITY QUALITY Low proficiency of learners in reading and numeracy skills Inadequate coverage of 21st century skills in curriculum Access gaps particularly on out-of-school children and youth remains an area of concern Girls outperforming boys in attendance and learning proficiency Natural and man-made emergencies disrupts education delivery and affect quality Children’s rights not fully integrated in DepEd programs and projects Improvements in participation in all levels of education was notable but reaching universal participation require targeted intervention. GOVERNANCE Weak complementarity between public and private schools Limited vertical and horizontal integration in program management at the different levels of DepEd Governance Limited capacity of DepEd field units on contextualization of programs and strategies Lack of data on the universe of groups in situations of disadvantage Inadequate government spending in Education Resiliency and Well-being

6. Priority Development Areas 1. Ensuring all learners attain learning standards in every key stage in the K to 12 program 2. Expanding access to education for groups in situations of disadvantage to ensure inclusive and equitable quality service delivery 3. Strengthening the promotion of the over-all well-being of learners in a positive learning environment where learners exercise their rights and experience joy 4. Modernizing basic education governance that empowers learners to be resilient and acquire life skills

7. Key strategic priorities Address the immediate impacts of COVID-19 pandemic on learning and participation Enhance policies and strategies in improving early reading and numeracy skills in the first key stage Improve access to quality and learner-centered, learning environment and spaces  Strengthen policies and mechanisms for providing access to quality and relevant basic learning opportunities for OOSC and OSY. Provide an inclusive, effective, culturally responsive, gender-sensitive and safe learning space to respond to the situations of disadvantage. Improve learners and personnel resilience from all forms of natural and human-induced hazards. Integrate children’s rights and responsibilities in the design of DepEd programs and projects.  Enhance strategic human resource management for continuing professional development and opportunities. Co-create learning spaces for the future by looking at the broader learning ecosystem beyond the confines of physical classrooms Strengthen Public and private collaboration and work more collaboratively under a dynamic and responsive complementarity framework. Modernize education management systems and processes for efficient service delivery

8. Voices of Children and Youth

9. 21 st Century Skills Learning and Innovation Skills Information, Media and Technology skills Life and Career Skills Communication skills National identity and nationhood Economic prosperity Unity in diversity Flourishing Competitiveness Life skills and responsiveness Socio-political stability Sustainability Aspirations Skills and Aspirations

10. 4. RESILIENCY & WELL-BEING 1. ACCESS 2. EQUITY 3. QUALITY INTERMEDIATE OUTCOMES SECTOR OUTCOME GOAL All school-age children, out-of-school youth, and adults accessed relevant basic learning opportunities Disadvantaged school-age children and youth, and adults benefited from appropriate equity initiatives Learners complete K-12 basic education having attained all learning standards that equip them with the necessary skills and attributes to pursue their chosen paths Learners are resilient and know their rights, and have the life skills to protect themselves and exercise their education related rights, while being aware of their responsibilities as individuals and as members of society Efficient, nimble and resilient governance and management processes All Filipinos are able to realize their full potential and contribute meaningfully in building a cohesive nation Basic education Filipino learners have the physical, cognitive, socio-emotional and moral preparation for civic participation and engagement in post-secondary opportunities in their local, national, and global communities. ENABLING MECHANISMS - GOVERNANCE Results Framework

11. All school-age children, out-of-school youth, and adults have access to relevant basic learning opportunities Pillar No. 1 ACCESS Strategies Strategy #1 Improving access to universal kindergarten education Strategy #2 Improve learners’ access to quality and learner friendly environment Strategy #5 Strengthen mechanisms for providing access to relevant basic opportunities for OSC, OSY and OSA Strategy #3 Improve capacity to retain learners in schools Strategy #4 Improve strategies to ensure learners’ continuity to next stage

12. Disadvantaged school-age children and youth, and adults benefited from appropriate equity initiatives Pillar No. 2 EQUITY Strategy #1 Improve program management and service delivery Strategy #2 Provide an inclusive, effective, culturally responsive, gender-sensitive, and safe learning environment to respond to the situations of disadvantage Strategy #5 Promote partnerships to benefit education for learners in situations of disadvantage Strategy #3 Improve contextualized curriculum and learning delivery Strategy #4 Enhance DepEd platforms for learning resources Strategies

13. Learners complete K-12 basic education having attained all learning standards that equip them with the necessary skills and attributes to pursue their chosen paths Pillar No. 3 QUALITY Strategy #1  Align curriculum and instruction methods in all subjects Strategy #2 Strengthen competence of teachers and instructional leaders on curriculum, instruction, and assessment Strategy #5 Strengthen consultations on curriculum, instruction, assessment Strategy #3 Assess learning outcomes at each key stage transition and for learners in situation of disadvantage Strategy #4 Align resource provision (including digital devices) with key stage learning standards Strategies

14. Pillar No. 4 RESILIENCY Learners are resilient and aware of their rights, and have the life skills to protect themselves and their rights Strategy #1 Integrate children’s rights in the design of all DepEd programs and projects Strategy #2 Ensure that learners are aware and can assert their rights to and in education from DepEd and fully understand their responsibilities in relation to these rights Strategy #3 Protect learners and personnel from death, injury, and harm brought by natural and human-induced hazards Strategy #4 Provide learners with access to learning continuity interventions in the aftermath of a disaster or emergency Strategy #5 Ensure that education facilities are safe and protected from the impacts of natural and human-induced hazards Strategy #6 Providing learners with basic health and nutritional services Strategy #7 Nurture and protecting learners’ mental and psychosocial health Strategy #8 Promoting learners' physical and emotional development Strategies

15. GOVERNANCE Efficient, agile and resilient governance and management processes EM#1 - Education leaders and managers practice participative, ethical and inclusive management processes EM #2 - All personnel are resilient, competent and continuously improving EM#3 – Ideal Learning environment and adequate learning resources for learners ensured EM#4 - Internal systems and processes are efficient, responsive, modern and continuously improving EM#5 - Key stakeholders actively collaborate to serve learners better EM#6 - Public and private education systems work more collaboratively under a dynamic and responsive complementarity framework ENABLING MECHANISMS

16. INTERMEDIATE OUTCOMES SECTOR OUTCOME Basic education Filipino learners have the physical, cognitive, socio-emotional and moral preparation for civic participation and engagement in post-secondary opportunities in their local, national, and global communities. 1. ACCESS 2. EQUITY 3. QUALITY 4. RESILIENCY Strategy #1 : Improve access to universal kindergarten education Strategy #2 : Improve learners’ access to quality and learner friendly environment Strategy #3 : Improve capacity to retain learners in schools Strategy #4 : Improve strategies to ensure learners’ continuity to next stage    Strategy #5 : Strengthen mechanisms for providing access to relevant basic opportunities for OSC, OSY and OS Strategy #1 : Improve program management and service delivery Strategy #2 : Provide an inclusive, effective, culturally responsive, gender-sensitive, and safe learning environment to respond to the situations of disadvantage Strategy #3 : Improve gender-sensitive contextualized curriculum and learning delivery Strategy #4 : Enhance DepEd platforms for learning resources Strategy #5 : Promote partnerships to benefit education for learners in situations of disadvantage Strategy #1 : Align curriculum and instruction methods in all subjects Strategy #2 : Strengthen competence of teachers and instructional leaders on curriculum, instruction, and assessment Strategy #3 : Assess learning outcomes at each key stage transition and for learners in situation of disadvantage Strategy #4 : Align resource provision with key stage learning standards Strategy #5 : Strengthen consultations on curriculum, instruction, and assessment All school-age children, out-of-school youth, and adults accessed relevant basic learning opportunities Disadvantaged school-age children and youth, and adults benefited from appropriate equity initiatives Learners complete K-12 basic ed having attained all learning standards that equip them with the necessary skills and attributes to pursue their chosen paths Learners are resilient and know their rights, and have the life skills to protect themselves and claim their education-related rights from DepEd and other duty-bearers to promote learners’ well-being. Strategy #1 : Integrate children’s and learners’ rights in the design of all DepEd policies, plans, programs, projects, processes and systems Strategy #2 : Integrate children’s and learners’ rights in the design of all DepEd policies, plans, programs, projects, processes and systems Strategy #3 : Protect learners and personnel from death, injury, and harm brought by natural and human-induced hazards Strategy #4 : Ensure learning continuity in the aftermath of a disaster or emergency Strategy #5: Protect education investments from the impacts of natural and human-induced hazards Strategy #6 : Provide learners with basic health and nutrition services Strategy #7 : Nurture and protect learners' mental and psychosocial health Strategy #8: Promote learners' physical and socio-emotional skills development Outcomes and Strategies

17. PHASE 1 2022-2025 Response to the immediate impacts of the pandemic on learning and participation and address issues on quality of basic education Post COVID-19 Recovery and Transition – Addressing and mitigating the impacts of sudden shift in delivery modalities, bridging the learning gaps and introduce innovations. Accelerate the co-creation of an integrated concept of learning spaces for the future; Focus on Quality: 1) Strengthen programs on reading, numeracy , socio-emotional learning, and 21 st century skills, 2) Sharpen skillsets of teachers in contextualization to address the concerns of diverse learners and 3) Strengthen instructional leadership and supervision to improve teaching quality; Capacity development on policy development and implementation, strategic planning, education futures, M&E research and technical assistance; Strengthen DepEd’s capability on assessment with focus on classroom level assessment; Partnership Building with community-based partners, the private sector and cross sector government services for children; Phases of Implementation

18. PHASE 2 2026-2030 Sustaining gains, introducing innovations and evaluating policies and programs Continuation of programs and projects on access, quality, equity and resiliency; Acceleration, deepening and scaling-up of innovations and best practices; Maintenance and enhancement of systems, processes information systems; Evaluation of programs and projects; Development and implementation of emerging new programs; End of Plan assessment and evaluation Phases of Implementation

19. Implementation Arrangements

20. Implementation Arrangements Governance Levels Lead office in BEDP Implementation Lead Office in Monitoring and Evaluation Central Planning Service Planning Service Region Policy Planning and Research Division Quality Assurance Division Division School Governance and Operations Division School Governance and Operations Division School Office of the School Head (SPT) Office of the School Head (SMEA)

21. Region REDP 2022-2028 International SDG 4 2030 National BEDP 2030 2022-2030 Division DEDP 2022-2028 School/CLC SIP 2022-2025 2025-2028 Mainstreaming BEDP Strategies: Plan alignment Long-term plan aligned with the SDG 2030, designed to address the immediate impacts of COVID-19, address the remaining access gaps, confront issues on quality and anticipate what futures might bring. BEDP will synchronize plans at all governance levels Six-year education development plan developed at the Regional level which contains strategies on how priority directions, policies, programs, quality assurance measures and equity-driven systems will be implemented in their respective regions, considering the unique learning situation of learners Six-year plan developed at the Division level which contains strategies on how assistance to schools and learning centers will be implemented. As an example, one of the crucial mandates of the SDOs is to manage effective and efficient use of all resources, including human resources Provides 6-year roadmap that lays down specific interventions that a school, with the help of community and other stakeholders, which the school will undertake within the period of three (3) consecutive years. At the school level, the SIPs must be able to articulate the school’s strategies on making the teaching and learning process more effective and inclusive Global Education Agenda Aims to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.” Overall Directions, National Strategies & Standards Development Execution of standards, policies and Systems Execution of Programs, Activities and Projects and demand driven TA to schools and CLCs Curriculum Implementation; Teaching and learning

22. Alignment of Roles and Responsibilities of Governance levels Shall primarily focus on formulation and enforcement of national policies, plans, education standards, assessment of learning outcomes, conducting studies and research, program development, human resource management, Monitoring and Evaluation; alignment and synchronicity of policy, programs, standards, and partnership building. Shall focus on policy implementation, monitoring and evaluation, conduct of regional studies and research, human resource management, development of education projects that will resolve unique education issues in the region, quality assurance, ensure synchronicity of programs, projects, and activity implementation and building partnership. Shall focus on efficient policy and plan implementation, equitable and efficient deployment and utilization of resources, human resource management, progress monitoring, providing targeted technical support to schools and learning centers, ensure synchronicity of activities and building partnership. Shall focus on Providing professional and instructional advice and support to the school heads and teachers/facilitators of schools and learning centers and curriculum and instructional supervision. Shall focus on school plan and curriculum implementation, creation of ideal learning environment, resource management, teacher professional development, improvement of instruction, classroom assessment and building local partnership. CENTRAL SCHOOL DIVISION REGION DISTRICT SCHOOL/ CLCS

23. M&E Mechanism

24. Operationalizing the BEDP SCHOOLS AND CLCs School Planning Team shall use BEDP and Division priorities as the anchor in developing their respective School Improvement Plan which shall focus on curriculum delivery. School Plan shall focus on improving learning outcomes, addressing classroom and school level issues and promoting safe school School outputs shall be mainly implementation of curriculum, and activities in improving learner’s academic performance and resilience. Producing the outputs may be funded using program funds under school MOOE and other sources from development partners, LGUs and other education stakeholders

25. Aligning REDP, DEDP and SIP with BEDP 2030 25 School Improvement Plan (SIP). A roadmap that lays down specific interventions that a school, with the help of the community and other stakeholders, undertakes within a period of five ( 5 ) consecutive school years. It aims to improve the four key result areas in basic education: access, equity, quality, resiliency, and well-being including governance. SIP development process shall still be guided by the provisions of DO 44, s. 2015. The adjustment will be on the alignment of the plan with the BEDP Results Framework and minor adjustment in the SIP Outline to make it compliant to the BEDP Results framework stipulated in DO 24, s. 2022. For RO, SDO and Schools who already completed or started their respective plans prior to the adoption of BEDP under DO 24, s. 2022, adjustments must be made in terms of the alignment in the results framework particularly on the Intermediate Outcomes which represent the Key Results Areas. A “One Goal, Shared Outcomes, Common Programs, Different Strategies” approach shall be adopted by all governance level. Strategies or outputs and interventions must be designed to address the challenges affecting the performance of RO (Regional Offices), SDO (Schools Division Office) and School and ensure alignment of interventions and synchronicity in execution.

26. SIP Outline 26 STRUCTURE DESCRIPTION I DepEd’s Vision, Mission, and Core Values Articulation of vision, mission, and core values on how these will influence the school ways of doing things. II School’s Current Situation Situation analysis using DO 44 process Introducing the School Description of the school which may include but not limited to school physical environment, immediate community, and linkages. b) School Performance on Access May include analysis of enrollment, Intake rate, completion, retention, transition, dropout c) School Performance on Quality May include performance in national achievement test, regional and division tests (if available), awards and recognition, performance in ILSAs (International Large-Scale Assessments) (if the school has participated) d) School concerns on Equity and Inclusion Analysis of issues on inclusion programs or initiatives e) School concerns on Resilience and Well-being Analysis of nutritional status of learners, incidence of bullying, school hazards, mental and psychosocial condition including security and peace and order situation f) School concerns on governance May include school resources analysis on human resources, school resources and development prospects. Basic ratios may be presented and teacher performance, SBM practice and partnerships, among others g) Other Unique concerns May include very unique issues that are not captured in the 4 pillars

27. SIP Outline 27 STRUCTURE DESCRIPTION III Improvement Plan School Strategic and Operational Plan   a) Key Performance Indicators (targets) 3-year realistic targets on access, equity, quality, resilience, well-being, and governance b) Priority Improvement Areas (PIA) Priorities that the schools must focus to address challenges and harness opportunities c) Key Interventions These may be in a form of nationally driven programs and projects, locally initiated interventions to address unique conditions and specific activities designed to address short term issues. d) Three-Year Indicative Plan School Strategic Plan which outlines school priorities in 3 year cycle. Should include goal, outcomes, strategies, and outputs e) Year 1 Annual Improvement Plan Plan execution document using the standard template for Work and Financial Plan IV School Monitoring and Evaluation and Adjustments (SMEA) Systematic process for collection, collation, and analysis of key education data and information that will allow the SGC to determine the progress of SIP implementation based on targets. The main objective of the SMEA is to facilitate decision making for a more relevant and responsive delivery of basic education services at the school level. M&E (monitoring & evaluation) Strategies May include tools, info systems and templates identified in DO 44 and other new templates may be useful. The main reference will be the School Report Card (SRC) M&E Activities May include SMEA culmination, regular Program Implementation review (PIR). Could be monthly, quarterly, semi-annual, and annual.

28. Thank You