Framework for Learning Resource Management and
Development System
Introduction
This Framework for Learning Resource Management and Development System (LRMDS)
describes the standards, processes and guidelines of the systems developed to support
implementation by DepED Central Office, Regions, Divisions and Schools.
A major objective of the system is to provide a technical basis for assessing, acquiring, adapting,
developing, producing and distributing quality learning and teaching resource materials for
students and instructional support materials for teachers.
The Framework development is a continuing process informed by the collaborative work among
the central and regional/division and school personnel on ways of improving access to quality
instructional and learning materials. The evolving design, development and implementation of the
LRMDS is a critical contributor to the successful implementation of the Basic Education Sector
Reform Agenda (BESRA). This Framework for Learning Resource Management and Development Systems describes the
mechanisms to support coordinated and integrated access to quality resources by the DepED
Regions, Divisions and Districts and Cluster/School levels. The need for such systems was
identified through the research conducted during STRIVE Phase I during 2007 in Divisions 7 and 8
to identify the levels of access to quality learning teaching resources by Divisions and schools.
Research findings showed that the desired 1:1 textbook: student ratio did not exist in most
schools surveyed, most teachers had no teacher manuals, teachers were having to use their own
money to augment the instructional resources in the schools, schools which lose their textbook
collection because of calamities do not get replacements and that few supplementary materials
are available at the schools
Baseline studies for Stage II of STRIVE also identified highly variable distribution of resources
across all levels and in most subject areas, (English, Mathematics, Science, ALS and TLE). The
lack of resources was also highly variable across divisions sampled. Again, there was no instance
within the study sites of a 1:1 ratio for textbooks. The research also identified the current
procurement process for textbooks and supplementary materials as being problematic. That is,
when the bidding process fails to identify qualifying bidders the process needs to be recommenced
and during which time no resources are available except what the Division or schools may
purchase independently using local funds or donations. (Baseline Research STRIVE II 2008)
1.1 Scope of Framework The Framework for LRMDS describes for each system what is required at each level within the
Education system to improve access to learning teaching and professional development resources
in relation to each of the LRMD systems. That is, the key functions, processes, workflows for
quality management and proposes organisational structures for sustainable implementation and
management. Decisions as to how the functions are provided are the responsibility of the Region. Framework for LRMDS v1.0.doc 7
1.2 Vision for LRMDS
The provision of adaptive learning resource systems, fully functioning at the region and division
levels, effectively developing and distributing adequate and varied learning resources to teachers
and learners from both the formal Basic Education and Alternative Learning systems.
1.3 Objectives of LRMDS
The LRMDS is designed to achieve the following objectives:
1. Strengthened Learning Resource development and distribution systems at Regional and Divisional
levels.
2. Improvement of instructional and learning materials system through support for the assessment,
acquisition, adaptation, development, production and distribution of teaching/learning materials to
schools.
3. Digitized available student learning materials (including from PASMEP, PROBE, PRODED, BEAM,
TEEP, SEDIP, etc), particularly for reading in the early grades and TLE programs, English, Science and
Mathematics in other grades, ADM and ALS.
4. Enhanced provisions of quality instructional and learning materials, particularly in reading in early
grades and TLE, English, Science and Mathematics in other grades.
5. Modified and enhanced instructional and learning materials for implementing Alternative Delivery Modes
and Learning Systems.
6. Improved development and utilisation of Quality Assurance (including Monitoring and Evaluation)
systems for provision and utilisation of learning resources.
7. Development of ICTenabled solutions in the three regions, integrated with national systems, to support
the strengthening of the learning resource support systems.
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