School

Monitoring,
Evaluation, and
Adjustment
(SMEA)
Presented by:

MARIA THERESA MORIEL-RUIZ

Senior Education Program Specialist
Objectives of
the MEA
• track all learners’ access to quality basic education

• ensure continuing relevance and responsiveness of

strategies and education programs

• facilitate integration of education programs and projects.

Reference: BEDP MEA Framework
The BEDP Monitoring, Evaluation, and Adjustment (MEA) Framework outlines
the scope (outcomes, intermediate outcomes, strategies, and enabling
mechanisms) of monitoring and evaluation from 2022 to 2030.

It also defines the indicators that will be used to measure performance and the
processes that will be used to validate the achievements and accomplishments of
DepEd.

The strategies and outputs will be mainstreamed through the Regional Basic
Education Development Plan, the Division Education Development Plan, and
the School Improvement Plan.
Intermediate Outcomes
The access indicators are expanded to cover school-age children,
learners in school, out-of-school children (OSC), and out-of-school
youth (OSY).

For quality, the overall target is set at “learners attaining nearly

proficient level or better.”

The indicators for learner’s rights and resilience highlight the

commitment of DepEd to advance the rights and well-being of learners
through a rights-based approach to education, which recognizes learners
as rights-holders and DepEd as duty-bearer.
Intermediate Outcomes
The Intermediate Outcome for Governance and Management is stated as
“efficient, nimble, and resilient governance and management processes.”

Efficient means not wasting resources on non-essential processes or

activities.

Nimble means being able to pivot quickly to respond to external or

internal circumstances.

Resilient refers to an ability to withstand or recover quickly from difficult

conditions.
Monitoring and Evaluation
For strategic plans, there should be a corresponding M&E design
- particularly for process evaluation and results evaluation (M&E
process and strategies are further elaborated in DO 29, s. 2022 or
the BEMEF Policy).
M&E Strategies
The MEA Framework will be operationalized into six integrated strategies that were
designed to validate the different levels of results and support the decision-making
needs of the different levels of governance.

The six strategies include:

(i) establishment of baselines,
(ii) quarterly program implementation review,
(iii) annual implementation review,
(iv) mid-term review,
(v) results monitoring and evaluation, and
(vi) impact evaluation.

These strategies are designed to ensure a more systemic and systematic approach to
monitoring and tracking, evaluating, and enhancing the SIP implementation.
 Quarterly Program
Implementation Review
The QPIR will serve as a platform for documenting the learners’ situation at the field-
level, giving schools and SDOs immediate feedback on the effects of programs and
projects in terms of learners’ access to education, learners’ performance in school, and
how learners’ rights are enforced. Field-level review will also highlight the needs or
performance of groups in situations of disadvantage.

The quarterly review will enable the schools and SDOs to assess performance and
“catch issues” as they happen, and to immediately make corrective actions on
bottlenecks affecting the implementation of the curriculum and respond to barriers
hindering learner’s performance.
Annual Implementation Review
Or end-of-year review will focus on verifying the achievement of
Intermediate Outcomes.

The review will provide schools and SDOs with overall feedback on the
effectiveness of strategies, outputs, and activities as contained in the Annual
Plan.

It will also show the efficiency of the schools and SDOs in delivering their
commitments outlined in the annual plans. DepEd at all levels, development
partners, and other education stakeholders will participate in the AIR.
Mid Term Review
The mid-term review will be undertaken by the ROs and the CO in 2026. The mid-
term review aims to determine if the critical milestones or targets set for 2026 are
realized or achieved nationally and per region and if 2030 targets are still feasible.

The review will determine the performance of the 16 DepEd regions, identify
regions where policies and programs are working, determine disparities in regional
performance, and identify major adjustments in the implementation of policies or
in the content or scope of existing policies.

The results of the mid-term review will be used to review 2030 targets, and to
recalibrate BEDP strategies from 2026 to 2030. DepEd stakeholders will
participate in the conduct of mid-term review.
Outcome Evaluation
Outcome Evaluation Outcome evaluation is the final review and will
be undertaken in or before 2030. The focus of the evaluation will be
on two aspects:
(i) documenting stories about Filipino learners, and

(ii) evaluation of the BEDP results framework to determine

strategies to continue, strategies to stop, and new strategies to
undertake for the next cycle of the BEDP
Impact Evaluation
The conduct of impact evaluation will be policy- or program-specific. DepEd will
undertake evaluation of programs that have been completed or when there is a need
(trend, new situation, or challenges) to review education policies.

The implementation will be based on demand, especially when there is a need to

review the effectiveness of DepEd policies and programs and determine the effects of
new policies and programs to existing DepEd policies and to DepEd operations.

The conduct of impact evaluation will provide flexibility for DepEd to immediately
address the intended and unintended effects. The results of the evaluation will be used
as inputs to improve designs of ongoing programs, identify new programs, enhance
existing policies, and develop new policies. The CO and RO will initiate impact
evaluation of programs as needed.
BEDP MEA Strategies
Enabling Mechanism
As for the enabling mechanism or governance, the criteria for
measuring the success of the strategies will verify the six enabling
mechanisms, which are:
(i) participative and inclusive management processes;
(ii) strategic human resource management;
(iii) investments in basic education;
(iv) internal systems and process;
(v) stakeholders’ participation, including the learners themselves
as stakeholders; and
(vi) public and private education complementarity
School-level M&E System
A school-level system for doing M&E work will be established for use
by the school head, teachers, community stakeholders, and learners to
manage the learning process inside the classroom and school.

The school M&E system will be designed to address the school’s

decision-making needs and information requirements and those of its
stakeholders. M&E processes, tools and templates, and reports will be
designed based on school needs and mandates.
School-level M&E System
A customized school M&E system will allow the school managers, teachers,
learners, and stakeholders to:
• Track and evaluate the progress and achievement of all learners;

• Improve and enhance the curriculum delivery, school programs, and projects
based on learners’ needs and according to demands in the community. Timely
information and feedback will allow school managers and teachers to make the
necessary and responsive adjustments or improvements in the school programs
and projects;

• Manage school resources and external resource mobilization more efficiently

and effectively;
School-level M&E System
• Track and proactively respond to issues in the school’s environment that may
affect learners’ participation, rights, health, and safety. The school M&E
system can be a mechanism for mobilizing community support to address
issues like disasters, social and health issues, and threats to learners’ rights;
and

• Meet the information, reporting, and documentation requirements of DepEd.

A functioning school M&E system will provide important information needed
by SDOs in providing needs-based technical assistance to schools.
 Project Monitoring Report
The Project Monitoring Report is submitted to the SDO to help them in
monitoring the progress of the school’s projects.

Based on the recommendations/action points, the Project Team and SPT can
now adjust, modify, and write the AIP for the following year.

In starting the next AIP, the Project Team assigned may begin by collecting,
organizing, and analyzing the required school data for the PIAs to be tackled in
the next AIP.
Project Monitoring Report
Project Team should submit a progress report to help inform the SPT of
the status of their projects.
School Report Card (SRC)
- A report that provides stakeholders a snapshot of the school’s current
condition and performance. It is a tool for advocating and communicating
the school situation, context, and performance to internal and external
stakeholders to involve them in making the school a better learning place
for the learners.

- The SRC is not a planning tool. However it is used in the school planning
process to communicate the status of the school to the SPT, which should
help them in the identification or review of the PIAs.

- The SRC shall be presented twice: during the mid-year and year-end
general assemblies.
 STRUCTURE DESCRIPTION

A systematic process for collection, collation, and analysis of key

education data and information that will allow the SGC to
School Monitoring and
determine the progress of SIP implementation based on targets.
IV Evaluation and Adjustments
The main objective of the SMEA is to facilitate decision-making
(SMEA)
for a more relevant and responsive delivery of basic education
services at the school level.

a. M&E (monitoring & May include tools, info systems and templates identified in DO
29, s. 2022 (BEMEF Policy) and other new templates may be
evaluation) Strategies useful.

May include SMEA culmination, regular Program

b. M&E Activities Implementation Review (PIR). Could be monthly, quarterly, semi-
annual, and annual.
Ways Forward
School M&E Team School heads and members of the School M&E Team will be
trained on the following:
• Understanding key performance indicators in basic education. This will provide
participants with basic understanding of lead and lag indicators in basic
education, and how to interpret and use KPIs in making adjustments in the SIP
and making school-level decisions;

• Basic concepts and principles of M&E. This will equip the participants with
key concepts and principles in implementing and managing M&E. These include
preparing M&E framework, formulating objectively verifiable indicators,
identifying means of verification, and formulating and using verification and
validation tools;
Ways Forward
• Data analysis and data collection. This will enhance the capacities of schools
on data collection, analysis, and utilization of education data and information
to ensure the effectiveness of DepEd programs, and schools’ initiated
interventions; and

• Preparing performance dashboards and management reports. The process

owners will be taught visualization techniques to prepare education
performance dashboards. They will also be taught how to write management
reports.
References:
DO 44, S. 2015 – GUIDELINES ON THE ENHANCED SCHOOL IMPROVEMENT
PLANNING (SIP) PROCESS AND THE SCHOOL REPORT CARD (SRC)

DO 024, S. 2022 – ADOPTION OF THE BASIC EDUCATION DEVELOPMENT

PLAN 2030

DO 029, S. 2022 – ADOPTION OF THE BASIC EDUCATION DEVELOPMENT

MONITORING AND EVALUATION FRAMEWORK (BEMEF)