Unpacking of

MATATAG AGENDA
Directions: Kindly, reflect the division commitment to the MATATAG agenda using the template below. Disregard CO commitments that are not applicable to the division.

EXISTING SUPPORT POLICIES &

COMMITMENTS BASELINE/ CURRENT STATE PROGRAMS/ POLICY ACTIONS Indicators SDO Commitment per Item Lead Functional Division Support Functional Division Timelines
PROGRAMS
MAke the curriculum relevant to produce competent, job-ready, active, and responsible citizens

Currently, MELCs are utilized; ●      Basic Education Curriculum (BEC) ● Completion of the K to 12 Outcome indicators: Upholding the highest level of teaching practice in the delivery of BEC
commenced the revision of the ●      SHS Program curriculum review
curriculum ●      Joint Delivery Voucher Program ● Implementation of the revised K *Percentage of learners achieving at Readiness of SHS towards the 4 Exits College, Work, Entrepreneurship, middle
K to G10 curriculum being (JDVP) for Senior High School to 10 curr (incl. Orientation of field least the minimum level of proficiency in level skills
finalized Technical Vocational and Livelihood implementers on the revised K to -English
SHS curriculum is undergoing Specializations 10 CGs) -Filipino Integrating future thinking strategies to classroom instruction
review ●      DO 31 s. 2012 - Policy Guidelines -Mother Tongue (except Tagalog)
Finalized the general and on the Implementation of Grades 1 to Policy Action: -Numeracy Continuous improvement of competency-based assessment
1.  We will revise the K
learning area curriculum shaping 10 of the K to 12 Basic Education ● Integrate emerging
to 12 Curriculum to
papers Curriculum (BEC) Effective School Year competencies and concepts *Percentage of learners attaining at
make them more
Reviewed the revised K to 3 CGs 2012-2013 including 21st century skills, least the minimum level of proficiency in Consolidation of output of the Master Teachers based on the 3 day training on
responsive to our
●      RA 10157 - Kindergarten discipline, and patriotism literacy and numeracy standards the assessment with PISA aligned questions
aspiration as a nation,
Education Act of 2012 ● Align the curriculum of both
to develop lifelong
●      RA 10533 - Enhanced Basic formal and nonformal education Evaluation of the crafted Assessment with PISA aligned questions in 3 learning
learners who are
Education Act of 2013 targeting competencies to prepare Output Indicator: areas
imbued with 21st-
●      DO 20 s. 2014 - Additional learners for life, work and ● Number of learning areas with revised
century skills,
Information and Corrigendum to DepEd sustainable development curriculum standards and competencies Provision of sample formative and summative questions with PISA aligned
discipline, and
Order No. 31 s. 2012 ● Develop/align assessment questions
patriotism.
●      DO 8 s. 2015 - Policy Guidelines framework and appropriate
on Classroom Assessment for the K to performance measures for the Adaption of Project UNITE Unified Measure of Achievement in a Technology-
12 Basic Education Program desired learning outcomes based evaluation
●      DO 51 s. 2015 - Guidelines on the
Implementation of the SHS Program in
Existing Public JHSs and ISs,
Establishment of Stand-Alone Public
SHSs, and Conversion of Existing
Congested K to 3 curriculum Public
● Basic Elementary
Educationand JHSs Into
Curriculum (BEC Policy Action: Integrate competencies across existing learning areas
Stand-Alone
● DO 12 s. 2015 SHSs- Guidelines on the ● Reduce the number of Learning Outcome indicators:
Overall, based on the findings ●      DO
Early 76 s. 2016
Language, - Senior
Literacy, andHigh Areas *Percentage of [Stage 1] learners
that K to 10 Curriculum is School Manual
Numeracy Operations
(ELLN): Volume One
Professional achieving at least the minimum level of
●      DO 21 s.Component
congested, it is recommended to Development 2019 - Policy Guidelines proficiency in
reduce the number of learning on the
● DO K 47tos.12 Basic
2016 Education
- Omnibus Policy on -English
Program
competencies from 2016 CG of Kindergarten Education -Filipino
11,714 to 3,531 CG -Mother Tongue (except Tagalog)
2. We will reduce the -Numeracy
number of learning Developed CGs fro Key Stages
areas in K to 3 from 7 1,2 & 3 *Percentage of learners attaining at
to 5 to focus on ● Key Stage Standards least the minimum level of proficiency in
foundational skills in ● Grade Level standards literacy and numeracy standards
literacy and numeracy ● Learning Area Standards
in the early grades, ● Learning Competencies *Percentage of learners in situations of
particularly among disadvantage (disaggregated by group)
disadvantaged achieved at least the minimum level of
students. proficiency in (a) functional literacy, (b)
numeracy, and (c) 21st century skills

Output Indicator:
● Number of learning areas
implemented in K-3 focusing on
foundational skills in literacy and
numeracy

Drafted the National Reading ● ELLN,PRIMALS (ECARP)
Program ● DO 12 s. 2015 - Guidelines on the Adopt unified reading and
Early Language, Literacy, and
Numeracy (ELLN): Professional
Development Component
● DO 14 s. 2018 - Policy Guidelines
on the Administration of the Revised
Philippine Informal Reading Inventory
3. We will strengthen ● Basic Education Curriculum (BEC)
our literacy and ● National Reading Program
numeracy programs ● National Math Program
● DO 39 s. 2012 - Policy Guidelines
on Addressing Learning Gaps and
Implementing a Reading and Writing
Program in Secondary Schools
Effective School Year (SY) 2012-2013
Policy Action: Outcome indicators: Intensifying Division literacy-numeracy program responsive to learner's needs
● Percentage of learners achieving at
mathematics programs least the minimum level of proficiency in
-English
-Filipino
-Mother Tongue (except Tagalog)
-Numeracy
● Percentage of learners attaining at
least the minimum level of proficiency in
literacy and numeracy standards
Output indicator:
● Number of schools implementing
literacy and numeracy programs in line
with the standards

4. We will revitalize Dismal Reading and ● Regional Science High School ● Capacity building of Special Outcome indicators: Continuous recognition of schools qualified to offer Special Curriculum
our Reading, Science mathematics proficiency ● Science Technology and Curriculum Programs *Percentage of learners achieving at Programs
and Technology, and Engineering (STE) Implementers and materials least the minimum level of proficiency in
Math programs by Proficiency of students achieving ● Special Science for Elementary development -English
utilizing the gains of at least a minimum proficiency Schools (SSES) -Filipino
previous programs. level SY 2017-2018: Policy Action: -Mother Tongue (except Tagalog)
The programs will be 1) in G2 & 3 ● Define the -Numeracy
with local and Math - 27.07 standards/requirements for
international best Reading - 56.03 Science education program *Percentage of learners attaining at
practices, consulted 2) at the end of Elem least the minimum level of proficiency in
with experts, and will Math - 17.57 literacy and numeracy standards
be research or Reading - 17.69
evidence-based 3) at the end of JHS Output indicators:
Math - 13.05 ● Number of program and/or policies
Reading - 36.37 (relative to Reading, S&T, and Math
(Source: ELLNA c/o BEA-EAD) programs) assessed/evaluated

5. We will improve Dismal English and mathematics ● DO 16 s. 2012 - Guidelines on the Policy Action: Outcome indicators: Upholding the principles of communicative competence in teaching
English proficiency proficiency Implementation of the Mother Tongue- ● Adopt a revised language policy *Percentage of learners achieving at
while recognizing Based Multilingual Education (MTB- ● Revise the Mother Tongue- least the minimum level of proficiency in
linguistic diversity. We MLE) Based Multilingual Education -English
will work towards the ● DO 55 s. 2015 - Utilization of (MTB-MLE) implementing -Filipino
goal of English Language Mapping Data for Mother guidelines to determine appropriate -Mother Tongue (except Tagalog)
language proficiency Tongue-Based Multilingual Education models to account for the diversity -Numeracy
within the context of a (MTB-MLE) Program Implementation of communities and orthography
multilingual nation ● NSPC development for teaching and *Percentage of learners attaining at
● DPCJ learning least the minimum level of proficiency in
literacy and numeracy standards

Output indicators:
● Percentage of schools implementing
English Language learning area in line
with the standards

6. We will review the On-going impact evaluation of ● DO 55 s. 2015 - Utilization of ● Evaluation/comprehensive Outcome indicators: Continuous implementation of the existing MTB-MLE Program
implementation of the MTB-MLE by Innovations for Language Mapping Data for Mother review of the MTB-MLE program *Percentage of learners achieving at
Mother Tongue-based Poverty Action (IPA) facilitated Tongue-Based Multilingual Education least the minimum level of proficiency in
Multilingual Education by Planning Service and BLD (MTB-MLE) Program Implementation Policy Action: -English
Policy, guided by the ● ALIVE ● Revise the Mother Tongue- -Filipino
basic principle that, Based Multilingual Education -Mother Tongue (except Tagalog)
among others, learners (MTB-MLE) implementing -Numeracy
learn when taught in a guidelines to determine appropriate
language that they models to account for the diversity *Percentage of learners attaining at
understand of communities and orthography least the minimum level of proficiency in
development for teaching and literacy and numeracy standards
learning
Output indicators:
● Percentage of schools implementing
MTB-MLE in line with the standards
7. We will further Values Education is already
intensify the values integrated in the K to 12
formation of learners Curriculum to provide and
in curriculum and promote values education at all
teaching, particularly levels of education system for
through the Good the development of the human
Manners and Right person committed to the building
Conduct and Values of “a just and humane society”
Education in and an independent and
adherence to Republic democratic nation. This is to
Act 11476 ensure that the core values of
Maka-Diyos, Makatao,
Makakalikasan, and Makabansa
are instilled among the learners.
● DO 19 s. 2019 - Policy Guidelines Policy Action: Outcome indicators: Re-integrate GMRC contents in all learning areas
on the K to 12 Basic Education ● Implement the IRR of GMRC ● Learners satisfaction rating on
Program Rights-based Education (RbE)
● DO 41, S. 2003 – Values Education
in the Basic Education Curriculum
● DO 32 s. 2013 - Reiterating DECS Output indicators:
DepEd Order No. 53 s. 2001 ● Number of GMRC and Values Ed
(Strengthening the Protection of curriculum materials produced
Religious Rights of Students)

8. We will embed the DepEd - DRRMS in partnership
culture of peace in our with UNICEF developed the
curriculum to develop documentation of Good
learners who are peace Practices on Schools and
builders in Communities in Armed Conflict
communities Situations to showcase studies
of notable peace-building
practices and initiatives on
establishing and maintaining
learners and schools as zones of
peace.
● DO 62 s. 2011 - Adopting the
National Indigenous Peoples (IP)
Education Policy Framework
● DO 46 S. 2013 - Guidelines on the
Madrasah Education Program and
Utilization of the Support Fund
● DO 40 s. 2011 - Amendment to
DepEd Order 51 s. 2004 (Standard
Curriculum for Elementary Public
Schools and Private Madaris
● DO 32 s. 2019 - National Policy
Framework on Learners and Schools
as Zones of Peace
● Curricular intervention through Outcome indicators: Shaping desirable characters and traits among learners in all learning areas
unpacking and alignment of peace ● Learners satisfaction rating on Rights-
competencies across learning based Education (RbE)
areas
Output indicators:
● Number of curriculum materials
produced aligned to the peace
education

9. We will integrate Climate change concepts are Basic Education Curriculum (BEC) ● Field Validation of the Learning Outcome indicators: Development of materials focusing on environmental education and alignment of
“peace competencies” currently integrated in Science, ● DO 19 s. 2019 - Policy Guidelines Resource Packages (LRPs) ● Learners satisfaction rating on Rights- peace competencies
such as social Health AP, EsP, Math, English, on the K to 12 Basic Education onEnvironmental Education across based Education (RbE)
awareness EPP & TLE, Music, Art, and PE Program the K to 12 Curriculum
responsibility, care for ● DO 32 s. 2019 - National Policy ● Curriculum unpacking and
the environment, value DRRMS has been promoting Framework on Learners and Schools alignment of peace competencies Output indicators:
for diversity, self- climate education and resiliency as Zones of Peace across learning areas ● Number of curriculum materials
esteem, positive through different programs, ● DO 37, S. 2015 – THE produced aligned to the peace
character, resilience, projects, and activities aligned COMPREHENSIVE DISASTER RISK Policy Action: education
and human security with the K to 12 curriculum. REDUCTION AND MANAGEMENT ● Enhanced curriculum
into the various (DRRM) IN BASIC EDUCATION incorporating peace competencies
learning areas of the K FRAMEWORK
to 12 Curriculum

10.We will be Confidential in nature (current) BEC ● DepEd offices openness to Outcome indicator: Collaborate with education partners in enhancing curriculum guides according to
transparent with ● DO 19 s. 2019 - Policy Guidelines share curriculum guides to ● Level of stakeholders engagement in the needs of the industries
curriculum guides. We on the K to 12 Basic Education requesting party / stakeholders the curriculum development
will share our draft Program
curriculum guides with ● DO 14 s. 2018 - Policy Guidelines Output indicator:
interested education on the Administration of the Revised ● Number of stakeholders involved in
stakeholders to help Philippine Informal Reading Inventory the curriculum development
us develop a robust
curriculum

11.We will be Not publicly circulated ● INFORMATION SYSTEMS ● Share test data to requesting Outcome indicators: Collaborate with education partners in crafting policy formulation of Division
transparent about our ● DO 36 s. 2014 - Revised Data researchers/stakeholders *Percentage of learners attaining at literacy-numeracy program responsive to learner's needs
test scores. We will Per DO 55, s. 2016, BEA shall Gathering Forms for School Year 2014- least the minimum level of proficiency in
make our test data only provide and release to 2015 and Data Dictionary of the literacy and numeracy standards
available for external stakeholders the Enhanced Basic Education Information
researchers and assessment data for 10% of the System (EBEIS) Output indicators:
analysts to aid us in actual number of examinees per ● DO 45 s. 2017 - Guidelines on the ● Number of external and internal
making evidence- year. Updating the Basic Education Statistics researchers accessed to test scores as
based policy decisions for the Beginning of School Year 2017- basis for program/ policy formulation
2018 in the Learners Information
System and Enhanced Basic Education
System
● DO 32 s. 2018 - Policy Guidelines
on the Collection of Data/ Information
Requirements for Beginning School
Year 2018-2019 in the Learner
Information System and Enhanced
Basic Education Information System
● OPEN DATA
● NASBE

12.We will share Currently not shared with NASBE Policy Action: Outcome indicators:
sample test items with teachers ● DO 8 S. 2015 – Policy Guidelines on ● Amend DepEd Order 55 s.2016 ● % of teachers with satisfactory rating
schools and teachers Classroom Assessment for the K To 12 and define protocols in sharing in the classroom observations (focus on
to strengthen the use Basic Education Program sample test items the “assessment” domain in PPST)
of assessment to ● DO 27 s. 2022 - Conduct of Rapid
improve the teaching Assessment in School Year 2021-2022 Output indicators:
and learning process for Learning Recovery as well as in ● Number of improved curriculum
Preparation for the 2024 Baseline materials aligned with the national
System Assessment assessment standards
● DO 17 s. 2020 - Additional ● Number of teachers trained on the
Provisions to DepED Order No. 13 s. use of assessment result to improve
2020 (Readiness Assessment Checklist teaching and learning process
for Learning Delivery Modalities in the
Learning Continuity Plan of Private
Schools

13.We will engage with ● Conducted Senior High ● IMMERSION PROGRAM
CHED and TESDA, and School Tracer Study by BCD ● BEC
various industry ● Conducted Consultations with ● DO 32 s. 2016 - Addendum to
partners to address the the Academe and Industry DepEd Order 3 s. 2016 (Hiring
issue of skills Sector on SHS Curriculum Guidelines for Senior High School
mismatch in our Senior (SHS) Teaching Positions Effective
High School Program School Year (SY) 2016-2017)
● DO 30, S. 2017 – Guidelines For
Work Immersion
● DO 40 s. 2015 - Guidelines on K to
12 Partnerships
Policy Action: Outcome indicators: Collaborate with HEIs to ensure that the skills of learners in the basic education
● With CHED, the adoption of ● % of SHS graduates enrolled in the compliment the required skills in College
clearly defined requirements for the SHS track-aligned programs in:
entry of completers of basic ○ Higher Education
education in higher education, and ○ Technical Vocational Skills Education
to ensure the complementarity of ● % of SHS graduates employed by
basic and higher education. the industry.
Output indicators:
● Number of industry partners
engaged in the curriculum development
(with MOA in partnership)

14.To make our There are companies who have ● Senior High School Voucher
graduates employable, doubts on SHS graduates Program
we will appeal to the competencies ● Learning Tools and Equipment -
industry, and to TechVoc and Livelihood
employers, to accept ● Joint Delivery Voucher Program
our students in work (JDVP) for Senior High School
immersions, and hire Technical Vocational and Livelihood
them when they Specializations
graduate.
● DO 40 s. 2015 - Guidelines on K to
12 Partnerships
● DO 30, S. 2017 – Guidelines For
Work Immersion
● Senior High School curriculum
review and revision
● Development of research
instrument and orientation of the
Regional and Division focal for
SHS Tracer Study SY 2018-2019
and onwards
Policy Action:
● Establish Industry Boards in
order to assist in providing labor
market information, updating of
curricula, and upskilling of the
learners
● With the CSC and DOLE, study
and update the qualification
standards for suitable positions, in
both the public and private sectors,
for completers of basic education
Outcome indicators: Continuous conduct of research
● Percentage of SHS graduates hired
after graduation
● Percentage of SHS learners
completed work immersion
requirements
Output indicators:
● Number of industry partners with
MOA in work immersions
● Number of companies / employers
employed K-12 graduates
● Number of companies / employers
accepted SHS learners for the work
immersion program
● Duration of school-to-work transition
of SHS graduates

TAke steps to accelerate the delivery of basic education facilities and services
1. We have recently SIMO is finalizing its workplan ● DepEd Order 1 s.2023: Revised ● Develop a monitoring tool Outcome indicators: Update data on classrooms and auxiliary facilities on a periodic basis
created the School charging to BEFF-EAO which will Designation of Undersecretaries and (application) to engage different ● Proportion of schools and community
Infrastructure and include the funding for the Assistant Secretaries to their Strands stakeholders to validate and learning centers (CLCs) achieving ideal
Facilities Strand. This development of the monitoring and Functional Areas of provide feedback on newly ratio on classroom
strand will be devoted application Responsibilities and Revised Signing established and repaired ● Proportion of schools with functional
entirely to addressing Authorities classrooms. library, and faculty’s/teachers’ room
long-standing issues ● DO 35, S. 2017 – Revised
on educational Guidelines On The Implementation of Policy Action: Output indicators:
facilities and the Basic Educational Facilities Fund ● Issue a DepEd Order to ● No. of CLCs constructed
infrastructure ● BEFF formally create the SIMO
● Gabaldon
● LMS

We will build more ● In FY 2022, DepEd has
resilient schools and constructed 11,574 classrooms
classrooms. For 2023, ● Recurring problem on design,
we have the budget to substandard construction
build around 6,000 ● 104,536 of schools buildings
classrooms are in good condition
● 100,072 school buildings
need minor repair
● 89,252 school buildings need
major repair
● 21,727 school buildings are
for condemnation
● 8,740 school buildings have
been condemned or for
demolition
● DepEd Order 64 s. 2017:
Establishing the Minimum Performance
Standards and Specifications for
DepEd School Buildings
● DepEd Order 6 s.2021: Re-
Establishment of Minimum
Performance Standards and
Specifications for DepEd School
Buildings Using Alternative
● DO 35, S. 2017 – Revised
Guidelines On The Implementation of
the Basic Educational Facilities Fund
● Revised Implementing Rules and
Regulations of RA 9184 (Government
Procurement Reform Act)
● BEFF
● QRF
● GABALDON
● LMS
● Assess the implementation of
DepEd Order 64 s.2017 and 6
s.2021
Policy Action:
● (Proposed Policy Agenda)
Issue an updated performance
standards and specifications for
DepEd School buildings
Outcome indicators: All constructions with funding under SEF or donations shall adopt the DepEd
● Proportion of schools and community standard school buildings. Perform repair and rehabilitation of classrooms
learning centers (CLCs) achieving ideal
ratio on classroom
chapter 12: social infra (PDP)
Classroom-to-pupil ratio (same with
bullet 1 BEMEF)
Water and sanitation (Watsan) facility to
pupil ratio
Output indicators:
● No. of classrooms constructed
according to standards and
specifications
● watsan, faculty rooms, library, etc?

3. We will commit to 158,779 classrooms are needed ● BEFF Policy question: Outcome indicators: Utilize SEF for the construction of school buildings
close the remaining to be constructed based on the ● QRF ● Do we maintain the current ● Proportion of schools and community
gaps in school latest computed classroom ● ODA planning parameters on the learning centers (CLCs) achieving ideal
infrastructure with requirement ● LMS classroom and teacher to learner ratio on classroom
policies to eliminate ● DO 35, S. 2017 – Revised ratio? ● Client satisfactory rating of DepEd
corruption, and Guidelines On The Implementation of offices’ respective stakeholders [on the
insulate the allocation the Policy Action: financial resource management systems
of school building ● Request DBM for the and processes in DepEd]
funds from withdrawal of the plan to devolve
politicization the School Building Program Output indicators:
● No. of classrooms constructed
according to standards and
specifications

4. We will establish In BEDP 2030, DepEd targets to ● DO 56, S. 2011 – Standards For Policy question: Outcome indicators: Increase the number of relevant learning resource materials for learners and
fully-functional library have a fully-functional library Philippine Libraries ● How efficient is the Proportion of SDOs with (Elementary teachers
hubs in our division hubs to all schools by the end of ● DO 35, S. 2017 – Revised implementation of existing library and secondary) with functional library
offices 2030. Guidelines On The Implementation of hubs? Will it be more efficient if we hubs
the Basic Educational Facilities Fund establish libraries in every school?
Output indicators:
● No. of functional library hubs
constructed.

5. We will provide ● 38,060 (96.9%) elementary ● BEFF Policy action: Outcome indicators: Upgrade existing electrical supply and distribution lines
schools with schools have electricity supply ● DO 35, S. 2017 – Revised ● Formulate guidelines on the BEMEF EM #3: Proportion of schools
electricity. In the next 5 ● 9,553 (95.7%) Junior High Guidelines On The Implementation of electrification of schools for the (Elementary and Secondary) with
years, we will work Schools have electricity supply the Basic Educational Facilities Fund complete electrification of all public connection to electricity
towards providing ● 6,881 (92.7%) Senior High schools and learning centers SDG Commitment: Proportion of
electricity especially in Schools have electricity Supply schools with access to electricity
our last-mile schools

6. We will provide e- ● 75.68% of Elementary ● DCP ● Update inventory and develop Outcome indicators: Seek assistance from the LGU and other partners to provide additional
classroom packages schools have access to ● DO 78, S. 2010 – Guidelines on the info system for ICT tools and ● Proportion of schools achieving ideal computer packages.
for teaching and computers as of 2021 Implementation of the Deped equipment ratio on ICT Package/E-classroom
learning. Each package ● 82.26% of JHS have access Computerization Program (DCP) ● Proportion of schools (elementary,
will consist of 46 to computers as of 2021 ● DO 46, S. 2011 – Revised JHS, and SHS) with access to
laptops, 2 charging ● 80.83% of SHS have access Guidelines on the Implementation of computers for pedagogical purposes
carts, 2 wireless to computers as of 2021 the Deped Internet Connectivity Project (SDG)
routers, and 1 smart ● 2,413,046 computer units (DICP)
TV. This will accelerate (notebook/netbook, android ● INTERNET CONNECTIVITY Output indicators:
the integration of ICT tablet, tablet PC, Desktop, and ● FLO ● No. of of ICT packages procured
in teaching and Desktop Virtual Terminal) have ● % of schools recipient of ICT
learning and been provided to schools and packages
institutionalize blended learners ● No of ICT packages delivered to
learning schools and CLCs

7. We will optimize the ● 25,164 (64.1%) of Elementary ● DCP Policy Action: Outcome indicators: Provision of capacity building to LR coordinators in preparation for the migration
use of technology, Schools have internet ● INTERNET CONNECTIVITY ● Amend or update existing ● Proportion of schools and community of LRMDS portal
both online and offline, connectivity ● FLO policies, such as the Learning learning centers (CLCs) achieving ideal
to ensure that learners ● 7,296 (73.1%) of Junior High ● DO 78, S. 2010 – Guidelines on the Resources Management and ratio on:-Learning resources and Offering of Flexible learning options to learners under special cases such as
have opportunities to Schools have internet Implementation of the Deped Development System (LRMDS) learning materials (LRs and LMs) those with learning difficulties
learn even in the event connectivity Computerization Program (DCP) and adopt the National Education -Science and Math equipment
of a pandemic or other ● 5,092 (68.6%) of Senior High ● DO 46, S. 2011 – Revised Portal to promote access of -Multimedia package
emergencies Schools have internet Guidelines on the Implementation of teachers and instructors to
connectivity the Deped Internet Connectivity Project available learning resources, and SDG:
(DICP) to support blended learning ● Proportion of schools with access to
● DO 76, S. 2011 – National Adoption instruction, innovative pedagogies the Internet for pedagogical purposes
and Implementation of the Learning and online evaluation and
Resources Management And assessment. ● Proportion of schools with learning
Development System (LRMDS) ● Institutionalize flexible learning continuity plan and sufficient resources
options and blended learning to continue education amidst the
strategies to address different emergencies
learning needs of learners
Output indicators:
● % of schools provided with
accessible internet connection
● No. of online and offline resources
produced for learning continuity amidst
emergencies ( as needed)

8. We will digitize our DepEd has piloted the computer-
essential processes, based National Achievement
including our national Test
assessments
● DCP
● DO 78, S. 2010 – Guidelines on the
Implementation of the Deped
Computerization Program (DCP)
● National Education Portal (NEP)
● Revival of the enhanced BEIS
● Opening up datasets generated
from DepEd’s Information Systems
for actionable insights
● Digitization of learners’ school
forms and usage of Artificial
Intelligence to lessen the ancillary
tasks of teachers
Outcome indicators: Coordination between ICT and Division Testing Coordinator in the provision of
● Client satisfactory rating of DepEd Technical Assistance to Schools in the conduct of national assessments
offices’ respective stakeholders (internal
& external) [on the user interface and
accessibility of digitized national
assessments]
● % of schools with access to digital
national assessments

Output indicators:
● Number of national assessments
conducted using the digitized version
● Number of national assessments
materials translated into computer-
based/digital platform
9. We will launch our There are four education portal ● DCP ● Adoption of the National w Adoption of the National Education Portal. Make sure that the schools have
National Education which are Learning Resource ● DO 78, S. 2010 – Guidelines on the Education Portal stable internet connections to access the National Educ. Portal.
Portal or NEP, which Portal, Learning Management Implementation of the Deped
will provide a dynamic System, E-Saliksik, and Computerization Program (DCP)
“one-stop-shop” Assessment Registration and ● DO 14 s. 2022 - Adoption of E-
platform available to all Administration Saliksik: The DepEd Research Portal
basic education ● DO 76, S. 2011 – National Adoption
stakeholders, such as Through the Office Order No and Implementation of the Learning
teachers, learners, and 2022-062, s. 2022, the National Resources Management And
parents. The NEP will Education Portal-Technical Development System (LRMDS)
substantially cut down Working Group was created ● NEP
the manual process,
reduce transaction
costs and eliminate
errors due to human
intervention

10.We will strengthen Actual accomplishments
the complementarity SY 2021-2022
between public and
private schools ESC
through the seamless
implementation of the SHSVP - 1,138,623
Government
Assistance and
Subsidies program of
the DepEd with the
creation of the
Voucher Program
Management Office
● ESC Policy Action: Outcome indicators: Intensify the provision of technical assistance to private schools in their
● SHS Voucher Program ● Review and amend the ● Proportion of eligible private schools application to ESC and Voucher Program
● DO 38 s. 2016 - Clarifications and guidelines in implementing receiving government assistance
- 1,018,773 Additional Information to DepEd Order programs under the Expanded ● Proportion of teachers in private
(89%) No. 26 s. 2015 (Detailed Guidelines on Government Assistance to schools receiving teacher salary subsidy
the Implementation of the Senior High Students and Teachers in Private ● Percentage of recognized schools or
(83%) School (SHS) Voucher Program) Education, or E-GASTPE, as schools with recognition
● DO 32 s. 2022 - Guidelines on provided for by Republic Act 8545, EM#3 (BEDP) Proportion of schools
Eligibility and Application for Senior to expand access, ensure achieving ideal ratio on classroom and
High School Voucher Program for relevance, and improve teachers
School Year 2022-2023 implementation mechanisms.
● DO 18 s. 2016 - Policies and Output indicators:
Guidelines on the Implementation of ● Number of private schools
the Government Assistance to Students implementing E-GASTPE in line with the
and Teachers in Private Education standards
(GASTPE) Program Effective School ● (PREXC) No. of Grantees:
Year 2016-2017 ○ ESC (JHS)
● DO 20, S. 2017 – Guidelines on the ○ SHS (Voucher)
Implementation of the Educational ○ JDVP
Service Contracting and Teachers’
Salary Subsidy Programs in Junior High
School Effective School Year 2017-
2018
● DO 01, S. 2018 – Amendment to
DepEd Order No. 20, S. 2017
(Guidelines on the Implementation of
the Educational Service Contracting
and Teachers’ Salary Subsidy
Programs in Junior High School for
School Year 2017-2018)
11.Working with Final draft is undergoing legal ● DepEd Order 88 s. 2010: 2010
private school review Revised Manual of Regulations for
organizations, we will Private Schools
also speed up the ● DepEd Order 11 s.2011:
issuance of the Amendments to the 2010 Revised
Revised Manual of Manual of Regulations for Private
Regulation for Private Schools in Basic Education
Schools ● DO 41 s. 2022 - Amendment to
DepEd Order No. 88 s. 2010 (Revised Department, (2) streamlining the
Manual of Regulations for Private
Schools)
● ESC
● DO 20, S. 2017 – Guidelines on the and effectiveness, and (3)
Implementation of the Educational
Service Contracting and Teachers’
Salary Subsidy Programs in Junior High imposing administrative liability to
School Effective School Year 2017-
2018
12.We will work closely Currently, ESC is for JHS and ● ESC
with Congress in Voucher is for SHS learners ● Vouchers
pushing for the ● DO 18 s. 2016 - Policies and
expansion of GASTPE Guidelines on the Implementation of
coverage to include the Government Assistance to Students unclassified as private schools.
kindergarten and Teachers in Private Education
(GASTPE) Program Effective School
Year 2016-2017
Policy Action: Outcome indicators: Update the private schools on the latest guidelines in their compliance with the
● Amend existing policies on the ● Percentage of recognized schools or DepEd issuances.
regulation of private schools and schools with recognition
their associations in basic
education for: (1) consistency with Output indicators:
education reforms such as the K to ● Presence of revised Manual of
12 basic education program, and Regulation for Private Schools
the restructuring of the
process on granting of authority
and increase of tuition and
miscellaneous fees for efficiency
strengthening mechanisms for
deterrence, inspection, and
private schools over violations of
the Department’s policies and
standards
● Develop standards for Senior
High School and other education
programs which can also be
provided by private schools such
as, but not limited to, multigrade
and special education.
● Adopt standards for the
regulation
Policy over schools
question: what willand
be the Outcome indicators: Increase the number of private schools receiving government assistance for
learning
extent ofcenters
financialoperated by
requirements? ● Proportion of eligible private schools GASTPE.
communities and other receiving government assistance
organizations which are ● Proportion of private school K-6
learners received ESC subsidy
Output indicators:
● Number of eligible private schools
implementing expanded GASTPE
coverage in line with the standards

13. For our BARMM There are 176 classrooms ● DO 36, s. 2022 - Protocols and Outcome indicators:
brothers, sisters and targeted to be constructed in Guidelines on the Submission, Receipt, ● Proportion of eligible private schools
learners, we will BARRM under the GAA 2022. and Processing of Requests related to receiving government assistance
always make ourselves the School Building Program
available to provide ● ESC Output indicators:
technical expertise. We ● Vouchers ● Types of support provided to
will fully support your ● MEP BARMM in terms of School Building
School Building Program and GASTPE
Program and GASTPE ● Number of engagements / technical
direction assistance provided to BARMM

14.The Department of There are teachers who never ● DO 31 s. 2022 - Child Rights Policy: Issuance of Guidelines and setting Outcome indicators: Re-capacitate teachers on the legal matters,specifically, on magna carta for
Education is not received legal assistance against Adopting the Rights-Based Education up mechanisms and protocols ● Efficiency rate (Turnaround time) of teachers
without legal loan sharks Framework in Philippine Basic response to legal concerns/cases
problems, but we will Education ● Client satisfactory rating of DepEd
cooperate with ● DO 40 s. 2012 - DepEd Child offices’ respective stakeholders (internal
government agencies Protection Policy & external)
for a swift and truthful
resolution of these Output indicators:
issues ● No. of legal concerns/ cases
resolved or responded to

15.Effective education MR was completed and ● DO 19 s. 2019 - Policy Guidelines Outcome indicators: Provision of technical assistance to all schools with Level 1 and 2 SBM Level of
governance is crucial implemented on the K to 12 Basic Education ● Proportion of schools achieving the Practice
in accelerating the Program ideal SBM level of practice All Level III schools with sustained SBM Level of Practice continuously
achievement of upgrading their processes and mechanism.
education outcomes Output indicators: Capacity building to all school heads and coordinators on the updates in
● % of schools provided with technical the implementation of SBM
assistance on SBM

TAke good care of learners by promoting learner well-being, inclusive education, and a positive learning environment.
1. As part of our ● There are 67 Last Mile ● ALS Policy Action: Outcome indicators:
National Statement of Schools constructed under the ● SPED ● Expand the Alternative Learning * Participation rate of out-of school
Commitment in the FY 2020 to 2022 fund. ● IPED System and other inclusion children and out-of school youth
Transforming ● Last Miles Schools programs to reach the hard-to- * ALS Completion Rate
Education Summit, the ● Rural Farm School reach areas (GIDAs) and out-of- * Retention Rate of learners in situations
DepEd reaffirms its ● DO 13 s. 2019 - Policy Guidelines school youth, adults, and children of disadvantage
pledge to ensure that on the Implementation of Enhanced ● Revise the implementing
all school-age children Alternative Learning System 2.0 guidelines for existing inclusion ● Proportion of learners in situation of
and youth, and adults ● DO 23 s. 2022 - Child Find Policy programs such as Special disadvantage transition to next key
in situations of for Learners with Disabilities Towards Education Program, Indigenous stage
disadvantage are Inclusive Education Peoples Education, Multigrade -ELEMENTARY: % Disparity in
participating in ● DO 44 s. 2021-Policy Guidelines on Education Program, and Madrasah transition rate
inclusive basic the Provision of Educational Programs Education Program to ensure - SECONDARY: % Disparity in transition
learning opportunities and Services for Learners with relevance and implementation rate
and receiving Disabilities in the K to 12 Basic effectiveness.
appropriate quality Education Program ● Revise the implementing ● Percentage of learners in situations of
education ● DO 72 s. 2009 - Inclusive Education guidelines of ADMs such as rural disadvantage (disaggregated by group)
as a Strategy for Increasing farm schools and Modified in achieved at least the minimum level of
Participation Rate of Children School Off School Approach proficiency in (a) functional literacy, (b)
(MISOSA) to improve quality and numeracy, and (c) 21st century skills
access of learners to these
programs. Output Indicators:
● Revise the implementing ● Number of learners enrolled in
guidelines and content for inclusive education programs
consistency with the enhanced
curriculum or the ALS-K to 12
2. We will undertake ● There are 1,574,191 muslim BEC Basic Education
Policy Action: Curriculum Outcome indicators:
initiatives to provide learners enrolled and 180,423 MULTIGRADE particularly
● Expand the SHS and the Learning
Alternative ● Participation Rate of Out-of-school
schooling to many ALIVE learners in SY 2021-2022 ALS institutionalization
System of the
and other inclusion children (OSC) and Out-of-school youth
more children and ● 1,681,305 of CCT/4Ps SPED administration
programs of the
to reach theA&E exam for
hard-to- (OSY)
youth in situations of recipients are enrolled in SY IPED the ALS
reach program.
areas (GIDAs) and out-of- ● Proportion of learners in situation of
disadvantage, 2021-2022 MEP school youth, adults, and children disadvantage transition to next key
regardless of gender, ● 137,828 learners with Last Miles Schools ● Revise the implementing stage
abilities, psycho- disabilities were enrolled in SY
Rural Farm School guidelines for existing inclusion -ELEMENTARY: % Disparity in
emotional and physical 2021-2022 ● DO 13 s. 2019 - Policy Guidelines programs such as Special transition rate
conditions, cultural ● There are 5,001 SPED on the Implementation of Enhanced Education Program, Indigenous - SECONDARY: % Disparity in transition
and religious identity, teachers as of 31 August 2022 Alternative Learning System 2.0 Peoples Education, Multigrade rate
and socio-economic ● DO 23 s. 2022 - Child Find Policy Education Program, and Madrasah
standing for Learners with Disabilities Towards Education Program to ensure Output indicator:
Inclusive Education relevance and implementation ● Percentage of schools implementing
● DO 44 s. 2021-Policy Guidelines on effectiveness. inclusive education programs in line with
the Provision of Educational Programs ● Revise the implementing the standards
and Services for Learners with guidelines of ADMs such as rural
Disabilities in the K to 12 Basic farm schools and Modified in
Education Program School Off School Approach
● DO 72 s. 2009 - Inclusive Education (MISOSA) to improve quality and
as a Strategy for Increasing access of learners to these
Participation Rate of Children programs.
● RA 10618 - An Act Establishing ● Revise the implementing
Rural Farm Schools as Alternative guidelines and content for
Delivery Mode of Secondary Education consistency with the enhanced
3. We will strengthen *There are initial steps on this and Appropriating Funds Therefor
GAD curriculum
Policy or the ALS-K to 12
Action: Outcome indicators: Dissemination of IEC advocacy materials on peace building.
and institutionalize the aspect spearheaded by DRRMS IPED Basic Education
Enhancement of Curriculum
all inclusive ● Learners satisfaction rating on Strengthening the peace-building practices and initiatives to maintain the school
reintegration program * Strong parnership with PNP- MEP particularlyprogram
education SHS and the Rights-based Education (RbE) as zones of peace Strengthen
for adolescent WCPD and CSWDO ALS institutionalization of the parnership with PNP-WCPD and CSWDO Capacitate the schools
mothers, Children at ● DO 32 s. 2017 - Gender- administrationof
Revitalization ofPeace
the A&E exam for
education Output indicators: in handling CAR and CICL based on DepEd Order No. 18, s. 2015 and the
Risk (CAR), and Responsive Basic Education Policy the ALS program. ● No. of guidelines issued relative to referral system Continue sending
Children in Conflict ● DO 27 s. 2013 - Guidelines and the implementation of program for representation of DepEd in the Local Council for the Protection of Children
with the Law (CICL) by Procedure on the Establishment or adolescent, mothers, CAR, and CICL
developing inclusive DepEd Gender and Development
models and (GAD) Focal Point System (GFPS) at
mechanisms the Regional, Division and School
applicable to both Levels
formal and non-formal
learning
4. We will continue to There existing programs, policies ● DepEd Order 55 s.2013: Policy Action: Outcome indicators: Capacitate newly-assigned guidance teachers on the protocols in handling child
strengthen the and mechanisms established Implementing Rules and Regulations ● Formally create the LRPO ● Learners satisfaction rating on protection cases Strengthen the
mechanism in such as Child Protection (IRR) of Republic Act (RA) No. 10627 ● Formulate a policy focusing on Rights-based Education (RbE) Learners Rights and Protection Program in partnership with LGUs to support the
safeguarding our Committee in every School, Otherwise Known as the Anti-Bullying anti-bullying to ensure that cases ● Retention rate PPAs under child protection.
learners against all School Governance Council, etc Act of 2013 and instances of all kinds of ● Drop out rate Improve the reporting system
forms of discrimination ● DO 31 s. 2022 - Child Rights Policy: bullying (physical, emotional, Make the Child Protection Committee Functional
and dangers. Our Adopting the Rights-Based Education cyber) are closely monitored at Output indicators: Encourage positive discipline and distribute primers on
Learners Rights and Framework in Philippine Basic schools and learning centers. The ● Number of schools implementing Positive Discipline.
Protection Office Education policy shall also include provisions child-protection mechanisms in line with
(LRPO) has been ● DO 40 s. 2012 - DepEd Child on prohibited acts, prevention, and the standards
acting on the reported Protection Policy intervention programs,
cases ranging from all mechanisms, and procedures.
kinds of bullying, many
forms of abuse,
corporal punishment,
discrimination, and
child neglect
5. We will improve our There existing programs, policies ● CPP
learning environments and mechanisms established BEC
to encourage support, such as Child Protection ● MULTIGRADE
discourage bullying; Committee in every School, ● IPED
strengthen the School Governance Council, etc ● MEP
implementation of ● SPED
child protection ● ALS
policies; make ● DO 40 s. 2012 - DepEd Child
students feel safe and Protection Policy
respected; and make ● DO 63 s. 2010 - Enhancing DepEd
them, including our IP Order #81 s. 2009 “Strengthening the
learners and those Implementation of the Multigrade
with disabilities, feel Education Program in Philippine
that they belong Education
● DO 31 s. 2022 - Child Rights Policy:
Adopting the Rights-Based Education
Framework in Philippine Basic
Education
● DepEd Order 55 s.2013:
Implementing Rules and Regulations
6. We commit to There are initial steps on this ● Medical/Dental
(IRR) Program
of Republic Act (RA) No. 10627
seeking out mental aspect spearheaded by DRRMS ● School Sports
Otherwise Known as the Anti-Bullying
wellness experts to ●
ActDO 28 s. 2018 - Policy and
of 2013
form interventions at Guidelines on Oplan Kalusugan sa
the school level Department of Education
Policy Action:
● Update the Child Protection
Policy to operationalize RA 10821,
otherwise known as the Children’s
Emergency Relief and Protection
Act, and ensure consistency with Outcome indicators:
other education reforms
Policy Action:
● Develop a policy that shall
promote mental health and
guidance counseling in basic
education including handling of
learners with mental health
concerns.
Ensure that all schools in the public and private schools of Meycauayan
City have updated Child Protection and Anti-Bullying Policy
Strengthen the school's mechanism on Zero-
Bullying
● Learners satisfaction rating on
Rights-based Education (RbE)
● Retention rate
● Drop out rate
Output indicators:
● Percentage of schools implementing
child-protection mechanisms in line with
the standards
Outcome indicators: Continuous conduct of Psychological First Aid to affected learners and
● Proportion of schools with functional personnel
guidance and counseling program Conduct of symposiums
and seminars to learners, teaching and non-teaching personnel on mental
Output indicators: health Dissemination of
● No. of issued guidelines relative to mental health and psychosocial support materials to teachers
mental health and guidance counselling
mechanisms

7. We will also ensure There are 245 guidance ● Creation of Plantilla positions Policy Action: Outcome indicators: Continuous conduct of capacity building on psycho-social support. Kumustahan
that all learners have coordinator and 5,381 guidance ● DepEd Counseling and Referral ● Develop a policy that shall ● Increase rate of RGCs employed in with the teaching and non-teaching personnel and learners.
access to relevant counselor System for Learners promote mental health and DepEd per year
guidance and psycho- ● Republic Act No. 11036, otherwise guidance counseling in basic
social services known as the Mental Health Act education including handling of Output indicators:
managed and delivered ● RA 11650 - An act Instituting a learners with mental health ● No. of issued guidelines relative to
by mental health Policy of Inclusion and Services for concerns mental health and guidance counselling
professionals. To Learners with Disabilities in Support of ● With the CSC, revise the mechanisms
achieve this, we will Inclusive Education, Establishing qualification standards for
work with the Inclusive Learning Resource Centers of guidance counselors
Department of Budget Learners with Disabilities in all School
and Management to Districts, Municipalities and Cities,
obtain higher salary Providing for Standards Appropriating
grades for guidance Funds Therefor, and for Other
counselors and Purposes
propose the creation of ● DO 12 s. 2020 - Adoption of the
additional items that Basic Education Learning Continuity
will focus on providing Plan for School Year 2020-2021 in the
learner support Light of the COVID-19 Public Health
services, including Emergency
guidance-related
services in schools

8. We will strengthen Inclusive programs are in-placed ● MULTIGRADE
our inclusive but need alignment and ● ALS,
education programs, rethinking ● Last Mile Schools,
including the ● IPED
alternative learning ● SPED
system, last mile ● MADRASAH
schools, and programs ● DO 63 s. 2010 - Enhancing DepEd
for IP learners and Order #81 s. 2009 “Strengthening the
learners with Implementation of the Multigrade
disabilities. We will Education Program in Philippine
endeavor that all Education
learners, no matter ● DO 23 s. 2022 - Child Find Policy
what their for Learners with Disabilities Towards
backgrounds are, will Inclusive Education
be afforded quality ● DO 46 S. 2013 - Guidelines on the
learning opportunities Madrasah Education Program and
and services Utilization of the Support Fund
● DO 44 s. 2021-Policy Guidelines on
the Provision of Educational Programs
and Services for Learners with
Disabilities in the K to 12 Basic
Education Program
● DO 72 s. 2009 - Inclusive Education
as a Strategy for Increasing
Participation Rate of Children
9. We will continue Need to compete the provision DO 45 s. 2021 - Policy Guidelines on
with the establishment for all regions the Selection of and Minimum
of Inclusive Learning Requirements for the Conversion of
Resource Centers Certain Schools with SPED Centers
(ILRCs). Into Prototype Inclusive Learning
Resource Centers
Policy Action:
● Expand the Alternative Learning
System and other inclusion
programs to reach the hard-to-
reach areas (GIDAs) and out-of-
school youth, adults, and children
● Revise the implementing
guidelines for existing inclusion
programs such as Special
Education Program, Indigenous
Peoples Education, and Madrasah
Education Program to ensure
relevance and implementation
effectiveness.
● Revise the implementing
guidelines for ADMs such as rural
farm schools and Modified in
School Off School Approach
(MISOSA) to improve quality and
access of learners to these
programs.
● Revise the implementing
guidelines and content for
consistency with the enhanced
curriculum or the ALS-K to 12
Basic Education Curriculum
particularly
● ConductSHS and evaluation
process the of
institutionalization
the of the
ILRC implementation
administration of the A&E exam for
the ALSAction:
Policy program.
● None as the ILRC is presently
implemented in phases
Outcome indicators:
● Participation Rate of Out-of-school
children (OSC) and Out-of-school youth
(OSY)
● ALS Completion Rate
● ALS A&E passing rate
● Proportion of learners in situation of
disadvantage transition to next key
stage
● Retention rate of learners in situation
of disadvantage
● Percentage of learners in situations
of disadvantage (disaggregated by
group) achieved at least the minimum
level of proficiency in (a) functional
literacy, (b) numeracy, and (c) 21st
century skills
Output indicators:
● No. of students enrolled in ALS
program
● No. of enrolled IP students
● No. of enrolled students with
disability
Outcome indicators:
● Proportion of learners in situation of
disadvantage transition to next key
stage
● Retention rate of learners in situation
of disadvantage
● Percentage of learners in situations
of disadvantage (disaggregated by
group) achieved at least the minimum
level of proficiency in (a) functional
literacy, (b) numeracy, and (c) 21st
century skills
● Completion rate

Output indicators:
10.We will provide SPED Policy Action: ● Numberindicators:
Outcome of ILRCs established
assessment assistive LRs ● Provide sufficient, relevant, and according to
Proportion ofstandards
schools and CLCs
mechanisms such as DCP appropriate teaching and learning achieving ideal ratio on learning
audio-assisted Inclusive Education Program resources and materials resources and learning materials, and
technology, Braille, ● DO 45 s. 2021 - Policy Guidelines multimedia package [appropriate for
and large-print test on the Selection of and Minimum learners with disabilities]
materials to students Requirements for the Conversion of
with disabilities. We Certain Schools with SPED Centers Output indicators:
will introduce digital Into Prototype Inclusive Learning ● Number of procured assistive
textbooks for certain Resource Centers devices per year
core subjects in Senior ● DO 78, S. 2010 – Guidelines on the ● Number of SHS learning materials
High School Implementation of the Deped digitized
Computerization Program (DCP)
● Learning Tools and Equipment -
Technical Vocational and Livelihood
11.We will work with There are pockets of excellence Equipment
SPED (LTE-TVL) Policy Action: Outcome indicators:
the regional offices happening in the field which can BEFF ● Provide sufficient, relevant, and Proportion of schools and CLSCs
and our partners to be scaled up to address the LRs appropriate teaching and learning achieving ideal ratio on learning
facilitate the need of learners with hearing DO 45 s. 2021 - Policy Guidelines on resources and materials resources and learning materials, and
development of impairment the Selection of and Minimum multimedia package [appropriate for
learning resources for Requirements for the Conversion of learners with disabilities]
special needs learners, Certain Schools with SPED Centers
specifically our Into Prototype Inclusive Learning Output indicators:
visually and hearing- Resource Centers ● No. of development partners
impaired learners engaged in the development of learning
resources for learners with disabilities
● Number of learning resources for
learners with disabilities developed

12.We will work with There are opportuninies for NLPP Outcome indicators:
legislators and local collaboration between DepED, ALS ● Level of engagement of stakeholders
government units DILG, DSWD and PSA on this IPED and partners in eradicating illiteracy in
through the Literacy matter MEP the community
Coordinating Council ● DO 72 s. 2009 - Inclusive Education ● Proxy indicator: Number of LGUs
to eradicate illiteracy at as a Strategy for Increasing received award for literacy programs
the city, municipal, and Participation Rate of Children granted by LCC
barangay levels ● Literacy rate in the municipality/ city
through relevant policy (PSA)
issuances, and
community literacy
13.We
program will involve our DSWD currently implements the
interventions ● Implementation of the Basic ● Parental involvement programs Outcome indicators: Strengthen the relationship and communication with parents in the
parents and guardians PES. Education Learning Continuity Plan in school ● Level of parental involvement in community in support of the different PPAs of the Department
in the education of our (BE-LCP). ● Coordinate with DSWD in basic education
children ● Republic Act No. (RA) 11908 implementing RA 11908
establishes and implements the “Parent
Effectiveness Service (PES) Program” Policy Action:
that aims to strengthen parental Issuance of policy guidelines on
involvement in child development and parental involvement in the
learning by expanding their knowledge education of their children
and skills on parenting.

Give support to teachers to teach better

1. We will ● NEAP designed upskilling ● HRTD ● Provision of capacity Outcome indicators: Continuous capacity building among the teachers and school heads
continuously provide and reskilling programs for ● DO 30 s. 2021 - Multi-Year development programs for ● % of teachers graduated from focusing on instructional supervision
professional nearly 1 million teachers Implementing Guidelines on the teachers, non-teaching personnel scholarship programs provided by
development ● 15,331 teachers and school Allocation and Utilization of the Human and school leaders (teacher and DepEd (graduation rate of teachers in
programs, including leaders received graduate Resource Development Fund for school leaders' competence) the scholarship program)
graduate degree scholarships Teachers and School Leaders ● % of teachers moved to the next
scholarship programs ● 17,636 trained in early grade ● OPDNSP career stage (beginning, proficient,
to teachers focusing language literacy ● DO 35 s. 2016 - The Learning highly proficient, distinguished)
on their learning area ● 161,700 completed NEAP- Action Cell as a K to 12 Basic
specialization and subsidized teaching courses Education Program School-Based Output indicators:
graduate certificate ● 31,700 teachers undergone Continuing Professional Development ● No. of teaching and teaching related
programs for non- Teacher Induction Program Strategy for the Improvement of staff trained (BAR-1)
majors As of December 2022 NEAP Teaching and Learning ● No. of teaching and teaching related
2. We will provide report ● DO 43 s. 2017 - Teacher Induction
BEC staff provided
Outcome with scholarship
indicators: Increase Capacity Building and Capability Development Opportunities for
support in terms of Program
● DO 42,Policy
S. 2017 – National Adoption programs/grants
● % of teachers moved to the next SDO
innovative, responsive, and Implementation of the Philippine career stage (beginning, proficient, Personnel, School Leaders, and Teaching and Non-Teaching Personnel
and inclusive teaching Professional Standards For Teachers highly proficient, distinguished)
approaches following
the Philippine Output indicators:
Professional ● No. of teaching and teaching related
Standards for staff trained (BAR-1)
Teachers (PPST).

3. We will capacitate The Digital Rise Program is an HRTD Policy Action: Outcome indicators: Adoption of one policy guidelines on ICT integration on the teaching and
our teachers and educational framework that ● DO 30 s. 2021 - Multi-Year ● Issuance of policy Guidelines on ● % of teachers utilized technology in learning process
learners in utilizing anchors to the infrastructure, Implementing Guidelines on the ICT integration on teaching and remote learning modality (from the total
technology in remote software, and capacity building Allocation and Utilization of the Human learning process number of teachers capacitated)
learning to maximize of learners and teachers in Resource Development Fund for
the benefits of digital technology. Teachers and School Leaders Output indicators:
learning DCP ● No. of teaching and teaching related
The Department also partnered ● DO 78, S. 2010 – Guidelines on the staff trained (BAR-1)
with Microsoft and Google to Implementation of the Deped
continuously provide software to Computerization Program (DCP)
its stakeholders. The DepEd ● DO 76, S. 2011 – National Adoption
Commons, Learning Resources and Implementation of the Learning
Portal, and the DLMS are some Resources Management And
of the platforms where learners Development System (LRMDS)
and teachers can access DepEd ● DepEd Commons, LRP, DLMS
contents like the self-learning
4. We will provide HRTD ● Philippine Professional Outcome indicators: Focus on the instructional supervision
training and other modules, DepEd TV, and DepEd ● DO 30 s. 2021 - Multi-Year Standards for School Heads ● Proportion of schools achieving the Create a mechanism to support the teachers and school leaders in their
Radio episodes.
learning and Implementing Guidelines on the ideal SBM level of practice application of learnings and provide professional development opportunities in
development Allocation and Utilization of the Human ● % of school heads/leaders achieving order to improve their skills and enhance their teaching and leadership
interventions for Resource Development Fund for the ideal level of practice according to practices.
school leaders, namely Teachers and School Leaders PPSSH.
the school heads, OPDNSP
supervisors, ● DO 24 s. 2020 - National Adoption Output indicators:
superintendents, and and Implementation of the Philippine ● Number of school leaders trained on
assistant Professional Standards for School different learning interventions
superintendents, so Heads
that they can better ● DepEd Memorandum 50, s. 2022 -
support our teachers DepEd Professional Development
5. We will remove
to teach better non- Draft policy on work balancing Creation of
Priorities forPlantilla
Teachers positions
and School Policy Action: Outcome indicators: Checking and adopting the guidelines on governing teaching load, assignments
teaching tasks and tool is undergoing legal review Leaders for 2020-2023 ● Review and amend guidelines ● Proportion of schools achieving ideal and ancillary
provide administrative governing teaching load, ratio on staff who will perform
officers in schools. We assignments, and ancillary administrative tasks
will provide adequate services of teachers to ensure the
manpower compliance with the required eight Output indicators:
complement in (8) hours of work. ● No. of teachers who receive
schools, manage compensation (for unique school
teachers' workload, challenges)
and compensate
teachers for unique
school challenges

6. We will fast-track the Policy guidelines is up for DM 59 s. 20 Dissemination of Policy Action: Outcome indicators: Facilitate a standard operating procedures and automated system for Hiring and
implementation of the issuance Executive Order No. 174 (Establishing ● Finalize the career progression ● Promotion rate of teachers Deployment of SDO and School-Based Personnel
career progression the Expanded Career Progression policy
policy, so teachers get System for Public School Teachers) Output indicators:
more opportunities for ● No. of guidelines issued relative to
promotion career progression
7. We will strictly There are reports that favoritism DO 19 s. 2022- The Department of ● Set up of HR monitoring system Outcome indicators: Facilitate a standard operating procedures and automated system for Hiring and
implement the Merit and other forms of deviations Education Merit Selection Plan ● Recognition level of PRIME HR Deployment of SDO and School-Based Personnel
Selection Policy so from DepEd policy on hiring and Policy Action: Facilitate Deployment of Newly Created Teaching Positions and Redeployment
that HR recruitment, promotions are rampant in the ● Adopt the guidelines on Output indicators: of Excess Teachers to Schools with Teacher Shortage
selection, and field Recruitment, Selection, and ● No. of guidelines issued relative to
appointment to vacant Appointment in DepEd (presently recruitment, selection, and appointment
positions in the DepEd Per DM 2, s.2023, the under legal review) of DepEd personnel
are based on key implementation of the approved
knowledge, skills, DepEd MSP is held in abeyance
attitudes and desired pending the approval of the
behaviors, and not due Guidelines on Recruitment,
to any form of Selection, and Appointment in
intervention from other DepEd
government personnel
8. Within entities
or similar the year, we RR formulation is underway Teacher Quality Program Policy Action: Outcome indicators:
aim to make
outside the new
of DepEd DO 42 s. 2017 - National Adoption and ● Issue and implement the IRR ● Proportion of TEIs that aligned their
Teacher Education Implementation of the Philippine teacher education curriculum to the
Council and Professional Standards for Teachers PPST and basic education curriculum
Secretariat fully
functional and start Output indicators:
working on its ● No. of issued guidelines relative to
mandates, including IRR implementation
setting minimum
requirements
9. We will for pre- Benefits and cash allowances of ● RA 4670 - Magna Carta for Public Policy Action: Outcome indicators: Facilitate Individual and Team Growth, Participation and Commitment of all
service teacher
continuously advocate teachers as of 2022: School Teachers ● Issue the Work Balancing policy ● Satisfaction level of teachers on the Employees to the attainment of DepEd's Vision, Mission, Goals and Objectives
education programs
for additional benefitsin ● Performance Based Bonus. ● DO 19 s. 2019 - Policy Guidelines ● Adopt the Guidelines on the workload distribution and compensation based on Standards of Performance and Behaviors
the country
for our teachers ● Clothing Allowance. on the K to 12 Basic Education Distribution of Teacher Workload received
● Mid-year Bonus. Program and Payment of Teaching
● PVP Summer and Christmas Overload Output indicators:
Break. ● % of teachers performing full time
● Chalk Allowance/Teaching and part-time ancillary services
Supplies Allowance.
● DepEd Anniversary
Bonus/Teachers' Day Incentive.
● Year-End Bonus.
● Cash Gift.
10.We will implement Teachers are given excessive ● RA 4670 - Magna Carta for Public Policy Action: Outcome indicators: Capacitate SDO and School-Based Personnel on Standards of Employee
the policy on the administrative tasks School Teachers ● Issue the Work Balancing policy ● Satisfaction level of teachers on the Welfare and Benefits_x000D_
distribution of teacher ● DO 19 s. 2019 - Policy Guidelines ● Adopt the Guidelines on the workload distribution and compensation
workload and payment on the K to 12 Basic Education Distribution of Teacher Workload received
of teaching overload, Program and Payment of Teaching
as provided in the Overload Output indicators:
Magna Carta for Public ● % of teachers performing full time
School Teachers and part-time ancillary services

11.We have also SHA is implemented using a DepEd Order 39 s.2021: Guidelines on Policy Action: Outcome indicators:
requested the hardship Index the Provision of Special Hardship ● Issue the enhanced SHA ● Satisfaction rating of teachers on the
Department of Budget Allowance for Public School Teachers guidelines considering SHA
and Management to
expand the coverage Output indicators:
for the grant of Special ● Proportion of teachers receiving the
Hardship Allowances Special Hardship Allowances

12.We will work Teachers are saddled with DepEd Order 14 s.2019: Policy Action: Outcome indicators:
towards addressing excessive loans Implementation of the P5,000 Net Take ● Reinforce the implementation of ● Number of payroll servicing units per
issues affecting the Home Pay for the Department of the P5,000 net take home pay governance level compliant with the
net-take-home pay of Education Personnel for Fiscal Year guidelines for the implementation of the
teachers 2019 P5,000 Net Take Home Pay

Output indicators:
● % of teachers receiving the minimum
net take home pay
13.We are discussing Currently, P500 is given to each DO 28 s. 2020 - Guidelines on the Management Action: Outcome indicators: Coordinate with the Local Government Unit for funding of the free Annual
with the Department of teacher for annual check up Grant of Five Hundred Pesos Financial Initiate discussion with DOH and ● Proportion of offices across Physical Examination for teaching and non-teaching personnel.
Health for the Assistance to Public School Teachers agree on partnership instrument governance levels with at least Partnership with DOH
provision of free for Payment of Medical Examination satisfactory in the Office Performance
annual physical Expenses Commitment and Review Form
examinations for our (OPCRF)
teachers ● Attendance rate of Teachers
● Satisfaction rating of teachers on the
free APE

Output indicators:
● Percentage of teachers provided with
free annual physical examinations

14.We are also closely Many teacher retirees ended up DepEd Public School Teacher Benefits Management Action: Outcome indicators:
coordinating with the getting very limited benefits after and Incentives ● Initiate regular engagement with ● Client satisfactory rating of teachers
GSIS for an improved retirement - GSIS to achieve the objective on resolution of issues and benefits-
and superior benefits related concerns from GSIS
package for all DepEd DO 20 s. 2021 - Enhanced Guidelines
personnel. We will on Accreditation/Re-Accreditation of Output indicators:
resolve issues on Private Entities Under the Automatic ● Number of issues/concerns resolved
teachers’ loans, Payroll Deduction System Program or responded to.
premium remittances,
and other benefits. We
have committed to
meeting at least once a
month until these
issues are resolved

15.We will provide a No free legal assistance from ● RA 4670 - Magna Carta for Public Policy Action: Outcome indicators:
free legal assistance DepEd School Teachers ● Establish mechanism for free ● Proportion of teachers with at least
facility for teachers on legal assistance to teachers satisfactory in the Individual
matters concerning Performance Commitment and Review
loan contracts, Form (IPCRF)
obligations, and cases. ● Number of teachers accessed to free
legal assistance

Output indicators:
● No. of legal concerns/cases resolved
or responded to
● No. of legal assistance facilities
established per region and SDO.

16.We will recognize ● RA 4670 - Magna Carta for Public Outcome Indicators Encourage creativity, innovativeness, efficiency, integrity, and productivity in
the zeal, integrity, School Teachers ● Turnover rate among teachers public service by rewarding and recognizing SDO and School Officials and
commitment and ● DepEd Program on Awards and ● Proportion of teachers achieving the Employee
passion of our Incentives for Service Excellence satisfactory rating in the IPCRF
teachers. (PRAISE) provided under CSC
Resolution No. 010112 and CSC Output indicator:
Memorandum Circular No. 01, s. 2001. ● Number of teachers recognized in
DepEd’s Program on Awards and
Incentives for Service Excellence
(PRAISE)

Prepared by: Approved by:

Unpacking of
MATATAG AGENDA
Directions: Kindly, reflect the division commitment to the MATATAG agend

COMMITMENTS BASELINE/ CURRENT STATE

1. We have recently SIMO is finalizing its workplan

created the School charging to BEFF-EAO which will
Infrastructure and include the funding for the
Facilities Strand. This development of the monitoring
strand will be devoted application
entirely to addressing
long-standing issues
on educational
facilities and
infrastructure
We will build more ● In FY 2022, DepEd has
resilient schools and constructed 11,574 classrooms
classrooms. For 2023, ● Recurring problem on design,
we have the budget to substandard construction
build around 6,000 ● 104,536 of schools buildings
classrooms are in good condition
● 100,072 school buildings
need minor repair
● 89,252 school buildings need
major repair
● 21,727 school buildings are
for condemnation
● 8,740 school buildings have
been condemned or for
demolition

3. We will commit to 158,779 classrooms are needed

close the remaining to be constructed based on the
gaps in school latest computed classroom
infrastructure with requirement
policies to eliminate
corruption, and
insulate the allocation
of school building
funds from
politicization
4. We will establish In BEDP 2030, DepEd targets to
fully-functional library have a fully-functional library
hubs in our division hubs to all schools by the end of
offices 2030.

5. We will provide ● 38,060 (96.9%) elementary

schools with schools have electricity supply
electricity. In the next 5 ● 9,553 (95.7%) Junior High
years, we will work Schools have electricity supply
towards providing ● 6,881 (92.7%) Senior High
electricity especially in Schools have electricity Supply
our last-mile schools

6. We will provide e- ● 75.68% of Elementary

classroom packages schools have access to
for teaching and computers as of 2021
learning. Each package ● 82.26% of JHS have access
will consist of 46 to computers as of 2021
laptops, 2 charging ● 80.83% of SHS have access
carts, 2 wireless to computers as of 2021
routers, and 1 smart ● 2,413,046 computer units
TV. This will accelerate (notebook/netbook, android
the integration of ICT tablet, tablet PC, Desktop, and
in teaching and Desktop Virtual Terminal) have
learning and been provided to schools and
institutionalize blended learners
learning
7. We will optimize the ● 25,164 (64.1%) of Elementary
use of technology, Schools have internet
both online and offline, connectivity
to ensure that learners ● 7,296 (73.1%) of Junior High
have opportunities to Schools have internet
learn even in the event connectivity
of a pandemic or other ● 5,092 (68.6%) of Senior High
emergencies Schools have internet
connectivity
8. We will digitize our DepEd has piloted the computer-
essential processes, based National Achievement
including our national Test
assessments

9. We will launch our There are four education portal

National Education which are Learning Resource
Portal or NEP, which Portal, Learning Management
will provide a dynamic System, E-Saliksik, and
“one-stop-shop” Assessment Registration and
platform available to all Administration
basic education
stakeholders, such as Through the Office Order No
teachers, learners, and 2022-062, s. 2022, the National
parents. The NEP will Education Portal-Technical
substantially cut down Working Group was created
the manual process,
reduce transaction
costs and eliminate
errors due to human
intervention
10.We will strengthen Actual accomplishments
the complementarity SY 2021-2022
between public and
private schools ESC - 1,018,773
through the seamless (89%)
implementation of the SHSVP - 1,138,623
Government (83%)
Assistance and
Subsidies program of
the DepEd with the
creation of the
Voucher Program
Management Office
11.Working with Final draft is undergoing legal
private school review
organizations, we will
also speed up the
issuance of the
Revised Manual of
Regulation for Private
Schools

12.We will work closely Currently, ESC is for JHS and

with Congress in Voucher is for SHS learners
pushing for the
expansion of GASTPE
coverage to include
kindergarten
13. For our BARMM There are 176 classrooms
brothers, sisters and targeted to be constructed in
learners, we will BARRM under the GAA 2022.
always make ourselves
available to provide
technical expertise. We
will fully support your
School Building
Program and GASTPE
direction

14.The Department of There are teachers who never

Education is not received legal assistance against
without legal loan sharks
problems, but we will
cooperate with
government agencies
for a swift and truthful
resolution of these
issues

15.Effective education MR was completed and

governance is crucial implemented
in accelerating the
achievement of
education outcomes
1. As part of our ● There are 67 Last Mile
National Statement of Schools constructed under the
Commitment in the FY 2020 to 2022 fund.
Transforming
Education Summit, the
DepEd reaffirms its
pledge to ensure that
all school-age children
and youth, and adults
in situations of
disadvantage are
participating in
inclusive basic
learning opportunities
and receiving
appropriate quality
education
2. We will undertake ● There are 1,574,191 muslim
initiatives to provide learners enrolled and 180,423
schooling to many ALIVE learners in SY 2021-2022
more children and ● 1,681,305 of CCT/4Ps
youth in situations of recipients are enrolled in SY
disadvantage, 2021-2022
regardless of gender, ● 137,828 learners with
abilities, psycho- disabilities were enrolled in SY
emotional and physical 2021-2022
conditions, cultural ● There are 5,001 SPED
and religious identity, teachers as of 31 August 2022
and socio-economic
standing
3. We will strengthen *There are initial steps on this
and institutionalize the aspect spearheaded by DRRMS
reintegration program * Strong parnership with PNP-
for adolescent WCPD and CSWDO
mothers, Children at
Risk (CAR), and
Children in Conflict
with the Law (CICL) by
developing inclusive
models and
mechanisms
applicable to both
formal and non-formal
learning
4. We will continue to There existing programs, policies
strengthen the and mechanisms established
mechanism in such as Child Protection
safeguarding our Committee in every School,
learners against all School Governance Council, etc
forms of discrimination
and dangers. Our
Learners Rights and
Protection Office
(LRPO) has been
acting on the reported
cases ranging from all
kinds of bullying, many
forms of abuse,
corporal punishment,
discrimination, and
child neglect

5. We will improve our There existing programs, policies

learning environments and mechanisms established
to encourage support, such as Child Protection
discourage bullying; Committee in every School,
strengthen the School Governance Council, etc
implementation of
child protection
policies; make
students feel safe and
respected; and make
them, including our IP
learners and those
with disabilities, feel
that they belong
6. We commit to There are initial steps on this
seeking out mental aspect spearheaded by DRRMS
wellness experts to
form interventions at
the school level

7. We will also ensure There are 245 guidance

that all learners have coordinator and 5,381 guidance
access to relevant counselor
guidance and psycho-
social services
managed and delivered
by mental health
professionals. To
achieve this, we will
work with the
Department of Budget
and Management to
obtain higher salary
grades for guidance
counselors and
propose the creation of
additional items that
will focus on providing
learner support
services, including
guidance-related
services in schools
8. We will strengthen Inclusive programs are in-placed
our inclusive but need alignment and
education programs, rethinking
including the
alternative learning
system, last mile
schools, and programs
for IP learners and
learners with
disabilities. We will
endeavor that all
learners, no matter
what their
backgrounds are, will
be afforded quality
learning opportunities
and services

9. We will continue Need to compete the provision

with the establishment for all regions
of Inclusive Learning
Resource Centers
(ILRCs).
10.We will provide
assessment assistive
mechanisms such as
audio-assisted
technology, Braille,
and large-print test
materials to students
with disabilities. We
will introduce digital
textbooks for certain
core subjects in Senior
High School

11.We will work with There are pockets of excellence

the regional offices happening in the field which can
and our partners to be scaled up to address the
facilitate the need of learners with hearing
development of impairment
learning resources for
special needs learners,
specifically our
visually and hearing-
impaired learners

12.We will work with There are opportuninies for

legislators and local collaboration between DepED,
government units DILG, DSWD and PSA on this
through the Literacy matter
Coordinating Council
to eradicate illiteracy at
the city, municipal, and
barangay levels
through relevant policy
issuances, and
community literacy
program interventions
13.We will involve our DSWD currently implements the
parents and guardians PES.
in the education of our
children

1. We will ● NEAP designed upskilling

continuously provide and reskilling programs for
professional nearly 1 million teachers
development ● 15,331 teachers and school
programs, including leaders received graduate
graduate degree scholarships
scholarship programs ● 17,636 trained in early grade
to teachers focusing language literacy
on their learning area ● 161,700 completed NEAP-
specialization and subsidized teaching courses
graduate certificate ● 31,700 teachers undergone
programs for non- Teacher Induction Program
majors As of December 2022 NEAP
2. We will provide report
support in terms of
innovative, responsive,
and inclusive teaching
approaches following
the Philippine
Professional
Standards for
Teachers (PPST).
3. We will capacitate The Digital Rise Program is an
our teachers and educational framework that
learners in utilizing anchors to the infrastructure,
technology in remote software, and capacity building
learning to maximize of learners and teachers in
the benefits of digital technology.
learning
The Department also partnered
with Microsoft and Google to
continuously provide software to
its stakeholders. The DepEd
Commons, Learning Resources
Portal, and the DLMS are some
of the platforms where learners
and teachers can access DepEd
contents like the self-learning
4. We will provide
modules, DepEd TV, and DepEd
training and other
learning and Radio episodes.
development
interventions for
school leaders, namely
the school heads,
supervisors,
superintendents, and
assistant
superintendents, so
that they can better
support our teachers
5. We will
to teach remove non- Draft policy on work balancing
better
teaching tasks and tool is undergoing legal review
provide administrative
officers in schools. We
will provide adequate
manpower
complement in
schools, manage
teachers' workload,
and compensate
teachers for unique
school challenges
6. We will fast-track the Policy guidelines is up for
implementation of the issuance
career progression
policy, so teachers get
more opportunities for
promotion
7. We will strictly There are reports that favoritism
implement the Merit and other forms of deviations
Selection Policy so from DepEd policy on hiring and
that HR recruitment, promotions are rampant in the
selection, and field
appointment to vacant
positions in the DepEd Per DM 2, s.2023, the
are based on key implementation of the approved
knowledge, skills, DepEd MSP is held in abeyance
attitudes and desired pending the approval of the
behaviors, and not due Guidelines on Recruitment,
to any form of Selection, and Appointment in
intervention from other DepEd
government personnel
8. Within entities
or similar the year, we RR formulation is underway
aim to make
outside the new
of DepEd
Teacher Education
Council and
Secretariat fully
functional and start
working on its
mandates, including
setting minimum
requirements for pre-
9. We will Benefits and cash allowances of
service teacher
continuously advocate teachers as of 2022:
education programs in
for additional benefits ● Performance Based Bonus.
the country
for our teachers ● Clothing Allowance.
● Mid-year Bonus.
● PVP Summer and Christmas
Break.
● Chalk Allowance/Teaching
Supplies Allowance.
● DepEd Anniversary
Bonus/Teachers' Day Incentive.
● Year-End Bonus.
● Cash Gift.
10.We will implement Teachers are given excessive
the policy on the administrative tasks
distribution of teacher
workload and payment
of teaching overload,
as provided in the
Magna Carta for Public
School Teachers

11.We have also SHA is implemented using a

requested the hardship Index
Department of Budget
and Management to
expand the coverage
for the grant of Special
Hardship Allowances

12.We will work Teachers are saddled with

towards addressing excessive loans
issues affecting the
net-take-home pay of
teachers
13.We are discussing Currently, P500 is given to each
with the Department of teacher for annual check up
Health for the
provision of free
annual physical
examinations for our
teachers

14.We are also closely Many teacher retirees ended up

coordinating with the getting very limited benefits after
GSIS for an improved retirement
and superior benefits
package for all DepEd
personnel. We will
resolve issues on
teachers’ loans,
premium remittances,
and other benefits. We
have committed to
meeting at least once a
month until these
issues are resolved
15.We will provide a No free legal assistance from
free legal assistance DepEd
facility for teachers on
matters concerning
loan contracts,
obligations, and cases.

16.We will recognize

the zeal, integrity,
commitment and
passion of our
teachers.

Prepared by:
n commitment to the MATATAG agenda using the template below. Disregard CO commitments tha
EXISTING SUPPORT POLICIES &
PROGRAMS
● DepEd Order 1 s.2023: Revised
Designation of Undersecretaries and
Assistant Secretaries to their Strands
and Functional Areas of
Responsibilities and Revised Signing
Authorities
● DO 35, S. 2017 – Revised
Guidelines On The Implementation of
the Basic Educational Facilities Fund
● BEFF
● Gabaldon
● LMS
PROGRAMS/ POLICY ACTIONS
● Develop a monitoring tool
(application) to engage different
stakeholders to validate and
provide feedback on newly
established and repaired
classrooms.
Policy Action:
● Issue a DepEd Order to
formally create the SIMO
● DepEd Order 64 s. 2017: ● Assess the implementation of
Establishing the Minimum Performance DepEd Order 64 s.2017 and 6
Standards and Specifications for s.2021
DepEd School Buildings
● DepEd Order 6 s.2021: Re- Policy Action:
Establishment of Minimum ● (Proposed Policy Agenda)
Performance Standards and Issue an updated performance
Specifications for DepEd School standards and specifications for
Buildings Using Alternative DepEd School buildings
● DO 35, S. 2017 – Revised
Guidelines On The Implementation of
the Basic Educational Facilities Fund
● Revised Implementing Rules and
Regulations of RA 9184 (Government
Procurement Reform Act)
● BEFF
● QRF
● GABALDON
● LMS

● BEFF Policy question:

● QRF ● Do we maintain the current
● ODA planning parameters on the
● LMS classroom and teacher to learner
● DO 35, S. 2017 – Revised ratio?
Guidelines On The Implementation of
the Policy Action:
● Request DBM for the
withdrawal of the plan to devolve
the School Building Program
● DO 56, S. 2011 – Standards For
Philippine Libraries
● DO 35, S. 2017 – Revised
Guidelines On The Implementation of
the Basic Educational Facilities Fund
● BEFF
● DO 35, S. 2017 – Revised
Guidelines On The Implementation of
the Basic Educational Facilities Fund
● DCP
● DO 78, S. 2010 – Guidelines on the info system for ICT tools and
Implementation of the Deped
Computerization Program (DCP)
● DO 46, S. 2011 – Revised
Guidelines on the Implementation of
the Deped Internet Connectivity Project
(DICP)
● INTERNET CONNECTIVITY
● FLO
Policy question:
● How efficient is the
implementation of existing library
hubs? Will it be more efficient if we
establish libraries in every school?
Policy action:
● Formulate guidelines on the
electrification of schools for the
complete electrification of all public
schools and learning centers
● Update inventory and develop
equipment
● DCP
● INTERNET CONNECTIVITY
● FLO
● DO 78, S. 2010 – Guidelines on the
Implementation of the Deped
Computerization Program (DCP)
● DO 46, S. 2011 – Revised
Guidelines on the Implementation of
the Deped Internet Connectivity Project
(DICP)
● DO 76, S. 2011 – National Adoption
and Implementation of the Learning
Resources Management And
Development System (LRMDS)
Policy Action:
● Amend or update existing
policies, such as the Learning
Resources Management and
Development System (LRMDS)
and adopt the National Education
Portal to promote access of
teachers and instructors to
available learning resources, and
to support blended learning
instruction, innovative pedagogies
and online evaluation and
assessment.
● Institutionalize flexible learning
options and blended learning
strategies to address different
learning needs of learners
● DCP
● DO 78, S. 2010 – Guidelines on the
Implementation of the Deped
Computerization Program (DCP)
● National Education Portal (NEP)
● Revival of the enhanced BEIS
● Opening up datasets generated
from DepEd’s Information Systems
for actionable insights
● Digitization of learners’ school
forms and usage of Artificial
Intelligence to lessen the ancillary
tasks of teachers

● DCP ● Adoption of the National

● DO 78, S. 2010 – Guidelines on the Education Portal
Implementation of the Deped
Computerization Program (DCP)
● DO 14 s. 2022 - Adoption of E-
Saliksik: The DepEd Research Portal
● DO 76, S. 2011 – National Adoption
and Implementation of the Learning
Resources Management And
Development System (LRMDS)
● NEP
● ESC Policy Action:
● SHS Voucher Program ● Review and amend the
● DO 38 s. 2016 - Clarifications and guidelines in implementing
Additional Information to DepEd Order programs under the Expanded
No. 26 s. 2015 (Detailed Guidelines on Government Assistance to
the Implementation of the Senior High Students and Teachers in Private
School (SHS) Voucher Program) Education, or E-GASTPE, as
● DO 32 s. 2022 - Guidelines on provided for by Republic Act 8545,
Eligibility and Application for Senior to expand access, ensure
High School Voucher Program for relevance, and improve
School Year 2022-2023 implementation mechanisms.
● DO 18 s. 2016 - Policies and
Guidelines on the Implementation of
the Government Assistance to Students
and Teachers in Private Education
(GASTPE) Program Effective School
Year 2016-2017
● DO 20, S. 2017 – Guidelines on the
Implementation of the Educational
Service Contracting and Teachers’
Salary Subsidy Programs in Junior High
School Effective School Year 2017-
2018
● DO 01, S. 2018 – Amendment to
DepEd Order No. 20, S. 2017
(Guidelines on the Implementation of
the Educational Service Contracting
and Teachers’ Salary Subsidy
Programs in Junior High School for
School Year 2017-2018)
 ● DepEd Order 88 s. 2010: 2010 Policy Action:
Revised Manual of Regulations for ● Amend existing policies on the
Private Schools regulation of private schools and
● DepEd Order 11 s.2011: their associations in basic
Amendments to the 2010 Revised education for: (1) consistency with
Manual of Regulations for Private education reforms such as the K to
Schools in Basic Education 12 basic education program, and
● DO 41 s. 2022 - Amendment to the restructuring of the
DepEd Order No. 88 s. 2010 (Revised Department, (2) streamlining the
Manual of Regulations for Private process on granting of authority
Schools) and increase of tuition and
● ESC miscellaneous fees for efficiency
● DO 20, S. 2017 – Guidelines on the and effectiveness, and (3)
Implementation of the Educational strengthening mechanisms for
Service Contracting and Teachers’ deterrence, inspection, and
Salary Subsidy Programs in Junior High imposing administrative liability to
School Effective School Year 2017- private schools over violations of
2018 the Department’s policies and
standards
● Develop standards for Senior
High School and other education
programs which can also be
provided by private schools such
as, but not limited to, multigrade
and special education.
● Adopt standards for the
● ESC regulation over schools
Policy question: what willand
be the
● Vouchers learning centers operated by
extent of financial requirements?
● DO 18 s. 2016 - Policies and communities and other
Guidelines on the Implementation of organizations which are
the Government Assistance to Students unclassified as private schools.
and Teachers in Private Education
(GASTPE) Program Effective School
Year 2016-2017
● DO 36, s. 2022 - Protocols and
Guidelines on the Submission, Receipt,
and Processing of Requests related to
the School Building Program
● ESC
● Vouchers
● MEP

● DO 31 s. 2022 - Child Rights Policy: Issuance of Guidelines and setting

Adopting the Rights-Based Education up mechanisms and protocols
Framework in Philippine Basic
Education
● DO 40 s. 2012 - DepEd Child
Protection Policy

● DO 19 s. 2019 - Policy Guidelines

on the K to 12 Basic Education
Program

TAke good ca
● ALS
● SPED
● IPED
● Last Miles Schools
● Rural Farm School
● DO 13 s. 2019 - Policy Guidelines
on the Implementation of Enhanced
Alternative Learning System 2.0
● DO 23 s. 2022 - Child Find Policy
for Learners with Disabilities Towards
Inclusive Education
● DO 44 s. 2021-Policy Guidelines on
the Provision of Educational Programs
and Services for Learners with
Disabilities in the K to 12 Basic
Education Program
● DO 72 s. 2009 - Inclusive Education
as a Strategy for Increasing
Participation Rate of Children
Policy Action:
● Expand the Alternative Learning
System and other inclusion
programs to reach the hard-to-
reach areas (GIDAs) and out-of-
school youth, adults, and children
● Revise the implementing
guidelines for existing inclusion
programs such as Special
Education Program, Indigenous
Peoples Education, Multigrade
Education Program, and Madrasah
Education Program to ensure
relevance and implementation
effectiveness.
● Revise the implementing
guidelines of ADMs such as rural
farm schools and Modified in
School Off School Approach
(MISOSA) to improve quality and
access of learners to these
programs.
● Revise the implementing
guidelines and content for
consistency with the enhanced
curriculum or the ALS-K to 12
Basic Education Curriculum
particularly SHS and the
institutionalization of the
administration of the A&E exam for
the ALS program.
BEC
MULTIGRADE
ALS
SPED
IPED
MEP
Last Miles Schools
Rural Farm School
● DO 13 s. 2019 - Policy Guidelines
on the Implementation of Enhanced
Alternative Learning System 2.0
● DO 23 s. 2022 - Child Find Policy
for Learners with Disabilities Towards
Inclusive Education
● DO 44 s. 2021-Policy Guidelines on
the Provision of Educational Programs
and Services for Learners with
Disabilities in the K to 12 Basic
Education Program
● DO 72 s. 2009 - Inclusive Education
as a Strategy for Increasing
Participation Rate of Children
● RA 10618 - An Act Establishing
Rural Farm Schools as Alternative
Delivery Mode of Secondary Education
and Appropriating Funds Therefor
Policy Action:
● Expand the Alternative Learning
System and other inclusion
programs to reach the hard-to-
reach areas (GIDAs) and out-of-
school youth, adults, and children
● Revise the implementing
guidelines for existing inclusion
programs such as Special
Education Program, Indigenous
Peoples Education, Multigrade
Education Program, and Madrasah
Education Program to ensure
relevance and implementation
effectiveness.
● Revise the implementing
guidelines of ADMs such as rural
farm schools and Modified in
School Off School Approach
(MISOSA) to improve quality and
access of learners to these
programs.
● Revise the implementing
guidelines and content for
consistency with the enhanced
curriculum or the ALS-K to 12
Basic Education Curriculum
particularly SHS and the
institutionalization of the
administration of the A&E exam for
the ALS program.
GAD Policy Action:
IPED Enhancement of all inclusive
MEP education program
ALS
● DO 32 s. 2017 - Gender- Revitalization of Peace education
Responsive Basic Education Policy
● DO 27 s. 2013 - Guidelines and
Procedure on the Establishment or
DepEd Gender and Development
(GAD) Focal Point System (GFPS) at
the Regional, Division and School
Levels
● DepEd Order 55 s.2013:
Implementing Rules and Regulations
(IRR) of Republic Act (RA) No. 10627
Otherwise Known as the Anti-Bullying
Act of 2013
● DO 31 s. 2022 - Child Rights Policy:
Adopting the Rights-Based Education
Framework in Philippine Basic
Education
● DO 40 s. 2012 - DepEd Child
Protection Policy
Policy Action:
● Formally create the LRPO
● Formulate a policy focusing on
anti-bullying to ensure that cases
and instances of all kinds of
bullying (physical, emotional,
cyber) are closely monitored at
schools and learning centers. The
policy shall also include provisions
on prohibited acts, prevention, and
intervention programs,
mechanisms, and procedures.

● CPP Policy Action:

BEC ● Update the Child Protection
● MULTIGRADE Policy to operationalize RA 10821,
● IPED otherwise known as the Children’s
● MEP Emergency Relief and Protection
● SPED Act, and ensure consistency with
● ALS other education reforms
● DO 40 s. 2012 - DepEd Child
Protection Policy
● DO 63 s. 2010 - Enhancing DepEd
Order #81 s. 2009 “Strengthening the
Implementation of the Multigrade
Education Program in Philippine
Education
● DO 31 s. 2022 - Child Rights Policy:
Adopting the Rights-Based Education
Framework in Philippine Basic
Education
● DepEd Order 55 s.2013:
Implementing Rules and Regulations
(IRR) of Republic Act (RA) No. 10627
Otherwise Known as the Anti-Bullying
Act of 2013
● Medical/Dental Program
● School Sports
● DO 28 s. 2018 - Policy and
Guidelines on Oplan Kalusugan sa
Department of Education
● Creation of Plantilla positions
● DepEd Counseling and Referral
System for Learners
● Republic Act No. 11036, otherwise
known as the Mental Health Act
● RA 11650 - An act Instituting a
Policy of Inclusion and Services for
Learners with Disabilities in Support of
Inclusive Education, Establishing
Inclusive Learning Resource Centers of
Learners with Disabilities in all School
Districts, Municipalities and Cities,
Providing for Standards Appropriating
Funds Therefor, and for Other
Purposes
● DO 12 s. 2020 - Adoption of the
Basic Education Learning Continuity
Plan for School Year 2020-2021 in the
Light of the COVID-19 Public Health
Emergency
Policy Action:
● Develop a policy that shall
promote mental health and
guidance counseling in basic
education including handling of
learners with mental health
concerns.
Policy Action:
● Develop a policy that shall
promote mental health and
guidance counseling in basic
education including handling of
learners with mental health
concerns
● With the CSC, revise the
qualification standards for
guidance counselors
● MULTIGRADE
● ALS,
● Last Mile Schools,
● IPED
● SPED
● MADRASAH
● DO 63 s. 2010 - Enhancing DepEd
Order #81 s. 2009 “Strengthening the
Implementation of the Multigrade
Education Program in Philippine
Education
● DO 23 s. 2022 - Child Find Policy
for Learners with Disabilities Towards
Inclusive Education
● DO 46 S. 2013 - Guidelines on the
Madrasah Education Program and
Utilization of the Support Fund
● DO 44 s. 2021-Policy Guidelines on
the Provision of Educational Programs
and Services for Learners with
Disabilities in the K to 12 Basic
Education Program
● DO 72 s. 2009 - Inclusive Education
as a Strategy for Increasing
Participation Rate of Children
DO 45 s. 2021 - Policy Guidelines on
the Selection of and Minimum
Requirements for the Conversion of
Certain Schools with SPED Centers
Into Prototype Inclusive Learning
Resource Centers
Policy Action:
● Expand the Alternative Learning
System and other inclusion
programs to reach the hard-to-
reach areas (GIDAs) and out-of-
school youth, adults, and children
● Revise the implementing
guidelines for existing inclusion
programs such as Special
Education Program, Indigenous
Peoples Education, and Madrasah
Education Program to ensure
relevance and implementation
effectiveness.
● Revise the implementing
guidelines for ADMs such as rural
farm schools and Modified in
School Off School Approach
(MISOSA) to improve quality and
access of learners to these
programs.
● Revise the implementing
guidelines and content for
consistency with the enhanced
curriculum or the ALS-K to 12
Basic Education Curriculum
particularly
● ConductSHS and evaluation
process the of
institutionalization of
the ILRC implementation the
administration of the A&E exam for
the ALSAction:
Policy program.
● None as the ILRC is presently
implemented in phases
SPED Policy Action:
LRs ● Provide sufficient, relevant, and
DCP appropriate teaching and learning
Inclusive Education Program resources and materials
● DO 45 s. 2021 - Policy Guidelines
on the Selection of and Minimum
Requirements for the Conversion of
Certain Schools with SPED Centers
Into Prototype Inclusive Learning
Resource Centers
● DO 78, S. 2010 – Guidelines on the
Implementation of the Deped
Computerization Program (DCP)
● Learning Tools and Equipment -
Technical Vocational and Livelihood
Equipment
SPED (LTE-TVL) Policy Action:
BEFF ● Provide sufficient, relevant, and
LRs appropriate teaching and learning
DO 45 s. 2021 - Policy Guidelines on resources and materials
the Selection of and Minimum
Requirements for the Conversion of
Certain Schools with SPED Centers
Into Prototype Inclusive Learning
Resource Centers

NLPP
ALS
IPED
MEP
● DO 72 s. 2009 - Inclusive Education
as a Strategy for Increasing
Participation Rate of Children
● Implementation of the Basic ● Parental involvement programs
Education Learning Continuity Plan in school
(BE-LCP). ● Coordinate with DSWD in
● Republic Act No. (RA) 11908 implementing RA 11908
establishes and implements the “Parent
Effectiveness Service (PES) Program” Policy Action:
that aims to strengthen parental Issuance of policy guidelines on
involvement in child development and parental involvement in the
learning by expanding their knowledge education of their children
and skills on parenting.

● HRTD ● Provision of capacity

● DO 30 s. 2021 - Multi-Year development programs for
Implementing Guidelines on the teachers, non-teaching personnel
Allocation and Utilization of the Human and school leaders (teacher and
Resource Development Fund for school leaders' competence)
Teachers and School Leaders
● OPDNSP
● DO 35 s. 2016 - The Learning
Action Cell as a K to 12 Basic
Education Program School-Based
Continuing Professional Development
Strategy for the Improvement of
Teaching and Learning
●
BEC DO 43 s. 2017 - Teacher Induction
Program
● DO 42, Policy
S. 2017 – National Adoption
and Implementation of the Philippine
Professional Standards For Teachers
HRTD Policy Action:
● DO 30 s. 2021 - Multi-Year ● Issuance of policy Guidelines on
Implementing Guidelines on the ICT integration on teaching and
Allocation and Utilization of the Human learning process
Resource Development Fund for
Teachers and School Leaders
DCP
● DO 78, S. 2010 – Guidelines on the
Implementation of the Deped
Computerization Program (DCP)
● DO 76, S. 2011 – National Adoption
and Implementation of the Learning
Resources Management And
Development System (LRMDS)
● DepEd Commons, LRP, DLMS
HRTD ● Philippine Professional
● DO 30 s. 2021 - Multi-Year Standards for School Heads
Implementing Guidelines on the
Allocation and Utilization of the Human
Resource Development Fund for
Teachers and School Leaders
OPDNSP
● DO 24 s. 2020 - National Adoption
and Implementation of the Philippine
Professional Standards for School
Heads
● DepEd Memorandum 50, s. 2022 -
DepEd Professional Development
Creation
Priorities of
forPlantilla
Teachers positions
and School Policy Action:
Leaders for 2020-2023 ● Review and amend guidelines
governing teaching load,
assignments, and ancillary
services of teachers to ensure the
compliance with the required eight
(8) hours of work.
DM 59 s. 20 Dissemination of
Executive Order No. 174 (Establishing ● Finalize the career progression
the Expanded Career Progression
System for Public School Teachers)
DO 19 s. 2022- The Department of
Education Merit Selection Plan
Teacher Quality Program
DO 42 s. 2017 - National Adoption and ● Issue and implement the IRR
Implementation of the Philippine
Professional Standards for Teachers
● RA 4670 - Magna Carta for Public
School Teachers
● DO 19 s. 2019 - Policy Guidelines
on the K to 12 Basic Education
Program
Policy Action:
policy
● Set up of HR monitoring system
Policy Action:
● Adopt the guidelines on
Recruitment, Selection, and
Appointment in DepEd (presently
under legal review)
Policy Action:
Policy Action:
● Issue the Work Balancing policy
● Adopt the Guidelines on the
Distribution of Teacher Workload
and Payment of Teaching
Overload
● RA 4670 - Magna Carta for Public
School Teachers
● DO 19 s. 2019 - Policy Guidelines
on the K to 12 Basic Education
Program
Policy Action:
● Issue the Work Balancing policy
● Adopt the Guidelines on the
Distribution of Teacher Workload
and Payment of Teaching
Overload

DepEd Order 39 s.2021: Guidelines on Policy Action:

the Provision of Special Hardship ● Issue the enhanced SHA
Allowance for Public School Teachers guidelines considering

DepEd Order 14 s.2019: Policy Action:

Implementation of the P5,000 Net Take ● Reinforce the implementation of
Home Pay for the Department of the P5,000 net take home pay
Education Personnel for Fiscal Year
2019
DO 28 s. 2020 - Guidelines on the Management Action:
Grant of Five Hundred Pesos Financial Initiate discussion with DOH and
Assistance to Public School Teachers agree on partnership instrument
for Payment of Medical Examination
Expenses

DepEd Public School Teacher Benefits Management Action:

and Incentives ● Initiate regular engagement with
- GSIS to achieve the objective

DO 20 s. 2021 - Enhanced Guidelines

on Accreditation/Re-Accreditation of
Private Entities Under the Automatic
Payroll Deduction System Program
● RA 4670 - Magna Carta for Public Policy Action:
School Teachers ● Establish mechanism for free
legal assistance to teachers

● RA 4670 - Magna Carta for Public

School Teachers
● DepEd Program on Awards and
Incentives for Service Excellence
(PRAISE) provided under CSC
Resolution No. 010112 and CSC
Memorandum Circular No. 01, s. 2001.

Approved by:
d CO commitments that are not applicable to the division.

Indicators

TAke steps to accelerate the delivery of basic education facilities

Outcome indicators:
● Proportion of schools and community
learning centers (CLCs) achieving ideal
ratio on classroom
● Proportion of schools with functional
library, and faculty’s/teachers’ room

Output indicators:
● No. of CLCs constructed
Outcome indicators:
● Proportion of schools and community
learning centers (CLCs) achieving ideal
ratio on classroom
chapter 12: social infra (PDP)
Classroom-to-pupil ratio (same with
bullet 1 BEMEF)
Water and sanitation (Watsan) facility to
pupil ratio

Output indicators:
● No. of classrooms constructed
according to standards and
specifications
● watsan, faculty rooms, library, etc?

Outcome indicators:
● Proportion of schools and community
learning centers (CLCs) achieving ideal
ratio on classroom
● Client satisfactory rating of DepEd
offices’ respective stakeholders [on the
financial resource management systems
and processes in DepEd]

Output indicators:
● No. of classrooms constructed
according to standards and
specifications
Outcome indicators:
Proportion of SDOs with (Elementary
and secondary) with functional library
hubs

Output indicators:
● No. of functional library hubs
constructed.

Outcome indicators:
BEMEF EM #3: Proportion of schools
(Elementary and Secondary) with
connection to electricity
SDG Commitment: Proportion of
schools with access to electricity

Outcome indicators:
● Proportion of schools achieving ideal
ratio on ICT Package/E-classroom
● Proportion of schools (elementary,
JHS, and SHS) with access to
computers for pedagogical purposes
(SDG)

Output indicators:
● No. of of ICT packages procured
● % of schools recipient of ICT
packages
● No of ICT packages delivered to
schools and CLCs
Outcome indicators:
● Proportion of schools and community
learning centers (CLCs) achieving ideal
ratio on:-Learning resources and
learning materials (LRs and LMs)
-Science and Math equipment
-Multimedia package

SDG:
● Proportion of schools with access to
the Internet for pedagogical purposes

● Proportion of schools with learning

continuity plan and sufficient resources
to continue education amidst the
emergencies

Output indicators:
● % of schools provided with
accessible internet connection
● No. of online and offline resources
produced for learning continuity amidst
emergencies ( as needed)
Outcome indicators:
● Client satisfactory rating of DepEd
offices’ respective stakeholders (internal
& external) [on the user interface and
accessibility of digitized national
assessments]
● % of schools with access to digital
national assessments

Output indicators:
● Number of national assessments
conducted using the digitized version
● Number of national assessments
materials translated into computer-
based/digital platform

w
Outcome indicators:
● Proportion of eligible private schools
receiving government assistance
● Proportion of teachers in private
schools receiving teacher salary subsidy
● Percentage of recognized schools or
schools with recognition
EM#3 (BEDP) Proportion of schools
achieving ideal ratio on classroom and
teachers

Output indicators:
● Number of private schools
implementing E-GASTPE in line with the
standards
● (PREXC) No. of Grantees:
○ ESC (JHS)
○ SHS (Voucher)
○ JDVP
Outcome indicators:
● Percentage of recognized schools or
schools with recognition

Output indicators:
● Presence of revised Manual of
Regulation for Private Schools

Outcome indicators:
● Proportion of eligible private schools
receiving government assistance
● Proportion of private school K-6
learners received ESC subsidy

Output indicators:
● Number of eligible private schools
implementing expanded GASTPE
coverage in line with the standards
Outcome indicators:
● Proportion of eligible private schools
receiving government assistance

Output indicators:
● Types of support provided to
BARMM in terms of School Building
Program and GASTPE
● Number of engagements / technical
assistance provided to BARMM

Outcome indicators:
● Efficiency rate (Turnaround time) of
response to legal concerns/cases
● Client satisfactory rating of DepEd
offices’ respective stakeholders (internal
& external)

Output indicators:
● No. of legal concerns/ cases
resolved or responded to

Outcome indicators:
● Proportion of schools achieving the
ideal SBM level of practice

Output indicators:
● % of schools provided with technical
assistance on SBM

TAke good care of learners by promoting learner well-being, inclusive education, and
Outcome indicators:
* Participation rate of out-of school
children and out-of school youth
* ALS Completion Rate
* Retention Rate of learners in situations
of disadvantage

● Proportion of learners in situation of

disadvantage transition to next key
stage
-ELEMENTARY: % Disparity in
transition rate
- SECONDARY: % Disparity in transition
rate

● Percentage of learners in situations of

disadvantage (disaggregated by group)
achieved at least the minimum level of
proficiency in (a) functional literacy, (b)
numeracy, and (c) 21st century skills

Output Indicators:
● Number of learners enrolled in
inclusive education programs
Outcome indicators:
● Participation Rate of Out-of-school
children (OSC) and Out-of-school youth
(OSY)
● Proportion of learners in situation of
disadvantage transition to next key
stage
-ELEMENTARY: % Disparity in
transition rate
- SECONDARY: % Disparity in transition
rate

Output indicator:
● Percentage of schools implementing
inclusive education programs in line with
the standards
Outcome indicators:
● Learners satisfaction rating on
Rights-based Education (RbE)

Output indicators:
● No. of guidelines issued relative to
the implementation of program for
adolescent, mothers, CAR, and CICL
Outcome indicators:
● Learners satisfaction rating on
Rights-based Education (RbE)
● Retention rate
● Drop out rate

Output indicators:
● Number of schools implementing
child-protection mechanisms in line with
the standards

Outcome indicators:
● Learners satisfaction rating on
Rights-based Education (RbE)
● Retention rate
● Drop out rate

Output indicators:
● Percentage of schools implementing
child-protection mechanisms in line with
the standards
Outcome indicators:
● Proportion of schools with functional
guidance and counseling program

Output indicators:
● No. of issued guidelines relative to
mental health and guidance counselling
mechanisms

Outcome indicators:
● Increase rate of RGCs employed in
DepEd per year

Output indicators:
● No. of issued guidelines relative to
mental health and guidance counselling
mechanisms
Outcome indicators:
● Participation Rate of Out-of-school
children (OSC) and Out-of-school youth
(OSY)
● ALS Completion Rate
● ALS A&E passing rate
● Proportion of learners in situation of
disadvantage transition to next key
stage
● Retention rate of learners in situation
of disadvantage
● Percentage of learners in situations
of disadvantage (disaggregated by
group) achieved at least the minimum
level of proficiency in (a) functional
literacy, (b) numeracy, and (c) 21st
century skills

Output indicators:
● No. of students enrolled in ALS
program
● No. of enrolled IP students
● No. of enrolled students with
disability

Outcome indicators:
● Proportion of learners in situation of
disadvantage transition to next key
stage
● Retention rate of learners in situation
of disadvantage
● Percentage of learners in situations
of disadvantage (disaggregated by
group) achieved at least the minimum
level of proficiency in (a) functional
literacy, (b) numeracy, and (c) 21st
century skills
● Completion rate

Output indicators:
● Number of ILRCs established
according to standards
Outcome indicators:
Proportion of schools and CLCs
achieving ideal ratio on learning
resources and learning materials, and
multimedia package [appropriate for
learners with disabilities]

Output indicators:
● Number of procured assistive
devices per year
● Number of SHS learning materials
digitized

Outcome indicators:
Proportion of schools and CLSCs
achieving ideal ratio on learning
resources and learning materials, and
multimedia package [appropriate for
learners with disabilities]

Output indicators:
● No. of development partners
engaged in the development of learning
resources for learners with disabilities
● Number of learning resources for
learners with disabilities developed

Outcome indicators:
● Level of engagement of stakeholders
and partners in eradicating illiteracy in
the community
● Proxy indicator: Number of LGUs
received award for literacy programs
granted by LCC
● Literacy rate in the municipality/ city
(PSA)
Outcome indicators:
● Level of parental involvement in
basic education

Give support to teachers to teach better

Outcome indicators:
● % of teachers graduated from
scholarship programs provided by
DepEd (graduation rate of teachers in
the scholarship program)
● % of teachers moved to the next
career stage (beginning, proficient,
highly proficient, distinguished)

Output indicators:
● No. of teaching and teaching related
staff trained (BAR-1)
● No. of teaching and teaching related
staff provided
Outcome with scholarship
indicators:
programs/grants
● % of teachers moved to the next
career stage (beginning, proficient,
highly proficient, distinguished)

Output indicators:
● No. of teaching and teaching related
staff trained (BAR-1)
Outcome indicators:
● % of teachers utilized technology in
remote learning modality (from the total
number of teachers capacitated)

Output indicators:
● No. of teaching and teaching related
staff trained (BAR-1)

Outcome indicators:
● Proportion of schools achieving the
ideal SBM level of practice
● % of school heads/leaders achieving
the ideal level of practice according to
PPSSH.

Output indicators:
● Number of school leaders trained on
different learning interventions

Outcome indicators:
● Proportion of schools achieving ideal
ratio on staff who will perform
administrative tasks

Output indicators:
● No. of teachers who receive
compensation (for unique school
challenges)
Outcome indicators:
● Promotion rate of teachers

Output indicators:
● No. of guidelines issued relative to
career progression
Outcome indicators:
● Recognition level of PRIME HR

Output indicators:
● No. of guidelines issued relative to
recruitment, selection, and appointment
of DepEd personnel

Outcome indicators:
● Proportion of TEIs that aligned their
teacher education curriculum to the
PPST and basic education curriculum

Output indicators:
● No. of issued guidelines relative to
IRR implementation

Outcome indicators:
● Satisfaction level of teachers on the
workload distribution and compensation
received

Output indicators:
● % of teachers performing full time
and part-time ancillary services
Outcome indicators:
● Satisfaction level of teachers on the
workload distribution and compensation
received

Output indicators:
● % of teachers performing full time
and part-time ancillary services

Outcome indicators:
● Satisfaction rating of teachers on the
SHA

Output indicators:
● Proportion of teachers receiving the
Special Hardship Allowances

Outcome indicators:
● Number of payroll servicing units per
governance level compliant with the
guidelines for the implementation of the
P5,000 Net Take Home Pay

Output indicators:
● % of teachers receiving the minimum
net take home pay
Outcome indicators:
● Proportion of offices across
governance levels with at least
satisfactory in the Office Performance
Commitment and Review Form
(OPCRF)
● Attendance rate of Teachers
● Satisfaction rating of teachers on the
free APE

Output indicators:
● Percentage of teachers provided with
free annual physical examinations

Outcome indicators:
● Client satisfactory rating of teachers
on resolution of issues and benefits-
related concerns from GSIS

Output indicators:
● Number of issues/concerns resolved
or responded to.
Outcome indicators:
● Proportion of teachers with at least
satisfactory in the Individual
Performance Commitment and Review
Form (IPCRF)
● Number of teachers accessed to free
legal assistance

Output indicators:
● No. of legal concerns/cases resolved
or responded to
● No. of legal assistance facilities
established per region and SDO.

Outcome Indicators
● Turnover rate among teachers
● Proportion of teachers achieving the
satisfactory rating in the IPCRF

Output indicator:
● Number of teachers recognized in
DepEd’s Program on Awards and
Incentives for Service Excellence
(PRAISE)
ble to the division.

SDO Commitment per Item

s to accelerate the delivery of basic education facilities and services

Update data on classrooms and auxiliary facilities on a periodic basis

All constructions with funding under SEF or donations shall adopt the DepEd
standard school buildings. Perform repair and rehabilitation of classrooms

Utilize SEF for the construction of school buildings

Increase the number of relevant learning resource materials for learners and
teachers

Upgrade existing electrical supply and distribution lines

Seek assistance from the LGU and other partners to provide additional
computer packages.
Provision of capacity building to LR coordinators in preparation for the migration
of LRMDS portal

Offering of Flexible learning options to learners under special cases such as

those with learning difficulties
Coordination between ICT and Division Testing Coordinator in the provision of
Technical Assistance to Schools in the conduct of national assessments

Adoption of the National Education Portal. Make sure that the schools have
stable internet connections to access the National Educ. Portal.
Intensify the provision of technical assistance to private schools in their
application to ESC and Voucher Program
Update the private schools on the latest guidelines in their compliance with the
DepEd issuances.

Increase the number of private schools receiving government assistance for

GASTPE.
 Re-capacitate teachers on the legal matters,specifically, on magna carta for
teachers

Provision of technical assistance to all schools with Level 1 and 2 SBM Level of
Practice
All Level III schools with sustained SBM Level of Practice continuously
upgrading their processes and mechanism.
Capacity building to all school heads and coordinators on the updates in
the implementation of SBM

promoting learner well-being, inclusive education, and a positive learning environment.

Dissemination of IEC advocacy materials on peace building.
Strengthening the peace-building practices and initiatives to maintain the school
as zones of peace Strengthen
parnership with PNP-WCPD and CSWDO Capacitate the schools
in handling CAR and CICL based on DepEd Order No. 18, s. 2015 and the
referral system Continue sending
representation of DepEd in the Local Council for the Protection of Children
Capacitate newly-assigned guidance teachers on the protocols in handling child
protection cases Strengthen the
Learners Rights and Protection Program in partnership with LGUs to support the
PPAs under child protection.
Improve the reporting system
Make the Child Protection Committee Functional
Encourage positive discipline and distribute primers on
Positive Discipline.

Ensure that all schools in the public and private schools of Meycauayan City
have updated Child Protection and Anti-Bullying Policy
Strengthen the school's mechanism on Zero-Bullying
Continuous conduct of Psychological First Aid to affected learners and
personnel
Conduct of symposiums and
seminars to learners, teaching and non-teaching personnel on mental health
Dissemination of mental health
and psychosocial support materials to teachers

Continuous conduct of capacity building on psycho-social support. Kumustahan

with the teaching and non-teaching personnel and learners.
Strengthen the relationship and communication with parents in the community in
support of the different PPAs of the Department

Give support to teachers to teach better

Continuous capacity building among the teachers and school heads focusing on
instructional supervision
Facilitate the provision of scholarship program from LGUs and
Private Institutions to all non-majors

Increase Capacity Building and Capability Development Opportunities for SDO

Personnel, School Leaders, and Teaching and Non-Teaching Personnel
Adoption of one policy guidelines on ICT integration on the teaching and
learning process

Focus on the instructional supervision

Create a mechanism to support the teachers and school leaders in their
application of learnings and provide professional development opportunities in
order to improve their skills and enhance their teaching and leadership
practices.

Checking and adopting the guidelines on governing teaching load, assignments

and ancillary
Facilitate a standard operating procedures and automated system for Hiring and
Deployment of SDO and School-Based Personnel

Facilitate a standard operating procedures and automated system for Hiring and
Deployment of SDO and School-Based Personnel
Facilitate Deployment of Newly Created Teaching Positions and Redeployment
of Excess Teachers to Schools with Teacher Shortage

Facilitate Individual and Team Growth, Participation and Commitment of all

Employees to the attainment of DepEd's Vision, Mission, Goals and Objectives
based on Standards of Performance and Behaviors
Capacitate SDO and School-Based Personnel on Standards of Employee
Welfare and Benefits
Coordinate with the Local Government Unit for funding of the free Annual
Physical Examination for teaching and non-teaching personnel. Partnership with
DOH
Encourage creativity, innovativeness, efficiency, integrity, and productivity in
public service by rewarding and recognizing SDO and School Officials and
Employee
 Lead Functional Division

SGOD- Education Facilities

SGOD- Education Facilities

SGOD- Education Facilities

nvironment.
Support Functional Division
SGOD - Planning
 Timelines

3rd Quarter of 2023