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Annual Plan

2 015 – 2016

Prepared for Department of Foreign Affairs

and Trade (DFAT)

Preferred Citation

Cardno (2015), Basic Education Sector Transformation (BEST) Program 2015–2016 Annual Plan,

Cardno Emerging Markets, Manila, Philippines.

Contact Information

Team Leader / Lead Education Specialist

Cardno Emerging Markets

BEST Program

C / – Unit 14D, 14th Floor, Marco Polo Business Office

Sapphire Road, Ortigas Complex,

Pasig City 1600

Philippines

Ph. +639985379796

Email: [email protected]

© Cardno. Copyright in the whole and every part of this document belongs to Cardno and may not be used, sold, transferred,

copied or reproduced in whole or in part in any manner or form or in or on any media to any person other than by agreement

with Cardno.

This document is produced by Cardno solely for the benefit and use by the client in accordance with the terms of the

engagement. Cardno does not and shall not assume any responsibility or liability whatsoever to any third party arising out of any

use or reliance by any third party on the content of this document.

BEST Annual Plan

2015 - 2016

Cardno > Shaping the Future ii

Contents

1 Description of the BEST Program .................................................................................................. 1

1.1 Goals, Outcomes and the Theory of Change ................................................................................. 1

1.2 Intermediate Outcomes ................................................................................................................... 1

1.3 Component Description and Objectives .......................................................................................... 2

1.4 Capacity Building and Sustainability ............................................................................................... 4

2 The Operating Environment ............................................................................................................ 5

2.1 General Review............................................................................................................................... 5

2.2 Potential Implications for BEST ...................................................................................................... 6

3 Achievements and Work Plan ......................................................................................................... 7

3.1 Component 1: Improving Teaching and Learning ........................................................................... 7

3.2 Component 2: Strengthening Systems ......................................................................................... 26

4 Cross Cutting Themes ................................................................................................................... 42

4.1 Communications for Development ................................................................................................ 42

4.2 Change Management ................................................................................................................... 43

4.3 Research ....................................................................................................................................... 43

5 Approaches to Implementing Australian Government Policies in BEST ................................. 44

5.1 Disability ........................................................................................................................................ 44

5.2 Gender .......................................................................................................................................... 44

5.3 Environment .................................................................................................................................. 45

5.4 Child Protection ............................................................................................................................. 46

6 Unified Monitoring and Evaluation ............................................................................................... 48

7 Program Management ................................................................................................................... 49

7.1 Committees ................................................................................................................................... 49

7.2 BEST Offices in the Central and Regional Offices ........................................................................ 50

7.3 Grant Management ....................................................................................................................... 50

7.4 Internal Communication ................................................................................................................ 50

7.5 Knowledge and Information Management .................................................................................... 51

7.6 Annual Planning ............................................................................................................................ 51

8 Analysis of Progress ..................................................................................................................... 51

8.1 Issues, Challenges, Opportunities and Moving Forward .............................................................. 52

9 Risk Management........................................................................................................................... 53

10 Sustainability ................................................................................................................................ 54

11 Priorities and Recommendations for the Next Reporting Period ............................................ 55

12 Financial Performance July 2014 – June 2015 .......................................................................... 56

12.1 Overview ..................................................................................................................................... 56

12.2 Activity Expenditure..................................................................................................................... 56

13 Indicative Budget July 2015 – June 2016................................................................................... 57

Tables

Table 1 Planned Expenditure for Pre-Service Teacher Education....................................................... 8

Table 2 Planned Expenditure for In-Service Teacher Education........................................................ 10

Table 3 Planned Expenditure for Education Leadership and Management .......................................15

Table 4 Planned Expenditure for Curriculum and Assessment .......................................................... 19

BEST Annual Plan

2015 - 2016

Cardno > Shaping the Future iii

Table 5 Planned Expenditure for Teaching and Learning Materials...................................................22

Table 6 Planned Expenditure for Context Specific Learning Systems ...............................................24

Table 7 Participants to M&E Courses from Regions and Divisions....................................................28

Table 8 Planned Expenditure for Policy and Planning........................................................................29

Table 9 Planned Expenditure for Monitoring and Evaluation.............................................................. 30

Table 10 Number of Schools and Learners Registered in the Learner Information System................32

Table 11 Completed UIS Capacity Building Activities, June 2015........................................................ 33

Table 12 Planned Expenditure for Unified Information System............................................................ 34

Table 13 Planned Expenditure for Gender Equality Mainstreaming.....................................................37

Table 14 Planned Expenditure for Organisation Development............................................................. 41

Table 15 Actual Expenditures of Implementing Partners, 2014-2015 ..................................................56

Table 16 Summary of Activity Expenditure by Component ..................................................................56

Table 17 Actual Expenditures of Implementing Partners, 2014-2015 ..................................................56

Table 18 Summary of Planned Expenditure of Implementing Partners................................................57

Table 19 Facilitating Contractor Activity Budget Summary...................................................................57

Table 20 Planned Expenditure for Cross-Cutting Activities..................................................................57

Figure 1 BEST Components ..................................................................................................................

3

Figure 2 Draft K-12 Monitoring and Evaluation Framework …………………………………………...... 29

Annexes

Annex A – List of recipient schools of Classroom Construction

Annex B – Updated Risk Management Matrix

Acronyms and Abbreviations

ACTRC Assessment Curriculum and Technology Research Centre

ADD Activity Design Document

AICS Activity Implementation and Control System

AIM Asian Institute of Management

ALS Alternative Learning System

ARMM Autonomous Region of Muslim Mindanao

AUD Australian Dollar

BALS Bureau of Alternative Learning System

BCD Bureau of Curriculum Development

BEE Bureau of Elementary Education

BSE Bureau of Secondary Education

BEST Basic Education Sector Transformation

BHROD Bureau of Human Resources and Organisational Development

BLR Bureau of Learning Resources

C4D Communications for Development

CHED Commission on Higher Education

CI Continuous Improvement

BEST Annual Plan

2015 - 2016

Cardno > Shaping the Future iv

COCOPEA Coordinating Council of Private Educational Associations

CRPD Convention on the Rights of Persons with Disabilities

DAP Development Academy of the Philippines

DepEd Department of Education

DBM Department of Budget and Management

DCP DepEd Computerisation Program

DFAT Department of Foreign Affairs and Trade

DLSU-LIDER De La Salle University - Lasallian Institute for Development and

Educational Research

D-NCBTS Developmental – National Competency-based Teacher Standards

DO Department of Education Order

DSS Decision Support System

EBEIS Enhanced Basic Education Information System

EMIS Education Management and Information System

ES Elementary School

FC Facilitating Contractor

FGD Focus Group Discussion

GADFP Gender and Development Focal Points

HE Higher Education

HRIS Human Resource Information System

ICT Information and Communication Technology

IG Implementation Group

IPEd Indigenous Peoples Education

IT Information Technology

JHS Junior High School

K–12 Kindergarten to Grade 12

LAC Learning Action Cell

LET Licensure Examination for Teachers

LIS Learner Information System

LRMDS Learning Resource Management and Development System

LSA Large Scale Assessment

M&E Monitoring and Evaluation

MEA Monitoring, Evaluation and Adjustment

MEF Monitoring and Evaluation Framework

MEPA Monitoring, Evaluation and Plan Adjustment

MOV Means of Verification

MTB-MLE Mother Tongue Based-Multilingual Education

NCR National Capital Region

NEAP National Educators Academy of the Philippines

NETRC (DepEd) National Education Testing and Research Centre

NGO Non-Government Organisation

OPS Office of Planning Service

PBEd Philippine Business for Education

PBSP Philippine Business for Social Progress

PCW Philippine Commission on Women

PRD Policy, Research and Development Division

PPD Planning and Programming Division

PISA Programme for International Student Assessment

PMC Program Management Committee

PMIS Program Management Information System

PSC Program Steering Committee

BEST Annual Plan

2015 - 2016

Cardno > Shaping the Future v

PSCO Program Support and Coordinating Office

PSLP Public Sector Linkage Program

PTA Parents and Teachers’ Association

PTDNS Pre-service Teacher Development Needs Study

QAD Quality Assurance Division

RatPlan Rationalisation Plan

RCTQ Research Centre for Teacher Quality

RFP Request for Proposals

RPMS Results-Based Performance Management System

SBM School-based Management

SDO Superintendent Divisional Office

SHS Senior High School

STRIVE Strengthening the Implementation of Basic Education in the Visayas

TA Technical Assistance

TEC Teacher Education Council

TEDNS Teacher Educator Development Needs Study

TEI Teacher Education Institute

TETP Teacher Education Technical Panel

TDNS Teacher Development Needs Study

STEP UP Scholarship in Teacher Education Programs to Upgrade Teacher Quality in

the Philippines

UIS Unified Information System

Introduction

This second Annual Plan for the Basic Education Sector Transformation Program (BEST) was prepared

by the Facilitating Contractor on behalf of and with the guidance of the implementing partners.

BEST is a partnership between the Governments of Australia and the Philippines, supported by a

facilitating contractor and a number of implementing partners involving both national and international

organisations. The Program commenced in the Philippines in 2013 and began its first full

implementation phase from December 2014. With funding of approximately AUD150 million from the

Australian Government and approximately AUD24million equivalent in funding from the Government

of the Philippines, BEST covers a period of six years from July 2013 to June 2019. Classroom

construction activities delivered in partnership with the Philippine Business for Social Progress (PBSP)

started in August 2013 in compliance with the recommendation of the National Economic Development

Authority Board to start immediately upon approval of the Program. The Assessment, Curriculum and

Technology Research Centre (ACTRC) and Research Centre on Teacher Quality (RCTQ) that were

previously established through the Australian Public Sector Linkages Program were consolidated into

BEST. To mitigate impact on the program from delays in the appointment of the Facilitating Contractor,

the Australian Department of Foreign Affairs and Trade (DFAT) directly contracted interim advisers to

assist the Philippines Department of Education (DepEd) to implement key activities under BEST in the

first year of the Program. The Facilitating Contractor commenced in August 2014. The partnership with

Philippine Business for Education (PBEd) was finalised in December 2014.

BEST contributes to a vision shared by both Governments of the Philippines and Australia that school

graduates in target areas are well prepared to participate productively in the workforce or to move into

technical vocational training or university study. Ultimately, the aim of this program is to meet the goals

of the Philippines to improve the quality of education outcomes, providing all peoples with more

equitable access of to all levels of education and an education system with improved service delivery

through better governance.

BEST was formed at a time of enormous change for Philippine education focused primarily on the shift

from a 10-year system of basic education to a 13-year system with the inclusion of a kindergarten year

and two senior high school (Years 11 and 12), bringing the number of years of formal schooling in line

BEST Annual Plan

2015 - 2016

Cardno > Shaping the Future vi

with international norms. However, the change in the number of years of schooling raises challenges

such as: how best to meet the capital and resource requirements for new Senior High Schools (SHS),

the need for new classrooms and more and better teaching and learning resources; how to meet the

demand for new teachers; how to adjust and modify the school curriculum to ensure appropriate

sequencing of the school curriculum from year to year; and how to improve and enhance the effective

organisation and management of the system. A key supporting activity to enable system change was

the significant organisational restructuring and development of DepEd, particularly at the Central Office

level. This was largely implemented in the first half of 2015.

To meet these broad ranging requirements with implications for all parts of the basic education sector

(K–12) as well as for the universities and Teacher Education Institutes (TEIs), BEST is structured

around two key components – Component 1: Improving Teaching and Learning, and Component 2:

Strengthening Systems. While six specific regions are targeted for focused interventions under BEST,

the program must recognise and respond to the needs of a complex education system operating in a

country with challenging geography and diverse local cultures. These regions are representative of the

challenges facing the country’s education sector. Among them are the National Capital Region (NCR),

with its dense population, and Region X (Northern Mindanao), with its significant Muslim population.

Other regions provide a range of large and small island settings with their diverse geography and

economies. Ideally, initiatives taken and methodologies adopted to meet such regional needs will be

part of a broader systems approach with national application and significance. For example, regional

efforts to improve teacher education should have the potential for nationwide application. The Unified

Information System (UIS), significant parts of which are already being implemented, has been designed

to ensure a comprehensive information management system that will support improved decision-

making at the national, regional, and school levels.

BEST is nationwide in scope but its activities are contextualised to meet specific local needs. This

second Annual Plan, which will take the program through until 30 June 2016, largely builds on its

current activities that were formulated and given priority by Technical Working Groups in 2014 and

2015. These activities are articulated in this Plan and will be revisited and revised on an ongoing basis

up to June 2019. This approach will allow flexibility through the evaluation of progress to inform

planning.

The first Annual Plan provided a sound platform on which to build the second and future years. It

addressed many of the support needs and priorities that were identified through consultation with

central and regional partners. It focused on supporting the long-term priorities of the basic education

sector and designing activities that would help DepEd and its implementing partners meet their

objectives. Due to the recent easing of budget support from the Australian Government, a number of

adjustments will have to be made on the activities and the proposed expenditure for them over the

course of the Program.

The success of BEST will depend on regular communication and close coordination among all

stakeholders to ensure that the Specialist Team is delivering support when and where it is needed.

Additionally, the BEST Monitoring and Evaluation (M&E) team, which is made up of DepEd personnel

and representatives from its implementing partners, will monitor all activities and inform the Program

Management Committee (PMC) and Program Steering Committee (PSC) of progress made as well as

areas for improvement, further assisting in the design and implementation of future BEST activities.

Finally, it must be stressed that the Plan is based on the close working partnership between DepEd

and its significant partners within the sector, including the Commission on Higher Education (CHED),

ACTRC, RCTQ, PBEd, and PBSP. While the plan is delivered under contract by the Facilitating

Contractor, all of its activities have been planned and developed with DepEd leadership and other

partner input and will be implemented and monitored with the guidance and support of DepEd and its

partners at all levels.

BEST Annual Plan

2015 - 2016

Cardno > Shaping the Future vii

The Plan acknowledges the support, energy, and commitment of all partners to work together to

achieve better education outcomes for Filipinos.

BEST Six Monthly Progress Report

January–June 2015

Cardno > Shaping the future Page 1

1 Description of the BEST Program

1.1 Goals, Outcomes and the Theory of Change

Goal: Girls and boys have the competencies and skills to make an increased contribution to economic

growth and stability in the Philippines.

BEST objectives will contribute to:

improved quality of education outcomes in the Philippines;

more equitable access of all people at all levels of education in the Philippines; and

better education governance.

The target outcomes of BEST are:

More children are able to demonstrate improved mastery of basic education curriculum competencies

(especially in English, Mathematics, and Science) and difference in learning outcomes for boys and

girls are reduced in target areas

More boys and girls participate in and complete basic education in target areas

The BEST Theory of Change postulates that more boys and girls will complete basic education when

all boys and girls at the entry level age of each key stage are enrolled in school, when fewer boys and

girls drop out of school, when more boys and girls do not repeat and get retained in the grade level.

A foundational outcome enables the two major outcomes. As a foundational outcome, it is a

precondition to achieving the above two outcomes. It builds on DepEd’s decentralised organisational

structure composed of the Central Office, Regions, Schools Divisions and schools. The third outcome

is:

DepEd is better able to deliver basic education services that are more gender responsive, inclusive,

and with greater decentralisation of management and accountability to the field offices and schools.

The three major Program outcomes are linked together and form the first part of the BEST Theory of

Change. The foundational outcome is focused on DepEd’s capacity to deliver basic education services

which is based on the ability of DepEd to decentralise management according to the different roles and

responsibilities of the different levels of governance – its Central Office, Regional Office, Schools

Divisions and schools. A fully functional DepEd will mean that Central Office business processes and

policies are responsive, the Regions are able to customise policy and provide for inclusive education

programs, the Schools Divisions are able to efficiently allocate resources and the schools effectively

engage the learners. If all levels are fully functioning and delivering education services, this should

result to more boys and girls participating and completing basic education. If there are more boys and

girls participating in school, this will enable DepEd to ensure that more children master the necessary

competencies expected at their grade level.

1.2 Intermediate Outcomes

To keep track of the Program’s progress towards achieving its outcomes, intermediate outcomes have

also been defined to monitor initial gains during the implementation stage. Intermediate outcomes are

short and medium-term outcomes that help predict whether the long term outcomes will be attained.

Using Republic Act 9155 or Governance of Basic Education Act of 2001 as a basis, the intermediate

outcomes are organised according to the different levels of DepEd governance and these include:

More learners have access to quality basic education services. The Program aims to improve

learners’ access to quality teaching and learning materials through the LRMDS, and access to


January–June 2015


education facilities within the prescribed DFAT and DepEd standards. These include access for

children and youth with disability, environment and safeguards, and others.

Teachers demonstrate the skills required to teach the K–12 curriculum to improve the learning

outcomes of students in target regions. Outcomes for teachers include their ability to deliver the K–

12 curriculum, demonstrate pedagogic skills that promote participation, creativity and critical learning

of learners, use of formative assessment in identifying learning gaps, and their ability to contextualise

the teaching and learning process based on different needs of learners.

Education leaders and managers are better able to manage education learning systems.

Through BEST, DepEd aims to develop the competencies of school heads on instructional supervision

to teachers, their ability to work effectively with community and education stakeholders, ability to

respond to learners in different learning contexts, and ability to prepare and implement school

improvements.

Schools Divisions are able to provide needs-based or demand-driven technical and training

assistance to all schools. This outcome includes strengthening the Schools Divisions’ capability to

provide instructional support to schools and assistance to schools on school-based management,

education planning and monitoring and evaluation, as well as to provide technical assistance to schools

in the implementation of the K–12 curriculum, including the SHS program of DepEd.

Regions are able to timely customise and/or adopt policies and programs according to the

requirements of different divisions. Intermediate outcomes at this level will focus on the Regions’

competencies to do research and evaluation work, development of evidence-based policies, managing

the quality assurance system, and improving the Regions’ capability to enhance programs and policies

based on different needs or learning contexts.

CO is able to operationalise the core ‘business’ processes and accountability systems for a

more responsive and inclusive basic education program. Key outcomes to be achieved at the CO

level include the following: (a) policies supporting the K–12 Program are in place; (b) programs and

policies are inclusive and responsive to gender issues and concerns; (c) core business processes of

the Department are operational; (d) integrated planning, budgeting, and M&E systems are operational;

and (e) all DepEd units under the Rationalisation Plan (RatPlan) of DepEd are operational.

1.3 Component Description and Objectives

BEST has two main components supported by subcomponents that are grouped according to

implementation strategies in the Theory of Change. The subcomponents reflect the implementation

strategies proposed in the Theory of Change, in each case by a range of activities providing key outputs

that need to be in place to ensure optimal benefits from the Program.


January–June 2015


Integration

While BEST identifies and categorises individual sub-components under key components, they are in

fact all closely linked. The integration of the sub-components is a critical part of the BEST program. Not

only is it the role of the program to ensure projects and activities are integrated but that BEST actively

facilitates the integration of bureaus, units and activities within DepEd towards common high level

priority outcomes.

An example of the integrated nature of BEST, is in the development and implementation of a new K–

12 curriculum. The new curriculum demands a new design and approach to assessment. Clearly

therefore there are important links to policy development. The development of curriculum materials is

informed by the new curriculum and the also the needs of different groups of students (contextualisation

of teaching and learning materials). The unified information system will provide school and learner

information to assist educational leaders at the Central, Regional and Divisional level to make informed,

evidence led decisions. This may well influence the distribution of resources and the development of

contextualised materials etc.

BEST will specifically report the approach, implementation and progress of an integrated program. This

information will be collated from specific integration meetings and through Technical Specialists reports

against major DepEd initiatives.

It is important to emphasise that the following descriptions of the components and sub-components of

the BEST program are integrated in the approach to implementation.

Component 1: Improved Teaching and Learning

Component 1 focuses on improving the teaching and learning process and directly addresses learners,

teachers, schools and school heads. This component includes teacher development, curriculum and

assessment, research and classroom construction. The strategies and activities under this component

are directly linked to increasing access and improving the quality of basic education services.

Pre-Service Teacher Education: The Pre-Service Teacher Education subcomponent is designed to

improve the quality of teachers entering the public sector service. It focuses on the graduates of the

Pre-Service Teacher Training system in the Philippines with the aim of ensuring the capacity to yield

more teacher-graduates ready to support the implementation of the K–12 curriculum.

Figure 1 BEST Components

Component 1: Improving Teaching and Learning

Pre - Service Teacher Education

In - Service Teacher Education

Education Leadership and Management

Curriculum and Assessment

Teaching and Learning Materials

Educational Facilities

Context Specific Learning Systems

Component 2: Strengthening Systems

Evidence - Based Policy, Planning and Management

Unified Information System

Gender Equality Mainstreaming

Organisation Development


January–June 2015


In-Service Teacher Development: BEST supports the strengthening of teaching skills and building

teacher content knowledge in English, Mathematics and Science. It also includes strengthening

capacity of DepEd units to implement and sustain teacher development programs.

Education Leadership and Management: This subcomponent focuses on improving educational

leadership and management, including Schools Division Superintendents, education supervisors and

school heads to provide effective management of change and mentoring to teachers.

Curriculum and Assessment: BEST supports the implementation and enhancements of the K–12

program. Specifically, this subcomponent supports the implementation of curriculum, improvements in

classroom assessments, national assessments, general learning strategies, monitoring and evaluation,

and the implementation of Senior High School (SHS) program.

Teaching and Learning Materials: This subcomponent is designed to strengthen the capacity of

DepEd to provide all learners with equitable access to excellent teaching and learning resources and

strategies. Support will ensure materials are aligned to the K–12 curriculum and the specific needs of

different learners (e.g. indigenous peoples, Alternative Learning System learners).

Educational Facilities: In partnership with PBSP, this subcomponent is designed to address the issue

of classroom congestion and lack of facilities for learning in selected regions. It also includes provision

of access to clean water and toilets and access to school by children with (physical) disabilities with

the provision of ramps. This initiative is in collaboration with DepEd’s capital expenditure program for

classroom construction in a demanding environment of the K–12 rollout and establishment of Years 11

and 12.

Context Specific Learning Systems: This subcomponent addresses the priority needs of children

from indigenous peoples and Muslim communities, children with disabilities, and those in remote

communities.

Component 2: Strengthening Systems

This component focuses on strengthening systems in DepEd and its capability to sustain provision of

basic education services.

Evidence-Based Policy, Planning and Management: This subcomponent focuses on strengthening

DepEd’s capacity to undertake evidence-based policy development, program planning, and

management of service delivery. Specifically, it supports the development of business processes for

policy and research, planning, and M&E.

Unified Information Systems: BEST supports the integration of DepEd’s different information

systems into a Unified Information System (UIS) and its upgrading of its information and communication

technology infrastructure.

Gender Equality Mainstreaming: This subcomponent includes strengthening DepEd’s capacity to

develop its gender strategy, and support capacity to mainstream Gender and Development concerns

in planning, M&E, budgeting and policy development.

Organisation Development: The final subcomponent for Component 2 centres on providing key

technical support to the implementation of DepEd’s rationalisation plan. This relates to the planning

and implementation of a new and approved DepEd organisational structure. It also includes

strengthening capacity for managing and institutionalising change, and in communicating the K–12

reform agenda.

1.4 Capacity Building and Sustainability

The principles of capacity building and sustainability are at the core of the BEST implementation

approach as they are used to guide the implementation of program activities and outputs.


January–June 2015


Capacity Building: BEST technical assistance across components are focused not just on delivering

specific outputs but on ensuring systemic reform is supported by developing competencies and

capabilities in individuals and the organisation to sustain change. Capacity building is done by

working with DepEd counterparts and other stakeholders through mentoring, coaching and training to

reinforce skills and expertise and institutionalise system wide reforms.

Sustainability: The proposed interventions detailed in the Plan largely build upon previous DepEd

interventions that were supported by the Australian Government. A real strength lies in continuing the

clear alignment of activities and outputs with current education initiatives and policies of the Philippines.

This is evidenced by the alignment between activities supported by BEST and internal and external

coordination between DepEd and key stakeholders. Excellent examples of this are the K -12, SHS,

and Rationalisation Plan initiatives.

There is evidence of strong ownership and participation of senior DepEd personnel at Central, Regional

and Divisional level in planning and implementation of activities. This includes community participation

such as Local Government Units and PTAs. Training and participation of a broad range of key

stakeholders at different levels will enhance the possibility of sustaining benefits even if there is a

change of administration of DepEd following the 2016 elections. BEST is facilitating collaboration and

coordination across organisations such as CHED, ACTRC, RCTQ, PBSP, PBEd, and DepEd. This

includes personnel at the Commissioner, Undersecretary, Regional Director, Director, Superintendent

and Principal levels.

A major risk with respect to sustainability still remains around a possible change of administration within

DepEd following the elections in 2016. BEST will continue to work with DepEd in developing a transition

strategy to a new administration. This will involve a clear strategy and plan, one that engages key

influencers among education stakeholders and decision makers. There is already an overall strategy

to engage people at all levels in activities such that processes and systems become embedded in the

normal operations of DepEd.

Another significant risk being addressed is in the area of current technical work being undertaken by

BEST on initiatives in the development of the Unified Information System and in curriculum and

assessment work and communications. Though technical expertise is critical in establishing and

developing these initiatives, DepEd has to gradually transition to utilising ‘in-line’ positions for these

activities once the Rationalisation Plan is fully implemented.

2 The Operating Environment

2.1 General Review

BEST has moved from its inception phase in early December 2014 to full operational status and has

done so within a dynamic and supportive operating environment. All its stakeholders and implementing

partners have shown commitment to the Program to ensure its success. That said, it is urgent that

many of the reforms and initiatives included in the BEST design should progress at a faster pace if they

are to bring about substantial changes before the presidential elections in 2016.

The major challenges lie in providing support to DepEd’s priority on making fundamental changes on

the Philippine educational system in the next 12 months and then sustaining these initiatives. The 2016

elections may yield an administration with different priorities from those of the present leadership.

Therefore it is crucial to engage prospective candidates for the senior public service posts in DepEd if

current reforms are to be sustained.

Added to the sense of political urgency is the urgency arising from the impact of changes that are

already in place. The decision to adopt the international standard of 13 years of formal schooling

combined with the use of regional languages (mother tongues) from kindergarten to grade 3 have


January–June 2015


created an imperative for rapid change. Plans to roll out the K–12 curriculum have been implemented,

with the rollout of grades 3 and 9 in 2014, and grades 4 and 10 in 2015. Grades11 and 12 will start in

2016. These changes have created expectations and concerns for teachers, students, and parents

throughout the system, especially at the school level. They must be supported in turn by changes in

staffing, teacher education, teaching and learning materials, organisation and management of the

system, and monitoring and evaluation. All these components must change if the system is to operate

effectively and efficiently for the benefit of all learners irrespective of gender, religion, and region and

to be inclusive of indigenous peoples and students with disabilities. Some of the needed outputs are

being implemented, while some are in process. Others are being planned or are ready for development

during the current planning cycle. Restructuring and development of support services at the central

level are underway through the Rationalisation Plan. Work has commenced to develop a Unified

Information System that brings together several key databases.

More broadly, these changes will be felt throughout both the education sector and the economy. What

will be the initial impact on employment and the economy if students stay in school for another two

years? What will be the impact on universities and TEIs of a potential void of two years in terms of new

student intakes? How will these new arrangements cater to students disadvantaged by poverty and

related factors?

At this point, it is important to enable, encourage, and facilitate more effective evidence-based

decisionmaking. For example, decisions on where to develop new senior high schools or provide

additional classrooms and teachers require accurate data relating to enrolments, retention rates, and

completion rates as well as core age-specific population and teacher-supply data. To meet the needs

of students in a proactive way, teachers and principals should have longitudinal data about each

student’s progress. Furthermore, collating such information and ensuring reasonable consistency,

comparability, and accessibility of data for decision-making will require access to an upgraded unified

and national information system.

There is also the challenge from the scale of the reform initiatives. The Philippines is a geographically

diverse country with a population of approximately 98 million, of which about 24 million (24.4%) are

students. All these students deserve equal treatment and opportunity. The question of how new

initiatives can be rolled out with equity between regions and without some regions being left behind,

remains a challenge to be addressed. Aside from assisting in the development process in six regions,

BEST will be searching for the most effective strategies to help DepEd and other partners to build their

initiatives nationally in the most equitable ways possible.

Another challenge in the operating environment comes from the fact that several international

specialists took up their posts only in late 2014. Their learning curve has been steep as they try to fit

into a new culture. These specialists bring with them their expertise gained from working not only in

developing and emerging countries but also in developed countries. They will be working with locally

designated personnel who have transitioned to BEST from other projects. These technical specialists

have solid experience in working both in the Philippines and in international capacities. The

combination of international and local technical specialists is seen as a strength.

2.2 Potential Implications for BEST

The conditions of the current operating environment imply the need for a pragmatic and flexible

approach to support DepEd and its partners in meeting immediate needs and targets. Flexibility is

important as the program will be required to support not only the macro-systemic changes but also to

meet more regional and local needs. It is also likely that other needs will emerge throughout the

planning process and these will be met through new and appropriate initiatives.

Although BEST appreciates the need for urgency from both political and educational perspectives, it

considers the experiences of similar programs where rushed development did not result in long-term

success and sustainability. Given the long-term nature of the program, BEST is well positioned to


January–June 2015


support its partners over the next four years in implementing quality-assurance, capacity-building,

resource-building, and sustainability processes.

The Annual Plan should be a reliable guide for the Program in determining its direction in the next

years.

3 Achievements and Work Plan

3.1 Component 1: Improving Teaching and Learning

Subcomponent 1.1: Pre-Service Teacher Education

3.1.1.1 Achievements (2014–2015)

Commission on Higher Education: In 2014 and 2015, BEST worked in close collaboration with the

Commission on Higher Education (CHED) to identify ways by which the CHED’ Master Plan for

PreService Teacher Education could be implemented. This involved a series of engagements among

DepEd, CHED, and BEST partners, to establish strategic priorities to support the K–12 reforms. For

the second phase of the work, the partners worked with the Teacher Education Technical Panel to

develop strategic plans that would support capacity building in the priority areas identified below. This

culminated in a workshop in May 2015 with all panel and committee members focusing on systems

approach to reform pre-service teacher education, develop outcomes-based education in pre-service

programs, modify pre-service teacher standards, create new masters programs for in-service teachers,

and present new routes into teaching.

The following were identified as priority areas for BEST support:

development of a new pre-service curriculum

creation of new routes into teacher training

development of career pathway accreditation for in-service teachers

development of a teacher research agenda.

Philippine Business for Education: Its activities for the period focused on the advocacy, recruitment,

and selection of scholars.

The following were accomplished:

From February to March 2015, 45 School Hops in seven provinces were conducted in high schools

and universities to raise awareness about the viability of teaching as a profession and to invite

applicants to the STEPUP program. The School Hops provided orientation for a total of 4,322 public

and private high school and college students. Posters, flyers, banners, radio plugs, TV features,

and online materials further aided in disseminating information on the program.

A total of 703 applications (73% from female and 27% from male applicants) were received for the

250 slots allotted for first-batch recruitment. A survey conducted revealed that the scholars’ top two

sources of information on STEP UP were PBEd’s School Hops and referrals from friends, relatives,

and school advisers.

As of 30 June 2015, 215 scholars (76% female and 24% male scholars) had passed all levels of

screening and signed their contracts with STEP UP.

In preparation for the first academic semester, a mentoring plan/manual was completed and

approved in June to serve as a guide for activities that include orientation and training, seminar

workshops, monthly meetings, spot checks, an outreach program, a testimonial program, and mock

ranking.


January–June 2015


Plans and operations manuals were drafted and are being finalised based on the assessment done

on actual activities implemented during the period.

Eight memorandum of agreements on partnerships with were signed with the following Teacher

Education Institutions:

Mariano Marcos State University

Philippine Normal University-Manila

University of Santo Tomas

Ateneo de Naga University

Cebu Normal University

West Visayas State University

Ateneo de Cagayan-Xavier University

University of Southeastern Philippines-Obrero and Tagum Campuses

Research Centre for Teacher Quality: BEST’s implementing partner, RCTQ, assists in the

implementation of the K–12 reform agenda by providing nationally consistent policy advice focused

on teacher quality. Its key outputs on pre-service teacher education include: Research activities

Teacher Development Needs Study (TDNS)

Developmental- National Competency Based Teacher Standards (D-NCBTS)

Pre-service Teacher Development Needs Study (PTDNS)

Teacher Educator Development Needs Study (TEDNS)

Partnership arrangements with World Bank for linking its Public Expenditure Tracking Survey

Study with RCTQ’s TDNS

Informal agreements reached with CHED commissioners on future studies on pre-service education,

teacher practicum programs, and accreditation of teacher education programs and institutions

Informal agreement reached with NEAP to collaborate on preparing the following: (1) a

selfassessment career stage tool relevant to teacher skills and experience to inform teacher

professional development; (2) a classroom observation instrument that recognises career

progression for use in monitoring and enhancing teacher performance; and (3) an RPMS teacher

position and competency profile for use in the evaluation of the annual performance of teachers

3.1.1.2 Work Plan (2015–2016)

Table 1 Planned Expenditure for Pre-Service Teacher Education

Activity / Output Cost to 30 June

2016 (AUD) Cost to 30 June

2016 (PHP)

Establishment of a Teacher Development Support Team for CHED NEAP and TEC

135,313 4,330,000

Support for specified outputs:

Supporting the ongoing development of pre-service curriculum 42,417 1,357,333

Supporting the ongoing development of Career Pathway Accreditation for

In-Service Teachers 42,417 1,357,333

Supporting the ongoing development of new routes into teacher training 42,417 1,357,333

Developing a Teacher Research Agenda 28,125 900,000


January–June 2015


RCTQ

Senior High School Readiness Study Outcomes-based Pre-service Teacher Education Curriculum Outcomes-based Graduate Teacher Education Program

Not included in FC

budget Not included in FC

budget

PBEd

Scholarship Information Campaign and Recruitment Outcomes-based

Preservice Teacher Education Curriculum

Not included in FC

budget Not included in FC

budget



2016 (PHP)

Scholarship Application and Screening Mentoring Program

Contribution to Cross-Cutting Themes (e.g. M&E, Disability, Environment) 35,043 1,121,386

Total 325,731 10,423,386

BEST is creating a teacher-development support team consisting of specialists and technical assistants

who will work with CHED, Teacher Education Council (TEC), and National Educators Academy of the

Philippines (NEAP) to support them in meeting the identified outputs set out in the Plan. This strategy

aims to help create and support synergy between CHED and DepEd and to ensure that all strategic

planning for teacher education is coherent and sustainable and links pre-service with in-service. BEST

supports CHED by working with the Teacher Education Technical Panel (TETP) and Committees, TEIs,

and stakeholders to support identified priority outputs, which include:

The development of a new pre-service curriculum. Curriculum that is outcomes based, compliant with

the K–12 curriculum, and linked to teacher standards.

Creating a New Route into Teacher Training. With the implementation of Senior High School in June

2016, one of the strategies for teacher recruitment is to allow teachers who have not yet passed

licensure exams to teach. CHED will need to create a specific program which allows these teachers to

access part time teacher training in order to be able to qualify to sit for the LET examination.

Developing a Career Pathway Accreditation for In-Service Teachers. This will require the development

of new practice-based Masters Programs and Professional Doctorate linked to the K–12 curriculum,

career stages and teacher standards. This will contain strands and pathways which will account for the

priority areas of in-service development: Newly Qualified / Appointed Teachers; Mid-Career Teachers;

Aspiring Leaders; Experienced Teachers. This will also need to address competency deficiencies

identified through recent research in Science, Maths, English and Filipino.

Developing a Teacher Research Agenda. Between July 2015 and June 2016, BEST will provide funding

to support capacity building / planning for an International Teacher Research Conference to be hosted

by the University of the Philippines in July 2016.

Research Centre for Teacher Quality Work Plan

Senior High School Readiness Study that will provide evidence-based advice in formulating policies

for SHS teachers in planning professional development and Graduate programs.

Outcomes-based Pre-service Teacher Education Curriculum aimed at developing prototype course

syllabi in the new, pre-service teachers’ curriculum in Mathematics, Science, English and Filipino

and in professional education informed by the PTDNS, TDNS and D-NCBTS data.

Outcomes-based Graduate Teacher Education Program will develop a curriculum framework for

outcomes-based graduate teacher education program that is informed by the set of enhanced

standards for professional teachers (Career Stages 2 to 4) and the results of the development

needs of teacher educators.


January–June 2015


Philippine Business for Education’s Work Plan

Start recruitment for STEP UP scholars for academic year 2016-2017 in September 2015.

Conduct roadshows and school hops from September to October and explore partnerships with

institutions such as Metrobank, the Coordinating Council of Private Educational Associations

(COCOPEA) and the Philippine Association of State Universities and Colleges throughout the year.


January–June 2015


Receive a total of at least 1,125 unique applications by December 2015; from these applications, 450

accepted scholars (100 juniors and 350 CTOs) will go through orientation in April 2016 before

enrolment begins in June 2016.

Boost advocacy initiatives online and offline.

Equip mentors through regular capacity building activities and start mentoring program for accepted

scholars.

Conduct periodic monitoring and evaluation (year-end assessment, spot checks) to inform Annual

Planning next year.

Subcomponent 1.2: In-Service Teacher Education

3.1.2.1 Achievements (2014–2015)

BEST has worked closely with DepEd and partners such as the RCTQ to establish strategic priorities

to support the K–12 reform agenda. This has included detailed discussions on ways in which the

paradigm shift towards school-based teacher development can be sustained effectively.

BEST has supported the National Assessment sub-working group on teacher assessment to facilitate

the national validation of the DNCBTS (professional teacher standards) and associated tools that

support the assessment of teacher quality. This involved enabling members of the group to visit the

field and assess the effectiveness of existing tools.

Ongoing technical advice has been provided to support the capacity building and effectiveness of

NEAP. This has primarily focused on strategic planning on ongoing issues including developing quality

assurance processes for cascade training; strategy for teacher assessment including DNCBTS and

RPMS.

There has been technical advice on the development of effective approaches to mass training of

teachers and the development of the Learning Action Cell (LAC) National Policy. The latter included

redrafting different versions of the policy and preparing a comprehensive set of guidelines for schools.

BEST supported the delivery of a national workshop to produce guidelines to support the LAC National

Policy. Representatives from different regions including those with experience of LAC implementation

were asked to support the drafting of the policy and guidelines.

Key outputs were delivered by RCTQ on in-service teacher education. This included three research

activities conducted including the TDNS; DNCBTS and TEDNS. Progress has been made in informal

agreements being reached with senior personnel in NEAP to collaborate on tools for teacher

professional development.

3.1.2.2 Work Plan (2015–2016)

Table 2 Planned Expenditure for In-Service Teacher Education

Activity / Output

Cost to 30 June 2016

(AUD)

Cost to 30 June

2016 (PHP)

Technical Support to develop and facilitate NEAP and TEC Activities 152,806 4,889,800

Establishment of a LAC Project Team 196,625 6,292,000

Technical Equipment for the implementation and development of materials for LACs 24,375 780,000

Developmental activities and field work in schools to produce materials for LACs 608,575 19,474,400

Development of evidence bases and field testing of new tools and materials 158,594 5,075,000


January–June 2015


Activity / Output Cost to 30

June 2016 (AUD)

Cost to 30 June

2016 (PHP)

Technical Support to NEAP / TEC activities and strategic priorities 181,250 5,800,000

Ongoing Technical support by Teacher Development Specialist 77,859 2,491,500

Operational Support for the implementation of In-Service Activities 28,906 925,000

RCTQ Teacher Quality Study

School Effectiveness Study

Outcomes-based Program for Practicum Students

Not included

in FC cost Not included in FC

cost


Total 1,639,251 52,456,016

The current strategy for in-service teacher development is to support the continuing paradigm shift,

towards school level initiatives consistent with RA 9155 (Governance of Basic Education Act of 2001).

The success of the K–12 reforms will depend on teachers having the required skills, knowledge and

understanding to teach the new curriculum and teachers developing professional awareness in order

to take ownership of reforms within their own schools. In order to for this to take place teachers need

to be supported in developing a strong professional identity and high self-efficacy.

As stated in subcomponent 1.1, BEST is creating a teacher development support team consisting of

specialists and technical assistants which will work across CHED, TEC and NEAP in order to support

them in meeting the identified outputs set out in this plan. This strategy aims to help create and support

synergy between CHED and DepEd and to ensure that all strategic planning for teacher education is

coherent, sustainable and links pre-service with in-service.

Within subcomponent 1.2, the range of interventions supported by BEST will focus on both the TEC

and NEAP whilst aiming to develop synergy and coherent strategic planning with CHED.

Teacher Education Council Activities

BEST will provide technical specialist support and assistants working across NEAP and TEC. Within

TEC, this team will support a review of the effectiveness of current operations and policies and the

development of a work plan that will enable CHED and DepEd to have a regular and effective venue

of dialogue and coordination.

BEST will support the development of a new induction program aligned with K–12 for newly qualified

teachers, building on pre-service training and ensuring that newly qualified teachers are supported and

assessed effectively. For example, newly qualified teacher induction might be linked to career stages

with an induction program across a three-year period.

BEST will support the development of induction training materials and support for new teachers in

senior high school and junior high school. This program should be designed specifically to address the

issue that large numbers of teachers, possibly without experience, will be teaching in SHS (and possibly

JHS) from June 2016. (It should be noted that this is a separate initiative from the new route into teacher

training identified under the pre-service component.)

National Educators Academy of the Philippines Activities

BEST will provide technical specialist support and assistants working across NEAP and TEC, as stated

above, under TEC, to support capacity building and interventions to strengthen in service teacher


January–June 2015


training. Support will be provided for the development of a strategic Master Plan for In-Service Teacher

Education, linked to the CHED Pre-Service Education Master Plan.

There will an activity to assist in identifying and making strategic recommendations for ways in which

teachers can be supported by subject specialists, to improve the quality of teaching. This links to

support for the development of a SHS Training Strategy and Transition Plan for those teachers moving

into SHS including the development and implementation of the hiring/ recruitment strategy.

Attention will be given to the development and review of strategies to strengthen existing in-service

teacher training systems. This will include cascade training approaches and school-based training and

professional development. The intent is to review current approaches and identify areas for

development such as learning resource materials to support the professional development of teachers

to ensure that teacher capacity is improved. These outputs will require close collaboration with the LAC

Project Team.

BEST will support DepEd in commissioning additional research activity and field testing of tools and

materials to develop rigorous evidence bases to support the educational reforms. These will include a

commissioned research study to develop evidence bases for effective in-service teacher development

and support systems. There will be a review of international research and summary of existing

knowledge and best practice, review of existing approaches in the Philippines regarding in-service

teacher education and an examination of the current approaches being implemented at school, district,

division, regional and national levels. The study will provide a summary and recommendations for both

on-going and future strategic development. Milestones will include regular reporting of emerging

findings so that DepEd is able to respond and adjust interventions and planning appropriately. A

particular focus will be on the development and preparation of a SHS Teacher Training strategy with

recommendations for how DepEd can ensure that the induction program and ongoing training and

support processes are robust and effective.

Field work is planned to support the LAC Project Team to ensure that robust evidence bases are

developed which can inform the effective implementation of the LACs.

There will also be field testing of systems such as RPMS plus associated tools based on teacher

professional standards These are designed to support the effectiveness of teachers and strengthen

Quality Assurance of teachers.

BEST will support NEAP in developing training materials to enable the orientation on K–12 for district

supervisors and curriculum specialists who can provide training to school principals. This work will be

done in close collaboration with the Educational Leadership and Management sub-component

activities.

Learning Action Cells

BEST will establish a LAC Project Team to work alongside DepEd’s Office of Programs and Projects

and NEAP to support a number of LAC initiatives in identified DepEd priority areas. These include:

Curriculum and Assessment

Pedagogy and Classroom Management

Senior High School Implementation

Multi Grade / Alternative Learning System / Inclusive Education

Child Protection

Disaster Risk Reduction

Teacher Leadership and Agency linked to Continuous Improvement and School-Based

Management initiatives.


January–June 2015


This list is not definitive and is designed to be flexible and responsive to needs identified throughout

the year.

This activity will be centred on the implementation of LACs and the provision of professional

development for teachers at district and regional levels. The key output for this team will be materials

and case studies, guidelines and stimulus materials that can be used to facilitate the wider roll out of

LACS and locally provided professional development at school, district and divisional levels in all

regions. Materials will also be developed for use with other forms of professional development such

as:

The Project Team will be comprised of a Project Team Coordinator, Program Officers, Technical

Assistants, and an Administrative Assistant. It will have the capacity to support and coordinate a

range of projects and documents and produce support materials. The team will be working

alongside all sections of DepEd, under the joint direction of the Office of Programs and Projects

and NEAP and will be managed by the Senior Specialist for Teacher Development and the Teacher

Development Specialist. The aim is for the team to work with schools through the LAC sessions,

and in classrooms, rather than through workshops that will take teachers away from their

schoolbased work.

The LAC Project Team will also work in close collaboration with RCTQ to provide an essential

research strand to these activities, supporting activity teams from BEST and DepEd in tracking the

development of implementation and creating evidence bases that are robust and rigorous to inform

future planning. Monitoring and Evaluation, Research, and field testing are therefore positioned as

complimentary and integrated within the activities of the LAC Project Team.

Research Centre for Teacher Quality’s work plan related to in-service teacher development:

Teacher Quality Study: will provide technical assistance and conduct research in using the

continuum of professional teacher standards, and teachers’ content and pedagogical knowledge

as basis of professional development programs for in-service teachers, and in evaluating,

accrediting, and incentivising teacher quality performance.

School Effectiveness Study: will establish links between students’ achievement and classroom

teachers’ qualities and practices with school infrastructure and leadership and management

practices as a basis for proposing effective teaching and leadership practices. This would deliver

evidence-based, policy advice directed at improving student achievement in Mathematics, Science,

English and Filipino.

Outcomes-based Program for Practicum Students: will link CHED with DepEd in helping

experienced in-service teachers support pre-service teachers to meet the standards towards

attaining the first career stage of a teacher.

Capacity Building for Teachers on the K–12 Curriculum

The following will be implemented by the Curriculum and Assessment technical team:

Capacity building for different groups of SHS teachers (DepEd, HE practitioners and community

learning facilitators and industry practitioners)

Capacity building on language mapping under MTB-MLE

Capacity building on early language literacy and numeracy for K–3 teachers.

Subcomponent 1.3: Education Leadership and Management


January–June 2015


3.1.3.1 Achievements (2014–2015)

The Educational Leadership and Management technical assistance provides competency and capacity

development activities for NEAP and for school heads to ensure effective implementation of the K–12

Program and SHS. A major result under this technical assistance is the development and approval of

the Educational Leadership and Management Curriculum Framework and Content for school heads.

The program directly contributes to DepEd’s strategic priority of strengthening school-based

management and to the success of K–12 and SHS implementation. This competency-building program

complements the continuing support of the Australian Government for the Superintendents’ Leadership

Program, a one-year intensive leadership and management course aimed at providing school heads

with strategic and operational competencies. The two programs are priority initiatives to ensure that

instructional leadership and operational management of the schools and the support provided to

schools translate to access to and quality of education for the learners. Strengthening NEAP, moreover,

is crucial in implementing DepEd’s mission on ensuring continuous learning for its teaching and

nonteaching staff. Completed activities and outputs under this assistance include:

final curriculum framework, topics, content and delivery strategies for 13 leadership and management

modules(which include SHS content and implementation), instructional leadership, planning and

continuous improvement, partnership and networking, financial management, and selfmastery;

nationwide consultative meetings, workshops, and discussions on the roles, current realities, and

competency and support requirements of school heads;

module and program designs for career guidance and counselling to support DepEd’s Career

Advocacy Program;

workshops and meetings with regional heads on the design and rollout of the leadership and

management program for school heads, with these activities ensuring the school heads’ support

for the program and for their different projects and initiatives as outputs of the leadership and

management modules;

orientation of the selected 85 learning facilitators from all regions on the school heads’ leadership

and management program; the facilitators will be trained to implement the 13 modules;

training and coaching toolkits for the 85 learning facilitators;

workshop on Strategic HRM conducted for NEAP staff from different regions; and

support for the Superintendents’ Leadership Program through provision of resource speakers,

learning facilitators, and process documenters.

Brigada Eskwela

Brigada Eskwela is a DepEd-led school-maintenance activity carried out in line with the Department’s

mission to provide safe and clean learning spaces for Filipino learners. With the theme Tayo Para sa

Kalinisan, Kaligtasan at Kahandaan ng Ating mga Paaralan, the week-long activity, which commenced

18 May 2015, aimed to prepare schools for the coming school year and to promote volunteerism among

the members of the community.

The BEST Program participated in the 2015 Brigada Eskwela campaign by providing a total of P1.2

million worth of construction materials to five public schools: Maricaban Elementary School (ES),

Cuneta ES, and Marcela Marcelo ES in Pasay City; Taguig ES in Taguig City; Capt. H. Francisco ES

(identified by the Australian Embassy) in Pateros; (), and Mambajao Central School in Mambajao,

Camiguin province in Region X. The schools’ Brigada Eskwela committees determined the materials

that they needed and submitted their lists of materials to the Program for procurement.


January–June 2015


The Program team also volunteered in cleaning and painting classrooms at the Capt. H. Francisco

Elementary School in Pateros on 19 May. At the regional level, the BEST Program donated PH10,000

worth of construction supplies and participated in the cleaning and painting of the Mambajao Central

School in Mambajao, Camiguin province. On both occasions, they were joined by DepEd staff from the

Central Office and the Region X office.

3.1.3.2 Work Plan (2015–2016)

Table 3 Planned Expenditure for Education Leadership and Management



2016 (PHP)

Design and Production of Learning Resource Package 80,900 2,588,800

Competency building activities for NEAP 18,000 576,000

Installation of NEAP Systems: Learning and Development System; and Quality

Assurance and M&E 58,500 1,872,000

Superintendents’ Leadership Program 222,059 7,105,888

Continuing commitments

Development of Educational Leadership and Management

Training Curriculum and Content for School Heads Strategic

Planning for BHROD

341,485 10,927,523

Brigada Eskwela 40,000 1,280,000

Technical Support 33,000 1,056,000


Total 899,074 28,770,369

Design and Production of Learning Resource Package

This engagement will convert all school heads’ modules into user-friendly learning resource packages

for the use of both learning facilitators and school heads. A learning resource package for each of the

13 modules will contain standardised presentation slide decks, a facilitators’ kit, and resource

guidebooks on the use and revision of the package.

Educational Leadership and Management Curriculum Framework and Content for School Heads

This activity will engage multi-sector stakeholders and specialists in developing the curriculum

framework, content and delivery strategies for the school heads. To finalise the content, the modules

will be pilot tested with 150 school heads from different regions and divisions, and with different

experience profiles. Activities include:

Finalisation of curriculum framework and detailed content of 13 modules

Hands-on coaching of 85 learning facilitators to roll out the modules

Pilot run of modules with 150 school heads

A pool of 85 learning facilitators selected from the different regions will be trained and supported with

appropriate learning resource packages so that they can implement the 13 modules nationwide.

Competency building of learning facilitators will involve adult learning approaches with actual hands-

on experiences and on-site coaching.

Competency Building Activities for NEAP

The assistance will develop the required competency model and profiles for NEAP and identify the

necessary individual and group competency and capacity-building interventions. At the end of the year,


January–June 2015


NEAP will be able to finalise its five-year Human Resource Development (HRD) Plan outlining its

competency-building requirements.

Installation of NEAP Systems (Learning and Development, Quality Assurance and Monitoring

and Evaluation Systems)

The assistance will build the internal capacity of NEAP to effectively undertake its major functions:

professional development of teaching and non-teaching staff of DepEd, and quality assurance of all

learning and development programs, projects and activities. This intervention will enhance current

capacities by installing, strengthening and implementing policies, structures and systems, and by

providing relevant competencies to implement and manage the systems for learning and development

(professional development), quality assurance and monitoring and evaluation.

Superintendents’ Leadership Program

The Superintendents’ Leadership Program is a 12-module training program for superintendents and

assistant superintendents of the DepEd. The continuing assistance will ensure the completion of the

remaining three modules for Batch 3, and support for the full implementation of Batches 4 and 5.

Assistance will cover the professional fees of faculty members, resource persons and process

documenters for all 12 modules per batch. All participating superintendents within the course of this

program are expected to develop their individual SHS Implementation Plan and change initiatives.

Capacity Building for School Heads on K–12 Curriculum

(The following are to be implemented by the Curriculum and Assessment technical team)

Capacity building for school heads on the K to12 curriculum (highlighting their role as instructional

managers)

Capacity building for school heads on the unique leadership and management requirements for

keystage programming under K–12 (with initial focus on SHS management)

Capacity building on early language literacy and numeracy for K-3 school heads

Subcomponent 1.4: Curriculum and Assessment

3.1.4.1 Achievements (2014–2015)

The Curriculum and Assessment technical team is composed of the Senior Specialist, Technical

Assistants embedded within the Office of Programs and Projects, and the Assessment, Curriculum and

Technology Research Centre (ACTRC). Technical support has focused on inclusive education through

further contextualised curriculum development and review, implementation and monitoring of the K–12

Curriculum and Assessment systems, SHS implementation, teacher and school leadership training and

development, and formulation of related issuances and policies. The research work undertaken by

ACTRC informs DepEd through curriculum, teaching, and assessment research based on empirical

data on curriculum innovation and implementation. The following are its key activities and outputs:

K–12 Curriculum

Completion of the K–12 curriculum and the development of protocols regarding curriculum

contextualisation and alignment for the Alternative Learning System (ALS), multi-grade program,

special education program, technical-vocational education, Indigenous People’s education and

special curricular programs under SHS

Formulation of the K–3 language mapping protocol and the accompanying policy coverage (with draft

Department Order completed)


January–June 2015


Review of modules in Early Grade Reading Training Materials

Alignment of ALS curriculum with the K–12 Curriculum

Language alignment in English for grades 3 and 4 and 6 and 7

Formulation of the K–12 draft M&E framework

Formulation of draft internal and external communication plans and protocols for K–12 roll out

Assessment

Formulation of the draft system-wide architecture of the K to 12-assessment system. Further

articulation per subsystem details system assessment, national assessment of student learning,

teachers and supervisors’ assessment and classroom assessment. An omnibus policy on

classroom assessment, DepEd Order (DO) 8 s. 2015 was promulgated in April 2015. Different sub-

technical working groups are drafting policies for the remaining components.

Assessment of 21st Century Skills. ACTRC has been working closely with DepEd and DepEd NETRC

on the development of a 21st century skills framework. This was followed by a skills audit of the

curriculum. A map was developed showing frequency of integration of 21st Century skills within K–

12 curriculum. ACTRC has continued collaboration with the National Educational Testing and

Research Centre (NETRC) in the development of assessment items through the first half of 2015.

Review of draft items for Grade 6 National Achievement Tests, incorporating 21st Century skills to

ensure validity and reliability of items

Review of current Principal entry examination for NEAP to ensure validity and reliability of items

Senior High School Program

Completion of SHS program implementation plans in all 17 regions and their respective schools

divisions. The SHS targets, tracks and strands offering, partnerships, learning resources, and

learning environment requirements went through fine tuning in all regions and divisions.

Preparation of the draft of the SHS Partnerships Handbook, which outlines procedures, legal

requirements, and protocols for business-school partnerships to support 80 hours of work

immersion for all grade 12 students

Policies, Planning and Protocols

Formulation of the policy coverage and operational guidelines for the implementation of LACs

Articulation of ICT-in-education standards and protocols for learning and teaching materials, facilities

and assessment

Articulation of a comprehensive training program on early language literacy and numeracy for all K–

3 teachers and school heads

Articulation of draft omnibus policies for special education program, multigrade education program,

teacher induction program on early language literacy and numeracy, Indigenous Peoples Education

(IPEd), materials development protocol (including textbook development guidelines)

Completion and quality assurance of a multiyear plan (3–5 years) and the General Appropriations

Act which requires annual work and financial plans of bureaus, centres and offices under the

supervision of the Under Secretary for Programs and Projects


January–June 2015


ACTRC

Researches carried out by ACTRC provide evidence to guide the development and implementation of

curriculum and assessment activities within DepEd.

21st Century Skills Assessments: ACTRC continues to work with NETRC to develop

understandings around test construction of these general capabilities, and to work with DepEd staff

to develop items for piloting with students. Presentations on this work have been made at an

international conference on 21st century education in Singapore, and will be made locally in July in

Manila.

MTB-MLE: Write up of Phases 1–3 has continued and strategies have been identified to support

implementation of MTB-MLE in various contexts in the Philippines. Preparations are under way for

Phase 4, which involves identifying associations between school factors and student learning

outcomes. Presentations on the work have been made at an international conference in Japan, and

will be made locally in July in Manila.

Science Inquiry Skills: Alignment of Intended, Implemented and Assessed Science Curriculum

Focusing on Inquiry Skills (Science Inquiry). The Science Inquiry Study was designed to identify

teacher understanding and use of science inquiry practices in the classroom, and to explore degree

of alignment between such practices and the intended curriculum. In addition, a science inquiry

skills test was developed and piloted with junior high school students. From the pilot data, four

levels of functioning were identified in student performance.

Formative Assessment Phase 1: Classroom observations data collected in 2014 were analysed for

themes and patterns in the use of formative assessment. These analyses were used to identify

facilitators and blockers to changes in practice by teachers in classroom. The report has been

written up and is in press.

Tablets: An evaluation of factors associated with stakeholder use of tablets in classrooms was

completed, using a case study approach. The participating schools were drawn from a pilot study

implemented with Australian Aid funding and undertaken by UPOU.

SWANs in the Philippines Phase 1: A validation study of an assessment tool for use by teachers

with students with additional needs was undertaken through the auspices of ACTRC and by the

University of Philippines in collaboration with the Assessment Research Centre. The tool was found

to function very similarly to its use in Australia, with only a couple of items to be modified. This study

provided evidence that the tool can be used in the Philippines.

ACTRC also worked on LearnARMM: a research commissioned outside of BEST. The findings and

tools have broader applicability.

LearnARMM: The second longitudinal data collection was successfully concluded in February, with

the data analysed subsequently. Presentations have been made in Mindanao to both BRAC (NGO)

and to DepEd Autonomous Region of Muslim Mindanao (ARMM). The report on this activity will be

provided to DFAT prior to a scheduled forum in August. A Filipino version of the tests has been

developed, and is ready for use.

3.1.4.2 Work Plan (2015–2016)

Table 4 Planned Expenditure for Curriculum and Assessment



2016 (PHP)

Assessment

Field Testing and Validation of Assessment Samples to support DO8 45,031 1,441,000


January–June 2015


Teachers’ Assessment Handbook 22,422 717,500

Review of National Career Assessment Exam for Grade 9 36,281 1,161,000

Support for SHS Exit assessments 110,000 3,520,000

ACTRC research in formative assessment to support BEST M&E plan 58,438 1,870,000

ACTRC - International Large Scale Assessment Review Not included in FC

Cost Not included in FC

cost

Multigrade

Sets of integrated units of work are developed for selected Multigrade

combinations 60,438 1,934,000

Processes and Templates to support sustainable ongoing development of

multigrade teaching and learning materials 1,000 32,000



Total 1,491,710 47,734,723

The long-term goal of institutionalising the gains of reforms introduced in the last five years drive the

priorities under the BEST Program. The range of BEST-supported activities plan to contextualise and

localise curriculum and further develop and improve classroom assessment practices and selected

national examinations. Major activities and outputs are:

Curriculum Development

finalisation of the alignment of BALS curriculum strands with K–12 curriculum;

finalisation and issuance of DepEd policy on IPEd curriculum framework (aligned with MTB–MLE

policy delivery protocols);

finalisation and issuance of DepEd policy on the revitalised multigrade program, including integration

of MTB-MLE policy delivery protocols;

finalisation and issuance of DepEd policy on Special Education framed under the Inclusive

Education thrust in the rationalised structure of the Department;

contextualisation of SHS curriculum program options for IP and Muslim learners;

contextualisation of SHS special curriculum programs, i.e. Coffee Academy, Maritime Academy;

articulation of work protocols of the new Bureau of Curriculum Development (BCD) and its

interrelationships with other bureaus and centres in the central office;

capacity building for managers and specialists under the new BCD structure;

validated units of work for selected Multigrade combinations - multigrade teaching and learning to

support the development of inclusive, integrated units of work, some of which incorporate

Indigenous People’s valued knowledge and skills. BEST specialists and TAs, working with DepEd,

will support the development, validation and trialling of these units of work. The validated units of

work, along with processes and templates will be uploaded to LRMDS to support ongoing

development and sustainability of good practice in Multigrade teaching and learning.

processes and templates to support sustainable ongoing development of multigrade teaching and

learning materials.


January–June 2015


K–12 Assessment System

Activities relating to the development of the K–12 assessment system and associated policy

development is ongoing. The policy relating to guidelines for classroom assessment (Department Order

No. 8, s.2015) was promulgated in April 2015. The Assessment Technical Working Group (TWG) and

its sub-committees are continuing work on refining assessment policies relating to system assessment,

national assessment, and teacher and supervisor assessment. Achievements for the period includes:

Finalisation and issuance of enhanced DepEd policies on the following:

awards and honours system (supplementary to the recently issued DO No. 8 on classroom

assessment);

national student learning assessments which include a revitalised assessment protocols for the

National Achievement Test, National Career Assessment Examination, Philippine Educational

Placement Test, and Accreditation and Equivalency;

system assessment using learning outcomes as proxy indicators derived through internal (i.e.

Early Grade Reading Assessment / Early Grade Mathematics Assessment, National

Achievement Test) and external / large-scale international (i.e. Programme for International

Student Assessment, Trends in International Mathematics and Science Study, Progress in

International Reading Literacy Study) assessment regimes;

teacher assessment; and

school heads and supervisors assessment.

Articulation on how assessment data will feed into the bigger system-level M&E system

Synchronisation of assessment data utilisation protocols with programming / planning and M&E

cycles of the department

Capacity building on SHS classroom assessment for different groups of teachers (DepEd, HE

practitioners and community learning facilitators and industry practitioners) and SHS school heads

(part of instructional supervision)

Articulation of work protocols of the new Bureau of Educational Assessment and its interrelationships

with other bureaus and centres in the central office

Capacity building for managers and specialists under the new Bureau of Educational Assessment

structure

Validated assessment standards and samples to support DepEd Order No. 8

Teachers’ Assessment Handbook

Reviewed National Career Assessment Exam for grade 9

Support for development of exit assessments in grades 11–12

Learning Resource System

Technical assistance in the development and or procurement, and delivery of materials for Grades 1

and 7, Grades 5 and 6, and SHS

Articulation of work protocols of the new Bureau of Learning Resources (BLR) and its

interrelationships with other bureaus and centres in the central office

Capacity building for managers and specialists under the new BLR structure


January–June 2015


ICT in Education

integration of ICT standards and processes in teaching and learning, learning resource development,

assessment and instructional supervision for school heads

articulation of ICT standards in education facilities and campuses

Communication and Partnerships Management

Finalisation and issuance of DepEd policy on partnerships management across different areas of

education service delivery

Capacity building on different types of partnerships in SHS implementation (including work

immersions in Grade 12)

Education Planning and Financing

Collaborative work with the Office of Planning Service (OPS) on the annual Program Implementation

Review and budgeting cycle of the Programs and Projects portfolio

Completion and issuance of policy coverage for the multi-year roadmap on multi-literacy for Filipino

deaf learners (with costing)

Completion and issuance of policy coverage for the new roadmap on basic education for Muslim

Filipinos (with multi-year costing)

Inclusive Education

Technical assistance to the Indigenous Peoples Education Office and the Office of Madrasah

Education

Articulation of work protocols of the Inclusive Education Division under the new Bureau of Learning

Delivery and its interrelationships with other bureaus and centres in the central office

Additional Technical Support

Two locally employed Filipino specialists for Curriculum and Assessment have been sub-contracted on

a part-time basis to co-facilitate and support development of planned activities under the leadership of

the Senior Specialist for Curriculum and Assessment.

ACTRC

ACTRC will undertake an International Large Scale Assessment Review in response to DepEd’s

request for a review of assessments, with a view to making recommendations concerning the

Philippines’ participation in an external large scale assessment program. The initiative will result in:

a review of relevant international large scale assessments;

recommendations to DepEd concerning the assessments that may be useful for the Philippines;

discussion as to suitability of assessments, benefits and disadvantages of inclusion, and

possibilities regarding interpretation of results;

costs and feasibility of implementing assessment strategies; and

discussion of how large scale assessments may link with the national assessment schedule of

the Philippines.


January–June 2015


ACTRC will also work with the BEST M&E team to gather data on formative assessment.

Subcomponent 1.5: Teaching and Learning Materials

3.1.5.1 Achievements (2014-2015)

BEST supported DepEd’s Instructional Materials Council Secretariat as it revised its guidelines and

streamlined processes to support improved access to teaching and learning materials. Activities

included the articulation of processes for the development and procurement of textbooks for grades 4,

10, 11, and12 and orientation of publishers on DepEd’s K–12 curriculum content, instructional design

frameworks, and procurement procedures, in readiness for textbook calls.

Outputs and achievements under this subcomponent are detailed below.

Development and distribution of learner materials and teacher guides for grades 4 and 10

Procurement of additional program materials (Wikahon) for the revitalised multigrade program

Draft protocols for the development of the SHS learning packages

Review of grade 1 learners’ materials and teachers’ guides

Finalisation of processes for the development and procurement of textbooks for grades 11 and 12

textbooks through meetings and workshops

Consultations on a tablet option for grades 11 and 12 resulting in a paper outlining the benefits and

disadvantages of funding a tablet pilot study

Orientation for 43 publishing companies on DepEd’s requirements for K–12 teaching and learning

materials

3.1.5.2 Work Plan (2015–2016)

Table 5 Planned Expenditure for Teaching and Learning Materials



2016 (PHP)

Bureau of Learning Resources 56,438 1,806,000

Library and Library Hubs 46,516 1,488,500


Contribution to Cross-Cutting Themes (e.g. M&E, Disability, Environment) 17,522 560,693

Total 182,350 5,835,193

BEST’s support for this subcomponent focuses largely on capacity building within the BLR, the new

DepEd bureau responsible for the design, development, procurement, production, and quality

assurance of K–12 teaching and learning materials. There are specific areas of focus, including the

development of a procedural manual for the BLR to improve its capacity in quality assurance

processes, procurement of textbooks for grades 11 and 12, and strategies to support further

development of school and class libraries for K–3.

The following outputs are expected to be delivered:

Documentation of BLR processes and products in the form of the BLR Procedural Manual

Ongoing capacity building of new DepEd officers posted in the BLR (post-Rationalisation Plan);

including a focus on quality assurance processes and skills


January–June 2015


Development of a decision-making matrix and lists of selected titles for student texts and teacher

reference materials to empower the school heads in their selection of appropriate library materials

Strategies to support the implementation of classroom libraries for K to 3

Subcomponent 1.6: Educational Facilities

3.1.6.1 Achievements (2014-2015)

The Philippine Business for Social Progress (PBSP) constructed a total of 187 classrooms in 78

elementary and high schools in NCR and in Regions V, VI, VII, VIII, and X and in areas in the Visayas

that had been affected by typhoon Pablo. Each classroom was furnished with 45 armchairs, 40 of which

were for right-handed students while five were for those who are left-handed. These were made of

wood and metal and procured and delivered after construction of a classroom was completed. Each

classroom was also provided with a set of teachers’ table and chair and a blackboard. Overall, a total

of 8,440 chairs and 211 sets of teacher table and chair were procured and distributed. On water

systems, 49 were installed in each recipient school to ensure the availability of water for the toilets.

Seventy-two classrooms are being constructed and are in various stages of completion. The

procurement of contractors that aim to construct nine classrooms is going on. The list of recipient

schools is attached in Annex A.

The Parents and Teachers Associations (PTA) and school heads of the beneficiary schools, along with

the Local School Boards of the host municipalities, underwent training. Specific details are provided

below:

Ninety-two PTAs had training on strategic planning, and this resulted in the formulation of their

threeyear strategic plans

Ninety-two PTAs had training on team building and personal effectiveness, an activity aimed at

fostering stronger partnerships and working relationships

Ninety-two PTAs completed their leadership training aimed at enhancing project implementation

capabilities

Ninety-two schools assisted with reviews on their School Improvement Plans, which will serve as

their guides in improving their schools’ education performance

Thirty Local School Boards assisted with the development of their Municipal Education Agenda,

which were used as basis for appropriating the Special Education Fund and other resource

mobilisation activities of the Local Government Units

Thirty Local School Boards had training on innovative financing-real estate tax collection

3.1.6.2 Work Plan (2015–2016)

For the fiscal year July 2015 – June 2016, PBSP will focus on completing the deliverables of the original

grant and implement activities under the expansion phase. The construction and furnishing of the

remaining classrooms targeted for the first grant will be completed within the year.

The Program will expand to the Autonomous Region in Muslim Mindanao (ARMM) and additional areas

in regions that had been affected by Typhoon Yolanda. Its activities will revolve around constructing

classrooms to meet DepEd’s priority needs, such as the classroom requirements for senior high school

in Yolanda-affected areas and for the lower elementary grades in the ARMM. The Program shall also

try to bring down to zero classroom shortage in identified schools. The efficiency of available buildable

spaces will be considered by constructing multistorey buildings, if needed. The buildings will be

provided with a water system and furniture such as students’ chairs and teachers’ tables and chairs.


January–June 2015


A similar process of needs validation and technical and hazard-vulnerability assessments will be done

with DepEd and Local Government Unit coordination to select additional beneficiary schools.

Procurement of the building contractor will be conducted with accredited building contractors through

open and public bidding. Monitoring of the construction and technical inspections to determine progress

and compliance with technical specifications and ensure quality workmanship will be done by PBSP’s

Construction Management Unit. Third-party monitoring with DepEd, DFAT (on some occasions), and

other stakeholders will be organised from time-to-time. In the ARMM, third-party monitoring will include

representatives from BEAM-ARMM Cardno. Prior to completion of the construction and turnover of the

school building, a multi-stakeholder punch list committee will be mobilised to conduct punch listing of

items that require rectification.

Trainings will not be conducted for the schools under the expansion phase. However, part of the

postconstruction activities in the target regions, except for ARMM, will be a one-day workshop that will

be organised to assist the PTAs and school heads in developing their School Building Management

and Maintenance Plans.

Cost for this subcomponent is not covered by the Facilitating Contractor’s fund but through a direct

grant to PBSP by the Australian Government.

Subcomponent 1.7: Context Specific Learning Systems

3.1.7.1 Achievements (2014–2015)

BEST technical support focused on the Indigenous Peoples’ Education Office and on strengthening the

capacity of DepEd Region, Division offices and schools to act as front-liners in the implementation of

IPEd. This technical assistance has resulted in the following:

development of the system to provide financial support to 1,600 pupils enrolled in non-profit learning

institutions offering K-6 education programs for indigenous learners;

training of staff at 1,365 schools serving indigenous learners;

issuance of permit to operate / certificate of government recognition of 55 schools serving indigenous

learners; and

continuous updating and training of Indigenous People’s focal persons at the Region and Schools

Division level.

3.1.7.2 Work Plan (2015–2016)

Table 6 Planned Expenditure for Context Specific Learning Systems



2016 (PHP)

Assessment of Indigenous Peoples (IPs) and Alternative Learning System (ALS)

knowledge and skills 32,547 1,041,500

Regional Development of Contextualised Teaching and Learning Materials 22,500 720,000



Total 202,590 6,482,886

Two major activities have been identified to support the contextualisation of curriculum and assessment

to suit the unique needs of specific cohorts of students.


January–June 2015


Support for the Indigenous Peoples’ Education Curriculum Framework

The activities focus on supporting the regional reactivation of existing capacity in developing

contextualised teaching and learning materials in Regions VI, VII and VIII, or those regions that had

been trained in learning materials development through the Strengthening the Implementation of Basic

Education in the Visayas (STRIVE) program. The intent is to provide support for these regions in

developing context-specific materials for uploading to the LRMDS. The regions, in consultation with

DepEd’s Office for Programs and Projects and the DepEd bureaus, will determine the focus of the

materials. The processes for the development of these materials will be published on LRMDS to

support replication of similar materials in other regions.

Context Specific Learning Systems

This focuses on development of support materials for the assessment of valued knowledge, skills, and

life skills of ALS learners among indigenous peoples.

The activities seek to draw and build upon existing assessment practices in these areas and, where

appropriate, to align them with the K–12 curriculum and DepEd DO 8. It is intended that assessment

support materials developed through this activity will strengthen teachers’ use of formative and

summative assessments that are tailored specifically to the unique characteristics of indigenous

peoples’ learning and the unique learning contexts of ALS learners. These materials will be uploaded

to the LRMDS.

The major activities are focused on producing the following outputs:

Contextualised teaching and learning materials that address local needs in regions VI, VII, and VIII

that will be uploaded to the LRMDS

A process to replicate further development of similar materials in other region and their uploading to

the LRMDS

Assessment support materials uploaded to the LRMDS to promote formative and summative

assessments of indigenous peoples knowledge and life skills in ALS

BEST will also continue to provide technical assistance to the Indigenous Peoples Education Office in

the areas of:

Curriculum and instruction

Policy and research

Capacity building at the school, division, and regional levels

Community engagement protocols and mechanisms

Advocacy and partnership models

Learning facilities

3.2 Component 2: Strengthening Systems

Subcomponent 2.1: Evidence-Based Policy Planning and Management

3.2.1.1 Achievements (2014–2015)

Policy and Planning

The following activities implemented under Component 2.1 in Annual Plan 1 are preparatory in nature.


January–June 2015


They are limited to the development of the activity designs, the conduct of the baseline Focus Group

Discussion (FGD) missions and key informant interview sessions to aid in the development of one

coherent system of planning, budgeting, policy research and development, school-based management

(SBM) and M&E. Within the reporting period, the following have been accomplished:

Activity Designs completed

1) Strengthening and Harmonising DepEd Planning System, 2) Strengthening Policy Research and

Development at DepEd, and 3) Strengthening the Implementation and Management of School-Based

Management.

Developed and validated with DepEd the Request for Proposals (RFPs)

Baseline FGD Missions. Finished baseline FGD missions in the six priority BEST Regions

Key Information Interview Sessions (KIIs). Conducted KIIs with key central office staff in Planning,

Policy Research and Development and School Effectiveness Division

Monitoring and Evaluation

BEST provided technical support to the Office of Planning Service (OPS), Program Management

Services (PMS), and Quality Assurance Division (QAD) in the BEST priority regions. Monitoring and

evaluation work during the period covered four areas: (a) baselining activities; (bi) regional mobilisation

on M&E work; (c) training on M&E; and (d) procurement of services.

Baseline Activities

The activities on baseline work were divided into two major parts: (a) conduct of baseline studies

determined by the DepEd Central Office; and (b) inventory of work processes, practices, and

competencies on M&E.

Baseline Studies. As of June 2015, two major studies have been contracted. These include the

School Profile Baseline Study and the Case Studies on Transition from Grade 6 to Grade 7.

The School Profile Baseline Study aims to document the School Divisions’ operationalisation

of the basic education program, the public schools’ practices on teaching and learning and on

school-based management that influences access to basic education, and public kindergarten

education implementation in all the priority regions. Using the baseline information, BEST can

develop a profile of the priority regions on the management of basic education services and

subsequently compare the results of future monitoring and evaluation efforts in order to

measure impact and change. This will be implemented by the De La Salle University-Lasallian

Institute for Development and Educational Research (DLSU-LIDER). Target completion date is

February 2016.

The Case Studies on Transition from Grade 6 to Grade 7 aims to document and analyse

the backward-and-forward links between elementary and high schools and evaluate their

referral and learner-seeking strategies. Results of this study will provide inputs to the divisions

and

schools on crafting programs for the transition from grade 6 to 7. The study was commissioned

to the Asian Institute of Management (AIM). Target completion date is February 2016.

Inventory of M&E Practices. Competencies, and Issues. In order to ensure a more holistic and

sustainable M&E system, an inventory of current M&E practices in the six priority regions was

started in May 2015. This will provide valuable inputs on the technical design of the M&E system.

The scope of the inventory includes:


January–June 2015


inventory of all regional, division, and school activities for each month, covering one school

year – This inventory is expected to provide critical and insightful information on the regions’

regular activities, including implementation bottlenecks within DepEd, external issues or

barriers, support received or needed, and other factors. This will provide technical, social,

organisational, and political context to be considered in the design of the system.

documentation of M&E practices – This includes data collection strategies, tools and

techniques, report requirements, usage of information systems, and use of data and information

collected for policy and program enhancements, improving plans, and making corrective

actions;

inventory of Competencies on M&E – This includes assessment of the skills of education

supervisors on doing M&E work, as well as evaluation of M&E process owners on managing

and maintaining the M&E system. The M&E inventory is expected to be finished by November

2015.

Regional Mobilisation

Priority assistance on M&E was given to the regional QAD. This newly staffed division is expected to

manage, implement, and maintain quality assurance mechanisms and M&E processes and

requirements in the regions, divisions, and schools. In the long term, they are also expected to build

the capacities of DepEd field staff on doing M&E work. A series of small group consultations,

workshops, and mentoring sessions was conducted by the BEST M&E Field Specialists in the six

regions.

M&E Capacity Building for DepEd

Training and technical assistance was customised to correspond to the current capacity of the region

to perform M&E work. Based on initial assessment of the six BEST regions on M&E, the three regions

(Regions VI, VII, and VIII) previously supported by the STRIVE program were assessed to be more

advanced in terms of M&E practices and training. The staff of Region X received inputs on M&E through

the Philippines’ Response to Indigenous Peoples’ and Muslim Education (PRIME) Program. The staff

of the NCR and Region V offices received very little or no inputs on M&E work.

Training conducted on M&E are as follows:

Basic Course on M&E. This is a three-day introductory course on M&E for Regional Supervisors of

NCR and Region V

Introductory Course on Use of the MEPA Technology. This is a three-day course on M&E that

focused on building competencies on evidence-based decision making using insights, lessons,

information and data generated by the M&E system. This outcomes-based training builds on the

capability building program provided by STRIVE in Regions VI, VII and VIII.

Course on Monitoring Program Readiness. Requested by Region X, this course equipped the

Regional and Division education supervisors with skills in facilitating the start-up or mobilisation of

DepEd programs and projects, including use of tools and techniques.

A total of 270 Regional Education Program Supervisors and Division EPS were trained on M&E. BEST

M&E Field Specialists will conduct a series of mentoring and coaching sessions, especially on the

operationalisation of the MEA/MEPA technology in their respective regions and school divisional offices

(SDOs).

Table 7 Participants to M&E Courses from Regions and Divisions

Regions Course Regional Staff Division Staff Total


January–June 2015


Male Female Male Female

NCR Basic Course on M&E 10 15 - - 25

Region V Basic Course on M&E 7 21 - - 28

Region VI Introductory Course on Use of

MEA/MEPA Technology 10 15 15 15 55

Region VII Introductory Course on Use of

MEA/MEPA Technology 8 13 4 19 44

Region VIII Introductory Course on Use of

MEA/MEPA Technology 19 25 - - 44

Region X Course on Monitoring Program

Readiness 7 27 13 27 74

Total 61 116 32 61 270

Development of an M&E Framework for K to 12

One of the major initiatives in Monitoring and Evaluation is the development of the K–12 M&E

framework. The framework will be used as the main reference material in the design of DepEd’s M&E

system. It will also be used by DepEd units in the preparation of their education plans, and in the

implementation of their M&E work.

In partnership with the Office of the Undersecretary for Programs and Projects, series of consultation

workshops with representatives from the Policy, Research and Development Division (PRD), Planning

and Programming Division (PPD), Bureau of Learning Resources (BLR), Bureau of Elementary

Education (BEE), Bureau of Secondary Education (BSE), and Bureau of Alternative Learning

Resources (BALS) were undertaken to define the M&E scope, objectives, and indicators for success,

and the verification processes of the K–12 program. As of the reporting period, DepEd has defined the

results objectives of the basic education curriculum. The draft framework is illustrated in Figure 2.

Figure 2 Draft K–12 Monitoring and Evaluation Framework

3.2.1.2 Work Plan (2015–2016)


January–June 2015


Policy and Planning

Table 8 Planned Expenditure for Policy and Planning



2016 (PHP)

Harmonised Planning Framework and System of DepEd 163,281 5,225,000

Harmonised Policy Research and Development Framework and System of

DepEd 142,188 4,550,000

Enhancement of SIP Framework 168,750 5,400,000


Continuing Commitments (Strategic Planning for PRD and PPD) 4,095 131,040


Total 611,923 19,581,549

BEST aims to harmonise past initiatives into one coherent system of planning, budgeting, policy

research and development, SBM, and M&E. Specifically, it aims to provide a direct link between these

subsystems to the teaching and learning processes in schools. The experiences and lessons learned

in past programs will serve as important inputs to the design of more robust and relevant systems in

DepEd.

Activities to be implemented include the following:

develop a baseline on existing frameworks on education planning and research and policy

development;

develop a baseline on capacity assessment of DepEd units on planning, evidence-based decision

making and education policy development, and design, conduct, and management of education

research;

develop a Harmonised Planning Framework and System of DepEd;

develop a Harmonised Policy Research and Development Framework and System of DepEd;

enhance SBM Framework;

conduct capacity building activities for key DepEd units and staff on:

planning and evidence-based decision-making

strategic and operational planning

school Continuous Improvement planning

monitoring and evaluation

develop communication and knowledge products.

Monitoring and Evaluation

Table 9 Planned Expenditure for Monitoring and Evaluation



2016 (PHP)

Strengthening M&E Systems (CO, RO, DO, Schools) 60,248 1,927,932

Setting up the M&E Systems at School and Schools Division Office 31,250 1,000,000


January–June 2015


Development of K–12 M&E / Sub-sector M&E Framework

62,500 2,000,000


Continuing Commitments Regional Profiling Study (including Kindergarten Implementation)

Case Study on Transition from Grade 6–7

109,456 3,502,589

Total 606,360 19,403,521

K–12 M&E Framework

(This is to be delivered with the Curriculum and Assessment technical team)

Building on the progress of the earlier workshops, series of workshops and consultation sessions are

being planned to finalise and validate the K–12 M&E framework with concerned Central Office units.

Validation workshops with the regions will also follow for validations in the field. The outputs of these

activities are the K–12 M&E framework and the design considerations for the DepEd M&E system. The

K–12 M&E framework will also include the M&E of SHS. Orientation workshops on the K–12 program

and printing of instructional and learning materials will be undertaken for all seventeen DepEd regions.

Key activities include:

validation workshops;

orientation workshops on K–12 M&E Framework;

M&E Systems Development - School and Schools Division Office (SDO);

finalisation and issuance of DepEd policy on a unified planning and M&E system; and

capacity building on the roll-out of the K–12 M&E system at different levels of education governance.

Following the K–12 Framework, M&E systems development will be done at the School and Division

level. At the school level, an internal monitoring and evaluation system will be developed to help the

school head manage the school more efficiently and effectively. Its main objective is to ensure timely

provision of data and information in order for the school head and teachers to make relevant decisions.

This system focuses on the Learner level and School level outcomes. At the Division level, the M&E

system tracks the school performance and at the same time monitors and evaluates the efficiency and

effectiveness of the Division and District’s technical assistance to the schools. A robust M&E system

will sustain the M&E capacity of DepEd and institutionalise M&E processes. Key activities will include:

validation workshops/sessions;

formulation of M&E Manual for schools and SDOs;

pilot testing of M&E system and it processes in selected divisions and schools; and

drafting of the policy issuance.

Strengthening the Regional QAD on Monitoring and Evaluation Function

Using the results of the M&E Inventory, a series of capacity building sessions will be conducted for the

BEST Regions focusing on strengthening the QAD’s performance of their M&E function. The outcome

of the training should be an improved capacity for implementing and managing a program/project

performance assessment and implementing and managing a RO-based reporting and adjustment

process. A quarterly implementation review process will be introduced to allow the Region to determine


January–June 2015


the efficacy of regional programs and policies being implemented in the divisions and schools. Key

activities will include:

basic M&E workshop for NCR and Region V

M&E Training workshop for Regions VI, VII, VIII and X

design and implementation of the Region’s M&E system and processes; and

quarterly review for the Regions

Strengthening the M&E of OPS, NEAP and HRTD

Technical assistance and capacity-building sessions on M&E will be provided to the OPS, Human

Resource Training and Development (HRTD), and NEAP at the Central Office. Taking off from the K–

12 M&E framework formulation, the capability of the OPS in doing results evaluation and in monitoring

progress will be strengthened. This will involve the development of M&E processes for OPS, and

conduct of training and mentoring sessions on operationalising the M&E system.

The M&E system will be heavily linked to the development of DepEd’s human resources. One of the

key features of the M&E system is the seamless link between organisation performance and capability

of DepEd staff. The aim is to provide timely feedback on staff performance to ensure that all learners

are provided with basic education services. Technical assistance on strengthening M&E processes and

connecting these processes to the main M&E system will be provided to HRTD and NEAP.

Key activities will include:

basic M&E training and Workshops for OPS, NEAP and HRTD;

documentation of practices and processes; and

design M&E processes.

Baseline Research and the M&E Inventory

The Baseline Studies have been subcontracted and data collection, analysis and report packaging

should be concluded during the year. Activities to develop the Regional profile and an M&E inventory

of practices and competencies will be combined to save on travel and expenses. Both activities will

involve data gathering using both quantitative and qualitative tools. The Regional profile findings will

serve as the baseline for which future progress and accomplishments of the Region will be tracked as

interventions are introduced to improve their skills and competencies. The M&E Inventory findings will

be used to develop the M&E capacity building plan. Key activities will include:

data gathering and analysis for the Regional profile;

data gathering and analysis for the M&E Inventory;

negotiation and contracting for the baseline research; and

review of milestone reports for the contracted studies.

Subcomponent 2.2: Unified Information System

3.2.2.1 Achievements (2014–2015)

The Unified Information System subcomponent achieved the following major initiatives: (a) completion

of online facilities of the Learner Information System (LIS) to include learners in the Alternative Learning

System and in private schools; (b) procurement of server and network components; and (c) continuing

maintenance of DepEd’s information systems.


January–June 2015


Learner Information System for ALS and Private Schools

The online facilities for the registration and tracking of learners enrolled in the ALS, private schools and

state universities and colleges were completed, deployed and implemented at the beginning of school

year 2015–2016. These facilities will enable the reporting of enrolment by individual learner and

increasing the scope of learner database to substantiate the following data for school year 2014-2015:

Table 10 Number of Schools and Learners Registered in the Learner Information System

No. of Schools

Enrolment (SY 2014)

Male Female Total

Public 46,624 10,825,558 10,216,692 21,042,250

Elementary 38,648 7,885,583 7,228,625 15,114,208

Secondary 7,976 2,939,975 2,988,067 5,928,042

Private 15,994 1,490,247 1,441,062 2,931,309

Elementary 10,562 813,317 764,672 1,577,989

Secondary 5,432 676,930 676,390 1,353,320

ALS 4,400 128,142

SUCs 41,159

Elementary 35 9,064

Secondary 120 32,095

Total Enrolment - - - 24,142,860

The implementation of these systems will increase access to and quality of information for enhanced

resource planning, implementation of ‘learner-centred’ programs and projects and other decision-

making activities at all levels of the education management system (i.e. school division, region and

Central Office), stakeholders and partners. Moreover, besides providing a more accurate picture of

participation and other basic education indicators, the inclusion of learners in these systems will also

improve the tracking of learner movement in the different school systems and learning centres, allowing

schools and education managers to implement programs and projects to bring and keep learners in

school.

Improved Technology Infrastructure

The server and network components to support the development and implementation of the UIS have

been procured. These technologies aim to enhance governance and delivery of education services.

The installation of an enterprise-grade network and wireless access points at the Central Office will

allow campus-wide internet accessibility and enhance communication and collaboration among

knowledge workers within DepEd. Moreover, installation and operationalisation of a state-of-the art

‘converged server’ technology will increase DepEd’s capacity to efficiently secure and maintain its data

on schools, learners, and personnel. The increase in storage and processing capacity will also allow

increased access to information and technology for better decision-making at all levels of education

management.


January–June 2015


Availability, Accessibility and Security of Information Systems Being Implemented

The continuing maintenance of DepEd’s information systems which includes the Enhanced Basic

Education Information System (EBEIS), Learner Information System, Learning Resource Management

and Development System (LRMDS) portal, DepEd website and Online Applications System (Human

Resources Information System employment application component) involves performance monitoring,

troubleshooting, configuration and program adjustment by a team of ICT Technical Assistants. The

technical assistance provided also involves a minimum of 12x5 technical support provided to users at

the school and field offices.

Increased Capacities for the Implementation and Use of UIS

In the development and implementation of the different UIS components, capacity building activities

through direct training, coaching and mentoring of target groups generated the following outputs:

Table 11 Completed UIS Capacity Building Activities, June 2015

Training Outputs

Trainers trained on the use and implementation of

the Learner Information System in public and

private schools

13 Education Management Information System Division personnel

consisting of Education Program Specialists and Statisticians

Trainers trained on the use and implementation of

the LIS for ALS in community learning centres 10 Education Program Specialists from the Bureau of ALS

Trainers coached and mentored on the training of

region and division implementers for LIS 13 Education Management Information System Division personnel

consisting of Education Program Specialists and Statisticians 10

Education Program Specialists from the Bureau of ALS

Regional and division personnel oriented on the use

and implementation of the LIS and EBEIS 17 Regional Planning Officers 17 Senior Program Specialists - Regional Planning 17 Regional Information Technology Officers 17 Education Program Specialists for ALS 17 Education Program Specialists for Private Schools 220 Division Planning Officers 220 Education Program Supervisors for ALS 220 Education Program Supervisors for Private Schools 220 Division Information Technology Officers

3.2.2.2 Work Plan (2015–2016)

Table 12 Planned Expenditure for Unified Information System



2016 (PHP)

Development and implementation of the Personnel Information System 48,750 1,560,000

Development and implementation of Enhanced LRMDS Portal 48,750 1,560,000

Development and implementation of platform for open and adaptive reports and

education dashboard 48,750 1,560,000

Enhancement and rollout of the Program Management Information System 18,750 600,000

Continuing commitments (e.g. Data Centre Aircon, CO network) 1,514,990 48,479,674



Total 2,371,560 75,889,911

The general strategy for the UIS is to focus on the development and stabilisation of key information

systems and technology support for critical reform initiatives until the first quarter of 2016. The

development of the various information systems and technologies will be undertaken by a team of ICT

Specialists while the implementation of these systems in schools and field offices will be the


January–June 2015


responsibility of the implementing units/offices at the national office. Alongside the development and

implementation of these systems, formal and informal ‘transfer of knowledge’ to designated

counterparts from EMIS Division and ICT Service must be ensured. After these system components

are rolled-out, capacity building for enhanced use and sustainability will proceed in the second quarter

of 2016 when organic personnel under the rationalised structure are mostly in place.

Provision of Technical Assistance to the Maintenance and Continuing Implementation of UIS

Components

This activity involves the provision of direct technical assistance to ICT Service in the administration of

the LIS, EBEIS, LRMDS Portal and DepEd website to ensure the delivery of information services to

decision makers at various levels of DepEd. Technical assistance will entail project management

support, development of program enhancements, system monitoring and fine tuning, technical support

to all system users, system documentation and capacity building. Specifically, the sub-activities to be

undertaken through this technical assistance are the following:

expand implementation of LIS to cover learners in ALS, private schools, schools overseas,

homeschools and Abot-Alam (OSY and OSA);

development and implementation of LIS integration with the SHS-Voucher Management System;

technical support for the enhancement of the National School Building Inventory System to effectively

support SHS implementation;

adjustment of EBEIS to support the collection of school-level data on the implementation of national

programs;

maintenance of ICT infrastructure that supports the systems currently being implemented;

integration of various systems and ICT services to further enhance process efficiency;

formulation of a blueprint and policy for implementing DepEd’s UIS;

documentation of information systems and development of user training materials and manuals; and

technical support for the LRMDS portal and DepEd website

Technical Assistance in ICT Integration in Teaching and Learning

The following to be delivered collaboratively with the Curriculum and Assessment technical team:

Assistance involves the provision of education technology specialists to support the development of

programs and strategies for the effective integration of ICT in teaching and learning. The program aims

to support DepEd’s goal of using ICT to enhance the newly implemented K–12 basic curriculum and

increase access to education. Previous initiatives such as the USAID-supported ICT4E, profiled over

2,000 schools, outlining their ICT strategies and best practices. Though the report has outlined

particular success stories at school level, DepEd has yet to articulate a system wide ICT integration

plan, in order to scale and support effective ICT integration for teaching and learning across schools.

Technical assistance for ICT integration in teaching and learning will be provided through, the following:

Technical support to the Office of the Undersecretary for Programs and Projects on the finalisation

of the ICT integration for teaching and learning framework, and in defining an implementation

strategy that articulates support in curriculum, teacher training, learning materials development and

communications and ICT equipment though the DepEd Computerisation Program (DCP) and

DepEd Internet Connectivity Program

Technical support to the Office of DepEd teacher ICT literacy standards, as aligned with the ICT

integration framework, the Undersecretary for Programs and Projects and ICT Service in the design

of a strategy to support ongoing in-service professional development on ICT integration for teaching


January–June 2015


and learning and ICT literacy for teachers. This includes exploring the possibilities of delivering

professional development through partnerships, e-learning and the LACs

Technical support to ICT Service in increasing access to technology for schools and learning centres.

This involves working with the bureaus under Curriculum and Instruction in the design of ICT

packages (hardware and software) and education technologies. This technical support also

involves enhancing the implementation of the DCP and the DepEd Internet Connectivity Program

Technical support to the Bureau of Learning Resources in the development of processes and system

support for the management of learning resources and the enhancement of the LRMDS portal

Provision of technical assistance in other ICT initiatives for education such as ‘Tablet Study’ and

maintaining partnerships

Technical support to ICT Service in the development of computer packages and enhancements in

the implementation of the DCP

Development and Implementation of Personnel Information System (PIS)

A two-fold strategy will be adopted in the development and implementation of the Personnel Information

System. Firstly, technical assistance will be provided in completing the collection of personnel data

from schools and field offices and organising these data into a database and platform that will enable

the generation of information needed for priority programs such as the implementation of the RatPlan

and the deployment of teachers for SHS. Alongside the establishment of a Personnel Registry, is the

integration with the Online Application System that manages data on applicants from registration to

selection. Secondly, parallel to the implementation of the priority PIS components, a review of HR

policies, definition of system requirements and identification of a suitable approach to the

implementation of a full-blown HRIS shall be undertaken. These activities shall be done in collaboration

with a working group consisting of key personnel from the BHROD and ICT Service and HRMOs from

selected regions and divisions.

Implementation of Enhanced LRMDS Portal

(Delivered with the Curriculum and Assessment and Teacher Development technical teams)

The development goal is to transform the LRMDS Portal from a mere repository of learning materials

into a platform for sharing and creating knowledge for teaching and professional development. This

goal will be achieved through a collaborative development work with the BLR, BCD, NEAP and ICT

Service. Key activities are:

development and adjustment of the LRMDS portal in adherence to a sound design generated from

user defined requirements and business processes;

formulation of strategies for implementing the LRMDS including synergies with other programs being

implemented for teacher development, learning materials and ICT integration in teaching and

learning (e.g. LACs and DCP); and

provision of technical assistance to BLR and related offices in capacity building and other system

implementation activities.

Development and Implementation of Platform for Open and Adaptive Reports and Education

Dashboard

The goal of this activity is to put in place a technology platform for education managers, planners,

supervisors and knowledge workers to effectively use, reuse, create and share information that will

improve organisational capacity for decision-making. Technical assistance shall be provided in the

development of a flexible and user-friendly tool for mining, analysing and organising data from various


January–June 2015


information systems and packaging these data into useful reports and information that can be printed

or published online. Capacity building for system use will be incorporated in the implementation of

improved business processes and functions under the rationalised structure.

Enhancement and Rollout of the Program Management Information System (PMIS)

This activity involves the provision of technical support to the Planning and Programming Division of

the Office of Planning Service (PPD-OPS) in the national rollout of the PMIS. The PMIS aims to support

the data and process requirements for enhanced monitoring and decision-making on the

implementation of various programs and projects. System adjustments are needed to support

requirements of the new guidelines from the Department of Budget and Management (DBM) on

budgeting and to address system issues gathered for the pilot implementation. This activity shall start

with a review of the pilot implementation to identify requirements for system improvement and define a

suitable strategy for wider scale implementation. System adjustments including integration into the UIS

shall be undertaken prior to a national rollout. PPD will spearhead the implementation of this system.

Development of the UIS Enterprise Architecture

The Enterprise Architecture (EA) is a blueprint that articulates the integration of information systems

and ICT infrastructure to effectively support critical processes and strategic reforms of the Department.

It provides a formal description and functional design of system and technology components, their

interrelationships, and the principles and guidelines governing the design, implementation and

evolution over time. The formulation of the EA shall be undertaken in parallel with the implementation

of the different systems and technologies. This activity shall take off from the review and documentation

of systems integration design specifications for all system components being implemented and

developed. The EA shall be articulated in terms of the following layers: critical processes, people or

organisational structure, application systems, technology and institutional support. The EA and the

strategies for its development and implementation shall be finalised through consultation with

management and key stakeholders. Technical assistance shall be provided through the Enhanced

Basic Education Information System (EBEIS) Senior Specialist and the System Architect / Database

Administrator.

Subcomponent 2.3: Gender Equality Mainstreaming

3.2.3.1 Achievements (2014–2015)

A Gender Specialist contributed to the first steps in developing a gender strategy. A brief discussion

paper was prepared on gender issues in the Philippines in general and in the education sector in

particular and how these issues have undermined development outcomes in the sector. The paper

describes the status of DepEd’s progress in implementing gender mainstreaming and discusses the

facilitating and constraining factors that have led to the current situation. It assisted in identifying

activities that are required in the preparation and implementation of a five-year gender strategy for

DepEd through the BEST program.

The discussion document will assist in discussion with relevant parties within and outside DepEd.

The BEST Gender Specialist analysed the status of gender mainstreaming in DepEd and developed

preliminary recommendations for a gender strategy for DepEd. This strategy recommends various

activities to develop the capacity and competencies for gender and development in the institution, the

individual employees of DepEd, as well as the students. These included:

development of an Omnibus Gender and Development Code to propagate a more holistic Gender

and Development framework;

reconstituting the composition of Gender and Development training teams;

stabilisation of the membership in Gender and Development focal committees;


January–June 2015


formulation of a Gender and Development plan and budget that complies with the requirements of

Philippine Commission on Women (PCW) and DBM;

orientation of student councils and student organisations to align their activities with Gender and

Development principles;

establishment of a system to ensure collection and utilisation of sex-disaggregated data; and

pre-service training for future teachers on gender sensitivity.

The discussion paper is being finalised for submission and review. The final paper will be the basis for

discussion for the development of DepEd’s gender strategy.

3.2.3.2 Work Plan (2015–2016)

Table 13 Planned Expenditure for Gender Equality Mainstreaming



2016 (PHP)

Technical Support 18,000 576,000

Activities 3,000 96,000


Total 29,761 1,232,693

Following the review of the discussion paper and finalisation of DepEd’s gender strategy, the following

activities will be pursued in SY 2015–2016:

Stabilisation of the composition of Gender and Development Focal Points (GADFP) at the national

and regional levels

Staff development program on Gender and Development and related mainstreaming efforts in the

institution and in the K–12 curriculum including development of a two-year competency building

plan for GADFP members, training of trainers and conduct of national and regional training

Inventory of existing materials within DepEd and other sources to support Gender and Development

mainstreaming in the curriculum

Subcomponent 2.4: Organisation Development

3.2.4.1 Achievements (2014–2015)

The Organisation Development assistance aims to provide strategic and foundational capacities and

competencies for DepEd to ensure that DepEd can improve learning, teaching and operational

processes and practices in at least 20,000 schools and 214 schools divisions by 2017. Moreover, the

continuous improvement of competencies, capacities and practices will target business processes

across functions and structural levels (from Central Office to schools) to ensure decentralised,

accountable and systematic delivery of services to the schools and learners.

Implementation of the DepEd Rationalisation Plan: Technical Assistance for Change and

Transition Management and Structure and Work Process Strengthening

This technical assistance supports the continued implementation and fine-tuning of DepEd’s

Rationalisation Plan by providing change management support as different structures transition from

previous to new roles, functions, work processes and systems. A major part of this assistance is

improving workflow processes within and across bureaus, divisions, units and sections from Central


January–June 2015


Office to divisions and schools. The major target strands for this activity are: (a) Governance and

Operations Strand; (b) Curriculum and Instruction Strand; and (c) Strategic Management Strand.

Initial change management strategies have been developed and implemented for recruitment and

selection. The strengthening of structures and physical movement of offices from old to new physical

spaces. Competency building activities were provided to assist the Central Office to undertake effective

recruitment and selection activities, and job applications.

Under this initiative, the following outputs and activities have been completed:

Recruitment and Selection for Central Office and Region 7

Conducted a workshop on Practical Tips in Job Applications; for internal applicants at the

Central Office: involved seven batches for central office personnel

Conducted a workshop on Hiring the Right People for the Office of Selection Committee;

involved six batches of Central Office personnel

Conducted a workshop on Hiring the Right People for Personnel Selection Board; involved four

batches of Region VII personnel

Reviewed, analysed and modified job descriptions for 1000 positions (teaching and

nonteaching posts)

Held recruitment sourcing activities and events for specific Central Office positions (from

administrative and technical posts to Director-level posts)

Produced guidebooks, knowledge management products, and manuals on job application,

recruitment, and selection

Prepared a report with analysis on and recommendations for improving the recruitment and

selection system at DepEd

Managing the Transition Process of Structure Change

Prepared a report on the status of the nationwide implementation of the Rationalisation Plan;

analysis and recommendations included in the report

Completed activities for the Curriculum and Instruction Strand to define roles, responsibilities,

and functions under the new structure, and identify important work processes in the key results

areas of the Strand

Change management strategies and targeted change management plans for specific offices at

the Central Office. Strategies and plans cover physical movements and transitions, work

process improvement, structure alignment and team strengthening.

Completed activities and reports on analysing organisation development requirements of the

Governance and Operations Strand to support the implementation of the K to12 Program and

the Rationalisation Plan’s full implementation until December 2015.

Total Quality Management and Strengthening of Processes through Continuous Improvement

This component provided two forms technical assistance: (a) documentation and evaluation of the

continuous improvement projects in the original 34 model schools, and the 2,000 expansion schools1,

and (b) the development of a nationwide pool of internal experts on continuous improvement.

1 The 34 model schools were provided with continuous improvement competencies from 2013-2014 through the

Philippine-Australian Human Resource and Organisation Development Facility (PAHRODF). The expansion

schools were provided with the same competencies through DepEd trainers and facilitators from the 34 model

schools. The expansion was not covered by the PAHRODF assistance.


January–June 2015


The first technical assistance aimed to consolidate the M&E results of the two-year continuous

improvement assistance to DepEd. The results served as inputs to the technical assistance of BEST

for the nationwide implementation of the continuous improvement in all structural levels of DepEd. The

second technical assistance aims to develop and implement competency development framework for

continuous improvement to ensure a synergised and harmonised manner of strengthening critical

business processes, especially at the schools division and school levels. This activity focuses on

developing and enhancing the competencies of DepEd process owners/counterpart teams in the

application of continuous improvement tools and approaches through training, coaching and quality

certification.

Under this initiative, the following activities have been completed:

A report: Evaluation of the Continuous Improvement Program of DepEd implemented from 2013 to

the 1st quarter of 2014, and the expansion of continuous improvement in 2000 schools in five

regions.

Five case studies on the different aspects of continuous improvement projects in the 34 model

schools

Preparation of the final Trainer’s Toolkit for the Enhanced School Improvement Plan: Integration of

continuous improvement tools and approaches in the SIP

Training design and work plan for the competency building of at least 100 learning facilitators to roll

out the SIP nationwide

DepEd approved continuous improvement competency development framework with a 12-month

work program to implement the competency development plan for approximately 2,500 participants

from regions, school divisions and schools

Initial training for continuous improvement facilitators and trainers that was not implemented within

target date under the Annual Plan 1 as this would have placed undue stress on the budget for

2015/2016. All evaluation, documentation and case studies under the first technical assistance are

completed.

Communication and Marketing Support for Senior High School Implementation

The assistance provided DepEd with the capacity for to launch, implement and ensure sustained

information campaign on SHS through effective messages, communication packages and events.

Activities completed under this assistance are the following:

Conference on K–12 for federation leaders of parent-teacher associations nationwide to ensure that

parents are effectively informed and updated on the progress and plans for senior high school

implementation

Public campaign events on K–12 attended by more than 5,000 participants from different DepEd

regions, divisions and schools, and DepEd partners in the government and private sectors: One in

Metro Manila and one in Cagayan de Oro (Region 10)

Conduct of Speakers Bureau training for K–12 ; conducted for regional and division officers: three

workshops conducted in Metro Manila (for Luzon participants), Cebu City (for Regions 6,7 and 8),

and in Cagayan de Oro City (for Mindanao participants)

Design and production of communication strategies and standards, including needed packages and

activities on and in support of SHS (ongoing)

Production of a tele-sere on SHS (7 mini-series ready for airing in television networks) and SHS

Game Application for students (on-going)

K–12 and SHS posters and videos shown in national and local conferences of DepEd nationwide


January–June 2015


Performance Monitoring and Coaching for the Department of Education

The technical assistance was a transition activity to support the current results-based performance

management system (RPMS) of DepEd 2 . It is aimed at developing coaching and facilitation

competencies to implement the RPMS nationwide by late 2015.

The entire assistance was completed on 30 June 2015. The following has been completed:

Training on Coaching for RPMS Roll-out: 4 workshops for superintendents; 8 workshops for DepEd

HR Facilitators

Four (4) Orientation Workshops on RPMS for Executive Officers (Central Office, Regions, Divisions)

RPMS Orientation for union leaders

Coaching manuals for RPMS for Human Resource Facilitators completed

Installation of Human Resource Management and Development Systems and Strengthening of

Bureau of Human Resource and Organisation Development

This assistance aims to review, design or enhance and install responsive and strategic Human

Resource Management and Development (HRMD) systems in the organisation. With the creation of

the BHROD unit in DepEd, assistance is needed to strengthen its structure, define and develop its

competencies, as well as strengthen its capacity to deliver the required support to the employees.

Activities completed and on-going activities under this assistance are as follows:

Baseline Study to assess the current state of all HRMD systems. The results of the study will provide

more solid bases for the review and design or enhancement of HRMD systems, as well as provide

direction for the strategies to be employed in strengthening BHROD.

Training on Strategic HRMD, with three workshops for each region, for all current and prospective

members of the new bureau. This training aims to provide foundational concepts, principles, and

guidelines in HRMD and Organisation Development, in preparation for BHROD’s full operation.

Designing and installing an internal communications system

Designing and Installing an Internal Communication System: Development of Internal

Communications Campaign to Promote the Vision, Mission, Core Values (VMV), the

Organisational Performance Indicator Framework (OPIF) and Strategic Priorities of the

Department of Education

The development of an internal communications campaign is a major initiative to support DepEd in

building key messages for internal communications and building stronger support for the K–12 reform

agenda. It defines DepEd’s key reform messages and packages these within a brand that will unify the

purpose of the reforms into an attractive, user-friendly, catchy, and universal look. The assistance

consists of three components: (a) creation of a brand design and message; (b) development and

production of designated media mix; and, (c) diffusion of the brand in several events and platforms.

Activities and outputs completed under this assistance:

Adoption of DepEd’s social brand: Tayo para sa Edukasyon

Rendition of the social brand in different formats: logo, posters, shirts, peripherals, videos

Preparation and nationwide distribution of a manual for brand use and management

2 The system was designed and piloted in 2013-2014 through the Philippine-Australian Human Resource and

Organisation Development Facility (PAHRODF).


January–June 2015


Brand testing and diffusion on various platforms and events, such as through speeches and

appearances of DepEd executives and events such as the national teachers training, Palarong

Pambansa, Brigada Eskwela, National Conference of Federation of Parent-Teachers Association,

and recruitment of personnel for the DepEd Central Office

Monitoring of brand’s impact and diffusion

The initial plan to develop an internal communication system was discontinued due to the on-going

implementation of the rationalisation plan that affects the position of regional and division level

information and communication officers and the lack of personnel for the communications unit under

the Governance and Operations Strand.

3.2.4.2 Work Plan (2015–2016)

Table 14 Planned Expenditure for Organisation Development



2016 (PHP)

Technical Assistance for Bureau of HR and OD (HR Framework and Structure,

Employee Welfare, School Effectiveness Division, Rationalisation Plan

Implementation) 195,000 6,240,000

Activities 25,313 810,000

Continuing commitments Installation of HRMD Systems and Strengthening of BHROD: Baseline Study

Communications Support for Senior High School (ongoing contract) 276,925 8,861,608

Contributions to Cross-Cutting Themes (e.g. M&E, Disability, Environment) 43,804 1,401,733

Total 541,042 17,313,341

Installation of HRMD Systems and Strengthening of BHROD

HRMD Systems Baseline Study (completion): This activity started in the first Annual Plan and will

be completed in the second Annual Plan.

Communications Support for Senior High School (ongoing contract)

The assistance provides capacity for DepEd to launch, implement and ensure sustained information

campaign on SHS through effective messages, communication packages and events. Assistance

further includes:

Design and production of communication strategies and standards, including needed packages and

activities on and in support of SHS (ongoing)

Production of a teleserye on SHS (with seven mini-series ready for airing in television networks) and

SHS game application for students

Pretesting and initial rollout of communication and marketing activities in the Central Office and in

the regions (ongoing)

4 Cross Cutting Themes

4.1 Communications for Development

BEST has a strong emphasis on communications for development as a cross-cutting theme. A strategic

communications framework for BEST will be developed in 2015-16. The framework will weave together

BEST’s components (improving teaching and learning, and strengthening systems) and will use


January–June 2015


Communications for Development (C4D) in the strategic communications planning process.

Communications for development is distinguished from other communication through its role not just

for public relations or corporate communications but for empowerment. Its approach will encourage

education stakeholders to express their concerns through dialogues as they participate in

decisionmaking. It will use a range of tools that include listening, building trust, sharing knowledge and

skills and enabling debate on policy and change. The communications framework intends to integrate

communication as a cross-cutting theme in all aspects of the program – from design and

implementation to monitoring and evaluation and provide guidance on how to embed program-based

communications (or C4D) within the BEST components and sub-components and across regions with

a view to maximising development outcomes. It will include:

how communication strategies will be included in each subcomponent in order to advocate or

influence change;

how BEST will communicate with stakeholders, the general public (in the Philippines and Australia)

to highlight the work of the program. This will include human interest stories.

a public relations work plan for international and national celebrations such as International Women’s

Day, Indigenous People’s Day, International Literacy Day, World Teachers’ Day, International

Children’s Day, and supporting DFAT’s participation in DepEd’s annual Brigada Eskwela.

effective use of the website that has been developed and scheduled for (soft) launching in 2015 or

2016. The site will provide information for education sector stakeholders on BEST activities, events,

achievements and links to its implementing partners. It is also a portal to resources for both external

and internal stakeholders.

Key identified stakeholders will participate in a process to plan communications implementation and

drafting of key messages.

4.2 Change Management

Change management is actively incorporated in the implementation of BEST activities, systems and

technologies to ensure that the organisational and institutional support structures are ready to embrace

the changes that will occur. Change management is seen not as a stand-alone process but a series of

connected strategies. The approach focuses on preparing implementing personnel for championing

and modelling change management, developing specific change management plans, implementing

plans, collecting and analysing feedback, diagnosing gaps and managing resistance, implementing

recommended changes and celebrating success.

4.3 Research

Building a research culture in education offers the potential for transformative change in the way in

which DepEd operates. For this reason, action research is mainstreamed in relevant subcomponents

of BEST. Research is delivered either through RCTQ or ACTRC or sub-contracted by Cardno.

The evidence-based policy, planning, and management support from BEST facilitates opportunities to

engage with research generated through other subcomponents of BEST (e.g. assessment). This

engagement is intended to encourage a culture and practice within DepEd where research findings

inform planning and policy development. Policy and planning frameworks will encourage this approach

at all levels (central, regional, divisional, and schools).


January–June 2015


5 Approaches to Implementing Australian Government Policies in

BEST

5.1 Disability

Australia is internationally recognised as a leading donor in disability-inclusive development. Australia

has ratified the United Nations Convention on the Rights of Persons with Disabilities (CRPD), and is

committed that all development activities include and benefit people with disabilities.

BEST recognises that significant numbers of children with disabilities are currently not enrolled in

school or at risk of not completing basic education or accessing higher education. BEST is supporting

DepEd’s efforts for the inclusion of children with disabilities across the Program through a number of

initiatives including:

Review and updating of existing policy frameworks and guidelines to ensure they are compliant with

the Convention on the Rights of Persons with Disabilities (CRPD)

Enhancing the capacity within DepEd to meet the requirements of the Convention

Designing interventions that make effective use of evidence bases

Ensuring that classroom construction activities support access for children with disability

BEST has appointed two disability consultants, one local (from the disability sector) and one

international, to support a review of the Program Design and provide advice on ways in which all

aspects of the program can support DepEd towards becoming CRPD compliant. These consultants will

continue to work across the Program in Annual Plan 2015-16 to support this process. Activities for

2015-16 will include:

Engaging with stakeholders from the disability sector.

Capacity building within DepEd and throughout the system through workshops and technical support

Supporting a review of current practice across the system to assess alignment with the CRPD,

identify priority areas and design interventions

Build evidence based on best practice models of inclusive school development through field work

with schools in BEST regions developing an Inclusive School model which can be extended across

all schools to be undertaken through the LAC Project, under Component 1.2.

Inclusion of ramps in classroom construction activities that support access of children with disability.

Integrating disability into all subcomponents – Technical Specialists will be tasked with planning,

implementing and monitoring disability with respect to the DepEd work they are supporting. Specialists

will work with their DepEd counterparts to consider how supported activities will enhance access and

participation of people with disabilities. Specific planning and monitoring tools have been developed to

support this initiative and will form part of BEST’s reporting activities. These reports will inform the

overall monitoring and evaluation framework of the program.

5.2 Gender

The Australian Government has committed to remaining a firm and persistent advocate and practical

supporter of gender equality. Three of the ten development objectives of An Effective Aid Program for

Australia specifically address gender equality and the empowerment of women. These are: (1)

empowering women to participate in the economy, leadership and education; (2) saving lives of poor

women through provision of quality maternal health care services; and (3) enabling more girls to attend


January–June 2015


school. Gender equality is central to economic and human development and to supporting women’s

rights. Equal opportunity for women and men supports economic growth and helps to reduce poverty.

To deliver real results and improve the lives of women and men, their families, and their communities,

Australia will organise the work on gender equality and women’s empowerment around four pillars:

1. Gender inequality denies individuals their human rights. The international community has

recognised gender equality as an important human rights issue and has collectively made

commitments to promote and protect the rights of women and girls.

2. Gender inequality also imposes costs on families, communities, and states. At a national level, for

example, gender inequalities cost the Asia and Pacific region up to USD47 billion every year.

3. In an increasingly globalised world, gender inequality makes countries less competitive, and the

cost of not reducing gender inequality is rising.

4. Gender equality is a development objective in and of itself as recognised in Millennium

Development Goals (MDGs) 3 and 5: to promote gender equality and empower women, and to

improve maternal health respectively.

It is also critically important to achieving other development objectives, and to improving efficiency of

efforts to reduce poverty and support economic growth. The benefits are not just for today’s women

and men, their families, and their communities, but for all generations to come. (DFAT 2011) In BEST,

there is a two pronged approach to implementing the aid policy:

Targeted investments within Sub-component 2.3. Achievements and work plan are in the previous

sections - As discussed earlier, a Gender Specialist contributed to the first steps in developing a

Gender Strategy in 2014/2015. A brief discussion paper on gender issues in the Philippines in

general and in the Education sector in particular and how these issues have undermined

development outcomes in the sector was prepared. The paper describes the status of DepEd’s

progress in implementing gender mainstreaming and discusses the facilitating and constraining

factors that have led to the current situation. It assisted in identifying activities that are required in

the preparation and implementation of a five-year Gender Strategy for DepEd through

the BEST program. The discussion document will assist in discussion with relevant parties within

and outside DepEd.

The BEST Gender Specialist analysed the status of gender mainstreaming in DepEd and

developed preliminary recommendations for a gender strategy for DepEd. This strategy

recommends various activities to develop the capacity and competencies for Gender and

Development in the institution, the individual employees of DepEd, as well as the students.

The discussion paper will be the basis for discussion for the development of DepEd’s gender

strategy.

Integrating gender equality into all subcomponents – Technical Specialists will be tasked with

planning, implementing and monitoring gender equality with respect to the DepEd work they are

supporting. Specialists will work with their DepEd counterparts to consider how supported activities

will enhance and do no harm to gender equality. Specific planning and monitoring tools have been

developed to support this initiative and will form part of BEST’s reporting activities. These reports

will inform the overall monitoring and evaluation framework of the program.

5.3 Environment

Accounting for 36 percent of the wealth of developing countries, the environment is integral to the

economic prosperity of these countries. The environment is, however, under increasing pressure to

support the demands of growing populations.


January–June 2015


It is a legal requirement for Australia’s aid program to protect the environment. DFAT has an obligation

under the Environment Protection and Biodiversity Conservation Act, 1999 (‘EPBC Act’) to ensure that

we consider whether through our overseas work we will cause, or are likely to cause, a significant

impact on the environment and take steps to avoid and/or mitigate any negative impacts. Under the

provisions of the EPBC Act, potential significant impacts on the environment from the implementation

of the Australian aid program must be diligently assessed and managed as prescribed under the EPBC

Act.

The Australian Government is a signatory to a range of multilateral environmental agreements (MEAs)

and is required to meet obligations under them. The main purpose of the MEAs to which Australia is a

signatory is to protect environmental resources of international significance, such as migratory birds,

biodiversity, seas, wetlands and world heritage sites. Australia also plays an important role in

supporting many partner countries to comply with the MEAs to which they are a signatory.

DFAT environment policy mandates that the aid program promote environmentally sustainable growth

that is compliant with the EPBC Act, aligned with our partner governments and harmonised with our

donor partners.

BEST engaged an Environment Specialist to develop an Environmental Safeguards Plan aimed at

identifying strategic environmental issues that need to be addressed; describing how disaster risk

reduction and climate change adaptation are integral elements of BEST, minimising vulnerability and

exposure and preparing stakeholders to respond to any disasters that may occur; identifying applicable

legal, regulatory and administrative regime of the Philippines and DFAT; and recommending

appropriate environmental management process that will be applied in BEST.

A draft report completed in June 2015 outlines the requirements for assessing, implementing,

monitoring and managing all the environmental issues from all the activities under BEST. It sets out

policy and legal setting applicable to the Australian Government in partnership with the Philippine

Government; and the required steps on environmental assessment, mitigation and enhancement,

implementation, monitoring and evaluation. It also incorporates disaster risk reduction and

management measures and climate change adaptation in the applicable activities under BEST. One

of these key activities is classroom construction. The Environmental Safeguards Plan aligns BEST with

DepEd managing all the environmental issues from all the activities. The draft Environmental

Safeguards Plan is currently being reviewed for finalisation. An activity to facilitate discussion with key

stakeholders within DepEd with a view to informing policy and activity is planned for 2015/2016.

PBED undertook environment and risk assessment prior to any classroom construction.

Integrating consideration of environment into all subcomponents – Technical Specialists will be tasked

with planning, implementing and monitoring environment with respect to the DepEd work they are

supporting. Specialists will work with their DepEd counterparts to consider how supported activities will

do no harm to the environment. Specific planning and monitoring tools have been developed to support

this initiative and will form part of BEST’s reporting activities. These reports will inform the overall

monitoring and evaluation framework of the program.

5.4 Child Protection

DFAT has a Child Protection Policy and is committed to working with its partners to prevent and

respond to child exploitation and abuse. DFAT’s mandatory child protection compliance standards are

applicable to contractor and civil society organisations, individual contractors and partners involved in

the aid program. The following are the major requirements:

Contractor and civil society organisations. Contractor and civil society organisations play an

important role in protecting children. DFAT-funded contractors and civil society organisations are

required to develop and implement a DFAT-compliant child protection policy which consists of nine

standards that provide a framework for managing and reducing the risks of child exploitation and


January–June 2015


abuse. The organisation’s Child Protection Policy must apply to all personnel, partners and

subcontractors who are engaged by a contractor or civil society organisation to perform any part of

a DFAT-funded activity. Those using DFAT funds to engage an organisation or individual

subcontractor must ensure the organisation or individual subcontractor complies with the relevant

child protection standards.

Individual contractors. Individual contractors who are in contact with children are required to sign

the funding organisation’s child protection code of conduct and ensure they comply with this during

their employment. Individual contractors must obtain a criminal record check before they are

contracted. Those using DFAT funds to engage an organisation or individual subcontractor must

ensure the organisation or individual subcontractor complies with the relevant child protection

standards.

Two fundamental concepts to be applied throughout the life of BEST are those of inclusive education

and child protection both of which emanate from the United Nations Convention on Human Rights

(1948) and related conventions relating to the Rights of the Child and to the Elimination of All Forms of

Discrimination against Women.

The concept of inclusive education recognises the right of every child regardless of ethnicity, religion,

gender and physical or intellectual attributes or disabilities to receive a full basic education. Applied in

an education system this means that the ultimate goal must be for as close to 100 percent as is possible

for all children to access, participate in and achieve as much as possible from their basic education

and to do so without discrimination of any kind. In many countries such as Sweden, Germany, UK,

USA and Australia, the percentage of children accessing and successfully completing elementary

education is already at levels close to 99 percent. This should be the target for every education system

worldwide.

Alongside this concept of inclusive education and ‘schooling for all’, sits the concept of child protection.

It is fundamental to the United Nation’s Rights of the Child Convention that each child has the right to

a life free of exploitation and abuse and that certain standards should apply in areas such as health

and education. In brief, the school environment should at all times be a place of safety and security.

Cardno has a Child Protection Policy, updated in 2013 to reflect Australian Aid’s new Child Protection

Policy, which has the objective to create and maintain productive environments for children in the

delivery of Australia’s overseas aid program. All Cardno personnel, national and international are

screened for their suitability to work closely with children and trained in this policy and in ways to identify

and deal with cases of abuse and exploitation that may occur. The BEST team will work with all partners

to ensure the most supportive, safe and productive schooling environment for all children – an

environment based on respect and equality. Similarly, the other implementing partners also have child

protection policies consistent with the requirements of Australian aid programs.

The principle of child equality will apply across all program activities and very specifically in the

development and application of gender mainstreaming. Gender mainstreaming is the (re)organisation,

improvement, development and evaluation of policies and processes, so that a gender equality

perspective is incorporated in all policies and practices at all levels and at all stages, and by all in the

education system whether policy makers, administrators, school principals or classroom teachers.

The BEST Quality Assurance Management Manual was adopted in January 2015. It includes child

protection policies that apply to all BEST employees (local and international), contractors, and

subcontractors. The ability of a preferred candidate to provide a police clearance form part of the

requirements prior to finalising an employment contract. The BEST Induction Program includes a

briefing and distribution of policy on child protection. Where advertising is to be undertaken, Cardno

will ensure that advertisements contain a statement regarding child protection and other relevant

policies and contain the closing date for applications. Compliance with relevant provisions on child

protection is contained in employment and subcontract agreements. Program personnel are required


January–June 2015


to secure approval for the use of images through a consent form and/or video and photographic release

form.

All other implementing partners have child protection policies that are consistent with the requirements

of DFAT.

Integrating consideration of child protection into all subcomponents – Technical Specialists will be

tasked with planning, implementing and monitoring child protection issues with respect to the DepEd

work they are supporting. Specialists will work with their DepEd counterparts to consider how supported

activities will ensure children are protected. Specific planning and monitoring tools have been

developed to support this initiative and will form part of BEST’s reporting activities. These reports will

inform the overall monitoring and evaluation framework of the program

6 Unified Monitoring and Evaluation

Monitoring and Evaluation and the Theory of Change

The BEST M&E Framework was first updated in November 2014. It provided a unified approach for all

implementing partners. It was presented in the first BEST Annual Planning workshop, in the first PMC

meeting and in a series of small group meetings with DepEd and implementers. Highlights of the

presentations and discussions focused on the Outcomes and Intermediate Outcomes.

With the scoping work undertaken by the BEST Technical Specialists with DepEd and BEST

implementing partners, the Output-level of the M&E framework was reviewed and revised in 30 June

2015. Outputs or deliverables per subcomponent were updated to reflect DepEd’s current thrusts and

priorities, and to respond to emerging needs. The approved Activities, Annual Plan 1, and Annual Plan

2 were used as reference materials for updating the Output-level. The framework is currently being

finalised in consultation with DepEd, DFAT, and implementing partners.

The Program’s implementation plan is also being updated. Program outputs and activities outlined in

the detailed plan will represent the priorities and need of DepEd as of 2015. Adjustments will be

undertaken based on shifting priorities, and based on results of evaluation activities to be undertaken

in the latter part of the Program.

Establishing Baselines

Baseline information is collected using multiple approaches:

Use DepEd data from the UIS on key performance indicators (e.g. National Assessment Test data).

The Teacher Development Needs Study by RCTQ provides the baseline information for teacher

development activities.

ACTRC’s work on formative assessment will provide the baseline information on measuring

improvements in learning outcome.

Baseline activities are implemented in the Organisation Development sub-component to support

planning and delivery of activities. (Detailed discussions are under Component 2.4)

Two Baseline studies are being conducted. These are the School Profile Baseline Study and Case

Studies on Transition from Grade 6 to Grade 7, which are discussed in Component 2.1

Activity Monitoring and Evaluation

The Activity Implementation and Control System (AICS) was developed in March 2015. The AICS is

the project portfolio management mechanism for managing all the activities of BEST contained in the

approved AP. This will be used to track the implementation of BEST supported activities, and will be


January–June 2015


the source of inputs to the quarterly PMC meeting. Adjustments will be undertaken in July 2015 based

on a shift in the use of the ADD.

In support of the AICS, the BEST Decision Support System (DSS) was developed (gamma version) in

May 2015. The DSS is a web-based project management information system for use by the PSCO to

track the physical and financial status of all BEST activities. This will also allow DepEd, DFAT and

partner institutions with real-time access to implementation status of BEST, its sub-components and

activities. Currently, the BEST PSCO is doing data build up for outputs and/or training programs

completed as of June 2015. A released version is target by October 2015, and full roll-out by December

2015.

BEST Program Support Coordinating Office

In preparation for progress tracking of BEST activities, the Program Support Coordinating Office

(PSCO) as represented by DepEd’s PMS will be strengthened on doing M&E work, specifically on the

operationalisation of the AICS and DSS. The Regional QAD will also be trained to allow field level

tracking and validation of results and changes as a result of BEST-supported activities.

Regular meetings of the PSCO will be held to monitor and evaluate progress and initial gains in BEST

activities. The PSCO will also be reviewing all baseline information generated by each component,

along with the baseline research findings, and the M&E inventory of the six priority Regions.

Preparation of the SMPR will be a joint activity of the BEST PSCO. Review missions will also be

conducted every six months starting with the second Annual Plan implementation.

Operationalisation of the BEST PSCO M&E system - AICS and DSS

The Activity Implementation and Control System (AICS) and the Decision Support System (DSS) will

be operationalised in 2016. The AICS is the project portfolio management mechanism for managing all

the activities of the BES while the DSS is the web-based information system on the physical and

financial status of all BEST activities. The BEST PSCO has been oriented and trained on the AICS.

The DSS will be a key mechanism for the PSCO to perform its monitoring of BEST accomplishments.

Key activities will include:

Regular meetings of the PSCO to monitor and evaluate the progress and initial gains of BEST

activities

Review of the M&E baseline

Orientation on the use of the DSS

Preparation of the six-monthly progress reports (SMPR)

7 Program Management

7.1 Committees

Meetings of the Program Management Committee (PMC) and Program Steering Committee (PSC)

were held to facilitate the Annual Plan approval and strategic discussions on program progress,

achievements, and direction. These were coordinated by the PSCO represented by DepEd and BEST.

The Co-Chairs of the Implementation Group, DFAT, and BEST representatives met regularly as well.

Technical Working Group meetings were also held regularly by subcomponents to monitor the progress

of the activities, identify areas of collaboration, and troubleshoot emerging issues brought about by

implementation.


January–June 2015


Regular monthly meetings were also held among the senior management of DepEd, DFAT, and the

Facilitating Contractor to discuss emerging issues and actions required to ensure that the Program

remains on track and responsive to emerging and changing needs. This arrangement is mirrored by

the Facilitating Contractor with management meeting on weekly basis.

The PSCO provided secretariat support to the second PMC and PSC meetings. In an effort to

familiarise our DepEd PSCO partners with the BEST processes, the M&E team organised an

orientation program on 28 January 2015. The collaborative partnership was further observed with the

participation of our DepEd PSCO counterparts in the series of regional meetings to orient our DepEd

partners in Iloilo, Tacloban, Cebu, and Cagayan de Oro on BEST.

7.2 BEST Offices in the Central and Regional Offices

BEST has established a permanent office close to the DepEd Central complex. It accommodates all

Manila-based Cardno-recruited personnel and other short-term specialists engaged in the Program. In

the six priority regions, BEST has established stations in DepEd regional offices. These house

operations support staff and M&E Specialists who work directly with their DepEd technical counterparts

in planning, monitoring, and evaluating activities in the field.

7.3 Grant Management

As stated in the Program Design Document, the Small Grant Management has progressed. Guidelines

and procedures for the implementation were drafted and presented to DepEd and DFAT. Inputs from

these agencies were gathered and used as basis in enhancing the system for efficient and effective

management. Deliberation of both agencies has resulted in:

transformation of grants to an innovation fund model, which encourages innovation in identified

priority areas (e.g. Learning Action Cells, Continuous Improvement);

deferred implementation of the grant, given the moderate budget for 2015–2016 and prioritising; and

strengthening of the criteria on proponent and project selection in the manual ready to be adopted in

the next fiscal year.

Final draft of the management manual will be completed by the end of September 2015; it will

incorporate all the inputs recommended by the major stakeholders. The special features of the

innovation grant system are as follows:

A modified-decentralised system wherein proposals from schools and divisions will be reviewed by

two assessment bodies, at regional and Central levels. Implementation will be directly performed

in the schools and divisions.

Fund will be retained in the Facilitating Contractor for fund administration.

Regions will not be considered as implementers but managers and owners of the process.

Since the grant has been deferred, the effectiveness and efficiency of the procedure will only be

evaluated if the grant is implemented in the future. The system suggested assists in reducing financial

and economic risks. DepEd will consider the content of the manual and suggested system as a basis

to inform procedures for the disbursement of other grants (e.g. school-based management).

7.4 Internal Communication

Cardno provided strategic coordination among the implementing partners. It has an Internal

Communications Plan, which provides strategies that use communication to influence and achieve

BEST objectives. It outlines the ways of working to provide mechanisms and protocols in interacting


January–June 2015


with DFAT, DepEd, implementing partners, and stakeholders. A focus in 2015 and 2016 is to update

this internal communication plan to further support communication of appropriate information between

and across key partners. This will include information about the delivery, advocacy, and promotion of

the Program and its activities.

7.5 Knowledge and Information Management

Cardno is responsible for all knowledge and information management for the Program. There is an

established knowledge and information management system for the Program.

The website has an intranet facility for internal purposes (administration, resources etc.). The website

has been developed through consultation with expert advice and feedback from stakeholders. A

protocol for content approval, continuous maintenance and enhancement of the website has

commenced. The web-based resource is to store current relevant and frequently used documents on

the site including but not limited to report templates, orientation briefings, forms and policies. It will also

allow networking and information sharing between personnel facilitating capacity building and lessons

learned, examples of good practice, information on impact and effectiveness and any research

outcomes will be available on the site. A password-protected section enables stakeholders to

collaborate and monitor results, initial gains, accomplishments, expenditure, the number of adviser

personnel planned and utilised, grant recipients and status of grants, sub-contractors, and other

management information.

7.6 Annual Planning

Following the PMC and PSC meetings in July 2015, a proposal for a future plan to reflect a longer

period was suggested. This will allow for a longer and strategic view of support to initiatives. The

proposed period was for two years and that the plan would be a ‘rolling’ plan allowing for regular review

and enhancement. A process of consultation will be planned involving regular meetings of

implementing partners and consideration by the PMC. A proposal was tabled and accepted for PMC

meetings to be held four (4) times per year moving forwards.

8 Analysis of Progress

Assessment of Progress: A key question for BEST is whether the achievements in the first annual

planning period met the stated objectives for this period. Evidence is drawn from the reports of

implementing partners and discussion from the peak governance groups for BEST (PMC and PSC). At

the PMC and PSC, there was recognition that, overall, BEST achieved and exceeded what had been

set out in the 2014– 2015 Annual Plan and is on track to meet end-of-Program target outcomes. At the

PSC, Secretary Luistro recognised how much had been done and achieved over a short period. He

also mentioned the impact of the communications activity in building sustainability for K–12 reform.

Targets on program management have also been met. These are summarised below:

Mobilise and appoint key personnel: The Team Leader, the Operations Manager, and all Technical

Specialists were appointed. A delay was experienced in the appointment of the Team Leader to ensure

that a quality candidate was identified in collaboration with DepEd. An interim Team Leader was

appointed until the substantive candidate began. The original Operations Manager departed for

personal reasons in April 2015 with no discernible impact on the Program as a replacement was

mobilised in a timely fashion. All Technical Specialists were appointed and remain with the Program.

They were a combination of specialists that either transitioned from a previous Australian Government-

funded Program in the Philippines or were appointed from a pool of international candidates.

Transition activities from previous programs: The ability to maintain the support to key initiatives of

DepEd was critical in the transition to a new Facilitating Contractor. Highly regarded Specialists

successfully transitioned from a previous Program or Programs supporting key DepEd initiatives. This

strategy allowed for a low-risk process, certainty with stakeholders, and continuity of service. An


January–June 2015


excellent example would be the Unified Information System initiative. The development, maintenance,

and enhancement of critical system databases were maintained through the transition to the new

Facilitating Contractor. Other examples include the work in supporting the implementation of the new

organisational structure for DepEd and the implementation of the K to12 curriculum and SHS

preparations.

Establish peak governance groups (PSC, PMC, Implementation Group): The PSC and PMC were

successfully established in a collaborative and consultative manner with DepEd, DFAT, and

implementing partners. Scheduled meetings of both groups were competed with key outcomes

achieved such as the endorsement of the first BEST Annual Plan. There was excellent representation

at the meetings, although the Implementation Group (IG) still required representation from the

Technical Working Groups for it to be established in the manner that was planned. Its work progressed,

however, through meetings with the Chairs of the IG, representatives of the Australian Embassy, and

the BEST team.

Identify new/needed activities to support DepEd initiatives: While some activities transitioned from

previous program/s, many were in their initial stages of planning and preparation at the time that the

first BEST Annual Plan was drafted. This required work in the first year to identify and refine required

activities. An ongoing process of consultation by BEST Technical Specialists and their counterparts

successfully identified and recommended activities to provide support to major DepEd initiatives. These

activities were articulated in design documents and endorsed by the relevant Undersecretary of DepEd.

In the last quarter of 2015 an annual planning process was conducted with all stakeholders and this

resulted in the development of the second Annual Plan that was endorsed by the PMC on 21 July 2015.

Establish relationships with implementing partners: One of the strengths of BEST is having the

vision for a more holistic and integrated approach to supporting the education sector in the Philippines.

Implementing partners from research centres to facilitators of classroom construction and providers of

education scholarships were integrated into BEST.

ACTRC

RCTQ

PBSP

PBEd

Key personnel from all Implementing Partners met with the BEST team and Australian Embassy staff

on regular occasions throughout the year to share plans and discuss collaboration and coordination

strategies. All participated in the annual planning process including face-to-face meetings and

electronic communications. All parties have contributed to joint reports and plans submitted to the

Australian Government and to DepEd.

8.1 Issues, Challenges, Opportunities and Moving Forward

Budget moderation was a challenge given the number of priorities that needed to be completed before

the potential change in DepEd leadership in mid-2016, in order to sustain reforms. This challenge

however, provided an opportunity for the partnerships within BEST to become stronger as each

contributed to managing the challenge in various ways. While the budget was yet unknown, budget

scenarios were built into the planning process. When the budget allocation was known in June 2015,

the following were done:

DFAT revised tranche payments to implementing partners, which allowed DFAT to ‘front load’

payments (using savings from other country programs that were allocated to the Philippines

towards the end of financial year 2014-15). This contributed to easing budget pressures in 2015-

16 and 2016-17.


January–June 2015


Based on discussions between DFAT and DepEd, the target for classroom construction was reduced

to 509 (from 1,000), in recognition that the Philippines Government had allocated substantial

budgets for classroom construction in the General Appropriations Act.

As discussed between DFAT and DepEd, the Annual Plan would have a slight over programming

that will be adjusted quarterly. A number of strategies were put in place in order to maximise the

budget. These include cost-sharing of activities with DepEd, savings exercise to minimise

operations costs, engaging individual resource persons on a shorter time frame instead of engaging

companies as service providers, and discussions with other donors on possible cost-sharing of

activities. The PMC agreed to hold quarterly meetings to allow for review of progress and re-

allocation of budgets.

The implementation of several and simultaneous organisation development activities faces important

challenges and opportunities. The Technical Team continue to work with DepEd partners to manage

the change processes.

ACTRC is facing operational challenges owing to delays in formalising a new partnership agreement

between University of Melbourne and University of the Philippines. The previous agreement with the

UP College of Education ended in 30 June 2015). A new agreement with the University is in process

but taking longer than expected. ACTRC has relocated to another office in UP in the interim.

Operational issues are being managed closely by University of Melbourne.

In anticipation of the possible changes in DepEd Leadership following the 2016 elections, the PMC

directed the implementing partners to develop a rolling Annual Plan which will bring forward the

planning process for 2016-17 and possibly 2017-18.

9 Risk Management

There are a number of risks associated with supporting DepEd’s priority to embed fundamental change

to the education system in the Philippines and also then sustaining the initiatives. The scale of reform

is significant with a student population of about 24 million, more than 674,000 teachers and some

56,000+ schools. Many of the risks are associated with the relatively short timeframe of implementation

(by June 2016). There is the also uncertainty of the constitution of the administration after the elections

in mid-2016. A new administration may bring new priorities. It will be important to engage the range of

prospective candidates for the senior public service posts in DepEd if benefits of reform such as the

introduction of the K–12 and Senior High School curriculum are to be sustained.

The Program did not encounter any major risks in the last six months. On a case-by-case basis,

activities of some sub-components, especially on capability building related activities were not fully

implemented pending the designation and/or appointment of staff under the RatPlan of DepEd. These

were mitigated by adjusting activities and schedules.

The Risk Management Matrix was reviewed and updated (see Annex B). Below is a summary of the

changes made to the risk register:

Risks identified from Moderate or High to Very High:

Somewhat limited capacity building occurring with organic staff of DepEd owing to the ongoing

rationalisation plan implementation. To address this risk will mean engaging DepEd organic staff in

capacity building strategies and specific skill transfer processes sponsored by BEST. With the

proposed treatment measure in place the risk rating goes down to High.

There is a delay in the development of the collaborative working practices required to enable Capacity

Building to transition CHED and TEIs into an Outcomes- Based Education Quality Assurance

System.


January–June 2015


There is a delay in developing a collegiate and strategic approach to the management of the large

number of TEIs resulting in some TEIs not implementing changes required to support K–12 reform.

There is resistance on the part of some Teacher Educators to review existing practice and adopt new

organisational and pedagogical approaches required to support the K–12 reform.

There is resistance on the part of some Teacher Educators to review existing practice and adopt new

organisational and pedagogical approaches required to support the K–12 reform.

In terms of the coming year/s, there is a requirement for the recruitment of some 80,000 additional

teachers for Year 11 and 12 classes in 2016 and 2017 respectively. There is a very high risk in DepEd

of not being able to accomplish this target. BEST will support the initiative through ongoing work to

support the completion of the RatPlan and have appropriate staff in place in DepEd to undertake the

recruitment process. BEST is also supporting NEAP with strategies to retrain existing teachers. A

longer term strategy is supporting CHED and DepEd with respect to the development of a new

curriculum for teacher training institutions aligned to the K to 12.

DepEd are faced with a significant challenge to construct sufficient classrooms for the new Year 11

and 12 students across the Nation. BEST Implementing Partner, PBSP will collaborate with DepEd

capital expenditure program to ensure construction through PBSP will align to the needs and timing of

DepEd.

10 Sustainability

Sustainability refers to the continuation of benefits after major assistance has been completed. The

process of implementing activities to ensure sustainability is on-going throughout the Program.

Sustainability of BEST activities requires Specialists/technical Specialists (TAs) to have considered

sustainability during the planning and implementation of the activity they are assisting. This means they

must:

Have an understanding of what sustainability is, know what benefits need to be sustained; and

Know how benefits will be sustained and how risks to sustainability will be addressed. I.e. they must

have a plan for sustainability.

Specialists have three key sustainability outputs:

Sustainability/Replication Strategy. Specialists must prepare a Sustainability Strategy for their

activity at commencement. It is expected that this Strategy be updated to include emerging issues and

progress towards addressing these issues. For those Specialists conducting pilot activities, this

strategy should be refined into a Replication Strategy for DepEd consideration.

Sustainability Issues. Specialists in collaboration with their DepEd counterparts will need to identify

any sustainability issues that have or may impact on their work. For example: Were new technologies

introduced appropriate? Was design sufficiently robust? Were maintenance or operational

requirements and responsibilities clearly defined? What are the cost implications?

They should present a proposed solution to all issues raised and include in their updated Sustainability

Strategy (discussed above).

Skills Transfer Plan: A major factor in program/project sustainability is capacity building. Capacity

building is the continuous process of up-skilling counterparts and counterpart agencies. In practice this

includes, for example, formal and on-the-job training and mentoring of counterparts, the development

and documentation of processes and procedures, implementation of sustainable systems. BEST has

a Skills Transfer Plan template that will be completed at the commencement of activities, and

continually updated.


January–June 2015


Typical sustainability issues may include:

Policy of DepEd: BEST is committed to only supporting activities where the partner agency (DepEd)

commits an appropriate level of resourcing. This resourcing includes the provision of personnel. E.g.

While a major advantage of the input has been a space for Specialists to work within DepEd, no

counterparts have been identified and there is risk of benefits not being sustained. Positions have been

identified through the RatPlan but personnel have not been recruited as yet.

Planning and Management: A major risk to sustainability occurs when DepEd and relevant counterparts

are not involved in the planning and management of an activity with the Specialist and BEST program

management.

Community Involvement: The DepEd in Philippines has a significant ‘buy-in’ from the community and

parents. Activities and initiatives supported by BEST are vulnerable if these important stakeholders are

not informed or involved at all stages (e.g. Local Government Units, PTAs).

Local Management Capacity: Activities are unlikely to be sustainable if they are not integrated into

existing systems and structures of the partner agency. An initiative not attached or integrated is likely

to collapse once BEST support is withdrawn. Similarly, a parallel activity may lead to working in isolation

or independently to an existing structure within DepEd, leaving the DepEd structure without capacity

on completion of the activity.

Appropriate Technology: The use of inappropriate technology could lead to DepEd being left with

software that can’t be supported, hardware that cannot be replaced due to cost or systems that are

incompatible with existing technology in other sections of the DepEd.

Local Skills Base: Training conducted through a distance education model, inappropriate location or

without follow-up training opportunities are unlikely to sustain skills transfer.

Mechanisms for Financing Assets Maintenance: BEST activities must be aware of the procurement of

assets that have recurrent financial implications that cannot be sustained by DepEd.

11 Priorities and Recommendations for the Next Reporting Period

The following list details some of the major priorities and recommendations for BEST over the next

reporting period. These are based on advice from the PMC and PSC:

Engage in the strategy and planning of DepEd with respect to transitioning to a possible new

administration in mid-2016. This will include sustainability strategies for key initiatives such as the

K–12 and SHS implementation, embedding the Unified Information System and leadership

development at all levels

Engage in discussion and planning with DepEd and DFAT with respect to transitioning some major

support from ‘in-line’ work to capability building and skills transfer to the ‘organic’ members of

DepEd. This includes curriculum and assessment, Unified Information System and policy and

planning

Begin the process to develop a two-year plan for BEST in collaboration and alignment with DepEd

strategic direction and complying with DFAT policy

Reach agreements on a monitoring and evaluation framework and strategy with DepEd and DFAT.

These are distinct but related activities, with one building capability within DepEd to institutionalise

monitoring and evidence-based planning, and the other, evaluating the progress and effectiveness

of BEST.

Prioritise support to DepEd in establishing a strategic planning framework.

Continue to support communications strategy to promote the K–12 reform.


January–June 2015


12 Financial Performance July 2014 – June 2015

12.1 Overview

The Facilitating Contractors overall expenditure for the period was $10,257,982 comprised of program

expenditure on salaries, operations, and activities as well as the fees payable to the Facilitating

Contractor. Of this expenditure, $6,930,098 or 67% was in the last three months of the financial year

(May–June 2015).

The table below gives a quarter-by-quarter expenditure as well as a breakdown of variations for each

of the items listed, which are specific activity implementation costs and other support and administrative

costs.

Table 15 Actual Expenditures of Implementing Partners, 2014-2015

Contract

Item Q1 Q2 Q3 Q4 Total Budget Variation

(AU$) Variation

%

Administrative

Cost 300,393 548,430 1,592,152 1,000,290 3,441,265 3,181,399 259,866 8.2

Activity Costs 0 179,075 707,835 5,929,808 6,816,718 7,102,075 -285,357 -4.0

Total 300,393 727,505 2,299,986 6,930,098 10,257,983 10,283,474 -25,492 -0.25

Overall the program was $25,492 or 0.25% underspent for the period. Considering the total amount

expended through the Program, this amount is considered to be acceptable in terms of meeting

financial targets.

12.2 Activity Expenditure

The table below indicates the spending on activities by component during the financial year. The

amount of $6,816,718 in Activity expenditure equates to 66% of overall expenditure for the Program.

Table 16 Summary of Activity Expenditure by Component

Code Description Actual Expenditure

(AUD)

1.1 Pre-Service Teacher Education 13,322

1.2 In-Service Teacher Education 388,755

1.3 Education Leadership and Management 775,097

1.4/1.5 Curriculum and Assessment Teaching and Learning Materials 532,4000

1.7 Context Specific Learning Systems 44,540

2.1 Evidence-Based Policy, Planning and Management 641,288

2.2 Unified Information System 1,764,838

2.3 Gender Equality Mainstreaming 0

2.4 Organisation Development 2,656,478

Total 6,816,718

Expenditures of Implementing Partners are also summarised in Table 17.


January–June 2015


Table 17 Actual Expenditures of Implementing Partners, 2014-2015

Activity / Output

2014-2015

Tranche (AUD)

Amount

received to

date (AUD)

Expensed as

of June 2015 (AUD)

ACTRC 3,000,000 5,470,000* 3,212,000

PBEd 4,000,000 4,000,000 307,761

PBSP 21,250,000 26,250,000 6,576,000

RCTQ 3,940,000 7,640,000* 855,429

Total 32,190,000 43,360,000 10,951,190

*includes first tranche from initial Public Sector Linkage Program (PSLP) grant.

13 Indicative Budget July 2015 – June 2016

The total budget for all implementing partners is estimated at AUD27.4M and details of the breakdown

are provided below.

Table 18 Summary of Planned Expenditure of Implementing Partners



2016 (PHP)

Facilitating Contractor 12,000,000 384,000,000

ACTRC 750,000 24,000,000

PBEd 3,325,331 106,410,603

PBSP 9,643,909 308,605,088

RCTQ 1,687,000 53,984,000

Total 27,406,240 876,999,680

The total allocation for the Facilitating Contractor amounting to AUD12 million is inclusive of personnel,

operations, milestone payment and Program costs. The estimates for the Program costs per

component / subcomponent is provided in Table 19 below.

Table 19 Facilitating Contractor Activity Budget Summary

Code Description

% of Total

Budget

Planned Expenditure

(AUD)

Planned Expenditure

(PHP)

1.1 Pre-Service Teacher Education 4% 325,731 10,423,386

1.2 In-Service Teacher Education 24% 1,639,251 52,456,016

1.3 Education Leadership and Management 12% 899,074 28,770,363

1.4 Curriculum and Assessment 22% 1,491,585 47,730,723

1.5 Teaching and Learning Materials 2% 182,350 5,835,193

1.6 Educational Facilities 0% - -

1.7 Context Specific Learning Systems 4% 202,590 6,482,886


January–June 2015


2.1 Evidence-Based Policy, Planning and Management 8% 611,923 19,581,549

2.2 Unified Information System 18% 2,371,560 75,889,911

2.3 Gender Equality Mainstreaming 1% 29,761 952,347

2.4 Organisation Development 5% 541,042 17,313,341

Total 100% 8,294,866 265,435,716

A percentage from the cost of each of the subcomponents is allocated to support cross-cutting

activities. The expenditures for these activities are broken down in Table 20. Gender, although a cross-

cutting issue is a stand-alone subcomponent.

Table 20 Planned Expenditure for Cross-Cutting Activities

Code Description Cost to 30 June


2016 (PHP)

3.1 Monitoring and Evaluation 606,360 19,403,521

3.2 Disability 151,996 4,863,867

Code Description Cost to 30 June


2016 (PHP)

3.3 Environment 15,000 480,000

3.4 Human Resource Management 50,000 1,600,000

Total 823,356 26,347,388


BEST Annual Plan 2015 – 2016

BEST Annual Plan

ANNEX

A

RECIPIENT SCHOOLS – CLASSROOM

CONSTRUCTION

BEST Annual Plan 2015–2016


Region

Name of School Target

Number

of CL

Status of Construction

Total Enrolment (2014-

2015)

Province Municipality Cluster 100%

Completed Substantially Completed (90-99% Completed)

Ongoing For Approval

5 Albay Guinobatan 1 Marcial O. Rañola Memorial School 6 3 3 4328

5 Albay Guinobatan 1 Mauraro HS 2 2 925

5 Albay Daraga 1 Anislag NHS 6 6 2215

5 Albay Guinobatan 3 Lower Binogsacan HS 4 4 553

5 Albay Oas 5 Saban NHS 3 3 608

5 Albay Oas 5 San Juan HS 2 2 548

5 Albay Camalig 6 Bariw NHS 3 3 757

5 Albay Camalig 6 Ilawod NHS 3 3 1090

5 Albay Libon 6 Buga ES 2 2 731

LUZON Number of Classrooms 31 28 - - 3 11,755

Percentage Accomplishment 0% 0% 10%

6 Iloilo Lambunao 1 Don Eugenio ES 3 3 1534

6 Iloilo Lambunao 1 Gines ES 2 2 423

6 Iloilo Lambunao 1 Jorog ES 2 2 157

6 Iloilo Lambunao 1 Lumanay ES 2 2 134

6 Iloilo Lambunao 2 San Gregorio ES 2 2 184

6 Iloilo Lambunao 2 Petronio ES 2 2 187

6 Iloilo Lambunao 2 Walang ES 2 2 416



7 Cebu Daanbantayan 3 Malbago ES 2 2 831

7 Cebu Daanbantayan 3 Bagay ES 3 3 603

7 Cebu Daanbantayan 3 Tapilon CS 3 3 1321

7 Cebu Daanbantayan 3 Lanao ES 2 2 692

7 Cebu Daanbantayan 3 Tominjao ES 2 2 797

8 Northern Samar San Roque 4 Bantayan NHS 3 3 459

8 Northern Samar San Roque 4 Don Juan Avalon NHS 3 3 1647

Region


Number

of CL


Total Enrolment (2014-2015)




8 Northern Samar Catarman 4 Baybay ES 2 2 1002

8 Northern Samar Catarman 5 Catarman CS I 9 3 6 2702

8 Northern Samar Catarman 5 Catarman CS II 4 2 2 1258

8 Northern Samar Catarman 5 Old Rizal ES 2 2 540

7 Cebu Daanbantayan 6 Daanbantayan CS 2 2 2052

7 Cebu Daanbantayan 6 Talisay ES 3 3 619

VISAYAS Number of Classrooms 55 32 15 8 - 17,558

Percentage Accomplishment 58% 27% 15% 0%

Pablo Compostela Valley Nabunturan 1 Nabunturan National Comprehensive HS 3 3

Pablo Compostela Valley Compostela 1 Compostela Central Elementary School

SPED Center 3 3 4041

Pablo Compostela Valley Nabunturan 1 Mainit National High School 3 3



Pablo Compostela Valley Compostela 1 Manat National High School 5 3 2 1044

Pablo Compostela Valley Nabunturan 1 Nabunturan Central Elementary School 3 3 2993

Pablo Davao Oriental Baganga 2 Dr. Beato c. Macayra National High School 3 3 703

Pablo Davao Oriental Baganga 2 Ban-ao Elementary School 2 2 329

Pablo Davao Oriental Cateel 2 San Isidro Elementary School 2 2 425

Pablo Davao del Norte Asuncion 1 3 Asuncion National High School 3 3 1712

Pablo Davao del Norte Asuncion 1 3 Buclad Elementary School 2 2 255

Pablo Davao del Norte Asuncion 1 3 San Vicente Elementary School 2 2 272

Pablo Davao del Norte Asuncion 1 3 Cambanogoy Central Elementary School 2 2 1512

Pablo Davao del Norte Asuncion 2 4 Napungas Elementary School 2 2 405

Pablo Davao del Norte Asuncion 2 4 Sagayen Elementary School 2 2 711

Pablo Davao del Norte Asuncion 2 4 Mahayahay Elementary School 2 2 81

Pablo Davao del Norte Asuncion 2 4 Sta. Felomina Elementary School 2 2 89

Region


Number

of CL


Total Enrolment (2014-

2015)




Pablo Davao del Norte Carmen 5 Carmen Central Elementary School 8 2 6 2180

Pablo Davao del Norte Carmen 5 Carmen National High School 3 3 1845

Pablo Davao del Norte Carmen 5 Sto. Niňo Elementry School 2 2 774

Pablo Davao del Norte Carmen 5 Taba Elementary School 2 2 319

Pablo Davao del Norte Kapalong 6 Gabuyan Central Elementary School 2 2 509



Pablo Davao del Norte Kapalong 6 Doňa Carmen Soriano Elementary School 2 2 541

Pablo Davao del Norte Kapalong 6 Maniki Central Elementary School SPED

Center Extension I 2 2 3485

Pablo Davao del Norte Sto. Tomas 7 Balagunan Elementary School 2 2 869

Pablo Davao del Norte Sto. Tomas 7 New Katipunan Elementary School 2 2 967

Pablo Davao del Norte San Isidro 7 Mamangan Elementary School 2 2 494

Pablo Davao del Norte San Isidro 7 Sabangan Elementary School 2 2 250

10 Misamis Oriental Balingasag South 8 Baliwagan National High School 2 2 1364

10 Misamis Oriental Balingasag South 8 Waterfall Elementary School 2 2 394

10 Misamis Oriental Balingasag South 8 Talusan Elementary School 2 2 299

10 Misamis Oriental Balingasag South 8 Balingasag Central Elementary School 2 2 2343

10 Misamis Oriental Balingasag South 8 Baliwagan Central Elementary School 2 2 768

10 Misamis Oriental Balingasag South 8 Medina Central Elementary School 2 2 785

Pablo Agusan del Sur Bayugan City 9 Bucac ES 2 2 538

Pablo Agusan del Sur Bayugan City 9 East Bayugan Central ES 3 3 1888

Pablo Agusan del Sur Bayugan City 9 Sta. Irene ES 2 2 478

Pablo Agusan del Sur Bayugan City 9 Montevista Elementary School 2 2 149

Pablo Agusan del Sur Esperanza 9 Esperanza NHS - Catmonon Annex 2 2 183

Pablo Agusan del Sur San Luis 9 Laminga Central Elementary School 2 2 435

Pablo Agusan del Sur San Francisco 10 Lapinigan NHS 3 3 831

Region Name of School Target Status of Construction Total

Enrolment



Province Municipality Cluster Number

of CL 100%



(2014-

2015)

Pablo Agusan del Sur Prosperidad 10 Patin-ay Central Elementry School 2 2 1360

Pablo Agusan del Sur Prosperidad 10 Patin-ay National High School 2 2 561

Pablo Agusan del Sur San Francisco 10 Pisaan Elementary School 3 3 463

Pablo Agusan del Sur San Francisco 10 Agusan del Sur National High School 9 3 6 3918

Pablo Agusan del Sur Sta. Josefa 11 Aurora Elementary School 2 2 357

Pablo Agusan del Sur Sta. Josefa 11 Angas Elementary School 2 2 436

Pablo Agusan del Sur Sta. Josefa 11 Sta. Josefa Central Elementary School 3 3 1419

Pablo Agusan del Sur Sta. Josefa 11 Sta. Josefa NHS 3 3 1515

Pablo Agusan del Sur San Luis 11 San Luis National High School 2 2 1001

MINDANAO Number of Classrooms 126 112 - 14 - 48,290

Percentage Accomplishment 89% 0% 11% 0%

Grand Total 212 172 15 22 3 77,603

Percentage 81% 7% 10% 1%

BEST Annual Plan 2015 – 2016


BEST Annual Plan

ANNEX

B

RISK MANAGEMENT MATRIX

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