List of Programs and Project Implementation Status As of Sept 2020 - 10012020

Department of Education
Programs and Projects Status of Implementation

As of September 2020
PART I. INTRODUCTION
Our Schools
For FY 2019, DepEd manages 61,923 schools.
Table 1: DepEd Type of Schools per School Year (SY)

Public Private SUCs/LUCs PSO Total
SY SY SY SY SY SY SY SY SY SY
CLASSIFICATION
2018- 2019- 2018- 2019- 2018- 2019- 2018- 2019- 2018- 2019-
2019 2020 2019 2020 2019 2020 2019 2020 2019 2020
Elementary
School 37,928 37,628 7,475 7,282 7 6 0 0 45,410 44,916
Junior High
School (JHS) 1,622 1,511 299 267 52 46 0 0 1,973 1,824
Senior High
School (SHS) 204 216 1,092 1,119 110 85 0 0 1,406 1,420
JHS with SHS 6,177 6,391 890 913 102 96 0 0 7,169 7,400
Integrated
School (Kinder
to G10) 683 961 2,004 1,991 9 8 5 9 2,701 2,969
Integrated
School (Kinder
to G12) 411 481 2,803 2,863 29 30 15 20 3,257 3,394
Total Schools 47,025 47,188 14,652 14,435 309 271 20 29 61,916 61,923
Sources: BEIS SY 2019-2020 (Q&A FY 2020, as of September 2020)
For SY 2019-2020 DepEd has a total of 61,923 schools which is 0.01% higher than the previous year.
The table above compares the composition of all schools, both public and private offering the basic
education curriculum between school year 2018-2019 and school year 2019-2020.
Page 1 of 42
Our Learners
DepEd serves 28 Million learners.
Table 2: DepEd Official Enrollment Figures for SY 2018-2019 & SY 2019-2020

ENROLLMENT
PUBLIC PRIVATE SUCs/LUCs PSO TOTAL
LEVEL
SY SY SY SY SY
SY 2018 SY 2019 SY 2019 SY 2018 SY 2019
2018 2018 2019 2018 2019
Kinderga 2,110,6 1,791,0 296,26 250,81 1,32 1,77 2,409,7 2,044,7
rten 75 76 6 1 1,517 1,088 4 0 82 45
Grade 1 12,007, 12,010, 1,240, 1,256, 10,29 6,85 11,7 13,265, 13,287,
to 6 577 674 532 476 9 9,109 1 02 259 961
Junior
High 6,840,2 7,004,3 1,421, 1,439, 54,22 53,10 4,33 6,68 8,320,6 8,503,6
School 49 55 817 507 9 7 2 1 27 50
Senior
High 1,599,6 1,766,8 1,339, 1,357, 82,26 67,70 1,63 3,022,8 3,194,0
School 37 18 951 882 8 2 985 3 41 35
Sub-
Total 22,558, 22,572, 4,298, 4,304, 148,3 131,0 13,4 21,7 27,018, 27,030,
(Formal) 138 923 566 676 13 06 92 86 509 391
ALS
(Non- 823,01
Formal) - - - - - - - - 3 759,723
22,558, 22,572, 4,298, 4,304, 148,3 131,0 13,4 21,7 27,841, 27,790,
TOTAL
138 923 566 676 13 06 92 86 522 114
Sources: LIS/EBEIS SY 2019-2020 (Q&A FY 2020, as of September 2020)
For FY 2019-2020, DepEd served 2,044,745 kindergarten, 13,287,961 grade 1 to 6, 8,503,650 junior
high school, and 3,194,035 senior high school learners. The total enrollment of 27,030,391 learners in
formal education is slightly higher than the previous year by 0.04%. The total enrollment for grade 1
to 6, junior high school, and senior high school has also significantly increased its enrollment by 0.17%,
2.20%, and 5.66% respectively. There has been a significant decrease in number of kindergarten
learners by 15%. This is due to the stringent implementation of an age requirement for kindergarten.
The total enrollment for non-formal education also had a significant decrease of 7.69% compared to
the previous year. The FY 2019-2020 enrollment for both formal and non-formal basic education has
a total of 27,790,114 learners which is 0.18% lower than the previous year. This decrease is due to the
significant decrease in the number of enrollees in kindergarten and in ALS.
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PART II. STATUS OF IMPLEMENTATION OF PROGRAMS AND PROJECTS
I. EDUCATION POLICY DEVELOPMENT PROGRAM
Policy and Research Program
The Policy and Research Program includes activities for three key areas:
(1) policy development
(2) research management
(3) sector monitoring and evaluation
Key deliverables are capacity building of DepEd personnel across governance levels ensuring that
policies, programs, and activities in DepEd are designed using results from research and M&E.
The Policy and Research Program also includes the Basic Education Research Fund (BERF), a funding
mechanism for DepEd researchers which is managed by each region. DepEd personnel may avail of
this grant if they are qualified based on the issued guidelines (DO 16, s. 2017).
FY 2018 Physical Accomplishment

In 2018, DepEd formulated, reviewed, and issued 43 policies, exceeding its original target by 43%.
Name of PAP Policy and Research Program

Performance/ Physical Accomplishment
Output Indicator Funding Year Target Actual % Accomplished
Number of policies
formulated, FY 2018 30 43 143%
reviewed, and issued
In terms of education researches completed, DepEd exceeded its target with 652 out of 90.

Number of education
researches FY 2018 90 652 724%
completed
Page 3 of 42
In 2018, 86 proposed policies were reviewed, exceeding accomplishment target by 187%.

Number of proposed
FY 2018 30 86 287%
policies reviewed
DepEd formulated, reviewed, and issued a total of 38 policies, accomplishing 76% of its target.

Performance/Output Physical Accomplishment
Indicator Funding Year Target Actual % Accomplished
Number of policies
formulated, reviewed, FY 2019 50 38 76%
and issued
In 2019, with an assumption that Regional Offices can produce 50 policies, the target was raised to
126 Education Researches from an initial target of 90 in 2018. DepEd accomplished 1,543 education
researches exceeding the target of 126 at a percentage of 1,225%.

Indicator Funding Year Target Actual % Accomplished
Number of education FY 2019 126 1,543 1,225%
researches completed
DepEd also exceeded its target in terms of proposed policies reviewed, reaching 97 or 162% of the
original target of 60.

Number of proposed FY 2019 60 97 162%
policies reviewed
In 2020, DepEd formulated, reviewed, and issued 16 policies, or 53% as of June 30, 2020.

Performance/ Physical Accomplishment (as of June 30, 2020)
Number of policies
formulated, FY 2020 30 16 53%
reviewed, and issued
Page 4 of 42
In terms of education researches completed, DepEd will be completing its target of 510 researches
by the end of 2020.

Indicator Funding Year (as of June 30, 2020)
Target Actual % Accomplished
Number of education FY 2020 510 0 0%
researches completed
In 2020, 41 or 59% of the targeted proposed policies were reviewed in June 2020.

Output Indicator Funding Year (as of June 30, 2020)
Target Actual % Accomplished
Number of proposed FY 2020 70 41 59%
policies reviewed
Financial Accomplishment
Current Fund
Year Adj Adj Oblig Oblig Disb Disb
Appro Allot Rate Rate
FY 2018 1,521 1,521 1,415 93.00% 1,370 96.83%
FY 2019 1,840 1,840 1,780 96.69% 1,746 98.12%
FY 2020 13 13 1 7.76% 0.49 3.65%
Continuing Fund
FY 2018 - - - - - -
FY 2019 24 24 13 56.39% 8 62.05%
FY 2020 17 17 1 3.12% 0.04 0.26%
All figures are in million pesos.

Sources: FY 2018-2019 DepEd SAAODB and FY 2020 Central Office FAR-1 as of August 27, 2020.
For FY 2020, he DepEd Policy and Research Program obligated Php 1 Million at an obligation rate of
7.69%, and a total of Php 49,000.00 or 49% was disbursed from the total allocation of Php 13
Million.
Page 5 of 42
II. BASIC EDUCATION INPUTS PROGRAM
Basic Education Facilities (BEF)

The Basic Education Facilities (BEF) is the annual budget of the Department for its
School Building Program, which covers the improvement and maintenance of school
facilities. It is utilized for the provision of classrooms, workshop buildings,
replacement of old dilapidated buildings, provision of furniture, repair and
rehabilitation of classrooms, including water and sanitation facilities, and electrification.
The following are the components of the Basic Education Facilities (BEF):
1. Construction of School Buildings
2. Provision of School Furniture
3. Classroom Repair and Rehabilitation
4. Construction of Workshop and Laboratory Buildings
5. Upgrading of School Electrical Connections
Target beneficiaries are elementary and secondary schools nationwide. Below are the
accomplishments of the BEF Program per component:
Name of PAP Basic Education Facilities – Classroom Building Construction

Number of new TOTAL 108,436 31,907 29%
classrooms FY 2018 28,000 608 2%
constructed Other Funding Year 80,436 31,299 39%
For Classroom Building Construction, DepEd has built a total of 31,907 or 29% of the 108,436 targeted
new classrooms. For the current funding year FY 2018, from the original GAA target of 28,000, it was
revised to 4,344. Out of the total revised target, there are 2,474 classrooms that are on-going
construction. Using the other funding years, there is a total target of 80,436 new classrooms. Of which,
46,746 classrooms are on-going construction, 602 classrooms are for mobilization, 1,631 classrooms
have not yet started construction, and 158 classrooms were reverted.
Name of PAP Basic Education Facilities – School Furniture

Number of sets of TOTAL 225,991 85,475 38%
school furniture FY 2018 81,201 0 0%
delivered Other Funding Year 144,790 85,475 59%
Page 6 of 42
For School Furniture, DepEd has delivered a total of 85,475 or 38% of the 225,991 targeted sets of
school furniture. For the current funding year FY 2018, the revised target is 30,406 sets that are
currently on-going delivery. For the other funding years:
FY 2017 Fund:
Armchair and Teacher's Tables & Chair Set: 43,591 sets are on-going delivery, 5,658 sets of armchairs
have not yet been procured due to failure of bidding in Region IV-B & NCR; transferred to PS-DBM,
Science Laboratory Table & Stools: 131 sets are on-going delivery, Workshop table and stools: 546 sets
are on-going delivery; 546 sets have not been procured due to failed bidding in Regions IV-B and IX.
Kindergarten Seats: 921 sets are on-going delivery; 299 sets not procured due to failed biddings in
Regions IV-B and IX.
FY 2016 Fund:
Armchair and Teacher's Table and Chair Set: 6,407 sets are on-going delivery; 1,216 sets not procured
due to failed bidding in Region VI and (43M) fund was transferred to Central Office for PWD use.
Name of PAP Basic Education Facilities – Classroom Repair and Rehabilitation

Number of TOTAL 45,606 32,699 72%
classrooms repaired FY 2018 20,385 9,351 46%
/ rehabilitated Other Funding Year 25,221 23,348 93%
For Repair and Rehabilitation, DepEd has repaired and rehabilitated a total of 32,699 classrooms or
72% of the 45,606 targeted classrooms. For the current funding year FY 2018, there are 10,239
classrooms that are on-going repair, 140 classrooms that are undergoing procurement, 260
classrooms that have not yet started repairs, and 1 classroom was reverted. For the other funding
years before FY 2018, there are still 1,019 classrooms that are on-going repair, 752 classrooms that
have not yet started repairs, and 102 classrooms that were reverted.
Name of PAP Basic Education Facilities – Workshop and Laboratory Buildings

Number of TOTAL 9,832 2,105 21%
workshops/ FY 2018 2,251 8 0%
laboratories Other Funding Year 7,581 2,097 28%
constructed
For Workshop and Laboratory Buildings, DepEd has constructed a total of 2,105 TVL classrooms or
16% of the 13,494 targeted TVL classrooms. For the current funding year FY 2018, out of the 6,079
TVL Batch 1 target, only 2,251 TVL targets pushed through in 2018 where 2,663 TVL are on-going
construction, 125 TVL are under procurement, and 3,283 TVL are for mobilization. For the other
funding years before FY 2018, there are still 5,377 TVL classrooms that are on-going construction, 77
TVL classrooms that have not yet started construction, and 30 TVL classrooms were reverted.
Page 7 of 42
Name of PAP Basic Education Facilities – Upgrading of School Electrical Connections
Number of school TOTAL 3,560 1,611 45%
sites with upgraded FY 2018 1,230 261 21%
electrical Other Funding Year 2,330 1,350 58%
connections/
energized
For the Upgrading of School Electrical Connections, DepEd has energized and upgraded a total of 1,611
school sites or 34% of the 4,728 targeted school sites. For FY 2018, out of the 1,776 targeted sites,
only 1,103 sites were targeted to be upgraded where 810 sites are on-going; 555 sites are undergoing
procurement; 142 sites are not yet started; 6 sites were reverted. For the other funding years before
FY 2018 there are still 775 classrooms that are on-going electrification, and 205 classrooms were
reverted.

classrooms FY 2019 4,110 180 4%
For FY 2019 Classroom Building Construction, DepEd has built a total of 35,052 or 53% of the 66,021
targeted new classrooms. For the current funding year FY 2019, there are 3,033 classrooms on-going
construction; 397 classrooms that have not yet started but were procured, and 500 that are not being
implemented by DPWH due to site issues. Using the other funding years before FY 2019 there are
27,039 classrooms on-going construction.

Number of sets of TOTAL 871,181 623,992 72%
school furniture FY 2019 43,200 3,129 7%
delivered Other Funding Year 827,981 620,863 75%
For School Furniture, DepEd has delivered a total of 623,993 or 72% of the 871,181 targeted sets of
school furniture. For the current funding year FY 2019, the revised target is 43,200 and 15,625 are on-
going delivery. For the other funding years:
FY 2018 Fund: 195,550 sets of 2-Seater Table & Chair (T&C) with 8,502 sets of Teacher's Table & Chair
(TTC) are for delivery
Page 8 of 42
FY 2017 Fund: 413,806 armchairs with 9,243 sets of TTC and 1,966 sets of working T&S are for delivery
FY 2016 Fund: 33,795 armchairs with 751 sets of TTC for BARMM had No Submission of Status; 69,995
armchairs with 1,577 sets of TTC lapsed SARO; 3,015 armchairs with 131 sets of TTC undergoing
procurement (contract was terminated – Region XI). Armchair and Teacher's Table and Chair Set:
6,407 are on-going delivery; 1,216 sets were not procured due to failed bidding in Region VI, (43M)
Fund transferred to Central Office for PWD use.

Number of TOTAL 45,116 10,548 23%
classrooms repaired FY 2019 33,364 2,037 6%
For FY 2019 Repair and Rehabilitation, DepEd has repaired and rehabilitated a total of 10,548
classrooms or 23% of the 45,116 targeted classrooms. For the current funding year FY 2019, there are
14,245 classrooms that are on-going repairs while 5,779 classrooms and 11 classrooms were reverted.
The increase in the physical target was due to the actual budget computation based on the program
of works. For the other funding years before FY 2019 there are still 3,281 classrooms that are on-going
repairs.
Name of PAP Basic Education Facilities –Workshop and Laboratory Buildings

workshops/ FY 2019 1,320 0 0%
constructed
For FY 2019 Workshop and Laboratory Buildings, DepEd has constructed a total of 7,876 TVL
classrooms or 62% of the 12,714 targeted TVL classrooms. For the current funding year FY 2019, there
are currently 1,200 TVL classrooms that are on-going construction. For the other funding years before
FY 2019 there are 3,518 TVL classrooms that are on-going construction.
Name of PAP Basic Education Facilities –Upgrading of School Electrical Connections

workshops/ FY 2019 1,710 45 2%
constructed
Page 9 of 42
For the Upgrading of School Electrical Connections, DepEd has energized and upgraded a total of 1,913
school sites or 45% of the 4,185 targeted school sites. For the current funding year FY 2019, the revised
target is 1,710 and there are 703 sites ongoing upgrades; 565 sites are undergoing procurement; and
163 sites have not yet started upgrading. The decrease in the number of Physical Targets was due to
the difference between the proposed allocation versus the approved budget. For the other funding
years before FY 2019, there are still 746 sites ongoing upgrades while 88 sites are undergoing
procurement. An increase in the physical target was due to additional batches. Additional batches of
227 sites were accommodated since the approved budget was greater than the proposed allocation.

classrooms FY 2020 5,074 - 0%
For FY 2019 Classroom Building Construction, DepEd has built a total of 10,418 or 28% of the 36,693
targeted new classrooms. For the current funding year FY 2020, there are 1,083 classrooms on-going
construction; 2,364 classrooms that are under procurement, and 1,627 are not yet started. Using the
other funding years before FY 2020 there are 20,637 classrooms on-going construction and 564 under
that are under procurement.

Number of school TOTAL 3,511,989 626,132 18%
seats delivered FY 2020 1,954,538 - 0%
Other Funding Year 1,557,451 626,132 40%
For School Furniture, DepEd has delivered a total of 626,132 or 18% of the 3,511,989 targeted school
seats. For the current funding year FY 2020, the fund allotment was offered to Bayanihan to Heal as
One Act to augment government expenditure in line with the national state of emergency brought by
COVID-19 situation. Using the other funding years before FY 2020, there are 931,319 school seats due
for delivery.

Number of TOTAL 41,881 16,451 39%
classrooms repaired FY 2020 18,576 49 0%
Page 10 of 42
For FY 2020 Repair and Rehabilitation, DepEd has repaired and rehabilitated a total of 16,451
classrooms or 39% of the 41,881 targeted classrooms. For the current funding year FY 2020, there are
only 49 classrooms that were repaired while 53 classrooms that are on-going repair, 2,334 classrooms
that are under procurement and 14,138 classrooms have not yet started repairs while 2,002
classrooms will be included in the next batch of repair and rehabilitation. For the other funding years
before FY 2020 there are still 5,461 classrooms that are ongoing repair and 1,442 classrooms that are
under procurement.
Name of PAP Basic Education Facilities –Workshop and Laboratory Buildings

Number of TOTAL 3,706 526 14%
workshops/ FY 2020 100 - 0%
laboratories Other Funding Year 3,606 526 15%
constructed
For FY 2020 Workshop and Laboratory Buildings, DepEd has constructed a total of 526 TVL classrooms
or 14% of the 3,706 targeted TVL classrooms. For the current funding year FY 2020, there are 100 TVL
classrooms that are to be constructed. For the other funding years before FY 2020 there are 3,050
classrooms that are ongoing constructions and 30 classrooms that are under procurement.
Name of PAP Basic Education Facilities –Upgrading of School Electrical Connections

Performance/Output Funding Year Physical Accomplishment
Indicator Target Actual % Accomplished
Number of school TOTAL 3,237 683 21%
sites upgraded with FY 2020 966 - 0%
electrical Other Funding Year 2,271 683 30%
connections/
energized
For the Upgrading of School Electrical Connections, DepEd has energized and upgraded a total of 683
school sites or 21% of the 3,273 targeted school sites. For the current funding year FY 2020 the 966
sites are in various stages of implementation. For the other funding years before FY 2020, there are
1,339 sites ongoing upgrades, 212 sites that are under procurement and 37 sites not yet started.
Current Fund
FY 2018 16,897 16,895 15,012 88.85% 7,832 52.17%
FY 2019 14,073 14,073 12,255 87.09% 5,760 47.00%
FY 2020 9,535 9,034 1,673 18.52% 405 24.23%
Page 11 of 42
Continuing Fund
FY 2018 - - - - - -
FY 2019 1,883 1,883 1,713 90.95% 1,146 66.92%
FY 2020 898 898 484 53.92% 24 4.88%

As of August 27, 2020, Central Office FAR-1, a total amount of PhP 1.7B or 19% was obligated while a
total amount of PhP 405M was disbursed out of the annual allotment of PhP9.03B. A total of PhP 4.8B
of the FY 2020 Current Fund was offered to Bayanihan to Heal as One Act.
SARO was released from DBM last week of July 2020. EFD submitted the documents for issuance of
sub-allotment release orders to DepEd Regional Offices for release this August 2020. Once sub-AROs
are received by the RO/SDOs, contracts can now be finalized resulting to increase in obligation.
Textbooks and Other Instructional Materials
The program aims to provide public schools and learning centers quality text-based
learning resources aligned with the K to 12 curriculum for primary bases or as a
supplement to teaching and learning processes.
Through this program, the Department shall establish the necessary standards to guide the local
textbook industry towards the development of quality text-based learning resources aligned with the
K to 12 curriculum. These learning resources shall be provided to public schools and learning centers
as the primary or supplementary bases to the teaching and learning process.
The following are the components of the Textbooks and Other Instructional Materials:
 Manuscripts procured
 Textbooks and Other IMs procured for printing and delivery
 Textbooks and Other IMs printed and delivered
 Review and Evaluation of LRs
Included in the FY 2018 Learning Resources (LRs) targets are Kindergarten, Elementary, and Junior
High School learners.
Name of PAP Textbooks and Other Instructional Materials

Performance/ Output Physical Accomplishment
Indicator Funding Year GAA Revised Actual %
Target Target Accomplished
Number of textbooks TOTAL 38,593,080 81,115,960 15,705,221 19%
and FY 2018 38,593,080 30,775,240 15,705,221 51%
Page 12 of 42
Instructional/Learning TX & 38,593,080 26,862,240
Materials procured IMs/LMs
for printing and Activity 3,913,000
delivery Sheets
FY 2017 50,340,720 0%
Transferred
to DBM-PS
For FY 2018, Textbooks and Other Instructional Materials targeted a total of 38,593,080 LRs, 11.73M
LRs were included in DBM-PS due to contextualization and CG realignment. And the remaining balance
of 15M LRs for G4 and G10 was awarded last December 2019. While the 50M LRs for FY 2017 Fund
that was transferred to DBM-PS was procured and awarded last 2019 and it is to be delivered before
SY 2020-2021.
Learning Resources (LRs) for FY 2019 fund is intended for Kindergarten, Grade 1 & OSY. Below are the
accomplishments of LRs Program per level:
FY 2019 Physical Target vs. Physical Accomplishment by Region

Physical Target, FY 2019* Actual
Region Activity A&E Grade 1 A&E
Total Kinder AS Total
Sheets (AS) Modules English AS Modules
NCR 532,764 192,000 724,764 184,527 168,159 570,538 923,224
RO I 278,797 153,000 431,797 100,989 83,227 357,554 541,770
RO II 208,130 125,500 333,630 74,740 62,223 374,618 511,581
CAR 97,595 136,000 233,595 32,776 28,840 326,744 388,360
RO III 619,578 270,000 889,578 228,512 188,248 566,114 982,874
RO IV-A 746,890 270,000 1,016,890 288,791 234,541 509,392 1,032,724
RO IV-B 222,422 66,500 288,922 75,953 67,666 275,552 419,171
RO V 433,427 163,500 596,927 150,489 132,573 923,036 1,206,098
RO VI 252,337 191,000 443,337 157,371 131,738 500,386 789,495
RO VII 635,042 220,500 855,542 165,725 132,446 429,918 728,089
RO VIII 311,062 123,500 434,562 109,708 95,346 499,280 704,334
RO IX 254,467 76,000 330,467 90,621 80,174 244,742 415,537
RO X 322,196 153,000 475,196 111,627 100,289 408,746 620,662
RO XI 311,286 104,500 415,786 113,738 90,531 533,092 737,361
Page 13 of 42
RO XII 305,585 165,500 471,085 110,894 91,012 463,888 665,794
CARAGA 193,234 194,000 387,234 65,645 58,601 418,384 542,630
ARMM 319,443 85,500 404,943 92,703 100,154 256,434 449,291
CO Buffer 169,103 169,103 10,191 8,732 18,923
TOTAL 6,213,357 2,690,000 8,903,357 2,165,000 1,854,500 7,658,418 11,677,918
* GAA Original Target
Name of PAP Textbooks and Other Instructional Materials

Number of textbooks TOTAL 76,990,751 36,167,757 46.98%
and Instructional/ FY 2019 **11,677,918 11,677,918 100.00%
Learning Materials FY 2018 14,972,113 14,960,113 99.92%
procured for printing FY 2017 50,340,720 9,529,726
and delivery Transferred to 18.93%
DBM-PS
**Revised Target
The revised target from 8.9M to 11.68M copies was because the number of sets of Activity Sheets and
A&E Modules were included in the original target. This was awarded with RTA last December 2019.
This was obligated and NTP last January 2020 and is awaiting the signing of the contract. The delivery
of LRs is for SY 2020-2021.
Continuing Funds:
For the remaining FY 2018 Fund, out of the 14,972,113 TX/IMs copies to be procured, only 14,960,133
TX/IMs copies was awarded last December 2019 with ORS and is waiting for signing of contract.
Printing and delivery will commence from February to June 2020. ALS Curriculum of 12,000 copies
was deferred procurement.
For FY 2017 Fund Transferred to DBM-PS, out of the 50,340,720 TX/IMs copies to be procured, only
9,529,726 TX/IMs copies was awarded in the 3rd quarter of 2019 with Notice of Award, and is on-going
printing which is to be delivered before SY 2020-2021.
Mid-year Accomplishments, as of June 30, 2020
Learning Resources (LRs) for FY 2020 fund is intended for Kindergarten and Grade 1 Activity Sheets,
and Grade 4, 9, and 10 LRs. Below are the targets and accomplishments of LRs Program per level:
Page 14 of 42
FY 2020 Physical Target
Revised Target
Region GAA Target Grade 1 Grade 4 Grade 9 Grade 9 Grade 10
Kinder AS Total
AS EsP AP EsP MA
NCR
986,228 184,554 178,067 178,869 189,515 189,515 170,774 1,091,294
RO I
507,803 86,731 94,965 94,135 95,340 95,340 86,765 553,276
RO II
355,287 65,584 73,074 70,145 61,301 61,301 54,168 385,573
CAR
159,487 29,988 31,962 32,668 27,078 27,078 24,724 173,498
RO III
1,087,625 209,451 218,554 207,340 193,394 193,394 174,425 1,196,558
RO IV-A
1,369,481 269,155 275,301 254,063 249,867 249,867 220,239 1,518,492
RO IV-B
361,890 71,485 74,335 72,395 65,847 65,847 56,838 406,747
RO V
717,605 144,291 140,000 138,466 140,292 140,292 119,786 823,127
RO VI
796,378 139,292 152,526 155,614 155,118 155,118 131,802 889,470
RO VII
793,093 157,326 153,338 154,062 145,434 145,434 128,186 883,780
RO VIII
519,877 100,062 101,286 99,742 100,193 100,193 86,309 587,785
RO IX
405,748 90,874 85,863 81,381 76,070 76,070 61,743 472,001
RO X
490,224 111,421 108,630 104,787 84,855 84,855 69,511 564,059
RO XI
512,179 108,085 104,794 106,513 95,661 95,661 79,889 590,603
RO XII
484,586 104,563 103,083 100,284 85,729 85,729 70,772 550,160
RO XIII
313,047 62,712 64,332 63,835 57,558 57,558 49,781 355,776
ARMM
342,420 109,990 90,153 81,039 38,543 38,543 33,317 391,585
CO
proper 52,106 1,386 1,728 1,983 1,455 1,455 1,631 9,638
TOTAL
10,255,064 2,046,950 2,051,991 1,997,321 1,863,250 1,863,250 1,620,660 11,443,422
Page 15 of 42
Name of PAP: Textbooks and Other Instructional Materials
Performance/ Funding Year Physical Target / Accomplishment
Output Indicator Target Actual %
Number of TOTAL 54,877,704 0 0.00%
textbooks and FY 2020 10,255,064 0.00%
Instructional/ FY 2019 3,811,646 0.00%
Learning FY 2018
Materials FY 2017 40,810,994 0.00%
procured for Transferred to
printing and DBM-PS
delivery
Current Fund:
A total of Php759 Million for Kindergarten and Grade 1 English Activity Sheets, Gr. 4 and Gr.
10 LRs are undergoing procurement. Gr. 10 Math, English, & EsP was changed to Gr. 9 AP, EsP
and Gr. 10 Music and Arts.
Continuing Funds:
For FY 2019, the 3.8 million copies of LRs was intended for Recipe Book, 4 MINIMA, and CCP
Encyclopedia was deferred and was realigned to LCP Funds.
For the remaining FY 2018 Fund, 14.67 million LRs are on-going delivery.
For FY 2017 Fund Transferred to DBM-PS:
• Gr. 2 & 8 are for revision of subject areas to be printed;
• Gr. 8 English, Filipino, Math, and EsP are ongoing delivery by Vibal;
• Basa Leveled Reader, Kinder TG & Gr. 3 EsP are waiting for price quotation from the
supplier;
• Gr. 3 AP is ongoing delivery;
• A&E and BLLM, BAC V are waiting for price quotation from supplier;
• Braille software & equipment were disqualified in the post-qualification. 9 units of
portable Braille Display delivered; and
• Manipulative toys 4 lots delivered. 3 Lots awarded to Nikka Trading on going delivery and
2 lots awarded to Asia Prime delivered.
Current Fund
FY 2018 2,990 2,990 1,042 34.84% 108 10.39%
FY 2019 1,844 1,844 99 5.39% 66 66.13%
FY 2020 931 931 4 0.45% 1 15.05%
Page 16 of 42
Continuing Fund
FY 2018 - - - - - -
FY 2019 1,949 1,949 910 46.70% 93 10.24%
FY 2020 1,640 1,640 208 12.67% 1 0.27%

Sources: FY 2018-2019 DepEd SAAODB and FY 2020 Central Office FAR-1 as of August 27,
2020.
PhP 1 Billion (Continuing Funds) was allotted for the development of SY 2020 Quarter 3 and
Quarter 4 Self-Learning Modules with private publishers. Ongoing engagement with private
publishers.
A total of PhP 759 Million (Current Fund) for Kinder and Grade 1 Activity Sheets and Grades 4, 9, and
10 LRs is undergoing procurement.
Science & Math Equipment (LTE-SME)
This program aims to provide complete packages of science and mathematics

equipment to public schools in order to address the lack of equipment and
comply with the requirements of the K to 12 curriculum.
LTE-SME targeted public schools in the Junior High School and Senior High School key stages.
FY 2018* Physical Accomplishment

Name of PAP: Learning Tools and Equipment – Science & Math Equipment
Physical Accomplishment
Performance/
Actual, Packages
Output Funding Year Target % Accomplished
Indicator Complete** Incomplete Total
(a) d/a
(b) (c) (d)
Number of TOTAL 67,889 33,070 15,213 48,283 71%
Equipment FY 2018
distributed 3,183 0 0 0 0%
(GAA Target)
(SME
Package) Other Funding
64,706 33,070 15,213 48,283 75%
Year
*Data was obtained from BAR 2018
**Complete means that all suppliers in the project have already had 100% completion of the SME Packages distribution while
incomplete means that there are suppliers that have on-going implementation of their respective contracts.
Page 17 of 42
As of year ending December 2018, the total LTE-SME target is 67,889 packages including the 64,706
packages funded by the previous years. As shown in the table above, total accomplishment is
composed of complete and incomplete actual packages delivered. Hence, there has been 75%
completion in SME Projects in other funding years while a 71% accomplishment as to the total
targets which includes the current year.
On the other hand, FY 2018 project was issued Notice of Award in December 2018. Hence, no
accomplishment was yet to be accounted during the year ending 2018.
For FY 2019, LTE-SME target beneficiaries are public Junior High Schools nationwide.
FY 2019* Physical Accomplishment

Name of Learning Tools and Equipment – Science & Math Equipment
PAP:
Performance
Actual, Packages
/Output Funding Year Target % Accomplished
(a) d/a
(b) (c) (d)
Number of TOTAL 41,893 17,568 10,037 27,605 66%
Equipment FY 2019
distributed 2,371 0 0 0 0%
(GAA Target)
(SME
39,522 17,568 10,037 27,605 70%
Year
*Data was obtained from BAR 2019, Quarter 4
**Complete means that all suppliers in the project have already had 100% completion of the SME Packages distribution while incomplete
means that there are suppliers that have on-going implementation of their respective contracts.
As of year ending December 2019, the total LTE-SME target is 41,893 packages including the 39,522
packages funded by the previous years. The current year FY 2019 GAA target is 2,371 and still on
procurement process with issuance of Resolution to Award as the last activity, hence no delivery was
made. As shown in the table above, total accomplishment is composed of complete and incomplete
actual packages delivered. Hence, there has been 70% completion in SME Projects in other funding
years while it decreases to 66% accomplishment due to additional targets for the current year FY
2019 with no deliveries yet.
LTE-SME 2020 target beneficiaries are Public Junior High Schools nationwide, categorized in to two as:
a) Last Mile Schools and b) Regular JHS as shown in the table below with the Regional Breakdown
(Recipient School) and Number of Packages.
Page 18 of 42
LTE-SME 2020 Target Beneficiary Regional Breakdown
LAST MILE JR. HIGH REGULAR JR. HIGH TOTAL TOTAL
SCHOOLS SCHOOLS NUMBER OF NUMBER
REGION
NO. OF NO. OF SME NO. OF NO. OF SME JUNIOR HIGH OF SME
SCHOOLS PACKAGES SCHOOLS PACKAGES SCHOOLS PACKAGES
Region 1 17 28 24 72 41 100
Region 2 33 48 27 81 60 129
Region 3 21 33 64 195 85 228
Region 4A 90 124 72 221 162 345
Region 4B 135 226 18 54 153 280
Region 5 69 117 70 214 139 331
Region 6 57 110 58 179 115 289
Region 7 107 181 60 183 167 364
Region 8 70 108 50 152 120 260
Region 9 63 93 23 75 86 168
Region 10 22 42 32 98 54 140
Region 11 27 56 29 87 56 143
Region 12 42 61 22 68 64 129
CARAGA 34 42 19 60 53 102
ARMM 38 52 15 46 53 98
CAR 98 117 5 15 103 132
NCR 0 0 37 140 37 140
Total 923 1,438 625 1,940 1,548 3,378
However, due to unprecedented events brought by the National Health Emergency due to Covid-
19 Project. The funds for FY 2020 was then re-aligned to support the Basic Education Learning
Continuity Plan. Hence, the FY 2020 Physical Accomplishment yielded more on the previous years.
LTE-SME 2020* Physical Accomplishment

Name of PAP: Learning Tools and Equipment – Science & Math Equipment
Performance/
Actual, Packages
Output Funding Year Target % Accomplished
(a) d/a
(b) (c) (d)
Number of TOTAL 42,404 18,418 5,646 24,064 57%
Equipment FY 2020 Re-aligned to
distributed 3,378 - - -
(GAA Target) support BE-LCP.
(SME
42,404 18,418 5,646 24,064 57%
Year
*Data was obtained from BAR 2020, Quarter 2.
**Complete means that all suppliers in the project have already had 100% completion of the SME Packages distribution while incomplete
means that there are suppliers that have on-going implementation of their respective contracts.
Page 19 of 42
As of 2nd Quarter of FY 2020, the total LTE-SME target is 45,995 packages including the funded by
the previous years. There is no additional target since the FY 2020 funds was not procured due to
operational issues brought by COVID-19 pandemic and it was re-aligned to support BE-LCP.
Moreover, the FY 2019 unutilized funds were re-aligned to BE-LCP. Overall, LTE-SME posed a 57%
physical accomplishment.
Learning Tools and Equipment – Technical-Vocational Equipment (LTE-TVL)
LTE-TVL is one of the major programs of the Department that aims to provide the
necessary tools and equipment to Technical Vocational and High Schools according
to the specializations offered and in compliance with the K to 12 program.
In the development of the Basic Education Curriculum, also known as the K to 12 Program under
Republic Act 10533 the DepEd shall be guided by the following:
Section 10.1. Formulation and Design. Pursuant to Section 5 of the Act, the DepEd shall formulate the
design and details of the enhanced basic education curriculum. The DepEd shall work with the CHED
and TESDA to craft harmonized basic, tertiary, and technical-vocational education curricula for Filipino
graduates to be locally and globally competitive.
The LTE-TVL program supports the implementation of the K to 12 curriculum by providing the
appropriate and necessary learning resources to Public Senior High Schools offering TVL
specializations.
These program’s target beneficiaries are public senior high schools nationwide.
Regional Breakdown of Technical-Vocational Livelihood Packages

SHS** Original Target
Region
Beneficiaries Packages Financial*
I 104 334 34,044
II 54 183 183,024
III 159 468 468,062
IV-A 111 390 390,051
IV-B 50 210 210,027
V 127 441 441,058
VI 112 376 376,050
VII 138 497 97,066
VIII 65 254 254,033
IX 39 163 163,021
X 69 246 46,032
XI 57 260 60,034
XII 115 284 84,037
CARAGA 66 187 87,024
Page 20 of 42
ARMM 25 74 74,009
CAR 33 97 97,012
NCR 41 136 36,018
TOTAL 1,365 4,600 4,600,612
* All figures are in thousand pesos.
** SHS Beneficiaries were selected from the BEIS list of SHS offering TVL Specializations
nationwide. Priority is given to non-recipients of previous TVL projects.
Name of PAP: Learning Tools and Equipment – Technical-Vocational Livelihood

Performance/Output Funding
Actual, Packages
Indicator Year Target % Accomplished
Incomplete Complete Total
Number of Equipment TOTAL 28,908 457 0 457 1.6%
distributed (TVL FY 2018 9,069 457** 0 457 5%
Package) Other
Funding 19,839 0 0 0% 0%
Years
**estimated based on disbursement
FY 2018 Physical Accomplishment shows that as of year ending December 2018, the total LTE-TVL
target are 28,908 packages including the 19,839 packages funded by the previous years. As shown in
the table above, total accomplishment is composed of complete and incomplete actual packages
delivered. Hence, there was a 5% accomplishment in the current year funding (2018). However,
projects under other funding years has no accomplishment rate since conduct of market survey was
the last activity of PS-DBM for the year ending 2018. Overall, LTE-TVL posed a 1.6% total
accomplishment in the year ending 2018.
These program’s target beneficiaries are senior high schools nationwide.
Table 1: FY 2019 Regional Breakdown of Technical-Vocational Livelihood Packages

Region
I 43 92 48,563
II 32 51 26,293
III 154 449 241,625
IV-A 108 297 170,351
IV-B 69 182 97,938
V 48 104 52,946
VI 247 864 479,232
VII 103 173 97,157
VIII 94 265 159,351
IX 59 146 96,652
X 102 307 161,791
XI 78 189 116,723
Page 21 of 42
XII 18 53 32,766
CARAGA 133 133 82,700
ARMM 50 50 28,990
CAR 22 37 14,517
NCR 48 155 84,984
TOTAL 1,322 3,547 1,992,581
** SHS Beneficiaries were selected from the BEIS list of SHS offering TVL Specializations
nationwide. Priority is given to non-recipients of previous TVL projects.

Actual, Packages
Number of Equipment TOTAL 35,596 2,658 0 2,658 7%
distributed (TVL FY 2019 6,688 0 0 0 0%
Package) Other
Funding 28,908 2,658 0 2,658 9%
Years
As of year ending December 2019, the total LTE-TVL target are 35,596 packages including the 28,908
packages funded by the previous years. As shown in the table above, total accomplishment is
composed of complete and incomplete actual packages delivered. Hence, there was a 9%
accomplishment in the other year funding with 2,658 actual incomplete packages delivered.
For FY 2019 (current), the status of the Central Office procurement of the LTE-TVL packages as of year
ending December 2019 are as follows: 5 lots have ongoing contract implementation, 3 lots ongoing
procurement and 4 lots for rebid. No delivery was made by the end of December 2019.
For Other Funding Years, the project status as of year ending December 2019 are as follows: for the
Central Office procured goods: the lots for Sewing Machine and Accessories and Mass Production
items have ongoing contract implementation; and the Lot for ICT-TVL equipment, out of 1,045
packages, 642 incomplete packages have been delivered. For RO and SDO/IU Procurement, 2,016
packages delivered were computed based on disbursement and yet to be validated. Thus, comprising
2,658 actual incomplete packages distributed in the year ending 2019.
For FY 2016-2017 PS-DBM procurement, as of December 2019, the Mass Production Lot has ongoing
contract implementation, but no delivery yet.
Overall, LTE-TVL posed a 6% total accomplishment in the year ending 2019.
Page 22 of 42
For FY 2020, LTE-TVL target beneficiaries are public senior high schools nationwide.
FY 2020 Regional Breakdown of Technical-Vocational Livelihood Packages

Region
I 11 28 16,564
II 27 46 23,201
III 71 117 61,213
IV-A 45 71 32,662
IV-B 30 46 30,298
V 46 90 47,202
VI 76 154 70,491
VII 102 176 94,618
VIII 32 57 30,994
IX 15 22 11,383
X 14 34 7,329
XI 23 37 23,529
XII 31 38 18,602
CARAGA 21 36 20,544
ARMM 15 24 10,968
CAR 17 36 14,531
NCR 43 188 80,766
TOTAL 619 1,200 594,893
**SHS recipient schools were selected from the List of Schools in EBEIS.
It composes of all sections from Grades 11 to 12 in each recipient school.
Priority is given to non-recipient schools from the previous project

Actual, Packages
Number of Equipment TOTAL 36,738 4,959 0 4,959 13%
distributed (TVL FY 2020 1,142 0 0 0 0%
Package) Other
Funding 35,596 4,959 0 4,959 14%
Years
FY 2020 Physical Accomplishment shows that as of year ending December 2020, the total LTE-TVL
target are 36,738 packages including the 35,596 packages funded by the previous years. As of 2nd
quarter of fiscal year 2020, the 2020 current and 2019 continuing funds were realigned to BE-LCP
due to operational issues brought about by the pandemic.
Updates on other funding years of LTE-TVL projects:
Page 23 of 42
For FY 2019 funds, as September 30, 2020, 8 lots of LTE-TVL packages have ongoing contract
implementation.
For FY2018, Lots for Sewing Machine and Accessories and Mass Production items are ongoing
contract implementation but no delivery yet. ICT-TVL equipment, 1,045 incomplete packages of
1,045 packages have been delivered. For RO and SDO/IU Procurement, 3,914 incomplete packages
delivered was computed based on disbursement and yet to be validated. Thus, comprising a total of
4,959 actual incomplete packages distributed as of FY 2020 second quarter reporting.
For Other Funding Year (FY2016-2017 PS-DBM procurement), as of December 2019, Mass
Production Lot has ongoing contract implementation, but no delivery yet.
Note: Combined financial report for both Science and Math Equipment (LTE-SME) and Technical-Vocational
Livelihood Equipment (LTE-TVL)
Current Fund
FY 2018 7,801 7,801 4,998 64.08% 284 5.68%
FY 2019 4,117 4,117 1,139 27.67% - -
FY 2020 - - - - - -
Continuing Fund
FY 2018 - - - - - -
FY 2019 2,824 2,824 1,198 42.41% 489 40.80%
FY 2020 1,045 1,045 955 91.39% - -
As of August 27, 2020 Central office FAR-1, a total amount of PhP 955 million or 91% was obligated
and the remaining 90M unobligated is used for the implementation of projects to support the Basic
Education – Learning Continuity Plan (BE-LCP). For fiscal year 2020, A total of PhP 2,708 million
current and PhP 1,933 million continuing fund was offered to Bayanihan to Heal as One Act due to
operational issues brought by the pandemic.
Page 24 of 42
DepEd Computerization Program
This program aims to improve the quality of education by providing public

schools with appropriate technologies that would enhance the teaching-
learning process and meet the challenges of the 21st century in terms of
technological advancement. Additionally, the program shall also provide new
E-Classroom packages to each public elementary school, junior high school,
and senior high school including the un-energized schools.
As stipulated in DepEd Order 78, S. 2010 or the Guidelines on the Implementation of the DepEd
Computerization Program (DCP), the recipient schools shall be selected based on the following basic
criteria:
1. Must have on-site, stable, and continuous supply of electricity and preferably with telephone
facilities (for those without electricity in secondary schools an alternative computer laboratory
package shall be provided);
2. Must have at least one (1) teacher assigned to handle Computer Education classes, to manage
the computer laboratory and willing to be trained on lab management including hardware
fundamentals and servicing;
3. Must have at least one (1) teacher for each subject of English, Science, and Math who are
specialists in their areas and willing to be trained on pedagogy-technology and to echo training to
their colleagues;
4. Must have the capacity to mobilize counterpart support from other stakeholders in the
community for needed structures/facilities;
5. Must have never been a recipient of computers from other programs such as the DTI’s-PCs
for Public Schools Projects, CICT’s-iSchools Project, etc. unless the equipment is due for
replacement and augmentation; and
6. Must have strong partnership with other stakeholders to ensure sustainability of the
program.
Included in the FY 2018 DCP target recipients are Kindergarten, Elementary, Junior High School, Senior
High School public schools, and ALS Mobile Teachers.
Name of PAP DepEd Computerization Program

Number of ICT TOTAL 81,953 46,380 57%
Packages delivered FY 2018 4,268 0  0%
Other Funding Year 77,685 46,380 60%
For FY 2018, DCP targeted a total of 4,268 ICT Packages but was not able to deliver while the other
funding years’ target is on-going delivery to its recipient schools. Additionally, ICT packages from the
FY 2018 Fund intended for SHS and FY 2015 packages for un-energized schools were transferred to
and are for procurement through DBM-PS. In total, out of the 77,685 ICT packages, 46,380 have been
delivered to recipient schools and booking up.
Page 25 of 42
For FY 2019, DCP targeted a total of 3,827 ICT packages intended for public schools in the elementary
and secondary level. Below is the regional breakdown of target by grade level.
FY 2019 Target Breakdown

Region Grade Level
Grades 4-6 JHS SHS Total
Region I 14 126 0 140

Region II 43 116 60 219
Region III 98 182 0 280
Region IV-A 358 223 0 581
Region IV-B 11 156 63 230
Region V 25 131 0 156
Region VI 104 145 0 249
Region VII 47 194 0 241
Region VIII 10 114 72 196
Region IX 104 150 77 331
Region X 24 95 79 198
Region XI 31 102 0 133
Region XII 19 240 0 259
CARAGA 64 68 54 186
ARMM 59 123 54 236
CAR 3 84 16 103
NCR 25 64 0 89
Grand Total 1,039 2,313 475 3,827
Name of PAP DepEd Computerization Program

Number of ICT TOTAL 14,342 8,523 59%
Packages delivered FY 2019 3,827 0 0%
Other Funding Year 10,515 8,523 81%
The table above shows the physical accomplishment. Since 2018 budget validity was extended until
2019, DCP was able to deliver 81% or 8,523 out of 10,515 of its backlog targets. FY 2019 targets
were also procured but failed to be delivered to its recipient schools. Overall, DCP posed a 59%
physical accomplishment of its FY 2019 and other funding year targets.
Page 26 of 42
For FY 2020, DCP revised its target from 33,414 ICT packages to 36,679 ICT packages as of September
2020. Below is the regional breakdown of DCP for FY 2020 based on GAA and the revised target as of
September 2020.
FY 2020 Target Breakdown

Region Physical Target based Revised Target as of
on GAA September 2020
CAR 466 1,501
REGION I 1,201 2,340
REGION II 1,673 2,071
REGION III 3,245 2,996
REGION IV-A 4,501 2,900
REGION IV-B 1,005 1,919
REGION V 2,086 3,126
REGION VI 3,013 3,296
REGION VII 2,289 3,057
REGION VIII 1,313 3,419
REGION IX 2,267 2,069
REGION X 1,611 2,054
REGION XI 1,558 1,751
REGION XII 1,437 1,837
CARAGA 1,254 1,677
NCR 3,486 666
ARMM 1,009 -
TOTAL: 33,414 36,679
Name of PAP: DepEd Computerization Program

Number of ICT Packages TOTAL 41,509 5,938 14%
delivered FY 2020 33, 414 0 0%
Other Funding Year
FY 2019 3,827 0 0%
FY 2018 4,268 5,938 139%
The table above shows the physical accomplishment of DepEd Computerization Program (DCP) for the
FY 2020 Current Fund and other funding year. For FY 2020, the DCP was able to deliver 5,938 packages
from its 2018 funds which was higher to its 4,268 target ICT packages. Currently, 3,765 ICT packages
out of 3,827 target ICT packages from the 2019 funding year are on-going delivery inspection. For the
2020 current fund, the DCP has 33,414 targeted ICT packages which were on-going for pre-
procurement.
Page 27 of 42
Current Fund
FY 2018 8,662 8,662 1,174 13.55% 1,135 96.64%
FY 2019 4,386 4,283 3,935 91.87% 86 2.18%
FY 2020 4,821 4,821 1,433 29.72% 7 0.50%
Continuing Fund
FY 2018 - - - - - -
FY 2019 7,487 7,487 6,141 82.02% 3,035 49.43%
FY 2020 296 296 4 1.52% 1 25.32%

Based on the latest CO FAR-1, DCP’s obligation rate is 28% due to delays in the implementation caused
by the COVID-19 pandemic. However, the FY 2020 Procurement Documentary requirements were
submitted to the DepEd Central Office – ProcService for processing and evaluation as early as February
2020.
New School Personnel Positions
This program is dedicated towards ensuring an improved proportion of the number

of teachers to the number of learners, enhanced learning, and eased workload of
its personnel given the increasing enrolment levels in public schools nationwide.
The beneficiaries of this program are the schools and learners catering to their needs by ensuring
optimal proportion of teacher-learner ratio.
In 2018, DepEd filled-up a total of 63,168 teaching positions out of 81,000 created teaching items in
all regions, accomplishing 78% of the physical target. Apart from this, 22,986 out of 33,748 teaching
items were filled-up from previous funding years 2016-2017.
Name of PAP New School Personnel Positions

Number of newly- TOTAL 81,000 63,168 78%
created teaching Other Funding Year 33,748 22,986 68%
positions filled up
Page 28 of 42
As of December 2019, 6,882 or 69% out of 10,000 created teaching positions were filled-up. While
17,562 or 66% of the 26,714 carry-over items from 2016-2018 were filled-up.

positions filled up
As of September 2020, 1,911 or 19.82% out of 9,640 created teaching positions were filled-up. While
2,806 or 22.89% of the 12,257 carry-over items from 2016-2019 were filled-up.

positions filled up
Current Fund
FY 2018 41,675 30,833 29,616 96.05% 28,102 94.89%
FY 2019 33,615 30,287 29,053 95.93% 27,495 94.64%
FY 2020 475 0 0 0.00% 0 0.00%

III. INCLUSIVE EDUCATION PROGRAM
Page 29 of 42
Inclusive Education Program
Inclusive Education is the core principle of the K to 12 Basic

Education Program. This promotes the right of every Filipino to
quality, equitable, culture-based, and complete basic education.
Through inclusive education, all Filipinos will realize their full
potential and meaningfully contribute to building the nation.
The principle of inclusion promotes institutional sensitivity and responsiveness nature, situation, and
realities of our country’s learners and directs the Department to proactively address these through
the curriculum and other interventions such as:
1. Multigrade Education Program
2. Special Education Program (SPED)
3. Madrasah Education Program
4. Indigenous People’s Education Program (IPEd)
5. Flexible Learning Options (FLO)
a. Alternative Learning System (ALS)
b. Alternative Learning System – Education Skills and Training
While inclusivity directed towards all our learners, specific target beneficiaries vary per program.
Multigrade Education Program
This funding support for multigrade schools aims to improve the teachers’ teaching
competence and the learning performance of the pupils in multigrade schools
where the enrolment does not warrant the organization of monograde classes.
Strengthening the implementation of the Multigrade Education Program in the
Philippines is one of the viable mechanisms for increasing access to quality elementary education.
Special Education (SPED) Program
This Special Education Program specifically aims to enhance access and upgrade
the quality of SPED programs and services, as well as to raise the efficiency
education services directed towards all recognized SPED Centers for elementary
and secondary schools with classes for learners with special needs.
Through the program, support funds are provided to the field to ensure the inclusion of Learners with
Special Educational Needs into the school system by providing adequate and appropriate support
mechanisms and accommodations that would cater to their unique conditions and needs.
Page 30 of 42
Madrasah Education Program
The Madrasah Education Program aims to provide Muslim learners with the
appropriate and relevant educational opportunities while recognizing their cultural
context and unique purposes for participating in the K to 12 Program offerings.
This program also intends to integrate content and competencies in the curriculum which are relevant
and of interest to Muslim learners.
Indigenous People’s Education (IPEd) Program
The Indigenous People’s Education (IPEd) Program is DepEd’s response to the right
of Indigenous People (IP) to basic education that is responsive to their context,
respects their identities, and promotes their indigenous knowledge, skills, and other
aspects of their cultural heritage.
Additionally, the IPEd Program supports the realization of the K to 12 Basic Education Curriculum,
which subscribes to the following standards and principles that are: inclusive, culture-sensitive, and
flexible enough to enable and allow schools to localize, indigenize, and enhance based on the
community’s educational and social context.
Flexible Learning Options: Alternative Learning System (ALS)

A program aimed at providing an alternative path of learning for out-of-school
youth and adults who are basically literate but have not completed 10 years of
basic education as mandated by the Philippine Constitution. Through this program,
school dropouts will be able to complete elementary and secondary education outside the formal
system.
With its version 2.0, it aims to provide opportunities for Out-of-School youth and adult (OSYA) learners
to develop basic and functional literacy skills and to access equivalent pathways in completing basic
education.
Flexible Learning Options: Alternative Learning System – Education Skills and Training
The Alternative Learning System (ALS) Integrated Education and Skills Training Program modified the
regular ALS program by integrating Technical-Vocational Training and other skills training. The
program will utilize existing DepEd expertise, particularly from the remaining technical high schools
and select Senior High Schools, and leverage partnerships with SUCs, LGUS, private sector, and CSOs,
to provide the technical-vocational and other skills training components attuned to the demands and
opportunities of the local community and the country.
The ALS Integrated Education and Skills Training Program aims to produce ALS completers that are not
only able to catch up with basic academic education but have also acquired technical competencies
suitable for immediate employment.
Flexible Learning Options: Alternative Delivery Mode (ADM)
Alternative Delivery Mode is under the umbrella of the Flexible Learning Options. It gives access to
education for learners who are enrolled in the formal school and because of various reasons cannot
Page 31 of 42
regularly attend school. It aims to save these learners from dropping out of school because of difficult
circumstances. This will also serve as the learning avenue of learners whose classes are suspended for
various reasons.
This program also aims to deliver formal education through non-formal instruction to school-aged
children who cannot regularly report to school and to those who are on emergencies (i.e, man-made
or natural) by all elementary and secondary (JHS and SHS) schools.
The following table shows the performance of the Department of Education in the implementation of
the inclusion programs as described above (see next page):
FY 2018 and FY 2019 ACCOMPLISHMENTS
Financial
Physical
Performance/ Funding (in Thousand Pesos)
Program
Output Indicator Year
Allotmen Obligatio
Target Actual % %
t n
Number of FY 2019 1,317 1,293 98.18% 26,201 14,633* 55.85%

Multigrad
Schools offering
e FY 2018 8,379 1,317 15.72% 83,026 68,318 82.11%
multigrade
Number of FY 2019 8,523 0 0% - - -

schools offering
SPED SPED **(public,
combined mono FY 2018 12,449 8,524 68.47% - - -
and multigrade)
Number of FY 2019 4,887 4,418 90.40% 359,863 200,591* 55.74%

Madrasah schools offering
ALIVE FY 2018 1,660 4,355 262.35% 505,000 474,100 93.88%
Number of FY 2019 3,025 3,034 100.30% 130,433 11,160* 8.56%

schools offering
IPEd
IPED
**(public, FY 2018 33,365 39,994 119.87% 130,433 112,644 86.36%
combined mono
and multigrade)
Number of FY 2019 34,752 26,889 77.37% 707,316 82,849* 11.71%

Community
FLO Learning Centers
(CLC) offering ALS FY 2018 34,770 25,804 74.31% 533,436 452,973 84.92%
Program
Note: FY 2019 Obligation is based on the 3rd Quarter (3Q) SAAODB, hence, will still be updated.
Page 32 of 42
IV. SUPPORT TO SCHOOLS AND LEARNERS PROGRAM
School-based Feeding Program
The School-Based Feeding Program is intended to address short-term hunger and

under nutrition by providing hot meals to undernourished (severely wasted and
wasted) Kinder-Grade 6 learners in all divisions, covering a period of 120 days. The
meal provided must meet 1/3 of the Recommended Energy and Nutrient Intakes
(RENI) for children per Phil. Dietary Reference Intake (PDRI).
Mandated by RA 11037 “An Act Institutionalizing a National Feeding Program for Undernourished
Children in Public Day Care, Kindergarten and Elementary Schools to combat Hunger and
Undernutrition among Filipino children and Appropriating Funds therefor” as one of the components
of the National Feeding Program, this is intended for undernourished public school children from
kindergarten to grade six (6) that includes the provision of at least one (1) fortified meal for a period
of not less than one hundred twenty (120) days in a year.
Mandated also by RA 11037, in coordination with other national government agencies, this is for the
incorporation of fresh milk and fresh milk-based food products in the fortified meals and cycle menu
in accordance with RA 8976, the Philippine Food Fortification Act of 2000.
The implementation of the School-Based Feeding Program (SBFP) for SY 2020-2021 aims to address
hunger and encourage learners to enroll, to contribute to the improvement of their nutritional status,
provide nourishment for their growth and development and help boost their immune system, and
enhance and improve their health and nutrition values.
Table below shows the definition of an undernourished children:
Included in the FY 2018 School-Based Feeding Program (SBFP) targets are Undernourished (severely
wasted, wasted & stunted) Kinder to Grade 6 Public School learners. Over 19% of the targeted learners
Page 33 of 42
or 33,979 beneficiaries benefited in the program as supported by the DepEd Order No. 39, series of
2017 titled Operational Guidelines on the Implementation of School-Based Feeding Program for SYs
2017-2020.
Name of PAP School Based Feeding Program

Number of Learners TOTAL
benefited from FY 2018
1,823,443 2,163,222 119%
feeding
From the beneficiaries of FY 2018, DepEd targeted an increase of 1% in beneficiaries to benefit from
the feeding program which is supported by the DepEd Order Nos. 18 and 36, series of 2019 titled
Guidelines on the Implementation of School-based Feeding Program-Milk Feeding Program
Component which aims to support the SBFP by providing fresh milk as a supplement to the hot meals
given to children beneficiaries in schools. This will eventually develop a milk-drinking habit among the
beneficiaries and is intended to help improve their nutritional status, classroom attendance, and
school performance.
Name of PAP School Based Feeding Program

Number of Learners TOTAL
benefited from FY 2019
1,836,793 1,740,612 95%
feeding
FY 2019 Regional Breakdown
For FY 2019, a total of 1,740,612 learners benefited from School-Based Feeding Program of the
1,836,793 target beneficiaries or 95% of actual beneficiaries. This program primarily aims to improve
classroom attendance and aid in improving the nutritional status of its beneficiaries.
SBFP Regional Breakdown and Allocation, SY 2018-2019
PPAN -
Total
No. Region / Division Kinder Financial
Physical
SW/W
NCR 0 169,872 366,923,520

Region I 0 90,079 194,570,640
Region II 3,129 44,932 103,811,760
CAR 10,261 6,736 36,713,520
Region III 3,909 158,609 351,038,880
Region IV-A 0 267,215 577,184,400
Region IV-B 32,648 81,022 245,527,200
Page 34 of 42
Region V 85,042 161,534 532,604,160
Region VI 49,578 173,492 481,831,200
Region VII 30,918 120,313 326,658,960
Region VIII 35,928 93,164 278,838,720
Region IX 30,221 72,787 222,497,280
Region X 34,671 73,702 234,085,680
Region XI 0 77,620 167,659,200
Region XII 61,815 83,402 313,668,720
ARMM 70,227 76,628 317,206,800
CARAGA 12,654 40,824 115,512,480
220 Grand Total 461,001 1,791,931 4,866,333,120
Page 35 of 42
Page 36 of 42
FY 2020 Regional Breakdown
Region Physical Target Revised

Target
NCR 150,870 149,920
RO I 79,114 75,531
RO II 40,234 38,186
CAR 10,629 10,433
RO III 152,967 156,981
RO IV-A 250,374 247,607
RO IV-B 80,884 83,760
RO V 177,536 166,324
RO VI 162,326 163,384
RO VII 118,538 122,710
RO VIII 94,297 89,095
RO IX 71,081 66,441
RO X 84,837 99,580
RO XI 77,240 75,679
RO XII 110,325 102,103
RO XIII 51,957 59,742
ARMM 108,256
TOTAL 1,821,465 1,707,476
Current Fund
FY 2018 5,295 5,295 4,990 94.24% 4,533 90.84%
FY 2019 4,834 4,834 3,821 79.04% 3,540 92.64%
FY 2020 237 237 0.88 0.37% 0.19 21.32%
Continuing Fund
FY 2018 - - - - - -
FY 2019 305 305 242 79.25% 211 87.08%
FY 2020 0.16 0.16 0 0.00% 0 0.00%

Page 37 of 42
Actual Feeding (Food and Milk) shall start in September 2020. Given the shortened number of feeding
days from 120 days to 60 days, the revised target of 1,775,349 learners (originally 1,821,465 GAA
Target) will be doubled to 3,550,698 learners under the food component or Nutritious Food Packs
(NFP) and shall cover secondary beneficiaries that are among stunted learners, pupils-at-risk-of-
dropping-out (PARDOs), Indigenous Peoples, and those coming from indigent families.
The Milk Feeding days shall be shortened from 60 days to 50 days with a target of 1,775,349 learners.
V. EDUCATION HUMAN RESOURCE DEVELOPMENT PROGRAM
Human Resource Training Development /Organizational and Professional

Development for Non-School Personnel
This program is dedicated to supporting 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 its personnel.
The Department issued DepEd Order No. 21, series of 2018 which aims to promote and support the
professional development and career growth of personnel in schools and learning centers as well as
teaching personnel who are performing managerial, supervisory, and administrative functions at the
schools’ division (SDO), regional (RO), and central offices (CO).
A. HRTD for Personnel in Schools and Learning Centers
1. Description
 Capacity building initiatives and interventions that develop individual competencies and
values
 Focused on instructional leadership and teaching & teaching-related functional
competencies
 Recognizes the application of different learning methodologies such as structured &
experiential learning experiences and coaching & mentoring
2. Target beneficiaries
 Teaching and Teaching-related Personnel in the CO, RO, SDO including Schools Division
Superintendents (SDSs) and Assistant Schools Division Superintendents (ASDs)
 School and Learning Centers’ Personnel including School Heads
3. Training Components
 Teacher Quality Improvement (Teacher Induction Program, Career Pathways Program,
Specialized Programs, Scholarship Programs)
 School Leaders Quality Improvement (School Heads Development Program, District and
Supervisors Development Program, Superintendent Leadership Program)
 Program Support (Policy, Planning and Research, HRD Program Management, NEAP
Operations)
B. HRTD for Organizational and Professional Development for Non-School Personnel (OPDNSP)
Description
Page 38 of 42
1. Initiatives and interventions that strengthen organizational and office effectiveness in the
areas of performance improvement, quality management, governance, structure, systems,
processes, resource management, and organizational culture
2. Capacity building initiatives and interventions that develop individual competencies and
values
3. Focused on core, managerial leadership and non-teaching functional competencies
4. Recognizes the application of different learning methodologies such as structured &
experiential learning experiences and coaching & mentoring
C. Training Components
1. Organizational Development
• Programs, projects, or activities across the Central Office, Regional Offices, Schools
Division Offices, and Schools & Learning Centers related to performance improvement,
quality management, governance, structure, systems, processes, resource
management, and organizational culture
• Supports organizational and office effectiveness through the development,
implementation, and monitoring & evaluation of relevant Human Resource and
Organizational Development (HROD) policies, systems, standards, processes, and tools
2. Professional Development (Functional)

• L&D-related activities that are designed, developed, implemented, and monitored &
evaluated by non-school-based divisions or offices
• Addresses the non-teaching functional competency needs of employees
3. Professional Development (Core and Leadership)

• L&D-related activities that are centrally designed, developed, implemented, and
monitored & evaluated by a non-school-based L&D focal office
• Addresses the core and leadership competency needs of DepEd employees and key
functional groups such as, but not limited to, the Personnel Development Committee
(PDC)
4. OPDNSP Fund Management

• Regular and day-to-day operational activities necessary to manage the fund effectively
and efficiently such as, but not limited to, those related to fund planning, implementation,
and monitoring & evaluation (M&E)
EDUCATION HUMAN RESOURCE DEVELOPMENT
Personnel 2018
Teachers trained 297,494
Teaching-related personnel 6,398
trained
Page 39 of 42
In 2018, under the Education Human Resource Development programs of the department, 297,494
teachers and 6,398 teaching-related personnel benefitted from the various training programs focused
on curriculum and professional development. This has always been a part of the priorities of the
Department of Education, to strengthen the human resource development of competencies and skills
of DepEd personnel across all levels of governance.
Name of PAP Education Human Resource Development Program

Number of teachers TOTAL
and teaching-related FY 2018
90,415 303,892 12%
staff trained
Based on DepEd’s FY 2018 Annual Report
Regional Breakdown on the numbers of teachers trained for FY 2018.

NO. OF TEACHERS
OFFICE
TRAINED
Central Office 77,010
Region
1 27,824
2 9,265
3 31,227
4a 26,779
4b 13,844
5 1,138
6 14,422
7 32,004
8 18,870
9 5,990
10 2,649
11 9,128
12 1,399
13 13,824
ARMM -
CAR 7,978
NCR 4,143
Total 297,494
Primarily, our teachers and school leaders have been the front liner service providers in the delivery
of basic education. Physical accomplishment, regional breakdown, and the corresponding financial
costs are shown below:
Page 40 of 42
95,000 247,966 261%
staff trained
Regional Breakdown for FY 2019

Number of Teachers and School Leaders Trained (which have been reported as of date)
Printing Training
Region
Target Cost Target Cost
Central Office 30,334 28,307 1066 868
1 20,053 20,238 3,407 3,395
2 23,508 23,388 3,049 2,783
4A 184 208 637 618
4B 3,035 3,035 108 108
5 6,240 5,737 1,303 1,283
6 48,280 48,340 4,187 4,190
7 35,197 34,537 1969 1770
8 17,679 16,816 4,718 4,784
10 19,486 18,937 3,076 3,057
13 (CARAGA) 23342 21477 2509 2492
CAR 574 574 1,024 1,024
TOTAL 227,912 221,594 27,053 26,372

150,000 0 0%
staff trained
Due to the continued quarantine, which prohibits any face to face activities, the program must adjust
their activities to comply with the health and safety protocols.
Page 41 of 42
Current Fund
FY 2018 3,419 3,419 2,875 84.09% 2,309 80.32%
FY 2019 1,944 1,940 1,592 82.04% 1,290 81.08%
FY 2020 1,115 1,112 16 1.40% 6 37.26%
Continuing Fund
FY 2018 - - - - - -
FY 2019 544 544 444 81.56% 318 71.70%
FY 2020 187 187 2 1.24% 1 60.65%

Due to the continued community quarantine, no face-to-face activity may be conducted. Some
activities have been deferred/cancelled but its original fund was realigned to BE-LCP and Specialized
PD programs for teachers and school leaders.
NEAP is recalibrating the budget estimates of all PAPs based on OUF/Planning Service
recommendations where programs/courses that have been deferred/cancelled due to the current
Page 42 of 42

List of Programs and Project Implementation Status As of Sept 2020 - 10012020

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List of Programs and Project Implementation Status As of Sept 2020 - 10012020

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Department of Education

Programs and Projects Status of Implementation

For FY 2019, DepEd manages 61,923 schools.

Table 1: DepEd Type of Schools per School Year (SY)

DepEd serves 28 Million learners.

Table 2: DepEd Official Enrollment Figures for SY 2018-2019 & SY 2019-2020

I. EDUCATION POLICY DEVELOPMENT PROGRAM

Policy and Research Program

(1) policy development

(2) research management

(3) sector monitoring and evaluation

FY 2018 Physical Accomplishment

Name of PAP Policy and Research Program

Name of PAP Policy and Research Program

Name of PAP Policy and Research Program

FY 2019 Physical Accomplishment

Name of PAP Policy and Research Program

Name of PAP Policy and Research Program

Name of PAP Policy and Research Program

FY 2020 Physical Accomplishment

Name of PAP Policy and Research Program

Name of PAP Policy and Research Program

Name of PAP Policy and Research Program

All figures are in million pesos.

Basic Education Facilities (BEF)

1. Construction of School Buildings

2. Provision of School Furniture

3. Classroom Repair and Rehabilitation

4. Construction of Workshop and Laboratory Buildings

5. Upgrading of School Electrical Connections

FY 2018 Physical Accomplishment

Name of PAP Basic Education Facilities – Classroom Building Construction

Name of PAP Basic Education Facilities – School Furniture

Name of PAP Basic Education Facilities – Classroom Repair and Rehabilitation

Name of PAP Basic Education Facilities – Workshop and Laboratory Buildings

FY 2019 Physical Accomplishment

Name of PAP Basic Education Facilities – Classroom Building Construction

Name of PAP Basic Education Facilities – School Furniture

Name of PAP Basic Education Facilities – Classroom Repair and Rehabilitation

Name of PAP Basic Education Facilities –Workshop and Laboratory Buildings

Name of PAP Basic Education Facilities –Upgrading of School Electrical Connections

FY 2020 Physical Accomplishment

Name of PAP Basic Education Facilities – Classroom Building Construction

Name of PAP Basic Education Facilities – School Furniture

Name of PAP Basic Education Facilities – Classroom Repair and Rehabilitation

Name of PAP Basic Education Facilities –Workshop and Laboratory Buildings

Name of PAP Basic Education Facilities –Upgrading of School Electrical Connections

All figures are in million pesos.

Textbooks and Other Instructional Materials

FY 2018 Physical Accomplishment

Name of PAP Textbooks and Other Instructional Materials

FY 2019 Physical Accomplishment

FY 2019 Physical Target vs. Physical Accomplishment by Region

NCR 532,764 192,000 724,764 184,527 168,159 570,538 923,224

RO I 278,797 153,000 431,797 100,989 83,227 357,554 541,770

RO II 208,130 125,500 333,630 74,740 62,223 374,618 511,581

CAR 97,595 136,000 233,595 32,776 28,840 326,744 388,360

RO III 619,578 270,000 889,578 228,512 188,248 566,114 982,874

RO IV-A 746,890 270,000 1,016,890 288,791 234,541 509,392 1,032,724

RO IV-B 222,422 66,500 288,922 75,953 67,666 275,552 419,171

RO V 433,427 163,500 596,927 150,489 132,573 923,036 1,206,098

RO VI 252,337 191,000 443,337 157,371 131,738 500,386 789,495

RO VII 635,042 220,500 855,542 165,725 132,446 429,918 728,089