TEMPLATE 3 –

WORKSHOP ON STRATEGIC DIRECTIONS AND ALIGNMENT (Based from Identified Key and Immediate Challenges)

PROGRAM: PERSONNEL AND LEARNERS’ SAFETY, RESILIENCY AND WELL-BEING

PROGRAM IMPLEMENTER: ALL SCHOOLS OF THE DISTRICT
Pillar RESILIENCE AND WELL-BEING

Intermediate Learners are resilient, know their rights, and have the life skills to protect themselves and
Outcomes (from BEDP) claim their education-related rights from DepEd and other duty- bearers to promote
learners’ well-being, while being aware of their responsibilities as individuals and as
members of society.
Sub-Intermediate  Learners are served by a department that adheres to a rights-based education framework at
Outcomes (from BEDP) all levels
 Learners are safe and protected, and can protect themselves, from risks and impacts from
natural and human- induced hazards
 Learners have the basic physical, mental, and emotional fortitude to cope with various
challenges in life and to manage risks

Initiative or Timeline Resources

Strategies EXPECTED Interventions
Activities (Year of Financial
OUTPUT (Programs/ Implementatio Human Physical
Projects) n)
Y1 Y2 Y3 Y4 Y5 Y6

1. Integrating •Laws, Project CHILD  Integrating 2023- PSDS, SH, CPAB, 100 1000 100 100 100 10
children’s policies, rules ( children’s rights in 2026 Teachers, Student 00 0 00 00 00 00
rights in the and classroom Guidance Handboo 0
design of all regulations, instructions Councilor k, By-
DepEd systems, , School Laws
policies, processes,
plans, Guidance
contracts,
programs, Designat
programs,
projects, e, CPC
projects and
processes
and systems activities
relative to
commitment
s towards
children’s
and learners’
rights are
reviewed,
revised,
developed,
and
implemented
in
accordance
with RBE

•Policies,
plans, as well
as programs,
activities and
projects
(PAPs)
 Review and
containing
lecture the Child
commitment
Protection and
s towards
children’s Anti-Bullying
rights and (CPAB)Manual
related
policies and
agreements
reviewed and
revised/enha
nced or
developed

•Training
modules for
DepEd
personnel on
child
rights/RBE
developed
and rolled
out

•Positive
discipline
measures are
 Implementatio
implemented
n of Child-Friendly
by teaching
Program and Child
and non-
teaching Protection Policy
personnel,
and by
Parent-
Teacher  Mobilize the
Association child protection
representativ committee in all
es schools
•Schools,
particularly
the teaching
and non-
teaching
 personnel
are aware of
issues,
actively
participate in
programs,
and strictly
observe
policies
concerning
child
protection

•A functional
child
protection
committee is
in place in
schools to
manage CP
cases for the
protection of
children and
the
promotion of
their rights

•CPU and CPC

structures
are fully-
functional

•Child
Protection
policies are
standardized,
understood,
measured,
and are
implemented
in all levels of
DepEd
governance
  Conduct of
Children’s Month
Celebration

2. Ensure that  Learning Project CHILD  Organization of 2023- PSDS, SH, CPAB, 100 1000 100 100 100 10
learners know resources on Child Protection 2026 Teachers, Student 00 0 00 00 00 00
their rights children’s Committee in all Guidance Handboo 0
and have the and learners’ schools in the Councilor k, By-
life skills to rights in District , School Laws
claim their education Guidance
education- are
related rights Designat
developed
from DepEd e, CPC
and utilized
and other  Functional
duty-bearers  Utilization of
Child
to promote CPAB Manual
Protection
learners’ well-
Committees
being
in all schools
and CLCs that
uphold child
participation
are organized
 Reporting
helplines
between
schools and
communities
to address
 Establish
child
 protection medium of
issues are communication to
established parents for easy
 School access of
focal information
personnel dissemination
capacitated
with
appropriate
skills in
addressing  SDRRM and
child SGCD are
protection capacitated with
issues appropriate skills

3. Protect •Relationships Quezonian sa Close and regular 2023- PSDS, SH, Health 100 1000 100 100 100 10
learners and with internal Sakuna interaction with 2026 Teachers, Kits, SBFP 000 00 000 000 000 00
personnel from and external Laging Handa internal and SDRRM Facilities 00
death, injury, partners Program external
and harm sustained stakeholders by
brought by involving them
natural and on school
human- activities
induced Orientation on
hazards •Capacity of disaster risk
learners and reduction
personnel on management
provision of
Mental
Health and
Psychosocial
Services
 (MHPS) to
learners and
DepEd
personnel
strengthened

•Learners
equipped
with the
knowledge,
skills,
attitudes,
and values
(KSAV) on Provision of
DRRM, DRRM supplies in
CCAM, and all schools
peacebuildin
g

•Visibility of
DRRM,
CCAM, and
peacebuildin
g key
messages
increased

•Early
Warning
Systems
(EWS) in
DepEd offices
and schools
 established

Awareness and
being watchful on
time of natural
calamities

4. Ensure •Impacts of Checking, 2023- PSDS, SH, 100 1000 100 100 100 10
learning hazards to accounting and 2026 Teachers, 00 0 00 00 00 00
continuity in learners, monitoring of SDRRM 0
the aftermath personnel, damages and
of a disaster or and schools losses
emergency monitored

•Feedback
Reporting to
and
higher offices
accountabilit
y
mechanisms
established
for learners
to report
issues/ and
concerns,
 observations,
and good Rehabilitation
practices on and re-
response, establishing of
rehabilitation damages
, and
recovery Continuing
interventions Education

•Continuing
education
program is
provided for
Tap DSWD for IEC
learners who
have
dropped out
due to early
parenting

5. Protect •Risk Assessment of PSDS, SH, 10000 100 1000 100 100 100
education assessment the impact of Teachers 00 0 00 00 00
investments data for natural and , SDRRM
from the DRRM, human induces
impacts of CCAM, and hazards
natural and Peacebuildin
human- g established
induced
hazards
•DRRM,
CCAM, and
Peacebuildin
 g Plans, Developing
Contingency contingency plan
Plans, and and implement it
Public Service
Continuity
Plans in all
governance
levels
developed

•Digital
systems and
tools to
improve the
quality,
relevance, Conduct of online
accuracy, and data-base and
inclusivity of reporting system
data analysis
for DRRM
developed
and used

•DRRM,
CCAM, and
Peacebuildin
g PPAs
monitored
and
evaluated
 Evaluation of
PPA’s

6. Provide •Guidelines to Project CARE Conduct of PSDS, SH, 10000 100 1000 100 100 100
learners with ensure the Nutritional Status Teachers 00 0 00 00 00
(
basic health health and Assessment ,
and nutrition safety of SBFP/He
services learners and alth and
school Implementation Nutrition
personnel, of OK sa DepEd Coordina
including Programs tor,
prevention of
School
COVID-19, is
Nurse
developed
and
implemented

•Health
personnel
and program
coordinators
trained on
Conduct of SLACs
key topics,
and send Health
including
Coordinators to
management
attend training
of risky
behavior and
child
protection
issues

•School-
 community
coordination
mechanisms
for health
and safety of
learners are
in place in all
schools

•Program to
address Conduct of IEC
stunting is
developed
and
implemented
for target
disadvantage
d learners

•Schools and
partners are
mobilized for
implementati
on of policies
and Coordinate with
standards on the community
health and about SBFP
nutrition, as
well as for Implementation
adolescent of SBFP
health and
development
.
  Coordination
with
Stakeholders
 Integration of
comprehensive
sexuality
education and
Adolescent
Reproductive
Health in
classroom
instructions

7. Nurture and •Effect of Project  Implementation PSDS, SH, CPAB, 10000 100 1000 100 100 100
protect students’ GUIDE of Integrative Teachers Student 00 0 00 00 00
learners' workloads, Cooperative , Handboo
mental and deadlines Learning (ICL) Guidance k, By-
psychosocial and other Councilor Laws
health activities are , School
comprehensi
Guidance
vely analyzed
Conduct of Designat
and reviewed
mental health e, CPC
•Teachers training and
trained in psychosocial
handling orientation
students among teachers
suffering
from mental
and
 psychosocial
health issues

 Strengthening
guidance and
counseling
program

8. Promote •School sports Project FIT Conduct of PSDS, SH, Athletic 10000 100 1000 100 100 100
learners' and fitness outdoor activities Teachers facilities 00 0 00 00 00
physical and development , PESS
socio- program Coordina
emotional skills framework tors
development developed

•Various
fitness and
sports Implementation
supplies, of physical fitness
materials, test
accessories,
and
equipment
provided to
schools

•Policy on
after-school
sports
programs
and physical
activities
developed
 and
institutionaliz
Encourage
ed
teachers to
•Development undergo physical
of a fitness related
competition seminars/worksh
program op
adoptable to
the needs of
time

•DepEd
Teachers and
Personnel Conduct of
are educated district athletic
and Trained meet
to provide
student-
athletes
scientific and
updated
training
programs
that is in
accordance Sports training
with the
minimum
health
standard