Elementary SY 2012-2013

ELEMENTARY

Beginning of School Year 2012-2013

•  Masterlist of Schools and Other Reports
  • Average Distance of  Multigrade
  • Masterlist of Schools Based on School Year
  • Masterlist of Open and Closed Schools Regardless of School Year
  • Current Masterlist of Open Schools
  • Number of Classes
  • Number of Classes by Shift
  • Distribution of Schools by Type
  • Average Distance from Division and District

•  Enrollment by Pupil/Student Data
  • Enrollment
  • Kindergarten Data
  • Monograde Enrollment
  • Multigrade Enrollment
  • Combined Monograde and Multigrade Enrollment
  • Enrollment Offering Monograde Classes Only
  • Enrollment Offering Multigrade Classes Only
  • Number of SPED CWDs (Graded)
  • Number of Repeaters
  • Number of Transferees In
  • Number of Transferees In from Public Schools
  • Number of Transferees In from Private Schools
  • Number of Balik-aral
  • Number of Muslim pupils
  • Number of Pupils enrolled in ALIVE classes
  • Number of Indigenous people
  • Number of CCT/4Ps Recipients
  • Number of Pupils enrolled in Alternative Delivery Mode
  • Number of Street Children
  • Number of Children Living Far From School
  • Number of ALS Learners
• Resource Requirements Data
  • Teacher-Pupil  Ratio
  • Teacher-Pupil Ratio with Combined Annex
  • Classroom-Pupil  Ratio
  • Furniture-Pupil Ratio
• Physical Facilities
  • Instructional Rooms
  • Non-Instructional Rooms
  • Class Furniture
  • Toilet Bowl Provision
  • Water Supply
  • Electricity Supply
  • Internet Connectivity
  • Computer Usage By Fund Source
  • Classroom By Fund Source
  • Kindergarten Instructional Rooms
• Personnel Deployment
  • Master Teacher Deployment
  • Regular Teacher Deployment
  • SPED and Pre-school Teacher Deployment
  • Clerks, Security Guards, Utility Workers
  • Locally-funded and DepEd Subsidized Teaching Personnel
  • Teacher Handling Classes
• Age Profile
  • All Grade Levels
  • Total Grade 1
  • Grade 1 with ECD
  • Grade 1 without ECD
  • Grade 2
  • Grade 3
  • Grade 4
  • Grade 5
  • Grade 6
  • Kindergarten
• Special Needs Data
  • Learning Disability
  • Hearing Impaired
  • Blindness
  • Low Vision
  • Intellectually Disabled/Mental Retardation
  • Multiple Handicapped
  • Orthopedically Handicapped
  • Autism
  • Communication Disorder
  • Cerebral Palsy
  • Special Health Problems
  • Gifted/Fast Learners
  • Behavioral Problem

End of School Year 2011-2012

• Resource Requirements Data EOSY
  • Teacher Ratio
  • Classroom Ratio
  • Furniture Ratio
• Causes of Dropouts
  • Had to take care of siblings
  • Early marriage/pregnancy
  • Parents’ attitude toward schooling
  • Family problems/feuds
  • Illness
  • Overage
  • Death
  • Drug Abuse
  • Poor academic performance
  • Lack of interest/Distractions
  • Hunger/Malnutrition
  • Teacher factor
  • Physical conditions of classroom
  • Peer Influences
  • Distance between home and school
  • Armed conflict
  • Calamities/Disasters
  • Child labor, work
  • Other causes of dropouts
  • Causes of Dropouts for All Grade Levels (DOMESTIC)
  • Causes of Dropouts for All Grade Levels (GEOGRAPHIC)
  • Summary of Causes of Dropouts (All Grade Levels)
• Physical Facilities
  • Instructional Rooms
  • Non-Instructional Rooms
  • Kindergarten Instructional Rooms
  • Electricity Supply
  • Internet Connectivity
  • Furniture
  • Internet Connectivity By Funding Source
  • Computer Usage By Funding Source
  • Classroom By Funding Source
  • On-Going Construction By Funding Source
  • Toilets
• Personnel Deployment
  • Locally-funded and DepEd Subsidized Personnel
  • No. of Teachers by Teaching Assignment in Grade 5 & 6
  • No. of Teachers Handling Classes
  • Principal
  • Vocational School Administrator
  • Head Teacher
  • Guidance Counselor, Senior Bookeeper, Librarian
  • Master Teacher
  • Teacher
  • Instructor
  • SPED Teachers
  • Clerks, Security Guards, Utility Workers
• Enrollment by Pupil/Student Data
  • End of School Year Enrolment
  • Number of Completers/Promotees/Graduates
  • Number of Dropouts
  • Number of Transferees In
  • Number of Transferees Out
• Other School Data
  • Class Disruptions
  • Feeding Program
  • Monitoring Visits
• Personnel Assignment
  • Master Teacher & Teacher
  • Instructor
  • SPED Teachers

Source: http://ebeis.deped.gov.ph

Courtesy: Koronadal City Division Planning Unit

Training & Development

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.

Goal
– 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.

Objectives
– 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

NCBTS TSNA Guide and Tools
Training & Development Needs Assessment System
Training & Development System Presentation

Project ReACh

Project ReACh

“A strong partnership with local government units (LGUs) is half of the solutio in bringing to school some 5.6 million out of school children and youth,” said Education Secretary Jesli Lapus. Under Project ReACh (Reaching All Children), the Department of Education (DepEd) is banking on the active involvement of LGU and barangay officials to “find these school-aged children, reach out to them and keep them in school.”

Project ReACh targets elementary and high school enrollees. “Although it is the main responsibility of DepEd to ensure that all school-aged children are in school, local officials play a key role in identifying out of school children in the community and in bringing educational intervention right at the barangay level,” explained Lapus Project ReACh enjoins all community stakeholders to extend assistance even beyond the workplace and even beyond their working hours when necessary to minimize, if not, eradicate potential school drop-outs. A second enrolment is slated in October for the targeted unschooled students. They will be offered flexible alternative learning modules to catch up on their education. “I enjoin the parents to keep in touch with the local education officials or barangay leaders so as not to miss this chance to get education,” Lapus stressed.

Project REACH embarks on a combination of strategies using innovative “catch and hold” interventions. One of these is Modified In School/Out School (MISOSA) for elementary where students are given a set of lessons through modules that respond to their unique needs as learners who may not always be inside the classroom to get their education.

On the other hand, Project EASE is intended for high school students who are considered seasonal absentees because of justifiable reasons. “Under this scheme, learners are provided learning modules which they can study at home,” said Prudencia Sanoy, team leader of DepEd’s Drop-Out Reduction Program.

The Open High School, meanwhile, is another alternative learning delivery which does not require the presence of students inside the classroom. “This is distance learning using the same module as that of Project EASE, “added Sanoy.

Project REACH Presentation

Source:

DepED Press Release
Office of the Secretary

Philippine Informal Reading Inventory

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.

Phil-IRI Manual and User’s Guide for School Users
Phil-IRI Division Data Management Program Manual
Phil-IRI Training Presentation

Legal Bases
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

Basic Education Sector Reform Agenda

What is BESRA?

To operationalize the Philippine Education For All (EFA) 2015 plan, as an implementation approach of the first six years of EFA (2005-2010), the Department of Education (DepED) is currently implementing the Schools First Initiative. It is an effort to improve basic education outcomes through a broadly participated, popular movement featuring a wide variety of initiatives undertaken by individual schools and communities. Moreover, networks of schools at localities involving school districts and divisions, local governments, civil society organizations and other stakeholder groups and associations are also involved in this program.

Even as the Schools First Initiative seeks to improve the way all public schools perform now, the DepED is also undertaking fundamental reforms to sustain better performance. DepED is pursuing a package of policy reforms that as a whole seeks to systematically improve critical regulatory, institutional, structural, financial, cultural, physical and informational conditions affecting basic education provision, access and delivery on the ground. These policy reforms are expected to create critical changes necessary to further accelerate, broaden, deepen and sustain the improved education effort already being started by the Schools First Initiative.

This package of policy reforms is called the Basic Education Sector Reform Agenda (BESRA).

BESRA is a policy agenda conceived:
– to adapt existing policies/standards to current conditions that will improve internal efficiency and promote external effectiveness of DepEd
– to fill the gaps in policies or standards in case they are lacking
– to prescribe programs/interventions that must be undertaken to pursue emerging policy directions and is financed by the entire DepEd budget (GAA).

Click on the links below to learn more.

Basic Educational Sector Reform Agenda Brochure
BESRA Key Reform Thrust 1
BESRA Key Reform Thrust 2
BESRA Key Reform Thrust 3
BESRA Key Reform Thrust 4
BESRA Key Reform Thrust 5

Legal Bases:

DepED Order Numbers:

12 s.’12	REVISED GUIDELINES ON THE HIRING OF TEACHER I POSITIONS BASED ON THE REFORM ACTIONS IN BASIC EDUCATION SECTOR REFORM AGENDA (BESRA)
15 s.’11	CHANGE IN DEPED ORDER NO. 118, s. 2010 (Adoption of the New BESRA Implementation Arrangement)
118 s.’10	ADOPTION OF THE NEW BESRA IMPLEMENTATION ARRANGEMENT
23 s.’10	ADOPTION OF THE BESRA IMPLEMENTATION AND ACCOUNTABILITY PLAN, 2010-2012: A BLUEPRINT FOR TRANSFORMING THE BASIC EDUCATION SUB-SECTOR
87 s.’09	CREATION OF ORGANIZATIONAL DEVELOPMENT (OD) AND LIVELIHOOD/TECHNICAL AND VOCATIONAL EDUCATION TECHNICAL WORKING GROUPS (TWGs) UNDER BESRA
34 s.’09	MOVING FORWARD IN THE IMPLEMENTATION OF THE BASIC EDUCATION SECTOR REFORM AGENDA (BESRA)
16 s.’08	COORDINATING MECHANISMS FOR IMPLEMENTING THE BASIC EDUCATION SECTOR REFORM AGENDA (BESRA)
69 s.’07	COORDINATING MECHANISMS FOR IMPLEMENTING ACTIONS UNDER THE BASIC EDUCATION SECTOR REFORM AGENDA (BESRA)

Preschool Program

The Preschool Program

Universal kindergarten now a law

Education Secretary Br. Armin Luistro FSC welcomes the passing of the Universal Kindergarten Bill into law, – the Republic Act (R.A.) 10157, giving the department more elbow room to institutionalize reforms in basic education which include the implementation of the universal kindergarten program in all public schools.

“The Kindergarten Education Act is just among the components of our thrust to push for serious education reforms. This should be propelled by strong political will and commitment to help the school children reach their maximum potential through a variety of carefully selected and meaningful experiences just like what is expected of a premium kindergarten education program,” said Luistro in a ceremonial presentation of the Kindergarten Education Act at the Malacañang Palace on Monday, February 27, 2012.

No less than His Excellency President Benigno S. Aquino III delivered the keynote address, declaring the policy statement of the new law – to provide equal opportunities for all children to avail of accessible mandatory and compulsory kindergarten education that effectively promotes physical, social, intellectual, emotional, and skills stimulation and values formation to sufficiently prepare them for formal education.

Luistro seconded that by saying “with the Kindergarten Education Act, DepEd believes that it can achieve more in delivering quality education to the school children in line with its commitment Millennium Development Goals on achieving Education for All (EFA) by the year 2015.”

Among the ten-point education agenda of President Benigno S. Aquino III, the universal kindergarten program will prepare the young learners for the rigors of regular schooling. Specifically, the R.A. 10157 or the Kindergarten Education Act is important so that the program becomes a permanent stage in the school children’s school life without it being affected by changes in the political landscape.

R.A. 10157 or “An Act Institutionalizing the Kindergarten Education into the Basic Education System and Appropriating Funds Therefore” marks a milestone reached by the Aquino government – an achievement of one of the President’s education agenda four years ahead of the target year.

In 2011, DepEd has implemented the universal public kindergarten program for 5-year olds to give new entrants to basic education the proper preparation on the rigors of schooling as it continues to explore possibilities that will scale up basic education performance in the country. For the next school year, kindergarten education shall be made mandatory and compulsory for entrance to Grade 1.

As stated in the Act, kindergarten education shall apply to elementary school system being the first stage of compulsory and mandatory formal education. Thus, kindergarten will now be an integral part of the basic education system of the country.

Moreover, DepEd shall adopt the mother tongue-based multilingual education (MTB-MLE) method. The mother tongue of the learner shall be the primary medium of instruction for teaching and learning in the kindergarten level.

Source:
DepED Press Release
February 28, 2012

Legal Bases

A. IMPLEMENTING RULES AND REGULATIONS OF REPUBLIC ACT (RA) NO. 10157 OTHERWISE KNOWN AS “THE KINDERGARTEN EDUCATION ACT”

B. POLICIES AND GUIDELINES ON THE IMPLEMENTATION OF THE UNIVERSAL KINDERGARTEN EDUCATION PROGRAM

C. CLARIFICATIONS TO DEPED ORDER NO. 37, S. 2011 (Policies and Guidelines on the Implementation of the Universal Kindergarten Education for SY 2011-2012)

D. POLICIES AND GUIDELINES ON THE IMPLEMENTATION OF THE UNIVERSAL KINDERGARTEN EDUCATION FOR SY 2011-2012

E. KINDERGARTEN SUMMER PROGRAM (KSP): A STRATEGY TO REACH MORE CHILDREN

F. STANDARDS FOR THE ORGANIZATION AND OPERATION OF PRESCHOOL (KINDERGARTEN LEVEL)

G. ORGANIZATION OF HEADSTART CLASSES FOR THE GIFTED AND TALENTED PRESCHOOLERS

H. REVISED GUIDELINES ON ORGANIZATION OF DEPED PRESCHOOL CLASSES

I. REVISED GUIDELINES ON THE EFFECTIVE IMPLEMENTATION OF THE PRESCHOOL SERVICE CONTRACTING PROGRAM

Dropout Reduction Program

What is the DORP?

It is an intervention program to reduce the high dropout rate and improve learning outcomes in public and private schools of the country, using formal, non-formal and informal approaches. The program aims to facilitate access of every Filipino to quality basic education, which equips him with the basic literacy tools and content that are essential for his growth and development as a person and as a citizen of a democratic society. To achieve this aim, DORP has the following specific objectives:
1. reduce, if not totally eliminate school dropout;
2. increase retention rate;
3. increase significantly the achievement level of the Students-at-Risk of Dropping Out (SARDO);
4. retrieve learners who are out of school;
5. increase the capability of schools to establish, implement, monitor, evaluate and continuously improve the DORP;
6. design and continuously improve DORP practices and learning materials; and
7. benchmark the best DORP practices.

What are the underlying assumptions of the DORP?

1. If the continued increase in the rate of school dropout is not arrested, then the EFA goal of making every Filipino functionally literate by 2015 would not be achieved.
2. The increase in dropout rate could be arrested if the causes of the dropout problem are properly identified and described and appropriate intervention programs are initiated to remove the causes.
3. If the school, the home, the community and the SARDO are actively involved in planning, developing, and implementing the DORP, then the DORP would succeed.
4. The likelihood of students leaving school could be reduced if students’ felt needs are being satisfied and learning experiences are pleasurable.
5. Learning is scaffolding. New knowledge, skills and attitudes are developed, shaped, modified or reconstructed on the basis of previous ones. If student attendance is irregular and previous lessons are not fully mastered, then the scaffolding process is weakened.
6. The full mastery of basic competencies could be achieved if the instructional process has a strong remedial component.
7. If the school has a strong and effective DORP, which is collaboratively planned and managed by the school head, teachers, students, parents, and other key stakeholders, then the school dropout rate would be diminished.
8. The school DORP would have higher probability of success if it is provided adequate technical and administrative support by the Division, Regional and Central offices.

Click here to learn more

DORP Presentations
What is DORP
DORP Plan
DORP, SIP, DEDP & REDP Integration

Click here to view Alternative Delivery Mode (ADM) Enrolment SY 2012-2013

Planning Standards

Basic Resources	Standards (2012)
1. Teachers	a. Kindergarten:  1 teacher per 25 learners
	b. Elementary
	i. Purely Monograde
	>1 teacher per 45 learners based on total enrolment of Grades 1-4
	> 5 teachers in every 3 classes based on total enrolment of Grades 5-6
	ii. Monograde and Multigrade
	ii.1  Monograde:
	> 1 teacher per 40 learners of Grades 1-3
	> 1 teacher per 45 learners for Grade 4
	> 5 teachers in every 3 classes composed of 45 learners per   class for Grades 5-6
	ii.2 Multigrade: 1 teacher per class
	> maximum of 30 learners for Grades 1-2, 3-4 and 5-6 per class
	iii. Purely Multigrade: 1 teacher per class
	> maximum of 30 pupils for Grades 1-2, 3-4 and 5-6
	c. Secondary:
	> 5 teachers in every 3 classes composed of 45 learners based on by year enrolment
2. Classrooms:	a. Kindergarten:
New construction	> 1 classroom per 25 learners
Repair & Rehabilitation	b. Elementary
	i. Purely Monograde:1 classroom per 45 learners based on total enrolment
	ii. Monograde and Multigrade: Based on by grade enrolment
	ii.1 Monograde:
	> 1 classroom per 40 learners for Grades   1-3
	> 1 classroom per 45 learners for Grades   4
	> 5 classroom per 45 learners per class for Grades 5-6
	ii.2  Multigrade: 1 classroom per class
	iii. Purely Multigrade
	> 1 classroom per class (maximum of 30 pupils for Grades 1-2, 3-4 and 5-6 per class)
	c. Secondary: 1 classroom per 45 learners based on by year enrolment
3. Seat: students, teachers	1 per learner; proposed classroom construction should have a complete set of   furniture
4. Water & Sanitation Facilities	Gen. Std. – maximum of 50 per unit based on international standards
	a. Boys’ Urinal
	i. Per 50 pupils/students: 1 detached urinal
	ii. Per 100 pupils/students: 1.00m urinal trough
	b. Boys’ Toilet Seat (Water Closet)
	i. Per 100 pupils/students: 1 seat
	ii. Designed for disabled pupils/students: 1 seat
	c. Girl’s Toilet Seat (Water Closet)
	i. Per 50 pupils/students: 1 seat
	ii. Designed for disabled pupils/students: 1 seat
	d. Lavatory: 1 lavatory to 1 toilet seat
5. Textbooks / Instructional Materials (IMs)	a. Textbooks
	i. School requirements: 1 TX per learner in core subjects
	ii. Buffer stocks at ROs & DOs:CY Enrolment multiplied by 3%
	iii. Buffer stocks at the Central Office (CO): CY Enrolment multiplied by 7%
	iv.  Total   requirements:School requirements plus 10% buffer
	b. Teacher manuals (TM)
	i. TM for field:Computed TX by school divided by 35 for Elementary and 50 for Secondary, wherein schools with less than 35/50 TX is allocated 1 TM each (by school)
	ii. TM for CO buffer stocks: 1 TM for every 100 TX
	c. Other Instructional Materials (Teacher-Support Materials): DepEd-Developed Materials
	1 Module per teacher
Other Resources
6. MOOE: OR, DO, School	Adoption of Boncodin Formula with refinement
7. GASTPE: ESC	1 Million Grantees for FY 2013
8. Training:   teachers, related teaching, non-teaching	HRTD Fund to be devoted  to K to 12
9. Division/Regional   Offices: RELC, Library Hub, other offices, new schools
10. Feeding	Feeding in 120 days per learner
11. Equipment and Tools: Computer / ICT, teaching tools, science and math tools	1 computer lab per high school
12. Non-teaching and related teaching items
13. Other furniture requirements: science lab, preschool, school lab
14. PS requirements: new

DepED Policies

Legal Bases	Policies
1987 Constitution	“The State shall protect and promote the right of all citizens to quality education at all levels, and shall take appropriate steps to make such education accessible to all”Source: Art. 14, Sec. 1 of 1987 Philippine Constitution
Pnoy Agenda(for education)	1. 12-Year Basic Education Cycle (K to 12) 2. Universal Pre-schooling for All 3. Madaris education (Madrasah) 4. Technical Vocational Education 5. “Every Child a Reader” by Grade 3 6. Science and Math Proficiency 7. GASTPE Expansion 8. Medium of Instruction Rationalized 9. Quality Textbooks 10. Covenant with the Local Governments to Build more Schools Source:Pnoy Agenda
Millennium Development Goal (MDG)	1. Universal primary education 2. Gender equality in education Source:United Nations Millennium Declaration
Education For All (EFA)	Functional Literacy by 2015 Source:  UNESCO
	1. Expanding early childhood care and education 2. Providing free and compulsory education for all 3. Providing learning and life skill to young people and adults 4. Increasing adult literacy by 50% percent 5. Achieving gender equality by 2015 6. Improving the quality of education. Source: Education Reforms On Track to Meet EFA Goals
DepED Goals	1. Access to Basic Education Improved 2. Quality of Education Improved Source: Organizational Performance Indicators Framework
DepED Thrusts & Directions	A. Improving Access to Basic Education Address Basic Inputs 1. FY 2011: Wipe-out shortages in textbooks and seats 2. FY 2012: Implement large-scale construction of classrooms and watsan facilities through GAA, PPP and other partnerships 3. FY 2013: Create and fill up teaching items necessary for implementation of K to 12 4. FY 2014: Wipe out shortages in basic inputs Promote Inclusive Education 1. Expand GASTPE program 2. Support to Multi-Grade Schools 3. Expand ADMs (MISOSA, DORP, Open HS E-IMPACT) and A&E Program 4. Strengthen SPED, Madrasah and IP Programs (PRIME) 5. Strengthen Tech-Voc Program 6. Implement pro-poor policies (4Ps) Improving Quality of Learning and Management 1. Effective Teaching and Learning a. Implementation of the Enhanced K to 12 Basic Education Program b. Provision of appropriate supplementary materials, equipment and tools c. Retooling of teachers and education managers d. Acceleration of the School-based Management System b. Improved Governance a. Full implementation of ICT support system (EBEIS, SIS, Learner ID System, LRMDS, HRIS, AMS, FMIS) b. Strengthening of internal systems and processes (including zero-based budgeting) c. Pursuing anti-corruption efforts Source: DepEd Strategic Direction Presentation

RA 9155 Mandates

GOVERNANCE OF BASIC EDUCATION ACT
Mandates Per Level

A. National Level

(1) Formulating national educational policies;

(2) Formulating a national basic education plan;

(3) Promulgating national educational Standards;

(4) Monitoring and assessing national learning outcomes;

(5) Undertaking national educational research and studies;

(6) Enhancing the employment status, professional competence, welfare and working conditions of all personnel of the Department; and

(7) Enhancing the total development of learners through local and national programs and/or projects.

B. Regional Level

(1) Defining a regional educational policy framework which reflects the values, needs and expectations of the communities they serve;

(2) Developing a regional basic education plan;

(3) Developing regional educational standards with a view towards bench-marking for international competitiveness;

(4) Monitoring, evaluating and assessing regional learning outcomes;

(5) Undertaking research projects and developing and managing region wide projects which may be funded through official development assistance and/or or other finding agencies;

(6) Ensuring strict compliance with prescribed national criteria for the recruitment, selection and training of all staff in the region and divisions.

(7) Formulating, in coordination with the regional development council, the budget to support the regional educational plan which shall take into account the educational plans of the divisions and districts;

(8) Determining the organization component of the divisions and districts and approving the proposed staffing pattern of all employees in the divisions and districts;

(9) Hiring, placing and evaluating all employees in the regional office, except for the position of assistant director;

(10) Evaluating all schools division superintendents and assistant division superintendents in the region;

(II) Planning and managing the effective and efficient use of all personnel, physical and fiscal resources of the regional office, including professional staff development.;

(12) Managing the database and management information system of the region;

(13) Approving the establishment of public and private elementary and high schools and learning centers; and

(14) Performing such other functions as may be assigned by proper authorities.

C. Division Level

(1) Developing and implementing division education development plans;

(2) Planning and managing the effective and efficient use of all personnel, physical and fiscal resources of the division, including professional staff development;

(3) Hiring, placing and evaluating all division supervisors and schools district supervisors as well as all employees in the division, both teaching and non-teaching personnel, including school heads, except for the assistant division superintendent;

(4) Monitoring the utilization of funds provided by the national government and the local government units to the schools and learning centers;

(5) Ensuring compliance of quality standards for basic education programs and for this purpose strengthening the role of division supervisors as subject area specialists;

(6) Promoting awareness of and adherence by all schools and learning centers to accreditation standards prescribed by the Secretary of Education;

(7) Supervising the operations of all public and private elementary, secondary and integrated schools, and learning centers; and

(8) Performing such other functions as may be assigned by proper authorities.

D. Schools District Level

(1) Providing professional and instructional advice and support to the school heads and teachers/facilitators of schools and learning centers in the district or cluster thereof;

(2) Curricula supervision; and

(3) Performing such other functions as may be assigned by proper authorities.

E. School Level

(1) Setting the mission, vision, goals and objectives of the school;

(2) Creating an environment within the school that is conducive to teaching and learning;

(3) Implementing the school curriculum and being accountable for higher learning outcomes;

(4) Developing the school education program and school improvement plan;

(5) Offering educational programs, projects and services which provide equitable opportunities for all learners in the community;

(6) Introducing new and innovative modes of instruction to achieve higher learning outcomes;

(7) Administering and managing all personnel, physical and fiscal resources of the school;

(8) Recommending the staffing complement of the school based on its needs;

(9) Encouraging staff development;

(10) Establishing school and community networks and encouraging the active participation of teachers’ organizations, nonacademic personnel of public schools, and parents-teachers-community associations;

(11) Accepting donations, gifts, bequests and grants for the purpose of upgrading teachers’ learning facilitators’ competencies, improving ad expanding school facilities and providing instructional materials and equipment. Such donations or grants must be reported to the appropriate district supervisors and division superintendents; and

(12) Performing such other functions as may be assigned by proper authorities.

Source: RA 9155