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.