La Union Provincial Library

Bibliography: pages 200-205.

This study assessed the implementation of the Basic Education sector Reform Agenda in the Division of Pangasinan I. It employed the descriptive method of research. It described the component of the Key Reform Thrusts of the BESRA and the extent by which the activities were undertaken to attain the objectives. It investigated the impact of the implementation based on the analysis of school records and other documents. Further, it Looked INto the problems encountered in the implementation of the program based on the perceptions of the respondents. Based on the findings, the study proposed policy redirections to ensure the effective implementation of the aforesaid program. Employed respondents in this study were 194 school heads, four hundred thirty-two (432) elementary grades teachers and our hundred fifty (450) stakeholders who were chosen through randomization. randomization. Data and information were derived through documentary analysis. questionnaires were likewise used to gather data and information. Frequencies, percentage, average weighted mean and ranking were used to answer the research problems. The findings of the study are as follows: 1) the activities to attain the objectives of the five key reform thrusts of the Basic Sector Reform Agenda to ensure continuous improvement of the schools in all aspects, were done on a moderate extent only, 2) the impact of the activities undertaken to ensure the attainment of the five key reform thrusts was not significant as proven by the slight increases of all performance indicators such as the participation rate, cohort survival rate, completion rate and transition rate and slight decrease in the dropout rate. A slight increase was noted in the achievement rate except in Filipino where the National Achievement Test (NAT) mean percentage score decreased by 3.09. The MPS in all learning areas, however, were below 75 percent, the standard set by the DepEd. A slight increase of 1.58 was noted for independent readers, 0.77 for instructional leaders and a slight decrease in the percentage of frustration and non-readers. On nutritional status, a slight increase in the number and percentage of pupils under normal weight and height was noted although the indicators are still below the standard set by the DepEd. On Staff development, an increase in the percentage of teachers promotion was noted. There was a slight increase on percentage of teachers who attended relevant in-service trainings. On curriculum development, an increase in the number of modules, strategic intervention materials (SIM), test-item bank, activity cards and audio-visual aids, was noted. On physical facilities and ancillary services, a slight increase in the number of classrooms was seen, however, classrooms are still inadequate to meet the standard ratio. Other physical facilities and ancillary services are still inadequate, 3) the problems met in the implementation were lack of school funds, monitoring difficulty in of teachers needs, implementation difficulty in the of an efficient participatory system limited involvement of community folks, inadequacy of relevant trainings for teachers and teachers' welfare is not well-taken care of. Problems on social support was on limited cooperation of the community. Problems met in the attainment of key. reform thrust no. 4, revolved around passiveness of the adult members in the community to participate in school activities, non-collaboration of non-government sectors, poor advocacy and multifarious activities on the part of pre-elementary school teachers that led to the non-attainment of the objectives. Problems met in the attainment of key reform thrust no. 5 were inadequate funding due to the limited involvement of other stakeholders, numerous reforms and innovations, few ICT trained teachers and inadequacy of information and technology materials and equipment, 4) the proposed policy redirections for effective implementation of the BESRA anchored on the undertaking of capability building activities for school heads to focus on effective organization and utilization of school governing councils, improvement of linkage with the stakeholders to ensure their active involvement, maximum utilization of quality supervisory works, effective networking and mobilization of resources, revisiting their school improvement and annual implementation plans and redirecting their strategies and activities to ensure continuous school improvement process, improving the ability of the school heads to harness public-private partnership, revisiting the hiring guidelines for teachers and recommending some provisions, undertaking professional development activities for teachers including their skills development in the utilization of information and communication technology, administering periodical tests for teachers to ensure high level of English proficiency and providing an avenue for closer coordination and working atmosphere with the public and private sectors to gain support. Based on the findings, the following conclusions were drawn: 1) the gap between the actual performance and the standard performance set by the Department of Education in the four areas of learning namely pupil development, staff development, curriculum development, and physical facilities and ancillary services can be attributed to the moderate extent in the undertaking of activities of the school heads, teachers and stakeholders to achieve the objectives of the Basic Education Sector Reform Agenda. 2) the impact of the implementation of the five key reform thrust was not significant as evidenced by the little improvement in the performance indicators, 3) problems encountered by the school heads, teachers and stakeholders can be solved if the activities to attain the objectives of the five key reform thrusts will be undertaken to a great or full extent, and, 4) the proposed policy redirections if implemented can contribute to the attainment of the objectives of the Basic Education sector Reform Agenda since the policy redirections are based on the identified needs of the program. Based on the findings and conclusions drawn, the following are recommended: _ school heads, internal and other stakeholders shall revisit their school improvement and annua_ implementation plans, sit together to discuss the proposed policy redirections and come out with a plan on how they can implement such policy redirections, 4) school heads shall propose the allocation of funds from the special education funds of the local school board, or generate funds to support the implementation of the proposed policy redirections, 3) effective monitoring and evaluation shall be undertaken to determine the progress of each elementary school as a result of the new strategies and activities that will be undertaken in the implementation of the proposed policy redirections, and, 4) a study which is wider in scope and covering a wider geographical area shall be undertaken as a follow up of this study.

CHED-La Union Donation March 5, 2015