PDP-Course-Recognition-Application-Form-2

Republic of the Philippines Effectivity Date: September 20, 2021
Department of Education Version No. 1

DepEd Complex, Meralco Avenue Revision No.: 00
Pasig City 1600 Page No.: 1 of 34
Professional Development Program/Course Recognition Application Form Reference No.: CO-NEAP-F018
INSTRUCTIONS: Input the necessary details. Indicate N/A if not applicable. DO NOT ABBREVIATE.
LEARNING SERVICE PROVIDER PROFILE

Learning Service Provider DEPARTMENT OF EDUCATION-SCHOOLS DIVISION OFFICE OF ISABELA
Complete Office Address ALIBAGU, CITY OF ILAGAN, ISABELA
MA. PHEE BERNADETTE T. DUMALAG 0926-151-2091
Contact Person Mobile No.
ISMAEL KRIS L. DELA CRUZ 0927-708-5512
HYPERLINK
"mailto:mapheebernadette.dumalag@deped.gov.ph"maphee
Telephone No. N/A Email Address
bernadette.dumalag@deped.gov.ph.
ismaelkris.delacruz@deped.gov.ph
NEAP Authorization Number N/A
Address: 2/F Mabini Building, DepEd Complex, Meralco Avenue, Pasig City 1600
Telephone No.: (02) 8638-8638 / (02) 8633-7207 / (02) 8635-4796
Email Address: neap.od@deped.gov.ph / askneap@deped.gov.ph
PROGRAM PROFILE
You will need to complete the following components to describe the program you would like to be recognized.
1 STRENGTHENING SCHOOL RESILIENCE BEYOND BASICS: ADVANCED DRRM TRAINING FOR EFFECTIVE AND EFFICIENT
Title
RESPONSE
2
Rationale Strengthening school resilience beyond basic Disaster Risk Reduction and Management (DRRM) training lies in the need to
ensure the safety and well-being of learners, teachers, and staff in the face of various disasters and emergencies. While
basic DRRM training provides a foundational understanding of preparedness and response, advancing this training is
essential for several reasons:
Comprehensive Preparedness: Basic DRRM training typically covers fundamental concepts such as
evacuation procedures and first aid. However, in today's complex and changing risk landscape,
schools need to be prepared for a wide range of hazards, including natural disasters (earthquakes,
floods, hurricanes), technological accidents, health pandemics, and more. Advanced training helps
schools anticipate and plan for these diverse scenarios.
Effective Response: Advanced DRRM training equips school personnel with more specialized skills
and knowledge. This includes training in incident command systems, crisis communication,
psychological first aid, and specialized medical training. These skills enable schools to respond more
effectively during emergencies, thereby minimizing injury and loss of life.
Risk Reduction and Mitigation: Beyond basic preparedness and response, advanced training delves
into risk reduction and mitigation strategies. This involves understanding the vulnerabilities of
school infrastructure, implementing structural improvements, and incorporating hazard-resistant
design principles into school buildings. These efforts can significantly reduce the impact of disasters
on school communities.
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Interagency Coordination: Complex emergencies often require coordination among various agencies,
including emergency services, health departments, and social services. Advanced DRRM training
helps school staff understand the roles of different agencies and establish effective communication
channels, ensuring a cohesive response during emergencies.
Psychosocial Support: Disasters can have lasting psychological impacts on students and staff.
Advanced training covers psychosocial support techniques that help schools provide emotional and
mental health assistance to those affected, fostering resilience and recovery.
Continuity of Education: Beyond immediate safety concerns, advanced training addresses strategies
for maintaining the continuity of education during and after disasters. This includes remote learning
options, alternate facilities, and plans to ensure students can continue learning even in challenging
circumstances.
Community Engagement: Schools are often hubs of community activity during emergencies.
Advanced training emphasizes collaboration with local community organizations, government
agencies, and non-profits. This strengthens community-wide resilience and fosters a network of
support.
Adapting to Change: The risk landscape is constantly evolving due to factors like climate change and
urban development. Advanced training helps schools stay current with the latest risks and response
strategies, enabling them to adapt their preparedness plans accordingly.
Legal and Regulatory Compliance: In many regions, there are legal and regulatory requirements for
schools to have comprehensive disaster preparedness and response plans. Advanced training
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ensures that schools meet these obligations.
In conclusion, advancing DRRM training beyond the basics is crucial for schools to effectively and
efficiently respond to a wide range of emergencies and disasters. This approach enhances safety,
promotes resilience, and enables schools to play a central role in community recovery efforts.
3
Program Description Terminal Objective:
At the end of the training, participants will gain the advanced skills and knowledge needed to
enhance their school's resilience, contribute to effective disaster response, and ensure the safety and
well-being of their learners, staff, and broader community.
Enabling Objectives:
Conduct a comprehensive hazard vulnerability assessment specific to their school's location,
identifying potential risks and vulnerabilities.
Develop a detailed and customized disaster preparedness and response plan that includes
procedures for various types of emergencies.
Utilize incident command systems to manage response efforts, allocate resources, and maintain
effective communication during emergencies.
Implement crisis communication strategies, including clear messaging and communication channels
for different stakeholders.
Provide psychological first aid techniques to support students and staff emotionally during and after
disasters.
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Evaluate the structural integrity of school buildings and identify opportunities for hazard-resistant
design improvements.
Implement strategies to ensure the continuation of educational activities during disruptions,

including remote learning options.
Collaborate with local community organizations, government agencies, and non-profits to develop a
network of support and resources.
Stay informed about emerging risks and adapt preparedness plans accordingly, integrating climate
resilience strategies.
Develop and maintain documentation that demonstrates compliance with legal and regulatory
requirements related to disaster preparedness.
PPST
Domain 2. Learning Environment
2.1.2 Establish safe and secure learning environments to enhance learning through the
consistent implementation of policies, guidelines and procedures
4
Professional Development
Priorities
PPSH
Domain 3. Focusing on Teaching and Learning
3.6 Demonstrating understanding of managing a learner-friendly, inclusive and
healthy learning environment.
5
Target Participant Legislative District DRRM Coordinators, Senior High School DRRM Teachers, 6
PRC (For Non-DepEd LSPs)
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School DRRM Coordinators, Science Teachers Program

Pls. refer to Annex 1 (detailed list of participants) Accreditation
No.
7
Delivery Platform Face-to-face 8
Indicative Date of Implementation 13 September 2023 to 17 September 2023
COURSE LIST
Learning Service Providers can attach one or more courses in a program for recognition. You are required to list courses you are applying for
recognition in the table below and then provide a detailed description of each course on the COURSE DESIGN page.
9 10 11 12 13
Course Title Professional Standards Covered Schedule Modality
1 STRENGTHENING SCHOOL PPST From
13 September 2023
Training Course
RESILIENCE BEYOND BASICS: Domain 2. Learning Environment to
17 September 2023
ADVANCED DRRM TRAINING FOR 2.1.2 Establish safe and secure learning
EFFECTIVE AND EFFICIENT environments to enhance learning through the
RESPONSE consistent implementation of policies,
guidelines and procedures.
PPSSH
Domain 3. Focusing on Teaching and Learning
3.6 Demonstrating understanding of managing
a earner-friendly, inclusive and healthy
learning environment.
Add more row to add courses.
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COURSE DESIGN
Provide a detailed description of each of the course by breaking it into discrete sessions. You may create a copy of this page if you have two or
more courses.
14 STRENGTHENING SCHOOL RESILIENCE BEYOND BASICS: ADVANCED DRRM TRAINING FOR EFFECTIVE AND
Course Title
EFFICIENT RESPONSE
15
Course Description The program is designed to provide school personnel with in-depth knowledge, specialized skills, and
practical strategies to enhance their ability to respond effectively and efficiently to a wide range of
disasters and emergencies. Going beyond the foundational concepts of basic Disaster Risk Reduction
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and Management (DRRM) training, this program equips participants with advanced skills and
techniques necessary for comprehensive preparedness, efficient response, and community
collaboration.
At the end of the training, participants will gain the advanced skills and knowledge needed to enhance
their school's resilience, contribute to effective disaster response, and ensure the safety and well-being
of their learners, staff, and broader community.
22
Resource
20
16 17 18 19 Assessment 21 Person/
Duration Topic Session Objectives Methodology Outputs
Strategies Learning
Facilitator
1 90 DRRM, CCA Present the DRRM (LECTURE/ At the end of DRRM-CCAM (i.e. MA. PHEE
minutes TERMINOLOGIES and CC agreed WORKSHOP) the session, the climate change BERNADETT
definitions according terminologies adaptation and E T.
to RA. 10121- will help the mitigation) plans for DUMALAG
The module on
Philippine Disaster school their respective
DRRM and CC
Risk Reduction and personnel in schools.
Terminologies
Management Act of formulating
presents the
2010, the 2009 DRRM-CCAM
definitions according
UNISDR Terminology (i.e. climate
to the Philippine
on Disaster Risk change
Disaster Risk
Reduction, the adaptation and
Reduction and
Intergovernmental mitigation)
Management Act of
Panel on Climate plans for their
2010, the 2009
Change (IPCC), and respective
UNISDR Terminology
the United Nations schools.
on Disaster Risk
Framework
Reduction, the
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Convention on Intergovernmental
Climate Change Panel on Climate
(UNFCCC); Change (IPCC), and
the United Nations
Gain understanding Framework
and right application Convention on
of the DRRM and CC Climate Change
related terminologies; (UNFCCC).
and
Be able to formulate a
DRRM-CCAM plan for
their respective
schools based on
their understanding
of the DRRM and CC
concepts and
terminologies.
2 60 PHILIPPINE BASIC Know the difference (LECTURE/ The facilitator The participants are DANILO
minutes EDUCATION between the old and WORKSHOP) will deliver a expected to apply the ILARDE
SYSTEM new structure of the The Department of brief new structure in their
Department of discussion and own offices and they
Education or DepEd
Education (DepEd); comparison of must come up with a
is the government DepEd’s old coordination structure
Gain a deeper institution mandated and new and mechanism on
understanding of the by law to provide organizational how their different
K to 12 program and quality education to structure to offices will work
the Senior High give them a together to integrate
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School Program; every Filipino. better DRRM.

Locate DRRM and its understanding
relevance in the The Philippine Basic on how
entire DepEd System; Education System DRRMS works
and consists of one (1) with key
year kindergarten, offices. The
Learn about the six years of main objective
partnership of of this activity
elementary, four
DRRMS with the is to let the
different years of junior HS participants
Bureaus/offices of and two years of realize that the
DepEd. Senior HS. offices have
functions
To enhance access of related to
Filipino learners to DRRM and that
basic education, they are
DepEd is working with
implementing key DRRMS to
meet the
programs like K-12,
mandate of the
Alternative Learning department.
Systems, National
Indigenous People
Education Program
and the Special
Education Program.
DRRM is now a key
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component of
Philippine Basic
Education and it is
embedded in the
entire DepEd
system..
3 60 COMPREHENSIV Share their ideas on (LECTURE/ Crafting of A DRRM-CCAM Plan FELMAR

minutes E DRRM IN what constitutes WORKSHOP) DRRM-CCAM should be developed DANIPOG
EDUCATION “safe school”; Plan- The by schools annually,
FRAMEWORK DRRM-CCAM with appropriate
All school personnel
Familiarize Plan should budget support. The
(CCAM) and DRRM team
themselves with the clearly Plan should reflect
Global members should be contribute in localization of DRRM
Comprehensive aware of DO 37, s. the and CC related policies
School Safety 2015 and all other achievement of of DepEd.
Framework and DRRM and CC desired
DepEd’s localization related policies of education
of it through the outcomes
DepEd. The said DO
Comprehensive which are:
Disaster Risk contributes in the access, quality
Reduction and achievement of and
Management in desired education governance.
Education outcomes, namely,
Framework (DO 37, access, quality and
s. 2015), as well as governance. • It is
other DepEd DRRM-
important that all
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CCAM policies; schools anchor their

risk reduction and
Gain understanding resilience building
on the
initiatives on the
implementation of
DO 37 and other Comprehensive
DRRM and CCAM DRRM in Education
policies; and Framework as per
•Enhance their DO 37, s. 2015.
DRRM-CCAM Plan by
further categorizing It is imperative for
them into the 3 risk reduction and
pillars of the resilience building
Comprehensive that schools move
School Safety towards
Framework.
implementing a
comprehensive
school safety plan,
one that integrates
the four key thematic
areas of RA 10121
and the three pillars
of the CSS
Framework, as
reflected in DO 37, s.
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2015.
4 60 UNDERSTANDING Differentiate among (SIMULATION/ (WORKSHOP) Identify the MARJO

minutes COMMON the common hazards MOCK corresponding and ROYUPA
HAZARDS being experienced in DRILLS/LECTURE) List down all available early warning
the Philippines. the hazards system, enumerate
The various common they know, or preparedness
Enumerate various hazards that we they are measures, or practice
hazard-specific early experienced are experiencing in they are doing in
warning systems; their areas. dealing with the
geological hazards
and Identify the hazards.
such as earthquake, corresponding
Discuss the What to liquefaction, volcanic and available
Do before, during eruption and early warning
and after the hazard. tsunami; hydro- system. Given
meteorological those, they will
hazards such as also enumerate
the
different
preparedness
classification of measures or
tropical cyclone, practice they
storm surge and are doing in
flooding and each dealing with
hazard has its own the hazards.
characteristics and
potential impacts.
There are general
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things that the

public must done
before, during and
after the occurrence
of a particular
hazard, as well as
with the things that
must be done by the
DRRM Coordinators.
There are relevant

and hazard-specific
early warning system
which can be utilized
in order to minimize
the impacts of the
hazards.
5 90 UNDERSTANDING Explain the basic (LECTURE/ The Basic understanding of ARTHUR P.

minutes PEACE AND concepts of peace WORKSHOP) participants peace and conflict DATUL
CONFLICT and conflict responses/
insights/ Armed conflict as a
Genuine peace in a
Explain how conflict reflection hazard
can lead to a community/country questions
disaster, i.e. armed is not only the raised during Interaction between
conflict as a hazard absence of war but the plenary armed conflict and
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also the presence of discussion. natural disasters

Explain how natural social justice.
disaster interacts The role of DRRMS
with armed conflict Coordinator as
The existence of
peacebuilder
Explain the role of conflict cannot be
DRRMS Coordinator avoided but what
as peacebuilder matters is how
people act on the
conflict that could
bring either positive
or negative results.
Learners and schools

are vulnerable to the
risks of armed
conflict and they
impact on learning
outcomes
significantly.
The negative
impacts of armed
conflict and natural
disasters reinforce
each other.
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DRRM Coordinators
have significant roles
to play in addressing
violent conflicts and
building peace.
6 105 RESOURCE Discuss the different (LECTURE/ Prepare a Resource Mobilization MARCOS G.
minutes MOBILIZATION steps involved in WORKSHOP) Resource Plan-In the conduct of CHAVEZ, JR.
AND resource Mobilization DRRM work in the
PARTNERSHIP mobilization; Plan in regional, division and
Resources are
accordance school levels,
Identify the different needed in every with the EiE partnership with
organizations/entitie program or project. Supplies and different organizations-
s in their areas of These can be logistics. private, government
responsibility who human, technical, (local and national),
can be potential or financial or even NGOs/INGOs and
are actual partners of social resources. even church-based
their organizations and
divisions/regions in Sometimes, the community-based
DRRM; and resources we need organizations is
Come up with a are not within our strongly advised.
resource mobilization
own resources pool
plan for their area of
responsibility and this calls us to
tap into others’
resources to
implement our
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projects/programs
A sound resource
mobilization plan is
necessary to mobilize
the needed
resources. Central to
this plan is the
strategic objective.
There are several

steps involved in
resource mobilization
which help acquire
the resources needed
in order to
implement each
one’s respective
DRRM programs
In the conduct of
DRRM work in the
regional, division and
school levels,
partnership with
different
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organizations-
private, government
(local and national),
NGOs/INGOs and
even church based
organizations and
community-based
organizations is
strongly advised.
7 105 EDUCATION IN Discuss rationale of (LECTURE/ Crafting of Education Strategic JESUS C.

minutes EMERGENCIES Education in WORKSHOP) Education Response Plan/ MALAYAO
Emergencies (EiE) Strategic Learning Recovery
EiE is a basic need Response Continuity Plan
Explain INEE of children during Plan/ Learning
Minimum Standards emergencies. Recovery
in EiE and the Continuity Plan
various EiE Technical EiE is an important
Components feature of an
emergency response.
Explain how the
Cluster System EiE has foundational
works during and technical
emergencies standards that must
be considered during
emergencies.
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EiE should be
contextualized in
different settings
depending on the
situation and needs.
The Humanitarian
Cluster system is a
coordination
mechanism that
facilitates effective
humanitarian
response during
periods of
emergency. This
maybe
contextualized
according to the
specific context of
the emergency or
humanitarian crisis.
8 105 BASIC Identify the different (LECTURE/ Crafted EiE supplies and RICHARD A.
minutes EDUCATION IN Education in WORKSHOP) innovative logistics is different MARIANO
EMERGENCIES- Emergencies (EiE) approaches form supplies and
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SUPPLIES AND supplies and how •Education in and strategies logistics during normal
LOGISTICS they are different Emergencies (EiE) to make EiE times as emergency
from ordinary supplies are supplies and situations require fast
education supplies logistics
necessary to provide (time element) and
reliable and
Discuss the concepts continuity of learning responsive responsive (will serve
and strategies during disasters or the emergency needs
involved in making emergencies of recipients) supplies
EiE supplies timely delivery to schools,
and relevant EiE supplies and
teachers and learners
logistics is different
who need them
Make their own (EiE) form supplies and
supplies list and logistics during Crafted innovative
logistics plan. normal times as approaches and
emergency situations strategies to make
require fast (time EiE supplies and
element) and logistics reliable and
responsive (will serve responsive
the emergency needs
of recipients)
supplies delivery to
schools, teachers
and learners who
need them
Innovative
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approaches and
strategies should
be undertaken to
make EiE supplies
and logistics
reliable and
responsive
9 60 CONFLICT Explain the concept (LECTURE/ Provide local/ Local/ contextualized MELCHOR B.
minutes SENSITIVE of conflict sensitivity WORKSHOP) contextualized concept of conflict- MATTERIG,
EDUCATION concepts of sensitive Education JR
Discuss the concept conflict-
and apply conflict
and principles of Education is a basic sensitive
conflict-sensitive Education and sensitivity in the
right of ALL children
education apply conflict context of DRRM work
in times of peace and
sensitivity in
even in times of
Enumerate the the context of
processes involved in war/armed conflict. DRRM work
coming up with a The context of the
conflict-sensitive
conflict in which
education program
education programs
operate must be
clearly understood so
as to make it
responsive and
instrumental to
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promoting peace
While conflict-
sensitive education
should be applied at
any point in time
particularly in fragile
or conflict affected
areas, it is
particularly crucial
during periods of
emergencies or
disaster when
tensions among
affected populations
are high and the
possibility of the
conflict to be violent
is also high
1 90 TEMPORARY Identify the extent of (LECTURE/ Contextualize Contextualized TLS BONIFACIO

0 minutes LEARNING SPACES damage of WORKSHOP) the TLS design design using the A. VALDEZ,
classrooms based on issued by the existing DepEd costing JR.
rapid assessment DRRMS to fit parameters.
parameters Classroom damage the needs of
are classified as the schools in
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Discuss the partial or total your divisions.

principles and best damage. Partial Use the TLS
practices in TLS damage is further principles and
construction considerations
classified as minor or
discussed in
Identify the processes major damage this module as
involved in TLS TLS supports the your reference
implementation in
resumption of
contextualizing
Come up with a classes in schools .
contextualized TLS damaged by hazards
design using the and facilitates
existing DepEd children’s transition
costing parameters. to normalcy.
TLS should be a safe

and secure space
where children can
learn and feel safe
after a disaster
Designing TLS
should be in
accordance with
different
considerations such
as location, available
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materials, extent of
need, and the
specific context of
the area.
DepEd TLS
implementation
consist of processes
that involve both the
Central and
Division/Regional
Offices
1 90 INCLUSIVE AND Gain a deeper (LECTURE/ Inclusive DRRM Plan that CRISTINA
1 minutes CHILD CENTERED appreciation of the WORKSHOP) DRRM/CCA promote inclusive LUYON
DRRM concept and checklist DRRM.
operationalization of
Child Participation The operational
definition of a child
Identify the different
standards on Child Child-centered DRR
Participation as provided in the
UN Convention on
Understand the the Rights of the
concept of inclusion
Child (UNCRC)
in DRRM
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Apply the principle Child Participation

and practice of Child- Practice Standards.
centered DRR in
schools; and
Apply the principles

and processes of
inclusive DRR in
schools
1 120 SCHOOL BASED Understand the (SIMULATION/ Activity pocket: The Student-led VICTOR C.
2 minutes DRRM processes involved in MOCK Short Quiz School Watching ALLAM
Student-led School DRILLS/LECTURE) activity;
Watching and Hazard ISMAEL
Mapping; and, Conducting DRRM Identify the guidelines KRIS L.
•Simulate the school- activities in schools in Conducting DRRM
watching and hazard
DELA CRUZ
are important since it activities, Multi-
mapping activity
teaches it maximizes hazard drills in schools
Share insights and DRR participation or simulations of how
experiences pertinent among learners schools will react or
to student-led school which leads to respond to a
watching and hazard- enhanced DRR skills. combination of two or
mapping activity more hazards
The Student-led
School Watching
activity is a
mechanism for
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learners to identify
hazards in their
schools from their
own perspective. The
result s from this
activity complements
the school hazard
map that already
exists.
Multi- hazard drills

in schools are
simulations of how
schools will react or
respond to a
combination of two
or more hazards. The
drill necessitates the
participation of the
entire school
community where
observations are
documented to
improve the gaps in
their protocols.
1 90 INFORMATION Explain the (LECTURE/ Timeline in Timeline CRESENCIO
3 minutes MANAGEMENT importance of WORKSHOP) which the C. ALMAZAN,
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information different JR
management in Information and data processes and
DRRM are essential interventions
are carried out
elements of DRRM
Understand how the from response
RADaR reporting Information to
works management is a key rehabilitation
and recovery,
competency that
Understand the emphasizing
DRRM information DRRM Coordinators how the
management and should have. This timeliness,
coordination involves competency completeness
protocols in managing and and accuracy
conducting data/ of their data
information affects the
movement of
gathering, analysis,
DepEd offices.
sharing and storage.
DepEd has existing

information services
and data sharing
platforms which are
for use of different
DRRM in education
stakeholders.
The RADaR is the
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official damage
assessment tool of
DepEd. It facilitates
the identification of
support needed by
the schools affected
by a particular
hazard.
The schools play a

major role in the
information
management and
coordination, before,
during, and after a
disaster
1 240 PSYCHOLOGICAL Understand how (LECTURE/ Activity pocket: At the end of the CATHERINE
4 minutes FIRST AID psychological first aid WORKSHOP) Music Art, PFA session, the S. ABALOS
(PFA) sessions are T-shirt art, participants shall form
being conducted Painting, Music
a pool of trained as
School heads and interpretation
Acquire necessary PFA frontline
teachers, and though
skills in conducting responders.
they have limitations
PFA to be shared and
on handling
practiced in his/her
specialized issues on
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AOR mental health, can

be trained as
Assess the frontline responders
psychosocial
to address
situation of the
affected individuals psychosocial issues
to be able to make in their area of
referrals, if necessary responsibility.
Facilitate the return
to normalcy of the
affected individuals
1 90 CONTINGENCY To discuss the (LECTURE/ Crafting of Comprehensive School PABLO C.
5 minutes PLANNING FOR different steps in WORKSHOP) DRRM DRRM Contingency MALENAB,
BASIC EDUCATION contingency planning contingency Plan JR.
for Basic Education Contingency plan for their
planning is a process respective area
To draft a of projecting scenario
contingency plan for of natural or human
their respective induced hazard and
area/division. at the same time
delineating specific
strategies to address
capacity gaps in
relation to the
identified hazard. It
also involves
delineating specific
roles to key actors
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together with the

timeframe.
1 90 BASIC DRRM Explain the basic 3 Use the application On the spot •Application of the BONIFACIO
6 minutes PHONE elements of exposure with the lecturer, DRRM theory to phone A. VALDEZ,
PHOTOGRAPHY (Aperture, Shutter then on your own. Photography photography, JR.
Speed, and ISO) Contest eventually creating an
Explore the following
exceptional
Understand depth of ideas: Aperture, documentation/report
field, and camera Shutter Speed, ISO, s
shake, and apply Focal Length, and
these concepts to distance from
real-life photography subject.
Recall the workings

of a camera
Understand when
and how to use flash
Assess when to use

HDR
Composing a photo
with the rule of
thirds
Apply to phone
photography
Telephone No.: (02) 8638-8638 / (02) 8633-7207 / (02) 8635-4796
Add more row to add sessions.
PROGRAM/COURSE IMPLEMENTATION PLAN
23 Human Resource Training 24 PhP 740, 000.00

Funding Source Budget Requirements
and Development
Telephone No.: (02) 8638-8638 / (02) 8633-7207 / (02) 8635-4796
Monitoring and Evaluation Plan

This is a sample M and E Plan following the Kirkpatrick Evaluation Model, if you have an existing M and E Plan you may use that instead.
Level of M and Methods and Schedule of M User of M and E

Indicators Data Sources Person/s Responsible Support Needed
E Tools and E Data
25
Results Gaps and gains of Validation and Quality Days 1-4 Proponent, Facilitators Quality Assurance Program owner for
the training Analysis of the pre Assurance Team and SMME Unit the improvement of
and post tests and and Monitoring Monitoring and any similar SDO and
recommendations and Evaluation Evaluation school-based
Tool Tool trainings
26
Behavior Participation rate, Summary of Quality Days 1-4 Proponent and Quality Assurance Program owner for
giving of comments attendance, Assurance Team Facilitators the improvement of
and comments and and Monitoring Monitoring and any similar SDO and
recommendations feedback and Evaluation Evaluation school-based
Tool Tool trainings
27
Learning Workshop outputs Pre and post test Quality Days 1-4 Proponent, Speakers, Quality Assurance Program owner for
and interactions results, Assessment Assurance Team Participants and the improvement of
during sessions and feedback of and Monitoring Facilitators Monitoring and any similar SDO and
the workshop and Evaluation Evaluation school-based
outputs Tool, Learning Tool trainings
Facilitators
28
Reaction Response and Discussions and Quality Days 1-4 Proponent and SMME Quality Assurance Program owner for
Telephone No.: (02) 8638-8638 / (02) 8633-7207 / (02) 8635-4796
performance in the workshops Assurance Team Unit the improvement of

discussion and and Monitoring Monitoring and any similar SDO and
assigned activities and Evaluation Evaluation school-based
Tool, Learning Tool trainings
Facilitators
Telephone No.: (02) 8638-8638 / (02) 8633-7207 / (02) 8635-4796
Declaration:
I hereby declare the information provided in this application is true and correct and there have been no misleading statements,
omission of any relevant facts nor any misinterpretation made.
Sign off by the Program/Course Manager or its equivalent

Program Manager MA. PHEE BERNADETTE T. DUMALAG
Signature
Date 8/25/2023
This Form is not valid if not signed.
Required Attached Documents:

Detailed Course Design
Sample Learning Resources (Modules, Worksheets, etc.)
Sample Session Guides
Sample Assessment Tools
CVs of Primary, Secondary, or Alternate Resource Persons
Budget Estimate Form
Monitoring and Evaluation Plan
Telephone No.: (02) 8638-8638 / (02) 8633-7207 / (02) 8635-4796

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Republic of the Philippines Effectivity Date: September 20, 2021

Department of Education Version No. 1

Professional Development Program/Course Recognition Application Form Reference No.: CO-NEAP-F018

LEARNING SERVICE PROVIDER PROFILE

Professional Development Program/Course Recognition Application Form Reference No.: CO-NEAP-F017

Professional Development Program/Course Recognition Application Form Reference No.: CO-NEAP-F017

Professional Development Program/Course Recognition Application Form Reference No.: CO-NEAP-F017

ensures that schools meet these obligations.

Professional Development Program/Course Recognition Application Form Reference No.: CO-NEAP-F017

Implement strategies to ensure the continuation of educational activities during disruptions,

Professional Development Program/Course Recognition Application Form Reference No.: CO-NEAP-F017

School DRRM Coordinators, Science Teachers Program

Professional Development Program/Course Recognition Application Form Reference No.: CO-NEAP-F017

Professional Development Program/Course Recognition Application Form Reference No.: CO-NEAP-F017

Professional Development Program/Course Recognition Application Form Reference No.: CO-NEAP-F017

Professional Development Program/Course Recognition Application Form Reference No.: CO-NEAP-F017

School Program; every Filipino. better DRRM.

DRRM is now a key

Professional Development Program/Course Recognition Application Form Reference No.: CO-NEAP-F017

3 60 COMPREHENSIV Share their ideas on (LECTURE/ Crafting of A DRRM-CCAM Plan FELMAR

Professional Development Program/Course Recognition Application Form Reference No.: CO-NEAP-F017

CCAM policies; schools anchor their

Professional Development Program/Course Recognition Application Form Reference No.: CO-NEAP-F017

4 60 UNDERSTANDING Differentiate among (SIMULATION/ (WORKSHOP) Identify the MARJO

There are general

Professional Development Program/Course Recognition Application Form Reference No.: CO-NEAP-F017

things that the

There are relevant

5 90 UNDERSTANDING Explain the basic (LECTURE/ The Basic understanding of ARTHUR P.

Professional Development Program/Course Recognition Application Form Reference No.: CO-NEAP-F017

also the presence of discussion. natural disasters

Learners and schools

Professional Development Program/Course Recognition Application Form Reference No.: CO-NEAP-F017

Professional Development Program/Course Recognition Application Form Reference No.: CO-NEAP-F017

There are several

Professional Development Program/Course Recognition Application Form Reference No.: CO-NEAP-F017

7 105 EDUCATION IN Discuss rationale of (LECTURE/ Crafting of Education Strategic JESUS C.

Professional Development Program/Course Recognition Application Form Reference No.: CO-NEAP-F017

Professional Development Program/Course Recognition Application Form Reference No.: CO-NEAP-F017

Professional Development Program/Course Recognition Application Form Reference No.: CO-NEAP-F017

Professional Development Program/Course Recognition Application Form Reference No.: CO-NEAP-F017

1 90 TEMPORARY Identify the extent of (LECTURE/ Contextualize Contextualized TLS BONIFACIO

Professional Development Program/Course Recognition Application Form Reference No.: CO-NEAP-F017

Discuss the partial or total your divisions.

TLS should be a safe

Professional Development Program/Course Recognition Application Form Reference No.: CO-NEAP-F017

Professional Development Program/Course Recognition Application Form Reference No.: CO-NEAP-F017

Apply the principle Child Participation

Apply the principles

Professional Development Program/Course Recognition Application Form Reference No.: CO-NEAP-F017

Multi- hazard drills

Professional Development Program/Course Recognition Application Form Reference No.: CO-NEAP-F017

DepEd has existing

The RADaR is the

Professional Development Program/Course Recognition Application Form Reference No.: CO-NEAP-F017

The schools play a

Professional Development Program/Course Recognition Application Form Reference No.: CO-NEAP-F017

AOR mental health, can

Professional Development Program/Course Recognition Application Form Reference No.: CO-NEAP-F017