What is T & D System?
– defined as the process of providing professional development for the personnel of DepEd.
– aimed at improving competencies and work performance through the provision of a wide variety of opportunities for individual growth in knowledge, attitudes, and skills.
– a personal and professional growth process that integrates the goals of the individual professional with the development goals of the school, division and region whose ultimate beneficiaries are the learners.
– to establish a transforming and integrated set of operations that includes standards, structures, processes, and tools for the provision of quality professional development for educational leaders, teachers and non-teaching personnel that is functional at the regional, division and school levels.
– to identify priority professional development and learning needs of personnel;
– develop needs-based professional development plans, training designs and resource packages;
– conduct identified formal-face-to face programs including job-embedded learning activities;
– provide the Information Communication Technology (ICT) and the Monitoring and Evaluation (M&E) support operations at the regional, division and school levels;
The National Rollout of the Training & Development (T&D) System is aligned to the mandate of the Department of Education to take responsibility for the professional development of its human resources. It will result in the operationalization of the T&D System at all levels managed by competent personnel and with the full support of key stakeholders.
Specifically, the rollout of the T&D System aims to:
1. Establish the readiness of the Regions and Divisions to implement the T&D System;
2. Capacitate Regional, Division and School T&D personnel with the required competencies to operationalize the T&D System at their functional levels;
3. Implement the T&D critical processes, technical assistance, M &E, and sustainability measures for the T&D System operations;
4. Secure the resources required for the systematic conduct of T&D activities; and
5. Report results of the rollout implementation.
Click on the links below to download T&D System Operation Manuals
Volume 1 – Training & Development System Framework
Volume 2 – Training & Development Needs Assessment System
Volume 3 – Professional Development Planning System
Volume 4 – Program Designing & Resource Development System
Volume 5 – Program Delivery System
Overview of the System
The Philippine Informal Reading Inventory (PHIL-IRI) aims to establish the reading level profile of children in the public elementary school system. To do this, tests are administered twice a year (pre-test and post-test) to assess the reading speed and comprehension of pupils in oral and silent reading in both English and Filipino. While tests have already been developed for this purpose and administered in the past recent years, difficulties had been encountered in drawing accurate reading profile from the data generated. Further, programs and projects to improve the reading competencies of pupils implemented through the Every Child A Reader Program (ECARP) have not been documented. Thus, there is a dearth of information for determining what works and what works best as far as addressing the reading competencies of school children is concerned.
The difficulties encountered in accurately profiling the reading performance of school children are attributed primarily to problems in processing, reporting and transmission of test results from the school to the division to the region and finally, to the central office. The Reporting and Database System for the National Implementation of Phil-IRI was designed to address these issues.
The Phil-IRI Reporting and Database System is made up of the following components:
1. The PHIL-IRI Test Scores Encoding Template and Data Validation Program for use at the school level;
2. The Phil-IRI Division Data Management Program;
3. The Phil-IRI National Data Management Program; and
4. The Phil-IRI Website
Click on the links below to learn more.
DepED Memorandum Numbers:
|No. 388 s. 2010||REVISED PHILIPPINE INFORMAL READING INVENTORY (Phil-IRI) REPORTING AND DATABASE SYSTEM RELEASE 2010|
|No. 345 s. 2010||MAXIMUM UTILIZATION OF THE PHILIPPINE INFORMAL READING INVENTORY (Phil-IRI) RESULTS TO IMPROVE PUPIL PERFORMANCE|
|No. 266 s. 2010||PHILIPPINE INFORMAL READING INVENTORY (Phil-IRI) REPORTING AND DATABASE SYSTEM|
Progress Monitoring and Evaluation
Progress Monitoring and Evaluation is a systematic and objective assessment of an ongoing implementation of a plan, program or project. Its aim is to steer implementation as efficiently as possible based on empirical facts determined through a systematic observation and documentation process and through a verifiable assessment process.
Specifically, Progress M&E measures physical progress against plans and work schedules and financial progress against cash flow and budget allocations. It is a mechanism established to assess the quality of outputs delivered, early warning signs for implementation problems and to identify external factors affecting delivery of outputs.
PME is undertaken during the implementation stage. It is an integral part of the plan-design-act-control cycle. Its main objective is to provide timely and accurate information to decision makers to steer implementation as efficiently as possible.
Specifically, the PME enables decision makers, managers and staff to:
1. compare planned and actual performance.
– actual accomplishment versus planned targets
– efficiency in use of resources
– actual expenditures versus budget
2. assess quality of services and products delivered
3. detect and minimize scope creep.
4. appraise staff performance based on outputs delivered
5. make corrective actions and adjustments on the targets, time/schedule, resources and budget.
Click on the links below to learn more.
WHAT IS LRMDS?
The Learning Resource Management and Development System (LRMDS) has been developed in response to the findings of baseline research conducted during STRIVE Phase I and II during 2007 and 2008 in Divisions 6, 7 and 8 to identify the levels of access to quality learning teaching resources by Divisions and schools. The Baseline studies identified highly variable distribution of resources across all levels and in most subject areas, (English, Mathematics, Science, ALS and TLE). The lack of resources was also highly variable across divisions sampled. (Baseline Research STRIVE II 2008)
A major objective of the system is to provide a technical basis for assessing, acquiring, adapting, developing, producing and distributing quality learning and teaching resource materials for students and instructional support materials for teachers.
The LRMDS is informed by the collaborative work among the central and regional/division and school personnel on ways of improving access to quality instructional and learning materials. The evolving design, development and implementation of the LRMDS are a critical contributor to the successful implementation of the Basic Education Sector Reform Agenda (BESRA), specifically Key Reform Thrust 3: DepEd central, regional and divisional levels focus on aligning people’s collective aspirations for education with actual teaching practices in schools and learning outcomes attained by Filipinos.
The Strengthening the Implementation of Basic Education in Selected Provinces in the Visayas (STRIVE) is an AusAID assistance project designed to assist the Philippine education sector to improve access to quality basic education in selected provinces in the Visayas.
Goal: To contribute to the improvement in the quality of and access to basic education in the Visayas
Purpose: To develop, support and strengthen education management and learning support systems for improved access to quality basic education, within the national Basic Education Sector Reform Agenda.
It has four (4) components, with two-cross cutting themes, Quality Assurance and Access/Equity underpinning and guiding all project activities, namely:
Component 1: School-Based Management Support System: Development of a functional management support system for continuing school improvement at regional, division and school levels.
Component 2: Human resource Development (INSET) System: Development of a Regional HR-INSET system for quality professional development of teachers.
Component 3: Learning Resource Management and Development System (LRMDS): Development of LRMDS to provide access to quality teaching and learning resources.
Component 4: Project Management: Manage the Project in an effective, efficient and responsive manner.
The Learning Resources Management and Development System (LRMDS) is designed to support increased distribution and access to learning, teaching and professional development resources at the Region, Division and School/Cluster levels of DepED.
The LRMDS provides access to quality resources from the Regions, Divisions, Cluster/School level: including,
- information on quantity and quality and location of textbooks and supplementary materials, and cultural expertise,
- access to learning, teaching and professional development resources in digital format and locates resources in print format and hard copy,
- standards, specifications and guidelines for assessing & evaluating, acquiring & harvesting, modification, development and production of resources
It is also a quality assurance system providing support to DepED Regions, Divisions and Schools in the selection and acquisition of quality digital and non-digital resources in response to identified local educational needs.
Learning Resources Management and Development System Framework v1.0 (PDF)
This Framework for Learning Resource Management and Development System (LRMDS) describes the standards, processes and guidelines of the systems developed to support implementation by DepED Central Office, Regions, Divisions and Schools initially within the Visayas regions VI, VII and VIII.
Guidelines and Processes for LRMDS Assessment and Evaluation (PDF)
These guidelines describe processes for identification of materials to be procured, redeveloped or reproduced and is designed to support schools, divisions, and regions:
1. in identifying learning, teaching and professional development resource needs;
2. reviewing and recommending resources for acquisition and procurement;
3. identifying existing resources for reproduction and or redevelopment;
4. evaluating teacher developed materials for local use and shared distribution via LRMDS
Guidelines and Processes for LRMDS Development and Production (PDF)
These guidelines describe processes to support local development and or production of learning, teaching and professional development materials by the regions, divisions and schools. The guidelines, processes and templates are provided to:
1. support local design and redevelopment of existing DepED owned learning and teaching resources by the region in response to identified needs of schools
2. develop on behalf of Regional NEAP training and development resources and or PDMs for distribution via LRMDS
3. support modification and translation of resources into mother tongue
4. support reproduction of online and offline resources for distribution.
Message from Sec. Luistro
Welcome, dear Department of Education Employee!This is the first step in acquiring your very own official DepEd Email account. Email helps make work and communication in the department easier with a more efficient process of transmittal and exchange of information and correspondence. Powered by Google, the account not only includes the email service but also many applications and tools that are useful in office management, classroom management, and file storage. We hope that you will utilize the applications and the email service to facilitate a better work process.
Br. Armin A. Luistro FSC
The Learner Reference Number (LRN) is a unique and permanent 12-digit number assigned to a person who enters the Philippines basic education program. It is intended to reference a “Registry of Learners” which serves as a centralized and authoritative database of learners’ basic information.
It offers access to learner profiles in the registry and even performance data as he or she completes the program, whether it be in the formal or non-formal mode of learning. It is issued to a learner when he or she registers in the basic education program either at the start of the program (i.e., kindergarten level) or when the learner transfers from a school and has not yet been issued an LRN.It is a system for maintaining the registry of learners aimed at meeting the following objectives
The Basic Education Information System (BEIS) maintains a database of education statistics, sector performance indicators and profile of public and private schools, learning centers and other education service providers. It is a web-based system designed to enhance information management at all levels of the education system (school, division, region and national levels) through streamlined processes and use of information and communication technologies. It aims to deliver relevant and accurate information to school heads, education managers, policy makers and various stakeholders of the education system. The BEIS aims to achieve the following objectives:
- Improve the collection of data from the schools and field offices and efficiently render delivery of data/information to various stakeholders.
- Support information requirements for planning, quality assurance, monitoring & evaluation and other decision-making activities at all levels of the education system.
- Provide a venue for sharing, using and reusing knowledge within DepED through improving access to data/information.
Click on the links below to learn more.
School Level User Manual
Region & Division Level Module
Division Level Reporting Module
School Level Profile Module
Beginning of SY Report Reporting Module
End of School Year Reporting Module
User Management Module
General Guidelines for Operation
General Workflow Process
Region Level Module
Division Level Module
School Level Module
Training and Coaching Plan
User Management & System Support Modules
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