,:ffi.

i
Eepubli. of tbs Fbilippin?d
Department of €Duration
NATIONAL CAPITAL REC ION
SCHOOL5 DIVISION OFFICE - MANDALUYON

&hoob Dh'lrloE
Ofncc of the
SupcrhtcEdent
October LA, 2(l/22

DTVISIOII UEUORAITDT'U
ro. fOtlh *2022
G{'IDE IT OOTPUTIXG XgT PERT'ORI,AXCE NTDIGINORS

To: Assistant Schools Division SuPerintendent

Chief Education Supervisors, CID and SGOD
Officials, OSDS, CID and SGOD
School Headg Public Elementary and Secondary Schools
All Others Concerned

1. Attached is Memorandum dated October L2, 2022 from Undersecretary and

Chief of StaII, Offrce of the Secretary of Education, EplErco V. DcDdDS lII, titled
Gutde ln computtag Key Perforoelcc ladlceton, for the information of all
concerned,

2. Immediate and wide dissemination of this fcmoteadum is desired

ROUELA CRUZ,
Schools Di
l.h
Su
{y

Encl. : AE statcd
Rcfd€nc!: Nonc
To be indicatcd in thc Psoetuaf Indtx
Under thc follotring subjccts:

PERFORMANCE I MOM'IORING AND EVALUATION

MDA/Octob€r 18, 2022

Addrlss: calbayog st., Brgy. HiShway Hills, Mandaluvong Oty

;;: osDs 7isi5921 . Ao 79561263
Em.ll: sdo.mandaluvong@deped.8ov.ph
w&tr.: www.dePedmandaluyont.org
' clD 79ss2s57
' scoo 85349810

e
 E.
Aepubtir ot tle Frilippinei
Depertment of @Dutation
OFFICEOFTHESECRETARY

MEMORAITDUM

TO: UIITISTER OF BASIC, IIIGHER, AITD TECHITICAL

EDUGATIOI (BARTUI
RECIOI|AL DIRTSNORS
SCH(X)IS DTVISIOT STIPERITTETDEITT
nEGIOf,AL/DrVrgrOr PLAITTilG OFrICERS
PIIBLIC ELETEf,TARY AIYD SECOI{DIIRY SCHOOL HEADS
ALL OTHERS

FROU: m2
and Chiefofstaffq

SUBJECT: GUIDE IIT COMPUTIXG KgT PERFORTAXCE IITDICATORS

DATE: October 72, 2022

The PLlairt Scrvlcc-Educetloa feaagcacnt Infotuatton Sy cn Dlvldoa

{EMISD) issues t}ris Memorandum to provide all personnel across all Sovernance
lwels a guide on the computation of Key Performancr Indicators (KPIS), as well as a
comprehensive infonrration on t.l:e appreciation and appropriate usage of the
indicators for reporting, ald monitoring and evaluation-related matters.

This initiative reiterates the vital role of the KPIa as one of the meals of measuring
the current state of education in t].e country, including its contributions in assessing
programs and projects, monitoring and evaluation, policy development, formuladon
of interventions, and support for evidence-based decision making in the business of
the Department.

Enclosed in this issuance is a Gul& (see Armcx I), which was developed to
disseminate awareness on KPIs that provides answers to the following: (l) how to
compute; (2) delinition and methodolog/; (3) concepts and notes related to each
indicator; (4) data inputs; (5) level of disaggregation of data. Also, it would primarify
address concerns on the extcnt of applicability as to the governance level of
computation of a particular indicator (e.g., computed up to the division level or school
level).

For clarifications, please do not hesitate to contact Pg'EIISD through their mail
address L1!.tttilif-dir-ltrtit-lli gor pli.
.

For immediate attention and dissemination.

2/t Rizal Buildin& DepEd complex, Meralco Avenue, PasiS city

Telephone tlo.: (02) 86A7-822;8617 -2407 Fax No.; (02) 863G4876; 8637{209; webdte: www.deped.gov.ph
 i
{
E- DEPARTMENT OF EDUICATION
OFFICE OF THE SECR ETARY
aepullit d rDr

Desortment of €lutation
Drilippams
D I
O FFICE O F TH E SEC RETARY lcT nfrn n
U
8y rm€
Doc f 4qJ,
UEUORAXDI'U

TO UITIT'TER OF BASIC, HIGHE& A]tD TECHIIICAI,

EDUCATTOTY (BARrUl
REGIOTAL DIRECTORS
SCHOOIS DTVIAIOII SI'PERINTETDETT
REGIOTAL/DMSIOf, PLArrtf,c OFFTCERS
PI'BLIC EI,EUEI|TABY AITD ST,OOf,DARY SCHOOL HEADS
ALL OTHERS

FROM: EPIMACO
ry and

SUBJBC:T: GtnDE III COMPUTIITO KTT PERF'ORUATCE II|I'ICATORS

DATE: October 12, 2022

The Plandag Sctwicc-Edlcetloa Urangcnelt ltrforErtloB SlEtcE Dlvirlol

(EMISD) issues this Memorandum to provide all personnel across ail governance
levels a guide on the computation of Key Performance Indicators (KPIs), as well as a
comprehensive information on the appreciation ald appropriate usage of the
indicators for reporting, and monitoring and evaluation-related matters.

This initiative reiterates the vital role of the KPIs as one of the means of measuring
the current state of education in the country, including its contributions in assessing
progr€rms and projects, monitoring and evaluation, policy development, formulation
of interventions, and support for evidence-based decision making in tlre business of
the Department.

Enclosed in this issuance is a Guldo (see Annex 1), which was developed to
disseminate awareness on I(PIs that provides answers to the following: (1) how to
compute; (2) defnition and methodologr; (3) concepts and notes related to each
indicator; (4) data iaputa; (5) 1wel of disaggregation of data. Also, it would primarily
address concems on the extent of applicability as to the Sovernance level of
computation of a particular indicator (e.9., computed up to the division level or school
level).

For clarifications, please do not hesitate to contact PS-EXISD through their mail
address p5g111r!g_d q-pg!_C.!ll.!ll.

For immediate attention a:rd dissemination.

2/F Rizal Buildin& DepEd Complex, Meralco Avenue, Pasig City

Telephone No.: (02) 8687-2922; A637-2407 Fax tlo.: (02) 8635-4a75; 8537-5209; Website: www.deped.gov.ph
 7
DEPARTMENT OF EDUCATION iE'

GU IDE IN COMPUTING

E[UC[II0ll
PERTORMffIICE
ITDIEIIOR$

AS OF JULY 2022

PREPARED BY: -----

PLANNING SERVICE . EDUCATION MANAGEMENT ELAT.JNING
-x,'
LIERVICE itll
t
 Anner'l

INTRODUCI/ON
The DeparEnmt of Education (DepEd) formulates, implements, and coordinates policies,
plans, programs and proiects in the areas of formal and non-formal basic education. It
supervises all elementary and secondary education instihrtioru, induding altemative learning
systems, both public and private. It also provides for the establishment and mainEnance of a
complete, adequab, and integad system of basic education relevant to the goals of national
development.

Having these goals in mind, indicators are cmcial in evaluating the performance of the
education syshm. These indicators also aim at assessing whether the committed indicators
and targets in the Basic Education Development Plan (BEDP) 2030, the Philippine
Development Plan (PDP), and the Sustainable Development Goals (SDG) Agetrda 2030 are
achieved.

RATIONALE

Performance indicators refer to the several indicators computed and utilized to evaluate tlre
educational performance in different levels of the education system, They also serve as tools
that are used to report the status of the education system to tlre comrnunity, the whole country,
and the global community.

In this regard, performance indicators:

o Serve as statistics that enable management to monitor effuiveness and efficiency in
the delivery of education services;
o Measure how far or close one is from an obiective;
. Identify problematic or unacceptable situationsi
. Meet policy concems; and
. Compare its value to a reference value, to a standard, or to ibelf.

The BEDP 2030, as issued in DepEd Order No. 24, * 22, provides for a sEategic framework
that includes the four pillars of access, equity, quality, and resiliency and aEll-being, which also
provides inbrmediate ouhomes that indicate achievement of ttrese pillars. Performance
indicators then serve as a measurc whetlrer these inEtmediate outcomee and the BEDP 2ffi0,
in extension, are achieved.

For purposes of this guide, the performance indicators dirussed are categorized into Sre
following:
o Access Indicators
o Efficiency Indicators
o Ratio and Proportion
 Annex'l

ACCESS INDICATORS

Access indicators are used to assegs the level of participation of leamers or school-age children
in a pa.rticular level ol education.

ln computing access indicators, the following key Erms are used:

Official School Age. The official school age follows the K-6+1-2 framework of the
K-12 curticulum. Based on Republic Act No. 1(E33 (otherwise known as the Enhanced
Basic Etlucation Act of 20L3), the official school ages of leamers in the K-12 curriculum
are shown in the table below:

LeveI Official School Age

Kindergarten Age 5

Elementary (Grades 1 -6) Ages 5-11

Kindergarten to Grade 6 Ages 5-11

Junior High School (Grades 7-10) Ages 12-15

Senior High School (Grades 11-12) Ages 1G17

lunior High School to Senior High School (Grades 7-12) Ages 12-17

Kindergarten to Grade 12 Ages 5-17

Proiected Population Data. The projected population data is provided by the

Philippine Statistics Authority (I5A). This is the set of data used in computing the
access indicators, the most curent of which is based on the 2010 Cersus of Population
and Housing.

The following are computed as part of the access indicators:

o Groes Enrollment Rate (GER)

The GER indicates the capacity of the rhool system to prepare leamers to the
following levels of education system: (1) Kindergarbn, (2) Elemmtary, (3) Junior High
School, and (4) Senior High School. It is thus defined as tte total eruollment for a
particular level of education legaftlless o/49e, expressed as a percentage of the eligible
official school^age population of that particular level in a given school year.
 Annet 7

The formulas for the GER are as follows:

Level Formula

Er."lh:1t,o0"..:
CER " x 100
Population^r.5 st N

Kindergarte
where:
n
Enrollmmt*,r-.r". = Kinder eruollmert (all ages)
Population^or.rn = PSA projected poputation (Age 5)

Enrollment,or- r*.,,,u
GER x 100
Po;rulation1- r-u sv x
Grades
where:
7-6
Enrollment*r., ,*. ,, ,u = Grades 1 - 6 eruollment (all ages)
Populationa* r,-rr, sY * =PSA proiecd population (Ages 6-11)

6gp
holht**...o."t n rr*
=
Populationo* u-r, ,, n
Kindergarb
where:
n to Grade 6
Enrollment*r., . cr.& 6 sy N = Kinder to Grade 5 enrollmmt (all ages)
Polrulation^o" r_,,, r, * =PSA p,rojected population (Ages 5-11)

Enrollmento"oo r-rr. r" *

GER x 100
lunior High Populationor*.,r_,r r"
"
School
where:
(Grades
7-7o) Eruollmenlo*." ,-,n ., ,. = Grades 7 enrollnent (all ages)
- 10
Population^*,r_,, ,, * = [5A projected population (Ages 12 - 15)

6gq = B9lmtser+r:u r* ,.166

Senior High Poln ation^* r. ,r rr*
School
where:
(Grades
11-12) Enrollment".*.,r-."o n = Grades 11 - 12 enrollment (all ages)
Populationaro re-rr. r" n = PSA proiecd population (ages 16- 17)
 Annex 1

LeveI Formula

Enrollment.,.r- r_r. ,,
Secondary GER _ " x lff)
Population^ro,r_,r. r, *
flunior High
School to where:
Senior High
Enrollment",,* r-or.,, = Grades 7 - 12 enrollment (all ages)
School) "
Populationa*orz-,, n., = PSA projected population (Ages 12 - 17)
",

6g11 =
fu|Mt*.*'"o'oo"t , r*
PopulationAcs s_rz sy N
Kindergarten
where:
to Grade 12
Eruolknento,*, , c!r& 12, sy N = Kinder to Grade 12 enrollment (all ages)
Populatior^o" ,-rz sr u = PSA Projected poPlation (ages 5 - 17) ]

In computing the GE& take nob of the following key points:

o If the GER approaches 100% or suq),rsses 100%, tlrc rate indicabs that the
school system is able to accom.rnodaE all children in the official age group.

o The GER can be used together with the NER to measure the extent of overaged
and underaged eruollment.

o A higher percentage of GER indicabs a high degree of access to a level of

educatir:n.

Net Enrollment Rate (NER)

The NER is defined as the eruollment in a particular level of education of the official
school-age group, expressd as a percentage of the corresponding population. It
provides a more precise measurement of the extent of participation in a particular level
of education of childrm belonging to the official school age.
The forrruLas for the NER are as follows:

Level Formula

E*oll-*t*'*', ..o"^'
NER = ,r*
Population^.. * n
",
Kindergarten where:
Enrollment**., orr.r, = Kinder eruollment (Age 5)
Population^F, syon = PSA prci<1ed population (Age Q
 Annex 1

Level Formula

pg1 fuh*t*tt*.'t"r'"* rr*

=
PopulationAc, 6_1L ,y N
Grades
wher,e:
7-6
Enrollmento,oo r, (rs c_ rrr sr r.r = Grades 1-5 enrollment (Age6 6 -11)
Populationr-an."rn = PSA proiected population (Ages 6- 11)

..--*'*"kttu5[
&uollm€nt- r. lrtr
NEI = x100
Population^o r-rr, r., *
Kindergarten
to Grade 5 wtrere:
EnrollmentE &r. c..d. c 6go s-rrrsr x= fu€r to Grade 6 eruollment (Ages 5- lf )
Populationo*r-rr,rrr = PSA Foiered poptrfation (Ages 5-11)

fuh*t*,-rot r!"r-,+"r*
11aj = *r*
lunior High Populationrro u_u, sr r
School
where:
(Grades
7-10) Enrollment."oo, ro(aa61r_6),51N = Grades 7 - 10 enrollment (Ages 12 - f 5)
Populationl* rz-rao,,, = PSA projecd PoPulation (Ages 12 - 15)

p'pp : E*ll*"lto*,,,,, r-,.-,r,"," r,

Senior High Populationo*.,-,r'n "
School
(Grades where:
t7-12) Eruollmentc..do,,r2 6!E r5- rasy N = Grades ll - 12 enrollment (Ages 16 - 17)
PopulationAs. r6_rzsr r = PSA proiected population (Ages 16 - 17)

Secondary pg1 fuhAto'"'-', .G"'-,ot,nt,

(Junior
=
Population^*,r_rr
r*
ey n
High
where:
School to
Senior High Enrollmento-o- r,r2 (A!6 r2_ra s./ -12 enrollrnent (Ages 12-14
N= Grades 7

School) Population^-rr-r,,r, = PSA projected population (Ages 12 - 17)

 Annet'1,

Level Formula

fuh6t*'oo"*o., u.tr4r,* r, r,
t
NER =
Populatior^-.rr.r,
Kindergarten
to Grade 12
where:

Eru,ollmmt,o".., r"c.&r:6so+,4 sv x = fuer to Grade 12 eruollmer (Ag€s 5- 17)

Populatiorte*,s-rzsy I = PSA Proiected Population (Ages 5 - 17)

In computing the NER, take noE of the following key points:

o The ideal maximum value for the NER is 100%.

o A higher percentage of NER denotes a high degree of participation in a level

of education of tlre school-age group.

o If the NER is below 1fi)%, the percentage differerrce shall not be considered as
the proportion of children not enrolled.

o The age-spcifc mrollment ratio is a morre precise complementary indicator, i.e.,

the level of participation in education of the population at each particular age.

Comparing the GER and the NER will give you the following implications:
o GER-NER=% overaged and underaged leamerc
o GER > NER

o GER = NER + trere are no overaged and underaged leamers

Gross Intake Rate (GIR)

The GIR is also known as aryrml intakl rate.It r€flects the general level of access to
elementary education, indicating the capacity of the education system to provide
access to Kindergarten or Grade 1 for the official school-enkance age population. This
includes overaged and underaged leamers in new entrants to Kindergarten or
Grade 1. A high percentage of GIR indicates a high degree of access to elementary
education.
 Anner 1

The formulas for the GIR are as follows:

Level Formula

New Entrantso,r-. r,
GIR =
Population At 5, SYN
" x 100

Kindergarten where:

New EnEantsrJ.ut'. x = Kinder enrollmmt - Kinder rcpaters

sy

Population^*. u. r, N = PSA projected population (Age 5)

New Enhntsc'.d. r, sY N
GIR = x 100
Population^r. ., ., o..

Grade I where:

New Entrantso.. r,x =Grade 1 enrollment -Grade 1 rcPeaters

sv

Population^o a. sv p = t'lSA Projected population (Age 6)

Net Intake Rate (NIR)

The computation of the NIR includes only those new entrants to Kindergarten or
Grade 1 leamers who are of the official sdlool-€ntrance age. It provides a more precise
measurement of access to elementary education of the eligible, elementary
school-entrance age population than the GIR. A high percentage of MR indicabs a
high degree of access to elementary education for 8re official school-enEance age.
However, the MR shall not exceed 100%.
The formulas for the NIR are as follows:

Level Formula

New Entranb Xitxl€r (A8. 5, SY N

NIR - x 100
Population At 5,5Y N

Kindergarten where:
New Entrantsor-,* 5,11{ = Kinder entolhre(rt (Age 5) - Kinder rcPeaters (Age O
Populatione",r.svx = PSA pnfrted popttlation (Age 5)
 Annex 7

Level Formula

NIR =
N* Mb**,a,"q",* ,r*
Population^o e, sv *
Grade I where:

Mw Entrantsc..& r( r.e5y x = Crade 1 eluollment (Ate 5) - Grad€ 1 leFatets (AEe 6)

Poprlatkrr* n,rn = PSA proirted populatiEr (Age 6)

Comparing the GIR and the NIR will give you the following implications:

o GIR - NIR = % overaged and underaged new mtrants

o GIR>NIR
o GIR = NIR
= Arere are no overaged and underaged new enEanB

Also, noe that for Kindergarten, if the NIR is equal to the NER
(i.e., NIR*"* = NER."-, then it means that there are no rePeater in KindergarEn
of age five (5).

Traneition Rate
The transition rate assesses the extent by which leamers are able to move to the next
higher level of education, e.g., Elementary to funior High School, and lunior High
School to Senior High School. It indicates the degree of access to tlre next higher level,
measuring the upward mobility in the educational hierarchy. A high tsansition rate
indicates a high access or transition from one level of education to the next level.

The formula< for the transition rate are as follows:

Level Formula

New Entrantsc..d. r, sy N
Transition Rate = x lOO
Enrollment6,q"..",_1
Kindergarten
where:
to Grade 1
New Entrantso.d.Lsyr = Gnde 1 Enrolhrent -Cf,ade I RePeaEs, Curr€nt 5Y
Euolhrent,on"-r, n-, = Khder Euollmenl ltlious 5Y
 Annet 7

tevel I Fomrula

New Entrantsc-d" {sy N

Transition Rate = x 100
Enrollment..o" 3,SYN 1
Grade 3 to
where:
Grade 4
New Enlrantsoo..sv r : Gnde 4 Enrolkrent - Grade 4 Repeaers, Current SY
Enrollmentcd.,sy N-r = Grade 3 Emollrrcr& Pr,evious SY

New Entrantsa"& SYN

Elementary Transition Rate = x 100
Enrollmento.o.u o._,
to )unior
High School where:
(Grade 6 to
Nov Erlrants*-r.srx Erollmtr* - Grade 7 Repeatem, Grrent
= Grade 7 SY
Grade 7)
Enrollm€lrta.&'sr N-r = Grade 6 Euotlnst, Pr,eviorg SY

Junior High Transition Rate =

New Entrantsoo* rr,sY *
x 1[X)
School to Eruollmerrt ,'," 10 sY N-1
Senior High
where:
School
(Grade 10 b Nery Er&8rrEc-d"r"svr :Grade 11 Ertlhunt-Gtade 11 RePeatErs, CUnE SY

Grade 11) Enrclln€nto d. rqsy Gnde 10 Enrollgrrt, heviorrs gY

N-r =

The table below shows the appticability of computing the accesi indicators at different levels
of governance.

KPI Nationa-l Regional Divisron fthool

Gross
x
Emollment Rate

Net Fruollnent
Rate

Gross lntake
X
Rate

Net Irttake Rate x

Trarsition Rate
I
From the table above, the access indicators camot be comPuted at the School level, since the
projected population data is not available at this level.
 -l
Anner

EFFICIENCY /NDICATORS

Efficiency indicators are used to monitor the obiectives of tlre education system b produce
desired results at the l€ast possible cost These indicators also measure the quality of the
education system in general.

The Department uses a EmplaE based on the computationg set forth by the UNESCO Institute
of StaHstics (UIQ to compub the efficiency indicabre. Data needed for the efficierrcy
indicators are first inputbd in the Module One of the ternplate, a sample of which ie shown
below.
IIO€ATORs OF EOUCATIOTAL IIIIERNAL EFFICIEI{CY

l fl
od4 |

...1 ---Curo.e. -r *'* ---l

---+ t-

[-
The templaE requires the following data:

o Enrollment for two cons€cutive school years (currmt and ptevious)

o Repeaters in the current SY

o Graduates in the previous SY

Once these are inputted in the Module One, the value of the ellicimry indicators will be
automatically compuEd in the Module Two of the Emplate, a sample of which is shown
below.

,.'J.rid6l---..l*

F-E- --]

t
J

I
! L__l
4!i

t i
 Annex 1.

Ttre following are computed as part of the elficiency indicators:

. Promotion Rat{Gtaduation Rate

The promotion rate assesses the extent of learners who are promod to the nec<t grade
level. This can be computed by grade level in Grades 1 to 5 (for Elernentary) and in
Grades 7 to 11 (Ior Secondary). For Kindergarten and Grade 10, the leamets who are
promoted to the next level are called Kinder coorpletere (for promotion to Grade 1)
and Grade 10 completers (for promotion to Grade 11), respectively.

For Grades 6 and 12, promotion rate is called graduation raE wtrerein it now assesses
the extent of leamers who finished the said grade levels.

The formulas for the promotion rate/graduation rate usizg the reanstntcbil ahofi
metlwd are as followg

Level Formula

Enrollmentr* - Repeatersc,d. )C5YN

a sy N
Elementary Promotion Rate = x 100
Enrollment r.r-r,r.rr_,
(Grades
1to5) where:
Secondary Enrollment".... sy n= BGY Enrollment, Current SY
(Grades
x = Repeaters, Current SY
Repeatersc,.d.x sy
7 lDt7) Eru.ollm€ntc.d.x-"r,0-, = BOSY Eruollment, Previous SY

Co*Pldeo** t'
Promotion Rate = '" '
Eruollmento*.
'n
,n ,, ,,,-, "r,
Junior High
School where:
(Grade 10)
Completerso,"r"rq 5y
"_1
=EGY Promotees
EniollmentG !10,sy x-r = BGY Enrollment

Graduates.
Elementary Graduation Rate -'-----*c..d. )( N 1 x100
- Enrollmento-r.*r,n-, sY

(Grade 6)

where:

Secondary Graduateso.* ,. N-r = EOSY ltomotees

".,,
(Grade 12) Enrollment".n. r. = BOSY Enrollment
"" "-,
From the Module Two of the template, the graduation rate can be seen as follows:

g.EaF
cdb2 lo..ra,
_ 22\:
GEr. a
$rnEE
I
r! 9q!. .rr!ft. _
I

PaEe 111
 Anner 7

Repetition Rate
The repetition rate debrmines the magnitude of leamers who r€peat a grade level.
This can be compubd by grade level and average per grade level. A high repetition
rate implies high wastage of resourtes.

The formuLa for the repetition raE is:

Level Formula

Repeaters Cr.d. x, SY N
Repetition Rate = x 100
Enrollment",.* xfiN-r
All levels
(Kinder to where:
Grade 12)
Repeaters",,". r 9 N = Repeaters, Current SY
Enrollment.o* r 5y.-, = BOSY Eruollment, Previous SY

School Leaver Rate

The school leaver rate is intemationally known as frte dropout rate. Tl1is covers both
leamers who do not finish a particular grade level as well as lhos€ who finigh but
fail to eruoll in the next grade levd the following school year.
The formulia for the school leaver rate is:

LeveI Formula

(EnroIment".o r, r, n -, - Repeaters",*,
)
" ".,.

-(Enro[menro ,.r-r, r" n - Repeaters"-* r.r,o," ) x

School leaver Rate = 100
EnrollmenQ.,o., n -- .1
All levels
(Kinder to where:
Grade 12) EnrolknentG..d. x sr p_r = BGY Enrollmeart, Pr€vious SY
ReFaterc6..d. L n Current SY
N = Repeaters,
Enrollmento." r-,. sy r = B06Y Eruollment, Next Grade L,evel, Current SY
Repeatersc,d. x.r, sy r., = Repeaters, Next Grade l*vel, Current SY

Using the r€constructed cohort method, lhe relationships of the three eventualities,
namely promotion, repetition, and school haver, imply the following:

o 1= homotion Rate + Repetition Rae + School ltaver Rate

o Promotion Rate = 1 - Repetition Rate - Sdtool l€aver Rate

o Repetition Rate = 1 - Promotion Rate - SctEol l€aver Rate

o School l,eaver Rate = 1 - Promotion Rate - Repetition Rate

 Anwrl

Cohort Survival Rate (CSR)

The CSR computes the percmtage of a cohort of learners who were able to reach Grade
6 (Elementary), Grade 10 funior High School), or Grade 12 (Senior High School). This
rate is used to assess the intemal efficiency and rmsiage in education.

From the Module Two of the EmPlate, the cohort survival rate can be identified as
follows:

f s.r.'Er,r --l
I e.d;i fc;, d.2 Gr.L 3 0..a. a !-, -&-

_l
I
E-d! - l=:!-
qli !q.!.!:-.trG
-B- ri!; -, a?:l, 2.rat
2.rat r.ilt -
_ftg
ta!,l -l!!-----1!a al r5t,
- !r!Eta.!E
a! !!ryq _ ,qir,!r
!. loryq _ 4rvo 64L, !4

Completion Rate (CompR)

The completion rat€ measurea tre percentage of eruollmmt in Grade 1 and Grade 7
who complete or graduate in Elerrentary, Junior High School, and Senior High fthool.

From the Module Two of the Emplate, the codtPletion raE can be locaH as follows:
-l
l_grd. t cli{.2 oErr.l Gr.o. a roft5 Eaa
Q/rt _.r.!r,
s.tl' az,t 'l.rti
t.rlnl a!i ,v-r
l_-rrri-'_-iir*--r. _!rvnr
i ia_a:at_ ,_ a.raa _ o --
t.. -,ql
ar
!tl-an .,crE
a.t avlq
I-'',

Comparing *re CSR and the CompR will give you the following implications:
o CSR - CompR = % cohort of leamers who were not able to comPlete the level
o CSR>C-ompR

were able b rcach and

o = all learners
CSR = C-ompR complete
Grade 6/10/12

Coeff icient of Efficiency

The coefficient of efficiency measures the overall inemal efffcimcy of the education
syster& evaluating the imPact of repetitions and dropouts on the efficiency of the
educational processes in producing graduaEs. A high petcertage of coefficimt of
efficierrcy indicaes a high overall level of internal efficierry and little wastage due to
repetitions and dropouts. In other words, early &opouts, especially in the lower
grades, reduce inErnal efficiency.
 Annex 1

From the Module Two of the hmplate, the coefficient of efficiency can be identified as
follows:

-c..4. rTc.ra r
,

B|'r .g.vq_ :_!nir-

r-rcr! zirr -_,!.r'ri -
ruvc+.-j avq
'qml}q
r!.i rt dvd _ 4r4.r
..____..1_ I

Years Input per Graduate

The years input per graduate measutes the actual duration oI pupil-years required to
produce a graduate. A puVil-yu is equal to one school year sP€nt by a leamer in a
certain grade level.

The ideal value for the years input per graduate for both elerrentary and secondary is
six (6) years. Any value higher than the ideal implies a high value of repetition and
school leaver (or dropout) raEs.

From the Module Two of the templaE, lhe years inPut Per graduate can be identified
at the end of the bo& as shown below:

G.rA r G.d2 adn!; G..d.a G...b 5 I

Eli 9G l!,8 ta.ll tlt lt L-.1 !9!4 .

,!!!!E!d _!!9r-.: t.rltt t,ua t.rli C0 I alyat ro|yn, I ali/c -!1..1

',ff_ _.r r._,_- .!! _q -+. r.r, oit,

-.or-- rr.iir] i;rE
:
i
.L_!91Y!

The table below shows the applicability of computing the efficierry indicators using tlte
reconstructcd @t ott metlod at dtftqent levels of goveurance:

KPI National Regional Division School

Promotion Rate/
x
Graduation Rate
I

Repetition Rate

Schml l-eaver
x
Rate

r Cohort Survival
x
I(ate

Completion
x
I(ate

P^oe I 1L
 Atnex 1

KPI National Regional Division fthool

Coefficient of
Efficimcy

YearsInput per
GraduaE

The efficimcy indicators mentioned above are generaEd from the LIS EmPlaE introduced at
the beginning of this section. These are not computed at the rhool level due to vulnerability
to migration of learners, except fm the repetition rate, which cen be computed manually at
the School level using the eame forurula provided above.

EXiciency hrdiutors Using t E Old Metled

Some indicators can also be compuEd using the olil ttutloil, wlich refers to the converrtions
set forth by the Department before lhe reonstruc&il alott metloil wa introduced. These can
be us€d at the School level. However, for cohort survivsl and completion rab, the
computation of *rese indicators at the School level shaU be dfucretionery since fte Departmmt
rrainly uses the z Mstntcbd @hott metlud tor computing Erese indicators.
The indicators are:

r Promotion Ratry'Graduation Rate

The fornrulas for the promotion rae/graduation raE using thc old netlod arc as

followe:

Level Formula

Elemenary PromoEes^
(Grades Eruollmento.* * n
"r
1to5)
where:
Secondary
Promot€es&d. x sY N = EGY Promotees
(Grades
7 ro 11)
Emollmerrt.-o.r sy N = B()$Y Emollmcrrt

Graduates"o* ,. ,"
Elementary Graduation Rate = " x 100
(Grade 6)
Eruollment"-. x'5Y N

where:

Secondary t sy N = EOSY Promotees

Graduatesc..d.
(Grade 12) Eruollment -.*svN = BGY Errollnrent

Page 115
 Annex 1

Cohort Sundval Rate (CSR)

Tlre formulas for the CSR unng fhz old metlrod are as follows:

LeveI Formula

Enrollment.,-* 6, 5Y N
CSR = x 100
Enrollment.o* ,. ,.,.
"-,
Elementary
where:
(Grade 6)
Enrollment.,r. u. sy r.r = BOSY Crade 6 Enrollment. Current SY
Enrollment",* ,. ,, . , = BOSY Grade 1 Eruollment, 5 years ago

Enrollmento,.* 10,5Y N
CSR x 100
Enrollmerrto"*, o*-.
Junior High
School where:
(Grade 10)
Enrollment.o.. ,0. svx = BOSY Grade 10 Enrollment, Curaent SY
Eruollment,r-0. ,. ,', r-, = BOSY Grade 7 EnrollmenL 3 years ago

Enrollment".,on.,r. r" n
CSR x 100
]unior High Entollment.o.. r. r","-,
School to
Senior High where:
School
Enrollmentu,r. ,. sv r = BOSY Grade 12 Enrollment, Currenrt SY
(Grade 12)
Enrollment"-., ," = BOSY Glade 7 Enrollment, 5 years ago
"-,
NOTE: Caryutation of CSR al the S&aoI leoel slull be disctetionary.

Completion Rate (CompR)

The formulas for the Completion Rat.e using the old nulhod are as follows:

Level Formula

*
G"aduabs",'*
" ,roo
' =Enrollmentcr.de '' s1N-5
comoR
r.

Elementary
where:
(Grade 6)
Graduates"*.oo r,r = EOSY Graduahs, Current SY
Enrollment","o.,.n,-u = BOSY Grade 1 Enrollment, 5 years ago
t
 Annex 1

[,evel Formula

Co*Pltho...*,n,,*
q-o-r11 =
' , r*
Enrollmentcr&z sy N_l
funior High
School where:
(Grade 10)
Completerscod.lo ,r, o,, = EO6Y Completers, Current SY
Eruollment.*., ,r,,,-, = BOSY Grade 7 Eruollment, 3 years ago

Graduahoo*'2"
n ,..r*
Junior High compR
' - Enrollmentcad€ z sy N-s
School to
Senior High where:
School
Graduates..*. ," rt x = EOSY Graduates, CuEent SY
(Grade 12)
Enrollment.,r., ., n -, = BOSY Grade 7 Enrollment, 5 years ago

NOTE: Ukr CS& comwtotion ol completion rute at tlv School leoel dull be ilisc*tionary.

O ther Efi cimcy lndiators

Other efficiency indicabrs include the following:
. Retention Rate
The retention raE debrmines the degree of learners in a particular rhool year who
continue to be in school in the succeeding year. NoE that this is not equivalent to the
number of learnerg r€taind at the end of the cchool year.
The formulas for the retmtion rate are as follows:

Level Formula

Enrollment^
Eruollmentc,.d- r ro, sy,_r
Grade 1 to
where:
Grade 6
Enrollmento.o-, n= BGY Enrollmeng Grades 2 to 6, Curent SY
"o'
Enrollmento.ou" , ,o , ." = BOSY Enrollmert Grades 1 to 5, hevious SY
"-,

Page | 17
 Annex 7

Level !-ormula

Enrollmentoro , o, ,o ,, n
Retention Rate = x 100
)unior High Enrollmmto-o 7 b 9, 5Y N-r
fthool
where:
(Grade 7 to
Grade 10) Eruollmertcod-rbro."r" = BOSY Enrollnent, Grades 8 to 10, Curent SY
Enrollmelt ,.*r., n , = BGY Enro[n€ni Cndes 7 to 9, h'evious SY
",

Enrollment^ N x 1m
Reterrtiorr Rate --***..ordi'lbrz
= Enrollm€rrt.,."o sy

, ,o ,r. rt n - ,
Secondary
(Grade 7 to where:
Grade 12)
Eruollm€ntad-.i,rz*,.r = BGY EruollmenL Grad6 8 to 1Z Current SY
Enrolhrent &7brr.r"r-, = ffi fullrrcnt Grades 7 b 11, Previous SY
I

Sinple Dropout Rate

The simple dropout rate calculates the Percmtage of leamero who do not finish a
particular grade level. Unlike the school leavet raE, it does not include leamers who
finish a grade level but do not eruoll in the no<t grade level the following rhool year.
The formula for the simple dropout rate is:

Level Formula

simole Drooout ** - DroPoutso-.*rr* ,r,

Enrollment"o. a r, *
All levels
(Kinder to where:
Grade 12)
DropouBcod.rsyN = EOSY Dropouts, Current SY
Enrollment"*. ,. sy N = BOSY Enrollment, Current SY

Take noE that the simple dropout rate is not equivalent to the school leaver rate.

The table below shows the applicability of computing the other efficiency indicators at
different levels of govemance:

KPI National Regional Division School

Retendon Rate X

Siimple Dtopout
P.are

Pace 118
 Annex 1.

RANO AND PROPORTION

Ratios and proportions are part of quali$ indicabrs that the Departrrent computes to
complement tle other indicators previously presenEd. On a mathematical perspective, ratios
are comparisons between two sets of obicrts. Tlrese can be expressed in eitlrer: (1) colon form,
(2) fraction form, (3) decimal, and (4) percenL In the context of performance indicatorq ratios
and proportions assess not only the quality of the education system, but also tlre quantity of
the resources being utilized in schools. Hence, the ratios and proportions are compuH at all
levels of governance, except for the IQR, which is not computed at tlre School level.

The Depa.rknent computes the following ratios in basic education:

o Teacher-IparnerRatio
The teacherJeamer ratio denotes the number of learners per teacher at a specific level
of education in a given school year. A high teacher-leamer ratio suggests that each
teacher has to be responsible for a large number of bachers. Conversely. a low number
of learners per teacher indicab that leamers will have a better chance of contact with
the Eachers, hence a better teachingJeaming process.

The formula for the bacher-leamer ratio is:

Level Formula

AII levels I
..
eacner-Leamer Kano =
Total enrollment
Total number of teadrers

NOTE: Thc data on earcllmeat and. number of tcachers for scrrool erntaes shall b aildeil ry
-
to the mother sdrcf;,l beforc canputing the teader-bamer ratio.

Classroom-Learner Ratio
Tlre classroom-learner ratio denotes the number of learners per insEuctional room (i.e.,
Kindergarten to Grade 12 classrooms only) at a specilic level of education in a giver
school year.

The formula for the classroom-leamer ratio is:

Level Formula

Total eruollment
All levels Classroom-l,eamer Ratio =
Total number of inshuctional rooms

Seat-Learner Ratio

The seat-leamer ratio denotes the number of learners per available seat (i.e., in
Kindergarben chairs, ar:rr chairs, school desks, and New Design. 2-seater desks only) at
a specific level of education in a given school year.

Page | 19
 Annet 1

The formula for the seatlearner ratio is:

Level Formula

Total enrollment
seat-Leamer Ratio - Total number of seats
where
All levels Total number of seats Number of Kindergarten seats (if applicable)
=
+ Number of Arm Chairs
+ Number of School Desks x 2

L + Number of New-Design 2+eater Desks x 2

Toilet Bowl-kamer Ratio

The toilet-bowl-leamer raEo denotes tlre number of leamers per/znctbzal toilet bowl
at a spec'ific level of education in a given sdrool year.

The formula for the classroom-leamer ratio is:

[,evel Formula

Total enrollment
All levels Toilet Bowl-karner Ratio =
Tota.l number of functional toilet bowls

Computer-learner Ratio
The computerJeamer ratio denotes the number of leamers per academically uxd
compuErs (and other gadgets as long as they are used academically by the leamers)
at a specific level of education in a given rhool year.

The formula for the seat-leamer ratio is:

Level Formula

Total eruollment
All levels Computer-kamer Ratio =
Total number of computers for academic use
 Annex 7

Gender Parity Inder (cPI)

Ttre GPI denotes the ratio of female.tomale values of a given indicator. This can be in
the proportion of female leamers to male leamers, or in other indicators such as GER
and NER.

The formula for the GPI is:

Indicator Formule

All indicators
Value of indicator for females
disaggregabd GPI =
Value of indicator for males
by sex

The GPI can be interpreted as follows:

GPI RANGE INTERPRE-TATION I

Less than 0.97 (GPl < 0.97) Disparity in favor of males

From 0.97 to 1.03 (0.97 < GPI < 1.03) Parity between sexes

Greater than 1.03 (GPI > 1.03) Disparity in favor of females

I

Internuartile Ratio (IQR)

The IQR determines the proportion of a limited resource available to the most
favorable quartile of a recipient group as compa.red b the proportion available to the
least favored quartile. Similarly, it is a measurc of the disparity in the distribution of
available resourrces which can be calculated at various levels. However, the IQR
mainly focuses on teacher diskibutiory as the IQR monitors the status and progress of
diskibution of teachers in public elementary and secondary schools.
The formula for the IQR is:

Indicator Formula

Tota.l number of teachers in the most favored quartile

All indicators
I IQR=
Total number of teactrers in the least favored quartile

NOTE: The fomula abooe can also be used when calaiating the IQR in Erms of other
rcsources such as classroms and seats.

O^oe I 71
 Annex 1

The IQR can be interpreted as follows:

IQR RANGE INTERPRETATION

From 1.00 to 1.30 (1.00 s lQR < 1.30) Resources are equitably diskibuted.

The teachers in Qr (the most favored)

Greater than 1.30 flQR > 1.30) have : as much resources as compared
to the teachers in Qr (the least favored).

NO?ES:

o Thc ideal IQR must fall at most 7.30 as shomt in tle table abotx. Any oqlue greatet
than 1.30 will restlt to a disparig ol rcsources, urith thz IQR beiag directly
poportional to ilE AsWntV, i.e., the greabr the lnlue of tllc IQ& the greater tfu
dispanty.
o The IQR must be compu.ted Irot at bast eight (8) sdtcr,ls. A list ol below I sdtmls
ca fiot germaV a tne lQR.
o Thc computation of IQR utilias sdtool-leul ilata for any lnxl of gaenancz.

To compute for the IQR, follow these steps;

1. Get the r€quired data. Ensure that the data for the eruollment and tlre number
of resources per sc&ool ale tally with the official release.

NOTE: In the cax of IQR for tmders, ilata of the annercs shall k aililetl up to the
mother sch0E/.

2. Compute the talio per school, then 8ffi the table through the computed ratioe
in arending order.
3. Compute the cumulative frequencies (CF) of the number of eruollment and
the number of resources.

4. Compute the percentage of cumulative ftequency of enrollment. Dvide each

CF of enroltonent by the btal eruollment, then exprcss each as a percentage.

5. Find the 25olo and the 75% in the % CF column This will serve as the markers
for Qr (the most favored quartile) and Q3, r€sPectively.
NOTES:
. U the exact oalue unnot be found, look for the closest aalue.

. If there are multiple ualues, tahc the oery frst occunence.

 Annex 1

6. Detennine the following:

r The number of resources in Q1 and Q
r The CF of resources trelow 0r and Q values
. the % CF in Qr and Qr
r The % CF below Qr and Q3 values

7. Compute the nurnber of resources in Q1 and Qs ueing the following formula:

25.0O - % CF below Q, value

t(Q ) = CF below Q, - x Number of rcsources in Ql
% CF in q -% CF below Q value
75.@-% C! below Q, value
(0') = CF below O. - x Number of resources in g
% CF in q -% CF below Q. value

where t(Q, ) and t(Q, ) are the number of resources in Qr and Q3, respectivelv.

8. Compute the number of reeourcee in Qr (or the least favored), ort(q).

Subtract the number of resources in Q3 from the total number of resources.
9. Get the IQR using the formula:

Total number of resources in the most favored quartile

IQR:
Total number of resources in the least favored quartile

- '(Q,)
r(Q.)