EXECUTIVE SUMMARY

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 The Division Education Development Plan (DEDP) 2023-2028 is a collective effort of the
Schools Division Office (SDO), Curriculum Implementation Division (CID) and School
Governance and Operations Division (SGOD). It presents a planning tool that is designed
based on situation analysis and extensive characterization of prevailing education environment
among schools and in the implementation of Programs, Projects, and Activities (PPAs) by the
Division. The analysis and characterization of events and phenomena led to the identification of
deficiencies and major gaps in the governance, in instruction, in the process of implementing
PPAs, and in the level of teacher support that become the basis in designing this plan. The
DEDP Team developed a strategic plan to improve the quality of education, provide
access to every child, pursue an efficient program and financial management, promote
employee welfare, and expand working partnerships with the community. Every goal is backed
up with status reports based on EBEIS data, field survey, rapid appraisal, focused group
discussion, and other pieces of documentary evidence to characterize prevailing environment
and to explain why certain indicators behave the way they do.
Improving the quality of learners’ performance means making school experience
meaningful to the children that they want to come to school, stay in school and finish as
empowered graduates. This requires an interplay of other critical factors such as: focus on the
required competencies in teaching, constant technical and academic support to teachers,
improving infrastructure of schools, community participation, and availability of financial
resources.
With this end in mind, the DEDP Team representing all functional units in the division,
districts and schools developed this integrated six-year plan which explores possibilities for
sustained education support that targets feasible interventions towards the delivery of
accessible, relevant, liberating, and quality education for all. This creative process of
collaborative planning would result in meaningful outcomes such as increasing participation and
cohort survival of learners, decreasing dropouts and school leavers, localization and
indigenization of content and skills based on local needs, efficient utilization of funds, and
producing holistically developed learners with 21st century skills.
To ensure viability of this DEDP, programs have to be re-engineered and schools
mobilized to bring in the targets. The participation and support of community stakeholders and
all those who are committed to the cause of education for all can be pooled together more
effectively to ensure a successful implementation of the Iligan City DEDP 2023-2028.

RATIONALE/ BACKGROUND

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 Education has been viewed as a basic foundation of national development. This is the
very reason that the new Department of Education (DepEd) is intensifying its efforts to provide
quality, accessible, inclusive, and liberating basic education for all Filipino learners.
Over the years, the Schools Division Office of Iligan City has demonstrated a positive
commitment of implementing the programs, activities and projects (PAPs) of DepEd towards the
attainment of the desired standards in key areas: access, equity, quality, resiliency and well-
being and governance. Primarily, the unique location of Iligan City has brought diverse
challenges to the schools as it caters to the culturally-mixed learners of Christians, Muslims and
Lumads who are greatly affected by various circumstances.
While Iligan City has been categorized as a highly urbanized city with a good number of
major industries and establishments, still the challenge remains for the working parents to
sustain their children after the end of their work contracts. ‘Endo’ exists among Iligan industries
which pose a threat for the children to stop because their parents couldn’t sustain their basic
needs or transfer to another place to look for other means of living. Sadly, there were reported
cases of students who dropped and left school to serve as laborers or farm workers at a very
young age.
Amidst the serious efforts of the Division, the five-year data on key performance
indicators of the schools revealed dismal results. Hence, this Division Education Development
Plan (DEDP) 2023-2028 is conceptualized in order to raise the standards of the schools by
improving the key performance indicators on access, equity, quality and resiliency and well-
being and governance.
The Division of Iligan City comprising 2,977 public school teaching personnel, 252 non-
teaching personnel and 172 teaching-related personnel entails for a continuous advancement of
the employees’ welfare through fast tracking of human resource services, Gender and
Development (GAD), health, benefits, and other personnel services. All these shall be sustained
in order to keep competent and committed employees in the system.
Given the present situation of the Division, the Iligan City DEDP 2023-2028 is designed
to form a link between the long term goals of the Division and the development plans of the
schools as enshrined in their School Improvement Plans (SIP). Certainly, the DEDP will provide
a strategic vision that DepEd Division of Iligan City will deliver together through synergy with
public and private elementary and secondary schools.

Access to Quality Basic Education

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 DepEd-Iligan City is proactive in giving access and in the delivery of basic education. The
number of public schools has been stable over the last five years. The enrolment SY 2018-2019
showed at its peak to Kindergarten enrolment with 7,942 while the next succeeding school
years registered with a 50,000
fluctuating trend until 45,648 44,449 44,511
45,000 44,173 43,870
2021-2022 that noted a
40,000
decrease from 2020-
35,000
2021 to 2021-2022 of
326 or 4.19% 30,000
24,858 25,133 Kindergarten
25,000 24,006 23,604
21,805 Elementary
This is attributed 20,000 Junior High School
to the late age entry, Senior High School
15,000
problems with birth 6,167 8,072
certificates, children and 10,000 7,081 5,1437,942 5,1927,142 7,296 6,990
5,675
most parents are not 5,000
ready for distance 0
learning except for 2017-
2018
2018-
2019
2019-
2020
2020-
2021
2021-
2022
homeschooling. Some
children have a lack of personal interest, no regular transportation, some schools are far away
and some 5 year olds prefer to enroll in a Day Care Program.

Transition rate is low in the previous cycle of the plan. However, there is a fluctuating
trend in the figure during
350.00%
the pandemic time and
regained in the post-
300.00% 105.72% 106.33% 109.07% 105.14%
103.79% 102.61% pandemic. Recently, the
250.00%
transition rate in
Elementary is 102.61%,
200.00% 97.95% 94.50% 97.36%
88.21% Junior High School
95.83%
87.23% 88.21% and 94.86% for the Senior
150.00% High School.

100.00% 98.28% 101.12% 96.84% 97.25% 94.40% 94.86% On the other hand, the
SHS
Alternative Learning System
50.00% JHS (ALS) posted enrollment data
Elem from 2, 136 in 2017 to 4,424
0.00% in 2021. While the increase is
2016-2017 2017-2018 2018-2019 2019-2020 2020-2021 2021-2022 remarkable, this somehow
delivers a message that our regular schools may not be attractive to our learners. Yet the ALS programs
have to be sustained in order to cater to the varying circumstances of the learners in conjunction with
Agenda No. 3 of the Department of Education (DepEd) which is to intensify and expand ALS programs
and ensure that no child is left behind.

Equity for Children, Youth, and Adults in Situations of Disadvantage

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 No Child Left Behind is a powerful and sweeping law that addresses many aspects of
public education which includes the disadvantaged, underprivileged and marginalized. It is
proclaimed as a state policy to safeguard and encourage the citizens’ rights to quality education
and to take adequate measures to make such education available to all. Thus, DepEd- Iligan
City is steadfast in reaching out to these learners who are at risk of being left behind.

With strong partnership with the Local Government Unit and DepEd-Iligan City focused
also on the isolated and disadvantaged areas in the whole province. Programs, projects and
activities are laid down in order to bridge the gaps in access to education.

The adherence of the laws on the rights of learners with disabilities to access quality
basic education is also our concern. Pursuant to RA 7277, as amended, the state is mandated
to ensure that persons with disabilities are provided with accessible and quality education, as
well as opportunities to develop skills, taking into consideration their special requirements.

Recently, there are 3,298 enrolled IP learners and 56 hired IP teachers in elementary. So
far, an increasing trend is recorded. The setting of programs, projects and activities target a
challenge for the Indigenous People Program. There are 18 IP implementing schools
established in the division.

Quality of Basic Education Provision and Learning Outcomes

The overall target on quality is set at “learners attaining nearly proficient level or better.”
The Division’s performance in the National Achievement Test (NAT) for elementary (Grade 6)
posted a rate of 40.19% in SY 2017-2018. On the other hand, the performance of the secondary
(Grade 10) has a rate of 46.44% while the (Grade 12) has a rate of 38.79% It showed that the
performance is at par with the national target which is 75%

Moreover, the Accreditation and Equivalency Tests (A&E) are also being administered by
BEA to the Alternative Learning System (ALS) learners. The test measures the competencies
and life skills of those who have not attended or finished formal elementary education. The
Division’s performance in the ALS Accreditation and Equivalency Test for elementary posted a
rate of 64.29% in 2019 while the performance of the secondary has a rate of 85.70%

Learners’ Resiliency and Well-being

Well-being and resilience are vital to developing efficient problem-solving skills, building
and maintaining interpersonal relationships and realistic goal setting, all of which greatly
enhance an individual’s ability to perform and contribute meaningfully in daily life. Learners are
resilient and know their rights and have life skills to protect themselves and claim their
education-related rights from DepEd and other concerned to promote learners’ well being.

Child protection, which covers bullying and child abuse and exploitation, is one of the
rights of children and learners falling under the right to protection and under the right to respect
in the learning environment under the three dimensions of rights-based education. Child
participation, through student governance and consultations with learners, is also important.
Inclusiveness and non-discrimination are also indispensable in education.

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 Embedded in the curriculum is the Children’s Rights Education. The conduct of
psychosocial support and other related disaster-risk management activities were conducted.
Hence, DepEd is one of the government agencies that cater to children and youth, so the
Department is in a prime position to advance the rights of children and youth in basic education.

Enabling Mechanisms: Governance and Management

Governance focuses on the structures and processes that are designed to ensure
accountability, transparency, efficiency, responsiveness, equity, inclusiveness, empowerment,
rule of law and broad-based participation. Management is the manifestation of encouraging and
promoting proper behaviors in running or operating an organization.
Enabling mechanisms define the necessary governance structures in terms of
leadership, people, investments, management systems, partnerships, and external relations
that will ensure the efficient delivery of basic education services. These factors working together
will create the enabling conditions needed to successfully achieve the targets set in the four
pillars (Intermediate Outcomes).
Enabling Mechanism 1: Education Leaders and managers practice participative, ethical, and
inclusive management processes
Education leaders should have the capacity to implement participative and inclusive
management processes strengthened through professional development programs that are
relevant and appropriate to enhance the required skills and competencies.
The Division’s adherence to the mandates on the Philippine Professional Standards for
Teachers guides the office on the recruitment, hiring, and development of teachers, school
heads, and supervisors for each level in the system by defining the competencies required for
each position.
The School- Based Management (SBM) transfers significant responsibilities for
governance and management to the school. Every school is expected to practice SBM guided
by their School Improvement Plan (SIP), which ensures that each school then becomes
responsible for its own outcomes in defining quality education. Every school is required to have
a School Governing Council (SGC), a body of key internal ( teachers and parents) and external
(LGU and other community members) stakeholders. The SGC meets regularly to discuss school
management issues and to promote stronger school-community partnerships.
Programs, Projects and Activities are to be implemented by the Program Holders from
each functional division. Interfacing of each functional division shall fix all forms of
organizational and functional issues that will allow the Division to be more efficient.
The presence of the Local Government Units (LGUs) paves the way to a stronger
partnership and collaboration in the delivery of basic education. It is essential that DepEd
fosters better functioning local school boards since this will ensure more compliance with the
Special Education Fund (SEF) rules and more investment from the Local Development Fund of
LGUs.

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Enabling Mechanism 2: Ensure human resources in all governance levels are sufficient ,
resilient, competent, and continuously improving
The Philippine Professional Standards for Teachers (PPST) maintains a focus of a strong
content and pedagogic knowledge, standards, and are designed to strengthen and expand
teachers’ career progression across the designated career stages.
Capacity building and professional development both teaching and non-teaching
personnel must include functional leadership competency training to equip them with the rapid
changes in both global and local education landscapes, particularly on the required skills in
order to be resilient to serve the learners in their local community more effectively.
Enabling Mechanism 3: Ideal learning environment and adequate learning resources for
learners ensured
The pandemic highlighted the issues in educational resource provision in the division and
in schools. This post-pandemic period must identify the gaps through urgent inventory of
standards with equitable distribution of education resources. On the other hand, the ideal
learning environment takes into account not only the availability of facilities, equipment and
learning resources but should also ensure that the culture, practices, processes, and systems in
the schools and learning centers uphold quality, inclusive, learner-centered, rights upholding
climate and environment.
Enabling Mechanism 4: Improve and modernize internal system and processes for a
responsive and efficient delivery of basic education services
Through the empowerment of the schools to do internal financial and procurement
processes means that the M&E system, performance management are properly equipped and
trained to generate and record accurate data. These will critically be providing evidence-based
decision making for policy-makers. Such data collection is best driven when coming from the
conducted and implemented research papers that influence policy.
Enabling Mechanism 5: Strengthen active collaboration with key stakeholders
Partnerships and linkages with key stakeholders provide an avenue for a strong
collaboration. The stakeholders can add resources to the organization either financially, in kind
or through voluntary services. This is to ensure that their activities are aligned with DEpEd
priorities.
Other key stakeholders provide specific resources in support of education. Line agencies
like, Department of Social Welfare and Development (DSWD), Department of Health ( DOH),
Department of Interior and Local Government Unit ( DILG) , Department of Public Works and
Highways ( DPWH), Technical and Skills Development authority (TESDA), Commission on
Higher Education (CHED), Early Childhood Care Development Council (ECCD) and etc.

Enabling Mechanism 6: Enhance and strengthen public and private partnership

complementarity

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 Private institutions perform a complementary role as partners of public schools in the
delivery of quality basic education. The notion of private education complementing public
education supports the idea of a complete, adequate, and integrated system of education under
the 1987 Constitution.
The Division is very much responsive in assisting the needs of the Private Schools
specifically on the processing of documents in order for their schools to be recognized through
Permits to Operate and Recognition.
Private institutions enjoyed the benefits of the Government Assistance to Students and
Teachers in Private Education (GASTPE). Education Service Contracting (ESC) and the Senior
High School (SHS) Voucher-Program. With the very huge gap in terms of salary between
private and public invites teachers to be in the public-school system. DepEd considers
mechanisms in order for the private schools to co-exist with the public schools.

STRATEGIC DIRECTIONS

Goal: All Filipinos are able to realize their full potential and contribute meaningfully in building a
cohesive nation.
Sector Outcome: Filipino basic education 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. Filipino learners are envisioned to
be holistically developed in basic education, acquiring 21st century skills that will enable them to
manage oneself, build connections, inquire, innovate, stay nimble, and serve beyond self. They
must take pride in Filipino national identity and nationhood and aspire for life skills and
responsiveness, competitiveness, economic prosperity, socio-political stability, unity in diversity,
flourishing, and sustainability by upholding the above-mentioned core values: Maka-Diyos,
Makatao, Makakalikasan, at Makabansa.
Intermediate Outcomes: In order to achieve the Sector outcome, the BEDP includes four
pillars of Access, Equity, Quality, and Resilience, and enabling mechanisms for governance and
management. The intermediate outcomes for each pillar and enabling mechanisms are as
follows:

Pillars Intermediate Outcomes

Pillar 1: Access All school-age children, out-of-school youth, and adults

accessed relevant basic learning opportunities.

Pillar 2: Equity Disadvantaged school-age children and youth, and adults

benefited from appropriate equity initiatives

Pillar 3: Quality Learners complete K to 12 basic education, having successfully

attained all learning standards that equip them with the

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 necessary skills and attributes to pursue their chosen paths.

Pillar 4: Resiliency and Well- Learners are resilient, know their rights, and have the life skills
Being to protect themselves and claim their education-related rights
from DepEd and other duty bearers to promote learners’ well-
being, while being aware of their responsibilities as individuals
and as members of society

Enabling Mechanisms: Governance Modern, efficient, nimble, and resilient governance

and management processes.

Pillar 1: Access to Quality Basic Education

Intermediate Sub-Intermediate Strategy Output
Outcome (IO) Outcome
All school-age children, 11 All 5-year old 1.1.2. Improve access to Tripartite partnership with
out-of-school youth, and children attend school universal kindergarten Barangay LGUs, pre-school
adults accessed education centers, and public schools
relevant basic learning strengthened;
opportunities

DepEd’s acceleration policy

implemented;

Existing Catchup program for

five-year-old children or above
not attending kindergarten
implemented;

Strategy for mapping

whereabouts of 5-year-old
children developed and
implemented in schools;

12 All learners stay in 121 Improve learners’ Digital materials for all learning
school and finish key access to quality and areas developed and made
stages rights-upholding learning accessible to target learners;
environment

All schools provided with library

and science & mathematics
laboratories;

Schools implemented feeding

program for targeted learners;

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 Health and teaching personnel
trained on appropriate school
health and nutrition standards;

More schools with health and

sanitation facilities;

More schools implementing

learners’ mental health and
psychosocial programs; and

More schools with ideal

classroom to student ratio at the
Elementary and Secondary levels

122 Improve capacity to Teachers and learning facilitators

retain learners in capacitated to implement
schools remediation programs and
management of learners at risk of
dropping out;

More schools implementing

school-initiated interventions
using flexible learning options;

Schools implementing
remediation programs for
struggling learners; and

Counseling services for all

students to address individual
concerns provided in all schools.

123 Strengthen schools’ Integrated public schools

capacity to ensure established in areas where
learners’ continuity to access to JHS and SHS is
next stage difficult;

Incomplete primary schools

converted into complete
multigrade schools;

New secondary schools

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 established in areas with less
access to secondary education;

More private schools participating

in the Education Service
Contracting scheme;

SHS course offerings are within

standards;

SHS facilities provided are within

standards; and

Tool for tracing learners’

completing basic education
including ALS learners is
developed and operational.

Coordination mechanism
between elementary and
secondary schools established;

Secondary schools implemented

bridging strategies to address
learning gaps;

Teachers trained on identifying

learning gaps and remediation
strategies; and

Improved counseling services of

schools to address learners’
concerns implemented.

13 All out-of-school 131 Strengthen Literacy mapping strategy for

children and youth mechanisms for identifying OSC, OSY and OSA
participate in formal or providing access to developed and implemented in
non-formal basic relevant basic divisions and districts;
education learning opportunities for OSC
opportunities and OSY, and OSA
ALS teachers, community ALS

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 implementers, and learning
facilitators trained to use online
teaching platforms;

ALS teachers are deployed in

high demand areas;

New community learning centers

(CLCs) are operational in high
demand areas;

Access to print and non-print

learning resources in the CLCs
improved;

Selected CLCs are equipped with

appropriate learning facilities;

Service contracting and

engagement of non-DepEd ALS
providers are expanded;

ALS internal stakeholders’ access

to training on ALS program
implementation improved;

ALS external stakeholders on

ALS program implementation
improved; and

ALS M&E system and processes

aligned with Basic Education
Monitoring and Evaluation
Framework developed and
operational in all governance
levels.

Pillar 2: Equity for Children, Youth, and Adults in Situations of Disadvantage

Intermediate Sub-Intermediate Strategy Output

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 Outcome (IO) Outcome
Disadvantaged school- 2.1. All school-age 2.1.1. Improve program On improving the situation
age children and youth, children and youth and management and analysis of school-age
and adults benefited adults in situations of service delivery children and youth and adults
from appropriate equity disadvantage are in situations of disadvantage,
participating in inclusive including barriers to
initiatives basic learning education:
opportunities and
receiving appropriate Coordination with LGUs and
quality education barangay officials on data
gathering and analysis towards
explicit solutions to identified
barriers to education
implemented;

Mechanism for the enrollment of

pre-identified children with
disabilities in Kindergarten
between and among ECCD,
DSWD, NGOs, and DepEd
implemented;

10-year Program Assessment of

IPEd completed; and

On formulating policies and

standards to promote
responsiveness of DepEd
systems and processes to
learners in situations of
disadvantage:

Learning and Development Plan

for the capacity development of
personnel involved in IPEd
implemented.

On developing evidence-based
regional policies, guidelines,
and standards with an equity
approach:

Rights-based and culture-

sensitive planning and M&E at
various governance levels for
IPEd formulated and
implemented;

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 Governance framework and
partnership mechanisms for IPEd
across governance levels
developed and implemented; and

Program approaches and

strategies for various typologies
of IPEd-implementing schools
formulated and implemented.

On training school personnel

and community learning
facilitators on inclusive
practices adapted to learners
in situations of disadvantage;

Teaching, non-teaching, and

stakeholders trained on inclusive
education; and

Program approaches and

strategies for various typologies
of IPEd-implementing schools
formulated and implemented.

On strengthening instructional
supervision of inclusion
initiatives:

Monitoring and Evaluation policy

and mechanism on inclusive
education developed and
implemented

2.1.2. Provide an On developing and enhancing

inclusive, effective, standards and policies on
inclusive and safe learning
culturally responsive, environments:
gender-sensitive, and
safe learning Policies and standards for safe and
accessible learning environments for
environment to learners with different learning needs
respond to the implemented; and
situations of
disadvantage
Contextualized rural farm schools
established.

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 On improving the physical
infrastructure and facilities of
schools and CLCs to make them
accessible to learners with
disabilities and appropriate to the
ecological and socio-cultural
context of the community:

One Community Learning Center

(CLC) per barangay established.

On customizing learner support

services as appropriate to school-
age children and youth and adults
in situations of disadvantage,
including customized health,
WASH, and nutrition facilities:

Inclusive Learning Resource Center

established; and

Learner support services appropriate

for learners with different learning
needs implemented.

2.1.3. Improve On customizing learning delivery

gender-sensitive modalities appropriate to the
contexts of school-age children
contextualized and youth and adults in situations
curriculum and of disadvantage:
learning delivery
Standards, processes, and protocols
for the contextualization of the
curriculum, and learning delivery for
inclusive education developed and
implemented; and

Programs to address gender-

disparities among children are
developed and implemented

2.1.4. Enhance On enhancing learning resource

DepEd platforms for standards for all platforms and
types of learning resources
learning resources responsive to the context of each
group in situations of
disadvantage:

Standards, processes, and protocols

for the contextualization of learning
resources for inclusive education
implemented.

On strengthening and improving

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 ICT platforms:

DepEd ICT platforms and facilities

with accessibility features for
inclusive education are provided.

On increasing the number of

teachers and learners with a
complete set of inclusive
education teaching and learning
resources:

Standard, processes and protocols

for the contextualization of the
curriculum, learning delivery, and
learning resources for IPEd (for both
formal and ALS) formulated.

2.1.5. Promote On developing a communication

partnerships to benefit and advocacy plan for programs
addressing concerns of learners in
education for learners situations of disadvantage:
in situations of
disadvantage
Communication and advocacy plans
for inclusive education are
implemented.

On engaging non-DepEd providers

of education for groups in
situations of disadvantage:

Partnership with external providers of

inclusive education forged;

Standards and protocols for the

engagement of stakeholders in
support of inclusive education

formulated; and

Involvement of the community in the

implementation of the different
learning modalities

Pillar 3: Quality of Education Provision and Learning Outcomes

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 Intermediate Sub-Intermediate Strategy Output
Outcome (IO) Outcome
Learners complete K to 3.1. Learners attain Ensure alignment of the Curriculum guides reflecting the
12 basic education, Stage 1 (K to Grade 3) curriculum, instruction, socio-emotional and 21st century
having attained all learning standards of and classroom skills including the appropriate
learning standards that fundamental reading assessment methods in learning approaches and
equip them with the and numeracy skills to all learning areas assessment are developed,
necessary skills and provide a basis for disseminated, and implemented;
attributes and are success in the
confident to pursue their remaining learning
chosen paths stages; Sustainable Development Goals
and human rights, including but
not limited to children’s rights,
3.2. Learners attain integrated in relevant subjects as
Stage 2 (Grades 4–6) early as Stage 1 and until Stage
learning standards in 4;
required literacy and
numeracy skills and
apply 21st century skills Policies and standards on Good
to various real-life Manners and Right Conduct
situations; (GMRC) and Values Education
issued and implemented; and

3.3. Learners attain

Stage 3 (Grades 7–10) Policies, standards, and program
learning standards of management on curricular, co-
literacy and numeracy curricular, and extra-curricular
skills and apply 21st developed and implemented.
century skills to various
real-life situations;

3.4. Learners attain

Stage 4 (Grades 11–12)
learning standards
equipped with
knowledge and 21st
century skills developed
in chosen core, applied,
and specialized SHS
tracks;

3.5. Learners in the

Alternative Learning
System attain
certification as
Elementary or Junior
High School and Senior
High School completers.

Increased the number of

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public and private
elementary and high
schools belonging to the
4th Quadrant group (75-
100)

Align resource provision Learning resources for learning

with key stage learning standards reflecting the socio-
standards emotional and 21st century skills
provided;

System for the management of

learning resources developed
and implemented;

System for quality assurance of

learning resources developed
and implemented;

Researches on curriculum
standards, learning management,
and learning resources and
services completed and
disseminated; and

Guidelines on safe use of

technology in the teaching and
learning process formulated and
implemented.

Assess learning Revised assessment programs

outcomes at each key with design, tools, administration
stage transition and for procedures and guidelines
learners in situations of developed and implemented;

disadvantage

Mechanisms for aggregation of

classroom assessment for
division-wide learning
assessments in place and
operational;

Tools and mechanism on use of

artificial intelligence, machine
learning, and analytics for
creating predictive models of
student readiness achievement,
literacy level, SHS track, and
work readiness developed and

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 implemented;

Strengthen competence Professional development

of teachers and programs for teachers developed
instructional leaders in and implemented in identified
areas such as content priority areas such as, but not
knowledge and limited to:
pedagogy/instruction,
curriculum and planning, • Socio-emotional and 21st
responding to learner century skills
diversity, and • Learning approaches and
assessment and learning modalities
reporting
• Assessment

• Program management on
curricular, co-curricular, and
extracurricular; and

Professional development
programs for instructional leaders
(MTs, SHs, PSDS, EPS) to
support teacher PD in various
priority areas.

Ensure alignment of Policy on alignment between TEI

curriculum, instruction curriculum and school curriculum
and assessment with issued and implemented; and
current and emerging
industry and global
standards

Policy and mechanism for tertiary

schools on providing the results
of college readiness assessment
of SHS graduates established.

Pillar 4: Learners’ Resiliency and Well-Being

Intermediate Sub-Intermediate Strategy Output
Outcome (IO) Outcome

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Learners are resilient 4.1. Learners are served 4.1.1. Integrate Laws, policies, plans, rules, and
and know their rights by a Department that children’s and learners’ regulations, contracts, programs,
and have the life skills adheres to a rights- rights in the design of all projects, and activities containing
to protect themselves based education DepEd policies, plans, commitments towards children’s
and claim their framework at all levels programs, projects, rights according to rights-based
education-related rights processes, and systems education framework
from DepEd and other implemented;
duty-bearers to promote

learners’ well-being.
Rights-based education (RBE)
framework adopted and
implemented;

Standards and mechanisms on

child protection developed and
implemented;

M&E mechanism on rights-based

education framework and legal
obligations and commitments on
children’s rights implemented;

Child Rights in Education Desk

(CREDe) institutionalized;

DepEd personnel and

stakeholders trained on child
rights/RBE;

Positive discipline measures

implemented in schools and
community;

Child Protection Unit and Child

Protection Committee structures
are established; and Child
protection policies implemented.

4.1.2. Ensure that Child rights education (CRE)

learners know their integrated in the enhanced K-12
rights and have the life curriculum, extra and co-
skills to claim their curricular programs, learning
education-related rights environment and culture of the
from DepEd and other school, learning center and other
duty-bearers to promote learning modalities;
learners’ well-being,

20
 while also being aware
of their responsibilities
as individuals and as Learning resources on children’s
members of society and learners’ rights in education
utilized;

School-based guidelines on RBE

and CRE implementation
developed, with consideration of
school based management,
school improvement plan, and
school governance council;

School personnel and parents

trained on child rights education
and child protection;

Mechanism on learners’
participation on education and
children’s rights developed and
implemented; and Child
protection committee in schools
established

4.2. Learners are safe 4.2.1. Protect learners DepEd personnel and learners
and protected, and can and personnel from capacitated on providing mental
protect themselves from death, injury, and harm health and psychosocial support
risks and impacts from brought by natural and services (MHPSS);
natural and human- human induced hazards
induced hazards
ESD, DRRM, Climate Change
Adaptation and Mitigation
(CCAM), and peacebuilding
competencies in the K to 12
curriculum integrated;

Personnel and stakeholders

equipped on DRRM, CCAM, and
peacebuilding;

Safety and emergency supplies

and equipment provided to
DepEd offices and schools; and

Early Warning Systems (EWS) in

DepEd offices and schools
established.

21
4.2.2. Ensure learning Internal and external partners for
continuity in the response, rehabilitation, and
aftermath of a disaster recovery mobilized;
or emergency

Access to relevant responses,

rehabilitation, and recovery-
related datasets from school
enhanced;

Information, education, and

communication (IEC) materials in
the aftermath of a disaster or
emergency developed and
disseminated;

MPHSS interventions, including

referral mechanisms, for learners
and personnel affected by
disasters and emergencies are
provided;

DepEd inter-agency
Comprehensive Rehabilitation
and Recovery Plan (CRRP) for
disaster and emergency
developed;

Regions, divisions, and schools

equipped in leading multi-
stakeholder groups for the
implementation of response,
rehabilitation, and recovery;

Major repair and reconstruction of

infrastructure and replacement of
non-infrastructure damages due
to disasters/ emergencies for
rehabilitation and recovery
completed; and

Feedback and accountability

mechanisms for learners on
emergency interventions
established.

4.2.3. Protect education Risk assessment data for DRRM,

investments from the CCAM, and peacebuilding

22
 impacts of natural and established;
human-induced hazards

DRRM, CCAM, and

peacebuilding plans; contingency
plans; and public service
continuity plans in all governance
levels developed;

DRRM, Peacebuilding, and

Climate change-related
programs, projects, and activities
(PPAs), and budget in DepEd
offices and schools annual plans
developed;

Functional DRRM Team

organized in all governance
levels;

DRRM, CCAM, and

peacebuilding researches
published; and

Regular programs for structural

and non-structural hazard
prevention and mitigation
measures implemented.

4.3. Learners have the 4.3.1. Provide learners Guidelines on health and safety
basic physical, mental, with basic health and of learners and school personnel,
and emotional fortitude nutrition services including prevention of COVID-19
to cope with various developed and implemented;
challenges in life and to
manage risks
Post COVID-19 tracking of
learners’ health and nutrition
conditions in schools
implemented;

Health personnel and program

coordinators trained on
management of risky behavior
and child protection issues;

Schools’ health facilities including

WASH and clinics provided;

23
 School-community coordination
mechanisms for health and safety
of learners in schools
established; and

Policies, guidelines and

standards on prevention of
COVID-19, health & nutrition, and
adolescent health and
development implemented.

4.3.2. Nurture and Teachers trained in handling

protect learners’ mental students experiencing mental and
and psychosocial health psychosocial health issues; and

DepEd personnel and learners

capacitated on providing MHPSS.

4.3.3. Promote learners’ Standards for school sports and

physical and socio- competition programs developed
emotional skills and implemented; and
development

Teaching and non-teaching

DepEd personnel trained on
after-school sports program

Enabling Mechanisms: Governance and Management

Intermediate Outcome Sub-Intermediate Strategy Output

(IO) Outcome
Education leaders and Competency-based hiring
managers practice and promotion system
participative, ethical, and adopted and implemented;
inclusive management
processes
SBM implemented;

24
 Basic education situation
analysis and plans
submitted to LSBs/RDC
and other stakeholders;

Policy on synchronized
planning and budgeting
issued and implemented;

Revised SIP policy

developed and
implemented; and

Policy on M&E framework

and system issued and
implemented.

Ensure human resources NEAP transformation

in all governance levels deepened and further
are sufficient, resilient, institutionalized;
competent, and
continuously improving
Professional standards
linked to employee
assessment, development,
rewarding, and
recognition;

Employee welfare and

benefits standards are
developed and
implemented;

DepEd personnel trained

on responsive
management processes
that uphold inclusive and
rights-based education;
and

Learning and
Development plan
developed and
implemented under NEAP

25
 leadership

Ideal learning environment Standards for a quality and

and adequate learning inclusive learning
resources for learners environment for different
ensured learner groups for the new
normal post COVID-19
adopted and implemented;

Standards for the

integration of educational
technology in teaching and
learning developed and
implemented;

Standards for learning

resource development
accessible to all types of
learners formulated and
implemented; and

System for granting

access to learning
resources developed and
implemented.

5 4 Improve and Modern financial

modernize internal management systems and
systems and processes for processes developed and
a responsive and efficient implemented;
delivery of basic education
services
Major management
processes (planning,
budgeting, procurement,
M&E, human resource)
are integrated,
synchronized, and
coordinated in all
governance levels;

Performance management
and quality assurance
systems developed and
implemented;

Disaster risk reduction and

response mechanisms
established;

26
Policy and research
agenda formulated and
implemented;

Human Resource
Information System (HRIS)
in all governance levels
developed and
implemented;

Internal Control System

(ICS) framework,
guidelines and standards
adopted and implemented;

Guidelines for QMS

developed and
implemented;

Asset Management
System implemented;

Helpdesk support system

for field procurement
operations created;

DepEd integrated logistics

management system
implemented;

Organic procurement units

and plantilla positions for
procurement officers
created;

Contract management
system implemented;

Standards on procurement
processes, forms, and
documents implemented;

27
 Supplier’s Registry
established;

Transparency mechanism
implemented;

Guidelines on third-party
participation in
procurement implemented;
and

Guidelines on customized
procurement for selected
major programs
implemented

5 5 Strengthen active Stakeholder engagement

collaboration with key developed and
stakeholders implemented;

Guidelines on the use of

SEF implemented;

School Governing Council

policy implemented;

Policy on the use of

partnership information
system implemented;

Multisectoral youth
development alliances
established and
operationalized in support
of ALS implementation;
and

Educ Forum actively

engaged as multi-
stakeholder platform for
consultation, collaborative
research and analysis, and
high-level advice on
strategic basic education
policy.

Enhance and strengthen Public-private

public and private complementarity
education framework is developed

28
 complementarity and implemented;

Manual of regulations for

private schools enhanced
and implemented; and

Organizational and human

resource support to
qualified personnel in
private schools are in
place

PERFORMANCE TARGETS

Pillar KPIs Level Baseline 2023 2024 2025 2026 2027 2028

Kindergart
107.07% 106.29% 105.50% 104.72% 103.93% 103.14% 102.36%
en
Gross
Enrolmen Elementar
109.31% 108.16% 107.02% 105.87% 104.73% 103.58% 102.44%
t Rate y

Secondary
Junior 95.74% 95.88% 96.02% 96.16% 96.30% 96.44% 96.58%
High

Secondary
Senior 81.83% 82.96% 84.09% 85.22% 86.35% 87.48% 88.61%
High

Kindergart
99.52% 99.58% 99.63% 99.68% 99.74% 99.79% 99.84%
en
Net
Acces
Enrolmen Elementar
s 99.42% 99.38% 99.33% 99.28% 99.24% 99.19% 99.14%
t Rate y

Secondary
Junior 76.16% 78.47% 80.79% 83.10% 85.42% 87.74% 90.05%
High

Secondary
Senior 48.47% 53.30% 58.14% 62.98% 67.82% 72.65% 77.49%
High

Elementar
94.86% 95.32% 95.78% 96.24% 96.70% 97.16% 97.62%
y
Transitio
n Rate Secondary
Junior 88.21% 89.18% 90.16% 91.14% 92.12% 93.09% 94.07%
High

Secondary 102.61% 101.43% 100.25% 99.07% 97.90% 96.72% 95.54%

Senior

29
 High

Cohort Elementar
81.91% 83.58% 85.26% 86.94% 88.62% 90.29% 91.97%
Survival y
Rate
Secondary
Junior 76.49% 77.99% 79.49% 80.99% 82.50% 84.00% 85.50%
High

Secondary
Senior 71.06% 73.17% 75.27% 77.38% 79.48% 81.58% 83.69%
Efficien High
cy
Completi Elementar
81.40% 83.14% 84.87% 86.60% 88.34% 90.07% 91.80%
on Rate y

Secondary
Junior 75.28% 76.91% 78.55% 80.18% 81.82% 83.46% 85.09%
High

Secondary
Senior 69.01% 71.34% 73.68% 76.01% 78.34% 80.67% 83.00%
High

School Elementar
3.50% 3.13% 2.75% 2.37% 2.00% 1.62% 1.24%
Leaver y
Rate
Secondary
Junior 8.28% 7.38% 6.48% 5.58% 4.68% 3.78% 2.88%
High

Secondary
Senior 5.70% 5.08% 4.47% 3.86% 3.25% 2.63% 2.02%
High

Quality NAT Grade 6 40.19 % 49.65 % 59.12% 68.59 % 78.06% 87.53 % 97.00%

Grade 10 46.44 % 54.81 % 63.19 % 71.55 % 79.93% 88.30 % 97.00%

Grade 12 38.79 % 48.49 % 58.19 % 67.89 % 77.59 % 87.30 % 97.00%

30
31
 INDICATIVE TIMELINES

Timelines on the Implementation of the Interventions (6 years)

Pillar 1: Access to Quality Basic Education
Intermediate Outcomes (IOs)

1. All school-age children, out-of-school youth, and adults accessed relevant basic learning opportunities

Sub-Intermediate Outcomes

1.1. All 5-year old children attend school

Increased Net Intake Rate Kindergarten from 71.70% to100.00%

Strategies

1.1.1. Improve access to universal kindergarten education

Outputs Interventions Programs/ Persons Responsible Y1 Y2 Y3 Y4 Y5 Y6
Projects /Activities
1.1.1.1 Tripartite partnership 1. Find 5-year-old children not yet Child Finding through Curriculum
with Barangay LGUs, in school due to Implementation
preschool centers, and Division (CID)
public schools strengthened; Unified Community
a) “difficult” circumstances Mapping

School Governance
Linkage with DSWD, Operations Division-
MSWD for enrollment Social Mobilization and
data in day care center Networking

b) Access to enrollment in Utilization of daycare

daycare centers center data for early
registration/
Community mapping

32
 Advocacy activities
during barangay
assemblies

MOA Signing for 100%

2. Strengthen linkages and participation rate in
partnership with the Barangay kindergarten
LGUs to improve access to
universal kindergarten education

Strengthened
partnership with
DepEd, LGU and
CSWD on the smooth
transition of learners
from ECCD program to
K to 12 Program

Inclusion of learners
located in GIDA for
4Ps, GPP, and

Barangay Scholarship
Program

33
1.1.1.2 DepEd’s Strengthen acceleration policy in Tracking of over- School Governance
acceleration policy schools such as aged learners for Operations Division
implemented; PEPT (SGOD)-M&E

Request for
2. Philippine Educational schedule of the
Placement Test, national
3. Accreditation and examination from
Equivalency Program (A&E), the Central Office

4. Portfolio Assessment, Conduct of

Philippine
5. KECP Educational
Placement Test,
Accreditation and
Equivalency
Program (A&E),
Portfolio
Assessment, KECP

1. Kinder Summer Classes for 5 ● Catch up classes

1.1.1.3 Existing Catch Up Curriculum
years old not enrolled for the teacher- training
program for five- year-old Implementation
current SY kinder classes due to
children or above not Division (CID)
difficult circumstances
attending kindergarten
implemented; ● Conduct of catch up
classes

● Instructional
Supervision,
Monitoring and

34
 Provision of
Technical
Assistance for
KECP

● Submission of
report for LIS
encoding

● Division issuance of
the Implementation
of the Kindergarten
Mobile classes

1.1.1.4 Strategy for Strengthen child finding activities ● Capacity building

for 5 year-old children by of School Heads in School Governance
mapping whereabouts of Operations Division-
5- year-old children conducting community mapping the implementation
activity twice a year (January and of Unified Planning Unit
developed and
implemented in schools; July) Community
Mapping
Early Registration, Oplan Balik
Eskwela
Curriculum
● Administer Implementation
community Division (CID)
mapping in the
respective puroks
and barangays of
all incoming 5 year
old children as
new entrants to
Kindergarten

Increased Net Enrolment Ratio (NER)

35
Elementary from 83.31% to 99.00%

Junior high school from 73.22% to 97%

Senior High School from_38.55% to 92.00%

1.1.1.5 Strategy for Strengthen child finding activities ● Administer unified School Governance
mapping whereabouts of 6- for 6-11 year-old children by community mapping Operations Division
11 year-old children conducting community mapping in the respective (SGOD)-Planning
developed and activity twice a year (January and puroks and Section
implemented in schools; July) barangays of all 6 -
11 year old children
Early Registration, Oplan Balik
Eskwela Curriculum
Implementation
● Paper/ Electronic Division (CID)
database of
Community Mapping
results

Strategies

1.2. All learners stay in school and finish key stages

1.2.1. Improve learners’ access to quality and rights - upholding learning environment

Outputs Interventions Programs/ Projects/ Persons Y1 Y2 Y3 Y4 Y5 Y6

Activities Responsible

.2.1.1 Digital materials ● Maximized development, Curriculum

● Enhancement and
for all learning areas production, conversion, quality Implementation
conversion of SIM, LAS
developed and made assurance and distribution of Division (CID)
and SLMs from
accessible to target digital materials for all learning
Kindergarten to Grade 12
learners; areas
to digital format
Office of the

36
 ● Conversion of SLMs to E- Schools Division
books Superintendent-
● Radio-based / TV-Based ICT
Instruction, ● Utilization of RBI - offline
digital versions

● Video Lesson Production ● Production of more Video

Lessons in all learning
areas

● Creation of an enhanced
and upgraded Division
Learning Resource Portal
(sub-domain of the Division
Data Management System)

● Provision and monitoring

on the utilization of tablets
in the classroom

1.2.1.2 All schools provided Establishment of school library, ● Conduct school library, Curriculum
with library, science, and science, and mathematics science and mathematics Implementat
mathematics laboratories; laboratories. laboratory inventory and ion Division
needs assessment (CID)

Strengthening Division and District ● Submit request of school

Library Hub Services, library resources needs Office of the
(supplementary materials) Schools Division
and science and Superintendent-
mathematics equipment to Supply
Application for more schools with
Special Science Programs with the BLR.
STEM Laboratory (including ● Tap stakeholders on the
ROBOTICS) and Computer

37
Laboratory acquisition of
supplementary materials in
science and mathematics
equipment

● Provide capacity-building
to library in-charge and
science and mathematics
laboratory in-charge

● Monitor the utilization of

school library and science
and mathematics
laboratory

● Strengthen the services

Division and District
Library Hub, SDO e-
library, Special Science
Programs Laboratories:
(SSES & STE Laboratory
including ROBOTICS) and
Computer Laboratory

38
 School
1.2.1.3 Schools Provide feeding to learners 1. Oplan Kalusugan sa
Governance
implemented feeding prioritizing the Severely Wasted Deped
Operations
program for targeted (SW) & Wasted (W) and
● Digitize data gathering Division (SGOD)-
learners; strengthen the implementation of
on the nutritional status School Health and
Gulayan sa Paaralan at Tahanan
of the learners Nutrition Section

● Implement
Feeding/Supplemental
Feeding Program
integrating Gulayan sa
Paaralan and Tahanan

 Implement Home-Based
Feeding Program in
partnership with LGU
and LSB

1.2.1.4 Health and teaching Conduct of upskilling activity School

Upskilling of health and teaching
personnel trained on for health and teaching Governance
personnel in managing school
appropriate school health personnel in managing Operations
health programs and projects
and nutrition standards; school health program and Division (SGOD)-
projects School Health and
Nutrition Section

39
1.2.1.5 All schools with School
Strengthen partnership with Project WinS Adopt-a-
health and sanitation Governance
government agencies, non-NGOs School Program
facilities; Operations
and other organization for
Division (SGOD)-
provision of health and sanitation
School Health and
facilities ● Installation of additional Nutrition Section
toilet and handwashing (SocMob,
facilities; Physical)
● Provision of adequate
water supply to school
with no water supply,

● Distribution of hygiene
kits and IEC materials,
and

● Creation of waste
management
segregation facilities

1.2.1.6 All schools School

Intensify implementation of 1. Oplan Kalusugan sa
implementing learners’ Governance
mental health and psychosocial Deped
mental health and Operations
programs in schools
psychosocial programs; 2. Mental Health Division (SGOD)-
and Psychosocial Support School Health and
Services (MHPSS) Nutrition Section

● Stress debriefing of
learners and teachers

● Workshop and training

on mental health and
40
 psychological first aid

1.2.1.7 All schools with

1. Responsive allocation of 1. Implementation of BEFF School
ideal classroom to
standard classrooms through Projects Governance
student ratio at the
(Basic Educational Facilities Operations
Elementary and 2. Conduct validation on
Funds (BEFF0 Projects Division
Secondary levels classroom needs
2. Ensure timely completion of (SGOD)-
school building projects 3. Listing of proposed Physical
school building projects Facilities
and submission of
documentary
requirements per DO 36, School
s. 2022 Governance
4. Monitoring of school Operations
building projects to avoid Division (SGOD)-
demographic shifts Planning Section

Strategies

1.2.2. Improve capacity to retain learners in schools

Outputs
Interventions Programs / Projects/ Y1 Y2 Y3 Y4 Y5 Y6
Persons
Activities Responsible

1.2.2.1 Teachers and learning Capacity-building of Training of teachers and School Governance
facilitators capacitated to implement teachers and learning learning facilitators through Operations Division
remediation programs and facilitators to implement INSETs and Immersion (SGOD)-HRD
management of learners at risk of remediation programs Programs
dropping out; and management of Curriculum
learners at risk of Implementation Division
dropping out (CID)

41
1.2.2.2 More schools implementing Increase the number of Curriculum
Expand the
school-initiated interventions using schools implementing Implementation Division
implementation of Open
flexible learning options; school-initiated (CID)
High School
interventions using
Flexible Learning Options

Capacitate schools to
implement Flexible
Learning Options

1.2.2.3 Schools implementing Increase number of Implement Project LETRA, Curriculum

remediation programs for struggling schools implementing Project CNR and other Implementation
learners; and remediation programs for school-initiated Division (CID)
struggling learners remediation programs

Intensive Monitoring and Full implementation of

Supervision of Schools ELLN Digital Courseware
and Learning Centers for K to 3 teachers

1.2.2.4 Counseling services for all Improve Guidance and School Governance
Capacity-building of
students to address individual Counseling Services Operations Division
homeroom advisers and
concerns provided in all schools. (SGOD)
guidance advocates to
provide counseling Curriculum
services Implementation Division
(CID)

Monitor the guidance

services offered in schools

Strategies

1.2.3. Strengthen schools’ capacity to ensure learners’ continuity to next stage

Outputs
Interventions Programs / Projects/
Persons Y1 Y2 Y3 Y4 Y5 Y6
Responsible
Activities

1.2.3.1 Integrated public schools

Conversion of selected 1.Conduct consultative
established in areas where access to
elementary schools to conferences, meetings
42
JHS and SHS is difficult; Division Review &
integrated schools in and orientations on
Evaluation Committee
high priority areas conversion of
elementary schools to
integrated schools

2.Conduct of onsite
validation, inspection
and evaluation

3.Tap stakeholders to
support the conversion
of qualified elementary
schools to integrated
school

1.2.3.2 Incomplete primary schools Division Review &

Conversion of primary 1.Identification of primary
converted into complete multigrade Evaluation Committee
schools to complete schools for conversion
schools;
elementary schools to complete elementary
schools

2.Establishment of
additional public
school serving IP
learners in
identified
Indigenous Cultural
Communities

1.2.3.3 New secondary schools Establishment of

1. Identification of areas Division Review &
(JHS/SHS) established in areas with Secondary School to high
for establishment of Evaluation Committee
less access to secondary education; demand areas
new secondary schools

2. Implementation of DO
40, s. 2014

43
1.2.3.4 More private schools
Increase number of Implement GASTPE School Governance
participating in the Education Service
private schools program Operations Division
Contracting scheme;
participating in ESC (SGOD)-M&E
Scheme Senior High School
Assistance Package

1.2.3.5 SHS course offerings are Alignment and Enforcement of Regional

School Governance
within standards; harmonization of SHS Memorandum 332, s.
Operations Division
offerings across Division 2021 on harmonization of
(SGOD)-M&E
SHS curriculum
Curriculum
Provision of standardized Implementation Division
SHS facilities Conduct onsite monitoring (CID)
and evaluation of the
sampled schools (public &
private) relative to their
implementation of SHS
utilizing stratified random
sampling.

Provide Technical
Assistance on the SHS
course offerings

Senior High School

Assistance Package for
economically
disadvantaged learners

School Governance
1.2.3.6 SHS facilities provided are Provision of Conduct SHS facilities
Operations Division
within standards; and standardized SHS needs assessment
(SGOD)-Physical
facilities
Provision of standardized Facilities
SHS facilities

Review the Program of

Works prepared by
DPWH to check its
44
 conformance to the
standards set by DepEd

Periodic assessment on
Construction of school the progress of
buildings construction work and
report to concerned
parties to take corrective
action as needed to
ensure adherence to the
program of works, quality
standards, and time
schedule for completion.
Final Inspection
Conduct Punchlist to
projects with 95% status
of accomplishment for
rectification so that
defects can be corrected
before issuing the
Certificate of Completion
and Turnover

Increase spending on
the construction of
additional classrooms to
adopt the 1.2% yearly
population growth.

1.2.3.7 Tool for tracing learners’ Project TRAZE; Curriculum

1. Development, and
completing basic education Implementation Division
Create an online system Deployment of the
including ALS learners is (CID)
and tools for tracking Learner Tracking
developed and operational.
basic education System
completers including ALS
2. Updating and OSDS-ICT
learners
automating learners
data collection

45
 School Governance
3. Updating and applying
Operations Division
Diagnostic Analysis of
(SGOD)-Planning
the Collected Data
Section
4. Updating and applying
Predictive Analytics of
the Collected Data

5. Create a Tracing
System of basic
education graduates
including ALS
completers

1.2.3.8 Coordination mechanism Curriculum

Establish regular /Monthly/Quarterly
between elementary and secondary Implementation Division
convergence of conference of Elementary
schools established; (CID)
elementary and and Secondary School
secondary schools in Heads
every district
Division Management School Governance
Committee Meeting Operations Division
(SGOD)-Planning Unit

Secondary schools implemented Implement bridging Curriculum

Identify Bridging strategies
bridging strategies to address strategies to address Implementation Division
to address learning gaps
learning gaps; learning gaps in (CID)
secondary schools Develop resources for
bridging learning gaps

Conduct intensive
instructional supervision
and monitoring to
secondary school

Secondary schools
monitoring on LRCP
implementation

Teachers’ participation in
the development of
Reading program

46
 Conduct of DepEd
Summer Class for learners
who failed in 1-2 subjects

Intensive Implementation
of Project LETRA

Teachers trained on identifying Upskilling and reskilling Conduct of Capacity- School Governance
learning gaps and remediation teachers in identifying building/INSET/LAC on Operations Division
strategies; and learning gaps and identifying learning gaps (SGOD)-HRD
remediation strategies and remediation strategies

Curriculum
Strengthen Learning Implementation Division
Recovery and Continuity (CID)
Plan implementation,

Project LETRA

, Project CNR,

Bawat Bata Bumabasa

Program,

Brigada Pagbasa

School Governance
Improved counseling services of Intensified Homeroom Capacity-building of
Operations Division
schools to address learners’ Guidance Program and homeroom advisers and
(SGOD)
concerns Counseling Services guidance advocates to
provide services
implemented.
Conduct of Career Curriculum
Guidance activities Implementation Division
(CID)
Monitoring on the
implementation of
homeroom guidance
program and career
47
 guidance activities

1.3. All out-of-school children and youth participate in formal or non-formal basic education learning opportunities

Strategies

1.3.1. Strengthen mechanisms for providing access to relevant basic opportunities for OSC and OSY, and OSA

Outputs Interventions Programs, Projects, Persons Y1 Y2 Y3 Y4 Y5 Y6

and Activities Responsible

Literacy mapping strategy for Curriculum

Intensify the conduct of Conduct Community
identifying OSC, OSY and OSA Implementation
community mapping in Mapping
developed and implemented in Division (CID)
every barangay
divisions and districts; Tap local LGU in mapping
Strengthen the OSC, OSY and OSA
partnership with LGU in
Conduct of online and face-
mapping out-of-school
to-face ALS Advocacy
children, youth and
Programs
adults
Participation in Barangay
Establishment of OHSP
Assembly
Centers in secondary
schools Posting of ALS advocacy
materials and success
stories in social media

Advertisement of ALS
Programs in radio stations

ALS teachers, community ALS School Governance

Enhancing Digital Online Teaching Platforms
implementers, and learning facilitators Operations Division
Skills of ALS for ALS Teachers
trained to use online teaching (SGOD)-HRD
Teachers, Community
platforms; Upskilling of ALS teachers,
ALS Implementers,
and Learning ALS implementers, and
Facilitators learning facilitators on the Curriculum
use of online teaching Implementation

48
 Division (CID)
platforms

Conduct of LAC sessions to

discuss concerns and
challenges in using online
teaching platforms

ALS teachers are deployed in high

Deployment of ALS Identification of high
demand areas;
Teachers in high demand areas Office of the Schools
demand areas Division Superintendent
(OSDS)-HR
Deployment of ALS
teachers and facilitators in
high demand areas

New community learning centers Operationalization of ALS ALS Beyond the Last Mile Curriculum
(CLCs) are operational in high Learning Centers in high Schools Project Implementation
demand areas; demand areas Division (CID)

Identification of high
ALS Beyond the Last Mile demand areas for CLC
Schools; Adopt a CLC establishment
Program

Deployment of ALS
teachers in high demand
areas

Capacity-building of
deployed ALS teachers in
high demand areas

Conduct of LAC sessions to

ALS implementers assigned
in high demand areas

49
 Provision of learning
resources for ALS 2.0
curriculum.

Access to print and non-print learning Improve access to print and Uploading of ALS learning
non-print learning resources Curriculum
resources in the CLCs improved; materials in the Division
in the CLCs, Mobile Library Implementation
Learning Resource Portal:
Program; SDO-E-Library Division (CID)
SDO e-Library

Procurement of portable
storage devices to all ALS
teachers to store all offline
learning materials

Provision of printer for the

production and reproduction
of print materials per ALS
Teacher

Allocate budget for supplies

and materials from the
school MOOE, LSB and
other fund sources

Production of ALS audio

instructions and video
lessons

Provide access to all ALS

learners in the usage of
District Library Hub; and

50
 SDO e-Library Portal

Install mini-library for all

ALS CLC ;

Digitization of ALS print and

non-print materials for
inclusion in the SDO E-
Library

Selected CLCs are equipped with Provision of appropriate Conduct ALS CLC needs Curriculum
appropriate learning facilities; learning facilities in every
assessment Implementation
CLC
Division (CID)
Develop ALS CLC
improvement plan

Coordinate with
stakeholders for the
provision of appropriate
learning facilities in every
CLC

Service contracting and engagement Expand service Curriculum

Presentation of proposal to
of non-DepEd ALS providers are contracting scheme and Implementation
LGU and other government Division (CID)
expanded; engagement of non-
and non-government
DepEd ALS Providers
agencies for service
contracting and
engagement of ALS
facilitators and literacy
volunteers

Coordinate with LGUs for

contracting of ALS

51
 facilitators and literacy
volunteers

Tap other government and

non-government agencies
for partnership and
engagement of ALS
facilitators and literacy
volunteers to be assigned in
high demand areas.

Coordinate with TESDA for

skills training of ALS
learners

ALS internal stakeholders’ access School Governance

Improve ALS Program ALS Internal Stakeholders
to training on ALS program Operations Division
Implementation through Training
implementation improved; (SGOD)-HRD
training of ALS Internal
Stakeholders Orientation of supervisors,
school heads and other
personnel on ALS program Curriculum
implementation Implementation
Division (CID)
Re-Orientation and
Upskilling of supervisors
and school heads on ALS
2.0 Curriculum
implementation

Cascading of the ALS

activities to supervisors,
school heads and other
personnel

Reporting of ALS
accomplishments and
program implementation
during CID conference and
52
 Division MANCOM and
PIR

ALS external stakeholders on ALS Curriculum

Improve participation of Conduct Stakeholders’
program implementation improved; Implementation
stakeholders on ALS Forum for outsourcing key
and Division (CID)
program implementation resources in ALS

Advocate various ALS

programs in different
platforms

Recognize stakeholders
whose support and
contribution to ALS programs
are commendable

ALS M&E system and processes Development and Development of tools to School Governance
aligned with Basic Education operationalization of ALS monitor and evaluate ALS Operations Division
Monitoring and Evaluation M & E system and program implementation (SGOD)-M&E
Framework developed and processes
operational in all Conduct of monitoring to
ALS CLCs using the
governance levels. Curriculum
developed tools
Implementation
Establishment of Division (CID)
mechanism and protocol to
monitor, evaluate and
report ALS program
implementation

Develop a Contextualize
ALS M & E Framework

Conduct of ALS Program

Implementation Review

Pillar 2: Equity for Children, Youth, and Adults in Situations of Disadvantage

53
Intermediate Outcomes (IOs)

2. Disadvantaged school-age children and youth, and adults benefited from appropriate equity initiatives

Sub-Intermediate Outcomes

2.1. All school-age children and youth and adults in situations of disadvantage are participating in inclusive basic learning opportunities and
receiving appropriate quality education

Strategies

2.1.1. Improve program management and service delivery

Programs/ Projects/ Persons Y Y Y Y Y Y

Interventions Responsible 1 2 3 4 5 6
Outputs Activities

On improving the situation analysis of school-age children

and youth and adults in situations of disadvantage, including
barriers to education:

Coordination with LGUs and

Strengthen the Attend SB sessions and Curriculum
barangay officials on data
partnership, networking, barangay assemblies for Implementation
gathering and analysis
and linkage between dissemination Division (CID)
towards explicit solutions to
LGUs and barangay
identified barriers to education Conduct of learners’
officials on data
implemented; situation analysis through
gathering and analysis
data gathering and survey

Participate in BADAC, CIAC,

IATF, ELCAC and other
assemblies

Mechanism for the enrollment Implementation of the

Map, identify and tag Curriculum
of pre- identified children with mechanism for the
disadvantage school-aged Implementation
disabilities in Kindergarten enrollment of pre-
children in LIS Division (CID)
between and among ECCD, identified children with
DSWD, NGOs, and DepEd disabilities utilizing Advocacy during Barangay
54
 implemented; available data from
Assemblies, LGU, NGO and
DSWDs and NGOs
NGA meetings

Collaborate with BHWs, Purok

leaders.

SPED schools to coordinate with

barangay officials, health centers,
& DSWD in gathering data on
children with disabilities,

Enroll learners in proper

placement/sections/teachers
catering to their disabilities,
submit report of enrolment to
Division SPED Coordinator

10-year Program Assessment Complete the 10-Year Develop and validate tools to
Curriculum
of IPEd completed; and IPEd Assessment assess IPEd program
Implementation
Program implementation for 10 years Division (CID)
Gather data from IPEd School
implementing schools using the Governance
developed tools Operations
Division (SGOD)-
Conduct Focus Group Discussion M&E
with IP elders, school heads,
teachers, learners and internal
and external stakeholders on
IPEd program implementation

Consolidate data gathered from

the 10-year program assessment

Evaluate the effectiveness of the

55
 10-year IPED Program

On formulating policies and standards to promote

responsiveness of DepEd systems and processes to
learners in situations of disadvantage:

Learning and Development Implementation of L&D Prepare Learning and Curriculum

Plan for the capacity Plan for Capacity
Development Plan for teachers, Implementation
development of personnel Development of
school heads, supervisors and Division (CID)
involved in IPEd personnel involved in
other personnel on areas of
implemented. IPEd.
contextualization, program
management, and others
Reorientation of DepEd Provide workshops for teachers
personnel and Officials and school heads assigned in
and other stakeholders IPEd implementing schools
on the IP education
Policy Framework. International Exchange Program
for school leaders to be funded by
LSB Funds
Cultural Exchange
Conduct upskilling of supervisors
Program for school
and other personnel on IPEd
leaders
program implementation

Conduct re-orientation of DepEd

personnel and officials and other
stakeholders on the IP education
Policy Framework

Organize school-based or
clustered LAC sessions on IPEd
Program implementation

Conduct training programs on

curriculum contextualization, and
development of contextualized
learning resources.

56
 Adopt appropriate basic
education pedagogy , content
and assessment through the
integration of IKSPs in all
learning areas and processes
among IP learners.

On developing evidence-based regional policies,

guidelines, and standards with an equity approach:

Formulation and Curriculum

Rights-based and culture- Capacitate school heads in
implementation of rights- Implementation
sensitive planning and M&E at formulating a rights-based and
based and culture Division (CID)
various governance levels for culture-sensitive School
sensitive planning and
IPEd formulated and Improvement Plan
M&E;
implemented;
Secure FPIC in the conduct of School
various activities involving the IP Governance
communities Operations
Division
Revisit the Cultural Standards (SGOD)-M&E
Retool the supervisors, school
heads and other personnel with
the cultural standards, RA 8371
and DO 62, s. 2011 in program
management

Conduct workshops to finalize

and validate the Higaonon
Orthography

Development and
Governance framework and Conduct regular meeting Curriculum
implementation of IPEd
partnership mechanisms for and dialogues with the IP Implementation
framework and
IPEd across governance levels elders Division (CID)
developed and implemented;

57
 partnership mechanisms
and
Mobilize the Division Consultative
School
Advisory Body (CAB) to develop
Governance
governance framework in IPEd
Operations
Division
(SGOD)- Social
Mobilization &
Networking

Program approaches and Curriculu

Formulation and Opening of additional IPEd
strategies for various typologies m
implementation of implementing schools
of IPEd- implementing schools
approaches and Impleme
formulated and implemented. Formulate and implement IPEd
strategies for various ntation
program implementation plan for Division
typologies of IPEd
various typologies of schools (CID)
implementing schools
Development of Learning
Resources for IPEd
School
Governance
Conduct Re-orientation, Operations
Upskilling and Reskilling of IPED Division
Program to all Newly assigned, (SGOD)- Social
newly transferred and newly hired
Mobilization &
school head and teachers in IPEd
Networking
implementing schools

On training school personnel and community

learning facilitators on inclusive practices adapted to
learners in situations of disadvantage;

Teaching, non- teaching, and School

Capacity-building of Conduct capacity-building of
stakeholders trained on Governance
teaching, non- teaching, non-teaching, and
inclusive education; and Operations
teaching, and key key stakeholders on Inclusive
Division
stakeholders on

58
 (SGOD)-HRD
Inclusive Education Education

(ALS, ALIVE,
IPED,SPED) Curriculum
Implementation
Division (CID)

On strengthening instructional supervision of

inclusion initiatives:

Development and Pre-Implementation *Issuance School

Monitoring and Evaluation Governance
implementation of M & E of Division Memorandum
policy and mechanism on Operations
policy and mechanism on *Creation of M & E Team for
inclusive education developed Division
inclusive education Inclusive Education *Formulate M
and implemented (SGOD)-M&E
& E Tool for Inclusive Education

Implementation *Utilization of M Curriculum

& E Tool capturing instructional Implementatio
supervision of inclusive education n Division
(IPEd, ALIVE, ALS and SPED) (CID)

Post-Implementation *Prepare
and submit annual
accomplishment report

Strategies

2.1.2. Provide an inclusive, effective, culturally responsive, gender- sensitive, and safe learning environment to respond to the situations of disadvantage

Interventions Programs / Projects/ Persons Y Y Y Y Y Y

Outputs
Activities Responsible 1 2 3 4 5 6

59
On developing and enhancing standards and policies on
inclusive and safe learning environments:

Policies and standards for safe Implementation of (SGOD)-

Implement policies and
and accessible learning policies and standards Physical
standards for safe and
environments for learners with for safe and accessible Facilities
accessible learning environment
different learning needs learning environment for
implemented; and learners with different
learning needs Curriculum
Repair of school buildings Implementa
program, RA 9442 tion
Division
(CID)
Provision of standard ramp to
all school building repairs in
accordance to BP 344 or the
Accessibility Law,

Re-orientation for School

Heads on provisions of RA
9442

Contextualized rural farm schools Establishment of Rural Curriculum

Conduct advocacy and
established. Farm Schools Implementa
orientation on the establishment
tion
of rural farm schools
Division
Conduct coordination meetings (CID)
with various government and
Special Program for
non-government agencies for
Technical Vocational
partnership with DepEd
Education
Identify proposed sites for rural
farm schools

60
 Establishment of OHSP Secure Free, Prior
Centers in secondary
and Informed Consent
schools
(FPIC) in schools
within ancestral
domain

Provide technical assistance to

schools established as rural
farm schools

Execute Memorandum of
Agreement

Formulate enhanced curriculum

for rural farm schools

Conduct monitoring and

supervision of the rural farm
schools

Conduct PIR based on manual

of operations for RFS-TVL
(technical vocational
education).

Increase the number of

schools as training centers
accredited by TESDA

On improving the physical infrastructure and facilities of

schools and CLCs to make them accessible to learners
with disabilities and appropriate to the ecological and
socio- cultural context of the community:

One Community Learning Project Adopt a CLC Curriculum

Conduct inventory of existing
Center (CLC) per barangay Program. Implementa
Community Learning Centers
established. tion
Identify barangays without Division

61
 (CID)
CLCs

Attend barangay sessions and

assembly

Conduct mapping of OSC, OSY

and OCA in barangays without
CLC

Establish partnership/ lobby for

support from LGU and
stakeholders in the
establishment of CLCs

Submit proposal on the

establishment of CLC through
SEF and other fund source

On customizing learner support services as appropriate

to school-age children and youth and adults in
situations of disadvantage, including customized health,
WASH, and nutrition facilities:

Inclusive Learning Resource Establishment of Curriculum

Provide allocation for
Center established; and Inclusive Learning Implementa
procurement of facilities of the
Resource Center tion
ILRC
Division
Creation of District (CID)
Identify partners and
Library Hubs
stakeholders to support the
ILRC
Establishment of OHSP Monitor and supervise the
Centers in secondary establishment of ILRC
schools

Procurement of Learning
Resources with assistive
learning materials for SPED

62
 schools

Learner support services Strengthening the Curriculum

Advocacy on the guidelines on
appropriate for learners with provision of educational Implementa
the provision of educational
different learning needs programs and services to tion
programs and services to LWDs
implemented. LWDs at all levels Division
Upskilling of school heads and (CID)
teachers on the provision of
program, support and services
for LWDs

Allocate funds for the

assessment, procurement of
assistive devices, and transition
program for LWDs

Maximize the utilization of the

SPEd program support fund

Capacitate receiving teachers of

LWDs

Financial assistance for SPED

itinerant teachers

Reskill teachers on the

administration of MFAT

Expand the implementation of

programs and services for
LWDs in the Secondary and
Senior High School levels

Strategies

2.1.3 Improve gender- sensitive contextualized curriculum and learning delivery

63
 Outputs
Programs/ Projects/
Persons Y1 Y Y Y Y Y
Interventions Responsible 2 3 4 5 6
Activities

On customizing learning delivery modalities appropriate

to the contexts of school-age children and youth and
adults in situations of disadvantage:

Standards, processes, and Curriculum

Development and Reorientation of Teachers on
protocols for the Implementa
implementation of Standards, Processes and
contextualization of the tion
standards, processes Protocols for Contextualization
curriculum, and learning Division
and protocols for the on Inclusive Education
delivery for inclusive (CID)
education developed and contextualization of the Curriculum
implemented; curriculum, and
Develop contextualized learning
learning delivery for
resources and learning delivery
inclusive education
for inclusive education

· Programs to address gender- Strengthen gender- School

Develop and utilize gender-
disparities among children are responsive physical and Governance
responsive Lesson exemplars Operations
developed and implemented. social learning
across grade levels and subject Division (SGOD)
environment that
areas. GAD Focal
promotes respect and
has zero-tolerance for all Person
Implement and utilize gender-
forms of discrimination, disparity programs across grade
violence , and abuse
levels and subject areas. Curriculum
Implementation
Intensified campaigns against
Division (CID)
gender stereotyping.

Capacitate administrators,
guidance counselors/designate
and teachers in handling cases
of gender violence

64
 Strategies

2.1.4. Enhance DepEd platforms for learning resources

Outputs Persons Y1 Y2 Y3 Y4 Y5 Y6
Programs/Projects/
Interventions Responsib
Activities le

On enhancing learning resource standards for all

platforms and types of learning resources responsive to
the context of each group in situations of disadvantage:

Standards, processes, and Implementation of the Designed and develop Curriculum

protocols for the standard processes and
contextualized learning Implementa
contextualization of learning protocols for the
resources for inclusive tion
resources for inclusive contextualization of
education Division
education implemented. learning for inclusive
(CID)
education. Utilize designed and developed
contextualized learning
resources for inclusive
education using the Deped
Iligan LR portal

Call for Learning Resources

Innovation through Big Books
and small books making

Writing of Small books

and Big Books

65
 On strengthening and improving ICT platforms:

DepEd ICT platforms and facilities Provision of ICT Capacity-development Office of the
with accessibility features for platforms and facilities Schools Division
workshop for teachers on ICT
inclusive education are provided. for inclusive education, Superintendent-
platforms and facilities for
: ICT Unit
inclusive education

Monitor and Evaluate the impact

of implementation of ICT Curriculum
SDO Website;
platforms and facilities for Implementa
SDO E-Library; inclusive education tion
Division
DepEd LRMDS, Technical assistance to schools (CID)
DepEd Commons; on the use of ICT platforms
(LMS, Google classroom, and
My Eskwela; other available platforms)
Classroom of the Future

Monitoring of the delivered

laptops for all teachers and
Tablet-PC for Grades 4 to 12
learners

Establishment of Public
Education Infrastructure
Network: to provide internet to
schools
In collaboration with Provision of Solar DCP Package
Central and Regional for unenergized last mile
Office schools

to Propose DepEd

Computerization Enhancement and upgrading of

the existing Division Internet
Program for Schools Connectivity Software and
Hardware Infrastructure

66
 Design, development and
utilization of Division Data
Management System among 3
functional divisions.

On increasing the number of teachers and learners with

a complete set of inclusive education teaching and
learning resources:

Formulate standard Curriculum

Standard processes and Design and develop
processes and protocols Implementation
protocols for the standard processes and
for the contextualization Division (CID)
contextualization of the protocols for the
of the curriculum learning
curriculum, learning delivery, and delivery, and learning contextualization of the
learning resources for IPEd (for resources for IPEd (for both curriculum learning delivery,
both formal and ALS) formal and ALS) and learning resources for
formulated. IPEd (for both formal and ALS)

Capacity-building of
teachers in designing and
developing contextualized
curriculum,

Monitor and evaluate the

utilization and
implementation of the
formulated contextualized
curriculum.

Unpacking of the
competencies in the MELC

67
 Strategies

2.1.5. Promote partnerships to benefit education for learners in situations of disadvantaged

Programs/ Projects/
Persons Y Y Y Y Y Y
Outputs Intervention Responsible
Activities 1 2 3 4 5 6

On developing a communication and advocacy plan for

programs addressing concerns of learners in situations
of disadvantage:

Communication and advocacy Implementation of Craft communication and Curriculum

plans for inclusive education are
communication and advocacy plans to include: Implementation
implemented.
advocacy plans for Division (CID)
Conduct of Inclusive
inclusive education
Education Summit

Production of advocacy
materials and posters on
various inclusive education
programs

Promotion of inclusive
education in social media
and various platforms

Capacity Building for School

Heads on the Development
and Crafting of School
Improvement Plan aligned
with the Division Education
Development Plan (DEDP)

On engaging non-DepEd providers of education

for groups in situations of disadvantage:

68
Partnership with external Curriculum
Building Partnerships Identify external providers of
providers of inclusive Implementation
and linkages program inclusive education
education forged; Division (CID)
Tap the support of external
providers of inclusive
education School
Governance
Conduct stakeholders’ Operations
forum on inclusive Division
education (SGOD)-Social
Mobilization &
Forging / Signing of
Networking
Memorandum of
Agreement, Memorandum
of Understanding (MOU)

Standards and protocols for the Curriculum

Formulate standards
engagement of stakeholders in Implementa
and protocols for the
support of inclusive education Design and develop standard tion
engagement of
formulated; and and protocols for the Division
stakeholders in support
engagement of stakeholders in (CID)
of inclusive education
support of inclusive education

Implement the formulated

School
standard and protocols for the Governance
engagement of stakeholders in Operations
support of inclusive education Division
(SGOD)- Social
Monitor and evaluate the
Mobilization &
formulated standard and
Networking
protocols for the engagement
of stakeholders in support of
inclusive education

Involvement of the community in Radio-Based Instruction Establish partnership with radio

the implementation of the (RBI) and Television- stations for free airing of
different learning modalities Based Instruction TVBI canned episodes in RBI and Curriculum
TVBI in all learning areas, ALS Implementa

69
 and ALIVE tion
Division
(CID)

Pillar 3: Quality of Education Provision and Learning Outcomes

Intermediate Outcomes (IOs)

Learners complete K to 12 basic education, having attained all learning standards that equip them with the necessary skills and attributes and
are confident to pursue their chosen paths

Sub-Intermediate Outcomes

3.1. Learners attain Stage 1 (K to Grade 3) learning standards of fundamental reading and numeracy skills to provide a basis for success in the
remaining learning stages;
3.2. Learners attain Stage 2 (Grades 4–6) learning standards in required literacy and numeracy skills and apply 21st century skills to various real-life
situations;
3.3. Learners attain Stage 3 (Grades 7–10) learning standards of literacy and numeracy skills and apply 21 st century skills to various real-life situations;
3.4. Learners attain Stage 4 (Grades 11–12) learning standards equipped with knowledge and 21st century skills developed in chosen core, applied,
and specialized SHS tracks;
3.5. Learners in the Alternative Learning System attain certification as Elementary or Junior High School and Senior High School completers.

Strategies

Ensure alignment of the curriculum, instruction, and classroom assessment methods in all learning areas (Note: Add more strategies as indicated in

70
the learning recovery and Continuity Plan.

Program Activities/ Persons Y1 Y Y3 Y4 Y5 Y6

Outputs Interventions Responsible 2
Projects

Sub-Intermediate Outcomes

3.1. Learners attain Stage 1

Strengthen reading program to Upskilling /Reskilling of Curriculum
(K to Grade 3) learning attain learning standards for teachers and school Implementation
key stage 1 heads in the full Division (CID)
standards of fundamental
implementation of ELLN
reading and numeracy Digital Courseware in the
skills to provide a basis conduct of LAC sessions
for success in the for numeracy and literacy
remaining learning
stages;
Implementation of Project
LETRA for Key Stage 1
Strengthen linkages to
improve instruction to attain
learning standard in Key Forging partnership /MOA
Stage 1 with MSU-IIT TEXT Program

Upskilling of Parents as
reading teacher

Gantimpala Agad Award for

Teachers with Non- Readers
at the End of 2nd Quarter

71
 Rewards and Recognition
for schools with Zero Non-
readers at the end of the
school year

Search for Zero Non-

Reader Barangay Reading
Strengthen assessment to Program
ensure attainment of
standards for key stage 1
Conduct of Reading
assessments, analysis and
interpretation for adjustment
Enhance access to of policies and programs
appropriate and adequate
LRs to attain learning
standard in key stage 1 Provision of LRs from
District Library Hubs, and
Strengthen provision of SDO e-Library Portal
adequate instructional
supervision to attain learning Intensive Instructional
standard in key stage 1 Supervision using online and
offline modality

Monitoring of implementation
of the ELLN principles in
the classroom

Conduct PIR to
continuously improve Monthly feed backing and
instructional practices and reporting of updates to the
implementation to attain higher authorities on the
learning standard in key result of instructional
stage 1 supervision conducted by
the education supervisors

72
 Program Implementation
Review at the end of every
Reading Program/ Project
Completed

3.2. Learners attain Stage 2

(Grades 4–6) learning Strengthen reading program to Upskilling /Reskilling of Curriculum
standards in required attain learning standards in teachers and school heads Implementation
literacy and numeracy the required literacy and in PRIMALS, including the Division (CID)
skills and apply 21st numeracy skills and apply conduct of LAC
century skills to various 21st century skills to Forging partnership/MOA
real-life situations; various real-life situations
among key stage 2 learners Implementation of Project
LETRA for key stage 2

Project CLASS
Contextualized and
Localized Assessment
Tools (CLAss Tools)

assessments to

Monitoring of implementation
of

the PRIMALS principles in

the classroom

Conduct of assessments and

school LACs,

Implementation of Zero Non-

73
 Reader Barangay Project

Open more Special Interest

Programs such as SPA,
SPJ, SSP (SSES) & SPS,

Conduct of yearly PIR

3.3. Learners attain Stage 3 Upskilling /Reskilling of

(Grades 7–10) learning Strengthen reading program teachers and school heads
standards of literacy and to attain learning standards in attaining learning
numeracy skills and apply of literacy and numeracy standards of literacy and
st skills and apply 21st century numeracy skills and apply
21 century skills to skills to various real-life 21st century skills, including
various real-life situations; situations among key stage 3 the conduct of LAC
learners
Implementation of Project
LETRA for key stage 3

Enhanced Special
Interest Programs (E-
SIPs) such as SPA, SPJ,
SSP, SPS, STE , Scientific
Research and Robotics

Learners participation in
the Division to International
Level Languages,
Mathematics, Sciences,
Scientific Researches and
Robotics Competition
Conduct PIR to continuously
improve instructional
Conduct Yearly PIR in
practices and implementation
the Division Level
to attain learning standards

74
 of literacy and numeracy

3.4. Learners attain Stage 4 Upskilling /Reskilling of

(Grades 11–12) learning Strengthen reading program teachers and school heads
standards equipped with to attain learning in teaching critical content for
knowledge and 21st century standards equipped with SHS tracks including the
skills developed in chosen knowledge and 21st conduct of LAC.
core, applied, and century skills developed in
specialized SHS tracks; chosen core, applied, and
specialized SHS tracks Harmonization and
among key stage 4 Alignment of the Senior
High School Curriculum
learners
Offerings in core, applied,
and specialized SHS tracks;

Implementation of Project
LETRA for key stage 4

Enhanced Special
Interest Programs (E-
SIPs) such as SPA, SPJ,
SSP, SPS, STE ,
TechVoc, Scientific
Research and Robotics

Learners participation in
the Division to International
level Languages,
Mathematics, Sciences,
Scientific Researches and
Robotics Competition

Conduct Yearly PIR in

the Division Level.

75
 3.5. Learners in the
Alternative Learning Intensive instructional supervision (Curriculum Innovations,
System attain and monitoring of learning Delivery of Learning and
sessions in the CLCs to ensure Accomplishments in the K to
certification as
attainment of certification as
Elementary or Junior 12 for ALS (CIDLAK-ALS )
Elementary or Junior High School
High School and Senior and Senior High School
High School completers. completers.
Intensive instructional
supervision using online/
offline modality (TD-ISALS)

Provision of contextualized
learning resources for ALS

Implementation of Project
LETRA for ALS

Intensive Literacy and

Numeracy Enhancement
Program for ALS

Capacity-building of ALS
teachers on teaching critical
contents in the ALS 2.0
curriculum

On improving the situation analysis of school-age children and youth

and adults in situations of disadvantage, including barriers to
education:

Curriculum guides reflecting the Development, dissemination Technology-Based Division

socio-emotional and 21st and implementation of Quarterly Assessment of
century skills including the curriculum guide reflecting the Schools (TB-DPAS) for Curriculum
socio- emotional and 21st century Implementation
appropriate learning learners
skills including the appropriate

76
 approaches and assessment learning approaches and Division (CID)
are developed, disseminated, assessment
and implemented; Implement online and offline
assessment

Schools Reproduction of
Curriculum Guides for
Teachers Utilization

Conduct of Monthly
Instructional Supervision to
all teachers through
Curriculum Audit of the
desired competencies and
actual competencies
implemented.

Sustainable Development Goals Development of lesson Workshop of lesson Curriculum

and human rights, including exemplars integrating exemplars in all key stages Implementation
but not limited to children’s Sustainable Development integrating children’s rights Division (CID)
rights, integrated in relevant Goals and Human Rights,
subjects as early as Stage 1 including but not limited to
and until Stage 4; children’s rights, including but -Distribution of lesson
not limited to children’s rights in exemplars
all key stages
-Implementation to be
included in the LAC session

-Instructional Supervision

-M&E

· Policies and standards on Good Issuance of Policies and

Manners and Right Conduct (GMRC) standards on Good Manners Celebration of Filipino
Values Month (FVM) Curriculum
and Values Education issued and and Right Conduct (GMRC) and Implementation

77
implemented; and Values Education Filipino Division (CID)
Values Month (FVM) Issuance of division policies
and standards on Good
Manners and Right Conduct
(GMRC) and Values
Education Standards for
employees, school heads,
teachers and learners

Crafting of Manual of
Standards for Division
personnel, school personnel,
and learners

Conduct Capacity Building

Seminar for Edukasyon sa
Pagpapakatao (ESP) and
Personal Development
(PERDEV) Teachers

· Policies, standards, and program Issuance of policies and crafting

management on curricular, co- of standards on program Issuance of policies in the
standards and program Curriculum
curricular, and extra-curricular management on curricular, co- management to include Implementation
developed and implemented. curricular, and extra-curricular Calendar of Activities Division (CID)
for implementation integrating the schedules of
the curricular, co-curricular
and extra-curricular activities
School
M & E in the conduct of the Governance
various activities Operations
Division (SGOD)-
Planning &
Research

Align resource provision with key stage learning standards

Outputs Program / Projects/ Persons Y1 Y Y3 Y4 Y5 Y6

Interventions Activities Responsible 2

· Learning resources for learning Provision of LRs for learning Enhancement of the SIMs
standards reflecting the socio- standards reflecting the socio- and Procurement of LRs that
Curriculum

78
 will address socio-emotional Implementation
emotional and 21st century skills emotional and 21st century Division (CID)
and 21st century skills thru
provided; skills
the Special Education Fund

Implementation of effective and Curriculum

· System for the management of efficient management system of Creation of Division Digital Implementation
learning resources developed and learning resources Portal for Learning Division (CID)
implemented; Resources (SDO e-Library)

·System for quality assurance of Implementation of effective and Curriculum

learning resources developed and efficient management system of Develop school, district Implementation
implemented; learning resources and division learning Division (CID)
resource plan and flowchart
in the management of
learning resources

Conduct inventory of
learning resources, learning
resource situation, and
learning resource needs
assessment

Establish school learning

resource center

Provide technical
assistance to schools in the
management of learning
resources and development
of school-based
contextualized learning
materials

Organize a district learning

resource team

· Researches on curriculum Completion and dissemination Enhancement of the Division School

standards, learning management, and of researches on curriculum Research Manual on Governance
learning resources and services standards, learning management, Managing Educational and Operations
and learning resources and Division (SGOD)-
completed and disseminated; and Scientific Researches
services Planning &
Towards Teaching
Research

79
 Excellence
Policy and Research Program Curriculum
Implementation
Strategic Program on Action Strengthening Scientific Division (CID)
Research Towards Teaching Researches in Schools
Excellence
Conduct of Capacity-
building, mentoring and
coaching on research
development and completion
through the Division
Research Committee

Conduct of Division
Research and Innovation
Congress

Provide technical assistance

to researcher through the
Research Caravan,

Disseminate results and

recommendation through
publication in the Division
Research Journal

M & E of the utilization of

the disseminated research
results and
recommendations to close
learning gaps

·Guidelines on safe use of technology Implementation and Expanded implementation of Curriculum

in the teaching and learning process Reiteration of DO 105, S. 2009 Classroom of the Future Implementation
formulated and implemented. and DO 95,s.2010 Project in every district Division (CID)

Office of the Schools

Information dissemination of
Division
DO 105, s.2009 and DO Superintendent-ICT
95,s.2010.

Production of Physical Fitness Production and Quality Curriculum

80
 Assurance of Instructional Implementation
Video Lesson videos for Physical Fitness Division (CID)
Tests.

Assess learning outcomes at each key stage transition and for learners in situations of disadvantage

Outputs Persons Y1 Y Y3 Y4 Y5 Y6
Program / Projects/
Interventions Activities Responsi 2
ble
Revised assessment programs with Curriculum
design, tools, administration Issuance, Dissemination, Implementation
procedures and guidelines Implementation and M&E Division (CID)
developed and implemented; Special Science Program for on the revised assessment
SSES & STEM programs with design, tools,
administration procedures
and guideline

Mechanisms for aggregation of Technology-Based Divisional Conduct of Technology-

Curriculum
classroom assessment for division- Quarterly Assessment of Based quarterly
Implementation
wide learning assessments in place Schools (TB-DQAS) assessments
Division (CID)
and operational;

Tools and mechanism on use of Development and implementation Capacitating SHS learners
of tools and mechanism on use of Curriculum
artificial intelligence, machine on the innovative strategies
artificial intelligence, machine Implementation
learning, and analytics for creating on the implementation of the
learning, and analytics for creating Division (CID)
predictive models of student Senior High School Tracks.
predictive models of student
readiness achievement, literacy
readiness achievement, literacy
level, SHS track, and work level, SHS track, and work
readiness developed and readiness Division Science and
implemented; Technology Fair including
Robotics Expo

Division Senior High School

Expo. Special Science

81
 Program.(STE)

Additional schools to offer

Integrated STE Education
including Robotics

Alignment of TVL track on

sectoral offerings based on
DepEd 54, s. 2022 to
address community needs

Strengthen competence of teachers and instructional leaders in areas such as content knowledge and pedagogy/instruction, curriculum and
planning, responding to learner diversity, and assessment and reporting

Outputs Y1 Y Y3 Y4 Y5 Y6
Program / Projects/ Persons
Interventions 2
Activities Responsi
ble
Professional development programs Development and School
for teachers developed and implementation of professional Governance
Conduct Professional
implemented in identified priority development programs for Development Programs for Operations
areas such as, but not limited to: teachers on: Teachers on: Division
(SGOD)-HRD
• Socio-emotional and 21st ● Socio-Emotional and
century skills 21st Century Skills Socio-emotional and 21st
century skills
• Learning approaches and ● Learning approaches Curriculum
and learning modalities Learning approaches and
learning modalities Implementation
learning modalities Division (CID)
● Program
• Assessment
Management on
• Program management Curricular, Co-curricular,
on curricular, co- and extracurricular Assessment
curricular, and
extracurricular; and
Program management on
curricular, co- curricular,

82
 and extracurricular; and

Capacity-building for School

Administrators, Receiving
Teachers and Special
Education Teachers in
Special Education Content
and Pedagogy in Different
Learning Difficulties and
Disabilities

Capacity-Building for
Secondary School
Administrators and Teachers
in Open High School
Program for Disadvantaged
Learners

Strengthening the
implementation of Special
Education Program
Strengthening the Open
High School Program

Monitor implementation
through job-embedded
learning (JEL) and AI
supervision

Capacitating MTs, SHs, PSDS, Capability Trainings for School

EPS aligned to the Professional (MTs, SHs, PSDS, EPS) Governance
Professional development programs Development Priority and based on PD Priority Operations
for instructional leaders (MTs, SHs,
83
PSDS, EPS) to support teacher PD Individual Development Needs Program Division
in various priority areas. (SGOD)-HRD

Conduct induction
program to newly-hired
teachers, newly-promoted
master teachers, school
heads and instructional Curriculum
leaders Implementation
Division (CID)

Monitor implementation
through job-embedded
learning (JEL) and AI
supervision

Participation in NEAP and

PRC accredited PD
Programs, SEAMEO, and
International Trainings/
Seminars/ Conferences

Strategy: Ensure alignment of curriculum, instruction and assessment with current and emerging industry and global standards

Program / Projects/
Persons Y1 Y Y3 Y4 Y5 Y6
Interventions Activities Responsible 2
Outputs
Policy on alignment between TEI Issuance and Implementation Formulate policy on School
curriculum and school curriculum of policy on alignment between alignment between TEI Governance
Curriculum and School
issued and implemented; and TEI curriculum and school Curriculum Operations
curriculum Division
(SGOD)-HRD
Establish linkages with
CHED as effective partner
in transforming HEIs to
formulate a policy in Curriculum
84
 aligning SHS offerings Implementa
tion
Division
Contextualizing the Trifocal (CID)
education system in aligning
the SHS TRacks offerings
and TVL Sectoral
Specialization

Policy and mechanism for tertiary Creation of an online system School

schools on providing the results Establishment of policy and and tools for tracking basic Governance
of college readiness assessment mechanism for tertiary education graduates Operations
of SHS graduates established. schools on providing the including ALS completers Division
results of college readiness (SGOD)-HRD
to different HEIs
assessment of SHS
graduates
Curriculum
Implementation of Career Strengthen the Implementation
Guidance Program implementation of My Division (CID)
Eskwela for SHS Exit

Pillar 4: Learners’ Resiliency and Well-Being

Intermediate Outcomes (IOs)

3. Learners are resilient and know their rights and have the life skills to protect themselves and claim their education- related rights from
DepEd and other duty-bearers to promote learners’ well-being.

Sub-Intermediate Outcomes

4.1. Learners are served by a Department that adheres to a rights-based education framework at all levels
85
Strategies

4.1.1. Integrate children’s and learners’ rights in the design of all DepEd policies, plans,
programs, projects, processes, and systems all learning areas
Outputs Program / Projects/ Persons Responsible Y1 Y2 Y3 Y4 Y5 Y6
Interventions Activities
Laws, policies, plans, rules, and Implementation of Laws,
regulations, contracts, programs, policies, plans, rules, and
Strengthening of school School Governance
projects, and activities containing regulations, contracts,
child protection and Operations
commitments towards programs, projects, and
committees Division (SGOD)/
activities containing
children’s rights according to rights- commitments towards OSDS-Admin
based education framework
implemented; children’s rights according to Conduct advocacy
rights-based education trainings/information
framework drive/workshops

Rights-based education (RBE) Adoption and implementation Conduct

framework adopted and of Rights -Based Education Workshops/Trainings/Lect Office of the Schools
implemented; framework in all policies, ures/Information Drive on Division
plans, projects and activities RBE framework Superintendent-
Legal Unit/School
Governance
Operations Division
(SGOD)/ OSDS-
Admin

Standards and mechanisms on child Development of standards

protection developed and and mechanisms on child Office of the Schools
implemented; protection Conduct Data Gathering Division
and Feedbacking on Superintendent-
developing standards and Legal Unit/School
mechanism on child Governance
protection Operations Division
(SGOD)/ OSDS-
86
 Admin
Conduct of periodic
monitoring and review on
the standards and
mechanism on child
protection to enhance
effectiveness

M&E mechanism on rights- based Implementation of M&E Conduct

education framework and legal Mechanism on Rights-Based Workshops/Trainings/Lect Office of the Schools
obligations and commitments on Education Framework and ures/Information Drive on Division
children’s rights implemented; legal obligations and RBE framework and legal Superintendent-
commitments on children’s obligations and Legal Unit/School
rights commitments on Governance
children’s rights Operations Division
(SGOD)/ OSDS-
Admin

Child Rights in Education Desk Establishment and Composition of Division

Office of the Schools
(CREDe) institutionalized; institutionalization of CREDe and School CREDe
Division
Superintendent-
Legal Unit/School
Governance
Operations Division
(SGOD)/ OSDS-
Admin

DepEd personnel and stakeholders Advocacy, promotion and Conduct Office of the Schools
trained on child rights/RBE; capacity development in Lectures/Seminars/ Division
relation to child rights and Superintendent-
rights-based education Trainings/Info-drive on Legal Unit/School
child rights and rights- Governance
based education Operations Division
(SGOD)/ OSDS-
Admin

87
Positive discipline measures
implemented in schools and Implementation of the Anti- Conduct Office of the Schools
community; Bullying Act of 2013 and other Lectures/Seminars/Trainin Division
pertinent laws and DepEd gs on Anti-Bullying Act of Superintendent-
issuances on child protection 2013 and other pertinent Legal Unit/School
and discipline laws and DepEd Governance
issuances on child Operations Division
protection and discipline

Child Protection Unit and Child Establishment of the Child Organization of Child Office of the Schools
Protection Committee structures are Protection Unit and Child Protection Committee Division
established; and Child protection Protection Committee Structure in the Division Superintendent-
policies implemented. Office and Reorganization Legal Unit/School
in the schools Governance
Operations Division
(SGOD)/ OSDS-
Admin

Strategies

4.1.2. Ensure that learners know their rights and have the life skills to claim their education- related rights from DepEd and other duty- bearers to
promote learners’ well-being, while also being aware of their responsibilities as individuals and as members of society

Outputs Program / Projects/ Persons Y1 Y2 Y3 Y4 Y5 Y6

Interventions Activities Responsible

Integration of CRE in the Conduct of Orientation to Curriculum

curricular, co-curricular and School Heads and Araling Implementation
Child rights education (CRE) extra-curricular programs, Panlipunan teachers on Division (CID)
integrated in the enhanced K- 12

88
curriculum, extra and co- curricular learning environment and CSE and RA 10354
programs, learning environment and school/CLC culture
culture of the school, learning center Conduct Adequate
and other learning modalities; Instructional Supervision
(AI Supervision)

Online/Offline CID School

Monitoring & Evaluation
(On/Off CID SME)

Provision of learning Identification of LRs on Curriculum

Learning resources on children’s and
resources on learner’s and children's rights and Implementation
learners’ rights in education utilized;
children’s rights in education learners; rights by the Division (CID)
Division Librarian

Distribution of Learning
Resources to identified
schools thru the district
library hubs

Development and formulation of Capacity Building of School

School-based guidelines on RBE and guidelines anchored on RBE and Heads on Crafting and
School
CRE implementation developed, with aligned with school-based Drafting of School-based Governance
consideration of school based management, school Guidelines on Rights Based Operations
management, school improvement plan, improvement plan and school Education and Culture Division (SGOD)
and school governance council; governance council Responsive Education

Office of the Schools

Monitoring and Evaluation Division
on the Implementation of Superintendent-
RBE and CRE Legal Unit

School personnel and parents trained Invitation/Engagement of Conduct

on child rights education and child experts to train school Workshops/Trainings/Lect School
protection; personnel and parents on ures/Seminars on child Governance
child rights education and rights education and child Operations
child protection protection Division (SGOD)-

89
 HRD

Office of the
Schools Division
Superintendent-
Legal Unit

Formulation and development Appointment/ Designation School

Mechanism on learners’ participation on
of mechanism on learner’s of members to constitute Governance
education and children’s rights
participation on education and the CPC in schools Operations
developed and implemented; and Child Division (SGOD)
children’s rights;
protection committee in schools
established

Creation/Establishment of Office of the Schools

CPC in schools Division
Superintendent-Legal
Unit

4.2. Learners are safe and protected, and can protect themselves from risks and impacts from natural and human-induced hazards
Strategies
4.2.1. Protect learners and personnel from death, injury, and harm brought by natural and human induced hazards
Outputs Persons Y1 Y2 Y3 Y4 Y5 Y6
Program Activities
Responsible
DepEd personnel and learners School Mental Health (1) Conduct of orientation School
capacitated on providing mental & capacity building Governance
health and psychosocial support activities related to mental Operations
services (MHPSS); health; (2) Provision of Division (SGOD)-
School Health &
technical assistance on
Nutrition Unit
the implementation of
Psychological First Aid

ESD, DRRM, Climate Change Integration on ESD, DRRM, Capacity building for School
Adaptation and Mitigation (CCAM), CCAM and Peacebuilding school heads and Governance
and peacebuilding competencies in competencies in the K-12 Operations
SDRRMS team on
the K to 12 Curriculum Division (SGOD)-
Education in Emergencies DRRM
(EIs) Manual of
90
curriculum integrated; Operations to ensure
SGOD-CID Collaboration school operations and CID
continuity of education in
times and aftermath of the
crises/ flooding/ disaster
situation

Strict implementation on
use of supplementary
learning materials design
for LAC PRIMALS
integration and utilization
of LAC packages on Core
learning areas for Senior
High Schools

Personnel and stakeholders Empowering personnel and Establishment of Division School

equipped on DRRM, CCAM, and stakeholders on DRRM, and Schools DRR Governance
peacebuilding; CCAM, and peacebuilding' Organizational Structure Operations
through Forum and Division (SGOD)-
Creation of committee DRRM
and programs for DRR
Prevention/Mitigation,
Preparedness, Response,
and Recovery/
Rehabilitation

Conduct of Basic Life

Support and Search and
Rescue Training to school
DRRM response teams

Capacity building for

school heads and
SDRRM teams on the
Education in Emergency
Manual of Operations to
ensure school operations
and continuity of
91
 education in the
aftermath of the crises/
flooding/ disaster situation

Conduct regular
inspection and validation
on schools DRR resiliency

Yearly DRRM Skills

Competition for personnel
and SHS students

Safety and emergency supplies

(SGOD)-DRRM
and equipment provided to DepEd Intensifying preparedness Multi-year Procurement
offices and schools; and and resiliency of DepEd of Basic Life Support, Office of the
offices and schools. safety and emergency Schools Division
supplies and equipment Superintendent-
Supply Unit

Early Warning Systems (EWS) in

School
DepEd offices and schools Enhanced existing Early Procurement and set-up Governance
established. Warning Systems (EWS) in of Early Warning Devices Operations
Division and schools Sounds and Techniques Division (SGOD)-
DRRM

4.2.2. Ensure learning continuity in the aftermath of a disaster or emergency

Program / Projects/ Persons Y1 Y2 Y3 Y4 Y5 Y6

Interventions Activities
Outputs Responsible

Internal and external partners for

School
response, rehabilitation, and Intensifying partnership and Crafting of MOA on
Governance
recovery mobilized; linkages with internal and partnership with internal Operations
external partners. and external partners for Division (SGOD)-
3Rs DRRM

92
Access to relevant responses,
School
rehabilitation, and recovery- related Establishing updated Monitoring and
Governance
datasets from school enhanced; datasets from schools establishment of a Operations
division database of Division (SGOD)-
updated datasets DRRM

Information, education, and

School
communication (IEC) materials in Amplifying IEC materials Information
Governance
the aftermath of a disaster or dissemination and Operations
emergency developed and distribution of IEC Division (SGOD)-
disseminated; materials DRRM

MPHSS interventions, including

School
referral mechanisms, for learners Enhancing existing MHPSS Capacity building for
Governance
and personnel affected by disasters interventions schools on MHPSS Operations
and emergencies are provided; Manual Utilization Division (SGOD)-
DRRM

DepEd inter-agency
School
Comprehensive Rehabilitation and Updating and enhancing Monitoring on the
Governance
Recovery Plan (CRRP) for disaster CRRP implementation of Operations
and emergency developed; existing CRRP in Division (SGOD)-
schools DRRM

Regions, divisions, and schools

School
equipped in leading multi- Establishment of regular Crafting and Execution
Governance
stakeholder groups for the coordination mechanisms of MOA with Multi- Operations
implementation of response, with stakeholders for Stakeholder Groups on Division (SGOD)-
rehabilitation, and recovery; rehabilitation and recovery the implementation of DRRM
3Rs

Major repair and reconstruction of Conduct Rapid

School
infrastructure and replacement of Establishing of updated data Assessment in Governance
non- infrastructure damages due to on major repairs and coordination with EFU Operations

93
disasters/ emergencies for
Division (SGOD)-
rehabilitation and recovery reconstruction
Establishment of DRRM
completed; and
division database of
schools affected by
disasters and calamities

Feedback and accountability

School
mechanisms for learners on Usage of existing uniform Utilization of RADaR
Governance
emergency interventions feedback template for App, Google Drive and Operations
established. learners Messenger Apps Division (SGOD)-
DRRM

4.2.3. Protect education investments from the impacts of natural and human-induced hazards
Outputs Y1 Y2 Y3 Y4 Y5 Y6
Program Activities Persons
Responsible

Risk assessment data for DDRM,

School Governance
CCAM, and peacebuilding Establishment of risk Conduct of Risk
Operations Division
established; assessment data for DRRM, Assessment/Conflict (SGOD)-DRRM
CCAM and peacebuilding Analysis in conflict-
affected and
vulnerable schools

DRRM, CCAM, and peacebuilding School Governance

Enhancing and updating of Conduct of Training
plans; contingency plans; and public Operations Division
service continuity plans in all contingency and continuity and Re-orientation on (SGOD)-DRRM
governance levels developed; plans Contingency and
Continuity Planning

DRRM, Peacebuilding, and Climate School Governance

Integrating and updating of Monitoring of DRRM
change-related programs, projects, and Operations Division
activities (PPAs), and budget in DepEd DRRM PPAs in Schools Plans and PPAs (SGOD)-DRRM
offices and schools annual plans Annual Improvement and developed in schools
Implementation Plans

94
developed;

Establishment of
Functional DRRM Team organized in all School Governance
Empowering DRRM Teams Division and Schools
governance levels; Operations Division
in schools and Division DRR Organizational
Structure (SGOD)-DRRM
offices
Creation of committee
and programs for DRR
Prevention/Mitigation,
Preparedness,
Response, and
Recovery/
Rehabilitation

Conduct of Basic Life

Support and Search
and Rescue Training to
DRRM Teams in School
and Division

DRRM, CCAM, and peacebuilding Conduct Research

School Governance
researches published; and Institutionalization and Orientation for SDRRM Operations Division
publication of DRRM, CCAM Coordinators (SGOD)-DRRM
and peacebuilding research.

Attendance to
Research Congress

Regular programs for structural and Strengthening existing Regular Conduct of

School Governance
non-structural hazard prevention and programs for prevention Earthquake and Fire
Operations Division
mitigation measures implemented. and mitigation. Drill across level of
(SGOD)-DRRM
governance lfrom
Division to Schools
DRRMS Skills Training and Urban Search and
Competition Rescue

95
 Sub-Intermediate Outcomes

4.3. Learners have the basic physical, mental, and emotional fortitude to cope with various challenges in
life and to manage risks

Strategies

4.3.1. Provide learners with basic health and nutrition services

Outputs Program / Projects/ Y1 Y2 Y3 Y4 Y5 Y6

Interventions Persons
Activities Responsible

Guidelines on health and safety of Strengthen the (1)Issuance and

School
learners and school personnel, implementation of Division reiteration of Covid-19
Governance
including prevention of COVID-19 Covid 19 Response on Response memorandum
Operations
developed and implemented; prevention, health and safety and guidelines;
Division (SGOD)-
protocols among learners and
School Health and
school personnel
Nutrition Section
(2)Monitoring on the
compliance to the
required health
standards in schools;

(3)Facilitate coordination
with other agencies for
implementation of
required health
standards

96
 (4) Implementation of
health and safety
protocols in offices and
schools

Post COVID-19 tracking of learners’ Establishment of tracking (1) Monitoring of

School
health and nutrition conditions in mechanism of learners on nutritional and health
Governance
schools implemented; post COVID19 health and status of learners and
Operations
nutrition conditions in schools provision of vitamins and
Division (SGOD)-
nutritious foods.
School Health and
Nutrition Section

(2) Division COVID-19

Response;

(3) Self Assessment and

Reporting Tool;

(4) Division Update on

COVID-19 Vaccination
Status 2022

Health personnel and program Improvement of capability of (1.1) Conduct training on

School
coordinators trained on management of health personnel and program Adolescent Health Care
Governance
risky behavior and child protection coordinators on the provision for School ARH Focal
Operations
issues; of support services on Person,
Division (SGOD)-
management of risky behavior
School Health and
and child protection issues on
Nutrition Section
(1.2) Provision of
Technical Assistance on
the use of Psychosocial
Assessment Tool

(1.3) Conduct
(1)Adolescent Reproductive orientation on ARH
Health (ARH), related topics;

97
 (2) Conduct training on
(2)National Drug Education Life Skills on Preventive
Program(NDEP) Drug Education

School health facilities including WASH Provision of School Health Monitoring of school
School
and clinics provided; Facilities including WASH health facilities;
Governance
and Clinics thru Operations
Division (SGOD)-
(2)Provide technical School Health and
support to schools on Nutrition Section
(1)School Dental Health Care
strengthening
Program,
partnerships in the
implementation of health
programs and
(2) Water Sanitation and maintenance of school
Hygiene in Schools (WiNS) health facilities.

School-community coordination Strengthen school-community Revitalize the

School
mechanisms for health and safety of coordination mechanism for establishment of School-
Governance
learners in schools established; and health and safety of learners Community Health
Operations
in schools thru School- Assembly
Division (SGOD)-
Community Health Assembly
School Health and
Mobilize the
Nutrition Section
stakeholders support in
the promotion of a school
safe environment

Create Database of
parents/guardians
contact information

98
Policies, guidelines and standards on Strengthen the (1) Issuance and
School
prevention of COVID-19, health & implementation of Policies, reiteration of Covid-19
Governance
nutrition, and adolescent health and guidelines and standards on Response memorandum
Operations
development implemented. prevention of COVID-19, and guidelines;
Division (SGOD)-
health & nutrition, and
School Health and
adolescent health and
Nutrition Section
development of Division (2) Monitoring on the
Covid-19 Response compliance on the
required health
standards in schools;

(3) Facilitate coordination

with other agencies for
updating records of
personnel and learners
affected by matters
relevant to health
programs

4.3.2. Nurture and protect learners’ mental and psychosocial health

Outputs Program / Projects/ Persons Y1 Y2 Y3 Y4 Y5 Y6

Interventions Activities Responsible

Teachers trained in handling students School Mental Health (1) Promotion of SMH
School
experiencing mental and psychosocial Program through
Governance
health issues; and advocacy campaign; (2)
Operations
Provision of psychosocial
Division (SGOD)-
support services through
School Health and
age-appropriate activities
Nutrition Section
for learners; (3)
Facilitation on the
conduct of Psychological
First Aid as the need
arises

99
DepEd personnel and learners School Mental Health (1) Conduct of
School
capacitated on providing MHPSS. orientation & capacity
Governance
building activities related
Operations
to mental health; (2)
Division (SGOD)-
Provision of technical
School Health and
assistance on the
Nutrition Section
implementation of
Psychological First Aid

4.3.3. Promote learners’ physical and socio-emotional skills development

Outputs Program / Projects/ Persons Y1 Y2 Y3 Y4 Y5 Y6

Interventions Activities Responsible
Standards for school sports and 1 .Conduct Capacity
competition programs developed and Intensive implementation of building on technical
implemented; and school sports programs and officials, coaches and School
competition thru District Meet chaperons 2. Provision of Governance and
and Division Meet technical assistance on Operations
the implementation of the Division (SGOD)
district and division meet
activity. 4. Select/ trained
and capacitated our
selected athletes to
represent Iligan City
Division to the Palarong
Pampook/ Regional Meet.

Teaching and non-teaching DepEd School Based Training of the 1. Capacity building on all
personnel trained on after-school sports different sports events tournament officials,
program coaches , trainers, and
chaperons in preparation
for the district and division School
meet activity. Governance
Operations
2. Conduct orientation on
100
 the different updates on
Division (SGOD)
sports events.

3. Equip them with the

necessary skills and to
perform outstandingly
during the said
competition.

4. Enhance athletes
performance to better
perform on the higher
events in palarong
pampook or palarong
pambansa.

5.Organize School
Varsity Teams

6..Conduct of Home and

Away Games

Enabling Mechanisms: Governance and Management

5.1. Education leaders and managers practice participative, ethical, and inclusive management processes

Outputs Program / Projects/ Persons Y1 Y2 Y3 Y4 Y Y

Interventions Activities Responsible 5 6
Competency-based hiring and •Conduct of Simultaneous •Human Resource Merit
Office of the
promotion system adopted and Deliberation of School Promotion and Selection
Schools Division
implemented; Human Resource Merit Board (HRMPSB) in
Superintendent
Promotion and Selection School, District and
(OSDS)-HR
Board (HRMPSB) Schools Division Office
level are directed to
conduct simultaneous

101
♦Conduct of Orientation to assessment and review of
all Administrative Officer II applicants to allow speedy
(AOII) implementation of the
Recruitment, Selection
and Placement process in
the DepED, Division of
Iligan City.

•Publish vacant position/s

in the Civil Service
Commission (CSC)
Bulletin of Vacancies;

•Announce vacant
position/s to be filled;

•List applicants for the

vacant position/s, both
from inside and outside of
DepED offices/schools;

•Conduct preliminary
evaluation of the
qualifications of all
applicants;

•Prepare selection line-up;

•Notify all applicants of the

outcome of the preliminary
evaluation;

102
 •Submit the selection line
up to the PSB for
deliberation en banc.

•Cascading to the AOIIs

their duties &
responsibilities in relation
to their HR functions

Implemented SBM Practices; Strengthened the School- Pre-Implementation

School
Based Management level of *Issuance of Division
Governance
implementation in schools Memoranda
Operations
*Creation of SBM Division (SGOD)-
Validation Team M&E
*Formulate of SBM Action
Plan

Implementation
*Implement School-Based
BM

*Assess and validate SBM

Level of Practice

*Provide Technical
Assistance

Post-Implementation
*Awarding of SBM Level
of Practice

*Prepare and submit

Annual SBM
Accomplishment Report

103
Basic education situation analysis and Regular Coordination
School
plans submitted to LSBs/RDC and other Strengthen the coordination Meeting with Local School
Governance
stakeholders; with Local School Board/ Board/ Regional
Operations
Regional Development Development Council
Division (SGOD)-
Council on Basic Education Planning Section
Situation Analysis and Plans

Revised SIP policy developed and Strengthen and monitor

School
implemented; and School Improvement Conduct Workshop on
Governance
Planning in compliance with School Improvement
Operations
DO no. 44, s. 2015 Planning
Division (SGOD)-
Planning Section

Crafting of 2023 - 2025

SIP

Crafting and submission

of School Annual
Improvement Plan and
School Report Card

104
Policy on M&E framework and system Issuance and Pre-Implementation
School
issued and implemented implementation of *Issuance of Division
Governance
Monitoring and Evaluation Memorandum
Operations
Framework and System
*Creation of M&E Division (SGOD)-
Composite Team M&E
*Conduct Training on
M&E Framework and
System

*Formulate the School

M&E Tool

Implementation
*Utilization of School M&E
Tool in capturing school
data

*Provide Technical
Assistance

Post-Implementation
*Consolidate, analyze and
interpret data from the
field based on parameters
under consideration

*Submit Annual
Accomplishment Report

5.2. Ensure human resources in all governance levels are sufficient, resilient, competent, and continuously improving
Outputs Y1 Y2 Y3 Y4 Y5 Y6
Program Activities Persons
Responsible

NEAP transformation deepened and Provision of seminar- Conduct Seminar-

School Governance
further institutionalized; workshop on NEAP Workshop on DO 001, s.
Operations Division
Transformation and 2020
(SGOD)-HR
Institutionalization as stated
105
 in DO 001, s. 2020

Professional standards linked to

School Governance
employee assessment, development, Strengthen awareness on Conduct Search for Most Operations Division
rewarding, and recognition; Professional Standards of Outstanding Teacher, (SGOD)-HR
employees as stated in DO School Leaders & Non
42, s. 2017, DO 024, s. Teaching Personnel in
2020 and DO 025, s. 2020 the Division

KANDURI AWARDS

Employee welfare and benefits Implementation of policy Trainings on IPBT and School Governance
standards are developed and on employee welfare and Pre-Retirement Seminar Operations Division
implemented; benefits (SGOD)-HR

Conduct of regular PSB

Induction Program For Meeting
Beginning Teachers, Pre-
Retirement Seminar

DepEd personnel trained on Provision of training on Conduct of training on

School Governance
responsive management processes responsive management responsive management
Operations Division
that uphold inclusive and rights-based processes that uphold processes that uphold
(SGOD)-HR
education; and inclusive and rights-based inclusive and rights-
education based education

Learning and Development plan Development and Conduct of Learning and

School Governance
developed and implemented under implementation of Learning Development Activities
Operations Division
NEAP leadership and Development Plan under NEAP Leadership
(SGOD)-HR
under NEAP Leadership

5.3. Ideal learning environment and adequate learning resources for learners ensured

Outputs Interventions Program / Projects/ Y1 Y2 Y3 Y4 Y Y

Persons
Activities

106
 Responsible 5 6

Standards for a quality and Strengthen the adoption and Construction of Health School Governance
inclusive learning environment for implementation of and Handwashing Operations Division
different learner groups for the new Standards for a quality and Facilities in schools (SGOD)-Physical
normal post COVID-19 adopted inclusive learning Facilities
and implemented; environment in schools Inclusion of exhaust
ventilation system in all of
school repair program of
works to ensure
Repair of school building continuous air flow inside
program the classroom

Conduct regular
inspection and monitoring
to school buildings and
provide technical
assistance to school
heads for building repair
and maintenance

Conduct orientation to
new school heads on the
demolition of education
facilities that are
considered hazardous

Site Inspection
Recommend demolition
of school buildings that
are identified as
dilapidated or hazardous
by issuing a "Building
Inspection Report"

107
 Demolition and
Condemnation of Education
Facilities

Standards for the integration of Multi-year Search for Best Conduct of Search for the Office of the
educational technology in teaching Classroom of the Future Best Implementers of Schools Division
and learning developed and Project; DepEd Classroom of the Future Superintendent
implemented; Computerization Program; project (OSDS)- ICT
MyEskwela LMS, MSU-IIT
TEXT Program, Global
TEAM Model AI Smarter Intensive monitoring and Curriculum
School Education Public supervision of the Implementation
Welfare Project integration of educational Division (CID)
technology in teaching
and learning in every
classrooms/ schools /
district/ and learning
centers in the division

MOA with MSU-IIT on the

continuous utilization of
My Eskwela Platform,
MOA with MSU IIT TEXT
Program

MOA with Global Team

Model Education
Research Institute

Standards for learning resource Upskilling of SH and Conduct of Search for Curriculum
development accessible to all types Teachers on LRMDS Most Outstanding LR Implementation

108
of learners formulated and standards and processes; Writer and Developer Division (CID)
implemented; and Production of Video Lesson
in all grade levels across
learning areas
Quality Assurance and
Technical Assistance on
the developed learning
resources including Video
Lessons in all learning
areas across grade
levels.

System for granting access to LRMDS Portal, DepEd Curriculum

learning resources developed and Commons, SDO e-Library Continuous Registration Implementation
implemented. and Access of Teachers Division (CID)
on the Online LRMDS
Portal using DepEd email
account

Access of learners in the

DepEd Commons

5.4. Improve and modernize internal systems and processes for a responsive and efficient delivery of basic education services

Outputs Program / Projects/ Persons Y1 Y2 Y3 Y4 Y5 Y6

Interventions Activities Responsible

Modern financial management Operationalization of Office of the

Operationalize the required
systems and processes developed Enhanced Financial Schools Division
government financial
and implemented; Reporting System Superintendent-
systems to improve
(EFRS) and Budget Finance
productivity, efficiency, and
Monitoring System (BMS)
timely completion of
prescribed by the DepEd
government transactions
- Central for use by field
and reports
offices

109
Major management processes Coordination of all
Conduct of : All Functional
(planning, budgeting, procurement, governance levels on major
a. Weekly DExCom Divisions
M&E, human resource) are management processes
integrated, synchronized, and Meeting
coordinated in all governance b. Monthly ManCom
levels; Meeting

Performance management and Performance Management Pre-Implementation

School Governance
quality assurance systems and Quality Assurance *Issuance of Division
Operations Division
developed and implemented; Memorandum
(SGOD)-M&E
*Create PMQA
Composite Team
*Formulate PMQA e-Tool

*Conduct Orientation on
the utilization of PMQA e-
Tool

Implementation

*Utilize the PMQA e-Tool

*Provide Technical
Assistance

Post-Implementation
*Consolidate, analyze
and interpret data from
the field based on
parameters under
consideration

*Submit accomplishment
report

Disaster risk reduction and response Establishment of disaster Online Data System School Governance
mechanisms established; risk response mechanism Operations Division
Provision of (SGOD)-DRRM
Psychological First Aid
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 (PFA),

Temporary Learning
Space (TLS) and
Alternative Delivery
Modes (ADM

Conduct of regular
Earthquake and Fire
Drills

Procurement of DRR
Equipment and Early
Warning System Device

Policy and research agenda Formulation and Prepare the division School Governance
formulated and implemented; Implementation of Policy research agenda based Operations Division
and Research Agenda on Basic Education (SGOD)-Planning
Research Fund (BERF) and Research
standards Section

111
 Formulate and implement
policy and research
agenda anchored to the
Basic Education
Research Agenda
(BERA)

Conduct of Division
Research and Innovation
Congress

Human Resource Information System Adoption of Human Conduct Seminar School Governance
(HRIS) in all governance levels Resource Information Workshop on the Operations Division
developed and implemented; System (HRIS) in all implementation of the (SGOD)-HRD
governance levels Human Resource
Information System

Internal Control System (ICS) Setting up of updated Quality Management

Adoption and
framework, guidelines and standards Citizens’ Charter Representative
implementation of ICS
adopted and implemented; (QMR)
framework, guidelines and
standards
Conduct of regular review
of performance,
operations, and
processes

Guidelines for QMS developed Adoption and Maintain and update Quality Management
and implemented; implementation of QMS documented quality Representative
Guidelines policy and manual (QMR)

Conduct of training of
personnel on QMS

Conduct periodic
internal/external audit and
112
 management review

Asset Management System General Management and •Prepares the Division Office of the Schools
implemented; Support Annual Procurement Division
Plan, by collecting and Superintendent-
consolidating the
procurement plans; Admin

•Prepares an agency
procurement request on a
quarterly basis;

•Receives and physically

inspects supply delivered;

•Conducts inventory and

maintains an updated
inventory record of
properties;

•Recommend disposal of
waste materials and
unserviceable equipment

113
 after conducting
inspections on an annual
basis to release
accountability for
unserviceable equipment

Helpdesk support system for Creation of Helpdesk a) Establishment of Bids Office of the Schools
field procurement operations support system for field and Awards Committee Division
created; procurement operations (BAC) Unit at Division Superintendent-
Office and providing
office space and Admin

General Management and equipment.

Support b)Designation of
procurement personnel.
c) Provision of Technical
Assistance to End-users
and other clientele.
d)Division Echo Training
on PhilGEPS.

General Management and Composition of the Bids Office of the Schools

DepEd integrated logistics
Support and Awards by the Head Division
management system implemented;
of Procuring Entity Superintendent-
Organic procurement units and
(HoPE) pursuant to Admin
plantilla positions for procurement
Section 11 of the 2016
officers created;
Revised IRR of RA 9184.
b) Establishment of the
BAC Secretariat /
Procurement Unit to
serve as the main
support unit of the BAC
pursuant to Section 14 of
the 2016 Revised IRR of
RA 9184.

General Management and Project Monitoring Report

Contract management system
Support a. List of Projects
implemented;
b. Mode of procurement
c. Project Management
114
 Office (PMO)/End User
d. Actual Procurement
Activity
e. Source of Funds Office of the Schools
f. Division
Delivery/Completion/Acce Superintendent-
ptance
The end-user monitors Admin
the implementation of the
awarded contract until its
completion,
implementation and
acceptance.

General Management and a) Competitive Bidding Office of the Schools

Standards on procurement
Support (Republic Act No. 9184 Division
processes, forms, and documents
and its 2016 Revised Superintendent-
implemented;
IRR)
a.1. Pre-Procurement Admin
Conference (Section 20)
a.2. Advertisement /
Posting of Invitation to
Bid (Section 21.2.1)
a.3. Pre-bid Conference
(Section 22.2)
a.4. Bid Opening (Section
25.5)
a.5. Bid Evaluation
(Section 32.4)
a.6. Post-qualification
(Section 34.8)
a.7. Approval of
Resolution/ Issuance of
Notice of Award (37.1.2)
a.8. Contract Preparation
and Signing (Section
37.2.1)
a.9. Approval of contract
by higher authority
(Section 37.3)
a.10. Issuance of Notice
115
 to Proceed (Section
37.4.1)
b) Alternative Mode of
Procurement (RA No.
9184 and its 2016
Revised IRR)
As provided in Rule XVI
of the IRR.

Create a list of
requirements to support
suppliers and contractors
on the process of:
1.Advance Payment
2.Progress Billing
3.Final Billing
4. Retention Payment

Supplier’s Registry established; Maintaining a self- Office of the Schools

generated list of suppliers Division
with the following data: Superintendent-
General Management and
a. Name of Business Admin
Support
b. Permit
c. Registration
d. PhilGEPS

116
Transparency mechanism a. Posting of Office of the Schools
implemented; Procurement Division
transactions/Documents Superintendent-
through: Admin
a.1. PhilGEPS
a.2. Agency website
General Management and a.3. 3 Conspicuous
Support places
a.4.
Bulletin/Transparency
Board
b.Posting and publication
of Personnel Actions and
other Office transactions.

Guidelines on third-party participation in Pursuant to Section 13 of Office of the Schools

procurement implemented; and the 2016 Revised IRR of Division
RA 9184, observers from: Superintendent-
1. Commission on Audit
(COA); Admin
General Management and
2. Duly recognized
Support
private group in a sector
or discipline relevant to
the procurement at hand;
3. Non-Government
Organization (NGO)

Guidelines on customized procurement General Management and a. Competitive Public Office of the Schools
for selected major programs Support Bidding (RA 9184 and its Division
implemented 2016 Revised IRR) Superintendent-
b. Alternative Mode of
Procurement. (RA 9184 Admin
and its 2016 Revised
IRR)

117
5.5. Strengthen active collaboration with key stakeholders

Outputs Program/ Projects/ Persons Y1 Y2 Y3 Y4 Y Y

Interventions Responsible
Activities 5 6
Stakeholder engagement Facilitate 3 stakeholders School Governance
developed and implemented; per school every year Operations Division
(SGOD)-Social
Mobilization &
Facilitate 5 years Networking
MOA/MOU

Provide technical
assistance to school
heads in building
partnerships & linkages
to stakeholders

Adopt-a-School Program
Conduct orientation for
school heads in
implementing Brigada
Eskwela

Facilitate Federated
Parent -Teacher
Association

Conduct stakeholders
forum

Conduct research and

development for the
program

Guidelines on the use of SEF Implementation of Operations and Office of the Schools

118
implemented; Programs, Projects and Division
Activities (PAPs) in Superintendent-
consonance to list of eligible Finance
activities enumerated in the maintenance of public
existing rules and schools
regulations on the use of
Special Education Fund
(SEF)

School Governing Council policy Division Federated Supreme School Governance

SPG/SSG General
implemented; Pupil Government Operations Division
Assembly & Elections;
Division Federated Supreme (SGOD)-Youth
Quarterly Meetings;
Student Government Formation

Policy on the use of partnership Encode annual resource School Governance

information system implemented; Implementation of policy on generation from external Operations Division
the use of partnership stakeholders in DPDS (SGOD)-Social
information system Mobilization &
Networking

Multisectoral youth development Establishment and Linkage with the LGU School Governance
alliances established and operationalization of Operations Division
operationalized in support of ALS multisectoral youth and barangay officials to (SGOD)-Social
implementation; and development alliances in support ALS Mobilization &
support of ALS implementation (i.e. Networking
implementation provision of the venues,
foods for the learners,
etc.)

Educ Forum actively engaged as a Parent -Teacher Association City Federated Parent School Governance
multi- stakeholder platform for Forum, Brigada Eskwela Teacher Association Operations Division
consultation, collaborative research and Program Forum ( Attended by all (SGOD)-Social
analysis, and high-level advice on elected PTA Presidents Mobilization &
strategic basic education policy. of the SPTAConduct of Networking
Brigada Eskwela Kick -
Off Program

119
 Maintenance Of
Functional website and
partnershipsdatabase.de OSDS-ICT
E-Partnership And Stakeholders ped.gov.ph portal
Management System Functional Division Website
ICT Policies And Standards
Implementation Accessible information
from different functional
offices.

DepEd Order
No.95,s.2010/D.O. No. Conduct orientation on
78,s.2010/D.O. No.50, ICT Policies.
s.2009

5.6. Enhance and strengthen public and private education complementarity

Public-private complementarity Development and Conduct conferences/ Private Schools

framework is developed and implementation public- meetings on public - Coordinator
implemented; private schools private complementarity
complementarity framework framework

Enhancement and
implementation of Manual of
Regulations for private Reorient private schools
Manual of regulations for private in use of Manual of
schools enhanced and schools
Regulations for Private
implemented; and Schools

Establishment of
organizational and human
resource support to qualified
personnel in private schools Recommend qualified
Organizational and human resource
support to qualified personnel in private private school personnel
schools are in place for GASTPE

120
121
 PERFORMANCE TARGETS
Pillar KPIs Level Baseline 2023 2024 2025 2026 2027 2028

107.07% 106.29% 105.50% 104.72% 103.93% 103.14% 102.36%

Gross Kindergarten
Enrolment 109.31% 108.16% 107.02% 105.87% 104.73% 103.58% 102.44%
Rate Elementary
Secondary 95.74% 95.88% 96.02% 96.16% 96.30% 96.44% 96.58%
Junior High
Secondary 81.83% 82.96% 84.09% 85.22% 86.35% 87.48% 88.61%
Senior High
99.52% 99.58% 99.63% 99.68% 99.74% 99.79% 99.84%
Access Net Kindergarten
Enrolment 99.42% 99.38% 99.33% 99.28% 99.24% 99.19% 99.14%
Rate Elementary
Secondary 76.16% 78.47% 80.79% 83.10% 85.42% 87.74% 90.05%
Junior High
Secondary 48.47% 53.30% 58.14% 62.98% 67.82% 72.65% 77.49%
Senior High
94.86% 95.32% 95.78% 96.24% 96.70% 97.16% 97.62%
Transition Elementary
Rate Secondary 88.21% 89.18% 90.16% 91.14% 92.12% 93.09% 94.07%
Junior High
Secondary 102.61% 101.43% 100.25% 99.07% 97.90% 96.72% 95.54%
Senior High
Cohort 81.91% 83.58% 85.26% 86.94% 88.62% 90.29% 91.97%
Survival Elementary
Rate Secondary 76.49% 77.99% 79.49% 80.99% 82.50% 84.00% 85.50%
Junior High
Secondary 71.06% 73.17% 75.27% 77.38% 79.48% 81.58% 83.69%
Efficienc Senior High
y Completion Elementary 81.40% 83.14% 84.87% 86.60% 88.34% 90.07% 91.80%
Rate
Secondary 75.28% 76.91% 78.55% 80.18% 81.82% 83.46% 85.09%
Junior High
Secondary 69.01% 71.34% 73.68% 76.01% 78.34% 80.67% 83.00%
Senior High
School Elementary 3.50% 3.13% 2.75% 2.37% 2.00% 1.62% 1.24%
Leaver
Rate Secondary 8.28% 7.38% 6.48% 5.58% 4.68% 3.78% 2.88%
Junior High
Secondary 5.70% 5.08% 4.47% 3.86% 3.25% 2.63% 2.02%
Senior High
Quality NAT Grade 6 40.19 % 49.65 % 59.12% 68.59 % 78.06% 87.53 % 97.00%

Grade 10 46.44 % 54.81 % 63.19 % 71.55 % 79.93% 88.30 % 97.00%

Grade 12 38.79 % 48.49 % 58.19 % 67.89 % 77.59 % 87.30 % 97.00%

IMPLEMENTATION, MONITORING AND EVALUATION

122
Implementation Plan

The implementation of the whole DEDP from 2023 to 2028 will be divided into two
major phases. The scope of Phase 1 is from 2022 to 2026 and Phase 2 covers 2027 to
2030.
Phase 1 includes the response to the immediate challenges of COVID-19 and lays the
necessary foundation:
• Post COVID-19 Recovery and Transition. DepEd will focus on mitigating the negative
impacts of the sudden shift from face-to-face to pure distance learning and bridging the
learning gaps caused by the COVID-19 lockdown, while deepening the gains compelled by
the COVID-19 response;
• Improving Access, in particular for groups in situations of disadvantage;
• Focus on Quality as a priority: - Strengthen programs on reading, numeracy, socio-
emotional learning, and 21st century skills, reskilling teachers; - Sharpen skillsets of teachers
in contextualization to address the concerns of diverse learners; and - Strengthen
instructional leadership and supervision to improve teaching quality. - Increase alignment
with international literacy standards.
• Partnership Building: Focus on strengthening partnerships and collaboration with
community-based partners, the private sector, and cross-sector government services for
children, and sustaining the Educ Forum as a national multi-stakeholder platform;
• Review of programs and updating of situation analysis;
• Formulation of enabling policies, standards, processes, and systems;
• Ensure internet connectivity of all schools;
• Strengthen DepEd’s schools division capability on assessment with focus on classroom-
level assessment;
• Strengthen or establish mechanisms on equity, learner’s rights, and resilience;
• Capacity building on planning, education futures, M&E, research, and technical
assistance;
• Develop a legislative agenda to implement the strategies identified in the DEDP; and
• Mid-term review and analysis of Phase 1 results to inform refinements in DEDP
strategies.
Phase 2 focuses on sustaining and evaluating programs:
• Continuation of programs and projects on access, quality, equity, learner’s rights,
resilience, and RightsBased Education;
• Maintenance and enhancement of existing information systems;

123
• Evaluation of programs and projects;
• Impact Evaluation;
• Development of new programs to address emerging education issues and opportunities;
and • End of Plan assessment and evaluation

Monitoring, Evaluation, and Adjustment Strategies

Monitoring and evaluation play vital roles in ensuring program goals, institutional
mandates and department’s mission and vision are achieved. Through this process, the
organization collects and analyzes data, and determines if a program, project or activity has
fulfilled its goals. Monitoring begins right away and extends through the duration of the
project. Evaluation comes after and assesses how well the program performed.

The Division of Iligan City shall anchor its monitoring and evaluation framework with
the Basic Education Development Plan, ensuring that the agency’s plans, policies, systems,
and processes are geared toward the achievement of organizational and learner outcomes.
It also establishes the school division's performance measure, to which all operating units
are expected to contribute.

It focuses on ensuring the learners' achievement in terms of access, equity, quality

and resiliency and well-being in the delivery of basic education and on determining the
effectiveness and inclusiveness of schools in providing basic education services. This
highlights the monitoring and evaluation strategies to ensure that the K to 12 Basic

124
Education Curriculum is effectively implemented in schools and that curricular, co-curricular
and extra-curricular programs, projects and activities are aligned and contextualized to the
school setting and directed towards achieving greater learning outcomes.

This shall be a mechanism for reflection on the SDO’s capacity to provide timely and
needs-based basic education support services to schools. Through feedback gathering, the
SDO will be able to provide technical assistance and capacity-building support in order to
create and sustain effective and inclusive schools with relevant and responsive mechanisms
and interventions to address gaps.

Various monitoring and evaluation mechanisms shall be put in place to ensure that
programs, projects and activities are effectively and efficiently implemented. Online/offline
monitoring tools, customer satisfaction survey, school and onsite monitoring, focus group
discussions, Program Implementation Review (PIR) and others are few of the monitoring and
evaluation strategies. Moreover, regular Management Review shall be the platform to report
the agency and operating units performance at all governance levels.

These mechanisms shall be done on a weekly, monthly, or quarterly basis depending

on the need of the implementation.

Monitoring results shall be immediately communicated to inform the program, project,

and activity implementers of the necessary adjustments in the plans so they can achieve the
target output and outcomes. The use of result evaluation, an evaluation approach that
focuses on measuring the realization of results seeks to assess the outcomes and changes
or adjustments brought about by program or project interventions. Findings from this type of
evaluation are used as the baseline situation for the next planning cycle.

Policy and Research Agenda

The Basic Education Governance Act of 2001 underscored the role of research in the
management and administration of the basic education system. With this mandate, DepEd
has strived to strengthen research in the Department. Such efforts include various research
initiatives under the Basic Education System Reform Agenda (BESRA). In 2015, the
department issued DepEd Order No. 43, s. 2015 re: Revised Guidelines for the Basic
Education Research Fund (BERF) to strengthened evidence- based policy development.
Further, it identifies research projects anchored on DepEd Order No. 39 – Adoption of the
Basic Education Research Agenda moored on the following areas: Teaching and Learning;
Child Protection; Human Resource and Governance.
The Policy and Research Agenda aims to strengthen evidence-based decision-
making through the oversight, promotion, and conduct of policy development, research,
monitoring and evaluation.
Moreover, to serve as a guide in policy and decision-making and determining the
appropriate programs, projects, activities and interventions toward inclusive and sustainable

125
development in the division, a set of research agenda has been proposed to address the
newly-identified issues and concerns.

Some of these topics are listed below:

• Learning loss and learning gains in the time of COVID-19;

• Effectiveness of distance learning modalities;
• Teachers’ needs analysis conducted at school level;
• Analyzing supply and demand of teachers;
• Tracking of Senior High School graduates;
• Why students lose interest in education;
• Why are lower numbers of males enrolling?;
• Why are males underperforming in learning standards?;
• In-depth review of the adequacy of the current language policy;
• Effectiveness of MTB-MLE on improving learning outcomes, including a longitudinal
analysis of learners’ performance (i.e., NAT Grade 6 and Grade 10) by the language of
instruction at the early grades
• Comparison of performance on the language of testing (English) against the language of
instruction (Filipino) in high stakes NAT-type tests;
• Do School Improvement Plans have any impact on learning outcomes?;
• Mapping and analysis of the integration of socio-emotional learning in classroom
activities/lessons;
• Effectiveness analysis on integration of 21st century skills in classroom activities/lessons;
• Study on bullying in schools to understand why it is higher in the Philippines in comparison
with all the rest of PISA 2018 countries;
• Public Expenditure Review – to determine efficiency and effectiveness of education
delivery;
• Analysis of the SHS tracks – to determine effectiveness to support learner’s success in
next level of engagement;
• Analysis of the education system’s resilience to environmental changes and shocks;
• Investment case analysis for scale-up of digital learning and other education futures
programs;

126
 • Analysis of parental engagement to support access and quality learning outcomes –
includes addressing smooth transition of young children from pre-school/Child Development
Center to kindergarten and low enrollment in kindergarten;
• Evaluation of the quality of learning resources; and
• Others.

Organizational Capacity and Implementation Arrangements

The School Governance and Operations Division- Planning and Research Unit will
facilitate in the crafting of the adjusted Division Education Development Plan (DEDP) with
the supervision of the Top Management. The unit will also provide technical support to other
functional units (program holders) in preparation for the Annual Implementation Plan (AIP)
including their programs, projects and activities. It also will also lead during the Program
Implementation Review (PIR) to ensure that programs, projects and activities are conducted
an implemented at an appropriate timeline. The Planning Unit will ensure that annual budget
priorities are consistent with the priorities and strategies in the DEDP and adhere to the
planning parameters. The Division Education Development Plan shall be the anchor of the
Enhanced School Improvement Plan (SIP) of the schools.

Over-all Chairman: SDS Roy Angelo E. Gazo

Vice-Chairman: ASDS Shambaeh A. Abantas-Usman 

Members: Chiefs of SGOD and CID

Name of Project Responsible Body Roles and Functions Funding

Source

Access to Quality Basic Education

1. Alternative Delivery CID- Division Open High 1. Facilitates Activity Request (AR) for a HRTD
Mode School Coordinator Training Program or request for an
Authority to Conduct a training Program  
-Open High School (if program is not reflected in the WFP)
Program 
2. Monitors the implementation of
the OHSP Program and Araling
Panlipunan activities in the schools and
learning centers

4. Evaluates and Validates reports

submitted from schools and learning
centers

2. Intake Program 5. Submits Completion Report

SGOD- Planning &
a.  Child-Finding and HRTD
Research Unit
1. Enable all schools/ districts to identify,

127
 Early Registration locate all children no longer in school
regardless of status.

2. Ensure that all reports submitted by

schools/ districts are accurate to
address the needs of learners which will
serve as basis for intervention.
b. Drop-out Reduction
3. Provide inputs in every
 Program schools/districts on the different
activities to be undertaken during  early
registration.

4. Set target to locate, identify and enroll

c. Physical Report of out-of-school children and youth who
Operations/LIS/EBEIS are in remote/ isolated areas during the
one month registration.

5. Ensure that early registration for

incoming kindergarten to grade 10
SGOD- Planning &
learners  will be properly implemented
Research Unit
and monitored on the date scheduled. HRTD
3. Establishment of
Integrated Schools
1. Established an intervention program
to reduce  high dropout rate that will
improve learning outcomes in public
schools
CID- Division ALS Focal
Persons
4.  Alternative Learning 
System (ALS) 2. Provide support to quality basic HRTD
education through the implementation of
Drop-out Reduction Program (DORP) LSB/SEF

1. Checks/Evaluates each Activity

Request (AR) or Authority to Conduct
(ATC)

2. Monitors implementation of policies

and guidelines related to management
systems by the schools and learning
centers.

3. Provides technical support to TA

interventions on identified needs of
schools division schools, and learning
centers with regard to planning.

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 CID-Education Program 4. Consolidates approved Activity
Specialists II Requests and granted Authority to
Conduct.

1. Conducts assessment and evaluated

documents submitted for opening of an
integrated or new school.

2. Submits evaluation reports to

recommend opening or establishing an
integrated school.

LSB/SEF
1. Monitors the conduct of household
NGO
mapping facilitated by ALS
Implementers to identify Out-of-School
Children, Outof-School Youth and Out-
ofSchool Adults who are nonliterate and
are target participants for ALS program.

2. Monitors and evaluates

implementation of ALS Programs and
projects and submits reports of
performance

3. Provides technical assistance for

efficient and effective delivery of
instruction

4. Capacitates ALS Implementers to

develop advocacy programs and
activities for various education
stakeholders (e.g LGU, Non-
Government Institutions, and private
individuals) in the community to
generate support for education.

6. Guidance 1. Ensures the overall delivery of the HRTD

CID-Education Program guidance programs in schools and
Program Supervisor learning centers through guidance
curriculum

2. Monitors the implementation of the

Programs in the schools and learning
centers

3. Evaluates and Validates reports

submitted from schools and learning
centers

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 4. Submits Completion Report

Improve Quality of Learners’ Outcomes

1.Assessment SGOD- School Monitoring 1. Facilitates Activity Request (AR) for a HRTD
and Evaluation Unit Training Program or request for an
Authority to Conduct a training Program
(if program is not reflected in the WFP).

2. Capacitate school Heads, teachers

and Education program Supervisors on
educational Assessment Tools and
innovations

3. Provide Technical to School Heads in

test item analysis and its implications to
curriculum implementation

4. Gathers result of assessment reports

per least learned skills and analyze
performance gaps to pinpoint causes
and possible interventions to close the
gap. 5. Consolidate and analyze results
of the Division Quarter Exams as bases
for appropriate interventions

2.Special Education       CID-Education Program 1. Facilitates Activity Request (AR) for a HRTD
Programs Supervisors/ Division IPED Training Program or request for an
Focal Person/ Division Authority to Conduct a training Program MSU-IIT
-SPED ALIVE Coordinator (if program is not reflected in the WFP).
-IPED

-STE 2. Facilitates in the preparation of the

-SSES WFP of the program. 

-Journalism

-TEXT (Math and 3. Monitors the implementation of the

Science) Programs in the schools and learning
centers.
-ALIVE

4. Evaluates and Validates reports

submitted from schools and learning
centers.

5. Submits Completion Report.

3. LRMDS CID-Education Program 1. Facilitates Activity Request (AR) for a HRTD

Supervisor for LRMDS Training Program or request for an

130
 Authority to Conduct a training Program
(if program is not reflected in the WFP)

2. Provides TA in the preparation of

learning resource plan of the schools
and learning centers

3. Supervises and coordinates the

implementation of the LRMDS of the
schools and Learning Centers. 

4. Monitors the Schools

Implementation and utilization of the

LRMDS

5.Consolidates the schools, districts and

learning centers developed LR plan as
part of the AIP/SIP process as
integrated in the DEDP

6. Submits Completion Report

4.  INSETs: SGOD- Human Resource 1. Facilitates Activity Request (AR) for a

Development Unit Training Program or request for an
Authority to Conduct a training Program
CID- Program Holders (if program is not reflected in the WFP)

2. Facilitates the preparation of the WFP

of the program

3. Draft policy recommendations related

to improving learning outcome based on
findings from studies and reports.

4. Monitors the implementation of the

Programs in the division, schools and
learning centers

5. Evaluates and Validates reports

submitted from schools and learning
centers 6. Submits Completion Report

5. Research SGOD-Planning and 1. Facilitates Activity Request (AR) for a HRTD

Research Unit Training Program or request for an
Authority to Conduct a training Program

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 (if program is not reflected in the WFP).

2. Prepares descriptive and analytical

report of the data gathered from schools
and learning centers.

3. Consolidates requirements of schools

and learning centers 

4. Monitors and Evaluates Reports on

Research Implementation in schools
division, schools and learning centers

5. Submits Completion Report

6. ALIVE CID-ALIVE Coordinator 1. Conduct trainings for Arabic

a

Language and Islamic Education

(ALIVE)
a ALIVEPSF

2. Conduct ocular inspection in the

different schools and the week-end
Madrasah classes for the proper
implementation of Madrasah Education
Program (MEP)

3. Conduct yearly Division Musabaqah

4. Conduct yearly Qualifying

Examination for Arabic Language and
Islamic Studies (QEALIS)

5. Prepares plans, reports and statistical

data either monthly or annually to the
Regional Office/Central Office

7.Reading Program CID-Education Program 1. Ensures provision of supplementary HRTD

Supervisor-English reading resources to schools and
learning centers by utilizing library hubs NGOs
materials

2. Provides technical assistance to

support reading programs in schools
and learning centers

3. Develops monitoring tool to assess

the effectiveness of the Reading

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 program implementation

4. Consolidates and Submit Reading

Program Completion Report

8. School SGOD- School Monitoring 1. Prepares and submits report of HRTD

and Evaluation Unit findings on implementation of quality
Monitoring and  assurance processes on: SIP, SBM,
And Evaluation  Implementation of Programs & Projects
as basis for continuous improvement. 2.
Adjustment Develops approaches and methods to
validate division (SDO) report on
Schools Achievements and Learning
outcomes and submit report on findings.
3. Monitor performance of the Schools
Division along: -TA to schools and LCs
HRTD 20 ILIGAN CITY-DEDP 2023-
2028 -Equitable Distribution of
educational resources to schools and
LCs and submit reports to be able to
identify areas for improvement. 4.
Prepares report/documents on best
practices with regard school
management and governance for
sharing and benchmarking purposes
and inputs to recognition 5. Develops
and maintains the Monitoring and
Information System of the Projects,
programs and activities of the division

Learner’s Resiliency and Well-Being

Enabling Mechanisms: Governance and Management

1.Financial  OSDS- Division Accountant HRTD

Management
1. Analyzes and verifies consolidated
 System financial statements, supporting
schedules and reports of the Division
Office and Implementing Units (IU) by
examining the accuracy, validity, and
appropriateness of income, expenditure,
and other transactions

2. checks the proper recording of

financial reports in the respective book
of accounts so as to provide
management with reliable and timely
reports for making informed decisions
and proper utilization of government
funds for basic education

3. Reviews and monitors periodically the

entries and maintenance in journals,

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 general ledgers, subsidiary ledgers

4. Coordinates with RO and CO and

other oversight/regulatory agencies on
fund releases and other reportorial
requirements to ensure compliance in
financial recording and reporting.

5. Prepares replies to Audit Observation

Memorandum

2.Adopt-A-School SGOD- Social Mobilization 1. Ensures provision of adequate HRTD

and Networking Unit resources to schools and learning
Program centers by strengthening and sustaining
relationships and collaboration of
education partners and stakeholders

2. Mobilizes resources

3. Provides technical assistance to

support special programs and projects
towards increasing access and
enhancing the delivery of quality basic
education.

4. Submits Completion Report

3.Private Schools   SGOD- Private Schools 1. Design Information, Education and HRTD
Operations Focal Person Advocacy Programs and Materials for
Accreditation Standards

2. Evaluates and validates documents of

schools requesting permit to operate

3. Validates the completeness of

portfolio of documents of schools
requesting to operate for submission to
the regional office.

4. Schools Division OSDS 1. Implements Administrative guidelines HRTD

Office Procedures/ and issuances from CO, RO and
Operations (Teaching Administrative Officer V government oversight agencies and
and NonTeaching recommend other issuances and
Personnel) guidelines relevant to the SDO.

2. Monitors implementation of policies

and guidelines issued on administrative
matters.

1. Establishes, implements and

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 maintains a systematic records
management system and control the
HRTD 22 ILIGAN CITY-DEDP 2017-
Records Officer 2022 Supply Officer Personnel Officer
creation, use, transmission, retention,
maintenance, storage, retrieval,
preservation and disposition of
operational records.

2. Verifies and certifies documents

emanating from the SDO or documents
in possession.

3. Monitor critical documents received

for the SDO for recording, routing, and
tracking to be able to respond to
management’s queries on such
documents.

4. Conduct training/ orientation on

records management to staff in the
schools division, schools and learning
centers.

1. Monitors performance of suppliers

and satisfaction of management and
staff on procured resources for feedback
to supplier towards continuous
improvement.

2. Prepares the Division Annual

Procurement Plan, by collecting and
consolidating the procurement plans of
the various units of the schools division
offices for approval of SDS and
submission to DBM

3. Prepares an agency procurement

request on a quarterly basis for
validation by DBM as to availability of
Supply Officer stocks to determine supplies to be
procured from DBM

4. Develops and recommends policies,

standards, guidelines, systems, tools
and forms for use in the SDO regarding
supply and property related activities.

1. Provides personnel administration

services to the management and
personnel of the Schools of ILIGAN
CITY-DEDP 2023-2028 Division in the
areas of recruitment and selection,
personnel administration, compensation
and benefits administration, personnel
records

2. Ensures adherence to the standards,

rules and regulations in personnel

135
 administration of government oversight
agencies such as CSC, DBM, COA, etc.

Personnel Officer

5. Information and Division ITO HRTD

Communications
Technology Programs/ 1. Manages and coordinates the
Projects implementation of ICT programs and
projects in the division, schools and
learning centers

2. Leads the formulation of plans to

ensure the strategic development and
use of ICT in the division, schools and
learning centers through an
identification of ICT needs and
alignment with the goals and objectives
of the division, region and national
office.

3. Coordinates with the training and

development division and other ICT
partners on ICT capacity building to
promote the strategic use of ICT in
education governance and integration in
the teaching and learning process.

6. HRTD Programs SGOD, SEPS-HRTD HRTD

1. Identifies training and development

needs through job analysis,

2. Prepares WFP of HRTD programs,

projects and activities of the SGOD

3. appraises schemes and regular

consultation with SGOD and CID Chief
and Head of Units

4. Designs and expands training and

development programs based on the

136
 needs of the organization and the
individual.

5. Checks and evaluates Training

Design

6. Submits consolidated quarterly report

of trainings conducted in the division,
schools and learning centers

7.Performance ASDS 1. Plans, monitors and reviews an HRTD

employee's work objectives and overall
management contribution to the organization.

2. Assesses and ensures that the

employee is carrying out their duties
which they are employed to do in an
effective and satisfactory manner.

8.Gender And Division GAD Coordinator HRTD/GAD

Development (GAD)
1. Implements the mandated program
on gender and development.

2. Coordinates with the PNP and DOH

in conducting awareness on HUMAN
TRAFFICKING, WELLNESS, HEALTH
and FITNESS.

3. Ensures that all personnel in the

division participate in the programs of
Gender and Development.

4. Submits Completion Report.

9.Disaster Risk DRRM Coordinator 1. Coordinates with LGU, National

Reduction Management DRRM and other government agencies
(DRRM) for continuous updates on roles,
mechanisms, priorities and protocols.

2. Recommends localized policies and

standards on disaster management and
risk preparedness.

3. Creates and maintains DRRM

database to provide information for
management action and decision.

4. Consolidates data from schools to

determine needs related to DRRM as
feedback for determining DRRM related
plans and programs.

137
 5. Provides technical assistance to
schools in developing programs and
projects for DRRM

10.School Health and Health & Nutrition

Nutrition Coordinator
1. Prepares and submits periodic
reports of accomplishments in health
and nutrition programs to partners and
stakeholders.

2. Assesses, monitors and evaluates

health and nutritional status of learners
in schools to identify health and
nutritional needs of learners

3. Assesses status of feeding programs

in schools and strategize with school
management how to start or improve
and sustain existing feeding programs.

4. Makes available health and nutrition

and nursing services for learners in
schools either through a clinic or in
partnership with the barangay health
unit of the LGU.

5. Participates in planning and providing

nursing service during emergency,
sports activities, scouting etc. to ensure
pre, during, and post activity nursing
care.

6. Provides technical inputs and nursing

assistance during disasters and
calamites to provide victims with
appropriate and immediate first aid
response.

11. SGOD Programs, EPS-SGOD 1. Provides Technical Assistance to HRTD

Projects and Activities schools and learning centers
LSB/SEF

2. Reviews and evaluates technical

documents (e.g. project proposals, draft
MOAs) for submission and approval of
schools division management.

3. Conducts monitoring and evaluation

(together with School M&E) on the
status and progress of special Programs
and projects and provide feedback to
management and stakeholders to obtain

138
 continuing support.

4. Lead in the conduct of Action

Research on improving implementation
of Special Programs and Projects that
support school governance.

5. Analyze findings and prepare

recommendation for policy issuances to
support school governance.

6. Submits Completion Report

Communication Strategy

The Division of Iligan City ensures accessible communication with regards to the different updates
both in basic education and in the delivery of education services.

Online platforms specifically in social media are imposed for a fast and wide-ranging dissemination
of information and announcements. The Office uses web pages for written communications such as emails
and chat and Facebook page DepEd Tayo Iligan City. Moreover, telephone or mobile phones, and face to
face meetings are also employed for essential information, feedback, and concerns.

In line with the COVID-19 pandemic, the Division Information Officer together with the Information
and Communication Technology Officer shall work together with the Social Health Unit and Disaster Risk
Reduction Management Coordinator in disseminating significant safety information and health protocols.

Financial Framework

Funding of Iligan City Division

A. The Budget Process in the Division of Iligan City

-the budget process consists of four phases

1. Budget Preparation Phase

Budget preparation is the first phase of the budget process. It covers the formulation of the budget

139
level, determination of budgetary priorities and activities, and the translation of these priorities and
activities into budgetary estimates.

A week following the issuance of the budget call by the DBM usually took place on February
following the next budget year, DepEd Central Office issues the necessary internal guidelines in the
formulation of DepEd Budget proposal indicating the parameters, norms and standards to be used
(policy direction and budget ceiling) as guide to all CO/RO/SDO/IUs. Simultaneously, the Planning
Service informs the Regional Planning Team to conduct their operational planning and the situational
analysis of SU/IU plans and targets.

DepEd RO/DO/IU Planning and Budgeting Process involve the following;

● Situational analysis
● Identification of strategies
● Review of programs, activities and projects (P/A/Ps)
● Estimation of resources
● Review of the plans submitted by the schools, and subsequent consolidation
and submission to RO.

Budget Preparation Forms for submission by DO/IU

● BP 100 –Statement of Revenues

● BP 201 –Summary of Obligations and Proposed Programs/Projects
● BP 204 –Staffing Summary of Non-Permanent Positions
● BP 205 –List of Retirees

2. Budget Authorization/Legislation Phase

This is the second phase of the budget process. It involves the review/deliberation by
Congress of the National Expenditure Program (NEP) as submitted by the President, and its
subsequent enactment into law. In its review, Congress is guided by the provision of law it cannot
increase the budget submitted to them by the President. In Implementing this provision of law,
specific activities maybe increased but to be offset by a corresponding decrease in the other
activities, provided that the overall expenditure level is not increased.

140
Budget Execution / Implementation Phase

This is the third phase of the budget process. Obligational and disbursement authorites are being
issued by DBM to the departments and agencies in order that implementation of the programs, activities
and projects authorixed in the GAA takes place. As basis for the release of such authorities, DBM require
agencies to submit Budget Execution Documents (BEDs), through a DBM issuance.

Budget Execution Documents (BEDs) includes;

● BED 1 Financial Plan (Budget Section)

● BED 2 Physical Plan (Planning)
● BED 3 Monthly Disbursement Program (Accounting Section)
● BED 4 Annual Procurement Plan for commonly use supplies and equipment (Supply Section)

The purpose of BEDs is to ensure availability of funds for critical programs/activities/projects,

consistent with the physical and financial plans/targets/schedules as submitted and to set the benchmark in
agency performance that shall be used in determining the achievement of objectives and targets in the
delivery of services.

Table 1. Obligational/ Disbursement Authorities

OBLIGATIONAL AUTHORITIES DISBURSEMENT AUTHORITIES

General Appropriations Act (GAA) Notice of Cash Allocation (NCA)

General Allotment Release Order (GARO)

Special Allotment Release Order (SARO)

Sub-Allotment Release Order (Sub-ARO)

4. Budget Accountability/Reporting Phase

This is the fourth and final phase of the budget process. It involves the reporting of physical
accomplishments and funds utilization of agencies. Agencies report how much of the funds released
to them were utilized.

The Head of each OU shall be responsible for the timely submission of the BFARS prescribed in
DBM-COA Joint Circular No. 2014-1 to the DBM offices concerned and to the COA-Audit Team

141
Leader and the Government Accountancy Sector (GAS).

BFARS includes;

● FAR 1 (Statement of Appropriations, Allotments, Obligations, Disbursements and Balances)

● FAR 1A (Statement of Appropriations, Allotments, Obligations, Disbursements and Balances
By Object of Expenditures)
● FAR 1B (List of Allotments and Sub-allotments)
● FAR 1C (Statement of Obligations, Disbursements, Liquidations and Balances for Inter-
Agency Fund Transfers)
● FAR 3 (Aging of Unpaid Obligations)
● FAR 4 (Monthly Report of Disbursements)
● FAR 5 (Quarterly Report of Revenue and Other Receipts)
● FAR 6 (Statement of Approved Budget, Utilizations, Disbursements, and Balances for Trust
Receipts)

II. Trends in DepEd Iligan City Spending

The appropriations for DepEd Iligan City from 2015 to 2022 increased consistently for PS and
MOOE.

● Personnel Share (PS)

- There is an increase in PS in 2021

MOOE

- There is an increase in MOOE in 2021

- Except for the year 2020 and 2021, the Division experiences a decrease in MOOE

● CO

- Only in the years 2021 the Division of Iligan City were allocated an appropriations for CO in
the GAA

Table 2. Adjusted Appropriations

2020 2021 2022

PS 36,151,884.35 218,512,242.31

MOOE 425,189,738.83 1,436,226,206.18

CO 12,458,678.62

III. Budget Utilization

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 DepEd Iligan City is guided with the State Policy that “All resources of the government shall be
managed, expended or utilized in accordance with law and regulation, and safeguarded against loss
or wastage through illegal or improper disposition, with view to ensuring economy, efficiency and
effectiveness in the operation of the government. Thus, proper and timely utilization of funds is one of
the main concerns of this department.

The following shows data of budget utilization rates in terms of obligation and disbursements;

Table 3. Budget Utilization Rates as to Obligation

(% versus allotment)

2020 2021

Absolute Percenta Absolute Percenta

Value ge Value ge

MOOE 35,811,511.0 99% 212,460,005.0 97%

2 7

PS 394,317,141. 93% 1,435,751,901. 100%

57 19

CO 12,401,718.41 100%

Table 4. Budget Utilization Rates as to Disbursements

(% versus obligation)

2019 2020 2021

PS

MOOE

CO

Overall

Analysis and Management of Risk

No. Identified Risks Severity Mitigation Strategies

143
 Proba Imp Overall
bility act Rating

INSTITUTIONAL

1 Lack of or inadequacy ● Presentation of DEDP /AIP to the

of support from stakeholders
stakeholders in the 2 2 4
implementation of
DEDP

2 Undue political ● Compliance with DO 047,s.2022

influence, pressure and {Promotion of Professionalism in the
intervention in the plan Implementation and Delivery of Basic
implementation that Education Programs and Services
may affect compliance 4 4 16
with existing guidelines

3 Undue influence and ● Compliance with the Administrative

pressure (by a person Code of 1987, RA No. 3019, CSC
or group in power or of Rules and Regulations prohibiting
high nepotism and other relevant laws,
rank/position/social rules and regulations
standing) exerted on
the enforcement of 9
existing guidelines and 3 3
implementation of
plans/programs/project
s

4. Poor internet ● Installation of internet connection to

connection in most of schools in remote areas through the
the areas of jurisdiction 3 4 12 SEF

5 Scheduled and ● Procurement of generators,

unscheduled power automatic voltage regulators (AVRs)
interruption 2 2 4 and solar panel kits

FINANCIAL

1 Downloading of 3 3 9 ● Early request for budget with

funds/SARO/SUB-ARO in regular and constant follow-up

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 the 4th quarter which
cause delay in the
implementation of
plans/programs/projects

2 Poor financial ● Conduct orientation on financial

management of school management
heads due to non-
● Impose sanctions for non-
observance of their 4 4 16 compliance with the MOOE
budget matrix guidelines

OPERATIONAL

1. Absence of the identified ● Conduct constant

program holder/s of the communication with the
PAPs indicated in the plan Program Holders
during the preparation
3 3 9
and/or crafting of the
DEDP

2 Poor prioritization of ● Prioritization of Activities

activities
4 5 20

3 Lack of accountability of ● Review /Revisit of Section 1,

program holders Article XI of the 1987
Constitution (Accountability of
Public Officers), RA 6713 (Code
2 1 2 of Conduct and Ethical
Standards for Public Officials
and Employees) and other
pertinent laws, rules and
regulations

4 Knowledge, skills and ● Capacity-Building of personnel

attitudes (KSAs) of some on KSAs required of their
key players need
4 5 20 functions
enhancement

5 Non-conformance of some ● Conduct of Performance

personnel to their KRAs Review and Evaluation vis-a-vis
5 4 20 Office Function and Job
and job description
Description

6 Absence of professional ● Conduct of Non-Teaching

development components Personnel Induction Program
for non-teaching personnel and in-service trainings
5 5 25

7 Non-observance of ● Regular updating of the

timelines “Calendar Board of Activities”
4 5 20

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8 Non-observance of or non- ● Regular conduct of Beginning of
compliance with existing the School Year ( BoSY) and
policies by some school End of the School Year (EoSY)
heads (e.i. policies on Learner Information System
enrollment, adoption of Data & Information encoding,
modified school forms, updating and housekeeping
5 5 25
checking of school forms,
etc.) which greatly affect
the delivery of basic
education services.

12 Non-observance of ● Strict compliance with health

minimum health standards 2 2 4 standards and safety protocols
and safety protocols

CAPACITY

1 Poor dissemination of ● Conduct of stakeholders’

information to optimize summit twice a year
educational advocacy,
● Requiring school heads to
awareness campaigns and 2 3 6 establish a school-based
social mobilization communication mechanism

2 Procurement performance Increase capabilities of financial

continue to languish managers per office and
4 4 16 advance procurement timelines
and release of program
guidelines.

ENVIRONMENTAL

1 Working environment ● Implementation and monitoring

needs improvement, e.g. of 5S in the workplace
sanitation, cleanliness,
orderliness, functionality of 5 5 25
facilities.

2 Poor or limited coordination

with the concerned agencies
[LGU,DRRM, BFP etc.] in ● Strengthening of partnership
addressing risk and damage with the concerned agencies
to school and office buildings through regular conduct of
and danger to learners and disaster (e.g. fire, earthquake)
employees during natural and drills and rescue simulation
3 3 9
man-made calamities. (first-aid, basic life support,
safety procedures)

Appendices

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