The Preparation of

Strategic Plan
Draft as of 13 July 2022
 Objectives
Basic education strategic plans at all
governance levels are geared toward achieving
the vision and emerging priorities of the
Department aligned with the Basic Education
Development Plan (BEDP) 2030.

DEPARTMENT OF EDUCATION 2
Formulation of Strategic Plans

DEPARTMENT OF EDUCATION 3
Strategic Planning Cycle

DEPARTMENT OF EDUCATION 4
Phase 1: Development of the
National Planning Framework

DEPARTMENT OF EDUCATION 5
 Education Outcomes
Pillar 1: Access
Intermediate
Sub Intermediate Outcomes
Outcomes
All school-age ● All five-year-old children attend school
children, out-of- ● All learners stay in school and finish
school youth, and key stages
adults accessed ● All out-of-school children and youth
relevant basic participate and complete formal or
learning non-formal basic education learning
opportunities. opportunities

DEPARTMENT OF EDUCATION 6
 Education Outcomes
Pillar 2: Equity
Intermediate
Sub Intermediate Outcomes
Outcomes
Disadvantaged school- ● All school-age children and youth,
age children and youth, and adults in situations of
and adults benefited disadvantage are participating in
from appropriate equity inclusive basic learning
initiatives. opportunities and receiving
appropriate quality education

DEPARTMENT OF EDUCATION 7
 Education Outcomes
Pillar 3: Quality
Intermediate Outcomes Sub Intermediate Outcomes
Learners complete K to 12 ● Learners attain Stage 1 (K-Grade 3) learning
basic education, having standards of fundamental reading & numeracy
successfully attained all skills
learning standards that equip ● Learners attain Stage 2 (Grades 4-6) learning
them with the necessary skills standards in required literacy and numeracy
and attributes to pursue their skills and apply 21st century skills to various
chosen paths. real-life situations
● Learners attain Stage 3 (Grades 7-10) learning
standards of literacy numeracy skills and
apply 21st century skills to various real-life
situations
● Learners attain Stage 4 (Grades 11-12)
learning standards equipped with knowledge
and 21st century skills developed in chosen
core, applied and specialized SHS tracks
● Learners in the Alternative Learning System
attain certification as Elementary or Junior
High School completers

DEPARTMENT OF EDUCATION 8
 Education Outcomes
Pillar 4: Resiliency and Well-Being
Intermediate Outcomes Sub Intermediate Outcomes
Learners are resilient, know ● Learners are served by a department that
their rights, and have the adheres to a rights-based education
life skills to protect framework at all levels
themselves and claim their ● Learners are safe and protected, and can
education-related rights protect themselves, from risks and
from DepEd and other duty- impacts from natural and human-
bearers to promote learners’ induced hazards
well-being, while being ● Learners have the basic physical, mental,
aware of their and emotional fortitude to cope with
responsibilities as various challenges in life and to manage
individuals and as members risks
of society.

DEPARTMENT OF EDUCATION 9
 Enabling Mechanisms: Governance
Modern, efficient, and resilient ● Education leaders and managers
governance and management practice participative, ethical, and
processes. inclusive management processes
● Ensure human resources in all
governance levels are sufficient,
resilient, competent, and continuously
improving
● Ideal learning environment and
adequate learning resources for
learners ensured
● Improve and modernize internal
systems and processes for a responsive
and efficient delivery of basic education
services
● Strengthen active collaboration with
key stakeholders
● Enhance and strengthen public and
private education complementarity

DEPARTMENT OF EDUCATION 10
 Phase 2: Development of
Strategic Plans per Governance Level

DEPARTMENT OF EDUCATION 11
 Focus

DEPARTMENT OF EDUCATION 12
 Planning to Plan
Preparation of Complete Staff Work of the
Technical Secretariat prior to the Strat Planning
i. Organize at least Four (4) year historical performance using
minimum key performance indicators (KPIs)
ii. Analyze the KPIs.
iii.Identify area of focus and determine the group within high and low
performance. 
iv. List down reasons for the performance with focus on curriculum
support system (teachers, learning environment, assessment,
instructional supervision and school-based management, and
managing stakeholders and partners).
v. Review of past programs and initiatives on access, equity, quality
and resiliency as well as in governance. Determine which
contribute to the high and low performance.
vi. Forecast the KPIs for the next 6 years.
vii.Package the report ready for the conduct of the strategic planning.

Expected output at the end of the process: Completed Staff Work (historical data on
KPIs, performance, forecast/projections)
DEPARTMENT OF EDUCATION 13
 Organizing and Mobilizing
the Planning Teams
Creation of Planning Team per Governance Level

Levels Composition
Chair: Secretary of Education
Co-Chairs: Undersecretary in-charge of Planning

Members: All other members of EXECOM, selected

Regional Directors, selected Bureau and Service
Directors, and relevant stakeholders
Central
Office
Optional Members: Selected Division Chiefs

Technical Secretariat
Lead: Planning Service
Members: Finance Service, Curriculum and Instruction
Strand
Recommended Planning Team

DEPARTMENT OF EDUCATION 14
 Organizing and Mobilizing
the Planning Teams
Creation of Planning Team per Governance Level

Levels Composition
Chair: Secretary of Education
Co-Chairs: Undersecretary in-charge of Planning

Members: All other members of EXECOM, selected

Regional Directors, selected Bureau and Service
Directors, and relevant stakeholders
Central
Office
Optional Members: Selected Division Chiefs

Technical Secretariat
Lead: Planning Service
Members: Finance Service, Curriculum and Instruction
Strand
Recommended Planning Team

DEPARTMENT OF EDUCATION 15
 Organizing and Mobilizing
the Planning Teams
Creation of Planning Team per Governance Level
Levels Composition
Chair: Regional Director
Co-Chair: Assistant Regional Director

Members: All Chiefs of Functional Divisions, All Schools

Division Superintendents, and relevant stakeholders such as
Local Government Units (LGUs)

Regional Optional Members: Technical staff from each Functional

Office Division

Technical Secretariat
Lead: Policy Planning and Research Division
Members: Finance Division, Quality Assurance Division
(QAD), Curriculum and Learning Management Division
(CLMD), Education Support Service Division (ESSD)

Recommended Planning Team

DEPARTMENT OF EDUCATION 16
 Organizing and Mobilizing
the Planning Teams
Creation of Planning Team per Governance Level
Levels Composition
Chair: Schools Division Superintendent
Co-Chair: Assistant Schools Division Superintendents (to be
designated by the SDS)

Members: Chief of SGOD and heads of its units, Chief of CID and
heads of its units, all subject supervisors, selected district
supervisors, selected school heads, Alim/Ulama representative, IP
representatives, and relevant stakeholders such as Local Government
Schools
Units (LGUs)
Division
Office
Optional Members: Technical staff from each Functional Division

Technical Secretariat
Lead: School Governance and Operations Division (Planning Unit)
Members: Office of the Schools Division Superintendent – Finance
unit (Budget unit/section) and Curriculum and Instruction Division
(CID)

Recommended Planning Team

DEPARTMENT OF EDUCATION 17
 Organizing and Mobilizing
the Planning Teams
Creation of Planning Team per Governance Level
Chair: School Head

Members: Student representative, teacher representative, parent

representative, Barangay/LGU representative, member of BDRRMC, member
of School Child Protection Committee

Optional Members: Non-Government Organization (NGO) representative,

Alim/Ulama representative, IP representatives, Arabic Language and Islamic
Values Education (ALIVE) teachers, and school alumni
School  
Technical Secretariat
Lead: Designated Planning Coordinator for the formulation of SIP and AIP
Members: Designated finance officer, Designated Planning Officer, BEIS
Coordinator. For implementing units (IUs), disbursing officer and senior
bookkeeper shall participate as members of the technical secretariat

Note: In multi-cultural settings, IP and Muslim representation should be

considered. In this regard, any of the abovementioned members (e.g. a parent
who is an IP or Muslim) may also serve as the IP or Muslim representative

Recommended Planning Team

DEPARTMENT OF EDUCATION 18
 Understanding the Vision, Mission, Mandate,
Strategic Directions and Situationaire

• Internalize the DepEd Vision-Mission,

Mandate and Core Values ,
• Discuss the BEDP 2030 as well as strategic
goals of the next higher governance level
• Present the Complete Staff Work
• Discuss the information provided for
enrichment
• Set directions for the conduct of the in-depth
situational analysis

DEPARTMENT OF EDUCATION 19
 Conducting the In-depth Situational Analysis

• Data Validation
• Assessment of practices, capabilities, and
capacity to efficiently manage the curriculum
support system*
• Identify priority key stages, school groups,
geographical areas, and other concerns
• Conduct of Internal and External Analysis
 
Expected output at the end of the process: Basic Education Situation
Analysis

* teachers, learning environment, assessment, instructional supervision and school-based management, and managing stakeholders and partners

DEPARTMENT OF EDUCATION 20
 Identifying Key and Immediate Challenges

Identify key and immediate challenges

confronting the basic education sector arising
from the situational analysis

Challenges will be grouped according to the

following themes: Access, Equity, Quality,
Resiliency and Well-being, and Governance.

Expected output at the end of the process: Summary of Identified

Immediate Gaps and Challenges grouped according to the BEDP
thematic areas

DEPARTMENT OF EDUCATION 21
Formulation of Strategic Directions and
Its Alignment Across Levels
• Objectives setting and targeting. Includes defining the
desired outcomes for learners in the next six years.
• Defining the Strategic Directions. Involves identifying
priority key stage/s, school segments, geographical areas,
target groups, and programs and projects that will provide the
most impact to learners’ access to quality basic education;
• Strategy, Initiative, and Intervention Identification.
Alignment of strategies to BEDP based on the context of
governance level and identification of initiatives and
interventions per strategic direction.

DEPARTMENT OF EDUCATION 22
 ACCESS
OUTPUTS by Strategy
INTERMEDIATE All school-age children, youth and adults accessed relevant
OUTCOME
basic learning opportunities

Strategies
1. Improve access to universal 2. Improve learners’ access to quality and
kindergarten education rights-upholding learning environment
• Digital materials for all learning areas developed
• Expand access to kindergarten program and made accessible to target learners
• Kindergarten facilities within standards provided • All schools have science laboratories
• Hiring of Kindergarten teachers
• Schools implement feeding program for targeted
• Schools and stakeholders’ capacities on parental
learners
engagement at the kindergarten level • Health and teaching personnel trained on
strengthened appropriate school health and nutrition standards
• Tripartite partnership with Barangay LGUs, pre- •
More schools with health and sanitation
school centers, and public schools strengthened
facilities
• Development of policy in acceleration • More schools implementing learners’ mental
(assessment based) health and psychosocial programs
• Existing Catchup program for five-year-old
• More schools with ideal classroom to student
children or above not attending kindergarten is ratio at the Elementary and Secondary levels.
reviewed
• Strategy for mapping whereabouts of five-year-
old children developed and implemented in
schools
• Research studies on effective of stakeholders’
involvement in strengthening kindergarten
3.
Improve capacity to retain learners in
program completed
schools
• Teachers and learning facilitators capacitated to
implement remediation programs and
management of learners at risk of dropping out
• More schools implementing school-initiated
interventions using flexible learning options
• Schools implemented remediation programs for
struggling learners
• Counseling services for all students to address
individual concerns provided in all schools.
4. Strengthen schools’ capacity to
ensure learners’ continuity to next
stage
• Integrated public schools established in areas
where access to JHS and SHS is difficult
• Incomplete primary schools converted into
complete multigrade schools
• New secondary schools established
• More private schools participating in the
Education Service Contracting scheme
• SHS course offerings within standards
• SHS facilities are within standards
• Scheme for tracing learners’ completing basic
education is developed and operational
• Elementary and secondary schools capacitate on
how to trace learners’ whereabouts,
• Trace studies for ALS learners completed
• Coordination mechanism between elementary and
secondary schools established;
• Mechanism for strengthening the curriculum link
between elementary and secondary established and
operational;
• Secondary schools implemented bridging
strategies
• Teachers trained on identifying learning gaps and
remediation strategies; and,
• Counseling services of schools to address learners’
concerns improved
5. Strengthen mechanisms for providing
access to relevant basic opportunities for
OSC and OSY, and OSA
• ALS literacy mapping strategy for
identifying OSC, OSY, and OSA developed
and implemented in divisions and districts
• ALS teachers, community ALS
implementors and learning facilitators
trained to use online teaching platforms
• ALS teachers are deployed in high demand
areas
• New community learning centers (CLCs) are
operational in high demand areas
• Access to Print and Non-Print Learning
Resources in the CLCs Improved
• Selected CLCs are equipped with
appropriate learning facilities
• Service contracting and engagement of non-
DepEd ALS providers expanded
• ALS Internal stakeholders access to training
on ALS program implementation Improved
• ALS external stakeholders on ALS program
implementation improved
• ALS M&E system and processes developed
and operational in all governance levels

23

School-age children and youth, and adults in situations of
INTERMEDIATE OUTCOME
disadvantage benefited from appropriate equity initiatives
Strategies
1. Improve program management and service delivery
• Coordination with LGUs and barangay officials on data
gathering and analysis towards explicit solutions to
identified barriers to education strengthened
• Mechanism for the enrollment of pre-identified children
with disabilities in Kindergarten between and among
ECCD, DSWD, NGOs, and DepEd established
• Ten year Program Assessment of IPEd completed
• Baseline information on the needs of ALIVE Learners
(learning materials, teachers, classrooms) in all regions
including BARMM completed
• Baseline information on needs of ALS learners in 16
regions completed
• Continuous formulation and review of Policies,
Standards, Program Management and M&E that are
responsive to the needs of all types of learners
implemented
• Continuous formulation and review of policies and
standards that are responsive to the needs of learners
with disabilities (LWDs) systematized
• Policies on the management of Madrasah Education
Program formulated and implemented
• Learning and Development Plan for the capacity
development of personnel involved in IPEd formulated
• Evidence-based policies, standards, and guidelines for
the implementation of ALS 2.0 programs formulated,
finalized, and implemented
• Rights-based and culture-sensitive planning and M&E
at various governance levels for IPEd formulated and
implemented
• Governance Framework and partnership mechanisms
for IPEd across governance levels developed and
implemented
EQUITY 1/3
• Program approaches and strategies for various typologies of
IPEd implementing schools formulated and implemented
• All regional ALS focal persons trained on developing regional
policies, guidelines, and standards with an equity approach
• All the programs implemented by each school towards
holistic development of learners with disabilities are included
in the SIP
• Guidelines for the inclusion of IPEd in the SIP formulated
and implemented
• Integration of ALIVE implementation in the SIP of schools
with Muslim learners is enhanced and sustained; and
• Equity-driven SIP that includes ALS programs in all public
schools developed
• Continuous capacity building of receiving/general education
Teachers across grade levels on inclusive practices
conducted
• Learning and development plan for the capacity
development of personnel involved in IPEd formulated and
implemented
• Regular orientation of newly assigned teachers and school
heads implemented
• Capacity building of community elders and leaders
implemented
• Sensitivity of schools and personnel on the needs,
challenges, and culture of Muslim learners improved
• All ALS teachers, community ALS implementors, learning
facilitators trained on inclusive practices adapted to learners
in situations of disadvantage.
24
OUTPUTS by Strategy
• Orientation of Regional Office and Division Office
supervisors and school heads on the implementation and
management of inclusive programs in the K to 12 Basic
Education Plan conducted
• Instructional supervision on inclusion initiatives
strengthened
• All education program supervisors of SDOs and public
schools district supervisors trained on instructional
supervision of inclusion initiatives
• M&E of the programs for LWDs across all levels of
governance strengthened
• Program M&E to address learners’ and implementers’
concerns formulated
• ALS M&E system developed and established in 16 regions
• Report on Pilot implementation of Inclusion of ALS in SBM
Crafted
• ALS Program implementation status prepared
• ALS Assessment Packages For all Levels Developed
 EQUITY 2/3
School-age children and youth, and adults in situations of
INTERMEDIATE OUTCOME
disadvantage benefited from appropriate equity initiatives
Strategies
2. Provide an inclusive, effective, culturally responsive, gender-
sensitive, and safe learning environment to respond to the situations
of disadvantage
• Policies and standards for safe and accessible learning environments for LWDs developed and
intensified
• Cultural standards for learning environments appropriate for schools implementing IPEd
formulated and implemented
• Contextualized rural farm schools for IP communities established
• Senior high school for IPEd aligned with rural farm schools and education for sustainable
development established
• Policies addressing issues in inclusive education for learners in the last mile schools, learners that
continue to experience various forms of collective exclusions or marginalization or gender biases,
those living below the poverty line, learners at risk of dropping out, Muslim learners, and those
in conflict areas are developed
• Institutions, establishments, and public utilities to install facilities and other devices, Republic
Act No. 9442 (Enhancement of Republic Act No. 7277 - Magna Carta for Persons with
Disabilities) is strictly observed and complied with
• Physical infrastructures and facilities specifically addressing the needs of Muslim learners (free-
flowing water, prayer area, canteen/cafeteria) are provided/made available
• One Community Learning Center (CLC) established per barangay in partnership with LGUs
• Aligned ADM Program Standards to learning environment policy in the new normal
• At least one Inclusive Learning Resource Center in every Schools Division established;
• Cultural standards for learner support services appropriate for schools implementing IPEd
formulated and implemented;
• Customized learner support services appropriate for LWDs, Last Mile School learners, Muslim
learners (experiencing marginalization), learners who experience calamities, and children in
conflict areas are in place
• Learners support services as appropriate to out-of-school children in special cases, out-of-school
youth, and adults are customized
25
OUTPUTS by Strategy
3. Improve gender-sensitive contextualized
curriculum and learning delivery
• Learning Delivery Modalities appropriate to the contexts of school-age children
and youth, and adults in situations of disadvantage enhanced
• Standards, processes, and protocols for the contextualization of the curriculum for
IPEd (for both formal and ALS) formulated and implemented
• Standards, processes, and protocols for the contextualization of learning delivery
modality and learning resources for IPEd (for both formal and ALS) formulated
and implemented
• Processes and protocols for the contextualization of the curriculum, learning
delivery and learning resources for IPEd adopted and implemented
• Contextualized curriculum for sustainable development in the context of IP
communities developed and implemented;
• Curriculum for MTB-MLE of local languages developed and implemented
• Learning resources for MTB-MLE of local languages developed and utilized
• Mechanisms and processes for curriculum contextualization in ALS established and
operational in the division
• All regional ALS focal persons trained on the mechanisms and processes of ALS
curriculum contextualization
• ALS supplementary curriculum standards specific for learners in situations of
disadvantage (as appropriate) developed and implemented
• Increased number of ALS implementors attaining the professional standards
relative to addressing the different contexts of disadvantage
• Professional teachers teaching ALIVE curriculum increased
• ALS programs and other inclusion initiatives are institutionalized as needed
• Arabic language as part of Special Program for Language institutionalized
 EQUITY 3/3

School-age children and youth, and adults in situations of

OUTPUTS by Strategy
INTERMEDIATE OUTCOME
disadvantage benefited from appropriate equity initiatives
Strategies

4. Enhance DepEd platforms for 5. Promote partnerships to benefit education for

learning resources
• Learning resources standards for LWDs developed and
implemented
• Standards, processes, and protocols for the contextualization
of learning resources for IPEd (for both formal and ALS)
formulated and implemented
• Learning resources standards for ALIVE provided
• ICT platforms and facilities with accessibility features as
stated in international standards for all types of learners are in
place
• ADM LR standards for the different learning modalities
• Existing ALS text and non-text-based learning resources
available in DepEd online platforms enhanced
• Inclusive teaching and accessible learning resources provided
• Formulated standards, processes, and protocols for the
contextualization of the curriculum, learning delivery, and
learning resources for IPEd (for both formal and ALS)
• Teachers with inclusive teaching and learning resources
increased
learners in situations of disadvantage
• Advocacy activities for Inclusive Education Programs are strengthened;
• Guidelines for the development of customized communication and advocacy
plans for IPEd formulated and implemented
• Communication and advocacy plan to address the LWDs’ and Muslim learners’
concerns developed and implemented
• Communication and advocacy plan for ALS 2.0 programs for out-of-school
children in special cases, out-of-school, youth, and adults developed and
implemented.
• ALS Implementers Oriented on Drug Prevention Campaign
• Engagement with non-DepEd providers of education for LWDs intensified;
• Standards and protocols for the engagement of stakeholders in support of IPEd
formulated
• Network of NEAP-accredited learning service providers for IPEd established
• Rights-based and Indigenous Peoples Rights’ Act (IPRA)-aligned partnership
mechanisms with IP communities institutionalized
• More non-DepEd ALS providers for groups in situations of disadvantage
engaged
• Involvement of professionals and partners on health, nutrition, and psycho-
social support providing support to learners in situations of disadvantage
increased
• Involvement of the community in the implementation of the different learning
modalities

26
 QUALITY 1/2
INTERMEDIATELearners
OUTCOME complete K-12 basic education having attained all learning standards that equip
them with the necessary skills and attributes to pursue their chosen paths
Strategies
1. Align curriculum and instruction
methods in all subjects
• Curriculum guides in all learning areas written in
terms of learning standards and learning outcomes
are developed and disseminated
• Socio-emotional and 21st century skills applied in all
subjects across all stages using the spiral
progression strategy are implemented in schools
• Learning approaches, methods and strategies like
inquiry and problem-based across all stages in
various learning delivery modalities (like face-to-
face, distance learning - modular and online, and
blended learning) are implemented in schools.
• Sustainable Development Goals and human rights,
including but not limited to children’s rights, are
integrated in relevant subjects as early as Stage 1
and until Stage 4.
27
OUTPUTS by Strategy
2. Strengthen competence of teachers and
instructional leaders on curriculum, instruction,
and assessment
• Teachers trained in unpacking curriculum standards with
emphasis on the following:
✔ socio-emotional and 21st century skills of problem
solving, information literacy and critical thinking in all
subjects across all stages using the spiral progression
strategy
✔ learning approaches, methods and strategies across all
stages in various learning delivery modalities (face to
face, distance learning - modules and online, and
blended learning)
✔ sustainable development goals and human rights,
including but not limited to children’s rights, are
integrated in relevant subjects as early as Stage 1 and
until Stage 4
• Teachers trained in learning delivery modalities using effective
approaches, methods, and strategies.
• Teachers trained on assessment skills through school-based
LAC.
• Coordinated regional CPD program for all teachers (based on
teachers’ need analysis) developed
• Coaching and mentoring programs are developed and
implemented in all schools

INTERMEDIATE OUTCOME
Learners complete K-12 basic education having attained all learning standards that equip
them with the necessary skills and attributes to pursue their chosen paths
Strategies
3. Assess learning outcomes at each key
stage transition and for learners in
situations of disadvantage
• Early Language, Literacy and Numeracy Assessment (ELLNA)
administered in March at end of Grade 3 (Stage 1)
• Administration of NAT (Basic Education Exit Assessment) to
all Grade 12 (Stage 4) learners including learners with special
needs completed
• National Career Assessment Examination (NCAE)
administered at Grade 9
• Accreditation & Equivalency Test (A&E) for ALS learners
administered every March of each year
• Participated in international large scale assessment (ILSA)
• Mechanisms for aggregation of classroom assessment for
division-wide learning assessments in place and operational
• DepEd personnel trained on how to use artificial intelligence,
machine learning and analytics for creating predictive models
of student readiness, achievement, literacy level, SHS track
and work readiness
• Predictive models using assessment results are developed;
• System for monitoring Philippine Qualifications Framework
(PQF) level 1 (JHS certificates) and Level 2 (SHS diploma) in
the qualifications registry (including the National Competency
Standards) established and operational
• Analytical reports on the results of national and international
assessments completed and disseminated periodically to
inform policies and program interventions
QUALITY 2/2
OUTPUTS by Strategy
4. Align resource provision with key 5. Strengthening consultations on
stage learning standards curriculum, instruction, and assessment
• Reading and numeracy resource materials for • Alignment and coordination of the TEI curriculum
foundational development of all Stage 1 learners are and school curriculum improved
developed and disseminated • ROs’ capacity to implement LMS, manage the
• Integration of digital education equipment, tools and assessment of learning outcomes, and monitor
materials, and guidelines for safe use in the teaching standards between schools strengthened
and learning process implemented in all schools • SDOs’ capacity to implement LMS and manage data
(including television and radio where appropriate) collection and assessment of learning outcomes
• System for quality assurance of learning modules and strengthened
digital learning materials recommended for use in public • System for using results of achievement test is
and private schools is developed and operational developed and implemented
• Schools capacitated on providing special provisions and • Integration strategies of artificial intelligence,
implementing supplementary experiences for learners machine learning, and analytics in curriculum
with no access to digital learning resources at home developed
• System for granting access to learning resources
(System for granting access to learning resources (Self-
Learning Modules (SLMs), Learning Activity Sheets
(LAs) , textbooks, flash drives) developed and
implemented in all schools
• Textbooks provided to all schools to achieve a one
learner to one textbook ratio
• Learning resources in the form of Learning Tools and
Equipment (LTE) , science and math, and Tech-Voc
Laboratory (TVL) tools and equipment made available in
all schools
28
 RESILIENCY & WELL-BEING 1/3

Learners are resilient and know their rights, and have the life OUTPUTS by Strategy
skills to
INTERMEDIATE OUTCOME protect themselves and claim their education-related
rights from DepEd and other duty-bearers to promote learners’
Strategies well-being

1. Integrating children’s rights in the design of all DepEd policies,
plans, programs, projects, processes and systems
• Laws, policies, rules and regulations, systems, processes, contracts, programs,
projects and activities relative to commitments towards children’s and learners’
rights are reviewed, revised, developed, and implemented in accordance with
RBE
• Policies, plans, as well as programs, activities and projects (PAPs) containing
commitments towards children’s rights and related policies and agreements
reviewed and revised/enhanced or developed
• Rights-based Education (RBE) framework developed and adopted in DepEd
• Guidelines on integration of RBE in policies, plans, programs, projects,
processes, and systems of all DepEd offices developed and adopted
• M&E tool for ensuring adherence to child right/RBE education framework and
legal obligations and commitments on children’s rights are developed and
utilized
• Proposal for CREDe institutionalization drafted and approved by DepEd, DBM
and other relevant agencies, and implemented
• Training modules for DepEd personnel on child rights/RBE developed and rolled
out
• Positive discipline measures are implemented by teaching and non-teaching
personnel, and by Parent-Teacher Association representatives
• Schools, particularly the teaching and non-teaching personnel are aware of
issues, actively participate in programs, and strictly observe policies concerning
child protection
• A functional child protection committee is in place in schools to manage CP
cases for the protection of children and the promotion of their rights
• CPU and CPC structures are fully-functional
• Child Protection policies are standardized, understood, measured, and are
implemented in all levels of DepEd governance
• Child Protection data is collected, analyzed and utilized to influence program
implementation, policy-planning, and budgeting processes
2. Ensure that learners know their rights and have the life skills to claim their
education-related rights from DepEd and other duty-bearers to promote
learners’ well-being
• Child rights education (CRE) integrated in the
reviewed and enhanced K to 12 curriculum and
extra- or co-curricular programs, and in the learning
environment and culture of the school, learning
center and other learning modalities
• Learning resources on children’s and learners’ rights
in education are developed and utilized;
• School-based Guidelines on RBE and CRE
implementation developed, with consideration of
School-Based Management, School Improvement
Plan, School Governance Council
• Training modules for school personnel and parents
regarding CRE and the use of the Guidelines
developed and rolled out
• Activities and mechanisms promoting child rights
where learners participate are conducted (e.g.,
annual National Summits on the Rights of the Child
in Education)
• Inclusive consultation mechanisms are in place and
functioning for children and learners to be consulted
on education and their rights to and in education in
all governance levels
• Technical support to DepEd offices in the
development and strengthening of mechanisms for
learners’ participation
• Training modules developed and implemented for
capacity building of student leaders on child rights,
with emphasis on participation rights and claiming of
rights
• Fully functional Redress Mechanisms like child
protection committees are established in all schools
and offices
• Training modules for adults on learner-centered
facilitation are developed and rolled out
• Partnerships for learner participation are established
through MOAs
• IEC materials for the promotion of learners’
participation are developed and disseminated
• Empowerment of children and learners in education
promoted in legislation and international, regional,
and domestic instruments containing mandates,
obligations, and commitments of DepEd
• Coping mechanisms for teachers and learners in
stressful situations are developed and utilized
• Training modules on child rights, child protection,
inclusive education, and online and offline safety
skills are developed
• Functional Child Protection Committees in all
schools and CLCs that uphold child participation
are organized
• Reporting helplines between schools and
communities to address child protection issues are
established
• School focal personnel capacitated with appropriate
skills in addressing child protection issues

29

Learners are resilient and know their rights, and have the life
skills to protect themselves and claim their education-related
INTERMEDIATE
OUTCOME rights from DepEd and other duty-bearers to promote learners’
Strategies
3. Protect learners and personnel from death, injury,
and harm brought by natural and human-induced
hazards
• Relationships with internal and external partners sustained
• Capacity of learners and personnel on provision of Mental Health
and Psychosocial Services (MHPS) to learners and DepEd
personnel strengthened
• Learners equipped with the knowledge, skills, attitudes, and values
(KSAV) on DRRM, CCAM, and peacebuilding
• Learners participated, co-led and led DRRM, CCAM, and
Peacebuilding PPAs
• Personnel and stakeholders equipped with KSAV on DRRM,
CCAM, and peacebuilding
• DRRM, CCAM, and peacebuilding competencies are integrated in
the K to 12 curriculum
• Visibility of DRRM, CCAM, and peacebuilding key messages
increased
• Safety and emergency supplies and equipment provided to all
DepEd offices and schools
• Early Warning Systems (EWS) in DepEd offices and schools
established
RESILIENCY & WELL-BEING 2/3
well-being
4. Ensure learning continuity in the aftermath of
a disaster or emergency
• Internal and external partners for response, rehabilitation,
and recovery mobilized
• Acquisition of and access to relevant responses,
rehabilitation, and recovery-related datasets from schools
enhanced
• Understanding of the disasters/emergencies experienced
enhanced
• Information, education, and communication (IEC)
materials in the aftermath of a disaster or emergency
developed and disseminated
• Impacts of hazards to learners, personnel, and schools
monitored
• Immediate response interventions for learning continuity
provided
• MPHSS interventions, including referral mechanisms, for
learners and personnel affected by disasters and
emergencies are provided
• DepEd inter-office Comprehensive Rehabilitation and
Recovery Plan (CRRP) in every disaster and emergency
developed
• Regions, divisions, and schools equipped in leading multi-
stakeholder groups for the implementation of response,
rehabilitation, and recovery
• Major repair and reconstruction of infrastructure and
replacement of non-infrastructure damages due to
disasters/ and emergencies for rehabilitation and recovery
completed
• Feedback and accountability mechanisms established for
learners to report issues/ and concerns, observations, and
good practices on response, rehabilitation, and recovery
interventions
• Continuing education program is provided for learners who
have dropped out due to pregnancy
30
OUTPUTS by Strategy
5. Protect education investments from the
impacts of natural and human-induced hazards
• Risk assessment data for DRRM, CCAM, and Peacebuilding
established
• DRRM, CCAM, and Peacebuilding Plans, Contingency
Plans, and Public Service Continuity Plans in all governance
levels developed
• Functional DRRM Team established in all governance levels
• Climate change-related programs, projects and activities
(PPAs) in the Work and Financial Plan (WFP) of DepEd
offices and schools tagged
• Documentary requirements submitted to access responsive
risk financing insurance;
• Annual budget for DRRM, CCAM, and Peacebuilding
utilized
• DRRM, CCAM, and peacebuilding integrated in DepEd
offices’ and schools’ plans and budgets
• DepEd personnel equipped on DRRM, CCAM, and
peacebuilding information management and research;
• Digital systems and tools to improve the quality, relevance,
accuracy, and inclusivity of data analysis for DRRM
developed and used
• DRRM, CCAM, and peacebuiliding researches published;
• Inclusive and disaster-resilient designs for instructional and
non-instructional spaces developed and implemented
• Regular programs for structural and non-structural hazard
prevention and mitigation measures established; and
• DRRM, CCAM, and Peacebuilding PPAs monitored and
evaluated

INTERMEDIATE
OUTCOME
Strategies
6. Provide learners with basic health
and nutrition services
• Guidelines to ensure the health and safety of
learners and school personnel, including
prevention of COVID-19, is developed and
implemented
• Post COVID-19 tracking of learners’ health
and nutrition conditions is implemented by
schools
• Health personnel and program coordinators
trained on key topics, including management
of risky behavior and child protection issues
• Schools’ health facilities including WASH
and clinics provided or improved
• School-community coordination mechanisms
for health and safety of learners are in place
in all schools
• Program to address stunting is developed
and implemented for target disadvantaged
learners
• Schools and partners are mobilized for
implementation of policies and standards on
health and nutrition, as well as for
adolescent health and development.
RESILIENCY & WELL-BEING 3/3
Learners are resilient and know their rights, and have the life
skills to protect themselves and claim their education-related
rights from DepEd and other duty-bearers to promote learners’
well-being
7. Nurture and protect learners' mental and
psychosocial health
• Effects of student workloads, deadlines
and other activities are comprehensively
analyzed and reviewed
• Teachers trained in handling students
suffering from mental and psychosocial
health issues
31
OUTPUTS by Strategy
8. Promote learners' physical and socio-emotional skills
development
• School sports and fitness development program framework developed
• Plantilla items for school sports created
• Sports and fitness facilities in schools constructed
• Existing sports and fitness facilities and playgrounds in public schools rehabilitated/ renovated
• Various fitness and sports supplies, materials, accessories, and equipment provided to schools
• Policy on after-school sports programs and physical activities developed and institutionalized
• Learning resources on school sports provided
• Learning platforms for interaction and learning opportunities for school sports created
• Policy guidelines on recognition for exemplary performance, contributions, and support of learners,
personnel, and stakeholders developed and implemented
• School sports clubs in all public schools established
• Opportunities for learners to engage in various co-curricular, extra-curricular activities, or After-
School Program provided
• Teaching and non-teaching DepEd personnel are capacitated on after-school sports program
• Partnership on schools sports programs established
• DepEd Personnel are capacitated on after school to effectively manage the games in accordance with
the international standard
• Providing our student-athletes further opportunity to compete on a safe and inclusive environment
• Student-athletes are provided opportunity to compete
• Forging stronger partnership with the National Sports Association and other stakeholder
• Development of a competition program adoptable to the needs of time
✔ DepEd Teachers and Personnel are educated and Trained to provide student-athletes scientific and
updated training programs that is in accordance with the minimum health standard

Efficient, agile and resilient governance and management
INTERMEDIATE OUTCOME
Strategies
1. Ensure all education leaders and managers
practice participative, ethical, and inclusive
management processes
• Competency-based hiring and promotion system
adopted and implemented
• Higher SBM Level of Practice attained in schools
• Management and implementation of PAPs are
decentralized in schools and divisions
• Local School Boards (LSBs) are provided with
educational statistics, consolidated needs of schools
and allowable educational intervention
GOVERNANCE 1/2
OUTPUTS by Strategy
processes
3. Ensure ideal learning environment are in place
2. Ensure human resources in all governance
and adequate and appropriate learning resources
levels are sufficient, resilient, competent, and
for learners are provided
continuously improving
• Staffing complement and items needed for • Standards for a quality, inclusive learner-centered and rights-
sufficient human resources in all governance levels upholding learning environment for different learner groups
are provided adopted and implemented for the new normal post-COVID-19
• Professional development standards and career • Standards for the integration of educational technology in
paths for all personnel groups formulated and teaching and learning are developed and implemented
implemented • Standards for learning resource development accessible to all
• Employee welfare and benefits standards are types of learners are formulated and implemented
developed and implemented
• All personnel practice responsive management
processes that uphold inclusive and right-based
education
• Non-Teaching personnel are provided with
professional learning and development
opportunities to ensure effectiveness and
responsiveness in the delivery of their duties and
responsibilities
32

Efficient, agile and resilient governance and management
INTERMEDIATE OUTCOME
Strategies
4. Improve and modernize internal systems and processes for a responsive and efficient delivery of basic
education services
• Modern financial and procurement management systems are in
place in all governance levels;
• Major management processes (planning, budgeting, procurement,
M&E, human resource) are integrated, synchronized, and
coordinated in all governance levels;
• Enhanced performance management and quality assurance systems
in place at CO and RO levels;
• Disaster risk reduction and response mechanisms are in place across
each governance level;
• Policy and research agenda are developed and informed planning
process across governance levels;
• Human Resource Information System (HRIS) developed and
implemented in all governance levels;
• Policy issued to adopt and implement the ICS framework,
guidelines, and standards;
• Internal Control Systems (ICS) framework, guidelines, and
standards are adopted and implemented in DepEd; and
• Institutionalizing QMS to ensure delivery of quality basic education
services and continuous improvement
• DepEd Inspection and Acceptance Mechanisms
institutionalized
✔ Knowledge-based and skills-based training for DepEd
Inspection implemented
✔ Inspection and Acceptance Standards, Procedures and Protocols
codified
✔ DepEd Material Resources Quality Standards adopted,
codified, and implemented
GOVERNANCE 2/2
OUTPUTS by Strategy
processes
5. Strengthen active collaboration with key
stakeholders
• Framework for stakeholder engagement and shared
• Help-Desk Support System for field procurement operations
governance developed and adopted
created
• Enhanced guidelines on the use of SEF adopted and
• DepEd Integrated Logistics Management System
implemented by both DepEd and LGUs
institutionalized
✔ Central and Regional Warehouse established
• DepEd Supplies Tagging and Inventory Control System
Implemented
• Organic procurement units and plantilla positions for procurement
6. Enhance and strengthen Public and
officers created private education complementarity
• Procurement Professionalization Program implemented
• Composite DepEd in-house team of trainors created • Develop and adoption of public-private complementarity
• Procurement Budgeting and Planning System strengthened and framework
harmonized • Enhanced manual of regulations of private schools that
• Contract Management System ( include a DepEd-wide Contract defines “reasonable supervision” is adopted and
Monitoring and Evaluation) institutionalized implemented
• Procurement Processes, Forms and Documents in all governance • Organizational and human resource support to qualified
levels standardized and customized personnel in private schools are in place
• DepEd Supplier's Registry established
• Procurement Monitoring and Transparency Window implemented
• Customized Procurement Guidelines for DepEd’s selected major
programs developed
✔ School-Based Feeding Program (SBFP)
✔ Printed Learning Resources (i.e. Textbooks, Teacher's
Manuals, SLMs and SLRs) developed
33
Minimum KPIs at each Governance Level

Continuation
DEPARTMENT OF EDUCATION 34
 Financial Planning
• For the School level, preparation of the 6 year
financial plan which will contain the
outcomes, strategies and outputs to be
implemented yearly in 6 year time.
• This will also include the estimated amount
needed to deliver the set outputs.
• After the 6 year financial plan is the
preparation of the first year Work and
Financial Plan aligned to the 6 year financial
plan
DEPARTMENT OF EDUCATION 35
 Elements of Financial Plan
Six Year Financial Plan
• Intermediate Outcomes
• Strategies
• Interventions/Initiatives converted to Output
Statement
• Yearly Physical Targets (2022 – 2028)
• Yearly Resource Requirement (2022-2028)

DEPARTMENT OF EDUCATION 36
 Elements of Financial Plan
• Annual Implementation Plan
• Output
• Activities
• Physical Target per Month from January to
December
• Monthly Obligation Plan
• Monthly Disbursement Plan

DEPARTMENT OF EDUCATION 37
 Analyzing and Managing Risk

• Identify the possible threats that the

organization may face,
• Estimate the likelihood that these threats
will materialize, as
• Estimate its impact to the implementation
of the program.

DEPARTMENT OF EDUCATION 38
Major risks in achieving the outcomes proposed in the Results Framework, and the strategies to mitigate their impact

DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
 Writing the Plan – REDP & DEDP

Key Elements of the REDP and DEDP

STRUCTURE DESCRIPTION

I Executive Brief introduction and summary of the strategic plan. It should

Summary describe the plan, the problem that it solves, the strategies to
employ and the performance targets.
II Background This describes the context of the region/division, its current
situation, performance gaps, and the key and emerging priority
issues/challenges confronting basic education at each level of
governance. Discussion may focus on the situation of learners, out
of school children and youth, schools, and learning centers.
Further identify the key and major challenges in terms of: a) access
and efficiency, b) equity, c) quality of basic education provision
(student learning outcomes, key challenges in quality of teacher
and learning), d) Resiliency and well-being, e) Governance (i.e.
system management and education budget and financing)

DEPARTMENT OF EDUCATION 41
Writing the Plan – REDP & DEDP

DEPARTMENT OF EDUCATION 42
Writing the Plan – REDP & DEDP

DEPARTMENT OF EDUCATION 43
Writing the Plan – REDP & DEDP

DEPARTMENT OF EDUCATION 44
 Writing the Plan - SIP
SIP must contain the following key elements

DEPARTMENT OF EDUCATION 45
Writing the Plan - SIP

DEPARTMENT OF EDUCATION 46
Writing the Plan - SIP

DEPARTMENT OF EDUCATION 47
Writing the Plan - SIP

DEPARTMENT OF EDUCATION 48
Phase 3: Quality Assurance
of Strategic Plans

DEPARTMENT OF EDUCATION 49
 Appraising the Development Plan

• Technical review of the strategies designed to

ensure that the proposed programs and projects
are relevant, feasible and implementable.

• Management review of the education plan. The

review shall determine if the plans are strategic
enough to achieve the directions and targets
established in the DepEd planning framework. This
is where targets and strategies shall be validated,
discussed, agreed and finalized

This process will be managed by the Planning Unit at each governance level.

DEPARTMENT OF EDUCATION 50
Phase 4: Mobilization for
Implementation

DEPARTMENT OF EDUCATION 51
 Communicating the Plan
• After approval and acceptance of the strategic plans,
each governance level must properly communicate
the education plans including desired outcomes,
strategic priorities, and proposed strategies to all
employees and stakeholders for awareness and
transparency.

DEPARTMENT OF EDUCATION 52
The Preparation of
Strategic Plan
Draft as of 13 July 2022