Deped Region 02 Annual Report: Atty. Sebastian G. Tayaban

DepEd Region 02 Annual Report
2013
PIX NI RD
Introduction
As the newly appointed Officer-In-Charge at the Office of the

Director IV/Regional Director in this beautiful region, I am overjoyed
with the impression that I am accepted and I belong. The feeling of
acceptance and belongingness is coupled with pride as I take honor in
presenting this document which contains the performances and
accomplishments of DepEd Region 02, both Physical and Financial, for
the year just ended.
This book contains the region’s targets, accomplishments,
variances and reasons thereof in terms of programs’ and projects’
implementation anchored on its Goal and mandates, as indicated in the
Organizational Performance Indicators Framework.
Further, it also shows the performance contract for the year 2014
inclusive of resources, governance and other essential education inputs.
Atty. SEBASTIAN G. TAYABAN

Chief Administrative Officer
OIC, Office of the Director IV/Regional Director
58
2013
Preface
The Department of Education, Cagayan Valley Region, with the
stewardship of Lourdes G. Angoluan, Ph.D., CESO III, Director III and
Officer-Incharge, Office of the Director IV, and Corazon T. Barrientos,
Ed.D., CESO IV and Officer-Incharge, Office of the Director III together
with the Schools Division Superintendents and Assistant Schools
Division Superintendents, school officials, teachers, parents, local
community leaders and civic minded individuals, envisions an
organization of culture and excellence. DepED 02 continues to soar high
and achieve remarkable and significant accomplishments through
empowered staff that are gifted with creative insights, focused on the
vision and mission. With the concerted efforts of all education
stakeholders it is proud that the Child-Friendly School System alongside
good governance transports the agency onward the delivery of quality
basic education to its Learners.
The implementation of the Medium Term Philippine Development
Plan (MTPDP) 2006-2010 which is anchored on 2015 EFA (Education
for All) Goal of providing access to basic education, DepED Region 02
is motivated, full of vibrant in implementing laudable programs and
projects that sustain the performance gained and to further elevate to
higher plane the areas which need significant improvement.
With the aggregate budget of Eleven Billion Three Hundred Ninety
Nine Million Three Hundred Fifteen Thousand Pesos, as released and
published in the General Appropriations Act (GAA) Book for FY 2013,
the agency was able to achieve the overarching goal and mandate to bring
education to the in-school and out-of-school youth.
Accomplishments vis-à-vis targets for the year 2013 are presented
in this book for the information of all stakeholders.
58
2013
.
Table of Contents
Ite Subject Page
m
1 Vision 4
2 Mission 4
3 Performance Covenant 5
4 Profile of Cagayan Valley Region 6
5 The Regional Management Committee 7
6 The Regional Executive Committee 8
7 Basic Education Data 9
8 DepED Logical Framework 11
9 Goal, Strategic Directions 12
10 Major Final Outputs:
MFO 2 – Basic Education Services 13

Education Governance 21
MFO 3 – Regulatory and Developmental Services 25
For Private Schools
11 Education Outcomes/Key Performance Indicators:
Elementary 26
Secondary 38
12 Programs, Activities, Projects 46
13 2013 Operational Budget 54
14 Golden Harvests 56
15 2014 Performance Contract 57
58
2013
The Cagayan Valley Region adopts the DepED Vision:
We dream of Filipinos
who passionately love their country
and whose values and competencies
enable them to realize their full potential
and contribute meaningfully to building the nation.
As a learner-centered public institution,

the Department of Education
continuously improves itself
to better serve its stakeholders.
and Mission:
To protect and promote the right of every Filipino to

quality, equitable, culture-based, and complete basic
education where:
 Students learn in a child-friendly, gender-sensitive,

safe, and motivating environment
 Teachers facilitate learning and constantly nurture
every learner
 Administrators and staff, as stewards of the
institution, ensure an enabling and supportive
environment for effective learning to happen
 Family, community, and other stakeholders are
actively engaged and share responsibility for
developing life-long learners
Performance Covenant
58
2013
L- evitate the level of education outcomes and
outputs;
G –enerate the unwavering support of all

stakeholders in Region 02; and
A -chieve the goal of EFA alongside MDG and

BESRA.
where
C -anons of the Agency are strictly observed;

T-raits of altruistic public servants are
exemplified; that
B-rought out the best in education personnel

and leaders in region 2.
The Cagayan Valley Region

58
2013
Region 02 or the Cagayan Valley Region is composed of five
provinces: Batanes, Cagayan, Isabela, Nueva Vizcaya and Quirino; one
independent city, and three component cities. It has 89 municipalities,
2,311 barangays and 10 congressional districts spread over a land area of
26,857 km2.
Based from the 2010 census, region 02 has a total population of
3,361,967 with an annual population growth rate of 1.62 percent.
195,741 students and 508,954 pupils are currently enrolled in the 534
public and private secondary schools and 2,550 public and private
elementary schools in the region. Additionally, DepED Region 02 has
nine schools divisions and 143 school districts.
Among the provinces in the Philippines, Batanes has the least
population recorded at 16,604.
The Management Committee

LOURDES G. ANGOLUAN, Ph.D., CESO IV
Director III/Assistant Regional Director
OIC, Office of the Director IV/Regional Director
(Ret. on December 1, 2013)
58
2013
CORAZON T. BARRIENTOS, Ed.D., CESO IV
Schools Division Superintendent
OIC, Office of the Director III/Asst. Regional Director
JESUS B. MAGGAY, CESO V

WIVINA B. GONZALES, CESO VI Assistant Schools Division Superintendent
OIC, Office of the Schools Division Superintendent
Batanes
Cagayan
JESS L. AMIN, Ph.D. EDNA A. PASAMONTE, Ph.D.

Assistant Schools Division Superintendent Assistant Schools Division Superintendent
OIC, Office of the Schools Division Superintendent OIC, Office of the Schools Division Superintendent
Cauayan City Isabela
REYNALDA R. BANGUNAN, CESO V BENJAMIN D. PARAGAS, Ph.D.

Schools Division Superintendent Schools Division Superintendent
Quirino Nueva Vizcaya
GILBERT N. TONG, Ph.D., CESO V

CESAR O. ADAOAG, CESO V Assistant Schools Division Superintendent
Santiago city
Tuguegarao City
DENIZON P. DOMINGO, Ph.D.

Chief Education Supervisor
City of Ilagan
CARIDAD B. TAACA FELIPE L. MARALLAG

Administrative Division
(deceased December 20, 2013)
Budget and Finance Division
HORTENCIA P. CALVAN NORMA C. GUILLERMO, Ph.D.

Chief Education Supervisor Chief Education Supervisor
Alternative Learning System Division Elementary Education Division
JOSELITO NARAG, Ph.D. LEONCIO P. LUMABAN, Ph.D.

Education Program Supervisor
Chief Education Supervisor
OIC, Office of the Chief Educ. Program Supervisor
Secondary Education Division
Physical Educ. & Sch. Sports Division
The Executive Committee
The Regional Executive Committee (ExeCom) is chaired still by
the Regional Director with the firm support of the Assistant Regional
Director and the Chiefs of Divisions who are members of the
58
2013
Management Committee (ManCom). Other members are the following
section/unit heads:
Administrative Division
Flora M. Baniqued, Ph.D. Atty. Jose Mario M. Macarilay
Administrative Officer V Attorney III
Cash Section Legal Section
Ms. Jocelyn C. De Polonia Mr. Ronald A. Perlas

Administrative Officer V Administrative Officer V
Personnel Section Records Section
Mr. Jaime M. Colas

Administrative Officer V
Supply Section
Budget and Finance Division

Mr. Rogie A. Sion Ms. Norma F. Balisi
Accountant III Administrative Officer V
Accounting Section Budget Section
Ms. Myline D. Luquing

Accountant I
Payroll Services Unit
Directorate
Mr. Basilio C. Bacuyag Ms. Ma. Theresa F. Tamayao
Education Program Supervisor II Senior Education Program Specialist
Physical Facilities Coordinator Officer-In-Charge, Planning Unit
Jean M. Solomon, MD Mr. Mario M. Baniqued

Medical Officer IV Administrative Officer V
Health and Nutrition Unit Human Resource Development Unit
Ms. Dominga B. Raymundo

Ms. Margie M. Cayetano
Dormitory Manager
Librarian
RELC-Teachers Hall
Our Logical Framework

58
2013
The Department of Education, Region 02 in particular, operates
and delivers its mandate to the Country and People following the above
Logical Framework. Access to and Quality of Basic Education inputs,
outputs and outcomes are governed by this Logframe.
Our Goal
Meet the National and International Education Targets and Commitments
aligned with the 10-point agenda of the present government:
58
2013
 Improve the Mastery Level of Learners to 76% and above
 Make education more inclusive and relevant by increasing Access
 Improve holding power of the elementary and secondary schools

by decreasing dropouts and school leavers
Our Strategic Directions

ACCESS
 Social Marketing to improve/close gaps in basic education inputs

(Kinder teachers, learning center, ICT, infrastructure)
 Continuing advocacy on IP and Muslim education
 Intensify Alternative Delivery Modes (ADMs) and other

alternative learning modes utilization
QUALITY
 Increase education technology utilization to improve instruction
 Ensure regional/division manpower to improve instruction
 Strengthen PPP in financing DepED programs and projects e.g.

ICT, infrastructure, etc.
 Continuing capability for teaching and non-teaching staff to

improve organizational efficiency and effectiveness
GOVERNANCE
 Reengineer planning and monitoring processes and mechanisms
Improve transparency and accountability in schools
Our Basic Education Data

Table 1
Public Elementary Schools
58
2013
Performance
Division 2012 2013 2013
Actual Target Actual
Batanes 21 21 21
Cagayan 699 715 701
City of Ilagan ----- ----- 88
Isabela 845 772 757
Nueva Vizcaya 330 338 331
Quirino 172 175 172
Cauayan City 65 66 65
Santiago City 32 33 32
Tuguegarao City 28 29 28
REGION 02 2192 2149 2195
This year there was an increase in the number of public elementary schools from 2,192 in
2012 to 2,195 in the latest year. This is attributed to the opening of additional schools particularly in
the Divisions of Cagayan and Nueva Vizcaya. As observed, the segregation of the data in the Basic
Education Information System (BEIS) in the Divisions of Isabela and the newly created City
Division of Ilagan justifies the decrease in the number of schools in the former Division.
Table 2
Public Secondary Schools
Performance
Division 2012 2013 2013
Actual Target Actual
Batanes 8 8 8
Cagayan 107 109 107
City of Ilagan ----- ----- 15
Isabela 161 164 145
Quirino 38 39 39
Santiago City 7 7 9
REGION 02 384 391 388
In the Secondary Level there were four (4) additional schools established in the year 2013.
These newly opened schools are located in the Divisions of Quirino, Cauayan City, Santiago City and
Tuguegarao City. While the region did not meet its target increase, it still has surpassed its
actual number by four.
Table 3
Public Elementary Schools Enrolment
Division Performance
2012 Actual 2013 Target 2013 Actual
58
2013
Batanes 2,329 2,352 2,600
Cagayan 137,535 141,989 159,754
Ilagan ----- ----- 19,950
Isabela 162,150 172,173 171,804
Nueva Vizcaya 59,402 64,489 68,094
Quirino 25,389 23,099 29,574
Cauayan City 15,767 18,428 19,054
Santiago City 15,974 19,341 19,287
Tuguegarao City 16,028 18,579 18,837
REGION 02 434,574 478,393 508,954
The Region surpassed its prior year’s and target enrolment by 74,380 pupils,
from 434,574 in 2012 to 508,954 in 2013. Notably, there is corresponding huge in
increase in enrolment of Indigenous and Muslim children, and the Balik-arals.
Table 4
Public Secondary Schools Enrolment
Enrolment
Division
2012 2013 Target 2013 Actual
Batanes 1,523 1,538 1,511
Cagayan 58,410 73,526 59,366
Ilagan ----- 9,500 9,205
Isabela 75,658 91,235 66,575
Nueva Vizcaya 23,286 30,054 23,978
Quirino 11,440 12,898 11,846
Cauayan City 6,767 9,346 6,902
Santiago City 7,126 10,609 7,038
Tuguegarao City 9,177 12,743 9,320
REGION 02 193,387 251,449 195,741
The enrolment in the secondary schools increased by more than 2%, from
193,387 in 2012 to 195,741 in 2013. However, it falls short of the target enrolment
in 2013.
Our Major Final Outputs (MFOs)

58
2013
Following the standards set by the local and international education
arena, the Cagayan Valley Region (Region 02) presents its
accomplishments vis-à-vis targets for the year just ended.
Major Final Output (MFO) 2

Basic Education Services
A. QUANTITY
Table 1
ENROLMENT IN PUBLIC KINDERGARTEN IN PROPORTION TO 5-YEAR OLD CHILDREN
School Year 2013-2014
Total Ages of 4 1/2
to Ages 19 & Above
Age 5
Division # of Schools Total
Male Female Male Female
Batanes 21 169 138 145 110 562
Cagayan 701 10,871 10,107 8,520 8,014 37,512
Cauayan City 65 1,516 1,384 1,094 1,015 5,009
City of Ilagan 88 1,433 1,278 1,060 961 4,732
Isabela 757 12,543 11,770 10,078 9,525 43,916
Nueva Vizcaya 331 4,512 4,164 3,462 3,137 15,275
Quirino 172 2,069 1,932 1,583 1,484 7,068
Santiago City 32 1,622 1,396 1,170 1,026 5,214
Tuguegarao City 28 1,274 1,278 932 915 4,399
REGION 2 2,195 36,009 33,447 28,044 26,187 123,687
The Region’s enrolment in Kindergarten aged 5 recorded a remarkable increase at

78.08% or 123,687 this year. All the nine (9) Divisions have increments in Kindergarten
enrolment, and the greater improvements are seen in the Divisions of Isabela and Cagayan
at 80.63% or 43,916 and 78.82% or 37,512, respectively.
The increase is attributed to the following factors:
 The passing into law of Republic Act (R.A.) 10157, gave the department more
elbow-room to institutionalize reforms in basic education which include the
implementation of the universal kindergarten program in all public schools.
 Government, schools, communities and other partners work closely in the
implementation of Child-Friendly School System
 Sustained implementation of Early Registration System in partnership with local
media for social marketing
 Increase in economic activities in the region
 Increase in the number of OCWs contributed to the increase in financial
capability of parents to support needs of their children.
 Strong LGU support to education
Table 2
58
2013
ENROLMENT IN PUBLIC ELEMENTARY SCHOOLS IN PROPORTION TO ALL
6-11-YEAR OLD CHILDREN
Total Ages of 4 1/2 to
# of Ages 19 & Above
Total Ages 6 to 11
Division
Schools
Total
Batanes 21 1,186 1,107 1,073 1,041 4,407
Cagayan 701 72,662 66,114 61,942 58,223 258,941
Cauayan City 65 8,426 7,728 7,332 6,822 30,308
City of Ilagan 88 9,084 8,155 7,977 7,386 32,602
Isabela 757 77,285 70,206 67,903 63,515 278,909
Nueva Vizcaya 331 30,919 28,499 25,978 24,996 110,392
Quirino 172 13,558 12,015 11,453 10,691 47,717
Santiago City 32 8,477 7,792 7,601 7,210 31,080
Tuguegarao City 28 8,413 7,872 7,613 7,291 31,189
REGION 2 2,195 230,010 209,488 198,872 187,175 825,545
The enrolment of children aged 6-11 is registered at 87.84% or 386,047 out of the
gross enrolment 439,498. The Divisions of Isabela, Cagayan and Nueva Vizcaya captured the
highest number of enrollees at 89.10% or 278,909, 86.59% or 258,941 and 85.79% or
110,392, respectively.
The increment is attributed to the following:

 Tracking of Out-of-School Children (OSCs) increased the number of Balik-Aral
enrollees
 Interventions implemented for the Pupils At-Risk of Dropping Out (PARDOs)
 Increase CCT/4Ps recipient
 Strong support to IP and Muslim Education through PRIME/IPEd and
MADRASAH
Table 3
ENROLMENT IN PUBLIC SECONDARY SCHOOLS IN PROPORTION TO ALL
12-15-YEAR OLD CHILDREN
58
2013
Total Ages of 10 & Below
# of to Ages 20 & Above
Total Ages 12 to 15
Division
Schools
Total
Batanes 8 798 713 743 688 2,942
Cagayan 107 29,594 29,772 26,132 28,010 113,508
Cauayan City 14 3,386 3,516 3,078 3,277 13,257
City of Ilagan 15 4,593 4,612 4,064 4,266 17,535
Isabela 145 33,341 33,234 29,945 30,826 127,346
Nueva Vizcaya 45 11,548 12,430 9,747 11,180 44,905
Quirino 39 5,818 6,028 4,823 5,382 22,051
Santiago City 9 3,406 3,632 3,060 3,373 13,471
Tuguegarao City 6 4,533 4,787 4,259 4,618 18,197
REGION 2 388 97,017 98,724 85,851 91,620 373,212
The Region’s enrolment in secondary is increasing at 90.67% or 177,471 which is

9.33% lower from the EFA Target. The Divisions of Isabela and Cagayan supplied the biggest
enrolment at 91.67% or 60,771 and 91.20% or 54,142, respectively while Batanes Division
which used to have the least percentage of enrolment had 94.71% or 1,431.
The contributory factors to the increased Access include:

 Tracking of Out of School Children (OSCs) and Students At-Risk of Dropping Out
(SARDOs)
 Increase in the number of Balik-Aral enrollees
 Lack of differentiated curricular offerings to attract students interest
 Implementation of the different Alternative Delivery Mode (ADMs)
 Increase in economic activities in the region
 Increase in the number of OCWs that contributed to the increase in financial
capability of parents to support needs of their children.
 Strong LGU support to education
Table 4
Number of Learners in Alternative Learning System Programs
Number of Learners in the
Division
A&E Programs
Batanes 530
58
2013
Cagayan 7869
Cauayan City 1018
Ilagan City 740
Isabela 8695
Nueva Vizcaya 4765
Quirino 1947
Santiago City 774
Tuguegarao City 1056
REGION Total: 27,394
This year there are 27, 394 children enrolled in the ALS Accreditation and
Equivalency (A&E) Program. This is higher as compared to the enrolment in the immediate
preceding year. Most learners are from the Divisions of Isabela and Cagayan.
Table 5
SCHOOL LEAVER RATE
ELEMENTARY SCHOOLS
DEPED ELEMENTARY SCHOOLS
Division School Leaver Rate Average School
Leaver Rate
Grade I Grade II Grade III Grade IV Grade V Grade VI
REGION: Region II – Cagayan Valley

Batanes 1.97% 0.00% 0.50% 0.30% 1.08% 0.00% 0.64%
Cagayan 7.35% 1.77% 1.33% 1.25% 2.49% 0.84% 3.31%
Cauayan City 4.26% 0.36% 2.29% 0.12% 2.15% 3.40% 2.16%
Isabela 7.14% 2.61% 1.63% 1.76% 3.81% 1.37% 3.67%
Nueva Vizcaya 11.90% 4.71% 2.97% 2.72% 4.08% 1.27% 6.03%
Quirino 10.37% 5.02% 4.61% 4.13% 4.99% 2.21% 6.48%
Santiago City 13.65% 2.09% 3.10% 1.28% 2.65% 2.04% 5.16%
Tuguegarao City 3.61% 0.23% 0.43% 2.01% 1.36% 1.96% 1.61%
REGION 2 8.11% 2.58% 1.93% 1.79% 3.28% 1.35% 3.96%
The Region’s average school leaver rate stands at 3.96%, which is still high as compared with
the EFA standard. The Divisions that contributed to the high rate in school leavers are Quirino, Nueva
Vizcaya and Santiago City at 6.48%, 6.03% and 5.16%, respectively. Highest leaver rate is seen in
Grade 1 across all divisions. The presence of internet café’s, malls and other recreation centers
attributed which could eventually lead to absenteeism and dropout. Other factors affecting the
indicator are distance of home to school, illness and family problems, and psychological preparedness
of 6-year olds.
Table 6
SCHOOL LEAVER RATE
SECONDARY SCHOOLS
DEPED & SUC SECONDARY SCHOOLS Average School
Division Leaver Rate
School Leaver
58
2013
Year I Year II Year III Year IV
Batanes 2.69% 1.19% 5.41% 1.60% 2.59%
Cagayan 5.97% 6.82% 8.36% 2.51% 7.17%
Cauayan City 6.30% 3.98% 9.51% 3.79% 6.78%
Isabela 5.36% 6.67% 7.32% 4.80% 6.60%
Nueva Vizcaya 7.48% 8.49% 9.12% 5.11% 8.68%
Quirino 7.89% 8.33% 9.31% 3.88% 8.70%
Santiago City 8.11% 8.66% 7.67% 5.25% 9.06%
Tuguegarao City 3.94% 5.79% 4.85% 2.75% 4.89%
REGION Total: 6.02% 6.93% 7.92% 3.95% 7.14%
School Leaver Rate in the secondary level is high at 7.14%. Almost all the divisions
registered high in the rate of school leavers except for the division of Batanes. The development in IT,
involvement of children in labor and weak guidance and counseling program in time could lead to
absenteeism and dropout.
Table 7
DROPOUT RATE
GOVERNMENT & PRIVATE ELEMENTARY SCHOOLS
Division Ave.
Grade I Grade II Grade III Grade IV Grade V Grade VI Dropout
Rate
Batanes 0.00% 0.00% 0.50% 0.00% 0.00% 0.00% 0.09%
Cagayan 0.89% 0.33% 0.34% 0.39% 0.38% 0.38% 0.47%
Cauayan City 1.08% 0.59% 0.74% 0.51% 0.50% 1.02% 0.75%
Isabela 0.78% 0.46% 0.52% 0.53% 0.52% 0.51% 0.56%
Nueva Vizcaya 0.64% 0.41% 0.45% 0.49% 0.49% 0.41% 0.49%
Quirino 1.00% 0.63% 0.50% 0.93% 0.79% 1.24% 0.84%
Santiago City 1.57% 0.64% 0.81% 0.77% 1.20% 0.56% 0.95%
Tuguegarao City 0.27% 0.22% 0.17% 0.31% 0.16% 0.31% 0.24%
SUBTOTAL : 0.83% 0.42% 0.46% 0.51% 0.50% 0.51% 0.55%
The Region’s Average Dropout Rate for this school year is registered at an average of 0.55%
which is nearing the standard. However, per grade level analysis would show that Grade 1 has the
highest rate of dropouts at 0.83% with the Divisions of Santiago City, Cauayan City and Quirino
contributed to the high dropout rate at 1.57%, 1.08% and 1.00%, respectively. The high dropout rate
is attributed to the following:
 Some Grade 1 pupils have no Early Childhood Care and Development (ECCD) experience
 Inaccessible/distance of home to school where children have to walk quite a good distance
to reach educational facilities
 Poor health and nutritional status of children
 Schools are within calamity prone area
 Family problems
Table 8
DROPOUT RATE
GOVERNMENT & PRIVATE SECONDARY SCHOOLS
58
2013
Ave. Dropout
Division Year I Year II Year III Year IV
Rate
Batanes
1.08% 0.28% 1.42% 0.54% 0.85%
Cagayan
4.15% 3.74% 3.11% 1.64% 3.22%
Cauayan City
4.41% 2.70% 3.07% 1.94% 3.09%
Isabela
4.22% 3.81% 3.60% 2.04% 3.46%
Nueva Vizcaya
7.00% 4.74% 4.31% 2.69% 4.85%
Quirino
6.64% 4.80% 3.81% 2.05% 4.49%
Santiago City
3.02% 2.87% 2.25% 1.84% 2.53%
Tuguegarao City
1.36% 2.11% 2.32% 1.29% 1.78%
REGION 2
4.49% 3.77% 3.38% 1.93% 3.46%
The Dropout rate in secondary is high at an average of 3.46%. The Divisions of Nueva Vizcaya,
Quirino, Isabela and Cagayan have the most notable rates of dropouts at 4.49%, 4.85%, 3.46% and
3.22%, respectively while Batanes Division registered the lowest at 0.85%.
Factors that contributed to the high dropout rates in the secondary include:
 IT development in the region increase proliferation of online gaming activity which is a

distraction to learners, and the reason for school leavers
 Involvement of children in labor
 Difficulty in road access due to mountainous terrain
 Calamity prone area
 High poverty incidence especially those who live far from school
 Lack of interest
B. QUALITY
Figure 1
NATIONAL ACHIEVEMENT TEST
Quartile Distribution
Grade 6
58
2013
Overall Test
Poor Below Average Upper Average Superior
DIVISION
(0-25%) (26-25%) (51-75%) (76-100%) TOTAL
n % n % n % n % n %
Batanes 0 0.00 46 13.33 197 57.10 102 29.57 345 100.00

Cagayan 12 0.06 170 0.84 2421 11.97 17615 87.13 20218 100.00
Isabela 206 0.88 6096 26.09 13406 57.37 3660 15.66 23368 100.00
Nueva Vizcaya 3 0.04 541 6.76 3529 44.11 3927 49.09 8000 100.00
Quirino 17 0.50 1013 29.66 1838 53.82 547 16.02 3415 100.00
Tuguegarao City 5 0.20 300 12.03 705 28.27 1484 59.50 2494 100.00
Cauayan City 40 1.82 810 36.94 1162 52.99 181 8.25 2193 100.00
Santiago City 50 2.18 1083 47.23 1014 44.22 146 6.37 2293 100.00
REGION 2 333 0.53 10059 16.14 24272 38.94 27662 44.38 62326 100.00
The National Achievement Test is an annual examination given to both Grade 6 and
Year 4 students. The students’ knowledge and mastery over the subjects Mathematics,
Science, Filipino and Araling Panlipunan is measured using a multiple choice type test. For
this school year, the NAT Grade 6 overall test results is distributed according to scale of
which 44.38% belongs to superior, 38.94% upper average, 16.14% below average and 0.53%
poor. The data conveys that 83.32% of the pupils who took the test have met and exceeded
the standard 75%. This could be ascribed by strong LGU support like the increase in the
allocation, established partnership of parents and community support to education.
Figure 2
NATIONAL ACHIEVEMENT TEST-TOTAL TEST
Year 4
58
2013
OVERALL TEST
SUPERIOR (76- UPPER AVERAGE LOWER AVERAGE
Division POOR (0-25%) TOTAL
100%) (51-75%) (26-50%)
n % n % n % n % n %
Batanes 24 7.29 170 51.67 133 40.43 2 0.61 329 100.00

Cagayan 402 3.25 7529 60.81 4392 35.47 59 0.48 12382 100.00
Isabela 224 1.36 5183 31.47 10418 63.25 647 3.93 16472 100.00
Nueva Vizcaya 86 1.82 2545 54.00 2071 43.94 11 0.23 4713 100.00
Quirino 16 0.67 1201 50.31 1165 48.81 5 0.21 2387 100.00
Tuguegarao City 107 4.94 1050 48.52 981 45.33 26 1.20 2164 100.00
Cauayan City 23 1.58 635 43.52 766 52.50 35 2.40 1459 100.00
Santiago City 5 0.32 326 20.74 1183 75.25 58 3.69 1572 100.00
REGION 2 887 2.14 18639 44.94 21109 50.89 843 2.03 41478 100.00
The National Achievement Test Total Test Mean Percentage Score (MPS) in the
secondary schools is below the standard at 47.08%. The Divisions of Santiago City, Isabela
and Cauayan City supplied to the very low achievement in the secondary level. This could be
attributed to the coming after another of natural calamities like typhoons and rain-induced
floods that disrupt contact days, not meeting the desired Student-Teacher Ratio, class size
and textbooks ratio due to influx in enrolment from neighboring municipalities
Table 9
PASSING RATE IN THE ACCREDITATION AND EQUIVALENCY TEST
IN DEPED PROCURED AND DELIVERED ALS PROGRAMS
Division Elementary Secondary Takers Passers Percentage
Batanes 3 55 58 25 43.10
58
2013
Cagayan 225 1243 1887 1012 53.63
Cauayan City 21 265 286 110 38.46
Isabela 136 1708 1844 571 30.97
Nueva Vizcaya 99 927 1045 429 41.05
Quirino 65 570 635 163 25.67
Santiago City 30 645 675 253 37.48
Tuguegarao City 64 458 522 336 64.37
REGION 2 779 7473 8796 2899 32.96
The ALS A&E Test is one of the four components of the ALS A&E that offers the
successful test takers certification of learning achievements at two learning levels that is
comparable to the formal school system, Elementary and Secondary.
This year’s Accreditation and Equivalency (A&E) Test result stands at 32.96% which is
higher by 1.62 percentage points as compared to 31.34% in 2011. This is ascribed to the
increase in the number of takers of the A&E.
Education Governance
A. QUANTITY
Table 10
Public Elementary Schools Teachers
Number of Teachers
Division
2012 Actual 2013 Targets 2013 Actual
Batanes 215 217 216
Cagayan 4706 4753 4881
Isabela 5644 5700 5983
Quirino 968 978 1012
REGION 02 15020 15070 15435
The region was able to get a share of 415teacher allocation for 2013 and distributed as
follows: 1 teacher item for Batanes, 175 teacher items for Cagayan, 339 teacher items for
Isabela, 94 teacher items for Nueva Vizcaya, 44 teacher items for Quirino, 25 teacher items
for Cauayan City, 27 teacher items for Santiago City and 10 teacher items for Tuguegarao
City.
Table 11
Public Secondary Schools Teachers
Number of Schools
Division
Batanes 129 129 129
58
2013
Cagayan 1908 1927 3235
Isabela 2481 2506 2978
*City of Ilagan 349
Quirino 422 426 479
REGION 02 6366 6777 8532
We increase in the number of teachers for 2013. This is due to the 1,166 teacher
allocation given to the region in 2013.
Table 12
Public Elementary Schools Classrooms
Number of Classrooms
Division
Batanes 179 177 175
Cagayan 4866 4992 4943
Isabela 5850 5396 5343
*Ilagan 644 638
Quirino 1046 1069 1058
REGION 02 15455 15937 15780
There were 325 number of classrooms added to the elementary schools
in 2013.
Table 13
Public Secondary Schools Classrooms
Number of Classrooms
Division
Batanes 90 92 91
58
2013
Cagayan 1778 1668 1854
Isabela 2016 2127
*Ilagan 2362 281 278
Quirino 347 375 371
REGION 02 5699 5611 5927
There were 228 additional new classrooms constructed in the secondary schools in
2013.
Table 14
Public Elementary Schools Seats
Number of Seats
Division
Batanes 2687 3095 3064
Cagayan 113634 126725 125470
Isabela 158293 156726
*Ilagan 157324 19628 19434
Nueva Vizcaya 50996 55657 55106
Quirino 23274 25766 23495
Cauayan City 13425 15537 15383
Santiago City 12574 15788 15632
REGION 02 387496 422037 429640
There were 42,144 additional school seats procured for the elementary schools in
2013.
Table 15
Public Secondary Schools Seats
Number of Seats
Division
Batanes 1844 1885 1866
58
2013
Cagayan 53053 51402 50893
Isabela 68439 7,150 70,446
Nueva Vizcaya 19492 19895 19698
Quirino 10496 1144 11133
REGION 02 171119 163976 172353
There were 1,234 seats delivered to the secondary schools for 2013.
Major Final Output (MFO) 3

Regulatory and Developmental Services for
Private Schools
58
2013
A. QUANTITY
Number of Private Schools Submitting EBEIS Data on or before

October 15, 2013
Of the 501 private schools in the whole region, 100% have

submitted their EBEIS Data on time.
B. QUALITY
Private Schools Operating with Permit
All the 501 private elementary and secondary schools are operating with the
necessary DepED permit.
Our Education Outcomes/

Key Performance Indicators
A. Elementary Schools
Figure 3
58
2013
Figure 4
Gross Enrolment Ratio (GER) is the total enrolment in a specific level of education,
regardless of age. It indicates the capacity of the education system to enroll pupils of a
particular age. Thus, it is a complementary indicator to net enrolment rate by indicating the
extent of over-aged and under-aged learners who are enrolled in the formal system.
For the last 2 years, the Region’s GER increased from 105.04% in 2010 and 106.86%
in 2011. However, it falls short of the 2013 target by 3.2%. Almost all the divisions
performed well in this indicator except for the division of Santiago City.
Figure 5
58
2013
Figure 6
The net enrolment ratio (NER) in the elementary schools, which is the ratio of the
total number of children between ages 6-11 who are in school to the total number of
children in the same group increased slightly at an overall average of 89.55% in 2010 to
93.45% in 2011. However, it reflects a gap of the 2013 target by 2.81%. To note, Tuguegarao
Division exceeded the national standard, whereas the rest of the divisions are still lagging
behind.
Figure 7
58
2013
Apparent Intake Rate
Figure 8
Notwithstanding the fast rate of growth in the school-going population, the Region’s
provided a high level of access to primary education. The apparent intake rate (AIR) for new
entrants into Grade 1 was 133.09% in 2010, whereas, 137.93 percent in 2011. Although the
gender parity rate was quite very far to 13.77% in the latest year, males nonetheless had
slightly higher AIRs.
These figures indicate that at that time there were substantial numbers of overage
and underage children entering Grade 1 for the first time, which suggests that many families
were postponing their children’s schooling, especially those in the rural areas. Furthermore,
the large difference between the gross and the net intake rates reveals that a great
proportion of children of official primary school-entrance still did not enter school at the
right age. The familial practice of deferring schooling for Grade 1-eligible children was
therefore still being observed.
58
2013
Figure 9
Net Intake Rate
This indicator gives a more precise measurement of access to primary education of

the eligible, primary school-entrance population. However, despite high level of access in
primary education, the Region’s Net Intake Rate is beyond the standard by an overall
average of 70.17% in 2010 and 80.01% in 2011. Females to some extent had higher NIR
compared to males in terms of gender parity rate.
58
2013
Figure 10
Figure 10
Figure 11
Ensuring that pupils stay in school until they complete their education is a major
concern in basic education. Cohort Survival Rates (CSR) which is the proportion of enrollees
at the beginning grade who reach the final grade at the end of the required number of years
of study, for the past 2 years showed an increase from 87.35% to 88.23%. These statistics
mean that about between 17% of Grade 1 pupils do not reach Grade 6.
These facts reflect a worrisome reality about the holding power of public schools,
which is further elucidated by data on dropouts. The statistics on the region’s average
dropout rate for each school level has remained higher than expected (1 to 2 %), sometimes
as much as 2 digits. Moreover, even if dropouts re-enter school at some point, many
58
2013
repeaters eventually drop out at a later time. Re-admission seems to have little positive
effect on achievement.
Figure 12
Figure 13
Figure 14
58
2013
The Completion Rate measures the percentage of grade entrants who graduate in
elementary. This year’s completion rate indicates a significant increase of 8.97% in 2012.
However, it left a difference of 0.82% from the 2012 target. This means that in every 100
pupils enrolled, only 82 of them completed the first cycle of basic education, while the
remaining 18 pupils were either the school leavers or repeaters.
Figure 15
Promotion Rate
The promotion rate which is the extent of pupils who are promoted to the next
grade level is declining from 102.60% in 2011 to 97.36% in 2012. This means that it dropped
by about by 5% in the latest year.
Figure 16
Graduation Rate
58
2013
In terms of graduation rate the Region has declined by almost 6.11% in 2012
compared to that in 2011. It falls short of the 2013 target by 0.99%. Though the data is
decreasing, still the rate of pupils finishing the first cycle of basic education is likely a good
indicator. This explains that if the region has 100 pupils in its entering grade and a 6 year-
year graduation rate of 98.14% in 2012, we can realistically see that, if the graduation rate
holds, within 6 years about 98 of those pupils will graduate or finish school.
Figure 17
Retention Rate
The retention rate which determines the degree of pupils in a particular year who
continue to be in school in the succeeding year surpasses the national standard from 94.45%
in 2011 to 100.86% in 2012. The staying power of the pupils and holding power of DepEd
Region 2 through the implementation of the different national programs coupled with
region’s local initiatives and the alternative delivery modes explained the increase.
Figure 18
Figure 19
58
2013
Figure 20
School Leaver Rate is the EFA measure for dropout rate. It covers both
pupils/students who do not finish a particular grade/year level as well as those who finish
but fail to enroll in the next grade/year level following school year.
The Region’s School Leavers stand at 4.73% in 2011 while 3.93% in 2012. It falls
short of the 2012 target by 1 percentage point Though the data is decreasing there are still
a large number of pupils who leave the school during the school year. This is attributed
primarily to some children live far from school, not to mention the increase in number of
incomplete families/ families with absentee parents may possibly reduce parental support to
learning.
58
2013
Figure 21
Figure 22
58
2013
Figure 23
The dropout rate which is the proportion of pupils who leave school during the year
as well as those who fail to enroll in the next grade level to the total number of pupils
enrolled during the previous school year has a marginal increase of 0.04% and though very
low, still beyond the national standard.
The data reveals other intriguing facts about dropping out. First, majority of those
who stopped schooling did so during the first year of elementary education. Dropout rates in
the first level of elementary were higher than those in other grades. For example, dropout
rate in Grade I (0.83%) is higher than that in Grade VI (0.51%). Second, gender comparison
58
2013
showed that boys had higher dropout rates in elementary level compared to girls (0.71% and
0.36%).
Distance of schools from their homes, take care of siblings, illness, among others are
the major causes of dropping out for young elementary pupils.
Figure 24
Repetition Rate
Repetition Rate determines the magnitude of pupils who repeat a grade level. It is
an indicator which measures the phenomenon of pupils repeating a grade, and is a measure
of the internal efficiency of the primary education cycle. Low repetition rate reveals internal
efficiency and possibly reflects good level of instruction.
In the elementary level, the average repetition rates are 1.58% in 2011 and 1.54% in
2012. The rate has decreased by 0.04 percentage point over the years, from 1.58% of the
previous school year.
B. Secondary Level
Figure 25
58
2013
Figure 26
Figure 27
58
2013
The GER in the secondary level for the last 2 years have fluctuated trend from
68.99% in 2011 and it went down to 68.74% in 2012leaving a difference of the 2013 target
by 2.06%.
Figure 28
Figure 29
58
2013
Figure 30
Similar trends are manifested for secondary schools. Net enrolment ratio increased
from 53.59% in 2011 to 68.99% 2012. However, the net enrolment is lagging behind by
almost 31% in the latest year.
Figure 31
58
2013
Figure 32
For the secondary level cohort survival rates, of the 100 students who enter
secondary school, about 29.73% in 2011 whereas 18.16% in 2012 do not finish high school. If
the numbers are added up, they indicate that about half of Grade 1 pupils complete
secondary level; the other half are, for one reason or another, lost along the way.
Figure 33
58
2013
Figure 34
Figure 35
The region’s completion rate in the secondary level suffers a big drop from 83.03% in
2011 to 78.21% in 2012 which resulted to almost 5% decrease over the year.
58
2013
Figure 36
Promotion Rate
The promotion rates in the secondary level have declined to 20.49% from 114.52%
in 2011 to 94.03% in 2012.
Figure 37
Graduation Rate
Graduation rates in the secondary are similar in trend to that in promotion rates. It
dropped at about 22% from 118.44% in 2011 to 96.81% in 2012.
Figure 38
Retention Rate
The trend in retention rates in the secondary is similar to that in the elementary that
during the years it surpasses the national standard.
58
2013
Figure 39
Figure 40
Figure 41
58
2013
School Leavers in the secondary is tremendously increasing from 4.46% in 2011 to
6.68% in 2012. Many students leave during the school year due to child labor and the
presence of incomplete families.
Figure 42
Figure 43
Figure 44
58
2013
The dropout rates in the secondary which used to be high over the years stand at
4.94% in 2011 and 3.46% in 20912. Though the trend is decreasing it is still high compared to
that in the elementary level. Far distance of home from school, child labor, take care of
siblings, illness are just among the major causes why children get out from the system.
Figure 45
Repetition Rate
Repetition rate had increase from 1.31% in 2011 to 1.41% in 2012.
58
2013
Our Special Programs, Activities and
Projects (PAPs)
1. K to 12
K+12 means Kindergarten and the 12 years of elementary and
secondary education.
Kindergarten refers to the 5 year old cohort who undergoes
standardized kinder curriculum.
Elementary education refers to primary schooling that involves 6 or
7 years old of education while secondary education refers to high
school.
The region is implementing the approved model for

implementation which is the K-6-4-2 Model.
This model involves kindergarten, 6 years of elementary education,

4 years of junior high school (Grade 7-10) and two years of senior
high school (Grades 11-12). The two years senior HS intend to
provide time for students to consolidate acquired academic skills
and competencies.
Accomplishment in 2013
No. of Trained Grade 2
Division Financial
Teachers
Batanes 31 178,250
Cagayan 754 4,335,500
Isabela 1119 6,434,250
Nueva Vizcaya 438 2,518,500
Quirino 186 1,069,500
Cauayan City 98 563,500
Santiago City 72 414,000
Tuguegarao City 78 448,500
2. Special Science Elementary School (SSES). It is a research

and development project designed to develop students with higher
aptitude for science and mathematics through the implementation
of an enhanced science and mathematics curriculum at the
elementary level. Children enrolled in the program are identified
using set criteria and are primed to be mainstreamed to the Science
and Technology High Schools.
Division No. of Schools Financial

58
2013
given Subsidy
Batanes
Cagayan 2 354,165
Isabela 1 354,165
Nueva Vizcaya
Quirino
Cauayan City
Tuguegarao City 1 354,165
REGION 02 5 1,416,660
3. Support to Multigrade Education. This program intends to

democratize access to and improve the quality of elementary
education through the realization of complete elementary schools
and the organization of multigrade classes in sparsely populated,
isolated and hard-to-reach areas. The program maintains education
services in barangays with decreasing enrolment and maximizes
the use of thin resources like lack of classrooms, teachers, and
other education resources.
Total Financial Support for the implementation is eight million two

hundred fifty thousand pesos.
4. Support to ESEP High Schools. A program designed to

strengthen Science and Math education delivered through special
science classes in public secondary schools implementing a
specialized Science & Math curriculum. Supported by a subsidy
fund since 2008.
Accomplishment
Physical Financial
13 schools given subsidy 3,391,000
5. Special Program in the Arts. It is a nationwide program for

secondary students with potentials and talents in the arts namely;
Music Visual Arts, Theater Arts, Media Arts, Creative Writing and
Dance.
Accomplishment
Physical Financial
1 school given subsidy 500,000
58
2013
6. Special Program for Sports. It is a program aimed to address
the needs of secondary students with potentials/talents in sports
namely: Archery, Arnis, Badminton, Chess, Gymnastics, Table
Tennis, Taekwondo, Tennis, Dancesport Under the program, the
students undergo an 4-15 hours per week training under trained
coaches. specializing in sports where they excel in.
Accomplishment
Physical Financial
1 school given subsidy 500,000
7. Special Education (SPED). It is designed to serve students

with special needs. Currently covers 385 elementary SPED centers
and 190 secondary schools with SPED classes, across the country.
Enjoys fund support since 2008: @ 500,000 per elem SPED
Center; for secondary, a fixed cost & variable allocation depending
on enrolment per exceptionality. Caters to 11 exceptionalities,
namely: mentally retarded, learning disabled, behavior problems,
hearing impairment, visual impairment, speech defective,
orthopedically handicapped, multiply handicapped, chronically
ill, developmental handicapped.
Division No. of Schools Financial

Batanes
Cagayan 2 804,800
Isabela 3 1,295,200
Nueva Vizcaya 4 1,644,000
Quirino 2 1,080,800
Cauayan City 1 368,000
Tuguegarao City 4 2,095,200
8. ECARP. It is a national program that addresses the thrust of

DepED to make every Filipino child a reader at his/her own level.
It is designed to equip elementary pupils with strategic reading and
writing skills to make them independent young readers and writers.
It also provides a year-long training for teachers to make them
multi-literate and independent problem solvers.
58
2013
Accomplishment
Physical Financial
Number of schools given Subsidy 1,100,000
9. Alternative Delivery Mode Program (Open High

School). ADMs are tried and tested acceptable alternative
modality in basic education delivery, not as a stop-gap measure,
within the formal system that allow schools to deliver quality
education to marginalized students and those at risk of dropping
out by helping them overcome personal, social, and economic
constraints in schooling.
It is 1 program which aims to provide independent, self-pacing and

flexible options of study within the formal basic education system
with equal opportunities for learners.
10. Alternative Learning Systems:

Basic Literacy Program (BLP) - A program aimed at eradicating
illiteracy among out-of-school youth (OSY) and adults (in extreme
cases, school-aged children) by developing basic literacy skills of
reading, writing, and numeracy.
Accomplishment
Division Number of Learners Served
Batanes 64
Cagayan 485
Cauayan City 80
Ilagan City 73
Isabela 636
Nueva Vizcaya 755
Quirino 227
Santiago City 29
Tuguegarao City 100
REGION 02 2,449
Accreditation and Equivalency (A&E) Program - A program

aimed at providing an alternative pathway of learning for out-of-
school youth and adults who are basically literate but have not
completed the 10 years of basic education mandated by the
Philippine Constitution. Through this program, school dropouts
are able to complete elementary and secondary education outside
the formal system.
58
2013
Balik-Paaralan para sa Out-of School Adults (BP-OSA)
Program – a school-based Accreditation and Equivalency Program
for elementary and secondary levels. Its main features are:
 The Instructional Managers (IMs) are the teachers of the

school - the Service Provider is the school represented by the
school principal. Each Instructional Manager has a learning
group made up of not less than fifty (50) learners;
 The School principals of those schools serving as Principal-
Coordinators (PCs) supervise the conduct of the learning
sessions;
 The learning sessions are conducted outside the regular class
schedule (after class periods or during weekends);
 The program uses the ALS Curriculum and learning
materials; and
 Entry of learners in the program at any time is allowed as a
matter of policy.
DepEd Delivered by Mobile Teachers & District ALS Coordinators - An ALS program
implementation lodged primarily with the Mobile Teachers and District ALS Coordinators
who are assigned to conduct intensive community-based learning intervention in Basic
Literacy (BL) and Accreditation and Equivalency (A&E) programs for out-of-school children,
youth, and adults in far-flung communities in all divisions nationwide.
DepEd Procured - An ALS program implementation namely, Basic Literacy (BL),
Accreditation and Equivalency (A&E), Indigenous Peoples Program, and Balik-Paaralan para
sa Out-of School Adults (BP-OSA) programs, which are delivered through ALS Unified
Contracting Scheme, which includes hiring of ALS Literacy Volunteers.
Literacy Volunteers - Formerly known as ALS Gabay sa Pamayanan or AGAP Volunteers,

serve as volunteer learning facilitators delivering ALS programs to Out-of-School children,
youth, and adults in their assigned communities. These are private individuals who handle
ALS programs within their community. A minimal allowance is provided by DepED for their
service.
11. Indigenous People (IP) Education. This program is

the DepEd response to the desire of IP communities for an
education that is responsive to their context, respects their
identities, and promotes the value of their traditional knowledge,
skills, and other aspects of their cultural heritage. Specifically, it
aims to improve the appropriateness and responsiveness of the IP
curriculum, capacity building for teachers, managers, and
personnel and development of culturally appropriate learning
resources in public schools with IP enrollees as well as to address
the learning needs of those IP learners who are outside the formal
education system.
58
2013
Accomplishment
Physical Financial
Number of Schools and Community
supported 4,470,000
12. Basic Education Madrasah. The program was created

to provide quality education to Muslim learners in the public
schools and private Madaris and to Muslim out of school youths
and adults. This is to ensure that all Muslim school children and
OSYs have access to an Islamic-friendly educational curriculum
and quality basic education.
Accomplishment
No. of Asatidz Monthly
Division Total Subsidy
Employed Honoraria
Ilagan City 2 6,000 120,000

Nueva Vizcaya 2 6,000 120,000
Santiago City 2 6,000 120,000
REGION 02 6 18,000 360,000
13. Redesigned Technical-Vocational High School

Program (STVEP). STVEP is devised to provide high school
graduates with opportunities to acquire certifiable vocational and
technical skills that will allow broader options in pursuing their
post-secondary career, whether this is a college education, short
term technical courses, entrepreneurship or apprenticeship leading
to eventual formal employment. It also offers high school
graduates employable and entrepreneurial skills that will enable
them to support their post-secondary career and/or their family
needs.
Accomplishment
Physical Financial
34 Schools supported by STVEP 45,474,000
58
2013
14. Human Resource Training and Development.
HRTD is a pool of fund for human resource development and
training programs. More specifically, it aims to make the
Department responsive to the organizational needs and manpower
requirements by developing appropriate skills and attitudes of
personnel.
Program Coverage : Training of teachers and non-teaching

personnel, including programs related to gender and development.
Currently, its focus is on capacity building on K to 12 program.
Accomplishment
Physical Financial
Number of Trainings Conducted 37,434,000
15. School Health and Nutrition Program.
 The School Based Feeding program.

It was previously known as the Breakfast Feeding Program
(BFP) which was initially conceptualized and launched in
1997 to address the “short-term-hunger syndrome” among
public elementary school children. As the program
progressed, it shifted from just addressing the short-term
hunger to addressing a more serious problem of under-
nutrition in schools. The program was renamed to SBFP so
as not to limit the feeding to breakfast only.
 Medical/Dental and Optical Health and Nursing Services.

The program aims to promote, protect and maintain the
health status of students and school personnel through the
provision of various health services such as health appraisal,
treatment, consultation, referral, health counseling among
others.
Dental Service is the provision of promotive, preventive and
curative services aimed to improve the oral health status of
the school population specifically the pupil in the public
elementary schools.
58
2013
 Gulayan sa Paaralan (GPP)
This program promotes the production of foods in school
that are rich in protein, carbohydrates, vitamin A, and iron as
a major input to school feeding. It adopts environment-
friendly technologies like the Bio-Intensive Gardening
(BIG), Food Always in the Home (FAITH), and others to
improve the quality and quantity of vegetable crops raised in
school and pupils’ homes.
It also covers composting, establishment of plant nursery,
tree planting, propagation of medicinal plants, orchard and
school landscape development and related livelihood
activities
Accomplishment
Physical Financial
Number of Learners served 13,824,000
16. Lump-sum for Acquisition, Improvement, Titling

and Survey of School Sites.
This program aims to firmly establish ownership of school sites
occupied by elementary and secondary schools nationwide, to
contribute to the further development and improvement of the
public school system on a more stable basis, to protect the rights
and interest from legal and administrative issues affecting school
sites.
58
2013
Our 2013 Operational Budget
Figure 46
Figure 47
Figure 48
58
2013
Figure 49
58
2013
Our Golden Harvests . . . .
National Best Brigada Implementer
Hall of Fame Award:
Exceptional Category - Mallig Elementary School
Big School Category - Aparri East Central School

(Elementary)
Small School Category - Batug-Palagao Elem. School
Big School Category - Gattaran National Trade School

(Secondary)
- Cabarroguis National High School
58
2013
Our 2014 Performance Contract
DepED Region 02 commits to further increase/improve performance towards EFA 2015 and PDP 2016 Targets, to
wit:
PERFORMANCE CONTRACT FOR 2014-2015

2011-2012 2012-2013 2014 2015 2016
PERFORMANCE BASE ACTUAL ADJUSTED EFA PDP
AREA
INDICATOR DATA ACCOMPLISHMENT INDICATIVE TARGET TARGET
TARGET
Apparent Intake Rate 133.09 137.93 138.00 113.29 -
Net Intake Rate 80.12 81.01 88.00 95.00 -
Gross Enrolment Rate:
Elementary 112.94 106.86 121.07 120.00 122.93
`
Secondary 68.99 68.74 89.37 110.00 115.79
Net Enrolment Rate:
Elementary 93.39 93.45 95.77 98.10 100.00
Secondary 68.55 53.59 70.66 87.73 93.94
58
2013
2011-2012 2012-2013 2014 2015 2016
PERFORMANCE BASE ACTUAL ADJUSTED EFA PDP
AREA
INDICATOR DATA ACCOMPLISHMENT INDICATIVE TARGET TARGET
TARGET
Cohort-Survival Rate:
Elementary 79.34 87.35 87.50 84.67 86.76
Secondary 81.84 72.31 77.65 83.00 83.91
Completion Rate
Elementary 73.05 82.02 83.82 81.04 82.52
EFFICIENC Secondary 77.82 78.21 80.00 75.27 75.53
Y School Leaver Rate
Elementary 4.73 3.93 1.81 - -
Secondary 6.27 6.76 2.41 - -
Dropout Rate
Elementary 0.51 0.55 0.17 - -
Secondary 4.94 3.46 2.13 - -
QUALITY Achievement Rate
Elementary 69.71 68.14 71.17 74.20 75.00
Secondary 47.75 49.49 60.29 71.10 75.00
58

Deped Region 02 Annual Report: Atty. Sebastian G. Tayaban

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Deped Region 02 Annual Report: Atty. Sebastian G. Tayaban

Uploaded by

Copyright:

Available Formats

DepEd Region 02 Annual Report

As the newly appointed Officer-In-Charge at the Office of the

Atty. SEBASTIAN G. TAYABAN

4 Profile of Cagayan Valley Region 6

5 The Regional Management Committee 7

6 The Regional Executive Committee 8

7 Basic Education Data 9

8 DepED Logical Framework 11

9 Goal, Strategic Directions 12

10 Major Final Outputs:

MFO 2 – Basic Education Services 13

As a learner-centered public institution,

To protect and promote the right of every Filipino to

 Students learn in a child-friendly, gender-sensitive,

G –enerate the unwavering support of all

A -chieve the goal of EFA alongside MDG and

C -anons of the Agency are strictly observed;

B-rought out the best in education personnel

The Cagayan Valley Region

The Management Committee

JESUS B. MAGGAY, CESO V

JESS L. AMIN, Ph.D. EDNA A. PASAMONTE, Ph.D.

REYNALDA R. BANGUNAN, CESO V BENJAMIN D. PARAGAS, Ph.D.

GILBERT N. TONG, Ph.D., CESO V

DENIZON P. DOMINGO, Ph.D.

CARIDAD B. TAACA FELIPE L. MARALLAG

HORTENCIA P. CALVAN NORMA C. GUILLERMO, Ph.D.

JOSELITO NARAG, Ph.D. LEONCIO P. LUMABAN, Ph.D.

Ms. Jocelyn C. De Polonia Mr. Ronald A. Perlas

Mr. Jaime M. Colas

Budget and Finance Division

Ms. Myline D. Luquing

Jean M. Solomon, MD Mr. Mario M. Baniqued

Ms. Dominga B. Raymundo

Our Logical Framework

 Make education more inclusive and relevant by increasing Access

 Improve holding power of the elementary and secondary schools

Our Strategic Directions

 Social Marketing to improve/close gaps in basic education inputs

 Continuing advocacy on IP and Muslim education

 Intensify Alternative Delivery Modes (ADMs) and other

 Increase education technology utilization to improve instruction

 Ensure regional/division manpower to improve instruction

 Strengthen PPP in financing DepED programs and projects e.g.

 Continuing capability for teaching and non-teaching staff to

 Reengineer planning and monitoring processes and mechanisms

Improve transparency and accountability in schools

Our Basic Education Data

Our Major Final Outputs (MFOs)

Major Final Output (MFO) 2

REGION 2 2,195 36,009 33,447 28,044 26,187 123,687

The Region’s enrolment in Kindergarten aged 5 recorded a remarkable increase at

The increase is attributed to the following factors:

REGION 2 2,195 230,010 209,488 198,872 187,175 825,545

The increment is attributed to the following:

 Sustained implementation of Early Registration System in partnership with local

REGION 2 388 97,017 98,724 85,851 91,620 373,212

The Region’s enrolment in secondary is increasing at 90.67% or 177,471 which is

The contributory factors to the increased Access include:

 Sustained implementation of Early Registration System in partnership with local

REGION: Region II – Cagayan Valley

 IT development in the region increase proliferation of online gaming activity which is a