Pre-Education-Summit.pptx
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Pre-Education-Summit.pptx
- 1. DIVISION OF LANAO SUR II 1 Municipality Pre-Education Summit Workshop Theme: “Creating the Bangsamoro Learning Futures”
- 2. - IMMC FRAMEWORK - Learning Recovery Principles - Key Actions for Education Recovery - Strategies & Actions - Vision for Learning Recovery - 5 Bs Program - School – Based Management (SBM) Framework for Basic Education in the BARMM DISCUSSION POINTS MBHTE-BARMM
- 4. LEARNING RECOVERY PRINCIPLES MBHTE-BARMM EVIDENCE-BASED CURRICULUM INNOVATION AND DELIVERY EVIDENCE- INFORMED TARGETING OF LR INTERVENTIONS LEARNING FOR THE MOST DISADVANTAGED INSTRUCTIONAL SUPPORT TO ADJUST TO PEDAGOGY HOME AND COMMUNITY ENGAGEMENT SOCIAL, EMOTIONAL AND PSYCHOLOGICAL SUPPORT INVESTMENTS OF MBHTE AND DEVELOPMENT PARTNERS
- 5. KEY ACTIONS FOR EDUCATION RECOVERY Reach every child Reach Assess learners’ level Assess Prioritize teaching fundamentals Prioritize Increase catch-up learning Increase Develop psychosocial health and well-being Develop 5 MBHTE-BARMM
- 6. 01 02 04 03 Capacity Development Support to Teachers, School heads, Parents and Community Members 05 Engagement of education players, community members, local government units, private sector and education donors/partners Strategies and Actions Targeted development and Provision of TLMs that develops literacy, numeracy and SEL Creation and development of enabling policies and standards to support recovery of learning 06 Measurement development and Provision of TLMs that develops literacy, numeracy and SEL Reach every child campaign
- 7. VISION FOR LEARNING RECOVERY IN THE BARMM Accelerated Learning Guided by the Bangsamoro Education Principles. 7 MBHTE-BARMM
- 8. DIVISION OF LANAO SUR II LAUNCHING OF “ Bawat Bata sa Bangsamoro Bumabasa at Bumibilang” REACH EVERY CHILD Responding to Learning Loss to Accelerate Learning for Every Child in the Bangsamoro
- 9. such as: Education Pathways to Peace in Mindanao, USAID ABC+ Project, Save the Children Philippines, UNICEF, The Teachers Gallery, Adarna House Inc., Readability Center, Islamic Relief, Consortium of Bangsamoro Civil Society (CBCS), BRAC Philippines, and Big Bad Boo, Inc. Ministry’s Education Partners: MBHTE-BARMM
- 10. Session 1. The 5Bs Journey: Where are we going? Updates and Status of Program Implementation at the Division Levels
- 11. Strengths Weaknesses • Enhanced/contextualized the 5Bs Program, e.g., Bawat Batang Basilenio ay Bumabasa’t Bumibilang; Bawat Batang Bangsamoro ay Bumabasa, Bumibilang, at Sumusulat • Inclusion of ISAL, ALS, and SPED on the orientation of 5Bs. Teachers in ISAL, ALS, SPED have also volunteered to teach for the Catch-up Recovery Program • The use of Adopt a Mom method • Distribution of teaching & learning kits for both learners and teachers • Active support of stakeholders • Conduct of random monitoring and evaluation to schools • Submission of narrative reports from schools on 5Bs implementation • Peace and Order situations in some area • Newly employed teachers assigned to teach K-3 are not trained to use the tool • Large number of non readers/frustrations • Insufficient number of TLMs for learners • Some teachers are not well-equipped with skills of teaching foundation skills such as literacy and numeracy. 11
- 12. ENABLING LAWS & POLICIES THAT SUPPORT SBM MBHTE-BARMM 12 RA 9155 (Governance of Basic Education Act of 2001) DepEd Order No. 83, series 2012 (Implementing Guidelines on the Revised SBM Framework, Assessment Process and Tool RA 11054 (Bangsamoro Organic Law) Bangsamoro Autonomy Act No. 18 (Bangsamoro Education Code)
- 13. ENABLING LAWS & POLICIES THAT SUPPORT SBM MBHTE-BARMM 13 Bangsamoro Education Reform Development Plan (BERDP) Bangsamoro Development Plan (BDP) (Goal 5: Ensure access to and delivery of basic services for human capital development) BARMM 12-Point Agenda (Agenda 4) MBHTE 12-Point Agenda
- 14. PILLARS OF SCHOOL-BASED MANAGEMENT LEADERSHIP AND GOVERNANCE CURRICULUM AND INSTRUCTION RESOURCE MANAGEMENT ACCOUNTABILITY AND CONTINUOUS IMPROVEMENT 14 MBHTE-BARMM
- 15. SIP CYCLE What do we ASSESS? (current realities in schools in relation to learning losses) How do we PLAN? (focus on the school’s response to learning losses) How do we ACT (implement)? (guided by SBM principles, pillars and processes)
- 16. “Education is an act of justice.” MBHTE-BARMM 16
- 17. Steps for the Workshop: • Participants will be divided into groups; Each group will assign a facilitator and a documentor; • Each group will discuss the vision for Bangsamoro learners success based on the success domains as listed in the template; • Each group is given 45 min. time to brainstorm the vision of learner’s success; • The sub group facilitator consolidates the output & facilitate the discussion; • Each group presents their respective workshop output (5min each); • Municipal facilitator consolidate / summarize the work output &
- 18. GROUPINGS Group 1 – Malabang Municipality Group 2 – Picong Municpality Group 3 – Madrasah / Islamic Education Malabang & Picong Isal / Alive Group 4 – Private Sector/ Private Schools Group 5 – Higher Education
- 19. VISION FOR A LEARNERS’ SUCCESS Workshop Template 1 MBHTE-BARMM
- 20. Elements: a. Shift of focus from student-centered to student success centered; b. Two-track of traditional academic excellence & student wellbeing ( holistic development); c. Treading of local & global pipelines of workforce development; d. Variables for education demand analysis( family, individual, economy, structure); e. Moral & values development.
- 21. Triplization and Local Knowledge Futures Source: Cheng, 2002 • Transfer, adaptation and development of values, knowledge, technology and behavioral norms across countries and societies in the different parts of the world Globalized Localized • Transfer, adaptation and development of related values, technology and behavioral norms to local contexts • Transfer, adaptation and development of related external values, knowledge, technology and behavioral norms to meet the individual needs Individualized
- 22. Learner’s Success Dimension Basic Education Madrasah Education Intellectual Dimension Emotional Dimension Occupational Dimension Financial Dimension Environmental Dimension Moral Dimension Vision for Learners Success 1st TEMPLATE FOR WORKSHOP:
- 24. Common, Concentrated, Co-created Source: A.B. Javier, 2021 Common Concentrated Co-created Common for all levels and shared by all. Focused on demand- driven knowledge with strongest needs Innovations that emerge from engagements
- 25. A.COMMON APPROACHES - these are strategies & programs that are common for all levels and shared by 4 directorates. Basic examples are Peace Education and engagement of education community as outlined in the Bangsamoro Education Code. These programs are common goal of programs shared by all education sub-sectors. The common approaches is geared toward the goal of strengthening education as a public common good. Education builds common purposes and endeavors as shared by all (UNESCO, 2020). DEFINITION OF TERMS:
- 26. Strengthening education as a public common good. Education builds common purposes and endeavors as shared by all (UNESCO, 2020). What are COMMON Approaches?
- 27. B. CONCENTRATED APPROACHES- these are strategies & programs that are focused on demand-driven knowledge with strongest needs in each sub-sector. A focus-oriented approach highlights searching for solutions rather than on the problems for a specific area of concern. These programs can be found in the School Improvement Plans (SIP) or Education Plans of the Local School Board.
- 28. C. CO-CREATED APPROACHES – • Engagement of factors to participate in the design and delivery of services for solving problems and seeking opportunities to produce a mutually valued outcome or product; • Close collaboration between learners and teachers aimed to improve teaching and curricula and helps build relationships between students and learners.
- 29. What We Do? COMMON CONCENTRATED CO-CREATED PROGRAMS/POLICIES Teaching and Learning Research Professional Development Community Engagement Home Learning Policy Local School Board Support BASIC EDUCATION 2nd TEMPLATE FOR WORKSHOP:
- 30. What We Do? COMMON CONCENTRATED CO-CREATED PROGRAMS/POLICIES Teaching and Learning Research Professional Development Community Engagement Home Learning Policy Local School Board Support Other Works Areas MADRASAH EDUCATION 2nd TEMPLATE FOR WORKSHOP:
Notas do Editor
- The BARMM is facing a learning crisis. Getting children into school is only one part of the challenge. There is a need to make necessary reforms to pivot from getting children in school towards ensuring that when children are in school, they are actually learning. The SLAB field trial has shown that almost 80% of children start school unprepared for the challenges of learning to read and write. In G1, more than 3/4 of the students do not have sufficient listening comprehension skills to learn to read. By G3, almost 1/3 of the students fall far short of G1 learning standards. High performing students could not read G3 standard texts. With very few students meeting G3 standards, students are not ready to transition to G4. Based on the nation-wide Early Grades Reading Assessment (EGRA) conducted by RTI in 2014, young children in the Bangsamoro lagged behind by 2 years in terms of skills compared with their counterparts in the other region. This is further reinforced by the results of the DepEd ARMM Grade 6 National Achievement Test in 2016 that points out “Children in Grade 6 were found to have weak mastery of skills that require higher levels of comprehension across Filipino and English subjects; and word problem solving skills in Mathematics
- 1. Assessment. To accelerate learning, the Ministry and its education stakeholders need to understand the learners’ current levels. Improving the measurement of learning means boosting the ability of regular, timely, and inclusive assessment. As an immediate step, the Ministry at the regional level will initiate and support schools and divisions to establish and implement a classroom and home-based assessment system to measure foundational skills that will be used by teachers, parents, caregivers to establish baseline of children’s learning levels especially on literacy, numeracy and socio-emotional learning. Information from these assessments will serve as basis for design and development of lessons, remediation activities, and learning activities aligned to learners’ needs and context . The assessment can be made available in 8 mother tongue languages, Filipino and English and will be a mixed and combination of diagnostic, formative and summative assessments that will build on the existing tools and practices used by schools and divisions in the region. 2. Teaching Learning Materials. Depending on the result of the learning assessment, a package of literacy, numeracy and content materials will be repurposed, developed, produced and procured to address the different learning needs of learners in the Bangsamoro. It will be ensured that this is in alignment with the Most Essential Learning Competencies as prescribed by national standards. The mentioned teaching learning materials will be composed of the following: a.) instructional materials in different formats (videos, print, audio) that will be developed, adapted, enhanced and produced such as basic reading primers, read alouds, decodable books, picture books, transition primers, content instructional videos, math books, toys and manipulatives; b.) the learning guide and plan for teachers, parents, community volunteers will serve as accompanying material to the instructional materials. This is envisioned to supplement the current ALM materials developed. The teaching learning materials will be categorized and packaged according to the children’s learning levels: 1) beginning; 2.) intermediate; 3.) independent; 4.) advanced. 3. Capacity Development Support to Teachers, School heads, Parents and Community Members. A learning and development program will be developed and implemented to strengthen capacities of the different major education players such as teachers, school heads, parents/community members and education program supervisors to support management, implementation and monitoring of the 5Bs. Specifically, this will cover but not limited to the following topics: Assessment of children’s learning from administration, consolidation and analysis of assessment information, simple report generation and communication of results Use of the Teaching Learning Materials and corresponding home, community and classroom-based instructional strategies for teachers, parents, community members Instructional supervision and leadership for master teachers, school heads and program education supervisors Management and implementation of the program 4. Stakeholder Engagement. Engagement of key education stakeholders will be a critical component of the program. Based on the communication and campaign plan developed by the MBHTE, these stakeholders will be engaged for: 1.) Parents, caregivers, traditional and indigenous leaders actively support children’s learning at home, and community settings; 2.) School leadership, local government units, private organizations, CSOs/POs are mobilized and provides support resources to literacy and numeracy programs; 3.) Local government units, MBHTE at different levels, Education Board, and BTA provides an enabling policy environment to support resourcing of Catch Up Learning Recovery Program. With this, this component is envisioned to be implemented in phases: a.) generate knowledge and understanding of the learning loss and challenges in the Bangsamoro and mobilize different education stakeholders at the schools, division and regional levels; b.) organize and implement school-based, community and/or home-based learning programs for parents, community members/volunteers, learning facilitators and others to support strengthening of learners learning in these settings; c.) through the school based management and moral governance, support the schools, divisions, peoples organizations, civil society and academe engage regional bodies, local government units, school boards, private and business sectors and other engagement platforms for planning and resourcing for K-3 learning 5. Policies and Resourcing. To generate maximum results and greater possibility of effective implementation and sustaining the gains at the schools, divisions and regional levels, the program will develop and pursue policies that will enable effective implementation and sustainability of the program
- It aims to REACH EVERY CHILD and strengthen Kindergarten to Grade 4 (12) learners in the region to form the necessary foundations in literacy, numeracy and socio emotional learning, and the development of skills for everyday life. Guided by: RM No 841 General Guidelines on LRP Implementation Mapping Regular Stakeholders Meeting Schedule of Reading Activity
- Adopt a Mom is a method in which if the learner cannot read then he/she will be given a “Mom” which is an identified teacher, that will help him/her in amending his/her literacy and numeracy skills. The proficiency level of learners will also be measured by a diagnostic test. If the non-reader student does not reach the 79% level of proficiency, then he/she will be given to her adopted mom and the learner will have to attend a 30-minutes lecture of literacy and numeracy class everyday so that it will help the learner in the enhancement of his/her skills, until such time that he/she became an independent reader and writer on his/her own.