KCES II wins national eco-friendly tilt

Click here to download News-KCES II winner in Eco-friendly

Region 12’s best

KCES II wins national eco-friendly tilt

by: Alver B. Lajera

 

kces2Proving what Koronadaleños has to offer, Koronadal Central Elementary School (KCES) II made history as the first school from Region 12 to be awarded as one of the national champions in the Search for the Most Sustainable and Eco-friendly Schools of the Philippines.

KCES II won second place in the nationwide search for the greenest school, part of the government’s initiative that aims to involve the academe and the youth in protecting the environment.

The said school shared the spotlight along with Dubinan Elementary School from Region 2 and Kibawe Central School from Region 10 as first and third place winners respectively during the awarding ceremony at SM North EDSA, Quezon City last November 20.

The nationwide tilt is a joint activity of the Department of Environment and Natural Resources (DENR) through the Environmental Management Bureau (EMB), the Department of Education (DepEd), Commision on Higher Education (CHED) with the support of the private sectors including SMART, Nestle, Meralco and SM City.

Ms. Ma. Fe Lita S. Yparraguirre, school principal together with the program coordinators and representatives from the Local Government Unit of the City of Koronadal received the plaque of recognition and 40,000 pesos cash. The school was also chosen as the regional winner in Meralco Energy Conservation Award.

Meanwhile, the top three winners in secondary level were: Ateneo de Davao University, Region II, Dona Remedios Trinidad High School, Region 3 and Diadi National High School, Region 2.

For college level, the West Visayas State University, Region 8, Miriam College, NCR, and Ateneo de Manila University,NCR got the top three spots.

The contest was organized to highlight the achievements of the schools that are committed in implementing various environmental programs and to encourage other schools and the community to become more actively involved in environmental issues.

Winners were determined through the following criteria: Environment-Related Aspects of the School Policy; Environment-friendly School Operations and Presence of Environmental Programs; Environment-Related Features of the School Curriculum; Presence of Vibrant Eco-Organization in Campus; and Presence of Partners and Linkages in Environment Programs.

K to 12 Grade 7 LM’s & TG’s

Grade 7 K to 12 Learner’s Materials

  1. Art
  2. Edukasyon sa Pagpapakatao
  3. Filipino
  4. Health
  5. Mathematics
  6. Music
  7. Physical Education
  8. Science
  9. Technology & Livelihood Education (by area of specialization please see below)

Grade 7 K to 12 Teacher’s Guides

  1. Art
  2. Edukasyon sa Pagpapakatao
  3. Health
  4. Mathematics
  5. Physical Education
  6. Science
  7. Technology & Livelihood Education (by area of specialization please see below)

Grade 7 Technology & Livelihood Education K to 12 Learner’s Manual

  1. Agri Crops
  2. Animal Production
  3. Aquaculture
  4. Automotive
  5. Bread & Pastry
  6. Care Giving
  7. Carpentry
  8. Commercial Cooking
  9. Consumer Electronics
  10. Dressmaking Tailoring
  11. Electrical
  12. Fish Processing
  13. Handicraft Production
  14. Horticulture
  15. Household Services
  16. Masonry
  17. Mechanical Drafting
  18. Nail Care
  19. PC Hardware Servicing
  20. Plumbing
  21. Refrigeration & Air-conditioning
  22. Tile Setting
  23. Welding

Grade 7 Technology & Livelihood Education K to 12 Teacher’s Guide

  1. Agri Crops
  2. Animal Production
  3. Aquaculture
  4. Automotive
  5. Bread & Pastry
  6. Care Giving
  7. Carpentry
  8. Commercial Cooking
  9. Consumer Electronics
  10. Dressmaking Tailoring
  11. Electrical
  12. Fish Processing
  13. Handicraft Production
  14. Horticulture
  15. Household Services
  16. Masonry
  17. Mechanical Drafting
  18. Nail Care
  19. PC Hardware Servicing
  20. Plumbing
  21. Refrigeration & Air-conditioning TG
  22. Refrigeration & Air-conditioning CG
  23. Tile Setting
  24. Welding

MTB-MLE LM’s & TG’s

3rd and 4th Quarters Grade I MTB-MLE Learner’s Materials & Teacher’s Guides

Grade I MTB-MLE Ortograpiya

  1. Binisaya – Magbasa na Kita – Giya sa Pagtudlo og Sinugbuanong Binisaya
  2. Hiligaynon – Mabasa na Kita – Sulundan sa Pagtudlo sang Hiligaynon
  3. Tagalog – Tayo na’t Magbasa – Gabay sa Pagtuturo ng Tagalog
  4. Maguindanaon – Matia Tanu – Ukit sa Kagkataw sa Basa Mauindanaon

Grade I MTB-MLE Learner’s Materials

Binisaya

  1. Araling Panlipunan
  2. Edukasyon sa Pagpapakatao
  3. English
  4. Mathematics
  5. MTB-MLE
  6. Music and Art
  7. Physical Education and Health

Hiligaynon

  1. Araling Panlipunan
  2. Edukasyon sa Pagpapakatao
  3. English
  4. Mathematics
  5. MTB-MLE
  6. Music and Art
  7. Physical Education and Health

Tagalog

  1. Araling Panlipunan
  2. Edukasyon sa Pagpapakatao
  3. English
  4. Mathematics
  5. MTB-MLE
  6. Music and Art
  7. Physical Education and Health

Maguindananaon

  1. Araling Panlipunan
  2. Edukasyon sa Pagpapakatao
  3. English
  4. Mathematics
  5. MTB-MLE
  6. Music and Art
  7. Physical Education and Health

Grade I MTB-MLE Teacher’s Guide

 Binisaya

  1. Araling Panlipunan
  2. Edukasyon sa Pagpapakatao
  3. English
  4. Filipino
  5. Mathematics
  6. MTB-MLE
  7. Music and Art
  8. Physical Education and Health

Hiligaynon

  1. Araling Panlipunan
  2. Edukasyon sa Pagpapakatao
  3. English
  4. Filipino
  5. Mathematics
  6. MTB-MLE
  7. Music and Art
  8. Physical Education and Health

Tagalog

  1. Araling Panlipunan
  2. Edukasyon sa Pagpapakatao
  3. English
  4. Filipino
  5. Mathematics
  6. MTB-MLE
  7. Music and Art
  8. Physical Education and Health

Maguindanaon

  1. Araling Panlipunan
  2. Edukasyon sa Pagpapakatao
  3. English
  4. Filipino
  5. Mathematics
  6. MTB-MLE
  7. Music and Art
  8. Physical Education and Health

Procurement System

Procurement as a rule to be competitive shall be conducted through pubic bidding. Alternative methods of procurement can only be resorted to when competitive bidding is not a feasible option.

The Department of Education follows the procedures specified under the RA 9184 otherwise known as the “Government Procurement Reform Act”. The Office follows the principles of transparency, accountability, competitiveness, equity, efficiency and economy in the procurement process.

To be transparent, the Office ensures the widest dissemination of bid opportunities. Bidding requirements are posted in the PhilGEPS Website: www.philgeps.gov.ph and in a conspicuous place within the premise of the Division Office. Moreover, the Office also invites representatives from the Commission on Audit (COA) and Non-Government Organizations as observers during the bidding process. Procurement as a rule to be competitive shall be conducted through pubic bidding.

Alternative Learning System

Rule XII, Section 12.1 of the Republic Act 9155 otherwise known as The Governance of Basic Education Act of 2001 states that the Department of Education shall operationalize the Alternative Learning System (ALS) in the elementary, secondary and special needs education.

With this mandate, the DepED shall provide education to out-of-school youth and adult learners through ALS. This is a parallel learning system that provides a viable alternative to the existing formal education instruction. It encompasses both the non-formal and informal sources of knowledge and skills. This is an educational service that needs the involvement of all people in all walks of life, local government units, non-government units, community leaders and members.

ALS aims to empower the Filipino particularly the out-of-school children, youth and adults with desirable knowledge, skills, attitudes and values that will enable the learner to think critically and creatively and act innovatively and humanely in improving the quality of his/her life, family and country as a whole.

The implementation of the ALS programs and projects is through Literacy Contracting Scheme following the guidelines for the ALS Contracting Scheme (Revised 2005) for Basic Literacy Program and the Accreditation and Equivalency Program.

The ALS programs are DepED Delivered, a program delivered by the Mobile Teachers and District ALS Coordinators and DepED Procured, a program under the Literacy Service Contracting Scheme, Literacy Service Delivery System and the Non-DepED. The funding assistance comes from the DepED-BALS, provincial / municipal school board funds, barangay and NGOs.

Project ACCESs

ACCESs: A Child & Community-Centered Education System

ACCESs as Touchstone of Reforms
– It started from a need of a harmonizing policy or statement that will guide reform initiatives.
– Then, a necessity to flesh-out a paradigm that will drive behavior and performance measures.
– Ultimately, a demand to operationalize and bring to reality the aspirations of RA 9155.

Rationale for ACCESs
– Articulate the mandate of RA 9155.
– Clarify roles and accountabilities per level of governance.
– Broaden the role of community in education management and delivery to emphasize “stewardship”.
– Emphasize centrality of learners and learner’s outcome.
– Guide program development and evaluation.

BESRA and ACCESs Connection
– BESRA must be synchronized by a clear philosophy and value statement.
– ACCESs provides clarity for BESRA to streamline and identify priorities.
– BESRA is the package of policy reforms; ACCESs is a policy or statement that concretize/operationalize the policy reforms.

Features of ACCESs
Child(Learner)-Centered
– Learning-focused
– Developmental stage appropriate
– Gender & culture sensitive
– Environmentally (physical, emotional, psychosocial) safe
– Accessible regardless of gender, race, culture, social & economic status

Community-Centered
– Shared vision & mission
– Shared decision-making & governance
– Collaboration
– Community ownership
– Autonomy
– Accountability
– Transparency

ACCESs provides a framework to advance the philosophy of shared governance of education and to ensure a strong culture of effective leadership & management in the provision of basic education.

It is about an education system…
– Network of leadership
– Learner-centered and context-based learning systems and processes
– Transparent and community developed accountability system
– Mutually reinforcing and harnessing education targeted resource management

Operationalizing ACCESs
– Re-creating school (learning community) systems into community-based and learner-centered.
– Re-engineering the system through participatory planning and “demand-driven” monitoring and evaluation.
– Linking planning and budget processes with appropriate LGU and other local participation platforms at each governance level.
– Strengthening accountability system by leveraging on the involvement of the “demand-side” of education.

Click on the links below to learn more.
ACCESs and the Revised SBM
SBM Practice and DOD
Revised SBM Assessment Tool
Revised SBM-PASBE Framework
Implementing Guidelines of the Revised SBM Assessment Tool
Setting Up M&E System
M & E and Reporting System

Brigada Eskwela

Background

The education of the Filipino youth is everybody’s concern. While government is tasked to provide free and quality education to every Filipino child and youth, the community where they grow is an important stakeholder in their education. The private sector, which will sooner or later employ these young Filipinos, is also an important stakeholder in their education. The successful collaboration of all these stakeholders is therefore pivotal in ensuring that Filipino children and youth go to school, remain in school and learn in school. It poses a great challenge to educational stakeholders.

It was with this spirit of volunteerism and public-private partnership for education that Republic Act 8525, or the “Adopt-A-School Act” was made in 1998. Through the Adopt-A-School Program (ASP), private sector companies and professionals are given the opportunity to contribute in improving the public education system of the country. To recognize their goodwill, they can avail of tax incentives of up to 150%. Over the years, the Adopt-A-School Program has attracted more than 200 partners, generating some P6 billion worth of projects and interventions.

In its effort to bring the spirit of the Adopt-A-School Program to the community level and maximize civil participation and utilize local resources to improve the public schools, the Department of Education launched the National Schools Maintenance Week in May 2003. Dubbed, Brigada Eskwela, the program brought together teachers, parents and community members every third week of May to work together in repairing and preparing public schools for school opening. In the spirit of bayanihan, private institutions/individuals and even the local government units contributed in generating resources for the effort. During the week-long event, volunteers take time out in doing minor repairs, painting, and cleaning of school campuses.

In 2007 alone, Brigada Eskwela hit a record high of 90% participation among school communities, generating more than P2.5 billion worth of support-inkind and volunteer man-hours. It has proven to continue to gain more mileage among communities, corporations, small-medium enterprises, government and non-government organizations and private individuals. Indeed, Brigada Eskwela is becoming DepEd’s model of genuine public and private partnership in action.

As the Department endeavors to solve the many challenges facing Philippine education, Brigada Eskwela will serve as one of its frontline initiatives reminding each and every Filipino that we are all stakeholders in education.

Click on the link below to learn more.

Brigada Eskwela Handbook