I.

Executive Summary

In its 16 years of existence, Bislig City Division aims to continuously

give Bisliganon learners the BEST gift – and that is the provision of quality,
accessible, relevant, and liberating education. Hence, the Division of Bislig
City conceptualizes the DEDP 2017-2022 (Revised 2019) to attain the Vision,
Mission, Core Values, and Mandate of the Department.

Strategic data gathering

procedures and validation of
accuracy of information were
methodically applied. Various
statistical procedures like pareto
analysis and segmentation were
used. In the interpretation process,
SWOT analysis and curricular
support system, rapid appraisal using
focus group discussions and surveys
were utilized for scaling up the plan.

Significant findings and results were used as baseline data in setting up the
division goals from 2019-2022. These served as the bases in formulating
strategies and interventions in order to address the gaps.

In the next three years, the Division will focus on

improving the delivery of quality education by attaining 75%
NAT
MPS in National Achievement Test; achieving 0% Dropout rate,
and improving SBM Level of Practices.
MPS
41.24%
In terms of access, the generated report from EBEIS
Gross Enrolment and Net Enrolment Rates in Elementary are
(Gr.6)
98.96% and 91.35% respectively while the GER and NER in 45.44%
Secondary are 99.46% and 81.09% respectively during the SY (Gr.10)
2018-2019. Furthermore, the Simple Dropout Rates in Public
Elementary and Secondary (Junior High School & Senior High
School) are 0.15% or 21 out of 14,216 and 1.97% or 143 out of
7,247 students, respectively. It is also recorded that the
Simple
efficiency indicators such as cohort survival rate, completion Dropout
rates and retention rates for elementary level and secondary Rates
level are fluctuating in trend. Thus, strategies and interventions
are devised to attain the Division Target by 2022.
0.15% or 21
Elementary
In terms of Quality, the school’s performance is
1.97% or 143
measured by National Achievement Test Result. The results
showed that the average MPS of NAT in elementary is 41.24% Secondary
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DIVISION EDUCATION DEVELOPMENT PLAN 2017-2022 BISLIG CITY DIVISION

“In the next in Grade 6 and 45.44% in Grade 10. The results
moved the division to conceptualize strategies and
intervention programs to heighten the mastery level
three years, of core subjects in NAT.

In terms of governance, the Division will focus

the Division on capacitating the school heads making every
school continuously perform better.

will focus on

improving the delivery of

quality education by attaining
75% MPS in National
Achievement Test; achieving
0% Dropout rate, and
improving SBM practices.

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DIVISION EDUCATION DEVELOPMENT PLAN 2017-2022 BISLIG CITY DIVISION

II. Rationale
Bislig City is a 3rd class city in the province of
Surigao del Sur, Philippines. According to the 2015
census, it has a population of 94,535 making it the most
2015
populous among the cities and municipalities in the Census
Province of Surigao del Sur.

Bislig is the easternmost city in the Philippines in 94,535

terms of geographical location. It is approximately 208 km
(129 mi) NE of Davao City, 152 km(94mi) south of Tandag
Population
City, 44 km (27mi) south of Hinatuan, and 158 km (98mi)
SE of Butuan City.

It has a land area of 40,503 hectares spread over 24

barangays with close to half which are tropical rainforest is
classified as “public forest”. 40,503
Its climate is Type II which is characterized by no dry
hectares
season and with a very profound maximum rainfall from
November to January. The city enjoys steady weather
condition being outside the typhoon belt.

In 2000, Bislig was converted into a Component City per

24
Republic Act 8804. barangays

It has 24 barangays. Barangay

Mangagoy, the center of Trade and
Industry, has a population of roughly
50,000. Espiritu St. and the adjacent areas
within is colloquially often referred to as
“Barrio” by the locals in which the business
district in Mangagoy is located. It houses
national and rural banks.
Telecommunication such as internet,
cellular phones, cable television, and
leased data lines are well- available in the
vicinity of Mangagoy. There are also
accommodating inns and hotels, as wells
as motorized tricycles, jeepneys, and
buses ply its concrete roads and hi-ways.
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DIVISION EDUCATION DEVELOPMENT PLAN 2017-2022 BISLIG CITY DIVISION

 Bislig City Division is
composed of 8 districts with 50
elementary schools
encompassing 8 central
schools, 26 non- central
schools, 16 multi-grade
schools, and 1 integrated
school. There are 18 JHS, 3 of
which are IUs and 15 non- IUs.
There are 11 senior high
schools composing of 1 stand -
alone SHS and 10 integrated
SHS.

There are 21,260

learners comprising of 13,836
elementary and 5,811 JHS
students and 1,613 SHS.
Furthermore, there are 16 ALS
Community Learning Centers
serving 1,126 learners are
enrolled comprising 58 BLP,
243 A&E Elementary, and 825
A&E Secondary.

Learners in Master Special Special

Teacher 1,
Level Public Teacher Education Science
II, & III
School 1&2 Teacher 1 & 2 Teacher 1

Kinder &
13,836 515 53 12 0
Elementary
Junior High
5,811 288 26 0 0
School
Senior High
1,613 67 3 0 4
School
TOTAL 21,260 870 82 12 4

There are 515 teachers (TI to TIII) and 53 master teachers (MTI-MTII), 12
Special Education Teacher in elementary; 288 teachers (TI to TIII) and 26 master
teachers (MTI-MTII) in Junior High Schools; and 67 teachers (TI to TIII) and 3
master teachers (MTI-MTII), 4 Special Science Teacher in Senior High Schools.
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DIVISION EDUCATION DEVELOPMENT PLAN 2017-2022 BISLIG CITY DIVISION

 27,672 28,210 28,004
24,589 25,645 The table and graph illustrate the
5-year enrolment data both public
30,000 20,978 21,341 21,441 21,260 and private sector from SY 2015-
20,850

20,000 3,739 6,769 6,744

2016 to SY 2019-2020 in key
4,667 6,331
Total learning stages. For kindergarten
10,000
and elementary, there was a
0 Public
decrease of 1,147 or 7.62%, an
increase of 721 or 8.63% for
Junior High School, and an
increase of 1,889 or 96.67% for
Senior High School from SY 2016-
Public Private Total
2017 to SY 2019-2020.

TRACK/ PUBLIC PRIVATE TOTAL

SPECIALIZATI 2016- 2017- 2018- 2019- 2016- 2017- 2018- 2019- 2016- 2017- 2018- 2019-
ON 2017 2018 2019 2020 2017 2018 2019 2020 2017 2018 2019 2020
STEM 44 66 106 138 135 285 368 471 179 351 474 609
ABM 23 224 392 371 335 224 392 371 358
HUMSS 27 25 109 194 276 25 109 194 303
GAS 211 458 437 425 184 292 295 286 395 750 732 711
TVL 513 747 1023 912 609 1183 1135 1033 1122 1930 2158 1945
TOTAL 768 1271 1566 1525 1177 2261 2363 2401 1945 3532 3929 3926

The table shows the historical Senior High School Enrolment data from SY 2016-2017 to
SY 2019-2020 by track/specialization in both public and private sector. For public schools,
it was only in SY 2019-2020 that ABM and HUMSS were offered. Among the tracks, TVL
had the highest enrolment followed by GAS. For private sector, there were five (5)
specializations offered, namely: STEM, ABM, HUMSS, GAS and TVL. Among these, TVL
had the highest enrolment, followed by STEM and ABM. It can be noted further that private
sector had the highest number of enrolment due to the voucher program offered by DepEd.

TWO-YEAR DATA ON PUBLIC AND PRIVATE

SENIOR HIGH SCHOOL GRADUATES
The table showed the two-
year data on graduates for
SY 2017-2018 SY 2018-2019 both public and private Senior
Sector High School. The first batch of
M F T M F T Senior High School graduates
Public 285 368 653 320 333 653 last SY 2017-2018 has a total
of 1,681. It increased to
Private 519 509 1,028 492 602 1,094 3.92% in SY 2018-2019.
Grand Total 804 877 1,681 812 935 1,747
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DIVISION EDUCATION DEVELOPMENT PLAN 2017-2022 BISLIG CITY DIVISION

ACCESS

Figure 1 reflects the Gross Enrolment of the Division in the elementary level.
It showed a 9.14% decrease from 108% in SY 2014-2015 to 98.96% in SY 2018-
2019 while there was a slight increase of 0.26% in Net Enrolment Rate. For the
secondary level (see Figure 2.0), GER registered a significant increase of 13.06%
from 86.40% in SY 2014-2015 to 99.46% in SY 2018-2019 and a noticeable
increase of 7.16% from 63.83% in SY 2014-2015 to 81.09% in SY 2018-2019 for
Net Enrolment Rate. The Omnibus Policy on Kindergarten requiring all children
age 5 to enroll brought a substantial effect in the elementary enrolment.

Figure 1.0: Five-Year Data on Gross & Net Enrolment Rate in the
Elementary Level

120.00
100.00
80.00
60.00
40.00
20.00
-
GER - ELEM NER - ELEM
2014-2015 108.00 91.09
2015-2016 105.90 90.74
2016-2017 102.61 89.97
2017-2018 100.60 91.52
2018-2019 98.96 91.35

Figure 2.0: Five-Year Data on Gross & Net Enrolment Rate in the
Secondary Level

100.00
80.00
60.00

40.00
20.00

-
GER - SEC NER - SEC
2014-2015 86.40 63.83
2015-2016 86.99 70.21
2016-2017 84.88 66.65
2017-2018 97.84 76.82
2018-2019 99.46 81.09
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DIVISION EDUCATION DEVELOPMENT PLAN 2017-2022 BISLIG CITY DIVISION

 Another indicator for Access is Transition Rate (see Figure 3.0). For the
past five years, transition rate from primary to intermediate had been fluctuating.
The reasons of the decline could be attributed but not limited to the following
reasons: financial constraints, family problems, and the number of failures in
primary education with 179 or 1.26%. However, elementary to Junior High School
and JHS to Senior High School exhibited more than 100%. Such performance can
be attributed to 4Ps, Education Voucher System (EVS), Education Service Contact
(ESC) to students in private schools, as well as the strict adherence to the No
Collection Policy in public schools, Child Finding and Mapping, the inclusive
programs where IP learners, Muslim learners, and Learners with Special
Educational Needs (LSENs) and the opening of schools with Special Programs in
the Arts and Journalism.

Figure 3.0: Five-Year Data on Transition Rate

106.42

102.12
107.39
108 106.09
106 104.95 104.23
104 102.09
102
100
98
96
98.61 98.45 97.03 100.92
94 97.23
92
90
2013-2014 2014-2015 2015-2016 2016-2017 2017-2018
Primary to Intermediate Elem Elem. to JHS JHS to SHS

Figure 4.0 shows the significant increase of efficiency measures in the

elementary level. From SY 2014-2015 to SY 2018-2019, it exhibited an increase
of 14.08%, 13.28%, 2.86% in Cohort Survival Rate, Completion Rate, and
Retention Rate, respectively. For secondary level, Figure 5.0 exhibited an increase
of 3.58% in CSR, 5.62% in Completion Rate, but a slight decrease of 1.18% in
Retention Rate from SY 2013-2014 to SY 2017-2018

On School Leavers Rate, it can be gleaned from Figure 6.0 that there was
a decrease of 3.55% but an increase of 0.66% and 0.70% in Repetition and
Dropout Rates respectively in the elementary level. For secondary level, Figure
7.0, exhibited a decrease of 2.89% in SLR but an increase of 0.52% and 1.69% in
Simple Dropout rate and Repetition Rate, respectively.
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DIVISION EDUCATION DEVELOPMENT PLAN 2017-2022 BISLIG CITY DIVISION

 With these data, access indicators still need proper attention and action to
achieve zero percentage (0%) in the dropout rate because if not treated, this will
have domino effect to the rest of the key performance indicators.

Figure 4.0: Five-Year Data on Efficiency Indicator in the Elementary

Retention Rate

Completion Rate

Cohort Survival Rate

75 80 85 90 95 100

Cohort Survival Rate Completion Rate Retention Rate

2018-2019 97.41 96.61
2017-2018 99.91 99.73 98.58
2016-2017 89.97 89.11 96.99
2015-2016 92.10 92.10 97.85
2014-2015 83.33 83.33 95.72

Figure 5.0: Five-Year Data on Efficiency Indicator in the Secondary

Retention Rate

Completion Rate

Cohort Survival Rate

0.00 20.00 40.00 60.00 80.00 100.00

Cohort Survival Rate Completion Rate Retention Rate

2018-2019 82.01 80.93
2017-2018 89.35 88.03 90.99
2016-2017 71.84 69.02 89.27
2015-2016 81.06 77.97 93.06
2014-2015 78.43 75.31 92.17
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DIVISION EDUCATION DEVELOPMENT PLAN 2017-2022 BISLIG CITY DIVISION

 To achieve 0% Dropout Rate, this Division identified strategies to counter
the threats and risks. In the SWOT analysis conducted, the threats include socio
economic factors like the difficulty in earning a living because of the limited number
of business establishments, agricultural land not viable for farming because of non-
availability of irrigation, absence of big companies and industries; socio-political
threats like out of 22,168 parents/ couples, only 11,158 were legally married, 2,734
with common law partner, 2,250 separated, and 2,280 solo parents; community
factors like presence of internet café, far-flung schools not accessible due to terrain
and only on service vehicle, prevailing incidence of theft and robbery, and the
community and environmental hazards like fire, flooding and landslide during rainy
days from November to February and the scarcity of water supply among urban
barangays from August to October during dry season lead to suspension of
classes and absenteeism. Consequently, all indicators will be greatly affected.
This may continue to worsen if Disaster Risk Reduction and Management will not
be given much priority and strong partnership with parents, community, and other
line agencies will not be sustained.

Likewise, Bislig City Division spearheaded the conduct of Focused Group

Discussions among schools with high and low dropout rates. The FGD aimed to
gather relevant data which might be useful in enhancing, changing or creating
measures that will be essential in policy formulation and conduct of intervention
measures to mitigate and decrease, if not achieve 0% dropout rate.

School heads and teachers specified the major reasons and causes of
dropout such as the ff: family problem/separated parents, financial problem,
transfer of residence, lack of interest of the learners, early marriage/teen-age
pregnancy (SHS students), and child labor.

Figure 6.0: Five-Year Data on Repetition, Simple Dropout and School

Leavers Rate in the Elementary

4
3.68
3.5
3 2.72
2.9 2.45
2.5 2.06 2.42
1.79
2
1.51 1.47
1.5
1.34
1 0.78
0.62
0.32
0.5 0.08
0 0.13
2013-2014 2014-2015 2015-2016 2016-2017 2017-2018

Repetition Rate - Elem Simple Dropout Rate - Elem School Leavers Rate
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DIVISION EDUCATION DEVELOPMENT PLAN 2017-2022 BISLIG CITY DIVISION

 Figure 7.0: Five-Year Data on Repetition, Simple Dropout and School
Leavers Rate in the Secondary

12.00
10.42

10.00
7.92 7.75
8.00 6.84

6.00
4.03
4.00
3.33 3.51

2.00 1.82 3.03

2.68 2.90
2.38 1.15 1.11 1.74
0.00
2013-2014 2014-2015 2015-2016 2016-2017 2017-2018
Repetition Rate -Sec. Simple Dropout Rate - Sec. School Leavers Rate

Aside from the technical assistance and support given by the Division
personnel, they likewise, enumerated the ff. programs, interventions, activities that
they initiated to address these problems such as School - Based Feeding Program,
Adopt-A-child, Home visitation; daily monitoring of attendance during flag
ceremony and during the first hour of classes, awarding of perfect attendance and
most disciplined grade level of the day. Furthermore, they emphasized that these
interventions were proven effective because there were students who were saved
but there were cases also that were beyond the control of the teachers such as
early marriage and transfer of residence.

Provision on the needs of the children especially school supplies; utilization

of funds from 4Ps for education were not religiously implemented by the parents
and establishing the linkage with the stakeholders and community addressing
dropouts were the challenges/bottlenecks in the implementation of the above-
mentioned interventions they met.

However, school heads and teachers addressed the challenges and

bottlenecks they encountered by providing supplementary feeding aside for the
SBFP, continued effort for the sustainability of Gulayan sa Paaralan Program
(GPP) lessens the burden as to provision for feeding, and intensification of the
home visitation.

For the mitigation and decreasing dropout rate, these schools employed the
conduct of Family, Individual, Community, and School (FICS) analysis.
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DIVISION EDUCATION DEVELOPMENT PLAN 2017-2022 BISLIG CITY DIVISION

Table 1.0: Data on the Number of Dropouts and its Reasons/ Causes, SY
2018-2019

Junior High Senior High

REASONS/CAUSES FOR DROPPING OUT (SF 2) Elementary TOTAL Percentage
School School
a. Domestic-Related Factors
a.1. Had to take care of siblings 1 1 0.61
a.2. Early marriage/pregnancy 5 3 8 4.88
a.3. Parents' attitude toward schooling 4 2 6 3.66
a.4. Family problems 12 23 35 21.34
b. Individual-Related Factors
b.1. Illness 2 1 3 1.83
b.2. Overage 1 1 0.61
b.3. Death 1 1 0.61
b.4. Drug Abuse 0 0.00
b.5. Poor academic performance 8 3 11 6.71
b.6. Lack of interest/Distractions 1 26 27 16.46
Combined Poor Academic & Lack of
24 24 14.63
Interest/ Distractions
b.7. Hunger/Malnutrition 0 0.00
c. School-Related Factors
c.1. Teacher Factor 1 1 0.61
c.2. Physical condition of classroom 0 0.00
c.3. Peer influence 4 4 2.44
d. Geographic/Environmental
d.1. Distance between home and school 1 14 15 9.15
d.2. Armed conflict (incl. Tribal wars & clan feuds) 2 2 1.22
d.3. Calamities/Disasters 0 0.00
e. Financial-Related
e.1. Child labor, work 2 21 2 25 15.24
Total 21 132 11 164 100.00
Simple Dropout Rate, SY 2018-2019 0.15% 2.28% 0.75%

Table 1 illustrates the major causes of dropping outs in the elementary,

Junior High School, and Senior High School. It can be gleaned from the figure that
top five major causes were: family problems (broken family, financial
constraints/problems, sickly guardian, OFW parents), lack of interest/ distractions
(computer games, vices like smoking, issues on Child Protection Policy) child
labor, combined poor academic performance and lack of interest, and distance
between home and school. From among the grade levels, Grades 8 and 7 had the
most number of dropouts with 3.34% and 2.69% respectively.
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DIVISION EDUCATION DEVELOPMENT PLAN 2017-2022 BISLIG CITY DIVISION

Table 2.0: Results of Segmentation on Dropouts in the Elementary, SY 2018-2019

Based from the result of segmentation, majority of the schools that

contribute to the high number of dropouts were from urban monograde elementary
schools.

Table 3.0: Pareto Analysis on Dropout in the Elementary, SY 2018-2019

Pareto analysis was also done to determine the priority schools. The
colored shaded schools in the table are the list of priority schools. Eight (8) out of
fifty (50) elementary schools are the priority, however, the additional four (4)
schools with minimal dropout can be included during technical assistance and
monitoring.
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DIVISION EDUCATION DEVELOPMENT PLAN 2017-2022 BISLIG CITY DIVISION

 Table 4.0: Results of Segmentation in the Secondary, SY 2018-2019

For secondary level, high number of dropouts was attributed by urban high
schools, however, as to percentage rate, urban high schools were almost similar
with the rural high schools.

Table 5.0: Pareto Analysis on Dropout in the Secondary, SY 2018-2019

Based on pareto analysis, the priority schools are Tabon M. Estrella NHS,
Maharlika NHS, Bislig City NHS, San Fernando Integrated School, Mangagoy
NHS, and San Vicente NHS.
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DIVISION EDUCATION DEVELOPMENT PLAN 2017-2022 BISLIG CITY DIVISION

QUALITY
The National Achievement Test (NAT) is a set of examinations taken in the
Philippines by students in Years 6, 10, and 12. Students are given national
standardized test, designed to determine their academic levels, strength and
weaknesses. Their knowledge learned throughout the year are into 5 categories:
English, Filipino, Mathematics, Science and Araling Panlipunan and are tested for
what they know.

NAT aims to:

1. provide empirical information on the achievement level of learners in grades 6,

10 and 12 to serve as guide for policy makers, administrators, curriculum planners,
supervisors, principals and teachers in their respective course of action.

2. identify and analyze variations on achievement levels across the years by

region, division, school and other variables.

3. determine the rate of improvement in basic education with respect to individual

schools within certain time frames.

Figure 8.0: Four-Year Data on NAT Overall MPS in the Elementary and
Secondary

77.93 77.51
72.71

80 63.91
61.21 59.24
70 41.24
60 45.44
50
40
30
20 Elem.
10
Sec.
0
2013 2014 2015 2017

Sec. Elem.

In the elementary, all learning areas are below the 75% National Passing
Standard. Moreover, Science and Mathematics displayed the lowest MPS among
the 5 learning areas as shown in the table.
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DIVISION EDUCATION DEVELOPMENT PLAN 2017-2022 BISLIG CITY DIVISION

Table 6.0: Four-Year Comparative NAT Results by Subject in the Elementary

Learning Area 2013 2014 2015 2017

Filipino 71.99 81.80 72.56 53.80
Mathematics 76.37 82.60 80.10 35.76
English 71.58 79.47 80.20 44.04
Science 68.98 73.20 78.05 31.38
Araling Panlipunan 74.64 72.59 76.66 41.24
Over-all 72.71 77.93 77.51 41.24

Similarly, the result of the Comparative NAT result in the secondary shows
that all learning areas tested did not achieve the desired 75% National Passing
Standard. Science and Mathematics also displayed the lowest MPS.

Table 7.0: Four-Year Comparative NAT Results by Subject in the Secondary

Learning Area 2013 2014 2015 2017

Filipino 64.29 62.58 64.11 53.68
Mathematics 65.25 73.45 63.03 37.01
English 65.68 67.99 56.48 49.34
Aral. Panlipunan 67.44 63.72 53.33 50.57
Science 49.98 55.12 61.14 36.62
CTST 43.40 58.72 55.49
Over-all 61.21 63.91 59.24 45.44

Focused Group Discussion (FGD) Among Schools with High and Low NAT
Results

Recently, this division spearheaded the conduct of Focused Group

Discussions among schools tested in NAT. The FGD aimed to gather relevant data
which might be useful in enhancing, changing or creating measures that will be
essential in policy formulation and conduct of intervention measures to improve
instructions at the school level gearing towards improvement of achievement rate
via the result of the National Achievement Test.

Focused-Group Discussion with Teachers

The in-depth FGD among the teachers revealed the following insights:

1. Teachers are unable to teach all the competencies intended for the quarter due
to:
a. Call-ups from the higher offices due to trainings, meetings, competitions
and other curricular and co-curricular activities initiated by the school,
district, division and national levels.
b. Lack of learners’ retention and mastery of the competencies taught
15

which prevent the teachers from moving to the next competency.

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DIVISION EDUCATION DEVELOPMENT PLAN 2017-2022 BISLIG CITY DIVISION

2. Support needed by the teachers includes the following:
a. More division-initiated learning materials/ resources to supplement for
the insufficient number of learning materials and references from DepEd
Central Office.
b. Technical Assistance from the Education Program Supervisors in terms
of teaching the content of the various learning areas.

3. Provision of books and other supplementary materials learning areas from the
central office.

Focused Group Discussion with School Heads

Conversely, FGD among the school heads presented the following

perceptions:

1. The major factors that affect the learners’ performance are:

a. poor retention
b. poor study habits
c. disturbance of their studies due to gadgets/ addiction to online games
d. congested competencies
e. less commitment of some teacher in the conduct of Reinforcement,
Review and Enhancement (RRE) sessions for learners who did not
meet expectations
f. insufficient time allotment for each competency specially for Science and
Math which competencies need to be unpacked to identify pre-requisite
skills
g. lack of proficiency and comprehension in English which affect learners’
learning outcome specially on subjects that use English as medium of
instruction and learning
h. engagement of child labor among some learners
i. lack of parents’ commitment to support learners
j. geographical location of the school and learners’ home

2. Interventions conducted in the schools include:

a. allocating a portion of time from the regular class schedule to tackle the
identified least-learned competencies
b. conduct of daily monitoring and granting of awards to teachers who
religiously implement the intervention.
c. formulation and adoption of school – initiated programs such as reading
programs, numeracy programs, award systems and other programs that
address truancy, absenteeism and behavioral problems among learners
3. The school head acknowledged that the schools received support from the
division office, to wit:
16

a. Technical assistance through:

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DIVISION EDUCATION DEVELOPMENT PLAN 2017-2022 BISLIG CITY DIVISION

  provision of division-initiated supplementary learning
resources/materials
 installation of school LR Center where teachers can avail of the
materials
 technical assistance extended by the Education Program
Supervisors not only to teachers but also to school heads
b. Conduct of division-initiated competitions such as the Search for
Outstanding Reading Teacher (SORT) and Search for Outstanding
Literacy Implementer (SOLI) which motivated the teachers in the
implementation of their reading programs/projects.
c. Conduct of the division-initiated assessments, to wit:
 Mock Test/ Pre-exit examinations for Grade 6, 10 and 12
 Mid-quarter teacher-made tests
 Quarterly Unified Examination
d. Judicious use of the MOOE funds wherein teachers were provided
printers and other supplies for the printing of learning materials.
4. The only support needed by the school head is the reproduction of materials for
the conduct of review and enhancement sessions.
5. To improve learners’ academic achievement, the school heads request for
parental support.

Focused – Group Discussion with Learners

1. The learners are informed of the learning objectives through visual aids,
The
powerpoint presentations, instructional materials and written on the
result of blackboard.
the 2. Teachers employ varied activities in the teaching-learning episodes in
FGD the classroom.
among 3. Teachers provide more clarifications, further explanation and explanation
learners to learners who encountered difficulties or confusion in the subject matter
revealed or topic.
that: 4. Learners need enhancement on vocabulary development since they
encountered unfamiliar words in examinations that hinders understanding
of the question.
5. There were instances wherein teachers attend meetings, trainings and
other activities. Substitute teachers are designated who will supervise them
in the seat work and/or group activity to accomplish in the absence of the
teacher.
6. Some topics were not taught or unmastered. Only those who are listening
will understand.
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DIVISION EDUCATION DEVELOPMENT PLAN 2017-2022 BISLIG CITY DIVISION

Result of the Survey for School Heads and Teachers

To ensure a more accurate, honest, and unambiguous response, this

division conducted a survey among school heads and teachers who got low and
high NAT results. Said survey intends to gather important responses which will
help in policy formulation and in making informed decisions.

Curriculum Implementation

The responses of the school heads and teachers disclosed that in terms of
curriculum implementation, all the respondents agreed on the following indicators:
a. Teachers are capacitated on how to implement the curriculum;
b. Teachers are competent to implement the curriculum;
c. Teachers have access to curriculum-related continuing professional
development activities;
d. The allotted time for each learning area is strictly adhered;
e. Developing learners’ critical thinking, problem-solving and information
literacy skills are given emphasis;
f. Teachers have access to learning resource materials necessary to deliver
the competencies;
g. Teachers are provided with appropriate instructional support;
h. Learners are provided with sound learning environment;
i. Engaged time-on-task policy is strictly implemented and complied.

There were respondents who disagreed on the following indicators:

a. Learners have access to quality learning resource materials, and
b. All learning competencies in the curriculum guide were covered.

Learning Delivery

As to Learning Delivery, the respondents agreed on the following indicators:

a. Potential recurring impediments to learning (attendance, difficulty in
mastering pre-requisite knowledge or skills, etc.) are identified and
addressed;
b. Strategies/innovations/interventions to close academic gaps are initiated;
c. Professional development activities (INSET, LAC Sessions, etc.) to
improve learning delivery are conducted;
d. Researchers to increase learners’ achievement and close achievement
gaps are conducted;
e. Effective classroom practices are documented and shared;
f. Learners’ progress is tracked in relation to learning standards and
development of 21st century skills;
g. Learners are provided with immediate feedback on assessment;
h. Learners with difficulty are provided immediate support and intervention;
18

and
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DIVISION EDUCATION DEVELOPMENT PLAN 2017-2022 BISLIG CITY DIVISION

 i. Assessment results are used to pinpoint possible interventions to close
achievement gap.

However, some respondents disagreed on the following indicators:

a. Learners with special educational needs are addressed, and

b. Interventions are implemented, monitored, evaluated and sustained.

Instructional Support

In as far as Instructional Support is concerned, the respondents agreed on

the indicator: “School heads provide technical assistance to teachers to improve
learning delivery and instruction” and disagreed on the indicator: “School heads
conduct instructional supervision to improve instructions”.

Analysis

Learning from the responses of the students, teachers and school heads,
both from the Focused Group Discussions and Survey, this division succeeds in
the implementation of the following measures:
1. Provision of capacity-building and professional development activities (INSET,
LAC Sessions, CoPs) to both teaching and non-teaching personnel on the
implementation of the curriculum and improvement of learning delivery;
2. Provision of access to curriculum-related continuing professional development
activities;
3. Strict adherence to the allotted and prescribed time for each learning area;
4. Development of learners’ critical thinking, problem-solving and information
literacy skills through the conduct of School Learning Action Cells (SLAC) and
Community of Practice (CoPs)
5. Provision of technical assistance to teachers for them to gain access to the
learning resource materials necessary to deliver the competencies through the
efforts of the LR Team, the accessibility to the LRMDC and Bantawan, the
division LR Café.
6. Provision of appropriate instructional support via school MOOE and linkage with
stakeholders.
7. Provision of sound learning environment through the proper planning and
judicious expenditure of the school MOOE.
8. Strict implementation and compliance to the engaged Time-on-Task policy.
9. Identify and address potential recurring impediments to learning such as
attendance, difficulty in mastering the pre-requisite knowledge or skills, lack of
study skills, etc.
10. Development and formulation of strategies/innovations/interventions to close
academic gaps.
11. Conduct researches to increase learners’ achievement and close
19

achievement gaps.
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DIVISION EDUCATION DEVELOPMENT PLAN 2017-2022 BISLIG CITY DIVISION

12. Documentation and sharing of effective classroom practices for benchmarking
and modelling.
13. Tracking of learners’ progress in relation to learning standards and
development of 21st Century learning.
14. Provision of immediate feedback on assessment through on-time card
distribution and conduct of quarterly parent-teacher conference
15. Development of intervention plans based on the assessment results to close
achievement gap.
16. Conduct of regular monitoring and evaluation of school heads and supervisors
on the implementation of the interventions during RRE periods in schools.

On the other hand, this division shall double, if not triple its effort to
formulate measures to assist schools in terms of the following areas:

1. Provision of quality learning resource for learners through delivery of accessible

and equitable materials
2. Development of initiatives to ensure that all competencies in the curriculum
guide are covered
3. Initiate activities that will address to the needs of the learners with special
educational needs.
4. Ensure that school – initiated interventions are implemented, monitored,
evaluated and sustained.
5. Develop a long-term training plan for teachers, school administrators and
supervisors.
6. Adopt a unified/division-wide schedule for curricular and co-curricular activities
to minimize class disruptions.
7. Development and production of division-initiated learning materials and
modules to supplement lacking learning resources for certain learning areas
and grade levels.
8. Conduct of research on the interventions that will address problems on
a. poor retention
b. poor study habits
c. addiction to online games and other electronic gadgets
d. congested competencies
9. Development of a tracking system to ensure that school heads provide technical
assistance to teachers to improve learning delivery and instructions.
10. Close monitoring and evaluation on the implementation of reading programs
that will address proficiency and comprehension of the English language in
learning areas using the said language as medium of instruction and learning.
11. Strengthen school partnership with parents and conduct seminar-workshops
on responsible parenting/ nurturing/ child-rearing.
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DIVISION EDUCATION DEVELOPMENT PLAN 2017-2022 BISLIG CITY DIVISION

ALTERNATIVE LEARNING SYSTEM

Bislig City Division implements various programs to cater to the learners of

the Alternative Learning System such as Basic Literacy Program (BLP),
Accreditation and Equivalency (A&E) System and Radio-Based Instructions both
for the elementary and secondary levels. It also offers Literacy Cum Livelihood
programs for the learners and involve them in all the activities and competitions
intended for the formal classes such as Nutrition Month Celebrations, Festival of
Talents, and the like.

ALS Bislig City is also a recipient of computers from the Department of

Information and Communication Technology for the implementation of the
Tech4Ed and is awarded as the Best Implementer for Tech4Ed for the First
Semester for SY 2019-2020.

Table 8.0: Three-Year Data on Accreditation & Equivalency Test

Elementary Level Junior High School Level Total

CY Test % Test % Test %
Passers Passers Passers
Takers Passers Takers Passers Takers Passers
2017 66 15 22.73% 418 290 69.38% 484 305 63.02%
2018 23 13 56.52% 116 72 62.07% 139 85 61.15%
2019 43 8 18.60% 311 213 68.49% 354 221 62.43%

It can be deduced from the data in the table that the performance of our
ALS learners in the A and E test for the last 3 years is fluctuating.
Presently, interventions are already being implemented like capacity
building of ALS teachers. Hopefully, the performance in the subsequent tests will
improve.
Table 9.0: Three-Year Data on ALS Completers
ENROLMENT COMPLETERS
CY
BLP A&E Elem. A&E Sec. Total BLP A&E Elem. A&E Sec. Total
2017 37 210 819 1,066 19 181 744 944
2018 38 332 1213 1,583 18 243 1,011 1,272
2019 58 245 829 1,132 ON-GOING
Table 9 shows that the current year, there are a total of 1,132 learners in
different ALS program conducted by the combined forces of mobile teachers, ALS
coordinators and facilitators. Per above figure, almost 85% of the learners in CY
2017 & 2018 completed the program.
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DIVISION EDUCATION DEVELOPMENT PLAN 2017-2022 BISLIG CITY DIVISION

 Like any organization, ALS Bislig City is not spared from challenges and
problems, to wit:

1. Difficulty in recruiting ALS learners to complete the teacher –learner ratio of

1:76
2. Behavioral problems such as absenteeism and truancy among ALS
learners
3. Insufficient funds to sustain the programs and projects
4. Unresponsiveness of some parents and barangay officials on the needs of
the ALS learners.
5. Decline in the result of the A & E Test due to inclusion of K to 12
competencies in the test
6. Insufficient learning resource materials such as modules and activity sheets
aligned with K to 12 BEP
7. Sub-standard community learning centers (CLCs)

Inclusive Education

Indigenous People’s Education Program

The Indigenous Peoples Education Program is consistent with DepED’s

mandate to provide inclusive basic education for all. The program maintains an
education system that recognizes, protects, and promotes the rights and welfare
of ICCs/IPs, as well as equips them with the knowledge and skills needed to face
various social realities and challenges.

Bislig City Division implements a culture-based and rights-based education

program in seventeen (17) public elementary schools with Mandaya-Kamayu IP
learners.
Table 10.0: Two-Year Enrolment Data on IP learner of the 17 Public ES

SY 2016-2017 SY 2017-2018
IP Total %age IP Total %age
ID School Name Enrolm Enrolm of IP Enrolm Enrolm of IP
ent ent learn ent ent learn
ers ers
Pablo B. Duray - Tumanan 146 146 100% 140 152 92%
132641 ES
132625 Gaspar Serrano ES 112 113 99% 99 104 95%
132623 SER-FEL MONE ES 159 162 98% 136 153 89%
132626 Pamaypayan ES 185 190 97% 176 187 94%
132639 Sote ES 108 111 97% 90 93 97%
132617 Gerardo D. Verano Jr. E.S 172 177 97% 103 143 72%
132610 Bucto ES 110 115 96% 111 119 93%
22

132611 Burboanan ES 220 230 96% 184 218 84%

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DIVISION EDUCATION DEVELOPMENT PLAN 2017-2022 BISLIG CITY DIVISION

 SY 2016-2017 SY 2017-2018
IP Total %age IP Total %age
ID School Name Enrolm Enrolm of IP Enrolm Enrolm of IP
ent ent learn ent ent learn
ers ers
132608 Bebiano Alba ES 130 153 85% 67 152 44%
132609 Bislig Central ES 1,004 1,264 79% 887 1,229 72%
235004 New Jerusalem ES 140 179 78% 127 195 65%
132612 Caguyao ES 93 121 77% 74 121 61%
132841 Lawigan ES 189 260 73% 213 252 85%
132634 San Nicolas ES 59 87 68% 45 82 55%
235003 New Bongga ES 60 95 63% 59 77 77%
132613 Coleto ES 126 219 58% 114 212 54%
235004 New Jerusalem ES 140 179 78% 127 195 65%

Data above showed the enrolment of IP learners in IPEd implementing

schools. For SY 2016-2017, Pablo B. Duray – Tumanan ES has the highest
percentage of IP learners with 100%, while Sote ES for SY 2017-2018 with 97%.

These schools, except for Bislig Central Elementary School are located in
the far-flung areas of the Division, but are accessible by public transport and
motorcycles or “habal-habal”.

Mandaya-Kinamayu is the language of instruction used from Kindergarten

to Grade 3. The Division has developed learning materials like story books,
contextualized Daily Lesson Plans aligned with the Indigenous Knowledge,
Systems and Practices of the IPs. In addition, the Division has an approved
Orthography of the Kinamayu language from the Komisyon ng Wikang Filipino
(KWF).

Like any organization, IPEd is not spared from challenges and problems, to
wit:

1. Kinamayu as a language is no longer widely used by the IP learners. Most

of them have adopted Sinugbuanong Binisaya as well as their ways of
living since most of the inhabitants of the city is multi-cultural.
2. Teachers assigned in the IPEd implementing schools could not speak the
language.
3. Fast turn-over of teachers is a challenge. Most of the teachers trained on
the IPEd implementation are transferred to non-IPEd implementing schools.
4. Limited number of IP elders with extensive knowledge on the IKSPs and
core knowledge needed for the indigenization of materials.
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DIVISION EDUCATION DEVELOPMENT PLAN 2017-2022 BISLIG CITY DIVISION

 Madrasah Education Program

Madrasah Education Program is an integrated system of inclusive quality

education that caters to the needs, ideals and aspirations of the Muslim learners.

The program aims to provide Muslim learners with appropriate and relevant
educational opportunities while recognizing their cultural context and unique
purposes for participating in the Program offerings and integrate content and
competencies which are relevant and of interest to Muslim learners.

Under the MEP, Muslim learners will learn Arabic Language and Islamic
Values Education. In Bislig City Division, three schools cater the needs of our
Muslim learners, namely Caramcam Central Elem. School, Mangagoy South
Elem. School, and Mangagoy Central Elem. School.

These are the concerns, issues, gaps, and problems in the implementation
of the MEP.

1. Insufficient classroom for ALIVE classes.

2. Inadequacy in MEP knowledge and skills among newbie IS providers
due to absence of training
3. Inadequacy of pedagogies among Asatidz in Arabic Language and
Islamic Values Education
4. Asatidz lack training on the K to 12 Basic Education Program
implementation.

Special Education

The 1987 Constitution guarantees a right to education of every Filipino. It

provided that “The state shall protect and promote the right of all citizens to quality
education at all levels and shall take appropriate steps to make education
accessible to all.”

The offering of various curricular programs in Philippine Educational

System is one of the many responses by the government to address specific needs
of learners in the country. These specific curricular programs being offered in basic
education is anchored on the premise that individual learners have different
learning needs and interests that can be addressed, improved or enhanced,
thereby maximizing the potential of these learners. However, the successful
implementations of such programs depend on among many factors, which include
24

the commitment of SPED teachers, administrators, instructional materials,

equipment, facilities, ancillary personnel and parents.
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DIVISION EDUCATION DEVELOPMENT PLAN 2017-2022 BISLIG CITY DIVISION

 The fundamental purposes of special education are the same as those of
regular education: the optimal development of the learner as skillful, free and
purposeful person, able to plan and manage his or her own life and to reach his or
her highest potential as an individual and as a member of the society. Indeed,
special education developed as a highly specialized area of education in order to
provide children with exceptionalities with the same opportunities as other children
for a meaningful, purposeful and fulfilling life.

List of Needs for Special Education Program, SY 2019-2020

1. Assessment Tools for LSENs

2. Licensed Psychometrician
3. Assistive devices/ materials for:
 Hearing Impaired
 Down Syndrome
 Children with Autism
 Children with Behavioral Needs
 Intellectual Disability
 Transition Program (Livelihood)
4. Resource Room with facilities for the LSENs
5. SPET item/s for Secondary
6. Updated Handbook for LSENs and Gifted/ Talented Learners

Among the challenges encountered by the teachers and school heads of

the schools implementing SPED Program are the following:

1. Insufficient educational facilities, assistive equipment and instructional

materials for children with special needs;
2. The need for more stakeholder’s support that include the parents, local
government and curriculum developers.
3. Unavailability of assessment tools and licensed psychometrician who will
diagnose learners and identify their difficulties

GOVERNANCE - SBM Level of Schools

SBM aims to accomplish the ff:
 Empower school heads to lead their teachers and students in
continuous school improvement process, leading to higher
outcomes.
 Bring resources, including funds within the control of schools to
support the delivery of quality educational services
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DIVISION EDUCATION DEVELOPMENT PLAN 2017-2022 BISLIG CITY DIVISION

  Strengthen partnership with communities and LGUs to encourage
them to invest time, money, and other resources in providing a better
school learning environment; and
 Institutionalize a continuous school improvement process that is
participatory and knowledge-based

Table 11.0: Two-Year Data on SBM Scale of Practice

Baseline SY 2016-2017 Accomplishment SY 2018-2019

SBM Level
Elem Sec Elem Sec with IS
I 49 18 31 8
II 2 1 17 12
III 0 0 2 0
Total 51 19 50 20

The management and leadership capacity of school heads is considered

as the primary factor in the improvement of schools. It can be observed in the
School-Based Management Level of Practice (see Table 14.0), there are 31 out of
50 elementary schools or 62% are under Level 1, 17 or 34% are under Level II,
and 2 or 4% are under Level III. In secondary, 8 or 40% are under Level I, 12 or
60% are under Level II, with 0 school under Level III. These figures are due to lack
of means of verifications and hinted the Division Office to capacitate school heads
and ensure implementation of SBM.

Table 12.0: Target Number of Schools on SBM Scale of Practice

TARGET, NUMBER OF SCHOOLS

SBM Baseline
Level 2020 2021 2022

Elem Sec Elem Sec with Elem Sec with Elem Sec with
with IS IS IS IS
I 31 8 29 7 27 6 24 5

II 17 12 17 12 17 12 17 12
III 2 0 4 1 6 2 9 3
Total 50 20 50 20 50 20 50 20
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DIVISION EDUCATION DEVELOPMENT PLAN 2017-2022 BISLIG CITY DIVISION

III. STRATEGIC DIRECTIONS
GOAL 1: By the end of 2022, the office shall achieve 0% Dropout Rate.
Strategies
1. Institutionalizing
partnerships to generate
resources for education
support services and
intensifying collaboration
with internal & external
stakeholders through
Support Options for Basic
Education (SOBE)
2. Improving learning
environment to motivate
school children/students to
school.
3. Expansion of access
through Alternative
Delivery Mode and
Alternative Learning
System
Goal 2: By the end of 2022, the office shall have increased the National
Achievement Test MPS to 75%.
Strategies
1. Strengthen the provision of
instructional supervision
and technical assistance to
teachers and school heads
in the implementation of
the curriculum
2. Sustain the development of
division-initiated
contextualized instructional
and learning materials
such as modules,
worksheets and
intervention materials;
DIVISION EDUCATION DEVELOPMENT PLAN 2017-2022
Interventions
1. Link with LGU, CSWD and private entities like business
establishments, banks, mining in the locality and other
sources.
2. Intensify School- To- School Partnerships
implementation to engage community and barangay
officials in decreasing the dropout rate in schools.
3. Intensify programs and projects that would motivate the
interests of the PARDOs and SARDOs like:
 Youth Camp/Summit
 Recollection/Retreat/Moral Recovery
 Advocacy Program with the Guidance Advocates
 Sports Development Program
 Profiling of PARDOs/SARDOs
1. Conduct School- Readiness Search (e.g. provision of
genderized CRs, water supply facility, DRRM, etc.) in the
division to ensure positive learning environment.
2. Enhance teaching delivery through provision of equitable
access to textbooks and other learning materials.
1. Institutionalize the implementation of alternative mode of
teaching and learning.
2. Capacitate regular teachers to handle ADM.
Interventions
1. Craft functional and doable system and tools for
monitoring the effective implementation curriculum
2. Conduct capacity building, orientation, reorientation on
Instructional Supervision
3. Conduct action researches on curriculum
implementation and/or development through conduct of
instructional supervision.
1. Develop doable, appropriate and cost-effective
programs, activities and strategies to localize, indigenize
and contextualize competencies in the curriculum across
learning areas in all grade levels.
2. Conduct regular monitoring on the utilization of the
enhanced and developed localized and contextualized
curriculum materials and analyzed results for policy
recommendation/ formulation.
27
3. Institutionalize the conduct of assessing the learning
outcomes of the learners using quality-assured
Page
BISLIG CITY DIVISION
 Strategies Interventions
assessment tools (Unified Quarterly Examination, Pre
and Post Exit Examinations, Phil-IRI, Spot Tests, Mock
Test, etc.).
3. Strengthen the 1. Direct schools to conduct thematic monthly activities/
implementation of time on convocations (e.g. 3 n’1 activity)
task 2. Enforce schools to strictly implement in requiring
substitution slip and closely monitor the substitute
teacher who took over the class
3. Monitor schools in the adherence to the deloading of task

Goal 3: By the end of 2022, 12 out of 70 schools shall be in SBM

Level III

Strategies Interventions
1. Empowering school 1. Conduct orientation/reorientation of instructional
leaders for advancement managers and school heads in managing programs on
and reforms improving access, quality, and governance

2. Enhance capacity of the division instructional managers

to provide technical assistance on assessing schools on
their SBM practices

3. Recognize schools who will achieve SBM Level 3

2. Ensure intensive review 1. Capacitate school heads in analyzing data and key result
on E-SIP, and provide area using SMEA
TA on PPAs
implementation, 2. Strengthen partnership/ relationship of PSDS and EPS in
monitoring and the provision of Technical Assistance.
evaluation
3. Develop tools/database Maximize use of technology
Strengthen division /district to do monitoring and
evaluation tools and implement monitoring and evaluation
system using the goggle drive to fast track results and
give immediate feedback on the outcomes.

3.Intensify the requirement of 1. Orient/Reorient school heads on School Leadership and

Transition Report and Management
clearance of school heads 2. Institutionalize proper documentation and archiving of
for proper turning-over of school records.
school properties,
documents and/or records
of schools
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DIVISION EDUCATION DEVELOPMENT PLAN 2017-2022 BISLIG CITY DIVISION

IV. KEY PERFORMANCE INDICATORS & ITS INDICATIVE TARGETS
Key Performance Target
Baseline
Indicators 2019 2020 2021 2022
A ccess & E fficiency:
ELEMENTARY:
Gross Enrolment Rate 98.96 99.22 99.48 99.74 100.00
Net Enrolment Rate 91.35 92.26 93.18 94.09 95.00
Cohort Survival Rate 99.91 99.93 99.96 99.98 100.00
Completion Rate 99.73 99.80 99.87 99.93 100.00
Retention Rate 98.58 98.94 99.29 99.65 100.00
Simple Dropout Rate 0.78 0.59 0.39 0.20 -
SECONDARY:
Gross Enrolment Rate 99.46 99.60 99.73 99.87 100.00
Net Enrolment Rate 81.09 83.32 85.55 87.77 90.00
Cohort Survival Rate 89.35 90.26 91.18 92.09 93.00
Completion Rate 88.03 89.27 90.52 91.76 93.00
Retention Rate 90.99 91.49 92.00 92.50 93.00
Simple Dropout Rate -
Sec. 2.90 2.18 1.45 0.73 -
Transition Rate:
Primary to Intermediate
Elem 100.92 101.19 101.46 101.73 102.00
Elem. to JHS 106.09 106.57 107.05 107.52 108.00
JHS to SHS 102.12 102.84 103.56 104.28 105.00
Qu ality
NAT - ELEM. 41.24 47.84 55.49 64.37 75.00
NAT - SEC. 45.44 50.89 57.00 63.84 75.00

This previous page shows the various key performance and its sub-
indicators in access, efficiency and quality of the division vis-à-vis the Division
targets of both elementary and secondary. It is hoped that this division will be able
to capture all school-going aged children into the work of schooling. It also remains
steadfast in its commitment to reach the unreached and provide them quality basic
education while keeping them in school so that, “No Bisliganon- Learners will
be Left Behind”.

V. ORGANIZATIONAL CAPACITY AND ARRANGEMENTS

The division is endowed with people who are open-minded and committed
to the mandate of the department. It also has stakeholders that are committed to
impart their resources to ensure that the rights of the children are protected,
especially the right to education. To ensure success in the implementation of the
plan, the division had identified the key persons/ partners for the capacity- building
workshop to strengthen understanding of personnel on strategic planning.
Seminar-workshop was conducted spearheaded by the DEDP Training Team with
a budget of Php 30,000 from HRTD Funds 2019. Activities like grouping of teams
to come up with strategies for the quality and access, and the group to conduct
the rapid appraisal were done.
29
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DIVISION EDUCATION DEVELOPMENT PLAN 2017-2022 BISLIG CITY DIVISION

 Commitment from the human resource is undeniably crucial to realize all
targets in this educational development plan. Plan without implementation will
contribute nothing to the exerted effort of the planners.

VI. INDICATIVE TIMELINES

Goal 1: By the end of 2022, the office shall have achieved 0% Dropout Rate.
Component 2019 2020 2021 2022
Partnership  Establish  Document the  Make a data-  Update the
and Linkages strong partnerships base of data- base of
(SOC- MOB) partnership and recognize stakeholders’ stakeholders
with their partnership  Share the best
stakeholders. engagement  Update list of practices and
 Sustain the collaboration successful
 Document the partnerships with them for engagement of
partnerships and proper stakeholders
and the latter’s collaborate recognition. to special
engagement in with them in all  Sustain the activities of the
all the Division the activities. existing division like
Led activities  Give them due partnerships summit and
involving the recognition to with the WTD.
following: ignite the spirit stakeholders  Publish the
 LGU of and other best
 24 collaboration. entities. engagement
Barangay  Publish the best and support of
Captains  Increase the engagement stakeholders
 5 Local number of and support of in the
Banks schools with stakeholders in partnership to
 48 Business school site title the partnership gain more
Establishme from 12 to 16 to gain more support.
nts out of 70 support.
 Other schools in the  Increase the  Increase the
entities division. number of number of
schools with schools with
 Increase the  Continuously school site title school site title
number of collaborate from 16 to 20 from 20 to 24
schools with with the school out of the 70 out of the 70
school site title heads and schools in the schools in the
from 10 to 12 other division. division.
out of 70 agencies/offic
schools in the es in the  Continuously  Continuously
division. acquiring of collaborate with collaborate
required the school with the school
 Continuously documents heads and heads and
collaborate with needed to get other other
the school title of the agencies/office agencies/office
heads and school site. s in the s in the
other acquiring of acquiring of
agencies/office required required
s in the documents documents
acquiring of needed to get needed to get
required title of the the title.
documents school site.
needed to get
the title school.
Education  Intensification  Communicate  Coordinate  Intensive
Facilities of the the needs of and monitor monitoring and
30

assessment the division re the assessment of

and validation infra-structure, implementatio the adequacy
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DIVISION EDUCATION DEVELOPMENT PLAN 2017-2022 BISLIG CITY DIVISION

Goal 1: By the end of 2022, the office shall have achieved 0% Dropout Rate.
Component 2019 2020 2021 2022
of the school classroom n of the school of classroom
needs in the building building building and
following: infra- construction programs to other fixture
structure, and repair to ensure proper and furniture
furniture, Regional plan and ensure
electrification, Office for implementatio sustainability
classroom action. n and in of the access.
repair and other  Provision of accordance to  Continuously
needs intensified specification assess school-
 Conduct technical  Give feedback buildings as to
intensive assistance of the safety
school- to in making implementatio
school follow ups of n and
assessment the budget rectification if
to meet the allocation for necessary for
basic the identified adjustment
education needs: and possible
needs for  12 SHS and IS additional
conducive school building funding.
learning  14 classrooms  Continuously
environment  10 schools’ assess school
 Submit report electrification buildings as to
and request  322 two- safety and
budget- seaters tables resiliency from
allocation in and chairs any forms of
accordance to calamities.
needs and in  Closely Closely
addressing the coordinate coordinate with
needs of with school school heads
schools: heads and and other
 12 SHS and other entities entities in the
IS school in the implementation
building implementatio of the
 14 n of the project/work.
classrooms project/work.
 10 schools’  Closely
electrificatio  Conduct collaborate
n monitoring to with DPWH
 322 two- ensure that and LGU in
seaters the the
tables and implementatio implementatio
chairs n is in n of DepEd
 Coordinate accordance to infra- structure
with school the plan and projects and in
heads and specification. addressing the
other entities needs of the
in the schools which
implementatio are located in
n of the hazardous
project/work. areas (hilly
 Conduct and prone to
monitoring to floods and
ensure that the landslides).
implementatio
n is in
accordance to
31

the plan and

specification.
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DIVISION EDUCATION DEVELOPMENT PLAN 2017-2022 BISLIG CITY DIVISION

Goal 1: By the end of 2022, the office shall have achieved 0% Dropout Rate.
Component 2019 2020 2021 2022
Implementation  Intensification  Intensification  Intensification of  Intensification of
of Health and of the Program of the Program the Program in the Program in
Nutrition in the division: in the division: the division: the division:
Programs and -On Health -On Health -On Health -On Health
Projects: Assessment Assessment Assessment Assessment
 OK sa  Intensify  Intensify  Intensify  Intensify
DepEd health health health health
condition condition condition condition
assessment assessment assessment assessment
of pupils and of pupils and of pupils and of pupils and
teachers in teachers in teachers in teachers in
the 70 the 70 the 70 the 70
schools in schools in schools in the schools in the
the division the division division division
 Pupils-21,  Pupils-  Pupils-21,  Pupils-21,
260 21, 260 260 260
 Teachers-  Teachers  Teachers  Teachers-
897 - 897 - 897 897
 Non-  Non-  Non-  Non-
Teaching. Teaching Teaching. Teaching.
Personnel . Personne Personnel-
- 303 Personne l- 303 303
-For SBFP and l- 303 -For SBFP and -For SBFP and
Health of -For SBFP and Health of Health of
Personnel of Health of Personnel of Personnel of
BCD Personnel of BCD BCD
 Decrease the BCD  Decrease the  Decrease the
number of  Decrease number of number of
pupils with the number pupils with pupils with
status of: of pupils status of: status of:
 Severely with status  Severely  Severely
Wasted from of: Wasted from Wasted from
145 to 106  Severely 81 to 56 56 to 0
Wasted
 Wasted from 106 to  Wasted  Wasted
Pupils from 81 Pupils from Pupils from
821 to 616  Wasted 411 to 206 206 to 0
Pupils from
 Obese from 616 to 411  Obese from  Obese from
213 to 160 107 to 54 54 to 0
 Obese from
 teachers 160 to 107  teachers  teachers
health health health
checked  teachers checked checked
860/897=95. health 880/897=98.1 897/897=100
88% checked 0% %
870/897=96.
 Non- 99%  Non- teaching  Non- teaching
teaching health health
health  Non- checked checked
checked teaching 264/303=87.1 303/303=100
66/303=20% health 3% %
checked
-For PAPs 132/303=43.
implemented in 56% -For PAPs -For PAPs
the division implemented in implemented in
 WINS
32

the division the division

 WINS  WINS
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DIVISION EDUCATION DEVELOPMENT PLAN 2017-2022 BISLIG CITY DIVISION

Goal 1: By the end of 2022, the office shall have achieved 0% Dropout Rate.
Component 2019 2020 2021 2022
 Sustainabi -For PAPs  Sustainability  Sustainabilit
lity of 70 implemented in of 70 WASH y of 70
WASH the division facilities in WASH
facilities in  WINS the division facilities in
the  Sustainability  Sustainability the division
division of 70 WASH of the  Sustainabilit
 Sustainability facilities in following y of the
of the the division PAPs: following
following  Sustainability  GPP PAPs:
PAPs: of the  NDEP  GPP
 GPP following  ARHP  NDEP
 NDEP PAPs:  MNDS  ARHP
 ARHP  GPP  SMHP  MNDS
 MNDS  NDEP  BKD  SMHP
 SMHP  ARHP  BKD
 BKD  MNDS
 SMHP
 BKD
Child- Friendly  Assess the  Ensure the  Ensure and  Ensure and
School System CFSS intensive sustain the sustain the
implementation implementatio intensive intensive
level of the 70 n of the CFSS implementation implementation
schools in the in the 70 of the CFSS in of the CFSS in
division. schools in the the 70 schools the 70 schools
 Provide TA to division. in the division. in the division.
schools to
intensify CFSS
implementation.

DRRM  Organize  Ensure  Closely monitor  Collaboratively

School- Based implementation and evaluate work with the
DRRM of the DRR the plan Education
Committees Plan. implementation. Facilities In-
 Require the 70  Closely  Collaboratively Charge and
schools DRR monitor the work with the other entities in
Committee schools Education providing
Chair to submit located in Facilities In- technical
DRR Plan for hazardous Charge and assistance if
mitigating areas. other entities in needed.
calamities and  Ensure providing  Ensure conduct
other conduct of technical of Earthquake
challenges Earthquake assistance if Drill and Fire
Drill and Fire needed. Drill quarterly
 Identify school Drill quarterly  Ensure conduct  Ensure conduct
sites which are  Ensure of Earthquake of Tsunami Drill
in hazardous conduct of Drill and Fire once in a year.
areas. Tsunami Drill Drill quarterly  Sustainability of
 Ensure conduct once in a year.  Ensure conduct partnerships
of Earthquake  Sustainability of Tsunami Drill with other
Drill and Fire of partnerships once in a year. agencies in all
Drill quarterly with other  Sustainability of DRRM activities
 Ensure conduct agencies in all partnerships and in
of Tsunami DRRM with other addressing the
Drill once in a activities. agencies in all needs of the
year.  Collaborate DRRM activities schools which
 Sustainability of with other and in are prone to
33

partnerships agencies in addressing the calamities.

with other addressing the needs of the
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DIVISION EDUCATION DEVELOPMENT PLAN 2017-2022 BISLIG CITY DIVISION

Goal 1: By the end of 2022, the office shall have achieved 0% Dropout Rate.
Component 2019 2020 2021 2022
agencies in all needs of the schools which
DRRM schools which are prone to
activities. are prone to calamities.
calamities.
GAD  Capacitate  Cascade  Capacitate  Establish a pool
GAD Focal inputs on the school- based of GAD
Point System different tools: GFPS Champions in
members in the HGDG &  40% of PPAs the division
division GMEF are gender  60% of PPAs
 Gender  20% of PPAs responsive are gender
Mainstream in are gender responsive
Curriculum responsive
Implementation
and School
Governance
and Operation
Monitoring and  Conduct  Conduct  Conduct  Conduct
Evaluation monitoring and monitoring and monitoring and monitoring and
evaluation in all evaluation in evaluation in all evaluation in all
school- based all school- school- based school- based
and division based and and division and division
based- division based- based- based-
trainings/semin trainings/semin trainings/semin trainings/semin
ar- workshops. ar- workshops. ar- workshops. ar- workshops.
 Observe proper  Observe  Observe proper  Observe proper
protocol in the proper protocol protocol in the protocol in the
conduct of in the conduct conduct of conduct of
monitoring and of monitoring monitoring and monitoring and
evaluation and evaluation evaluation evaluation
utilizing utilizing utilizing utilizing
standardized standardized standardized standardized
tools. tools. tools. tools.
 Monitor the  Monitor the  Monitor the  Monitor the
reproduction reproduction reproduction reproduction
and sorting of and sorting of and sorting of and sorting of
test materials test materials test materials test materials
quarterly. quarterly. quarterly. quarterly.
 Collaborate  Collaborate  Collaborate with  Collaborate with
with Central with Central Central Office in Central Office in
Office in the Office in the the conduct of the conduct of
conduct of the conduct of the the different the different
different different national national
national national assessments. assessments.
assessments. assessments.  Conduct  Conduct
 Conduct  Conduct monitoring and monitoring and
monitoring and monitoring and evaluation in all evaluation in all
evaluation in all evaluation in the schools and the schools and
the schools and all the schools division- based division- based
division- based and division- programs and programs and
programs and based activities like activities like
activities like programs and monthly monthly
monthly activities like convocations, convocations,
convocations, monthly distribution of distribution of
distribution of convocations, cards, and cards, and
cards, and distribution of utilization of utilization of
utilization of cards, and funds. funds.
34

funds. utilization of  Provide  Provide

funds. technical technical
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DIVISION EDUCATION DEVELOPMENT PLAN 2017-2022 BISLIG CITY DIVISION

Goal 1: By the end of 2022, the office shall have achieved 0% Dropout Rate.
Component 2019 2020 2021 2022
 Provide  Provide assistance in assistance in
technical technical gathering and gathering and
assistance in assistance in analyzing data analyzing data
gathering and gathering and for for
analyzing data analyzing data improvements. improvements.
for for  Provide support  Provide support
improvements. improvements. to CO and RO to CO and RO
 Provide support  Provide personnel in the personnel in the
to CO and RO support to CO conduct of conduct of
personnel in the and RO monitoring and monitoring and
conduct of personnel in evaluation in all evaluation in all
monitoring and the conduct of PAPs PAPs
evaluation in all monitoring and implemented in implemented in
PAPs evaluation in the division the division
implemented in all PAPs level. level.
the division implemented in
level. the division
level.

Youth  Capacitate  Institutionalize  Empower  Empower

Formation SSG & SPG partnerships teacher- teacher-
Section Teacher- with other advisers in the advisers in the
advisers on the agencies and implementation implementation
implementation school heads of the different of the different
of the different in the programs and programs and
programs and implementation activities activities
activities to be of the different implemented in implemented in
implemented in programs and schools and schools and
the division projects re division. division.
 Collaborate development  Continuously  Continuously
with other of pupils/ collaborate with collaborate with
agencies in the students/youth other agencies other agencies
conduct of in the division. in the conduct in the conduct
youth  Continuously of youth of youth
development collaborate development development
programs and with other programs and programs and
activities. agencies in the activities’ activities’
 Spearhead conduct of participation. participation.
activities that youth  Collaborate  Collaborate
develop youth development with M & E with M & E
in terms of programs and section in section in
skills, self- activities’ monitoring and monitoring and
confidence and participation. evaluation in all evaluation in all
value formation  Collaborate activities activities
through school- with M & E  Provide  Provide
based retreat section in technical technical
and monitoring and assistance to assistance to
recollection. evaluation in schools in the schools in the
 Collaborate all activities conduct of conduct of
with M & E  Provide school- based school- based
section in technical trainings and trainings and
monitoring and assistance to activities re activities re
evaluation in all schools in the youth youth
activities conduct of development. development.
 Provide school- based  Collaborate with  Collaborate with
technical trainings and the Guidance the Guidance
35

assistance to activities re Counsellors in Counsellors in

schools in the conducting conducting
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DIVISION EDUCATION DEVELOPMENT PLAN 2017-2022 BISLIG CITY DIVISION

Goal 1: By the end of 2022, the office shall have achieved 0% Dropout Rate.
Component 2019 2020 2021 2022
conduct of youth trainings to trainings to
school- based development. develop youth develop youth
trainings and  Collaborate advisers and advisers and
activities re with the learners. learner
youth Guidance
development. Counsellors in
 Collaborate conducting
with the trainings to
Guidance develop youth
Counsellors in advisers and
conducting learners.
trainings to
develop youth
advisers and
learners.
Prime HRM  Achieve  Sustainability  Sustainability  Work to
Level and PRIME- HRM of PRIME- and look for an upgrade the
Accreditation Level II HRM Level II opportunity to accreditation
upgrade the level.
accreditation
level.

Goal 2: By the end of 2022, this office shall have achieved 75% MPS in NAT
Component 2019 2020 2021 2022
Management of Crafted System/tools for monitoring the curriculum
Curriculum functional and implementation are being utilized, consolidated and
doable system analyzed as bases for provision of technical assistance
and tools for and policy recommendations/ formulation
monitoring the
curriculum
Developed and Sustained the development and implementation of 2
implemented 2 concept papers/ project design/ action plan/ proposals in
concept papers/ all learning areas and programs
project design/
action plan/
proposals in all
learning areas
and programs

Curriculum Developed Sustained the development of doable, appropriate and

Development/ doable, cost-effective programs, activities and strategize to
Enrichment and appropriate and localize, indigenize and contextualize competencies in
Localization cost-effective the curriculum across learning areas in all grade level
programs,
activities and
strategies to
localize,
indigenize and
contextualize
competencies in
the curriculum
across learning
areas in all grade
levels
Conducted Sustained the conduct regular monitoring on the
36

regular enhanced and developed localized and contextualized

monitoring on the
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DIVISION EDUCATION DEVELOPMENT PLAN 2017-2022 BISLIG CITY DIVISION

Goal 2: By the end of 2022, this office shall have achieved 75% MPS in NAT
Component 2019 2020 2021 2022
enhanced and curriculum materials and analyzed results for policy
developed recommendation/ formulation
localized and
contextualized
curriculum
materials and
analyzed results
for policy
recommendation/
formulation
Developed/ Sustained the development/ quality assurance and
Quality assured publication of at least 3 localized/ contextualized material
and published at per learning area
least 3 localized/
contextualized
material per
learning area
Learning Crafted Utilized and analyzed the M & E tool on the utilization of
Delivery monitoring and centrally-procured and division- initiated learning
evaluation tool resources/ materials as bases for the provision of
on the utilization technical assistance and policy recommendation/
of centrally- formulation
procured and
division-initiated
learning
resources/
materials
Learning Led in the Sustain the development of at least 3 general or
Resource development of localized learning materials in all learning areas
at least 3 general
or localized
learning
materials in all
learning areas
Established and Sustained the utilization of established and improved the
maintained access and functionality learning resource centers in the
functional 70 schools in the division
learning resource
centers in the 70
schools in the
division
Learning Established a Sustained the utilization of the established system in
Assessment system in assessing the learning outcomes of the learners using
assessing the quality-assured assessment tools (Unified Quarterly
learning Examination, Exit Examinations, Phil-IRI, Spot Tests,
outcomes of the etc.)
learners using
quality-assured
assessment tools
(Unified
Quarterly
Examination, Exit
Examinations,
Phil-IRI, Spot
Tests, etc.)
Established a Sustained the utilization of the established system in
37

system in consolidating, analyzing and communicating the

consolidating,
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DIVISION EDUCATION DEVELOPMENT PLAN 2017-2022 BISLIG CITY DIVISION

Goal 2: By the end of 2022, this office shall have achieved 75% MPS in NAT
Component 2019 2020 2021 2022
analyzing and assessment results as bases for technical assistance
communicating and policy recommendation/ formulation
the assessment
results as bases
for technical
assistance and
policy
recommendation/
formulation
Research Conduct at least Conduct at least 3 Conduct at least Conduct at least
3 action action researches 3 action 3 action
researches on on curriculum researches on researches on
curriculum implementation curriculum curriculum
implementation and/or implementation implementation
and/or development and/or and/or
development development development

Goal 3: By the end of 2022, 12 out of 70 schools shall be in SBM Level III

Component 2019 2020 2021 2022

Leadership and Come up with 3 Come up with 3 Come up with 3 Come up with 3
Management schools to be in schools to be in schools to be in schools to be in
SBM Level III SBM Level III SBM Level III SBM Level III

Capacitate 70 Capacitate 70 Capacitate 70 Capacitate 70

school heads on school heads on school heads on school heads on
the SBM the SBM practices the SBM the SBM
practices practices practices

Technical Enhance capacity Empower Empower Empower

Assistance of the division to supervisors on supervisors on supervisors on
provide technical SBM evaluation SBM evaluation SBM evaluation
assistance on and validating and validating and validating
assessing using SBM e-tool, using SBM e- using SBM e-
schools on the analyzing and tool, analyzing tool, analyzing
SBM practices interpreting SBM and interpreting and interpreting
level of practice, SBM level of SBM level of
and providing practice, and practice, and
recommendations providing providing
for improvement recommendation recommendation
s for s for
improvement improvement

Strong Linkage  Establish strong  Document the  Make a data-  Update the
and partnership with partnerships and base of data- base of
Partnership stakeholders. recognize their stakeholders’ stakeholders
 Document the engagement partnership  Share the best
partnerships  Sustain the  Update list of practices and
and the latter’s partnerships and collaboration successful
engagement in collaborate with with them for engagement of
all the Division them in all the proper stakeholders to
Led activities activities. recognition. special
involving the  Give them due  Sustain the activities of the
38

following: recognition to existing division like

 LGU partnerships
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DIVISION EDUCATION DEVELOPMENT PLAN 2017-2022 BISLIG CITY DIVISION

  24 ignite the spirit of with the summit and
Barangay collaboration. stakeholders WTD.
Captains and other  Publish the
 5 Local  Increase the entities. best
Banks number of  Publish the engagement
 48 schools with best and support of
Business school site title engagement stakeholders in
Establishm from 12 to 16 out and support of the partnership
ents of 70 schools in stakeholders to gain more
 Other the division. in the support.
entities  Continuously partnership to  Increase the
collaborate with gain more number of
 Increase the the school heads support. schools with
number of and other  Increase the school site title
schools with agencies/offices number of from 20 to 24
school site title in the acquiring schools with out of the 70
from 10 to 12 of required school site title schools in the
out of 70 documents from 16 to 20 division.
schools in the needed to get out of the 70  Continuously
division. title of the school schools in the collaborate
site. division. with the school
 Continuously  Continuously heads and
collaborate collaborate other
with the school with the school agencies/office
heads and heads and s in the
other other acquiring of
agencies/office agencies/office required
s in the s in the documents
acquiring of acquiring of needed to get
required required the title.
documents documents
needed to get needed to get
the title school. title of the
school site.

39
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DIVISION EDUCATION DEVELOPMENT PLAN 2017-2022 BISLIG CITY DIVISION