DEPARTMENT OF EDUCATION

CY 2011 Annual Report

I. INTRODUCTION

Education systems reflect and shape the future of societies and economies.
The most crucial challenge for governments all over the world is to address the needs
of the education sector within the constraints of tighter budgets. With 2015 coming to
a close, countries are in a rush towards reaching their commitments to the Education
for All (EFA) and Millennium Development Goals (MDG). As the Philippine government
seeks to find ways of improving the delivery of basic education, the Department of
Education (DepED) is also strongly implementing its thrusts towards achieving our
global commitments as well as the set goals in the 2011-2016 Philippine Development
Plan.

Part of the Department’s challenges involves delivering diverse basic

education to a whole range of learners with various educational needs. Foremost is the
preparation of all 5 year olds for kindergarten education, which involves mapping-out
where the children are and exhorting their parents to get them to attend pre-school.
It also has a responsibility of ensuring that all school-aged children from 6 to 11 years
old are in school attending primary education alongside the 12 to 15 year-old learners
who are in the secondary level, in a curriculum modality apt for their learning.

Amid a globally competitive and knowledge-based economy, the Department

realizes that having skills is no longer an advantage but a necessity. This and the fact
that more and more Fiipinos are either being unemployed or underemployed, has
impelled DepED to continuously seek better means of making the learners ready for
the world of work, whether local or international. Thus, K to 12 Program was
introduced in 2011, as part of the reforms of the Basic Education Sector Reform
Agenda (BESRA).

II. BASIC EDUCATION PERFORMANCE

The Philippine EFA 2000 Assessment showed that the country made remarkable
accomplishments in terms of providing access to primary education and raising basic
literacy rates. In this decade, however, substantial work still needs to be done to
improve our country’s education performance, now that 2015 deadline is swiftly
approaching.

Measuring the gains of CY 2011 is to put its accomplishments side by side with
previous years’ performance, and to give the Department an idea whether the 2015
targets will be attained or not.

As in the past, the Department is constantly faced with the urgent needs of
learners whose numbers keep on expanding every year. Table 1 shows that a total of
23.5M learners flocked to the schools in SY 2011-2012, with enrolment pegged at 2.1M
in kindergarten, 14.4M in the elementary, and 7M in the secondary level. Combined,
this is 3.2% higher when compared to previous year’s enrolment of 22.8M.

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 Table 1: Enrolment by Level of Education, SYs 2010-2011 and 2011-2012

SOURCE: RSD-OPS

NOTE: SY 2011-2012 public enrolment includes EBEIS (Enhanced Basic Education Information System)
current data and previous year’s enrolment data of laboratory kindergarten, elementary, and
secondary schools of State Colleges and Universities; whereas private enrolment is based on 94%
submission rate of school profiles.

Anticipating full implementation of the K to 12 Program, parents were

encouraged to enroll their 5-year old children in the Kindergarten level in SY 2011-
2012. As a result, Kindergarten enrolment zoomed up, garnering a 27% increase from
SYs 2010-2011 to 2011-2012.

Key Performance Indicators1

Fig. 1: KEY PERFORMANCE INDICATORS

IN ELEMENTARY LEVEL

Participation Rate (NER)

in the elementary level (SY 100.00%
2011-2012) posted a modest
increase of 1.32% points from 50.00%
the previous year’s data (SY
2010-2011) as shown in fig.1. 0.00%
A wide gap still exists between
NER
the performance achieved in CSR
CR
2011-2012, which is 91.21%
and the 2015 target of 98.10%. NER CSR CR
With the vision to strengthen SY 10-11 89.89% 74.23% 72.11%
implementation of innovative SY 11-12 91.21% 73.76% 70.96%
strategies in improving access, SY 15-16 98.10% 84.67% 81.04%
attaining this goal is quite
promising.

The Cohort Survival Rate (CSR), which represents the percentage of enrollees
in Grade 1 who reached Grade 6, decreases by 0.47% points from SYs 2010-2011 to
2011-2012. The same decreasing trend was demonstrated by Completion Rate (CR),
which represents the percentage of Grade 1 pupils who were able to complete the
elementary cycle. These figures call for a rallying improvement in the retention ability
of schools within the next four (4) years. Collaboration of schools with the community
is being seen as one of the major success factors.

Fig. 2: KEY PERFORMANCE INDICATORS

IN THE SECONDARY LEVEL

1
The population used in NER is based on the revised set of population projection, which is based on 2007 Census, approved by
NSCB Board. For SY 2011-2012, public school data used SY 2010-2011 data of laboratory kindergarten, elementary, and
secondary schools of State Universities and Colleges whereas private school data is based on 94% submission rate of school
profiles.

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 Secondary NER shows positive
performance. However, Cohort
100.00%
Survival and Completion Rates show
otherwise. Figure 1 indicates that
DepED needs to strengthen the 50.00%
holding power of schools to keep
students in school until they reached 0.00%
the final year. NER
CSR
CR

NER CSR CR
SY 10-11 61.26% 79.43% 75.06%
SY 11-12 62.00% 78.83% 74.23%
SY 15-16 87.73% 83.00% 75.27%

Fig. 3: PARTICIPATION RATES (NER) BY REGION

IN THE SECONDARY LEVEL (in %), SY 2011-2012

Philippines 62.00
NCR 78.00
I 72.18
III 71.26
IV-A 68.70
II 68.55
CAR 68.38
V 68.17
VII 58.22
IV-B 57.38
VI 56.30
XI 56.16
VIII 55.48
CARAGA 54.70
X 54.08
XII 50.31
IX 47.49
ARMM 33.06
- 10.00 20.00 30.00 40.00 50.00 60.00 70.00 80.00 90.00

Looking at Regional performance, NCR ranked top among all regions,

garnering a NER that is 16 percentage points higher than the national average.

Other regions that posted participation rates higher than the national mean
are: CAR, I, II, III, IV-A, V and V, while the rest of the regions settled below the
national mean.

Gender Parity Index (GPI)

The analysis of data disaggregated by gender is essential to determine the

extent of disparity between female and male. Illustrated below are selected indicators
showing disparity of girls and boys.

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 Fig. 4: GENDER PARITY INDEX (GPI)
IN ELEMENTARY NER (IN %)

Access
Female Male Data shows that
100.0 more girls are
90.5 87.9 90.7 88.2 91.0 88.8 participating in the
90.0
elementary level at the
80.0 appropriate age than
70.0 boys (fig.4).
60.0
It is interesting to
50.0 note that disparities are
40.0 gradually tapering from
2008 to 2010. The gap
30.0
of 2.6% points in SY
20.0 2008-2009 to 2009-
10.0 2010, it declines to 2.2%
points in 2009-2010 to
-
2010-2011.
2008-2009 2009-2010 2010-2011

Fig. 5: GENDER PARITY INDEX (GPI)

1.30 IN ELEMENTARY COMPLETION RATE

Improvement in GPIs
in the elementary completion 1.21 1.22
rate from 2008 to 2010 is 1.20
1.19 1.19

shown in fig. 5. Two regions, 1.18 1.18

1.16 1.16
1.15
XI and IX, demonstrated the 1.14 1.13 1.14
1.13
greatest disparity, with 1.22 1.10 1.10
1.10
1.11 1.11
1.10
1.11
1.09
and 1.21 GPIs respectively.
1.09
1.08 1.08 1.08 1.08
1.07 1.07
1.07 1.07
NCR and Region I share the 1.06 1.06 1.06 1.06
1.05
1.04 1.04
lowest disparity, which is
1.05 and 1.06 in 2010, 1.00

respectively.
2008-2009 2010-2011
0.90
I II III IV-A IV-B V VI VII VIII IX X XI XIICARAGA
ARMMCAR NCR
Philippines

The excess in the value of one (1) indicates that girls have more advantage
than boys. However, to understand the causes of gender gaps deeper, a
comprehensive analysis must be undertaken to consider the effects of other qualitative
aspects such as poverty, health, and demographic trends, among others.

Quality of Basic Education

One of the measures of quality in education is the National Achievement Test

(NAT), administered annually by the National Education Testing & Research Center.
Fig. 6 shows the results of SYs 2009-2010 and 2010-2011 NAT results.

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 Fig. 6: NATIONAL ACHIEVEMENT TEST
SYs 2009-2010, SY 2010-2011 &
SY 2011-2012(Public & Private Schools)

The Grade 6 MPS in the both

public and private sector declined by 70
1 point in SY 2011-2012. Secondary 60
performance posted a 1 point 50
increase. However over the past 40
three years, it practically stagnated 30
20
below 50 MPS which remains to be
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one of the challenges that need to 0
be addressed. Grade Six 2nd/4th
Year
SY 2009-10 68 46
The Strengthened Technical-
SY 2010-11 68 48
Vocational Education Program
(STVEP) SY 2011-12 67 49

Strengthened Technical-Vocational Education Program (STVEP). In the 5th

year of STVEP implementation, greater efforts have been focused on strengthening
the Technical-Vocation Education as it is seen as one of the major education
deliverables when the K to 12 Senior High School, DepED flagship program comes
into law. For SY 2010-11, there were 11,402 students who obtained the TESDA
National Certifications (NC) – 1,250 NC I, 4,303 NC II, and 8 NC III; while 3,860
were issued Certificates of Completion.

Skills enhancement on various tech-voc specializations, program orientation,

and benchmarking activities conducted in SY 2010-2011 benefitted 6,386 TVE
teachers / head teachers; 1,429 department heads / school administrators; 67
regional / division supervisors; and 722 non-teaching school personnel who are
actively involved in the STVEP implementation in 282 schools. Downloading of
support funds were also undertaken for repair and rehabilitation of laboratory
workshops and subsidy for the competency assessment of graduating students.

The conduct of the 2010-2011 Monitoring &Evaluation (M&E) in tech-voc

schools has been completed. Some major M&E findings are: inadequacy of
classrooms, workshops laboratories, and teacher items. The Guideline for the
Provision and Utilization of STVEP Intervention Fund was also crafted in the same
year.

III. EDUCATIONAL RESOURCES

The task of delivering basic education in the Philippines is shared by both

public and private sectors. Being the lead agency involved in the government
sector, DepED is mandated to facilitate the provision of basic education in the public
sector. Paramount to providing access to all school-aged children is the closing of
all gaps in crucial resources within 3 years: classrooms, teachers, water and

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 sanitation facilities, textbooks, and furniture, in preparation for the additional 2
years in Basic Education as outlined in the K to 12 Program.

The following table presents the actual classroom-student and teacher-

student ratio for School Year 2011–2012 in the country vis-à-vis the ideal ratios:

Table 2. TEACHER-STUDENT AND TEACHER-CLASSROOM RATIOS

INDICATORS Kindergarten1 Elementary2 Secondary2

Ideal Teacher-Student 1:25 1:45 1:45

Ratio (TSR)

SY 2011-2012 TSR 1:32 1:37 1:37

Ideal Classroom-Student
1:25 1:45 1:45
Ratio (CSR)

SY 2011-2012 CSR 1:40 1:53

1 Actual number of kindergarten teachers includes nationally-funded and DepED

supervised teachers (volunteer kindergarten teachers).
2 Actual number of elementary and secondary teachers is based on plantilla of
Nationally-funded teachers.

Most crucial in the delivery of quality education are the teachers. At the
ideal teacher-pupil/student ratio of 1:45, the quality of teaching-learning process is
ensured. On the average, table 2 shows that teacher-pupil/student ratio in 2011 is
1:37 for elementary and secondary levels, much improved when compared to the
standard ratio of 1:45. Nonetheless, reports have revealed that this does not apply
to all, especially in populated areas where one teacher is handling more than 50
students at a time. Thirteen thousand seven hundred seventy five (13,775) teacher
items were created for deployment to priority schools nationwide in 2011.

A ratio of 1:32 is posted in the kindergarten level. The actual number of

nationally-funded Kindergarten teachers is only 2,018 items. This is complemented
by the kindergarten volunteer teachers who were given honorarium for the services
they have rendered in school year 2011-2012. Additional nationally-funded
kindergarten items will be deployed in school year 2012-2013 to augment the
current teaching force, if not totally match the children that will enroll in all public
kindergarten2 schools in the country.

Tantamount to the ever-increasing enrolment is the demand for the

construction of school buildings that will house learners in all levels of basic
education. A recurring problem faced by the Department every beginning of classes.
Notwithstanding the additional classrooms that need to be replaced/rebuilt brought
about by disasters and natural wearing out.

Table 3. BASIC EDUCATION RESOURCES

2
Public kindergarten schools refer to public elementary schools offering kindergarten classes.

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 RESOURCES 2010 2011

CLASSROOM CONSTRUCTION

NEW CONSTRUCTION 2,218 4,447

REPAIR 6,082 1,117

TOILETS 2,807 562

SEATS 713,016 748,947

TEACHERS 10,475 9,331

TEXTBOOKS 483,639

For 2011, a total of 4,447 new classrooms were built (Table 3), wherein a
total of 1,117 were repaired and rehabilitated. This year’s construction reflected
more than double of the 2010 new classroom construction, whereas the repair
declined. This could be associated with the fact that the most destructive calamities
hit the country at the close of 2009 till 2010, baring the need in the rehabilitation of
the affected schools and classrooms on that same year. The provision of
classrooms also entails the need to provide school seats.

Hygiene and sanitation have been regarded as one of the factors that affect
learners’ school performance. One of the resolutions made, pertaining to this, is to
increase children’s awareness thru the provision of water and sanitation (watsan)
facilities in schools. In 2011, DepED was able to provide 562 watsan facilities
nationwide to continuously promote and preserve the health of our learners. Almost
3,000 watsan facilities were provided in 2010.

IV. INCREASING ACCESS TO AND QUALITY OF BASIC EDUCATION

Through the years, the issue on providing access to all school-aged

learners has been a constant struggle for the government. The current rate of
progress of attaining the education targets under MDG is in slow pace. The lack of
participation in school of school age children is considered a major factor on non-
attainment of MDG targets in basic education. It was noted that several sectors of
the population were identified as prone to become unprepared for school,
unschooled, insufficiently schooled, and poorly schooled. Causes why children are
not going or completing elementary schooling can also be credited to the current
quality of public basic education.

A. K to 12

Curriculum enhancement begets a work plan that will implement a

curriculum that aims to decongest the 10-year basic education curriculum by
adding 2 more years of senior high school to the current cycle – the K to 12
curriculum.
Other imperatives in K to 12 are: ensuring seamlessness of primary,
secondary, and post secondary competencies; improving teaching through the

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 use of enhanced pedagogies (e.g. spiral progression in Science & Math) and
medium of instruction; expanding job opportunities (by reducing jobs-skills
mismatch); and providing better preparation for higher learning.

The “K” in K to 12 is the kindergarten education that will prepare all five
year olds for formal basic education so that the risk of dropping out from grades
1 to 3 is diminished. The universal kindergarten program was implemented in
school year 2011-2012, pending the issuance of the kindergarten law.

In effect, basic education in the country is brought at par with

international standards. Hence, a K to 12 graduate is an individual that is ready
for pursuing productive employment or entrepreneurship or higher education
disciplines, and be legally employable with potential for better earnings. Greater
challenges are expected to be met when it hits the road in SY 2012-2013, as it
implements grades 1 and 7.

B. The Convergence Approach

The present administration adopted the convergence approach to

optimize timely, effective, and efficient delivery of basic resources and services
to address poverty and hunger and to achieve inclusive growth for all sectors.

In DepED, several initiatives on convergence were implemented to

ensure that basic education resources will be delivered to the learners at the
right time and at the right place. The following are major activities carried out
by this Department in 2011:

1. Public-Private Partnership (PPP) strategy has been fully embraced by all

national agencies as a mechanism to gather support and increase
participation of private and Civil Society Organization (CSO) sectors. The
challenge, however, for the Department is to heighten even further the
stake of these sectors to basic education to ensure that learners are given
all the necessary resources.

Local Government Units became primary partners of the

Department in the construction of classrooms, hiring of locally-funded
teachers, and feeding program for learners. A 50-50 cost sharing with
LGUs in the construction of classrooms is designed to further emphasize
their crucial role in the education initiatives.

2. The regular nationwide conduct of Brigada Eskwela serves as the zenith

of DepED and education partners’ collaboration. This event not only
prepares schools for the school year but also serves to intensify campaign
to further support education needs of learners.

The pool of volunteer parents and other community members

continue to assist schools in its maintenance and repair all throughout the
school year. The influx of support enhances the quality of delivery of
education services at the school level. In 2011, it gathered a total
donation amounting to PhP2B, in cash and in kind.

3. The Adopt-a-School Program, just like Brigada Eskwela, continues to

rake in donations from various organizations, agencies, and individuals.
From January to December 2011, NGOs, PBOs, LGUs, and CSOs’

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 nationwide donations reached an approximate amount of PhP3.4B in cash
and in kind.

4. The Pantawid Pamilyang Pilipino Program (4Ps) is a government initiative

on poverty reduction that provides conditional cash grants to the poor
Filipinos. To ensure efficient and effective implementation, various
agencies converged to address the recurring poverty concerns. The
DepED, as part of its accountability in the supply side, deployed around
600 newly created teaching items in 4Ps-covered areas in school year
2011-2012, which are identified as red and black schools3. The
construction of classrooms and water and sanitation facilities as well as the
delivery of school seats are on-going as of this date.

C. Strengthening of the School Based Management Program

It has been six (6) years since the birth of the School Based Management
(SBM) Program wherein the need to decentralize education initiatives and
encourage empowerment of the School Heads are constantly reiterated and
advocated. SBM serves as a venue to strengthen the involvement of the
community in achieving better education outcomes; making it known that
education is not the mere responsibility of the government but by the whole
community as well.

The SBM was transferred to the Office of Planning Service (OPS) through
the issuance of DepED Order No. 118, s. 2010 Adopting the New BESRA
Implementation Arrangement. This aims to continuously ensure the effective
and efficient operationalization of the structures and mechanisms for the
implementation of BESRA, and to sustain its gains and accelerate, strengthen,
and deepen its impact at all levels. Plans have been drawn towards this, which
led to the conduct of SBM initiatives relative to the review and enhancement
SBM framework, standard, and assessment tool.

One of the SBM milestones in 2011 is the formulation of a multi-year

guideline for SBM grants (DepED Order No. 55, s. 2011); wherein a total of
10,644 elementary and 2,381 secondary schools nationwide benefitted from the
school grant ranging from PhP50,000 to PhP200,000. Majority of school
recipients belong to the 4th, 5th, and 6th class municipalities and those that are
covered by Pantawid Pamilya areas.

D. Organizational Development

The developments introduced through BESRA implementation resulted

to new organizational requirements for DepED. Thus, in 2010, the Department
has organized a team to review the current DepED organizational structure and
to determine alignments of functional units. With the reconstitution of the
Change Management Team in 2011, a lot of developments have happened

3
A red school is a school with acute shortages in basic resources such as facilities and teachers ; while
schools in the black zone neither have any facility nor teaching item, it maybe a new school or an annex
newly separated from its mother school.

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 concerning the review and redrafting of the rationalization plan of the
Department.
E. Indigenous Peoples (IP) Education

The adoption of the National IP Education Policy Framework (DepED

Order No. 62, s. 2011) was a major milestone in the effort to strengthen the
Department’s response to the educational needs of the Indigenous Peoples. The
policy framework, formulated in consultation with representatives of IP
communities and civil society partners, provides explicit policy directions on key
areas in IP education covering universal and equitable access to basic education
for IPs; culturally appropriate pedagogy and the recognition of indigenous
knowledge systems and practices (IKSPs) in learning areas and processes;
culturally appropriate learning resources and environment, among others.

To pursue the operationalization of the National IP Education Policy

Framework, the Department also established the Indigenous Peoples Education
Office (IPsEO) to improve the mobilization, implementation, and coordination of
all DepED programs and projects related to IP education (DepED Order No. 103,
s. 2011).

F. Philippines’ Response to Indigenous Peoples and Muslim Education

(PRIME) Program

The Philippines’ Response to Indigenous Peoples and Muslim Education

(PRIME) Program was launched to support equitable access to and quality of
basic education for girls and boys in disadvantaged IP and Muslim communities.
The program covers 9 Regions (I, II, IV-B, CAR, IX, X, XI, XII, and Caraga) and
24 of its Divisions (Ilocos Sur, La Union, Isabela, Nueva Vizcaya, Ifugao,
Apayao, Mountain Province, Kalinga, Occidental Mindoro, Palawan, Zamboanga
del Norte, Zamboanga del Sur, Zamboanga Sibugay, Bukidnon, Davao del Sur,
Davao Oriental, Saranggani, Agusan del Sur, Lanao del Norte, Davao del Norte,
Sultan Kudarat, South Cotabato, Surigao del Norte, and Agusan del Norte).

PRIME focuses on two key thrusts: 1) assist in stimulating community-led

demand for quality education services; and 2) strengthen the capacity of the
community, DepED, and other stakeholders to respond in providing relevant,
sustainable, and quality learning opportunities. PRIME is being supported by
AusAID as a founding partner for an initial period of three years (2011—2014)
through grant of 20 Million AUD.

As of December 2011, 19 schools have received grants ranging from

PhP50,000 to PhP500,000. Awarding of school and community grants are
expected to increase in its full-blown implementation in 2012.

G. DepED Internet Connectivity Program

Better teaching-learning process is now being delivered with the use of

computers, more so with access to internet. As of end 2011, the Department
was able to provide internet connectivity to a total of 3,385 secondary schools
nationwide. These schools were provided an amount of PhP48,000 each for
payment of their annual internet subscription.

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 H. Alternative Delivery Modes

The adoption of non-traditional or nonconventional systems of

implementing the formal education programs is an option for expanding access
to quality basic education. By using approaches such as open learning and
home study that are supported by self-learning programmed modules, learners
who drop out or are at risk of dropping out are given the opportunity to continue
learning.

Some alternative delivery programs that have been implemented on a

pilot basis are Enhanced Instructional Management by Parents, Community and
Teachers (e-IMPACT)4; the Modified In-School Off-School Approach (MISOSA),
the Drop-Out Reduction Program (DORP), and the Open High School Program
(OHSP). These programs are proven innovations that have shown initial
successes in bringing back and keeping children in school and therefore a careful
assessment of their sustainability and cost-effectiveness needs to be undertaken
for scaling-up.

V. ORGANIZATIONAL AND SYSTEM ENHANCEMENTS

To boost efficient and effective delivery of basic education, the Department

introduced the following system innovations:

A. Enhanced Basic Education Information System(EBEIS)

1. One of the significant milestones in data gathering system of the

Department took place in the year 2011. Part of the recommendations from
the pilot Regions 6, 7, and 8 is to implement the system on a nationwide
scale. Thus, the EBEIS Rollout Recommendations Report was submitted to
the Office of the Secretary on December 15, 2010 and was subsequently
approved by Secretary Armin A. Luistro in May 4, 2011. The rollout was
conducted in SY 2011-2012 in all public elementary and secondary schools
nationwide.

2. The EBEIS is a web-based system that maintains a database of public and

private schools’ education statistics. The development of the system was
prompted by the urgent need to improve the collection of data from schools
and streamline data management processes to deliver timely, relevant, and
accurate information to effectively support planning, budgeting, policy
formulation, and other decision-making activities at various levels of the
education system i.e. school, division, region and national levels.

3. The EBEIS design builds on the data and process requirements of the current
Excel-based BEIS developed by the Office of Planning Services (OPS) in
2003. Evolving system requirements, demand for timely information and the
growing mass of data holdings in the department prompted the need to re-

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A revised package of the former system infused with technology and aligned with the Revised Basic Education
Curriculum (RBEC) of DepED. The approach utilizes the services of parents, community members including the
pupils themselves in managing teaching and learning. It has been proven effective in harnessing the leadership
potential of pupils.

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 engineer the current BEIS and migrate this to a more robust technology
platform, hence the web-based Enhanced BEIS.

B. Unique Learner Reference Number (LRN)

In order to facilitate the tracking of pupils/students/learners and their

performance, a Unique Learner Reference Number (LRN) was issued to all public
school pupils and students as well as Alternative Learning System (ALS)
learners, which was based on school year 2011-2012 master list of students,
pupils, and learners submitted per DepED Order No. 67, s. 2011.

The LRN is a permanent twelve-digit number, which the pupil, student, or

learner shall keep while completing the basic education program, regardless of
transfer to another school or learning center in the public or private sector, and
promotion/moving up to the secondary level.

In the last quarter of 2011, the Database Management Unit – Office of

Planning Service (DBMU-OPS) collected the said master lists and validated these
against the enrolment reported in the EBEIS to ensure integrity of LRNs that will
be assigned to all pupils, students, and learners. These LRNs shall be
incorporated in the pupil/student’s Form 137, Form 138, ALS certificate and
diploma or portfolio, which shall be implemented in school year 2012-2013.

C. Performance Governance System

DepED is one of the six (6) government agencies in the country identified
to pilot and implement the Balanced Scorecard under the Performance
Governance System (PGS). It aims to calibrate the agency’s thrusts and
priorities, and identify critical path towards attaining its goals.

The Balanced Scorecard of DepED underscores the importance of working

together as an organization towards attaining a shared and common goal. With
a clear vision and mission and well-defined core values will make the
organization more focused and values-driven.

D. Organizational Competency Assessment

As part of the goal to make the bureaucracy better in terms of delivering

the services, there is a need to look into the competencies of its manpower. This
is to ensure that the Department has the needed skills to support all its
undertakings and future developments.

The Competency Assessment (CA) Instrument is accomplished by the

individual as a form of self assessment and then validated by the immediate
superior. The result is a collaborative effort between the superior and the staff.

E. Integrated Planning System Design from School to National Level

Having a unified goal for the whole Department at all levels is but
necessary to attain uniformity in the planning process and implementation of its
various programs and projects. This is however in consideration of the different

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 mandates of the schools, divisions, regions and the central office as articulated
in the RA 9155.

F. LRMDS Policy

The DepED Order No. 76, s. 2011 or the “National Adoption and
Implementation of Learning Resource Management System” (LRMDS) was
issued on October 4, 2011. Its pilot testing commenced in public schools in the
Visayas region. Primarily, this was put up by DepED to provide teachers and
students access to quality learning, teaching and professional
development resources.

At LRMDS, users can search, download and use the learning, teaching
and professional development materials as well as locate the same print format
and hard copy stored at Regional offices, Division offices, District offices, or
Cluster Lead schools. At present, 2,471 learning resources are uploaded in the
LRMDS portal.

VI. Looking Forward to 20125

Daunting but surmountable, apt words to describe the work ahead in
relation to our global commitments, EFA and MDG 2015 goals, as well as those
enshrined in the Philippine Development Plan 2011-2016. Nonetheless, with all
the solutions in placed and the political will of the management to make these
through, the Department envisions a promising year ahead.

The following are the strategic directions that will be trod by the
Department in 2012:

A. Improving access to basic education: 1) Strengthening of Special

Education and Multigrade; (2) Reaching the Unreached / Undeserved; (3)
Expansion of Alternative Delivery Modes and Accreditation and Equivalency
Program; (4) Strengthening of Tech Voc Education Programs; (5)
Implementation of Pro-Poor Policies; and (6) Continue partnership with
DSWD for the 4Ps.

B. Improving quality of learning and management: (1) Implementation

of the Enhanced K to 12 Basic Education Program; (2) Provision of
appropriate supplementary materials, equipment and tools; (3) Retooling
of teachers and education managers Acceleration of the School-based
Management System; and (4) Reviewing the role of assessment .

C. Strengthen system of data collection and governance: (1) Full

implementation of ICT support system (EBEIS, SIS, HRIS, AMS, UIS); (2)
Strengthen internal systems and processes; and (3) Pursue anti-corruption
efforts.

D. Strengthen partnerships: (1) Develop Strategy Framework for Civil

Society Organizations (CSO) Engagement in Education; (2) Strengthen

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SOURCE: State of Education 2012, a powerpoint presentation.

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Public-Private Partnerships (PPP); and (3) Maximize Local Government
contributions through Special Education Fund.

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