basic education strategic plan

DepEd’s BEDP 2030: A strategic roadmap for PH basic education

To provide a strategic roadmap to improve the delivery and quality of basic education, the Department of Education (DepEd) on June 3, Friday, launched the Basic Education Development Plan 2030 (BEDP 2030).

“BEDP is part of the administration’s efforts to ensure that the call for improving the access and quality of basic education will continue as these are the challenges that were identified by various researches,” Education Secretary Leonor Briones said.

The BEDP 2030 is the first long-term plan of the DepEd for basic education, covering formal education from five to 18 years old and non-formal education for youth and adults.

“BEDP 2030 was anchored on the Sulong Edukalidad framework to harmonize the strategies within DepEd,” Briones added.

The plan aims to continue the goals of the DepEd for all Filipinos to realize their full potential and contribute meaningfully to a cohesive nation through the protection and promotion of the right to education.

BEDP 2030 was also designed to address the immediate impacts of the pandemic on learning, participation, and education delivery, address the remaining access gaps, improve education quality and build resilience.

Undersecretary and Chief of Staff Nepomuceno Malaluan said that during the launch, DepEd’s “blueprint for the next decade in formulating, implementing, coordinating, monitoring, evaluating, and supervising policies, plans, programs, and projects to further improve the basic education and the experience of learners in the learning environment” were discussed.

Malaluan stressed that the BEDP 2030 will be a “living document” subject to continuing review and refinement by the incoming administration.

The launch was attended by key DepEd officials, Education Forum for Quality Education (Educ Forum) representatives, and partners, including the Philippine Business for Education (PBEd), UNICEF, and SEAMEO INNOTECH.

• Transparency Seal
• Citizen's Charter
• PIDS Vision, Mission and Quality Policy
• Strategic Plan 2019-2025
• Organizational Structure
• Bid Announcements
• Site Statistics
• Privacy Notice

• Research Agenda
• Research Projects
• Research Paper Series
• Guidelines in Preparation of Articles
• Editorial Board
• List of All Issues
• Disclaimer and Permissions
• Inquiries and Submissions
• Subscription
• Economic Policy Monitor
• Discussion Paper Series
• Policy Notes
• Development Research News
• Policy Pulse
• Economic Issue of the Day
• Annual Reports
• Special Publications

Working Papers

Monograph Series

Staff Papers

Economic Outlook Series

List of All Archived Publications

• Other Publications by PIDS Staff
• How to Order Publications
• Rate Our Publications
• Press Releases
• PIDS in the News
• PIDS Updates
• Legislative Inputs
• Database Updates
• Socioeconomic Research Portal for the Philippines
• PIDS Library
• PIDS Corners
• Infographics
• Infographics - Fact Friday
• Infographics - Infobits

DepEd launches first-ever long-term plan to improve quality of basic education

GMA News Richa Noriega Article Link PN 2019-01

The Department of Education (DepEd) on Friday launched its Basic Education Development Plan (BEDP) 2030 to improve the delivery and quality of basic education and experience of students.

In her speech, DepEd Secretary Leonor Briones said the department had ventured into developing its first-ever long-term plan for basic education to strategically address the immediate impact of COVID-19 pandemic on learning and confront the challenge of quality education.

She said the BEDP 2030 was designed to address “the root cause of problems on quality, close the access gaps, sustain and enhance relevant programs, and introduce innovations in fostering resiliency and embedding the rights of children and the youth in education.”

“The co-creation of learning spaces will also help to cope with the fast-changing global education imperatives. We want our learners to be globally competitive, to be resilient and productive nation-loving citizens,” Briones said.

“We also want them to acquire the competencies defined in the plan for them to be able to achieve and apply in real-life situations,” she added.

According to DepEd Director of Planning Service Roger Masapol, the long-term plan will be implemented in two major phases.

Masapol said for the Phase 1 (2022 to 2025), it will be a response to immediate impacts of the COVID-19 pandemic on learning and participation and address issues on quality of basic education.

He said the Phase 2 (2026 to 2030), on the other hand, will focus on sustaining gains, introducing innovations, and evaluating policies and programs.

The long-term plan covers all formal education from kindergarten, elementary, junior high school to senior high school, as well as non-formal education through the Alternative Learning System.

The DepEd director also called for support on the long-term plan’s implementation phase to address the challenges and improve the basic education in the country.

Sought for comment, Liloan Mayor Christina Frasco, spokesperson of Vice President-elect Sara Duterte, said the plans of the current administration on the education system would all be taken into consideration. “All proposed plans of the current administration are noted and will be taken into consideration and rationalized, as necessary, to fit the vision of the incoming administration, with the view to improving the state of the Philippine education system and ensuring responsiveness to the evolving needs of learners and schools in the post-pandemic era,” Frasco said in a message to GMA News Online. Duterte was picked by the Marcos administration to lead the DepEd. She had accepted the offer.

Last February, the DepEd authorized all regional directors to begin the “ progressive expansion ” phase of face-to-face classes for both public and private schools in areas under Alert Level 2 and below.

With this, only vaccinated teachers may participate in the face-to-face classes, while vaccinated learners are preferred.

The pilot testing of face-to-face classes in the country started in November 2021 for both public and private schools subject to strict health protocols.

Salary hike, rationalize workload

Meanwhile, Senator Sherwin Gatchalian on Friday prodded the incoming administration of President-elect Ferdinand "Bongbong" Marcos Jr. to prioritize increasing the salaries of public school teachers and rationalizing their job functions to allocate more time for teaching.

The lawmaker, who is set to retain his chairmanship of the Senate basic education committee, made the statement as he vowed to continue seeking reforms in the education system in the country.

"[T]he incoming administration should prioritize raising teacher salaries and ensuring adequate health insurance for teachers," Gatchalian said in a statement.

"[T]he Department of Education (DepEd) should follow the recommendation of the Philippine Institute for Development Studies (PIDS) to conduct studies on teachers’ workload, which will rationalize the job function of public school teachers and allow them to allocate more time for teaching," he added.

For the senator, proper implementation of the Magna Carta for Public School Teachers will uphold the welfare of the public school teachers.

Before the end of the 18th Congress, Gatchalian sponsored Committee Report No. 645 on the inquiry of the Senate basic education panel on the implementation of the Magna Carta, which the Senate adopted.

To address the "education crisis" in the country, Gatchalian said he will prioritize pushing for the full resumption of face-to-face classes, the review of the K to 12 system, among others.

Gatchalian cited anew the study of the National Economic Development Authority which showed that lack of face-to-face classes for a year will result in a projected P11-trillion loss in productivity over the next 40 years. 

In response, Frasco said the welfare of teachers is of utmost importance to Vice President-elect Duterte whose chairmanship of the Local School Board of Davao City have versed her well on the challenges that teachers face.

"Under VP-elect Sara Duterte’s leadership of the Department of Education, teachers can rest assured that the DepEd will be responsive to their needs," she said. —with reports from Hana Bordey and Anna Felicia Bajo/AOL, GMA News

• Labor and Education

Related Posts

Publications.

Video Highlights

• How to Order Publications?
• Opportunities

• Toggle Accessibility Statement
• Skip to Main Content

Adoption of the Basic Education Development Plan 2030

DO_s2022_024

• IIEP Buenos Aires

• A global institute
• Governing Board
• Expert directory
• 60th anniversary
• Monitoring and evaluation
• Latest news
• Upcoming events
• PlanED: The IIEP podcast
• Partnering with IIEP
• Career opportunities
• 11th Medium-Term Strategy
• Planning and management to improve learning
• Inclusion in education
• Using digital tools to promote transparency and accountability
• Ethics and corruption in education
• Digital technology to transform education
• Crisis-sensitive educational planning
• Rethinking national school calendars for climate-resilient learning
• Skills for the future
• Interactive map
• Foundations of education sector planning programmes
• Online specialized courses
• Customized, on-demand training
• Training in Buenos Aires
• Training in Dakar
• Preparation of strategic plans
• Sector diagnosis
• Costs and financing of education
• Tools for planning
• Crisis-sensitive education planning
• Supporting training centres
• Support for basic education quality management
• Gender at the Centre
• Teacher careers
• Geospatial data
• Cities and Education 2030
• Learning assessment data
• Governance and quality assurance
• School grants
• Early childhood education
• Flexible learning pathways in higher education
• Instructional leaders
• Planning for teachers in times of crisis and displacement
• Planning to fulfil the right to education
• Thematic resource portals
• Policy Fora
• Network of Education Policy Specialists in Latin America
• Strategic Debates
• Publications
• Briefs, Papers, Tools
• Search the collection
• Visitors information
• Planipolis (Education plans and policies)
• IIEP Learning Portal
• Ethics and corruption ETICO Platform
• PEFOP (Vocational Training in Africa)
• SITEAL (Latin America)
• Policy toolbox
• Education for safety, resilience and social cohesion
• Health and Education Resource Centre
• Interactive Map
• Search deploy

Strategic planning

The need for an iiep remains higher than ever.                                    (unesco internal oversight services, 2013).

 An effective ministry is guided by a plan which brings together all stakeholders and is regularly monitored and updated. IIEP strongly believes that planning is not a one-off activity. Rather it is a continuous practice that should engage all ministry departments and partners at national and subnational levels in a consultative and participatory process. Institutionalizing planning necessitates that ministries establish a strategic vision and priorities, coordinate their programmes and budgets annually and within a medium-term expenditure framework, negotiate with national and international financing agencies, and periodically monitor that it is on track to achieve policy objectives through implementation reviews.

Strategic planning guides educational development by giving a common vision and shared priorities. Educational planning is both visionary and pragmatic, engaging a wide range of actors in defining education’s future and mobilizing resources to reach its goals. For policy-makers, planning offers the path to:

• implement education reform and system transformation;
• realize equal opportunities for children and youth;
• provide quality education for all.

IIEP has strong experience and expertise in strategic planning and has developed in collaboration with the Global Partnership for Education (GPE) two newly published documents to help ministries in charge of education transform their processes and operations to meet the challenges of a changing world:

• Guidelines for Education Sector Plan Appraisal
• Guidelines for Education Sector Plan Preparation
• Guidelines for transitional education plan preparation

• train and coach on concepts, processes and tools to improve the practice of educational planning and management;
• analyse and reflect on education trends and issues from a policy and planning perspective;
• provide technical assistance and policy advice on critical issues for educational development.
• IIEP in Action 2018-2019
• Capacity development in educational planning and management: Learning from successes and failures

• Privacy Notice

• Community Updates

Chicago Board of Education Approves CPS Five-Year Strategic Plan

18 September 2024

Dear Chicago Public Schools Families, Staff, and Supporters,

I am thrilled to share the news that the Chicago Board of Education has now approved Success 2029: Together We Rise , a new five-year strategic plan for Chicago Public Schools.

This plan is the result of years of collaboration, dozens of engagement sessions, and thousands of hours of work. It is also rooted in the work of so many who have come before us—those who have pushed for a school district that better meets the needs of Chicago’s children.

This plan acknowledges and honors the recent gains that have been made by our students and staff. CPS’ graduation rate has doubled since 2001. Students are earning more scholarship awards and postsecondary credentials than ever before. And investments in more teachers, interventionists, counselors, and social workers have guided the District’s impressive recovery from the COVID-19 pandemic. 

These investments have translated into tremendous growth for our students, and formed a strong foundation that we will build on over the next five years. But we know that this progress has not been felt equally across our city, and it has not been nearly enough to outweigh the structural and historical inequities that continue to hold students back from achieving their full potential. Opportunity and achievement gaps have persisted, especially for Black students, Latinx/e students, English learners, and students with disabilities. 

If we want our system to make bold and transformational changes in our students’ lives, then we have to make bold and transformational changes to our system. This strategic plan outlines how we can meet the challenge of this moment.

Our approach is focused on three priorities:

• A rigorous, joyful, and equitable learning experience for every student.  The daily student experience must include a high-quality, anti-racist, and culturally responsive curriculum, coupled with enrichment opportunities that challenge students academically while affirming their unique identities and meeting their social and emotional needs. This daily experience will be the standard for every student, and we will focus on closing opportunity gaps that persist for those students who have historically been furthest from opportunity. 
• Resources and conditions for success in every school. Every school will offer students a safe, well-maintained learning environment that is fully staffed with exceptional teachers, administrators, and support personnel who reflect the diversity and lived experiences of the students they serve. Through a new funding approach based primarily on student need, we will address the inequities of the past and ensure a high-quality experience in every school, no matter its type, size, or location.
• Inclusive and collaborative partnerships in every community. We must acknowledge the decades of structural racism and community disinvestment that have eroded trust between CPS and many of our school communities. We will strengthen preschool to high school pathways in every community and leverage our District’s many partnerships to transform neighborhood schools in under-resourced areas into anchors for their communities. Sustainable Community Schools will expand, with wraparound academic, health, and social support for our students, fostering strong collaborative partnerships and robust supports for the whole child. 

We invite parents, educators, students, staff, and members of the public to view this plan in detail and get involved in helping us implement it. We understand that the true challenge and measure of success is not in our written word but in our actions. And the urgency for action could not be greater.

Let us use this plan as our guide, and get to work building a better District, where every student in Chicago can be their greatest self and live up to their full potential.

Chicago Board of Education

Estimados familias, personal y colaboradores de las Escuelas Públicas de Chicago: 

Estoy encantado de compartir la noticia de que la Junta de Educación de Chicago aprobó Success 2029: Together We Rise , un nuevo plan estratégico quinquenal para las Escuelas Públicas de Chicago (CPS, según sus iniciales en inglés). 

Este plan es el resultado de años de colaboración, decenas de sesiones de participación y miles de horas de trabajo. También tiene sus raíces en el trabajo de muchos que nos han precedido: aquellos que han presionado por un Distrito escolar que satisfaga mejor las necesidades de los niños de Chicago. 

Este plan reconoce y honra los avances recientes que han logrado nuestros estudiantes y personal. La tasa de graduación de las CPS se ha duplicado desde 2001. Los estudiantes están obteniendo más becas y credenciales postsecundarias que nunca. Y las inversiones en más maestros intervencionistas, consejeros y trabajadores sociales han guiado la impresionante recuperación del Distrito de la pandemia de COVID-19.   

Estas inversiones se han traducido en un enorme crecimiento para nuestros estudiantes y formaron una base fuerte sobre la que construiremos durante los próximos cinco años. Pero sabemos que este progreso no se ha sentido de la misma manera en toda nuestra ciudad, y no ha sido suficiente para compensar las desigualdades estructurales e históricas que continúan impidiendo que los estudiantes alcancen su máximo potencial. Las brechas de oportunidades y logros han persistido, especialmente para los estudiantes negros, los estudiantes latinx/e, aprendices de inglés y los estudiantes con discapacidades. 

Si queremos que nuestro sistema realice cambios audaces y transformadores en las vidas de nuestros estudiantes, entonces tenemos que realizar cambios audaces y transformadores en nuestra sistema. Este plan estratégico describe cómo podemos afrontar el desafío de este momento. 

Nuestro enfoque se centra en tres prioridades:

• Una experiencia de aprendizaje rigurosa, alegre y equitativa para cada estudiante. La experiencia diaria de los estudiantes debe incluir un plan de estudios de alta calidad, antiracista y culturalmente receptivo, junto con oportunidades de enriquecimiento que desafíen a los estudiantes académicamente al mismo tiempo que afirman sus identidades únicas y satisfacen sus necesidades sociales y emocionales. Esta experiencia diaria será el estándar para cada estudiante y nos enfocaremos en cerrar las brechas de oportunidades que persisten para aquellos estudiantes que históricamente han estado más alejados de las oportunidades.
• Recursos y condiciones para el éxito en cada escuela. Cada escuela ofrecerá a los estudiantes un entorno de aprendizaje seguro y bien mantenido que cuente con maestros, administradores y personal de apoyo excepcionales que reflejan la diversidad y las experiencias vividas de los estudiantes a los que sirven. A través de un nuevo enfoque de financiación basado principalmente en las necesidades de los estudiantes, abordaremos las desigualdades del pasado y garantizaremos una experiencia de alta calidad en cada escuela, sin importar su tipo, tamaño o ubicación. 
• Asociaciones inclusivas y colaborativas en cada comunidad. Debemos de reconocer las décadas de racismo estructural y desinversión comunitaria que han erosionado la confianza entre las CPS y muchas de nuestras comunidades escolares. Fortaleceremos los caminos desde el pre kínder hasta la escuela secundaria en cada comunidad y aprovecharemos las numerosas asociaciones de nuestro Distrito para transformar las escuelas de vecindario en áreas de escasos recursos en anclas para sus comunidades. Las Escuelas Comunitarias Sostenibles (SCS, según sus iniciales en inglés) se expandirán, brindando apoyo académico, de salud y social integral para nuestros estudiantes, fomentando asociaciones colaborativas sólidas y apoyos sólidos para el niño en su totalidad.

Invitamos a padres, educadores, estudiantes, personal y miembros del público a ver este plan en detalle e involucrarse para ayudarnos a implementarlo. Entendemos que el verdadero desafío y la medida del éxito no está en nuestra palabra escrita sino en nuestras acciones. Y la urgencia de actuar no podría ser mayor. 

Usemos este plan como nuestra guía y pongámonos a trabajar para construir un Distrito mejor, donde cada estudiante de Chicago pueda ser lo mejor de sí mismo y alcanzar su máximo potencial. 

En asociación,

Junta de Educación de Chicago