Dedp PPT Sdo Zambales

SULONG, DEPED ZAMBALES!
THE SIX-YEAR
DIVISION EDUCATION
DEVELOPMENT PLAN
OF THE SCHOOLS
DIVISION OF ZAMBALES
DEPARTMENT OF EDUCATION
SCHOOLS DIVISION OF ZAMBALES
BACKGROUND &
CONTEXT
DIVISION EDUCATION DEVELOPMENT PLAN
RATIONALE/BACKGROUND ON SCHOOL CLOSURES
ZAMBALES
1.1. MILLION
1.6 BILLION
learners out of
school due to
Filipino learners
stopped schooling
due to the
100%
implementation of schools reopened for limited
pandemic face-to-face classes since
remote learning March of 2022
6 COUNTRIES 18 MONTHS ELEMENTARY 52.4%

of PURE DISTANCE
where schools have LEARNING before the
remained “almost schools reopen in PH for
completely closed” between face-to-face classes
March 2020 and July 30,
2021, including Philippines 24.2% SECONDARY
AT LEAST 463M 287 SCHOOLS
learners worldwide where participated in the pilot Number of learners enrolled
unable to access REMOTE implementation which lasted in face-to-face classes last
LEARNING due to school from November 15 to SY 2021-2022
closures in 2020 December 22, 2021
RATIONALE/BACKGROUND ON LEARNING LOSSES
3 OUT OF 10 IN GRADE 3
have foundational reading skills. 9 in 10 8 in 10
Filipino children age 12 Filipino children age 15
struggle to read do not understand
simple text mathematical concepts
2 OUT OF 10 LEARNERS
have foundational numeracy skills.
8 in 10
Filipino children don't know
what they
should know
SDO
1
Zambales Learning Continuity Plan as
Immediate Action
Ensured readiness of Schools and Crafted a contextualized LCPs at the
01 Learning Centers
04
District and School Level/LC
Determined the most appropriate Oriented learners and parents

02 teachinglearning modalities
05 of the teaching-learning modalities
Provided transition guidance and Ensured a safe, healthy and

03 assistance to School Heads and 06 conducive learning environment
Teachers on the preferred modalities
Srengthened and revitalized

07 partnership with stakeholders
OPERATIONAL
FRAMEWORKS
OPERATIONAL FRAMEWORKS
OPERATIONAL FRAMEWORKS
SITUATIONAL
ANALYSIS
ACCESS
COMPARATIVE ENROLLMENT DATA
PUBLIC SCHOOLS PRIVATE SCHOOLS
'16-'17 '21-'22 '16-'17 '21-'22
12,224 K 1,073
K 9,808
ES 4,428
ES 78,269
75,182
611
44,406
JHS 8,856 2,936
JHS 36,894 13,617 6,950
7,428
SHS 3,931 SHS 3,472

INCLUSIVE EDUCATION PROGRAMS
MADRASAH 225 440 188 221
IPED - 9,351 7,579 11,008
SPED 942 2,813 2,518 2,258
ALS 5,139 6,212 4,885 8,441
SPECIAL CURRICULAR PROGRAMS
SSES 1,227 1,183 1,224

2018-2019 STE 1,993 2,196 2,246
2019-2020 SPJ 327 369 414
2020-2021 SPA 602 635 597
2021-2022 274
SPFL 274 244
SPS 304 328 257
SPTVE 1,623 1,748 1,997

NET ENROLLMENT RATE
Female NER is higher than male NER in most of
the school years across all basic education levels.
The gap is even higher at the secondary level,
both in junior high school and senior high school.
More than 100% GER among all the grade levels

was recorded, except among male Senior High
School learners. In addition, School Years 2019-
2020 and 2020-2021 also recorded less than
GROSS ENROLLMENT RATE 100% GER in the Senior High School.
EFFICIENCY INDICATOR EFFICIENCY INDICATORS
(SECONDARY) (ELEMENTARY)
2019-2020 2020-2021 2021-2022 2019-2020 2020-2021 2021-2022
100 100
75 75
50 50
25 25
0 0
Promotion Rate Cohort Survival Rate Transition Rate Drop-out Rate Repetition Rate Promotion Rate Cohort Survival Rate Transition Rate Drop-out Rate Repetition Rate
Data in the secondary reflected an increase in cohort survival rate in the current SY. Also,
sex-disaggregated data shows that more female learners tend to reach the final grade level
than males. There was a minimal difference in the school leaver rate at the elementary level
between males and females. However, this was not the same in both junior high school and
senior high school where more male secondary students than females failed to enroll in the
next grade level in the following year.
ALTERNATIVE LEARNING SYSTEM
Every year in ALS is challenging, but school year 2019-2020 is one of the most
challenging years the ALS program has gone through, as reflected in the decrease in
enrollment and the absence of other data. In terms of assessment, the ALS
implementers have conducted the Learners’ Portfolio Assessment, in place of the
Accreditation and Equivalency (A&E) Test (as per Joint Memorandum DM-OUCI-
2021-316). In the recent school year, the ALS recorded a total of 1,112 portfolio
assessment passers.
NUMBER OF SCHOOLS
PUBLIC SCHOOLS
2016 - 2022
310 312 312 312 313 313
PRIVATE SCHOOLS 94 91 91 87 89 91
2016 - 2022
SUC/LUC 4 4 4 4 3 3
2016 - 2022
The data show how a number of private schools offering elementary and junior high school
closed during the last 7 years.
EQUITY
NUMBER OF SCHOOLS
INCLUSIVE
EDUCATION
2016 - 2022
130 - 176 0-37 54-53 MADRASAH
ALS schools SPED schools IPED schools 5-5
+26.14% +100% -1.89% schools
0%
The data shows increased ALS and SPED implementers in the last six years. MADRASSAH retained
its number while one IPED school closed. MG schools also decreased in number from 35 to 32.
MULTIGRADE 2018-2019 2019-2020 2020-2021

SCHOOLS 35 32 32
TOP 5 Factors relative to school leavers, dropouts,
repeaters, low transition, and low enrolment rate
DISTANCE BETWEEN
HOME AND SCHOOL LACK OF INTEREST
FAMILY PROBLEMS
HUNGER/MALNUTRITION
PARENTS' ATTITUDE
TOWARD SCHOOLING
Number of SPED learners per area of exceptionalities
Out of the 942 learners classified under SPED, 364 or 38.64% are
classified as having an intellectual disability. Next in rank is the
autism spectrum with 140 learners or 14.86%. Hearing impairment
and learning disability come in 3rd with 130 learners or 13.80%.
Number of 4Ps Beneficiaries
A total of 17,876 families are recipients of 4Ps in the province of Zambales

in the first quarter of the current year. Out of this figure, a total of 1,003
families/ recipients of the program belong to the indigenous communities
and from Geographically Isolated and Displaced Areas (GIDA).
QUALITY
COMPLETION RATE
Female learners tend to complete their level of education as

compared to males. Also, the senior high school attained the
lowest completion rate among all the basic education levels.
NATIONAL ACHIEVEMENT TEST FOR GRADE 6 (SY 2016-2017)
NATIONAL ACHIEVEMENT TEST FOR GRADE 10 (SY 2016-2017)
All three areas of the NAT result (Problem Solving, Information Literacy, and Critical Thinking) both in
Grades 6 and 10 registered a score lower than 75.
REGIONAL DIAgnostic assessment grades 2-6
Percentage of Learners who Achieved/Exceeded the Minimum Proficiency Level
Grade
English Math Science Filipino AP MAPEH EPP/TLE ESP
Level
2 28.92 34.67
36.77 41.35 35.56
50.21
3 28.61 27.15
41.81 38.25 33.95
42.11
4 28.04 27.41 26.98 37.13 23.81 33.02
47.74
5 26.51 22.82 22.97 35.17 30.32 32.49 31.5 43.34
6 23.74 23.73 29.38 42.15 28.81 30.28 33.03 43.44
The learning areas that achieved the lowest MPL across grade levels are as follows: Grade 2
English (28.92), Grade 3 Mathematics (27.15), Grade 4 Araling Panlipunan (23.81), Grade
5 Mathematics (22.82), and Grade 6 Mathematics (23.73).
REGIONAL DIAgnostic assessment grades 7-11
Grade
Level
7 19.72 7.84 9.85 36.77 34.54 20.8 33.77 37.98
8 15.5 8.2 11.14 41.81 10.67 15.48 36.88 27.17
9 9.06 7.0 11.58 37.13 20.91 15.22 35.4 27.44
10 16.76 9.9 10.43 35.17 32.13 13.08 34.78 24.61
11 27.68 8.71 16.12 42.15 29.05 17.16 34.76 28.46
The learning areas that achieved the lowest MPL across grade levels are as follows: Grade 7
Mathematics (7.84), Grade 8 Mathematics (8.2), Grade 9 Mathematics (7), Grade 10
Mathematics (9.9), and Grade 11 Mathematics (8.71).
REGIONAL DIAgnostic assessment grade 12
Grade Level MPL
Pagbasa at Pagsuri 57.28
21st Century Lit 26.27
Gen Math 10.2
Statistics 10.4 Among all the learning areas,
General Mathematics and
Earth & Life 21.66 Statistics and Probability, both
Philosophy 26.13 Mathematics subjects, received the
lowest MPL with 10.2 and 10.4
PE & Health 31.15 respectively.
Personal Devt 37.23
Meanwhile, the subject Pagbasa at
Earth & Science 30.24 Pagsuri ng Iba't Ibang Teksto
Tungo sa Pananaliksik achieved
Reading & Writing 30.29
the highest MPL with 57.28.
Oral Communication 35.37
division ACHIEVEMENT TEST (ELEMENTARY) sy 2021 - 2022
Grade
Level
1 94.87 88.80
90.15 91.66 80.83
97.13
2 81.37 88.33
88.07 76.34 87.17
93.93
3 73.67 75.33 87.83 79.90 99.10 74.37
88.20
4 60.45 68.93 74.78 79.25 73.33 65.30 74.60 92.20
5 68.10 66.25 66.18 67.70 65.20 66.30 66.23 84.38
6 69.15 60.60 66.83 56.55 60.05 58.75 61.05 89.58
Out of the 43 results, 26 or 60.47% were not able to reach

the 80% threshold. Only the subject ESP gained 80%
above among all the learning areas.
division ACHIEVEMENT TEST (secondary) sy 2021 - 2022
Grade
English Math Science Filipino AP MAPEH ESP
Level
7 64.88 54.10 48.52 52.67 52.24 65.20 64.54
8 54.58 43.60 38.80 49.46 47.08 56.56 56.50
9 64.16 46.94 55.02 37.88 52.18 56.36 52.82
10 61.44 47.40 27.14 31.57 60.61 54.42 67.00
28 out of 28 test results were below 70%. The

lowest was Science 10 with 27.14%
FRUSTRATION READERS FRUSTRATION READERS
TO NON-READERS TO NON-READERS
PRE-COVID COVID PERIOD
3 OUT OF 10 GRADES 3 & 4

1 OUT OF 10 GRADES 1-3
2 OUT OF 10 GRADES 5 & 6

3.16% GRADES 4-6
1 OUT OF 10 GRADE 7 1.43% GRADE 7

NEARLY NUMERATES TO NEARLY NUMERATES TO
NON-NUMERATES NON-NUMERATES
PRE-COVID COVID PERIOD


4 OUT OF 10 GRADE 7
2 OUT OF 10 GRADE 7
SHS Curriculum Exits
Higher Education
67.01%
Employment
4.83%
Middle Level
20.15%
Entrepreneurship
2.26%
ALTERNATIVE LEARNING SYSTEM
ACCREDITATION & EQUIVALENCY (AE)
TEST PASSERS (PREVIOUS SY)
Basic Literacy A&E A&E

Program Elementary Junior High School
0% 84.09% 94.34%
0 Qualifiers/ 111 Qualifiers/ 1001 Qualifiers
0 Passers 132 Passers /1061 Passers
RESILIENCY &
WELL-BEING
SCHOOL-BASED FEEDING PROGRAM The figure shows significant increase
in the number of beneficiaries last
2020 and slightly decrease in year
2021. During the pandemic, SBFP
beneficiaries were incoming
kindergarten and Grade 1 to 6 learners
classified as severely wasted and
wasted based on SY 2019-2020 except
those who moved to Grade 7.
Unvaccinated DepEd Personnel
56.6%
5232
First Dose

22.2% Vaccinated
Teaching
Personnel
Second Dose
21.2% 99.1% 704
Vaccinated
Non-
Teaching
Learners Personnel
82, 313 unvaccinated 397 unvaccinated

learners personnel
COVID 19 Vaccination Status

ARH, NDEP & Mental Health
services rendered by medical personnel
2019 medical, dental and nursing services are at its
2019 peak with 91%, 90% and 88% respectively against its
physical target.
On 2020, nursing and dental services decreases its
2020 percentage of accomplishment due to the limited

activities conducted during the pandemic.
2021 On 2021, target beneficiaries of services decreased

due to the limited face-to-face activities but 100%
accomplished.
h Fo rmation 2019 2020 2021
YoutPROGRAM 3 8 8
IMPLEMENTATION
youth hour
Kabataan Kontra Droga at Terorismo
Gulayan sa Paaralan Program

GOVERNANCE
SCHOOL-BASED SCALE UP RATE
Stakeholders engagement
MANAGEMENT 32.27% augments Basic education

resources to provide
Meaningful learning
A Child and Community-centered Education Systems (ACCESs) 101 out of 313 schools experience
scale up on SBM Level of
practice in 2021.
ON THE RISE
200

BY 2028
150

COMMUNITY-BASED CONVERGENCE
100
LEARNING
50

ACCOUNTABILITY FOR
RESULTS & PERFORAMNCE

0

2019
2020 2021
There has been a significant increase in COLLECTIVE All developing (level 1) and maturing
number of schools with improved SBM LEADERSHIP (level 2) schools will scale up on
Level of practice over the past 3 years . SBM level of practice.

Human Resource Development Programs Conducted
Figure above shows the areas of focus of SDO-initiated training for the past three years. It can be visibly noted that
in 2020, competency enhancements are curriculum and instruction dominated at 62%. Due to the COVID-19
resurgence in Zambales communities, training modality was shifted virtually by 54%. In 2021, 89% of the
training was conducted virtually . To date, there are thirteen, or 39.39% are curriculum and instruction-related
training conducted since January.
HUMAN RESOURCES
NUMBER OF NON-TEACHING
NUMBER OF TEACHERS TRAINED PERSONNEL TRAINED
2019 2020 2021 2019 2020 2021

5347 TRAINED 5374 TRAINED 5414 TRAINED 749 TRAINED 749 TRAINED 764 TRAINED
TEACHERS TEACHERS TEACHERS PERSONNEL PERSONNEL PERSONNEL
100% 100% 100% 100% 100% 100%
NUMBER OF SCHOOL HEADS TRAINED LEARNING AND DEVELOPMENTACTIVITIES
2019- 80 ACTIVITIES
2021
2019
2020- 69 ACTIVITIES
2019 2020 2021 2021- 76 ACTIVITIES

313 TRAINED 313 TRAINED 297 TRAINED
SCHOOL HEADS SCHOOL HEADS SCHOOL HEADS L&D Activities include orientation,
2020 induction program, performance review,
100% 100% 100% seminar, training, workshop and writeshop
HUMAN RESOURCES
Summary of career stage of teachers based on the
Philippine Professional Standard for Teachers (PPST)
1% 8%
369 2578 SCHOOL OPCRF
8% BEGINNING 59% PROFICIENT
TEACHERS TEACHERS
32%
59%
1415 26 100% of Schools have
32% HIGHLY PROFICIENT 1% DISTINGUISHED
TEACHERS TEACHERS
Very Satisfactory
or higher
SDO Client Satisfactory OPCRF rating
Rating
4.64
RESOURCE INVENTORY
24 1:27
NEEDED SCHOOL TEACHER TO
HEADS STUDENT RATIO
SDO Interquartile Ratio (IQR)

on teacher deployment
ELEM 1.67
JHS 1.64
SHS 2.62
RESOURCE INVENTORY 292 or 93%
196 or 62.62% SCHOOLS ACHIEVING
SCHOOLS WITH IDEAL RATIO ON
LABORATORY TEACHERS
185 or 59.11% 266 or 85%

SCHOOLS WITH SCHOOLS ACHIEVING
WORKSHOP IDEAL RATIO ON
CLASSROOM
141 or 45.05%
SCHOOLS WITH 31 or 10%
FACULTY ROOMS SCHOOLS ACHIEVING
IDEAL RATIO ON SCIENCE
& MATH EQUIPMENT
0
SCHOOLS WITH
FUNCTIONAL LIBRARY 4 or 1%
SCHOOLS ACHIEVING
311 or 99.36% IDEAL RATIO ON ICT
PACKAGE/E-
SCHOOLS WITH CLASSROOM
ELECTRICITY
240 or 76.68% 1:32

SCHOOLS WITH
INTERNET CONNECTION CLASSROOM TO
STUDENT RATIO
WASH IN SCHOOLS (WINS) STATUS
9 schools maintain 3 star

3% rating for the last 3 years
Decreased number of
schools with 2-star rating.
46% From 183 last 2019 to 145 on
2021.
13.8% schools rated 1 star

4% since 2019 to 2021.
147 schools have 0-star

47% rating.
WASH IN SCHOOLS (WINS) STATUS

FINANCIAL PERFORMANCE
ADJUSTED APPROPRIATIONS OBLIGATIONS
3,0443,182 3,618 3,029 3,178 3,617
UNOBLIGATED ALLOTMENT
14,878 3,578 943
OBLIGATION % RATE
99.51% 99.89% 99.97%
2019 2020 2021

TRAININGS RESEARCH MANAGEMENT
38 37
OUTPUTS Teaching & Learning
Resources
189 235
Teaching Reading &
EXTERNAL PARTICIPATION
Numeracy
25 11
PUBLICATION Students' Achievement/
Competencies
11 3
'16-'18 '19-'21 Strategies for K to 3
Implementation Guidelines Crafted and Implemented in SDO Zambales
comparative data on
generated resources
2019 86,328,285.00
2020 13,220,662.22
2021 13,759,846.65
School Partners Out of the 313 School
2022 145 71 11
Public Sector PRIVATE Sector CIVIL SOCIETY ORG
2021
79 50 3
313 TYPES OF RESOURCES
GENERATED
2021
schools 2022
Furniture PERSONNEL SUPPORT

6 20 13 37
school supplies TECHNOLOGY
48 59 24 21
health & wellness VOLUNTEER HOURS
33 54 8 36
313 TYPES OF RESOURCES
GENERATED
2021
schools 2022
FINANCIAL SUPPORT INFRASTRUCTURE

42 96 40 65
USE OF FACILITY EQUIPMENT
0 4 23 57
2
69 less than 1 year
46 1 year
61 2 years
years
50 3 year
87 4 years and more
Number of years as School
School
Partnership Coordinator
Partnership
1
109
Data
None
96 1 training
52 2 trainings
28
training
3 trainings
28 4 trainings and more
No. of Trainings attended relative
to Partnership (past 3 years)

3
69 None
46 1 activity
activities 61
50
2 activities
3 activities
87 4 activities and more
No. of Partnership Activities
School
Conducted in School (past 3 years)
Partnership
1
Data
None 5 MOA
1 MOA 6 MOA
2 MOA and above
MOA
3 MOA
4 MOA
No. of Initiated School
partnership sealed with MOA

GRANTS
PRIVATE SCHOOLS 24.72% and 24.36%

out of 17, 925 total

ESC GRANTEES
4,431
OPERATIONS number of learners

enrolled in SY 2021-
2022 are ESC SHS VOUCHER
grantees and SHS
RECIPIENTS

13%
or 2, 358 out of 17,925 learners
voucher recipients 4,366
enrolled in private schools
participated in limited face-to- respectively. TOTAL NUMBER
face classes in SY 2021-2022,

OF LEARNERS
17,925
ENROLLMENT
or 16 schools re-opened for There has been a

19%
10,000
limited face-to-face classes in significant decrease

May 2022,
in the number of 7,500
learners in
kindergarten, 5,000
elementary, junior,
or 42 out of 84 operating
50% and senior high 2,500

private schools complied to
School Safety Assessment Tool schools over the
0
(SSAT) for SY 2021-2022. past 3 years due to 2019 2020 2021
pandemic.

SWOT ANALYSIS
REPORT
SWOT ANALYSIS Available school-based interventions for the development of
K
Identification numeracy and science process skills; Provision of Self Learning
Modules; Access to MELCs-based LRs; Robust procedure and
highly committed LRM Quality Assurance Team; Availability of
clear policy guidelines in monitoring and evaluation of program
management and curriculum implementation
Implementation of special programs and projects; High
I
S
Vaccination rate of division personnel; Continuous upgrading of
schools' SBM level of practices; Strengthened Youth Formation
Programs in Schools; Regular conduct of psychosocial
programs
Highly trained teachers in the implementation of curriculum

and instruction with various learning modalities; Availability of
T Professional Development Programs, Retooling, and Upskilling

other Capacity Building Programs for Teachers and Schools
Administrators; Regular conduct of training needs of teachers
E
Strong LGU support and increasing linkages and partnerships
between industries and SHS implementers
Lack of reference materials such as textbooks, library collection,
K
and multimedia learning resources; Lack of LR multimedia tools
and equipment; Reliability of assessment results in relation to
the preferred learning modality; Poor internet accessibility; A
limited number of registered guidance counselors
Decreasing enrolment in Special Curricular Programs; Low

transition rate in the secondary level; Lack of furniture such as
I tables and chairs; Decreasing enrolment in Private schools;
W
Vaccination rate within the community; Low vaccination rate of
learners
Scarcity of specialized teachers; Perceived (low) capability of
T
teachers on the analysis, utilization, and reporting of
assessment results; Perceived (limited) capability of school
administrators in the management of school operations and
resources
Mismatch between generated resources to the actual needs of

learners during the implementation of learning modalities;
E Partnership focus shifted from learning to health needs;

Limitations in the conduct of Partnership programs; High
turnover of partnership coordinators
Development of alternative modality for the provision and
implementation of intervention/remediation;
K Development of standardized assessment tools in literacy,

numeracy and science process skills across all grade levels;
Modification of existing interventions, best practices and
innovations from the old to the new normal education set up;
Use of online learning portal
I
LGU support to augment the different needs in school e.g.,
classrooms, reproduction of SLMs, and ICT gadgets;
Financial support for the construction of Sci-Math Lab rooms and
for the procurement of Sci-Math equipment
T
Hiring of relatively young, newly graduate and ICT literate
O
teaching and non-teaching personnel; Availability of training
packages
Increasing Private-Public Partnerships and Resource Generation
E with focus on teaching and learning; Strong community

stakeholder, and local government collaboration and support
K Curriculum change/revision; Curriculum delivery to highly
populated schools/learning centers
Disruption of classes due to implementation of future
I
lockdowns/quarantine protocols; Private/SUC/LGU school
closure; Natural and man-made disasters; Scarcity of teachers
for Special Programs
T
Mismatch of human resource; Early retirement of teachers and
T
school administrators; Inappropriate/mismatch trainings
E Permanent/temporary closure of some industry-partners; LGU

stand on SEF utilization reforms
KEY CHALLENGES -
ACCESS & EQUITY
Need of additional
schools in schoolless
Effect of pandemic
barangays on enrollment
Review implementation of
existing inclusive education and Support to IEPs
special curricular programs including ALS

KEY CHALLENGES -
QUALITY
Learners' proficiency level,

mastery of competencies, Assessment of
21st century skills, and learning
values formation
Production of more
localized learning
resources
KEY CHALLENGES -
RESILIENCY AND WELL-BEING
Vaccination rate Lack of programs
among learners relative to mental
health support
Implementation of youth Implementation of PPAs

development programs relative to health and
focused on learners' rights nutrition
Lack of programs relative

to child protection policy Mitigation of risks and
and positive discipline hazards at schools
KEY CHALLENGES -
GOVERNANCE
Scale up Rate of
Lack of furniture such as High turnover of
SBM Status
tables and chairs partnership coordinators
Low research
Lack of teaching and Low partnership
productivity
non-teaching staff engagements in school
Professional development
Support to school of teachers and A mismatch between generated
leaders instructional leaders
resources to the actual needs of
learners during the implementation of
learning modalities
Internal systems and

processes
DIVISION FLAGSHIP PROGRAMS
Sulong, DepEdZambales!
ACCESS AND EQUITY
QUALITY
RESILIENCY & WELL-BEING
GOVERNANCE
GOVERNANCE
(partnership)
STRATEGIES,
INTERVENTIONS,
MAJOR OUTPUTS
STRATEGIES INTERVENTIONS MAJOR OUTPUTS
1. Strengthen tripartite partnership with Barangay LGUs, pre-school centers,

Reach potential
and public schools 1. Activity Completion
kindergarten learners
2. Reinforce existing catchup program for five year old children or above not Report
through partnership
attending kindergarten 2. MOA/MOU
and evidence-based
3. Encourage kindergarten teachers to conduct research to support the 3. Research outputs
interventions
strengthening of kindergarten program
1. Activity Completion
1. Establish Integrated public schools in areas where access to JHS and SHS is
Report
difficult
2. Accomplished
Establish schools in 2. Convert remaining two (2) primary schools into complete multigrade
ACCESS AND EQUITY
application
barangays for easy schools
checklist
access of learners 3. Establish new secondary schools in areas with less access to secondary
3. Accomplished
education
Technical
4. Establish new schools offering Junior High School Multigrade classes
Assistance Form
Strengthen partnership
1. Facilitate and coordinate: 1. Accomplished AF1
and community
- the conduct of ALS literacy mapping; 2. MOU/MOA
linkages to reach and
- the establishment of additional learning centers in barangays; 3. Print and non-print
identify potential ALS
- and other social mobilization activities advocacy materials
learners
1. Accomplished
1. Review and strengthen the implementation of SPED program to provide Processing
Assess, review, and
quality education for learners with disabilities Checklist
strengthen the
2. Assess implementation of Special Science Elementary School (SSES) 2. Division Evaluation
implementation of IEPs
3. Assess implementation of Science, Technology, and Engineering (STE) Report
and SCPs
Program 3. Activity Completion
Report
QUALITY
1. Conduct intensive
instructional supervision 1. COT
Ensure alignment of the
through the provision of 2. Supervisory/TA Plans
curriculum, instructional
technical assistance 3. Supervisory/TA Reports
and classroom
(Classroom observation, 4. Performance
assessment methods in all
Learning Action Cell (LAC) ContractTracking Form
learning areas
sessions, coaching, mentoring, 5. ACRs
training workshops, FGD, etc.)
Ensure alignment of the

curriculum, instructional 1. Monitor and evaluate the
1. Activity Completion Report,
and classroom implementation of
2. Performance Reports
assessment methods in all advocacy/programs
learning areas
1. Produce and quality assure

Align resource provision
contextualized and 1. Quality assured Learning
with key stage learning
developmentally appropriate Resources
standards
learning resources
Assess learning outcomes

at each key stage 1. Develop/quality assure
1. Quality assured division
transition and for learners division-initiated and school-
assessment tools
in situations of based assessment tools
disadvantage
1. Child Protection
Committee
1. Implement and monitor the 2. Designation of District CP
implementation the Child Protection Policy Focal Coordinator
Ensure the implementation of
in schools 3. Child Protection Manual
programs, projects, and activities
2. Implement positive discipline measures in 4. Plan Technical Assistance
that integrate children’s and
schools and community Report
learners’ rights
3. Utilize learning resources on children’s and 5. Monitoring and Evaluation
learners’ rights in education Report
6. Activity Report
7. Learning Resources
1. Enhance access to relevant responses,

rehabilitation, and recovery-related 1. Activity Completion Report
datasets from schools 2. M&E Tool
Ensure that contingency plans are in
2. Develop and monitor the implementation 3. Comprehensive
place for continuity of learning
of DepEd inter-agency Comprehensive Rehabilitation and
Rehabilitation and Recovery Plan (CRRP) Recovery Plan (CRRP)
for disaster and emergency
1. Establish risk assessment data for DRRM,

Take interim measures to minimize CCAM, and peacebuilding 1. Zambales DRRM Database
damage brought by disasters 2. Publish research related on DRRM, CCAM, 2. Research outputs
and peacebuilding
1. Conduct school-based
services related to medical,
dental, and nursing services
Provide learners with basic
such as: immunization, 1. OK sa DepEd Program Reports
health and nutrition services
school feedings, mental
health, and psychosocial
support
Ensure protection of learners 1. Conduct study on health and

‘overall wellbeing through nutrition programs 1. Research outputs
evidence-based policies implementation
Ensure that teaching and non-

1. Conduct advocacy
teaching personnel follow
campaigns/health talks online 1. OK sa DepEd Program Reports
appropriate health and nutrition
and face-to-face
standards
1. Improve the WASH in School

status (WinS) through
provision of technical
Ensure that all schools have
assistance 1. OK sa DepEd Program Reports
health and sanitation facilities
2. Monitor food safety and
canteen operation
management
GOVERNANCE
1. Memorandum
2. Accomplishment Report
3. AIP, WFP, PPMP, APP
1. Harmonize all basic education work plans (DEDP, LRCP,
4. Calendar of Activities
SIP, AIP, WFP, SOB) with systematic and periodic M&E
Support the practice of participative, ethical, 5. Yearly SBM Technical Assistance
practices (DMEA, SMEA, AIP review
and inclusive management processes Plan
2. Conduct intensive provision of technical assistance to
among school leaders 6. SBM TA Report
strengthen School Based Management (SBM)
7. SBM STATUS Comparative Analysis
Implementation
Report
8. Training Matrix
9. ACR
Establish and conscientiously monitor the

implementation of division research agenda
1. Increase research productivity through Project
anchored from the Basic Education Research 1. Research Outputs
Research is POWER
Agenda (BERA) and Basic Education Sector
Analysis (BESA)
1. Institutionalize Meritocracy and Excellence in Human

Resource Management (PRIME-HRM) Accreditation 1. Compilation of Recruitment,
2. Introduce DepEd Enterprise Resource Planning System Selection, and Placement
Continuously improve Human Resource (HR) (DERPS) Procedures
systems and processes 3. Modernize human resource services through HR on the 2. Database
Go 3. Summary of Issues and Concerns
4. Create and Maintain Official and Standard Social 4. Action Plans
Networking Sites
GOVERNANCE
1. QMS Manual
2. QMS Process and Work Instructions
1. Implement Quality Management System (QMS) Manual
guidelines in all governance levels 3. Approved Project Proposal
2. Ensure that process owners are knowledgeable in the 4. Activity Completion Report
Review and update management system
different information systems (SGOD) 5. Scanned copy of records
3. Digitize records processes 6. Accomplished Google Forms

7. Electronic copy of
documents/records

1. Organize calendar of activities to ensure proper and 1. WFPs/SOBs/BudgetProposals

Develop modern internal systems and equitable allocation of funds Forms/Training Matrix
processes for a responsive and efficient 2. Monitor the immediate and effective implementation 2. Financial Reports (Financial
resource management of various programs, projects, and activities (PPAs) to Accountability Reports, Budget
ensure that budget are properly utilized Accountability Report)
Control & safeguard

1. Implementation of COA and Government Accounting
accountable forms, updated, complete & 1. Financial Reports
Manual mandates
accurate cash collection reports
Monitor the compliance of the SDO, schools

and learning centers to the ICT national and
1. Coordination meetings with the school recipients 1. Updated list of DCP
regional policies and standards
Implementation
GOVERNANCE STRATEGIES INTERVENTIONS MAJOR OUTPUTS
Manage ICT Solution Systems 1. Perform monitoring, maintenance,

1. Monitoring and Management
mandated by the DepEd Central, updating, back-up of all mandated
Report
Region and Division Office systems
1. Coordinate with counterpart offices

Management, Integrated and aligned
in the procurement and 1. SDO Data Center/Server
the ICT infrastructure with the
implementation of network Room/Appliances
available resources in the SDO
infrastructure and appliances
Conduct provision of judicious legal

1. Investigation report with
and technical assistance to guide all 1. Conduct preliminary investigation on-
recommendation and
governance levels in the performance line
complete records
of their duties
1. Site inspection report

2. Recommendations and
1. Strengthen monitoring mechanism
agreements based on the TA
relative to the condition of school
provided
property using appropriate
Secure adequate learning resources 3. Approved project proposals
assessment tool
and ensure ideal learning 4. Clean, safe, and Orderly
2. Mandate policies on proper storage
environment for learners storage areas
and quarterly inspection of assets.
5. Physical Count of Property
3. Develop an efficient inventory system
6. Plant and Equipment and
for supplies
Learning Resources of
various Schools
GOVERNANCE
Division Technical Assistance

Ensured coordination with
Plan, Functional
Division Field Technical Conduct of TA plan
Division/Individual TA Plans, TA
Assistance Team (DFTAT) for the implementation monitoring and
Assistance Monitoring
provision of technical assistance evaluation
Logs/Report, Technical
for the division and schools
Assistance Contracts
Ensure all private schools

Conduct regular monitoring and
implementing secondary and
provision of technical assistance
senior high school courses are TA Plans, TA Agreements
of private schools on government
receiving government
assistance received
assistance
Incremental increase on the

TA to non-government
number of government- TA Plans, TA Agreements
recognized schools
recognized schools
(PERSONNEL
QUALITY)
GOVERNANCE
Formulate needs based

Professional Development 1. Conduct Professional Development 1. NEAP Approved
Programs anchored on the Programs PD Proposals
PPSSH, PPST, and PPSS
1. List of
1. Continuously implement DepEd Zambales
Outstanding
Establish awards and Pillars to recognize deserving teaching
Personnel
recognition system in all and non-teaching personnel
2. List of GREY
governance levels 2. Recognize retirees for their selfless
Pride Awardees
service in the department
3. ACR
1. Orient beginning teachers on their duties

Ensure overall well-being of as members of the DepEd workforce 1. IPBT Portfolio
employees 2. Initiate programs relative to health and 2. ACR
wellness of SDO Zambales employees
Produce teaching and non- 1. Trained

teaching personnel that Personnel
1. Capacitate/re-capacitate teachers and
ExCEL (Experienced, 2. Activity
provide TA
Committed, Eager, and Completion
Learned) Report
GOVERNANCE
(PARTNERSHIP
Implement organized communication plans to 1. Craft division-wide communication plan

achieve clear and active communication and and lead the crafting of communication 1. Activity Completion Report
transparency plans in schools
1. Localized policy
Institutionalize processes in building partnerships 1. Craft and implement a localized policy in
2. Activity Completion Report
and linkages terms of partnerships and linkages
3. M&E Tool
1. School Needs Assessment

1. Establish partnerships with various
Engage Stakeholders to strengthen instructional 2. Deed of donation and
academic institutions according to
support acceptance
school needs analysis
3. Activity Completion Report
1. Assist and Capacitate School Governing 1. SGC List of Officers

Empower School Governing Councils in schools
Council in schools 2. Activity Completion Report
Strengthen Brigada Eskwela Activity to increase 1. Forge MOA with non-government 1. MOA/MOU
number of forged MOA/MOU organizations 2. Activity Completion Report
Encourage stakeholders to commit in the various

1. Conduct of stakeholders’ convergence 1. Activity Completion Report
programs of schools
1. Industry mapping
1. Strengthen school-industry partnerships 2. Orientation with industry
Produce globally competent senior high school 2. Conduct skills and product exhibits partners and parents
learners through partnerships and linkages through partnerships produce globally 3. Deployment of learners
competent students 4. Evaluation
5. Skills and Product Showcase
PERFORMANCE
TARGETS
ACCESS
ACCESS
EQUITY
PROGRAM 2022 2023 2024 2025 2026 2027 2028
SCHOOL 312 313 313 314 314 315 315
IPED 53 54 55 56 57 58 59
SPED 12 15 15 15 20 20 25
MADRASAH 5 5 5 6 6 6 7
MG JHS 0 2 2 2 3 3 3
QUALITY
QUALITY
QUALITY
GOVERNANCE
PROGRAM 2022 2023 2024 2025 2026 2027 2028
Schools achieving ideal ratio on classroom 85% 87% 89% 91% 93% 95% 97%
Schools achieving ideal ratio on Teachers 94% 95% 96% 97% 98% 99% 100%
Schools achieving ideal ratio on Textbooks 43% 47% 51% 55% 59% 63% 67%
Schools achieving ideal ratio on Science & Math

10% 20% 30% 40% 50% 60% 70%
Equipment
Schools achieving ideal ratio on ICT Package/E-Classroom 10% 20% 30% 40% 50% 60% 70%
SBM 88 Lv1 75 Lv1 60 Lv1 45 Lv1 30 Lv1 15 Lv1 0 Lv1
Strategic and Operational Plans 100% 100% 100% 100% 100% 100% 100%
Research Outputs 75 100 125 150 175 200 225

GOVERNANCE
PROGRAM 2022 2023 2024 2025 2026 2027 2028
Elementary schools with laboratory 73% 75% 80% 85% 90% 95% 100%
Elementary schools with workshop 64% 70% 75% 80% 85% 90% 85%
Elementary schools with faculty room 42% 50% 60% 70% 75% 80% 85%
Elementary schools with functional library 10% 25% 35% 45% 55% 65% 75%
Elementary schools with electricity 100% 100% 100% 100% 100% 100% 100%
Elementary schools with internet connection 82% 85% 87% 89% 91% 93% 95%
GOVERNANCE
PROGRAM 2022 2023 2024 2025 2026 2027 2028
Secondary schools with laboratory 36% 40% 50% 60% 70% 80% 90%
Secondary schools with workshop 64% 70% 75% 80% 85% 90% 95%
Secondary schools with faculty room 43% 55% 60% 70% 80% 85% 90%
Secondary schools with functional library 0% 25% 35% 45% 55% 65% 75%
Secondary schools with electricity 100% 100% 100% 100% 100% 100% 100%
Secondary schools with internet connection 88% 89% 90% 91% 92% 93% 94%
GOVERNANCE
PROGRAM 2022 2023 2024 2025 2026 2027 2028
Integrated schools with laboratory 41% 45% 47% 50% 55% 57% 60%
Integrated schools with workshop 22% 30% 35% 40% 45% 50% 55%
Integrated schools with faculty room 68% 70% 75% 80% 85% 90% 95%
Integrated schools with functional library 10% 20% 30% 40% 50% 60% 70%
Integrated schools with electricity 97% 100% 100% 100% 100% 100% 100%
Integrated schools with internet connection 27% 35% 40% 50% 60% 70% 80%
GOVERNANCE (PERSONNEL QUALITY)
PROGRAM 2022 2023 2024 2025 2026 2027 2028
School OPCRF 100% 100% 100% 100% 100% 100% 100%
Client Satisfaction 4.67% 4.70% 4.73% 4.75% 4.78% 4.82% 4.85%
IQR Elementary 1.67 1.67 1.67 1.67 1.67 1.67 1.67
IQR Junior High School 1.64 1.64 1.64 1.64 1.64 1.64 1.64
IQR Senior High School 2.62 2.62 2.62 2.62 2.62 2.62 2.62
GOVERNANCE (PARTNERSHIP)
PROGRAM 2022 2023 2024 2025 2026 2027 2028
Instructional
43.75M 44M 44.3M 44.6M 44.9M 45.2M 45.5M
Support
12 15 18 21 24 27 30
MOA/MOU
MOA/MOU MOA/MOU MOA/MOU MOA/MOU MOA/MOU MOA/MOU MOA/MOU
100% 100% 100% 100% 100% 100% 100%

Other PPAs implement implement implementa implement implement implemen implemen
ation ation tion ation ation tation tation
FINANCIAL PLAN,
IMPLEMENTATION
ARRANGEMENTS AND
ORGANIZATIONAL
CAPACITY
IMPLEMENTATION ARRANGEMENTS
(STRATEGIC MANAGEMENT AND OPERATIONS)
(CURRICULUM AND INSTRUCTION MANAGEMENT)
(HUMAN RESOURCE DEVELOPMENT AND MANAGEMENT)
( RESOURCE MANAGEMENT)
( PARTNERSHIP AND LINKAGES)
ORGANIZATIONAL CAPACITY (STRATEGIC MANAGEMENT AND OPERATIONS)
ORGANIZATIONAL CAPACITY (CURRICULUM AND INSTRUCTION MANAGEMENT)
ORGANIZATIONAL CAPACITY (HUMAN RESOURCE DEVELOPMENT AND MANAGEMENT)
ORGANIZATIONAL CAPACITY (RESOURCE MANAGEMENT)
ORGANIZATIONAL CAPACITY (PARTNERSHIP AND LINKAGES)
INTERFACING OF FUNCTIONAL DIVISIONS (ACCESS AND EQUITY)
INTERFACING OF FUNCTIONAL DIVISIONS (QUALITY)
INTERFACING OF FUNCTIONAL DIVISIONS (RESILIENCY AND WELL-BEING)
INTERFACING OF FUNCTIONAL DIVISIONS (GOVERNANCE)
INTERFACING OF FUNCTIONAL DIVISIONS (GOVERNANCE)
TEACHER NEEDS TEACHER NEEDS FINANCIAL PLAN
FY 2023 Needs Funding Requirements FY 2026 Needs Funding Requirements
T1 449 54,408,846.00 T1 599 126,321,313.00

PROJECTED COST FOR MOOE
T2 204 46,942,644.00 T2 322 74,095,742.00

K-G6 JHS SHS
SPET1 11 2,997,654.00 SPET1 13 3,542,682.00
SY 2022-
Total 664 104,349,144.00 Total 934 203,959,737.00 91,626,276 63,775,404 25,147,824
2023
SY 2023-
94,442,519 66,772,728 27,689,169
T1 238 50,191,106.00 T1 675 142,348,725.00 2024
T2 185 42,570,535.00 T2 369 84,910,959.00 SY 2024-

97,306,794 69,934,612 30,494,880
2025
SPET1 11 2,997,654.00 SPET1 14 3,815,196.00
Total 434 95,759,295.00 Total 1058 231,074,880.00 SY 2025-

100,312,700 73,201,739 33,249,250
2026
SY 2026-
T1 525 110,715,675.00 T1 755 159,219,685.00 103,372,995 76,643,672 36,103,975
2027
T2 292 67,192,412.00 T2 427 98,257,397.00

SY 2027-
106,580,177 80,217,891
SPET1 13 3,542,682.00 SPET1 15 4,087,710.00 2028 39,097,749
Total 830 181,450,769.00 Total 1197 261,564,792.00

FINANCIAL PLAN (FY 2023-2025
TEXTBOOK NEEDS SEAT NEEDS CLASSROOM NEEDS
FY 2023 Needs Funding Requirements FY 2023 Needs Funding Requirements FY 2023 Needs Funding Requirements
Elementary 142,006 10,650,450.00 Elementary 3,956 9,494,400.00 Elementary 56 168,000,000
Junior HS 134,889 10,116,675.00 Junior HS 4,846 11,630,400.00 Junior HS 67 201,000,000
Senior HS 88,334 6,625,050.00 Senior HS 2,938 7,051,200.00 Senior HS 48 144,000,000
Total 365,229 27,392,175.00 Total 11,740 28,176,000.00 Total 171 513,000,000
Elementary 6,682 501,150.00 Elementary 3,968 9,523,200.00 Elementary 56 168,000,000
Senior HS 9,505 712,875.00 Senior HS 3,022 7,252,800.00 Senior HS 50 150,000,000

FINANCIAL PLAN (FY 2026-2028
TEXTBOOK NEEDS SEAT NEEDS CLASSROOM NEEDS
Senior HS 10,287 771,525 Senior HS 1,286 3,086,400.00 Senior HS 32 96,000,000

MONITORING &
EVALUATION
ACCESS
EQUITY

QUALITY
GOVERNANCE
COMMUNICATION
PLAN
COMMUNICATION TARGET ACTIVITY PERSON
MESSAGES TIMEFRAME BUDGET
OBJECTIVE AUDIENCE CHANNEL RESPONSIBLE
DEDP
Presentation of RD, F2F
Schools
Presentation to November
DEDP to Regional ARD, Regional Regional None Division
the Regional 2-4, 2022
Office 3 Supervisors Presentation Superintendent
Office

Submission of
RD, DEDP Bookform to
DEDP bookform in November

ARD, Regional the Regional Online None SDO
the Regional 11, 2022
Supervisors Office
Office 3

Launching of
DEDP to the
DEDP

School November
313 School Heads Presentation to Online None SDO DIO Team
Heads/Presentati 18, 2022
the School Heads
on of DEDP theme
song
Presentation of DEDP
F2F
Schools
DEDP to the Provincial LGU Presentation to November
Regional None Division
Provincial Officials Provincial LGU 25, 2022
Presentation Superintendent
Government Officials
ANALYSIS AND
MANAGEMENT OF RISK
RESEARCH
SUPPORT
INTERNATIONAL AND NATIONAL STUDIES
Scientific American. (2022, February 15). How covid changed the world. Scientific American. Retrieved May 5, 2022, from
https://www.scientificamerican.com/report/how-covid-changed-the-world/
The future of 800 million children across Asia at risk as their education has been severely affected by the COVID-19 pandemic. (n.d.). Retrieved May
5, 2022, from https://www.unicef.org/eap/press-releases/future-of-800-million-children-across-asia-at-risk
UNESCO IIEP Dakar. Africa Office. (n.d.). Distance education in the context of COVID-19: accomplishments and perspectives in sub-Saharan Africa.
Unesdoc.unesco.org. Retrieved May 5, 2022, from https://unesdoc.unesco.org/ark:/48223/pf0000374160
Rosa, U. (2021, August 1). Covid-19 education situation analysis in Asia. UNICEF East Asia and Pacific. Retrieved May 5, 2022, from
https://www.unicef.org/eap/reports/covid-19-education-situation-analysis-asia
Situation analysis of out-of-school children in nine southeast Asian countries. Unesdoc.unesco.org. (n.d.). Retrieved May 5, 2022, from
https://unesdoc.unesco.org/ark:/48223/pf0000252749
The situation for children in Liberia. UNICEF Liberia. (n.d.). Retrieved May 5, 2022, from https://www.unicef.org/liberia/situation-children-liberia
Where are we on Education Recovery? UNICEF.org. (n.d.). Retrieved May 5, 2022, from https://www.unicef.org/lac/media/32546/file/Where-are-
we-in-education-recovery.pdf
DIVISION DATA
Achacoso, Jal M. (2021). Modular distance learning: challenges of teachers in teaching amidst pandemic
Arlega, John Spencer D. (2021). Parents as teachers: a challenge in developing reading habit at home
Aysip, Marie Flo M. (2021). “COVID 19 and the rise of the ZOOM-bies”: live experiences of elementary teachers in Botolan district towards webinars
as a tool for professional growth
Bayani, Dongil B. (2021). Challenges Encountered on Immediate Correction and Support for Reading using the Modular Learning Approach affecting
the Reading Development of Grade I-Pupils in Botolan District
Detubio, Jill D. (2021). Perceived effects of modular distance learning on parents of elementary learners
Docuyanan, Elsie V., et.al. (2020). Role of parents implementation of teaching effective reading to grade 1 learners amidst COIVD 19
Fermil, Flor Aurelyn C. (2020). Filipino reading tutorial video lessons with reading exercises, an aid for reading abilities of grade one learners
Nalicat, Krizza Anne B. (2021). Reading difficulties of Grade 1 learners in Danacbunga Elementary School amidst pandemic

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SULONG, DEPED ZAMBALES!

6 COUNTRIES 18 MONTHS ELEMENTARY 52.4%

Determined the most appropriate Oriented learners and parents

Provided transition guidance and Ensured a safe, healthy and

Srengthened and revitalized

JHS 8,856 2,936

JHS 36,894 13,617 6,950

SHS 3,931 SHS 3,472

MADRASAH 225 440 188 221

IPED - 9,351 7,579 11,008

SPED 942 2,813 2,518 2,258

ALS 5,139 6,212 4,885 8,441

SPECIAL CURRICULAR PROGRAMS

SSES 1,227 1,183 1,224

SPS 304 328 257

SPTVE 1,623 1,748 1,997

More than 100% GER among all the grade levels

MULTIGRADE 2018-2019 2019-2020 2020-2021

A total of 17,876 families are recipients of 4Ps in the province of Zambales

Female learners tend to complete their level of education as

NATIONAL ACHIEVEMENT TEST FOR GRADE 10 (SY 2016-2017)

Out of the 43 results, 26 or 60.47% were not able to reach

28 out of 28 test results were below 70%. The

3 OUT OF 10 GRADES 3 & 4

2 OUT OF 10 GRADES 5 & 6

1 OUT OF 10 GRADE 7 1.43% GRADE 7

6 OUT OF 10 GRADES 1-3

6 OUT OF 10 GRADES 4-6

Basic Literacy A&E A&E

82, 313 unvaccinated 397 unvaccinated

COVID 19 Vaccination Status

On 2020, nursing and dental services decreases its

2020 percentage of accomplishment due to the limited

2021 On 2021, target beneficiaries of services decreased

MANAGEMENT 32.27% augments Basic education

RESULTS & PERFORAMNCE

DIVISION EDUCATION DEVELOPMENT PLAN

2019 2020 2021 2019 2020 2021

100% 100% 100% 100% 100% 100%

NUMBER OF SCHOOL HEADS TRAINED LEARNING AND DEVELOPMENTACTIVITIES

2019 2020 2021 2021- 76 ACTIVITIES

SDO Interquartile Ratio (IQR)

185 or 59.11% 266 or 85%

240 or 76.68% 1:32

9 schools maintain 3 star

13.8% schools rated 1 star

147 schools have 0-star

WASH IN SCHOOLS (WINS) STATUS

2019 2020 2021

Public Sector PRIVATE Sector CIVIL SOCIETY ORG

Furniture PERSONNEL SUPPORT

FINANCIAL SUPPORT INFRASTRUCTURE

Number of years as School

No. of Trainings attended relative

to Partnership (past 3 years)

No. of Initiated School

partnership sealed with MOA

PRIVATE SCHOOLS 24.72% and 24.36%

OPERATIONS number of learners

or 16 schools re-opened for There has been a

50% and senior high 2,500

DIVISION EDUCATION DEVELOPMENT PLAN

Implementation of special programs and projects; High