3.2.1.

Access to Quality Basic Education for All

The Intermediate Outcome of the pillar access has been defined as

“All school-age children, out-of-school youth, and adults accessed relevant
basic learning opportunities.” To achieve the universal coverage in basic
education, critical milestones in access should be fulfilled, which include:

Sub-Intermediate Outcome 1.1: All 5-year-old children attend school.

Strategy #1.1: Improve access to universal kindergarten education

School Interventions:

 Student Tracking System (STS) through Early Registration and Student

Finding Activity
 Kindergarten Catch-up Education Program
 Right Age Right Grade Program
 Bawat Bata Nasa Mapa

Improving access to universal kindergarten education is one of the priority

areas of Damilag Integrated School in crafting the School Education
Development Plan (SEDP). As per record, the school has strategically pointed
out intervention programs to address issues on performance in access and
quality of kindergarten education which significantly have affected the overall
productivity of the School in terms of enrolment.

To effectively prepare the entire school for the implementation of the six-year
SEDP, Damilag Integrated School has identified the key indicators namely the
strengthening of the tripartite partnership with Barangay LGUs, the
development and implementation of DepEd’s acceleration policy, the
reformulation and reviewing of the existing catch-up program for five-year-old
children or above who are not attending kindergarten, and the development
and implementation of a strategy for mapping the whereabouts of 5-year-old
children as the focus in sub-intermediate outcome 1.1.

In building partnership and linkages program, for example, conducting

stakeholders’ convergence, forging partnerships with potential stakeholders
through tax incentive presentation and program benefits, and signing of
Memorandum of Agreement (MOA) are expected to be undertaken thoroughly;
while the policy on acceleration is addressed through Philippine Educational
Placement Test (PEPT) in relation to the Right Age Right Grade Program. The
Right Age Right Grade Program starts with the conduct of a school-wide survey
of over-aged learners enrolled in Kindergarten and to become testing centers,
and it ends with the administration of PEPT registrants.
When the existing catch-up program in basic education is at stake, capacity
building to all teachers on Kindergarten Catch-up Education Program (KCEP)
guidelines and activities cum crafting of KCEP action plan will be conducted
prior to its implementation.

To encourage parents to send their 5-year-old children to school, a community

mapping on school-age children who are not yet enrolled in the kindergarten
education will be done through an intervention program coined as Bawat Bata
Nasa Mapa. This act of valor is believed to solve problems on increasing the
enrolment in the kindergarten level.

Sub-Intermediate Outcome: Increased NET Enrolment Ratio in Junior

High School.

Strategy #1.2: Strategy for mapping the whereabouts of 12-15 years old
children for JHS, respectively, has been developed and implemented in schools.

School Interventions:

The pressing issues on net enrolment rate in the JHS will be addressed by
converting strategically located elementary schools to integrated schools and
opening of additional junior high schools within the division. Forging
partnership with the Department of Social Welfare and Development (DSWD)
and Barangay Health Workers (BHWs) in mapping the whereabouts of 12-17
years old children as well as the creation and utilization of a mapping tool for
effective use in decision making and program development will also be
institutionalized to promote shared responsibility and accountability.

The context of adding a senior high school program in integrated schools and
offering additional track and/or strands in existing senior high schools is a
division’s enabling mechanism to solve the problem of NER in the SHS. The
activities will include the orientation of school heads in integrated schools on
the guidelines for the opening of SHS, capacity building of the school heads of
the SHS in the adding and/ or changing of tracks and strands, and application
and validation of schools applying for additional tracks and strands.
Sub-Intermediate Outcome 1.2: All learners stay in school and finish key
stages

Strategy #2: Improve learners’ access to quality and rights-upholding

learning environment

School Interventions:

 F-LeaRN
 Project FLASK in Science
 Project iOpen App 21
 SBFP-pBBM
 Water Sanitation and Hygiene in Schools (WinS) program
 MHPSS
 Adopt-a-school Program

As the largest populated barangay in Municipality of Manolo Fortich, Damilag

Integrated School will strive to develop digital materials for all learning areas
and make these accessible to the target learners through the development of a
division functional repository of digital learning resources. The Division LRMDS
portal will be accessed through F-LeaRN.

In addition, the schools plan to make partnership with the stakeholders to put
up libraries and science laboratories to meet the curriculum programs,
learning management models, standards and strategies for Key Stages 1-4 (K
to 12). The interventions for this endeavor are the Project FLASK in Science
and Project iOpen App 21 (Open Approach Innovation cum Lesson Study in
Teaching and Learning 21st Century Mathematics).

Another strategy to troubleshoot the gaps is to implement the School- Based

Feeding Program (SBFP) to the target learners in the schools with the aid of the
division’s conceptualized project “Sustaining Bukidnon’s Feeding Program –
para sa Batang Damilag Malusog” (SBFP-pBDM). Activities leading towards its
successful implementation include the conduct of an orientation to PSDS,
school heads, feeding teachers or coordinators on the program, guidelines,
monitoring, and provision of technical assistance to schools.

For the medical and nursing services, capacity building of all health and
teaching personnel on the appropriate school health and nutrition standards in
implementing various learner support programs will also be given emphasis.

The school target to reach the standards on Water Sanitation and Hygiene in
Schools (WinS) program by advocating to the school WinS coordinators the
creation of more health and sanitation facilities, construction and/or repair of
school clinics, and provision of gender-segregated toilets among others will be
carried out.
The Mental Health and Psychosocial Support Services (MHPSS) will be
strengthened by implementing this program to the school , while the
Kalusugang Pang-isipan, ‘Wag Kaligtaan project of the division provides an
avenue for learners to be mentally and psychologically healthy. Advocacy and
campaign programs, provision for MHPSS training manual seminar and
workshop for the TWGs and partner stakeholders are the interventions for this
focus.

In the Adopt-a-school Program, project proposals and/or resolution to engage

partnership with the stakeholders in the construction of classrooms, allocation
of budget, MOA signing, implementation, and turnover of the classrooms will
then follow.

Strategy #3: Improve capacity to retain learners in schools

School Interventions:

 Early Language Literacy and Numeracy Alternative Delivery Mode (ADM)

 SAGIP
 Hakbang at Gabay Para sa Kabataan - a Homeroom Guidance (HG)
Program

Teachers and learning facilitators are capacitated to implement remediation

programs and management of learners at risk of dropping out. The
interventions are the following: Early Language Literacy and Numeracy
(formerly ECARP); ELLN and Alternative Delivery Mode (ADM); and SAGIP
(Sagipin, Arugain, Gabayan, Itaguyod, Patnubayan) Kabataang Damilganon.
Schools implementing SAGIP shall conduct profiling of struggling and learners
at risk of dropping out. It will also provide capacity building and identify
remediation programs after designating focal persons.
Nonetheless, the implementation of school-initiated interventions using flexible
learning options, remediation programs for struggling learners, and provision
for counseling services through learner support programs which are not
confined to Hakbang at Gabay Para sa Kabataan - a Homeroom Guidance (HG)
Program, capacity building to school leaders and guidance counselors or
advocates. More so, the consultation with different stakeholders, reiterated the
significance of collaboration among home, school, and community to ensure
the holistic development of learners. It has been raised that there should be a
systematic and consistent monitoring and evaluation of the program to achieve
its proper implementation.
Sub-Intermediate Outcome 1.3: All learners transition to the next key
stage

Strategy #4: Strengthen schools’ capacity to ensure learners’ continuity

to next stage

School Interventions:

 Bridging Program
 Student Tracking System
 ADM

To capacitate schools in facilitating the learners’ transition to new learning

environments, strengthening the academic and guidance and support skills of
teachers in the higher level is needed. The teachers’ understanding of the
competencies of incoming learners and how they are taught will play a critical
role in the transition process.
Moreover, the ability of the teachers to bridge the learning gaps, including
adjustment of teaching and assessment styles is critical to helping the learners
in the smooth transition from elementary to JHS. In addition, the
implementation of bridging activities for JHS and SHS learners with reading
comprehension difficulties will be of great help as these will affect their ability
to comprehend and apply critical concepts and principles.
Mechanisms for coordination and for strengthening the curriculum link
between elementary and secondary are established and made operational.
Activities include early registration and student finding to meet the Millennium
Development Goal-Education for All (EFA) and Basic Education Inputs Program
and Student Tracking System (STS). Implementation of bridging strategies to
address learning gaps in secondary schools through bridging programs in the
Elementary and JHS and career guidance advocacies, PTA conferences,
symposia and stakeholders’ fora are ensured. Training of teachers on
identifying learning gaps and remediation strategies and learning management
models, standards and strategy development as well as Alternative Delivery
Mode (ADM) will also be considered to solve issues on transition gaps. By
introducing capacity-building to teachers of identified schools with learners
who need remediation and implementation of strategies and ADM, the school is
hopeful to get positive results. Reskilling of guidance counselors and/or
advocates and improving guidance counselling programs will be implemented
to address learners’ concerns and needs.
Sub-Intermediate Outcome 1.4: All learners with special needs participate
in formal basic education learning opportunities

Strategy #5: Strengthen mechanisms in providing access to relevant basic

opportunities for learners with special needs.

School Interventions:

 Student Tracking System (STS) through Early Registration and Student

Finding Activity
 Bawat Bata Nasa Mapa

Education of learners with special needs has come an extensive and lengthy
way; it can be in a method from special education (SPED) to integrated
education and it as process from integrated education to inclusive education.

To encourage parents to send their children to school, a community mapping

on learners with special needs who are not yet enrolled in the SPED will be
done through an intervention program coined as Bawat Bata Nasa Mapa. This
act of valor is believed to helps this learner to be part of formal education.

Teachers need to have knowledge and wider understanding of the minimum

core elements in order to apply them in planning, delivering and assessing
inclusive teaching and learning and to support learners adequately with their
skills in these areas with different learning needs. Developing and improving
minimum core skills enables the SPED teacher to consider the best way to
teach and support the development of the skills of the learners with special
needs. Teachers in SPED encountered difficulties if they have limited skills in
handling the students with special needs. Moreover, it is important that
teachers especially early childhood educators should understand parental
involvement and recognize its positive effects to the teaching and learning
process.