Sip Maacnhs
Sip Maacnhs
Sip Maacnhs
DepEd Vision
DepEd Mission
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DEPARTMENT OF EDUCATION
DIVISION OF CAMIGUIN
Government Center, Lakas, Poblacion, Mambjao, Camiguin
Proactive leadership
Shared governance
Evidence-based policies, standards and programs
Responsive and relevant curricula
Highly competent and committed officials, teaching and non-teaching personnel
An enabling environment
The Department upholds the highest standards of conduct and performance to fulfill
stakeholders’ needs and expectations by adhering to constitutional mandates, statutory,
and regulatory requirements, and sustains client satisfaction through continuous
improvement of the Quality Management System.
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CHAPTER 2
School’s Current Situation
a. Igniting Knowledge, Nurturing Character, Thriving Excellence:
A Comprehensive Overview of Maac National High School
Maac National High School (McNHS) is an educational institution located along the highway of
Barangay Maac, Guinsiliban, Camiguin. The Republic Act 10020 established the school effective June 2010
as a Secondary School. It has a land area of 23,000 square meter conducive for various learning activities. It
has a wide space as playground and a space suited for Gulayan sa Paaralan and other agricultural related
activities and projects.
The school has been serving school age children aged 12 to 18 years in the community for 13 years
now. It is classified as a medium secondary school in the province. The school’s history started with two
teachers having 31 freshmen students. Currently the school has 17 teachers and 329 enrollees both in JHS
and SHS spearheaded by a school principal
At present, the realization of the establishment of McNHS caters the secondary educations needs of
its constituents residing in Benoni, Maac, Cabuan, San Miguel as well as Poblacion Mahinog and
Guinsiliban. The school offers Basic Secondary Education in Junior High School and Technical-Vocational
Livelihood Track which is Agricultural Crop Production and Computer System Servicing and General
Academic Strand (GAS) in Senior High School. Thus, the school continuously produce NC II passers in the
said TVL offerings.
In terms of buildings and facilities, the school boasts a total of 27 classrooms catering both JHS and
SHS students. These ample classrooms space ensures that we can comfortably accommodate our student
population, providing them with a conducive learning environment. There are average children occupying
the room is quite manageable with enough chairs in each classroom. In fact, the learner-seat ratio is 3:1with
an excess of 752 seats for the whole school.
In addition, the school is also equipped with 6 specialized laboratories. These include laboratories for
subjects like ICT and Science. These state-of -the- art facilities further enhance our educational offerings
and provide students with hands-on learning experiences in these crucial fields.
Furthermore, there are enough toilets for all learners. The learner-toilet ratio is 12:1. There is an
excess of 25 toilets for the whole school. Majority of the toilets in the school are used exclusively according
to learners’ sex. The school is well-equipped with sufficient number of handwashing stations strategically
placed throughout the campus including restrooms and common areas.
Additionally, there is no problem with the electricity supply, however, there is a shortage of water
supply, especially during summer. The school has no stable internet connection which gives learners and
teachers limited access to the internet. It may be challenging to access digital resources, conduct virtual
sessions, or utilize educational platforms effectively.
Just like other academic institutions, the school also is facing challenges as to coping with quality
education. One of the challenges the school is currently facing is the decline in enrollment, which has been
ongoing since the COVID-19 pandemic began. This decrease is attributed to low enrollment in feeder
schools, and it has the potential to impact school funding, thereby posing a challenge to the mobilization of
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school resources. Hence, the school is adapting strategies including outreach efforts to attract students,
finding ways to provide education, and seeking additional funding sources to bridge budget gaps.
Likewise, the problem of retaining non-readers is also a challenge that affects both students and the
school as a whole. In SY 2021-2022, the school retained 7 non-readers and in SY 2022-2023, 11 non-readers
were retained. The retention rate of non-readers is a multifaceted challenge with broad implications. The
school is addressing this problematic KPI by strengthening the School Reading Program and encouraging
parental improvement. Literacy is a fundamental skill that opens doors of various opportunities in life, thus
teachers, parents, the community are working together to provide resources, interventions, and support
systems to help non-readers succeed academically and in life.
Similarly, bullying in schools is a significant challenge that many educational institutions face. There
were reported bullying cases in our school as it is widespread and can happen at all grade levels. Thus,
McNHS has implemented anti-bullying programs and policies to create a safe and inclusive learning
environment. These initiatives include awareness campaigns and disciplinary actions for bullies. This
requires collaboration between teachers, parents, and students to create a safe and supportive learning
environment. Hence, McNHS continually adapt strategies to address the evolving challenges associated
with bullying.
Delivering quality education in the face of challenges is not only a testament to the resilience of
teachers and school administrator but also a commitment to the future of the students. By embracing
innovative solutions, adapting to changing circumstances, and prioritizing the needs of students, we can
ensure that the pursuit of knowledge remains unwavering, empowering the next generation t overcome any
adversity they may encounter on their educational journey.
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b. Schools' Performance on Access
Pillar 1. Access
JHS ENROLMENT
280 270
275 248 251
225
175 148
123 125 132 135 135 134
117
125
75
25
2019-2020 2020-2021 2021-2022 2022-2023
MALE 123 148 135 134
FEMALE 125 132 135 117
TOTAL 248 280 270 251
The enrollment data from the school years 2019-2020 through 2022-2023 shows some
fluctuations. In 2019-2020, there were 248 students enrolled, which increased in 280 in
2020-2021, but then decreased to 270 in 2021-2022, and decreased again to 251 in
2022-2023.
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II. Community Mapped Intake Rate
275
251
225
175
125
75
25
3 0.01
Enrollment in MaacNHS Enrollment in other school Percentage
Junior High School 251 3 0.01
With the recent data from the school-community mapping, 100% of school-age
children were enrolled in school. Out of 254 mapped out, a total of 251 are enrolled at
the school and 3 or 1% of the school-aged children are enrolled in other schools. Based
on the studies conducted, the presence of neighboring schools where parents may
choose from for the education of their children is one of the factors why there are
learners enrolled in other schools.
III. Drop-out Trends
Drop-out Trends
95%
85%
75%
65%
55%
45%
35%
25%
15%
5% 0% 0% 0% 0%
2019-2020 2020-2021 2021-2022 2022-2023
JHS 0% 0% 0% 0%
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It can be gleaned from the chart that the dropout rate has remained at zero.
Transition Rate for the Last Four Years Secondary 6-7, 10-11
Transation Rate
99% 98%
98% 97%
97% 96%
96% 95%
95%
94%
2019-2020 2020-2021 2021-2022 2022-2023
JHS (6-7) 95% 98% 96% 97%
Series2 NaN NaN NaN NaN
To address this issue and increase student retention, the school is offering various
SHS programs to attract and retain students, ensuring a broader range of educational
options to meet their needs and preferences. This proactive approach can help maintain
or even improve the transition rate.
8% 7%
7%
6% 5%
5%
4%
3%
2%
1% 0% 0%
2019-2020 2020-2021 2021-2022 2022-2023
JHS 0% 0% 5% 7%
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VII. Foreseeable problems if problematic KPIs are not acted upon
Key Performance Indicators (KPIs) are essential metrics used to monitor the performance
and progress toward strategic goals. When KPIs are not acted upon or are ignored, it can lead to
a range of problems that can negatively impact the educational institution, students, and the
overall quality of education. Here are some foreseeable problems that can arise if KPIs are not
acted upon:
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c. School Concern and Inclusion on Equity
Pillar 2. Equity and Inclusion
Inclusion programs are essential in ensuring equitable access to education for all students, regardless
of their socio-economic background, abilities, or cultural differences. This analysis focuses on
the inclusion programs implemented within Maac National High School (McNHS) and the
challenges learners from disadvantaged sectors face within this school's unique scenario.
McNHS has established several inclusion programs to address the unique needs of
learners from disadvantaged sectors:
School-Based Feeding Program: Recognizing the importance of proper nutrition for learning,
McNHS has implemented a feeding program specifically designed to address the needs of
undernourished students. This program provides regular lunch and snacks to identified
students, helping improve their overall health and cognitive development.
Individualized Education Plans (IEPs): For students with disabilities, the school develops IEPs
that outline specific support and accommodations to meet their unique learning needs.
Despite the presence of these inclusion programs, learners from disadvantaged sectors at
Maac National High School encounter several challenges:
Limited Home Resources: Many students do not have access to computers or the internet at
home, making it difficult for them to complete homework assignments that require online
research or technology.
Transportation Issues: Some students face transportation challenges, which can lead to
irregular attendance or tardiness, impacting their overall learning experience.
Limited Parental Involvement: Some disadvantaged learners may come from families with
limited education or parents who are unable to be actively involved in their children's education
due to work commitments or language barriers. This lack of parental involvement can impact
students' motivation and academic success.
Home Environment: Disadvantaged learners may have unstable home environments due to
factors such as poverty, homelessness, or family stressors. These factors can lead to disruptions
in their education and emotional well-being.
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Bullying: Disadvantaged learners may be more vulnerable to bullying or discrimination based on
their socio-economic status, ethnicity, or cultural background. Such experiences can negatively
affect their self-esteem and overall school experience.
17.5
13 13 14
12.5 10 10
8 8
7.5 5 4 5
2.5
Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12
Frustration 13 21 29 8 4 5
Instructional 20 10 13 32 26 8
Independent 24 10 14 5 34 23
The results show that the literacy rate for frustration readers is approximately 25.40%, approximately
34.60% belonged to instructional readers, and the literacy rate for independent readers is approximately
34.92%.
These figures provide insights into the literacy levels among the assessed students with the highest
literacy rate belonging to the instructional readers, followed by independent readers, and the lowest among
frustration readers.
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PHILIRI POST TEST IN FILIPINO
47.5 43
42.5
37.5 34
32.5 31 30
27.5 26 26
24
22.5
17
17.5 14 13 13
11 12
12.5 10
7.5 3
2
2.5 0 0
Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12
Frustration 14 11 2 12 0 0
Instructional 26 24 26 34 17 30
Independent 13 13 31 3 43 10
II. Numeracy (percentage of G10 learners attaining at least the minimum level of
proficiency in Stage 3 Numeracy Standards
Grade Reading Comprehension Transformation Processing Encoding Correct
Level Answer
Grade 7 58 29 5 0 0 0
93.55% 46.77% 8.06%
Grade 8 54 18 1 0 0 0
100% 33.33% 1.85%
Grade 9 66 21 4 0 0 0
90.41% 28.77% 5.48%
Grade 10 55 9 1 0 0 0
91.67% 15% 1.67%
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As gleaned from the table, most students could read a text or solve a problem, but few could
comprehend what they were reading. Some students could even supply the operation for the problem but
needed help to process, solve, or provide the right solution. Some students in grade 11 proceed to the next
level and then give the right response.
Average per NaN 83.6025 84.3875 84.63 85.1925 85.34 84.0525 85.995 86.555
Subject
Completion Rate
110 98.3606557377049
97.6190476190476
90 82 84
70 60 61
50
30
10
Completers Percentage
2021-2022 82 84 97.6190476190476
2022-2023 60 61 98.3606557377049
2021-2022 2022-2023
Figure 9. Completion Rate (SY 2021-2022 to SY 2022-2023)
Along with the completers, there was a significant increase of 1% from the school
year 2021-2022 to 2022-2023. It reveals that learners are motivated to complete their
junior high school level.
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I. Proficiency Levels of Grade 12 Learners in Senior High School Core
Areas (Percentage of G12 Learners attaining at least the minimum level of
proficiency in Stage 4 SHS core areas)
65%
55%
45%
35%
25%
15%
15% 12%
5% 2%
Graduation Rate
97.959183673469
95.454545454545
110 5 4
90
70
48 44 49
50 42
30
10
Graduates Percentage
2021-2022 42 44 95.4545454545455
2022-2023 48 49 97.9591836734694
2021-2022 2022-2023
No documented cases have been reported on the retention rate of learners specifically affected or
displayed by natural and man-made disasters.
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II. Percentage of Learners Reporting Violence: Bullying and Child Abuse
(Percentage of Learners who reported violence committed against
them by other learners (bullying) or adults (child abuse)
Figure 13. Percentage of Learners Reporting Violence: Bullying and Child Abuse
(Percentage of Learners who reported violence committed against them by
other learners (bullying) or adults (child abuse)
According to the graph, instances of bullying and child abuse within the school have
been rare, with only a 1% occurrence reported last year among the entire population. To
maintain a safe and nurturing environment for all students, it's essential to continue
proactive measures to prevent bullying and child abuse. By implementing strategies and
fostering a culture of respect, empathy, and open communication, the school can work
towards maintaining a safe and supportive environment, reducing the occurrence of
bullying and child abuse, and ensuring the well-being of all students.
BASEDLINE ENDLINE
The figure indicates that 93.79% (332 out of 354) of both Junior High School and
Senior High School students fall within the normal range for health status, as
interpreted in both the baseline and end-line assessments. However, a small percentage
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of students, specifically 0.28%, fall under the category of obesity, while 1.98% are
classified as overweight, and 3.95% are categorized as wasted.
CLASSROOMS-LEARNER RATIO
20 22
22.5 18 19 18 18 16 18 19
16 16 17 17
17.5 12 14 10 10
13
12.5 7 9 9 9 7 7
7.5
2.5
GRADE GRADE GRADE GRADE GRADE GRADE GRADE GRADE GRADE GRADE GRADE GRADE
7 JAS- 7 HY- 8 CAR- 8 SUN- 9 AZU- 9 AN- 10 10 11 11 12 12
MINE ACINTH NATION FLOWER CENA THURIU DAHLIA CHAMO GAS/ TVL/ GAS/ TVL/
M MILE HUMSS STEM HUMSS STEM
EN- 7 12 9 19 10 16 16 18 9 18 22 7
ROL
LME
NT
MAL
E
EN- 18 14 20 10 18 MALE 9 ENROLLMENT
ENROLLMENT 17 16
FEMALE 13 7 19 17
ROL
LME
NT
FE-
MAL
E
The figure shows that there are sufficient classrooms for learners. In fact, each
classroom is below the maximum number requirement and doesn’t have a maximum
number of learners with the range of 35-40 per class.
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The figure reveals that nearly every student enjoys access to electricity, highlighting a
high degree of connectivity among the student population.
The figure illustrates that virtually all the learners are connected to the internet,
underscoring the widespread access to online resources among each of the student.
IV. WINS Facility Completeness
Currently, Maac National High School offers shared restroom facilities for both male
and female students, conveniently located throughout the various school buildings.
Additionally, designated washing areas have been thoughtfully installed, including one
at the main school entrance and exit. The practice of proper handwashing is diligently
upheld by all members of the school community, encompassing students, teachers, and
staff. This collective commitment not only fosters a secure environment but also aligns
seamlessly with the Department's directive to maintain a clean and safe educational
institution, thus prioritizing the well-being of all learners and staff.
V. Narrative on
Effective leadership is not solely about making decisions and leading a group; it is also intrinsically
tied to the principles of governance. Governance in leadership encompasses the systems, processes, and
ethical considerations that guide leaders in making responsible decisions and ensuring accountability within
an organization. It sets the framework for transparency, fairness, and the pursuit of a common vision.
Accredited as SBM Level II, McNHS involves its stakeholders in making informed decisions and
addressing issues and concerns the school faces.
Through SMEA the school and community stakeholders work as full partners, lead the continual
review and improvement of the development plan of which stakeholders are informed and involved of the
progress, issues, and challenges met by the students, teachers, and the whole school community.
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In addition, the school and community collaboratively define the structure and the roles and
responsibilities of stakeholders and this was done by reviewing the Constitution and by Laws of the school.
The issues and concerns faced by the school is addressed and agreed upon by the stakeholders through
collaborative sessions by teachers and parents.
In pursuit of the school’s commitment to providing quality education, McNHS has consistently
invested in the professional development of its teaching staff. Sending teachers to various training programs
and workshops is integral part of this endeavor. With the training needs of teachers, the school has sent its
teachers to seminars and trainings focused on updating and improving the curriculum to meet current
educational standards. Through School Learning Action Cell (SLAC) teachers are also capacitated to ensure
that the diverse needs of students are catered.
Partnership
In pursuit of our commitment to providing quality education and holistic development for our
students, Maac National High School (McNHS) has continued to foster strong partnership with parents,
School Governance Council (SGC), the Parent-Teacher Association (PTA), and the Local Government Unit
(LGU). These partnerships have played a pivotal role in enhancing the educational experiences of our
students through various projects and programs.
The school has conducted regular parent-teacher conferences to ensure open communication between
parents and teachers. This has provided parents with insights into their child’s academic performance and
allowed them to actively participate in their child’s educational journey. McNHS has organized informative
symposium on various topics such as child development, nutrition, and career guidance to empower parents
with knowledge and skills to support their children effectively.
Likewise, the PTA has been instrumental in organizing fundraising activities to supplement school
resources. These funds have been utilized to improve our school’s infrastructure and support extracurricular
activities. Recently, the school has put up its new stage with the help of PTA. Also, the PTA has actively
engaged in community outreach program, fostering a sense of social responsibility among our students.
Moreover, the SGC has actively contributed to policy development and decision-making processes,
ensuring that the voice of the community is heard in shaping the school’s direction and priorities. Every
year, the school has conducted collaborative strategic planning sessions with the SGC in making of
innovative educational programs to cater the diverse needs of students.
In like manner, the school has been successful in its programs and projects because of the support
given by the Barangay Council. The barangay officials have actively engaged with our school to foster a
sense of community and support. They have provided insights and resources to enhance our local initiatives.
The Barangay Council has played a crucial role in ensuring safety and security of our students and school
premises, creating a conducive environment for learning.
Furthermore, the LGU has provided essential resources, including financial support to enhance the
learning environment within our school. The school has also been supporting the LGU activities and
programs. Joint initiatives between the LGU and our school have addressed community issues, reinforcing
our commitment to holistic education and community development.
Through collaboration and shared dedication to the well-being of our students, we have witnessed
significant improvements in the quality of education and overall development opportunities. The school
looks forward to strengthening these partnerships even further, ensuring that our students receive the best
education and support they deserve.
Human Resource Development
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Number of Teachers Attended
Male Female Total
a. Training
2 10 7
Attended
b. LAC
Sessions
2 10 7
Conducte
d
c. VINSET
2 10 7
Attended
d. Scholarsh
0 0 0
ip
e. Seameo 0 0 0
f. Attendan 0
2 3
ce to TIP
n Resource Development ( SY 2022-2023)
The table shows that 100% of the teachers participated in INSET, LAC sessions,
and training being conducted. No teacher enrolled in SEAMEO, and no scholarship was
given.
DRRM Narrative
The importance of education in promoting and enabling Disaster Risk Reduction
Management (DRRM) has already been identified. In doing so, there is a renewed focus
on disaster risk education in schools. Mainstreaming DRRM school curricula aims to
raise awareness and provide a better understanding of disaster management for
students, teachers, and communities.! Accompanying structural changes to improve
safety in building schools will protect students and their access to education and
minimize long-term costs.
Maac National High School believes that students of all ages can actively study
and participate in school safety measures and work with teachers and other adults in
the community to minimize risk before, during, and after disaster events. Methods of
participatory vulnerability assessment, capacity assessment, and hazard mapping have
been used with broader communities surrounding schools and other institutions of
education and research. The government effectively reaches out to communities and
goes hand in hand with our school to protect them by focusing on schools in DRRM
initiatives to achieve greater resilience to disasters.
Governance issues encountered by the school for the last three years. (MAAM
GINA)
g. Other Unique Concerns
These must include the registry of identified risks, its description, and the
strategic solutions to mitigate the impact of each identified risk.
Severity
Expected Identified Probability
High/
Impact Risk Priority Mitigation
Outcomes Risk Medium/
High/Mediu High/
m/Low Medium/Low
Low
All students, out of school youth, and adults had access to the necessary possibilities
for basic education.
All school age No accurate Coordinate
children attend statistical with LGU
school data on the data on the
population ofMedium Medium Medium population
the school- and conduct
aged children family
mapping
All learners stay in Implementati
school and finish Dropouts due on of Home
key stages to economic Low Low Low Visitation
problems and remedial
classes
Disadvantage school-age children and youth, and adults benefited from appropriate
equity initiatives
All School-age
children and
youth and adults
Implementati
in situations of
Many on of the
disadvantage are
Mapped OSY different
participating in
and OSA will Medium Medium Medium projects of
inclusive basic
not enroll in ALS to
learning
ALS encourage
opportunities and
ALS enrollees
receiving
appropriate
quality education
Learners complete K to 12 basic education, having attained all learning standards that
equip them with the necessary skills and attributes and are confident to pursue their
chosen paths
All Learners stay Disruption of Low Low Low Extra-
in school and the curricular
finish key stages implementati activities
on of the should be
programs done on
and projects weekends
due to other and in case
extra- there are
curricular disruption of
activities classes,
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modular
learning will
be applied
Learners attain Disruption of Extra-
Stage 3 (Grades 7– the curricular
10) learning implementati activities
standards of on of the should be
literacy and programs done on
numeracy skills and projects weekends
and apply 21st due to other Low Low Low and in case
century skills to extra- there are
various real-life curricular disruption of
situations activities classes,
modular
learning will
be applied
Increased the Learners Maximized
number of schools have low MPS instruction
belonging to the time.
Low Low Low
4th quadrant (75-
100 MPS in core
learning areas
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
Learners are Learners lack Conduct
served by a knowledge on Right-base
Department that the right- education
adheres to a based awareness/c
Low Low Low
rights-based education ampaign
education
framework at all
levels
Learners are safe Learners are Intensify
and protected, and passive on earthquake
can protect the conduct and fire drills
themselves from of NSED and
Low Low Low
risks and impacts Fire Drills
from natural and
human-induced
hazards
All school age No accurate Coordinate
children attend statistical with LGU
school data on the data on the
population of Medium Medium Medium population
the school- and conduct
aged children family
mapping
All learners Implementati
stay in school Dropouts due on of Home
and finish key to economic Low Low Low Visitation
stages problems and remedial
classes
All out-of- Many Medium Medium Medium Implementati
school children Mapped OSY on of the
and youth and OSA will different
not enroll in projects of
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participate in
formal or non-
ALS to
formal basic
ALS encourage
education ALS enrollees
learning
opportunities
Learners attain Disruption of Extra-
Stage learning the curricular
standards of implementati activities
on of the should be
fundamental programs done on
reading and and projects weekends
numeracy skills due to other Low Low Low and in case
to provide a extra- there are
basis for success curricular disruption of
in the remaining activities classes,
modular
learning stages
learning will
be applied
Increased Lack of
number of financial Look for
Senior High capability to stakeholders
School learners pay for the to sponsor
assessment Low Low Low
acquiring the
fee assessment
National
Certification fee
(NCII)
Learners have
the basic
physical, mental,
Absence of Trained
and emotional
licensed teachers as
fortitude to cope Medium Medium Medium
guidance guidance
with various counselors coordinators
challenges in life
and to manage
risks
Education
leaders and Constant
ISO
managers reminders of
standards
practice the
and Prime
employees to
participative, HRM level II Low Low Low
conform to
ethical, and standards
standards
inclusive may not be
and what is
management followed
mandated by
processes law
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