Northwestern Visayan Colleges

College of Education
Kalibo, Aklan

GRADUATE STUDIES

Course Code : EDUC. 220

Course Title : Current Trends, Issues and Problems
Activity No. :1
Day/s : SAT
Class Hour : 7:00-10:00 AM

Name : GESELLE D. ICAY

Direction: Make an extensive/comprehensive research using the internet and textbooks or any
other reliable sources/references and make HAND-OUTS out of the topics enumerated below. It
is expected from you to come up with 5 hand-outs since there are 5 required topics. After you
have crafted your hand-outs, VIDEO YOURSELF discussing the important concepts in every
topic based on the hand-outs you have made (as if you are reporting). All in all, you will be
submitting two files for this activity, HAND-OUTS AND VIDEO.

1. Vision, Mission, Goals and Objectives of DepEd.

2. Education for All (EFA) in the Philippines
3. K-12
4. Alternative Delivery Modes (ADM)
5. Projects Implemented by DepEd for Public Schools

VISION, MISSION, GOALS AND OBJECTIVES OF DEPED

THE DEPED VISION

 We dream of Filipinos who passionately love their country and whose values and
competencies enable them to realize their full potential and contribute meaningfully to building
the nation.
As a learner-centered public institution, the Department of Education continuously
improves itself to better serve its stakeholders.

THE DEPED MISSION

To protect and promote the right of every Filipino to quality, equitable, culture-based,
and complete basic education where:
 Students learn in a child-friendly, gender-sensitive, safe, and motivating environment.
 Teachers facilitate learning and constantly nurture every learner.
 Administrators and staff, as stewards of the institution, ensure an enabling and supportive
environment for effective learning to happen.
 Family, community, and other stakeholders are actively engaged and share responsibility
for developing life-long learners.

DEPED CORE VALUES

 Maka-Diyos
 Maka-tao
 Makakalikasan
 Makabansa

Republic Act No. 8491 states that our national Motto shall be “MAKA-DIYOS, MAKA-
TAO, MAKAKALIKASAN AT MAKABANSA.”
In adopting these as our 4 core values, what does it mean to be “Maka-Diyos”, “Maka-tao”,
“Makakalikasan”, and “Makabansa” in the context of the Department of Education?

What does the DepEd Core Values mean?

Core Values Behavior Statements Indicators

 Engages oneself in worthwhile
spiritual activities

Respects sacred places

Expresses one’s spiritual beliefs while
Maka-Diyos
respecting the spiritual beliefs of others Respects religious beliefs of others

Demonstrates curiosity and

willingness to learn about other ways
to express spiritual life

Tells the truth

Returns borrowed things in good

condition

Demonstrates intellectual honesty

Shows adherence to ethical principles by
Expects honesty from others
upholding truth
Aspires to be fair and kind to all

Identifies personal biases

Recognizes and respects one’s

feelings and those of others

Maka-Tao Is sensitive to individual, social, and Shows respect for all

cultural differences
Waits for one’s turn

Takes good care of borrowed things

Views mistakes as learning

opportunities

Upholds and respects the dignity and

equality of all including those with
special needs

Volunteers to assist others in times

of need
 Recognizes and respects people from
different economic, social, and
cultural backgrounds.

Cooperates during activities

Recognizes and accepts the

contribution of others toward a goal

Considers diverse views

Demonstrates contributions toward Communicates respectfully

solidarity
Accepts defeat and celebrates others’
success

Enables others to succeed

Speaks out against and prevents

bullying

Shows a caring attitude toward the

environment

Practices waste management

Cares for the environment and utilizes Conserves energy and resources
Makakalikasan resources wisely, judiciously, and Takes care of school materials,
economically facilities, and equipment

Keeps work area in order during and

after work

Keeps one’s work neat and orderly

Makabansa Demonstrates pride in being a Filipino; Identifies oneself as a Filipino

exercises the rights and responsibilities of a Respects the flag and national
Filipino citizen anthem

Takes pride in diverse Filipino

cultural expressions, practices, and
traditions

Promotes the appreciation and

enhancement of Filipino languages
 Abides by the rules of the school,
community, and country
Enables others to develop interest
and pride in being a Filipino

Manages time and personal resources

Demonstrates appropriate behavior in
carrying out activities in the school,
community, and country
efficiently and effectively
Perseveres to achieve goals despite
difficult circumstances
Conducts oneself appropriately in
various situations

DepEd Targeted Outcomes

Outcome A.1: Every Filipino has access to complete basic education.
 Provide necessary basic education inputs (Policy and Tool across Key Stages)
 Provide affirmative action to learners with special needs and/or learners in special
circumstances
 Engage the private sector in broadening opportunities for basic education
 Utilize technology in expanding reach of basic education services
Outcome A.2. Every Filipino graduate of complete basic education is prepared for further
education and the world of work
 Ensure that a learner-centered curriculum is implemented
 Provide relevant instructional materials and equipment
 Improve quality of instruction and professional development of teachers

Goals and Objectives of Education

Curriculum Aims, Goals and objectives based on the Philippine Constitution of 1987, all
associate shall aim to:
1. Inculcate patriotism and nationalism
2. Foster love of humanity
3. Promote respect for human rights
4. Appreciate the role of national heroes in the historical development of the country
5. Teach the right and duties of citizenship
6. Strengthen ethical and spiritual values
7. Develop moral character and personal discipline.
8. Encourage critical and creative thinking
 9. Broaden scientific and technological knowledge and promote vocational efficiency
References:
DepEd Vision, Mission, Mandate, Core Values and Organization Structure - TeacherPH
Vision, Mission, Core Values, and Mandate | Department of Education (deped.gov.ph)
PressReader.com - Digital Newspaper & Magazine Subscriptions
Philosophy, goals and objective of education (slideshare.net)

EDUCATION FOR ALL (EFA) IN THE PHILIPPINES

Philippine Education for all (EFA) 2015 is a vision and holistic program of reforms that
aim to improve access and quality of basic education for every FILIPINO by 2015. Providing
education to all Filipinos opened alternative learning system to complement formal schooling to
reach and better serve those in difficult circumstances.
This entails not only the Department of Education but the involvement of the entire
society, including national and local government agencies and civil society organizations as
providers of basic learning needs.
Education for all is a school policy that gives schools a clear definition of inclusive
education and what the legal obligations are for supporting students with disabilities.
Inclusive education
Inclusive education means that all members of every school community are valued and
supported to fully participate, learn, develop and succeed within an inclusive school culture.
Defining ‘students with disabilities and additional needs’
Education for all adopts the Disability Discrimination Act 1992 (Cth) definition of
disability. The term ‘disability’ refers to physical, intellectual, mental and medical impairments,
including disorders that result in a person learning differently.
This means that the policy applies to all students with a disability, not just those who are
eligible for support under targeted programs such as the Program for Students with Disabilities.
Welcoming student differences
Victoria has a strong and vibrant education system that celebrates diversity, and is
committed to supporting the achievement and participation of all students. Education for all
acknowledges that some children and young people have intersecting identities or additional
needs that schools may need to take into consideration. These identities may relate to:
• having a disability or additional learning needs
• gender identity
 • sexual orientation
• being an Aboriginal or Torres Strait Islander person
• race
• cultural identity
• speaking a language other than English
• social factors
• economic factors
• experience of abuse, neglect or family violence.
The Education for all policy is part of the inclusive education agenda focused on
improving outcomes for students with disabilities.

HISTORY OF EFA
 Launched at World Conference on Education for All in 1990
 UNESCO, UNDP, UNFPA, UNCEF, and World bank

THE SIX EFA GOALS

Goal 1: Expand early childhood care and education
Goal 2: Provide free and compulsory primary education for all
Goal 3: Promote learning and life skills for young people and adults
Goal 4: Increase adult literacy
Goal 5: Achieve gender parity
Goal 6: Improve the quality of education
EFA 2015 OBJECTIVES
To provide basic competencies to everyone to achieve functional literacy for all.
Philippine EFA 2015 aims to make:
 All youth and adults functionally literate.
 Children 3-5-year-old ready to participate in schools to eliminate dropout and repetition
in Grades 1-3.
 All pupils and student’s complete basic education with satisfactory achievement level.
 Education be made a societal responsibility.

4 COMPONENT OUTCOMES TO ACHIEVE EFA GOALS

 1. Universal coverage of out-of-school youths and adults in the provision of basic learning
needs. All persons who failed to acquire the essential competence to be functionally
literate in their native tongue, in Filipino, and in English.
2. Universal school participation and elimination of drop-outs and repetition in the first
three grades. All children aged six should enter school ready to learn and prepared to
achieve the required competencies for Grades 1 to 3.
3. Universal completion of the full cycle of basic education schooling with satisfactory
achievement levels by all at every grade or year.
4. Total community commitment to attainment of basic education competencies for all:
Every community should mobilize all its social, political, cultural and economic
resources and capabilities to support the universal attainment of basic education
competencies in Filipino and English.

CRITICAL AND URGENT EFA TASKS

To attain the above goals, nine urgent and critical tasks were formulated as follows:
1. Make every school continuously perform better.
2. Expand Early Childhood Care and Development.
3. Transform nonformal and informal interventions into an alternative learning system
yielding more EFA benefits.
4. Promote practice of high-quality teaching.
5. Adopt a 12-year program for formal basic education.
6. Enrich education curriculum in the context of articulation, enrich the pillars of new
functional literacy.
7. Provide adequate and stable public funding for countrywide attainment of EFA goals.
8. Create network of community-based groups for attainment of local EFA goals.
9. Monitor progress in efforts towards attainment of EFA goals
10.
References:
EDUCATION FOR ALL (slideshare.net)
What is Education for All? - LCC Deped
K-12
RATIONALE
1. Enhancing the quality of basic education in the Philippines is urgent and critical.
2. The poor quality of basic education is reflected in the low achievement scores of Filipino
students.
3. International tests result like TIMSS (Trends in International Mathematics and Science
Study) rank the Philippines 34% out of 38 countries. In 2008, even with only the science
high schools participating in the Advanced mathematics category, the Philippines was
ranked lowest.
 4. The congested curriculum partly explains the present state of education.
5. This quality of education is reflected in the inadequate preparation of high school
graduates for the world of work or entrepreneurship or higher education.
6. Further, most graduates are too young to enter the labor force.
7. The current system also reinforces the misperception that basic education is just a
preparation for higher education.
8. Our graduates are not automatically recognized as professionals abroad.
9. More importantly, the short basic education program affects the human development of
the Filipino children.
10. Cognizant of this urgent and critical concern and in line with the priorities of the Aquino
Administration, the Department of Education is taking bold steps to enhanced the basic
education curriculum.
11. K-12 means Kindergarten and the 12 years of elementary and secondary education.

BENEFITS OF ENHANCED BASIC EDUCATION PROGRAM

1. The Enhanced K-12 Basic Education Program will be instrumental in achieving the
nation’s vision of high school graduates. The benefits of the K-12 proposal far outweigh
the additional costs that will be incurred by both government and families.
To Individuals and Families
2. An enhanced curriculum will decongest academic workload.
3. Graduates will possess competencies and skills relevant to the job market.
4. Graduates will be prepared for higher education.
5. Graduates could now be recognized abroad.

For Society and Economy

6. The economy will experience accelerated growth in the long run.
7. The Philippine education system will be at par with international standards.
8. A better educated society provides a sound foundation for long-term socio-economic
development.

What is the K to 12 Program?

The K to 12 Program covers 13 years of basic education with the following key stages:
 Kindergarten to Grade 3
 Grades 4 to 6
 Grades 7 to 10 (Junior High School)
 Grades 11 and 12 (Senior High School)

Why are we now implementing 13 years of basic education?

 The Philippines is the last country in Asia and one of only three countries worldwide with
a 10-year pre-university cycle (Angola and Djibouti are the other two).
  A 13-year program is found to be the best period for learning under basic education. It is
also the recognized standard for students and professionals globally.

What has been done to get ready for K to 12? Are we really ready for K to 12?

 SY 2011-2012: Universal Kindergarten implementation begins

 SY 2012-2013: Enhanced curriculum for Grades 1-7 implemented
 2013: K to 12 enacted into Law
 2014: Curriculum for Grades 11-12 finished

This 2015, we are getting ready for the implementation of Senior High School (SHS) in SY
2016-2017

We are on the fifth year of the implementation of the K to 12 Program. Our last mile is the
Senior High School. All 221 divisions of the Department of Education (DepEd) have finished
planning and have figures on enrolment a year in advance. These plans were reviewed by a
separate team and finalized upon consultation with other stakeholders.

 Classrooms: DepEd has built 66,813 classrooms from 2010 to 2013. There are 33,608
classrooms completed and undergoing construction in 2014. As of DepEd is planning to
establish 5,899 Senior High Schools nationwide. As of June 22, 2015, DepEd has issued
provisional permits to 2,847 private schools set to offer Senior High School in 2016.
 Teachers: From 2010-2014, DepEd has filled 128,105 new teacher items. DepEd is
targeting two kinds of teachers: those who will teach the core subjects, and those who
will teach the specialized subjects per track. DepEd will hire 37,000 teachers for Senior
High School for 2016 alone.
 Textbooks: Learning materials are being produced for elementary to junior high while
textbooks for Senior High School (which has specialized subjects) are being bid out.
 Curriculum: The K to 12 curriculum is standards- and competence-based. It is inclusive
and built around the needs of the learners and the community. The curriculum is done and
is available on the DepEd website. It is the first time in history that the entire curriculum
is digitized and made accessible to the public.

Private SHS: There are 2,847 private schools cleared to offer Senior High School as of June 22,
2015.

How will the current curriculum be affected by K to 12? What subjects will be added
and removed?

 The current curriculum has been enhanced for K to 12 and now gives more focus to allow
mastery of learning.
 For the new Senior High School grades (Grades 11 and 12), core subjects such as
Mathematics, Science and Language will be strengthened. Specializations or tracks in
students’ areas of interest will also be offered.
 Changes to specific subjects are detailed in the K to 12 Curriculum Guides, viewable and
downloadable at bit.ly/kto12curriculum.
 How will schools implementing special curricular programs such as science high
schools, high schools for the arts, and technical vocational schools be affected by K to
12?

Schools with special curricular programs will implement enriched curriculums specific to
their program (e.g. science, arts) following the K to 12 standards.

How will multi-grade teaching be affected by K to 12?

Multi-grade teaching will continue and will use the K to 12 Curriculum.

How will specific learning groups such as indigenous people, Muslim learners, and
people with special needs be affected by K to 12?

The K to 12 Curriculum was designed to address diverse learner needs, and may be adapted to fit
specific learner groups.

Under K to 12, will Kindergarten be a pre-requisite for entering Grade 1?

Yes. Republic Act No. 10157, or the Kindergarten Education Act, institutionalizes Kindergarten
as part of the basic education system and is a pre-requisite for admission to Grade 1.

With K to 12, will there be an overlap between the Day Care program of Local
Government Units (LGUs) and DepEd Kindergarten?

No. Day Care Centers of LGUs take care of children aged 4 or below, while the DepEd
Kindergarten program is intended for children who are at least 5 years old by October 31st of the
present school year.

With K to 12, should schools prepare permanent records for Kindergarten students?

Yes. While the assessment on readiness skills of students in Kindergarten is not academically
driven, a good measure of the child’s ability to cope with formal schooling is needed for future
learning interventions.

Who is in charge of Kindergarten teacher compensation?

DepEd is the main agency that employs and pays Kindergarten teachers in public schools.
However, there are LGUs that help in the Kindergarten program and provide honoraria for
additional Kindergarten teachers in public schools.

Which Mother Tongue will be used as the language of instruction in multi-cultural

areas?
The principle of MTB-MLE is to use the language that learners are most comfortable and
familiar with; therefore, the common language in the area or lingua franca shall be used as the
language of instruction

Will Mother Tongue Based Multi-Lingual Education (MTB-MLE) include other

languages in the future?

Languages other than the 19 current mother tongues (Bahasa Sug, Bikol, Cebuano, Chabacano,
Hiligaynon, Iloko, Kapampangan, Maguindanaoan, Meranao, Pangasinense, Tagalog, Waray,
Ybanag, Ivatan, Sambal, Akianon, Kinaray-a, Yakan, and Surigaonon.)

What is Senior High School?

Senior High School (SHS) covers the last two years of the K to 12 program and includes Grades
11 and 12. In SHS, students will go through a core curriculum and subjects under a track of their
choice.

Will SHS mean two more years of High School?

Yes. These two additional years will equip learners with skills that will better prepare them for
the future, whether it be:
 Employment
 Entrepreneurship
 Skills Development (Further Tech-Voc training)
 Higher Education (College)

How will students choose their Senior High School specializations?

Students will undergo assessments to determine their strengths and interests. These will include
an aptitude test, a career assessment exam, and an occupational interest inventory for high
schools. Career advocacy activities will also be conducted to help guide students in choosing
their specialization or track.

How will student specializations/tracks be distributed across Senior High Schools?

Specializations or tracks to be offered will be distributed according to the resources available in

the area, the needs and interests of most students, and the opportunities and demands of the
community.

Will SHS ensure employment for me?

SHS creates the following opportunities:

 Standard requirements will be applied to make sure graduates know enough to be hirable.
 You will now be able to apply for TESDA Certificates of Competency (COCs) and
National Certificates (NCs) to provide you with better work opportunities.
  Partnerships with different companies will be offered for technical and vocational
courses.
 You can now get work experience while studying; and companies can even hire you after
you graduate.

Entrepreneurship courses will now be included. Instead of being employed, you can choose to
start your own business after graduating, or choose to further your education by going to college.

How will SHS affect my college education?

 SHS, as part of the K to 12 Basic Curriculum, was developed in line with the curriculum
of the Commission of Higher Education (CHED) – the governing body for college and
university education in the Philippines.
 This ensures that by the time you graduate from Senior High School, you will have the
standard knowledge, skills, and competencies needed to go to college.

Is SHS really necessary? Must I go to SHS?

Yes, according to the law. Beginning SY 2016-2017, you must go through Grades 11 and 12 to
graduate from High School.

If I choose not to go to SHS, what happens to me?

You will be a grade 10 completer, but not a high school graduate. Elementary graduates are those
who finish grade 6; high school graduates must have finished grade 12.

What will I learn in SHS that the current high school curriculum doesn’t include?

Senior High School covers eight learning areas as part of its core curriculum, and adds specific
tracks (similar to college courses) based on four disciplines:
 Academic (which includes Business, Science & Engineering, Humanities & Social
Science, and a General Academic strand)
 Technical-Vocational-Livelihood (with highly specialized subjects with TESDA
qualifications)
 Sports
 Arts & Design

SHS Students may pick a track based on how he or she will want to proceed after high school
graduation. You can learn more about the tracks and strands (as well as their curriculum) on
deped.gov.ph.

Where will Senior High School be implemented? Will my school offer SHS?

 Existing public and private schools, including colleges, universities and technical
institutions may offer Senior High School.
  There may also be stand-alone Senior High Schools established by DepEd or private
organizations.

Which private institutions are allowed to offer Senior High School?

 All schools and organizations must first apply for a permit from DepEd. Different
institutions may also partner with each other and apply for SHS as a group.
 Temporary permits will be issued by DepEd for those who meet the requirements for the
Senior High School Program.
 There are 334 private schools with SHS permits beginning in SY 2014 or 2015. Last
March 31, 2015, provisional permits have been issued to 1,122 private schools that will
offer Senior High School in 2016.
 If you are interested in applying for a Senior High School permit, please
visit: https://bit.ly/AppGuidelinesforSHS.

References:
The K to 12 Basic Education Program | Official Gazette of the Republic of the Philippines
www.scribd.com
www.slideshare.net
 ALTERNATIVE DELIVERY MODES
Alternative Delivery Modes (ADM) are tried and tested alternative modalities of
education delivery within the confines of the formal system that allow schools to deliver quality
education to marginalized students and those risk of dropping out in order to help them
overcome personal, social and economic constraints in their schooling.
Classes nowadays will not necessarily mean traditional face-face learning in the
classroom. It still depends on the risk severity grading or classification of a certain community
pursuant to guidelines from Department of Health (DOH), the Inter-Agency Task Force (IATF)
for the Management of Emerging Infectious Disease in the Philippines, and the Office of the
President (OP).
The learning delivery modalities that schools can adopt may be one or a combination of
the following depending on the Covid-19 restrictions and the particular context of the learners in
the school or locality.
1.Traditional Face-to-Face Learning- This refers to a learning modality where the students and
the teacher are both physically present in the classroom, and there are opportunities for active
engagement, immediate feedback, and socio-emotional development of learners.
In areas under the Moderate and High-risk severity grading, this is not possible.
However, there are learners with disabilities whose conditions require face-to-face instruction.
This will be the subject of further discussion within Deped, with partners, and with partners.
2. Distance Learning- This refers to a learning delivery modality where learning takes place
between the teacher and the learners who are geographically remote from each other during
instruction.
3.Modular Distance Learning- Learning is in the form of individualized instruction that allows
learners to use self-learning modules (SLMs) in print or digital format/electronic copy,
whichever is applicable in the context of the learner and other learning resources like Learner’s
Materials, textbooks, activity sheets, study guides, and other study materials. The teacher takes
the responsibility of monitoring the progress of the learners. The learners may ask assistance
from the teacher via e-mail, telephone, text message/instant messaging. Where possible, the
teacher shall do home visits to learners needing remediation or assistance. Any member of the
family or other stakeholder in the community needs to serve as para-teachers.
4. Online Distance Learning- It features the teacher facilitating learning and engaging learners’
active participation using various technologies accessed through the internet while they are
geographically remote from each other during instruction. It requires participants to have a good
and stable internet connection. It is more interactive than the other types of distance learning.
The responses are real-time. The learners may download the materials from the internet,
complete and submit assignments online, attend webinars and virtual classes.
5. Home Schooling- It is an alternative delivery mode (ADM) that aims to provide learners with
equal access to quality basic education through a home-based environment to be facilitated by
qualified parents, guardians, or tutors who have undergone relevant training. It allows families to
educate according to their personal faith, philosophy, and values, and to adjust learning
schedules around family schedules and circumstances.
6, Blended Learning- This refers to a learning modality that allows for a combination of face to
face and online modular distance learning (MDL), face-to-face and TV/Radio-based Instructions
(RBI), and face-to-face learning and a combination with two or more types of distance learning.

References:
www.deped.gov.ph
www.teacherph.com
llc.deped.gov.ph

PROJECTS IMPLEMENTED BY DEPED FOR PUBLIC SCHOOLS

Policy and Research Program (PRP)

Policy and Research Program (PRP) aims to strengthen evidencebased decision-making
through the oversight, promotion, and conduct
of policy development, research, and sector monitoring and evaluation.
 The Policy and Research Program supports activities under three key result areas:
1. Policy Development
2. Research Management
3. Sector Monitoring and Evaluation

Basic Education Facilities (BEF)

Basic Education Facilities (BEF) is the annual budget of the Department of Education for
its School Building Program, which covers the improvement and maintenance of school
facilities. It shall be utilized for the provision of classrooms, workshop buildings, replacement of
old dilapidated buildings, provision of furniture, repair and rehabilitation of classrooms,
including heritage buildings, as well as water and sanitation facilities and electrification.

Construction of School Buildings

1. Beneficiaries – Public Elementary and Secondary Schools with classroom needs.
2. Prioritization of Recipient Schools/Beneficiaries. Priorities for the construction of
classrooms are as follows:
a. Requirements of Kinder, Elementary, Junior High Schools, and Senior High
Schools;
b. Schools with at least 50% enrolled Indigenous People Students;
c. Schools in 6th class Municipalities;
d. Multi-grade schools; and
e. Special Education Centers/Schools.
Provision of School Furniture
1. Beneficiaries – Public Elementary, and Secondary Schools with new classroom
construction and remaining needs nationwide.
2. Identification of Recipient Schools/Beneficiaries
a. Priority shall be given to schools that are recipients of new academic classrooms
under the school building program implemented by DPWH, DepEd, and other
funding sources such as those constructed by the Local Government Units
(LGUs);and
 b. The second priority should be accorded to schools in need of classroom seats. The
result of the latest Furniture Analysis in the EBEIS, NSBI, and/or OUA/EFD Surveys
shall be used as a basis in determining classroom furniture needs.
Classroom Repair and Rehabilitation
1. Beneficiaries – Public Elementary and Secondary Schools needing repair nationwide.
2. Prioritization of Recipient Schools/Beneficiaries. The annual lump sum allocation for
the repair/rehabilitation of classrooms shall be equitably distributed to all legislative
districts based on the following priorities:
a. Data on classrooms needing major repair based on the EBEIS, NSBI, and/or
OUA/EFD Surveys;
b. Bottom-Up Budget (BUB) School building repair projects;
c. Repair of school buildings damaged by typhoons and other calamities;
d. Rehabilitation/Restoration of Gabaldon and other Heritage School Buildings; and
e. Other priority schools that reported needing immediate repair/rehabilitation.

Electrification of Schools
1. Beneficiaries – Public Elementary and Secondary Schools without or requiring
upgrading of electrical connection nationwide.
2. Prioritization of Recipient Schools/Beneficiaries
a. Schools identified by the National Electrification Administration (NEA) to be
ongrid but remain to be without electricity.
b. Upgrading of electrical connection of schools to suit current requirements
considering the additional facilities and equipment:
i. Technical-Vocational Schools
ii. Senior High Schools offering specialization with specific needs for high
grade electrical connections (e.g., welding, automotive, etc.)
iii. Other K-10 schools.
Quick Response Fund
1. Beneficiaries – this shall include schools affected by calamities such as typhoons,
classrooms with structural issues, and those that are needing major repair.
2. Prioritization of Recipient Schools/Beneficiaries
 a. 1st Priority – repair of classrooms damaged by typhoons or calamities including but
not limited to typhoons, earthquake, fire, and volcanic eruption; prioritize damages,
that have occurred 2-3 years ago which have not been repaired or no repairs have been
started.
b. 2nd Priority – repair of classrooms with structural issues; and
c. 3rd Priority – repair of classrooms needing major repair based on the latest National
School Building Inventory (NSBI) data and Office of the Undersecretary for
Administration/Education Facilities Data.
Textbooks and Other Instructional Materials
This program aims to provide public schools and learning centers quality text-based
learning resources aligned with the K to 12 curriculum as primary bases or supplement to
teaching and learning processes.
Beneficiaries: Target beneficiaries are all K to 12 and ALS learners and
teachers in all public schools and Community Learning Centers
nationwide.

DepEd Computerization Program (DCP)

This program aims to improve the quality of education by providing public
schools with appropriate technologies that would enhance the teaching learning process and
meet the challenges of the 21st century in terms of
technological advancement. Additionally, the program shall also provide
New E-Classroom packages to each public elementary school, junior high school, and senior
high school including the un-energized schools.
1. Beneficiaries. Kindergarten, Elementary, Junior High School, Senior High School
public schools, and ALS Mobile Teachers.
2. Criteria for the selection of beneficiaries/recipient schools. As stipulated in DepEd
Order 78, S. 2010 or the Guidelines on the Implementation of the DepEd
Computerization Program (DCP), the recipient schools shall be selected based on the
following basic criteria:
a. Must have on-site, stable, and continuous supply of electricity and preferably
with telephone facilities (for those without electricity in secondary schools an
alternative computer laboratory package shall be provided);
b. Must have at least one (1) teacher assigned to handle Computer Education
classes, to manage the computer laboratory and is willing to be trained on
laboratory management including hardware fundamentals and servicing;
c. Must have at least one (1) teacher for each subject of English, Science, and Math
who are specialists in their areas and are willing to be trained on pedagogy
technology and are willing to echo training to their colleagues;
d. Must have the capacity to mobilize counterpart support from other stakeholders
in the community for needed structures/facilities;
 e. Must have never been a recipient of computers from other programs such as the
DTI’s PCs for Public Schools Projects, CICT’s iSchools Project, etc.,unless the
equipment is due for replacement and augmentation; and
f. Must have a strong partnership with other stakeholders to ensure the
sustainability of the program.
Learning Tools and Equipment-Science & Math Equipment (LTE-SME)
LTE-SME aims to provide public schools and learning centers with complete packages of
science and mathematics equipment to address the lack of equipment and comply with the
requirements of the K to 12 Curriculum.
Learning Tools and Equipment – Technical Vocational and Livelihood Equipment (LTE-
TVL)
LTE-TVL aims to provide schools with Technical-Vocational Packages that are specific
to its specializations offered and compliant to the standards of the K to 12 Curriculum and the
TESDA Training Regulations.
In the development of the Basic Education Curriculum, also known as the K to 12
Program under Republic Act 10533, DepEd shall be guided by the following:
 Section 10.1. Formulation and Design. Pursuant to Section 5 of the Act, DepEd shall
formulate the design and details of the enhanced basic education curriculum. DepEd shall
work with CHED and TESDA to craft harmonized basic, tertiary, and technical
vocational education curricula for Filipino graduates to be locally and globally
competitive.
 The LTE-TVL program supports the implementation of the K to 12 curriculum by
providing appropriate and necessary learning resources to Public Senior High Schools
offering TVL specializations.

New School Personnel Positions

This program is dedicated to ensuring an improved proportion of the number of teachers
to the number of learners, enhanced learning, and an eased workload of its personnel given the
increasing enrolment levels in public schools nationwide.
The beneficiaries of this program cover all public schools and learners, catering to their
needs by ensuring the optimal proportion of teacher-learner ratio.

INCLUSIVE EDUCATION PROGRAM

Inclusive Education is the core principle of the K to 12 Basic Education Program. This
promotes the right of every Filipino to quality, equitable, culture-based, and complete basic
education. Through inclusive education, all Filipinos will realize their full potential and
meaningfully contribute to nationbuilding. The principle of inclusion promotes the institutional
sensitivity and responsiveness nature, situation, and realities of our country’s learners and directs
the Department to proactively address these through the curriculum and other interventions such
as:
 Multigrade Education Program
 Special Education Program (SPED)
 Madrasah Education Program
 Indigenous People’s Education Program (IPEd)
 Flexible Learning Options (FLO)
 Alternative Learning System (ALS)
 Alternative Learning System – Education Skills and Training
School-Based Feeding Program
This is intended to address short-term hunger and undernutrition by providing hot meals
to undernourished (severely wasted and wasted) Kinder-Grade 6 learners in all divisions,
covering 120 days. The meal provided must meet 1/3 of the Recommended Energy and Nutrient
Intakes (RENI) for children per Phil. Dietary Reference Intake (PDRI).
Mandated by RA 11037 “An Act Institutionalizing a National Feeding Program for
Undernourished Children in Public Day Care, Kindergarten and Elementary Schools to combat
Hunger and Undernutrition among Filipino children and Appropriating Funds therefor” as one of
the components of the National Feeding Program, this is intended for undernourished public
school children from kindergarten to grade six (6) that includes the provision of at least one (1)
fortified meal for a period of not less than one hundred twenty (120) days in a year.

Mandated also by RA 11037, in coordination with other national government agencies,

this is for the incorporation of fresh milk and fresh milk-based food products in the fortified
meals and cycle menu per RA 8976, the Philippine Food Fortification Act of 2000.
The implementation of the School-Based Feeding Program (SBFP) aims to address
hunger and encourage learners to enroll, to contribute to the improvement of their nutritional
status, provide nourishment for their growth and development and help boost their immune
system, and enhance and improve their health and nutrition values.

Government Assistance and Subsidies

This program aims to improve access to quality secondary education through the
government extension of financial assistance to deserving elementary school graduates who wish
to pursue their secondary education in private schools. This can be attained through:
1. The Education Service Contracting Program (ESC) aims to democratize and improve
access to quality education by extending financial assistance (in the form of a tuition
subsidy) to qualified elementary school graduates who wish to pursue secondary education
in a private school.
 2. The Senior High School Voucher Program (SHS VP) that is a mechanism that will
provide financial assistance to senior high school students who shall enroll in non-DepEd
schools that will offer SHS, including private JHSs, private higher education institutions
(HEIs), state and local colleges and universities (SUCs and LUCs), and technical-
vocational institutions (TVIs).
3. The Joint Delivery Voucher will optimize TVL learning by allowing SHS students
enrolled in public schools to avail of vouchers and take their TVL specializations in
eligible partner institutions from either private or non-DepEd public SHSs, as well as TVIs,
offering their desired specializations.

EDUCATION HUMAN RESOURCE DEVELOPMENT

The Department issued DepEd Order No. 21, series of 2018 aims to promote and support
the professional development and career growth of personnel in schools and learning centers as
well as teaching personnel who are performing managerial, supervisory, and administrative
functions at the schools’ division (SDO), regional (RO), and central offices (CO).
HRTD for Personnel in Schools and Learning Centers
Description
 Capacity-building initiatives and interventions that develop individual competencies and
values
 Focuses on instructional leadership and teaching & teaching-related functional
competencies
 Recognizes the application of different learning methodologies such as structured &
experiential learning experiences and coaching & mentoring
Target beneficiaries
1. Teaching and Teaching-related Personnel in the CO, RO, SDO including Schools Division
Superintendents (SDSs) and Assistant Schools Division Superintendents (ASDs)
2. School and Learning Centers’ Personnel including School Heads
Training Components
1. Teacher Quality Improvement (Teacher Induction Program, Career Pathways Program,
Specialized Programs, Scholarship Programs)
2. School Leaders Quality Improvement (School Heads Development Program, District and
Supervisors Development Program, Superintendent Leadership Program)
3. Program Support (Policy, Planning and Research, HRD Program Management, NEAP
Operations)
HRTD for Organizational and Professional Development for Non-School Personnel
(OPDNSP)
Description
 Initiatives and interventions that strengthen organizational and office effectiveness in the
areas of performance improvement, quality management, governance, structure, systems,
processes, resource management, and organizational culture
 Capacity-building initiatives and interventions that develop individual competencies and
values
 Focused on the core, managerial leadership, and non-teaching functional competencies
 Recognizes the application of different learning methodologies such as structured &
experiential learning experiences and coaching & mentoring
Target beneficiaries
1. DepEd Organizational Units/Offices
2. CO Directors and Personnel
3. RO Directors and Non-Teaching Personnel
4. Non-Teaching Personnel in the SDO

Training Components
1. Organizational Development
• Programs, projects, or activities across the Central Office, Regional Offices, Schools
Division Offices, and Schools & Learning Centers related to performance improvement,
quality management, governance, structure, systems, processes, resource management,
and organizational culture
• Supports organizational and office effectiveness through the development,
implementation, and monitoring & evaluation of relevant Human Resource and
Organizational Development (HROD) policies, systems, standards, processes,
and tools
2. Professional Development (Functional)
• L&D-related activities that are designed, developed, implemented, and monitored &
evaluated by non-school-based divisions or offices
• Addresses the non-teaching functional competency needs of employees
3. Professional Development (Core and Leadership)
• L&D-related activities that are centrally designed, developed, implemented, and
monitored & evaluated by a non-school-based L&D focal office
 • Addresses the core and leadership competency needs of DepEd employees and key
functional groups such as, but not limited to, the Personnel Development Committee
(PDC)
4. OPDNSP Fund Management
• Regular and day-to-day operational activities necessary to manage the fund effectively
and efficiently such as, but not limited to, those related to funding planning,
implementation, and monitoring & evaluation (M&E)

References:
DepEd-Programs-and-Projects-Profile_2020.pdf