1. BASICBASIC
EDUCATIONEDUCATION
SECTOR REFORMSECTOR REFORM
AGENDAAGENDA
( BESRA)( BESRA)SAN PEDRO RELOCATIONSAN PEDRO RELOCATION
CENTER NATIONAL HIGHCENTER NATIONAL HIGH
SCHOOL CUYAB CAMPUSSCHOOL CUYAB CAMPUS

2. I. Introduction/HistoricalI. Introduction/Historical
Background:Background:
 The Philippine development andThe Philippine development and
poverty reduction strategy ispoverty reduction strategy is
articulated in the Government’sarticulated in the Government’s
Medium –Term Development PlanMedium –Term Development Plan
(MTPDP ) 2004-2010. It gives high(MTPDP ) 2004-2010. It gives high
priority to achieving universal basicpriority to achieving universal basic
education.education.

3.  The country’s education strategy isThe country’s education strategy is
anchored on the National Educationanchored on the National Education
for All (EFA) 2015 Plan andfor All (EFA) 2015 Plan and
attainment of the Millenniumattainment of the Millennium
Development Goals (MDGs) which aimDevelopment Goals (MDGs) which aim
to provide an overarching policyto provide an overarching policy
framework for basic education with aframework for basic education with a
vision that all Filipinos will acquirevision that all Filipinos will acquire
basic competencies.basic competencies.

4.  This particular challenges for basicThis particular challenges for basic
education have been acknowledge byeducation have been acknowledge by
the country’s leaders and educatorsthe country’s leaders and educators
and there have been important gainsand there have been important gains
made in the last decade.made in the last decade.

5.  Important initiatives on rationalizationImportant initiatives on rationalization
were introduced by DepEdwere introduced by DepEd
administration following the passageadministration following the passage
of the Governance of Basic Educationof the Governance of Basic Education
Act ( Republic Act RA 9155) in 2001Act ( Republic Act RA 9155) in 2001
with its emphasis on its declarationwith its emphasis on its declaration
that “that “ the school shall be the heart ofthe school shall be the heart of
the formal education system.the formal education system.””

6. The reform proposal were progressivelyThe reform proposal were progressively
refined and by 2005,there was widespreadrefined and by 2005,there was widespread
consensus on the need for urgent sector-consensus on the need for urgent sector-
wide strategies that would place schoolswide strategies that would place schools
first and empower local communities tofirst and empower local communities to
take initiative to achieve school improvement.take initiative to achieve school improvement.
This consensus was articulated as theThis consensus was articulated as the
School First Initiative (SFI).School First Initiative (SFI). The strategiesThe strategies
were in turn translated into policy actionswere in turn translated into policy actions
under the Government’sunder the Government’s Basic EducationBasic Education
Reform Agenda ( BESRAReform Agenda ( BESRA ).).

7.  DepEd Order on BESRADepEd Order on BESRA
 No. 23 s. 2010No. 23 s. 2010 ADOPTION OF THE BESRA IMPLEMENTATIONADOPTION OF THE BESRA IMPLEMENTATION
 ACCOUNTABILITY PLAN, 2010-2012: A BLUEPRINTACCOUNTABILITY PLAN, 2010-2012: A BLUEPRINT
 FOR TRANSFORMING THE BASIC EDUCATIONFOR TRANSFORMING THE BASIC EDUCATION
 SUB-SECTORSUB-SECTOR

No. 87 s. 2009No. 87 s. 2009 CREATION OF ORGANIZATIONAL DEVELOMENT (OD)CREATION OF ORGANIZATIONAL DEVELOMENT (OD)
 AND LIVELIHOOD/TECHNICAL AND VOCATIONALAND LIVELIHOOD/TECHNICAL AND VOCATIONAL
 EDUCATION TECHNICAL WORKING GROUPS (TWGs)EDUCATION TECHNICAL WORKING GROUPS (TWGs)
 UNDER BESRAUNDER BESRA

 No. 34 s. 2009No. 34 s. 2009 MOVING FORWARD IN THE IMPLEMENTATION OF THEMOVING FORWARD IN THE IMPLEMENTATION OF THE
BASIC EDUCATION REFORM AGENDA (BESRA)BASIC EDUCATION REFORM AGENDA (BESRA)
 No. 16 s. 2008No. 16 s. 2008 COORDINATNG MECHANISMS FOR IMPLEMENTINGCOORDINATNG MECHANISMS FOR IMPLEMENTING
 THE BASIC EDUCATION SECTOR REFORM AGENDATHE BASIC EDUCATION SECTOR REFORM AGENDA
 (BESRA)(BESRA)
 No. 69 s. 2007No. 69 s. 2007 COORDINATNG MECHANISMS FOR IMPLEMENTINGCOORDINATNG MECHANISMS FOR IMPLEMENTING
 ACTIONS UNDER THE BASIC EDUCATION SECTORACTIONS UNDER THE BASIC EDUCATION SECTOR
REFORM AGENDA (BESRA)REFORM AGENDA (BESRA)
 DepEd Memo on SBMDepEd Memo on SBM
 No. 149 s. 2007No. 149 s. 2007 UTILIZING THE ACCREDITATION PROGRAMUTILIZING THE ACCREDITATION PROGRAM
 FOR PUBLIC ELEMENTARY SCHOOLS (APPES)FOR PUBLIC ELEMENTARY SCHOOLS (APPES)
 CRITERIA FOR PLANNING SCHOOL IMPROVEMENTCRITERIA FOR PLANNING SCHOOL IMPROVEMENT
 UNDER THE SCHOOL BASED MANAGEMENT (SBM)UNDER THE SCHOOL BASED MANAGEMENT (SBM)

8. II. What exactly is theII. What exactly is the
Basic Education SectorBasic Education Sector
Reform Agenda orReform Agenda or
BESRA?BESRA? BESRA is a package of interrelatedBESRA is a package of interrelated
policy actions intended to bring aboutpolicy actions intended to bring about
a fundamental change in howa fundamental change in how
education is delivered across theeducation is delivered across the
basic education sector, and in howbasic education sector, and in how
reforms in the basic education sectorreforms in the basic education sector
are planned and implemented.are planned and implemented.

9.  The BESRA policy actions areThe BESRA policy actions are
organized under Five Key Reformorganized under Five Key Reform
Thrusts ( KRTs )Thrusts ( KRTs )
 that focus on:that focus on:

10. 1.Strengthened School-1.Strengthened School-
Based ManagementBased Management
(SBM)(SBM)
 The first KRT relates to the reformThe first KRT relates to the reform
principle that the best people to improveprinciple that the best people to improve
the quality of schools are the peoplethe quality of schools are the people
most directly affected by the school’smost directly affected by the school’s
operations – namely the school heads,operations – namely the school heads,
the teachers, the students’ parents andthe teachers, the students’ parents and
others in the communityothers in the community..
 Ex. Implementation of School and AnnualEx. Implementation of School and Annual
Improvement PlansImprovement Plans
 MOOE maintenance/ operation of expensesMOOE maintenance/ operation of expenses
based on needsbased on needs

11. 2. Improved teaching2. Improved teaching
effectiveness andeffectiveness and
teacher developmentteacher development
 The second KRT focuses on the important roleThe second KRT focuses on the important role
of the teachers as driving force in improvingof the teachers as driving force in improving
student learning and educational quality at thestudent learning and educational quality at the
school level.school level.
 Ex. Teachers’ in-service trainings, seminarsEx. Teachers’ in-service trainings, seminars
and scholarships.and scholarships.
 National Competency Based TeachersNational Competency Based Teachers
Standards or ( NCBTS ) application andStandards or ( NCBTS ) application and
implementationimplementation


12. 3. Enhanced quality3. Enhanced quality
assurance throughassurance through
standards andstandards and
assessmentassessment..
 The third KRT is focused on ensuring wideThe third KRT is focused on ensuring wide
social support for learning in schools. Peoplesocial support for learning in schools. People
from all sectors of society play an important rolefrom all sectors of society play an important role
not only in supporting the work of the teachers,not only in supporting the work of the teachers,
but also in supporting schools and all thebut also in supporting schools and all the
curricular processes that aim to promotecurricular processes that aim to promote
student learning.student learning.
 Ex. Brigada Eskwela, GPTCA, Brgy. RTA, Vendors, Govt.Ex. Brigada Eskwela, GPTCA, Brgy. RTA, Vendors, Govt.
 Officials, Private sectors and NGOsOfficials, Private sectors and NGOs

13. 4. Improved access and4. Improved access and
learning outcomeslearning outcomes
through alternativethrough alternative
learning, etc.learning, etc.
 The fourth KRT emphasizes the variety ofThe fourth KRT emphasizes the variety of
educational experiences that can help learnerseducational experiences that can help learners
attain the learning goals. This includes havingattain the learning goals. This includes having
early childhood learning experiences,early childhood learning experiences,
alternative learning systems, and other variedalternative learning systems, and other varied
learning experiences to help students attainlearning experiences to help students attain
highest levels of learning.highest levels of learning.
 Ex. Full implementation of RBEC instruction, learningEx. Full implementation of RBEC instruction, learning
resources, curricular and extra curricular activitiesresources, curricular and extra curricular activities..

14. 5. Institutionalized5. Institutionalized
culture change inculture change in
the Dep.Edthe Dep.Ed
 The fifth KRT refers to the DepartmentThe fifth KRT refers to the Department
of Education’s institutional culture toof Education’s institutional culture to
have a change from prescribinghave a change from prescribing
actions through orders and memos toactions through orders and memos to
facilitating school initiatives andfacilitating school initiatives and
assuring quality.assuring quality.

15. Why is the BESRA aWhy is the BESRA a
good reformgood reform
package?package?
Why BESRA is theWhy BESRA is the
promise ofpromise of
redemption?redemption?

16.  According to Dr. Allan Bernardo,According to Dr. Allan Bernardo, a professor of De laa professor of De la
Salle University in a Forum on Education about BESRA’sSalle University in a Forum on Education about BESRA’s
Promise….. “There are many important reasons whyPromise….. “There are many important reasons why
BESRA is a truly positive set of policy reform initiatives.BESRA is a truly positive set of policy reform initiatives.
 The most important reason is theThe most important reason is the
Educational Philosophy underlying theEducational Philosophy underlying the
various components BESRA. All componentsvarious components BESRA. All components
of the reform initiatives are intended to helpof the reform initiatives are intended to help
Filipino learners to attain higher levels ofFilipino learners to attain higher levels of
learning and achievement. The higher levelslearning and achievement. The higher levels
of learning are defined in terms of cognitiveof learning are defined in terms of cognitive
and affective knowledge in the majorand affective knowledge in the major
learning areas that would allow the learnerlearning areas that would allow the learner
to effectively participate in diverse andto effectively participate in diverse and
complex life situations beyond the schoolcomplex life situations beyond the school
and to continue life learning.”and to continue life learning.”

17. NINE POSITIVENINE POSITIVE
QUALITIES OF BESRAQUALITIES OF BESRA
 First,First, BESRA focuses on the improving studentBESRA focuses on the improving student
learning processes and outcome.learning processes and outcome.
 SecondSecond, BESRA affirms the need to employ, BESRA affirms the need to employ
diverse approaches to facilitating learning in thediverse approaches to facilitating learning in the
classroom.classroom.
 ThirdThird, BESRA locates the reform interventions at, BESRA locates the reform interventions at
the level of the school and the classroom.the level of the school and the classroom.

18.  Fourth,Fourth, locating the reform initiatives at the schoollocating the reform initiatives at the school
level also creates stronger accountabilities to thelevel also creates stronger accountabilities to the
community, and allows for more responsive andcommunity, and allows for more responsive and
more relevant school programs.more relevant school programs.
 Fifth,Fifth, BESRA recognizes the important role ofBESRA recognizes the important role of
teachers and teacher development in improvingteachers and teacher development in improving
student learning outcomes.student learning outcomes.
 Sixth,Sixth, BESRA builds on community-schoolBESRA builds on community-school
relationships, and aims to strengthen suchrelationships, and aims to strengthen such
relationships by looking at the community as arelationships by looking at the community as a
resource for improving schools, and by ensuringresource for improving schools, and by ensuring
that schools are accountable to the community.that schools are accountable to the community.

19.  Seventh,Seventh, BESRA reforms are based on previousBESRA reforms are based on previous
interventions that workedinterventions that worked..
 Derived from pilot projects such as the ThirdDerived from pilot projects such as the Third
Elementary Education Project ( TEEP ), the BasicElementary Education Project ( TEEP ), the Basic
Education assistance for Mindanao (BEAM) and theEducation assistance for Mindanao (BEAM) and the
Strengthening Implementation of Visayas EducationStrengthening Implementation of Visayas Education
( STRIVE ) and other reform initiatives.( STRIVE ) and other reform initiatives.
 Eighth,Eighth, the BESRA shifts the reform initiatives ofthe BESRA shifts the reform initiatives of
the DepEd from project approach to a morethe DepEd from project approach to a more
organic approach.organic approach.

20.  Finally,Finally, the BESRA reforms are trulythe BESRA reforms are truly
positive because BESRA is DepEd’spositive because BESRA is DepEd’s
reform initiative. It is not imposed byreform initiative. It is not imposed by
an external agency, or some foreign-an external agency, or some foreign-
assisted project. In developing theassisted project. In developing the
specific components of BESRA, the DepEdspecific components of BESRA, the DepEd
offices responsible undertook a mostoffices responsible undertook a most
extensive consultation with a wide range ofextensive consultation with a wide range of
stakeholders within the Dep.ed and among thestakeholders within the Dep.ed and among the
various stakeholders of the Philippinevarious stakeholders of the Philippine BasicBasic
Education Sector.Education Sector.

21. Dep.Ed’s AchievementsDep.Ed’s Achievements
BESRA focusing SBMBESRA focusing SBM
 ( SBM is the lynchpin of BESRA)( SBM is the lynchpin of BESRA)

 Lynchpin—means the one that serves toLynchpin—means the one that serves to
hold together parts or elements that existhold together parts or elements that exist
or function as a unit.or function as a unit.

22.  The adoption and Roll-Down of theThe adoption and Roll-Down of the
School- Based Management (SBM)School- Based Management (SBM)
Framework and Standards forFramework and Standards for
implementation of a comprehensiveimplementation of a comprehensive
SBM at the regional, division andSBM at the regional, division and
school level of all schools in theschool level of all schools in the
PhilippinesPhilippines..

23.  The release of SBM grants inThe release of SBM grants in
support of activities that enhancesupport of activities that enhance
learning, the drilling of down oflearning, the drilling of down of
the MOOE to schools to cash andthe MOOE to schools to cash and
related policies in support of therelated policies in support of the
school’s financial accountabilityschool’s financial accountability
for the MOOE are also notable.for the MOOE are also notable.

24.  There is evidence of generalThere is evidence of general
awareness of SBM, with 80% -awareness of SBM, with 80% -
90% of schools and school heads90% of schools and school heads
having been oriented to itshaving been oriented to its
practices have 5-year Schoolpractices have 5-year School
Improvement Plans and haveImprovement Plans and have
begun to mobilize stakeholders’begun to mobilize stakeholders’
support or organized Schoolsupport or organized School
Governing Councils withGoverning Councils with
representatives from variousrepresentatives from various
sectors in the community.sectors in the community.

25. III SummaryIII Summary
 School – Based Management ( SBM ) is a keySchool – Based Management ( SBM ) is a key
component of the DepEd’s Basic Educationcomponent of the DepEd’s Basic Education
Sector Reform Agenda ( BESRA ) which is aSector Reform Agenda ( BESRA ) which is a
widely- accepted reform initiative whichwidely- accepted reform initiative which
recognizes that schools as they are the keyrecognizes that schools as they are the key
providers of education, should be able toproviders of education, should be able to
continuously improve by being empowered tocontinuously improve by being empowered to
make informed and localized decisions basedmake informed and localized decisions based
on their own unique needs.on their own unique needs.
 The school heads and teachers are given theThe school heads and teachers are given the
chance to create linkages with the localchance to create linkages with the local
government and the private sector, which cangovernment and the private sector, which can
help improve local schoolshelp improve local schools..

26. IV ConclusionsIV Conclusions
 The underlying principle in SBM under BESRA isThe underlying principle in SBM under BESRA is
that the people directly involved and affected bythat the people directly involved and affected by
the school operations are the best persons tothe school operations are the best persons to
plan, manage and improve the school. So theplan, manage and improve the school. So the
people involve must work hand in hand to reachpeople involve must work hand in hand to reach
the goal to bring about positive change in thethe goal to bring about positive change in the
form of governance and management of theform of governance and management of the
school to effect improvement in the quality ofschool to effect improvement in the quality of
education for the students. So, it is thereforeeducation for the students. So, it is therefore
very important to create an environment wherevery important to create an environment where
all the people involved in the process NOT ONLYall the people involved in the process NOT ONLY
AGREE BUT ALSO COMMIT TO MAKE THATAGREE BUT ALSO COMMIT TO MAKE THAT
CHANGE HAPPEN.CHANGE HAPPEN.

27.  Prepared by;Prepared by;
Airene O. SuanAirene O. Suan
BESRA ReporterBESRA Reporter


28. What is the governanceWhat is the governance
framework of School-framework of School-
Based Management?Based Management?
 The Government has amended the education Ordinance toThe Government has amended the education Ordinance to
implement in schools a participatory governance frameworkimplement in schools a participatory governance framework
with transparency and accountability. The Ordinance, whichwith transparency and accountability. The Ordinance, which
came into force on January 1, 2005, gives legal backing to thecame into force on January 1, 2005, gives legal backing to the
SBM governance framework. It provides for the establishmentSBM governance framework. It provides for the establishment
of an Incorporated Management Committee (IMC) and sets outof an Incorporated Management Committee (IMC) and sets out
its composition, operation, functions and powers so thatits composition, operation, functions and powers so that
stakeholders can participate in school governance accordingstakeholders can participate in school governance according
to the law. The direct participation of these key stakeholders into the law. The direct participation of these key stakeholders in
school decision-making will enhance the transparency andschool decision-making will enhance the transparency and
accountability of school governance, and the key stakeholdersaccountability of school governance, and the key stakeholders
should work together to set common goals and strengthenshould work together to set common goals and strengthen
their partnership to enhance the effectiveness of teaching andtheir partnership to enhance the effectiveness of teaching and
learning of the school.learning of the school.