RESEARCH-MEPATechnical Assistance
Framework
SESSION OBJECTIVES
• At the end of the session, the participants are
expected to:
a. Explain the relevance of building a culture of
research in schools to the full institutionalization
of MEPA;
b. Explain the significant framework of Research,
MEPA and Technical Assistance to the new
DepEd Rationalized Structure; and
c. Develop deeper understanding on the importance
of
Research-MEPA-Technical
Assistance
Framework in enhancing governance of basic
education services.
ACTIVITY: Self-Assessment
Direction: Assess how is the culture of Research, M&E and TA in your
organization, using the following rating scale: 1 – Developing
; 2 – Maturing; 3 –
Advanced .
INDICATORS
No.
Rating
A.
Research Culture
1.
A good number of personnel conduct Action Research based on the 1
Research Agenda.
2 3
2.
The researches conducted are presented through forum/congress 1
and research journal.
2 3
B
Monitoring & Evaluation
3.
The inclusion of Research in the M&E system (MEPA) has already 1
been established at all levels and units.
4.
The M&E Results are utilized in decision-making, plan adjustment
and policy directions.
C.
Technical Assistance
5.
Technical Assistance is evidence-based (M&E Results, Research).
6.
Varied TA mechanisms are institutionalized (LAC Session, LPP, etc.)
Total Score
Level of Competence
2 3
How is your assessment result?
Directions:
1. Sum-up the total score and divide it by 6.
2. Determine your level of culture of Research, M&E and TA in your
organization based on the table below:
Range
Descriptive
Rating
Interpretation
1.0-1.49
Developing
There is a moderate level of culture of
Research, M&E and TA in your organization;
it needs to be strengthened further.
1.50-2.49
Maturing
There is a high level of culture of Research,
M&E and TA in your organization; a little
enhancement is needed to strengthen it.
2.50-3.0
Advanced
Congratulations! There is a very high level of
culture of Research, M&E and TA in your
organization; you are aligned with the
rationalized structure of the dept.
ANALYSIS
1. How did you find the activity?
2. What is the level of culture of
Research, M&E and TA in your
organization ?
3. What
facilitating/hindering
factors
contributed for having such level?
4. Which specific mechanism among the
three (3) do you need assistance more?
5. Why is your organization need to have
high level of culture in all these
mechanisms/systems?
RESEARCH LEGAL BACKGROUND
Legal Basis: Rule III, Section 3.2, par. 1, No. 5 of the IRR of
RA 9155 stipulates the regional mandate of “Undertaking
research projects and developing and managing
region-wide projects which may be funded through
official development assistance and/or funding
agencies.”
Regional Policy:
•
•
•
•
Region Memorandum No. 78, S. 2011: 2nd Research Congress cum
Regional Awarding Ceremony
Region Memorandum No. 513, s. 2012: 3rd Regional Research cum
School-Based Management Congress & Launching of Project
SOCCSKSARGENT
Region Memorandum No. 297, s. 2013: 4th Regional Research cum
School-Based Management Congress and 1st Communication Festival
(ComFest)
Region Memorandum No. 245, s. 2012: Revitalizing Classroom
Structuring cum CFSS
DEPED XII INTEGRATED RESEARCH FRAMEWORK
Improve access and quality basic education through a culture of research.
INPUT
PROCESS
Issues / Problems Affecting Attainment of EFA
/MDG:
School-Based
Action Research
* Access
* Governance
* Quality
OUTPUT
Research
Journal as
basis for
Regional Policy
Directions &
Formulation
towards
effective:
* QATAME
District Research
Forum
BESRA Key Result Thrusts:
KRT 1: School-Based Management
KRT 2: Teacher Education & Development
KRT 3: Quality Assurance & Learning
Support
KRT 4: Complimentary Assistance of
Pre-school & ALS
KRT 5: Institutional Culture of Change –
ICT
& Organizational Development
Division Research
Conference
Regional Research
Congress
National Research
Congress
on Kto 12
Education
Sources of Research Agenda
• Educational Policy Issues (EFA/MDG/BESRA)
• 15 PAPs & Other Milestones
F
Effective
Implementation
of
SBM - K to 12
Basic Education
Program
E
E
D
B
A
C
EFA / MDG
K
DepEd XII INTEGRATED REGIONAL
MEPA OPERATIONAL FRAMEWORK
SMEPA
DMEPA
• SCHOOL MONITORING EVALUATION & PLAN
ADJUSTMENT (SMEPA)
• School Quality Management Team (QMT ) - Monthly
• DIVISION MONITORING EVALUATION & PLAN
ADJUSTMENT (DMEPA)
• Division QMT – Quarterly (4th week of March, June, Sept., December)
• REGIONAL MONITORING EVALUATION & PLAN ADJUSTMENT
(RMEPA)
RMEPA
• CLMD, QuAAD, PPRD, HRTD, ESSD, FTAD – Quarterly (1st week of April, July, Oct. 2014 & Jan.
2015)
• CENTRAL OFFICE MONITORING
ADJUSTMENT (COMEPA)
COMEPA
EVALUATION
&
PLAN
The MEPA PHASES
SMEPA
DMEPA
RMEPA
• Monthly Review: End of Month
• Duration: One day
• Focus on Operational Concerns (OC) based on Themes & AIP Review
• School-Researches relevant to the themes can be presented
• OC will be inputs to District Report by PSDS
• Participants: SQMT (SPT, SGC, BLGU)
• Quarterly Review: End of the 3rd month of every Quarter
• Duration: 1-2 days (1st day: PSDS; 2nd day: Division M&E Team)
• Focus on Major PPAs vis-a-vis Themes thru PSDS Report of Schools'
OC
• Participants: Division QMT Team, Program Coordinators, PSDS
• Outputs: Agenda on Technical Assistance (TA) & Policy Directions
(PD) as inputs to RMEPA
• Quarterly Review: 1st week of the following month of the next Quarter
• Duaration: 2 days (1st day: SDOs; 2nd day: Region M&E Team
• Focus on Major PPAs vis-a-vis Themes
• Participants: Division/Region QMT Teams, Regional Program Coordinators
• Outputs: Agenda on Technical Assistance TA & Policy Directions (PD) as
inputs to CO-MEPA
SCHOOLS DIVISION OFFICE IN THE RS
Key Result Areas
1. Division Strategic Planning
2. Hiring, Recruitment and Promotion of Personnel
(teaching and non-teaching) Implementation of
Education Agenda and Policies
3. Implementation of Education Agenda and Policies
4. Management of Curriculum Implementation
5. Provision of Instructional Supervision
6. Building Communities of Practice
SCHOOLS DIVISION OFFICE IN THE RS
KRAs
1. Division
Strategic
Planning
Major Outputs
 Division DEDP Team and SIP Committee Formed
and sustained
 Division Review and Appraisal Committee Report
 DEDP Periodic Implementation Review
 Division Strategic Planning System
 Comprehensive Strategic Plans(DEDP and SIPs)
2. Hiring,
Recruitmen
t and
Promotion
of
Personnel
(teaching and
non-teaching)
 Updated eBEIS Needs Analysis
 Registry of Qualified Applicants
 Implementation Standards per HR System
 Division Teacher Induction Program
 Matrix of Promotion, Transfers & Reassignments
of Personnel (Designation Orders ,Special Orders)
SCHOOLS DIVISION OFFICE IN THE RS
KRAs
3.
Implementation
of Education
Agenda and
Policies
Major Outputs
 Disseminated / Monitored implementation of
DepED Orders, Memos, Letters& other Issuances
 Division Plan to Implement the Education Agenda
and Policies to achieve MDG & EFA goals
 Division Policies anchored to CO,RO policies
and/or Division Needs
 Standards for the Implementation of Education
Agenda and Policies
 Division Plan towards Supervision ofDivision
operations and educational programs
implementation
 M & E Systems, Mechanisms and Tools for
Division Operations, Programs and Projects
 Management & Monitoring Plan for and Report
on the distribution of Nat’l funds and LGU
allotment to schools and LCs
SCHOOLS DIVISION OFFICE IN THE RS
KRAs
3.
Implementation
of Education
Agenda and
Policies
Major Outputs
 Implementation Performance Evaluation Systems &
Mechanisms of Personnel (Staff Devt, Physical &
Fiscal)
 Sustained or Improved personnel performance
 Quarterly Performance review of Division
Operations /Conduct of Division Monitoring,
Evaluation and Adjustment (DMEA)
 Monthly conduct of Division Executive Committee
 Conduct of Coordination Meetings among units,
sections and division chiefs
 HRD Plan for all Division Personnel (Teaching and
Non-Teaching)
 Reports on Progress and Results
Implementation and Monitoring of Division
Operations, programs and Projects
 Strengthened level of governance and operation
(leadership and management transparency,
accountability and responsibility)
SCHOOLS DIVISION OFFICE IN THE RS
KRAs
Major Outputs
4. Management  Monitoring Reports on the Implementation
of Curriculum
of Basic Education Curriculum(K to 12) and
Implementation
other support educational programs
 Localized curriculum materials and programs
 Localized curriculum delivery relevant to the
schools/LCs condition in the division
 Reports on the outcomes or on the
evaluation of results of the implementation
of the curriculum
 Recommendations for the improvement of the
curriculum and its implementation
SCHOOLS DIVISION OFFICE IN THE RS
KRAs
Major Outputs
5. Provision  Standards and Processes on Instructional
of
Supervision
Instructional  Continuing implementation of the Instructional
Supervision
Leaders Development Program for school heads
 Continuing Professional Development of Teachers
in the Division; Annual INSET Plan for teachers
 Updated Profile of Teachers’ Instructional Needs
(NCBTS-TSNA)
 Monthly Supervisory Reports by School Heads
and Division Supervisors
 Quarterly Performance review of Division
Implementation of their Instructional
Supervision Plan
 Capacitated School Instructional Leaders
SCHOOLS DIVISION OFFICE IN THE RS
KRAs
Major Outputs
6. Building  Continuing D/SLAC Program
Communitie
 Benchmarked, Documented and Shared
s of Practice
Practices found Effective
 Division Summit of Effective Practices
 Division Awards & Incentive Program or
System for Effective Performance and
Practices for Individuals and Units
INTERACTION AMONGST SDO OFFICES: IMPLICATION TO SMEPA CUM ACTION RESEARCH
SDS OFFICE
Manage and support the core technical offices
CID - IS
CID - DS
Give Qualitative Info
Obtain Quantitative info
Give Needs Info
Professional Development of SDO Staff
SGOD - HRD
Observations
Instructional
Supervision
Professional
Development
SGOD - HRD
SCHOOLS
TA on
Learning
Environment
TA on Social &
Resource Mob.
SGOD - SHN
SGOD - EF
SGOD – P&R
(quantitative)
School data
Support
service to
Learners
SGOD – SM,ME
(qualitative)
Identify
needs
SGOD - SocM
Stat on Learners’
health issues
Stat of T-L Environment
SCHOOL RESEARCH AGENDA
OF PAG-ASA NHS
Issues &
Concerns
Research
Title
Research Problem
SBM
Assessment
is now the
basis in the
formulation
of the TA
Plan of the
SGOD
of
SDO.
SBM
Assessment
of
PNHS:
Basis for an
Enhanced
Implementation
1. What is the school’s profile in terms
of the following KPIs:
1.1 Access (Enrolment Rate);
1.2 Efficiency (Drop-out Rate); and
1.3 Quality (NAT)?
2. What are the factors affecting the
school’s KPIs?
2.1 Internal Factors; and
2.2 External Factors?
3. What is its SBM Level of practice in
terms of the following principles:
3.1 Leadership and Governance;
3.2 Curriculum and Instruction;
3.3 Performance Accountability; and
3.4 Resource Management?
4. What are the facilitating and
hindering factors affecting the SBM
level of practice?
5. Based on the foregoing results of the
study, how can the SBM Level of
practice be enhanced?
Research
Method / Tools
Quantitative:
* Document
Analysis
- Percentage
* Survey
-Weighted Mean
Qualitative:
• SWOT Analysis
- Thematic
Analysis
• Observation
– Observation
Tools
• Discussion
- FGD Guide
Questionnaire
- Thematic
Analysis
Research
Proponents
•SPT
• SGC
SCHOOL RESEARCH AGENDA
OF PAG-ASA NHS
Issues &
Concerns
Research
Title
Research Problem
The Dropout Rate is
fluctuating
for the last
three
school
years: 5.40,
3.5, 6.0
Assessment
of DORP of
Pag-asa
NHS: Basis
for
an
Enhanced
Implementation Plan
1. What is the drop-out profile of Pagasa NHS as segmented by:
1.1 Geographical location;
1.2 Grade level;
1.3 Gender, and
1.4 Age?
2. What is the level of effectiveness of
DORP in terms of the following program
components:
2.1 Attainment of objectives;
2.2 Strategies, and
2.3 Stakeholders support?
3. Which of the following contributory
factors affect the school performance in
drop-out rate?
3.1 Family-related,
3.2 Individual-related,
3.3 Community-related and
3.4 School-related?
4. What are the innovations initiated
and
challenges
encountered
by
stakeholders
in
their
DORP
implementation
Research
Method / Tools
Quantitative:
* Document
Analysis
- Percentage
* Survey
-Weighted Mean
Qualitative:
•FGD Guide
Questionnaire
- Thematic
Analysis
Research
Proponents
Grade Level
Chairmen
SCHOOL RESEARCH AGENDA
OF PAG-ASA NHS
Issues &
Concerns
Research
Title
Research Problem
Research
Method /
Tools
There is a
need
to
establish
SHS
by
2016
since
PNHS is
the only
secondary
school in
the
municipality.
Senior
High
School
Readiness
Assessment:
Basis for
the
Proposed
Operational Plan
of Pag-asa
NHS
1. Based on internal assessment, what is the current
profile of PNHS in terms of:
1.1 Learners Profile for SY 2016-17
1.1.1 Number of Projected Learners;
1.1.2 Distance from home to school; and
1.1.3 Interest of specialization?
1.2 Resource Requirements based on the proposed
SHS Track:
1.2.1 Teachers;
1.2.2 Classrooms;
1.2.3 Facilities, Materials and Equipments; and
1.2.4 Buildable Space?
2. Based on external assessment, what is the
current profile of PNHS in terms of:
1.1 Educational Institutions support
1.1.1 HEIs;
1.1.2 TVIs; and
1.1.3 SUCs?
1.2 Potential Industry Partners & Other
Stakeholders
1.2.1 Support for Academic Track; and
1.2.2 Support for Tech Voc Track?
3. Based on the foregoing results of the study, how
can the SHS Operational Plan be designed?
Quantitative:
* Document
Analysis
- Percentage
* Survey
-Weighted Mean
Qualitative:
•FGD Guide
Questionnaire
- Thematic
Analysis
Research
Proponents
•SPT
• SGC
SCHOOL RESEARCH AGENDA
OF PAG-ASA NHS
Issues &
Concerns
Research
Title
Research Problem
Research
Method /
Tools
To
be
responsive
and
relevant
with
the
demands of
time,
the
school
needs
to
have
Teachers
Professional
Development
Program
In-depth
Analysis of
the
Instructional
Supervisory Report:
Basis for
Teachers
Professional
Development
Program
1. What are the teaching strategies
employed by teachers in developing
student’s HOTS?
2. What is the level of competence of
teachers in terms of the following:
2.1 Facilitating Skills;
2.2 Art of questioning;
2.3 Classroom management; and
2.4 Assessment (KPUP)?
3. What are the training needs of the
teachers based on the supervision
conducted?
4. Based on the in-depth analysis of the
Instructional Supervision Report, how
can
the
Teachers
Professional
Development Program be designed?
Quantitative:
* Document
Analysis
-Percentage
-Weighted Mean
Qualitative:
• Interview
Guide
Questionnaire
- Thematic
Analysis
Research
Proponents
•SPT
• Department
Heads
SCHOOL RESEARCH AGENDA
OF BAYANIHAN NHS
Issues &
Concerns
Research
Title
Research Problem
Research
Method /
Tools
With the
full
support
of
the
stakeholders,
the
school is
one of the
early
impleMenters
of
SHS
for
this
SY 20142015
Assessment
of the Early
Implementation of
SHS at
Bayanihan
NHS:
Challenges,
Innovations
&
Directions
1. What is the level of implementation of
the following TVL specializations:
1.1 Beauty Care;
1.2 Electricity; and
1.3 Food and Beverage?
2. What are the challenges encountered
by teachers in the implementation in
terms of:
2.1 Curriculum and Instruction;
2.2
Facilities,
Equipment
and
Materials; and
2.3 Assessment?
3. What are some innovations employed
by the school?
4. Based on the foregoing results of the
study, what policy directions can be
formulated to further improve the SHS
impmentation?
Quantitative:
* Document
Analysis
-Percentage
-Weighted Mean
Qualitative:
• FGD /
Interview Guide
Questionnaire
- Thematic
Analysis
Research
Proponents
•SPT
• Department
Heads
A. Technical Assistance Needs Assessment Stage
1.
2.
For RO-TA: Assess Inputs from DEDP Implementation Results, QAA-M&E Report, BEIS Data
(Quantitative & Qualitative)
For DO-TA: Assess Inputs from SBM Readiness Assessment Results, School AIP Implementation
Results, BEIS Data, (Quantitative and Qualitative) , QAA-M&E Report
G. Progress/Annual Report to Management Stage
1.
2.
3.
Consolidation of progress/summative results
Analysis of TA results
Preparation of Quarter/Annual Report
F.
B.Planning
Stage
1. Prioritize
assessed TA
Needs per
DO/School
2. Establish
agreements on
(performance)
targets
3. Prepare the TA
Plan per
DO/School
E. Adjustment of
Quarter Plan /
Targets
1. Discuss results
of “Stage D”
with the team
2. Adjust TA Plan
D. Feedback
1. Discuss with
target group
quarter progress
2. Adjust
performance
targets
C. Implementation Stage
1. Execute the TA Plan /Intervention
2. Conduct Progress Monitoring
3. Analysis: Team Discussion on Progress
Monitoring Results and Planning for
Feedback
Evaluation of
TA Stage
1. Discuss with
target group
the
Accomplishme
nt vis.
Performance
Targets
2. Discuss with
group over-all
results vis. TA
Plan
3. Prepare inputs
to Annual
Report
Technical Assistance
Process Framework
TA Structure in the SDO
CID
SGOD
Cluster of Schools
PSDS
RESEARCH-MEPA-TA FRAMEWORK
Research
TA
MEPA