DEPED MIMAROPA:

Strategic Directions, 2022-2030

Nicolas T. Capulong, Ph.D., CESO III
Director IV
Regional Director
 MIMAROPA as a region

DepEd MIMAROPA Region on its 19th year as a separate region is steadfast in

educating the youth and equipping the land, as evidenced by the concerted effort of
seven (7) Schools Division Offices; 95 District Offices; 1,881 public and 166 private
elementary schools; 430 public and 149 private secondary schools; 5 Integrated Schools;
17 SUCs; and 412 Community Learning Centers accessible using different means of
transportation: air, land, and water. It has a total of 32,804 teaching personnel
composing of 19,658 elementary teachers including kindergarten teachers; 10,415 junior
high school teachers; and 2,731 senior high school teachers. 19,658 elementary teachers
including kindergarten teachers; 10,415 junior high school teachers; and 2,731 senior
high school teachers. Its Regional Office has 110 personnel headed by the Regional
Director and Asst. Regional Director with 8 functional division chiefs.

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ACCESS AND EFFICIENCY
• Improvements in participation in all
levels of education was notable but
reaching universal participation
require targeted intervention
• Access gaps particularly on out-of-
school children and youth to be an
area of concern
Major challenges identified
QUALITY
• Low proficiency of learners in
reading and numeracy skills
• Inadequate coverage of 21st century
skills in curriculum is affecting test
performance result
• Girls outperforming boys in
attendance and learning proficiency
GOVERNANCE
• Need to strengthen complementarity
between public and private schools
and strengthen support to private
sectors
• Limited vertical and horizontal
integration in program management
at the different levels (CO, RO,
SDO, Schools)
• Limited capacity of DepEd field
units in contextualization of
programs and strategies including
quality assurance, technical
assistance, education planning,
monitoring and evaluation and
program management
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QUO VADIS ?

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Understanding the Past knowing the Future

1. Identifying strength and

weakness
2. Analyzing the variance
3. Looking into the causes of
the variance
4. Bridging the gaps between
ideal and real
5. Setting the goals and
objectives

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PRIORITIES
 Priority development areas

1. Pivoting to quality, ensuring that all learners attain learning

standards in every key stage in the K to 12 program

2. Expanding access to education for groups in situations of disadvantage

to ensure inclusive and equitable quality service delivery

3. Strengthening the promotion of the over-all well-being of learners

in a positive learning environment where learners exercise their
rights and experience joy

4. Modernizing basic education governance that empowers learners to

be resilient and acquire life skills

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 Key strategic priorities

Address the immediate
impacts of COVID-19
pandemic on learning and
participation
Enhance policies and
strategies in improving
early reading and numeracy
skills in the first key stage
Strengthen policies
Improve access to quality and mechanisms for
and learner-centered, providing access to quality
learning environment and and relevant basic learning
spaces  opportunities for OOSC and
OSY.

Provide an inclusive,
effective, culturally
responsive, gender-
sensitive and safe learning
space to respond to the
situations of disadvantage.
Integrate children’s rights Enhance strategic human
Improve learners and
and responsibilities and resource management for
personnel resilience from
duty bearer’s obligations in continuing professional
all forms of natural and
the design of DepEd development and
human-induced hazards.
programs and projects.  opportunities.

Co-create learning spaces

for the future by looking at Strengthen Public and private Modernize education
collaboration and work more
the broader learning management systems and
collaboratively under a
ecosystem beyond the dynamic and responsive processes for efficient
confines of physical complementarity framework. service delivery
classrooms

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Strategic
Directions

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The 8 Competencies
1. Productive citizenship
2. Critical thinking and innovation skills
3. Communication skills
4. Well-being
5. Digital Fluency
6. Resilience
7. Ethical leadership
8. Future Orientation

Aspirations
1. National identity and nationhood
2. Economic prosperity
3. Unity in diversity
4. Flourishing
5. Competitiveness
6. Life skills and responsiveness
7. Socio-political stability
8. Sustainability
 BEDP
All Filipinos are able to realize their full potential and contribute
GOAL Results Framework
meaningfully in building a cohesive nation

SECTOR Basic education Filipino learners have the physical, cognitive, socio-emotional and moral
OUTCOME
preparation for civic participation and engagement in post-secondary
opportunities in their local, national, and global communities.
INTERMEDIATE
OUTCOMES

1. ACCESS
All school-age children,
out-of-school youth, and
adults accessed relevant
basic learning
opportunities
4. RESILIENCY &
2. EQUITY 3. QUALITY WELL-BEING
Disadvantaged school-age Learners complete K-12 basic Learners are resilient and know their
children and youth, and education having attained all learning rights and responsibilities have the life
adults benefited from standards that equip them with the skills to claim their rights and respect for
appropriate equity necessary skills and attributes to others' rights in a learning environment
initiatives pursue their chosen paths where duty-bearers perform their
obligations

ENABLING MECHANISMS -
GOVERNANCE
Efficient, nimble and resilient governance and management processes
A Call for Greatness

Good is the enemy of Great

- Jim Collins

“ We don’t have great schools,

principally because we have
good schools. We don’t have
great government, principally
because we have good
government. Few people attain
great lives, in large part because
it is just so easy to settle for a
good life.”

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 By 2022, MIMAROPA Region will have nation-loving and competent lifelong learners, able
to respond to challenges and opportunities through quality, accessible, relevant
and liberating K to 12 Program delivered by a modern, professional, pro-active,
nimble, trusted and nurturing DepEd.

GREAT LEARNER
Conviction to God «Caring Individuals « Critical Thinkers « Creative « Collaborative « Communication Skills
 

G R EAT S C H O O L
 
 
 
  GREAT INSTRUCTION GREAT TEACHER GREAT SCHOOL LEADERSHIP
   Creative teaching  Innovative  Research-based decision-
   Technology-based  Creative making
teaching  happy  Character-based
 Constructive teaching   management
 Culture-based    
     
     
     
   GreatSupport System  
  Partnership Building
Technical Assistance
 
 
 

GREAT SCHOOL FRAMEWORK

 RELEVANT
EDUCATION
We Serve with Passion and Compassion

1.Contextualiz 1. Standards 1. 1. SBM 1. Monitoring

ed 2. Policy Infrastructure 2. Child 2. Evaluation
2. Technology Guidelines 2. Technology Friendly 3. Feedback
3. Client 3. Technical 3. Gender 4. Rewards
Based Focused Assistance Sensitive and
3. Indigenized 4. Professional Recognition
4. Integration
Development
 OUR
COMMITMENT

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 ACCESS AND EFFICIENCY

INTERMEDIATE OUTCOME OUTPUT/STRATEGIES

All school-age children, 1. Improve access to universal kindergarten
youth and adults accessed education
relevant basic learning 2. Improve learners’ access to quality and right-
opportunities upholding learning environment
3. Improve capacity to retain learners in schools
4. Strengthen schools’ capacity to ensure learners’
continuity to next stage
5. Strengthen mechanisms for providing access to
relevant basic opportunities for OSY and OSA

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 equity

INTERMEDIATE OUTCOME OUTPUT/STRATEGIES

School-age children, 1. Improve program management and service delivery
youth, and adults in 2. Provide an inclusive, effective, culturally responsive,
gender-sensitive and safe learning environment to
situations of disadvantage
respond to the situations of disadvantage
benefited from 3. Improve gender-sensitive contextualized curriculum
appropriate equity and learning delivery
initiatives 4. Enhance DepEd platforms for learning resources
5. Promoted partnerships to benefit education for learners
in situations of disadvantage

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 Quality

INTERMEDIATE OUTCOME OUTPUT/STRATEGIES

Learners complete 1. Ensure alignment of the curriculum, instruction, and classroom
assessment methods in all learning areas
K-12 basic education 2. Align resource provision with key stage learning standards
having attained all 3. Assess learning outcomes at each key stage transition and for
learners in situations of disadvantage
learning standards that 4. Strengthen the competence of teachers and instructional leaders in
equip them with the areas such as content knowledge and pedagogy/instruction,
necessary skills and curriculum and planning, responding to learner diversity, and
assessment and reporting. resource provision with key stage
attributes to pursue their learning standards
chosen paths 5. Ensure alignment of curriculum, instruction, and assessment with
current and emerging industry and global standards

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 Resiliency and well-being

INTERMEDIATE OUTCOME OUTPUT/STRATEGIES

Learners are resilient and 1. Integrate children’s and learners’ rights in the design of all DepEd
policies, plans, programs, projects, processes and systems
know their rights and 2. Ensure that learners know their rights and have the life skills to
responsibilities, have the claim their education-related rights from DepEd and other duty-
bearers to promote learners’ well being
life skills to protect 3. Protect learners and personnel from death, injury, and harm
themselves and perform brought by natural and human-induced hazards
their duties and 4. Ensure learning continuity in the aftermath of a disaster or
emergency
responsibilities as 5. Protect education investments from the impacts of natural and
productive Filipino human-induced hazards
6. Provide learners with basic health and nutrition services
citizens

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 governance

INTERMEDIATE OUTCOME OUTPUT/STRATEGIES

Efficient, nimble and 1. Ensure all education leaders and managers practice participative,
ethical, and inclusive management processes
resilient governance and 2. All personnel are resilient, competent, and continuously
management processes improving
3. Ideal learning environment and adequate learning resources for
learners ensured
4. Improve and modernize internal systems and processes for a
responsive and efficient financial resource management
5. Strengthen active collaboration with key stakeholders
6. Strengthen the public-private complementarity

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 THE ROAD NOT TAKEN
ROBERT FROST

Two roads diverged in a yellow wood,

And sorry I could not travel both
And be one traveler, long I stood
And looked down one as far as I could
To where it bent in the undergrowth;

Then took the other, as just as fair,

And having perhaps the better claim,
Because it was grassy and wanted wear;
Though as for that the passing there
Had worn them really about the same,

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 And both that morning equally lay
In leaves no step had trodden black.
Oh , I kept the first for another day!
Yet knowing how way leads on the way,
I doubted if I should ever come back.

I shall be telling this with a sigh

Somewhere ages and ages hence:
Two roads diverged in a wood, and I-
I took the one less travelled by
And that has made all the difference
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