BESRA on Educational Technology BASIC EDUCATION SECTOR REFORM

BESRA on Educational Technology

BASIC EDUCATION SECTOR REFORM AGENDA (BESRA) is a package of policy reforms that as a whole seeks to systematically improve critical regulatory, institutional, structural, financial, cultural, physical and informational conditions affecting basic education provision, access and delivery on the ground. It aims to create a basic education sector that is capable of attaining the country’s Education for All Objectives by the year 2015.

In summary, its objectives are: • 1. Universal Adult Functional Literacy; • 2. Universal School Participation and Elimination of Drop-outs and Repetition in First Three Grades; • 3. Universal Completion of the Full Cycle of Basic Education Schooling with Satisfactory Achievement Levels by All At Every Grade or Year; and • 4. Total Community Commitment to Attainment of Basic Education Competencies for All.

BESRA focuses on specific policy actions within five key reform thrusts (KRT) as follows:

• (KRT) as follows: • KRT 1: Get all schools to continuously improve. • KRT 2: Enable teachers to further enhance their contribution to learning outcomes. • KRT 3: Increase social support to attainment of desired learning outcomes. • KRT 4: Improve impact on outcomes from complementary early childhood education, alternative learning systems and private sector participation. • KRT 5: Change institutional culture of Dep. Ed to better support these key reform thrusts.

• In short, the five key reform thrusts of BESRA are on: schools, teachers, social support to learning, complementary interventions, and Dep. Ed. ’s institutional culture.

KRT 2 (TED): Objectives Overall Objective: By end of 2011, a competency-based systems for hiring, deployment, performance, promotion, and continuous personal and professional development of teachers shall have been operationalized in all regions and divisions nationwide.

KRT 2 (TED): Objectives Specific Objectives (T&D System Operationalization): By end of 2009, all public schools nationwide shall have used the Teachers Strengths and Needs Assessment (TSNA) and Individual Plan for Professional Development (IPPD) tools and templates as part of the school improvement planning process. By SY 2009 -2010, the Program Designing and Delivery Sub. Systems of the T&D systems shall have been pilot-tested in Visayas Regions By SY 2010 -2011, all regions and divisions shall have established and operationalized the T&D Systems with its components.

Competency-Based Training and Development System T&D System • TSNA • Planning, Programming and Designing • Training Delivery • Monitoring and Evaluation With support system for tapping resources from DO, RO, and CO School Level-Initiated Teacher Development

KRT 2(TED): Objectives Specific Objectives: By 2010 -2011, all regions and divisions shall have established the competency-based systems for hiring and selection of new teacher hires, deployment and performance evaluation. By end of 2011, all TEIs shall have adopted the Blueprint for NCBTS-based Pre-Service Teacher Education to include proposed curricula and pilot implementation design of ECE, IP Education, Alternative Education, MLE and ESD. By end of 2011, the proposed NCBTS-based reforms in LET shall have been adopted.

• The Teacher Induction Program (TIP)

• The Teacher Education Council created by virtue of R. A. No. 7784 is • mandated to strengthen teacher education in the country. One of its functions is to • “design collaboration programs and projects that would enhance pre-service and inservice • teacher training, retraining, orientation and teacher development”. Pursuant to • this mandate the TEC has embarked on a project to systematize teacher induction • nationwide.

Feedback from inductees and mentors • • Induction helps new teachers build their self-confidence and self-esteem. • • It decreases unproductive stress in the learning environment/work place. • • The mentors found the modules very helpful in their work; they learned and • relearned concepts/practices of their responsibility and accountability.

• • The mentoring component led to productive professional relationships as trust • developed through regular meetings and the sharing of expertise. • • Strong leadership at the division and school level is a key to successful • implementation of the TIP.

• • The inductees and their mentors viewed themselves as continuous learners • and acknowledged that time allocation for the modules, providing support and • on-going feedback were important components of TIP.

The Technical Working Group of the Teacher Education and Development Program (TEDP) - Basic Education Sector Reform Agenda (BESRA) and the TEC endorse the mass implementation and institutionalization of the Teacher Induction Program during the Strategic Planning Workshop in November, 2007, Development Academy of the Philippines (DAP), Tagaytay City.

Other Seminars • Seminar-Workshops in Filipino organized by Trend and Techniques Resource Center and Training Sevices May 27, 2014 • 3 rd National Tesol Convention of the Teachers of English to Speakers of other Languages Philippines, Inc. – November 19 -21, 2014 • Teaching with Technology March 6, 2014

2015 • 2 nd National Conference on Research Methods and Computerized Statistical Modeling and the 2015 National Seminar. Workshop on Action Research and Computerized Statistical Data and Test Item Analyses of The Eins Review and Statistical Consultancy Center

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