COMPREHENSIVE POLICY FOR

ADOLESCENT REPRODUCTIVE HEALTH (ARH) EDUCATION PROGRAM

I. Rationale

About 28% of the country’s population are young people aged 10-24 years old.
According to the United Nations, the number of youth is projected to grow 7% by 2030.
Increase in the population of young people are due to several factors and comes with
various effects.

The Young Adult Fertility and Sexuality Study (YAFSS) 4 reveals that there is an
increasing proportion of adolescents who engage in early sexual encounters resulting in
teenage pregnancy of 1 out of 10 adolescents aged 15-19 years old (NDHS,2017).
Unplanned pregnancies may be attributed as well to sexual exploitation and early
marriages - the pandemic making the projections higher.

With the rise of sexual encounters among the adolescents, the Department of
Health (DOH) reported that 29% of the HIV cases in March 2020 are below 24 years
old. In Asia and the Pacific, the Philippines have the fastest growing number of
HIV/AIDS cases with 31 newly diagnosed cases per day.

The increase in unplanned pregnancies, violence, and sexually transmitted

infections leads to mental health concerns resulting to poor health and education, drop-
out rates and eventually lower the economic contribution. According to a study on
teenage pregnancy in the Philippines, close to PhP 30 billion is lost in potential income
of all women who get pregnant or give birth by the age of 18 (Herrin, 2016). For the
World Health Organization (WHO), investment in adolescents delivers a “triple dividend”
– improving health of the adolescents now, enhancing it for their adult life and
contributing to the health of future generations.

Under the Republic Act 10354 or the Responsible Parenthood and Reproductive
Health (RPRH) Law of 2012 and its Implementing Rules and Regulations (IRR), the
Department is mandated to give adolescents age-appropriate reproductive health
education for their safety and well-being and in addition, to offer counseling and
psychosocial support services, and facilities for information on the prevention of risky
behaviors including addiction, prevention and diagnosis of and proper management and
treatment of STIs; and information and referral to service providers on all RPRH
concerns. The Department of Education, in response, issued Department Order 31 s.
2018 entitled Policy and Guidelines on Comprehensive Sexuality Education to integrate
key concepts of reproductive health in the curriculum of Kindergarten to Grade 12.
Basic medical assessments and health education activities have also been conducted in
schools through the Department Order 28, s. 2018 or the Oplan Kalusugan sa DepEd
program.

To strengthen reproductive health education in schools, the Bureau of Learner

Support Services-School Health Division issues this policy and guidelines.

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II. Scope

This policy shall apply to all learners of public and private elementary and junior
and senior high schools, learning centers for Special Education and Alternative
Learning Systems and laboratory schools of State Universities and Colleges (SUCs)
and Local Universities and Colleges (LUCs) except when certain provisions are
applicable only to public schools.

III. Definition of Terms

For the purpose of this Order, the following terms are defined:

a. Adolescents refers to young people between the ages of ten (10) to nineteen (19)
years who are in transition from childhood to adulthood. (RA 10354: RPRH Law)

b. Adolescent Safe Spaces are physical areas in school or in online communities

where learners can raise issues and safely talk about sexuality and reproductive
health in addition to other adolescent concerns.

c. Child Abuse refers to the maltreatment of the child whether habitual or not, which
includes any of the following:

i. Psychological or physical abuse, neglect cruelty, sexual abuse, and emotional

maltreatment
ii. Any acts by deeds or words which debases, degrades or demeans the intrinsic
worth and dignity of a child as a human being;
iii. Unreasonable deprivation of the child’s basic needs for survival, such as food
or shelter; or
iv. Failure to immediately give medical treatment to an injured child resulting in
serious impairment of his or her growth and development or in the child’s
permanent incapacity or death. (DO 40 s. 2012- Child Protection Policy)

d. Gender-Based Violence (GBV) refers to all forms of violence inflicted on women on

account of their gender. In the broadest sense, it is a violation of a woman’s
personhood, mental or physical integrity or freedom of movement. More specifically,
it refers to any act of gender based-violence that results or is likely to result, in
physical, sexual, or psychological harm or suffering to women including threats of
such acts, coercion, or arbitrary deprivation of liberty, whether occurring in public or
private life (DO 40 s. 2012- Child Protection Policy).

e. Life Skills are adaptive and positive behavior that enables individuals to deal
effectively with the demands and challenges of everyday life such as decision
making, goal setting, and communication skills (WHO).

f. Reproductive Health refers to the state of complete physical, mental and social
well-being and not merely the absence of disease or infirmity, in all matters relating to
the reproductive system and to its functions and processes (RA 10354: RPRH Law).

g. Service Delivery Network (SDN) refers to the network of health facilities and
providers within the province- or city-wide health systems, offering a core package of
health care services in an integrated and coordinated manner. This is similar to the
local health referral system as identified in the Local Government Code (RA 10354:
RPRH Law).

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h. Sexually Transmitted Infection (STI) refers to any infection that may be acquired or
passed through sexual contact. This type of infection may also be transmitted through
the use of IV (sharing of intravenous drug needles, contaminated drug transfusions,
among others), or vertically during childbirth and breastfeeding (RA 10354: RPRH Law).

i. Social and Behavior Change Communication (SBCC) refers to an approach that

looks at the role of communication in bringing about social change, including individual
behaviors and social norms. SBCC utilizes a strategic mix of communication
interventions using audience-appropriate interpersonal and mass media communication
channels to engage individuals, families and communities to promote, stimulate, and
sustain behavior change (RA 10354: RPRH Law).

j. Peer Facilitators are trained learners who support and encourage other learners to
understand adolescent health concerns including child rights, responsibilities, values
and life skills.

k. Peer Navigators are learners who link their peers to the needed health services. They
assist their peers in accessing services through supportive communication to facilitate
the first consultation, compliance to recommendations and follow-up care. They are
expected to be knowledgeable on the provisions of the referral network and have
access to communication lines within the network. Peer navigators provide support
without judgement and with respect to their peers’ right to privacy and confidentiality

l. Psychosocial screening pertains to the identification of risk factors using a 12-item

self-administered psychosocial questionnaire; also referred to as a rapid Home,
Education/Employment, Eating, Activities, Drugs, Sexuality, Suicide/Depression, and
Safety (HEEADSSS) questionnaire, It is conducted by a personnel oriented and trained
on the administration and handling process of the questionnaire

m. Psychosocial assessment pertains to the comprehensive psychosocial evaluation

using the HEEADSSS interview. It is conducted by a service provider trained in
Adolescent Job Aid (AJA) and/or Adolescent Health Education and Practical Training
(ADEPT) or any health professional with the equivalent training (e.g. Guidance
counselors, Psychologists, Pediatricians, Adolescent Medicine Specialist, Psychiatrist)  

IV. Policy Statement

This DepEd Order sets the guidelines for the implementation of the ARH Program of the
Department following principles under the Convention on the Rights of the Child (CRC)
in relation to sexual and reproductive health (UNFPA, 2009).

● The right to the highest attainable standard of health, Including the right to
reproductive health.
● The right to impart and receive information and the right to education, Including
complete and correct information about SRH.
● The right to confidentiality and privacy, Including the right to obtain RH services
without consent of a parent, spouse or guardian.
● The right to be free from harmful traditional practices, Including female genital
cutting and forced early marriage.

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 ● The right to be free from all forms of physical and mental abuse and all forms of
sexual exploitation, Including sexual violence, domestic violence and sexual
exploitation.
● The right to equality and non-discrimination, Including the right to access RH
services, regardless of age or marital status and without consent of parent,
guardian or spouse.
● The right to participate. Including the right to express views and participate on
matters related to SRH .
● All actions taken should be in the best interest of the child.

The right to reproductive health includes the right to complete physical, mental and
social well-being and not merely the absence of disease or infirmity, in all matters
relating to the reproductive system and to its functions and processes. Strategies for
service delivery focuses on positive development which are to build socio-emotional and
life skills, promote positive behavior, engage in civil society and enhance one’s
wellbeing for personal, community and economic development.

Specific Objectives:

1. Ensure safe spaces for adolescents in schools and the provision of basic
adolescent health services.
2. Capacitate Guidance Counselors, Guidance teachers, ARH Focal Persons, and
other health and teaching personnel in handling various adolescent health
concerns.
3. Ensure implementation of promotive and preventive programs and activities that
will develop positive behaviors and capacity to make informed choices in
reproductive health.
4. Strengthen system for recording, reporting, and analysis in relation to sexual and
reproductive health concerns, including but not limited to teenage pregnancy,
sexually transmitted infections, HIV/AIDS, child abuse and gender based-
violence particularly sexual abuse and exploitation, for effective planning,
implementation, monitoring and evaluation of programs.
5. Engage public and private partners, and local communities for program
implementation and sustainability.
6. Allocate funds for the delivery of ARH programs and projects.

V. Activities

A. Delivery of Adolescent Friendly Health Services in the Schools

A1. Establishment of Information and Service Delivery Network (ISDN) and

Referral Pathway

1. The needs of adolescent learners shall be identified based on up-to-date reports

generated for the locality. Adolescent needs include but is not limited to the
following:

1.1 Sexual and Reproductive Health (SRH) Services

1.1.1. Psychosocial Screening, Assessment, and Counselling Support

1.1.2. Pubertal concerns including menstrual health management (MHM)
1.1.3. Micro-nutrient Deficiency
1.1.4. Early pregnancy, maternal nutrition, and childbirth
1.1.4.1. Family planning

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 1.1.4.2. Prenatal/Ante natal care
1.1.4.3. Post-partum care
1.1.4.4. Infant and child care
1.1.5. Teen parent support
1.1.6. HIV/AIDS and other Sexually Transmitted Infections (STIs)
1.1.7. Protection against child abuse and Gender-based Violence
1.1.7.1. Psycho-social support
1.1.7.2. Medical assessment
1.1.7.3. Legal concerns
1.1.7.4. Temporary shelter

1.2. Other Adolescent Concerns

1.2.1. Substance Use
1.2.2. Non-communicable diseases
1.2.3. Communicable diseases
1.2.4. Skills development

3. Adolescent friendly services outside the school premises shall be identified. The list
shall include service providers willing to be part of the SDN and agree to a MOU
including:

3.1. Public and Private Hospitals

3.2. Clinics and lying-ins
3.3. Non-government Organizations / Civil Society Organizations including youth-led
groups
3.4. Similar government institutions

4. The services offered by the school and the list and contact details of the service
providers who are part of the SDN, shall be made available through postings in the
school grounds and in online platforms accessible to the school community.

4. A telephone, mobile and online helpline shall be made available for each school. It
shall be manned by designated personnel, peer facilitators or SDN partners trained
on ADEPT, Basic First Aid and Psychological First Aid, and with up-to-date
information on the service providers for case management and referrals. Recorded
details of the calls and messages received shall be analyzed over time and used for
program planning.

A2. Provision of Reproductive Health Services

1. Basic reproductive health care services such as sexual and reproductive health
(SRH) assessment and counselling, menstrual hygiene services, nutrition
supplementation and vaccinations, psychological first aid (PFA) for victims of abuse
and gender-based violence and referral to Adolescent Friendly Health Facilities,
shall be made available in schools.

2. During disasters and public health emergencies, ensure delivery of ARH services
including advocacy campaigns on sexual and reproductive health rights, child safety
and well-being, Rapid Psychosocial Assessment, Mental Health and Psychosocial
Support, health counseling, and referral using applicable modalities. Menstrual
hygiene kits, HPV and MRTd vaccinations, iron and folic acid, and deworming
tablets shall be made available.

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 3. The conduct of Psychosocial Screening shall be through a localized psycho-social
assessment tool that shall be administered to the learners using the following
methods, as applicable.

● Self-administered questionnaire via printed forms or via secured online forms for
each school, given at the beginning and at the end of the school year; and
● Interview of a trained personnel as scheduled by the SDN.

Trained health personnel, Registered Guidance Counselors and Teacher

Designates shall conduct a yearly Psychosocial Assessment using Home,
Education/Employment, Eating, Activities, Drugs, Sexuality, Suicide/Depression,
and Safety (HEEADSSS) Tool in coordination with members of the SDN.

Identified high-risk adolescents or those needing attention shall immediately

undergo a full HEEADSSS assessment with medical check-up for proper
assessment and referral to the SDN.

B. Ensuring Adolescent Safe Spaces in Schools

1. Child Protection Programs following DepEd’s Child Protection Policy shall be

ensured and information for the services shall be made accessible to learners and
the school community.

2. Establishment of School Based Teen Hubs, strengthening or revitalizing the

Guidance Office, and/or designating areas in the schools for health promotion and
education activities, shall be conducted. Adolescent friendly services shall be
extended for the different needs as identified through the Psycho-social
Assessment.

3. Adolescents shall be provided with proper venues, for each governance level, to
raise their concerns or support prior to the issuance of policies, activities, and its
respective monitoring and evaluation. Supreme Student Government
representatives shall be part of at least one consultative meeting. Learner comments
and recommendations shall be gathered through survey conducted prior to the
release of a DepEd issuance.

C. Conduct of Health Education and Promotion Activities

1. Teaching and learning resources for the ARH, complementary to the standards of
comprehensive sexuality education (CSE) shall be developed using up-to-date
information from trusted learning resources. Pertinent materials shall be uploaded in
official learning platforms online, posted in strategic locations in the schools and
shall used in the education and promotional school campaigns.

2. Sexual and reproductive health education and promotion activities in schools shall
be conducted throughout the school year. These may be in the form of seminars,
symposiums, fora, webinars, film showings, contests regarding SRH, school
conferences, workshops and trainings for learners, school personnel and parents or
legal custodians.

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 2.1. Recommended Oplan Kalusugan sa DepEd (OKD) One Health Week Activities
for ARH education and promotion, conducted within the first quarter of the school-
year are:
2.1.1. Conduct of Rapid Psycho-social Assessment (baseline)
2.1.2. Set-up of stations to deliver services based on HEEADSSS
2.1.3. Learning booths for sexual and reproductive health
2.1.4. Parenting Seminar
2.1.5. Others, based on school and community priorities

2.2. Reproductive Health Month shall be celebrated during February- March.

Recommended activities are:
2.2.1. Conduct of Rapid Psycho-social Assessment (endline)
2.2.2. Film Showings on SRH
2.2.3. Contests for SRH such as for Jingle Making, Electronic-comics,
film making
2.2.4. Set-up of stations to deliver services based on HEEADSSS (including
skills and leadership development activities and school vacation support
programs)
2.2.5. ARH Camp

3. Principles of Social and Behavior Change Communication (SBCC) Approach shall

be used in designing evidence-based communication programs that can increase
knowledge of intended audience (learners, teachers, parents, school leadership),
shift attitudes and norms in the school communities and produce changes in a wide
variety of behaviors.

4. Different communication channels and tools shall be employed in delivering ARH

education and promotion activities. Mass media including information and
communication technologies and the digital media, and school-level activities for
interpersonal communication shall be used. Creation of student-led platforms,
supervised by designated ARH focal person and Youth Formation Coordinator are
recommended.

5. To ensure the standards and quality of messages in the delivery of ARH education
and promotion activities, DepEd and other relevant stakeholders shall refer to the
Comprehensive Sexuality Education (CSE) Framework in DepEd Order no. 31,
series of 2018 and CSE Standards for the Philippines (refer to Annex 1).

D. Capacity Building

Designated ARH Focal Persons, Registered Guidance Counselors, Teacher

Designates, School Management and Peer Facilitators/ Navigators shall be trained in
the following, among others:

● Training on Comprehensive Sexuality Education (CSE)

● Adolescent Health Education and Practical Training (ADEPT)
● HIV/AIDS Education
● Gender and Development (GAD) Trainings
● Mental Health and Psychosocial Support Trainings

VI. Strategies for implementation

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 Implementing guidelines for the systems identified in this policy shall be released
accordingly. As such, program implementation shall follow the roadmap enclosed (refer
to Annex 2).

Component 1: Partnership and Engagement

1. The DepEd, together with government and non-government partners, shall form the
ARH Technical Working Group.

2. Through a collaborative planning workshop, the TWG shall map available resources
and discuss the needs of specific regions in the implementation of the program.
Prioritization of LGU sites shall be based on the following:
a. High unmet need and burden of teenage pregnancy
b. School leadership and management capacity
c. Presence of facilities that provide ARH Services
d. Government Commitment
e. Presence of private sector support

3. A contextualized action plan and an appropriate legal document (e.g. Memorandum

of Understanding (MOU), Memorandum of Agreement (MOA), Deed of Donation)
shall be created to define the commitment, rules of engagement and roles and
responsibilities of each stakeholder. This will be in accordance with the DepEd
Guidelines on Partnerships.

Component II: Building Capacities of Schools and Communities

Schools shall establish a support system for the implementation of the program.
It shall include mechanisms for the activities stated in Section V of this Policy. Other
identified needs of the localities, in relation to SRH services in schools, shall be
addressed by the ARH Technical Working Group.

Component III: Implementation Phase

Delivery of ARH services shall follow the systems placed. Monitoring and
evaluation activities shall be conducted every school year for policy review and program
planning.

VII. Duties and Responsibilities

The ARH Program shall involve different offices for the effective and efficient services.
As such, subgroup of the Oplan Kalusugan Technical Working Group (TWG) shall be
created, namely ARH TWG, for each governance level covering different services.

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Central Office

1. The Central Office shall create an ARH TWG.

Executive Committee Members In-Charge:

Undersecretary and Chief of Staff

Undersecretary for Administration
Undersecretary for Legal Affairs

Chairperson: Director IV, Bureau of Learner Support Services

Co-Chairperson: Director IV, Bureau of Curriculum Development

Members: Directors and Bureau/Service Representatives

 Legal Services
 Bureau of Human Resource and Organizational Development
 Disaster Risk Reduction Management Service
 Alternative Learning System (ALS) Program and Task Force
 Indigenous Peoples Education Office
 Bureau of Learning Resources
 Bureau of Learning Delivery
 Public Affairs Service
 National Educators’ Academy of the Philippines
 External Partnership Service
 Planning Service

Secretariat: Bureau of Learner Support Services -School Health Division

2. The ARH TWG shall be responsible for the following:

a. formulate the policies and guidelines on implementing the Adolescent

Reproductive Health Education Program;
b. establish mechanisms for service delivery and support to the implementation of
the ARH program through:

i. harmonizing key messages of the CSE with other programs and learning
materials which shall be updated periodically;
ii. developing age, developmentally and culturally-appropriate reproductive health
learning materials complementary to CSE;
iii. ensuring access to reproductive health learning resources and information
materials on adolescent friendly service providers;
iv. designing capacity building programs for effective service delivery;
v. delivery of health, child protection, gender and development, and other
services for learner well-being;
vi. setting guidelines for reproductive health education and services during
disasters and public health emergencies;
vii. creating partnerships to address continuous learner education with concerns
such as early pregnancy, gender-based violence and HIV/AIDS or sexually
transmitted diseases to provide appropriate interventions;
viii. conducting health promotion advocacies to teachers, parents and students
utilizing various platforms;
ix. Provide technical assistance to field implementers;
x. conducting regular monitoring and evaluation activities for the program;
xi. ensure adolescent participation in crafting program plans and activities; and
xii. allocating funds for the program.

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Regional Offices

1. The Regional Offices shall create a Regional ARH TWG.

Composition
 ARH Focal Person (Lead Implementer)
 Child Protection Coordinator
 Gender and Development Focal Person
 Comprehensive Sexuality Education Focal Person
 Youth Formation Coordinator
 Guidance and Counselling Focal Person
 IPEd Coordinator
 ALS Coordinator
 Partnership Coordinator
 Representative from Field Technical Assistance Division
 Representative from Quality Assurance Division
 Representative from the Policy, Planning and Research Division
 Partner Agencies / Organizations

2. Duties and responsibilities of the TWG are:

a. Review and assess program implementation.
b. Map existing resources and needs for the region.
c. Engage other partners and stakeholders in the delivery of services.
d. Conduct capacity building activities to Schools Division Offices.
e. Provide technical assistance to Schools Division Offices.
f. Issue contextualized policies for the implementation of the program.
g. Conduct monitoring and evaluation activities.
h. Consolidate and analyze data for program planning.
i. Incorporate the ARH activities in the Work and Financial Plan.
j. Utilize resources as appropriate, in line with agreements made with partners.
k. Provide feedback to the National ARH TWG.

Schools Division Offices

1. The Schools Division Offices shall create the SDO ARH TWG.

Composition
 ARH Focal Person (Lead Implementer)
 CSE Focal Person
 Child Protection Coordinator
 GAD Focal Person
 ALS Focal Person
 IPEd Focal Person
 Youth Formation Coordinator
 Guidance and Counselling Focal Person
 Student Government Representative
 Representative from the Social Mobilization and Networking Section
 Partner Agencies / Organizations

2. Duties and responsibilities of the SDO ARH TWG are:

a. Lead in the conduct of ARH activities.
b. Review and assess program implementation.
c. Map existing resources and needs for the division.

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 d. Issue contextualized policies for the implementation of the program.
e. Engage other partners and stakeholders in the delivery of services.
f. Conduct capacity building activities to schools.
g. Provide technical assistance to schools.
h. Conduct monitoring and evaluation activities.
i. Consolidate and analyze data for program planning.
j. Design strategies to address risks of adolescents in the area.
k. Incorporate the ARH activities in the Work and Financial Plan
l. Utilize resources, as appropriate, in line with agreements made with partners.
m. Provide feedback to the Regional TWG.

Schools

1.The Schools shall create a School ARH TWG. In addition, a student-led ARH TWG
shall be formed.

School ARH TWG Composition

 ARH Focal Person (Lead Implementer)
 CSE Coordinator
 Guidance Counselor
 Faculty Representative of the Child Protection Committee
 Focal Person of the GAD
 Student Government Representative
 PTA Representative
 LGU Representative
 Development Partners

Learner ARH TWG Composition

 SSG Officers
 Peer facilitators
 Journalism club representative
 Theater guild members
 Other relevant club representatives
 Adviser: SSG coordinator

2. Duties and responsibilities of the TWG are as follows:

School ARH TWG

a. Lead in the conduct of ARH activities in schools.
b. Map existing resources and needs for the school.
c. Design strategies to address risks of adolescents in the area.
d. Issue contextualized policies for the implementation of the program.
e. Engage other partners and stakeholders in the delivery of services.
f. Conduct capacity building in schools.
g. Maintain records of assessment of learners.
h. Utilize resources as appropriate, in line with agreements made with partners
i. Review and assess program implementation.
j. Provide feedback to the SDO TWG.
k. Incorporate the ARH activities in the Work and Financial Plan and Annual
Implementation Plan.

Learner ARH TWG

a. Attend capacity building activities for ARH and related programs.
b. In coordination with the school ARH TWG, conduct ARH activities in schools.

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 c. Engage with SDN members to assist in service delivery.
d. Utilize resources as appropriate, in line with agreements made with partners
e. Review and assess program implementation.
f. Provide feedback to the School TWG.

VIII. Monitoring and Evaluations

The monitoring and evaluation shall assess the processes of the implementation of the
program. Indicators shall be set to measure program effectivity. Identification of gaps
and opportunities for development shall be identified.

The ARH Technical Working Groups shall do the monitoring and evaluation using a
standardized monitoring tool. The ARH Focal Person shall comply with all the reporting
requirements as prescribed by the Central Office and partner agencies. Quarterly TWG
meetings shall be conducted for progress monitoring and appropriate escalation of
issues and concerns in the program implementation.

Medical confidentiality and data privacy shall be ensured in service delivery, recording
and reporting and monitoring and evaluation activities.

IX. Prohibitions

Engagement with partners shall follow the guidelines stipulated in:

● DepEd Order No. 40, s. 2012 - Child Protection Policy

● DepEd Memorandum No. 197, s. 2017 - Reiteration of the Policies on Protection
Against Tobacco Industry Interference in the Department pursuant to DepEd Order
No. 48, s. 2016 (Policy and Guidelines on Comprehensive Tobacco Control) and
DepEd Order No. 6, s. 2012
● DepEd Order No. 80, s. 2012 - An order that discourages school officials from
partnering with companies manufacturing milk and infant formula products
● DepEd Order No. 39, s. 2009 - An order on the commercialization of schools which
prohibits the appearance of any form of institutional endorsement by DepEd for any
commercial product or service within school premises in exchange for any school-
industry partnership
● Articles 218 and 219 of the Family Code - Provisions giving Special Parental
Authority and responsibility to schools, administrators, and teachers
● Republic Act 8525 - The Adopt-A-School Act of 1998
● DepEd Order No. 24, s. 2016 - Guidelines for Accepting Donations and Processing
Applications for the Availment of Tax Incentives by Private Donor-Partners
Supporting the K to 12 Program
● Republic Act 7877 - An Act Declaring Sexual Harassment Unlawful in the
Employment, Education or Training Environment, and for Other Purposes

Violations for the partnership and related guidelines shall fall under the scope of
DepEd Order No. 49, s. 2006 or the Revised Rules of Procedures in Administrative
Cases.

X. Funding

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The BLSS-School Health Division shall allocate funds for the conduct of ARH activities
in ROs, SDOs and schools

For fund augmentation and sustainable implementation of the program, funding may be
sourced from the Maintenance and Other Operating Expenses (MOOE), Gender and
Development (GAD) Fund, Special Education Fund (SEF), and other sources. A
provision for funding shall be clearly stated in the Memorandum of Agreement (MOA) or
Memorandum of Understanding (MOU) with partners.

XI. Separability Clause

If for any reason, any portion or provision of this Order is declared unconstitutional,
other parts or provisions hereof which are not affected thereby, shall continue to be in
effect.

XII. Repealing Clause

All prior orders, rules and regulations, part or parts thereof, inconsistent with the
provision of this Order are hereby repealed or modified accordingly.

XIII. References

Adolescent and Reproductive Health Toolkit in Humanitarian Setting. September 2009.

UNFPA, Save the Children.

UN Commission on Human Rights, Convention on the Rights of the Child., 7 March 1990,
E/CN.4/RES/1990/74, Accessed through:
https://www.refworld.org/docid/3b00f03d30.html [accessed 6 November 2020]

Revised Implementing Rules and Regulations for RA 10354: The Responsible Parenthood
and Reproductive Health Act of 2012.

XIII. Attachments
1. Comprehensive Sexuality Standards for the Philippines
2. Roadmap

End.

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