SY 2021-2022 Basic Education Learning Continuity Plan

Republic of the Philippines
Department of Education
SCHOOLS DIVISION OF BATANGAS
SY 2021-2022
Basic Education Learning
Continuity Plan
1|Page
Address: Provincial Sports Complex, Bolbok, 4200 Batangas City

(043)722-1840 / 722-1796 / 722-1437 / 722-2675 / 722-1662
[email protected]
www.depedbatangas.org
CRN 44 100 18 93 0045

TABLE OF CONTENTS
INTRODUCTION ....................................................................................................... … 3
I. SITUATIONAL ANALYSIS ...................................................................................... 6
II. SY 2020-2021 BE-LCP IMPLEMENTATION ........................................................ 13
III. SUCCESSES AND LESSONS OF BE-LCP IMPLEMENTATION ...................... 17
IV. SURVEY RESULTS FOR SCHOOL YEAR 2021 - 2022 ……………………… 22
V. ENHANCED BE-LCP SY 2021-2022 Framework ................................................. 29

VI. ENHANCED BE-LCP 2021-2022 Masterplan ..................................................... 33
VII. SY 2021-2022 BE-LCP Contextual Operationalization .................................... 34
VIII. MONITORING AND EVALUATION ………………………………………………..39
IX. LIST OF FIGURES AND TABLES ....................................................................... 41
2|Page

(043)722-1840 / 722-1796 / 722-1437 / 722-2675 / 722-1662
CRN 44 100 18 93 0045

INTRODUCTION
School Year 2020-2021 has been very challenging not only for Schools Division
Office (SDO) of Batangas but to the whole education sectors nationwide. The crisis
brought about by the COVID-19 pandemic has changed the educational landscape in
the Philippines as schools and learning centers shifted into a totally new platform to
ensure that the teaching and learning process will continue despite the pandemic. Basic
Education Learning Continuity Plan (BE-LCP) which was carefully conceptualized,
developed and implemented for School Year 2020-2021, served as the weapon of
education leaders across various level of governance to overcome the test of time.
SDO Batangas BE-LCP is aligned to the policy directions and the standards set
by the department and follow the DepEd Response Plan and National Learning
Continuity Plan. Its Implementation will suit the context of SDO Batangas’ schools and
learning centers but the essential elements will be intensified and contextualized to suit
the needs of our learners and teachers.
DepEd Batangas BE-LCP is anchored on the adjusted Division Education

Development Plan (DEDP) which provide a framework for decision-making and a road
map to move forward which are based on the following principles:
 Strong instruction – designed to provide personalized learning opportunities for

learners.
 Robust engagement – anchored in positive youth development, ensuring that
schools are welcoming and empowering to students, families, and community
members. And in this time of pandemic, safety, health and security are of
utmost importance.
3|Page

(043)722-1840 / 722-1796 / 722-1437 / 722-2675 / 722-1662
CRN 44 100 18 93 0045

 Continuous improvement – using school and student data to tailor programming

and instruction focused on results.
As identified gaps and issues in the implementation are viable, Schools Division
of Batangas is committed to Re-invent, Innovate, Create and Harmonize (RICH) our
BE-LCP to suit with the demand of time and needs of our learners, teachers, parents
and other education stakeholders.
This Division Enhanced BE-LCP aims to:
1. Ensure that every learner regardless of age, gender, identity, sexual

orientation, civil status, disability, religion or ethnicity has an access to
quality basic education in a new learning environment.
2. Provide adjusted implementation or operationalization plan and come up

with the most responsive learning delivery modality for learners and
teachers based on the gaps and constraints identified in SY 2020-2021 with
consideration to the current situation of schools and learning centers in
terms of capacity, designed interventions and availability of resources.
3. Ensure that the health and safety of teaching and non-teaching personnel,
learners, and parents are not compromised.
4. Ensure that available resources will be maximized fully and help the schools
and learning centers in the provision of resources through partnerships and
linkages.
5. Review the gaps identified during monitoring and evaluation and ensure that
adjustments to plan will be implemented as needed.
4|Page

(043)722-1840 / 722-1796 / 722-1437 / 722-2675 / 722-1662
CRN 44 100 18 93 0045

Figure 1 shows how SDO Batangas Province will be guided in making the plan
a success at the schools, districts and division level.
Figure 1. Implementation Framework of SDO Batangas Province BE-LCP.
In planning, we get the voice of the customers through teleconferences, using

other social media platforms, surveys, reports, performance reviews, and program
implementation review to come up with data and reports on what went well and what
went wrong from the previous school year and have a baseline data on gaps, issues
and concerns in preparation for the next school year.
As with any dynamic organization, the learning continuity plan is an evolving

document not set in stone. Adjustments will be made as needed. The consultation
process and/or the pre-planning process was extensive. Plan adjustments at the
schools, districts and SDO level will be made whenever necessary.
5|Page

(043)722-1840 / 722-1796 / 722-1437 / 722-2675 / 722-1662
CRN 44 100 18 93 0045

I. Situational Analysis
To understand the context of implementation, SDO Batangas BE-LCP includes

the situational analysis of the educational environment with emphasis on its present
baseline data on students, teachers, schools and the various capacities and capabilities
of teaching and non-teaching personnel to adapt to various flexible learning delivery
modalities.
The Department of Education – SDO Batangas Province is committed to

improve the overall performance of the schools division in term of access, quality and
governance, as well as provision of effective and efficient delivery of basic education
services to its customers, thereby making it relevant to the needs and expectations of
our customers and other stakeholders.
SDO Batangas Province is one of the premier divisions in CALABARZON region

with 37 school districts, 762 public schools (596 purely elementary schools, 13
integrated junior high schools, 90 purely junior high schools, 34 integrated senior high
schools and 29 stand-alone senior high schools), 215 private schools and one (1) State
University and Colleges catering 461,537 learners across all sectors including 1,176
learners with special education needs.
The number of operational schools for SY 2020-2021 has decreased by 20

compared to SY 2019-2020 due to temporary closure of schools specifically private
learning institutions due to the effect of the pandemic. In this time of challenges caused
by COVID-19 pandemic and other natural disasters such as threats of Taal Volcano
eruptions, typhoons and earthquakes, it is important to know the current status of
education in the division for us to continue our services to learners, teachers and the
community.
6|Page

(043)722-1840 / 722-1796 / 722-1437 / 722-2675 / 722-1662
CRN 44 100 18 93 0045

Table 1. Number of Schools in the Division (By Sector).
SUC 1
Sector
PRIVATE 215
PUBLIC 762
0 100 200 300 400 500 600 700 800 900

Public Private SUC
Series1 762 215 1
As to enrolment, despite the COVID-19 pandemic and the challenges on the

different learning delivery modality implementation, SDO Batangas had an increase on
public school enrolment for SY 2020 – 2021. Compared to SY 2019-2020 enrolment
data, an increase of 11,278 (46.74%) enrollees in Kindergarten, 8,820 in Junior High
School (7.60%) and 5,700 (16.42%) in Senior High School (SHS) were recorded which
contributed much to increasing public enrolment in the entire division. This is in
contrary to the enrolment in the private schools which recorded a dropped of 10,569 or
17.86% across all grade levels compared to SY 2019-2020. Decreased in private
school enrolment is very eminent in Key Stage 1 & 2 (Kinder – Grade 6).
7|Page

(043)722-1840 / 722-1796 / 722-1437 / 722-2675 / 722-1662
CRN 44 100 18 93 0045

Table 2. SY 2020-2021. Enrolment as of May 30, 2021 (All Sectors, By Grade Level)
GRADE PUBLIC PRIVATE SUC/LUC

LEVEL M F T M F T M F T
LSENS 720 444 8 4 12 0 0
1164 0
KINDER 18498 16909 772 818 1590 14 15
35407 29
GRADE 1 15117 12509 710 693 1403 16 14
27626 30
GRADE 2 20777 19879 40656 1069 1069 2138 7 10 17
GRADE 3 18496 17106 35602 1090 1036 2126 10 15 25
KEY STAGE 1 72888 66403 139291 3641 3616 7257 47 54 101
(K-3)
GRADE 4 15331 13830 29161 899 826 1725 9 14 23
GRADE 5 16675 15659 32334 1069 967 2036 13 12 25
GRADE 6 17738 16916 34654 1370 1386 2756 14 11 25
KEY STAGE 2 49744 46405 96149 3338 3179 6517 36 37 73
(4-6)
TOTAL 123352 113252 236604 6987 6799 13786 83 91 174
ENROLMENT
W/ LSENS
GRADE 7 16621 15308 31929 2951 3023 5974 35 41
76
GRADE 8 16752 15090 31842 3449 3377 6826 8 39
47
GRADE 9 16962 15435 32397 3507 3458 6965 18 48 66
GRADE 10 14421 14219 28640 3520 3503 7023 26 39 65
KEY STAGE 3 64756 60052 124808 13427 13361 26788 87 167 254
(7-10)
GRADE 11 11215 11141 13356 4722 4696 9418 30 20 50
GRADE 12 8836 9215 18051 4628 4585 9213 15 20 35
KEY STAGE 4 20051 20356 40407 9350 9281 18631 45 40 85

(11-12)
TOTAL (SEC) 84807 80408 165215 22777 22642 45419 132 207 339
TOTAL 208159 193660 401819 29764 29441 59205 215 298 513
ENROLMENT
8|Page

(043)722-1840 / 722-1796 / 722-1437 / 722-2675 / 722-1662
CRN 44 100 18 93 0045

Figure 2 - SHS Enrolment by Track

52 0
12239
46832
ACADEMIC TVL ARTS AND DESIGN SPORTS
Figure 2. Senior High School Enrolment By Track.
Senior High School Enrolment
For SY 2020-2021, 147 schools composed of 63 public schools, 83 private

schools and 1 SUC offered Senior High School program and catered a total of 59,123
learners. Majority of these learners or 46,832 (79.21%) were enrolled in Academic
Track, followed by TVL with 12,239 (20.70%) enrolled learners. Meanwhile 52 learners
or .09% of the total enrolment take up Arts and Design. Out of the 46,832 learners
enrolled in Academic tracks, 25,722 learners or 54.92% were enrolled in Humanities
and Social Sciences (HUMSS) strand, 11,454 or 24.46% in Accountancy, Business and
Management (ABM) strand, 8,546 or 18.25% in Science Technology, Engineering and
Mathematics (STEM) stand, 974 or 2.08% in General Academic Strand (GAS) and 136
or 0.29% Pre-Baccalaureate Maritime (PBM) strand.
9|Page

(043)722-1840 / 722-1796 / 722-1437 / 722-2675 / 722-1662
CRN 44 100 18 93 0045

Alternative Learning System (ALS) is also paving its way in making sure that
education continues for our out-of-school-youth, Indigenous People, and others to
continue their education despite the challenges of the new normal in education. For SY
2020-2021, SDO Batangas operates 362 community learning centers and caters a total
of 6,566 learners, which is higher than the division target of at least 75% of previous
year enrolment.
The table below illustrates the current enrolment and services provided by ALS
specialists, mobile teachers and district ALS coordinators.
Table 3. SY 2020-2021. Enrolment in Alternative Learning System.
SY 2019 – 2020 SY 2020-2021

Basic Literacy Program 197 145
A & E Elementary 1,166 932
A & E Secondary 6,957 5,489
Decreasing enrolment in the alternative learning system were due to many

factors such as the COVID-19 pandemic which resulted to the postponement of ALS A
& E Test, Taal Volcano eruption and Inter-Agency Task Force (IATF) rules and
regulations limiting the movement of people from one place to the other affecting the
conduct of face to face mapping of learners in different barangays and communities.
Moreover, prospective enrollees and/or adult learners although would like to

finish schooling through the different programs offered by ALS SDO Batangas prefer to
work rather than to enroll in ALS program to help augment their family income.
10 | P a g e

(043)722-1840 / 722-1796 / 722-1437 / 722-2675 / 722-1662
CRN 44 100 18 93 0045

Enrolment per SY 2020-2021 Enrolment

per Key Stage
Sector, SY 2020- 160000
2021 140000
120000
SUC 100000
0.11%
Private 80000
12.86% Public 60000
40000
Private
20000
Public SUC
0
87.03% LSEN G 7- G 11-
K-3 G 4-6
S 10 12
Series1 1176 146649102739151850 59123
Figure 3. Enrolment as of May 30, 2021 (By Sector and Key Stage).
Figure 3 presents the sectoral and per Key Stage SY 2020-2021 enrolment of
the whole Schools Division of Batangas. Out of the total 461,537 learners enrolled in
SY 2020-2021, 401, 819 or 87.03% were enrolled in public schools, 59,205 or 12.86%
in private schools and 0.11% or 513 learners in State University and Colleges. When
grouped according to the enrolment per key stage, 151,850 learners or 32.90% belongs
to Key Stage 3 or Junior High School, followed by Key Stage K-3 with 146,649 or
31.77% enrolment, 102,739 or 22.26% Grade 4-6 enrolment and 59123 or 12.81%
learner enrolment in Senior High School. Only 0.25% or 1176 learners were enrolled in
special education program.
11 | P a g e

(043)722-1840 / 722-1796 / 722-1437 / 722-2675 / 722-1662
CRN 44 100 18 93 0045

In terms of SY 2020-2021 enrolment by

223,399 gender, male learners are slightly higher
(48.40%)
238,138 than female learners by 14,739 or 3.30%.
(51.60%) This simply means that gender equality in
access to education is apparent in the
division.
MALE FEMALE
Figure 4. Gender Equality in Access to Education.
SDO CURRENT WORKFORCE
As of June 2021, Schools Division of Batangas have 16,369 plantilla positions;

14,445 teaching positions, 1039 teaching-related positions and 875 non-teaching
position. To date, 15,924 positions or 97.28% were filled up.
Figure 5 - SDO Current Workforce
919 775
14230
Teaching Teaching-related Non Teaching
Figure 5. SDO Batangas Current Workforce.
12 | P a g e

(043)722-1840 / 722-1796 / 722-1437 / 722-2675 / 722-1662
CRN 44 100 18 93 0045

II. SY 2020-2021 BE-LCP IMPLEMENTATION
SY 2020-2021 marked the implementation of various learning modalities in

response to the challenges in educational system brought by global COVID-19
pandemic. Education leaders of all sectors were tasked to develop and implement a
learning continuity plan that would eliminate hindrance to education.
Development of a proactive, responsive and strategic BE-LCP has not been an

easy task since there are lot of considerations to look into, from data gathering, internal
and external environment assessment, planning and organization up to the execution
phase. Determination of “School Learning Modality of Best Fit” requires deep thinking
and analysis of the current situation with consideration to the available support system.
Guided by the region’s PIVOT LCP - ICLeA framework which provides a holistic
approach of LCP implementation across schools’ division offices and schools, the
Schools Division of Batangas with its 762 public schools and learning centers were able
to develop SY 2020-2021 BE-LCP, a package of education interventions that will
respond to basic education challenges brought about by COVID-19 pandemic.
Figure 6. PIVOT LCP – ICLeA Framework.
13 | P a g e

(043)722-1840 / 722-1796 / 722-1437 / 722-2675 / 722-1662
CRN 44 100 18 93 0045

Among the considerations and factors which serves as guide and reference in
the development of SY 2020-2021 BE-LCP in SDO Batangas Province were
Department of Education’s Adoption of The Basic Education Learning Continuity Plan
for School Year 2020-2021 In Light of The Covid-19 Public Health Emergency,
Omnibus Guidelines on the Implementation of Community Quarantines issued by the
IATF for the Management of Emerging and Infectious Diseases as well as the directives
of the Office of the President (OP) in deciding the learning modality/modalities to be
implemented. Moreover, the learners’ context, access, and readiness, context/situation
of the area where the schools are located and choice of modality/modalities of the
parent and/or learner which were gathered through the conduct of various surveys were
also taken into consideration.
Figure 7. RD Cabral’s BE-LCP Operationalization Algorithmn.
14 | P a g e

(043)722-1840 / 722-1796 / 722-1437 / 722-2675 / 722-1662
CRN 44 100 18 93 0045

In addition, RD Cabral’s BE-LCP Operationalization Algorithm helps SDO

Batangas education leaders in the decision-making process as it provides list of
considerations to come up with the School Learning Modality of Best Fit.
Having considered all the factors in the determination of School Learning

Modality of Best Fit for SY 2020-2021, majority of schools or 814 (83.23%) utilized the
modular printed learning modality. No public schools in the division utilized other
modality. This is in contrast to private schools where other modalities such as modular
digital (3), online (86) and blended learning modality (75) were implemented.
Table 4. SY 2020-2021. Schools Learning Delivery Modalities.
Sector Modular Print Modular Digital Online Blended Total

Public 762 0 0 0 762
Private 52 3 85 75 215
LUC 0 0 1 0 1
Total 814 3 86 75 978
Although all public schools in SDO Batangas implemented the Modular

Distance Learning Delivery Modality, it was complemented and strengthened with the
use of DepEd TV, use of different online platforms and social media pages in monitoring
learners progress, distribution of radios and external storage devices with audio lessons
specifically for kindergarten learners and far-flung barangay schools without electricity
and internet service providers.
Reading programs were also strengthened through conduct of online

storytelling activities, provision of additional reading materials and storybooks
distribution together with modules distribution.
15 | P a g e

(043)722-1840 / 722-1796 / 722-1437 / 722-2675 / 722-1662
CRN 44 100 18 93 0045

Safety and health of teaching and non-teaching personnel were monitored

regularly and provided measures and preventive steps to lessen transmission of
COVID-19 in schools, districts and other learning centers as well as at the schools
division office.
Monitoring of learners’ progress were in placed in every schools and learning

centers. Reporting were also done quarterly taking into considerations those learners
at-risk-of-dropping out. Early interventions were provided to those learners.
Partnerships with LGUs, barangay health workers and other private individuals were
done to assist the schools in the distribution of modules, supplementary learning
materials as well as the milk and other food supplies for milk and school-based feeding
program.
Adjustments on plans were done after every end of the quarter to address the
gaps, issues and concerns in the implementation of BE-LCP by schools and learning
centers.
16 | P a g e

(043)722-1840 / 722-1796 / 722-1437 / 722-2675 / 722-1662
CRN 44 100 18 93 0045

III. SUCCESSES AND LESSONS OF BE-LCP 2020-2021
SY 2020-2021 has been a test to the whole education community as this is the
first time that Department of Education adopted a new approach of teaching-learning
delivery to address issues of learning discontinuity cause by COVID-19 pandemic. BE-
LCP played a significant role in the attainment of various milestones in five important
key dimensions namely safe operations, well-being and protections, focus on learning,
reaching the most marginalized and educational financing.
Table 4 presents the successes, best practices, challenges and lessons learned
in the implementation of SDO Batangas BE-LCP for SY 2020-2021 that will serve as
basis to retain or adjust the plans for SY 2021-2022 implementation.
Table 5. Successes and Lessons of BE-LCP 2020-2021.

KEY SUCCESSES LESSONS
DIMENSION LEARNED/CHALLENGES
Safe The following practices resulted to  Safety of personnel,

Operations continued delivery of services with teachers and learners
reduced incidences of COVID-19 should be practiced not
transmission: only in the workplace but
also in their respective
 Strict Implementation of health homes and communities.
and safety protocols in the
workplace.  Self-discipline and
collective efforts of all
 Conduct of online transactions individuals contributed
and maximized functionality of much in preventing
Data Tracking System (DTS) widespread and ill effects
of COVID-19.
 Zero contact policy or limited
face to face gatherings prevents
transmission of COVID-19
17 | P a g e

(043)722-1840 / 722-1796 / 722-1437 / 722-2675 / 722-1662
CRN 44 100 18 93 0045

 Strict implementation of  Some personnel were

Alternative Work Arrangements tested positive despite the
strict implementation of
 Safe practices of personnel and health and safety protocols
teachers at the workplace and at but immediate response
homes and isolation were effective
to prevent wider
 Regular monitoring of offices and transmission of the
schools through PSDS and disease.
assigned health personnel to
ensure compliance with IATF  Honesty in declaring health
safety protocols conditions and previous
contacts were very
 Conducive and safe working important.
environment through regular
premise disinfection activities  It is difficult to give work
assignments to persons
 Safe actions of parents and with co-morbidity and
teachers during distribution and senior citizens because
retrieval of learning modules bulk of the transactions in
the SDOs need personal
 Operationalization of contingency presence in the workplace,
plans (COVID-19 CONPLAN, aside from the fact that you
Taal Volcano CONPLAN) have to transport bulk of
documents from office to
Well-being Prioritizing health and safety of all their home.
and employees, teachers and learners as a
protection major concern during SY 2020-2021was  Provision of assistance to
successfully put in place through the COVID-19 co-workers is
following: already a part of the culture
of SDO Batangas
 Conducted Mental Health and Province.
Psychosocial support for
teaching and non-teaching;  Additional vaccines aside
wellness program online for from COVID-19 were also
teachers, learners and parents provided to SDO personnel
such as flu vaccines.
 Provided Medical supplies, PPEs
to all personnel
18 | P a g e

(043)722-1840 / 722-1796 / 722-1437 / 722-2675 / 722-1662
CRN 44 100 18 93 0045

 Monitored health status of  Rehabilitation of offices in

employees and teachers through the SDO to suit the needs
conduct of Daily health survey of customers and
employees increase
 Conducted Online health employee productivity and
consultations efficiency.
 Flu vaccinations for non-  Provision of online health

teaching personnel checks and online
feedback survey were also
 Closely coordinated with LGU on a factor to lessen
the schedule of vaccination for transmission in the
school-based personnel workplace.
Focus on With the end goal of making learning  Development of learning

Learning continues amidst the Covid-19 materials as an alternative
pandemic, DepED Batangas was able to filled the gaps in case of
fulfill the mandate of implementing the unavailability of learning
curriculum for SY 2020-2021 through the modules
following:
 Utilization of online
 Conducted online kumustahan to platforms is an effective
monitor learning progress of alternative in teaching
students and track performance difficult competencies
(home visits, group chats, phone
calls, other social media groups)  Flexibility and
resourcefulness of
 Ensured availability of developed teachers helped adjust to
Learning Activity Sheets, SLMs, different circumstances
Weekly home Learning Plan and and diverse
modules in 1:1 ratio needs of
learners
 Continued implementation of
reading programs though: Lipat  Provision of technical
Aklat Project of Library Hub to support to teachers in the
provide supplementary reading utilization of ICT equipment
materials, Online Pabasa, Online and software in teaching
Story Telling which boost helped them in
learners’ interest in reading transitioning from face to
face to Modular instruction
19 | P a g e

(043)722-1840 / 722-1796 / 722-1437 / 722-2675 / 722-1662
CRN 44 100 18 93 0045

 Trained teachers in the utilization  Lack of modules in the 3rd

of various online platforms and 4th quarter tested the
(Google Classroom, MS Teams, resourcefulness of schools
Moodle, Online Assessment and learning centers.
using Kahoot, Mentimeter,
Padlet, Educandy, Google Form,  Too many programs and
Wordwall, Nearpod, Quizet, etc) webinars, coupled with too
many requirements distract
 Trained SPED Teachers on Sign the teachers and other
Language under GABAY Project non-teaching personnel in
of the Resource for the Blind Inc. performing their tasks.
 Conducted online culminating  Different offices have to

activity and e-Career Expo for focus on their task. If you
Senior High School are a policy-making bodies
you have to focus on that
 Implemented TEAM Model KRAs and leave the
Smarter Classroom in the select implementation to schools,
10 schools districts and division
offices.
 Implementation of DepEd
Programs and Projects  Focus on the provision of
RA 9155, decentralization
 Strengthened Programs of Youth and rationalization effort of
Formation the department. Rethink
and refocus.
Reaching Emphasizing the needs to provide equal  Close partnership and

the most access and opportunities, SDO Batangas linkage with LGU and
marginalized was able to reach all types of learners Barangay Officials is a key
through the following: factor in providing equal
access to learning.
 Mapped learners online
 Continued implementation
 Distributed learning modules of inclusive education
through courier program to cater diverse
learners set the path in
 Strengthened programs such as reaching all types of
ALS, IPED, SPED learners
20 | P a g e

(043)722-1840 / 722-1796 / 722-1437 / 722-2675 / 722-1662
CRN 44 100 18 93 0045

 Coordinated and sought

assistance of Brgy. Officials in  LGUs are our most reliable
the distribution and retrieval of partners in the
modules implementation of BE-LCP
because they were able to
 Intensified the bayanihan spirit help us realize the
and apply the “padamay system” deficiencies and shortages
in the reproduction and
 Distributed modules in respective distribution of learning
learning centers in barangays modules.
 Conducted home visitation
Educational  Received financial support from  Timely conduct of

Financing LGU for the reproduction of procurement activities
Modules, procurement of resulted to availability of
gadgets and health and anti- the needed learning
COVID kits resources
 Maximized the savings were  Strengthened partnership

through procurements of and linkages program is
additional learning gadgets and contributory to bridge the
materials gap.
 Provided learning tablets for  For efficient and timely

learners and instructional laptop delivery of self-learning
for teachers modules, from our own
experience, it is much
 Reproduced Life Skills modules better to give it to schools
in Alternative Learning System and learning centers or the
schools division office
 Provision of bond papers, ink, given the limited time in the
printers, photocopier from LGU reproduction.
through SEF and private partners
21 | P a g e

(043)722-1840 / 722-1796 / 722-1437 / 722-2675 / 722-1662
CRN 44 100 18 93 0045

IV. SURVEY RESULTS FOR SCHOOL YEAR 2021 - 2022
As part of the preparation for the opening of SY 2021-2022 classes, a regional

survey was conducted to determine the preferred distance learning modalities of
learners, teachers and parents. Among who participated in the survey were 106,647
SDO Batangas respondents composed of 52,432 learners across all grade levels,
44,967 parents and 9,248 teachers in the Division. The total participants however only
constitute 13.85% of the total learner population, 11.19% of the parents and 68.27% of
teachers in the entire division. Thus, result may not be deemed significant and may
need further study to reach a timely and reliable decision on the most preferred
modalities of the majority for SY 2021-2022 implementation.
The succeeding tables and figures present the results of the Regional Survey
on the Preferred Distance Learning Modality for SY 2021-2022.
Figure 9 - Survey Respondents

LEARNE TEACHE PARENT
FEMALE 40159
S
MALE 4808
FEMALE 8217
RS
MALE 1031
FEMALE 30883
RS
MALE 21549
0 5000 10000 15000 20000 25000 30000 35000 40000 45000
Figure 8. Number of Respondents Conducted by the Region.
Based on the survey, the most common challenges faced by learners in the
implementation of distance learning is the issue of no or weak internet connectivity at
home with 32, 508 or 62.00% responses. This was followed by lack of budget for load
22 | P a g e

(043)722-1840 / 722-1796 / 722-1437 / 722-2675 / 722-1662
CRN 44 100 18 93 0045

(52.54%) and electricity issue (27.01%). Other issues faced by learners include
workload, lack of gadgets, environmental conditions, distractions and lack of learning
support.
Figure 10 - Challenges faced by Learners in Distance

Learning
8754
14162 32508
27548
NO / WEAK INTERNET CONNECTIVITY BUDGET FOR LOAD

NO ELECTRICITY OTHERS
Figure 9. Challenges Faced by Learners in Distance Learning.
In terms of the preferred modality for SY 2021-2022, slight majority of 63,308 or

59.36% of the respondents still preferred the Printed Modular Distance Learning
modality. This was followed by Distance Online Learning and Digital Modular Distance
Learning modality which was preferred by 21,359 or 20.03% and 13, 599 (12.75%) of
the respondents respectively. Meanwhile, Online Distance learning is the least
preferred modality for SY 2021-2022 which was chosen by 8,381 or 7.86% of the
respondents. Figure 10 and 11 presents the breakdown of responses of three groups
of respondents and the distribution of learners’ modality preference per grade level.
23 | P a g e

(043)722-1840 / 722-1796 / 722-1437 / 722-2675 / 722-1662
CRN 44 100 18 93 0045

Figure 11 - Respondent's Preferred Modality
Blended Distance Learning (BDL) 2539

809110729
Online Distance Learning (ODL) 221 3581
4579
Digitized Modular Distance Learning (DMDL) 622 4365
8612
Printed Modular Distance Learning (PMDL) 5866 26292 31150
0 5000 10000 15000 20000 25000 30000 35000
TEACHERS PARENTS LEARNERS
Figure 10. Respondent’s Preferred Modality.
Figure 12 - Distribution of Learner's Modality Preference per

Grade Level
8000
7000
6000
5000
4000
3000
2000
1000
0
Blended Distance Learning (BDL)

Online Distance Learning (ODL)
Digitized Modular Distance Learning (DMDL)
Printed Modular Distance Learning (PMDL)
Figure 11. Distribution of Learners’ Modality Preference per Grade Level.
24 | P a g e

(043)722-1840 / 722-1796 / 722-1437 / 722-2675 / 722-1662
CRN 44 100 18 93 0045

As to the availability of learning gadgets for teachers and learners, survey

revealed that 47,507 or 90.61% of the learners and 9153 or 98.97% of teachers’
respondents has available gadget that can be utilized for learning and instructions.
Figure 12 presents the detailed responses of learners and teachers as to the available
gadgets for learning.
Figure 13 -Available Gadgets of Teachers and Learners
NONE
TELEVISION
RADIO
TABLET
SMARTPHONE
LAPTOP
DESKTOP COMPUTER
0 5000 10000 15000 20000 25000 30000 35000 40000 45000

DESKTOP
LAPTOP SMARTPHONE TABLET RADIO TELEVISION NONE
COMPUTER
TEACHERS 80 8416 599 29 1 28 95
LEARNERS 261 5550 40468 1228 0 0 4925
TEACHERS LEARNERS
Figure 12. Available Gadgets of Teachers and Learners.
As shown in Figure 13, majority of the parents or 64.09% are willing and has
the capacity to provide internet access to the learner in support to the learning modality
chosen. This is a good indication that one of the support systems is available if ever a
shift to another learning modality is implemented.
25 | P a g e

(043)722-1840 / 722-1796 / 722-1437 / 722-2675 / 722-1662
CRN 44 100 18 93 0045

Figure 14 - Capacity of Parents in Providing Internet Access to their Learners

35000
29048
30000
25000
20000
15000 11151
10000
4768
5000
0
WITH CAPACITY WITHOUT CAPACITY N/A
Figure 13. Capacity of Parents in Providing Internet Access to their Children.
Furthermore, only 68,356 or 64.10% of the combined respondents has access

to internet. This would be a great challenge since not all parents has the capacity to
provide internet access to their children as revealed in Figure 14.
Figure 15 - Internet Access for Teaching and Learning

60000
50000
19773
40000
17513
30000
20000
32659
27454
10000 1005
8243
0
LEARNERS PARENTS TEACHERS
WITH ACCESS NO ACCESS
Figure 14. Internet Access for Teaching and Learning.
26 | P a g e

(043)722-1840 / 722-1796 / 722-1437 / 722-2675 / 722-1662
CRN 44 100 18 93 0045

Survey also revealed that 51,388 or 98.00% has a provision of instructional

support to distance learning. Figure 15 presents that there are 1047 or 2.00% needing
assistance from other support system.
Figure 16 - Provision of Assistance to Learners in Distance Learning

45000
38351
40000
35000
30000
25000
20000
15000
10000 7068
5000 1843 1076 1443 1607 1047
0
PARENTS SIBLINGS OTHER NEIGHBOR SELF OTHERS NONE
FAMILY
MEMBERS /
RELATIVES
Figure 15. Provision of Assistance to Learners in Distance Learning.
As to the possible shift to Digital Modular Distance Learning, majority of the

learners and parents (91.24, 92.29%) are willing to adopt the new modality if gadgets
will be provided. Figure 16 presents detailed breakdown of responses.
27 | P a g e

(043)722-1840 / 722-1796 / 722-1437 / 722-2675 / 722-1662
CRN 44 100 18 93 0045

Figure 17 - Approval on Digital Modular Distance Learning if Gadgets

are Provided
60000
47843
50000
41498
40000
30000
20000
10000 3469 4589
0
YES NO
PARENTS LEARNERS
Figure 16. Approval on Digital Modular Distance Learning if Gadgets are Provided.
It is again given emphasis on this last part of the Regional Survey that the total
participants who participated in the recent survey of the region, only constitute 13.85%
of the total learner population, 11.19% of the total number of parents and 68.27% of
teachers in the entire division. Thus, result may not be deemed significant and may not
be the sole basis in crafting the BE-LCP for SY 2021 – 2022. This survey results need
further study to reach a timely and reliable decision on the most preferred modalities
for the coming school year.
It is also good to note that SDO Batangas through the Planning Section
prepared a different survey forms on what learning modality would best fit the schools
given the resources available and the capacity of the parents and learners as well as
the teachers in conducting classes.
28 | P a g e

(043)722-1840 / 722-1796 / 722-1437 / 722-2675 / 722-1662
CRN 44 100 18 93 0045

V. ENHANCED BE-LCP SCHOOL YEAR 2021-2022 FRAMEWORK
Considering the current situation faced by the province, the biggest challenge
for the Schools Division of Batangas is to remain relevant and responsive in its
educational mandate of improving the quality of education and at the same time
address the disruption in teaching – learning process brought by natural calamities such
as threats of Taal Volcano eruption, earthquakes, typhoons and the global COVID-19
pandemic.
SDO Batangas recognizes that a plan must be strategic and proactive to ensure
that learning continuity is still possible despite various circumstances. Believing that
there is no “ONE SIZE, FITS ALL” solution, a careful, and intensive data gathering and
planning for implementation is therefore an important undertaking to do by school
leaders for them to have lateral thinking of the situation and analyze the possible
scenarios of shifting from one learning modality to another.
Understanding the situation in a broader perspective will provide new lens and
direction on how targets and interventions must be set. Schools Division of Batangas
adopts the DepEd CALABARZON’s framework for Enhanced Basic Education Learning
Continuity Plan which sets policies and guidelines, dimensions and targets to achieve
relevance, flexibility and lateral thinking for adoption and operationalization in SDO and
schools’ respective level.
SDO Batangas through its operational and strategic plan is committed to take
its part in the realization of five regional targets focusing on learning, with two vital sub-
components namely, ensuring the quality of teaching and learning, and provision of
29 | P a g e

(043)722-1840 / 722-1796 / 722-1437 / 722-2675 / 722-1662
CRN 44 100 18 93 0045

learning resources. The other four targets include safe operation, well-being and
protection, reaching the marginalized and education financing.
Figure 17. DepEd CALABARZON’s Framework for Enhanced BE-LCP.
Just like any other educational institutions, Schools Division of Batangas

recognizes that the major thrusts of the department are ensuring the quality of teaching
and learning, and provision of learning resources.
Given the current set up, SDO shall maximize the given and available resources
as well as strengthen its partnership and linkages programs to ensure that there is a
sufficient learning resources for the learners enrolled in DepEd formal and informal
schools and learning centers. Aside from the provisions of learning materials and
30 | P a g e

(043)722-1840 / 722-1796 / 722-1437 / 722-2675 / 722-1662
CRN 44 100 18 93 0045

gadgets for students, SDO must also provide materials and equipment such as laptops
and photocopying machines for teachers and schools which can be used for instruction
and reproduction of learning modules. To further improve quality of instructions,
teachers shall also be provided with appropriate trainings and seminars. School leaders
must also look at the possibility on how teaching-learning process continue despite
many intervening factors.
Secondly, the health and safety of personnel and learners must not be
compromised. Thus, the organization must also be committed to provide safe operation
environment among its personnel and learners. Division and School leaders as
facilitators is expected to choose appropriate learning and teaching modalities and
applies necessary health protocols and requirements that would safeguard personnel
and learners from possible health risks.
Moreover, SDOs must include in its plan appropriate programs, projects,

activities and intervention that would promote well-being and protection of school
personnel and learners. A support mechanism shall be established in the division and
school level such as provision of technical assistance, mental and psychological
support, legal and administrative services and medical and health services.
In addition, educational institutions shall recognize inclusivity in education

through provision of wide access to quality instructions and conducive learning
environment among diverse learners. Reaching the marginalized answer, the principle
embodied in the 2030 Development Goals that “No one should be left behind, and no
human right ignored”. This means that the department must have an available
programs, projects and activities that would address the needs of diverse learners.
31 | P a g e

(043)722-1840 / 722-1796 / 722-1437 / 722-2675 / 722-1662
CRN 44 100 18 93 0045

Lastly, the role of educational financing is very significant in the attainment of

educational targets. The current set up requires sufficient budgetary requirements to
support implementation of programs, projects and activities designed for learning
continuity. It is therefore a challenge for education leaders on how to manage, allocate
and convert financial resources into a physical resource that would benefit the school,
its personnel and most importantly the learning-seekers.
Schools Division of Batangas is one with DepEd – CALABARZON in the

realization of Regional learning continuity plan and the improvement of regions’
educational system. Lateral thinking approach will be exercised to ensure that all
components are ready and available in the implementation of LCP. With shared
responsibilities and commitment, we will do our part to contribute in providing solutions
as embodied in the region’s vision “one region, 21 solutions”.
32 | P a g e

(043)722-1840 / 722-1796 / 722-1437 / 722-2675 / 722-1662
CRN 44 100 18 93 0045

VI. ENHANCED BE-LCP 2021-2022 MASTERPLAN
Figure 18 presents BE-LCP SY 2021-2022 masterplan provided by the

Regional Office which highlighted the five dimensions to consider during planning,
decision-making, operationalization and monitoring and evaluation phase. The
masterplan serves as the over-all picture of what to expect in the BE-LCP during the
course of its implementation.
Figure 18. Regional Office Masterplan for SY 2021 – 2022 BE-LCP Implementation.
33 | P a g e

(043)722-1840 / 722-1796 / 722-1437 / 722-2675 / 722-1662
CRN 44 100 18 93 0045

VII. SY 2021-2022 BE-LCP CONTEXTUAL OPERATIONALIZATION
Planning for implementation requires proactive analysis of different situations

as to provide and design interventions for possible issues to be encountered during
implementation of various learning modalities. Schools Division of Batangas has
analyzed and studied different scenarios relative to five important key dimensions that
may take place depending on the situation caused by the recent COVID-19 pandemic.
Table 5 presents the SDO Batangas Basic Education Learning Continuity Plan Matrix
which gave preview on what to expect prior to SY 2021-2022 opening, when SY 2021-
2022 has opened and when limited in-person classes are allowed.
Table 6. Basic Education – Learning Continuity Plan MATRIX
KEY PRIOR TO SY 2021-2022 WHEN SY 2021-2022 WHEN LIMITED IN-

DIMENSIONS HAS OPENED PERSON CLASSES
ARE ALLOWED
Safe  Strict  Strict  Community
Operations implementation of implementation of quarantine
protocols and protocols and category
minimum health minimum health
standards standards  Close
coordination with
 Disinfection every  Disinfection every LGU’s
2nd and 4th Friday 2nd and 4th
of the month Friday of the  Capacities of
month schools to
 Functionality of conduct limited
Document  Functionality of F2F classes
Tracking System Document
Tracking System  Strict
 Installation of implementation of
CCTVs  LM’s distribution protocols and
process minimum health
standards in SDO
and in schools
34 | P a g e

(043)722-1840 / 722-1796 / 722-1437 / 722-2675 / 722-1662
CRN 44 100 18 93 0045

 Maintenance of  Implementation of  Classroom

building facilities & school programs structuring
equipment and projects
 Implementation of
 Readiness of school programs
schools in terms of and projects
physical
environment and
compliance to
health standards
 Implementation of
alternative work
arrangement
(whenever
applicable
depending on the
locality restriction
classification)
Well-Being  Daily health  Conduct of daily  Full vaccination

and survey to all SDO health survey to of teachers and
Protection personnel and all SDO employees who
weekly health personnel and will be physically
status reporting weekly health reporting for F2F
status reporting instruction
 Provision of
additional PPE’s,  Provision of  Daily health
and other health additional PPE’s, survey to all
supplies and other health SDO and school
supplies personnel and
 Monitoring and learners and
providing regular  Monitor and weekly health
updates on Covid provide regular status reporting
19 cases and updates on Covid
vaccination 19 cases and  Provision of
program recipients vaccination additional PPE’s,
program and other health
 Health and recipients supplies to
wellness program employees
 Health and  Regular updates
wellness program on Covid-19
35 | P a g e

(043)722-1840 / 722-1796 / 722-1437 / 722-2675 / 722-1662
CRN 44 100 18 93 0045

cases and
vaccination
program
 Conduct of
classes as to:
a. number of
learners
per class,
b. class
schedule
c. classroom
structuring
d. physical
reporting
and safe
return,
e. availability
of basic
health
supplies
Focus on Learning
Ensuring  Appropriate and  Implementation of  Implementation of
Quality of relevant capability- curriculum, i.e. curriculum as to:
Teaching and building program teachers’ and a. teachers’
Learning based on needs of class programs, and class
Process teachers/ learning delivery programs,
employees modality, learning b. learning
materials, etc delivery
 Deployment of modality/
new teachers  Availability of modalities
SLM’s c. learning
 Readiness of materials,
schools in the use  Instructional
of preferred supervision
learning modality
 Class observation
 Readiness of
teachers in the 10  Monitoring of
select schools in learners’
the use of AI progress
36 | P a g e

(043)722-1840 / 722-1796 / 722-1437 / 722-2675 / 722-1662
CRN 44 100 18 93 0045

Smarter School
Model
Provision of  Inventory of  Distribution of  Ensure
Learning available learning learning materials availability of
Resources resources versus to learners LM’s to learners
requirement at 1:1 ratio
 Continuous
 Fast-track development,
procurement reproduction and
process and quality assurance
distribution of of supplementary
tablet for learners and intervention
from the materials
downloaded funds
 Availability of soft
 Conduct of and hard copies
writeshop on the of SLMs in the
Development of learning portals
Learning
Resources for  Continuous
SHS ( Learning production of
Activity Sheets), video lessons on
PIVOT Learners’ hard to
Materials and teach/learn
Learner Packets competencies
 Development of  Provision of
quality-assured additional reading
IDEA lesson and
exemplars and supplementary
LAS materials for Key
Stage 1 learners
 Provision of soft
copies of digitized
modules
 Equitable
distribution of
centrally-procured
learning modules
37 | P a g e

(043)722-1840 / 722-1796 / 722-1437 / 722-2675 / 722-1662
CRN 44 100 18 93 0045

 Review Annual
Procurement Plan
to ensure inclusion
of budget
allocation for
SLMs/LAS
development and
reproduction
Reaching the  Monitor inclusion  Monitor inclusion  Inclusion of all
Marginalized of all types of of all learners types of learners
learners and their regardless of and their suited
suited needs school/ needs
community
 Availability of LM’s typology  Availability of
for learners and LM’s for learners
resources to  Strictly ensure and resources to
schools availability of schools
categorized under LM’s for learners categorized
last mile schools and resources to under last mile
schools schools
 Provide additional categorized
resources to last under last mile
mile schools from schools
partnership and
linkages made by
SOCMOB focal
persons
Education  Proper allocation  Ensure timely  Timely release of
Financing of SEF/MOOE release of schools’ MOOE
funds for the schools’ MOOE
provision of LM’s  Partners’ support
 Partners’ support in the provision of
 Annual in the provision of any form of
Procurement Plan any form of assistance
that includes assistance
allocation for LM’s
/ LAS reproduction
 Partners’ support
in the provision of
any form of
assistance
38 | P a g e

(043)722-1840 / 722-1796 / 722-1437 / 722-2675 / 722-1662
CRN 44 100 18 93 0045

VIII. MONITORING AND EVALUATION
Monitoring and Evaluation are distinct yet complementary. Both are

performance management tools. They help us understand whether and to what degree
results are being achieved. M & E tells us whether our policy/program are meeting
objectives and having results. The information generated through M & E helps us make
better decisions about the policy/program. It allows us to assess how well and
efficiently we are using the resources.
Monitoring is the gathering of evidence to show what progress has been made
in the implementation of policies/programs. It focuses on inputs and outputs.
Evaluation is measuring changes in outcomes and evaluating the impact of specific
policies/programs on those outcomes. A good M & E system measures the inputs,
activities, outputs, outcomes and impact of specific program/objectives.
In this time of pandemic, monitoring and evaluation being adopted is tailored to

the needs of the learners, teachers, parents and non-teaching personnel. It will focus
on the planned interventions and activities and will show the desired outcomes as we
navigate through the situation to ensure the effective, efficient, and responsive delivery
of basic education services.
Challenges abound when COVID-19 started to affect our country. Issues and
concerns about the education of our children were brought to our attention, several
opinions flooded the social media platforms. But DepEd is determined that we have to
continue the education of our children despite the pandemic.
Now, many of us realized that schools are not just buildings where students go
to learn, and that teachers are irreplaceable. Our teachers missed our students’
39 | P a g e

(043)722-1840 / 722-1796 / 722-1437 / 722-2675 / 722-1662
CRN 44 100 18 93 0045

presence in schools. One of our teacher said: “Nakakamiss din naman ang ingay ng
mga bata at kakulitan nila sa ating eskuwelahan.” There is that bond between teachers
and learners in a face-to-face setting. Having that F2F connection with learners and
being able to support them across their unique skills – that’s very hard to replicate in a
distance learning environment. Nevertheless, we have to follow safety and health
protocols implemented by our country.
40 | P a g e

(043)722-1840 / 722-1796 / 722-1437 / 722-2675 / 722-1662
CRN 44 100 18 93 0045

LIST OF FIGURES AND TABLES
Figures
Figure 1. Number of Schools in the Division (by Sector)

Figure 2. SHS Enrolment by Track
Figure 3. SY 2020-2021 Enrolment as of May 30, 2021 (by sector and key stage)
Figure 4. Gender Equality in Access
Figure 5. SDO Current Workforce
Figure 6. PIVOT LCP – ICLeA Framework
Figure 7. RD Cabral’s BE-LCP Operationalization Algorithm
Figure 8. Survey Respondents
Figure 9. Challenges faced by learners in distance learning
Figure 10. Respondents Preferred Modality
Figure 11. Distribution of Learners’ Modality Preference per grade level
Figure 12. Available Gadgets of Teachers and Learners
Figure 13. Capacity of Parents in Providing Internet Access to their learners
Figure 14. Internet Access for Teaching and Learning
Figure 15. Provision of Assistance to learners in distance learning
Figure 16. Approval of Digital Modular Distance learning if gadgets are provided
Figure 17. DepEd CALABARZON Framework for Enhanced Basic Education –
Learning Continuity Plan
Figure 18. SDO Batangas SY 2021-2022 Enhanced BE-LCP Masterplan
41 | P a g e

(043)722-1840 / 722-1796 / 722-1437 / 722-2675 / 722-1662
CRN 44 100 18 93 0045

Tables
Table 1. SY 2020-2021 Enrolment as of May 30, 2021 (all sectors, by grade level)
Table 2. SY 2020-2021 Enrolment in ALS
Table 3. SY 2020-2021 School Learning Modalities
Table 4. Successes and Lessons of BE-LCP 2020-2021
Table 5. SY BE-LCP Matrix
42 | P a g e

(043)722-1840 / 722-1796 / 722-1437 / 722-2675 / 722-1662
CRN 44 100 18 93 0045

SY 2021-2022 Basic Education Learning Continuity Plan

Uploaded by

Copyright:

Available Formats

SY 2021-2022 Basic Education Learning Continuity Plan

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

SY 2021-2022 Basic Education Learning Continuity Plan

Uploaded by

Copyright:

Available Formats

Republic of the Philippines

Address: Provincial Sports Complex, Bolbok, 4200 Batangas City

CRN 44 100 18 93 0045

V. ENHANCED BE-LCP SY 2021-2022 Framework ................................................. 29

Address: Provincial Sports Complex, Bolbok, 4200 Batangas City

CRN 44 100 18 93 0045

DepEd Batangas BE-LCP is anchored on the adjusted Division Education

 Strong instruction – designed to provide personalized learning opportunities for

Address: Provincial Sports Complex, Bolbok, 4200 Batangas City

CRN 44 100 18 93 0045

 Continuous improvement – using school and student data to tailor programming

This Division Enhanced BE-LCP aims to:

1. Ensure that every learner regardless of age, gender, identity, sexual

2. Provide adjusted implementation or operationalization plan and come up

Address: Provincial Sports Complex, Bolbok, 4200 Batangas City

CRN 44 100 18 93 0045

Figure 1. Implementation Framework of SDO Batangas Province BE-LCP.

In planning, we get the voice of the customers through teleconferences, using

As with any dynamic organization, the learning continuity plan is an evolving

Address: Provincial Sports Complex, Bolbok, 4200 Batangas City

CRN 44 100 18 93 0045

To understand the context of implementation, SDO Batangas BE-LCP includes

The Department of Education – SDO Batangas Province is committed to

SDO Batangas Province is one of the premier divisions in CALABARZON region

The number of operational schools for SY 2020-2021 has decreased by 20

Address: Provincial Sports Complex, Bolbok, 4200 Batangas City

CRN 44 100 18 93 0045

Table 1. Number of Schools in the Division (By Sector).

0 100 200 300 400 500 600 700 800 900

As to enrolment, despite the COVID-19 pandemic and the challenges on the

Address: Provincial Sports Complex, Bolbok, 4200 Batangas City

CRN 44 100 18 93 0045

GRADE PUBLIC PRIVATE SUC/LUC

GRADE 10 14421 14219 28640 3520 3503 7023 26 39 65

GRADE 12 8836 9215 18051 4628 4585 9213 15 20 35

KEY STAGE 4 20051 20356 40407 9350 9281 18631 45 40 85

Address: Provincial Sports Complex, Bolbok, 4200 Batangas City

CRN 44 100 18 93 0045

Figure 2 - SHS Enrolment by Track

ACADEMIC TVL ARTS AND DESIGN SPORTS

Figure 2. Senior High School Enrolment By Track.

Senior High School Enrolment

For SY 2020-2021, 147 schools composed of 63 public schools, 83 private

Address: Provincial Sports Complex, Bolbok, 4200 Batangas City

CRN 44 100 18 93 0045

Table 3. SY 2020-2021. Enrolment in Alternative Learning System.

SY 2019 – 2020 SY 2020-2021

A & E Elementary 1,166 932

A & E Secondary 6,957 5,489

Decreasing enrolment in the alternative learning system were due to many

Moreover, prospective enrollees and/or adult learners although would like to

Address: Provincial Sports Complex, Bolbok, 4200 Batangas City

CRN 44 100 18 93 0045

Enrolment per SY 2020-2021 Enrolment

Address: Provincial Sports Complex, Bolbok, 4200 Batangas City

CRN 44 100 18 93 0045

In terms of SY 2020-2021 enrolment by

Figure 4. Gender Equality in Access to Education.

SDO CURRENT WORKFORCE