1. Managing Diverse Relationship ENGAGING STAKEHOLDERS EFFECTIVELY: BUILDING COALITIONS FOR CHANGE Building connections and partnerships is crucial in DepEd because education is a collaborative effort that involves multiple stakeholders, including educators, parents, students, community members, and government agencies. The success of education initiatives and programs depends on the quality of these partnerships, as they can help to: Ne . Foster innovation and creativity: Partnerships can encourage creativ Build trust and mutual understanding: Partnerships can foster relationships based on trust, respect, and open communication. When different stakeholders work together, they can develop a_ better understanding of cach other's perspectives, needs, and challenges. This can help to create a more supportive and inclusive educational environment that is responsive to the needs of all learners. . Share resources and expertise: Building partnerships allows for the sharing of resources and expertise, which can help to enhance the quality and effectiveness of educational programs. For example, schools can partner with local businesses or community organizations to provide additional resources such as books, equipment, or technology, Educators can also collaborate with other experts to develop innovative teaching strategies or to provide specialized support for students with specific learning needs. and innovation by bringing together individuals with diverse backgrounds, skills, and perspectives. Collaboration can spark new ideas and approaches to teaching and learning that are more relevant and engaging for students, . Increase accountability and ownership: By building partnerships, stakeholders can share responsibility and accountability for the success of educational initiatives. When everyone is invested in the success of the program, there is a greater sense of ownership and commitment, leading to better outcomes for all learners.1, CURRICULUM CONTEXTUALIZATION ‘The Governance of Basic Education Act of 2001 (RA 9155) and Enhanced Basic Education Act of 2013 (RA 10533) both provide policy basis for ‘curriculum contextualization in the Philippines. Section 2 of RA 9155 mandates that the education system shall be decentralized to ensure accountability, transparency, and maximum participation ‘of all stakeholders in the delivery of quality education. This includes the development and implementation of a curriculum that is responsive to the needs ‘and aspirations of learners. Meanwhile, Seetion 4 of RA 10833 highlights the importance of a learner centered approach to education, which recognizes the unique needs and characteristics of cach learner. The law mandates the Department of Education to provide a curriculum that is relevant, responsive, and inclusive, and to ensure that Teaming resources are accessible to all learners Furthermore, Section 4 of RA 10833 also emphasizes the need to promote ‘cultural diversity and respect for differeat cultural vaditions. This includes the integration of local and indigenous knowledge into the curriculum to provide Jeamers with a more holistic and inclusive understanding of the world ‘These policy provisions demonstrate the government's commitment to promoting curriculum contextualization in the Philippines, as a means of ensuring ‘that education is relevant, responsive, and inclusive of all learners. a Curriculum contextualization is the process of adapting the national ‘curriculum to make it more relevant and responsive to the local context and needs fof the leamers. It involves integrating local and indigenous knowledge, skills. ‘Values, and traditions into the curriculum to ensure that itis more meaningfil and a the curriculum, it makes learning more meaningful and relevant to the learners, thereby increasing their engagement and participation in the leaming process. This approach also promotes a sense of pride and ownership among learners in their cultural heritage, which is important for their personal and social development, Furthermore, curriculum contextualization is seen as a key strategy for improving the quality of education in the country. particularly in remote and underserved areas. It enables learners to acquire knowledge and skills that are relevant to their daily lives and prepares them to become active and engaged citizens in their communities, Gencrally, curriculum contextualization is an important tool for promoting equitable and inclusive education that meets the needs of all leamers in the Philippine education system. Curriculum contextualization involves a range of principles and strategies, including identifying and incorporating local knowledge and practices, promoting learner-ceatered approaches to teaching and learning, engaging with local communities and stakeholders, and ensuring that curriculum materials are accessible and culturally sensitive, These principles are implemented in practice through a collaborative and participatory process involving teachers, curriculum developers, and community members. ‘The DepEd promotes an inclusive and respectful approach to curriculum contextualization by encouraging collaboration and dialogue between educators and local communities. The agency also provides guidance and support to ensure that curriculum materials are culturally sensitive and relevant to the needs of eamers. Additionally, the DepEd conducts regular monitoring and evaluation of curriculum implementation to ensure that the process is inclusive and respectful of diverse cultural traditions and perspectives.manner, and that the privacy and confidentiality of the information contained in the records are protected, DEPED FINANCIAL MANAGEMENT OPERATIONS MANUAL (FMOM) The DepEd Financial Management Operations Manual (FMOM) is a guide for financial management practices within the Department of Education (DepEd). It outlines policies, procedures, and standards for the effective management of financial resources, including budgeting, accounting, procurement, and auditing. The FMOM is designed to ensure compliance with relevant laws and regulations and to promote transparency, accountability, and efficiency in the management of financial resources within the DepEd. ‘The FMOM provides guidance on the budgeting process, including the preparation of budget proposals, the allocation of resources, and the monitoring of budget utilization. It also provides guidance on accounting procedures, including the recording and reporting of financial transactions, the preparation of financial statemenis, and the nusintenance of accounting records ‘The FMOM provides policies and procedures for procurement, including the procurement of goods and services, the awarding of contracts, and the disposal of surplus property. It also provides guidance on intemal controls, risk management, and internal auditing, which are critical to ensuring the proper management of financial resources. The FMOM is an essential tool for DepEd personnel and schools in ensuring compliance with relevant laws and regulations and in promoting transparency, accountability, and efficiency in the management of financial resources. By providing clear policies, procedures, and standards for financial management, the FMOM helps to ensure that financial resources are used effectively and efficiently and that financial information is accurate and reliable. The DepEd Financial Management Operations Manual (FMOM) is a comprehensive guide for financial management practices within the DepEd. It ‘outlines policies, procedures, and standards for the effective management of promote transparency, accountability, and efficiency in the management of financial resources within the DepEd. ee The purpose of the DepEd Financial Management Operations Manual (FMOM) is to provide policies, procedures, and standards for the effective ‘management of financial resources within the Department of Education (DepEd). ‘The FMOM aims to promote transparency, accountability, and efficiency in the management of financial resources, including budgeting, accounting, procurement, and auditing, and to ensure compliance with relevant laws and regulations. The FMOM serves as a comprehensive guide for DepEd personnel and schools in managing financial resources effectively and efficiently. ‘The DepEd Financial Management Operations Manual (F MOM) promotes transparency, accountability, and efficiency in the management of financial resources within the DepEd by providing clear policies, procedures, and standards for financial management practices. The FMOM ensures that financial resourees are used effectively and efficiently and that financial accurate and reliable. Furthermore, the FMOM promotes accountability by outlining procedures for procurement and the awarding of contracts and by providing guidance on intemal controls, risk management, and intereal auditing. Tae FMOM also promotes efficiency by providing guidance on budgeting processes, accounting procedures, and the reconling and reporting of financial transactions. By promoting transparency, accountability, and efficiency, the FMOM helps to ensure that financial resources are managed effectively and that the DepEd is able to meet its financial obligations. es pee ‘The DepEd Financial Management Operations Manual (FMOM) covers a range of financial management practices within the Department of Education (DepEd). These practices include budgeting, accounting, procurement, and auditing. The FMOM provides policies, procedures, and standards for these formation issystems, training and development systems, compensation and benefits 5 and other HRM systems. ‘The HRM institutionalization involves embedding the new HRM systems land practices in the organization's culture and ensuring that they are sustained over time, This involves the development of HRM policies and guidelines, capacity building of HRM personnel, and communication and awareness-raising activities to promote HRM excellence in the organization, PRIMEHRM aims to institutionalize meritocracy and excellence in HRM in government agencies in the Philippines by improving the quality of HRM policies, systems, and practices and promoting a culture of excellence in HRM. The three phases of HRM refer to the three broad stages involved in ‘managing human resources in an organization. These stages are assess, assist, and award Assess: The first phase of HRM involves assessing the organization's human resource needs, capabilities, and performance. This involves analyzing the current workforce, identifying skills gaps, and determining the organization's HRM priorities and objectives. The assessment phase also involves evaluating the organization's HRM policies, procedures, and practices against established standards and best practices. Assist: The sccond phase of HRM involves providing assistance and support to employees to ensure that they have the skills, knowledge, and resources they need to perform their jobs effectively. This includes providing training and development programs, coaching and mentoring, career development opportunities, and support for work-life balance. The assist phase also involves developing and implementing HRM systems and procedures that support employee performance, such as performance management systems, recruitment and selection systems, and compensation and benefits systems. Award: The third phase of HRM involves recognizing and rewarding employees for their contributions and achievements. This includes providing incentives and rewards for high performance, such as bonuses, promotions. and 28 censure effective HRM practices in the organization. By assessing the organization's HRM needs, providing assistance and support 1o employees, and recognizing and rewarding high performance, organizations can attract, develop, and retain a talented and motivated workforce that can contribute to the achievement of the organization's goals and objectives The four priority HR systems refer to the key HRM. systems that organizations should prioritize to effectively manage their human resources ‘These systems are recruitment, selection, placement, and induction; leaning and development; performance management; and rewards and recognition. 1, Recruitment, Selection, Placement and Induction: This HR system involves attracting and selecting the right candidates for the organization's job roles. It includes identifying job requirements, sourcing candidates, screening and interviewing candidates, selecting the best-fit candidate, and orienting new employees to the organization's culture, policies, and practices. 2. Learning and Development: This HR system involves providing employees with the necessary skills, knowledge, and resources to perform their jobs effectively and advance in their careers. It includes assessing ‘employee development needs, designing and delivering training programs, coaching and mentoring, and providing opportunities for job rotations and career development. 3. Performance Management: This HR system involves setting performance expectations, monitoring and measuring employee performance, providing feedback and coaching, and rewarding performance. It includes developing performance goals, conducting performance appraisals. and providing feedback to employees to help them improve their performance. 2847. To inform decision-making and support continuous improvement by providing valuable insights and data on the performance and impact of programs and projects. DIFFERENCES BETWEEN MONITORING AND EVALUATION ‘MONITORING EVALUATION Purpose: To track progress, identify | Purpose: To assess the effectiveness, issues and make course corrections in| efficiency, relevance and impact of a real-time program or intervention Focus: Ongoing, regular and | Focus: Periodic and systematic review systematic collection and analysis of | ofa program or intervention information “Methods: Surveys, observations, data | Methods: Surveys, experimenis, case analysis, process tracking studies, impact assessments Timeframe: Continuously during | Timeframe: At the end of a program program implementation ‘orat specific intervals Data: Real-time data and feedback Data: Hoth qualitative __and quantitative data collected over a Jonger period of time ‘Outputs: Adjustments made to the| Outputs: Recommendations for program, progress reports eee prema eet el ler 1, Planning: Establishing clear goals, objectives, and indicators to assess progress. This stage also involves developing a monitoring and evaluation plan, including the methods, tools, and data sources to be used, 2. Data Collection: Gathering data through various means, such as surveys, interviews, focus groups, or direct observation, to assess progress and determine the effectiveness of programs and interventions. 3. Data Analysis: Analyzing the data collected to identify trends, strengths, and areas for improvement 5, Adjustments and Improvements: Based on the results of the evaluation, ‘making changes and improvements to the program as needed. 6. Reporting: Sharing the results of the monitoring and evaluation process with relevant stakeholders, including program beneficiaries, staff, and decision- makers, 7. Ongoing Monitoring: Continuously monitoring and evaluating the program to ensure its ongoing success and effectiveness. a ‘The purpose of the program monitoring and evaluation system assessment in DepEd is to assess the effectiveness and efficicney of education programs and policies in achieving the desired outcomes, inform decision-making for improvement, and provide accountability and transparency in the use of resources. This process helps the department continuously monitor progress, identify challenges and areas for improvernent, and ensure that resources are being used effectively to achieve desired outcomes in education “The DepEd program monitoring and evaluation system helps to ensure the success and effectiveness of educational programs by regularly monitoring their implementation and collecting data on various aspects such as outcomes, impact, efficiency, and relevance. This data is then analyzed to determine the strengths and weaknesses of the program, identify areas for improvement, and make informed decisions on future program development and implementation. ‘Additionally, the system provides feedback to program stakeholders, including educators, students, and communities, to promote accountability transparency, and continuous improvement.Pillar No. 1 ACCESS Al senool-age children, out-of-school! youth, and adults have access to relevant basic learning opportunities Strategies Strategy #1 Strategy #2 improve leerers accesso ualty and Warmer Wendy enrronment Strategy #5 Strengthen mechanisms for proving accoct to relevant Basle Spportunities fr OSC OS¥ and OSA Strategy #3 Improve caps to retain earners in schools Strategy #4 improve sratepes to ensure leaner’ contuty to ext stage OO 1 Pillar No. 3 QUALITY Learners complete K-12 basic education having attained all learning standards that equip ther with the necessary skills and attributes to pursue their chosen paths Strategies Strategy #1 Align curriculum and instruction methods ial subjects Strategy #2 Strategy #5 Strengthen competence of teachers and | Strengthen consultations Instructionalleaders on curriculum, Jon curneulum, instruction, and assessment instruction, assessment Strategy #4 Align resource provsion (including ital devices) with key stage learning stendards hey stage transition and for learners in stuation of disedvantage Pillar No. 2 EQUITY Disadvantaged school-age children and youth, and adults benefited from appropriate equity initiatives Strategies Strategy #1 Strategy #2 improve program management and | Provide an incsive fective, cuturaly erdceceinery| respancho, gondersensrve, and sto eating erfronment to respond tothe stustors of dssevartage Strategy #5 Promete partnerships to learners in stutions of esovareage Strategy #3 fedieweng dete Strategy #4 Eonanee Dep pao rearing ee Pillar No. 4 RESILIENCY AND WELL-BEING Learners are resilient and aware of their rights, and have the life skills to protect themselves and their rights Strategies ieaegy #2 Ensure tat arers are are ra can etre tnrighet9 ane neduesten rom Doped and a urdertand thei responce melaton to eres ihe wale Fo Protect earners and Peronna rom doh, lyin Srdharm bough by natural Prove arers wth access laring contrary Interventions inthe sermath sFe tanker orereaey Eneire that eesti fcttes resale and protected rom the impacts Induced haart Proadnglesmerswen oar heath andrutrtenal saris reread protecting eamers mera and Psyosotl eas Prometing eames phy! snd emotonal developmentPRACTICE QUESTIONS, | Which ofthe following best describes the DepEd’ vision statement? ‘A. Tobecome a globally competitive Filipino nation B, To provide quality basi ehacation for all Filipinos (C. To foster patrictsm and nationalism among the Filipino youth D, Toachiove universal acese to education forall Filipinos 2. Which of the following best describes the DepEd’ mission statement? ‘A. To provide quality basic education that is accessible o all Filipinos 1B To cativatean environment of lifelong learaing forthe Filipino youth C. Todevelop a globally competitive workforce that is responsive the needs ofthe sosiesy . To faster the growth and development of the Filipino yeuth through education 3. Which ofthe following is NOT a core value of the DepEd? ‘A. Love of country Professionalism . Respect for diversity D. Individualism 4. Which ofthe following best describes the DepEd's core value of excellence? A. Suiving forthe highest standards of quality and performance BB Upholding the principles of honesty and integrity inal endeavors CC. Demonstrating respect forthe dignity and worth of every individual D, Cultivating a spirit of patriotism and natioaslism among the Filipino youth Rationalization: The DepEd’ core valte of excellence represents the department's commitment 10 achieving the highest standards of quality and performance. The correct answer is A because it accurately reflects this core value. 5. Which ofthe following best represents the DepE.d's core value of integrity? ‘A. Demonstrating respot forthe dignity and worth of every individual B, Upholding the principles of honesty and transparency in all endeavors (C.Fastering a sense of responsiblity and accountability mong is stakeholders 1D Promoting cultiral sensitivity and diversity in all aspects af education (6. Which ofthe following is NOT a strtcxy eraployed by the DepEd to achieve its goals? AA. Implementation ofthe K to 12 program B. Integration of technology in education . Collaboration with private schools D. Promotion of political ideology 7. Which of the following is a benefit ofthe K to 12 program implemented by the Ded?” A. Increased opportunities for students to work abroad Decreased aecess to higher education for stents . Reduced employment opportunities for graduates Rationalization: The K to 12 program is a major seform initiative implemented by the DepEd to sthanee the quality of asc cation in the country. The correct answer i A because one of the befits of this program ie tha it increases opportunites for students to work abroad dus tothe slignaent ofthe Philippine educational syste with international standards &. Which ofthe following is a gos ofthe Depl.ds A hernaive Leaming System (ALS)? A. To provide basic education to ou-ofschoel youth and aduls 18. To rece the numberof students enrolled in formal education To promete political awareness arnong the youth To provide vocational training for high schoo! graduates Raticnalization: The ALS isa parle lating system implemented by the DepEd to provide basic sducation to out-of-school youth and adult who were notable to complete formal edacaion, The correct answer is A because the primary goal of the ALS sto provide basic education to these inividuals 9, Which ofthe following is a key feaue ofthe DepFd's Senior High School (SHS) program’? A Integration of vocational and techical education 1B Reduction ofthe number of years in high school . Introduction of foreign languages as core subjects . Exclusion of Scinee, Technology, Enginesring, and Mathematics (STEM) tracks Rationalization: The SHS program isthe final stage ofthe Ko 12 program and aims to provide students with specialized skillsand knowledge in preparation for higher education or employment ‘The corect answer is A because a key feature ofthis rogram is he integration of vocational and ‘echrical education, allowing students to gain practical skills in various fe 10. Which ofthe following best describes the DepEd role in addressing the challenges faced by the education stor during the COVID-19 pandemic? A. Ensuring the contiauity of learning through the implementation of exible Learning modalities 1H Providing financial assistance to families affected hy the pandemic Conducting research onthe development of a vaccine for COVID-19. 1D. Providing medical assistance 1 schools and students affected by the pander 11. What isthe DepEd Vision statement? A) “To become a globally competitive education system 1) "To ensure access to equitable, quality, and inclusive education forall” (C) "To promote and protet the rights of lamers and stakshelders in education” 1D) “To enkance the st century skills of Filipino lenmers™ 12. Which ofthe folowing best describes the Depéd Mission? is accessible w alldisabilities shouldbe included in regular classrooms und givea the necessary supporto participle filly in educational stiviies. 124, Answer: b) To provide equal educational oppeetunities forall students, regardless of their abilities Rationalization; Teachers play a vital role in inclusive education by ensuring that all students are ‘given equal cpportunites to lear and participate in educational activities. They must ereae an Inclusive learning environment that accommodates the needs of all students, regardless of thot abilities 125. Answer: Integration involves separating students with dissiltes from ther pees, while inclusion involves including them in regular classrooms apd providing necessary support Rationalization: Integration involves separating students with disabilities from their pees and providing them with separate classtooms or aetivitcs. Inclusion, on the other hand, involves including students with disabilities in regular classrooms and providing the necessary support 10 ensure that they can participate fully in educational actvitics, 126. Answer: b) A caleulstor Rationalization: Assistive technology devices are designed o support students with disabilities in inclusive classtooms Examples of assistive technology devices include calculates, ‘communication devices, hearing aids, and computer software, 127. Answer: c) It provides them with the necessary support to participate fally in educational activites Rationalization: Inclusive education provides students with disabilities with the necessary support to participate fully in educational activities. Itallows them to lear alongside their peers, interact with them, and develop their seial skills. Inclusive education also promates the development of Positive atitudes towards diversity and differences among all studen 128. C, Providing necessary accommodations and modifications is a critical aspect of inclusive education. Principal Santos should work with teachers and staf to ensure that students with sisabiltcs can fully participate in all school activi. 129, B, Differentiating instrastion to mest the aceds of al students isa key aspect of incasive ‘education. Regular clasroom teachats play an important role in ensuring that students with sisabilitics are fully included in their classrooms. 130. €. Providing necessary accommodations and modifications is eritical creating an inclasive «classroom environment. Teacher Garcia should work with he students and thor fami to ensure that all students fel weleome and supported in ber classroom 131. Inclusive education provides students wit disabilities with acces the same educational, ‘oppertuntis as ther pers. Tis can help to build self-esteem and promote social inclusion. 132. C. Providing nccessary accommodations and modifications is ritival o creating an incisive schoo! environment. Principal Rodrigues should work with teachers, caf, and families w ensure that all students ae fully inched inal aspects of schoo life 133, Answer: b) Republic Act No. 7277 Rationalization: Republic Ast No. 7277 also known as the Magna Cara for Disabled Persons, ‘mandates the provision of special education services in the Philippines 138, Answer: d) Mult-Diseiplinary Evaluation Rationalization: Multi-Discplinay Evaluation isthe term used to refer to the process of asessing and identifying the needs of eamers with dissiltis. This process involves ateam of professionals fiom different ficlds including psychology, education, and medicine. 136.Answer: ) Differentiated Instruction Rationalization: Differentiated Instruction isthe tem used to refer tothe process of providing support and accommodations o learners wit dissbilitics inthe classroom. This approach involves tailoring instruction to mest the unique needs of each leaner 137, Answer: c) Traditional classroom setup Rationalization: Alternative Delivery Mode refer to non-traditional methods of delivering ion, which includes online classes, modular learning, and radio and TV-based instruction, | classroom setup isthe conventional way of delivering education, and is not considered part of Alternative Delivery Mode. 138 Answer: b) During times of risis or disasters Rationalization: Alternative Delivery Mode is typically used asa contingency plan when regular face-to-face clases are not possible such as during times of erisis or disasters, 139, Answer: c) It may noc be accessible to students who do no have access to digital devices or stable intemet connection. Rationalization: Alernative Delivery Mode relies heavily on digital devices and sable intent connection, which may not be accessible all students, especially those in remote arcas er in low income households, 140, Answer: a) To monitor students progress and provide feedback. Ratioralzaton: Teachers play aerucial ole in Alemative Delivery Mode by monitoring stadcrts progress, providing feedback, and facilitating discussions and activities to enhance student Tearing, 141, Answer: b) Iallows for personalized and sel-paced learning Rationalization: One of the key advantages of Aliemative Delivery Mode is that it allows for personalized and self-paced learing, which can enhance student engagement and understanding.guidance and support to help the struggling teacher develop new skills and techniques to improve classroom management, This strategy also allows for ongoing feedback and support, which is essential for teacher growth and development. 493. Answer: C. Providing ongoing coaching and support on technology integration Rationale: Providing ongoing coaching and support on technology integration is an effective JEL strategy that helps teachers develop the skills and knowledge they need to integrate technology inte their instruction. This strategy involves ongoing, personalized support from technology coaches or menters who can help teachers identify the most effective technology tools and techniques for their teaching context 494, Answer: C. Asa way of assessing student progress Rationalization: A portfolio can be used as a way of assessing student progress because it is a collection of student work that demonstrates their growth and developmemt over time. By reviewing a student's portfolio, teachers can gain insight into their strengths and weaknesses, and adjust their instruction accordingly. 495. Answer: D. Eliminates the need for traditional assessments Rationalization: Portfolios do not eliminate the need for traditional assessments, but rather complement them. Portfolios provide a more comprehensive picture of student progress, allowing teachers to make more informed decisions about how to support their students. 496, Answer: B, By having students choose their own goals Rationalization: When students are involved in setting their own goals, they are more invested in the learning process and are more likely to take ownership of their progress. Portfolios can be used as a tool for students to reflect on their progress towards their goals and identify arcas for growth. 497, Answer: B. Feedback helps students understand their strengths and areas for improvement Rationalization: Feedback is an essential component of the portfolio process. It helps students understand their strengths and areas for improvement, and provides them with specific information ‘on how to improve their work. 498. Answer: C. By using an online platform to share the portfolio Rationalization: An online platform can bean effective way to share student portfolios with parents and other stakeholders. It provides easy access to student work, and allows for comments and feedback from multiple users. 499, Answer: A. One-way communication is the least effective approach to stakeholder engagement as it does not allow for feedback or dialogue. Effective stakeholder engagement involves two-way communication, engaging stakeholders when necessary, and collaborative engagement. $00, Answer: A. A student's parent is an example of a stakeholder in a school setting as they have a vested interest in the education and well-being of their childPractice Test 3. Which is not a stage of the policy development process? a. Agenda making b. Policy formulation c. Policy directive d. Policy adoption e. None of the above Answer. d POLICY DEVELOPMENT PROCESS1. M&E should contribute to improved governance » M&E should be development-oriented » M&E should be undertaken ethically and with integrity « M&E should be utilization-oriented M&E should be methodologically-sound and appropriate » M&E should be operationally-effective , M&E should be a shared responsibility IMPROVED bo eS GOVERNANCE aa ETAL UIE wc ncooicocasy Cred RESPONSIBILITY Practice Tet Practice Tet 4. Which among the four levels of BEMEF represents what the DepEd as 4, Which among the four levels of BEMEF represents what the DepEd as an organization endeavors the learners to be while inside the basic an organization endeavors the learners to be while inside the basic education system in terms of access and quality? education system in terms of access and quality? a. Goal a. Goal b. Sector Outcome b. Sector Outcome ¢. Intermediate Outcomes c. Intermediate Outcomes d. Enabling Mechanism d. Enabling Mechanism Answer: cvractice 1est 5. It mandates the state to give priority to education, science and echnology, arts, culture and sports to foster patriotism and rationalism, accelerate social progress, human liberation and jevelopment. a. Section 17 under Article IV of 1987 Philippine Constitution b. Section 18 under Article II of 1987 Philippine Constitution c. Section 18 under Article IV of 1987 Philippine Constitution d. Section 17 under Article II of 1987 Philippine Constitution Answer: d Practice Test 1. In realizing our vision as a learner-centered public institution, the department of Education is expected to. a. Constantly seek to be better, both as an institution and as individuals b. Formulates, implements, and coordinates policies, plans, programs, and projects in areas of formal, and non-formal basic education c. Adapt & be better to serve learners who have changing needs d. Help Filipino learners realize their potential, not for selfish gain, but to contribute to building a nation every Filipino deserves Oar Vision Aor ook at etieng cu De Ven Section 17 under Article Il of the 1987 Constitution mandates the State to ive priority to education, science and technology, arts, cuture, and sports to foster patriotism and nationalism, accelerate social progress, human liberation, and development. Practice Test 4, In realizing our vision as a learner-centered public institution, the Department of Education is expected to. a. Constantly seek to be better, both as an institution and as individuals b. Formulates, implements, and coordinates policies, plans, programs, and projects in areas of formal, and non-formal basic education c. Adapt & be better to serve learners who have changing needs d. Help Filipino learners realize their potential, not for selfish gain, but to contribute to building a nation every Filipino deserves Answer: bPractice Test 8, Which of the following is NOT a MATATAG Agenda goal? a. Make the curriculum relevant to produce job-ready, active, and responsible citizens. b. Take steps to accelerate the delivery of basic education services and the provision of facilities. c. Take good care of learners by promoting well-being, inclusive education, and a positive learning environment. d. Give support to school leaders and teachers to manage the resources well. Four-point Basic Education Agenda MATATAG The Department's agenda remains to be consistent with the thrusts of the national government through the BEDP 2030. Moreover, the Department shall operate under the MATATAG basic education agenda which aims to do the following: IMA - Make the curriculum simple but relevant to produce job-ready, active, and responsible citizens ‘TA - Take steps to accelerate delivery of basic education facilities and services Take good care of learners by promoting learner well Practice Test 8. Which of the following is NOT a MATATAG Agenda goal? a. Make the curriculum relevant to produce job-ready, active, and responsible citizens. b. Take steps to accelerate the delivery of basic education services and the provision of facilities. c. Take good care of learners by promoting well-being, inclusive education, and a positive learning environment. d. Give support to school leaders and teachers to manage the resources well. MA ce tno curicuum rotovant to produce compote, job-ready, activ, and rosponsibio citizens, ~ RUSE KIT 2 CURIGUIUR to make them more responsive to our ‘aspiration as a nation ~ Reduce the numberof learning areas to fees on foundational Skis) ~ Rear nSste CnSnOAND > Revitalize our programs Improve English profilency whie recognizing linguistic versity ~ Review the implementation of the Mather Tongue-based Multiingta Education Policy,