1 2 3 Specify MOVs A. Leadership and Governance Refer to RPMS-IPCRF A network of leadership that provides the vision and direction to the education system making it relevant and responsive to the contexts of diverse communities. There is in place a mechanism that allows for the development of a shared vision, mission, and goals(VMG) which reflects the aspirations and thrusts of the community. In place is a mechanism that allows for the development of VMG by the school and community members. The VMG is used collaboratively by the school and community as in initiating programs. The mechanism empowers the community to lead not only in the development of the VMG but in making programs guided by community aspirations and thrusts. The organization’s vision, direction, and aspirations are periodically revisited and adjusted by the learning managers, learning facilitators, and community stakeholders to respond to the community’s conditions and emerging needs. The school, vision, direction, and aspirations are in place but there’s no plan yet on how to keep them responsive to changes in the environment. The school vision, direction, and aspirations are reviewed and adjusted sometimes to respond to conditions and emerging needs. The school vision, direction and aspirations are reviewed regularly to adjust and make them responsive to conditions and emerging needs. Stakeholders actively participate, through dialogue and/or in formulating relevant policies and guidelines in conducting regular review and updating of community initiatives. Dialogues and consensus are seldom used in formulating school policies and regulations. Dialogues and consensus are used in formulating school policies and regulations. Dialogues and consensus are always used in formulating school policies and regulations.
Methods and resources are learner and community-friendly, enjoyable, safe, inclusive, accessible, and aimed at developing self-directed learners. Compliance to standard curriculum innovations with minor impact Use of appropriate pedagogy and locally available resources are employed to promote effective and relevant learning processes to encourage responsibility for learning. Pedagogy, context of learning, and resources used for learning are locally and collaboratively developed, compliant to national, standards and result in learners. Learning environment, methods, and resources are accessible and promote effective learning and are appropriate to the learners’ ecology, history, community worldview, values, and spirituality. inputs/resources to support effective learning are met. Basic inputs, appropriate technologies and expertise are organized to support effective learning Alignment of learning environment, choice methods and resources for learning are evident in the processes and supportive of context-specific, sensitive and responsive educational delivery Learning managers and facilitators (teachers, administrators, and community members) nurture values and environments that are protective of all children, inclusive of all children, and demonstrate behaviors consistent to the organization’s vision, mission, and goals. Stakeholders are aware of child/ learner-centered, rights-based, and inclusive principles of education. Stakeholders to practice child/learner centered principles of education in the design of support to education. Learning environments, methods and resources are community driven, inclusive, and adherent to child’s rights and protection requirements. Learners are equipped with essential knowledge, skills, and Learners accomplish minimum proficiency Learners demonstrate progressive improvements Learners demonstrate high level of attainment of
values to assume responsibility and accountability for their own learning. levels in all aspects of the desired competencies. beyond the minimum level of attainment of competencies. desired competencies and life skills. C. Accountability and Continuous Improvement A clear, transparent, inclusive, and responsive accountability system is in place, collaboratively developed by community stakeholders, which monitors expected and actual performance, continually addresses the gaps, and ensures a venue for feedback and redress. Roles and responsibilities of accountable person/s and collective body/ies are clearly defined and agreed upon by community stakeholders. There is an active party that initiates clarification of the roles and responsibilities in education delivery. The stakeholders are engaged in clarifying and defining specific roles and responsibilities. Shared and participatory processes of determining roles, responsibilities, and accountabilities of stakeholders in managing and supporting education. Achievement of goals is recognized based on a collaboratively developed performance accountability system; gaps are addressed through appropriate action. Performance accountability is practiced at the school level. A community-level accountability system is evolving from the initiatives. A community-accepted performance accountability, recognition and incentive system is being practiced. The accountability system that is owned by the community is continuously enhanced to ensure that management structures and Community stakeholders are invited to participate in setting up an accountability system for Community stakeholders contribute to the development of an accountability system A community- accepted accountability system effects continuous
mechanisms are responsive to the emerging learning needs and demands of the community. management processes, structures and mechanisms. covers both and community-wide management of education. improvement in the management of learning. Accountability assessment criteria and tools, feedback mechanisms, and information collection and validation techniques and processes are inclusive and collaboratively developed and agreed upon. (PROCESS) The school, with the participation of stakeholders, articulates an accountability assessment framework with components, including implementation guidelines. Stakeholders are engaged in the development and operation of an appropriate accountability assessment system. Stakeholders continuously and collaboratively review and enhance accountability systems’ processes, mechanisms and tools. Participatory assessment of performance is done regularly with the community. Assessment results and lessons learned as basis for feedback, technical assistance, recognition and plan adjustment. School initiated periodic performance assessments which involve participation of stakeholders. Collaborative conduct of performance assessment informs planning, plan adjustments and requirements for technical assistance. performance assessment is practiced and is the for improving monitoring and evaluation systems, provision of technical assistance, recognition and refinement of plans. D. Management of Resources Resources are collectively and judiciously mobilized and managed with transparency, effectiveness, and efficiency. Regular resource inventory is collaboratively undertaken by learning managers, learning facilitators, and community stakeholders as basis for resource allocation and mobilization. Stakeholders are that a regular resource inventory is available and is used as the basis for resource allocation and mobilization. Resource inventory is characterized by regularity, increased participation by stakeholders, and communicated to the community as the basis for Resource inventories are systemically developed and stakeholders are engaged in a collaborative process to make decisions on resource allocation and mobilization.
resource allocation and mobilization. There is a regular dialogue for planning and resource programming, that is accessible and inclusive, to continuously engage stakeholders and support the implementation of community education plans. Stakeholders are invited to participate in the development of educational plan with resource programming and participate in the implementation. Stakeholders regularly engaged in the planning and resource programming and actively participate in the implementation of the education plan. Stakeholders collaborate to ensure timely and planning and resource programming and support continuous implementation of the education plan. There is in place a resource management system that drives appropriate behaviors of the stakeholders to ensure judicious, appropriate, and effective use of resources. Stakeholders support judicious, appropriate, and effective use of resources. Stakeholders are engaged and share expertise in the collaborative development of resource management system. Stakeholders sustain the implementation and improvement of a collaboratively developed, periodically adjusted, and constituent focused resource management system. Regular monitoring, evaluation, and reporting processes of resource management are collaboratively developed and jointly implemented by the learning managers, facilitators, and community stakeholders. Stakeholders are invited to participate in the development and implementation of monitoring, evaluation, and reporting processes on resource management. Stakeholders collaboratively participate in the development and implementation of monitoring, evaluation, and reporting processes on resource management. Stakeholders are engaged, accountable and implementing a collaboratively developed system of monitoring, evaluation and reporting for resource management. There is a system that manages the network and linkages that strengthen and sustain partnerships for improving resource management. An engagement procedure to identify and utilize partnerships with stakeholders for improving resource management is evident. Stakeholders support a system of partnership for improving resource management. An established system of partnership is managed and sustained by the stakeholders for continuous improvement of resource management.