Overview

of Enhanced School Improvement

Plan

vis-à-vis BEDP 20230

Romel L. Libang

Chief Supervisor/OIC- ASDS

 Job Purpose/ Mandates on Strategic Planning
DO 25, s. 2010
To ensure that the plans and budget
Budget Strategy for Basic Education proposals are aligned with and are
FYs 2010-2015 responsive to the needs of the
learners

DepEd Order 52, s. 2015 To lead in the formulation of the

strategic plans and to monitor
New Organizational Structure
the implementation of the
operational plans.
2018 Policy on Planning and
Budgeting Strategy To lead in the conduct of the
Program Implementation Review

Regional Memorandum dated

September 5, 2018 To facilitate the Harmonization of the
Operational Plans

DO 24, s. 2022 - BEDP 2030 To serve as blueprint & strategic roadmap in formulating,
implementing, coordinating, monitoring, evaluating, and
supervising policies, plans, programs, and projects
DEPARTMENT OF EDUCATION
 Salient Points on the
Guidelines on Preparation
of Strategic Plans

Credit: PPD Chief Maryjane B. Feliciano, Main Facilitator, PPRD RO-CO

Consultation Meeting, July 6, 2022
DEPARTMENT OF EDUCATION
 Planning Consideration and Requirements
1. BEDP 2030 is the main reference.
2. Main mantra of the present
administration is QUALITY.
3. CO is urged to review the PDP Targets.
4. SIP must be aligned with BEDP-REDP-
DEDP.
5. RO, SDO and Schools should conduct
terminal review
6. Focus on KPIs as indicated in the
DEPARTMENT OF EDUCATION
 Planning Consideration and Requirements
7. 6-Year Data (SY 2016-2017 to SY 2021-2022) on
Enrollment, Key Performance Indicators, and Crucial
Resources (also include SY 2015-2016 for Baseline Data)
• Determination of School’s Performance and
Situationnaire
• Analysis of historical trends
• Identification of High and Low KPIs and causes/factors
• Basis of tracker and characterization, SWOT, and 6Rs
8. Data on Learning Loss (SY 2021-2022)
• Learning Competency/mastery per learning area
• School Learning Recovery Plan
9. 3-Year PPAs Accomplishment Reports
DEPARTMENT OF EDUCATION
 Planning Consideration and Requirements
10. 3-Year Work and Financial Plan (WFP)
and Annual Implementation Plan (AIP)
11. OPCRF of SDS (2022/2023), the
OPCRF of the School and IPCRF of
Teachers
12. DEDP 2023-2028 Targets
13. Standardized ESIP Templates (all
parts)
DEPARTMENT OF EDUCATION
 Salient Points
14. On Quality, Target KPIs for CO, RO, and SDO are the same while school
only focuses on percentage of learners achieved at least minimum
proficiency on reading and mathematics and percentage of learners at
independents reading level and percentage of learners are numerates.
15. On Equity, Target KPIs for all level of governance focus on Transition and
Retention rate of learners in situation of disadvantage,
16. On Governance, all level of governance focuses on the same key
performance indicators such as SBM Level of Practices, OPCRF,
Classrooms, Teachers, Learning Resources and Learning materials,
Science and Math Packages, Connection to electricity, internet, water and
sanitation facilities and water resources.
17. Composition of Planning Team per Level of Governance emphasizing
that in the DO level, SGOD, SEPS-PAR will serve as Technical
Secretariat. DEPARTMENT OF EDUCATION
 DO 44 &
Localized E-
SIP
Operational
Process

Localized E-SIP Operational Process

DEPARTMENT OF EDUCATION
Context Diagram

DEPARTMENT OF EDUCATION
 The

BEDP 2030
Formulation of Strategic Plans

DEPARTMENT OF EDUCATION 11
Strategic Planning Cycle

DEPARTMENT OF EDUCATION 12
Phase 1: Development of the
National Planning Framework

DEPARTMENT OF EDUCATION 13
 Education Outcomes
Pillar 1: Access
Intermediate Outcomes
All school-age children, out-
of-school youth, and adults
accessed relevant basic
learning opportunities.
Sub Intermediate Outcomes
● All five-year-old children attend school
● All learners stay in school and finish key stages
● All out-of-school children and youth participate and
complete formal or non-formal basic education
learning opportunities

DEPARTMENT OF EDUCATION 14
 Education Outcomes
Pillar 2: Equity
Intermediate Outcomes Sub Intermediate Outcomes
Disadvantaged school-age ● All school-age children and youth, and adults in
children and youth, and adults situations of disadvantage are participating in
benefited from appropriate inclusive basic learning opportunities and
equity initiatives. receiving appropriate quality education

DEPARTMENT OF EDUCATION 15
 Education Outcomes
Pillar 3: Quality
Intermediate Outcomes Sub Intermediate Outcomes
Learners complete K to 12 basic ● Learners attain Stage 1 (K-Grade 3) learning standards of
education, having successfully attained fundamental reading & numeracy skills
all learning standards that equip them
with the necessary skills and attributes to ● Learners attain Stage 2 (Grades 4-6) learning standards in
pursue their chosen paths. required literacy and numeracy skills and apply 21 st century
skills to various real-life situations

● Learners attain Stage 3 (Grades 7-10) learning standards of

literacy numeracy skills and apply 21 st century skills to various
real-life situations

● Learners attain Stage 4 (Grades 11-12) learning standards

equipped with knowledge and 21st century skills developed in
chosen core, applied and specialized SHS tracks

● Learners in the Alternative Learning System attain certification

as Elementary or Junior High School completers

DEPARTMENT OF EDUCATION 16
 Education Outcomes
Pillar 4: Resiliency and Well-Being
Intermediate Outcomes
Learners are resilient, know their
rights, and have the life skills to
protect themselves and claim their
education-related rights from DepEd
and other duty- bearers to promote
learners’ well-being, while being
aware of their responsibilities as
individuals and as members of
society.
DEPARTMENT OF EDUCATION
Sub Intermediate Outcomes
● Learners are served by a department that adheres to a
rights-based education framework at all levels
● Learners are safe and protected, and can protect
themselves, from risks and impacts from natural and
human- induced hazards
● Learners have the basic physical, mental, and emotional
fortitude to cope with various challenges in life and to
manage risks
17
 Enabling Mechanisms: Governance
Modern, efficient, and resilient ● Education leaders and managers practice
governance and management participative, ethical, and inclusive management
processes. processes
● Ensure human resources in all governance levels
are sufficient, resilient, competent, and
continuously improving
● Ideal learning environment and adequate learning
resources for learners ensured
● Improve and modernize internal systems and
processes for a responsive and efficient delivery of
basic education services
● Strengthen active collaboration with key
stakeholders
● Enhance and strengthen public and private
education complementarity

DEPARTMENT OF EDUCATION 18
 OUTPUTS by Strategy
INTERMEDIATE
OUTCOME
Strategies
1. Improve access to universal
kindergarten education
• Expand access to kindergarten program
• Kindergarten facilities within standards
provided
• Hiring of Kindergarten teachers
• Schools and stakeholders’ capacities on
parental engagement at the kindergarten
level strengthened
• Tripartite partnership with Barangay
LGUs, pre-school centers, and public
schools strengthened
• Development of policy in acceleration
(assessment based)
• Existing Catchup program for five-year-
old children or above not attending
kindergarten is reviewed
• Strategy for mapping whereabouts of five-
year-old children developed and
implemented in schools
• Research studies on effective of
stakeholders’ involvement in
strengthening kindergarten program
completed
ACCESS
All school-age children, youth and adults accessed relevant
basic learning opportunities
2. Improve learners’ access to quality and
rights-upholding learning environment
• Digital materials for all learning areas developed and
made accessible to target learners
• All schools have science laboratories
• Schools implement feeding program for targeted
learners
• Health and teaching personnel trained on appropriate
school health and nutrition standards
• More schools with health and sanitation facilities
• More schools implementing learners’ mental health
and psychosocial programs
• More schools with ideal classroom to student ratio at
the Elementary and Secondary levels.
3. Improve capacity to retain learners in
schools
• Teachers and learning facilitators capacitated to
implement remediation programs and management of
learners at risk of dropping out
• More schools implementing school-initiated
interventions using flexible learning options
• Schools implemented remediation programs for
struggling learners
• Counseling services for all students to address individual
concerns provided in all schools.
19
4. Strengthen schools’ capacity to 5. Strengthen mechanisms for providing
ensure learners’ continuity to next access to relevant basic opportunities for
stage OSC and OSY, and OSA
• Integrated public schools established in areas where
access to JHS and SHS is difficult
• ALS literacy mapping strategy for identifying OSC,
• Incomplete primary schools converted into complete
OSY, and OSA developed and implemented in
multigrade schools divisions and districts
• New secondary schools established ALS teachers, community ALS implementors and
•
• More private schools participating in the Education learning facilitators trained to use online teaching
Service Contracting scheme
platforms
• SHS course offerings within standards
• SHS facilities are within standards
• ALS teachers are deployed in high demand areas
• New community learning centers (CLCs) are
• Scheme for tracing learners’ completing basic operational in high demand areas
education is developed and operational
• Access to Print and Non-Print Learning Resources in
• Elementary and secondary schools capacitate on how
the CLCs Improved
to trace learners’ whereabouts,
• Selected CLCs are equipped with appropriate
• Trace studies for ALS learners completed
learning facilities
• Coordination mechanism between elementary and
• Service contracting and engagement of non-DepEd
secondary schools established;
• Mechanism for strengthening the curriculum link
ALS providers expanded
• ALS Internal stakeholders access to training on ALS
between elementary and secondary established and
program implementation Improved
operational;
• ALS external stakeholders on ALS program
• Secondary schools implemented bridging strategies
implementation improved
• Teachers trained on identifying learning gaps and
• ALS M&E system and processes developed and
remediation strategies; and,
operational in all governance levels
• Counseling services of schools to address learners’
concerns improved
 OUTPUTS by Strategy
INTERMEDIATE OUTCOME
Strategies
1. Improve program management and service delivery
• Coordination with LGUs and barangay officials on data
gathering and analysis towards explicit solutions to identified
barriers to education strengthened
• Mechanism for the enrollment of pre-identified children with
disabilities in Kindergarten between and among ECCD, DSWD,
NGOs, and DepEd established
• Ten year Program Assessment of IPEd completed
• Baseline information on the needs of ALIVE Learners (learning
materials, teachers, classrooms) in all regions including BARMM
completed
• Baseline information on needs of ALS learners in 16 regions
completed
• Continuous formulation and review of Policies, Standards,
Program Management and M&E that are responsive to the
needs of all types of learners implemented
• Continuous formulation and review of policies and standards
that are responsive to the needs of learners with disabilities
(LWDs) systematized
• Policies on the management of Madrasah Education Program
formulated and implemented
• Learning and Development Plan for the capacity development of
personnel involved in IPEd formulated
• Evidence-based policies, standards, and guidelines for the
implementation of ALS 2.0 programs formulated, finalized, and
implemented
• Rights-based and culture-sensitive planning and M&E at various
governance levels for IPEd formulated and implemented
• Governance Framework and partnership mechanisms for IPEd
across governance levels developed and implemented
EQUITY 1/3
School-age children and youth, and adults in situations of
disadvantage benefited from appropriate equity initiatives
• Program approaches and strategies for various typologies of • Orientation of Regional Office and Division Office
IPEd implementing schools formulated and implemented supervisors and school heads on the implementation and
• All regional ALS focal persons trained on developing regional
management of inclusive programs in the K to 12 Basic
policies, guidelines, and standards with an equity approach Education Plan conducted
• All the programs implemented by each school towards holistic • Instructional supervision on inclusion initiatives
development of learners with disabilities are included in the strengthened
SIP
• All education program supervisors of SDOs and public
• Guidelines for the inclusion of IPEd in the SIP formulated and
implemented schools district supervisors trained on instructional
supervision of inclusion initiatives
• Integration of ALIVE implementation in the SIP of schools
with Muslim learners is enhanced and sustained; and • M&E of the programs for LWDs across all levels of
• Equity-driven SIP that includes ALS programs in all public governance strengthened
schools developed • Program M&E to address learners’ and implementers’
• Continuous capacity building of receiving/general education concerns formulated
Teachers across grade levels on inclusive practices
• ALS M&E system developed and established in 16 regions
conducted • Report on Pilot implementation of Inclusion of ALS in SBM
• Learning and development plan for the capacity development Crafted
of personnel involved in IPEd formulated and implemented
• ALS Program implementation status prepared
• Regular orientation of newly assigned teachers and school
heads implemented
• ALS Assessment Packages For all Levels Developed
• Capacity building of community elders and leaders
implemented
• Sensitivity of schools and personnel on the needs,
challenges, and culture of Muslim learners improved
• All ALS teachers, community ALS implementors, learning
facilitators trained on inclusive practices adapted to learners
in situations of disadvantage.
21
 OUTPUTS by Strategy EQUITY 2/3
INTERMEDIATE OUTCOME School-age children and youth, and adults in situations of
disadvantage benefited from appropriate equity initiatives
Strategies
2. Provide an inclusive, effective, culturally responsive, gender-
sensitive, and safe learning environment to respond to the situations
of disadvantage
• Policies and standards for safe and accessible learning environments for LWDs developed and intensified
• Cultural standards for learning environments appropriate for schools implementing IPEd formulated and
implemented
• Contextualized rural farm schools for IP communities established
• Senior high school for IPEd aligned with rural farm schools and education for sustainable development
established
• Policies addressing issues in inclusive education for learners in the last mile schools, learners that continue
to experience various forms of collective exclusions or marginalization or gender biases, those living
below the poverty line, learners at risk of dropping out, Muslim learners, and those in conflict areas are
developed
• Institutions, establishments, and public utilities to install facilities and other devices, Republic Act No.
9442 (Enhancement of Republic Act No. 7277 - Magna Carta for Persons with Disabilities) is strictly
observed and complied with
• Physical infrastructures and facilities specifically addressing the needs of Muslim learners (free-flowing
water, prayer area, canteen/cafeteria) are provided/made available
• One Community Learning Center (CLC) established per barangay in partnership with LGUs
• Aligned ADM Program Standards to learning environment policy in the new normal
• At least one Inclusive Learning Resource Center in every Schools Division established;
• Cultural standards for learner support services appropriate for schools implementing IPEd formulated and
implemented;
• Customized learner support services appropriate for LWDs, Last Mile School learners, Muslim learners
(experiencing marginalization), learners who experience calamities, and children in conflict areas are in
place
• Learners support services as appropriate to out-of-school children in special cases, out-of-school youth,
and adults are customized
22
3. Improve gender-sensitive contextualized
curriculum and learning delivery
• Learning Delivery Modalities appropriate to the contexts of school-age children and youth,
and adults in situations of disadvantage enhanced
• Standards, processes, and protocols for the contextualization of the curriculum for IPEd (for
both formal and ALS) formulated and implemented
• Standards, processes, and protocols for the contextualization of learning delivery modality
and learning resources for IPEd (for both formal and ALS) formulated and implemented
• Processes and protocols for the contextualization of the curriculum, learning delivery and
learning resources for IPEd adopted and implemented
• Contextualized curriculum for sustainable development in the context of IP communities
developed and implemented;
• Curriculum for MTB-MLE of local languages developed and implemented
• Learning resources for MTB-MLE of local languages developed and utilized
• Mechanisms and processes for curriculum contextualization in ALS established and
operational in the division
• All regional ALS focal persons trained on the mechanisms and processes of ALS curriculum
contextualization
• ALS supplementary curriculum standards specific for learners in situations of disadvantage
(as appropriate) developed and implemented
• Increased number of ALS implementors attaining the professional standards relative to
addressing the different contexts of disadvantage
• Professional teachers teaching ALIVE curriculum increased
• ALS programs and other inclusion initiatives are institutionalized as needed
• Arabic language as part of Special Program for Language institutionalized
OUTPUTS by Strategy
INTERMEDIATE OUTCOME School-age children and youth, and adults in situations of
disadvantage benefited from appropriate equity initiatives
Strategies
4. Enhance DepEd platforms for learning resources
• Learning resources standards for LWDs developed and
implemented
• Standards, processes, and protocols for the contextualization of
learning resources for IPEd (for both formal and ALS)
formulated and implemented
• Learning resources standards for ALIVE provided
• ICT platforms and facilities with accessibility features as stated
in international standards for all types of learners are in place
• ADM LR standards for the different learning modalities
• Existing ALS text and non-text-based learning resources
available in DepEd online platforms enhanced
• Inclusive teaching and accessible learning resources provided
• Formulated standards, processes, and protocols for the
contextualization of the curriculum, learning delivery, and
learning resources for IPEd (for both formal and ALS)
• Teachers with inclusive teaching and learning resources
increased
EQUITY 3/3
5. Promote partnerships to benefit education for learners in
situations of disadvantage
• Advocacy activities for Inclusive Education Programs are strengthened;
• Guidelines for the development of customized communication and advocacy
plans for IPEd formulated and implemented
• Communication and advocacy plan to address the LWDs’ and Muslim learners’
concerns developed and implemented
• Communication and advocacy plan for ALS 2.0 programs for out-of-school
children in special cases, out-of-school, youth, and adults developed and
implemented.
• ALS Implementers Oriented on Drug Prevention Campaign
• Engagement with non-DepEd providers of education for LWDs intensified;
• Standards and protocols for the engagement of stakeholders in support of IPEd
formulated
• Network of NEAP-accredited learning service providers for IPEd established
• Rights-based and Indigenous Peoples Rights’ Act (IPRA)-aligned partnership
mechanisms with IP communities institutionalized
• More non-DepEd ALS providers for groups in situations of disadvantage
engaged
• Involvement of professionals and partners on health, nutrition, and psycho-
social support providing support to learners in situations of disadvantage
increased
• Involvement of the community in the implementation of the different learning
modalities
23
OUTPUTS by Strategy QUALITY 1/2

INTERMEDIATE OUTCOME
Learners complete K-12 basic education having attained all learning standards that equip
them with the necessary skills and attributes to pursue their chosen paths

Strategies
1. Align curriculum and instruction methods in all
subjects
• Curriculum guides in all learning areas written in terms of
learning standards and learning outcomes are developed
and disseminated
• Socio-emotional and 21st century skills applied in all
subjects across all stages using the spiral progression
strategy are implemented in schools
• Learning approaches, methods and strategies like inquiry
and problem-based across all stages in various learning
delivery modalities (like face-to-face, distance learning -
modular and online, and blended learning) are implemented
in schools.
• Sustainable Development Goals and human rights, including
but not limited to children’s rights, are integrated in relevant
subjects as early as Stage 1 and until Stage 4.
2. Strengthen competence of teachers and instructional
leaders on curriculum, instruction, and assessment
• Teachers trained in unpacking curriculum standards with emphasis
on the following:
✔ socio-emotional and 21st century skills of problem solving,
information literacy and critical thinking in all subjects across all
stages using the spiral progression strategy
✔ learning approaches, methods and strategies across all stages in
various learning delivery modalities (face to face, distance learning
- modules and online, and blended learning)
✔ sustainable development goals and human rights, including but not
limited to children’s rights, are integrated in relevant subjects as
early as Stage 1 and until Stage 4
• Teachers trained in learning delivery modalities using effective approaches,
methods, and strategies.
• Teachers trained on assessment skills through school-based LAC.
• Coordinated regional CPD program for all teachers (based on teachers’
need analysis) developed
• Coaching and mentoring programs are developed and implemented in all
schools

25
OUTPUTS by Strategy
INTERMEDIATE OUTCOME Learners complete K-12 basic education having attained all learning standards that equip
them with the necessary skills and attributes to pursue their chosen paths
Strategies
3. Assess learning outcomes at each key stage
transition and for learners in situations of
disadvantage
• Early Language, Literacy and Numeracy Assessment (ELLNA)
administered in March at end of Grade 3 (Stage 1)
• Administration of NAT (Basic Education Exit Assessment) to all
Grade 12 (Stage 4) learners including learners with special
needs completed
• National Career Assessment Examination (NCAE) administered
at Grade 9
• Accreditation & Equivalency Test (A&E) for ALS learners
administered every March of each year
• Participated in international large scale assessment (ILSA)
• Mechanisms for aggregation of classroom assessment for
division-wide learning assessments in place and operational
• DepEd personnel trained on how to use artificial intelligence,
machine learning and analytics for creating predictive models of
student readiness, achievement, literacy level, SHS track and
work readiness
• Predictive models using assessment results are developed;
• System for monitoring Philippine Qualifications Framework
(PQF) level 1 (JHS certificates) and Level 2 (SHS diploma) in
the qualifications registry (including the National Competency
Standards) established and operational
• Analytical reports on the results of national and international
assessments completed and disseminated periodically to
inform policies and program interventions
QUALITY 2/2
5. Strengthening consultations on
4. Align resource provision with key
curriculum, instruction, and assessment
stage learning standards
• Reading and numeracy resource materials for • Alignment and coordination of the TEI
foundational development of all Stage 1 learners are curriculum and school curriculum improved
developed and disseminated • ROs’ capacity to implement LMS, manage the
• Integration of digital education equipment, tools and assessment of learning outcomes, and monitor
materials, and guidelines for safe use in the teaching and standards between schools strengthened
learning process implemented in all schools (including
television and radio where appropriate)
• SDOs’ capacity to implement LMS and manage
• System for quality assurance of learning modules and data collection and assessment of learning
digital learning materials recommended for use in public outcomes strengthened
and private schools is developed and operational • System for using results of achievement test is
• Schools capacitated on providing special provisions and developed and implemented
implementing supplementary experiences for learners • Integration strategies of artificial intelligence,
with no access to digital learning resources at home machine learning, and analytics in curriculum
• System for granting access to learning resources developed
(System for granting access to learning resources (Self-
Learning Modules (SLMs), Learning Activity Sheets (LAs)
, textbooks, flash drives) developed and implemented in
all schools
• Textbooks provided to all schools to achieve a one
learner to one textbook ratio
• Learning resources in the form of Learning Tools and
Equipment (LTE) , science and math, and Tech-Voc
Laboratory (TVL) tools and equipment made available in
all schools
26
OUTPUTS by Strategy RESILIENCY & WELL-BEING
1/3
Learners are resilient and know their rights, and have the life skills to
INTERMEDIATE OUTCOME protect themselves and claim their education-related rights from
DepEd and other duty-bearers to promote learners’ well-being

Strategies
1. Integrating children’s rights in the design of all DepEd
policies, plans, programs, projects, processes and 2. Ensure that learners know their rights and have the life skills to claim their education-
systems related rights from DepEd and other duty-bearers to promote learners’ well-being

• Laws, policies, rules and regulations, systems, processes, contracts,
programs, projects and activities relative to commitments towards children’s
and learners’ rights are reviewed, revised, developed, and implemented in
accordance with RBE
• Policies, plans, as well as programs, activities and projects (PAPs)
containing commitments towards children’s rights and related policies and
agreements reviewed and revised/enhanced or developed
• Rights-based Education (RBE) framework developed and adopted in DepEd
• Guidelines on integration of RBE in policies, plans, programs, projects,
processes, and systems of all DepEd offices developed and adopted
• M&E tool for ensuring adherence to child right/RBE education framework
and legal obligations and commitments on children’s rights are developed
and utilized
• Proposal for CREDe institutionalization drafted and approved by DepEd,
DBM and other relevant agencies, and implemented
• and rolled out
Training modules for DepEd personnel on child rights/RBE developed and
rolled out
• Positive discipline measures are implemented by teaching and non-teaching
personnel, and by Parent-Teacher Association representatives
• Schools, particularly the teaching and non-teaching personnel are aware of
issues, actively participate in programs, and strictly observe policies
concerning child protection
• A functional child protection committee is in place in schools to manage CP
cases for the protection of children and the promotion of their rights
• CPU and CPC structures are fully-functional
• Child Protection policies are standardized, understood, measured, and are
implemented in all levels of DepEd governance
• Child Protection data is collected, analyzed and utilized to influence
program implementation, policy-planning, and budgeting processes
• Child rights education (CRE) integrated in the reviewed
and enhanced K to 12 curriculum and extra- or co-
curricular programs, and in the learning environment
and culture of the school, learning center and other
learning modalities
• Learning resources on children’s and learners’ rights in
education are developed and utilized;
• School-based Guidelines on RBE and CRE
implementation developed, with consideration of
School-Based Management, School Improvement Plan,
School Governance Council
• Training modules for school personnel and parents
regarding CRE and the use of the Guidelines developed
• Activities and mechanisms promoting child rights where
learners participate are conducted (e.g., annual National
Summits on the Rights of the Child in Education)
• Inclusive consultation mechanisms are in place and
functioning for children and learners to be consulted on
education and their rights to and in education in all
governance levels
• Technical support to DepEd offices in the development
and strengthening of mechanisms for learners’
participation
• Training modules developed and implemented for
capacity building of student leaders on child rights, with
emphasis on participation
28 rights and claiming of rights
• Fully functional Redress Mechanisms like child
protection committees are established in all schools
and offices
• Training modules for adults on learner-centered
facilitation are developed and rolled out
• Partnerships for learner participation are established
through MOAs
• IEC materials for the promotion of learners’
participation are developed and disseminated
• Empowerment of children and learners in education
promoted in legislation and international, regional, and
domestic instruments containing mandates,
obligations, and commitments of DepEd
• Coping mechanisms for teachers and learners in
stressful situations are developed and utilized
• Training modules on child rights, child protection,
inclusive education, and online and offline safety skills
are developed
• Functional Child Protection Committees in all schools
and CLCs that uphold child participation are organized
• Reporting helplines between schools and communities
to address child protection issues are established
• School focal personnel capacitated with appropriate
skills in addressing child protection issues
OUTPUTS by Strategy
INTERMEDIATE
OUTCOME
Strategies
3. Protect learners and personnel from death, injury,
and harm brought by natural and human-induced
hazards
• Relationships with internal and external partners
sustained
• Capacity of learners and personnel on provision of
Mental Health and Psychosocial Services (MHPS) to
learners and DepEd personnel strengthened
• Learners equipped with the knowledge, skills, attitudes,
and values (KSAV) on DRRM, CCAM, and
peacebuilding
• Learners participated, co-led and led DRRM, CCAM,
and Peacebuilding PPAs
• Personnel and stakeholders equipped with KSAV on
DRRM, CCAM, and peacebuilding
• DRRM, CCAM, and peacebuilding competencies are
integrated in the K to 12 curriculum
• Visibility of DRRM, CCAM, and peacebuilding key
messages increased
• Safety and emergency supplies and equipment
provided to all DepEd offices and schools
• Early Warning Systems (EWS) in DepEd offices and
schools established
RESILIENCY & WELL-BEING
2/3
Learners are resilient and know their rights, and have the life skills
to protect themselves and claim their education-related rights from
DepEd and other duty-bearers to promote learners’ well-being
4. Ensure learning continuity in the aftermath of
a disaster or emergency
• Internal and external partners for response, rehabilitation, and
recovery mobilized
• Acquisition of and access to relevant responses, rehabilitation,
and recovery-related datasets from schools enhanced
• Understanding of the disasters/emergencies experienced
enhanced
• Information, education, and communication (IEC) materials in
the aftermath of a disaster or emergency developed and
disseminated
• Impacts of hazards to learners, personnel, and schools
monitored
• Immediate response interventions for learning continuity
provided
• MPHSS interventions, including referral mechanisms, for
learners and personnel affected by disasters and emergencies
are provided
• DepEd inter-office Comprehensive Rehabilitation and Recovery
Plan (CRRP) in every disaster and emergency developed
• Regions, divisions, and schools equipped in leading multi-
stakeholder groups for the implementation of response,
rehabilitation, and recovery
• Major repair and reconstruction of infrastructure and
replacement of non-infrastructure damages due to disasters/
and emergencies for rehabilitation and recovery completed
• Feedback and accountability mechanisms established for
learners to report issues/ and concerns, observations, and
good practices on response, rehabilitation, and recovery
interventions 29
5. Protect education investments from the
impacts of natural and human-induced hazards
• Risk assessment data for DRRM, CCAM, and Peacebuilding
established
• DRRM, CCAM, and Peacebuilding Plans, Contingency
Plans, and Public Service Continuity Plans in all governance
levels developed
• Functional DRRM Team established in all governance levels
• Climate change-related programs, projects and activities
(PPAs) in the Work and Financial Plan (WFP) of DepEd
offices and schools tagged
• Documentary requirements submitted to access responsive
risk financing insurance;
• Annual budget for DRRM, CCAM, and Peacebuilding
utilized
• DRRM, CCAM, and peacebuilding integrated in DepEd
offices’ and schools’ plans and budgets
• DepEd personnel equipped on DRRM, CCAM, and
peacebuilding information management and research;
• Digital systems and tools to improve the quality, relevance,
accuracy, and inclusivity of data analysis for DRRM
developed and used
• DRRM, CCAM, and peacebuiliding researches published;
• Inclusive and disaster-resilient designs for instructional and
non-instructional spaces developed and implemented
• Regular programs for structural and non-structural hazard
prevention and mitigation measures established; and
• DRRM, CCAM, and Peacebuilding PPAs monitored and
evaluated
OUTPUTS by Strategy
INTERMEDIATE
OUTCOME
Strategies
6. Provide learners with basic
health and nutrition services
• Guidelines to ensure the health and
safety of learners and school personnel,
including prevention of COVID-19, is
developed and implemented
• Post COVID-19 tracking of learners’
health and nutrition conditions is
implemented by schools
• Health personnel and program
coordinators trained on key topics,
including management of risky behavior
and child protection issues
• Schools’ health facilities including WASH
and clinics provided or improved
• School-community coordination
mechanisms for health and safety of
learners are in place in all schools
• Program to address stunting is developed
and implemented for target disadvantaged
learners
• Schools and partners are mobilized for
implementation of policies and standards
on health and nutrition, as well as for
adolescent health and development.
RESILIENCY & WELL-BEING 3/3
Learners are resilient and know their rights, and have the life skills to
protect themselves and claim their education-related rights from
DepEd and other duty-bearers to promote learners’ well-being
7. Nurture and protect learners' mental
and psychosocial health
• Effects of student workloads, deadlines and
other activities are comprehensively
analyzed and reviewed
• Teachers trained in handling students
suffering from mental and psychosocial
health issues
30
8. Promote learners' physical and socio-emotional skills
development
• School sports and fitness development program framework developed
• Plantilla items for school sports created
• Sports and fitness facilities in schools constructed
• Existing sports and fitness facilities and playgrounds in public schools rehabilitated/ renovated
• Various fitness and sports supplies, materials, accessories, and equipment provided to schools
• Policy on after-school sports programs and physical activities developed and institutionalized
• Learning resources on school sports provided
• Learning platforms for interaction and learning opportunities for school sports created
• Policy guidelines on recognition for exemplary performance, contributions, and support of
learners, personnel, and stakeholders developed and implemented
• School sports clubs in all public schools established
• Opportunities for learners to engage in various co-curricular, extra-curricular activities, or
After-School Program provided
• Teaching and non-teaching DepEd personnel are capacitated on after-school sports program
• Partnership on schools sports programs established
• DepEd Personnel are capacitated on after school to effectively manage the games in
accordance with the international standard
• Providing our student-athletes further opportunity to compete on a safe and inclusive
environment
• Student-athletes are provided opportunity to compete
• Forging stronger partnership with the National Sports Association and other stakeholder
• Development of a competition program adoptable to the needs of time
✔ DepEd Teachers and Personnel are educated and Trained to provide student-athletes
scientific and updated training programs that is in accordance with the minimum health
standard
OUTPUTS by Strategy
GOVERNANCE 1/2

INTERMEDIATE OUTCOME Efficient, agile and resilient governance and management

processes

Strategies
1. Ensure all education leaders and managers practice
2. Ensure human resources in all governance 3. Ensure ideal learning environment are in place
participative, ethical, and inclusive management
levels are sufficient, resilient, competent, and and adequate and appropriate learning resources
processes
continuously improving for learners are provided

• Competency-based hiring and promotion
system adopted and implemented
• Higher SBM Level of Practice attained in
schools
• Management and implementation of PAPs are
decentralized in schools and divisions
• Local School Boards (LSBs) are provided with
educational statistics, consolidated needs of
schools and allowable educational intervention
• Staffing complement and items needed for
sufficient human resources in all governance
levels are provided
• Professional development standards and career
paths for all personnel groups formulated and
implemented
• Employee welfare and benefits standards are
developed and implemented
• All personnel practice responsive management
processes that uphold inclusive and right-based
education
• Non-Teaching personnel are provided with
professional learning and development
opportunities to ensure effectiveness and
responsiveness in the delivery of their duties and
responsibilities
• Standards for a quality, inclusive learner-centered
and rights-upholding learning environment for
different learner groups adopted and implemented
for the new normal post-COVID-19
• Standards for the integration of educational
technology in teaching and learning are developed
and implemented
• Standards for learning resource development
accessible to all types of learners are formulated
and implemented

32
OUTPUTS by Strategy
Efficient, agile and resilient governance and management
INTERMEDIATE OUTCOME
Strategies
4. Improve and modernize internal systems and processes for a responsive and efficient delivery of
basic education services
• Modern financial and procurement management systems are in
place in all governance levels;
• Major management processes (planning, budgeting, procurement,
M&E, human resource) are integrated, synchronized, and
coordinated in all governance levels;
• Enhanced performance management and quality assurance systems
in place at CO and RO levels;
• Disaster risk reduction and response mechanisms are in place
across each governance level;
• Policy and research agenda are developed and informed planning
process across governance levels;
• Human Resource Information System (HRIS) developed and
implemented in all governance levels;
• Policy issued to adopt and implement the ICS framework,
guidelines, and standards;
• Internal Control Systems (ICS) framework, guidelines, and
standards are adopted and implemented in DepEd; and
• Institutionalizing QMS to ensure delivery of quality basic
education services and continuous improvement
• DepEd Inspection and Acceptance Mechanisms
institutionalized
✔ Knowledge-based and skills-based training for DepEd
Inspection implemented
✔ Inspection and Acceptance Standards, Procedures and Protocols
codified
✔ DepEd Material Resources Quality Standards adopted, codified,
and implemented
GOVERNANCE 2/2
processes
5. Strengthen active collaboration with
key stakeholders
• Framework for stakeholder engagement and shared
• Help-Desk Support System for field procurement operations governance developed and adopted
created • Enhanced guidelines on the use of SEF adopted and
• DepEd Integrated Logistics Management System implemented by both DepEd and LGUs
institutionalized
✔ Central and Regional Warehouse established
• DepEd Supplies Tagging and Inventory Control System
Implemented 6. Enhance and strengthen Public and
• Organic procurement units and plantilla positions for procurement
officers created
private education complementarity
• Procurement Professionalization Program implemented
• Composite DepEd in-house team of trainors created • Develop and adoption of public-private
• Procurement Budgeting and Planning System strengthened and complementarity framework
harmonized • Enhanced manual of regulations of private schools that
• Contract Management System ( include a DepEd-wide Contract defines “reasonable supervision” is adopted and
Monitoring and Evaluation) institutionalized implemented
• Procurement Processes, Forms and Documents in all governance • Organizational and human resource support to qualified
levels standardized and customized personnel in private schools are in place
• DepEd Supplier's Registry established
• Procurement Monitoring and Transparency Window implemented
• Customized Procurement Guidelines for DepEd’s selected major
programs developed
✔ School-Based Feeding Program (SBFP)
✔ Printed Learning Resources (i.e. Textbooks, Teacher's Manuals,
SLMs and SLRs) developed
33
 Phase 2: Development of
Strategic Plans per Governance Level

DEPARTMENT OF EDUCATION 34
 Focus

DEPARTMENT OF EDUCATION 35
 Understanding the Vision, Mission, Mandate,
Strategic Directions and Situationaire
• Internalize the DepEd Vision-Mission, Mandate and Core
Values ,
• Discuss the BEDP 2030 as well as strategic goals of the next
higher governance level
• Present the Complete Staff Work
• Discuss the information provided for enrichment
• Set directions for the conduct of the in-depth situational
analysis

DEPARTMENT OF EDUCATION 36
 Conducting the In-depth Situational Analysis

• Data Validation
• Assessment of practices, capabilities, and capacity to
efficiently manage the curriculum support system*
• Identify priority key stages, school groups, geographical areas,
and other concerns
• Conduct of Internal and External Analysis
 Expected output at the end of the process: Basic Education Situation
Analysis

* teachers, learning environment, assessment, instructional supervision and school-based management, and managing stakeholders and partners

DEPARTMENT OF EDUCATION 37
 Identifying Key and Immediate Challenges

Identify key and immediate challenges confronting

the basic education sector arising from the
situational analysis

Challenges will be grouped according to the following

themes: Access, Equity, Quality, Resiliency and Well-
being, and Governance.
Expected output at the end of the process: Summary of Identified
Immediate Gaps and Challenges grouped according to the BEDP
thematic areas
DEPARTMENT OF EDUCATION 38
 Formulation of Strategic Directions and
Its Alignment Across Levels

• Objectives setting and targeting. Includes defining the

desired outcomes for learners in the next six years.
• Defining the Strategic Directions. Involves identifying
priority key stage/s, school segments, geographical areas,
target groups, and programs and projects that will provide the
most impact to learners’ access to quality basic education;
• Strategy, Initiative, and Intervention Identification.
Alignment of strategies to BEDP based on the context of
governance level and identification of initiatives and
interventions per strategic direction.
DEPARTMENT OF EDUCATION 39
Minimum KPIs at each Governance Level

Continuation
DEPARTMENT OF EDUCATION 40
 Financial Planning
• For the School level, preparation of the 6 year financial
plan which will contain the outcomes, strategies and
outputs to be implemented yearly in 6 year time.
• This will also include the estimated amount needed to
deliver the set outputs.
• After the 6 year financial plan is the preparation of the
first year Work and Financial Plan aligned to the 6 year
financial plan
DEPARTMENT OF EDUCATION 41
 Elements of Financial Plan
Six Year Financial Plan
• Intermediate Outcomes
• Strategies
• Interventions/Initiatives converted to Output
Statement
• Yearly Physical Targets (2022 – 2028)
• Yearly Resource Requirement (2022-2028)
DEPARTMENT OF EDUCATION 42
 Elements of Financial Plan
Annual Implementation Plan
• Output
• Activities
• Physical Target per Month from January to
December
• Monthly Obligation Plan
• Monthly Disbursement Plan
DEPARTMENT OF EDUCATION 43
 Analyzing and Managing Risk
• Identify the possible threats that the
organization may face,
• Estimate the likelihood that these threats
will materialize, and
• Estimate its impact to the implementation
of the program.

DEPARTMENT OF EDUCATION 44
 Writing the Plan (e-SIP)
SIP must contain the following key elements

DEPARTMENT OF EDUCATION 45
Writing the Plan (e-SIP)

DEPARTMENT OF EDUCATION 46
Writing the Plan (e-SIP)

DEPARTMENT OF EDUCATION 47
Writing the Plan (e-SIP)

DEPARTMENT OF EDUCATION 48
Phase 3: Quality Assurance
of Strategic Plans

DEPARTMENT OF EDUCATION 49
 Appraising the Development Plan
• Technical review of the strategies designed to
ensure that the proposed programs and projects
are relevant, feasible and implementable.
• Management review of the education plan. The
review shall determine if the plans are strategic
enough to achieve the directions and targets
established in the DepEd planning framework. This
is where targets and strategies shall be validated,
discussed, agreed and finalized
This process will be managed by the Planning Unit at each governance level.

DEPARTMENT OF EDUCATION 50
Phase 4: Mobilization for
Implementation

DEPARTMENT OF EDUCATION 51
 Communicating the Plan
• After approval and acceptance of the strategic plans,
each governance level must properly communicate
the education plans including desired outcomes,
strategic priorities, and proposed strategies to all
employees and stakeholders for awareness and
transparency.

Expected: School Heads must come up with an action plan to

communicate the e-SIP.
DEPARTMENT OF EDUCATION 52
 He who works with the door open gets all
kinds of interruptions, but he also
occasionally gets clues as to what the world is
and what might be important.
- Richard
Hamming

DEPARTMENT OF EDUCATION