The DepEd Basic Education Research Agenda: Advancing Evidence-Based Education in the Philippines

The Department of Education (DepEd) in the Philippines has established the Basic Education Research Agenda to promote and strengthen research practices within the basic education sector. This initiative, formalized through DepEd Order No. 39, s. 2016, provides guidance for education stakeholders in conducting research that aligns with the department’s vision, mission, and core values. The agenda serves as a framework for gathering and examining evidence to inform planning, policy development, and program implementation in Philippine basic education.

This article explores the DepEd Basic Education Research Agenda in depth, examining its background, key themes, implementation strategies, and potential impact on the Philippine education system. By understanding this research agenda, educators, policymakers, and researchers can better contribute to the ongoing improvement of basic education in the Philippines.

Historical Context and Development of the Research Agenda

Evolution of Education Research in the Philippines

The development of the Basic Education Research Agenda is part of a broader historical context of education reform and research in the Philippines. Over the past few decades, the Philippine education system has undergone several significant changes, each accompanied by a growing recognition of the importance of research in informing policy and practice.

In the 1980s and 1990s, education research in the Philippines primarily focused on issues of access and equity. Studies during this period often examined barriers to education, particularly for marginalized groups. As the country approached the new millennium, the focus shifted towards quality improvement, with research increasingly addressing curriculum development, teacher training, and learning outcomes.

Key Milestones in DepEd’s Research Initiatives

Several key milestones have marked the development of DepEd’s research capacity and focus:

1. 2001: The Basic Education Governance Act (Republic Act 9155) emphasized the role of research in education management and administration.
2. 2003: Establishment of the Research, Innovation, and Policy Evaluation Secretariat (RIPES), which aimed to strengthen DepEd’s research capabilities.
3. 2010: Introduction of the Basic Education Research Fund (BERF) through DepEd Order No. 24, s. 2010, providing financial support for education research.
4. 2015: Implementation of a systematic policy development process (DepEd Order No. 13, s. 2015), which emphasized the use of evidence in decision-making.
5. 2016: Adoption of the Basic Education Research Agenda (DepEd Order No. 39, s. 2016), providing a structured framework for research priorities.
6. 2017: Establishment of Research Management Guidelines (DepEd Order No. 16, s. 2017), offering guidance on research management processes and roles at different governance levels.

These initiatives reflect DepEd’s growing commitment to evidence-based decision-making and the recognition of research as a crucial tool for improving the education system.

Alignment with National and International Education Goals

The Basic Education Research Agenda aligns with both national and international education goals. At the national level, it supports the objectives of the K to 12 Program, which aims to improve the quality of basic education and prepare students for higher education, employment, or entrepreneurship.

Internationally, the agenda contributes to the Philippines’ efforts to achieve the United Nations Sustainable Development Goal 4 (SDG 4), which focuses on ensuring inclusive and equitable quality education for all. By prioritizing research on topics such as inclusive education and gender equality, the agenda helps the country progress towards these global commitments.

Key Themes of the Research Agenda

The Basic Education Research Agenda identifies four main themes and three cross-cutting themes that guide research priorities in Philippine basic education. Each theme encompasses a range of research areas, reflecting the complex and multifaceted nature of education challenges in the Philippines. It is important to note that the cross-cutting themes should be considered and integrated across all four main themes.

Main Themes

1. Teaching and Learning

The Teaching and Learning theme focuses on improving the quality of education by examining various aspects of the teaching-learning process. This theme is crucial for enhancing the effectiveness of classroom instruction and ensuring that students achieve desired learning outcomes.

Key research areas include:

• Instructional strategies and best practices
• Curriculum implementation and effectiveness
• Learner development and behavior
• Assessment methods and their impact on learning outcomes
• Factors affecting student achievement

Specific research questions under this theme might include:

• How effective are current teaching methodologies in promoting critical thinking and problem-solving skills among students?
• What is the impact of the mother tongue-based multilingual education policy on student learning outcomes in diverse linguistic contexts?
• How can technology be effectively integrated into classroom instruction to enhance student engagement and learning?

2. Child Protection

The Child Protection theme addresses the well-being of learners and aims to create safe and supportive learning environments. This theme recognizes that students’ physical and emotional safety is fundamental to their ability to learn and thrive in the educational setting.

Research priorities in this area include:

• Bullying prevention and intervention
• Teenage pregnancy and reproductive health education
• Child abuse prevention and response
• Addiction and substance abuse among students
• Media consumption and its effects on learners

Example research questions might be:

• What are the most effective school-based interventions for preventing and addressing bullying?
• How can schools better support students who have experienced trauma or abuse?
• What is the relationship between social media use and mental health among Filipino adolescents?

3. Human Resource Development

The Human Resource Development theme focuses on nurturing the Department’s workforce, with a primary emphasis on teachers. This theme recognizes that the quality of education is heavily dependent on the competence and motivation of educational personnel.

Research areas include:

• Teacher qualifications and hiring processes
• Career development and progression for teaching and non-teaching personnel
• Effectiveness of professional development programs
• Employee welfare and motivation
• Strategies for retaining high-quality educators

Potential research questions in this theme could include:

• What factors influence teacher retention in rural and remote areas of the Philippines?
• How effective are current professional development programs in improving teacher performance and student outcomes?
• What are the key competencies required for school leaders to effectively manage and improve schools in the Philippine context?

4. Governance

The Governance theme examines the management and administration of the basic education system. This theme is crucial for ensuring that the education system operates efficiently and effectively at all levels.

Key research areas include:

• Planning processes and resource allocation
• Financial management and budgeting
• Program implementation and evaluation
• Transparency and accountability mechanisms
• Partnerships and stakeholder engagement

Example research questions might be:

• How effective are current school-based management practices in improving school performance?
• What are the impacts of decentralization policies on educational quality and equity across different regions?
• How can public-private partnerships be optimized to support basic education delivery in the Philippines?

Cross-cutting Themes

The three cross-cutting themes are integrated across the four main themes, reflecting the Department’s commitment to addressing critical social concerns and ensuring that the education system is responsive to diverse needs and challenges.

1. Disaster Risk Reduction and Management (DRRM)

Research in this area focuses on developing resilient education systems and ensuring learning continuity during and after disasters. This theme is particularly relevant given the Philippines’ vulnerability to natural disasters.

Research questions might include:

• How can schools effectively integrate DRRM into the curriculum?
• What are the most effective strategies for ensuring educational continuity in the aftermath of natural disasters?
• How can technology be used to support distance learning during emergencies?

2. Gender and Development

Studies under this theme examine gender mainstreaming in DepEd structures, policies, programs, and projects, promoting gender equality in education.

Potential research questions include:

• How do gender stereotypes in textbooks and instructional materials impact student attitudes and career aspirations?
• What are the most effective interventions for promoting girls’ participation in STEM subjects?
• How can schools address and prevent gender-based violence and discrimination?

3. Inclusive Education

This theme explores strategies for creating inclusive learning environments that cater to diverse learners, including those with special needs and from indigenous communities.

Research questions might include:

• What are the main barriers to inclusive education in the Philippines, and how can they be addressed?
• How effective are current support systems for learners with disabilities in mainstream classrooms?
• What strategies can be employed to preserve and promote indigenous knowledge systems within the formal education system?

Implementation and Support Mechanisms

To support the implementation of the Basic Education Research Agenda, DepEd has established several mechanisms designed to facilitate research activities and ensure their quality and relevance. These mechanisms are outlined in DepEd Order No. 16, s. 2017, which provides the Research Management Guidelines.

1. Basic Education Research Fund (BERF)

The Basic Education Research Fund provides financial support for approved research proposals from DepEd employees and external researchers. This funding mechanism is crucial for enabling research activities that might otherwise be constrained by limited resources.

Key features of the BERF include:

• Allocation of funds to regions for research initiatives
• Support for various types of research, including action research at the school level
• Provision for capacity-building activities related to research

According to DepEd Order No. 16, s. 2017, 75% of the BERF allocation is used exclusively to fund research proposals from the region, schools division, and schools. The remaining 25% is used for research-related expenses such as capacity building, research dissemination activities, and representation fees for research conferences.

2. Research Committees

DepEd has established research committees at different levels of the education system to oversee and manage research initiatives:

National Research Committee (NRC)

Composition:

• Chair: Undersecretary for Planning and Field Operations
• Co-Chair: Undersecretary for Curriculum and Instruction
• Members: Directors of various DepEd services and bureaus

Responsibilities:

• Provide guidance on the development and updating of the Basic Education Research Agenda
• Approve research proposals from central offices and those covering at least two regions
• Forge partnerships with academic and research institutions
• Recommend the release of research funds

Regional Research Committee (RRC)

Composition:

• Chair: Assistant Regional Director
• Co-Chair: Chief of Policy, Planning, and Research Division
• Members: Chiefs of various regional divisions

Responsibilities:

• Evaluate and approve research proposals from the region and schools divisions
• Provide directions on research initiatives through the national and local Basic Education Research Agenda
• Forge partnerships with academic and research institutions at the regional level

Schools Division Research Committee (SDRC)

Composition:

• Chair: Assistant Schools Division Superintendent
• Co-Chairs: Chief of School Governance and Operations Division and Chief of Curriculum Implementation Division
• Members: Representatives from various division units

Responsibilities:

• Evaluate and approve research proposals from schools and community learning centers
• Prepare and submit reports to the RRC on all research initiatives conducted in the division

These committees play crucial roles in ensuring alignment of research with the Basic Education Research Agenda and facilitating the dissemination and utilization of research findings.

3. Capacity Building

Recognizing that conducting high-quality research requires specific skills and knowledge, DepEd offers training and support to enhance the research capabilities of its personnel. Capacity-building initiatives include:

• Workshops on research methodologies
• Training on data analysis techniques
• Guidance on writing research proposals and reports
• Support for presenting and publishing research findings

4. Partnerships

DepEd encourages collaborations with various stakeholders to strengthen research initiatives. These partnerships can take several forms:

• Collaborations with academic institutions for joint research projects
• Engagement with development partners for technical assistance and funding support
• Partnerships with other government agencies for cross-sectoral research
• Involvement of local communities, particularly in research related to indigenous education

Potential research partners include state universities/colleges, development partners, non-government organizations (NGOs), civil society organizations (CSOs), other government agencies, local government units (LGUs), and indigenous cultural communities (ICCs).

5. Dissemination and Utilization

The Department promotes the sharing and application of research findings through various platforms:

• Research conferences and forums
• Publication of research journals and bulletins
• Integration of research findings into policy briefs
• Use of research results in curriculum development and teacher training programs

Specific mechanisms for research dissemination and utilization at the school level include:

• Learning Action Cells (LACs): Teachers can share research results and discuss their application in teaching-learning strategies.
• In-Service Training (INSET): Research findings can be incorporated into training designs for teachers.
• School Governing Council (SGC): Research results can be presented during school planning and monitoring activities.
• Enhanced School Improvement Plan (eSIP) / Annual Implementation Plan (AIP): Research results can be incorporated into school planning activities.
• School Report Card (SRC): Interventions based on action research results can be included in the SRC.

Research Ethics

DepEd emphasizes the importance of adhering to ethical standards in conducting research, particularly when involving vulnerable populations such as children and indigenous communities. Key ethical considerations include:

• Obtaining informed consent from research participants and their guardians
• Ensuring confidentiality and protection of participants’ personal information
• Respecting cultural sensitivities, especially in research involving indigenous communities
• Adhering to the DepEd Child Protection Policy (DO 40, s. 2012) when interacting with learners

For research involving Indigenous Peoples (IP) learners and communities, researchers must follow the principles outlined in the National IPEd Policy Framework (DO No. 62, s. 2011), including:

• Recognizing the community as co-authors and co-owners of research on their indigenous knowledge systems and practices (IKSPs) and indigenous learning systems (ILS)
• Obtaining permission from recognized community representatives for presenting or publishing research findings
• Providing copies of the study and subsequent publications to the community

Eligibility Criteria for Research Proponents

According to DepEd Order No. 16, s. 2017, the eligibility criteria for DepEd employees to avail of research funds include:

• Regular/permanent status as teaching or non-teaching personnel of DepEd
• No pending administrative cases
• Not having availed of the grant for the given year
• Maximum of three research team members for group proposals

Monitoring and Evaluation of the Research Agenda

To ensure the effectiveness of the Basic Education Research Agenda, DepEd has incorporated provisions for regular monitoring and evaluation of research initiatives. This process is designed to:

1. Track the progress of ongoing research projects
2. Assess the quality and relevance of completed research
3. Evaluate the impact of research findings on education policies and practices
4. Identify gaps in the research agenda and emerging research needs

The monitoring and evaluation process involves:

• Regular reporting by research grantees
• Site visits and progress reviews by research committees
• Annual reviews of the research agenda implementation
• Periodic assessments of the alignment between research outputs and education priorities

The Policy Research and Development Division (PRD) at the central office, in collaboration with regional and division offices, is responsible for conducting structured monitoring of research management processes and initiatives at all levels.

Challenges and Future Directions

While the Basic Education Research Agenda represents a significant step towards evidence-based decision-making in Philippine education, several challenges remain:

1. Building research capacity among educators and school administrators
2. Ensuring the quality and rigor of research, particularly action research at the school level
3. Bridging the gap between research findings and policy implementation
4. Addressing regional disparities in research capabilities and resources
5. Balancing short-term, action-oriented research with long-term, foundational studies

Moving forward, potential areas for development include:

• Strengthening collaborations with international research institutions
• Developing a centralized database of education research for easy access and utilization
• Enhancing mechanisms for translating research findings into actionable policies and programs
• Expanding research focus to emerging areas such as digital learning and 21st-century skills

Conclusion

The DepEd Basic Education Research Agenda, established through DepEd Order No. 39, s. 2016, and supported by the Research Management Guidelines in DepEd Order No. 16, s. 2017, represents a significant step towards promoting evidence-based decision-making in Philippine basic education. By providing a clear framework for research priorities and supporting mechanisms for research implementation, the agenda aims to foster a culture of inquiry and continuous improvement within the education system.

As the education landscape continues to evolve, the Research Agenda serves as a guide for educators, policymakers, and researchers to address critical issues and contribute to the ongoing development of Philippine basic education. Through collaborative efforts and a commitment to evidence-based practices, the Department of Education strives to enhance the quality of education and support the holistic development of Filipino learners.

The success of this initiative will depend on the active participation of all education stakeholders, from classroom teachers to policymakers. By engaging in research, utilizing research findings, and continuously refining the research agenda, the Philippine education system can better respond to the changing needs of learners and society, ultimately contributing to the nation’s development and progress.

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This article, “The DepEd Basic Education Research Agenda: Advancing Evidence-Based Education in the Philippines,” was authored by Mark Anthony Llego and published on August 10, 2024.