QAAF Quality Assurance and Accountability Framework QMS Quality Management System JOEMAR L. FURIGAY Presenter QAAF/QMS KRT 1: Continuous school improvement facilitated by active involvement of stakeholders QAAF/QMS KRT 2: Better learning outcomes achieved by improved teacher standards QAAF/QMS KRT 3: Desired learning outcomes enhanced by national learning strategies, multi-sector coordination, and quality assurance QAAF/QMS KRT 4: Improved impact on outcomes resulting from complementary ECE, ALS, and private sector participation QAAF/QMS KRT 5: Institutional culture change in DepEd to facilitate school initiatives and assuring quality QAAF/QMS KRT 3: Desired learning outcomes enhanced by national learning strategies, multisector coordination, and quality assurance QAAF/QMS DepEd Order No. 44, s. 2010 dated May 11, 2010: Re: “Adoption of the KRT 3: Quality Assurance and Accountability Framework (QAAF)” QAAF/QMS To implement KRT 3, BESRA crafted the QAAF, which was eventually approved by the EXECOM in September 2008. QAAF/QMS The QAAF led to the creation of DepEd’s Quality Management System (QMS) to ensure the delivery of quality basic education. QAAF Objectives 1. Highlight the strategic importance of schools in providing quality education to learners QAAF Objectives 2. Strengthen support of the divisions and regions to schools and community learning centers QAAF Objectives 3. Define the system boundaries between DepEd Units 4. Facilitate the documentation and propagation of best and effective practices QAAF Objectives 5. Endure education standards and management systems at all levels are in place QAAF Objectives 6. Instill a continuous improvement in the education system 7. Facilitate decision-making and problem solving Fundamental Premises Guiding QAAF 1. The stakeholders of basic education include the parents, the community, skills development centers and higher education institutions, employers, and society in general. Fundamental Premises Guiding QAAF 2. Learners’ education is the main product of the Department. 3. Learners are part of the basic education delivery process. Fundamental Premises Guiding QAAF 4. Basic education consists of desired levels of experiences and series of processes employed where outcomes are assessed in various phases and stages of learning. Fundamental Premises Guiding QAAF 5. Quality basic education in the Philippines in anchored on the concept of functional literacy. 6. Quality assurance in anchored on the principle of shared governance. QAAF Salient Features 1. 2. 3. 4. 5. 6. Functional Literacy Learner’s outcome School Management levels Process approach Continuing improvement QAAF Salient Features 1. 2. 3. 4. 5. 6. Functional Literacy – overall goal Learner’s outcome – success main indicator School – core unit of QA through SBM Management levels – system perspective Process approach – core element of QA Continuing improvement – pursuit of excellence QAAF Salient Features 1. Functional Literacy – overall goal 2. 3. 4. 5. 6. Learner’s outcome – success main indicator School – core unit of QA through SBM Management levels – system perspective Process approach – core element of QA Continuing improvement – pursuit of excellence Functional Literacy Functional literacy refers to the ability to communicate effectively, to solve problems scientifically, to think critically and effectively, to use resources sustainably, to be productive, to develop one’s sense of community, and to expand one’s world view. Functional Literacy Functional Literacy Communication Skill -ability to clearly express or write one’s idea Critical Thinking and Problem Solving -numeracy skill -innovativeness and creativity -scientific thinking Functional Literacy Productivity -sustainable use of resources -ability to earn a living -entrepreneurship Functional Literacy Development of Self and Sense of Community -fellowship and socialization -responsibility and accountability Functional Literacy Expanding One’s World Vision -global awareness -linkages with other citizens -globally competitive QAAF Salient Features 1. Functional Literacy – overall goal 2. 3. 4. 5. 6. Learner’s outcome – success main indicator School – core unit of QA through SBM Management levels – system perspective Process approach – core element of QA Continuing improvement – pursuit of excellence QAAF Salient Features 1. Functional Literacy – overall goal 2. Learner’s outcome – success main indicator 3. 4. 5. 6. School – core unit of QA through SBM Management levels – system perspective Process approach – core element of QA Continuing improvement – pursuit of excellence Learners’ Outcome Participation/Enrolment -ensure that all learners of schools age are in the school -ensure that those participating in the education process are READY Learners’ Outcome Retention -ensure that those participating in school/learning center are KEPT -ensure that those retained in the system are THOSE THAT ARE LEARNING Learners’ Outcome Retention -ensure that when learners reach the next level, they have the capacity to meet the standards and challenges in that next level Learners’ Outcome Completion -ensure that those completed basic education are prepared to function effectively in society -ensure that those who completed basic education are ready for work, higher education, and lifelong learning Learners’ Outcome Achievement -ensure that there is progression in learning through processes -ensure the attainment of the desired goal through assessment measures Learners’ Outcome Learners’ Outcome QAAF Salient Features 1. Functional Literacy – overall goal 2. Learner’s outcome – success main indicator 3. 4. 5. 6. School – core unit of QA through SBM Management levels – system perspective Process approach – core element of QA Continuing improvement – pursuit of excellence QAAF Salient Features 1. 2. Functional Literacy – overall goal Learner’s outcome – success main indicator 3. School – core unit of QA through SBM 4. 5. 6. Management levels – system perspective Process approach – core element of QA Continuing improvement – pursuit of excellence School as QA core unit thru SBM School as QA core unit thru SBM Curriculum and Instruction A. Content -Does the content develop the students holistically? Does it fit their needs? Do they learn the actual standards? School as QA core unit thru SBM Curriculum and Instruction B. Time Allotment -Do we provide adequate time for the students to master competencies or meet the requirements of the curriculum? School as QA core unit thru SBM Curriculum and Instruction C. Teaching-Learning Process -Are the teaching-learning processes in sync with the individual needs of the learners? School as QA core unit thru SBM Curriculum and Instruction C. Teaching-Learning Process -Do the teaching strategies venture on the maximum use of available school facilities and instructional materials such that each student may benefit to the fullest? School as QA core unit thru SBM Curriculum and Instruction D. Assessment -Is assessment balanced? -Is there an assessment done on what the learner gained in terms of content and skill? School as QA core unit thru SBM Curriculum and Instruction D. Assessment -Is assessment performance-based? -Is the learners’ competence assessed while doing an activity or while equipment/instructional material is used? School as QA core unit thru SBM Curriculum and Instruction D. Assessment -Is assessment authentic? (HOT, Depth of Knowledge, Connectedness to the world, Substantive conversation, Social support for achievement) School as QA core unit thru SBM Teacher A. National Competency-Based Teacher Standards (NCBTS) -Do the following factors guarantee teachers who can demonstrate competence in the care and use of school facilities? School as QA core unit thru SBM Teacher 1. Pre-service profile -education -specialization -licensure School as QA core unit thru SBM Teacher 2. In-service -upskilling -training -graduate education School as QA core unit thru SBM Teacher 3. Work environment -opportunities for further learning School as QA core unit thru SBM Teacher NCBTS implementation during in-service -improve career path and promotion -continuous development of teachers -enhance deployment of teachers School as QA core unit thru SBM Teacher NCBTS implementation during in-service -enhance welfare and benefits -provide adequate teacher items -strengthen selection and hiring system School as QA core unit thru SBM Administration and Leadership A. SBM Levels of Practice Level 1 – establishing and developing structures and mechanisms School as QA core unit thru SBM Administration and Leadership A. SBM Levels of Practice Level 2 – introducing and sustaining continuous improvement process School as QA core unit thru SBM Administration and Leadership A. SBM Levels of Practice Level 3 – ensuring the production of intended outputs School as QA core unit thru SBM Administration and Leadership B. Instructional Leadership -SIP (School Improvement Plan) -AIP (Annual Improvement Plan) School as QA core unit thru SBM Administration and Leadership C. Teacher Leadership -Is teacher empowerment encouraged? -Are teachers given the right to productively control instructional decision? School as QA core unit thru SBM Administration and Leadership C. Teacher Leadership -Are teachers given the chance to develop programs by knowing who their learners are and how they should b taught? School as QA core unit thru SBM Learning Environment Are there standards developed and policies formulated in line with: -instructional technology: teaching approaches, multimedia School as QA core unit thru SBM Learning Environment -textbook-student ratio -learner-module ratio -ICT use in instruction -physical facilities and equipment? School as QA core unit thru SBM School Culture A. Sustained Systemic Improvement -Do the established processes and mechanisms on the management of learning and resource materials operate regardless of certain persons and structures? School as QA core unit thru SBM School Culture A. Sustained Systemic Improvement -Are these processes and mechanisms bound to last? -Are there efforts to fine tune them? School as QA core unit thru SBM School Culture B. Shared Governance -Do stakeholders support the efforts of the school in terms of providing appropriate learning resource materials? School as QA core unit thru SBM School Culture B. Shared Governance -Do stakeholders support the efforts of the school in terms of providing appropriate learning resource materials? QAAF Salient Features 1. 2. Functional Literacy – overall goal Learner’s outcome – success main indicator 3. School – core unit of QA through SBM 4. 5. 6. Management levels – system perspective Process approach – core element of QA Continuing improvement – pursuit of excellence QAAF Salient Features 1. 2. 3. Functional Literacy – overall goal Learner’s outcome – success main indicator School – core unit of QA through SBM 4. Management levels – system perspective 5. 6. Process approach – core element of QA Continuing improvement – pursuit of excellence Management levels QAAF Salient Features 1. 2. 3. Functional Literacy – overall goal Learner’s outcome – success main indicator School – core unit of QA through SBM 4. Management levels – system perspective 5. 6. Process approach – core element of QA Continuing improvement – pursuit of excellence QAAF Salient Features 1. 2. 3. 4. Functional Literacy – overall goal Learner’s outcome – success main indicator School – core unit of QA through SBM Management levels – system perspective 5. Process approach – core element of QA 6. Continuing improvement – pursuit of excellence Process Approach Benefits in the school system 1. Consistency of results, products, and services 2. Alignment of systems and processes from the national level down to the school level to achieve desired learners’ outcomes Process Approach Benefits in the school system 3. Clarification of roles and responsibilities between and among implementers and stakeholders 4. Transparency of operations within DepEd QAAF Salient Features 1. 2. 3. 4. Functional Literacy – overall goal Learner’s outcome – success main indicator School – core unit of QA through SBM Management levels – system perspective 5. Process approach – core element of QA 6. Continuing improvement – pursuit of excellence QAAF Salient Features 1. 2. 3. 4. 5. Functional Literacy – overall goal Learner’s outcome – success main indicator School – core unit of QA through SBM Management levels – system perspective Process approach – core element of QA 6. Continuing improvement – pursuit of excellence QAAF Salient Features 1. 2. 3. 4. 5. Functional Literacy – overall goal Learner’s outcome – success main indicator School – core unit of QA through SBM Management levels – system perspective Process approach – core element of QA 6. Continuing improvement – pursuit of excellence Continuing Improvement *Process Check/Compliance Review -a review process that checks the adherence to and compliance of school, division, region, and national units to the quality assurance processes and guidelines of DepEd. Continuing Improvement *Appraisal System -a system review and assessment throughout DepEd which will assure the relevance, feasibility, and sustainability of the educational programs and projects implemented at each management level Continuing Improvement *Self-Assessment -a quality assurance mechanism that allows units to self-examine or self-evaluate their performance against set standards Continuing Improvement *Readiness Assessment -a startup mechanism that checks the readiness of regions, divisions, and schools to implement and manage educational programs and projects Continuing Improvement *Annual Implementation Review -a quality control mechanism that reviews the efficiency of implementing units belonging at the national, regional, division, and school levels Continuing Improvement *Midterm Implementation Review -a type of review that measures the initial gains or initial benefits derived from implementing the educational plans and programs Continuing Improvement *Outcome Evaluation -a review on the effectiveness of programs and programs, policies and standards implemented by DepEd units -Findings may be used as inputs to improving policies, standards, and education program designs. Continuing Improvement *Accreditation -aims to raise the bar of excellence to each school -evaluated by an external party to assess whether the school is able to meet or exceed set standards Continuing Improvement *Performance Evaluation -a review of performance based on the quality of work versus a term of reference Continuing Improvement *Inventory of Resources -annual accounting of resources needed to sufficiently and efficiently implement the processes Quality Management System (QMS) -The QMS puts into operations the QAAF at the school, district, division, and region. Quality Management System (QMS) -It is designed to raise the quality of education and management services at all levels. Key Processes Classroom Level -lesson planning -classroom management -student assessment -remediation/enhancement Key Processes School Level -early registration -advocacy -actual enrolment -physical facilities enhancement Key Processes School Level -health and nutrition program -remediation program -dropout reduction program -alternative delivery mode Key Processes School Level -curriculum implementation -student evaluation -managing stakeholders -school-based inset Key Processes Division Level -Division EDP -SIP appraisal -staff development -instructional consultancy and supervision Key Processes Division Level -Human resource management services -Networking -SIP monitoring and evaluation -Action research Key Processes Regional Level -Quality assurance system -Planning and appraisal process -Results monitoring and evaluation -Policy review and research Key Processes National Level -Policy research -Standard setting -Curriculum design -Project management -Human resource management QAAF Quality Assurance and Accountability Framework QMS Quality Management System JOEMAR L. FURIGAY Presenter References -DO 44, s. 2010 – Adoption of the KRT 3: Quality Assurance and Accountability Framework (QAAF) (https://www.deped.gov.ph/2010/05/11/do-44-s-2010-adoption-ofthe-krt-3-quality-assurance-and-accountability-framework-qaaf/) -Quezon City Division Memorandum No. 235, s. 2010 (http://www.depedqc.ph/archive/memo/052410/no%20235.pdf) -https://www.yumpu.com/en/document/view/36305021/qaafdeped-naga-city References -Republic Act No. 9155 (https://www.officialgazette.gov.ph/2001/08/11/republic-act-no9155/) -https://www.scribd.com/presentation/241250449/2aUnderstanding-the-Context-of-Quality-Assurance#download Learning Task Pursuant to DepEd Order No. 44, s. 2010, also known as “Adoption of KRT 3: Quality Assurance and Accountability Framework,” the QATAME was introduced to each Schools Division Office. Explain how this mechanism works in trainings and seminars for teachers.