FY 2023

ALIGNMEN
T
OF SIP and
DEDP
PLANS
January 9, 10, 16, 17, 23, 24,
2023
 Priority Development Areas in BEDP
1. 2030
Pivoting to quality, ensuring that all learners attain
learning standards in every key stage in the K to 12
program.
2. Expanding access to education for groups in situations
of disadvantage to ensure inclusive and equitable quality
service delivery.
3. Empowering learners to be resilient and to acquire life
skills.
4. Strengthening the promotion of overall well-being of
learners in a positive learning environment where learners
exercise their rights and experience joy, while being aware
 ACCESS
• SIO#1.1. All five-year-old children attend
school
• SIO#1.2. All learners stay in school and finish
key stages
• SIO#1.3. All learners transition to the
next key stages
• SIO#1.4. All out-of-school children and
youth participate and complete in formal or
 EQUIT
Y
•
SIO#2.1. All school-age children and
youth, and adults in situations of
disadvantage are participating in inclusive
basic learning opportunities and receiving
appropriate quality education
 QUALITY
• SIO#3.1. Learners attain Stage 1 (K-3) learning
standards of fundamental reading and numeracy skills
• SIO#3.2. Learners attain Stage 2 (Grades 4-6) learning
standards in required literacy and numeracy skills and apply 21st
century skills to various real-life situations
• SIO#3.3. Learners attain Stage 3 (Grades 7-10) learning standards
of literacy numeracy skills and apply 21st century skills to various
real-life situations
• SIO#3.4.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
• SIO#3.5. Learners in ALS attain certification as elementary or
JHS completers
 RESILIENCY & WELL-
BEING
• SIO#4.1. Learners are served by a department that
adheres to a rights-based education framework at all levels
• SIO#4.2. Learners are safe and protected, and can
protect themselves, from risks and impacts from natural
and human- induced hazards
• SIO#4.3. Learners have the basic physical, mental, and
emotional fortitude to cope with various challenges in life and to
manage risks.
 Enabling Mechanisms –
Modern, efficient, nimble, and resilient
GOVERNANCE
governance and management
process
• EM#1. Education leaders and managers
practice participative, ethical, and inclusive
management processes
• EM#2. All personnel are resilient, competent,
and continuously improving
• EM#3. Ideal learning environment and adequate
learning resources for learners improved
 Enabling Mechanisms –
Modern, efficient, nimble, and resilient
GOVERNANCE
governance and management
process
• EM#4. Internal systems, and processes are
efficient, responsive, modern, and continuously
improving
• EM#5. Key stakeholders actively collaborate to
serve learners better
• EM#6. Public and private education operate
under a dynamic and responsive complementarity
 THE DIVISION EDUCATION DEVELOPMENT
PLAN
The Division Education Development Plan (DEDP) is a six- year
plan of the Schools Division Office (SDO) that contains its major
development targets based on processed school data and identified
priority needs.

What are the sources of

THE DIVISION EDUCATION
DEVELOPMENT PLAN

Source: A Guidebook in
Strategic Planning for the
Department of Education
(2013)
THE DIVISION EDUCATION
DEVELOPMENT PLAN
DepEd
Mandates
DED
P
E-SIP
THE DIVISION EDUCATION
DEVELOPMENT PLAN

Approac
h
EEvvaaluuaattioo
Plannin nn Plan
g
Adjustment
Implementat
io n
 DIVISION STRATEGIC DIRECTIONS
FOR FY 2023 - 2028

What is the role of the School

Heads/SPTs/PSDS/SGOD in the
alignment of school PAPs in the E-
SIP?
 SERVICE
EXCELLENCE
INTEGRITY

TEAMWORK

TRANSPARENCY

INNOVATIVE
 DIVISION EDUCATION
DEVELOPMENT PLAN FY
2023
SERVE FOR - 2028
RICHER SDO BATANGAS PROVINCE GUIDED BY SITTI
SDO Batangas Province teaching and non-teaching personnel SERVE (See the Future, Engage and
Develop Others, Reinvent Continuously, Value Results and Relationships, Embody the Values of
SITTI (Service Excellence, Integrity, Teamwork, Transparency, and Innovative) for RICHER SDO
Batangas Province.

R Reinvent an Enabling and Supportive Learning Environment

-
Install/Initiate Systems and Processes for Transparency and Excellence in
I-
Governance and Service Delivery
C Create Borderless Opportunities to Learn for Every Learner and Personnel
- Healthy and Mentally Resilient Learners and Personnel
H Elevate the Quality of Teaching and Learning Surpassing the
-
Standards Responsive, Responsible, Service-Oriented Workforce
E-
R
Sub-Intermediate Outcome:
All 5-year-old children attend
school Objective: Ensure that all 5-
year old children are in school.

KRA: Access

PI: 100% of 5-year old

children are in school

Strategy: Improve access

to universal kindergarten
education
Sub-Intermediate Outcome:
All learners stay in school and finish key
stages.

Objective: Provide access to Objective: Provide child-

Objective: Zero dropout and varied learning resources and rights-based
friendly
environmen
learning
no school-leavers from KS 1 and materials
t
– 3 at the end of the school
year KRA: Governance
KRA: Quality
KRA: Access PI: ____ out of ____ schools
health and sanitation
have
PI: Develop and QA
conduct
facilities,mental health
PI: Zero dropout and supplementary materials at psycosocial
and interventions,
zero school leavers least 1 per learning area classroom: pupil ratio,
ideal
etc.
(Retention Rate)
Strategy: Improve learners’ Strategy: Improve
access to quality and
learners’
access to quality and rights- upholding learning
Strategy: Improve capacity rights-
upholding learning environment
to retain learners in schools
environment
Sub-Intermediate Outcome:
All learners transition to the next key
stage
Objective: Ensure 100%
transition of all learners
from one grade level to the
next grade level
KRA: Access
PI: 100% transition
rate
Strategy: Strengthen
school’s capacity to ensure
learners’ continuity to next
stage
Objective: Establish/convert
Objective: Provide catch-up
schools
plan or intervention
strategies for children at-
risk-of dropping out and/or KRA: Access
for children with special
needs
PI: Number of
KRA: Access/Quality/Equity
schools
established/converted
PI: 100% transition
rate Strategy: Strengthen
school’s capacity to ensure
Strategy: Strengthen
learners’ continuity to next
school’s capacity to ensure
stage
learners’ continuity to next
stage
 Sub-Intermediate Outcome:
All OSC, OSY, OSA participate in formal or non-formal
basic education learning opportunities

Objective: Strengthen the

implementation of Alternative Learning
System and community mapping
initiatives

KRA: Access

PI: All OSC, OSY, OSA catered by

ALS

Strategy: Strengthen
mechanisms for providing access
to relevant basic opportunities for
OSC, OSY and OSA
 Sub Intermediate Outcome:
All school-age children and youths and adults in situations
of disadvantage are participating in inclusive basic learning
opportunities and receiving appropriate quality education
Objective
Objective : KRA:
Objective:
: KRA: PI:
KRA:
PI: Strategy: Improve
PI:
gender-
sensitive
Strategy: Improve contextualized
Strategy: Provide an
program management curriculum and
inclusive, effective,
and service delivery learning delivery
culturally responsive,
gender-sensitive, and safe Strategy: Enhance
Strategy: Promote learning environment to DepEd platforms for
partnerships to benefit respond to the situations of learning resources
education for learners in disadvantage
situations of
disadvantage
 Sub-Intermedite Outcomes

1. Learners attain Stage 1 (K to Grade 3) learning standards of fundamental reading

and numeracy skills to provide a basis for success in the remaining learning
stages;
2. Learners attain Stage 2 (Grades 4 – 6) learning standards in required
literacy and numeracy skills and apply 21st century skills to various real-life
situations;
3. Learners attain Stage 3 (Grades 7 – 10) learning standards in required
literacy and numeracy skills and apply 21st century skills to various real-life
situations;
4. 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;
5. Learners in ALS attain certification as Elementary or JHS and SHS completers
 Ensure alignment of the
Strategy #1 on Quality
curriculum, instruction, and
of Education Provision
and Learning classroom assessment methods
Outcomes in all learning areas
Strategy #2 on
Quality of Education
Provision
and Learning
Outcomes
Align resource
provision with
key stage
learning
standards
Strategy #3 on Quality of
Education Provision and Learning
Outcomes

Assess learning outcomes

at each key stage
transition and for learners
in situations of
disadvantage
Strategy #4 on Quality Strengthen competence of teachers and instructional
leaders in areas such as content knowledge and
of Education Provision pedagogy/instruction, curriculum and planning, responding
and Learning to learner diversity, and assessment and reporting

Outcomes
Strategy #5 on Quality
of Education Provision
and Learning
Outcomes
Ensure alignment of
curriculum,
instruction and
assessment with
current and
emerging industry
and global
standards
 Sub-Intermediate
Learners are served by a Department that adheres
Outcome:
to rights-based education framework at all levels

Strategy #1: Integrate children’s and learners’ rights

in the design of all DepEd policies, plans, programs,
projects, processes and systems;

Strategy #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, while also being aware of their responsibilities as
individuals and members of society
 Sub-Intermediate Outcomes:
Learners are safe and protected, and can protect
themselves from risks and impacts from natural and
human- induced hazards

Strategy #3: Protect learners and personnel from death, injury, and
harm brought by natural and human-induced hazards;

Strategy #4: Ensure learning continuity in the aftermath of a disaster

or emergency

Strategy #5: Protect education investments from the impact of natural

and human-induced hazards
Sub-intermediate Outcome:
Learners have the basic physical, mental, and emotional
fortitude to cope with various challenges in life and to
manage risks.

Strategy #6: Provide learners with basic health and nutrition

services;

Strategy #7: Nurture and protect learners’ mental and

psychosocial health

Strategy #8: Promote learners’ physical and socio-emotional

skills development
 This Division is convinced that we will be able
to reach our desired destiny. We will be
guided by the paradigm that if we want
change, we must do things differently.
Unlearning of learning that does not work
anymore and discovering new learning is said
to be the greatest knowledge.

We continue to push our aspirations and cling

to our faith that DepEd Batangas can be the
best of what it can be for 2023 and beyond.
Thank
you