TRAINING-ORIENTATION ON THE RO ROLE, FUNCTIONS AND STRUCTURES

THE DEPED RE-

ORGANIZATION

FOR DEPED REGION I

SEPTEMBER 8-12, 2014
 ENTRY POINTS OF CHANGE
By Dr. Harold Leavitt

 Knowledge
 Skills
 Efficiency
 Hierarchy  Productivity
People
 Relationships
 Communication
 “aids /
patterns
Structure Technology facilitates
 Coordination
the people
to perform
Tasks the Tasks”

 Tasks:  Goals
 Relevance  Yield
 Benefits  Productivity
 CONTEXT OF DEPED’S
STRUCTURAL CHANGE
DepED’s
Assumptions
for Structural
Change
 GUIDE PRINCIPLES AND
DIRECTIVES

A. Principles to guide content development

B. Existing laws and pertinent documents
C. Principles of Organization Design and
Development
D. DepED’s Vision, Mission, Thrusts and
Flagship Programs
 GUIDE PRINCIPLES AND
DIRECTIVES
A. Principles to guide content development:

1. Effectiveness and Relevance –“Focus government efforts on the

exercise of its fundamental functions of establishing and providing
the appropriate social, political and economic environment within
which development can prosper”
2. Efficiency – “Transform the bureaucracy into an effective and
efficient institution for the delivery of core public services”
3. Prudent financial management – The structure ensures judicious
use of resources with maximum impact on education outcomes
4. Accountability and transparency – The structure promotes clear,
objectively describable, observable and measurable outputs
5. Shared Governance .
 GUIDE PRINCIPLES AND
DIRECTIVES
B. Existing laws and pertinent documents:

1. Executive Order 366 and DBM Supplemental Guidelines

2. Republic Act No. 9155 (RA 9155) otherwise known as
Governance Of Basic Education Act Of 2001 and its
Implementing Rules and Regulations
3. Mandate per Section 1, Article XIV of the 1987 Philippine
Constitution and the Republic Act 9155
4. Matrix of Roles and Responsibilities at different levels and
units of DepED based on RA 9155; and RPlan 2006
 GUIDE PRINCIPLES AND
DIRECTIVES
C. Organization Development Principles:

1. Open Systems Theory - adapt quickly to the

environment in which they live by possessing
permeable boundaries through which new
information and ideas are readily absorbed
2. Core functions should be the focus of the units of the
organization - Core functions should never be
subordinated to support functions. Core units should
be found explicitly in the functions of the law, R.A.
9155 .
 GUIDE PRINCIPLES AND
DIRECTIVES
C. Organization Development Principles:

3. Support functions should be of service to the cores

functions of the organization and never to be mixed
with the core
4. “Conscience functions” should be given importance
- There are units that sets standards of organizational
outputs and means of measuring them. Conscience
activities should never be subordinated to or placed
with any other activities
5. “Form follows function”.
 GUIDE PRINCIPLES AND
DIRECTIVES
C. Organization Development Principles:

6. Clarity in responsibility ensures ease in demanding

accountability from the Units – The structure should
facilitate the accomplishment of responsibilities and
accountabilities of the units
7. Nearness to “client” and environment - structure
should facilitate the provision of technical assistance
to the next layer of the organization for which is
mandated to assist .
 GUIDE PRINCIPLES AND
DIRECTIVES
C. Organization Development Principles:

8. Development of Multi-Skills Among Members - The

structure should develop multi-skills among the
members of the each unit
9. Facilitation of Members’ Growth and Development -
the structure should provide the facility for
continuing personal and professional growth of the
members
10.Increase Interaction and Teamwork - The structure
should provide for and facilitate interaction between
and among members, and between and among
Salient Features of DepED’s
Planned Structural Change
Goals of the Rationalization Program

LEANER, MORE
Agenda-setting, policy-making, research,
EFFICIENT & EFFECTIVE
CENTRAL OFFICE
standards formulation, over-all leadership

Field leadership in the enforcement of

RE-ENGINEERED
standards, Technical support service hub
REGIONAL OFFICE
for divisions

RE-ENGINEERED Core competence in field leadership and

DIVISION OFFICE supervision

HIGH PERFORMING High EFA performance indicators

SCHOOLS High NAT results.
Scope
 Central Office
 16 Regional offices (excludes ARMM)
 Schools Division Offices (excludes
interim divisions)
 Schools Division Office proper
 Personnel deployed to the District
 Scope of DepED’s Rationalization

INCLUDED NOT INCLUDED

 Central Office Units  DepED – ARMM

 16 regional offices  Schools

 206 schools division office  Attached agencies

(SDO) proper  COS (GAA-MOOE funded)
 Casuals/contractual  COS (foreign-funded)
employees with appointment
attested by CSC and funded
by GAA
DepED Memo No.271 s.2011,
DepED Memo No. 03 s.2012
DEPED Change Management
Team
CMT
 CHAMPIONS FOR CMT chair
THE RAT PLAN
 RE-CRAFT PLAN
 MANAGE COMM & Secretariat
INFO PROCESS
 ENSURE
SUBMISSION TO
DBM DG 1 DG 2 DG 3
Composition: Focus: Focus: Focus:
 ExeCom CO RO DO &
 Regional Directors
Districts
 CO Directors
 Selected SDSs
Coordinating sub-team
 Selected Association
Representatives M&E sub-team

FIELD CMT
 PARTICIPATE IN
CONSULTATIONS
 PROVIDE DATA
 MANAGE & Reg 1 Reg 2 Reg 3 Reg 16
IMPLEMENT CHANGE CMT CMT CMT CMT
IN THE REGION
Proposed Key Result Areas
KRA 1: CURRICULUM 1.A. Curriculum and Instruction
1.B. Learning Resources and
Instructional Materials
1.C. Research
KRA 2: QUALITY 2.A. Quality Management
2.B. Quality Assurance and M&E
KRA 3: 3.A. Directions, Policies and Ed.
ORGANIZATION Strategic Plans
DEVELOPMENT 3.B. Education Effectiveness
AND EDUCATION
GOVERNANCE 3.C. Linkages
3.D. Research
KRA 4: FINANCE AND
ADMINISTRATION 4. Systems and processes
CENTRAL OFFICE Organizational Functions
 Set overall education agenda, directions and policies
 Formulate REGION OFFICE:
systems and  Set Regional agenda, directions and policies
standards for
 Localize DIVISION/DISTRICT OFFICE:
national adoption
curriculum  Implement education agenda and policies
 Perform
 Adapt to or adopt  Manage curriculum
investment implementation;
standards SCHOOL/LC
programming
 Manage  Provide Instructional  Take accountability for
 Articulate supervision learner outcomes
Quality  Implement the curriculum
national
Assurance  Build  Provide equitable opportunities
frameworks to
 Provide communities for all learners in the community
guide the  Create an environment
technical of schools
organization in conducive to teaching & learning
assistance to and LCs
the performance  Lead & manage school &
its core functions  Give
ofDivisions its resources
technical  Establish and manage
 Manageand the provision of
program linkages with
investment support
and assistance
stakeholders
equitable to schools/LCs
 Oversee quality
assurance and allocation of  Execute equitable distribution of resources
performance resources  Establish and manage partnerships
accountability  Establish and manage partnerships
 Build Partnerships
with GOs & NGOs
Key Characteristics:

a) Focus is “Support to the schools”

b) Clustering of Offices to major strands of
service objectives and key functions
c) Process-oriented Organization – derived from
functions
d) Balance proportion of the various types of
positions: Key, Technical, Support To
Technical, and Administrative
 Target improvement in Staff Distribution

Distribution of Positions per Position Types (DBM categorization)

Comparison of the Total 2005 Positions viz. R.Plan

Key: 2,097 (10%)

100% Key: , 2,872 (19%)
Technical: 2,946 (14%)
90% Support to Technical:
212 (1%)
80%
Technical: ,4,612 (31%)
Key:
70%

60% Support to Technical: Technical:

880 (6%)
50% Administrative: 16,172
(75%) Support to
Technical:
40%
Administrative: 6,385
30% (43%) Administrative:

20%

10%

0%
2005 Positions = 21,427 Proposed - R. Plan
Clustering of Offices: Strands

a) Curriculum and Instruction

b) Education Governance and Operations
c) Strategic Management
d) Legal and Legislative Affairs
e) Finance and Administration
 Clustering of Offices

a. Strand: Curriculum and Instruction – focused on

continuous improvement of the curriculum and actively
seeking; understanding the “learner” to develop the
appropriate delivery systems; ensure provision of learning
resources and monitoring of quality
Areas of functions include:
 Curriculum development (seamless and integrated
development and delivery)
 Managing Learning Delivery (all forms of learning systems)
 Education assessment and research
 Provision of Learning Resources (quality assurance,
development, production, distribution, and storage) that
covers all subjects and caters to all types of clientele
14 February 2013
 Clustering of Offices
b. Strand: Education Governance and Operations –
main intent is to ensure the capacity of the
organization to continuously improve and be strategic
in managing the environment for which “teaching and
learning” takes place
Areas of functions include:
 Promoting non-curriculum-based learner development
programs and services
 Advance services that promotes “learner readiness”
 Organization Development
 Quality assurance, specially on schools’ effectiveness
 Developing HR (separate the transactional aspects of work
to enable focus on the developmental aspects )
 Managing disasters and risk factors that potentially affects
the learning environment
14 February 2013
 Clustering of Offices

c. Strand: Strategic Management – key focus is

enabling the organization to focus on long term
directions and interface with the internal and
external environment
Areas of functions include:
 Policy development, enhancement and monitoring
 Planning and Programming
 Establishing and maintaining partnerships for the cause of
Education
 Strategic communications
 Managing information and deriving learnings from data
 Designing technology solutions to key requirements of the
agency
14 February 2013
 Clustering of Offices

d. Strand: Legal and Legislative Affairs – the key focus is

to enhance the capacity of the agency to deal with legal
matters and be proactive in moving forward its legislative
agenda and/or deal with related matters

14 February 2013
 Clustering of Offices
e. Strand: Finance and Administration – the main intent
is to ensure efficiency to support the organization as a
whole to focus on its core business and thus attain its
targets
Under this strand, over and above the standards, some support
functions are proposed to have expanded terms of scope and/or
additional items to provide better assistance to technical
positions:
 Education Facilities rather than Physical Facilities and Schools
Engineering
 Management of Assets
 Strengthen the finance and administrative services with more
relevant offices …
In conclusion . . .
14 February 2013
While government, since 2005, sees the need
to update our structures for the purpose of
efficiency and effectiveness . . .

. . . we believe that DepED deserves a structure that . . .

will strengthen our values, hone our skills,

and realize our aspirations
to create a synergy, enough to facilitate a more
meaningful and effective delivery of basic education
while keeping our integrity strong that earns us the
respect well-deserved by a public servant
 GUIDING PRINCIPLES IN MOVING
FORWARD

1. Clarity of vision, Unity in Action

2. Rationality and Objectivity: “Think DepED”
3. Individual Choice
4. Management Prerogative
5. Engaging People
6. Principle of Caring for and Enabling the People: “Maka-
tao” and “No one left Behind”
7. Matching people to jobs