OTHER POLICIES/ DEPED

and CHED ORDERS/

MEMORANDUM
Presented by: JESSEL C. YARA
OBJECTIVE:
• After the session, participants will be able to:
 to know and to be aware of the different DEPED and CHED orders and
memorandum
DEPED ORDERS/ MEMORANDUM
2010
 DEPED MEMORANDUM NO. 392, S. 2010
• (GUIDELINES ON GIVING HOMEWORK OR ASSIGNMENT TO
ALL PUBLIC ELEMENTARY SCHOOL PUPILS)

• -no homework/ assignments during weekends for pupils to enjoy their

childhood and spend quality time with their parents.
2013
 DEPED ORDER NO. 55, S. 2013
• (IMPLEMENTING RULES AND REGULATIONS (IRR) OF
REPUBLIC ACT (RA) NO. 10627 OTHERWISE KNOWN AS THE
ANTI- BULLYING ACT OF 2013)
• -All public and private schools shall adopt bullying prevention programs.
These programs shall be applicable to all students regardless of level of
risk or vulnerability to bullying.
• Interventions may include programs such as counselling, life skills
training, education and other activities that will enhance the
psychological, emotional and psycho- social well- being of both the
victim and the bully. Such program may:
a. Involve activities that will address acts of bullying;
b. emphasize formative and correct measures rather than punishment;
c. Conform to principles of child protection and positive and non- violent
discipline;
d. Help the victim, the bully, and the bystanders understand the bullying
incident and its negative consequence; and
e. Provide opportunities to practice pro- social behavior.
2013
 DEPED ORDER NO.3, S. 2013
• AMENDED IMPLEMENTING RULES AND REGULATIONS (IRR)
OF REPUBLIC ACT NO. 8190 (LOCALIZATION LAW)
• -in appointment or assignment of teachers to public schools and other
learning centers with vacant teaching positions, priority shall be given to
bonafide residents of the barangay, municipality, city or province where
the school is located.
2015
 DEPED ORDER NO. 32, S. 2015
• (ADOPTING THE INDIGENIOUS PEOPLES EDUCATION CURRICULUM
FRAMEWORK)

• -Recognizing the right of indigenous people to basic education that is culturally rooted
and responsive, the IPED Curriculum Framework seeks to provide guidance to schools
and other education programs, both public and private, as they engage with indigenous
communities in localizing, indigenizing and enhancing the K to 12 Curriculum based on
their respective educational and social context.
2015
 DEPED ORDER NO. 8, S. 2015
• (Policy guidelines on classroom assessment for the K-12 Basic
Education Program)
• -Classroom assessment is an integral part of curriculum implementation. It
allows the teacher to track and measures learners’ progress to adjust
instruction accordingly. Classroom assessment informs the learners, as
well as the parents and guardians of their progress.
2016
 DEPED ORDER NO. 47, S. 2016
• (OMNIBUS POLICY ON KINDERGARTEN EDUCATION)

• -also known as the KINDERGARTEN EDUCATION act provides

• equal opportunity for all children to accessible and
• mandatory kindergarten education.
• -basic standards for an efficient and effective Kindergarten
• Education Program implementation for both public and
• private schools.
• -serve as basis for accreditation and/or recognition of those intending to put early learning centers.
2016
• Purposes:

 The Kindergarten Education (KE) Program aims that all five year old children achieve the standards and
competencies expected of them, taking into account their diverse backgrounds, prior knowledge and
experiences, skills, attitudes, personal traits, and interests.

 Learners are given equal opportunities to effectively promote their physical, social, cultural, emotional,
and intellectual development, including values formation to ascertain school readiness.

 The Mother Tongue of the learner shall be the primary medium of teaching and learning in Kindergarten
2017
DEPED MEMORANDUM NO. 137, S. 2017
• (NATIONAL TEACHERS’ MONTH AND NATIONAL TEACHERS’
MONTH/ WORLD TEACHERS’ DAY CELEBRATIONS)

• -designated the 5th day of October of every year as “World Teachers’ Day”,
which is a day to celebrate the central role that teachers play in guiding the
children, youth and adults through the life- long learning process.
2017
• The celebration aims to:

 honor those who are in the teaching profession;

 acknowledge and give emphasis on the crucial role, loyal service, and dedicated commitment of teachers in
developing globally – minded citizens, nurturing families, strengthening communities and building the nation;
 Revitalize the image of and respect for teaching as a vocation by increasing public awareness on the value of
teachers in the Philippine society;
 Take the occasion as an opportunity in building the image of teaching as an attractive and fulfilling profession;
 generate widespread support and assistance for teachers; and
 Express gratitude for the positive influences of teachers on Filipino learners.
2018
 DEPED ORDER NO. 13, S. 2018
• (Implementing guidelines on the conduct of remedial and advancement classes during
summer for the K- 12 Basic Education Program)

• -this policy are applicable to Grades 4 to 12 in both public and private elementary and
secondary schools offering classes during summer. Classes are offered during summer to
address the learners’ learning gaps or failure, deficiencies due to change of
track/specialization and/or transfer from one school to another; or to allow for an advance
subject for those Senior High School learners with work immersion in the succeeding
semester or school year
2019
DEPED MEMORANDUM NO. 173, S. 2019
• HAMON: BAWAT BATA BUMABASA (3Bs Initiative)

• -it’s mandate to produce productive and responsible citizens equipped

with essential competencies and skills for lifelong learning.
• -to make every learner a proficient reader, schools across the country are
tasked to help learners develop their reading skills.
2019
• AIMS:
 Equip learners with reading skills to make them proficient and
independent readers in their grade level;
 Capacitate teachers to become effective reading teachers; and
 Nurture a culture of reading in schools, communities and various level
of governance in DepEd- central office (CO), Regional Offices (RO),
and schools division Offices (SDOs).
2019
 DEPED ORDER NO.21, S.2019
• (POLICY GUIDELINES ON THE K TO 12 BASIC EDUCATION
PROGRAM)

• -This policy is intended to guide the central, regional and schools division
offices and schools in effectively organizing and managing the
implementation of the K to 12 Basic Education Program.
2019
• This policy aims to:
a. Explain the k to 12 curriculum and the programs for each key stage,
describe the learners and his/her capabilities at each key stage, and show
the curriculum, instruction and assessment for each key stage;
b. establish the components required to ensure effective implementation of
the curriculum; and
c. Establish the framework to be used for monitoring and evaluation.
2020
 DEPED ORDER NO.18, S. 2020
• (POLICY GUIDELINES FOR THE PROVISION OF LEARNING
RESOURCES IN THE IMPLEMENTATION OF THE BASIC
EDUCATION LEARNING CONTINUITY PLAN)

• -The DEPED developed the Basic Education Learning Continuity Plan

(BE-LCP) to ensure that learning opportunities are provided to our
learners in safe manner, through different learning delivery.
2021
 DEPED ORDER NO.11, S. 2021
• (GUIDELINES ON THE OPERATIONALIZATION OF THE PROGRAM
MANAGEMENT INFORMATION SYSTEM)
• It aims to:
a. Support the effective and efficient management of plans and programs,
b. Increase transparency of plans and programs at all levels of governance from DEPED Central Office to school,
c. Provide platform that encourages a more diligent and systematic preparation of plans and utilization of budgets,
d. Aid in policy formulation and decision- making, and
e. Enforce standards for planning and plan implementation
2022
• DedpEd Order 31, s. 2022
• Child Rights Policy: Adopting the Right-Based Education Framework in
the Philippine Basic Education
2023
DepEd Order 004 s2023
Ammendment to Panatang Makabayan
CHED ORDERS/
MEMORANDUM
CHED MEMORANDUM ORDER NO. 9, S. 2013- ENHANCED
POLICIES AND GUIDELINES ON STUDENT AFFAIRS AND SERVICES
• CHED MEMORANDUM ORDER NO. 33, S. 2015-
GUIDELINES FOR SENIOR HIGH SCHOOL (SHS) PROGRAM
IMPLEMENTATION OF LOCAL UNIVERSITIES AND COLLEGES
•
CHED MEMORANDUM ORDER NO. 57, S. 2017- POLICY
ON THE OFFERING OF FILIPINO SUBJECTS IN ALL HIGHER
EDUCATION PROGRAMS AS PART OF THE NEW GENERAL
EDUCATION CURRICULUM PER CHED MEMORANDUM ORDER
NO. 20, SERIES OF 2013
•

CHED MEMORANDUM ORDER NO. 74, S. 2017-

POLICIES, STANDARDS AND GUIDELINES FOR BACHELOR OF
ELEMENTARY EDUCATION (BEEd)
• CHED MEMORANDUM ORDER NO. 75, S. 2017-
POLICIES, STANDARDS AND GUIDELINES FOR BACHELOR OF
SECONDARY EDUCATION (BSEd)
• CHED MEMORANDUM ORDER NO. 104, S. 2017-
REVISED GUIDELINES FOR STUDENT INTERNSHIP PROGRAM IN
THE PHILIPPINES (SIPP) FOR ALL PROGRAMS
• CHED MEMORANDUM ORDER NO. 15, S. 2019-
POLICIES, STANDARDS, AND GUIDELINES FOR GRADUATE
PROGRAMS
• CHED MEMORANDUM ORDER NO. 4, S. 2020-
GUIDELINES ON THE IMPLEMENTATION OF FLEXIBLE
LEARNING
• CHED MEMORANDUM ORDER NO. 2, S. 2021-
GUIDELINES ON THE CONDUCT OF CLINICAL INTERNSHIP OF
SPEECH LANGUAGE PATHOLOGY STUDENTS DURING
PANDEMIC PERIOD.
DEPED’s PROGRAMS
AND PROJECTS
Presented by: JESSEL C. YARA
PROGRAMS AND PROJECTS
BENEFICIARIES

Planning and Programming Division

As of December 31, 2021

Below is the table of completed research studies and the table of education
research targets,approved research
proposals for funding, and
completed by region:
Below is the table of FY 2022 Target
Education Researches by Region:
FY 2021 Estimated
Learner Beneficiaries
of New Classroom
FY 2022 Estimated
Learner Beneficiaries
of School Furniture
FY 2021 of Classrooms
Repaired and
Rehabilitated
Region No. of
school sites
Estimated Learner