Child Protection Policy

SCHOOLS NEED TO
ENSURE THAT ALL
CHILDREN IN THEIR
CARE ARE PROVIDED A
SAFE , SECURE AND
NURTURING
ENVIRONMENT IN
Child well-being
WHICH TO GROWis essential
ANDto realizing academic and
holistic success.
DEVELOP, BOTHChildINabuse
ANDand neglect are significant issues
across
OUT OFthe world. Child abuse and neglect are violations of a child’s
SCHOOL.
human rights and are impediments to the child’s education as well as
to their healthy development. The Upper Sepaka Integrated School
(USIS) endorses the UN Convention on the Rights of the Child, of which
our host country, Russia, is a signatory.

Schools should fill an important role in society as protectors of children.

Schools need to ensure that all children in their care are provided a
safe, secure and nurturing environment in which to grow and develop,
both in and out of school. Educators and school staff, having the
opportunity to observe and interact with children over time, are in a
unique position to recognize children who are in need of help and
protection. As such, educators and school staff have an obligation to
identify children who are in need of aid and protection and to ensure
that the child and family make use of the services needed to remedy
any situation that constitutes child abuse or neglect.
All staff and Teachers at Upper Sepaka Integrated School must report
suspected incidents of child abuse or neglect whenever the staff
member has reasonable cause to believe that a child has suffered, is
suffering or might suffer abuse or neglect. Reporting and follow up of
all
suspected incidents of child abuse or neglect will proceed in accordance
with the USIS child protection policy.
USIS believes that a child’s welfare is paramount. Every child has a right to
be safeguarded from harm and to have their welfare safeguarded. USIS
seeks to be a safe haven for students who may be experiencing abuse or
neglect in any aspect of their lives. As such, USIS will distribute this policy
every year to all parents and new hires, will highlight this policy annually
to students, will provide regular training for all staff, and will make every
effort to use appropriate diligence hiring practices to ensure the safety of
children. In the case of a staff member reported as an alleged offender,
AAS will conduct a full investigation following a carefully designed course
of due process, keeping the safety of the child at the highest priority.
How are abuse and Neglect may be...
 Physical - failure to provide necessary food or shelter, or lack of
neglect defined? Definitions of abuse are
appropriate supervision (this would include failure to provide proper
adult guardianship, such as leaving children unsupervised at home for
any extended period of time)
complex and culturally based, influencing child-rearing behaviours,
 Medical - failure to provide necessary medical or mental health
gender and role responsibilities and expectations. The primary
treatment.
determination of abuse is that it is dependent on some form of a
relationship that is used to meet the need of the more powerful person, Possible indicators of neglect include…
either a member of the family, a staff member, or a friend. Research  Child is unwashed or hungry
guides much of the definitions that are based in understanding the  Parents are uninterested in child’s academic performance
impact of certain behaviours. Neglect is failure to provide for a child’s  Parents do not respond to repeated communications from the school
 Child does not want to go home
Physical abuse may involve...  Parents cannot be reached in the case of an emergency.
Emotional Abuse is...  Hitting, shaking, throwing,
poisoning, burning or scalding,
A pattern of actions, such as drowning, suffocating, or otherwise

inattention to a child’s
emotional needs, failure to
provide psychological care, or
permitting the child to use
alcohol or other drugs.
Specific example may
include...
 verbal humiliation
 refusing to acknowledge
presence of child
 invasion of privacy for no
specific reason
 Violent threats, etc.
Can include grooming for
non-sexual purposes such as
radicalization.
Sexual
causing physical harm to a child
Sexual abuse is committing or allowing
 Creating a substantial risk of
any sexual offense against a child to be
physical harm to a child’s bodily
committed. This includes intentionally touching either directly or through
functioning
clothing, the genitals, anus, or breasts of a child for reasons other than
 Committing acts that are cruel or
hygiene or child care purposes.
inhumane regardless of observable
injury, such as implementing
Sexual abuse has some different characteristics of child abuse that
extreme discipline which
demonstrates a disregard of a
warrant special attention. While physical abuse is often the result of
immediate stress and not usually planned, sexual abuse requires
child’s pain and/or mental suffering
planning. The planning, referred to as grooming, often results in victims
 Engaging in actions or omissions
accepting the blame, responsibility, guilt and shame for the sexual
resulting in injury or creating a
behaviour of the offender. Sexual abuse requires far more secrecy than
substantial risk to the physical or
other forms of child abuse, making it more difficult to identify and report.
mental health or development of a
child
Many victims, through the process of grooming, are taught that the sex is
 Fabricating the symptoms of, or
a form of love, and the children can present as happy and well-adjusted
deliberately induces illness in a
with no negative symptoms because of their perception of being loved.
child
 Failing to take reasonable steps to
Working with the sexual offender cannot be done by school counsellors.
prevent the aforementioned
occurrences.
Possible indicators of sexual abuse
 Sexual knowledge, behaviour or use of language not appropriate to age
level
 Unusual interpersonal relationship patterns
 Venereal disease in a child of any age
 Evidence of physical trauma or bleeding to the oral, genital, or anus areas
 Difficulty in walking or sitting
 Refusing to change into physical education (PE) clothes or fear of
bathrooms
 Child running away from home and not giving any specific complaints
 Not wanting to be alone with an individual
 Pregnancy, especially at a young age
 Extremely protective parenting
Bullying
refers to any severe, or repeated use by one or more students of a written,
verbal or electronic expression, or a physical act or gesture, or any
combination thereof, directed at another student that has the effect of
actually causing or placing the latter in reasonable fear of physical or
emotional harm or damage to his property; creating a hostile environment
at school for the other student; infringing on the rights of another student
at school; or materially and substantially disrupting the education process
or the orderly operation of a school; such as, but not limited to the
following:
 Any unwanted physical contact between the bully and the victim
like punching, pushing, shoving, kicking, slapping, tickling,
headlocks, inflicting school pranks, teasing, fighting and the use of
available objects as weapons;
 Any act that causes damage to a victim’s psychological and/or
emotional well-being;
 Any slanderous statement or accusation that causes the victim
undue emotional distress like directing foul language or profanity
at the target, name-calling, tormenting and commenting negatively
on victim’s looks, clothes and body;
 “Cyber-bullying” or any bullying done through the use of
technology or any electronic means. The term shall also include
any conduct
resulting to harassment, intimidation, or humiliation, through the
 use of other forms of technology, such as, but not limited to
texting, email, instant messaging, chatting, internet, social media,
online games, or other platforms or formats as defined in DepEd
Order No. 40, s. 2012; and
 Any other form of bullying as may be provided in the school’s child
protection or anti-bullying policy, consistent with the Act and this
IRR
The term “bullying” shall also include:
 “Social bullying” – refers to any deliberate, repetitive and
aggressive social behavior intended to hurt others or to belittle
another individual or group.
 “Gender-based bullying” – refers to any act that humiliates or
excludes a person on the basis of perceived or actual sexual
orientation and gender identity (SOGI).
Student Discipline in Handling
 Upon complaint, the child and the parents/guardians shall be
informed in writing;
 The child shall be given the opportunity to answer the complaint in
writing, with the assistance of the parents/guardians;
 If necessary, the school head shall call for a conference between
the parties;
 The decision of the school head shall be in writing, stating the facts
and the reasons. The penalty of suspension for one (1) week may
be imposed by the school head, if such is warranted.
 The decision of the school head may be appealed to the schools
division superintendent.
 If the penalty is suspension for more than one (1) week, the same
shall be subject to the approval of the schools division
superintendent.

Procedures for reporting suspected cases of child
abuse or neglect…
Step 1 Staff will discuss any child report or reasonable cause for
suspicion of abuse or neglect with the child protection officer or grade-
level counselor within 48 hours. The child protection officer or
counselor will take initial steps to gather information regarding the
reported incident and form a school-based response team, which will
include the school nurse, child protection officer, counselor,
psychologist, and other individuals as the principal sees fit. In all cases,
follow-up activities will be conducted in a manner that ensures that
information is documented factually and that strict confidentiality is
maintained.
Based on what is learned, a plan of action will be Step 2
developed to assist the child and family. We acknowledge that actions
must be mindful of nationality and status in the country. This plan may
include any of the following:
 In-class observations of the child by a member or members of
the school response team.
 Discussions between the child and child protection officer or
counselor in order to gain more information. For younger
children these discussions may include drawing pictures and
playing with dolls to gather more information.
 Meeting with the family to discuss the school’s concerns.
 Referral of the student and family to external professional
counseling. In cases where outside authority is deemed
necessary, one or more of the following may take place:
 Notification to the management of the sponsoring
employer or the welfare office of the home-of
record.
 Consultation with the family’s respective embassy
or consulate.
 Consultation with local authorities
Step 3 After a reported and/or substantiated case of child abuse or
neglect, the following will occur
 The child protection officer or counselor will maintain contact with
the child and family to provide support and guidance.
 The child protection officer or counselor will provide the child’s
teachers and the principal with ongoing support.
 The child protection officer or counselor will provide resource
materials and strategies for teacher use.
 The child protection officer or counselor will maintain contact with
the outside therapist to discuss the child’s progress in school.
All case documentation will be kept in the child’s school confidential records
file. In addition, USIS will make every attempt to share this information to
protect the child, and student records sent to schools will be flagged, letting
the receiving school know there is a confidential file for the child.
For the Staff...
Guidelines:
Every member of staff at the school is responsible for contributing
to the safety and wellbeing of pupils at the school. All staff need to be aware
of the information below and follow the guidelines contained there as part
of that responsibility. For the Staff... When a child reports abuse or there is
reasonable cause to believe that abuse is occurring, the staff member must
talk to the child’s child protection officer or grade level counsellor as soon as
possible and no later than 48 hours. The child protection officer or
counsellor and reporting staff member will then meet with the division
principal to take initial steps to gather information regarding the reported
incident. The child protection officer or counselor and principal will form a
school-based response team as needed to address the report. This response
team will include the school nurse, counselor, psychologist, and other
individuals as the principal sees fit. In all cases, follow-up will be conducted
in a manner that ensures information is documented factually and that strict
confidentiality is maintained. The following procedure will be used:
1. Interview staff members as necessary and document
information relative to the case.
2. Consult with school personnel to review the child’s history in
the school. And report status of case to school director.
3. Determine the course of follow-up actions.
4. At all steps along the way records will be taken and reporting
will take place.

Recognizing Abuse and neglect are forms of
child maltreatment. Somebody
when a may abuse or neglect a child by
inflicting harm, or by failing to
child may be
prevent harm. Children may be abused in a family or in an institutional or
community setting; by those known to them or, more rarely, by a stranger.
at may
They risk
be abused by an adult or adults or another child or children. If any
member of staff has significant concerns about the welfare of a child, they
should immediately make them known to the child’s child protection officer or
grade level counselor at the school. These concerns may include:
Physical abuse
Physical abuse may involve a parent or care-taker:
 Hitting, shaking, throwing, poisoning, burning or scalding, drowning,
suffocating, or otherwise causing physical harm to a child.
 Physical harm may also be caused when a parent or care-taker
fabricates the symptoms of, or deliberately causes illness in a child.
Emotional abuse
Emotional abuse is the severe and persistent negative effects on a child’s
emotional development through persistent emotional maltreatment. It may
involve:
 Conveying to children that they are worthless or unloved, inadequate,
or unvalued.
 Not giving the child opportunities to express their views, deliberately
silencing them or making fun of what they say or how they
communicate
 Developmentally inappropriate expectations being imposed on
children. These may include interactions that are above the child’s
developmental capability, as well as over protection and limitation of
exploration and learning, or preventing the child from participating in
age-appropriate social interaction.
 Seeing or hearing the ill treatment of another.
 Serious bullying (including Cyberbullying), causing children frequently
to feel frightened or in danger
Some level of emotional abuse is involved in all types of child maltreatment,
though it may occur alone.
Sexual abuse
Involves forcing or enticing a child to take part in sexual activities, not
necessarily involving an act of violence, whether or not the child is aware of
what is happening. The activities may involve:
 Physical contact, including assault by penetration (e.g., rape, or oral
sex) or non-penetrative acts such as masturbation, kissing, rubbing
and touching outside of clothing.
 Non-contact activities, such as involving children in looking at, or in
the production of, sexual online images, watching sexual activities, or
encouraging children to behave in sexually inappropriate ways, or
grooming a child in preparation for abuse (including via the internet).
Sexual abuse is not solely perpetrated by adult males. Women can also
commit acts of sexual abuse, as can other children.
Neglect
Neglect may involve a parent or carer failing to:
 Provide adequate food, clothing and shelter (including exclusion
from home or abandonment)
 Protect a child from physical and emotional harm or danger
 Ensure adequate supervision (including the use of inadequate care-
givers)
 Ensure access to appropriate medical care or treatment.
It may also include neglect of, or unresponsiveness to, a child’s basic
emotional needs.
Guidelines for record keeping
Well-kept records are essential in situations where it is suspected or
believed that a child may be at risk from harm. Records should:
1. State who was present, time, date and place;
2. Use the child’s words wherever possible;
3. Be factual/state exactly what was said;
4. Differentiate clearly between fact, opinion, interpretation,
observation and/or allegation;
5. Be written in ink and signed by the recorder.

MGA ALITUNTUNIN NG PAARALAN
PALAGIAN AT MAAGANG PAGDALO SA KLASE:
1) Pumasok at palaging dumalo sa klase.
2) Ipagbigay—alam kaagad sa guro kung liliban sa klase ng hindi
inaasahan.
3) Iwasan ang pag-iwas  sa klase ng hindi  pa tapos ang takdang oras
4) Ipabatid sa guro ang pag-iwan sa klase kung kinakailangan  bunga ng
pagkakasakit  o di maiiwasang dahilan.
5) Pumasok sa paaralan, sampung minuto  bago magsimula ang klase.
6) Iwasang  magpakalat- kalat pagkadating sa paaralan.
GAWI O KILOS SA LOOB NG SILID-ARALAN:
1) Laging pumasok na handa para sa mga aralin.
2) Maging magalang sa pananalita sa lahat ng oras.
3) Ugaliin ang pagdadala ng sariling gamit sa paaralan.
4) Makinig ng mabuti sa lahat ng oras.
5) Hintayin ang pagkakataon mo na makapagsalita.
6) Ibalik/Isauli ang aklat, upuan at iba pang kasangkapang sa tamang lugar
matapos gamitin.
7) Simulan at tapusin kaagad ang mga gawain.
8) Iwasang abalahin ang kamag-aral habang gumagawa.
9) Maging matipid sa paggamit ng mga kagamitang pampaaralan.
SEREMONYA SA PAGTATAAS AT PAGBABA NG WATAWAT:
1) Ugaliing makibahagi sa pagtataas ng watawat.
2) Tumayo nang matuwid at sumabay sa pagkanta ng  Pambansang Awit
at sa pagbigkas ng panunumpa ng Katapatan.
3) Awitin ang Pambansang Awit at bigkasin ang Panunumpa nang buong
linaw at may damdamin.
4) Mataimtim na pagmasdan ang watawat habang itinataas o ibinababa
ito.
5) Pumunta sa mga silid-aralan nang maayos at tahimik matapos ang
pagtataas at pagbaba ng watawat.
6) Dumating sa takdang oras kapag naatasang manguna o mangasiwa sa
seremonya ng pagtataas at pagbababa ng watawat.
GAWI O KILOS SA PAARALAN, PASILYO AT HAGDANAN:
1) Maging alerto sa mga hudyat na tinutunog ng kampana.
2) Gamitin nang wasto ang mga basurahan sa pagtatapon ng basura.
3) Maglaro ng mga kapaki-pakinabang na mga laro.
4) Iwasan ang paninigarilyo.
5) Iwasan ang anumang uri ng sugal.
6) Iwasan ang paggamit  ng mga mahahalay o malalaswang pananalita.
7) Magkaroon ng pagpipigil sa sarili sa pagsira sa mga halaman, puno at
pag-akyat sa mga bakod at gate.
8) Panatilihin ang katahimikan at kaayusan sa pagpasok at paglabas ng
silid-aralan.
9) Ugaliing laging nasa gawing kanan sa pagdaan sa mga pasilyo at maging
sa pag-akyat o pagbaba ng hagdanan
10)Humingi ng pahintulot sa guro kung lalabas ng silid-aralan. Isuot ang
"Hall ID Pass"kung magtutungo sa palikuran, kantina o saanmang lugar
sa paaralan.
11)Iwasang magpagala-gala sa mga pasilyo; umuwi kaagad sa bahay
pagkatapos ng klase.
12)Iwasan ang pagtigil sa mga gilid at tabi ng silid-aralan na mayroong
nagkaklase.
13)Sinumang mag-aaral na mahuling gumagala sa oras ng klase ay dadalhin
sa Guidance Office at ipapatawag ang magulang. 
PAGGAMIT NG MGA LUGAR PAMPAARALAN SA PALIKURAN:
1) Panatilihin ang kalinisan ng upuan, hugasan ng kamay, dingding at sahig
ng palikuran.
2) Buhusan ang inidoro matapos itong gamitin.
3) Iwasang magkaroon ng pagbabara sa mga inidoro.
4) Maghugas ng kamay pagkatapos gumamit ng palikuran.
5) Iwasang kumain,maglaro at mag-aral sa loob ng palikuran.
SA INUMAN:
1) Gamitin nang wasto ang inuman; iwasan ang paghuhugas dito.
2) Panatilihing malinis ang inuman.
SA KANTINA:
1) Tangkilikin ang mga produkto/paninda sa kantina ng paaralan.
PANGANGALAGA SA MGA PAG-AARI NG PAARALAN:
1) Lagyan ng cover ang mga aklat, iwasan ang pagpunit o pagsulat sa
bawat pahina ng mga ito.
2) Panatilihing malinis ang mga dingding, bakod at tarangkahan ng
paaralan.
3) Panatilihing malinis ang mga upuan at mesa , iwasan ang pagsulat  sa  2) Pangalagaan at ingatan ang mga bagay na pag-aari ng paaralan.
mga ito.
4) Isara nang mabuti ang mga gripo matapos itong gamitin.
5) Pangalagaan ang mga halaman at bulaklak sa hardin ng paaralan.
6) Linisin ang mga kasangkapan at kagamitan, ibalik sa tamang lugar
matapos itong gamitin.
7) Gamitin nang maayos ang mga kagamitang panlaro.
GAWI O KILOS SA PALATUNTUNAN AT KAPULUNGAN:
1) Dumating sa itinakdang lugar sa tamang oras.
2) Maghintay nang tahimik sa pagsisimula ng palatuntunan.
3) Manatilihing tahimik habang may nagbigay ng tanging bilang.
4) Pumalakpak nang tama sa pagpapakita ng pagkalugod sa katatapos
na bilang o kung nais pang itoý pabalikin.
5) Ugaliing nakaupo upang makita ng mga nasa likuran ang programa.
6) Iwasan ang pagsipol, pagpadyak ng mga paa o pagsasagawa ng di-
kanais-nais na kilos.
7) Lumisan sa kapulungan ng tahimik at maayos.
MGA BAGAY NA DI-DAPAT GAWIN:
PANGKALAHATANG TUNTUNIN SA KILOS/GAWI SA PAARAN:
1) Magsuot ng malinis at nararapat na kasuotang pampaaralan, ugaliing
nakakabit ang ID.
2) Magalang na bumati sa mga guro at iba pang kawani sa paaralan.
3) Maging masayahin.
4) Igalang ang lahat ng kawani ng paaralan.
5) Umiwas sa pagsali sa mga illegal na samahan.
6) Iwasan ang pagdidikit ng mga illegal na poster at pagsusulat o
pagdudumi sa mga dingding at pader ng paaralan.
7) Umiwas sa mga di kanais-nais na gawain tulad ng pangingikil,
PUPILS CODE OF CONDUCT
MGA TUNGKULIN AT RESPONSIBILIDAD NG MGA
MAG-AARAL:
1) Sundin at igalang ang mga alituntunin ng paaralan.
3) Panatilihin ang katahimikan at kaayusan sa loob         ng paaralan.
4) Huwag magdadala sa loob ng paaralan ng mga       bagay na
nakasusugat, inuming nakalalasing, ipinagbabawal na gamot, sigarilyo
at malalaswang         babasahin.
5) Respetuhin ang bawat mag-aaral, mga guro, mga         magulang o
tagapag-alaga at mga empleyado ng          paaralan.
6) Pumasok sa takdang oras araw-araw na malinis at maayos ang
katawan.
7) Makinig sa guro sa oras ng klase at mag-aral nang mabuti.
8) Gawin ang mga takdang-aralin at magpasa ng    proyekto sa takdang
oras kung kinakailangan.
9) Iwasan ang paggamit ng anumang “electronic device” sa oras ng klase.
10)Pagsuot ng ID sa loob ng paaralan.
11)Iwasan ang pagkkukulay o pagha-highlight ng buhok, paglalagay ng nail
polish sa kuko, pagsusuot ng hikaw para sa mga lalaki at paglalagay ng
make-up para sa mga babae.
1) Pananakot o pagbabanta sa kapwa mag—aaral, sa dignidad o pag-aari
niya o ng sinumang miyembro ng kanyang pamilya.
2) Pagsunod-sunod o pagmamatyag sa pang-araw-araw na gawain ng
isang tao na may masamang intensiyon.
3) Pagkuha o pagsira sa pag-aari ng iba.
4) Paggamit ng mga salitang nakasasakit sa damdamin ng iba.
5) Pagkakalat ng tsismis, panunukso, pang-iinsulto o pangungutya
sa isang tao, may kapansanan man o wala.
6) Pisikal na pananakit gaya ng mga sumusunod: suntok, tulak, sipa, sampal,
hampas o palo, kurot, untog, sakal, kutos o batok, kalmot, anumang bagay sa
kapwa at iba pa.
 8) Pagsali sa Gang at Fraternity.
9) Pagkontrol sa kalayaan ng kapwa mag-aaral.
10) Panghihikayat na huwag kausapin o awayin ang kapwa kamag-anak.
11) Pagguhit, pagpapakita o paghawak sa anumang maselang bahagi ng
katawan ng  isang tao.
12) Cyber-bullying o pambu-bully gamit ang makabagong teknolohiya o
anumang “electronic device” gamit ang internet.
13) Paghihiganti sa taong nagsumbong o tumestigo tungkol sa anumang
naganap na pambu-bully.

MGA KARAMPATANG PARUSA:

Unang Pagkakamali
1) Ipatatawag ng Child Protection Committee ang magulang o guardian
upang pag-usapan ang insidente ng pambu-bully.
2) Magkakaroon ng kasulatan tungkol sa anumang
mapagkakasunduan.

Pangalawang Pagkakamali

1) Hindi bibigyan ng sertipiko ng Good Moral Character.

2) Suspensyon na hindi lalampas ng isang linggo.
3) Ang batang “nag-bully”, kasama ang magulang o tagapag-alaga, ay
dadalo sa counseling sessions na itatakda ng paaralan.

Paalala: Kung ang pambubully ay nagresulta sa isang “serious physical

injury” o pagkamatay.

1) Ipagbibigay-alam agad ang insidente sa opisina ng :

A. Schools Division Superintendent
B. Local Social Welfare and Development
2) Suspensyon na hindi lalampas sa tatlong linggo.
3) Pagpapatalsik sa paaralan.
 Republic of the
Philippines
Department of
Education
Surallah District IV

Upper Sepaka
Integrated
School
SCHOOL
HANDBOOK

Respect – Love - Learning - Contribute

 This Student
Handbook
belongs to:
Name: __________________________________________
Gender: ______ Age: ________ LRN: __________________
Contact Number: __________________________________
Home Address: ___________________________________
Father’s Name: ___________________________________
Mother’s Name: __________________________________
Guardian’s Name: _________________________________
In case of emergency please notify:
Name:
Address:
Relationship:
Contact Number:
Date of first entry in school:
____________________________
FOREWORD
The Student Handbook provides information
regarding student’s involvement in the curricular, co-
curricular and extra-curricular activities of the school. It
serves as a resource document of the policies, rules and
guidelines of the school for any courses of action and
decisions. This will judiciously define and clarify the
relationship among students as well as the administration,
faculty and staff. This handbook also includes information
about the school, its services and facilities that the
students can avail. Through this, the students will be
properly guided and made aware of their responsibilities,
accountabilities and obligations, as well as understand
their commitment to the administration for their well-
being.
To you dear student, Welcome to UPPER SEPAKA
INTEGRATED SCHOOL! You are all encouraged to study
hard and enjoy the opportunities offered to you by
thisinstitution.
 THE DEPED THE DEPED
WeVISION
dream of To MISSION
protect and promote the right of every
Filipinos Filipino to quality, equitable, culture-based, and
who passionately complete basic education where:
love their country
and whose values Students learn in a child-friendly, gender-
and competencies sensitive, safe, and motivating environment.
enable them to Teachers facilitate learning and constantly
realize their full nurture every learner.
potential Administrators and staff, as stewards of the
and contribute institution, ensure an enabling and supportive
meaningfully to environment for effective learning to happen.
building the nation. Family, community, and other
stakeholders are actively engaged and share
OUR CORE VALUES
As a learner- responsibility for developing life-long learners.
centered public
institution, Maka-Diyos
the Department of Maka-tao
Education
continuously Makakalikasan
improves itself
to better serve its Makabansa
stakeholders.