Mindanao Autonomous College Foundation, Inc.

Quezon Blvd., Lamitan City,

Basilan (Isabela City External)

In Partial Fulfillment of the Doctorate Course

EDM 205 Seminar in School Legislation and Legal Basis of Education
REALIZATION PAPER

on the

LAUNCHING OF THE BASIC EDUCATION PLAN 2030

Presented to:

REYNA JOYCE B. BARUTU, Ed.D.

Professor

Presented by:

HAMIDA T. ISMAEL

Student
 Realizations on Basic Education Development Plan 2030

I.Introduction :

What is Basic Education Development Plan 2030?

 On June 03, 2022, the Department of Education (DepEd launched the
Basic Education Development Plan (BEDP) 2030

The BEDP 2030 is the first long-term plan for basic education covering
formal education from 5 to 18 years old and non- formal education for
youth and adults. It serves as a strategic roadmap for improving the quality of
basic education as well as the learners’ experiences in the basic education
learning environment.

As the highlight of the event, DepEd Undersecretary and Chief of Staff

Atty. Nepomuceno A. Malaluan, Honorable Senator Sherwin T. Gatchalian, and
Planning Service Director Roger B. Masapol jointly with Executive Director
Lovelaine Basillote of Philippines Business Education (PBEd), and Mr. Behzad
Noubary of the United Nations Children’s Fund (UNICEF) officially
unveiled the BEDP 2030.

To uphold the goals set in the basic education, DepEd together with key
stakeholders and partners pledged their commitment to continuously upgrade
the state of basic education for the benefit of millions of Filipino learners until
2030 and beyond.

The Department of Education (DepEd) will be implementing the 2022–2030 Basic

Education Development Plan (BEDP) to continue the goal of the Department that all
Filipinos can realize their full potential and contribute meaningfully to a cohesive nation
through the protection and promotion of the right to quality education. The BEDP anchors
on the Sulong Edukalidad Framework, the Philippine Development Plan and Ambisyon
2040, and the commitments in the Sustainable Development Goals (SDG) 2030, and
provides a strategic roadmap for the Department to follow to improve the delivery and
quality of basic education and the experience of learners in the basic education learning
environment.
1.Priority Development AreasIn response to the challenges and issues identified in the
BESA, the BEDP puts forward four priority development areas:

1. Pivoting to quality, ensuring that all learners attain learning standards in every key
stage in the K to 12 program;
2. Expanding access to education for groups in situations of disadvantage to
ensure inclusive and equitable quality service delivery;
3. Empowering learners to be resilient and to acquire life skills; and
4. Strengthening the promotion of the overall well-being of learners in a positive
learning environment where learners exercise their rights and experience joy, while
being aware of their responsibilities as individuals and as members of society.
Page 3…
Realization…The sector outcome is “Basic Education Filipino learners have the
physical, cognitive, socio-emotional, and moral preparation for civic participation and
engagement in post-secondary opportunities in their local, national, and global
communities.” The BEDP includes the four pillars of access, equity, quality, and
resiliency, and enabling mechanisms for governance and management.

The results framework outlines the priorities of DepEd in terms of addressing the
immediate and long-term challenges confronting basic education.
Pillar 1 on Access -intends to address the remaining gaps in participation by expanding
learning opportunities of school-age children and out-of-school youth and adults.
Pillar 2 on Equity -will focus on addressing the needs of learners in situations of
disadvantage.
Pillar 3 on Quality - is designed to address the quality of education through various
strategic means, particularly on curriculum, assessment, learning environment, and
upskilling and reskilling of teachers and school leaders.
Pillar 4 on Resiliency - will focus on building resilience among learners and capacitating
them to exercise their rights in a positive learning environment, while being aware of their
responsibilities as individuals and as members of society. The Enabling Mechanisms will
allow the agency to achieve the results through the right policies and standards, systems
and processes, human resource professional development, and partnerships.

2. Overview of the Structure of the Education---Sector in the Philippines …page 22

 Realization: The Philippine education system is organized into four levels under the
following leadership:
 • Early Childhood Care and Development (ECCD) under the Early
Childhood Care and Development Council;
 • Basic Education under the Department of Education (DepEd);
 • Technical and Vocational Education and Training (TVET) under the
Technical Education and Skills Development Authority (TESDA); and
 • Higher Education under the Commission on Higher Education (CHED).
That the four levels are :

Early Childhood Care and Development: The Early Years Act of 2013 mandated the
ECCD Council to act as the primary agency supporting the government’s programs on
health, nutrition, early education, and social services for children aged 0–4 years. The
ECCD system is designed to facilitate a smooth transition from early care and education
provided at home to community- and school-based learning in Kindergarten. Within ECCD
is ECE (Early Childhood Education), which covers pre-school education for children aged
3–4 years. Under the orientation of the ECCD Council, LGUs directly provide ECCD
services, particularly on pre-school education for 3- to 4-year-old children to ensure they are
ready for school.

Basic Education: Basic Education public and private schools are supervised by DepEd.
They include Kindergarten, Elementary and Secondary Education (including technical-
vocational high schools run by DepEd), as well as the Alternative Learning Systems (ALS).

Technical-Vocational Education: Technical-vocational schools not run by DepEd and

offering certification are governed by TESDA.25 TESDA was established through the
enactment of Republic Act No. 7796 or the Technical Education and Skills Development
Act of 1994. TESDA formulates human resources and skills plans, sets appropriate skills
standards and tests, and coordinates and monitors human resources policies and
programs.

Higher Education: The Commission on Higher Education (CHED) promotes relevant and
quality higher education (tertiary level). CHED’s mandate is ensuring access to quality higher
education, guaranteeing and protecting academic freedom for continuing intellectual growth,
the advancement of learning and research, the development of responsible and effective
leadership, and the education of high-level professionals

3. The K to 12 Basic Education Program …. page 23

Formal Education
 Realization…That under this formal Education are as follows
The Basic Education program covers compulsory education consisting of one year of
Kindergarten, six years of elementary education, four years of Junior High School
(JHS), and two years of Senior High School (SHS). The government provides free
public kindergarten, elementary, and secondary education.

4. Equitable Access and Participation…..Page 31

 Realization..DepEd is responsible for the delivery of basic education through 60,957
schools across the country. In early 2020 and prior to COVID-19, it served nearly 28
million learners (out of 30 million school-age children and youth). The number of public
schools has been stable over the past decade until the Senior High School Level was
implemented in 2016.32 This resulted in a significant increase in the number of
schools offering secondary-level classes and particularly in private schools. State
Universities and Colleges (SUCs), as well as Local Universities and Colleges (LUCs)
were tapped to offer Senior High School (SHS). The increase in the size of the sector
was facilitated by the implementation of a government-funded Voucher Program,
 which allowed a more diversified offer for all learners interested in SHS without putting
undue pressure on the public school system.

5. A Rights-Based Education Through Inclusion Programs ..Page 54

 Realization…According to the Inclusive Education Policy Framework for Basic

Education, “inclusive education contributes to the realization of the Department’s
commitment to quality, equitable, culture-based, and complete basic education, which
is premised on its mandate to protect and promote the right of every Filipino citizen to
such education services.”55 In this context, the inclusiveness of K to 12 Education is
expressed through DepEd’s existing inclusion programs as follows :
 Special Education Program,Indigenous Peoples education Program ,Madrasah
Education Program , Multigrade Program in Philippine Education, Last Mile
Schools, Pantawid Pamilyang Pilipino Program (4Ps), Alternative Learning
System, Child Rights and Child Protection.

6. Water, Sanitation, and Hygiene (WASH)..Page 70

 Realization….In addition to the school feeding program, both the DepEd and the DSWD,
in coordination with the Department of Health (DOH) and LGUs, were required to
establish and maintain water and sanitation facilities, and promote good hygiene and
safe food preparation in all of its component units especially in areas designated for the
preparation of fortified meals under the program described earlier.This was mandated
through a DepEd policy issued in 2016 through which all schools and learning centers
nationwide were required to implement WASH practices according to standards that
will enhance well-being of the children as well as their families. This meant that all
schools must have available drinking water from a trusted source, usable and gender-
segregated improved toilets, and handwashing facilities with water and soap.
 DepEd policy situates WASH in Schools (WinS) within school-based management
(SBM) responsibilities where the school is responsible for achieving these
minimum requirements and for monitoring its progress. There have been major
advances in the last three years, and the COVID-19 pandemic has further
highlighted the importance of WinS as critical to the personal and environmental
hygiene necessary for the safe operation of schools. Participation in WinS
monitoring has increased substantially over the three-year monitoring period from
SY 2017–2018 with a 10% increase (about 5,000 schools) each year to reach an
87.9% participation rate in the most recent monitoring carried out in SY 2019–
2020. The three-star rating system used by DepEd allows a school to reach the
national standards for WinS step-by-step by achieving the defined national priorities,
setting benchmarks, and being incentivized and recognized by the achievements
 that are reported in the monitoring results.Guidelines for the three-star approach are
published in a brochure distributed to all schools.

7. Quality of Education Provision and Learning Outcomes…Page 71

This section addresses the important links between the quality of teaching, the
availability of learning resources designed specifically for learners at different stages,
curriculum standards, and the methods used to assess the
standards reached by learners at these designated stages.
 Assessment of Student Learning Outcomes

Realization ….The process of measuring learners’ progress in the attainment of

learning standards and 21st century skills. The results of the various forms of
assessment shall be used to quantify judgement on learners’ academic
performance.. Whether students are learning in school and how they are learning
are essential determinants of the quality of an education system. Other
associated factors such as the quality of the learning environment and the
school’s strategy for addressing the different forms of violence against children
(bullying, discrimination, etc.) also have an effect on the quality of student
learning. Assessment of classroom learning by teachers is an integral part of day-
to-day lessons and classroom activities, with clear policy guidelines issued in
201676 for the K to 12 Basic Education program.
8. Key Challenges Impacting the Quality of Teaching and Learning…Page 81

 Poor Performance in Reading from Early Years into Secondary School

Realization…. Reading Literacy was the main subject assessed in PISA 2018, so it
provides a benchmark topic against which to measure the learning attained across
elementary and JHS levels. The PISA 2018 data shows that 15-year-old learners in
Grades 9 and 10 who repeated a grade level at least once at the elementary level
scored at least 52 points less in reading than non-repeaters, while those who
repeated a grade level at least once at JHS level scored at least 71 points less in
reading than non-repeaters. PISA 2018 data analysis also showed that 96% of
learners who spent less than a year in early childhood programs fell below Level 2
(defined as the basic proficiency level). Learners who delay entering elementary
school are more likely to encounter learning difficulties and hence score lower on
reading than those who entered at the correct age.

It describes the recent findings that have emerged from the tests described earlier and
proposes solutions to some of the challenges in trying to reverse the trends that have
become apparent in recent years. The onset of the pandemic has aggravated the impact
of these challenges and needs to be factored into the plans for reforming learning in the
next decade. Student perceptions about their performance in reading and their feelings
towards school were additional factors measured via a questionnaire as part of PISA 2018.
Learners who reported feeling positive emotions tended to perform better, and a 1-unit
 increase in the positive feelings’ index was associated with an 8-score point increase in
reading (after accounting for the socio-economic profiles of learners and schools).
Learners who reported sometimes or always feeling joyful at school scored at least 53
points higher in reading than other learners. By promoting a school climate where
students feel safe and socially connected, educators can more effectively support learning
for all students.

9. Curriculum Issues Affecting Student Learning Outcomes..Page 85

Realization ….The K to 12 curriculum has been extensively revised and enhanced with a
Kindergarten year and two SHS years added to the previous 10-year basic
education program. Two key issues have been highlighted in the implementation
of the restructured curriculum that directly affect the quality of student learning
outcomes: high cognitive demand for learners in the K to 12 curriculum and weak
pedagogical skills of teachers for addressing 21st century skills.

10.Dr. Bayocot Message And Pledge ……Page of the front page cover

 Director Bayocot highlighted that the identification of the challenges in

access, efficiency, quality, and governance through the BESA is a
wise and strategic action that the Department can pursue.
With the identified priority development areas, the BEDP 2030
directs its way to success.

 As the Central Office formulates the policies and crafts the

agency’s plans, the Regional Office contextualizes, monitors, evaluates,
and assures quality. However, the school districts and School Division
Offices are the implementing levels of governance where actions are
taking place and where their support is primordial.

The Pledge of the central Office

God Bless. Thank You Very Much …

Submitted by: HAMIDA T. ISMAEL

STUDENT