The Basic Education

Development Plan 2030

BEDP 2030
 The Basic Education Development Plan 2030

1 BEDP 2030 is the Philippines’ first long-term plan for basic education
covering formal education for Kindergarten to Grade 12 and non-formal
education for youth and adults.

It covers Kindergarten (K), Elementary, Junior High School (JHS),

2 Senior High School (SHS) and the Alternative Learning System (ALS),
with articulation of linkages with the other education agencies –
ECCD, CHED and TESDA.

Designed to address the immediate impacts of pandemic on learning,

3 participation and education delivery; address the remaining access
gaps; improve education quality and build resilience.

Developed through highly consultative process involving DepEd

4 Management, Teachers, School Heads, LEARNERS and various education
stakeholders including development partners
 Legal Basis
• Adopted through DepEd Order No. 24, s. 2022
• It Shall
• Serve as blueprint in the next decade in formulating,
implementing, coordinating, monitoring plans,
programs and projects
• Provide strategic roadmap for the Department to follow
in improving the delivery and quality of basic
education
• Address the immediate impacts of pandemic on
education and anticipate the future of education and
introduce innovation in fostering resiliency and
embedding the rights of children in education
• All offices and units in all governance levels shall
align their policies, plans and programs with the
BEDP
• The BEDP shall be a living document, serving as
guide to all DepEd units and offices in their
operational programming
 The impacts of
pandemic has Situations of
exacerbated the disadvantage hindering
continuing challenge on achievement of universal
education quality, participation
participation and delivery

Confronting the Low proficiency of

basic education learners in reading and
numeracy
imperatives

Innovations and good The need for more

practices gained during resilient education
distance learning provide system becomes
evidence for policy and pronounced during the
strategy adjustments school closures
Major Challenges identified in Basic Education Sector Analysis (BESA)

• Access gaps particularly on

out-of-school children and
• Improvements in participation in all
youth remains an area of
levels of education was notable but
concern
reaching universal participation
ACCESS EQUITY • Girls outperforming boys in
require targeted intervention.
attendance and learning
proficiency

• Natural and man-made

• Low proficiency of learners in Resiliency emergencies disrupts education
QUALITY
reading and numeracy skills and Well- delivery and affect quality
• Inadequate coverage of 21st • Children’s rights not fully
being integrated in DepEd programs and
century skills in curriculum
projects

GOVERNANCE
• Weak complementarity between public and private schools
• Limited vertical and horizontal integration in program management at the different levels of DepEd Governance
• Limited capacity of DepEd field units on contextualization of programs and strategies
• Lack of data on the universe of groups in situations of disadvantage
• Inadequate government spending in Education
 Priority Development Areas

1. Ensuring all learners attain learning standards in every

key stage in the K to 12 program

2. Expanding access to education for groups in situations of

disadvantage to ensure inclusive and equitable quality
service delivery

3. Strengthening the promotion of the over-all well-being of

learners in a positive learning environment where learners
exercise their rights and experience joy

4. Modernizing basic education governance that empowers

learners to be resilient and acquire life skills
 Key strategic priorities

Strengthen policies
Address the immediate Enhance policies and Improve access to quality and mechanisms for
impacts of COVID-19 strategies in improving and learner-centered, providing access to quality
pandemic on learning and early reading and numeracy learning environment and and relevant basic learning
participation skills in the first key stage spaces opportunities for OOSC and
OSY.

Provide an inclusive,
Enhance strategic human
effective, culturally Improve learners and Integrate children’s rights
resource management for
responsive, gender- personnel resilience from and responsibilities in the
continuing professional
sensitive and safe learning all forms of natural and design of DepEd programs
development and
space to respond to the human-induced hazards. and projects.
opportunities.
situations of disadvantage.

Co-create learning spaces

for the future by looking at Strengthen Public and private Modernize education
collaboration and work more
the broader learning management systems and
collaboratively under a
ecosystem beyond the dynamic and responsive processes for efficient
confines of physical complementarity framework. service delivery
classrooms
Voices of Children and Youth
Skills and Aspirations
21st Century Skills
1. Learning and Innovation Skills
2. Information, Media and Technology
skills
3. Life and Career Skills
4. Communication skills

Aspirations
1. National identity and nationhood
2. Economic prosperity
3. Unity in diversity
4. Flourishing
5. Competitiveness
6. Life skills and responsiveness
7. Socio-political stability
8. Sustainability
 Results Framework
GO All Filipinos are able to realize their full potential and contribute
AL meaningfully in building a cohesive nation

SECTOR Basic education Filipino learners have the physical, cognitive, socio-emotional and moral
OUTCOME
preparation for civic participation and engagement in post-secondary
opportunities in their local, national, and global communities.
INTERMEDIATE
OUTCOMES

1. ACCESS 4. RESILIENCY &

2. EQUITY 3. QUALITY
WELL-BEING
All school-age children, Disadvantaged school-age Learners are resilient and know their
Learners complete K-12 basic
out-of-school youth, and children and youth, and rights, and have the life skills to protect
education having attained all learning
adults accessed relevant adults benefited from themselves and exercise their education
standards that equip them with the
basic learning appropriate equity related rights, while being aware of their
necessary skills and attributes to
opportunities initiatives responsibilities as individuals and as
pursue their chosen paths
members of society

ENABLING MECHANISMS -
GOVERNANCE
Efficient, nimble and resilient governance and management processes
 Pillar No. 1 ACCESS
All school-age children, out-of-school youth, and adults
have access to relevant basic learning opportunities

Strategie
s
Strategy #1 Strategy #2 Strategy #5
Improving access to universal Improve learners’ access to Strengthen mechanisms for
kindergarten education quality and learner friendly providing access to relevant
environment basic opportunities for OSC,
OSY and OSA
Strategy #3 Strategy #4
Improve capacity to retain Improve strategies to ensure
learners in schools learners’ continuity to next stage
 Pillar No. 2
EQUITY
Disadvantaged school-age children and
youth, and adults benefited from
appropriate equity initiatives
Strategie
s
Strategy #1 Strategy #2 Strategy #5
Improve program management Provide an inclusive, effective, culturally Promote partnerships
and service delivery responsive, gender-sensitive, and safe to benefit education
learning environment to respond to the for learners in
situations of disadvantage situations of
disadvantage
Strategy #3 Strategy #4
Improve contextualized Enhance DepEd platforms for learning
curriculum and learning delivery resources
 Pillar No. 3
QUALITY
Learners complete K-12 basic education having attained all
learning standards that equip them with the necessary skills
and attributes to pursue their chosen paths
Strategie
s
Strategy #1 Strategy #2 Strategy #5
Align curriculum and instruction Strengthen competence of teachers Strengthen
methods in all subjects and instructional leaders on consultations on
curriculum, instruction, and curriculum, instruction,
assessment assessment

Strategy #3 Strategy #4
Assess learning outcomes at Align resource provision (including
each key stage transition and for digital devices) with key stage
learners in situation of learning standards
disadvantage
 Pillar No. 4
RESILIENCY
Learners are resilient and aware of their
rights, and have the life skills to protect
themselves and their rights

Strategies
Strategy #1 Strategy #2 Strategy #3 Strategy #4
Integrate children’s Ensure that learners are Protect learners and Provide learners with
rights in the design of all aware and can assert their personnel from death, access to learning
DepEd programs and rights to and in education from injury, and harm brought continuity interventions in
projects DepEd and fully understand by natural and human- the aftermath of a disaster
their responsibilities in relation induced hazards or emergency
to these rights

Strategy #5 Strategy #6 Strategy #7 Strategy #8

Ensure that education Providing learners with basic Nurture and protecting Promoting learners'
facilities are safe and health and nutritional services learners’ mental and physical and emotional
protected from the psychosocial health development
impacts of natural and
human-induced hazards
 GOVERNANCE
Efficient, agile and resilient governance and
management processes
ENABLING
MECHANISMS

EM#1 - Education leaders and EM #2 - All personnel are resilient, EM#3 – Ideal Learning
managers practice participative, competent and continuously environment and adequate learning
ethical and inclusive management improving resources for learners ensured
processes

EM#4 - Internal systems and EM#5 - Key stakeholders actively EM#6 - Public and private
processes are efficient, responsive, collaborate to serve learners better education systems work more
modern and continuously collaboratively under a dynamic
improving and responsive complementarity
framework
 Outcomes and Strategies
SECTOR Basic education Filipino learners have the physical, cognitive, socio-emotional and
OUTCOME moral preparation for civic participation and engagement in post-secondary
INTERMEDIATE opportunities in their local, national, and global communities.
OUTCOMES

1. ACCESS 2. EQUITY 3. QUALITY 4. RESILIENCY

All school-age children, out-of- Disadvantaged school-age Learners complete K-12 basic ed having Learners are resilient and know their rights,
school youth, and adults accessed children and youth, and adults attained all learning standards that equip and have the life skills to protect themselves
relevant basic learning benefited from appropriate equity them with the necessary skills and and claim their education-related rights from
opportunities initiatives attributes to pursue their chosen paths DepEd and other duty-bearers to promote
learners’ well-being.
Strategy #1: Improve access to Strategy #1 : Improve program Strategy #1 :Align curriculum and Strategy #1: Integrate children’s and learners’ rights in the
universal kindergarten education management and service delivery instruction methods in all subjects design of all DepEd policies, plans, programs, projects,
Strategy #2: Improve learners’ Strategy #2 : Provide an inclusive, Strategy #2: Strengthen competence of processes and systems
Strategy #2: Integrate children’s and learners’ rights in the
access to quality and learner effective, culturally responsive, teachers and instructional leaders on
design of all DepEd policies, plans, programs, projects,
friendly environment gender-sensitive, and safe learning curriculum, instruction, and assessment processes and systems
environment to respond to the
Strategy #3: Improve capacity to Strategy #3: Assess learning outcomes Strategy #3: Protect learners and personnel from death,
situations of disadvantage injury, and harm brought by natural and human-induced
retain learners in schools at each key stage transition and for
Strategy #3 : Improve gender- learners in situation of disadvantage hazards
Strategy #4: Improve strategies to Strategy #4: Ensure learning continuity in the aftermath of a
ensure learners’ continuity to next sensitive contextualized curriculum
Strategy #4: Align resource provision disaster or emergency
stage and learning delivery
with key stage learning standards Strategy #5: Protect education investments from the impacts
Strategy #5: Strengthen Strategy #4 : Enhance DepEd of natural and human-induced hazards
Strategy #5: Strengthen consultations on Strategy #6: Provide learners with basic health and nutrition
mechanisms for providing access platforms for learning resources
curriculum, instruction, and assessment services
to relevant basic opportunities for
Strategy #5 :Promote partnerships Strategy #7: Nurture and protect learners' mental and
OSC, OSY and OS
to benefit education for learners in psychosocial health
situations of disadvantage Strategy #8: Promote learners' physical and socio-emotional
skills development
 Phases of Implementation
Response to the immediate impacts of the pandemic on
PHASE 1 learning and participation and address issues on quality of
2022-2025 basic education
Post COVID-19 Recovery and Transition – Accelerate the co-creation of an integrated
Addressing and mitigating the impacts of concept of learning spaces for the future;
sudden shift in delivery modalities, bridging
the learning gaps and introduce innovations.

Focus on Quality: Capacity development on policy

1) Strengthen programs on reading, numeracy, development and implementation,
socio-emotional learning, and 21st century skills,
strategic planning, education futures,
2) Sharpen skillsets of teachers in
contextualization to address the concerns of M&E research and technical assistance;
diverse learners and
3) Strengthen instructional leadership and
supervision to improve teaching quality;

Strengthen DepEd’s capability on Partnership Building with community-based

assessment with focus on classroom level partners, the private sector and cross sector
assessment; government services for children;
 Phases of Implementation
PHASE 2 Sustaining gains, introducing innovations and
2026-2030 evaluating policies and programs

Continuation of programs and Acceleration, deepening and

projects on access, quality, equity scaling-up of innovations and best
and resiliency; practices;

Maintenance and enhancement Evaluation of programs and

of systems, processes projects;
information systems;

Development and implementation End of Plan assessment and

of emerging new programs; evaluation
 Financial Framework
Projected spending in education and basic education as a
% of GDP and total government spending, BEDP
 Financial Framework
Projected cost estimates by key level and cost type in PhP
millions, BEDP2030
 Financial Framework

Cost Drivers
School Infrastructure Learning Resources
o Instructional and Non-Instructional Rooms o Textbooks (incl textbook replacements) Other
o laboratory rooms Instructional Materials (teaching/learning
o CLCs materials)
o Learning Tools and Equipment
o ILRCs
ICT in Education (in support of Education Human Resource
Blended LM) Development
o E-classroom packages o Education Human Resource Development
o Computerization Programme - ISSP o Training and staff development support
o wages, salaries and benefits)
Support to Schools and Learners
o Maintenance and Other Operating Expenses
o School-Based Feeding Program
o Government Assistance to Private Education
Note: General Considerations in latest BEDP-Ops Plan are PESM, ISSP, ALS 2.0
Implementation Arrangements
 Implementation Arrangements

Lead Office in Monitoring and

Governance Levels Lead office in BEDP Implementation Evaluation

Central Planning Service Planning Service

Region Policy Planning and Research Division Quality Assurance Division

School Governance and Operations School Governance and Operations

Division
Division Division

School Office of the School Head (SPT) Office of the School Head (SMEA)
 Mainstreaming BEDP Strategies: Plan alignment
International Aims to “ensure inclusive and equitable quality education and promote
Global Education
lifelong learning opportunities for all.”
Agenda SDG 4
2030

National Long-term plan aligned with the SDG 2030, designed to address the immediate
Overall Directions, impacts of COVID-19, address the remaining access gaps, confront issues on
National Strategies & BEDP 2030 quality and anticipate what futures might bring. BEDP will synchronize plans at
Standards Development 2022-2030 all governance levels

Region Six-year education development plan developed at the Regional level which contains
Execution of strategies on how priority directions, policies, programs, quality assurance measures
standards, policies and REDP and equity-driven systems will be implemented in their respective regions,
Systems 2022-2028 considering the unique learning situation of learners

Six-year plan developed at the Division level which contains strategies on how
Division
Execution of Programs, assistance to schools and learning centers will be implemented. As an example, one of
Activities and Projects DEDP the crucial mandates of the SDOs is to manage effective and efficient use of all
and demand driven TA to 2022-2028 resources, including human resources
schools and CLCs
School/CLC Provides 6-year roadmap that lays down specific interventions that a school, with the
help of community and other stakeholders, which the school will undertake within the
Curriculum
Implementation; SIP period of three (3) consecutive years. At the school level, the SIPs must be able to
articulate the school’s strategies on making the teaching and learning process more
2022-2025
Teaching and learning 2025-2028 effective and inclusive
Alignment of Roles and Responsibilities of Governance levels

Shall primarily focus on formulation and enforcement of national policies, plans, education
standards, assessment of learning outcomes, conducting studies and research, program
CENTRAL development, human resource management, Monitoring and Evaluation; alignment and
synchronicity of policy, programs, standards, and partnership building.
Shall focus on policy implementation, monitoring and evaluation, conduct of regional studies
and research, human resource management, development of education projects that will
resolve unique education issues in the region, quality assurance, ensure synchronicity of
REGION programs, projects, and activity implementation and building partnership.

Shall focus on efficient policy and plan implementation, equitable and efficient deployment
SCHOOL and utilization of resources, human resource management, progress monitoring, providing
DIVISION targeted technical support to schools and learning centers, ensure synchronicity of activities
and building partnership.

Shall focus on Providing professional and instructional advice and support to the school
DISTRICT heads and teachers/facilitators of schools and learning centers and curriculum and
instructional supervision.

SCHOOL/ Shall focus on school plan and curriculum implementation, creation of ideal learning
environment, resource management, teacher professional development, improvement of
CLCS instruction, classroom assessment and building local partnership.
M&E Mechanism
 Operationalizing the BEDP
CENTRAL OFFICE

• Program profiles particularly the objectives, performance indicators and

targets must be reviewed to determine its relevance to the implementation
of BEDP.
• Most of the outputs can be produced by the lead office in consultation with
other relevant offices.
• Lead office shall initiate the process of consultation until it produced the
output
• There are outputs that are sequential, therefore proper timing and
scheduling is desired
• Producing the outputs may be funded using program funds under GAA and
other sources from development partners, LGUs and other education
stakeholders
• All activities to be initiated must clearly support the key strategic priorities
• Clear timelines in producing outputs must be plotted within 2022-2030
 Operationalizing the BEDP
REGIONAL OFFICE

• Regional Planning Team shall use BEDP as the anchor in developing their
respective Regional Education Development Plan (REDP), particularly the
key strategic priorities, results framework and strategies.
• The principle of “One Goal, Shared Outcomes, Common Programs, Different
Strategies” must be applied. Regions may have different strategies which
are based on regions’ unique needs and conditions, baseline outcome
performance, profile of clients and the size of budget.
• Regional outputs shall be mainly implementation of policies and standards
that will be produced by CO. Regional policy instrument must be anchored
on national policies.
• Producing the outputs may be funded using program funds under GAA and
other sources from development partners, LGUs and other education
stakeholders
 Operationalizing the BEDP
SCHOOL DIVISION OFFICE

• Division Planning Team shall use BEDP and regional priorities as

anchor in developing their respective Division Education Development
Plan (DEDP), particularly the key strategic priorities, results framework
and strategies.
• Division outputs shall be mainly execution of programs and activities
in support of school in the implementation of curriculum
• Producing the outputs may be funded using program funds under
GAA and other sources from development partners, LGUs and other
education stakeholders
 Operationalizing the BEDP
SCHOOLS AND CLCs

• School Planning Team shall use BEDP and Division priorities as the
anchor in developing their respective School Improvement Plan which
shall focus on curriculum delivery.
• School Plan shall focus on improving learning outcomes, addressing
classroom and school level issues and promoting safe school
• School outputs shall be mainly implementation of curriculum, and
activities in improving learner’s academic performance and resilience.
• Producing the outputs may be funded using program funds under
school MOOE and other sources from development partners, LGUs
and other education stakeholders
 Contextualizing National Targets

• With the implementation of BEDP 2030, and the need to confront the 5
education imperatives, education delivery cannot be business as usual.
Accelerated program implementation, bold targets, capacity
development are needed to address the education imperatives.
• Each region and division depending on their level of performance shall set
their respective annual targets until 2028 and 2030 using the latest data
as baseline.
• In establishing the regional and division targets, need to strike a balance
between the national targets and the current baseline performance.
• Performance must converge and meet at the end of plan targets in 2030
• School targets shall focus on improving learning outcomes and shall
ensure optimum contact time.
 Contextualizing national targets and developing
regional and division targets
Advanced: Progressing:
Above the set target and above the Above the national average but below the
national Average set target
Objective is to achieve the set targets and
Objective is to maintain the momentum and
maintain placement above national average.
targets should still be increasing until it reaches
Targets should be bold until it reaches the ideal
the ideal state in 2030
state in 2030

Catching Up: Falling Behind:

Above the set target but below the Both Below set target and national
national Average average
Objective is accelerate momentum in achieving Objective is to achieve the set targets and get
set targets and outperform national performance. closer to national average. Targets should be bold
Targets should be a bolder until it reaches the and ambitious until it reaches the ideal state in
ideal state in 2030 2030
The Basic Education Monitoring
and Evaluation Framework
(BEMEF)
 SCOPE OF BEMEF

The Basic Education Monitoring and Evaluation

Framework (BEMEF) along with the structures and
mechanisms, shall be adopted and implemented by all
DepEd operating units in all governance levels. It
identifies DepEd operating units with oversight M&E
functions and articulates the M&E processes that
shall be performed at each governance level.
 OBJECTIVE(S)

The Department establishes the BEMEF to ensure that the agency’s

plans, policies, systems and processes are geared towards the
achievement of organizational outcomes.

This Framework sets the performance measures for the agency where
all operating units are expected to contribute. This framework shall also
guide DepEd bureaus, services, regional and schools division
offices, schools, and learning centers in developing their respective
M&E plan. Lastly, it shall define the roles and responsibilities of DepEd
operating units in the M&E system and processes.
 GUIDING PRINCIPLES

IMPROVED DEVELOPMENT-
UNDERTAKEN
GOVERNANCE ORIENTED ETHICALLY

UTILIZATION- METHODOLOGICALLY- OPERATIONALLY- SHARED

ORIENTED SOUND AND APPROPRIATE EFFECTIVE RESPONSIBILITY
 Basic Education M&E Framework
GOAL
All Filipinos are able to realize their full potential and contribute
meaningfully to a cohesive nation

SECTOR OUTCOME
Basic education Filipino learners have the physical, cognitive, socio-emotional and moral preparation for civic
participation and engagement in post-secondary opportunities in their local, national and global communities

INTERMEDIATE OUTCOMES

QUALITY
ACCESS EQUITY RESILIENCY AND WELL-BEING
Learners complete K-12 basic
All school-age children, Disadvantaged school-age Learners are resilient and know
education having attained all
out-of-school youth, and children and youth, and their rights, and have the life skills to
learning standards that equip
adults accessed relevant adults benefited from protect themselves, claim their
them with the necessary skills
basic learning appropriate equity rights and respect others’ rights as
and attributes to pursue their
opportunities initiatives productive Filipino citizens
chosen paths

ENABLING MECHANISMS-GOVERNANCE
Efficient, nimble and resilient governance and management processes
M&E System per Governance Level
 M&E SYSTEM PER GOVERNANCE LEVEL

M&E System
National M&E ❑ defines the scope of DepEd M&E system
system ❑ includes continuous review and enhancements of
performance indicators that shall ensure that needs of all
learners are addressed
Regional M&E ❑ensures the effective, efficient, and inclusive
system implementation of all education policies & programs and
achievement of desired outcomes
❑provides the policy makers and implementers with timely
and appropriate feedback on the implementation of DepEd
policies, programs, and delivery systems
 M&E SYSTEM PER GOVERNANCE
M&E SYSTEM PER GOVERNANCE LEVEL
LEVEL
M&E System
School Division ❑ focuses on determining effectiveness and inclusiveness of schools
M&E system in providing basic education services
❑ serves as a mechanism for reflection on the SDO’s capacity to
provide timely and needs-based basic education support services to
schools

School M&E ❑ makes teaching and learning process more learner-centered and
system school-based management more effective and inclusive
❑ provides the platform for shared governance in developing,
implementing, and sustaining effective inclusive schools
❑ provides school heads, teachers, non-teaching staff, and
communities with critical insights, lessons, and timely information
on the performance of all learners
Performance Targets
 Proportion of students in Grade 2 or 3 achieving at least a minimum proficiency level in
mathematics
100.00
96.00
90.00 91.00 91.00
86.00 86.00
80.00 81.00 81.00

70.00 71.00 71.00

60.00 61.00 61.00

Percentage

53.00 53.00
50.00
45.00 45.00
40.00 38.60
37.00 37.00 36.48 37.54
34.36 35.42
32.41 33.30
30.00 30.63 31.52
27.07
20.00

10.00

-
Baseline 2022 2023 2024 2025 2026 2027 2028 2029 2030
Year

business as usual high low

 Proportion of students in Grade 2 or 3 achieving at least a minimum proficiency
level in reading

100.00

96.00

90.00 91.00 91.00

86.00 86.00

80.00 81.00 81.00

79.86
77.67
76.00 76.00 75.48
73.00 73.00 73.29
71.10
70.00
68.00 68.91
68.00
67.07
65.23
63.39 63.00 63.00
60.00
58.00 58.00
56.03

50.00

40.00
Baseline 2022 2023 2024 2025 2026 2027 2028 2029 2030

business as usual high low

 Proportion of students at the end of primary achieving at least a minimum
proficiency level in mathematics
100.00
97.00
92.00 92.00
90.00
87.00 87.00

80.00 79.00 79.00

70.00 69.00 69.00

60.00 61.00 61.00

53.00 53.00
50.00
45.00 45.00
40.00
37.00 37.00

30.00

20.00 18.61
16.57 17.08 17.59 18.10
14.77 15.20 15.63 16.06
13.05
10.00

-
Baseline 2022 2023 2024 2025 2026 2027 2028 2029 2030
business as usual high low
 Proportion of students at the end of primary achieving at least a
minimum proficiency level in reading
100.00
97.00
93.00 93.00
90.00
88.00 88.00
83.00 83.00
80.00
78.00 78.00
73.00 73.00
70.00
68.00 68.00
63.00 63.00
60.00
58.00 58.00

50.00

40.00

30.00
23.82 24.51 25.20
21.75 22.44 23.13
20.00 20.01 20.59 21.17
17.69

10.00

-
Baseline 2022 2023 2024 2025 2026 2027 2028 2029 2030
business as usual high low
 Proportion of students at the end of lower secondary achieving at least
a minimum proficiency level in mathematics

100.00
97.00
93.00 93.00
90.00
88.00 88.00
83.00 83.00
80.00

73.00 73.00
70.00

63.00 63.00
60.00

53.00 53.00
50.00

43.00 43.00
40.00

33.00 33.00
30.00

20.00 18.61
16.57 17.08 17.59 18.10
14.77 15.20 15.63 16.06
13.05
10.00

-
Baseline 2022 2023 2024 2025 2026 2027 2028 2029 2030
business as usual high low
 Proportion of students at the end of lower secondary achieving at least
a minimum proficiency level in reading
100.00
97.00
93.00 93.00
90.00
88.00 88.00
83.00 83.00
80.00

73.00 73.00
70.00

63.00 63.00
60.00

53.00 53.00 51.80

50.00 48.96 50.38
46.12 47.54
43.51 44.70
43.00
42.32 43.00
40.00 41.13
36.37
33.00 33.00
30.00

20.00

10.00

-
Baseline 2022 2023 2024 2025 2026 2027 2028 2029 2030
business as usual high low
 Critical reforms supporting the
achievements of targets
1. Reopen all schools for in-person classes for transitioning to new normal
2. Ensure Optimal Contact Time of Teachers in teaching (minimizing disruption of classes)
3. Provide more classrooms and teachers for smaller Class Size for a more engaging teaching
and learning interaction. (class size)
4. Formulate clear career path for teachers and non-teaching personnel and improvement of
welfare programs (motivation)
5. Targeted capacity development programs for teachers, non-teaching personnel and school
leaders (teacher and school leaders' competence)
6. Integrate ICT in Teaching-Learning (Technology)
7. Accelerate the implementation of Critical Support Services to improve resiliency and well-
being of learners and teachers: i) psychosocial and mental health intervention, ii) child
protection, iii) nutritional status of learners (Resilience)
8. Decentralize program implementation and management (empowerment of schools)
9. Address the situations of disadvantage in remote and Last Miles Schools (Close remaining
gaps in access)
10.Increase investment in education to reach at least 4-6% of GDP or 15-20% share in the
national budget (Education Financing)
Thank
You