Lorna Poblete Dunken (Author)
Abstract
The Basic Education Development Plan (BEDP) 2030 aims to transform public elementary education by enhancing quality and equipping learners with 21st-century skills. This study assesses the readiness of public elementary schools to implement BEDP 2030 using a multidimensional approach that examines infrastructure, curriculum, teacher quality, community involvement, and technology integration. A mixed-methods design was employed, combining quantitative surveys from diverse schools and qualitative data from interviews and focus groups. Key components measured include Access, Equity, quality, resiliency, leadership, people, investment, management systems, partnerships, and external relations. Qualitative themes focus on collaboration, curriculum alignment, teacher training, infrastructure readiness, resource allocation, and monitoring frameworks. The findings provide a snapshot of current readiness and inform the development of a School Development and Monitoring Framework (SDMF). This framework guides educational authorities in addressing gaps, implementing interventions, tracking progress, and supporting data-driven school improvement. The research highlights the need to address disparities and challenges to achieve the goals of BEDP 2030, contributing to evidence-based education policy and planning for quality primary education for all Filipino learners.
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Keywords: Basic education, Equity, Quality, Readiness