Perspectives and Experiences on Integration of Access, Equity, Quality, and Resilience in Basic Education

Abstract

This phenomenological study examined how school principals in the Schools Division of Navotas interpreted and integrated the four pillars of the Basic Education Development Plan (BEDP) 2030—Access, Equity, Quality, and Resilience—with the principles of Sustainable Development Goal 4 (SDG 4) on quality education. This phenomenological study used a qualitative 3Es approach involving enquiry, document examination, and experiential observation. The researcher explored the lived experiences of eight (8) principals, alongside focus group discussions with thirty-eight (38) teachers and forty (40) students. The findings revealed a paradigm shift in school leadership, with principals evolving from traditional administrative compliers into strategic adaptation leaders. BEDP 2030 was conceptualized not merely as a mandate but as a "North Star" or roadmap that guides long-term institutional direction through data-driven School Improvement Plans (SIP) and Annual Implementation Plans (AIP). Specific localized interventions identified included active seeking strategies like Oplan Galugad for access, feeding programs for equity, teacher upskilling for quality, and disaster preparedness for resilience. However, implementation faced significant lived tensions, including chronic underfunding, environmental vulnerability from frequent flooding, and a disconnect between rigid national targets and grassroots realities. A critical "Humanware vs. Hardware" gap persisted, where staff readiness was often hindered by infrastructure deficits. The study concluded that successful integration required compassionate stewardship and the flexibility to adapt national policies to local contexts. It recommended re-evaluating performance metrics and establishing climate-responsive funding to support disaster-prone divisions.