NQESH REVIEWER

Made Easy

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2023 Edition

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 Copyright © 2023 by NQESH Reviewer Ph.
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Reviewer Ph.

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 PREFAC E
The role of a school principal is an important and challenging one.
It requires not only knowledge of education but also leadership and
management skills. The Philippine Professional Standards for School
Heads (PPSSH) was designed to provide a framework for effective
school leadership and management. This framework includes five
domains that cover the different aspects of a school leader's work.
The PPSSH serves as the foundation for the National Qualifying
Examination for School Heads (NQESH), which is a requirement for
aspiring school principals in the Philippines. Passing the NQESH is a
critical step towards becoming a school principal, as it ensures that
candidates possess the knowledge, skills, and competencies necessary
for the role.
This book, "NQESH Reviewer Made Easy” is designed to help
would-be principals prepare for and pass the NQESH. It covers the
different domains of the PPSSH, including Leading Strategically,
Managing School Operations and Resources, Focusing on Teaching
and Learning, Developing Self and Others, and Building Connections.
Each domain is broken down into strands, providing a
comprehensive overview of the skills and knowledge required of a
school principal. This reviewer is intended to serve as a study guide for
aspiring school principals, providing them with a clear understanding
of what they need to know to succeed in the NQESH and in their future
roles as school leaders.
We hope that this reviewer will be a valuable resource for aspiring
school principals, helping them to prepare for the NQESH and
supporting them in their journey towards becoming effective and
successful school leaders.

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 TABLE OF CONTENTS
Preface iii
Introduction 1
PPSH Rationale 1
Definition of Terms 2
Policy Statement 3
PPSSH Framework 4

DOMAIN 1- LEADING STRATEGICALLY 6

1. Vision, Mission & Core values 7

2. Policy Implementation and Review 14
3. School Planning & Implementation 29
4. Research and Innovation 41
5. Programs, Designs, and Implementation 59
6. Learner Voice 88
7. Monitoring & Evaluation Processes and Tools 95

DOMAIN 2 - MANAGING SCHOOL OPERATIONS

& RESOURCES 106

1. Record Management 107

2. Financial Management 113
3. School Facilities and Equipment 131
4. Management and Staff 164
5. School Safety for Disaster Preparedness Mitigation and Resiliency 168
6. Emerging challenges and Opportunities 174

DOMAIN 3 - FOCUSING ON TEACHING & LEARNING 200

1. School-Based Curriculum Review, Contextualization,

and Implementation of Learning Standards 201
2. Teaching standards and Pedagogies 206
3. Teaching Performance Feedback 215
4. Learner Achievement and other Performance Indicators 232
5. Learning Assessment 243
6. Learning Environment 249
7. Career Awareness and Opportunities 267
8. Learner Discipline 274

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DOMAIN 4 - DEVELOPING SELF & OTHERS 278

1. Personal and Professional Development 279

2. Professional Reflection and Learning 286
3. Professional Network 289
4. Performance Management 292
5. Professional Development of School Personnel 294
6. Leadership Development in Individuals and Teams 300
7. General Welfare of Human Resources 302
8. Rewards and Recognition Mechanism 316

V. BUILDING CONNECTIONS 323

1. Managing Diverse Relationship 324

2. Management of School Organization 328
3. Inclusive Practice 336
4. Communication 339
5. Community Engagement 340

References 347

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 INTRODUCTION
The Philippine Professional Standards for School Heads (PPSSH) is a set
of national standards that outlines the roles, responsibilities, and performance
expectations of school heads in the Philippines. The standards were developed by
the Department of Education (DepEd) to help ensure that school heads have the
necessary knowledge, skills, and attitudes to effectively lead and manage their
schools. The PPSSH includes standards for areas such as instructional leadership,
management and operations, community engagement, and professional growth.
The DepEd is responsible for the national adoption and implementation of
the PPSSH. This includes providing training and support to school heads to help
them understand and meet the standards, as well as conducting evaluations to
assess their performance. The goal of the PPSSH is to improve the overall quality
of education in the Philippines by ensuring that school heads are equipped to lead
their schools effectively.

PPSSH RATIONALE
The rationale behind the development and implementation of the
Philippine Professional Standards for School Heads (PPSSH) is to improve the
overall quality of education in the Philippines by setting clear standards for the
roles, responsibilities, and performance expectations of school heads. The PPSSH
aims to ensure that school heads have the necessary knowledge, skills, and
attitudes to effectively lead and manage their schools, which in turn will lead to
improved student learning outcomes.
The PPSSH is based on the belief that effective school leadership is a key
factor in improving the quality of education. Research has shown that effective
school leadership can have a significant impact on student achievement, teacher
motivation, and the overall school culture. By setting clear standards for school
heads and providing training and support to help them meet those standards, the
PPSSH aims to improve the quality of education by ensuring that schools are led
by effective leaders.
Additionally, the PPSSH is designed to be aligned with the Philippine
Development Plan, K-12 Curriculum, and the DepEd's vision, mission and core
values. This helps to ensure that the standards are aligned with the broader
educational goals of the Philippines and that school heads are working towards
those goals.

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 The PPSSH is a key component of the DepEd's efforts to improve the
quality of education in the Philippines by ensuring that school heads have the
knowledge, skills, and attitudes necessary to effectively lead and manage their
schools.

DEFINITION OF TERMS
The Philippine Professional Standards for School Heads (PPSSH) includes
a number of key terms that are important to understand in order to fully
understand the standards. Below are a few examples of terms that are defined in
the PPSSH:

School Head: Refers to the person who has been appointed by the DepEd
to lead and manage a school.
Instructional Leadership: Refers to the actions and behaviors of a school
head that support the improvement of student learning. This includes setting
academic goals, creating a positive school culture, and providing teachers with
the resources and support they need to be effective.
Management and Operations: Refers to the actions and behaviors of a
school head that support the efficient and effective management of a school. This
includes budgeting, scheduling, and maintaining safe and healthy school
facilities.
Community Engagement: Refers to the actions and behaviors of a school
head that support the involvement of parents, community members, and other
stakeholders in the school. This includes communication, collaboration, and
partnership-building.
Professional Growth: Refers to the actions and behaviors of a school head
that support the ongoing development of their knowledge, skills, and attitudes.
This includes seeking out professional development opportunities and reflecting
on their own practice.

Student Learning Outcomes: Refers to the knowledge, skills, and

attitudes that students are expected to acquire as a result of their education.
Curriculum Implementation: Refers to the actions and behaviors of a
school head that support the effective implementation of the DepEd's K-12

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curriculum in their school. This includes providing teachers with the resources
and support they need to implement the curriculum effectively and assessing
student learning outcomes.
Research-based Practices: Refers to the actions and behaviors of a school
head that are informed by research and evidence. This includes using data to make
informed decisions about the school and its programs, as well as staying informed
about the latest research in education.
Collaborative Leadership: Refers to the actions and behaviors of a school
head that support the involvement of teachers, staff, and other stakeholders in the
decision-making processes of the school. This includes creating opportunities for
collaboration and shared leadership and valuing the input of others.
Professional Ethics: Refers to the actions and behaviors of a school head
that reflect the highest ethical standards. This includes maintaining
confidentiality, avoiding conflicts of interest, and treating all members of the
school community with respect.

POLICY STATEMENT
The Department of Education (DepED) establishes a set of professional
standards for school heads, which defines the professional conduct expected of a
high-quality school head. These standards, known as the Philippine Professional
Standards for School Heads (PPSSH), will serve as the foundation for relevant
human resource systems, policies, guidelines, and mechanisms. These include the
recruitment, selection, placement, performance appraisal, rewards and
recognition, and talent management of school heads, as well as the basis for all
professional development programs for school heads.
Through the PPSSH, DepEd commits to:
a. Assist school heads in fulfilling their duties and responsibilities in the regions,
schools divisions, and/or schools, which includes enhancing the quality of
teachers, and ultimately, the achievement of students.
b. Encourage the ongoing professional growth and advancement of school heads
based on the principles of lifelong learning.
c. Facilitate school heads to evaluate their own practice as they strive for and
engage in professional development.

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 PPSSH FRAMEWORK
The PPSSH Framework adheres to the following principles:
a. It prioritizes the needs and well-being of the learners;
b. It stresses the importance of creating and maintaining a strong network of
stakeholders for the betterment of the school and its community;
c. It recognizes and addresses the challenges and difficulties present in the school;
d. It concentrates on establishing high-quality instruction, fostering a positive
school culture, and providing ongoing professional development opportunities
for school staff;
e. It embodies the values and ideas that promote school success;
f. It recognizes supervision as an essential aspect of school management;
g. It emphasizes the need for school heads to be accountable and transparent in
their actions;
h. It is grounded in the principles of inclusivity.

The PPSSH establishes the professional standards that are necessary for a
high-quality school head. It serves as a public declaration of accountability for
school heads, outlining what they are expected to know, be able to do, and value
as they advance in their profession. It offers a common terminology for the high-
impact leadership that is expected of school heads, which can be used to guide
personal reflections, professional discussions among educational leaders and
other stakeholders, and the provision of professional learning and development
opportunities for school heads.
The PPSSH Framework (Figure 1) illustrates the connection between
maximizing school effectiveness and ensuring people effectiveness through a
wide range of instructional and administrative practices outlined in the five
domains of the PPSSH:

1. Leading Strategically
2. Managing School Operations and Resources
3. Focusing on Teaching and Learning

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 4. Developing Self and Others, and
5. Building Connections
The five domains constituted a broad conceptual sphere of leadership
practices for all school heads. The placement of learners at the center of the
framework emphasizes the important role of school heads for the improvement
of learner achievement.

Figure 1. PPSSH Framework

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6
 I. VISION, MISSION AND CORE VALUES

DepEd vision, mission and core values foster shared understanding and
alignment of school policies, programs, projects and activities.

What is the vision of the Department of Education (DepEd)?

THE DEPED VISION

We dream of Filipinos
who passionately love their country
and whose values and competencies
enable them to realize their full potential
and contribute meaningfully to building the nation.

As a learner-centered public institution,

the Department of Education
continuously improves itself
to better serve its stakeholders.

The vision of the Department of Education (DepEd) is to provide quality

education that is accessible to all Filipinos. This vision encompasses the goal of
ensuring that every Filipino child has the opportunity to receive a good education,
regardless of their socio-economic background or location.
The aim is to produce graduates who are globally competitive and morally
upright. It is a vision of an education system that is inclusive, equitable and
responsive to the diverse needs of learners and society.

What is the mission of DepEd?

THE DEPED MISSION

To protect and promote the right of every Filipino to quality, equitable, culture-
based, and complete basic education where:

Students learn in a child-friendly, gender-sensitive, safe, and motivating

environment.
Teachers facilitate learning and constantly nurture every learner.

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Administrators and staff, as stewards of the institution, ensure an enabling and
supportive environment for effective learning to happen.
Family, community, and other stakeholders are actively engaged and share
responsibility for developing life-long learners.

The mission of the Department of Education (DepEd) is to provide quality

education that is responsive to the changing needs of the times, so that all
Filipinos, particularly the poor, are given equal opportunities to develop their full
potentials.
The mission of DepEd is to provide basic education that is inclusive,
equitable, and accessible to all, and to develop graduates who are morally upright,
scientifically and technologically oriented, and globally competitive.
The aim is to empower every Filipino, particularly the poor, to become
self-reliant, productive, and responsible citizens.

What are the core values of DepEd?

The core values of the Department of Education (DepEd) are:
Maka-Diyos: Promoting spiritual and moral development, and instilling
the love of God and country;
Makakalikasan: Caring for the environment and preserving natural
resources for present and future generations;
Makatao: Advancing the welfare of the people and the development of a
just and humane society;
Makabansa: Building a strong and cohesive nation by promoting national
unity and integration;

How do DepEd's vision, mission, and core values align with the overall
goals of the Philippine government's education sector?
The vision, mission, and core values of the Department of Education
(DepEd) align with the overall goals of the Philippine government's education
sector by providing a comprehensive framework for the development of the
education system. The vision of providing quality education that is accessible to
all Filipinos aligns with the government's goal of ensuring that every Filipino
child has the opportunity to receive a good education, regardless of their socio-
economic background or location.
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 The mission of providing basic education that is inclusive, equitable, and
responsive to the changing needs of the times aligns with the government's goal
of empowering every Filipino, particularly the poor, to become self-reliant,
productive, and responsible citizens.
The core values of promoting spiritual and moral development, caring for
the environment, and building a strong and cohesive nation align with the
government's goal of promoting the welfare of the people and the development
of a just and humane society.
The DepEd vision, mission, and core values strive to achieve the goal of
quality education for all Filipinos to uplift the nation's socio-economic
development.

How does DepEd strive to uphold and implement its vision, mission, and
core values in its policies and programs?

The Department of Education (DepEd) strives to uphold and implement its

vision, mission, and core values in its policies and programs through various
initiatives and efforts.
DepEd ensures that its programs and policies are responsive to the
changing needs of the times and inclusive, equitable, and accessible to all. This
is done by regularly reviewing and updating its curricula, teacher training
programs, and other educational materials to meet the latest educational standards
and best practices.
DepEd promotes spiritual and moral development by integrating values
education into the curriculum and providing guidance and counseling services to
students.
DepEd advances the welfare of the people and the development of a just
and humane society by providing programs and services that address the needs of
marginalized and disadvantaged groups, such as the indigenous peoples, the
urban poor, and children with special needs.
DepEd cares for the environment by promoting environmental education
and encouraging the use of sustainable practices in schools and other educational
institutions.

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 DepEd builds a strong and cohesive nation by promoting national unity and
integration through civic education and other programs that foster patriotism and
national pride.
DepEd advances STEM education and promoting innovation and creativity
through the implementation of Science, Technology, Engineering and
Mathematics (STEM) Education Program and the K-12 program which provides
students with a strong foundation in these areas.
DepEd strives to implement its vision, mission, and core values through a
holistic approach that addresses the academic, social, emotional, and spiritual
needs of students and teachers.

How does DepEd measure the effectiveness and impact of its vision,
mission, and core values in the education system?
The Department of Education (DepEd) measures the effectiveness and
impact of its vision, mission, and core values in the education system through
various means such as:
• Regularly conducting assessments and evaluations of its policies and
programs to determine their effectiveness in achieving their intended goals.
• Monitoring and assessing the performance of students, teachers, and
schools to measure the quality of education being provided.
• Conducting surveys and research studies to gather feedback from
stakeholders, such as students, teachers, parents, and community members, on the
implementation of DepEd's vision, mission, and core values.
• Tracking the progress of students in terms of academic performance,
social-emotional development, and values formation.
• Monitoring and assessing the impact of DepEd's policies and
programs on the broader education sector, such as the enrollment rate, graduation
rate, and dropout rate.
• Measuring the level of compliance of schools and other educational
institutions with DepEd's policies and standards.
• Evaluating the level of community involvement and participation in
the realization of DepEd's vision, mission, and core values.

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 How do DepEd's vision, mission, and core values shape the way teachers and
other education professionals work within the system?

DepEd's vision, mission, and core values shape the way teachers and other
education professionals work within the system by providing a clear framework
for their roles and responsibilities.
Teachers are expected to integrate the values of Maka-Diyos, Makatao,
Makakalikasan and Makabansa in their teaching methods and in the way they
interact with their students.
They are expected to promote spiritual and moral development, advance
the welfare of the people, care for the environment, and build a strong and
cohesive nation by incorporating these values in their lessons, activities, and
interactions with students.
Teachers are also expected to use innovative and creative teaching methods
that promote STEM education and innovation, and foster critical thinking and
problem-solving skills in their students.
Teachers are encouraged to engage in continuous professional
development to improve their skills and knowledge, and keep up-to-date with the
latest educational standards and best practices.
Teachers are also expected to involve the community in their work, and
actively seek their participation in activities that promote the values of DepEd.
DepEd's vision, mission, and core values also shape the way education
professionals work by promoting a culture of collaboration, teamwork, and
mutual support among the education community.
DepEd's vision, mission, and core values provide guidance for teachers and
other education professionals to work towards providing quality education that is
inclusive, equitable, and responsive to the changing needs of the times, and to
develop graduates who are morally upright, scientifically and technologically
oriented, and globally competitive.

How do DepEd's vision, mission, and core values influence the education and
development of Filipino students?
DepEd's vision, mission, and core values influence the education and
development of Filipino students by providing a clear framework for the goals

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and objectives of the education system, and by shaping the way teachers and other
education professionals interact with and teach students.
DepEd's vision of "Every Child A Learner" and mission of "to protect and
promote the right of every Filipino to quality, equitable, culture-based, and
complete basic education" shape the way teachers and other education
professionals approach teaching and learning by focusing on the needs of
individual students and providing an inclusive and equitable education for all.
DepEd's core values of Maka-Diyos, Makatao, Makakalikasan, and
Makabansa shape the way teachers and other education professionals integrate
values education into the curriculum, and provide guidance and counseling
services to students.
DepEd's focus on STEM education and innovation through the
implementation of Science, Technology, Engineering and Mathematics (STEM)
Education Program and the K-12 program provide students with a strong
foundation in these areas and prepare them for the future workforce.
DepEd's efforts to promote environmental education, and encourage the
use of sustainable practices in schools and other educational institutions help
students to develop an understanding of the importance of preserving the
environment and natural resources.
DepEd's efforts to promote national unity and integration through civic
education and other programs that foster patriotism and national pride, help
students to develop a sense of national identity and pride.
DepEd's vision, mission, and core values influence the education and
development of Filipino students by providing a clear framework for the goals
and objectives of the education system, and by shaping the way teachers and other
education professionals interact with and teach students in a way that promotes
spiritual and moral development, advances the welfare of the people, cares for
the environment, and builds a strong and cohesive nation.

How does DepEd involve the community in realizing its vision, mission, and
core values?

DepEd's vision, mission, and core values also shape the way parents and
other community members participate and support the education system.

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 Parents and community members are expected to actively support and
participate in the education of their children by encouraging them to attend
school, participate in school activities, and take an active interest in their
education.
They are also expected to contribute to the development of a just and
humane society by volunteering in their local schools and community
organizations that promote education.
They are expected to support the DepEd's efforts to preserve the
environment and natural resources by participating in school-based or
community-based environmental programs and initiatives.
They are also encouraged to take an active role in the promotion of national
unity and integration by participating in civic education and other programs that
foster patriotism and national pride.
They are expected to support the implementation of STEM education and
innovation by providing resources and opportunities for their children to explore
and develop their interests in these areas.
Parents and community members are also encouraged to provide feedback
and input to the education system through participation in regular consultations
and meetings with school and DepEd officials.
DepEd's vision, mission, and core values encourage parents and
community members to actively participate and support the education system by
promoting a culture of partnership, collaboration, and mutual support between
schools, families, and communities.

How does DepEd ensure that its vision, mission, and core values are
continuously adapted to meet the changing needs of the Philippine education
sector?
The Department of Education (DepEd) ensures the implementation of its
vision, mission, and core values in the education system through various means
such as:
Providing regular training and professional development for teachers and
other education professionals to ensure that they have the skills and knowledge
needed to implement the vision, mission, and core values in their work.

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 Developing and disseminating guidelines, policies, and procedures that
clearly outline the roles and responsibilities of teachers and other education
professionals in implementing the vision, mission, and core values.
Monitoring and evaluating the implementation of policies and programs to
ensure compliance with the vision, mission, and core values.
Providing support and resources, such as materials, equipment, and
funding, to schools and other educational institutions to implement the vision,
mission, and core values in their work.
Encouraging community involvement and participation in the
implementation of the vision, mission, and core values through regular
consultations and meetings with school and DepEd officials.
Establishing a system of accountability and transparency in the
implementation of policies and programs to ensure that the vision, mission, and
core values are upheld and that any issues or concerns are addressed in a timely
manner.
DepEd also ensures the implementation of its vision, mission, and core
values by regularly reviewing and updating its policies and programs to ensure
that they are responsive to the changing needs of the times and inclusive,
equitable, and accessible to all.

II. POLICY IMPLEMENTATION AND REVIEW

DepEd Order No. 13, Series of 2015 establishes a policy development

process at the Department of Education (DepEd) to ensure that policies and
programs are developed and implemented in a consultative, participatory, and
evidence-based manner. The order outlines the steps for the development of
policies and programs, including the formation of a policy development team,
consultation and validation with key stakeholders, and regular review and
evaluation. It also establishes a mechanism for the participation of various sectors
in the policy development process, such as parents, teachers, and students. This
policy development process aims to ensure that the DepEd's policies and
programs are aligned with the needs and aspirations of the Filipino people, and
are responsive to the changing needs of the education sector.

DepEd Order No. 13, Series of 2015 also emphasizes the importance of
evidence-based decision making in the policy development process. It requires
that policies and programs be developed based on sound research and data, and
that they be regularly reviewed and evaluated to ensure their effectiveness.

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Additionally, the order establishes a system for monitoring and reporting on the
implementation of policies and programs, to ensure that they are being
implemented as intended and to identify any challenges or issues that need to be
addressed.

The order also establishes a mechanism for the participation of various

sectors in the policy development process, such as parents, teachers, and students.
This includes the formation of consultative bodies, such as the Regional and
Division Curriculum Development Councils, which are tasked with providing
feedback and input on the development and implementation of policies and
programs.

In summary, DepEd Order No. 13, Series of 2015 establishes a

comprehensive policy development process at the Department of Education to
ensure that policies and programs are developed and implemented in a
consultative, participatory, and evidence-based manner, that aligns with the needs
and aspirations of the Filipino people, and responsive to the changing needs of
the education sector.

What are the key steps in the policy development and implementation
process within DepEd?

The process for implementing policies within the Department of Education

(DepEd) typically involves several steps, including:

• Policy development: This involves the identification of a need or

problem, research and analysis of relevant information, and the drafting of a
policy proposal.

• Policy formulation: This involves the review and evaluation of the

policy proposal by relevant DepEd officials and stakeholders, including teachers,
parents, and community members.

• Policy approval: The policy proposal is presented to and approved

by the DepEd Secretary or other relevant officials.

• Policy dissemination: The approved policy is communicated to all

DepEd employees, students, and other stakeholders through various channels
such as memorandum, circular or through the official website.

• Policy implementation: The approved policy is put into action by

DepEd officials, employees, teachers, and other staff.

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 • Policy monitoring and evaluation: DepEd monitors and evaluates
the implementation of the policy to ensure that it is being implemented correctly
and achieving its intended goals.

• Policy review and updates: Based on the feedback and evaluation

of the policy's implementation, the DepEd will review the policy and make
necessary updates.

It's important to note that the process may vary depending on the specific
policy, and may involve additional steps such as pilot testing or phased
implementation.

How does DepEd ensure that its policies are in line with the national
education policies and goals?

The Department of Education (DepEd) ensures that its policies are in line
with the national education policies and goals by taking several steps:

• Reviewing and aligning policies with the Philippine educational

system's goals and objectives: This includes ensuring that policies align with the
K-12 curriculum and the national education development plan.

• Coordinating with other government agencies: DepEd works

closely with other government agencies, such as the Commission on Higher
Education (CHED) and the Technical Education and Skills Development
Authority (TESDA), to ensure that its policies align with national education
policies and goals.

• Involving stakeholders in the policy development process:

DepEd involves teachers, parents, and community members in the policy
development process to ensure that policies are aligned with the needs of the
community and are in line with national education policies and goals.

• Reviewing and following the best practices and trends in

education: DepEd conducts research and studies to ensure that its policies align
with the best practices and trends in education around the world.

• Monitoring the effectiveness of the policies: DepEd monitors the

effectiveness of the policies to ensure that it's aligned with the national education
policies and goals.

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 • Reviewing and updating the policies regularly: DepEd reviews and
updates its policies regularly to ensure that they remain aligned with the national
education policies and goals and the changing needs of the students and the
education system.

How does DepEd involve and engage stakeholders, such as teachers,

parents, and community members, in the policy development and
implementation process?

DepEd involves and engages stakeholders, such as teachers, parents, and

community members, in the policy development and implementation process
through several mechanisms. These include:

Consultative bodies: DepEd establishes consultative bodies, such as the

Regional and Division Curriculum Development Councils, which are composed
of representatives from various sectors, including teachers, parents, and
community members. These councils provide feedback and input on the
development and implementation of policies and programs.

Stakeholder engagement activities: DepEd conducts various activities to

engage stakeholders, such as workshops, focus group discussions, and public
consultations. These activities provide an opportunity for stakeholders to share
their perspectives and provide input on policies and programs.

Parent-teacher associations (PTAs): DepEd encourages the formation

and active participation of PTAs in school-level decision-making and in the
implementation of policies and programs.

Community involvement: DepEd encourages the involvement of the

community in the education sector through programs such as the "Adopt-a-
School Program" and "Brigada Eskwela," which involve community members in
the maintenance and improvement of school facilities.

Social Media and Online Platforms: DepEd also uses social media and
online platforms to engage with stakeholders and provide updates on policies and
programs, and to collect feedback and suggestions.

DepEd's policy development and implementation process is designed to be

inclusive and participatory, with a focus on involving and engaging stakeholders
in the decision-making process. This ensures that policies and programs are
responsive to the needs and aspirations of the Filipino people, and that they reflect
the perspectives of those who will be most affected by them.

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 How does DepEd evaluate and measure the effectiveness of its policies?

DepEd evaluates and measures the effectiveness of its policies through

several methods, including:

Monitoring and evaluation: DepEd has a system in place for monitoring

and evaluating the implementation of policies and programs. This includes
regular visits to schools and other educational institutions to assess the
implementation of policies and programs, and to identify any challenges or issues
that need to be addressed.

Surveys and assessments: DepEd conducts surveys and assessments to

gather feedback and measure the impact of policies and programs. These include
student assessments, teacher evaluations, and parent and community surveys.

Data analysis: DepEd also analyzes data to evaluate the effectiveness of

policies and programs. This includes analyzing student achievement data,
graduation rates, and other indicators of educational progress.

Research and studies: DepEd conducts research and studies to evaluate

the effectiveness of policies and programs, and to gather evidence to inform
future policy decisions.

Stakeholder feedback: DepEd also solicits feedback from stakeholders,

such as teachers, parents, and community members, to assess the impact of
policies and programs and gather suggestions for improvements.

DepEd's evaluation and measurement of the effectiveness of its policies is

a continuous process that takes into account multiple data sources and inputs from
different stakeholders. The results of the evaluations are used to make
adjustments and improvements in the policies and programs as needed, to ensure
that they are effective in achieving the desired outcomes.

How does DepEd handle and address challenges and obstacles that may arise
during the implementation of policies?

DepEd handles and addresses challenges and obstacles that may arise
during the implementation of policies through several methods, including:

Identification and assessment: DepEd has a system in place for

identifying and assessing challenges and obstacles that may arise during the

18
implementation of policies and programs. This includes regular visits to schools
and other educational institutions to assess the implementation of policies and
programs, and to identify any challenges or issues that need to be addressed.

Stakeholder engagement: DepEd engages stakeholders, such as teachers,

parents, and community members, to gather feedback and insights on the
challenges and obstacles that may arise during the implementation of policies and
programs.

Problem-solving and decision-making: DepEd uses a problem-solving

and decision-making approach to address challenges and obstacles. This includes
identifying the root cause of the problem, developing possible solutions, and
implementing the most appropriate solution.

Monitoring and reporting: DepEd has a system in place for monitoring

and reporting on the implementation of policies and programs. This includes
regular reporting on the progress of the implementation, as well as on any
challenges or issues that may arise.

Review and adjustment: DepEd regularly reviews and adjusts policies

and programs, taking into account the feedback and insights gathered from
stakeholders and the challenges and obstacles that may arise during the
implementation process.

Technical assistance and capacity building: DepEd provides technical

assistance and capacity building to schools and other educational institutions to
help them address challenges and obstacles in the implementation of policies and
programs. This includes providing training and resources to teachers and other
school personnel.

How does DepEd communicate its policies to its employees, students, and other
stakeholders?

DepEd communicates its policies to its employees, students, and other

stakeholders through several methods, including:

Official documents: DepEd publishes its policies in official documents,

such as DepEd Orders, circulars, and memoranda. These documents are widely
distributed to all DepEd employees, schools, and other educational institutions.

Websites and online platforms: DepEd has a website and other online
platforms, such as social media accounts, where it posts information about its

19
policies and programs. These platforms are easily accessible to employees,
students, and other stakeholders.

Workshops and trainings: DepEd conducts workshops and trainings for

its employees, schools, and other educational institutions to help them understand
and implement policies and programs effectively. These sessions provide an
opportunity for stakeholders to ask questions and provide feedback on the
policies.

Meetings and consultations: DepEd holds meetings and consultations

with its employees, schools, and other educational institutions to discuss its
policies and programs, and to gather feedback and insights.

Media and public relations: DepEd uses various media channels, such as
print, television, and radio, to disseminate information about its policies and
programs to the general public. DepEd also works with its public relations and
communications teams to ensure that information about its policies is accurately
and effectively communicated to stakeholders.

DepEd uses a multi-channel approach to communicate its policies to its

employees, students, and other stakeholders. This helps to ensure that the policies
are widely understood and implemented effectively, and that stakeholders are
kept informed and updated on the latest developments in education policy.

How does DepEd provide support and training to ensure proper implementation
of its policies?

DepEd provides support and training to ensure the proper implementation

of its policies through several methods, including:

Technical assistance: DepEd provides technical assistance to schools and

other educational institutions to help them implement policies and programs
effectively. This includes providing training and resources to teachers and other
school personnel, as well as providing support and guidance to schools as they
implement new policies.

Capacity building: DepEd provides capacity building programs to its

employees and schools to help them understand and implement policies and
programs effectively. This includes workshops, trainings, and other professional
development activities to help employees and schools build their knowledge and
skills.

20
 Monitoring and evaluation: DepEd has a system in place for monitoring
and evaluating the implementation of policies and programs. This includes
regular visits to schools and other educational institutions, as well as regular
reporting on the progress of the implementation.

Resource mobilization: DepEd works to mobilize resources to support the

implementation of policies and programs, including funding, materials, and
personnel. This helps to ensure that schools and other educational institutions
have the resources they need to implement policies effectively.

Stakeholder engagement: DepEd engages stakeholders, such as teachers,

parents, and community members, to gather feedback and insights on the
implementation of policies and programs. This helps to identify any challenges
or issues that need to be addressed, and to make any necessary adjustments to the
implementation process.

DepEd provides a comprehensive and proactive approach to supporting

and training its employees and schools to ensure the proper implementation of its
policies. This includes providing technical assistance, capacity building,
monitoring and evaluation, resource mobilization, and stakeholder engagement,
all of which help to ensure that policies and programs are implemented effectively
and efficiently.

How does DepEd involve school administrators in the policy

implementation process?

DepEd involves school administrators in the policy implementation

process through several methods, including:

Communication and consultation: DepEd communicates its policies and

programs to school administrators through official documents, workshops,
trainings, and other means. DepEd also holds consultations with school
administrators to gather feedback and insights on the implementation of policies
and programs.

Technical assistance: DepEd provides technical assistance to school

administrators to help them understand and implement policies and programs
effectively. This includes providing training and resources to help school
administrators understand the policies, as well as providing support and guidance
to schools as they implement new policies.

21
 Monitoring and evaluation: DepEd has a system in place for monitoring
and evaluating the implementation of policies and programs in schools. This
includes regular visits to schools, as well as regular reporting on the progress of
the implementation.

Resource mobilization: DepEd works to mobilize resources to support the

implementation of policies and programs, including funding, materials, and
personnel. This helps to ensure that schools have the resources they need to
implement policies effectively.

Stakeholder engagement: DepEd engages school administrators, as well

as other stakeholders, such as teachers, parents, and community members, to
gather feedback and insights on the implementation of policies and programs.
This helps to identify any challenges or issues that need to be addressed, and to
make any necessary adjustments to the implementation process.

How does DepEd ensure that its policies are inclusive and equitable for
all students and staff?

DepEd ensures that its policies are inclusive and equitable for all students
and staff through several methods, including:

Inclusivity and diversity: DepEd takes an inclusive and diverse approach

to its policies and programs, ensuring that they are accessible to all students and
staff, regardless of their background, culture, or abilities. This includes providing
accommodations and support for students and staff with disabilities, as well as
programs and initiatives that promote cultural diversity and inclusiveness.

Equity-focused policies: DepEd has policies and programs in place that

are designed to promote equity and address disparities among students and staff.
This includes programs that target under-served or disadvantaged communities,
as well as initiatives that aim to eliminate discrimination and address issues of
equity and inclusion in education.

Stakeholder engagement: DepEd engages stakeholders, such as teachers,

parents, and community members, to gather feedback and insights on the
implementation of policies and programs. This helps to identify any challenges
or issues that need to be addressed, and to make any necessary adjustments to the
implementation process to ensure inclusiveness and equity.

Monitoring and evaluation: DepEd has a system in place for monitoring

and evaluating the implementation of policies and programs, including regular
reporting on the progress of the implementation. This helps to ensure that policies

22
and programs are implemented effectively and are accessible to all students and
staff.

Capacity building: DepEd provides capacity building programs to its

employees and schools to help them understand and implement policies and
programs effectively. This includes workshops, trainings, and other professional
development activities to help employees and schools build their knowledge and
skills in promoting inclusiveness and equity in education.

In other words, DepEd takes a comprehensive approach to ensuring that its

policies are inclusive and equitable for all students and staff. This includes
promoting inclusiveness and diversity, implementing equity-focused policies,
engaging stakeholders, monitoring and evaluating implementation, and providing
capacity building programs to its employees and schools.

How does DepEd collaborate and coordinate with other government

agencies and organizations to implement policies and achieve educational
goals?

DepEd collaborates and coordinates with other government agencies and

organizations to implement policies and achieve educational goals through
several methods, including:

Inter-agency coordination: DepEd works with other government

agencies, such as the Department of Health and the Department of Social Welfare
and Development, to align policies and programs and to leverage resources to
achieve common goals. This helps to ensure that policies and programs are
aligned and that resources are used effectively to achieve the desired outcomes.

Partnership with private organizations: DepEd collaborates with private

organizations, such as non-governmental organizations (NGOs) and foundations,
to support the implementation of policies and programs. This includes
partnerships to provide additional resources and support for schools, as well as
collaborations to implement initiatives and programs that support student
learning and development.

Collaboration with other education stakeholders: DepEd works with

other education stakeholders, such as teachers, parents, and community members,
to engage them in the implementation of policies and programs. This includes
gathering feedback and insights on the implementation process, as well as
engaging stakeholders in decision-making and planning processes to ensure that
policies and programs are effective and sustainable.

23
 Joint planning and implementation: DepEd participates in joint planning
and implementation processes with other government agencies and organizations
to ensure that policies and programs are aligned and that resources are used
effectively. This includes the development of joint work plans, the sharing of
resources and expertise, and the coordination of activities to achieve common
goals.

The Department of Education takes a collaborative and coordinated

approach to working with other government agencies and organizations to
implement policies and achieve educational goals. This includes working with
other agencies, partnering with private organizations, collaborating with
education stakeholders, and participating in joint planning and implementation
processes. This helps to ensure that policies and programs are aligned and that
resources are used effectively to achieve the desired outcomes.

What are the guidelines for the establishment of policy development

process outlined in DepEd Order No. 13, Series of 2015?

DepEd Order No. 13, Series of 2015 outlines the guidelines for the
establishment of a policy development process at the Department of Education
(DepEd). The purpose of this order is to provide a systematic and comprehensive
approach to policy development, implementation, and evaluation, and to ensure
that policies are aligned with the goals and objectives of DepEd.

The policy development process at DepEd involves several key steps,

including:

Policy formulation: This involves the identification of policy issues and

the development of policy proposals. Policy formulation is a consultative process
that involves stakeholders, such as teachers, parents, and community members,
and is based on data and research to ensure that policies are evidence-based and
relevant.

Policy review and analysis: This involves the evaluation and analysis of
policy proposals to determine their feasibility and impact. Policy review and
analysis also includes an assessment of the strengths and weaknesses of each
proposal, as well as the identification of any potential challenges or risks.

Policy approval: This involves the decision-making process for policy

proposals, including the review and approval of policies by the relevant decision-
makers and stakeholders. Policy approval is based on a consultative and inclusive

24
process that involves stakeholders and is guided by the goals and objectives of
DepEd.

Policy implementation: This involves the implementation of policies,

including the development of implementation plans and the allocation of
resources. Policy implementation is a collaborative process that involves
stakeholders and is based on evidence-based and inclusive approaches.

Policy monitoring and evaluation: This involves the regular monitoring

and evaluation of policies to determine their effectiveness and impact. Policy
monitoring and evaluation also includes the identification of any challenges or
obstacles that may arise during the implementation process and the development
of strategies to address these challenges.

The DepEd policy development process is guided by the principles of

transparency, accountability, participation, and inclusiveness, and is designed to
ensure that policies are developed and implemented in a systematic, evidence-
based, and inclusive manner. These guidelines help to ensure that DepEd policies
are aligned with its goals and objectives and are implemented effectively to
support student learning and development.

What is the process for reviewing and updating policies within DepEd?

The process for reviewing and updating policies within DepEd involves
several key steps, including:

Policy review: This involves the regular evaluation and analysis of policies
to determine their effectiveness and impact. Policy review also includes an
assessment of the strengths and weaknesses of each policy, as well as the
identification of any potential challenges or risks.

Stakeholder consultation: This involves engaging stakeholders, such as

teachers, parents, and community members, in the policy review and updating
process. Stakeholder consultation helps to ensure that policies are evidence-
based, relevant, and inclusive.

Evidence-based analysis: This involves conducting research and

gathering data to inform the policy review and updating process. Evidence-based
analysis helps to ensure that policies are based on the best available evidence and
are relevant to the needs of DepEd and its stakeholders.

25
 Policy revision: This involves making changes to policies based on the
results of the policy review, stakeholder consultation, and evidence-based
analysis. Policy revision is a collaborative process that involves stakeholders and
is guided by the goals and objectives of DepEd.

Policy approval: This involves the decision-making process for policy

revisions, including the review and approval of policies by the relevant decision-
makers and stakeholders. Policy approval is based on a consultative and inclusive
process that involves stakeholders and is guided by the goals and objectives of
DepEd.

Policy communication: This involves communicating the revised policies

to employees, students, and other stakeholders, and ensuring that they understand
the changes and how they will impact their work or studies.

The policy review and updating process at DepEd is designed to ensure

that policies are up-to-date, evidence-based, and relevant to the needs of the
department and its stakeholders. This process helps to ensure that policies are
aligned with the goals and objectives of DepEd and are implemented effectively
to support student learning and development.

How does DepEd determine which policies need to be reviewed and

updated?

DepEd determines which policies need to be reviewed and updated based

on several factors, including:

Relevance: Policies are reviewed and updated to ensure that they remain
relevant to the needs of the department, its employees, students, and other
stakeholders.

Evidence-based analysis: Policies are reviewed and updated based on new

research and data to ensure that they are evidence-based and grounded in the best
available knowledge and evidence.

Stakeholder feedback: DepEd also considers feedback from stakeholders,

such as teachers, parents, and community members, to inform the policy review
and updating process. Stakeholder feedback helps to ensure that policies are
inclusive and relevant to the needs of DepEd and its stakeholders.

Legal and regulatory changes: Policies may need to be reviewed and

updated in response to changes in laws and regulations, including new laws, court
rulings, and regulations that impact education.

26
 Departmental priorities: DepEd also considers the departmental goals
and objectives, as well as its broader priorities, when determining which policies
need to be reviewed and updated.

Impact and effectiveness: Policies are also reviewed and updated to

evaluate their impact and effectiveness, including their impact on student learning
and development, and the ability of employees and stakeholders to implement
them effectively.

DepEd uses a combination of these factors to determine which policies

need to be reviewed and updated, and to ensure that policies are up-to-date,
relevant, and evidence-based. The policy review and updating process at DepEd
is designed to be inclusive, evidence-based, and guided by the goals and
objectives of the department.

How does DepEd involve stakeholders, such as teachers, parents, and

community members, in the policy review process?

DepEd involves stakeholders, such as teachers, parents, and community

members, in the policy review process in several ways:

Stakeholder feedback: DepEd seeks and considers feedback from

stakeholders, such as teachers, parents, and community members, to inform the
policy review and updating process. Stakeholder feedback helps to ensure that
policies are inclusive and relevant to the needs of DepEd and its stakeholders.

Stakeholder engagement: DepEd may hold stakeholder engagement

sessions, such as public forums, town hall meetings, and focus groups, to gather
input and feedback from stakeholders.

Stakeholder surveys: DepEd may also conduct surveys to gather feedback

from stakeholders and to assess their perceptions and opinions of existing
policies.

Stakeholder representation: DepEd may also involve stakeholders in the

policy review process by appointing representatives to serve on policy
development committees or task forces. These representatives provide valuable
feedback and perspectives from the stakeholder communities they represent.

Consultation and collaboration: DepEd may also consult with

stakeholders, such as teachers, parents, and community members, and collaborate

27
with other organizations and government agencies to inform the policy review
process.

By involving stakeholders in the policy review process, DepEd ensures that

policies are inclusive, evidence-based, and grounded in the perspectives and
needs of its employees, students, and other stakeholders. The policy review
process at DepEd is designed to be transparent, collaborative, and responsive to
the needs and perspectives of its stakeholders.

How does DepEd ensure that its policies are aligned with current
education trends and best practices?

DepEd ensures that its policies are aligned with current education trends
and best practices in several ways:

Research and data analysis: DepEd reviews and evaluates existing

research and data to ensure that policies are based on the best available knowledge
and evidence. This helps to ensure that policies are grounded in current education
trends and best practices.

Stakeholder feedback: DepEd seeks and considers feedback from

stakeholders, such as teachers, parents, and community members, to inform the
policy review and updating process. Stakeholder feedback helps to ensure that
policies are inclusive and relevant to the needs of DepEd and its stakeholders.

Expert review: DepEd may also consult with education experts,

researchers, and professionals to inform the policy review process. These experts
can provide valuable insights and perspectives on current education trends and
best practices.

Collaboration with other organizations and government agencies:

DepEd may also collaborate with other organizations and government agencies
to share information and best practices, and to ensure that policies are aligned
with current education trends and best practices.

Continuous monitoring and evaluation: DepEd continuously monitors

and evaluates the implementation of its policies to assess their impact and
effectiveness, and to ensure that they are aligned with current education trends
and best practices.

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 III. SCHOOL PLANNING AND IMPLEMENTATION

What are the guidelines on the school improvement plan process and School
report card as stated in the Deped Order No. 44 series 2015?

DepED Order No. 44, series of 2015, provides guidelines for the School
Improvement Plan (SIP) process and the School Report Card (SRC) in the
Philippines.
The SIP is a planning tool that schools use to identify areas for
improvement and to develop action plans to address those areas.
The SRC, on the other hand, is a report card that schools use to
communicate the results of their SIP to their stakeholders, including parents,
teachers, and community members.
According to DepED Order No. 44, series of 2015, the SIP process should
involve a school-based management team that includes representatives from the
school's administration, faculty, and student body. The team should conduct a
thorough analysis of the school's strengths, weaknesses, opportunities, and threats
(SWOT analysis) and use the results of this analysis to identify areas for
improvement. The team should then develop an action plan to address these areas,
which should include specific goals, objectives, strategies, and activities.

The SRC, on the other hand, should include information on the school's
performance in various areas, such as enrollment, graduation rates, student
achievement, and teacher qualifications. The SRC should also include
information on the school's SIP, including the school's SWOT analysis, goals,
objectives, strategies, and activities. The SRC should be made available to the
school's stakeholders, including parents, teachers, and community members, and
should be posted on the school's website.

The DepED Order No. 44, series of 2015 guidelines on the SIP process and
SRC aim to support schools in continuously improving their performance by
providing a structured process for planning and reporting, as well as involving all
school stakeholders in the process. This allows for a more transparent and
accountable way of measuring and communicating the school's performance to
its community.

29
 What is the rationale behind the DepEd Order No. 44, s. 2015 and what are its
legal bases?

The rationale behind DepED Order No. 44, series of 2015, is to provide a
structured and systematic approach to school improvement in the Philippines. By
providing guidelines for the School Improvement Plan (SIP) process and the
School Report Card (SRC), the order aims to ensure that all schools in the country
have a clear and consistent process for identifying areas for improvement,
developing action plans to address those areas, and reporting on their progress to
their stakeholders.
The SIP process is intended to help schools identify their strengths and
weaknesses and to develop action plans to address areas that need improvement.
This allows schools to focus their resources and efforts on areas that will have the
greatest impact on student achievement. The SRC, on the other hand, is intended
to help schools communicate their progress to their stakeholders, including
parents, teachers, and community members. By providing transparent and
accurate information on the school's performance, the SRC allows stakeholders
to make informed decisions about the school and to support its improvement
efforts.
Another rationale behind DepED Order No. 44, series of 2015 is to increase
the accountability of schools. By requiring schools to develop and implement
SIPs and to report on their progress through the SRC, the order holds schools
accountable for their performance and encourages them to continuously improve.
This can lead to better educational outcomes for students and better use of
resources.
Furthermore, it aims to create a culture of continuous improvement in
schools by providing a structured process for planning and reporting, as well as
involving all school stakeholders in the process. It also aims to improve the
quality of education by providing a way to measure and communicate the school's
performance to its community, this will give a way to identify best practices and
successful strategies that can be shared and replicated among other schools.

DepED Order No. 44, series of 2015 has its legal basis in the Philippine
Constitution and various laws and policies related to education.

The Philippine Constitution, in Article XIV, Section 1, states that the State
shall protect and promote the right of all citizens to quality education at all levels
and shall take appropriate steps to make such education accessible to all. This
constitutional provision serves as the overarching legal basis for DepED Order
No. 44, series of 2015, which aims to improve the quality of education in the
Philippines.

30
 The legal basis of DepED Order No. 44, series of 2015, is also found in the
Republic Act No. 9155, also known as the Governance of Basic Education Act
of 2001, which mandates the Department of Education (DepED) to improve the
quality of basic education in the Philippines. The Act requires the DepED to
develop a system of planning, programming, budgeting, monitoring, and
evaluating the implementation of basic education policies, programs, and
projects, which serves as the basis for the SIP process and SRC.

The DepED Order No. 44, series of 2015, is also in line with the K-12
Basic Education Program, as it aims to improve the quality of education and
prepare students for higher education and the workforce. The K-12 program,
which adds two more years to the basic education, makes it more important to
have a system of planning, programming, budgeting, monitoring, and evaluating
the implementation of basic education policies, programs, and projects.

Furthermore, DepED Order No. 44, series of 2015, is in line with the
Philippine Development Plan (PDP) 2017-2022, which aims to improve the
quality of education and ensure that graduates are equipped with the knowledge,
skills, and values needed for the 21st century.

What is School Improvement Plan?

A School Improvement Plan (SIP) is a document that outlines a school's

goals and strategies for improving student achievement and overall school
performance. It is typically developed by a school's administration and staff, in
collaboration with parents, students, and other stakeholders.
A SIP typically includes a detailed analysis of the school's current
performance, identification of areas in need of improvement, and specific goals
and action steps for addressing those areas. It is also a tool for monitoring and
evaluating the effectiveness of the school's efforts to improve student outcomes.
The SIP is a requirement for all public schools in the Philippines, and it is aligned
with the DepED's 10-Point Agenda.

What is an Enhanced School Improvement Plan (SIP)?

Enhanced School Improvement Plan (SIP) is an improvement initiative of

the Department of Education (DepEd) in Philippines. This initiative aims to
improve the quality of education by ensuring that schools have clear and
measurable goals and action plans, and that there is regular monitoring and
evaluation of progress towards these goals. The Enhanced SIP is a more
comprehensive and rigorous version of the regular SIP and it is aligned with the
K to 12 Basic Education Program and the DepED's 10-Point Agenda.

31
 The Enhanced SIP focuses on the school's 5 core areas: Curriculum and
Instruction, Learning Environment, Resource Management, Stakeholder
Engagement, and Leadership and Governance. It also includes a set of indicators
that measure the school's performance in these areas, and it requires schools to
establish a School-Based Management Team responsible for the implementation
of the SIP.

What are the steps in the Enhanced SIP cycle?

The Enhanced School Improvement Plan (SIP) cycle has several steps that
schools in the Philippines must follow to ensure that their plans are
comprehensive, measurable, and aligned with the K to 12 Basic Education
Program and the DepED's 10-Point Agenda.

1. Planning: Schools begin by identifying their strengths, weaknesses, and

areas for improvement. They also set clear and measurable goals and
objectives for the school year.

2. Implementation: Schools then develop action plans to achieve their goals

and objectives, and assign roles and responsibilities to school personnel.

3. Monitoring and Evaluation: Schools regularly monitor and evaluate the

progress of their action plans, and make adjustments as necessary.

4. Reporting: Schools prepare and submit reports on their progress to the

DepED, including the School Report Card (SRC), which is a summary of
the school's performance in various areas.

5. Reflecting and Improving: Schools reflect on their performance and use

the feedback from the DepED to improve their plans and strategies for the
next school year.

The enhanced SIP is a continuous process that requires regular review and
improvement. The goal of the enhanced SIP is to help schools improve their
performance, and to provide them with a framework for making data-driven
decisions that will lead to better outcomes for students.

What is a School Report Card (SRC)?

The School Report Card (SRC) is a document that provides a summary of

a school's performance based on specific indicators and standards set by the
Department of Education (DepEd). It is intended to provide information to the

32
school community, including students, parents, teachers, and the general public,
about the school's strengths and areas for improvement. The SRC includes
information on the school's enrollment, personnel, facilities, programs and
services, as well as the results of student achievement tests. It also includes a
summary of the school's performance in relation to the DepEd's performance
standards and targets.
The SRC is based on the data from the annual school performance
evaluation and is intended to be used as a tool for school planning and
improvement. The information provided in the SRC is intended to be used to
improve the quality of education by identifying areas of strength and areas that
need improvement, and to support informed decision-making by the school
community.

What are the steps in the creation of a School Report Card (SRC)?

The steps in the creation of a School Report Card (SRC) include:

1. Data collection: The school gathers data on various indicators such as

enrollment, personnel, facilities, programs and services, and results of
student achievement tests. This data is used to create the SRC.

2. Data analysis: The school analyzes the data collected and compares it to
the DepEd's performance standards and targets. This allows the school to
identify its strengths and areas for improvement.

3. Report preparation: The school prepares the SRC document, which

includes a summary of the school's performance based on the data collected
and analyzed.

4. Review and validation: The SRC is reviewed and validated by the

school's internal quality assurance team and the division office of the
DepEd.

5. Dissemination: The SRC is disseminated to the school community,

including students, parents, teachers, and the general public.

6. Action planning and Implementation: The school uses the information

provided in the SRC to create an action plan that addresses the areas of
improvement identified in the SRC. The school then implements the action
plan to improve the quality of education and student achievement.

33
 7. Monitoring and Evaluation: The school regularly monitors and evaluates
the progress of the action plan, makes adjustments as necessary and report
it to the DepEd.

What are the roles and responsibilities for different offices in relation to the
School Improvement Plan (SIP) and School Report Card (SRC)?

The Department of Education (DepEd) has designated specific roles and

responsibilities for different offices in relation to the School Improvement Plan
(SIP) and School Report Card (SRC).

1. Schools Division Office (SDO) - The SDO is responsible for providing

technical assistance to schools in the development and implementation of
their SIPs and SRCs. They also conduct monitoring and evaluation of the
SIPs and SRCs, and provide feedback to the schools.

2. Regional Office (RO) - The RO is responsible for providing guidance and

support to the SDOs in the implementation of SIPs and SRCs, and for
ensuring that the SIPs and SRCs are aligned with the regional development
plans.

3. Bureau of Learner Support Services (BLSS) - The BLSS is responsible

for developing and updating the SIP and SRC templates, and providing
training and technical assistance to schools and divisions on the use of the
templates.

4. Bureau of Curriculum Development (BCD) - The BCD is responsible

for providing support to schools in the development of their SIPs and
SRCs, particularly in relation to the curriculum.

5. Bureau of Human Resource and Development (BHRD) - The BHRD is

responsible for providing support to schools in the development of their
SIPs and SRCs, particularly in relation to human resource management.

6. Schools - The schools are responsible for developing and implementing

their own SIPs and SRCs, and for ensuring that their SIPs and SRCs are
aligned with the DepEd's policies and guidelines.

7. School Heads - The school heads are responsible for leading the
development and implementation of the SIPs and SRCs, and for ensuring
that all stakeholders are involved in the process.

34
 What are the guiding principles of the Enhanced SIP?

The Enhanced School Improvement Plan (SIP) is guided by the following

principles:

1. Learner-centered: The SIP is focused on the needs and well-being of the

learners, and aims to improve their learning outcomes and overall
development.

2. Evidence-based: The SIP is grounded in data, research, and best practices,

and is informed by the analysis of relevant information and feedback from
stakeholders.

3. Collaborative: The SIP involves the active participation and collaboration

of all stakeholders, including teachers, school heads, parents, and
community members.

4. Continuous improvement: The SIP is a cyclical process that involves

ongoing monitoring, evaluation, and improvement of the school's
performance and practices.

5. Alignment: The SIP is aligned with the DepEd's policies, standards, and
programs, as well as the school's vision, mission, and goals.

6. Inclusive: The SIP takes into account the diverse needs and perspectives
of all learners, and promotes inclusivity and equity in the school.

7. Ownership: The SIP is owned and driven by the school community, with
the school head as the leader and facilitator of the process.

8. Transparency and accountability: The SIP is characterized by

transparency and accountability, with regular reporting and
communication to all stakeholders.

9. Flexibility: The SIP allows for flexibility and adaptability to changing

conditions and contexts, while still being guided by the DepEd policies and
standards.

10.Professionalism: The SIP is based on the principles of professionalism,

ethical behavior, and commitment to excellence.

35
 What is strategic planning?

Strategic planning is a process of defining an organization's direction,

making decisions on allocating resources to pursue this direction and then
implementing plans to achieve the defined goals. It is a process of setting goals,
identifying and analyzing the resources available, and creating a plan of action to
achieve the desired objectives. It helps organizations to align their efforts and
resources to achieve long-term success by making sure that all members of the
organization understand the goals and objectives and are working towards
achieving them. It also includes regular monitoring and review of progress,
making adjustments as necessary to ensure that the organization remains on track
to achieve its goals.

What is meant by strategic planning in education?

Strategic planning in education involves the process of defining a school

or educational organization's direction, making decisions on allocating resources
to pursue this direction, and then implementing plans to achieve the defined goals.
It is a process that helps schools and educational organizations align their efforts
and resources to achieve long-term success. This process includes setting goals,
identifying and analyzing the resources available, creating a plan of action to
achieve the desired objectives and regularly monitoring and reviewing progress,
making adjustments as necessary to ensure that the school or educational
organization remains on track to achieve its goals.

In education, strategic planning is an essential process that helps schools

and educational organizations to identify their strengths and weaknesses, set
realistic goals and objectives, and develop plans and programs to achieve these
goals. It also helps to allocate resources effectively, identify and manage risks,
and evaluate progress. A well-designed strategic plan provides a framework for
decision-making and helps to ensure that the school or educational organization
is meeting the needs of its students, staff, and community.

What is the use of strategic planning in education sector?

Strategic planning in education is used to set long-term goals and

objectives for educational institutions, and to develop a plan to achieve those
goals. It involves identifying the current and future needs of the institution,
analyzing the resources available, and outlining a course of action to address any
deficiencies. The purpose of strategic planning in education is to ensure that the
institution is able to provide high-quality education to its students and meet the
needs of the community it serves. It also allows educational institutions to be

36
proactive in addressing potential challenges and opportunities, rather than
reactive. Additionally, it helps in allocating resources effectively, measuring
progress and performance, and ensuring accountability of the institution.

What are the concepts and characters of strategic planning?

The concepts and characteristics of strategic planning in the education sector

include:

1. Long-term focus: Strategic planning in education is focused on achieving

long-term goals and objectives, rather than short-term fixes.

2. Visionary: Strategic planning in education is visionary in nature, meaning

it sets a clear direction for the future and sets ambitious goals for the
organization.

3. Data-driven: Strategic planning in education is data-driven, meaning it is

based on evidence and research to support decision-making.

4. Collaborative: Strategic planning in education is a collaborative process

that involves different stakeholders, including educators, parents,
community members, and policymakers.

5. Flexible: Strategic planning in education is flexible, meaning it is

adaptable to changing circumstances and can be modified as needed.

6. Action-oriented: Strategic planning in education is action-oriented,

meaning it focuses on taking specific, measurable steps to achieve goals
and objectives.

7. Continuous: Strategic planning in education is a continuous process,

meaning it is regularly reviewed and updated to ensure it remains relevant
and effective.

What is Strategic Planning Approach?

A strategic planning approach is a method used to set goals and objectives

for an organization, and to develop a plan to achieve those goals. This approach
typically includes several key components:

37
 1. Environmental scan: This step involves analyzing external factors that may
impact the organization, such as changes in the economy, demographics,
or technology.

2. SWOT analysis: This step involves analyzing the organization's strengths,

weaknesses, opportunities, and threats (SWOT) in order to identify areas
for improvement.

3. Goal setting: This step involves identifying specific, measurable goals for
the organization to work towards.

4. Strategy development: This step involves developing a plan to achieve the

goals that have been set. This may include identifying specific actions and
resources needed to achieve the goals.

5. Implementation: This step involves putting the plan into action, including
assigning tasks and responsibilities to specific individuals or teams.

6. Evaluation and monitoring: This step involves regularly monitoring

progress towards the goals and making adjustments to the plan as needed.

In the education sector, strategic planning is used to set goals and

objectives for a school or school district, and to develop a plan to improve student
achievement and overall educational outcomes. The approach is similar to the one
used in other sectors, but with the added challenge of the complexity of the
educational system.

What is the difference between traditional planning and strategic planning?

Traditional planning, also known as "static planning," is a more reactive

approach to planning that focuses on short-term goals and solutions. It typically
involves creating a plan based on current conditions and then implementing that
plan without much flexibility or adaptation to changing circumstances.

On the other hand, strategic planning is a more proactive approach that

focuses on long-term goals and solutions. It involves analyzing current
conditions, identifying potential challenges and opportunities, and then creating
a plan that is flexible and adaptable to changing circumstances. Strategic planning
also involves ongoing monitoring and assessment to ensure that the plan is on
track and making progress towards achieving the desired goals. The concepts of
strategic planning focus on the future, is proactive and anticipatory, focus on
long-term goals, and adaptable to change.

38
 BASIC EDUCATION SCHOOL LEARNING CONTINUITY PLAN IN
THE LIGHT OF COVID 19 PANDEMIC
(from Deped Order no. 12, S. 2020)

The Basic Education School Learning Continuity Plan (BESLCP) is a

framework developed by the Department of Education (DepEd) in response to
the COVID-19 pandemic. This plan outlines the strategies and actions that the
department will take to ensure that learners continue to receive quality education
despite the disruptions caused by the pandemic.
DepEd Order No. 12, S. 2020, outlines the key features of the BESLCP,
which includes the use of various delivery modes such as blended learning,
distance learning, and community learning. This plan also emphasizes the
importance of utilizing technology and other forms of digital platforms to support
the delivery of lessons to students. Additionally, it also highlights the importance
of providing support services to students and teachers, such as the provision of
learning materials, training, and technical assistance.
The BESLCP also prioritizes the protection of the health and safety of
learners, teachers, and other school personnel by providing guidelines on physical
distancing, health protocols, and other safety measures. This plan also recognizes
the need to address the socio-economic challenges faced by students and their
families, and thus, it provides for the provision of assistance such as food and
other forms of support.
The BESLCP aims to ensure that learners continue to learn and progress
despite the challenges posed by the COVID-19 pandemic. It is a comprehensive
approach that takes into account the various needs of learners, teachers, and other
school personnel, and it is designed to support the continuity of learning in the
most effective and efficient manner possible.

What the Most Essential Learning Competencies (MELC’s) and what are its
focus?

The Most Essential Learning Competencies (MELCs) are a set of core

competencies that students are expected to learn during the school year despite
disruptions caused by the COVID-19 pandemic. These competencies are based
on the Department of Education's (DepEd) Basic Education Curriculum (BEC)
and are intended to ensure that students are able to continue learning and make
progress in their studies.
The MELCs focus on the most essential knowledge, skills, and values that
are critical for students to learn in order to be prepared for the next grade level or
for their future careers. DepEd Order No. 12, S. 2020 outlines the MELCs for all
grade levels and subjects, including languages, mathematics, science, and social
studies. The MELCs are intended to serve as a guide for teachers in developing

39
instructional materials and activities, and for parents in supporting their children's
learning at home.

What is Learning Development Modality (LDM?)

The Learning Delivery Modality (LDM) refers to the method or approach

used to deliver instruction and support student learning. The Department of
Education (DepEd) has identified several different LDMs that schools can use to
continue learning during the COVID-19 pandemic. These include:

1. Home-Based Learning: This approach involves students learning from

home through the use of self-learning modules and other instructional
materials.

2. Blended Learning: This approach combines both face-to-face and online

instruction, allowing students to learn from home as well as in school.

3. Online Learning: This approach uses technology and digital platforms to

deliver instruction and support student learning.

4. Television- and Radio-Based Instruction: This approach uses television

and radio broadcasts to deliver instruction to students.

5. Face-to-Face or In-School Learning: This approach involves students

returning to school and learning in-person with their teachers and
classmates.

6. Community Learning: This approach involves learners in the community

that are not able to access online or in-school learning and use the
community resources to learn.

Each school will have to select the most appropriate LDM based on their context,
resources, and capacities, and then develop a detailed plan of how to execute it.

What is Oplan Balik-Eskwela and what is its aim?

Oplan Balik Eskwela (OBE) is a program launched by the Department of

Education (DepEd) to prepare for the reopening of schools after a period of
closure or interruption due to a crisis or emergency, such as the COVID-19
pandemic. The program aims to ensure the safety, health, and well-being of
students, teachers, and other school personnel, as well as the continuity of
learning. It involves the implementation of various health and safety protocols,
the provision of necessary resources and materials, and the engagement of

40
different stakeholders in the planning and implementation of the program. The
OBE program also provides guidelines for the use of alternative learning delivery
modalities such as online and blended learning, to ensure that students can
continue to learn even if they are unable to physically attend school.

IV. RESEARCH AND INNOVATION

What is Research?

Research is a systematic and objective investigation or inquiry into a

specific subject or phenomenon, with the goal of discovering new information,
clarifying understanding, or testing hypotheses. It involves the collection and
analysis of data and often involves the use of scientific and/or statistical methods.
Research can be applied to various fields, including the natural sciences, social
sciences, humanities, and education.

What is the purpose of research in education?

The purpose of research in education is to generate new knowledge and

improve understanding of educational phenomena, and to inform and improve
educational practice, policies, and decision-making.
This includes investigating various aspects of education, such as learning
and development, teaching methods and strategies, assessment practices, and
educational technology, with the goal of promoting student success and
advancing the field of education. Research in education helps to identify best
practices, validate existing theories, and explore new and innovative approaches
to education.

How does educational research differ from other types of research?

Educational research is a specific type of research that focuses on

educational processes, outcomes, and policies. It is distinct from other types of
research in several ways:

Object of Study: Educational research focuses on the unique aspects of

education, including learning and development, teaching practices, and
educational policies.

Research Methods: Educational research often involves the use of

qualitative and quantitative research methods, as well as mixed-methods
approaches, to gain a comprehensive understanding of educational phenomena.

41
 Participants: Educational research typically involves the study of students,
teachers, and educational institutions, among others.

Goals: The goals of educational research are to improve student outcomes,

advance the field of education, and inform education policies and practices.

Context: Educational research takes place within the context of the larger
educational system, which includes the cultural, social, and political forces that
influence education.

Educational research is unique in its focus, methods, participants, goals,

and context, and is designed to address specific questions and challenges in the
field of education.

What is DepEd Order No. 43, s. 2015 and what are the revised guidelines
for the Basic Education Research Fund outlined in it?

Department of Education (DepEd) Order No. 43, s. 2015 provides revised

guidelines for the Basic Education Research Fund (BERF) in the Philippines. The
purpose of the BERF is to support research and development initiatives aimed at
improving the quality of basic education in the country.

The guidelines provided in DepEd Order No. 43, s. 2015 outline the
eligibility criteria, funding mechanisms, and administrative processes for
accessing the BERF. It also establishes the roles and responsibilities of various
stakeholders, such as DepEd central and field offices, research institutions, and
funding agencies.

The BERF is intended to support research projects in a wide range of areas,

including but not limited to curriculum and instruction, assessment, technology
integration, and teacher education. The guidelines also provide for a transparent
and competitive application and review process, with proposals being evaluated
based on their relevance, feasibility, and potential impact on the quality of basic
education.

What is the Basic Education Research Fund (BERF) and what is its goal
in promoting educational research in the Philippines?

The Basic Education Research Fund (BERF) is a government-led

initiative in the Philippines aimed at promoting and supporting research in basic
education. It is administered by the Department of Education (DepEd) and is
funded by the Philippine government.

42
 The main goal of the BERF is to provide funding and support for
educational research projects that can improve the quality of basic education in
the country. This can include projects that focus on various aspects of education,
such as curriculum and instruction, assessment, technology integration, and
teacher education.

BERF funds can be used to support a wide range of research activities,

including data collection, data analysis, and dissemination of research findings.
Researchers can apply for funding by submitting a research proposal that outlines
their research question, methodology, and expected outcomes.

The BERF provides an important opportunity for educators and researchers

to pursue high-quality research that can contribute to the advancement of basic
education in the Philippines. By providing funding and support for research, the
BERF helps to promote a culture of evidence-based practice in education and to
inform policies and practices that can improve student outcomes.

In conclusion, the BERF is a key initiative in promoting and supporting

educational research in the Philippines. It provides funding and support for
research projects that can improve the quality of basic education and contribute
to the advancement of the field of education.

What is an Action Research?

Action research is a type of research in which practitioners (such as

teachers, administrators, or community members) actively participate in the
research process in order to address a specific problem or challenge in their
practice. The goal of action research is to generate new knowledge and
understanding that can inform and improve the practitioners' practice.

Action research is typically conducted in real-world settings, such as

schools or community organizations, and involves collecting and analyzing data
to gain insights into the problem or challenge being studied. The data can be
collected through various methods, including observations, surveys, interviews,
and analysis of existing data.

Action research is an iterative process, meaning that the practitioners use

the results of their research to inform and improve their practice, and then repeat
the process to further refine their understanding of the issue. This cycle of inquiry
and action helps practitioners to develop and implement solutions to real-world
problems in their practice.

43
 What is action research in education and how does it differ from
traditional educational research methods?

Action research in education is a type of research in which practitioners,

such as teachers, administrators, or community members, actively participate in
the research process in order to address a specific problem or challenge in their
practice. The goal of action research is to generate new knowledge and
understanding that can inform and improve the practitioners' practice.

Traditional educational research methods, on the other hand, are

typically conducted by academic researchers or external experts and may not
involve practitioners as active participants in the research process. The goal of
traditional educational research is to generate new knowledge and understanding
about a particular issue, but the findings may not be immediately relevant or
actionable for practitioners in the field.

One of the key differences between action research and traditional

educational research is the level of practitioner involvement in the research
process. In action research, practitioners are not simply the subjects of the
research, but they are also actively involved in collecting and analyzing data and
making decisions about how to use the results to improve their practice.

Another key difference is the focus of the research. Action research is

focused on addressing specific problems or challenges in the practitioners' work,
while traditional educational research may focus on more general or theoretical
questions about education.

Action research in education provides a way for practitioners to engage in

research that is practical, relevant, and responsive to the needs and challenges
they face in their work. It differs from traditional educational research methods
in its focus, level of practitioner involvement, and goal of improving practice.

What is the goal of action research in the classroom and how can it be
used to inform and improve teaching practice?

The goal of action research in the classroom is to generate new knowledge

and understanding that can inform and improve the teacher's practice. Action
research provides a way for teachers to engage in a cycle of inquiry and action in
order to identify and solve problems or challenges in their practice.

Through action research, teachers can collect and analyze data about their
students, their teaching practices, and the impact of their teaching on student

44
learning. This data can help teachers to identify areas for improvement and to
develop and implement solutions to enhance their teaching practices.

Action research can be used to inform and improve teaching practice in

several ways:

Improving student learning: By gathering data on student learning,

teachers can identify areas where students are struggling and develop strategies
to support their learning.

Enhancing teaching practices: Action research allows teachers to reflect

on their teaching practices and identify areas for improvement. This can lead to
the development of more effective teaching strategies and the use of new
instructional techniques.

Building teacher expertise: Engaging in action research helps teachers to

develop their research skills, increase their understanding of their teaching
practice, and become more confident in their abilities as educators.

Creating a culture of evidence-based practice: By using data to inform

and improve their practice, teachers can create a culture of evidence-based
practice in the classroom.

What is the action research cycle and what are its key steps in conducting
educational research to improve teaching practice?

The action research cycle refers to the steps involved in conducting action
research. Action research is an iterative process in which the researcher actively
participates in the research process in order to address a specific problem or
challenge in their practice. The action research cycle typically involves the
following steps:

Identifying the problem or challenge: The first step in the action research
cycle is to identify the problem or challenge that the researcher wants to address.
This involves defining the issue, examining relevant literature, and gathering
information about the context in which the problem is occurring.

This first step involves defining the issue, examining relevant literature,
and gathering information about the context in which the problem is occurring.

For example, a teacher may observe that a significant number of students

in their class are struggling with a particular topic. In order to address this
problem, the teacher would begin by defining the problem more clearly (e.g.

45
students are struggling with understanding fractions). They would then review
relevant literature to gain a deeper understanding of the problem and gather
information about the context in which it is occurring (e.g. what instructional
approaches have been used, what prior knowledge and experiences the students
bring to the topic).

The teacher would then use this information to identify possible causes of
the problem and to develop a plan for addressing it through their action research.
This may involve collecting additional data, such as student work samples or
survey data, to gain a more complete understanding of the problem and to help
inform their decision-making.

Planning the research: Once the problem has been identified, the
researcher develops a plan for conducting the research. This may involve defining
the research questions, selecting the data collection methods, and determining the
data analysis techniques to be used.

For example, the teacher who observed that students were struggling with
understanding fractions would define their research question as follows: "What
instructional strategies can be used to improve student understanding of
fractions?" Based on this research question, the teacher would then determine the
data collection methods that would best allow them to answer the question (e.g.
observations, student work samples, surveys, or interviews with students).

The teacher would also determine the data analysis techniques to be used
(e.g. content analysis, statistical analysis, or qualitative analysis) in order to gain
insights into the problem and to inform their decision-making. They would then
develop a plan for conducting the research, including a timeline for data
collection, data analysis, and implementation of new strategies.

This step of the action research cycle is critical because it lays the
foundation for the entire process and helps ensure that the research is well-
designed and well-structured. By carefully planning the research, the researcher
can ensure that the data collected and analyzed will be of high quality and that
the results will be meaningful and actionable.

Collecting and analyzing data: The researcher then collects and analyzes
data related to the problem or challenge. This may involve collecting data through
observations, surveys, interviews, or existing data analysis. The data are then
analyzed in order to gain insights into the problem or challenge being studied.

For example, the teacher who is researching ways to improve student

understanding of fractions would conduct the research by implementing the

46
instructional strategies they have chosen and collecting data on student
understanding and engagement. This could involve observing students as they
work through fraction problems, collecting student work samples, or
administering surveys to gather student perceptions about their learning.

It is important for the researcher to be systematic in collecting data and to

ensure that the data is of high quality. Data collection should be consistent,
reliable, and valid in order to ensure that the results are meaningful and can be
used to inform decision-making.

Analyzing the data:

Once the data has been collected, the researcher analyzes it in order to gain
insights into the problem and to inform decision-making. This may involve
summarizing the data, identifying patterns and relationships, and drawing
conclusions about the problem and its causes.

For example, the teacher who conducted the research on student

understanding of fractions would analyze the data to gain insights into student
understanding, the effectiveness of the instructional strategies used, and the
factors that influenced student learning. They would then use these insights to
inform their decision-making and to develop recommendations for future
practice.

It is important to ensure that the data is analyzed in a rigorous and

systematic manner, using appropriate methods and techniques that are
appropriate for the type of data collected. The results of the data analysis should
be reliable, valid, and meaningful in order to be useful in informing decision-
making.

Taking action: Based on the insights gained from the data analysis, the
researcher takes action to address the problem or challenge. This may involve
making changes to the practice, implementing new strategies, or developing new
programs or policies.

In this step, the researcher uses the findings from the data analysis to take
action and make changes to improve the situation. This may involve revising the
instructional strategies used, modifying the curriculum, or making other changes
to the learning environment.

For example, the teacher who conducted the research on student

understanding of fractions might use the findings to revise their instructional

47
strategies. If they found that students struggled with visualizing fractions, they
might revise their teaching approach to include more visual aids, hands-on
activities, or real-life examples.

It is important to ensure that the changes made are based on the findings of
the research and that they are well-informed and evidence-based. By making
changes based on the findings, the researcher can ensure that they are taking
effective steps to improve the situation and that they are making progress towards
their goal.

Evaluating the results: The researcher then evaluates the results of the
action taken and considers the impact of the changes on the problem or challenge.
This may involve collecting additional data, reflecting on the experience, or
engaging in further analysis.

In this step, the researcher evaluates the outcomes of the changes made and
determines whether the goals of the research have been met. This may involve
collecting additional data, monitoring student progress, or conducting further
analysis.

For example, the teacher who revised their instructional strategies for
teaching fractions would evaluate the outcomes by monitoring student progress,
administering assessments, or collecting student work samples. If they found that
the changes made resulted in improved student understanding, they would
consider the research to be successful. If they found that the changes made were
not effective, they would use the findings to inform further action and continue
the cycle of research and improvement.

It is important to ensure that the outcomes are evaluated in a rigorous and

systematic manner, using appropriate methods and techniques. The results of the
evaluation should be reliable, valid, and meaningful in order to inform further
action and to ensure that the research cycle is a continuous process of
improvement.

Sharing the findings. In this step, the researcher shares the findings of the
research with others, including colleagues, school administrators, policymakers,
and the wider educational community. This can be done through presentations at
conferences, publication in academic journals, or sharing with other teachers and
educational practitioners.

For example, the teacher who conducted the research on student

understanding of fractions might share their findings through presentations at
conferences, workshops for other teachers, or by publishing an article in an

48
academic journal. By sharing their findings, they can help to contribute to the
wider body of knowledge in the field, inform the practice of other teachers and
practitioners, and influence policy and decision-making at the local, state, or
national level.

It is important to ensure that the findings are shared in a transparent and

ethical manner, respecting the privacy and confidentiality of students and other
participants. Sharing the findings can also help to promote a culture of inquiry
and continuous improvement, and can encourage others to engage in research and
improvement activities of their own.

What is Innovation and why is it important?

Innovation refers to the process of creating, developing, and implementing

new ideas, products, services, or methods to improve existing systems and solve
problems. It involves taking risks, exploring new possibilities, and making
change happen. Innovation can involve technological advances, new business
models, or new approaches to social and cultural challenges. The goal of
innovation is to drive progress and improve outcomes, whether it be in business,
technology, or other fields, including education.

What is the right mindset for innovation?

The right mindset for innovation involves a combination of several key

attitudes and behaviors, including:

Open-mindedness: Being open to new ideas and perspectives, and being

willing to consider alternative approaches to problems.

Curiosity: Having a strong desire to learn and understand new things, and
being willing to ask questions and seek out new information.

Creativity: Having the ability to generate new and original ideas, and to
think outside the box.

Flexibility: Being adaptable and open to change, and being willing to pivot
and try new approaches when needed.

Risk-taking: Being willing to take calculated risks and embrace

uncertainty in pursuit of new ideas and possibilities.

Collaboration: Being able to work effectively with others, including

diverse groups of people with different perspectives and backgrounds.

49
 Persistence: Being persistent and persistent in the face of challenges and
obstacles, and being willing to keep working towards a goal, even in the face of
setbacks.

Having these attitudes and behaviors can help individuals and

organizations to be more innovative and creative, and to drive progress and
improve outcomes.

What role does innovation play in education and why is it important for
schools and teachers to embrace it?

Innovation plays a critical role in education as it helps schools and teachers

to improve teaching and learning outcomes, stay relevant, and respond to
changing student needs and expectations.

Innovation in education can take many forms, such as new teaching

methodologies, innovative uses of technology, and creative approaches to
curriculum design. It allows schools and teachers to adapt to the changing needs
and expectations of students, and to provide more personalized and engaging
learning experiences.

Embracing innovation is important for schools and teachers because it can

help to:

Enhance student engagement: Innovative approaches to teaching can

help to make learning more interactive, relevant, and meaningful for students.

Improve student outcomes: By incorporating innovative teaching

methods and technologies, teachers can better support student learning and
success.

Stay relevant: Education is constantly evolving, and by embracing

innovation, schools and teachers can stay up-to-date and relevant in a rapidly
changing landscape.

Foster a culture of creativity and critical thinking: Innovation

encourages students to think creatively, take risks, and challenge conventional
thinking, which can help to foster a culture of creativity and critical thinking.

50
 How has technology impacted innovation in education and how can
educators use technology to support innovative teaching and learning practices?

Technology has greatly impacted innovation in education, providing new

and more efficient ways of teaching and learning. The integration of technology
into education has opened up new opportunities for creativity, collaboration, and
engagement in the classroom.

Educators can use technology to support innovative teaching and learning

practices in several ways:

Personalized learning: Technology can be used to deliver personalized

learning experiences tailored to individual student needs and abilities.

Collaborative learning: Technology can facilitate collaboration and

teamwork among students, allowing them to work together on projects, share
ideas, and provide feedback to one another.

Engaging multimedia: Technology provides access to engaging

multimedia content, such as videos, animations, and simulations, which can help
to make learning more interactive and engaging.

Real-time assessment: Technology can be used to assess student learning

in real-time, providing teachers with immediate feedback on student
understanding and helping to inform instruction.

Remote learning: Technology can be used to support remote learning,

allowing students to access learning materials and resources from anywhere, at
any time.

Gamification: Technology can be used to create game-based learning

experiences, which can make learning more engaging and enjoyable for students.

What are some examples of innovative education practices or programs in

DepEd that have been successful in improving student outcomes?

Here are some examples of innovative education practices or programs

implemented by the Department of Education (DepEd) that have been successful
in improving student outcomes:

K to 12 Program: This program aimed to improve the quality of basic

education in the Philippines by expanding the number of years in the basic

51
education cycle from 10 to 12. The program also introduced new and relevant
curriculum to prepare students for college and the workforce.

Alternative Learning System (ALS): This program provides out-of-

school youth and adult learners with access to formal education through
innovative teaching methods and flexible scheduling.

Edukasyon.ph: This is an online platform that provides students, teachers,

and parents with access to information and resources on education, including
college and scholarship opportunities, career advice, and study guides.

Brigada Eskwela: This is an annual volunteer event in which communities

and stakeholders come together to clean and repair schools, improving the
learning environment for students.

The Disaster Risk Reduction and Management (DRRM) Program:

This program trains teachers and students on disaster preparedness, response, and
recovery, aiming to keep schools and communities safe and resilient in the face
of natural disasters.

e-Classroom Program: This program provides schools with access to

technology, such as computers and projectors, to support the integration of
technology into teaching and learning.

What are the benefits of innovation in education and how can it support
student success and well-being?

Innovation in education can bring a range of benefits to support student

success and well-being. Here are some of the key benefits:

Improved Learning Outcomes: Innovation in education can lead to more

effective teaching methods and resources that can enhance student engagement,
motivation, and learning outcomes.

Personalized Learning: Innovation can enable educators to personalize

learning experiences to meet the unique needs and interests of each student.

Preparing Students for the Future: By embracing innovation, educators

can prepare students for success in a rapidly changing world by teaching them the
skills they need to succeed in the digital age.

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 Enhancing Student Engagement: Innovation can create a more engaging
and dynamic learning environment that can keep students motivated and
interested in learning.

Promoting Creativity and Critical Thinking: Innovation can encourage

students to think creatively and critically, helping them to develop problem-
solving and critical thinking skills that are valuable in all areas of life.

Supporting Student Well-being: Innovation in education can create a

more supportive and inclusive learning environment that promotes student well-
being and helps to reduce stress and anxiety.

By embracing innovation, educators can create a more effective and

engaging learning environment that supports student success and well-being. This
can help students to develop the skills and confidence they need to thrive in the
21st century.

What is benchmarking?

Benchmarking is the process of comparing one's own performance to that

of others in order to determine areas for improvement. It's important because it
provides valuable information that can be used to:

Identify strengths and weaknesses: By comparing against others,

organizations can determine where they excel and where they need to improve.

Drive innovation: Seeing what others are doing well can spark new ideas
and inspire organizations to try new things.

Set goals: Benchmarking can provide a baseline against which progress

can be measured, helping organizations set and achieve goals.

Improve performance: By understanding the best practices of others,

organizations can make changes that lead to improved performance.

Foster collaboration: Benchmarking can bring organizations together to

share information and learn from each other.

What is the purpose of benchmarking in education?

The purpose of benchmarking in education is to evaluate educational

institutions, programs, or systems by comparing their performance to established

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standards or best practices, in order to identify areas for improvement and
facilitate continuous quality improvement.

How can benchmarking be used to improve student learning outcomes?

Benchmarking in education can be used to improve student learning

outcomes by providing insight into areas where improvement is needed and by
enabling institutions, programs, or systems to identify and adopt best practices.
This can involve comparing academic performance data, instructional strategies,
or resource allocation, among other factors. The goal is to use data to drive
evidence-based decision-making that leads to increased student achievement.

What are the common measures used in educational benchmarking?

Common measures used in educational benchmarking include academic

performance data (e.g. test scores, graduation rates), program outcomes (e.g.
college enrollment, job placement), resource allocation (e.g. funding, teacher-
student ratios), and student demographics (e.g. race, socio-economic status).
Other measures may include factors such as school climate, instructional quality,
and technology integration. The specific measures used will depend on the goals
and context of the benchmarking effort.

How can benchmarking help identify areas for improvement in the

education system?

Benchmarking in education can help identify areas for improvement in the

education system by providing a comparative analysis of performance data and
best practices. This can highlight strengths and weaknesses, and help educational
institutions, programs, or systems to prioritize areas for improvement and allocate
resources more effectively.
Benchmarking can also provide insight into the effectiveness of current
policies and practices, and inform the development of new policies and practices
that better support student learning.

How can benchmarking help schools to set and track progress towards
academic goals?

Benchmarking can help schools set and track progress towards academic
goals by providing a baseline of performance data and by allowing schools to
compare their performance to established standards or best practices. This
information can be used to identify areas for improvement, set achievable and
realistic goals, and track progress towards those goals over time.

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 Additionally, benchmarking can help schools to identify the most effective
practices for supporting student learning and to allocate resources in a way that
supports academic achievement.

What are the challenges in implementing benchmarking in education, and

how can they be addressed?

Challenges in implementing benchmarking in education include:

Data availability and accuracy: Access to high-quality data is essential

for effective benchmarking, and ensuring the accuracy and reliability of that data
can be a challenge.

Standardization of measures: There may be variations in the way data is

collected and reported, which can make it difficult to compare results across
different schools or systems.

Resources and time: Implementing a benchmarking program requires a

significant investment of resources and time, including staff time and funding for
data collection and analysis.

Resistance to change: Benchmarking results may reveal areas for

improvement that some stakeholders may be resistant to addressing.

Cultural and systemic barriers: Benchmarking may also reveal

disparities in resources and opportunities that are rooted in systemic or cultural
barriers, which can be difficult to address.

Addressing these challenges may involve building strong partnerships

between schools and other stakeholders, investing in data infrastructure, and
developing effective communication and change management strategies.

What role do teachers, administrators, and policymakers play in

educational benchmarking?

Teachers, administrators, and policymakers each play a critical role in

educational benchmarking:

Teachers: Teachers play a key role in providing the data that is used in
benchmarking, including student performance data, feedback on instructional
practices, and information about school culture and climate.

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 Administrators: Administrators are responsible for leading benchmarking
efforts and for using benchmarking data to drive continuous improvement. They
are also responsible for communicating benchmarking results to stakeholders and
for working with teachers and policymakers to develop and implement strategies
to improve student learning outcomes.

Policymakers: Policymakers play a critical role in shaping the policy and

funding frameworks that support educational benchmarking and in ensuring that
benchmarking data is used to inform policy decisions. They also play a role in
promoting the use of benchmarking data to drive continuous improvement at the
institutional, program, and system levels.

Each of these groups must work together to ensure that educational

benchmarking is used effectively to support student learning and to drive
continuous improvement in the education system.

What are the different types of benchmarking?

There are several types of benchmarking, including:

Internal benchmarking: Comparing the performance of different

departments, units, or processes within an organization to identify areas for
improvement and allocate resources more effectively.

Competitive benchmarking: Comparing the performance of an

organization to its direct competitors in order to identify strengths and
weaknesses and to inform strategy development.

Functional benchmarking: Comparing the performance of an

organization in a specific functional area (e.g. finance, operations, marketing) to
best-in-class organizations in order to identify and adopt best practices.

Industry benchmarking: Comparing the performance of an organization

to the average performance of organizations in the same industry in order to
identify opportunities for improvement and to measure performance against
industry standards.

Outcome benchmarking: Comparing the results or outcomes of an

organization's products, services, or processes in order to assess their
effectiveness and identify opportunities for improvement.

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 Process benchmarking: Comparing the processes and procedures used by
an organization to those used by leading organizations in order to identify and
adopt best practices.

What are the seven (7) steps to benchmarking?

It's important to have a systematic and structured approach to

benchmarking, as well as clear and effective communication and change
management strategies, in order to ensure that benchmarking efforts are
successful and lead to meaningful improvements.

The steps to benchmarking typically include:

Define the objective: Clearly define the purpose of the benchmarking

exercise, including the areas of performance that you want to measure and the
goals you hope to achieve.

Identify the benchmarks: Determine the organizations, programs, or

processes that you will use as benchmarks, based on your objective and the
criteria you have established.

Collect data: Gather data on your organization and on the benchmark

organizations or processes, using a combination of internal data and external data
sources.

Analyze the data: Analyze the data to identify areas for improvement and
to determine the relative performance of your organization and the benchmark
organizations or processes.

Develop recommendations: Develop recommendations for improvement

based on the results of your analysis, taking into account the unique
circumstances of your organization.

Implement the changes: Implement the recommended changes and track

progress over time to ensure that your benchmarking efforts are having the
desired impact.

Continuously monitor and refine: Continuously monitor your

performance and refine your benchmarking process to ensure that it remains
relevant and effective over time.

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 What are some common myths and realities about benchmarking?

Myths about benchmarking:

Benchmarking is only for large organizations: Benchmarking can be

applied to organizations of any size, and can be used to drive continuous
improvement and support decision-making.

Benchmarking is only about copying others: Benchmarking is not just

about copying what others are doing, but rather about identifying and adopting
best practices that are relevant to your organization and its specific circumstances.

Benchmarking is a one-time exercise: Benchmarking is an ongoing

process that should be continuously monitored and refined over time, as the
circumstances and needs of organizations change.

Reality of benchmarking:

Benchmarking requires a systematic approach: Benchmarking requires

a systematic and structured approach, including clearly defined objectives,
thorough data collection, effective data analysis, and ongoing monitoring and
refinement.

Benchmarking requires effective communication and change

management: In order to be effective, benchmarking requires effective
communication and change management strategies, including clear and
transparent reporting, and the alignment of organizational goals and objectives.

Benchmarking can drive continuous improvement: When done

effectively, benchmarking can drive continuous improvement by providing
valuable insights into organizational performance, identifying areas for
improvement, and supporting decision-making.

By understanding the realities of benchmarking, organizations can more

effectively leverage benchmarking as a tool for driving continuous improvement
and supporting decision-making.

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 V. PROGRAM DESIGN AND IMPLEMENTATION

The purpose of the education policy development programs of the

Department of Education (DepEd) in the Philippines is to improve the quality of
education and support student learning and development. These programs aim to:

Increase access to quality basic education: Through programs such as

the K to 12 program and the Alternative Learning System (ALS), the DepEd seeks
to increase access to quality basic education for all students, including out-of-
school youth and adults.

Empower schools and communities: The School-Based Management

(SBM) program aims to empower schools and communities to take an active role
in the management and development of their schools, thereby increasing
accountability and improving the quality of education.

Improve teacher quality: The Teacher Professional Development (TPD)

program aims to provide teachers with opportunities for continuous professional
development in order to improve their knowledge, skills, and practice.

Implement reforms and initiatives: The Basic Education Sector Reform

Agenda (BESRA) aims to implement a range of reforms and initiatives aimed at
improving the quality of basic education in the Philippines, including the K to 12
program, SBM, and TPD.

By pursuing these goals, the DepEd's education policy development

programs aim to support student learning and development and improve the
quality of education in the Philippines.

What is Program Design?

Program Design refers to the process of developing educational programs

that meet the needs of students and are aligned with the goals and objectives of
the department. The DepEd's program design process involves the following
steps:

1. Needs Assessment: This step involves identifying the educational needs

of students and determining the resources required to meet those needs.

2. Goal Setting: Based on the needs assessment, the department sets specific
goals and objectives for the program.

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 3. Curriculum Development: The department designs a curriculum that
aligns with the goals and objectives of the program.

4. Instructional Design: This step involves developing instructional

materials and strategies that support the curriculum and meet the needs of
the students.

5. Program Implementation: The department implements the program,

which may involve providing training for teachers and administrators and
ensuring that the necessary resources are available.

6. Monitoring and Evaluation: The department monitors and evaluates the

program to ensure that it is meeting the goals and objectives that were set,
and to identify areas for improvement.

Program Design is an essential aspect of the DepEd's mission to provide

quality education to all Filipino students. By designing programs that are tailored
to the needs of students and are aligned with the department's goals and
objectives, the DepEd aims to improve the quality of education and ensure that
all students have access to the knowledge and skills they need to succeed.

When do we need program designs?

Program design is needed when there is a need to create or improve a

program that will help achieve specific goals or objectives. Some common
situations where program design is necessary include:

1. Starting a new program: When a new initiative is being launched,

program design is required to develop a plan that outlines the program's
goals, objectives, activities, and expected outcomes.

2. Improving an existing program: When an existing program is not

achieving the desired outcomes, program design is necessary to identify
the weaknesses in the program and develop strategies to address them.

3. Responding to a new need: When a new need arises, such as the need to
address a particular issue or provide new opportunities, program design is
necessary to create a new initiative that will meet that need.

4. Seeking funding: When seeking funding from external sources, program

design is required to provide a clear plan for how the funds will be used
and the expected outcomes.

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 In summary, program design is essential whenever there is a need to create,
improve, or evaluate a program to achieve specific goals or objectives.

What are the guiding principles of program designing?

The guiding principles of program designing vary depending on the

specific context and goals of the program. However, some commonly recognized
guiding principles of program designing include:

1. Needs assessment: The program design should be based on a thorough

needs assessment that identifies the target population's needs, assets, and
resources.

2. Clarity of purpose and goals: The program design should have a clear
purpose and well-defined goals and objectives that are specific,
measurable, achievable, relevant, and time-bound (SMART).

3. Evidence-based approach: The program design should be based on

evidence-based practices and strategies that have been proven to be
effective in achieving similar goals and objectives.

4. Stakeholder involvement: The program design should involve

stakeholders, including program beneficiaries, program staff, partners, and
community members, in the design and implementation process to ensure
that their needs and perspectives are incorporated into the program.

5. Equity and inclusiveness: The program design should promote equity and
inclusiveness by addressing the needs and barriers faced by disadvantaged
and marginalized groups and ensuring that they have equal access to
program resources and services.

6. Sustainability: The program design should incorporate strategies to ensure

the program's long-term sustainability, including identifying and
mobilizing resources, building partnerships, and developing plans for
program continuation and scaling-up.

7. Monitoring and evaluation: The program design should include clear

plans for monitoring and evaluating program implementation and impact
to assess the program's effectiveness and make necessary adjustments.

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 What are the steps in reviewing existing Program Designs?

The steps in reviewing existing program designs may vary depending on

the specific context and goals of the program. However, some common steps that
can be followed include:

1. Gather program documentation: Collect all program documentation,

including program plans, reports, evaluations, and feedback from
stakeholders.

2. Conduct a needs assessment: Review the program's needs assessment to

determine whether it accurately reflects the target population's needs and
whether any new needs have emerged since the program's inception.

3. Review program goals and objectives: Review the program's goals and
objectives to determine whether they are specific, measurable, achievable,
relevant, and time-bound (SMART) and whether they align with the
program's purpose and target population's needs.

4. Evaluate program activities: Evaluate the program's activities to

determine whether they are aligned with the program's goals and
objectives, evidence-based, and appropriate for the target population's
needs.

5. Assess program outcomes: Assess the program's outcomes to determine

whether they are measurable, relevant, and indicative of program success.

6. Identify program strengths and weaknesses: Identify program strengths

and weaknesses based on the evidence gathered, including successes and
challenges experienced by stakeholders.

7. Develop recommendations: Develop recommendations for improving the

program, addressing weaknesses, and building on strengths.

8. Create an action plan: Create an action plan that outlines the steps needed
to implement the recommendations and improve the program.

9. Implement changes: Implement changes based on the action plan and

monitor the program's progress to determine whether the changes are
effective.

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 What are the major components of the program delivery modes?

The major components of the program delivery modes of Formal Face-to-

Face (F3) Training and Job-Embedded Learning are:

1. Formal Face-to-Face (F3) Training:

• Content: Formal Face-to-Face (F3) training involves structured content

delivery to learners in a classroom or training environment. This content is
designed to meet specific learning objectives and may include lectures,
presentations, demonstrations, and activities.
• Instructor: The instructor is a subject matter expert who delivers the
training content and provides guidance and feedback to learners.
• Learners: The learners are the participants in the training who receive the
instruction and participate in activities and discussions.
• Assessment: Assessment is a key component of Formal Face-to-Face (F3)
training and involves evaluating learners' understanding of the content and
their ability to apply it.
• Resources: Resources such as textbooks, handouts, and multimedia
materials are typically provided to support learners' understanding of the
content.

2. Job-Embedded Learning (JEL)

• Context: Job-Embedded Learning involves learning within the context of

a learner's job or work environment. This type of learning is designed to
address specific work-related challenges and to improve job performance.
• Application: Job-Embedded Learning focuses on applying knowledge and
skills directly to the learner's job, so that they can immediately see the
benefits of their learning.
• Mentors or coaches: Mentors or coaches are often used to support learners
in Job-Embedded Learning. These mentors or coaches may be supervisors,
colleagues, or subject matter experts who provide guidance and feedback
on the learners' learning progress and job performance.
• Collaborative learning: Job-Embedded Learning often involves
collaboration with other learners, supervisors, or subject matter experts to
solve work-related problems and to share best practices.
• Reflection: Reflection is a key component of Job-Embedded Learning and
involves learners reflecting on their learning and job performance to
identify areas for improvement.

The major components of Formal Face-to-Face (F3) Training and Job-

Embedded Learning (JEL) are different but complementary. Formal Face-to-Face

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(F3) Training emphasizes structured content delivery, assessment, and instruction
from an expert instructor, while Job-Embedded Learning emphasizes learning
within the context of the learner's job, application, collaboration, and reflection.

What are the different Basic Education Inputs Program of the Department
of Education?

I. Basic Education Inputs Program

A. Basic Education Facilities (BEF) Program

The Basic Education Facilities (BEF) program is a component of the

Department of Education (DepEd) in the Philippines aimed at improving the
physical facilities of schools in order to support student learning and
development. The BEF program provides funding for the construction and repair
of classrooms, toilets, water and sanitation facilities, and other school buildings.

The purpose of the BEF program is to ensure that all students have access
to safe, clean, and comfortable learning environments that are conducive to
student learning and development. This is particularly important in rural and
remote areas, where many schools may not have adequate facilities to support
student learning.

The BEF program is implemented through partnerships between the

DepEd and local government units, communities, and other stakeholders. In many
cases, the construction and repair of school facilities is carried out through the
participation of the community, who contribute labor and materials in order to
help build or repair the school buildings.

The BEF program is an important component of the DepEd's efforts to

improve the quality of education in the Philippines, as it helps to provide students
with the physical facilities they need in order to succeed in school and develop
the skills and knowledge they need for the future.

B. Textbooks and Other Instructional Materials

The Textbooks and Instructional Materials (TIM) program is a

component of the Department of Education (DepEd) in the Philippines aimed at
providing students with access to high-quality learning materials that support
their academic development.

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 The purpose of the TIM program is to ensure that all students have access
to the resources they need to succeed in school, including textbooks and other
instructional materials that are aligned with the curriculum and aligned with the
learning needs of students. This includes providing textbooks and other
instructional materials that are culturally appropriate, accurate, and up-to-date,
and that meet the needs of students with diverse backgrounds and learning needs.

The TIM program is implemented through partnerships between the

DepEd and other stakeholders, including local government units, non-
government organizations, and the private sector. These partners work together
to provide resources, support, and services to schools and students, and to ensure
that all students have access to the materials they need to succeed in school.

C. Computerization Program

The Department of Education (DepEd) Computerization Program is a

government initiative aimed at improving the quality of education in the
Philippines through the integration of technology in teaching and learning.

The purpose of the DepEd computerization program is to provide students,

teachers, and schools with access to technology and digital resources that can
enhance teaching and learning and improve educational outcomes. This includes
providing computer equipment, software, internet access, and technical support
to schools, as well as training and capacity-building opportunities for teachers
and students.

The DepEd computerization program is implemented through partnerships

between the DepEd and other stakeholders, including local government units,
non-government organizations, and the private sector. These partners work
together to provide resources, support, and services to schools and students, and
to ensure that all students have access to the technology they need to learn.

D. Learning Tools and Equipment – Science and Math

The Department of Education (DepEd) Learning Tools and

Equipment – Science and Math (LTE-SME) Program is an initiative aimed at
enhancing the quality of science and mathematics education in the Philippines.
The program provides students with access to hands-on, interactive learning tools
and equipment that help them to better understand and apply scientific and
mathematical concepts.

The LTE-SME program is designed to support students in developing the

skills, knowledge, and understanding they need to succeed in science and

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mathematics courses, and to encourage their interest and engagement in these
subjects. This is achieved by providing schools with science and mathematics
equipment and materials, such as laboratory equipment, mathematical
manipulatives, and interactive multimedia tools.

The DepEd works with a range of stakeholders, including local

government units, non-government organizations, and the private sector, to
support the implementation of the LTE-SME program. These partners help to
provide resources, support, and services to schools and students, and to ensure
that all students have access to the equipment and materials they need to learn.

E. Learning Tools and Equipment- Technical Vocational Equipment

The Department of Education (DepEd) Learning Tools and

Equipment - Technical Vocational Equipment (LTE-TVE) Program is a
government initiative aimed at enhancing the quality of technical and vocational
education in the Philippines. The program provides students with access to hands-
on, interactive learning tools and equipment that help them to better understand
and apply technical and vocational concepts and skills.

The LTE-TVE program is designed to support students in developing the

skills, knowledge, and understanding they need to succeed in technical and
vocational courses, and to encourage their interest and engagement in these
subjects. This is achieved by providing schools with technical and vocational
equipment and materials, such as machinery, tools, and computer-aided design
(CAD) software.

The DepEd works with a range of stakeholders, including local

government units, non-government organizations, and the private sector, to
support the implementation of the LTE-TVE program. These partners help to
provide resources, support, and services to schools and students, and to ensure
that all students have access to the equipment and materials they need to learn.

F. New School Personnel Positions

The new school personnel positions refer to new job titles or roles created
within the school system by the Department of Education (DepEd) to support its
programs and initiatives. These new positions may be created in response to the
changing needs of schools and students, or to support the implementation of new
policies or initiatives within the DepEd.

Examples of new school personnel positions in the DepEd include School-

Based Management (SBM) coordinators, Learning Resource Coordinators

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(LRC), and Instructional Material Coordinators (IMC). These positions are
designed to support the implementation of specific programs and initiatives, such
as the SBM program, the LTE-SME program, and the LTE-TVE program, and to
provide additional support to schools and students.

The new school personnel positions play an important role in supporting

the DepEd's goals of improving the quality of education in the Philippines. They
provide additional resources and support to schools and teachers, and help to
ensure that students have access to the tools and materials they need to learn. By
creating these new positions, the DepEd is able to respond to the changing needs
of schools and students, and to support its programs and initiatives more
effectively.

G. Inclusive Education Program

The Inclusive Education Program of the Department of Education

(DepEd) is aimed at promoting an inclusive and equitable education system that
accommodates the diverse needs and abilities of all students, including those with
special needs. The program is based on the principles of inclusive education,
which seeks to ensure that all children have access to quality education and are
able to learn and develop to their full potential.

The program focuses on providing students with special needs with the
resources and support they need to participate fully in the educational process.
This includes providing specialized equipment, such as assistive technology,
instructional materials, and training for teachers, school administrators, and
parents.

The program also works to raise awareness about the importance of

inclusive education and to promote a more inclusive school environment. This is
achieved through workshops, training programs, and by providing schools with
the resources and support they need to create more inclusive learning
environments.

The Inclusive Education Program is an important component of the

DepEd's efforts to improve the quality of education in the Philippines. By
working to create more inclusive schools, the program helps to ensure that all
students, regardless of their abilities, have access to quality education and to
support their academic and personal development. By promoting inclusive
education, the program contributes to the development of a more inclusive and
equitable society.

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H. Multigrade Education

The Multigrade Education program is a strategy aimed at providing

education to students in areas where there are limited resources and where it is
difficult to establish a full-fledged school. Under the program, one teacher is
responsible for teaching multiple grade levels in a single classroom.

The goal of the DepEd multigrade education program is to improve access

to education for students in remote and underserved areas by providing them with
the opportunity to receive a quality education. This is achieved by providing
teachers with the training and support they need to effectively teach multiple
grade levels, as well as providing students with the necessary learning materials
and resources.

The program also emphasizes the use of alternative delivery modes, such
as distance learning and the use of multimedia instructional materials, to help
students overcome the challenges of limited access to quality education.

The DepEd multigrade education program is an important part of the

government's efforts to improve the quality of education in the Philippines,
particularly in remote and underserved areas. By providing students with access
to quality education and by supporting teachers in their efforts to effectively teach
multiple grade levels, the program is helping to ensure that all students have the
opportunity to reach their full potential and to contribute to the development of
their communities.

I. Special Education

The Special Education (SPED) program provides education to students

with exceptional needs, such as those with disabilities, gifted students, and those
with diverse learning styles.

The goal of the SPED program is to ensure that all students, regardless of
their abilities, have equal access to a quality education and are given the support
they need to reach their full potential. The program is designed to provide a
comprehensive and inclusive approach to education, including the use of various
learning approaches, the use of assistive technologies, and the provision of
support services such as counseling and occupational therapy.

To implement the SPED program, DepEd trains teachers and other

education professionals in special education methods, provides support services
to schools, and develops inclusive learning environments. The program also
emphasizes the integration of SPED students into mainstream classrooms to

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promote inclusion and to provide them with opportunities to interact with their
peers.

The DepEd SPED program is an important part of the government's efforts

to provide equal opportunities for education to all students. By providing students
with exceptional needs with the support they need to succeed in school and by
promoting inclusion, the program is helping to ensure that all students have the
opportunity to reach their full potential and to contribute to the development of
their communities.

J. Madrasah Education

The Madrasah Education program is a component of the Basic Education

Curriculum in the Philippines that provides Islamic education to Muslim students.
The program aims to provide students with a comprehensive education that
includes Islamic studies, as well as subjects in the arts, sciences, and humanities.

The Madrasah Education program is designed to meet the needs of the

Muslim community in the Philippines and to promote cultural and religious
understanding. The program is implemented in public and private elementary and
secondary schools and is taught by trained teachers who have a background in
Islamic studies.

The DepEd Madrasah Education program covers subjects such as Arabic

language, Islamic history and culture, Quranic studies, and Islamic ethics and
values. The program also provides students with opportunities to participate in
extracurricular activities and community service projects that are aimed at
promoting leadership and community involvement.

The DepEd Madrasah Education program is an important part of the

government's efforts to provide equal opportunities for education to all students,
regardless of their religious or cultural background. By promoting cultural and
religious understanding and by providing students with a comprehensive
education, the program is helping to create a more inclusive and diverse society.

K. Indigenous People’s Education (IPED)

The Indigenous People's Education (IPED) program aims to provide

education to indigenous communities in the Philippines and to promote the
preservation and protection of their culture and heritage. The program is designed
to meet the specific needs and challenges faced by indigenous communities,
including those related to language, culture, and environment.

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 The IPED program covers basic education subjects and includes the
teaching of the indigenous peoples' (IP) native language and culture. The program
also provides teacher training and support to help teachers effectively teach IP
students and to promote cultural sensitivity.

The IPED program is an important component of the government's efforts

to address the educational needs of IP communities and to promote cultural
diversity and inclusiveness in the Philippines. By providing IP students with a
culturally relevant education, the program is helping to preserve their heritage
and promote cultural understanding.

The DepEd IPED program is implemented in partnership with IP

communities and organizations, and with the support of local government units,
non-government organizations, and other stakeholders. Through this
collaborative effort, the program is helping to ensure that IP students receive a
quality education that is both relevant to their needs and respectful of their culture
and heritage.

L. Alternative Learning System (ALS)

The Alternative Learning System (ALS) is an alternative pathway to

basic education in the Philippines. It is designed to provide education to out-of-
school children, youth, and adults who have missed out on formal education or
who have dropped out of school for various reasons.

The ALS program covers basic education subjects and is designed to be

flexible and accessible to accommodate the needs of diverse learners. It can be
delivered through various modes, including community-based instruction, radio-
based instruction, and self-study modules.

The ALS program aims to provide learners with the knowledge and skills
they need to continue their education, enter the workforce, or pursue further
training. The program is also intended to help learners obtain the National
Certificate of Education Assessment (NCEA), which is a certification of their
basic education achievement recognized by the government and employers.

The DepEd ALS program is implemented in partnership with local

government units, non-government organizations, and other stakeholders.
Through this collaborative effort, the program is helping to reach learners who
have missed out on formal education and to provide them with an opportunity to
obtain a basic education and improve their chances for a better future.

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M. Alternative Delivery Mode

The Alternative Delivery Mode (ADM) refers to alternative methods of

delivering education services to learners who may not have access to traditional
formal education. It provides options for learners who face various challenges,
such as poverty, disability, conflict, or distance from schools.

The ADM programs offered by DepEd include home-based instruction,

radio-based instruction, and the use of self-study modules. These programs aim
to provide education services to learners who are unable to attend formal schools,
or who need a flexible and convenient way of learning.

The DepEd ADM programs are designed to be flexible and responsive to

the needs of learners, and they aim to provide quality education services that are
comparable to those offered in formal schools. The programs also help learners
to obtain the National Certificate of Education Assessment (NCEA), which is a
certification of their basic education achievement recognized by the government
and employers.

The DepEd ADM programs are implemented in partnership with local

government units, non-government organizations, and other stakeholders.
Through this collaboration, the programs are helping to reach learners who have
missed out on formal education and provide them with opportunities to learn and
gain knowledge, skills, and values that will benefit them in their personal and
professional lives.

N. Alternative Learning System- Education Skills Training

The Alternative Learning System-Education Skills Training (ALS-

EST) program is a component of the Alternative Learning System (ALS) that
focuses on providing education and skills training to out-of-school children,
youth, and adults. The ALS-EST program aims to provide learners with the
necessary skills and knowledge to enter the workforce or continue their
education.

The program covers various technical-vocational and entrepreneurial skills

and is delivered through various modes, including on-the-job training,
apprenticeship, and short-term courses. The ALS-EST program is implemented
in partnership with local government units, non-government organizations, and
the private sector to provide learners with the support and resources they need to
acquire the skills and knowledge they need to succeed.

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 The DepEd ALS-EST program plays an important role in helping to
address the skills gap in the Philippine workforce and providing disadvantaged
learners with the opportunities they need to improve their lives and prospects for
the future. Through this program, learners are able to gain the knowledge and
skills they need to be successful in the workplace and to pursue their careers with
confidence.

O. Support to Schools and Leaners Program

The Department of Education (DepEd) Support to Schools and Learners

Program is a comprehensive set of initiatives aimed at addressing the needs of
schools and learners in the Philippines. The program is designed to provide
schools and learners with the resources and support they need to be successful
and to achieve their full potential.

The program includes a range of initiatives, including the provision of

textbooks, instructional materials, and school supplies; the development of new
school personnel positions; the implementation of inclusive education programs
for special needs learners; the implementation of multigrade and alternative
learning systems; and the provision of technical vocational education and skills
training.

The DepEd Support to Schools and Learners Program is a key component

of the Department's efforts to improve the quality of education in the Philippines
and to support learners in achieving their full potential. Through this program,
schools and learners are able to access the resources and support they need to be
successful and to achieve their academic and personal goals.

P. School-based Feeding Program

The School-Based Feeding Program is a nutrition intervention aimed at

addressing malnutrition and hunger among school-aged children. The program
provides daily nutritious meals to pre-school and elementary school students,
which are aimed at improving their health, nutrition, and overall academic
performance.

The school feeding program is implemented through the collaboration

between DepEd and the local government units, with the support of other
stakeholders such as the private sector, non-government organizations, and
communities. The program also provides opportunities for communities to
participate in the food preparation and serving, promoting community
involvement in education.

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 The DepEd School-Based Feeding Program plays an important role in
addressing malnutrition and hunger among school-aged children, which can
hinder their learning and development. The program is also an effective tool for
promoting school attendance and reducing drop-out rates, as it provides a strong
incentive for families to keep their children in school. Additionally, the program
provides opportunities for local communities and businesses to participate in the
education sector, which promotes collaboration and partnerships between
different stakeholders in education.

Q. Government Assistance and Subsidies

The Department of Education (DepEd) provides various forms of

government assistance and subsidies to support the education sector in the
Philippines. These programs aim to provide equal access to quality education,
especially for underprivileged and marginalized communities.

Some examples of DepEd's assistance and subsidies programs include:

Financial Assistance to Private Education (FAPE) - which provides

subsidies to private schools serving low-income students.

Financial Assistance to Students (FAS) - which provides educational

assistance to poor but deserving students to pay for their tuition, school supplies,
and transportation expenses.

Financial Assistance to State Universities and Colleges (FASUC) -

which provides funding support to state universities and colleges to improve their
facilities and services.

Educational Assistance for Military Personnel (EAMP) - which

provides education assistance to the dependents of military personnel, including
tuition fee and other school-related expenses.

National Budget for the Construction of Classrooms (NBCC) - which

provides funding support for the construction of new classrooms and the
improvement of existing school facilities.

These programs and subsidies play a crucial role in ensuring that every
Filipino child has access to quality education, regardless of their financial
background. The DepEd continues to implement these programs and subsidies to
achieve its goal of providing equal access to education for all Filipinos.

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R. Education Service Contracting

Education Service Contracting (ESC) is a program of the Department of

Education (DepEd) that aims to provide quality education to underprivileged and
marginalized communities.

Under the ESC program, private individuals or organizations are

contracted by the DepEd to operate and manage public elementary and secondary
schools in areas with low enrolment and low teacher deployment. The contracted
service providers are responsible for hiring and deploying teachers, providing
instructional materials, and maintaining the school facilities.

The ESC program is designed to address the shortage of teachers in remote

and hard-to-reach areas, as well as to improve the quality of education in these
communities. The program also provides an opportunity for private individuals
and organizations to contribute to the development of the education sector in the
Philippines.

The DepEd closely monitors and evaluates the performance of the

contracted service providers to ensure that they are delivering quality education
services. The ESC program is considered a key strategy in the DepEd's efforts to
provide equal access to quality education for all Filipinos.

S. Senior High School Voucher Program

The Senior High School Voucher Program (SHS VP) is a program of

that provides financial assistance to eligible high school students to pursue senior
high school (grades 11 and 12) education in either public or private schools of
their choice.

Under the program, the government provides vouchers to eligible students,

which they can use to pay for tuition fees, miscellaneous fees, and other school-
related expenses. The voucher amount is based on the prevailing cost of education
in the region, as determined by the DepEd.

The objective of the SHS VP is to increase access to quality senior high

school education, particularly among underprivileged and marginalized students.
By providing financial assistance, the program aims to remove the financial
barriers that may prevent students from pursuing higher education and to
encourage more students to complete their senior high school education.

The SHS VP is implemented in partnership with the Department of Budget

and Management (DBM) and the Commission on Higher Education (CHED). The

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DepEd is responsible for determining the eligibility of students and schools, while
the DBM is responsible for the allocation of funds and the CHED provides
technical support in the implementation of the program.

T. Joint Delivery Voucher

The Joint Delivery Voucher Program (JDVP) is a program under the

Department of Education (DepEd) that aims to provide financial support to
eligible students in order for them to enroll and continue their education in private
schools. This program is a joint effort between the government and the private
sector to address the increasing demand for quality education and improve access
to education in the country.

The Joint Delivery Voucher Program provides subsidies to eligible

students who want to enroll in participating private schools. The subsidies will
cover tuition fees and other school-related expenses. The program is intended to
support students who come from economically disadvantaged families or those
who live in areas without access to quality education.

The JDVP is designed to improve the quality of education in the

Philippines by giving students access to quality private schools. The program is
also aimed at reducing the education gap by providing students from marginalized
communities access to better education. The program is open to all interested
students and schools, subject to the availability of funds and the eligibility criteria
set by the DepEd.

To be eligible for the program, students must meet certain requirements,

such as having a household income that falls below the poverty threshold, as
determined by the government. Additionally, participating schools must meet the
minimum quality standards set by the DepEd, and must agree to comply with the
program's guidelines and requirements.

The DepEd oversees the implementation of the JDVP and works closely
with participating schools, local government units, and other stakeholders to
ensure that the program benefits students and communities. By providing
financial support to eligible students, the JDVP aims to improve the quality of
education and increase access to education in the Philippines.

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 EDUCATION HUMAN RESOURCE DEVELOPMENT PROGRAM

What is Education Human Resource Development Program and what are

its components?

The Education Human Resource Development Program aims to

upgrade the competencies and skills of education personnel to ensure the delivery
of quality education services. This program includes in-service training,
scholarship grants, and certification programs to provide continuous professional
development opportunities for teachers and other education personnel. The goal
is to enhance their knowledge and skills in delivering the K-12 curriculum and
other educational programs effectively.

A. Human Resource and Talent Development (HRTD) for Personnel in

Schools and Learning Centers

The Human Resource and Talent Development (HRTD) for Personnel

in Schools and Learning Centers is a program under the Department of
Education (DepEd) that focuses on providing professional development and
capacity-building opportunities for teachers and other school-based personnel.
This program covers various aspects of education, including instructional
strategies, classroom management, and educational technology.
The goal is to enhance the skills and knowledge of education personnel,
enabling them to effectively deliver the K-12 curriculum and support student
learning. This program may also include in-service training, mentoring, coaching,
and other forms of support to help education personnel continuously improve
their practices and better meet the needs of students.

B. Human Resource and Talent Development (HRTD) for Organizational

and Professional Development for Non-School Personnel (OPDNSP)

The Human Resource and Talent Development (HRTD) for Organizational

and Professional Development for Non-School Personnel (OPDNSP) is a
program under the Department of Education (DepEd) that aims to enhance the
capacities and competencies of its non-school personnel, including those working
in central and regional offices. The program provides opportunities for
professional growth and development through trainings, workshops, conferences,
and other forms of capacity-building activities.
Its components may include, but are not limited to, leadership and
management development, technical and functional skills development, and
capacity-building initiatives for the implementation of various programs and
projects.

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C. Human Resource and Talent Development (HRTD) for Organizational
and Professional Development for Non-School Personnel (OPDNSP) Fund
Management

The Human Resource and Talent Development (HRTD) for

Organizational and Professional Development for Non-School Personnel
(OPDNSP) Fund Management refers to the management of financial resources
allocated for the training and professional development of non-school personnel
in the DepEd, including but not limited to central, regional, and division offices
staff. The aim is to ensure that these funds are effectively utilized and accounted
for in line with the DepEd's policies and regulations. The management of
OPDNSP funds involves processes such as budget allocation, disbursement,
utilization, and reporting to ensure that they are used to achieve the intended
purpose of enhancing the capabilities and capacities of non-school personnel in
the DepEd.

The Fund Management for the Organizational and Professional

Development for Non-School Personnel (OPDNSP) is responsible for overseeing
the allocation, utilization, and accounting of the budget assigned for the
professional development activities of non-teaching personnel in the Department
of Education (DepEd). This includes ensuring compliance with financial rules
and regulations, monitoring the implementation of professional development
activities, and preparing reports and updates on the utilization of funds for the
program. The goal of OPDNSP Fund Management is to support the continuous
improvement and professional growth of non-teaching personnel in the DepEd
and contribute to the delivery of quality education services.

CAMPUS JOURNALISM

What is the role of campus journalism in the Department of Education?

The role of campus journalism in the Department of Education (DepEd) is

to promote responsible and ethical journalism practices among students and to
encourage their active participation in the democratic processes and civic
activities.
It aims to provide a venue for students to express their opinions, thoughts,
and ideas and to help develop their critical thinking and problem solving skills.
Additionally, campus journalism also helps to foster a positive school culture,
promote school-community engagement, and improve overall student
engagement in the learning process.

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 What is the purpose and significance of promoting campus journalism in
the DepEd?

The purpose and significance of promoting campus journalism in the

Department of Education (DepEd) is to develop critical thinking and responsible
expression skills among students and to cultivate informed, engaged, and
productive citizens who are able to participate in democratic processes.

Campus journalism also provides students with opportunities to develop

their writing and communication skills, to learn about current events and issues,
and to engage in constructive debate and discussion. By promoting campus
journalism, DepEd contributes to the development of a more informed and
engaged society and prepares students to be active and effective participants in
democracy.

What is RA 7079?

The Republic Act No. 7079, also known as the Campus Journalism Act
of 1991, is a Philippine law that governs campus journalism in the country. This
act aims to develop and promote campus journalism as a means to enhance
freedom of expression, encourage the responsible exercise of such freedom, and
instill in the youth a deep and abiding respect for truth and democratic ideals.

The act defines campus journalism as the practice of journalism in schools

and learning centers, including elementary, secondary, and tertiary levels. It
encompasses print, broadcast, and online media that are produced and managed
by students under the supervision of teachers and/or advisers.

SEC. 2 of the act declares the policy to promote campus journalism as an

integral part of the educational system, with the goal of developing among
students the skills of responsible journalism and the values of free expression and
civic responsibility.

SEC. 3 defines the terms used in the act, including "school-sponsored

media" and "student journalists".

The act requires the Department of Education (DepEd) to provide technical

and financial assistance to schools and learning centers in the development and
promotion of campus journalism. It also requires DepEd to provide training and
professional development opportunities for teachers and/or advisers who serve as
mentors and coaches to student journalists.

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 In addition, the act prohibits censorship, prior restraint, and repression of
the exercise of freedom of expression by student journalists and the destruction
or confiscation of school-sponsored media. It also provides for the protection of
the rights and welfare of student journalists, including their right to privacy and
confidentiality of sources.

The Republic Act No. 7079 is considered a cornerstone of media education

in the Philippines and is widely recognized as one of the most progressive laws
of its kind in the region. It provides a strong foundation for the development of
campus journalism as a means to empower young people and cultivate the values
of freedom, responsibility, and democracy.

PHYSICAL FITNESS AND SPORTS (DepEd Order No. 34, s. 2019)

Physical Fitness and Sports in the Department of Education (DepEd) is

governed by DepEd Order No. 34, s. 2019. The purpose of this order is to promote
a culture of physical fitness and sports among learners, teachers, and non-teaching
personnel in the DepEd. The order recognizes the significance of physical fitness
and sports in enhancing the overall physical, emotional, and mental well-being of
learners and school personnel, as well as in developing their skills in teamwork,
leadership, and sportsmanship.

It provides the framework for the integration of physical fitness and sports
activities in the K-12 curriculum and school programs, and outlines the
responsibilities of schools, learners, and personnel in ensuring the effective
implementation of the physical fitness and sports program.

PALARONG PAMBANSA

Palarong Pambansa is an annual multi-sport event organized by the

Philippine government's Department of Education (DepEd). It is held to
determine the best athletes among students in different regions of the country. It
usually consists of various athletic events such as track and field, gymnastics,
swimming, and basketball.

The objectives of Palarong Pambansa are to promote physical fitness and

sportsmanship among Filipino students, to develop their athletic skills and
abilities, to foster camaraderie and friendly competition among different regions,
and to showcase their talents and skills to the wider public. The games also aim
to provide opportunities for students to develop their physical, mental, and
emotional well-being, as well as to promote a healthy lifestyle and positive
values.

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 NATIONAL ASSESSMENT FOR BASIC EDUCATION

A. Philippine Educational Placement Test (PEPT)

The Philippine Educational Placement Test (PEPT) is a national

assessment program in the Philippines that determines the readiness of students
for higher levels of education. The test is intended for those who did not finish
their elementary or secondary education, and aims to evaluate their competencies
in various subjects such as Math, Science, English, and Filipino. Based on the
results of the PEPT, the Department of Education can determine the appropriate
level of education for the student and provide placement recommendations for
continued learning.

B. DepEd Order No. 55, s. 2016- Policy Guidelines on National Assessment

of Student Learning for K12 Basic Education Program

Department Order No. 55, s. 2016 is a policy document which outlines

the guidelines for the national assessment of student learning in the K-12 Basic
Education Program. The purpose of the assessment is to measure the
competencies and skills of students in various subjects, such as English,
Mathematics, Science, and Filipino, and to evaluate the quality of education
provided by the K-12 Basic Education Program.

The scope of the assessment includes all students enrolled in the K-12
Basic Education Program, and it will be implemented in both public and private
schools. The results of the assessment will be used to identify areas for
improvement in the K-12 Basic Education Program and to provide relevant data
for decision-making processes.

Department Order No. 55, s. 2016 also outlines the roles and
responsibilities of different stakeholders in the implementation of the national
assessment program, including the Department of Education, schools, teachers,
and students. The order aims to ensure the effective implementation of the
national assessment program and to promote the continuous improvement of the
quality of education in the Philippines.

D.O No. 2018- Policy Guidelines on Comprehensive Sexuality

Education

Department Order No. 31, s. 2018 outlines the guidelines for

Comprehensive Sexuality Education (CSE) in the basic education curriculum.
The purpose of CSE is to provide students with age-appropriate and culturally

80
responsive information and skills on sexuality, sexual and reproductive health,
gender, and human rights.

The policy guidelines on CSE aim to promote the holistic development of

students and to empower them to make informed decisions about their sexuality
and health. The guidelines cover topics such as anatomy and physiology,
reproductive health, gender and sexual orientation, relationships and
communication, and responsible sexual behavior.

Department Order No. 31, s. 2018 also outlines the roles and
responsibilities of different stakeholders in the implementation of CSE, including
the Department of Education, schools, teachers, parents, and the community. The
order emphasizes the importance of CSE in promoting the health and well-being
of students, and in reducing the incidence of unintended pregnancy, HIV and
other sexually transmitted infections, and gender-based violence.

What is Comprehensive Sexuality Education?

Comprehensive Sexuality Education (CSE) is a program implemented

by the Department of Education (DepEd) in the Philippines that aims to provide
students with accurate and age-appropriate information about sexuality,
reproductive health, and gender relations. The program covers topics such as
human anatomy and physiology, sexual and reproductive health, gender and
sexuality, and relationships and communication.

The goal of CSE is to help students understand and take responsibility for
their sexual and reproductive health, to promote gender equality and to prevent
unwanted pregnancies, sexually transmitted infections (STIs), and gender-based
violence. CSE is integrated into the school curriculum and is taught in a safe,
inclusive and non-judgmental environment.

It is important to note that the implementation of CSE in the Philippines

has been the subject of controversy and debate. Some groups have raised concerns
about the appropriateness of teaching certain topics to young students and have
questioned the government's role in addressing these issues. DepEd has
responded by emphasizing the importance of providing accurate and
comprehensive information to students to promote their health and well-being.

COMPREHENSIVE SEXUALITY EDUCATION CURRICULUM

The CSE curriculum is designed to be taught at different grade levels,

taking into consideration the age and developmental stage of the students. The
objectives of the program build upon one another, starting with basic education

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and gradually increasing in complexity. The evaluation of the students' learning
is based on milestones that occur 1-2 years before significant developmental
changes such as puberty and adolescence.

DepEd has incorporated the following core topics and subtopics into the
K-12 curriculum, which are taught across various grade levels and subjects:

Human Body & Human Development – This includes Sexual and

Reproductive Body, Human Body and Reproduction, and Puberty and
Adolescence.

• Personhood – Values, Norms, & Peer Influence and Life Skills

• Healthy Relationships – Families, Friendship, Romantic Relationships,

Longterm Relationship, Marriage and Parenting and Sex and Marriage.

• Sexuality and Sexual Behaviors – Sexuality and Sexual Life Cycle and
Sex and Sexual behaviors.

• Sexual and Reproductive Health – Reproductive Health,

Consequencies of Early Pregnancy and STIs, and HIV-AIDS.

• Gender, Culture and Human Rights – Gender Equality, Media and

Sexuality and Human Rights.

The integration shall be based on the following identified learning areas

which are made congruent to the learning objectives and competencies:

1. Music, Arts, PE and Health

2. Araling Panlipunan
3. Edukasyong Pagpapakatao
4. Science, and
5. Personal Development

CSE may be also integrated in other learning areas and grade levels.

DEPED ORDER NO. 28, s. 2018

POLICY GUIDELINES ON OPLAN KALUSUGAN SA DEPED

Department of Education (DepEd) Order No. 28, s. 2018, known as the

"Policy Guidelines on Oplan Kalusugan sa DepEd," is a policy directive aimed at
promoting the health and well-being of students, teachers, and other personnel in
the DepEd system. It provides guidance on the implementation of various health

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and wellness programs in schools, including the provision of health services,
health education, and health promotion activities.

The policy outlines the roles and responsibilities of various stakeholders in

the implementation of the health and wellness program, such as school heads,
teachers, health personnel, and parents. It also provides guidelines for the delivery
of health services, such as medical and dental check-ups, treatment of illnesses
and injuries, and the management of outbreaks of infectious diseases.

Moreover, the policy emphasizes the integration of health and wellness

education into the formal curriculum, particularly in subjects such as health,
physical education, and values education. This is aimed at promoting healthy
lifestyles, responsible sexual behavior, and the prevention of illnesses and
diseases among young people.

DepEd Order No. 28, s. 2018, serves as a comprehensive framework for

the promotion of health and well-being in the DepEd system, with the aim of
providing safe, healthy, and conducive learning environments for students and
personnel.

EARLY LANGUAGE LITERACY AND NUMERACY PROGRAM

(ELLN)
DepEd Order No. 12, Series of 2015

The Early Language Literacy and Numeracy (ELLN) Program is a

comprehensive program aimed at promoting early childhood development,
particularly in the areas of language, literacy, and numeracy. This program is
designed for children aged 3 to 5 years old, who are not yet enrolled in formal
primary education.

The main objective of the ELLN program is to provide young children with
a solid foundation in language and mathematical skills, as well as to encourage
the development of positive attitudes and habits towards learning. The program
uses play-based and child-centered approaches to learning, which have been
shown to be effective in promoting early childhood development.

The ELLN program includes a range of activities and interventions, such

as storytelling, songs and rhymes, games and puzzles, and hands-on activities that
foster early literacy and numeracy skills. Teachers and facilitators are trained to
deliver the program in a supportive and engaging manner, taking into
consideration the diverse needs and abilities of young children.

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 The ELLN program is implemented in partnership with various
stakeholders, including parents, communities, and local government units, who
play an important role in supporting and promoting early childhood development.
DepEd also provides training and resources for teachers and facilitators, to help
them deliver the program effectively.

The ELLN program is an important initiative that aims to provide young

children with a strong foundation in language and mathematics, and to support
their overall development and well-being. By providing high-quality early
childhood education, the program contributes to the development of a well-
educated and skilled future workforce.

DEPED ORDER NO. 33, S. 2018

JOINT DELIVERY VOUCHER PROGRAM FOR SENIOR HIGH
SCHOOL TECHNICAL-VOCATIONALLIVELIHOOD
SPECIALIZATIONS (JDVP-TVL) FOR SCHOOL YEAR 2018-2019

Department of Education (DepEd) Order No. 33, s. 2018, or the Joint

Delivery Voucher Program for Senior High School Technical-Vocational-
Livelihood (TVL) Specializations for School Year 2018-2019, is a policy
directive aimed at providing financial assistance to eligible senior high school
students who are enrolled in TVL specializations. The program was established
to support the implementation of the K-12 Basic Education Program and to
encourage students to pursue their interests and passions in TVL-related fields.

The JDVP-TVL provides vouchers to eligible students that cover a portion

of the costs associated with their TVL specializations, such as tuition fees,
supplies, and equipment. The program is implemented in partnership with
participating technical-vocational institutions, which are responsible for
delivering the TVL specializations.

To be eligible for the JDVP-TVL, students must meet certain criteria, such
as being enrolled in a public or private senior high school, and being a beneficiary
of the 4Ps or other government programs that support the education of
underprivileged students. Students who wish to apply for the program must
submit their applications to the DepEd, which will then evaluate and select
eligible students based on established criteria.

The JDVP-TVL is an important initiative that supports the development of

the country's workforce by providing students with access to high-quality
technical-vocational education. By providing financial assistance to students who
are interested in pursuing TVL specializations, the program helps to increase the

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enrollment of students in these fields and to build a skilled and competent
workforce that can support the country's economic development.

The DepEd Order No. 33, s. 2018, represents an important step forward in
the implementation of the K-12 Basic Education Program and in the development
of a well-educated and skilled workforce for the Philippines.

The SBM-WinS Program

The School-Based Management and the Water, Sanitation, and Hygiene in

Schools (SBM-WinS) Program is an initiative of the Department of Education
(DepEd) which aims to promote hygiene, health, and environmental sanitation in
schools and to strengthen the capacity of schools and communities to manage
water and sanitation services.

The SBM-WinS program includes a range of activities and interventions

aimed at improving the water, sanitation, and hygiene conditions in schools. This
includes the construction and rehabilitation of toilets and handwashing facilities,
the promotion of healthy hygiene practices, and the implementation of waste
management programs.

The program is implemented in partnership with schools, communities,

and local government units, and it is based on a school-based management
approach, which empowers schools and communities to take ownership of the
program and to ensure its sustainability.

To participate in the SBM-WinS program, schools must establish a School

Health and Nutrition Committee, which is responsible for overseeing the
implementation of the program and for ensuring that its objectives are met. The
committee works in collaboration with other stakeholders, including parents,
communities, and local government units, to promote the program and to ensure
its success.

The SBM-WinS program has been shown to have a positive impact on the
health and well-being of students, teachers, and staff in participating schools. By
promoting hygiene, health, and environmental sanitation, the program helps to
reduce the spread of diseases, to improve the learning environment, and to create
a safe and healthy school community.

The SBM-WinS Program is an important initiative that supports the

implementation of the K-12 Basic Education Program and contributes to the
development of a healthy, safe, and sustainable school environment for students
and teachers in the Philippines.

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 The School-Based Management and the Water, Sanitation, and Hygiene in
Schools (SBM-WinS) program has several key terms that are important to
understand in order to fully appreciate the scope and objectives of the program.
Some of the key terms are:

School Health and Nutrition Committee (SHNC) - A committee

established by schools to oversee the implementation of the SBM-WinS program
and to ensure that its objectives are met.

School-Based Management (SBM) - An approach to school management

that empowers schools and communities to take ownership of the educational
process and to ensure its sustainability.

Water, Sanitation, and Hygiene (WinS) - A set of practices and

interventions aimed at improving the water, sanitation, and hygiene conditions in
schools and communities.

Toilets and Handwashing Facilities - Facilities constructed or

rehabilitated as part of the SBM-WinS program to improve the hygiene and
sanitation conditions in schools.

Healthy Hygiene Practices - A set of practices and behaviors aimed at

promoting hygiene and reducing the spread of diseases in schools and
communities.

Waste Management - A set of practices and interventions aimed at

reducing waste and promoting the safe and responsible disposal of waste in
schools and communities.

Stakeholders - Individuals, groups, and organizations that have an interest

in or are affected by the SBM-WinS program, including schools, communities,
local government units, and parents.

Sustainable - Refers to the long-term viability of the SBM-WinS program

and its ability to continue to have a positive impact on the health and well-being
of students, teachers, and staff in participating schools.

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 VISION, MISSION, OBJECTIVES, LEGAL BASES, &
FRAMEWORK of SBM-WinS

Vision
Safe, happy, and healthy school learners under a sound WASH in Schools
(WinS) Program facilitated by effective School-Based Management

Mission
To institutionalize and sustain Water, Sanitation, and Hygiene in Schools
(WinS) through School-Based Management (SBM) for improved learning
outcomes with functionally literate and health-conscious learners.

SBM-WinS General Objective

• The School-Based Management – WASH in Schools (SBM-WinS) is an

integral part of SBM that focuses on addressing the health and sanitation
problems of our learners due to inadequate and absence of toilets and sanitary
facilities.

SBM-WinS Specific Objectives

• Provide schools with safe drinking water, improved sanitation facilities

and hygiene education.
• Promote children’s health, safety and welfare through Information
Education Communication (IEC) materials.
• Improve academic performance of the pupils and instructional outcomes
throughfunctional literacy and health consciousness of school children.
• Establish baseline and endline data on SBM-WinS 3-Star approach.
• Organize SBM-WinS Task Force.
• Monitor and evaluate the implementation of SBM-WinS program.•
Ensure engagement of internal and external stakeholders in the operation of
SBMWinS program.
• Increase public awareness of the SBM-WinS Program.

What are its legal bases?

The School-Based Management and the Water, Sanitation, and Hygiene in

Schools (SBM-WinS) program is supported by several legal bases in the
Philippines:

Republic Act No. 9155, also known as the Governance of Basic Education
Act - This law provides the framework for the governance of basic education in

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the Philippines and defines the roles and responsibilities of various stakeholders,
including schools, communities, and local government units.

Republic Act No. 9275, also known as the Philippine Clean Water Act of
2004 - This law provides the legal framework for the management of water
resources in the Philippines, including the provision of safe and potable water
supply in schools.

Republic Act No. 9003, also known as the Ecological Solid Waste
Management Act - This law provides the legal framework for the management of
solid waste in the Philippines and aims to promote waste reduction, reuse, and
recycling.

Republic Act No. 6972, also known as the Day Care Center Act - This law
provides the legal framework for the operation of day care centers in the
Philippines and aims to promote the health, nutrition, and well-being of children.

Republic Act No. 7160, also known as the Local Government Code - This
law provides the legal framework for local government in the Philippines and
defines the roles and responsibilities of local government units, including the
provision of basic services and the implementation of programs and projects
related to education, health, and the environment.

Department of Education Order No. 28, s. 2018, also known as the

Policy Guidelines on Oplan Kalusugan sa Department of Education - This
policy provides guidance on the implementation of health and wellness
programs in basic education schools, including the promotion of healthy
lifestyles and the prevention of diseases.

VI. LEARNER VOICE

What are some of the guidelines for listening to the voice of learners and
other stakeholders in the Department of Education (DepEd)?

The Department of Education (DepEd) recognizes the importance of

listening to the voices of learners and other stakeholders in order to create
education programs and policies that are effective and responsive to their needs.
The following are some of the guidelines for listening to the voice of
learners and other stakeholders in DepEd:

Engage in active consultation and dialogue with learners and other

stakeholders - This involves holding regular meetings, focus group discussions,

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and other forms of consultation to gather feedback and ideas from learners and
other stakeholders.

Encourage the participation of learners and other stakeholders in

decision-making processes - This involves involving learners and other
stakeholders in the development of policies and programs, and allowing them to
provide input and feedback.

Foster an inclusive and collaborative learning environment - This

involves creating a culture of mutual respect and collaboration, where learners
and other stakeholders feel valued and heard.

Utilize technology and other means to gather feedback and input - This
involves using online platforms, surveys, and other forms of technology to gather
feedback and input from learners and other stakeholders.

Ensure that feedback and input are considered and acted upon - This
involves taking the feedback and input of learners and other stakeholders
seriously and incorporating it into policies and programs in a meaningful way.

DepEd order no. 23, s. 2015

Student-led School Watching and Hazard Mapping

Department of Education Order No. 23, s. 2015, or the "Student-Led

School Watching and Hazard Mapping," is a policy that aims to empower
students to become active participants in ensuring the safety and well-being of
their schools. The policy seeks to promote student engagement and leadership, as
well as to enhance their knowledge and understanding of disaster risk reduction
and management.

The policy requires the conduct of a student-led school watching and

hazard mapping activity in all public elementary and secondary schools in the
Philippines. This activity involves students assessing the hazards and
vulnerabilities of their school and surrounding community, and coming up with
recommendations to address these risks.

The policy also requires the involvement of other stakeholders, such as

teachers, parents, and local government units, in the implementation of the school
watching and hazard mapping activity. This helps to ensure that the
recommendations made by students are effectively acted upon and that all
relevant parties are informed and engaged in disaster risk reduction and
management efforts.

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 The goal of the policy is to create a culture of safety and preparedness in
schools and communities, and to equip students with the knowledge, skills, and
attitudes needed to become responsible and active citizens. By implementing the
policy, DepEd hopes to ensure the safety and well-being of learners, teachers, and
other stakeholders in the education sector, and to contribute to the overall goal of
building resilient communities.

What are the objectives of Student-led School Watching and Hazard

Mapping?

The objectives of the Department of Education Order No. 23, s. 2015 or

the "Student-Led School Watching and Hazard Mapping" policy are as follows:

• To empower students to become active participants in ensuring the

safety and well-being of their schools and communities.

• To promote student engagement and leadership in disaster risk

reduction and management.

• To enhance students' knowledge and understanding of hazards and

vulnerabilities, and to equip them with the skills needed to assess
and address these risks.

• To create a culture of safety and preparedness in schools and

communities.

• To involve other stakeholders, such as teachers, parents, and local

government units, in the implementation of school watching and
hazard mapping activities.

• To ensure the safety and well-being of learners, teachers, and other

stakeholders in the education sector.

• To contribute to the overall goal of building resilient communities.

By achieving these objectives, the policy aims to create a more proactive

and informed approach to disaster risk reduction and management, and to ensure
the safety and well-being of all those involved in the education sector.

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 What is meant by the term 'genuine learner voice' in education and why is
it important?

'Genuine learner voice' refers to the honest, authentic opinions,

perspectives, and experiences of learners. It represents their true thoughts and
feelings about various aspects of their education, including the curriculum,
instruction, assessment, environment, and resources.

When learners have a genuine voice, they are able to express their opinions
and share their experiences freely, without fear of retaliation or judgment. This
allows for a more meaningful and accurate understanding of the learners' needs,
concerns, and aspirations.

In the context of education, genuine learner voice is crucial because it helps

to create a more student-centered and inclusive learning environment. When
learners feel that their voices are being heard and valued, they are more likely to
be engaged and motivated in their education, and to develop the skills and
confidence needed to become active, responsible citizens.

Therefore, genuine learner voice is an important aspect of education

reform, as it helps to ensure that the needs and perspectives of learners are taken
into account when making decisions that affect their education.

How can educators ensure that the learner voice is truly representative
and not just a token representation?

Educators can ensure that the learner voice is truly representative by

creating a safe, supportive and inclusive environment where learners feel
comfortable expressing their opinions and experiences. This can be achieved
through regular opportunities for student input and feedback, such as student-
teacher conferences, student surveys, focus groups, and town hall meetings.

Additionally, educators can work to promote diversity and inclusiveness

by ensuring that all learners, regardless of background, culture, or ability, have
equal opportunities to participate and have their voices heard. This can involve
actively engaging and supporting students who are traditionally underrepresented
or marginalized, and ensuring that their perspectives are taken into account in
decision-making processes.

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 What methods can be used to give learners a genuine voice in their
education?

There are a number of methods that can be used to give learners a genuine
voice in their education, including:

Student-teacher conferences: Regular meetings between students and

teachers can provide a forum for students to discuss their experiences and provide
feedback on their education.

Student surveys: Surveys can be used to gather students' opinions and

experiences on a variety of education-related topics.

Focus groups: Focus groups can be used to bring together a small group
of students to discuss specific issues and provide their perspectives.

Town hall meetings: School-wide meetings can provide an opportunity

for students to voice their opinions and experiences to the wider school
community.

Student representation on decision-making committees: Including

students on committees that make decisions about the school, such as the school
council, can provide a direct avenue for students to have their voices heard.

Student-led initiatives: Encouraging students to take leadership roles in

initiatives and projects within the school can provide an opportunity for them to
have a voice in the direction and focus of their education.

Why is it important to listen to the learner voice in education?

Listening to the learner voice in education is important because it provides

valuable insights into students' experiences, needs, and perspectives. This can
help educators better understand what is working well and what needs to be
improved in order to create an education system that meets the needs of all
students.

Additionally, by involving students in decision-making processes and

giving them a voice in their education, they are more likely to feel valued,
engaged, and motivated. This can lead to improved academic outcomes and a
more positive school experience for students.

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 How can listening to the learner voice improve the education system?

Listening to the learner voice can improve the education system in several
ways, including:

Identifying areas for improvement: Learners can provide important

feedback on what is working well and what needs to be improved in the education
system, which can help educators make informed decisions about the direction
and focus of their education initiatives.

Promoting student engagement and motivation: By giving students a

voice in their education, they are more likely to feel valued and invested in their
academic success, which can improve their engagement and motivation.

Improving academic outcomes: By creating a more student-centered

education system, teachers and administrators can tailor their teaching methods
and resources to meet the needs and interests of students, which can improve
academic outcomes.

Creating a more inclusive education system: Listening to the learner

voice can help educators understand the diverse perspectives and experiences of
students, which can help create a more inclusive education system that meets the
needs of all students.

How can the learner voice be incorporated into decision-making

processes in education?

The learner voice can be incorporated into decision-making processes in

education by:

Involving students in decision-making committees: This could include

student representatives serving on school committees or student-led groups that
provide feedback and suggestions to educators.

Encouraging students to provide feedback: This could include regular

student surveys or focus groups to gather student perspectives and insights.

Incorporating student perspectives into planning and evaluation

processes: Educators can consider student feedback and perspectives when
making decisions about curriculum, resources, and programs.

Providing opportunities for student-led initiatives: Encouraging and

supporting student-led initiatives, such as student-run clubs or projects, can

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empower students to take ownership of their education and provide valuable
insights into their experiences and perspectives.

What are the benefits of incorporating the learner voice into decision-
making processes in education?

The benefits of incorporating the learner voice into decision-making

processes in education include:

Improving the education system: By considering student feedback and

perspectives, educators can make informed decisions about the direction and
focus of their education initiatives, which can lead to an education system that
better meets the needs of students.

Promoting student engagement and motivation: By giving students a

voice in their education, they are more likely to feel valued and invested in their
academic success, which can improve their engagement and motivation.

Increasing student ownership and responsibility: Incorporating the

learner voice into decision-making processes can empower students to take
ownership of their education and be more responsible for their own learning
outcomes.

Creating a more inclusive education system: By considering the diverse

perspectives and experiences of students, educators can create a more inclusive
education system that meets the needs of all students.

How can technology be used to enhance learner voice in education?

Technology can play a crucial role in enhancing learner voice in education

by providing students with new platforms and tools to express themselves and
have their opinions heard. Here are a few examples:

Online discussion forums: Online discussion forums and social media

platforms can provide students with an open space where they can share their
ideas, thoughts and opinions.

Learning Management Systems (LMS): An LMS can help students take

an active role in their own learning by providing them with opportunities to give
feedback and make suggestions for improvement.

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 Surveys and assessments: Technology-based assessments and surveys
can help teachers gather feedback from students, assess their needs and
preferences, and plan lessons that respond to their needs.

Digital storytelling: Digital storytelling platforms and tools can provide

students with an opportunity to express themselves creatively and share their
stories, thoughts and opinions with a wider audience.

Gamification: Gamification techniques can engage students in learning

and provide them with opportunities to voice their opinions and participate in
decision-making processes.

VII. MONITORING AND EVALUATION PROCESSES & TOOLS

What is Monitoring and Evaluation?

Monitoring and Evaluation (M&E) refers to the systematic collection

and analysis of data and information to track the progress and effectiveness of a
program, project, or intervention.

The purpose of monitoring and evaluation is to:

Ensure that the program or project is on track and achieving its goals and
objectives.

Provide evidence of impact and effectiveness to stakeholders, including

funders and decision-makers.

Facilitate continuous improvement by identifying what is working well and

what needs to be improved.

Provide a basis for decision-making and the allocation of resources.

The monitoring process involves collecting and tracking data and

information on a regular basis, while evaluation is a more in-depth analysis that
occurs at specific points in time. Both monitoring and evaluation are important
components of program management and help to ensure that programs are
effective, efficient, and meet the needs of the target population.

Monitoring is the ongoing process of collecting, analyzing and using data

to track the progress of a program, project, or intervention, and to make informed
decisions about its implementation. Monitoring helps to ensure that a program is

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being implemented as planned, that resources are being used effectively, and that
intended results are being achieved.

The data collected during monitoring is used to make mid-course

corrections, address emerging issues, and to make evidence-based decisions
about the implementation of the program. Monitoring is a key component of
program management and helps to ensure that programs are implemented
effectively and achieve their intended results.

Evaluation is the systematic and objective assessment of an ongoing or

completed program, project, or intervention. Evaluation determines the
relevance, effectiveness, efficiency, impact, and sustainability of a program, and
provides information on the extent to which its objectives have been achieved.
Evaluation provides evidence-based data on the strengths and weaknesses of a
program, project or intervention, and helps organizations make informed
decisions on how to improve or adapt their work.
Evaluation can take place at various stages of a program, project, or
intervention, including before it begins (pre-evaluation), during implementation
(formative evaluation), and after it is completed (summative evaluation). The
goal of evaluation is to provide feedback that can inform continuous improvement
and help organizations maximize their impact.

What is the purpose of monitoring and evaluation and how does it help
organizations make informed decisions and improve program outcomes?

The purpose of monitoring and evaluation (M&E) is to measure the

progress and effectiveness of programs, projects, and interventions, and to
provide evidence of impact and effectiveness. M&E helps organizations make
informed decisions by providing data and information on the progress and
performance of a program, project or intervention.
This information is used to track progress, identify areas for improvement,
and facilitate continuous improvement. By evaluating programs, projects, and
interventions, organizations can also demonstrate accountability to stakeholders
and allocate resources effectively. Ultimately, M&E helps organizations improve
program outcomes by fostering a culture of learning and improvement within the
organization.

What is the difference between Formative and Summative Evaluation

and how are they used to assess learning and program effectiveness?

Formative Evaluation and Summative Evaluation are two different types

of evaluation with distinct objectives and methods.

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 Formative Evaluation is a continuous, ongoing evaluation process that
takes place during the implementation of a program, project or intervention. Its
purpose is to provide feedback and make mid-course corrections, so that the
program can be improved or adapted as needed. Formative Evaluation is focused
on the process of program implementation and seeks to identify ways to make it
more effective, efficient, and relevant.

Examples of formative evaluation questions include:

Is the program being implemented as intended?

Are the program activities having the desired impact on participants?
Are there any problems or obstacles that need to be addressed?
How can the program be improved to better meet the needs of participants?

Summative Evaluation is an end-of-program evaluation that assesses the

overall success of a program, project, or intervention in meeting its objectives.
Summative Evaluation focuses on the results and outcomes of the program and
seeks to determine the extent to which the program has achieved its goals.
Summative Evaluation is usually conducted after a program has been completed
and provides a comprehensive assessment of the program’s strengths and
weaknesses.

Examples of summative evaluation questions include:

Did the program achieve its objectives?

To what extent was the program effective, efficient, and relevant?
Did the program have the desired impact on participants?
What were the main strengths and weaknesses of the program?
What lessons can be learned from the program for future implementation?

What is the difference between Conventional and Participatory

Evaluation and how do they impact the involvement and empowerment of
stakeholders in the evaluation process?

Conventional Evaluation and Participatory Evaluation are two

approaches to evaluation that differ in terms of their focus and methodology.

Conventional Evaluation is typically top-down and focuses on the

assessment of specific objectives and outcomes. It often involves experts
collecting data through standardized methods and analyzing it to determine the
effectiveness of a program.

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 In contrast, Participatory Evaluation is a bottom-up approach that
prioritizes the involvement of stakeholders in the evaluation process. This type of
evaluation often involves the collection of data through participatory methods
such as focus groups, surveys, and individual interviews. The data is then
analyzed collaboratively to determine the strengths and weaknesses of a program.

Some examples of questions asked in Conventional Evaluation might

include:

How well did the program achieve its stated objectives?

Was the program implemented as planned?
What was the impact of the program on target populations?

In Participatory Evaluation, some examples of questions might include:

What are the perspectives and experiences of program beneficiaries?

What do stakeholders believe are the strengths and weaknesses of the
program?
How have stakeholders been involved in the program and what has been
the impact of their involvement?

What are the core objectives of Monitoring and Evaluation?

The core objectives of monitoring and evaluation are:

1. To ensure that programs and projects are implemented as planned, are aligned
with established goals, and are making progress towards achieving their intended
outcomes.

2. To measure and assess the impact of programs and projects on the target
beneficiaries.

3. To identify and address any challenges, obstacles, or risks that may affect the
implementation and success of the programs and projects.

4. To provide feedback and recommendations to improve the design and

implementation of programs and projects.

5. To ensure that resources are used effectively, efficiently, and in accordance

with established standards and regulations.

6. To promote accountability and transparency by documenting and reporting on

the results of programs and projects.

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7. To inform decision-making and support continuous improvement by providing
valuable insights and data on the performance and impact of programs and
projects.

DIFFERENCES BETWEEN MONITORING AND EVALUATION

MONITORING EVALUATION
Purpose: To track progress, identify Purpose: To assess the effectiveness,
issues and make course corrections in efficiency, relevance and impact of a
real-time program or intervention
Focus: Ongoing, regular and Focus: Periodic and systematic review
systematic collection and analysis of of a program or intervention
information
Methods: Surveys, observations, data
Methods: Surveys, experiments, case
analysis, process tracking studies, impact assessments
Timeframe: Continuously during Timeframe: At the end of a program
program implementation or at specific intervals
Data: Real-time data and feedbackData: Both qualitative and
quantitative data collected over a
longer period of time
Outputs: Adjustments made to the Outputs: Recommendations for
program, progress reports future programs, reports and lessons
learned

What are the steps in the monitoring and evaluation process?

1. Planning: Establishing clear goals, objectives, and indicators to assess

progress. This stage also involves developing a monitoring and evaluation plan,
including the methods, tools, and data sources to be used.

2. Data Collection: Gathering data through various means, such as surveys,

interviews, focus groups, or direct observation, to assess progress and determine
the effectiveness of programs and interventions.

3. Data Analysis: Analyzing the data collected to identify trends, strengths, and
areas for improvement.

4. Feedback and Reflection: Sharing the results of the monitoring and

evaluation with stakeholders, including program beneficiaries, staff, and
decision-makers, to inform ongoing improvement and decision-making.

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5. Adjustments and Improvements: Based on the results of the evaluation,
making changes and improvements to the program as needed.

6. Reporting: Sharing the results of the monitoring and evaluation process with
relevant stakeholders, including program beneficiaries, staff, and decision-
makers.

7. Ongoing Monitoring: Continuously monitoring and evaluating the program

to ensure its ongoing success and effectiveness.

What is the purpose of the program monitoring and evaluation system

assessment in DepEd?

The purpose of the program monitoring and evaluation system assessment

in DepEd is to assess the effectiveness and efficiency of education programs and
policies in achieving the desired outcomes, inform decision-making for
improvement, and provide accountability and transparency in the use of
resources. This process helps the department continuously monitor progress,
identify challenges and areas for improvement, and ensure that resources are
being used effectively to achieve desired outcomes in education.

How does the DepEd program monitoring and evaluation system ensure the
success and effectiveness of educational programs?

The DepEd program monitoring and evaluation system helps to ensure the
success and effectiveness of educational programs by regularly monitoring their
implementation and collecting data on various aspects such as outcomes, impact,
efficiency, and relevance. This data is then analyzed to determine the strengths
and weaknesses of the program, identify areas for improvement, and make
informed decisions on future program development and implementation.
Additionally, the system provides feedback to program stakeholders,
including educators, students, and communities, to promote accountability,
transparency, and continuous improvement.

How does DepEd ensure the results of program monitoring and

evaluation are used to inform future decision-making and continuous
improvement?

The DepEd ensures the results of program monitoring and evaluation are
used to inform future decision-making and continuous improvement through
various processes. One of the key processes is the analysis and interpretation of

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the data collected through monitoring and evaluation. This information is then
shared with relevant stakeholders such as educators, school leaders, and policy-
makers, who can use it to inform decision-making and prioritize areas for
improvement.
Additionally, the DepEd may conduct follow-up evaluations to assess the
impact of changes made based on the results of the initial monitoring and
evaluation. By continuously collecting and analyzing data, DepEd can ensure that
its programs are achieving their intended outcomes and make necessary
adjustments to improve their effectiveness.

LEADING CHANGE

Leading change is the process of guiding and inspiring individuals, teams,

and organizations to adopt and implement new ideas, processes, or systems. This
involves creating a vision for change, communicating effectively, engaging
stakeholders, managing resistance, and implementing the changes effectively.
Effective change leadership requires strong emotional intelligence,
communication skills, and the ability to create a culture of continuous
improvement.

What are the differences between continuous and discontinuous change,

incremental and radical change, hard and soft change, and external (exogenous)
and internal (endogenous) change in organizations?

Continuous Change: Refers to gradual, evolutionary changes that occur

over time and build on existing systems or processes.

Discontinuous Change: Refers to changes that are dramatic and involve a

significant shift in an organization's approach or structure.

Incremental Change: Refers to small, step-by-step changes that build on

existing systems or processes.

Radical Change: Refers to changes that involve a major overhaul of an

organization's structure or approach.

Hard Change: Refers to changes that have a tangible impact on an

organization's operations and structure, such as the implementation of new
systems or processes.

Soft Change: Refers to changes that have a more intangible impact on an

organization, such as changes to culture or leadership style.

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 External (Exogenous) Change: Refers to changes that are caused by
factors outside of an organization, such as changes in the market or regulatory
environment.

Internal (Endogenous) Change: Refers to changes that are initiated and

managed by an organization, such as planned improvements to processes or
systems.

What is the importance of managing transitions and change in

organizations and what are some key factors to consider in order to achieve
desired change outcomes?

Managing transitions and change refers to the process of guiding

individuals and organizations through a change process to achieve desired
outcomes. Effective change management involves managing both the technical
and human aspects of change, as well as understanding the impact of change on
individuals and the organization as a whole.

People are often the largest factor in the success or failure of change
initiatives, as they can either support or resist the changes being implemented.
Therefore, it's important to effectively manage the transition and change process
for people, and to consider the potential impact of the change on their roles,
responsibilities, and overall well-being.

Change outcomes refer to the results or impact of the change initiative on

the organization and its stakeholders. Effective change management aims to
achieve positive change outcomes, such as improved efficiency, increased
profitability, or a better work-life balance for employees.

To manage transitions and change effectively, leaders must have a clear

understanding of the change process, the potential impact of the change on
individuals and the organization, and the steps necessary to achieve desired
outcomes. This may include creating a change management plan, communicating
effectively, engaging stakeholders, and monitoring progress towards desired
outcomes.

How to effectively manage the implementation of change?

To effectively manage the implementation of change, leaders must have a

clear understanding of the change process, the steps necessary to bring about
change, and the potential impact of the change on individuals and the
organization. This may include creating a detailed change management plan,

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communicating with stakeholders, and monitoring progress towards desired
outcomes.

Additionally, leaders must be prepared to manage any potential resistance

to change, as well as any unexpected challenges that may arise during the
implementation process. This may involve creating a culture of continuous
improvement, engaging stakeholders, and effectively communicating the benefits
of the change initiative.

Effective management of the implementation of change requires strong

leadership, a clear understanding of the change process, and a commitment to
achieving desired outcomes.

What are some common challenges leaders face when leading change and
how can they overcome them?

Leaders face many challenges when leading change, including:

Resistance to change: People often resist change, especially if they

perceive it as a threat to their job security or their established ways of working.
Leaders must be able to effectively communicate the benefits of the change and
address any concerns or objections.

Lack of resources: Implementing change can be resource-intensive, and

leaders may struggle to secure the necessary resources, such as funding or staff
time, to bring about change. Leaders must be able to effectively advocate for
resources and secure the support necessary to implement change.

Poor communication: Poor communication can lead to

misunderstandings and misalignment between stakeholders, which can hinder the
implementation of change. Leaders must be able to effectively communicate the
change initiative and ensure that stakeholders understand their roles and
responsibilities.

Lack of support from key stakeholders: Change can be difficult if key

stakeholders are not fully on board. Leaders must be able to engage stakeholders,
build support, and secure buy-in from key players.

Unforeseen challenges: Leaders must be able to adapt to unexpected

challenges that may arise during the change process and find creative solutions
to overcome them.

To overcome these challenges, leaders can take the following steps:

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 Engage stakeholders: Involve key stakeholders in the change process to
build support and secure buy-in.

Communicate effectively: Clearly communicate the change initiative and

address any concerns or objections.

Build a culture of continuous improvement: Foster a culture that

embraces change and innovation.

Plan effectively: Develop a detailed change management plan that outlines

the steps necessary to bring about change and identifies potential challenges.

Monitor progress: Regularly monitor progress towards desired outcomes

and adjust the change plan as necessary.

Leadership is critical in managing change and overcoming the challenges

that arise during the process. Effective leaders must have a clear vision, strong
communication skills, and a commitment to achieving desired outcomes.

What are some best practices for leading change in a large organization?

Leading change in a large organization can be complex and challenging,

but there are some best practices that can help ensure success:

Develop a clear vision: Start by developing a clear vision of the desired

outcome and the reasons for the change. Communicate this vision to stakeholders
to build support and ensure alignment.

Engage stakeholders: Involve key stakeholders, including employees,

customers, and suppliers, in the change process to build support and secure buy-
in.

Communicate effectively: Communicate the change initiative and the

reasons for it clearly and consistently, and address any concerns or objections.

Build a culture of continuous improvement: Foster a culture that

embraces change and innovation, and supports continuous improvement.

Plan effectively: Develop a comprehensive change management plan that

outlines the steps necessary to bring about change and identifies potential
challenges.

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 Monitor progress: Regularly monitor progress towards desired outcomes
and adjust the change plan as necessary.

Build a strong leadership team: Build a strong leadership team that is

committed to the change initiative and has the skills and experience necessary to
drive it forward.

Provide training and support: Provide training and support for

employees to help them transition through the change process and succeed in their
new roles.

Celebrate success: Celebrate milestones and successes along the way to

maintain momentum and motivation.

Continuously evaluate and adjust: Continuously evaluate the change

initiative and make adjustments as necessary to ensure success.

By following these best practices, leaders can successfully lead change in

a large organization and achieve desired outcomes. It's important to remember
that change is an ongoing process, and leaders must be prepared to continuously
evaluate and adjust their approach to ensure success.

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 DepEd Records Management Operations Manual

What is DepEd Records Management Operations Manual?

The Department of Education (DepEd) Records Management Operations

Manual is a guide for the management and administration of educational records
within the DepEd. The manual provides policies, procedures, and standards for
the creation, maintenance, and preservation of educational records, such as
student records, personnel records, and financial records.

The manual is intended to ensure that all educational records are managed
in an efficient and consistent manner, and that the privacy and confidentiality of
the records are protected. The manual may also cover topics such as the transfer
of records between schools or the destruction of outdated records. The manual
serves as a reference for DepEd personnel and schools in implementing effective
records management practices.

What is the purpose of the DepEd Records Management Operations

Manual?

The purpose of the DepEd Records Management Operations Manual is to

provide guidance and direction for the management and administration of
educational records within the Department of Education (DepEd). The manual
outlines policies, procedures, and standards for the creation, maintenance, and
preservation of educational records, such as student records, personnel records,
and financial records.

The manual is intended to ensure that all educational records are managed
in an efficient and consistent manner and that the privacy and confidentiality of
the records are protected. The manual serves as a reference for DepEd personnel
and schools in implementing effective records management practices.

What types of records are covered by the manual?

The DepEd Records Management Operations Manual covers various types

of educational records, including but not limited to:

Student records, such as student registration forms, academic records,

health records, etc.
Personnel records, such as employment contracts, performance
evaluations, training records, etc.
Financial records, such as budgets, expenditures, payment vouchers, etc.

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 The manual may also include other types of records relevant to the
management and administration of educational institutions within the DepEd.

What are the policies, procedures, and standards outlined in the manual
for the creation, maintenance, and preservation of educational records?

The DepEd Records Management Operations Manual outlines the

following policies, procedures, and standards for the creation, maintenance, and
preservation of educational records:

Creation of records: The manual provides guidelines for creating and

documenting educational records, including the types of information to be
recorded and the format of the records.

Maintenance of records: The manual outlines the procedures for

updating, storing, and safeguarding educational records, including the use of
physical and electronic storage systems.

Preservation of records: The manual provides guidelines for the

preservation of educational records, including the management of archival
records and the destruction of outdated records.

Access to records: The manual outlines the procedures for granting access
to educational records and protecting the privacy and confidentiality of the
records.

Transfer of records: The manual provides guidelines for the transfer of

educational records between schools or departments within the DepEd.

These policies, procedures, and standards are intended to ensure that all
educational records are managed in a consistent and efficient manner, and that
the privacy and confidentiality of the records are protected.

How does the manual ensure the privacy and confidentiality of

educational records?

The DepEd Records Management Operations Manual outlines various

measures to ensure the privacy and confidentiality of educational records. Some
of the key ways in which the manual ensures the privacy and confidentiality of
educational records include:

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 Access control: The manual outlines the procedures for granting access to
educational records, including the types of individuals or organizations that are
authorized to access the records and the criteria for access.

Data protection: The manual provides guidelines for protecting the

security and privacy of educational records, including the use of physical and
electronic security measures and the management of sensitive personal
information.

Confidentiality agreements: The manual may require individuals who

have access to educational records to sign confidentiality agreements, which state
that they will not disclose any information contained in the records to
unauthorized parties.

Record disposal: The manual provides guidelines for the destruction of

outdated records, including the methods and procedures for disposing of records
in a secure manner.

Compliance with laws and regulations: The manual ensures compliance

with relevant laws and regulations regarding the privacy and confidentiality of
educational records, such as the Data Privacy Act of 2012.

By implementing these measures, the DepEd Records Management

Operations Manual helps to ensure that educational records are managed in a
manner that protects the privacy and confidentiality of the individuals whose
information is contained in the records.

Does the manual cover the transfer of records between schools?

Yes, the DepEd Records Management Operations Manual covers the

transfer of records between schools. The manual provides guidelines for the
transfer of educational records between schools or departments within the DepEd,
including the procedures for preparing and transmitting the records, the
information to be included with the records, and the methods for ensuring the
confidentiality and privacy of the records during the transfer process.
The manual is intended to ensure that the transfer of records is managed in
a consistent and efficient manner and that the privacy and confidentiality of the
records are protected.

What is the process for destroying outdated records outlined in the manual?

The process for destroying outdated records outlined in the manual may
include the following steps:

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 Determining the retention period for each type of record: The manual
outlines the length of time that each type of record should be kept before it can
be destroyed.

Evaluating the records for historical or legal significance: The manual

provides guidance for determining whether records have historical or legal
significance and should be preserved.

Securing the records: The manual outlines the procedures for securely
storing records prior to destruction, including the use of locked storage and secure
disposal methods.

Destroying the records: The manual provides guidelines for the

destruction of outdated records, including the methods and procedures for
destroying records in a secure manner. This may include shredding paper records
or using secure data erasure methods for electronic records.

The purpose of this process is to ensure that outdated records are disposed
of in a secure and efficient manner, and to prevent unauthorized access to
sensitive information contained in the records. The manual is intended to help
schools and DepEd personnel manage their records in a manner that protects the
privacy and confidentiality of the records.

How can DepEd personnel and schools use the manual as a reference for
effective records management practices?

DepEd personnel and schools can use the DepEd Records Management
Operations Manual as a reference for effective records management practices by
following the policies, procedures, and standards outlined in the manual for the
creation, maintenance, and preservation of educational records. The manual
provides guidance for managing records throughout their lifecycle, from creation
to preservation and eventual destruction.

Some of the ways in which DepEd personnel and schools can use the
manual as a reference for effective records management practices include:

Creation of records: The manual provides guidelines for the creation of

records, including the information that should be included in the records and the
methods for ensuring the accuracy and completeness of the information.

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 Maintenance of records: The manual provides guidelines for the
maintenance of records, including the procedures for updating records and
ensuring their security and confidentiality.

Preservation of records: The manual provides guidelines for the

preservation of records, including the methods for storing records and the
procedures for transferring records between schools or departments.

Destruction of records: The manual provides guidelines for the

destruction of outdated records, including the procedures for determining the
retention period and securely destroying the records.

By following the policies, procedures, and standards outlined in the

manual, DepEd personnel and schools can ensure that their records are managed
in a consistent and efficient manner and that the privacy and confidentiality of the
records are protected. The manual can help schools and DepEd personnel to
effectively manage their records and maintain the integrity of the information
contained in the records.

What role does the manual play in ensuring compliance with relevant
laws and regulations regarding educational records?

The DepEd Records Management Operations Manual plays an important

role in ensuring compliance with relevant laws and regulations regarding
educational records. The manual outlines the policies, procedures, and standards
for the creation, maintenance, and preservation of educational records and
provides guidance for ensuring that these records are managed in accordance with
relevant laws and regulations.

The manual provides information on privacy and confidentiality

regulations, including the Family Educational Rights and Privacy Act (FERPA)
and other relevant laws and regulations that govern the handling of educational
records. By providing guidelines for the management of educational records in
accordance with these regulations, the manual helps to ensure that schools and
DepEd personnel are in compliance with these laws and regulations.

The manual also provides guidance for the protection of sensitive

information contained in educational records, such as personally identifiable
information (PII) and student grades. By providing guidance on the handling of
sensitive information, the manual helps to ensure that schools and DepEd
personnel are in compliance with data protection regulations and that the privacy
and confidentiality of the information contained in the records are protected.

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 In summary, the DepEd Records Management Operations Manual plays a
critical role in ensuring compliance with relevant laws and regulations regarding
educational records by providing policies, procedures, and standards for the
creation, maintenance, and preservation of educational records and by providing
guidance for the protection of sensitive information contained in the records.

How does the DepEd Records Management Operations Manual

contribute to the overall management and administration of educational records
within the DepEd?

The DepEd Records Management Operations Manual contributes to the

overall management and administration of educational records within the DepEd
by providing a comprehensive and consistent framework for the creation,
maintenance, and preservation of educational records. By providing clear
policies, procedures, and standards for records management, the manual helps to
ensure that educational records are managed in a consistent and efficient manner
across the DepEd.

The manual helps to streamline the management of educational records by

providing guidance on the creation of records, the maintenance of records, the
preservation of records, and the destruction of outdated records. By providing a
unified approach to records management, the manual helps to reduce confusion
and inconsistency in the management of records.

The manual also helps to improve the accuracy and completeness of

educational records by providing guidelines for the creation and maintenance of
records. By ensuring that records are created and maintained in a consistent
manner, the manual helps to ensure the reliability and validity of the information
contained in the records.

In addition, the manual helps to ensure the privacy and confidentiality of

educational records by providing guidance on the handling of sensitive
information and the protection of records from unauthorized access. This helps
to protect the privacy of students, teachers, and other personnel, and to ensure
that the information contained in the records is kept confidential.

The DepEd Records Management Operations Manual is an essential tool

for the effective management and administration of educational records within
the DepEd. By providing a comprehensive framework for the creation,
maintenance, and preservation of educational records, the manual helps to ensure
that educational records are managed in a consistent, efficient, and secure

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manner, and that the privacy and confidentiality of the information contained in
the records are protected.

DEPED FINANCIAL MANAGEMENT OPERATIONS MANUAL

(FMOM)

What is DepEd Financial Management Operations Manual (FMOM)?

The DepEd Financial Management Operations Manual (FMOM) is a

guide for financial management practices within the Department of Education
(DepEd). It outlines policies, procedures, and standards for the effective
management of financial resources, including budgeting, accounting,
procurement, and auditing. The FMOM is designed to ensure compliance with
relevant laws and regulations and to promote transparency, accountability, and
efficiency in the management of financial resources within the DepEd.

The FMOM provides guidance on the budgeting process, including the

preparation of budget proposals, the allocation of resources, and the monitoring
of budget utilization. It also provides guidance on accounting procedures,
including the recording and reporting of financial transactions, the preparation of
financial statements, and the maintenance of accounting records.

The FMOM provides policies and procedures for procurement, including

the procurement of goods and services, the awarding of contracts, and the
disposal of surplus property. It also provides guidance on internal controls, risk
management, and internal auditing, which are critical to ensuring the proper
management of financial resources.

The FMOM is an essential tool for DepEd personnel and schools in

ensuring compliance with relevant laws and regulations and in promoting
transparency, accountability, and efficiency in the management of financial
resources. By providing clear policies, procedures, and standards for financial
management, the FMOM helps to ensure that financial resources are used
effectively and efficiently and that financial information is accurate and reliable.

The DepEd Financial Management Operations Manual (FMOM) is a

comprehensive guide for financial management practices within the DepEd. It
outlines policies, procedures, and standards for the effective management of
financial resources, including budgeting, accounting, procurement, and auditing,
and is designed to ensure compliance with relevant laws and regulations and to

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promote transparency, accountability, and efficiency in the management of
financial resources within the DepEd.

What is the purpose of the DepEd Financial Management Operations

Manual (FMOM)?

The purpose of the DepEd Financial Management Operations Manual

(FMOM) is to provide policies, procedures, and standards for the effective
management of financial resources within the Department of Education (DepEd).
The FMOM aims to promote transparency, accountability, and efficiency in the
management of financial resources, including budgeting, accounting,
procurement, and auditing, and to ensure compliance with relevant laws and
regulations. The FMOM serves as a comprehensive guide for DepEd personnel
and schools in managing financial resources effectively and efficiently.

How does the FMOM promote transparency, accountability, and

efficiency in the management of financial resources within the DepEd?

The DepEd Financial Management Operations Manual (FMOM) promotes

transparency, accountability, and efficiency in the management of financial
resources within the DepEd by providing clear policies, procedures, and
standards for financial management practices. The FMOM ensures that financial
resources are used effectively and efficiently and that financial information is
accurate and reliable.
Furthermore, the FMOM promotes accountability by outlining procedures
for procurement and the awarding of contracts and by providing guidance on
internal controls, risk management, and internal auditing. The FMOM also
promotes efficiency by providing guidance on budgeting processes, accounting
procedures, and the recording and reporting of financial transactions. By
promoting transparency, accountability, and efficiency, the FMOM helps to
ensure that financial resources are managed effectively and that the DepEd is able
to meet its financial obligations.

What types of financial management practices are covered by the

FMOM?

The DepEd Financial Management Operations Manual (FMOM) covers a

range of financial management practices within the Department of Education
(DepEd). These practices include budgeting, accounting, procurement, and
auditing. The FMOM provides policies, procedures, and standards for these
practices, including guidance on the preparation of budgets, the recording and
reporting of financial transactions, procurement processes, and the management
of contracts. The FMOM also provides guidance on internal controls, risk

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management, and internal auditing to help ensure the accuracy and reliability of
financial information and to promote accountability. By covering a wide range of
financial management practices, the FMOM helps to ensure that the DepEd is
able to manage its financial resources effectively and efficiently.

How does the FMOM provide guidance on budgeting processes within

the DepEd?

The DepEd Financial Management Operations Manual (FMOM) provides

guidance on budgeting processes within the Department of Education (DepEd).
The FMOM outlines the policies, procedures, and standards for preparing and
managing budgets, including the allocation of financial resources and the tracking
of budget utilization. The FMOM provides guidance on the preparation of budget
estimates and on the preparation of the annual budget, including the preparation
of budget requests and the management of budget execution. The FMOM also
provides guidance on the monitoring and reporting of budget utilization and on
the preparation of budget performance reports. By providing guidance on
budgeting processes, the FMOM helps to ensure that financial resources are
allocated effectively and efficiently and that the DepEd is able to meet its
financial obligations.

What role does the FMOM play in ensuring compliance with relevant
laws and regulations regarding financial management within the DepEd?

The DepEd Financial Management Operations Manual (FMOM) plays a

crucial role in ensuring compliance with relevant laws and regulations regarding
financial management within the Department of Education (DepEd). The FMOM
provides clear policies, procedures, and standards for financial management
practices, including budgeting, accounting, procurement, and auditing, and
ensures that these practices are in line with relevant laws and regulations. The
FMOM provides guidance on the management of contracts and on procurement
processes, ensuring that these processes are transparent, accountable, and in
compliance with relevant regulations.
Additionally, the FMOM provides guidance on internal controls, risk
management, and internal auditing, ensuring that financial information is accurate
and reliable and that the DepEd is able to manage its financial resources
effectively and efficiently. By ensuring compliance with relevant laws and
regulations, the FMOM helps to promote transparency and accountability in the
management of financial resources within the DepEd.

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 What policies, procedures, and standards are outlined in the FMOM for
procurement within the DepEd?

The DepEd Financial Management Operations Manual (FMOM) outlines

policies, procedures, and standards for procurement within the Department of
Education (DepEd). The FMOM provides guidance on the management of
contracts, including the preparation of contracts, the negotiation of contracts, and
the management of contract performance. The FMOM also provides guidance on
procurement processes, including the procurement of goods and services, the
management of procurement activities, and the award of contracts. The FMOM
establishes policies, procedures, and standards for the selection of suppliers, the
management of procurement contracts, and the monitoring of contract
performance.
Moreover, the FMOM provides guidance on the management of
procurement risks and the application of procurement rules and regulations. By
outlining policies, procedures, and standards for procurement, the FMOM helps
to ensure that procurement processes within the DepEd are transparent,
accountable, and in compliance with relevant laws and regulations.

What is the role of the FMOM in the preparation and management of

budgets within the DepEd?

The DepEd Financial Management Operations Manual (FMOM) plays a

crucial role in the preparation and management of budgets within the Department
of Education (DepEd). The FMOM outlines the policies, procedures, and
standards for preparing and managing budgets, including the allocation of
financial resources and the tracking of budget utilization. The FMOM provides
guidance on the preparation of budget estimates and on the preparation of the
annual budget, including the preparation of budget requests and the management
of budget execution.
The FMOM also provides guidance on the monitoring and reporting of
budget utilization and on the preparation of budget performance reports. By
providing guidance on budget preparation and management, the FMOM helps to
ensure that financial resources are allocated effectively and efficiently and that
the DepEd is able to meet its financial obligations.

How does the FMOM provide guidance on accounting procedures within

the DepEd?

The DepEd Financial Management Operations Manual (FMOM) provides

guidance on accounting procedures within the Department of Education (DepEd).
The FMOM outlines policies, procedures, and standards for the management of
financial information, including the recording of financial transactions, the

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preparation of financial statements, and the management of financial reports. The
FMOM provides guidance on accounting processes, including the management
of accounts payable and receivable, the management of cash and bank
transactions, and the management of payroll.

The FMOM also provides guidance on the preparation of financial

statements, including balance sheets, income statements, and cash flow
statements. By providing guidance on accounting procedures, the FMOM helps
to ensure that financial information is accurate, reliable, and in compliance with
relevant accounting standards and regulations.

What is the significance of the FMOM for DepEd personnel and schools
in managing financial resources?

The DepEd Financial Management Operations Manual (FMOM) is

significant for DepEd personnel and schools in managing financial resources. The
FMOM provides guidance and direction on financial management practices
within the Department of Education (DepEd), including budget preparation and
management, accounting procedures, and financial record keeping. By following
the policies, procedures, and standards outlined in the FMOM, DepEd personnel
and schools can ensure that financial resources are allocated effectively and
efficiently and that financial information is accurate, reliable, and accessible. The
FMOM also helps to ensure that DepEd personnel and schools are in compliance
with relevant laws, regulations, and accounting standards in the management of
financial resources.
As a result, the FMOM plays a key role in supporting the overall
management and administration of financial resources within the DepEd and in
helping to ensure that the DepEd is able to achieve its financial goals and
objectives.

How does the FMOM help to ensure that financial information is accurate
and reliable within the DepEd?

The DepEd Financial Management Operations Manual (FMOM) helps to

ensure that financial information is accurate and reliable within the Department
of Education (DepEd) by outlining policies, procedures, and standards for the
management of financial information. The FMOM provides guidance on the
recording of financial transactions, the preparation of financial statements, and
the management of financial reports. By following the guidance provided in the
FMOM, DepEd personnel and schools can ensure that financial information is
recorded accurately and consistently, and that financial statements are prepared
in compliance with relevant accounting standards and regulations.

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 The FMOM also provides guidance on the management of financial
records, including the archiving of financial records and the destruction of
outdated records. By ensuring that financial records are properly managed and
preserved, the FMOM helps to ensure that financial information remains accurate
and reliable over time. Furthermore, the FMOM provides guidance on internal
controls and auditing procedures to help ensure the accuracy and reliability of
financial information. By following the guidance provided in the FMOM, DepEd
personnel and schools can help to ensure that financial information is accurate
and reliable, which is essential for effective financial management and decision
making.

What are the unique features of FMOM?

The unique features of the DepEd Financial Management Operations

Manual (FMOM) include:

Standardized procedures: The FMOM outlines standardized procedures

for financial management within the Department of Education (DepEd) to ensure
consistency and uniformity in financial management practices.

Compliance with laws and regulations: The FMOM provides guidance

on compliance with relevant laws and regulations related to financial
management, including the Commission on Audit (COA) regulations, the
Government Auditing Code, and the General Appropriations Act (GAA).

Management of financial resources: The FMOM provides guidance on

the effective and efficient management of financial resources, including budget
preparation and management, accounting procedures, and financial record
keeping.

Reporting and record-keeping: The FMOM provides guidance on the

preparation of financial reports and the management of financial records,
including the archiving of financial records and the destruction of outdated
records.

Internal controls and auditing: The FMOM provides guidance on

internal controls and auditing procedures to help ensure the accuracy and
reliability of financial information.

Guidance on financial systems and tools: The FMOM provides guidance

on the use of financial systems and tools, such as the Government Financial
Management System (GFMS), to support effective financial management.

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 These unique features of the FMOM are designed to support the effective
and efficient management of financial resources within the DepEd, and to help
ensure that financial information is accurate and reliable for decision-making
purposes.

FOUR PHASES OF BUDGET CYCLE

The four phases of the budget cycle are as follows:

Preparation: During the preparation phase, DepEd personnel and schools

gather and analyze financial data, identify funding needs and priorities, and
formulate budget proposals. The goal of this phase is to develop a comprehensive
budget that accurately reflects the financial requirements of the DepEd.

Legislation: During the legislation phase, the budget proposal is reviewed

and approved by the appropriate government bodies, such as the Commission on
Audit (COA) and the Department of Budget and Management (DBM). The goal
of this phase is to ensure that the approved budget is in compliance with relevant
laws and regulations and that it reflects the funding priorities of the DepEd.

Execution: During the execution phase, the approved budget is put into
effect and financial resources are allocated and utilized. The goal of this phase is
to ensure that financial resources are used efficiently and effectively to support
the programs and initiatives of the DepEd.

Accountability: During the accountability phase, the DepEd personnel and

schools are responsible for reporting on the use of financial resources, including
the preparation of financial statements, the submission of reports to the
Commission on Audit (COA), and the resolution of any financial irregularities or
mismanagement of funds. The goal of this phase is to ensure that financial
management practices are transparent, accountable, and in compliance with
relevant laws and regulations.

These four phases of the budget cycle are essential for the effective
management of financial resources within the DepEd and for ensuring that
financial information is accurate and reliable for decision-making purposes.

ACCOUNTING AND DISBURSEMENT

Accounting and disbursement refer to the processes of recording and

managing financial transactions within an organization, such as the Department
of Education (DepEd).

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 Accounting involves the recording of financial transactions, including the
receipt and expenditure of funds, in a systematic manner. This helps to track the
flow of financial resources within the DepEd and provides a clear picture of the
organization's financial position.

Disbursement, on the other hand, involves the payment of funds from the
organization's accounts. The process of disbursement must be carried out in
accordance with the approved budget and relevant laws and regulations, and it
must be supported by the proper documentation, such as invoices and receipts.

Together, accounting and disbursement are critical components of

financial management within the DepEd, as they help to ensure the accuracy,
reliability, and transparency of financial information, and support the effective
management of financial resources.

What is the purpose of accounting and disbursement in the DepEd?

The purpose of accounting and disbursement in the Department of

Education (DepEd) is to manage and track financial transactions in a systematic
and transparent manner. Accounting involves recording financial transactions,
including receipts and expenditures of funds, to provide a clear picture of the
organization's financial position. Disbursement, on the other hand, involves the
payment of funds from the organization's accounts, which must be carried out in
accordance with the approved budget and relevant laws and regulations and
supported by proper documentation, such as invoices and receipts.
Together, accounting and disbursement help to ensure the accuracy,
reliability, and transparency of financial information and support the effective
management of financial resources within the DepEd.

How does accounting in the DepEd help to track the flow of financial
resources?

Accounting in the DepEd helps to track the flow of financial resources by

recording all financial transactions in a systematic manner. This includes receipts
and expenditures of funds, as well as any other financial transactions that occur
within the organization. The information gathered through accounting is then
used to prepare financial statements and reports, which provide a clear picture of
the organization's financial position. These statements and reports can be used by
DepEd personnel and stakeholders to monitor the flow of financial resources and
make informed decisions about the use and management of these resources. By
tracking the flow of financial resources through accounting, the DepEd can

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ensure that financial resources are being used efficiently, effectively, and in
accordance with the approved budget and relevant laws and regulations.

What documentation is required to support disbursement of funds in the

DepEd?

To support disbursement of funds in the Department of Education

(DepEd), proper documentation is required. This documentation typically
includes invoices and receipts that show the payment of goods or services
received by the organization. The disbursement must be supported by proper
documentation and must be carried out in accordance with the approved budget
and relevant laws and regulations. Other forms of documentation that may be
required include contracts, purchase orders, vouchers, and bank statements,
among others.
The specific documentation required will depend on the nature and purpose
of the disbursement, as well as the relevant laws, regulations, and policies. It is
important to ensure that all disbursements are properly documented to support the
transparency and accountability of financial transactions within the DepEd.

How does the DepEd ensure the accuracy and reliability of financial
information through accounting and disbursement?

To ensure the accuracy and reliability of financial information through

accounting and disbursement, the DepEd implements various measures and
controls. These may include the following:

Internal controls: The DepEd has internal controls in place to ensure that
transactions are properly recorded, reported, and reconciled. This includes
segregation of duties, proper authorization, and reconciliation of accounts.

Financial reporting: The DepEd prepares financial reports on a regular

basis to provide relevant information about its financial performance, such as its
income, expenses, and balance sheets.

Audits: Regular internal and external audits are conducted to review the
accuracy and completeness of the financial information.

Training: Personnel responsible for accounting and disbursement are

trained on best practices and the relevant laws and regulations to ensure that they
carry out their tasks in a responsible and effective manner.

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 System controls: The DepEd has systems and software in place to support
its accounting and disbursement processes. These systems have built-in controls
to ensure the accuracy and reliability of the financial information.

By implementing these measures and controls, the DepEd aims to ensure

that its financial information is accurate and reliable, and that it is in compliance
with relevant laws and regulations.

What role does financial management play in the effective management

of financial resources within the DepEd?

Financial management plays a crucial role in the effective management of

financial resources within the DepEd. Through accounting and disbursement
processes, financial information is accurately tracked and recorded, providing a
clear understanding of the flow of funds. This information can then be used to
support decision making, evaluate the use of resources, and ensure compliance
with relevant laws and regulations. By having robust and reliable financial
management processes in place, the DepEd is better equipped to effectively
manage and allocate its financial resources in support of its mission and goals.

What is school-based financial management?

School-based financial management refers to the financial management

practices and processes that occur within individual schools in the DepEd system.
This includes the management of funds and resources allocated to schools, as well
as the accounting and reporting of these funds. The goal of school-based financial
management is to ensure that schools have the financial resources and support
necessary to effectively deliver quality education to students. This includes the
responsible and efficient use of resources, transparency in financial transactions,
and the establishment of effective financial control mechanisms.
School-based financial management is a key component of the overall
financial management practices of the DepEd and is essential for ensuring the
effective and efficient use of resources in support of its mission and goals.

Maintenance and Other Operating Expenses (MOOE)

UTILIZATION

DepEd Order No. 8, 2019 Revised Implementing Guidelines on the Direct

Release, Use, Monitoring, and Reporting of Maintenance and Other Operating
Expenses (MOOE) is a policy issued by the Department of Education (DepEd) in
the Philippines that provides guidelines on the direct release, use, monitoring, and
reporting of Maintenance and Other Operating Expenses (MOOE) funds in public
schools.

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 The MOOE funds are provided by the government to public schools to
cover expenses related to school maintenance, repair and other operating
expenses. The guidelines outlined in DepEd Order No. 8, 2019 aim to ensure that
the MOOE funds are used effectively, efficiently, and transparently in support of
the delivery of quality education.

Responsibilities of Implementing Units

DepEd Order No. 8, 2019 outlines the responsibilities of various

implementing units in relation to the Maintenance and Other Operating Expenses
(MOOE). Some of these responsibilities include:

Schools: Schools are responsible for the proper utilization and

management of MOOE funds allocated to them, as well as ensuring that the funds
are used for their intended purpose.

School Heads: School heads are responsible for ensuring that the MOOE
funds are used effectively and efficiently, and that all disbursements are properly
documented and accounted for.

Regional Offices (ROs): ROs are responsible for providing technical

assistance to schools in the proper utilization of MOOE funds, as well as
monitoring and evaluating the utilization of the funds by schools.

Division Offices (DOs): DOs are responsible for ensuring the proper
utilization of MOOE funds in schools, as well as providing technical assistance
and support to schools in managing their finances.

DepEd Central Office (CO): The DepEd CO is responsible for

formulating and issuing policies, guidelines, and regulations on the utilization of
MOOE funds, as well as monitoring the implementation of these policies and
guidelines at the regional and division levels.

What are the different uses of School MOOE?

The uses of School MOOE as outlined in DepEd Order No. 8, s. 2019

include:

1. Maintenance and repair of school facilities and equipment: The funds

can be used for routine and periodic maintenance of school facilities and
equipment, as well as for minor repairs to keep them in good condition.

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 2. Purchase of supplies and materials: The funds can be used to purchase
consumable supplies, such as paper, ink, and cleaning materials, and
instructional materials, such as books and equipment, for use in the school.

3. School activities and programs: The funds can be used to support school
activities and programs, such as field trips, athletic events, and cultural
programs.

4. Training and professional development: The funds can be used to

support teacher training and professional development activities, such as
workshops, conferences, and seminars.

5. Energy and water bills: The funds can be used to pay energy and water
bills for the school.

6. Rent for use of facilities: The funds can be used to pay rent for the use of
facilities for school activities and programs.

7. Security and janitorial services: The funds can be used to pay for security
and janitorial services.

The specific uses of MOOE funds will depend on the needs of the school
and the priorities set by the school head and the school governing council.

What are the reporting requirements for principals/school heads/teachers-

in-charge with regards to Maintenance and Other Operating Expenses
(MOOE)?

The reporting requirements for principals/school heads/teachers-in-charge

with regards to Maintenance and Other Operating Expenses (MOOE) are outlined
in DepEd Order No. 8, 2019 Revised Implementing Guidelines on the Direct
Release, Use, Monitoring and Reporting of MOOE. Some of the key reporting
requirements are as follows:

1. Ensure that the utilization of MOOE is in accordance with the approved

budget and is in line with the guidelines set forth by the DepEd.

2. Prepare and submit regular reports on the status of the utilization of

MOOE, including financial statements, receipts, and other supporting
documents.

3. Ensure that the reports are accurate and complete, and that all transactions
are supported by appropriate documentation.

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 4. Submit regular reports to the Division Office on the status of the utilization
of MOOE, including financial statements, receipts, and other supporting
documents.

5. Ensure that the school implements a proper accounting and reporting

system that meets the standards set by the DepEd.

6. Ensure that all disbursements are supported by appropriate documentation

and that the school implements proper internal control measures to prevent
fraud and abuse.

D.O 15, s. 2017- Guidelines on the Allocation of Funds for Venue,

Meals and Snacks, And Room Accommodation for Official Activities
Organized and Conducted by the Department of Education

Department of Education (DepEd) Order No. 15, s. 2017 provides

guidelines on the allocation of funds for venue, meals and snacks, and room
accommodation for official activities organized and conducted by the DepEd. The
order outlines the specific purpose, scope, and coverage of the guidelines, as well
as the rules and procedures for the allocation of funds for these expenses. It also
provides information on the different sources of funds for these activities and the
documentation that must be submitted to support the allocation and utilization of
these funds.
The order serves as a reference for DepEd personnel, school heads, and
other stakeholders in ensuring the proper and responsible allocation and
utilization of funds for official activities.

For activities utilizing DepEd training venues such as the Regional

Education Learning Centers (RELCs), ECOTECH Center, National Educators
Academy of the Philippines (NEAP), and Baguio Teachers Camp (BTC), the
allowable rates for facilities, meals and snacks, and room accommodation per
participant per day shall not exceed One Thousand Two Hundred Pesos (P
1,200.00).

The following are the allowable rates for activities which are less than one
day or for activities which do not require three meals:

Meal Rate
Breakfast P 150.00
Snacks (a.m./p.m.) P 75.00
Lunch/Dinner P 350.00

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 For activities utilizing other training venues or other service providers, the
allowable rates are as follows:

Residential (Live-in) Not exceeding P2000.00/pax/day

Non-Residential (Live-out) Not exceeding P1,200.00/pax/day

The corresponding allowable expenses chargeable to the rates indicated

above shall include: (a) meals and snacks; (b) use of function room/s; (c)
provision of audio-visual system/facility; and (d) other equipment and
requirements (e.g. free-flowing coffee, free internet connection, LCD projector,
among others). The residential rate shall also include room accommodations.
The following are the allowable rates for activities which are less than one
day or for activities which do not require three meals:

Meal Rate
Breakfast not exceeding P 200.00
Snacks (AM/PM) not exceeding P 100.00
Lunch/Dinner not exceeding P 400.00

The guidelines under DepEd Order No. 15, s. 2017, outline the allocation
of funds for venue, meals and snacks, and room accommodations for official
activities organized and conducted by the Department of Education. The
maximum rate for room accommodations is set at P1,000 per participant per day,
except for high-level activities, which are subject to approval by the Secretary.

To maximize resources, the use of DepEd facilities and other government-

owned venues is encouraged and expenses must follow established rates and
principles of value-for-money. The selection of venues and facilities must follow
existing procurement policies and consider factors such as prudence, suitability
to the activity, accessibility, and safety.

DepEd Order No. 13, s. 2021 Supplemental Guidelines on the Grant

of Cash Allowance to Teachers

D.O. No. 13, s. 2021 provides supplemental guidelines on the grant of cash
allowances for teachers in the Department of Education (DepEd). The guidelines
aim to support teachers' needs and improve their well-being while they fulfill their
duties and responsibilities.

The cash allowance is provided to cover various expenses such as

transportation, meals, communication, and other personal needs. The amount of
the allowance will depend on the teacher's classification, based on their
educational attainment and years of service.
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 The guidelines also state that the cash allowance is non-taxable and non-
deductible, and it should be given on top of their regular salary. The release of
the cash allowance should be done on a regular and timely basis and should be
accounted for in accordance with existing financial and accounting policies and
procedures.

Additionally, the guidelines emphasize the importance of transparency and

accountability in the use of the cash allowance. Teachers are expected to use the
allowance for its intended purpose and to keep proper records of their expenses.

The D.O. No. 13, s. 2021 provides a framework for the grant of cash
allowances to teachers in the DepEd, aimed at supporting their well-being and
fulfilling their duties effectively.

Deped Guidelines on Grant of Vacation Service Credits to Teachers

1. The purpose of updating and consolidating various issuance's on the

grant of vacation service credits to teachers on teachers' leave basis is to improve
the delivery of education services in accordance with the policy of this Office to
periodically review existing rules and regulations.

a. Statement of Policy
The basic policy in the grant of vacation service credit is that it should be
given only for work beyond regular functions or beyond regular work hours/days
where payment of honorarium or overtime pay is not possible. In addition, there
are situations wherein extraordinary work is demanded from teachers including
those which expose their lives to certain risks and for which monetary
compensation is not enough. Thus, extra non-monetary compensation is justified.

b. Definition of Terms
a. For purposes of this Order, the term, “teacher” shall refer to teachers
who do not have to report for classes during the Christmas and long summer
vacation and still be entitled to their regular compensation.
b. The term, teachers’ vacation service credits refers to the leave credits
earned for services rendered on activities during summer or Christmas vacation
or in the course of the regular school year, as authorized by the proper authority.
c. The term normal teaching load shall refer to six (6) hours of actual
classroom teaching a day.

c. Uses of vacation service credits

Vacation service credits are used to offset absences on account of illness,
one (1) work day service credit is used to offset one (1) day of absence.

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 d. Activities Eligible for the Grant of Service Credits

Service Credits may be granted for the following activities:

a. services rendered during registration and election days as long as these
are mandated duties under existing laws;
b. services rendered during calamity and rehabilitation when schools are
used as evacuation centers;
c. services rendered in connection with the conduct of remedial classes
during the summer or Christmas vacation or outside of regular school days;
d. services rendered in connection with early opening of the school year;
e. services rendered during school sports competitions held outside of
regular school days;
f. services rendered by those who train teachers in addition to their normal
teaching loads;
g. teaching overload not compensated by honoraria;
h. teaching in non-formal education classes in addition to teaching in
formal education classes carrying a normal teaching load;
i. work done during regular school days if these are in addition to the
normal teaching load;
j. conduct of testing activities held outside of school days; andk.
attendance/participation in special DepEd projects and activities which are short-
term in duration such as English, Science and Math Mentors’ Training,
curriculum writing workshop, planning workshop, etc., if such are held during
the summer vacation or during weekends.

A premium of 20% may be granted for educational activities (as opposed

to non-educational activities such as election duties, calamity assistance) which
require specialize expertise.

e. Activities Not Eligible for the Grant of Service Credits

Service credits shall not be granted for the following activities:

a. in-service training programs fully funded by the government;
b. assignment to clerical work, such as checking forms and finishing
reports commonly required in connection with the opening and closing of classes;
c. reassignment of teachers to duty in another bureau or office; (detailed in
another government office)
d. assignment in connection with exhibits at a fair;
e. postponement of a regular teacher’s vacation; and
f. time spent in travelling to and from station to the place where services
are rendered.

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 f. Procedure in the Grant of Service Credits

a. The following steps shall be followed in the grant of service credits:

a. 1. Head of office/school recommends approval of request to render

vacation service
a. 2. Schools Division Superintendent approves/disapproves request
a. 3 .If reason for request is not among those listed above, request should
be forwarded to the Regional Director for action if activity is region wide and to
the Central Office through the Regional Director if activity is DepED-wide.

For attendance/participation in DepED-wide programs and projects, the

Central Office shall make the necessary issuances on the grant of vacation service
credits.

b. The following documents/requirements shall be accomplished/

submitted after completion of vacation service:

b. 1. accomplishment report
b. 2. duly assigned DTR/CS Form 48
g. Other Rules

The following rules shall also apply in the grant or use of service credits:

a. One work day of vacation service credit is granted for one day (eight
hours) of service;

b. The number of days of vacation service credits granted to a teacher shall

not exceed 15 work days in one year except in cases authorized by the Secretary
upon the recommendation of the Regional Director;

c. Vacation service credits shall not be granted for services rendered

without previous authority;

d. Teachers on detail in offices or assigned to non-teaching jobs are on the

vacation-risk leave basis and should not therefore be granted vacation service
credits;e. In the monetization of teachers leave credits, unused vacation service
credits shall be converted into vacation-sick leave credits. After monetization, the
remaining vacation-sick leave credits shall be converted back to vacation service
credits;

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 The formula in the conversion of vacation service credits to the vacation
and sick leave credits
is as follows:

Vacation and Sick Leave* = 30y / 69

Where:

30 = Number of days in a month

Y = Total Number of teacher’s service credits
69 = 58 days of summer vacation plus 11 days of Christmas vacation

*No. of days derived shall be divided equally into vacation and sick leave
credits.

The formula in the conversion of vacation and sick leave credits to vacation
service credits is
as follows:

Y = VL + SL / 30 x 69

f. The vacation service credits of a teacher who transfers to a non-teaching

position may be converted into vacation-sick leave credits and vice-versa; and

g. Unused vacation service credits of teachers who resigned, retired, or are

separated from the service through no fault of their own on or after January 16,
1986 shall be paid the money value of their unused vacation service credits
converted to vacation and sick leave credits.

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 A. SCHOOL FACILITIES AND EQUIPMENT

What are Educational Facilities?

Educational facilities refer to the buildings and resources used for the
purpose of delivering education to students. This can include primary schools,
secondary schools, colleges, universities, and other training institutions. Some
common examples of educational facilities include classrooms, libraries,
laboratories, auditoriums, sports fields and courts, computer labs, and
administrative offices. The quality and availability of educational facilities play
a significant role in determining the quality of education that students receive.
Good educational facilities should be safe, well-equipped, and conducive to
learning, with sufficient space and resources for students to engage in a range of
educational activities.

What is the importance of educational facilities?

Educational facilities play a crucial role in shaping the future of individuals

and society as a whole. Here are some of the key reasons why educational
facilities are important:

Providing access to education: Educational facilities provide access to

education, especially for those who might not have access to it otherwise.
Schools, colleges, and universities provide students with a safe and nurturing
environment to learn and grow.

Fostering personal and intellectual development: Educational facilities

provide students with the tools, resources, and support they need to develop their
skills, knowledge, and confidence. They help students learn to think critically,
solve problems, and communicate effectively.

Preparing students for the workforce: Educational facilities help prepare

students for careers by teaching them the skills and knowledge they need to
succeed in the workforce. They offer a range of programs and courses that can
prepare students for various careers, including technical and professional fields.

Promoting socialization and cultural exchange: Educational facilities

provide opportunities for students to interact with others and develop social skills.
They also provide opportunities for students to learn about different cultures,
beliefs, and values, promoting cultural exchange and understanding.

Driving economic development: Educational facilities play a key role in

driving economic development by preparing the next generation of workers and

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leaders. A well-educated workforce can attract businesses, create jobs, and
promote economic growth.

What are the Basic Principles on Educational Facilities?

The main purpose of educational facilities is to create a suitable learning

atmosphere that promotes successful teaching and education. These facilities
must be adaptable to changes in teaching techniques and school structure,
considering the evolving nature of education which has become more interactive
and integrated into the larger community. Effective and functional educational
facilities are created, maintained, and managed through a comprehensive plan
that involves all those involved in education within the community. This plan
should incorporate best practices in educational facility planning and design,
including:

a. Ensure maximum collaboration in school planning, design, and

implementation by including input from a broad range of community
representatives, such as administrators, parents, business leaders, technical
experts, teachers, school administrators, and students.

b. Implement a forward-thinking facility management program that

addresses potential facility issues during the planning phase, including
maintenance and operations of educational facilities.

c. Design schools as community learning centers that are scaled to the local
neighborhood by following these steps:

c.1. Place the school within a clear neighborhood boundary, allowing for
easy access for children and parents to walk to the school and creating a sense of
community identity.

c.2. Offer a range of services with flexible scheduling and make them
accessible to people from diverse backgrounds, especially during emergencies
when the school buildings are used as evacuation centers or temporary shelters
for affected community members.

c.3. Design the school environment to attract the community and promote
increased interaction, in line with the principles of the Schools First Initiative
(SFI) and the School-Based Management (SBM).

c.4. Ensure that the school facilities are accessible to the entire community,
encouraging greater involvement and understanding of the educational process.

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 c.5. Create school facilities that serve as true community centers and
support the larger goal of providing a setting for meaningful civic participation
and engagement at the local level. Plan for learning to occur in the community,
recognizing that education takes place all the time and in many different places.
By leveraging a range of social and economic factors, educators can utilize these
environments as learning resources, whether in urban, suburban, or rural settings.
This can be achieved by establishing partnerships with museums, zoos, other
public institutions, local businesses, and industrial workplaces, as outlined in
Republic Act No. 8525, otherwise known as the "Adopt-A-School Program,"
which involves external stakeholders in education.

What is Educational Facilities Program?

A comprehensive educational facilities program is a well-thought-out set

of steps aimed at accomplishing specific goals within a specific timeframe. It is
a crucial component of the overall educational program at the school and should
be designed in alignment with well-defined educational objectives. The school
administrator should lead a team of teachers, supervisors, architects, engineers,
etc. to work together on the program, tapping into the knowledge and input of
various groups and individuals to ensure its success.

The program should address all aspects of school facilities, including

school furniture, equipment, buildings, and sites, with a focus on establishing,
organizing, developing, improving, maintaining, financing, and evaluating these
elements.

When formulating the program, it should take into account the larger
educational program for the community and any new trends and advancements in
education that may impact the school program and its physical facilities. The
program should be based on data from a survey of existing facilities and the
results of the school mapping process.

For maximum effectiveness, decisions made as part of the educational

facilities program should be categorized based on short-range, medium-range,
and long-range time frames. It is important to remember that once a school is
established, it is likely to be operational for many years or even generations, so
the educational facilities program should be designed accordingly with this in
mind.

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 What is School Mapping?

School mapping refers to a process of gathering data and information about

the current state of a school's facilities and resources. This information is usually
used to inform decisions about future planning, development, and maintenance
of the school's physical resources and facilities. The process typically involves a
survey of existing facilities and gathering information on factors such as the age
of buildings, capacity, usage patterns, and the condition of equipment and
furniture. The resulting data and information can help in identifying areas that
need improvement, as well as opportunities for making the school more effective
and efficient.

What is the importance of the relationship between schools and the

community and how does it impact the school facilities program?

School-community relations play a critical role in the success of an

educational institution and have important implications for the school facilities
program. Strong relationships between schools and their surrounding
communities can lead to increased community support and resources for the
school, improved educational outcomes for students, and enhanced overall
community well-being.

The school facilities program, in particular, can benefit from strong school-
community relations in several ways. First, community involvement can provide
valuable input and feedback on the design and implementation of the program,
helping to ensure that the facilities meet the needs and expectations of the
community.

Second, community support can increase funding and resources for the
school, allowing for greater investment in the facilities program and leading to
better outcomes. Finally, strong school-community relations can help foster a
sense of ownership and pride in the school and its facilities, leading to greater
community engagement and investment in the school over time.

Therefore, it is important for schools to prioritize building and maintaining

strong relationships with their communities, both for the benefit of the students
and for the success of the school facilities program. This can be achieved through
a variety of approaches, including community engagement, outreach efforts, and
collaboration with community organizations.

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 What is Ergonomics and how does it contribute to the school’s
educational facilities?

Ergonomics is the study of people's efficiency in their working

environment. It involves the design of equipment, workplaces, and products to fit
the people who use them. The goal of ergonomics is to reduce physical strain and
prevent injury by optimizing the fit between the worker and their equipment and
workspace.

In educational facilities, ergonomics can play a critical role in promoting

student and staff health, safety, and comfort. For example, ergonomically
designed furniture and equipment can help prevent injuries such as back pain,
neck pain, and repetitive strain injuries, which can be common among students
who spend long hours at their desks.

Ergonomics can also help create a more productive and efficient learning
environment by reducing distractions and discomfort. For example, well-
designed lighting, acoustics, and temperature control can help create a more
comfortable and conducive learning environment, while adjustable furniture can
allow students and teachers to find a comfortable working position.

Moreover, incorporating ergonomic principles into the design of

educational facilities can help to promote a culture of health and wellness, by
encouraging healthy postures and movement throughout the day. This, in turn,
can help to improve focus, attention, and overall student and staff performance.

In conclusion, ergonomics can make a significant contribution to the

educational facilities by promoting student and staff health, safety, comfort, and
productivity.

The ergonomics of the educational facilities involves such factors as

anthropometry, thermal comfort, visual comfort, acoustical comfort, color, and
safety.

A. Anthropometry. Anthropometry is the study of human body

measurements and their relation to design and ergonomics. In the context of
educational facilities, anthropometry can be used to design furniture and
equipment that are comfortable and safe for students and teachers. This can
include desks, chairs, laboratories, and other equipment.

Proper anthropometric design can improve posture, reduce fatigue and

discomfort, and increase productivity for users. For example, desk and chair
dimensions can be adjusted to fit the average height of students, so that they can

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sit comfortably and maintain proper posture while working. This can help prevent
issues such as back pain and eye strain that can result from poorly designed
furniture.

In addition to improving comfort and safety, properly designed educational

facilities can also enhance the overall learning experience for students. This can
lead to increased engagement, motivation, and academic performance.

B. Thermal Comfort. Thermal comfort refers to the satisfaction of a

person with the temperature and relative humidity of the indoor environment. In
educational facilities, thermal comfort is an important aspect to consider because
it can affect the health, well-being, and performance of students and teachers.

A comfortable thermal environment in a school can help to reduce fatigue

and stress, improve focus, and increase learning outcomes. On the other hand, an
uncomfortable thermal environment can lead to discomfort, headaches, and
decreased productivity.

There are several factors that can impact thermal comfort in educational
facilities, including air temperature, air speed, relative humidity, and radiation.
To ensure thermal comfort, it is important to consider the design of the building
and HVAC (heating, ventilation, and air conditioning) system, as well as the use
of insulation, shading, and natural ventilation.

In addition, building materials and furnishings should be selected based on

their thermal properties to help regulate indoor temperature and reduce heat gain
or loss. Proper ventilation can also help maintain good air quality, which is
important for reducing the risk of respiratory problems and other health issues.

C. Visual Comfort. Visual comfort is the satisfaction of a person with the

visual environment in terms of factors such as lighting, glare, and color. In
educational facilities, visual comfort is important for creating an optimal learning
environment, as it can have a significant impact on students' and teachers' comfort
and productivity.

Adequate lighting is one of the most important aspects of visual comfort in

educational facilities. Good lighting can improve visual acuity, reduce eye strain,
and create a positive and inviting atmosphere. On the other hand, poor lighting
can cause discomfort, headaches, and decreased productivity.

D. Acoustical Comfort. Acoustical comfort refers to the satisfaction of a

person with the sound environment in terms of factors such as noise levels, speech
intelligibility, and sound quality. In educational facilities, acoustical comfort is

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important for creating an optimal learning environment, as it can have a
significant impact on students' and teachers' ability to focus and communicate
effectively.

Excessive noise levels can cause distractions, increase stress, and reduce
the ability to concentrate, leading to decreased academic performance and teacher
effectiveness. Poor speech intelligibility can also make it difficult for students to
understand what is being taught, leading to confusion and frustration.

To ensure acoustical comfort, it is important to consider factors such as

background noise levels, sound isolation between spaces, and reverberation time.
For example, a classroom should have a background noise level of less than 35
decibels, with sound isolation between spaces to reduce the transmission of noise
between rooms. The reverberation time in a room should also be controlled to
ensure that speech is clear and easily understood.

In addition, materials and furnishings such as flooring, wall and ceiling

treatments, and furniture can be selected based on their acoustical properties to
help absorb sound and reduce noise levels. Designing acoustically comfortable
classrooms can also involve using soundproofing measures such as double-glazed
windows, acoustic panels, and noise-absorbing materials.

E. Color. Color plays a significant role in creating an optimal learning

environment in educational facilities. The right color scheme can help create a
visually appealing and comfortable space, while also promoting learning and
well-being.

The color of a room can affect our mood, emotions, and behavior, so it is
important to choose colors that are appropriate for the specific use of the space.
For example, warm colors such as yellow and red can create a cheerful and
energizing atmosphere, while cool colors such as blue and green can create a
calming and relaxing atmosphere.

In classrooms, neutral colors such as white, beige, and gray are often used
for the walls and ceilings, as they create a neutral background that does not
distract from learning activities. Accent colors can then be used for furniture and
decorations to create a more interesting and engaging environment.

It is also important to consider the lighting conditions when choosing

colors. For example, colors that appear bright and vibrant in natural light may
look different under artificial light, so it is important to view colors in the lighting
conditions in which they will be used.

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 In addition to the color of the walls and furnishings, it is also important to
consider the color of educational materials such as books, posters, and charts, as
well as the color of technology such as screens and projectors. The color and
contrast of these materials should be chosen to ensure that they are easily readable
and do not cause visual discomfort or fatigue.

The appropriate use of color in educational facilities can help create a

visually appealing, comfortable, and productive learning environment, where
students and teachers can thrive.

F. Safety. Safety is a critical aspect to consider in educational facilities, as

it is essential for creating a healthy, secure, and protected environment for
students and staff.

There are several safety issues that must be addressed in educational

facilities, including fire safety, emergency preparedness, and crime prevention.

Fire safety is a major concern in educational facilities, as a fire can cause

serious harm and loss of life. To ensure fire safety, it is important to have fire
alarms, sprinklers, fire extinguishers, and clear evacuation routes in place, as well
as to provide fire safety education and training to students and staff.

Emergency preparedness is also important, as it is essential to be prepared

for potential emergencies such as earthquakes, hurricanes, or other natural
disasters. To ensure emergency preparedness, it is important to have an
emergency response plan in place, as well as to provide training and resources to
help students and staff respond appropriately in the event of an emergency.

Crime prevention is another important aspect of safety in educational

facilities, as it is important to provide a secure environment for students and staff.
This can involve measures such as secure entry systems, cameras, and security
personnel, as well as programs to promote safety and reduce the risk of crime.

What are some of the disaster/risk reduction measures implemented by the

Department of Education (DepEd) to ensure the safety of students, teachers, and
staff and minimize the impact of natural disasters?

The Department of Education (DepEd) has implemented various

disaster/risk reduction measures to ensure the safety of students, teachers, and
staff, and to minimize the damage caused by natural disasters such as typhoons,
earthquakes, and flooding. Some of the measures include:

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Disaster preparedness and response plans: DepEd has developed and
implemented disaster preparedness and response plans to ensure that the
necessary measures are in place to respond to emergencies and to minimize the
impact of natural disasters.

Disaster risk reduction education: DepEd provides disaster risk reduction

education to students, teachers, and staff to raise awareness of the risks posed by
natural disasters and to provide information on how to prepare and respond in
case of an emergency.

Building design and construction: DepEd ensures that schools are designed and
constructed to meet the necessary standards and guidelines for disaster risk
reduction, including the use of earthquake-resistant materials, proper ventilation,
and safe exits.

Regular safety drills: DepEd conducts regular safety drills to prepare students,
teachers, and staff for emergencies and to ensure that everyone knows what to do
in case of a disaster.

Evacuation centers: DepEd identifies safe evacuation centers for students and
staff in case of an emergency and ensures that these centers are equipped with the
necessary resources to support those affected by natural disasters.

What are some of the key features of green schools and how do they promote
environmental sustainability and a healthy learning environment?

Green schools are educational facilities that prioritize environmental

sustainability and aim to minimize their impact on the environment. Some of the
key features of green schools include:

Energy efficiency: Green schools use energy-efficient lighting and HVAC

systems, and often incorporate renewable energy sources such as solar panels to
reduce their carbon footprint.

Water conservation: Green schools implement water conservation

measures, such as low-flow toilets, showerheads, and faucets, to reduce their
water usage.

Sustainable materials: Green schools use sustainable materials, such as

recycled or rapidly renewable materials, in their construction and renovation
projects.

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 Indoor air quality: Green schools prioritize indoor air quality by using
non-toxic and low-emitting materials and incorporating measures such as
improved ventilation to ensure clean indoor air.

Landscaping: Green schools often have green roofs, rain gardens, and
other landscaping features that help to reduce runoff and provide habitat for
wildlife.

Waste reduction: Green schools aim to minimize waste by implementing

recycling programs, composting food waste, and using reusable containers and
utensils in their cafeterias.

Green schools provide a healthy and sustainable learning environment for

students and staff, and they also serve as a model for environmental stewardship
and sustainability for their communities.

HAZARD SPECIFIC REDUCTION MEASURES

1. Fire Prevention and Safety Measures

Section 601-604 of the National Building Code of the Philippines (2005

Edition) outlines the fire-resistant standards for materials used in constructing
school buildings. These materials, as well as any assemblies or combinations of
materials, must be classified based on their fire-retardant or flame-spread ratings,
which are determined through standard testing methods. The testing methods
must comply with regulations for evaluating construction materials for flame-
spread characteristics, fire damage tests, building construction and material fire
tests, door assemblies, tinclad fire doors and windows, smoke and fire detectors
for fire protective signaling systems, controlled interior finish, fire-resistant
protection for structural members, fire-resistant walls and partitions, fire-resistant
floor or roof ceilings, fire-resistant assemblies for protection of openings, and
fire-retardant roof coverings.

Fire prevention and safety measures are essential in all buildings, including
educational facilities, to ensure the safety of students, teachers, and staff. Here
are some of the key fire prevention and safety measures that should be in place in
educational facilities:

Fire alarms: Fire alarms are crucial for early detection of fires and for
alerting occupants to evacuate the building.

Sprinkler systems: Sprinkler systems can help to control and extinguish

fires, reducing the risk of damage and injury.

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 Fire extinguishers: Portable fire extinguishers should be strategically
placed throughout the building, making them easily accessible in case of a fire.

Emergency lighting: Emergency lighting should be installed to provide

adequate lighting in the event of a power failure, making it easier for occupants
to evacuate the building.

Fire exits: Adequate fire exits should be provided and clearly marked,
allowing occupants to safely evacuate the building in the event of a fire.

Evacuation drills: Regular evacuation drills should be conducted to

ensure that students, teachers, and staff are familiar with the evacuation
procedures and know how to evacuate the building safely.

Fire safety training: Fire safety training should be provided to students,

teachers, and staff to raise awareness of the risks posed by fire and to provide
information on how to prevent and respond to fires.

By implementing these fire prevention and safety measures, educational

facilities can reduce the risk of fire and ensure the safety of students, teachers,
and staff.

2. Provision for Open Spaces as Temporary Evacuation Sites for

Earthquake, Fire and Other Emergencies.

In emergency situations that necessitate a rapid evacuation of students from

their classrooms, such as in the case of a fire or earthquake, there should be a
designated temporary evacuation area within the school grounds that is open and
large enough to accommodate the entire school population. The open space must
be located at a safe distance from any buildings, electric poles, and hanging
objects that could pose a risk of injury if they were to fall.

3. Adherence to building design standards and structural soundness.

Adherence to building design standards and structural soundness is crucial

for the safety and well-being of students, teachers, and staff in educational
facilities. Building design standards ensure that the building is constructed
according to established codes and guidelines, while structural soundness refers
to the stability and strength of the building's structure.

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 Here are some key components of building design standards and structural
soundness in educational facilities:

Building code compliance: All educational facilities should be

constructed in accordance with the relevant building codes, ensuring that they are
safe and secure.

Structural engineering: Structural engineers should be consulted during

the design and construction phase to ensure that the building's structure is strong
and stable.

Seismic design: Educational facilities should be designed to withstand

seismic activity and minimize damage in the event of an earthquake.

Load-bearing capacity: The building's structure should be able to support

the loads it will encounter, such as the weight of students, teachers, and staff, as
well as any furniture, equipment, or other items.

Fire resistance: The building's structure should be designed to resist fire,

ensuring that it remains stable and does not collapse in the event of a fire.

4. Provision of Water, Sanitation and Hygiene Facilities.

Water is the second most important basic need after air. Although not all
illnesses can be attributed to the absence of clean drinking water, a significant
portion of illnesses affecting schoolchildren can be linked to poor water supply
and sanitation. It is crucial for every school to have a standard water system that
undergoes regular inspection and maintenance. Regular monitoring of the water
system for signs of wear and tear will help ensure that it continues to function
optimally.

B. SCHOOL SITES

A. Standard Requirements

School Mapping Exercises shall be a pre-requisite in the selection of a

suitable school site.

1. Location/Environment.

The location of a school plays a crucial role in its development and

operation. When choosing a site, factors such as accessibility and the surrounding
environment must be taken into account. Additionally, it's crucial to assess

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potential hazards based on geological and meteorological hazard maps provided
by government agencies. Before any construction takes place, a thorough
assessment of these hazards should be performed and the information should be
considered in the location and design of the school building.
The Philippine Green Building Council recommends protecting and
restoring the existing ecosystem in the school location to preserve a natural
habitat. It is not recommended to build on sites inhabited by endangered species.
Before building or acquiring a site, it is recommended to conduct site suitability
studies, including a geological scoping survey to identify potential natural
hazards. The Department of Education or local government can request assistance
from the Mines and Geosciences Bureau and the Department of Environment and
Natural Resources for the conduct of these studies.
For major projects, such as those requiring an Environmental Clearance
Certificate, an Engineering Geological and Geohazard Assessment must be
performed. This assessment is required by Administrative Order 2000-28 of the
DENR, which aims to address and mitigate the effects of geological hazards on
proposed development sites. The DepED and the DENR must enter into a
Memorandum of Agreement for the conduct of the assessment.

2. Design and Safety Standards.

The construction of school buildings and structures must comply with

standard technical specifications, such as the Building Code of the Philippines
2005 and the National Structural Code of the Philippines 2005. These codes
include provisions for wind load and earthquake design. The school should be
situated near the center of the intended population it will serve, but far enough
from the town or city to provide equal access to outlying settlements. The site
should have a suitable frontage on a public road and not be obstructed by private
property or tall trees. It should not be near swamps or irrigation ditches.
The school site and surrounding area should be free from any potential
dangers to the health, safety, and moral development of the students. It should be
located at least 200 meters away from establishments such as bars, gambling
dens, busy highways, electrical lines and towers, manufacturing facilities,
garbage dumps, and other similar places. No other structures, such as a barangay
hall or social center, should be built within the school site.

3. Accessibility.

The school site must be easily accessible to the largest number of students
it intends to serve. The maximum distance students should walk from their homes
to the school is between 2 and 3 kilometers, and the maximum time it should take
for students to reach the school via public transportation is 30 minutes. The

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maximum distance from the drop-off point to the school should also be specified
in order to assist in the planning and design of the building.

4. Topography.

The land should have a level contour and well-defined boundaries, if

possible. Buildings should be constructed on higher elevations of the site, taking
into account the following factors:

a. Soil Condition. The ideal type of soil for a school site is agricultural
land with a sandy loam composition, as it has a topsoil that can sustain vegetation
while also allowing for proper drainage. The subsoil also offers a solid base for
constructing buildings on the site, and any excavated topsoil can be reused.
b. Size. The extent of the school grounds is established by the educational
level, number of students, the curriculum available, and whether the school is
located in a city or rural area. The amount of land occupied by school structures,
such as buildings, should not exceed 40% so as to ensure there is enough open
space for outdoor activities, such as sporting events, recreation, and agriculture.
This arrangement also satisfies national and local rules and guidelines regarding
the distance between structures and the area surrounding them.

c. Heat Island. It is essential to reduce the amount of surfaces that prevent

water absorption, like concrete or asphalt. To do so, a significant portion of the
area should be designated for green spaces, including the planting of trees and
shrubs. Using native, drought-resistant vegetation for landscaping is suggested.

B. MINIMUM STANDARD REQUIREMENTS FOR SCHOOL

SITES

1. Elementary School

j. Non-central school with one (1) or two (2) classes 0.5 hectare (5,000 sq.m)
only and no grade above Grade IV
k. Central School with six (6) classes and non- 1.0 hectare (10,000 sq.m)
central school with three to four (3-4) classes
l. Schools with seven to nine (7-9) classes 2.0 hectares (20,000 sq.m)
m. Schools with ten to twelve (10-12 (classes) 3.0 hectares (30,000 sq.m)
n. Schools with more than twelve (12) classes 4.0 hectares (40,000 sq.m)

In cases where there is difficulty to fulfill the standards mentioned

above, then the subsequent options can be considered:

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 a. For Rural Areas

a. Central School with six (6) classes and non- 0.5 hectare (5,000 sq.m)
central school with three to four (3-40 classes
b. Schools with seven to ten (7-10) classes 1.5 hectare (15,000 sq.m)
c. Schools with more than ten (10) classes 2.0 hectares (20,000 sq.m)

b. For Urban Areas

a. Central School with six (6) classes and non- 0.5 hectare (5,000 sq.m)
central school with six to ten (6-10) classes
b. Schools with eleven to twenty (11-20) classes 1.0 hectare (10,000 sq.m)
c. Schools with more than twenty (20) classes 1.5 hectares (15,000 sq.m)

2. Secondary School

a. Rural Areas

a. General/ Vocational 4.0 hectares (40,000 sq.m)

b. Agricultural 5.0 hectares (50,000 sq.m)
c. Fishery, add for projects 4.0 hectares (40,000 sq.m)
* Freshwater fishponds 2.0 hectares (20,000 sq.m)
* Brackish water fishponds 4.0 hectares (40,000 sq.m)

b. Urban Areas

d. 500 students or less 0.5 hectares (5,000 sq.m)

e. 501 to 1,000 students 1 hectare (10,000 sq.m)
f. 1001 to 2,000 students 2.0 hectares (20,000 sq.m)
g. 2001 to 3,000 students 3.0 hectares (30,000 sq.m)

3. Integrated School

DepEd Order No. 71, issued in 2003, specifies that the guidelines
outlined in DECS Order No. 91 from 1999, which provide instructions for
establishing and operating integrated schools, will be followed when integrating
public elementary and secondary schools. The order stipulates that in both
partially and fully integrated schools, the elementary and secondary levels will
share a single location. The size of the school site in rural areas should be at
least one hectare, equivalent to 10,000 square meters, while in urban areas it
may be smaller.

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 C. MODES OF ACQUISITION OF SCHOOL SITES

A school site may be acquired through any of the following methods

(purchase, donation, contract of usufruct, expropriation, barter, etc.)

1. Purchase.

The most dependable, consistent, and uncontroversial method for obtaining

a school site is through direct purchase from the legal owner who agrees to sell it
at an agreed price. The necessary funds may come from the Capital Outlays of
the Department of Education, the funds of the Local School Board, or
appropriations specifically set aside by the local government unit. The sale must
be documented with a Deed of Sale that is properly executed, notarized, and
registered with the Register of Deeds.

In the event that the Capital Outlays of the Department of Education are
used to purchase the school site, the Deed of Sale must be executed in favor of
the Republic of the Philippines, Department of Education. Authorization to make
the purchase must be obtained from the President of the Philippines, except when
the funds are included as components of the school budget, in which case the
Department of Education has the authority to grant permission.

a. The procedure for the purchase of a school site is as follows:

(1) Preparation of a resolution by an appraisal committee composed of
the Municipal/Provincial/City Assessor as Chairman, and
Municipal/Provincial/City Auditor as Members, stating the fair market value of
the site to be acquired.

(2) Passage of a resolution by the Local School Board of the Sangguniang

Panlalawigan/Panlungsod/Bayan, as the case maybe, authorizing the purchase
of the lot.

(3) Consultation with the Provincial/City Fiscal as to the legality and

validity of the purchase.

(4) Negotiating and perfecting the purchase.

(5) Certification of the Municipal/Provincial/City Treasurer or

Department of Education, Accountant, as the case maybe, as to the availability
of funds to be used for the purchase.

(6) Execution of the Deed of Sale.

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 (7) Filing of an indemnity bond by the seller, if the land is not registered.

(8) Registration with the Register of Deeds. A new Torrens Title and
registry with the Register of Deeds is turned over to the school administrator.

(9) The expenses for the execution and registration of the sale are borne
by the seller, unless there is a stipulation to the contrary.

(10) In case several parcels of land are covered by one (1) deed, each
parcel shall be described separately and the technical description of each parcel
shall include the total area in the assessed value.

(11) In case of unregistered land, the indemnity bond shall be executed in

accordance with the proper forms. It shall cover the assessed value of the land
to be purchased, contain the same description of the land as given in the Deed of
Sale, and bear the signature of at least two (2) witnesses.

2. Donation. There are four types of donations: simple, conditional, inter

vivos, and mortis causa. A simple donation involves giving a piece of land to
the municipality, city, province, or Republic of the Philippines without any
conditions or obligations.
The donation is considered unconditional and must be properly recorded
with the Register of Deeds, with a transfer annotation on the certificate of title.

A donation can also be conditional, meaning that it comes with a

requirement, such as that the land must be used for educational purposes. If the
condition is not met, the property reverts back to the donor. The donation must
be accepted while the donor is still alive in order to be valid.

There are two types of donations: inter vivos, which takes effect during
the donor's lifetime, and mortis causa, which takes effect after the donor's death
and must follow the formalities of a last will.

When donating a piece of land, regardless of its value, it must be done

through a public document, and the acceptance can be made in the same deed or
a separate public document.

The Department of Education will be the recipient of the donation, and

either the Regional Director or Schools Division Superintendent will accept the
donation on behalf of the department.

The procedure for acquiring a school site through donation is as follows:

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 (1) Execution by the donor of a Deed of Donation in accordance with the
legal form containing relevant information as to whether the land to be donated
is a conjugal or separate property of the donor.
(2) Acceptance of the donation by the donee represented by the Regional
Director or the Schools Division Superintendent as the case may be.(3)
Acknowledgement in writing by the donor that he has been notified and has full
knowledge of the acceptance of the donation.
(4) Issuance of the opinion of the provincial/city fiscal as to the validity of
the Deed of Donation.
(5) Registration of the Deed of Donation with the Registry of Deeds in
accordance with the provisions of Act 3344.

3. Contract of Usufruct. If a property is owned by an individual, province,

city, municipality, or barangay and cannot be donated, but the Department of
Education (DepED) or a school is allowed to have full use or perpetual right of
use for educational purposes without payment, a Contract of Usufruct can be
executed with the registered owner. The contract must be registered with the
Register of Deeds and annotated on the certificate of title, and it must clearly
define the conditions for using the land, as well as who will own any buildings or
facilities constructed on it, and who will be responsible for any real property taxes
that may be due.
This information can be found in DECS Order No. 57, s. 1995 dated Sept.
14, 1995 School Site Acquisition and Documentation For All Public Elementary
and Secondary School.

4. Expropriation. If the Department of Education (DepED) or the local

government unit (LGU) is unable to purchase private land for educational
purposes, they may acquire it through expropriation proceedings. In the case
where DepED will provide just compensation for the property, the Schools
Division Superintendent will recommend to the Secretary to start expropriation
proceedings. The Secretary will then make recommendations to the Office of the
President for the filing of expropriation proceedings by the Office of the Solicitor
General.

If the funding or payment will be provided by the LGU, they may

expropriate the property through a resolution of the Sanggunian authorizing the
chief executive to initiate proceedings. The local chief executive will then file
expropriation proceedings in the proper court in accordance with the Rules of
Court and other laws.

The fair market value of the property at the time of taking will be
determined by the proper court, and this amount will be paid as just compensation
for the expropriated property.

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 5. Barter or Exchange. For valid reasons, it is possible to exchange an
existing school site for a new one. However, school administrators must be
careful and exercise caution in the exchange process to ensure that the
government (DepED/school) benefits and does not suffer losses in the
transaction. This is because the lots being exchanged may not be of the same size
and/or value.

The requirements for this arrangement are as follows:

a. A resolution by the Sangguniang Panlalawigan/ Panlungsod/ Bayan
authorizing the exchange or barter.
b. A statement of agreement from the owner of the lot proposed for
exchange which shall accompany the resolution.
c. Sketches of the school site and the site proposed to be exchanged
showing their respective areas, locations, boundaries, improvements therein, if
any.
d. Information as to how the lots were acquired.
e. Deed of Exchange executed by both parties.
f. Written opinion of the Provincial/City Fiscal as to the legality and
validity of the Deed of Exchange.
g. Approval of the Regional Director or Schools Division Superintendent
as the case maybe.
h. Registration of the Deed of Exchange with the Register of Deeds of the
province or city.

6. Presidential Proclamation. To acquire public lands that have been

designated as reservation areas for educational purposes, DepED may follow a
cost-effective procedure. The steps include:
a. The local government unit passing a resolution requesting the President
to set aside the public land for the school, and authorizing the survey by the
Bureau of Lands or a licensed private surveyor.
b. The municipal/provincial treasurer or DepED accountant certifying the
availability of funds for survey and mapping of the land.
c. The Schools Division Superintendent or Vocational Schools
Superintendent/Administrator certifying the suitability of the land for educational
purposes.
d. A report detailing the school's previous year's average attendance, the
area of land to be reserved, and a school site development plan.
All of these documents should be submitted to the DepED Regional
Director and Secretary for approval by the President of the Philippines.

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 7. Gratuitous Conveyance. To acquire government-owned real property
for educational purposes, the property may be gifted, sold, leased, exchanged, or
conveyed as follows:

a. For real property owned by the national government, the President of the
Philippines has the authority to carry out the appropriate conveyance.

b. If the real property belongs to a province and is necessary for educational

purposes, the Provincial Governor can be authorized by a resolution of the
Sangguniang Panlalawigan to execute the conveyance. If the board decides, the
conveyance may be without compensation.

c. For real property owned by a city or municipality, a resolution of the

Sangguniang Panlungsod/Bayan may be used to convey it for educational
purposes to the national or local government, without compensation if the
Sanggunian so determines.

D. PERFECTION OF TITLE

1. General Procedure in Acquiring the Original Certificate of Title

a. Any voluntary deed, except a will that seeks to convey a registered

land, will only be considered as a contract between the parties involved and will
not serve as a conveyance unless it is registered with the Register of Deeds. In
cases where expropriation is the basis, the owner's duplicate certificate of title
should be presented along with the deed to convey the land's title.

b. A new certificate of title cannot be issued based on any voluntary deed

unless the owner's duplicate certificate of title and the deed conveying the title
of the land are presented to the Register of Deeds. The cancellation of the
previous title and issuance of a new one in favor of the school head will be
taken care of.

c. If the land to be acquired is not registered under the Land Registration

Act, the deed should be registered according to the Property Registration
Decree. Afterward, attempts will be made to register the land under the Torrens
system.

2. Step By Step Procedure in Acquiring The Original Certificate of

Title

Here are the general steps to acquire the Original Certificate of Title
(OCT) for a property:

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Step 1 - Survey of land and approval of plan
Step 2 - Filing of application for land registration at the Regional Trial Court
(RTC) of the province or city where the land is located
Step 3 - Setting of date by the RTC of Initial Hearing
Step 4 - Publication of Notice of Initial Hearing (Official Gazette/ Newspapers)
Step 5 - Service notice to all interested parties
Step 6 - Filing of opposition/evidence of proof of ownership
Step 7 - Hearing of case in court
Step 8 - Promulgation of judgment/decision by the court
Step 9 - Issuance of decree of registration
Step 10 - Furnishing the Register of Deeds the original and duplicate copies of
the decree of registration
Step 11 - Transcription of the decree of registration in the Book of
Registry/issuance of duplicate copy of original certificate of title to
owner of land

3. Miscellaneous Instructions

To report the acquisition of a school site, certain conditions must be met.

A. For registered school sites, the acquisition cannot be reported until the
certificate of title has been obtained. Unregistered school sites cannot be reported
until authority to purchase and pay for the site has been granted by the President
of the Philippines.
B. For public land, it can be reported as acquired if it has been reserved for
school purposes by presidential proclamation or executive order.
C. School sites and campuses, experimental farm stations, and seeds and
seedlings research and pilot production centers operated by public or private
schools for educational purposes are excluded and exempted from the coverage
of the Comprehensive Agrarian Reform Program (R.A. No. 6657).
D. In the event that a piece of land has been reclassified as non-CARP
property due to being no longer economically feasible or sound for agricultural
purposes, and the Department of Agrarian Reform (DAR) has authorized this
reclassification, a portion of the land may be selected as a school site. The owner
may then choose to donate or enter into a Contract of Usufruct with DepED for
this purpose.
E. If a piece of land is no longer economically viable for agricultural
purposes and the Department of Agrarian Reform (DAR) has approved its
reclassification or conversion as non-CARP property, the landowner may opt to
use the reclassified land as a school site. The landowner can choose to either
donate the land or enter into a Contract of Usufruct with DepED. Notice must be
given to the parties affected.

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 F. If the land intended for a school site is still being managed by
government agencies like the Department of Environment and Natural Resources
(DENR) or the National Housing Authority (NHA), the acquisition of such
parcels of land may be made through a Contract of Usufruct, as previously
mentioned.
G. If a piece of land is being used as a school site and there are no
conflicting claims, before any new construction is started, the DepED must first
investigate and establish the legal basis for acquiring ownership of the property.
Once the verification is complete, and all relevant records are available, the
findings shall be sent to the DepED Central Office for legal review and
appropriate action.
H. To address cases where the transfer of a property cannot proceed due to
the absence of a subdivision plan that distinguishes the conveyed area from the
main portion of the land, the following steps must be taken. A subdivision survey
must be conducted, and the expenses for the survey may be disbursed from the
funds of the region that complies with the implementing rules and regulations of
Republic Act No. 7880, also known as the "Fair and Equitable Allocation of the
DECS' Budget for Capital Outlay." Once completed, the land shall be registered
with the Register of Deeds in the province or city where it is situated, and a
suitable memorandum will be recorded at the back of the certificate of title.
I. To address unsurveyed school sites, measures will be taken to have them
surveyed and registered. Once a school site has been registered and contains all
the required information regarding its acquisition, survey, and registration, it will
be presented to the DepED Central Office.
J. The loss or destruction of school site records, often caused by calamities,
requires action from the school authorities to reconstruct these records in
compliance with Republic Act No. 26 and Circular No. 17 of the Land
Registration Authority, formerly known as the General Land Registration Office.

E. SCHOOL SITE CARD

Once a school site has been acquired and registered, a School Site Card
must be completed for each site. The entries in the School Site Card should be
typed and should include information about the area of each lot and the
corresponding certificate of title if the site is composed of more than one lot
registered under separate titles. The sketch of the site required on the reverse side
of the card should be drawn to a convenient scale, such as 1:2000, and copied
from the blue print of the survey plan.
The sketch should indicate the length of each scale and all boundaries of
the site, as well as the location of nearby streets, rivers, and lakes, and the walk
from the building to the street or alley. The location of all permanent buildings,
improvements, such as hedges, temporary toilets, gardens, and playgrounds,
should also be indicated on the sketch, but only those buildings that have been

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reported. The School Site Card should be numbered consecutively, beginning
with No. 1, and for identification purposes, letter symbols may be used. For
example, the symbol "AL-1" may be used to identify the central school site, and
"AL-2" may be used to identify a barangay school site in the same municipality.
The School Site Card should be accomplished in two to three copies for
each site and distributed to the Division Office, the District Office (in the case of
elementary schools), and one copy should be retained in the school.

F. SCHOOL SITE DEVELOPMENT

The School Site Development Plan in the DepEd is a plan that outlines the
development and improvement of school sites to provide safe, secure, and
conducive learning environments for students. The plan includes the development
and construction of school buildings, facilities, and other necessary infrastructure
such as water supply, sanitation, and power supply. The plan also considers the
land use, topography, natural resources, and environmental factors in the school
site to ensure that the development is sustainable and aligned with the goals of
the DepEd's education programs.
The School Site Development Plan is typically prepared by the school
authorities in coordination with the local government units and other
stakeholders.

What are the Principles in the preparation of School Site Development

Plan?

The following are the principles in the preparation of the Site Development
Plan in the DepEd:

Safety: The safety of the school community, including the students,

teachers, and staff, should be the top priority in the planning and design of the
site. The plan should ensure that the site is secure and free from hazards that may
cause harm to the community.

Accessibility: The site should be easily accessible to the community it

serves. The plan should consider the transportation needs of the students,
teachers, and staff, and provide adequate parking and drop-off areas.

Functionality: The site should be designed to meet the functional needs of

the school, including classrooms, laboratories, libraries, and other educational
facilities. The plan should also provide for support facilities, such as restrooms,
canteens, and administrative offices.

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 Sustainability: The plan should consider the long-term sustainability of
the site and its facilities. This includes the use of sustainable materials and energy-
efficient design, as well as the provision of facilities for waste management, water
conservation, and renewable energy.

Flexibility: The plan should be flexible enough to accommodate changes

in the future needs of the school and the community it serves. It should allow for
the expansion or modification of the site and its facilities as needed.

Aesthetics: The site should be designed to be aesthetically pleasing,

reflecting the values of the community it serves. The plan should consider the use
of landscaping, public art, and other design elements to enhance the beauty of the
site.

What should be the layout of Buildings and other Structures?

In creating the Site Development Plan, it is important to carefully consider

the placement of buildings and other structures, as they are typically the most
costly physical features of a school. The orientation of the buildings should be
aligned with the east-west course of the sun during the day, taking into account
the sun's path throughout the year. To avoid direct sunlight in instructional areas,
the buildings should be positioned along the east-west axis, allowing the windows
to face north-south.

What should be the arrangement of buildings?

To ensure good ventilation in buildings, they should be arranged to allow

air to flow through them by positioning windows to face the direction of the
prevailing breeze, which is usually northeast-southeast. However, an east-west
orientation is also suitable as it allows for sufficient cross-ventilation. It is
important to ensure that the buildings are well-ventilated to provide comfort for
the students and staff inside.

What are the site limitations?

If the site has limitations that prevent the proper solar orientation of
buildings, such as an unfavorable area or shape, alternative solutions that are cost-
effective should be considered. For instance, planting trees near the building can
help reduce the amount of direct sunlight that enters instructional spaces.

What is the purpose of planting tree and shrub barriers between buildings
and streets in school site development?

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 This serve as a sound barrier, it may be possible to plant trees and shrubs
between the building and the street, provided that it is feasible.

Why is sun path important to consider in school site?

The sun path is important to consider in school site planning because the
orientation of the school buildings affects the amount of sunlight that enters
instructional spaces. By studying the sun path, planners can determine the best
orientation for the buildings to minimize direct sunlight during instructional
hours, prevent glare, and maximize natural light. This can contribute to a better
learning environment and can also help reduce energy costs for artificial lighting
and cooling.

What is the significance of considering local wind patterns in the

preparation of a school site development plan?

In the preparation of a school site development plan, local wind patterns

are also important to consider. Buildings should be arranged in such a way that
they facilitate cross-ventilation, with window sides facing the direction of
prevailing breezes. The prevailing wind direction in the area, which is generally
northeast-southeast, should be taken into account.

This orientation allows for adequate cross-ventilation and helps to cool

down the buildings. However, if site limitations prevent the proper solar
orientation of the buildings, alternative measures such as the use of trees or shrubs
as barriers may be employed to mitigate the direct entry of sunlight into
instructional spaces.

How do Sun screens, Vertical Louvers, and Green Walls contribute to the
site development plan of a school?

Sun screens, Vertical Louvers, and Green Walls (vertical gardens) are
important in site development for several reasons. They can help to reduce solar
heat gain, improve natural ventilation, provide shading, and enhance the overall
aesthetics of the site. Sun screens and vertical louvers, for example, can be
strategically placed to block the sun's rays during the hottest parts of the day,
helping to keep indoor spaces cool and comfortable.

Green walls or vertical gardens, on the other hand, can provide insulation,
reduce ambient temperatures, and improve air quality. Additionally, these

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elements can help to reduce energy consumption and contribute to sustainable
building practices.

What is the importance of the distances between buildings in site

development?

The distances between buildings are important in site development as they

affect the safety, functionality, and aesthetics of the school site. Proper spacing
between buildings is necessary for fire safety and emergency access, as well as
for the circulation of people and vehicles around the site. It also affects the
amount of natural light and ventilation that each building can receive, which can
affect the energy efficiency and comfort of the space.
Additionally, the distances between buildings can affect the overall visual
appeal of the site, as well as the sense of openness and spaciousness. The
minimum distance between buildings laid outside is eight (8) meters.

What is the recommended setback for school site development plan?

According to the guidelines for school site development plans, the

recommended setback for buildings and other structures in relation to the lot line
should be at least three meters (3m) for the front and two meters (2m) for the
sides and rear of the lot. However, the actual setback requirements may vary
depending on local building codes and regulations. It is important to check with
local authorities to ensure compliance with all applicable regulations.

Should there be a provision for open space in each school?

Yes, there should be a provision for open space in each school as it is a

crucial component in creating a conducive and safe learning environment. The
Department of Education (DepEd) recommends that at least 10% of the total land
area of the school should be reserved for open space, such as playgrounds, parks,
and gardens.

The open space can provide students with opportunities for physical
activity, social interaction, and relaxation, which can enhance their overall well-
being and academic performance. Additionally, open spaces can also serve as
buffer zones to minimize noise and air pollution from nearby roads or other
external sources.

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 G. SITE DEVELOPMENT PLANNING

What is the purpose of site development planning?

The purpose of site development planning is to ensure that the physical

facilities of a school site, including its buildings, landscaping, and other
structures, are designed and arranged in an optimal way to support effective
teaching and learning. This involves considering various factors such as sun path,
wind patterns, topography, and soil conditions to create an environment that is
conducive to learning and safe for students and staff. The goal of site development
planning is to provide a well-designed and functional campus that meets the
educational and social needs of its students and community.

What is School Site Zoning?

School site zoning is a process of dividing the external spaces of a school

site into different areas or zones, each designed for a specific purpose or
utilization, in accordance with the educational needs of the school. The purpose
of school site zoning is to create the proper visual, physical, and functional zones,
as well as to determine the sizes of different areas or zones according to standard
requirements. This process involves grouping together areas and buildings with
similar or related use or function, and allocating spaces for different activities
such as play areas, gardens, assembly areas, and parking lots.

A crucial initial step in developing a school site is to divide its external

spaces into various zones, each with a specific purpose that aligns with the
educational needs of the school. An essential principle in school site zoning is to
establish appropriate visual, physical, and functional zones, including the
following:

• Visual zone: This involves identifying areas that present the most
aesthetically pleasing appearance for the school.

• Lawns: The front area of a school site is typically developed into a

lawn, which is graded, landscaped, drained, sodded, and planted
with low-growing border plants and ornamental shrubs. Fruit-
bearing trees are not recommended in the front or side areas of the
school building to avoid distractions and accidents to the school
population.

• Flower gardens: The spaces between the main building and other
buildings, such as home economics and shop buildings, may be
developed into flower gardens, and a decorative fence or low hedge

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 can be erected around them for protection and better visual effect.
Flower gardens should not be solely decorative but should also be
utilized for lessons in science, home economics, and other school
subjects.

• Flowerbeds: The areas around buildings may be transformed into

flowerbeds for additional visual effect and bordered by a low,
decorative mini-pocket of wood or bamboo. Only low-growing
ornamental plants should be planted in the flowerbeds.

• Assembly area: A sufficient space in front of the main building

should be designated as an assembly area for the entire school
population. This is the location where the entire school population
gathers in formation for flag ceremonies, school convocations or
programs, etc. The ground should be level, drained, and either
tamped hard or cemented.

• Rain Gardens or Bio-Wales: Incorporating this feature in the design

allows rainwater runoff catchment.

• Physical zone: This entails determining the sizes of the different areas or
zones according to standard requirements.

• Functional zone: This involves grouping together areas and buildings with
similar or related use or function.

H. EXTERNAL AREAS IN THE SCHOOL

1. Agriculture Area.

To provide an elementary agriculture laboratory or "school garden," an

area of the school site shall be allocated based on a minimum standard of forty
(40) square meters of space per pupil. The allocated area should include
individual and communal plots, footpaths, and spaces for a garden house and a
plant nursery. The school garden must be situated in a well-drained area of the
school site with sandy loam soil, and the area should be plowed, harrowed,
leveled, and cleared of any rocks, stones, weeds, tree stumps, and other debris.
An adequate water supply should be available within the garden, and it should be
fenced off from other areas of the school site.

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2. Playground Area.

To provide space for physical education activities, an area for playgrounds

can be allotted based on a minimum standard of six (6) square meters of space
per pupil/student. It is important to choose a safe and hygienic location for the
playground on the school site. The ground must be plowed, harrowed, leveled,
and free from any objects that may cause harm to the children while playing, such
as broken glass, nails, wires, or stones. Cemented areas should not be slippery,
and proper drainage should be installed to ensure water does not accumulate. The
playground must have low-creeping grass and standard playground facilities.
Separated areas for younger and older pupils/students should be provided.

3. Circulation Areas.

To facilitate movement within the school site, circulation areas include the
main walk, footpaths, and driveways. These areas should be properly elevated
and sloped to provide drainage, and should be surfaced with sand or gravel, or
cemented. The main walk, which serves as the primary access from the front gate
to the main building, should be at least three meters wide and cemented, if
possible. Footpaths, which are secondary accesses between different zones and
buildings, can be one or two meters wide, and the standard driveway for vehicular
traffic should be at least three meters wide. These areas should be laid out in a
direct and efficient manner, following the shortest distance to destinations.
Walks, footpaths, and driveways should be situated at a distance from the
buildings to allow for the creation of flowerbeds and ornamental shrubbery.

4. Athletic Field.

To allocate space for the athletic field, there must be enough area for the
following basic components:

a. A standard oval tract with a distance of 400 meters.

b. A baseball diamond with sides measuring 27.4 meters (90 ft.) long.

c. A softball diamond with sides measuring 18.2 meters (60 ft.) long.

d. A soccer football field measuring 90-120 meters (100-130 yards) long and 45-
90 meters (50- 100 yards) wide.

e. A basketball court which shall be a flat, hard, (not grass) surface measuring 26
x 14 meters (85 x 46 ft.).

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f. A volleyball court measuring 18 meters long and 9 meters wide (60 x 30 ft).

g. A lawn tennis courts measuring 23.77 meters long and 8.23 meters wide (73 x
27 feet), which is the standard for singles. For doubles, a wider court is used,
10.97 meters (36 feet) wide.

h. Perimeter space shall also be provided for the construction of a grandstand or

grandstands and bleachers.

The designated area must undergo plowing, harrowing, leveling, cleaning,

and drainage processes. Additionally, it should be fenced off from other parts of
the school site for safety purposes.

I. SCHOOL SITE BEAUTIFICATION

What is the importance of school site beautification?

School site beautification is important for several reasons:

Aesthetic appeal: A well-maintained and beautiful school site creates a

positive first impression for visitors, students, and staff. A visually appealing
environment also creates a more pleasant atmosphere, which can improve the
morale of students and staff.

Safety: Proper landscaping and maintenance can enhance the safety of the
school site. Overgrown plants, weeds, and debris can be hazards that cause
accidents, and well-lit pathways can also help to prevent falls and other accidents.

Environmental benefits: Planting trees and other vegetation can improve

air quality, reduce noise pollution, and provide a habitat for wildlife. In addition,
gardens and green spaces can be used as outdoor classrooms to teach students
about sustainability and the environment.

Community involvement: School site beautification projects can involve

the wider community and create a sense of ownership and pride in the school.
Parents, students, and other community members can take part in planting trees,
flowers, and other greenery, which can help to build relationships and promote a
sense of community spirit.

Educational benefits: School site beautification can also be used as an

educational tool. Students can learn about plant biology, environmental science,
and landscaping while helping to maintain the school site. In addition, beautified

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spaces can be used for outdoor learning and play, which can improve academic
outcomes and support healthy living.

A. School Gate.

A school must have two gates, a main entrance gate and a service gate,
which should both swing inward towards the school property. The service gate is
for pupils, students, and school staff to enter and exit the school. The gate should
be functional, meaning it is in good condition, sturdy, and can be locked properly
to ensure safety. It should not only be designed for aesthetic purposes but also for
safety. For fire and emergency safety, the service gate should swing outside the
direction of the school property, as recommended by the PhilGBC.

To avoid any danger to the pupils and students, gates with pointed, sharp,
or spiked tops are not allowed. A driveway gate with a marked route leading to
the parking area is suggested. The path for vehicles may have a different texture
from the footpath for pupils and school staff. Using clear and graphic signs with
words and pictures would benefit all users.

B. School Fence.

To protect the school site from squatters and wandering animals, it is

necessary to build a sturdy fence around it. In cases where constructing a
permanent or semi-permanent fence is not feasible, trees such as madre de cacao
(Kakawati) and ipil-ipil can be planted on all sides except the front, to serve as a
temporary barrier. It is important to allow the branches of madre de cacao to grow
to their fullest extent, but they should be trimmed after the flowering season.

C. Flagpole.

It is mandatory for all schools to display the Philippine National Flag in a

prominent area in front of the main building at the assembly area. The top of the
flagpole should be higher than the building to give the flag the deserved
prominence. The flagpole should be designed and constructed straight and
slightly tapered at the top, easily maintainable, repairable, and contribute to the
school's visual appeal.

D. Signboard.

To prominently display the name and location of a school, a signboard in

both Filipino and English should be placed on the front of the main building or
its facade. The signboard should be appropriately sized to accommodate the
school's name and location, with lettering in a simple, block or Roman style that

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is easily readable from the street. The lettering may be in black or dark-blue
against an off-white background and visible from a distance of 10 to 20 meters.
Signboards for specific buildings within the school site, such as home economics
and shops, may be smaller in scale.

E. Planting Plan.

To beautify a school site with ornamental plants, it is necessary to prepare

a planting plan that provides a master guide for the planting process. The plan
should enable planting work to be carried out progressively over time, since all
the planting cannot be done at once. The guidelines to be followed include:

a. In rural areas, school sites may be beautified in an informal way with plants
native to the area, while school sites in urban areas may have a more formal
planting scheme, using a wider variety of ornamental plants.

b. Landscaping of the front lawn, planting a variety of flowering plants and

shrubs, and clumps of trees at appropriate locations can create an appropriate
setting for the main building at the front of the school site.

c. Plants should be grouped according to height, color, and plant-culture

requirements.
d. Whenever possible, natural trees should be retained, unless they are causing an
obstruction, subject to the approval of the DENR.

e. Trees can be planted along the border of the school site and where shade is
desired, as well as along the approach road to the school site.

f. Trees should not be planted too close to school buildings, to avoid obstructing
classroom lighting and destroying gutters and downspouts.

g. Shade trees are desirable around the borders of play areas.

h. Shrubs, especially those of the flowering varieties, should be carefully selected

according to climate, soil, and shade conditions.

i. Tall-growing shrubs are not suitable for planting under windows of buildings
because they may obstruct classroom lighting if not pruned properly.

j. Perennial vines may be planted to beautify pergolas, fence rows, blank walls,
and unattractive objects or spots.

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k. Low-creeping grass suitable for the soil and climate should be grown in all
areas of the school site not used for agricultural plots or parts of playgrounds or
athletic fields where it would be undesirable.

l. Shrubs may be planted to make playground areas attractive but should not
interfere with children's activities.

m. Low-grading plants may be planted along the sides of walks, paths, and
driveways as ornamental borders or edging, but not tall shrubbery and hedges.

n. Only indigenous or native plants that are drought-tolerant should be used in

both rural and urban sites.

I. EVACUATION AREAS

What does PhilGBC recommend regarding evacuation areas

for schools in case of emergencies?

Open areas on school grounds can serve as valuable spaces for setting up
temporary shelters, water, sanitation, and hygiene facilities, as well as temporary
classrooms (e.g. tents) for community members who are displaced for a longer
period of time (days to weeks) due to major disasters or calamities. Schools must
ensure that they have sufficient open space available to accommodate the entire
school population. In case of emergencies, such as earthquakes or fires, the open
space can also serve as a temporary evacuation area for students, teachers, and
staff for a shorter period (hours).

However, this area must be located at a safe distance from buildings and
electrical wires to prevent injury from falling debris. Students can stay in this
open space until their parents are able to pick them up. To ensure quick and safe
evacuation, PhilGBC recommends that evacuation areas should have direct
access to an existing road for emergency exit.

J. SPECIAL PROJECTS

Schools undertake special projects aligned with government socio-

economic programs such as KSS, Food Production, Clean and Green, School
Orchard, Mini-forest, Herbal Garden, SHGP, and ALS activities. When
allocating external spaces in the school site, provisions must be made for these
special projects. It is important to note that using public property for purposes
other than those allowed by law or ordinance is illegal, as stated in Article 20 of

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the Revised Penal Code, which penalizes the illegal use of public funds and
property.

4. MANAGEMENT OF STAFF

Managers can support education staff in various ways to ensure they are
able to perform their roles effectively. By providing these forms of support,
managers can create a positive working environment that enables staff to perform
at their best and achieve the organization's goals.

Clear Management Structures: One way that managers can support

education staff is by providing clear management structures. This includes setting
clear expectations and goals, establishing policies and procedures, and
communicating job roles and responsibilities. When management structures are
clear, education staff can better understand their own roles and how they
contribute to the organization's overall success. They can also identify who to
turn to for help or guidance, which reduces stress and uncertainty.

Purpose: Another way that managers can support education staff is by

providing a clear sense of purpose. Education staff members who understand the
organization's goals and vision are better able to see how their work fits into the
bigger picture. They are more motivated, engaged, and committed to their work
when they understand the purpose behind it. Managers can help education staff
see the purpose behind their work by regularly communicating the organization's
mission and goals, recognizing and celebrating successes, and offering feedback
and coaching.

Control: A third way that managers can support education staff is by

giving them a sense of control over their work. Education staff members who feel
like they have some autonomy and decision-making power are more engaged,
creative, and productive. Managers can offer education staff members control
over their work by delegating responsibilities, allowing flexible work schedules,
and providing opportunities for professional development.

Relationships: Managers can also support education staff by fostering

positive relationships. Strong relationships with colleagues and managers can
create a sense of camaraderie and teamwork. When education staff feel like they
are part of a supportive community, they are more likely to feel engaged and
motivated. Managers can foster positive relationships by providing opportunities
for team-building, encouraging communication and collaboration, and creating a
culture of respect and appreciation.

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 Mental Health Hygiene: Lastly, managers can support education staff by
promoting mental health hygiene. Education staff members who are
overwhelmed, stressed, or burned out are less productive and engaged. Managers
can promote mental health hygiene by offering resources for stress management
and self-care, encouraging open communication, and creating a supportive work
environment where staff members feel comfortable seeking help if they need it.
Providing access to mental health professionals, wellness programs, and support
groups can also be helpful in promoting mental health hygiene among education
staff.

What are the processes used by high-performing countries in selecting,

developing, and evaluating their teachers?

High-performing countries typically have rigorous and highly selective

processes for selecting teachers, and they place a strong emphasis on ongoing
professional development and evaluation. Here are some common features of
teacher selection, development, and evaluation in high-performing countries:

Selectivity: High-performing countries tend to be highly selective in their

recruitment of new teachers. They often require a rigorous academic background
and may require prospective teachers to pass a highly competitive exam or go
through a highly selective admissions process.

Extensive Training: Once hired, teachers in high-performing countries

typically undergo extensive training to develop their pedagogical skills. This
training may include a combination of coursework, mentorship, and in-classroom
experience.

Ongoing Professional Development: High-performing countries place a

strong emphasis on ongoing professional development for teachers throughout
their careers. This includes opportunities for continuing education, mentorship,
and collaboration with other teachers.

Evaluation: High-performing countries use a variety of tools to evaluate

teacher performance, including classroom observations, student assessments, and
feedback from peers and supervisors. These evaluations are used to provide
feedback to teachers, identify areas for improvement, and inform decisions about
promotion and professional development.

High-performing countries prioritize the selection, development, and

evaluation of their teachers as a critical component of their educational system.
By investing in the ongoing development and evaluation of their teachers, these

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countries ensure that their students have access to high-quality instruction and are
better prepared to succeed academically and professionally.

DEPED ORDER NO. 7, s. 2015

HIRING GUIDELINES FOR TEACHER I POSITIONS
EFFECTIVE SCHOOL YEAR (SY) 2015-2016

DepEd Order No. 7, s. 2015 provides the hiring guidelines for Teacher I
positions for the school year 2015-2016. The order aims to provide a clear and
transparent process for selecting and hiring the best candidates for teaching
positions in public schools.

The order sets out the qualifications for Teacher I positions, which include
a bachelor's degree in education or its equivalent, a valid license to teach, and a
passing score on the Licensure Examination for Teachers (LET). It also specifies
the required documents that applicants must submit, such as their transcript of
records, LET rating, and a National Bureau of Investigation clearance.

In addition, the order establishes a ranking system for Teacher I positions,

which is based on the applicants' LET rating, relevant experience, and interview
performance. It also mandates the formation of a selection committee to oversee
the hiring process, which includes the schools division superintendent, a human
resource officer, and a district supervisor.

The order also emphasizes the importance of transparency and fairness in

the hiring process. It requires that the list of qualified applicants, the ranking of
applicants, and the selection committee's evaluation report must be posted in a
conspicuous area of the school and in the DepEd website.

DepEd Order No. 7, s. 2015 provides a comprehensive and objective set of

guidelines for the selection and hiring of Teacher I positions. The order helps
ensure that the best and most qualified candidates are selected for these crucial
positions, which play a vital role in the education of the nation's youth.

REVISED GUIDELINES ON SELECTION, PROMOTION AND

DESIGNATION OF SCHOOL HEADS

DepEd Order No. 42, s. 2007 provides revised guidelines on the selection,
promotion, and designation of school heads. Here are the highlights of the order:

I. General Provisions

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 The guidelines apply to all public elementary and secondary schools in the
Philippines.
The guidelines shall be used in the selection, promotion, and designation
of school heads, which include principals, head teachers, and officer-in-charge of
schools.

II. Qualifications for School Heads

School heads must possess the minimum education and experience

requirements set by the Civil Service Commission (CSC) for the position.
School heads must have a rating of at least "Very Satisfactory" in the most
recent performance evaluation.
School heads must have undergone the Pre-Service Training for School
Heads (PSTSH) program or the In-Service Training for School Heads (ISTSH)
program.

III. Selection Process

The selection of school heads shall be based on merit and fitness.

The Division Selection Committee (DSC) shall be composed of the schools
division superintendent, an assistant schools division superintendent, a district
supervisor, and a representative of the teachers' organization.
The DSC shall evaluate the qualifications of the applicants, conduct
interviews, and administer assessment tools to determine the top three candidates.
The top three candidates shall undergo a final interview by the Division
Superintendent (DS) who shall recommend the best qualified candidate to the
Regional Director (RD) for endorsement to the Secretary of Education.

IV. Promotion and Designation

Promotion of school heads shall be based on merit and fitness, which

include educational attainment, length of service, performance rating, and other
relevant factors.
Designation of school heads shall be made by the RD based on the needs
of the division and the qualifications of the candidate.

V. Term of Office

The term of office of school heads shall be three years, which may be
renewed for another three years based on performance evaluation and the needs
of the service.
School heads may be removed or replaced for cause, such as poor
performance, violation of laws and regulations, and loss of confidence.

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 VI. Training and Development

The DepEd shall provide school heads with continuous training and
development programs to enhance their competencies and skills.
The DepEd shall also establish a mentoring program to provide guidance
and support to new school heads.

Furthermore, DepEd Order No. 42, s. 2007 aims to ensure that the
selection, promotion, and designation of school heads are based on merit and
fitness and that school heads are equipped with the necessary competencies and
skills to effectively manage and lead their schools.

5. SCHOOL SAFETY AND DISASTER PREPAREDNESS AND

MITIGATION

DepEd Order No. 44, s. 2018 aims to create a DepEd Disaster Risk
Reduction and Management (DRRM) Team in the central office. This team is
responsible for the development and implementation of the DRRM program of
the Department.

The following are the highlights of the order:

1. Establishment of DepEd DRRM Team: The order mandates the creation of
the DepEd DRRM team in the central office, which shall be responsible
for overseeing the development and implementation of the Department's
DRRM program.

2. Functions of the DepEd DRRM Team: The DepEd DRRM team shall have
the following functions:

• Develop and implement the DepEd DRRM program in coordination

with the regional and division offices
• Ensure that the DRRM program is integrated into the DepEd's regular
programs and activities
• Coordinate with other government agencies, non-government
organizations, and other stakeholders for the implementation of the
DRRM program
• Conduct capacity building activities for the regional and division
DRRM teams
• Provide technical assistance to the regional and division DRRM teams

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 • Develop and implement a monitoring and evaluation system for the
DepEd DRRM program

3. Composition of the DepEd DRRM Team: The DepEd DRRM team shall
be composed of a head, who shall be designated by the Secretary of
Education, and members who shall be appointed by the head. The team
shall be composed of representatives from the following offices:
• Disaster Risk Reduction and Management Service
• Information and Communications Technology Service
• Planning Service
• Budget and Finance Service
• Legal Service
• Human Resource and Organizational Development Service
• Bureau of Curriculum Development
• Bureau of Learning Delivery
• Bureau of Learner Support Services
• Bureau of Human Resource and Organizational Development
• Office of the Undersecretary for Administration

4. Reporting Mechanisms: The DepEd DRRM team shall submit regular

reports to the Secretary of Education on the implementation of the DRRM
program. The regional and division offices shall also submit reports to the
central office on their DRRM activities.

This DepEd Order No. 44, s. 2018 emphasizes the importance of disaster
risk reduction and management in the education sector, and aims to strengthen
the Department's capacity to respond to disasters and other emergencies.

What is School Disaster Risk Reduction and Management?

School Disaster Risk Reduction and Management (DRRM) refers to the

systematic process of identifying, assessing, and reducing the risks of hazards and
vulnerabilities that may cause harm to students, school personnel, and the school
community as a whole. It involves the development and implementation of plans,
policies, programs, and activities to increase the preparedness and resilience of
schools in responding to natural or human-made disasters, such as earthquakes,
typhoons, floods, fires, and armed conflicts.
The goal of school DRRM is to ensure the safety and well-being of all
members of the school community, and to minimize the negative impact of
disasters on the physical, emotional, and psychological health and development
of students.

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 What is the purpose of School DRRM?

The purpose of School Disaster Risk Reduction and Management (DRRM)

is to create a safe, disaster-resilient environment in schools, where the students,
teachers, and school personnel can learn, work, and thrive in the face of disasters
and emergencies. The aim is to reduce the negative impact of hazards and
emergencies on the school community, and to ensure that the school can continue
its operations during and after disasters.

The specific goals of School DRRM include:

1. Establishing a culture of safety and preparedness in schools

2. Identifying, assessing, and managing disaster risks that may affect the
school community
3. Developing and implementing preparedness and contingency plans that
will guide school actions before, during, and after disasters
4. Ensuring that school infrastructure and facilities are designed, constructed,
and maintained to withstand disasters and emergencies
5. Conducting regular drills and exercises to test the preparedness and
response of the school community
6. Ensuring that students, teachers, and school personnel have the knowledge
and skills to respond effectively to disasters and emergencies
7. Coordinating with local government agencies, non-government
organizations, and other stakeholders in disaster risk reduction and
management efforts.

Here are some important definitions in School DRRM:

1. Disaster risk reduction: The concept and practice of reducing disaster

risks through systematic efforts to analyze and manage the causal factors
of disasters, including through reduced exposure to hazards, lessened
vulnerability of people and property, and improved preparedness for
adverse events.
2. Hazard: A potentially damaging physical event, phenomenon or human
activity that may cause the loss of life or injury, property damage, social
and economic disruption or environmental degradation.
3. Risk: The probability of harmful consequences or expected losses
resulting from interactions between natural or human-induced hazards and
vulnerable conditions.
4. Vulnerability: The conditions and processes that affect the capacity of
people and assets to cope with or adapt to the impacts of hazards.

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 5. Resilience: The ability of individuals, communities, organizations and
systems to resist, absorb, adapt and recover from the effects of hazards in
a timely and efficient manner.
6. Disaster: A serious disruption of the functioning of a community or a
society causing widespread human, material, economic or environmental
losses which exceed the ability of the affected community or society to
cope using its own resources.
7. Risk assessment: A process of identifying, analyzing, and evaluating
potential hazards and risks associated with a given situation or
environment. The purpose of risk assessment is to provide information for
decision-making, prioritization, planning and implementation of risk
reduction measures.
8. Preparedness: Actions taken in advance of a disaster to ensure effective
response, reduce damage, and protect the safety and well-being of people,
property and the environment.
9. Mitigation: The implementation of measures aimed at reducing the risk of
disasters, including structural and non-structural measures, such as land-
use planning, building codes, hazard-resistant construction, and public
awareness and education programs.
10.Response: The activities undertaken immediately before, during and after
a disaster to minimize its impact on people, property and the environment,
and to ensure a rapid and effective return to normalcy.

What are the 3 Pillars of Comprehensive Disaster Risk Reduction and

Management (DRRM) in Basic Education Framework?

The Comprehensive Disaster Risk Reduction and Management (DRRM)

in Basic Education Framework has three pillars that work together to provide a
safe and secure learning environment for students and teachers, and to prepare
them for disasters and emergencies. These three pillars are:

Pillar 1: Safe Learning Facilities

The first pillar of the Comprehensive DRRM Framework focuses on ensuring

that schools and other learning facilities are safe and secure from disasters and
emergencies. This includes measures such as:
• Conducting regular safety inspections of school buildings, classrooms, and
other facilities to identify potential hazards and risks.
• Ensuring that school facilities meet building codes and safety standards.
• Establishing emergency protocols for different types of disasters, such as
earthquakes, floods, typhoons, or fires.

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 • Providing training and resources to teachers and school staff on how to
respond to emergencies and disasters.
• Maintaining an inventory of emergency equipment and supplies, such as
first aid kits, flashlights, and emergency rations.

Pillar 2: School Disaster Management

The second pillar of the Comprehensive DRRM Framework is focused on

preparing schools to effectively manage disasters and emergencies. This includes
measures such as:

• Developing and implementing school disaster management plans that

outline protocols and procedures for responding to different types of
disasters and emergencies.
• Establishing early warning systems and communication channels to alert
students, teachers, and school staff about potential risks and hazards.
• Conducting regular drills and exercises to test the effectiveness of the
school disaster management plan and to familiarize students, teachers, and
school staff with emergency procedures.
• Coordinating with local government agencies and emergency responders
to ensure a timely and effective response to disasters and emergencies.

Pillar 3: Risk Reduction and Resilience Education

The third pillar of the Comprehensive DRRM Framework focuses on

building resilience and preparedness among students and the wider school
community. This includes measures such as:

• Integrating DRRM and resilience education into the school curriculum and
teaching methodologies.
• Encouraging students to participate in DRRM activities and programs,
such as youth-led disaster response teams or community-based disaster risk
assessments.
• Engaging parents, caregivers, and the wider community in DRRM
activities and building partnerships with local government agencies, non-
government organizations, and other stakeholders.
• Encouraging the use of technology and innovative approaches to support
DRRM efforts and build resilience.

By focusing on these three pillars, the Comprehensive DRRM Framework

aims to ensure that schools are safe and secure learning environments, and that
students are equipped with the knowledge, skills, and resources needed to prepare
for and respond to disasters and emergencies.

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 What are some examples of learning materials and strategies for DRRM
available on LRMDS?

The Learning Resource Management and Development System (LRMDS)

provides various learning materials and strategies for School Disaster Risk
Reduction and Management (DRRM) that can be used by teachers and educators.
Some of these resources include:

1. Disaster Risk Reduction and Management Teacher’s Guide – This

guide provides information and learning activities for teachers to help them
incorporate DRRM into their lessons and develop students’ understanding
of DRRM.

2. Disaster Preparedness and Response Teacher’s Guide – This guide

includes learning activities that can help students learn how to prepare for
and respond to disasters.

3. Child-Friendly Disaster Risk Reduction and Management Handbook

– This handbook is designed for children and provides information on how
to prepare for and respond to disasters in a child-friendly way.
4. Disaster Risk Reduction and Management Modules – These modules
provide in-depth information on different aspects of DRRM, such as risk
assessment, disaster preparedness, response and recovery.

5. Interactive Learning Materials – LRMDS also provides interactive

learning materials that can be used to engage students in learning about
DRRM. These include videos, animations, and interactive games.

6. Disaster Risk Reduction and Management Toolkit- The Disaster Risk

Reduction and Management (DRRM) Toolkit is a resource designed to assist
individuals, organizations, and communities in reducing the risks and impact
of disasters. It includes a collection of tools, guidelines, and best practices to
support DRRM efforts, including risk assessment, preparedness planning,
response and recovery activities, and community engagement.

NATIONAL GREENING PROGRAM

What is National Greening Program?

The National Greening Program (NGP) is a government-led initiative in

the Philippines that aims to address the issues of deforestation, soil erosion,

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and other environmental problems by planting trees and undertaking
reforestation efforts across the country.

NGP aims to reduce poverty, promote food security, environmental

stability, and biodiversity conservation. It is a massive forest rehabilitation
program that seeks to plant 1.5 billion trees covering 1.5 million hectares of
forestlands over a period of six years (2011-2016). The program is
implemented by the Department of Environment and Natural Resources
(DENR) in partnership with other government agencies, local government
units, the private sector, and civil society organizations.

The NGP also involves the establishment of tree nurseries, agroforestry

farms, and forest protection measures to ensure the survival and growth of
planted trees.

6. EMERGING OPPORTUNITIES AND CHALLENGES

The COVID-19 pandemic has significantly impacted the education system

worldwide, and the Philippines is no exception. In response to the situation,
the Department of Education (DepEd) has developed new educational plans
and strategies to ensure that learning can continue in the "new normal"
scenario. These plans involve various adjustments in curriculum delivery,
infrastructure, and support services for learners, teachers, and non-teaching
personnel. In this context, the DepEd is working to ensure that every student
has access to quality education, regardless of the challenges posed by the
pandemic.

THE NEW NORMAL: POST-COVID EDUCATIONAL PLANS

The COVID-19 pandemic has significantly affected the education sector

worldwide, including the Philippines. In response to this, the Department of
Education (DepEd) has formulated new plans and guidelines for education in
the "new normal" or the post-COVID era.

Some of the key highlights of these plans are:

1. Blended learning: To ensure that learning continues during the pandemic,

DepEd has adopted a blended learning approach, which combines different
modes of learning delivery such as online, TV and radio-based instruction,
and printed modules.

2. Modular distance learning: DepEd has developed printed modules as an

alternative to online learning to cater to students without access to the

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 internet or gadgets. These modules have been distributed to schools and
learners and are used in conjunction with the blended learning approach.

3. Safe reopening of schools: DepEd has provided guidelines for the safe
reopening of schools during the pandemic, including the adoption of
physical distancing, mandatory wearing of face masks, and regular
sanitation of facilities.

4. Health protocols and safety measures: DepEd has implemented health

protocols and safety measures in schools, including the screening of
students, teachers, and staff for COVID-19 symptoms and the
establishment of isolation rooms for suspected cases.

5. Support for teachers: DepEd has provided support for teachers, including
training on the use of blended learning tools and strategies, and the
provision of equipment and gadgets to facilitate online teaching.

6. Mental health and psychosocial support: DepEd recognizes the

importance of mental health and psychosocial support for learners,
teachers, and staff, and has provided guidelines for mental health and
psychosocial support services in schools.
7. Flexible learning options: DepEd has provided flexible learning options
for learners who may not be able to attend school physically due to health
concerns, including online and distance learning.

The DepEd's post-COVID educational plans prioritize the safety and well-
being of learners, teachers, and staff while ensuring that learning continues
despite the challenges posed by the pandemic.

1. Wearing of Face Masks and Physical Distancing

Amid the global COVID-19 pandemic, physical distancing and mandatory

face mask use in schools have become essential measures upon the resumption or
start of classes. Governments worldwide have released policies and guidelines in
order to implement physical distancing to curb the spread of the virus. Wearing
face masks or personal protective equipment (PPE) as a public health intervention
is also crucial in preventing the transmission of communicable diseases.
Consequently, students, teachers, and non-teaching staff must adhere to
hygienic practices, health protocols, and precautionary measures such as contact
tracing, foot baths, sanitation, and frequent handwashing. Although reducing the
student-teacher ratio presents challenges such as insufficient classrooms,
facilities, teachers, and learning materials, prioritizing public health remains a

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vital concern. Thus, all learning institutions should plan measures and policies on
physical distancing and the use of face masks.

2. Strengthening Online Learning Platforms

Currently, due to government lockdown policies, people are staying at

home. However, education should not stop. To address this issue, various
countries have implemented distance learning solutions during the pandemic,
such as online learning platforms like Google, TV broadcasts, guidelines,
resources, video lectures, and online channels. As schools prepare to reopen, it is
important to plan how they can continue to provide quality education while also
ensuring the safety of students in public places.
To address this concern, there is a need to strengthen policies for the
delivery of instruction, including providing opportunities for online learning
platforms. The Department of Education in the Philippines has proposed
innovative programs and modalities to ensure that online learning is a viable
option for students and teachers amidst the new learning environment.

3. Strengthening Research and Development in Health

Schools must enhance their research and development efforts in the area of
health. Research and development are critical functions of higher education
institutions, aimed at generating knowledge and applying it. To improve their
competitiveness, efficiency, and effectiveness, higher education institutions must
intensify their research activities in the field of health and pandemics (Toquero,
2020).
In line with the World Health Organization's (WHO) plans, all institutions
should expedite innovative research and development programs that help control
the pandemic's spread and provide care to those affected. The second objective is
to fund research priorities that contribute to worldwide research initiatives, with
the aim of learning from the current pandemic response and improving
preparedness for unforeseen epidemics (WHO, 2020a). The pandemic has
impacted education institutions globally, necessitating a comprehensive
assessment of how each government sector will evaluate the situation, plan,
adapt, and implement policies and programs in response to this crisis.

4. Program Creation and Health Integration

HEIs should develop new programs related to health, medicine, and

research in response to the increasing demand for medical professionals, such as
doctors, nurses, and medical technologists. To achieve this, opportunities to study
pandemic-related programs should be increased and made available to students.
Health education should also be integrated into both basic and higher education

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by strengthening school medical services, hygienic practices, and mental health,
according to Toquero (2020). Integrating health literacy into education is more
necessary now, especially with the ongoing COVID-19 crisis (Abel & McQueen,
2020). This approach will help individuals address future health issues such as
global pandemics.

DEPED COVID 19 RESPONSE

What is the "Adoption of Basic Education Continuity Plan" as stated in D.O No.
12, s. 2020?

Department Order No. 12, s. 2020, or the "Adoption of the Basic

Education Continuity Plan for School Year 2020-2021 in Light of the
COVID-19 Public Health Emergency" was released by the Department of
Education (DepEd) in response to the challenges posed by the COVID-19
pandemic on the education system.

The Basic Education Continuity Plan (BECP) aims to ensure the continuity
of education delivery through various learning modalities, such as online, offline,
and blended learning, in accordance with the new normal in education. The BECP
also focuses on addressing the gaps in the delivery of quality education, especially
among learners who are in the marginalized and vulnerable sectors of the society.

The plan includes the implementation of various programs and projects,

such as the Learning Continuity Plan, the Alternative Delivery Mode, and the
Distance Learning Delivery Modalities, to ensure the safety and welfare of
learners, teachers, and non-teaching personnel. The BECP also outlines the roles
and responsibilities of different education stakeholders, such as school heads,
teachers, learners, and parents, in the implementation of the continuity plan.

Moreover, the DepEd has also provided guidelines and policies for the
conduct of classes, assessment and grading, and the use of learning resources and
materials. These guidelines aim to ensure that the quality of education is not
compromised despite the shift to alternative learning modalities.

The adoption of the BECP is a crucial step in ensuring that education

continues amidst the challenges brought about by the COVID-19 pandemic. It
serves as a guide for the DepEd and education stakeholders in providing quality
education for all learners, especially in these trying times.

What is the plan for continuing basic education during the COVID-19
pandemic?

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 The Department of Education (DepEd) has developed a Basic Education -
Learning Continuity Plan (BE-LCP) to ensure that learning can continue during
the COVID-19 pandemic while prioritizing the health, safety, and well-being of
learners, teachers, and personnel. The plan includes K-12 curriculum
adjustments, alignment of learning materials, deployment of multiple learning
delivery modalities, provision of corresponding training for teachers and school
leaders, and proper orientation of parents or guardians of learners.
The plan also aims to facilitate the safe return of teaching and non-teaching
personnel and learners to workplaces and schools, taking into consideration
scenarios projected by the Department of Health and the Inter-Agency Task Force
for the Management of Emerging Infectious Diseases in the Philippines.
Additionally, the plan aims to be sensitive to equity considerations and concerns
and to link and bridge the BE-LCP to DepEd’s pivot to quality and into the future
of education under the framework of Sulong EduKalidad and Futures Thinking
in Education.

STREAMLINING THE MOST ESSENTIAL LEARNING

COMPONENTS COMPETENCIES OF THE K12 CURRICULUM

The Bureau of Curriculum Development within the DepEd Curriculum and

Instruction strand has streamlined the K to 12 curriculum by identifying the Most
Essential Learning Competencies (MELCs), which are included in Annex "C."
This has reduced the total number of competencies in all learning areas from
Kindergarten to Grade 12 by 60 percent, from 14,171 to 5,689. The MELCs are
the competencies that learners need to continue to subsequent grades and
ultimately have a successful life. They are aligned with national standards,
connect content to higher concepts across content areas, applicable to real-life
situations, important for students to acquire, cannot be expected to be learned by
students if not taught in school, and remain with learners long after a test or unit
of study is completed.

The MELCs do not replace the use of the curriculum guides but serve as a
supplementary guide for teachers to address the instructional needs of learners.
Field implementers are encouraged to contextualize the MELCs to accommodate
the varying contexts of learners, teachers, learning environment, and support
structures. Schools can adopt one or a combination of learning delivery
modalities depending on COVID-19 restrictions and the particular context of
learners in the school or locality.

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 What are the Most Essential Learning Competencies in the K to 12
Curriculum?

The most essential learning competencies in the K to 12 Curriculum refer

to the key knowledge, skills, and attitudes that students should acquire in order to
succeed in life and further education. These competencies are grouped into
several domains, including:

Communication - the ability to effectively convey and interpret messages

through various media, including speaking, writing, and non-verbal
communication.

Collaboration and teamwork - the ability to work effectively with others

towards a common goal, including being able to resolve conflicts and share
responsibilities.

Critical thinking and problem solving - the ability to analyze, evaluate,

and synthesize information to make informed decisions and solve complex
problems.

Digital literacy - the ability to use digital tools and technologies

effectively and responsibly for learning, communication, and productivity.

Entrepreneurship - the ability to identify opportunities and create value

through innovative ideas, risk-taking, and resource management.

Learning to learn - the ability to acquire and apply new knowledge and
skills, including self-directed learning and continuous improvement.

Occupational and life skills - the ability to navigate the world of work and
manage personal finances, as well as to maintain a healthy and sustainable
lifestyle.

These competencies are considered essential because they equip students

with the necessary skills to thrive in a rapidly changing and complex world, and
to become productive and responsible citizens.

What is the purpose of the most essential learning competencies in the K

to 12 Curriculum?

The purpose of the most essential learning competencies in the K to 12

Curriculum is to provide a framework for the development of 21st-century skills

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that are essential for students to become lifelong learners, productive members of
society, and successful in their future careers.

The most essential learning competencies are designed to ensure that

students are equipped with the knowledge, skills, and attitudes necessary to
navigate an ever-changing and complex world, and to address the challenges and
opportunities of the future. They are intended to prepare students to be critical
thinkers, effective communicators, collaborators, and problem-solvers, who are
able to adapt to new situations and technologies, and who are capable of
innovating and creating new knowledge.

By focusing on the development of these essential competencies, the K to

12 Curriculum aims to provide students with a holistic and relevant education that
is responsive to the needs of a globalized and digitalized world. In addition, the
competencies aim to promote equity and inclusivity, by providing all students
with the opportunity to acquire the knowledge, skills, and attitudes needed to
succeed in life, regardless of their background or circumstances.

How do schools ensure that students are meeting the most essential
learning competencies in the K to 12 Curriculum?

There are several ways that schools can ensure that students are meeting
the most essential learning competencies in the K to 12 Curriculum. Here are a
few examples:

Curriculum design and alignment: Schools can ensure that the

curriculum is designed in a way that aligns with the most essential learning
competencies. This involves mapping out the curriculum and ensuring that each
lesson and activity contributes to the development of the desired competencies.

Assessment and evaluation: Schools can use a variety of assessment and

evaluation methods to measure student progress towards the most essential
learning competencies. This may include tests, projects, portfolios, performance
tasks, and other formative and summative assessments.

Professional development: Schools can provide ongoing professional

development for teachers to ensure that they have the necessary skills and
knowledge to teach the most essential learning competencies effectively. This
may include training on the use of technology, teaching strategies, assessment
methods, and other relevant topics.

Student support: Schools can provide targeted support to students who

are struggling with the most essential learning competencies. This may include

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additional instruction, mentoring, tutoring, and other forms of support to help
students meet the desired competencies.

Parent and community engagement: Schools can involve parents and the
community in supporting the development of the most essential learning
competencies. This may include providing resources and information to parents,
engaging them in school activities, and seeking community partnerships to
provide real-world experiences for students.

Are there any challenges to implementing the most essential learning

competencies in the K to 12 Curriculum? If so, what are they and how can they
be addressed?

Yes, there are some challenges to implementing the most essential learning
competencies in the K to 12 Curriculum. Here are a few examples, along with
some potential ways to address them:

1. Lack of resources: Implementing the most essential learning

competencies may require additional resources, such as technology,
training, and materials. To address this challenge, schools can seek out
funding opportunities, leverage community partnerships, and prioritize
resource allocation to support the development of the competencies.

2. Resistance to change: Some teachers and students may be resistant to

change and may prefer traditional methods of teaching and learning. To
address this challenge, schools can provide professional development and
training to help teachers understand the benefits of the new competencies,
and engage students in learning activities that are relevant and engaging.

3. Inadequate assessment and evaluation: Measuring progress towards the

most essential learning competencies requires effective assessment and
evaluation strategies. However, some schools may not have the necessary
resources or expertise to design and implement these strategies effectively.
To address this challenge, schools can seek out training and support for
assessment and evaluation, and leverage technology to automate and
streamline the process.

4. Inadequate support for struggling students: Some students may

struggle to meet the most essential learning competencies due to various
reasons such as learning differences, lack of support at home, and socio-
economic challenges. To address this challenge, schools can provide
targeted support and interventions for these students, such as tutoring,
mentoring, and counseling.

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 5. Difficulty in promoting equity and inclusivity: Ensuring that all students
have access to the same learning opportunities and support can be
challenging, particularly for schools that serve diverse communities with
different needs and resources. To address this challenge, schools can
prioritize equity and inclusivity in their policies, procedures, and practices,
and work with families and communities to ensure that all students have
the support and resources they need to succeed.

Addressing the challenges of implementing the most essential learning

competencies in the K to 12 Curriculum requires a collaborative effort from all
stakeholders, including teachers, administrators, students, parents, and the
community. By working together and prioritizing the development of these
competencies, schools can provide students with the skills and knowledge they
need to succeed in a rapidly changing and complex world.

What strategies are most effective in teaching K to 3 during pandemic?

Some strategies that have proven effective in teaching K to 3 during the

pandemic include:

1. Using technology and digital platforms to provide online learning

opportunities and resources.
2. Providing hands-on materials and manipulatives for students to use at
home.
3. Engaging parents and guardians to support student learning and create a
supportive learning environment at home.
4. Fostering social and emotional learning to support the well-being of
students during this challenging time.
5. Differentiating instruction to meet the individual learning needs of
students.
6. Providing regular feedback and assessment to monitor student progress and
adjust instruction as needed.

By utilizing these strategies, educators can help to ensure that students

continue to receive high-quality instruction and support their academic and
social-emotional growth during the pandemic.

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 What are the best strategies for supporting learners with disabilities
during the pandemic?

Here are some best strategies for learners with disabilities during the
pandemic:

1. Use Assistive Technology: Assistive technology can be a valuable tool for

learners with disabilities, providing them with access to the curriculum and
supporting their learning. Teachers can use assistive technology tools such
as screen readers, text-to-speech software, and speech recognition software
to facilitate the learning process for learners with disabilities.

2. Differentiate Instruction: Teachers can differentiate instruction by

providing personalized learning opportunities that cater to the specific
learning needs of learners with disabilities. This may include providing
additional support for struggling learners, or offering enrichment activities
for advanced learners.

3. Provide Accommodations: Teachers can provide accommodations for

learners with disabilities to support their access to the curriculum.
Accommodations may include extended time on assignments, modified
assignments, or alternative assessments.

4. Foster Social and Emotional Learning: The pandemic has had a

significant impact on the social and emotional well-being of learners with
disabilities. Teachers can support the development of social and emotional
learning (SEL) by incorporating activities that promote self-awareness,
self-management, social awareness, relationship skills, and responsible
decision-making.
5. Collaborate with Parents and Guardians: Parents and guardians play a
critical role in supporting the learning and development of learners with
disabilities. Teachers can collaborate with parents and guardians by
providing resources and support, including guidance on how to support
their child's learning at home and suggestions for activities that support the
development of the most essential learning competencies.

6. Provide Clear Communication: It is essential to communicate clearly

with learners with disabilities and their families to provide them with the
information they need to participate in the learning process effectively.
Teachers can use visual aids, written communication, and simple language
to communicate effectively with learners with disabilities.

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 How have Self-Learning Modules (SLM) been used to support student
learning during the pandemic in the Department of Education?

The Department of Education in the Philippines has been using self-

learning modules to support student learning during the pandemic. These modules
are designed to provide students with independent learning opportunities, as they
are not able to attend in-person classes due to health and safety concerns. The
self-learning modules contain learning materials, instructions, and activities that
are aligned with the most essential learning competencies (MELCs) of the K-12
curriculum. They are distributed to students either in printed form or through
digital platforms, such as the DepEd Commons and Learning Management
System (LMS). Through the use of self-learning modules, students are able to
continue their learning at their own pace and according to their own schedule,
even when they are not able to physically attend classes.

What are the benefits of using self-learning modules for remote learning
during the pandemic?

There are several benefits of using self-learning modules for remote

learning during the pandemic, including:

1. Flexibility: Self-learning modules allow students to learn at their own pace

and on their own schedule, which provides greater flexibility and
autonomy in their learning.

2. Personalization: Self-learning modules can be tailored to the specific

needs and learning styles of individual students, allowing for a more
personalized and customized learning experience.
3. Accessibility: Self-learning modules can be designed to be accessible to
all learners, regardless of their location or learning ability, making
education more inclusive and equitable.

4. Convenience: Self-learning modules are available in both digital and print

formats, making them easy to access and convenient for students and their
families.

5. Consistency: Self-learning modules provide a consistent learning

experience for all students, regardless of whether they have access to a
reliable internet connection or are able to attend in-person classes.

6. Safety: By using self-learning modules, students are able to continue their

education safely from home, reducing the risk of exposure to the COVID-
19 virus.

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 7. Adaptability: Self-learning modules can be easily adapted to changing
circumstances and can be modified to meet the evolving needs of students
and educators during the pandemic.

What challenges have educators encountered in implementing self-learning

modules during the pandemic?

While self-learning modules have provided an effective means for remote

learning during the pandemic, there have also been several challenges
encountered by educators in their implementation.

Some of the challenges are:

1. Technical issues: Some students may not have access to digital devices or
the internet, making it difficult for them to access online self-learning
modules. Also, the distribution of printed self-learning modules can be
challenging and time-consuming.
2. Curriculum alignment: The development and alignment of self-learning
modules to the most essential learning competencies (MELCs) of the K-12
curriculum can be complex and time-consuming, particularly when it
comes to practical and hands-on activities that require physical attendance.
3. Student engagement: Without in-person interaction and support from
teachers, students may lack motivation or may feel disconnected from the
learning process, leading to reduced engagement and lower learning
outcomes.
4. Teacher workload: Developing and distributing self-learning modules
can be time-consuming and may increase the workload of teachers who are
already under stress and pressure due to the pandemic.
5. Assessment and evaluation: There may be challenges in evaluating
student learning and assessing their progress using self-learning modules,
particularly for subjects that require performance-based assessments or
projects that cannot be easily done remotely.
6. Equity and access: Some students may have limited access to learning
resources, such as textbooks and references, and may require additional
support and assistance, leading to inequitable access to education.
7. Monitoring and feedback: It can be challenging for educators to monitor
and provide feedback to students using self-learning modules, which can
impact the quality of learning and the provision of timely feedback to
improve student performance.

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 ALTERNATIVE LEARNING SYSTEM

What is an alternative learning system (ALS) in the context of DepEd's

new normal?

An alternative learning system (ALS) is a program implemented by the

Department of Education (DepEd) in the Philippines that aims to provide access
to basic education to out-of-school youth and adults who have not completed their
basic education. In the context of the new normal, the ALS program has been
adapted to cater to the challenges of remote learning brought about by the
COVID-19 pandemic.
The program is now being delivered through various modalities, including
online platforms, modular distance learning, and television and radio-based
instruction. The DepEd's ALS program is an essential part of its commitment to
provide education for all, especially those who may have been left behind by the
traditional education system.

How has the DepEd adapted its ALS programs to cater to the challenges
of remote learning during the pandemic?

To cater to the challenges of remote learning during the pandemic, the DepEd
has adapted its ALS programs by utilizing various modalities such as online
platforms, modular distance learning, and television and radio-based instruction.
The program has also been modified to ensure that it is accessible to all learners,
including those from disadvantaged communities.

What are the different ALS modalities being implemented by DepEd in

the new normal?

The different ALS modalities being implemented by DepEd in the new normal
include online platforms, modular distance learning, and television and radio-
based instruction. Online platforms refer to the use of the internet to deliver ALS
programs, while modular distance learning involves the use of printed modules
that are distributed to learners. Television and radio-based instruction, on the
other hand, involves the use of broadcasting to deliver instructional content to
learners.

How is DepEd ensuring access to ALS programs for learners from

disadvantaged communities in the new normal?

DepEd is ensuring access to ALS programs for learners from disadvantaged

communities in the new normal by providing various means of delivery that do

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not rely on internet connectivity, such as printed modules and television and
radio-based instruction. The department is also working closely with local
government units and other stakeholders to ensure that these modalities are
accessible to learners in remote areas.

What are the advantages and disadvantages of using technology in delivering

ALS programs in the new normal?

The advantages of using technology in delivering ALS programs in the

new normal include increased flexibility, access to a wider range of resources,
and the ability to reach more learners.
However, the disadvantages include the lack of access to technology and
the internet for some learners, the need for specialized skills to use technology
effectively, and the potential for distractions and lack of engagement. To address
these issues, DepEd is implementing a hybrid approach that combines technology
with other modalities to provide a comprehensive ALS program that can cater to
the needs of all learners.

What are the specific measures being undertaken by DepEd to monitor

and evaluate the effectiveness of ALS programs in the new normal?

The Department of Education (DepEd) has implemented specific measures

to monitor and evaluate the effectiveness of the Alternative Learning System
(ALS) programs in the new normal. Some of these measures include:
1. Conducting regular assessments and evaluations of the ALS program to
determine its effectiveness in achieving its objectives.
2. Establishing a monitoring and evaluation system to track the progress of
learners and provide support to those who may be struggling with their
studies.
3. Conducting surveys and feedback mechanisms to gather insights from
learners and their families on the effectiveness of the ALS program and
identify areas for improvement.
4. Providing training and support to ALS teachers and facilitators to ensure
that they are equipped with the skills and knowledge necessary to deliver
effective ALS programs.
5. Collaborating with local government units and other stakeholders to ensure
that ALS programs are delivered effectively and efficiently in their
respective communities.
6. Developing standardized testing tools and assessments that measure the
learning outcomes of learners in the ALS program, and using this data to
identify areas where improvements can be made.

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 7. Creating an online monitoring platform that allows DepEd officials to track
the progress of learners and provide support as needed.
8. Conducting research and studies on the effectiveness of different ALS
modalities and sharing best practices across different regions and schools.

Anchoring on Sulong EduKalidad and Bridging into the Future

Anchoring on Sulong EduKalidad and Bridging into the Future are two
of the key initiatives of the Department of Education (DepEd) in the Philippines
aimed at improving the quality of education and ensuring that learners are
prepared for the challenges of the future.

Sulong EduKalidad is the DepEd's flagship program for education

reform, which aims to address the challenges of the Philippine education system
by focusing on four key areas: K to 12 Curriculum Review and Enhancement,
Learners and Learning Environment, Teachers and Teaching Profession, and
Governance and Management. The program seeks to improve the quality of
education and promote access and equity in education.

Bridging into the Future, on the other hand, is a response of the DepEd
to the impact of the COVID-19 pandemic on education. This initiative aims to
ensure that learners are prepared for the future by providing them with the skills
and competencies needed in a rapidly changing world. It seeks to bridge the gap
between traditional education and the demands of the future by promoting the
development of 21st-century skills and competencies such as critical thinking,
problem-solving, creativity, communication, and collaboration.

Anchoring on Sulong EduKalidad and Bridging into the Future, DepEd is

taking a comprehensive and proactive approach to improve the quality of
education in the Philippines and ensure that learners are prepared for the
challenges of the future. By focusing on both the immediate and long-term needs
of the education system, DepEd is ensuring that learners are equipped with the
knowledge, skills, and competencies necessary to succeed in an ever-changing
world.

Through the implementation of these initiatives, DepEd is working to build

a world-class education system that can deliver quality education for all learners,
promote access and equity in education, and prepare learners for the challenges
of the future.

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 SCHOOL-BASED MANAGEMENT AND PROCESS
IMPROVEMENT

What is School-Based Management?

School-Based Management (SBM) is a decentralized approach to

education management that gives schools more autonomy and decision-making
power. It is a strategy that aims to improve the quality of education by giving
schools more control over their own resources and operations, including
curriculum development, budgeting, and personnel management.

Under the SBM framework, the school principal and other school leaders
have greater responsibility for the management of the school. They are
empowered to make decisions and implement policies that are best suited to the
specific needs of their school and community. This allows schools to be more
responsive to the needs of their learners, as they are better able to identify and
address the specific challenges and opportunities facing their students.

The SBM approach is based on the principles of participation,

transparency, and accountability. It seeks to involve all stakeholders in the
management of the school, including parents, community members, and other
local organizations. This promotes greater transparency and accountability, as all
stakeholders have a shared responsibility for the success of the school.

Through the implementation of SBM, schools are better able to allocate

resources and implement programs that are aligned with their specific goals and
priorities. This approach is particularly relevant in the context of the Philippines,
where there is significant diversity in terms of language, culture, and geography.
By giving schools more autonomy and decision-making power, SBM can help to
address the specific needs and challenges faced by schools in different parts of
the country.

The School-Based Management approach is an effective way to improve

the quality of education in the Philippines. By empowering schools and school
leaders to make decisions and implement policies that are best suited to the
specific needs of their learners and communities, SBM can help to create a more
responsive and effective education system that meets the needs of all learners.

What is the SBM Framework based on DepEd Order No. 83, s. 2012, and
how does it promote participation, transparency, and accountability in
Philippine schools?

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 DepEd Order No. 83, s. 2012, also known as the "Implementing
Guidelines on the School-Based Management (SBM) Framework," provides
a comprehensive framework for the implementation of the SBM approach in
Philippine schools. The guidelines are based on the principles of participation,
transparency, and accountability, and provide a roadmap for schools to follow in
order to effectively implement SBM.

The SBM framework is anchored on the principles of participation,

transparency, and accountability. It seeks to promote a culture of shared decision-
making, where all stakeholders are involved in the management of the school,
including the principal, teachers, learners, parents, and community members. The
framework is designed to empower schools to take ownership of their own
development, and to develop the skills and competencies needed to manage their
resources and operations effectively.

The SBM framework is structured around the following key components:

School Improvement Plan (SIP) - The SIP is a key component of the SBM
framework, and serves as the guiding document for the school's development. It
outlines the school's goals, objectives, strategies, and activities, and provides a
clear roadmap for the implementation of the SBM approach.

School Governing Council (SGC) - The SGC is the governing body of the
school, and is responsible for the development and implementation of the SIP. It
is composed of the school principal, teachers, parents, and community members,
and provides a forum for the discussion and resolution of issues affecting the
school.

Resource Mobilization - The SBM framework emphasizes the need for

schools to mobilize their own resources in order to support their development.
This includes the development of partnerships with local organizations and the
community, as well as the implementation of income-generating projects.

Human Resource Management - The SBM approach recognizes the

importance of effective human resource management in the development of the
school. This includes the recruitment, selection, training, and development of
teachers and other school personnel, as well as the implementation of
performance management systems.

Curriculum and Instructional Management - The SBM framework

emphasizes the need for schools to develop their own curriculum and
instructional materials, tailored to the needs of their learners. This includes the
development of curriculum frameworks, the selection of textbooks and

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instructional materials, and the implementation of innovative teaching and
learning strategies.

The SBM framework provides a comprehensive approach to education

management that promotes the development of autonomous and effective
schools. By promoting shared decision-making, resource mobilization, and
effective management practices, the SBM framework can help to improve the
quality of education in the Philippines and ensure that all learners have access to
quality education.

How does the School-Based Management (SBM) approach prioritize the

school as the center, and what are the key components of the SBM framework?

The statement "The center is the school" refers to the idea that the school
is at the heart of the School-Based Management (SBM) approach. This means
that the school is the primary unit of governance, and has the responsibility for
managing its own resources and operations.

The "four boxes" - Leadership, Curriculum and learning, Resource

management, and Accountability and continuous improvement - are the key
components of the SBM framework. These four components are interrelated, and
are designed to work together to support the development of effective and
autonomous schools.

For SBM to be successful, it must be anchored in the school's vision and

mission. This means that the school must have a clear understanding of its
purpose, goals, and priorities, and must align its SBM activities with these. The
vision and mission provide the overall framework for the development of the
school, and should guide the development and implementation of the School
Improvement Plan (SIP).

The Central Office, as the governing body of the Department of Education

(DepEd), has a key role to play in the implementation of the SBM approach.
While the school is the center of the SBM approach, the Central Office has a
responsibility to provide support and guidance to schools in the implementation
of the SBM framework. This includes providing technical assistance, training,
and other resources to help schools develop the skills and competencies needed
to manage their own resources and operations.

What are the four guiding principles of successful School-Based

Management (SBM), and how can the effectiveness of SBM be measured
against these principles?

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 The success of School-Based Management (SBM) can be measured
through four guiding principles: Leadership and Governance, Curriculum and
Learning, Accountability and Continuous Improvement, and Management of
Resources.

1. Leadership and Governance: Effective SBM requires strong

leadership and governance. Schools must have competent and committed leaders
who can guide the school community in the development and implementation of
the School Improvement Plan (SIP). The effectiveness of leadership and
governance can be measured through factors such as the degree of stakeholder
participation in decision-making, the quality of communication, and the
alignment of school plans with the overall vision and mission of the school.

2. Curriculum and Learning: The quality of the curriculum and learning

experiences is a critical component of SBM. The curriculum must be aligned with
the needs of the learners and the requirements of the DepEd, and must provide a
relevant and engaging learning experience. Success can be measured through
indicators such as the relevance and effectiveness of the curriculum, the degree
of alignment with DepEd standards, and the quality of student learning outcomes.

3. Accountability and Continuous Improvement: SBM requires a

culture of accountability and continuous improvement. Schools must establish
clear performance metrics and systems for monitoring progress, and must have
processes for feedback and improvement. Success can be measured through
factors such as the degree of stakeholder involvement in monitoring and
evaluation, the effectiveness of data collection and analysis, and the extent to
which feedback is used to drive improvement.

4. Management of Resources: The effective management of resources is

a key component of successful SBM. Schools must be able to manage their
financial, physical, and human resources effectively in order to achieve their
goals. Success can be measured through indicators such as the efficient use of
resources, the degree of alignment of resource allocation with school plans, and
the effectiveness of procurement and financial management systems.

What is School Improvement Plan and what is its purpose?

The School Improvement Plan (SIP) is a document created by the

Department of Education (DepEd) in the Philippines that outlines a
comprehensive strategy for improving the quality of education in public schools.
The main objective of the SIP is to enhance the overall effectiveness of the
education system by addressing specific areas that require improvement.

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 The SIP is developed by school heads, teachers, and other stakeholders, in
collaboration with the local DepEd division office. It includes an analysis of the
school's current situation, as well as goals, strategies, and activities to achieve
these goals. The plan covers a period of three years, and is reviewed and updated
annually to ensure that it remains relevant and effective.

The SIP typically focuses on five key areas, known as the "pillars" of the
DepEd's Basic Education Curriculum. These pillars include:

1. Curriculum and Instruction: The SIP outlines strategies for improving

the quality and relevance of the curriculum, as well as teaching methods
and assessment practices.
2. Learning Environment: The SIP identifies ways to create a safe and
supportive learning environment, including the provision of adequate
facilities and resources, as well as student welfare and support services.
3. Teachers and Staff: The SIP aims to develop and support teachers and
staff to improve their knowledge, skills, and abilities in teaching and
learning.
4. School Governance and Management: The SIP identifies strategies to
improve the governance and management of schools, including leadership,
community involvement, and school-based management.
5. Partnerships and Linkages: The SIP identifies ways to establish
partnerships and linkages with various stakeholders, including parents,
local government units, and the private sector, to enhance the quality of
education in public schools.

Who is involved in developing the School Improvement Plan?

The development of the School Improvement Plan typically involves

school heads, teachers, and other stakeholders such as parents, community
members, and representatives from local government units, in collaboration with
the local DepEd division office. The process typically begins with a review of the
school's current situation, including its strengths and weaknesses, as well as an
analysis of student performance data, feedback from stakeholders, and other
relevant information. Based on this review, the school team identifies areas for
improvement and develops specific goals, strategies, and activities to achieve
these goals. The process also involves ongoing consultation and communication
with stakeholders to ensure their input and support for the plan.

How are the goals and outcomes of the School Improvement Plan
measured and evaluated?

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 The measurement and evaluation of the goals and outcomes of a School
Improvement Plan (SIP) typically involves several steps and methods, including:

1. Data collection: The first step in measuring and evaluating the goals and
outcomes of the SIP is to collect data. This may involve gathering both
quantitative and qualitative data from a variety of sources, such as
standardized test scores, teacher and student surveys, classroom
observations, and stakeholder feedback.
2. Data analysis: Once the data is collected, it is analyzed to identify patterns,
trends, and areas of strengths and weaknesses. This analysis helps to
inform the development of the goals and outcomes of the SIP.
3. Goal setting: Based on the data analysis, specific and measurable goals
are established for the SIP. These goals should be aligned with the overall
mission and vision of the school, and should be realistic and achievable
within a given timeframe.
4. Implementation: The goals and outcomes of the SIP are implemented
through a variety of strategies and interventions, such as professional
development for teachers, curriculum and instructional changes, and
student support programs.
5. Progress monitoring: To ensure that the goals and outcomes of the SIP
are being met, progress must be monitored regularly. This may involve
ongoing data collection and analysis, as well as periodic reviews of the SIP
by school leadership and stakeholders.
6. Evaluation: At the end of the SIP period, a final evaluation is conducted
to determine the extent to which the goals and outcomes were achieved.
This evaluation may involve a review of the data collected throughout the
SIP, as well as feedback from stakeholders. The results of the evaluation
can then be used to inform future school improvement efforts.

How can the SIP Process be used as a tool to operationalize SBM?

• The SIP (School Improvement Plan) is a roadmap that outlines specific

interventions for a school to undertake over a 3-year period.

• Participation in school planning and implementation can be part of the

Results-based Performance Management System (RPMS).

• The SHS (Senior High School) has its own School Improvement Program,
which requires collaboration between the school, community, and stakeholders.

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• The SIP integrates various development activities, such as Continuous
Improvement, LAC, DRRM, Child Protection, Partnership, and Senior High
School Implementation Plan.

• The SIP rewards schools for successfully implementing interventions.

• Schools without SIPs are not eligible to receive funds.

• The successful operationalization of SBM requires planning and

collaboration among schools, communities, local governments, and other
stakeholders.

• Effective leadership involves involving the community and other

stakeholders in school planning, even if there is only one principal involved.

What is the Department of Education's policy on child-friendly schools

and what are its key features?

The Department of Education's policy on child-friendly schools is based

on the premise that all children have the right to quality education in a safe and
supportive learning environment that promotes their well-being and
development. The policy aims to promote the creation of child-friendly schools
across the Philippines that are responsive to the needs and rights of all children,
particularly those who are marginalized and disadvantaged.
The key features of the Department of Education's policy on child-
friendly schools include:

1. Child-centered learning: The curriculum and teaching methods are

designed to be child-centered, taking into account the individual needs,
interests, and abilities of each child.
2. Safe and supportive environment: The school environment is safe,
welcoming, and supportive, with adequate facilities, resources, and
services to meet the physical and emotional needs of children.
3. Inclusive practices: The school promotes inclusive practices that ensure
that all children, regardless of their gender, ethnicity, religion, disability,
or socio-economic background, have equal access to quality education.
4. Student participation and engagement: Children are actively engaged
in their own learning and in school decision-making processes, and are
encouraged to participate in extra-curricular activities and community
service.

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 5. Positive relationships: The school fosters positive relationships between
children, teachers, and other staff, and promotes a culture of respect,
tolerance, and understanding.
6. Professional development for teachers: Teachers are provided with
professional development opportunities to enhance their knowledge and
skills in creating child-friendly learning environments.
7. Parent and community engagement: Parents and community members
are actively engaged in supporting the school's efforts to create a child-
friendly environment and to improve education outcomes for all children.

The policy on child-friendly schools is aligned with the United Nations

Convention on the Rights of the Child and is guided by the Department of
Education's commitment to ensuring equitable access to quality education for all
children in the Philippines.

How does the Department of Education ensure that all schools in the
Philippines are child-friendly, particularly in remote and disadvantaged areas?

The Department of Education (DepEd) implements several strategies and

initiatives to ensure that all schools in the Philippines are child-friendly,
particularly in remote and disadvantaged areas. These include:

1. Policy development: The DepEd develops policies, guidelines, and

standards that promote the creation of child-friendly schools and ensure
that all schools adhere to a minimum set of standards for quality education
and child protection.
2. Capacity building for school personnel: The DepEd provides training
and capacity building programs for teachers, school administrators, and
other education personnel to equip them with the knowledge and skills
necessary to create child-friendly learning environments.
3. Provision of resources and materials: The DepEd provides resources and
materials to schools, such as textbooks, learning materials, and other
educational resources, to support the implementation of child-friendly
programs and initiatives.
4. Infrastructure development: The DepEd invests in the construction and
improvement of school infrastructure, such as classrooms, libraries, and
laboratories, to provide a safe and conducive learning environment for
students.
5. Community engagement: The DepEd works closely with parents,
community members, and other stakeholders to promote child-friendly

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 schools and to ensure that schools are responsive to the needs and
aspirations of the community.
6. Monitoring and evaluation: The DepEd conducts regular monitoring and
evaluation of schools to assess their compliance with child-friendly
standards and to identify areas for improvement.
7. Equity-focused interventions: The DepEd implements equity-focused
interventions to address the specific needs of disadvantaged and
marginalized children, such as those living in remote and conflict-affected
areas, indigenous communities, and those with disabilities.

What measures are in place to ensure the safety and well-being of

children in school, particularly in the context of the COVID-19 pandemic?

The Department of Education (DepEd) has implemented several measures

to ensure the safety and well-being of children in school, particularly in the
context of the COVID-19 pandemic. These measures include:

1. Implementation of health and safety protocols: The DepEd has issued

guidelines on the implementation of health and safety protocols, such as
physical distancing, wearing of masks, hand hygiene, and daily symptom
screening, to prevent the spread of COVID-19 in schools.
2. Provision of hygiene facilities: The DepEd has provided schools with
hygiene facilities, such as hand washing stations, alcohol dispensers, and
sanitizers, to ensure that students and staff can practice good hygiene
practices.
3. Flexible learning modalities: The DepEd has implemented flexible
learning modalities, such as online, modular, and blended learning, to
minimize the risk of transmission of COVID-19 in schools and to ensure
that learning continues during the pandemic.
4. Capacity building for teachers and school personnel: The DepEd has
provided training and capacity building programs for teachers and school
personnel on the implementation of health and safety protocols and on the
use of technology for distance learning.
5. Mental health and psychosocial support: The DepEd has provided
mental health and psychosocial support services to students and school
personnel to help them cope with the stress and anxiety caused by the
pandemic.
6. Partnership with parents and communities: The DepEd has worked
closely with parents and communities to promote awareness and
compliance with health and safety protocols and to mobilize community
resources to support schools in their response to the pandemic.

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 7. Regular monitoring and evaluation: The DepEd has conducted regular
monitoring and evaluation of schools to ensure that health and safety
protocols are being implemented and to identify areas for improvement.

The DepEd has taken a comprehensive approach to ensure the safety and
well-being of children in school during the COVID-19 pandemic, with a focus on
implementing health and safety protocols, providing hygiene facilities, promoting
flexible learning modalities, and providing mental health and psychosocial
support.

What are some best practices and success stories from child-friendly
schools in the Philippines, and how are they being shared and replicated across
the education system?

There are several best practices and success stories from child-friendly
schools in the Philippines, and these are being shared and replicated across the
education system. Some examples include:

1. Balara Elementary School in Quezon City: Balara Elementary School

has been recognized as a child-friendly school for its innovative programs
that promote child participation, protection, and inclusion. The school has
implemented various initiatives, such as a child-led governance system, a
child protection policy, and an inclusive education program for children
with disabilities.

2. Zamboanga City High School: Zamboanga City High School has

implemented a comprehensive program to address the mental health and
psychosocial needs of students, particularly those affected by the conflict
in the region. The school provides counseling and support services to
students and has established a peer support network to promote mental
health and well-being.

3. Angelicum School in Quezon City: Angelicum School has implemented

a project-based learning approach that promotes creativity, critical
thinking, and problem-solving skills among students. The school has
integrated technology into its teaching and learning processes and has
developed partnerships with local organizations to provide real-world
learning opportunities for students.

4. Holy Angel University in Pampanga: Holy Angel University has

implemented a community-based learning approach that encourages
students to engage with their communities and to develop a sense of social

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 responsibility. The school has established partnerships with local
organizations and government agencies to provide community service
opportunities for students and to address community issues.

These best practices and success stories are being shared and replicated
across the education system through various means, such as conferences,
workshops, and training programs. The DepEd has also established a Child-
Friendly Schools System (CFSS) to promote and recognize ssteachools that have
implemented child-friendly programs and initiatives.
The CFSS provides a framework for schools to assess their level of child-
friendliness and to identify areas for improvement. The DepEd also provides
technical assistance and support to schools to help them implement child-friendly
programs and initiatives. These efforts are contributing to the creation of a more
child-friendly education system in the Philippines.

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 1. CURRICULUM CONTEXTUALIZATION

What are the policy basis for curriculum contextualization based on the
Governance of Basic Education Act of 2001 (RA 9155) and Enhanced Basic
Education Act of 2013 (RA 10533)?

The Governance of Basic Education Act of 2001 (RA 9155) and Enhanced
Basic Education Act of 2013 (RA 10533) both provide policy basis for
curriculum contextualization in the Philippines.

Section 2 of RA 9155 mandates that the education system shall be

decentralized to ensure accountability, transparency, and maximum participation
of all stakeholders in the delivery of quality education. This includes the
development and implementation of a curriculum that is responsive to the needs
and aspirations of learners.

Meanwhile, Section 4 of RA 10533 highlights the importance of a learner-

centered approach to education, which recognizes the unique needs and
characteristics of each learner. The law mandates the Department of Education to
provide a curriculum that is relevant, responsive, and inclusive, and to ensure that
learning resources are accessible to all learners.

Furthermore, Section 4 of RA 10533 also emphasizes the need to promote

cultural diversity and respect for different cultural traditions. This includes the
integration of local and indigenous knowledge into the curriculum to provide
learners with a more holistic and inclusive understanding of the world.

These policy provisions demonstrate the government's commitment to

promoting curriculum contextualization in the Philippines, as a means of ensuring
that education is relevant, responsive, and inclusive of all learners.

What is curriculum contextualization, and why is it important in the

Philippine education system?

Curriculum contextualization is the process of adapting the national

curriculum to make it more relevant and responsive to the local context and needs
of the learners. It involves integrating local and indigenous knowledge, skills,
values, and traditions into the curriculum to ensure that it is more meaningful and
engaging for the learners.

Curriculum contextualization is important in the Philippine education

system because it helps to address the diverse cultural, linguistic, and social
backgrounds of learners. By incorporating local perspectives and practices into
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the curriculum, it makes learning more meaningful and relevant to the learners,
thereby increasing their engagement and participation in the learning process.
This approach also promotes a sense of pride and ownership among learners in
their cultural heritage, which is important for their personal and social
development.

Furthermore, curriculum contextualization is seen as a key strategy for

improving the quality of education in the country, particularly in remote and
underserved areas. It enables learners to acquire knowledge and skills that are
relevant to their daily lives and prepares them to become active and engaged
citizens in their communities. Generally, curriculum contextualization is an
important tool for promoting equitable and inclusive education that meets the
needs of all learners in the Philippine education system.

What are the key principles and strategies involved in curriculum

contextualization, and how are they implemented in practice?

Curriculum contextualization involves a range of principles and strategies,

including identifying and incorporating local knowledge and practices,
promoting learner-centered approaches to teaching and learning, engaging with
local communities and stakeholders, and ensuring that curriculum materials are
accessible and culturally sensitive. These principles are implemented in practice
through a collaborative and participatory process involving teachers, curriculum
developers, and community members.

How does the Department of Education (DepEd) ensure that the process
of curriculum contextualization is inclusive and respectful of diverse cultural
traditions and perspectives?

The DepEd promotes an inclusive and respectful approach to curriculum

contextualization by encouraging collaboration and dialogue between educators
and local communities. The agency also provides guidance and support to ensure
that curriculum materials are culturally sensitive and relevant to the needs of
learners. Additionally, the DepEd conducts regular monitoring and evaluation of
curriculum implementation to ensure that the process is inclusive and respectful
of diverse cultural traditions and perspectives.

What are some examples of successful curriculum contextualization

initiatives in the Philippines, and what impact have they had on learners and
their communities?

Some examples of successful curriculum contextualization initiatives in

the Philippines include the use of local languages and cultural practices in

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teaching and learning, the incorporation of environmental education into the
curriculum, and the integration of community-based learning activities into the
curriculum. These initiatives have had a positive impact on learners and their
communities by increasing their engagement and participation in the learning
process, promoting cultural awareness and pride, and improving academic
performance and critical thinking skills.

What challenges and barriers are faced by educators and policymakers in

implementing curriculum contextualization, and how can they be overcome?

Some challenges and barriers to implementing curriculum

contextualization include a lack of resources and support, resistance to change
from stakeholders, and a lack of understanding of the local context and needs of
learners. These challenges can be overcome by providing adequate resources and
support to educators, engaging in dialogue and collaboration with local
communities, and conducting research and needs assessments to better
understand the context and needs of learners.

How does curriculum contextualization relate to the broader goals of

educational reform and the development of a more learner-centered approach to
education?

Curriculum contextualization is an important tool for achieving the broader

goals of educational reform and the development of a more learner-centered
approach to education. By adapting the curriculum to the local context and needs
of learners, it promotes a more relevant and engaging learning experience that is
centered on the needs and interests of learners. Additionally, curriculum
contextualization encourages the use of innovative and participatory teaching
methods that prioritize learner agency and creativity.

What role do local communities and stakeholders play in the process of

curriculum contextualization, and how are their needs and aspirations taken into
account?

Local communities and stakeholders play a critical role in the process of

curriculum contextualization by providing valuable insights into the local
context, culture, and needs of learners. Their needs and aspirations are taken into
account through a collaborative and participatory process that involves ongoing
dialogue and feedback between educators and community members. This process
ensures that curriculum materials are relevant, culturally sensitive, and responsive
to the needs and aspirations of learners and their communities.

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What are some best practices and recommendations for implementing effective
curriculum contextualization, based on research and experience in the field?

Some best practices and recommendations for implementing effective

curriculum contextualization include conducting research and needs assessments
to better understand the local context and needs of learners, engaging in ongoing
dialogue and collaboration with local communities, providing adequate resources
and support to educators, and ensuring that curriculum materials are culturally
sensitive and accessible. Additionally, it is important to prioritize learner agency
and creativity by using participatory and innovative teaching methods that
promote critical thinking and problem-solving skills.

What is localization in the context of the Philippine education system,

and why is it important?

Localization in the Philippine education system refers to the adaptation of

the national curriculum to suit the needs, interests, and contexts of the local
communities. It is important because it recognizes and respects the diversity of
the Philippine society, promotes local autonomy in education, and allows students
to develop a sense of identity and belongingness to their culture and community.

How does the localization of the curriculum benefit students and their
communities in the Philippines?

The localization of the curriculum benefits students and their communities

in the Philippines by making education more relevant, meaningful, and
responsive to their needs and realities. It promotes the use of local languages and
resources, incorporates local history, culture, and values, and addresses local
issues and concerns. It also fosters community participation and ownership in the
education process, leading to better student performance, retention, and
engagement.

What are some examples of localization in the Philippine education

system, and how have they been implemented?

Examples of localization in the Philippine education system include the

Mother Tongue-Based Multilingual Education (MTB-MLE) program, which uses
the students' mother tongue as the medium of instruction in the early grades, and
the contextualization of learning materials to reflect local cultures, traditions, and
practices. These initiatives have been implemented through the collaborative
efforts of the DepEd, local government units, and community stakeholders.

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 How does the DepEd ensure that the localized curriculum meets national
standards and learning competencies?

The DepEd ensures that the localized curriculum meets national standards
and learning competencies by providing guidelines and frameworks for the
localization process, such as the MTB-MLE curriculum framework, the
contextualization matrix, and the learning competencies and standards for each
subject area. It also conducts monitoring and evaluation activities to assess the
quality and effectiveness of the localized curriculum and provides capacity-
building programs for teachers and curriculum developers.

What is indigenization in the context of the Philippine education system,

and how does it differ from localization?

Indigenization in the Philippine education system refers to the integration

of indigenous knowledge, wisdom, and practices into the curriculum, pedagogy,
and school management. It differs from localization in that it emphasizes the
recognition and appreciation of indigenous cultures and traditions as distinct and
valuable forms of knowledge, rather than simply adapting the curriculum to local
contexts.

How does the indigenization of the curriculum benefit students and their
communities in the Philippines?

The indigenization of the curriculum benefits students and their

communities in the Philippines by promoting cultural diversity, social inclusion,
and respect for indigenous peoples' rights and contributions. It also enhances
students' critical thinking skills, creativity, and self-esteem by exposing them to
alternative ways of knowing and learning. Indigenization can also promote
sustainable development and environmental stewardship by incorporating
indigenous knowledge on natural resources management.

What are some examples of indigenization in the Philippine education

system, and how have they been implemented?

Examples of indigenization in the Philippine education system include the

inclusion of indigenous languages and literature in the curriculum, the
incorporation of indigenous knowledge systems and practices in science and
technology, and the integration of indigenous art, music, and dance in the arts and
culture subjects. These initiatives have been implemented through the
collaborative efforts of the DepEd, indigenous communities, and non-
government organizations.

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 How does the DepEd ensure that the indigenized curriculum is inclusive
and respectful of diverse cultures and traditions?

The DepEd ensures that the indigenized curriculum is inclusive and

respectful of diverse cultures and traditions by involving indigenous communities
in the curriculum development process, providing capacity-building programs for
teachers and curriculum developers on indigenous cultures and practices, and
promoting intercultural dialogue and understanding. It also incorporates human
rights education and cultural sensitivity in the teacher training and classroom
practices.

2. TEACHING STANDARDS AND PEDAGOGIES

What is Constructivism?
Constructivism is a learning theory that suggests learners actively construct their
own knowledge and understanding based on their experiences and interactions
with the world around them. It is a student-centered approach to learning, where
learners are encouraged to take an active role in their own learning process, rather
than being passive recipients of information. Constructivist theorists believe that
learners build their own mental models or schemas to make sense of new
information and experiences, and that learning is an ongoing process that is
influenced by individual experiences, cultural background, and social
interactions.
Who are the proponents of Constructivist Theory?

Proponent Definition
Children actively construct their
understanding of the world through
their experiences and interactions with
Jean Piaget their environment. He proposed that
cognitive development occurs in
stages, where children progress
through increasingly complex mental
processes.
Emphasized the importance of
learning through experiences and
interactions with the environment. He
John Dewey believed that education should be
focused on problem-solving and

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 critical thinking, rather than rote
memorization of information.
Believed that social interaction plays
a crucial role in cognitive
development. He proposed that
learning occurs through the
Lev Vygotsky interactions between individuals,
where more knowledgeable
individuals guide and support the
learning of less knowledgeable
individuals.
Emphasized the role of active
learning and discovery in the
construction of knowledge. He
proposed that learning occurs through
Jerome Bruner
a process of scaffolding, where
learners build upon their prior
knowledge to construct new
understandings.

What are the features of Constructivism?

Constructivism is a learning theory that suggests that learners construct

knowledge and meaning from their experiences. In this approach, learners are
actively engaged in making sense of new information based on their existing
knowledge and understanding. The features of constructivism can be summarized
as follows:

1. Inquiry-based: Constructivist learning is inquiry-based, which means that

learners are encouraged to ask questions, explore, and investigate their
environment. This approach fosters curiosity, creativity, and critical
thinking skills, as learners seek to make connections and understand the
world around them.
2. Reflective: Constructivism emphasizes the importance of reflection in the
learning process. Learners are encouraged to reflect on their experiences,
to think about what they have learned, and to make connections to their
prior knowledge. This reflective process helps learners to deepen their
understanding and to make meaning from their experiences.
3. Collaborative: Constructivism also emphasizes the importance of
collaboration in the learning process. Learners are encouraged to work
together, to share their ideas, and to learn from one another. Collaboration

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 helps to create a supportive and interactive learning environment, where
learners can construct meaning through dialogue and discussion.
4. Integrative: Constructivist learning is integrative, which means that it
seeks to connect new information to learners' prior knowledge and
experiences. This approach recognizes that learners bring their own unique
perspectives, beliefs, and experiences to the learning process, and that
these must be taken into account in order to create meaningful learning
experiences.

Constructivism is a student-centered approach to learning that emphasizes

inquiry, reflection, collaboration, and integration. By engaging learners in
active and meaningful experiences, constructivism seeks to foster deep
understanding and lifelong learning.

What are the specific constructivist approaches?

Guided instruction, inquiry-based learning, anchored instruction, and

problem solving-based learning are all specific constructivist approaches to
teaching and learning. These approaches are integrated into the K-12 Basic
Education Curriculum of the Philippines, as mandated by Section 5 of the
Enhanced Basic Education Act of 2013 (RA 10533).

Guided instruction is a constructivist approach that involves a teacher

guiding students in their learning process. The teacher serves as a facilitator,
providing support, feedback, and guidance to students as they engage in inquiry-
based activities.
Inquiry-based learning is an approach that focuses on students' active
engagement in the learning process. In this approach, students are encouraged to
ask questions, explore, and investigate in order to develop their understanding of
a particular topic or concept. The teacher acts as a facilitator, helping students to
develop their research skills, guiding them in the selection of appropriate
resources, and providing feedback as needed.
Anchored instruction is a constructivist approach that uses real-world,
authentic situations as a starting point for learning. The teacher provides an
anchor or starting point that serves as a focus for learning activities, and students
are encouraged to explore, investigate, and problem-solve in order to develop
their understanding of the anchor situation.

Problem solving-based learning is a constructivist approach that focuses

on developing students' problem-solving skills. In this approach, students are
presented with problems or challenges to solve, and are encouraged to explore,
investigate, and experiment in order to develop their own solutions. The teacher

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serves as a facilitator, providing guidance, support, and feedback as students work
through the problem-solving process.

In the K-12 Basic Education Curriculum of the Philippines, these

constructivist approaches are integrated into the various learning areas and
subjects, and are designed to help students develop 21st-century skills such as
critical thinking, creativity, collaboration, and communication. By using these
approaches, students are encouraged to take an active role in their own learning,
and to develop a deeper understanding of the concepts and topics they are
studying.

Section 5 of the Enhanced Basic Education Act of 2013 (RA 10533)

mandates the implementation of a K-12 Basic Education Curriculum that is
grounded in constructivism. The law requires that the curriculum be learner-
centered and that it promotes critical and creative thinking, problem-solving
skills, and the acquisition of 21st-century skills.

The constructivist approach as mandated by RA 10533 emphasizes

inquiry-based learning, which encourages students to ask questions and explore
topics on their own. Students are encouraged to collaborate with their peers and
engage in reflective thinking as they construct their own understanding of the
material.

The curriculum is designed to be integrative, which means that it connects

different subject areas and encourages students to see the interconnectedness of
knowledge. This helps students to develop a more holistic understanding of the
world and the issues that they will encounter.

What are the 21st century skills identified by the DepEd and why are they
important in education?

The 21st century skills identified by the DepEd are a set of competencies
that students need to acquire to thrive in the modern world. These skills are
considered essential in preparing students for success in the workforce and in life,
as they are increasingly important in today's society, where technology and
globalization have significantly transformed the way people live and work.

The 21st century skills identified by the DepEd include the following:

1. Information, media, and technology skills

2. Communication skills
3. Collaboration skills

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 4. Critical thinking and problem-solving skills
5. Creativity and innovation skills
6. Life and career skills
7.
These skills are important in education because they provide students with
the tools and abilities to navigate the complex and rapidly changing world around
them. They help students develop the ability to think critically, solve problems
creatively, communicate effectively, and work collaboratively with others. In
addition, these skills are highly valued by employers, making students with strong
21st century skills highly marketable in the workforce.

The set of abilities, knowledge, work habits, and personal traits deemed
crucial for success in today’s world, particularly in academic pursuits and modern
careers and workplaces, is referred to as 21st century skills. This term has become
a significant component of educational planning and thinking for the future. The
educational system has been transforming more quickly than ever before, as
educators and administrators search for ways to equip students for the future. It
should be noted, however, that the notion of "21st century skills" comprises a
broad and ambiguous body of knowledge and abilities that are difficult to define
and have not been officially categorized or codified.

While the term is commonly employed in education, its definition is not

always consistent, resulting in ambiguity and diverse interpretations. Moreover,
related terms such as applied skills, cross-curricular skills, cross-disciplinary
skills, interdisciplinary skills, transferable skills, transversal skills, noncognitive
skills, and soft skills, among others, are frequently used to refer to the general
knowledge and abilities commonly associated with 21st century skills.

What are the challenges in teaching and assessing 21st century skills in
the classroom?

There are several challenges in teaching and assessing 21st century skills
in the classroom, including:

1. Limited teacher training and professional development: Teachers may

lack the necessary knowledge and skills to effectively teach 21st century
skills, as they were not explicitly taught in their own education.

2. Traditional teaching methods: Many teachers still rely on traditional

methods of teaching, such as lectures and rote memorization, which may
not be effective in promoting 21st century skills.

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 3. Lack of resources: Schools may not have the necessary technology or
resources to support the teaching and assessment of 21st century skills.
4. Standardized testing: Standardized tests often focus on rote
memorization and do not assess 21st century skills, making it difficult for
teachers to prioritize these skills in their instruction.

5. Assessment tools: There is a lack of assessment tools that effectively

measure 21st century skills, which makes it challenging for teachers to
evaluate students' progress in these areas.

6. Time constraints: Teachers may feel that there is not enough time to
effectively teach and assess 21st century skills, especially when they are
also required to cover a set curriculum and prepare students for
standardized tests.

7. Resistance to change: There may be resistance to change from teachers,

administrators, and parents who are accustomed to traditional methods of
teaching and learning.

What are 4 Essential Rules of 21st Century Learning?

The 4 Essential Rules of 21st Century learning are principles that guide the
teaching and learning process in modern education. These rules highlight the
importance of creating a student-centered and collaborative learning environment
that is relevant and connected to the society.
1. Instruction should be student-centered: The first rule emphasizes the
need for education to be centered on the student. This means that
instruction should be personalized, and the student's interests, strengths,
and needs should be taken into account when designing lessons. Teachers
should use a variety of teaching strategies and technologies to engage
students and create a dynamic learning experience.

2. Education should be collaborative: Collaboration is an essential aspect

of modern education. The second rule highlights the need for students to
work collaboratively in teams, groups, and communities to solve problems,
share ideas, and create solutions. Teachers should facilitate collaborative
learning opportunities, promote teamwork, and provide feedback to
enhance student learning.

3. Learning should have context: The third rule stresses the importance of
contextual learning. Learning should be relevant and connected to the real
world to make it meaningful and useful. Teachers should create authentic
learning experiences that relate to the student's experiences, interests, and

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 aspirations. Learning should also be interdisciplinary, integrating various
subjects and fields of knowledge.

4. Schools should be integrated with society: The fourth rule emphasizes

the need for schools to be connected to the larger society. Education should
prepare students to become responsible citizens who can contribute
positively to their communities. Schools should create opportunities for
students to engage in community service, civic activities, and leadership
roles. Schools should also collaborate with parents, businesses, and
community organizations to create a network of support for students.

What are the 7C’s of 21st Century Lifelong Skills?

The 7Cs of 21st Century Lifelong Skills are a set of competencies

identified as essential for success in the modern world. They are:

1. Critical thinking and doing - This skill involves analyzing information,

solving problems, making decisions, and taking action based on evidence
and logical reasoning.

2. Creativity - Creativity involves generating new and original ideas, and

being able to use imagination and innovation to develop unique solutions.
3. Collaboration - Collaboration involves working effectively with others,
sharing knowledge and ideas, and building strong relationships to achieve
common goals.

4. Cross-cultural understanding - In a globalized world, it is increasingly

important to understand and appreciate diverse cultures and perspectives.

5. Communication - Communication skills are essential in the 21st century,

and involve being able to express oneself clearly and effectively, as well
as being able to listen actively and respond appropriately.

6. Computing/ICT literacy - In today's digital age, the ability to use

technology and navigate the digital landscape is a critical skill.

7. Career and learning self-reliance - The ability to adapt to changing

circumstances and take responsibility for one's own learning and career
development is increasingly important in today's rapidly changing world.

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 What are Most Essential Learning Competencies (MELCs)?

The Most Essential Learning Competencies (MELCs) are a set of learning

competencies identified by the Department of Education (DepEd) in the
Philippines. These competencies are considered indispensable for the teaching-
learning process, especially in light of the challenges brought by the COVID-19
pandemic. The MELCs aim to provide focus on the most important competencies
that students need to acquire and master, which will equip them for subsequent
grade levels and for lifelong learning.

The MELCs were released by the DepEd to address the challenges of the
current pandemic and to ensure that education continuity is maintained. They are
not meant to replace the full K to 12 curriculum, but rather serve as a guide for
teachers in addressing the instructional needs of learners. The MELCs enable
teachers to focus on the most essential and indispensable competencies, which
will help lighten the burden of converting classroom-oriented learning resources
into learning resources adapted to distance learning.

The release of the MELCs is part of the DepEd's long-term response to the
call of SDG 4 to develop resilient education systems, most especially during
emergencies. The experience with MELCs for this school year will also be used
to inform and enrich the curriculum review.

The MELCs are a set of learning competencies identified by the DepEd to

provide focus on the most important competencies that students need to acquire
and master. They cover five subject areas and are aligned with the K to 12
curriculum. The MELCs enable teachers to address the instructional needs of
learners and ensure education continuity during the pandemic.

What are the guidelines on the use of Most Essential

Learning Competencies (MELCs)?

Ensuring the well-being of more than 27 million learners in basic education

alone in the Philippines requires an unwavering commitment amidst the current
crisis. UNESCO emphasizes that education must not be delayed as it could lead
to losing human capital. The Department of Education echoes this belief and is
committed to providing quality and accessible basic education services anchored
on the Sulong EduKalidad framework. The Bureau of Curriculum Development
ensures that the learning standards are relevant and flexible to address the impact
of COVID-19 in the basic education sector.
To address the challenges posed by the pandemic, the Department releases
the Most Essential Learning Competencies (MELCs) for SY 2020-2021 to focus
instruction on the most indispensable competencies for learners. The release of

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the MELCs is part of the Department's long-term response to develop resilient
education systems, particularly during emergencies. The MELCs serve as a guide
for teachers to ensure that curriculum standards are maintained while addressing
the instructional needs of learners. The content and performance standards of the
MELCs are indicated in the attached documents for field implementers,
demonstrating how they are anchored on the prescribed standards.

Essential learning competencies are those considered essential for students

to acquire in order to build skills that will prepare them for future grade levels
and lifelong learning. On the other hand, desirable learning competencies are
those that may enhance education but are not necessarily needed to build
foundational skills.

How are the MELCs different from the full K-12 curriculum guides?

The MELCs are different from the full K-12 curriculum guides as they only
focus on the most essential and indispensable competencies that students must
acquire, while the full curriculum guides cover a wider range of learning
competencies. The MELCs are intended to be used in times of crisis, such as the
COVID-19 pandemic, to ensure education continuity through the curriculum
dimension. The full K-12 curriculum guides, on the other hand, provide a
comprehensive framework for education and are not limited to emergency
situations.

How will the MELCs be implemented in the context of distance learning?

The MELCs will enable the Department of Education to focus instruction

on the most essential and indispensable competencies that learners must acquire,
as they anticipate challenges in learning delivery, especially in the context of
distance learning. The MELCs will also lighten the burden of converting
classroom-oriented learning resources into learning resources adapted to distance
learning.
The Department of Education has released guidelines and resource
materials to assist teachers in implementing the MELCs in the context of distance
learning. These materials include modules, learning activity sheets, and other
instructional resources that can be used by teachers to deliver lessons to learners.

What impact do the MELCs have on achieving the Sustainable

Development Goal 4 (SDG4) of the United Nations?

The release of the Most Essential Learning Competencies (MELCs) is part

of the Department of Education's long-term response to the call of SDG4 to
develop resilient education systems, especially during emergencies. The MELCs

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enable the Department to focus instruction on the most essential and
indispensable competencies that learners must acquire, as they anticipate
challenges in learning delivery. By ensuring that the delivery of quality,
accessible, and relevant education is sustained even during times of crisis, the
MELCs contribute to the achievement of SDG4, which aims to ensure inclusive
and equitable quality education and promote lifelong learning opportunities for
all.

3. TEACHER PERFORMANCE FEEDBACK

The Philippine Professional Standards for Teachers (PPST) has been

developed to complement reform initiatives on teacher quality, and it articulates
what constitutes teacher quality through well-defined domains, strands, and
indicators that provide measures of professional learning, competent practice, and
effective engagement across teachers' career stages. This document serves as a
public statement of professional accountability that can help teachers reflect on
and assess their own practices as they aspire for personal growth and professional
development. To ensure efficient, timely, and quality performance among
personnel, the Department of Education (DepEd) established the Results-Based
Performance Management System (RPMS) through guidelines that explain
mechanisms, criteria, and processes for performance target setting, monitoring,
evaluation, and development planning.
Through the RPMS, the DepEd focuses work efforts towards achieving its
vision, mission, values, and strategic priorities towards the delivery of quality
educational services to Filipino learners. The alignment of the RPMS with the
Philippine Professional Standards for Teachers has led to the development of new
results-based assessment tools, resulting in the creation of the Manual on RPMS
Tools for Teachers. Good teachers are vital to raising student achievement, and
enhancing teacher quality ranks foremost in the many educational reform efforts
toward quality education. Therefore, RPMS teachers play a crucial role in
improving the quality of the teaching and learning process.

Who uses RPMS tools?

RPMS tools are used by teachers to assess their own practices and
performance in accordance with the Philippine Professional Standards for
Teachers. The RPMS is a performance management system that aims to ensure
efficient, timely, and quality performance among personnel in the Department of
Education.

The raters are the individuals who evaluate the performance of the ratees.
The ratees, on the other hand, are the teachers or education personnel who are
being evaluated. Raters can be the principals, head teachers or teacher-in-charge.

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The evaluation is done using the RPMS tools and processes to ensure that the
performance of the ratees is aligned with the Philippine Professional Standards
for Teachers and the goals and priorities of the Department of Education.

What are the RPMS Tools?

The Results-Based Performance Management System (RPMS) is a tool

used by the Department of Education (DepEd) in the Philippines to evaluate the
performance of its personnel, particularly teachers. The RPMS tools are a set of
assessment instruments that enable raters to measure the performance of ratees
against pre-determined targets and standards.

The RPMS tools for teachers include the following:

1. Individual Performance Commitment and Review Form (IPCRF) -

This is the document that outlines the performance targets and indicators
that a teacher is expected to achieve. It also includes the ratee's self-
assessment and the rater's assessment of the teacher's performance.
2. Results-Based Performance Appraisal System (RPAS) - This tool is
used by the rater to evaluate the ratee's performance based on the targets
and indicators set in the IPCRF. It measures the teacher's achievement of
goals, quality of work, and contribution to the school.
3. Coaching and Mentoring Log - This is a record of the coaching and
mentoring sessions between the rater and ratee. It includes a discussion of
the ratee's strengths, weaknesses, and areas for improvement.
4. Professional Development Plan (PDP) - This tool outlines the ratee's plan
for professional development, including the training programs and
activities that will help the teacher improve his/her performance.

The RPMS tools are designed to provide a comprehensive and systematic

evaluation of a teacher's performance. They are aligned with the Philippine
Professional Standards for Teachers (PPST), which provide a clear and
comprehensive framework for teacher quality.

The RPMS tools are also intended to promote professional growth and
development, as they help teachers identify their strengths and weaknesses and
plan for their continuous improvement. The RPMS tools are an important
component of the DepEd's efforts to improve the quality of education in the
Philippines.

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 What are the Parts of the RPMS Tools?

RPMS Tools have the following parts:

1.3.1 Job Summary. This part shows the position and the competency
profile of the ratee.

1.3.2 Qualification Standards. This part lists the Civil Service

Commission (CSC) requirements and other preferred requirements for the
particular position.

1.3.3 Duties and Responsibilities. This section presents all the duties and
responsibilities of the teachers, which vary in complexity or expectation
depending on the teachers’ position or rank.

1.3.4 Key Result Areas. They refer to the general outputs or outcome–the
mandate or the functions of the office and/or the individual employee. The KRAs
are the very reasons why an office and/or a job exists (D.O. No. 2, s. 2015). In
the context of the RPMS Tools, the KRAs capture the Domains of the PPST – a
document that defines teacher quality in the country.

The KRAs are:

(1) Content Knowledge and Pedagogy,
(2) Learning Environment and Diversity of Learners,
(3) Curriculum and Planning,
(4) Assessment and Reporting, and the
(5) Plus Factor.

1.3.5 Objectives. They are specific tasks that an office and/or individual
employee needs to do to achieve the KRAs. In the RPMS Tools, teachers target
thirteen (13) objectives to realize the five (5) KRAs. These objectives are aligned
with the indicators of the Philippine Professional Standards for Teachers (PPST).

1.3.6 Means of Verification (MOV). The MOV column comprises a list

of documents that serve as evidence of a teacher's attainment of objectives,
carefully selected to demonstrate their achievement. Teachers are responsible for
gathering, selecting, organizing, and annotating these documents to aid raters in
assessing their performance. The MOV may include a classroom observation tool
(COT) rating sheet and/or interobserver agreement form, lesson plans/modified
daily lesson logs (DLLs), instructional materials, formative and summative
assessment tools, compilations of student outputs, certificates of attendance to
professional development activities such as graduate studies, seminars, forums,

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and/or learning action cells, and proof of collaborative activities with
parents/colleagues/other stakeholders.

1.3.7 Performance Indicators. This part provides the exact quantification

of objectives, which shall serve as the assessment tool that gauges whether
performance is positive or negative (D.O. No. 2 s. 2015). In the RPMS Tools, the
performance indicators provide descriptions of quality and quantity given five
performance levels: 5-Outstanding, 4-Very Satisfactory, 3-Satisfactory, 2-
Unsatisfactory, and 1-Poor.

• Outstanding performance means the Ratee has presented all the MOV
listed under number 5.

• Very Satisfactory performance means that the Ratee has presented the
required MOV listed under number 4.

• Satisfactory performance means that the Ratee has presented the

required MOV listed under number 3.

• Unsatisfactory performance means that the Ratee has presented any of

the given MOV under number 2.

• Poor performance means that the Ratee has not presented any of the
acceptable MOV.
The RPMS Tools for Teachers utilize performance indicators to translate
the performance measures of quality, efficiency, and timeliness mandated by
D.O. No. 2, s. 2015 into actionable criteria. Figure 1.8 provides an overview of
the performance measures' various categories and their corresponding operational
definitions.

PORTFOLIO ASSESSMENT

The assessment of the Teacher Portfolio is a critical process in ensuring

teacher quality, and it is conducted throughout all stages of the RPMS. During
Phase I of the RPMS process, called Performance Planning and Commitment, the
Portfolio pre-assessment process focuses on Portfolio preparation. This process
ensures that teachers understand the Key Result Areas (KRAs), objectives,
performance indicators in the RPMS tool, and means of verification (MOV) to
improve performance.
Assessment allows teachers to select and prepare appropriate documents
and attest to their authenticity. The Portfolio assessment process is covered in
RPMS Phase II (Performance Monitoring and Coaching) and Phase III
(Performance Review and Evaluation), which involves teacher self-assessment

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and Rater's assessment of the Portfolio. Lastly, the Portfolio post-assessment
process takes place in RPMS Phase III (Performance Review and Evaluation) and
Phase IV (Performance Rewarding and Development Planning). Its purpose is to
help teachers improve their performance by focusing on the conduct of teacher
and Rater conferences on the results of the Portfolio assessment process.

MID-YEAR REVIEW

In order to improve teacher performance, the Mid-year Review process

provides an opportunity to confer with teachers. This process usually takes place
in October or November and is intended for performance monitoring and
coaching. It is important to provide suggestions, recommendations, and
appropriate technical assistance to support teachers in achieving their targets. It
should be noted that the final rating depends solely on the year-end evaluation.

There are four steps in the Mid-year Review process. The first step is to
assess the Teacher Portfolio using the IPCRF and the suggested Mid-year Review
Form (MRF). The second step is to conduct a Mid-year assessment conference
with the Ratees to discuss the initial ratings. The third step involves discussing
the Ratees' performance concerns. The fourth step is to monitor teacher
performance and coach them using the Performance Monitoring and Coaching
Form (PMCF) and Mid-year Review Form (MRF). The PMCF records significant
incidents of both positive and negative performances, including demonstrated
behavior, competence, and performance.

To create an enabling environment and intervention to improve teacher

performance and progress towards the accomplishment of objectives, refer to
pages 6-7 of D.O. No. 2, s. 2015.

How to assess the competencies?

In RPMS Phase 1, the Rater will have a discussion with the Ratee about
the competencies needed for the job. The Ratee's demonstration of these
competencies will be observed to plan necessary interventions for their
development, and will be evaluated at the end of the year. It's important to note
that this assessment of competencies will not affect the final rating, but will be
used to inform professional development plans.

Step 1: Discuss with the Ratee the set of competencies. Discuss with the
teacher the set of core behavioral competencies demonstrated during the
performance cycle. The list of competencies can be found in Part II of Annex F,
IPCRF. See p. 29 of D.O. No. 2, s. 2015.

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 Step 2: Assess the demonstration of competencies. In the form provided in
the Annex F, IPCRF, write the appropriate rating inside the box for each
competency using the 5-point scale shown below:

Scale Definition
5 Role Model
4 Consistently demonstrates
3 Most of the time demonstrates
2 Sometimes demonstrates
1 Rarely demonstrates

Post Assessment

The IPCRF-DP's Part IV, which pertains to Development Plans, will be

based on the self-assessment results gathered during Phase 1: Performance
Planning and Commitment. During this phase, the Rater and Ratee will
collaborate to determine the Ratee's strengths and areas for improvement, which
will then be reflected in the IPCRF-DP. The IPCRF-DP will be updated in Phase
4: Performance Rewarding and Development Planning, taking into account the
actual ratings from Phase 3: Performance Review and Evaluation.
After rating the Portfolio, discuss the accomplishments and the
corresponding rewards or incentives, and assist Ratees in preparing their IPCRF-
DP for the following year. To prepare the Development Plans, follow the steps
indicated in D.O. No. 2, s. 2015, which include identifying development needs,
setting goals, preparing action plans, implementing plans, and evaluating results.
The Development Plans may include Teaching Competencies based on the PPST
and Core Behavioral Competencies.

What are Annotations?

To achieve personal and professional growth, teachers must engage in

reflection and learning to improve their teaching practice. One effective way to
do this is by engaging in careful introspection and critical evaluation of their
practice. Writing annotations in their professional development portfolios is an
essential step towards becoming a more reflective practitioner.

Annotations are self-reflections, explanations, or mark-ups attached to

documents, artifacts, or Means of Verification (MOV) that teachers submit for
the RPMS. They play a crucial role in cases where the evidence presented in
teacher portfolios fails to capture the entire dynamics of the teaching and learning
process. Moreover, annotations establish a connection between the evidence and
the Rater, facilitating the review of the portfolio.

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 What is the importance of annotations?

Annotations are important in the process of personal and professional

development for teachers. They provide a means for teachers to reflect on their
teaching practice and to critically evaluate their own performance. Annotations
also serve as a way to provide context and explanation for the evidence and
artifacts submitted in their professional development portfolios, helping the raters
to better understand the teacher's teaching and learning processes.
By establishing a connection between the evidences and the Rater,
annotations facilitate the review of the portfolio and help raters to make more
informed assessments of the teacher's performance. Annotations are a valuable
tool for teachers to improve their practice and to communicate their progress and
achievements to their supervisors.

What do you annotate?

In the context of professional development portfolios for the RPMS, you

can annotate any documents, artifacts, or Means of Verification (MOV) that you
submit as evidence of your teaching practice. Annotations can include self-
reflections, explanations, or presentational mark-ups that provide context and
deeper understanding of the evidence presented. This can include lesson plans,
student work samples, classroom observation reports, and other relevant
documents. Annotations can help demonstrate how you are implementing
teaching strategies and techniques, reflect on areas for improvement, and provide
a more complete picture of your teaching practice for reviewers.

How do you write annotations?

Here are some steps to help you write annotations:

1. Start with a brief introduction: Introduce the document, artifact or MOV

that you are annotating. This helps provide context for the reader.

2. Identify the key points: Highlight the main points or evidence that you
want to discuss in your annotation.

3. Provide explanations: Explain the significance of the evidence or how it

relates to your teaching practice. This is where you reflect on your practice
and provide critical analysis.

4. Be concise: Annotations should be brief but comprehensive. Avoid lengthy

paragraphs and use bullet points to make it easier to read.

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 5. Use clear language: Use clear and concise language to ensure that your
annotation is easy to understand.

6. Use professional language: Use professional language and avoid using

slang or informal language.

7. Proofread: Finally, proofread your annotation to ensure that there are no

errors in grammar, punctuation or spelling.

Remember that annotations are an opportunity for you to reflect on your

teaching practice and show evidence of your growth and development. Take the
time to write thoughtful annotations that demonstrate your skills and knowledge.

EFFECTIVE COACHING AND PERFORMANCE FEEDBACK

What is coaching?

Coaching is an interactive process where Raters and Ratees aim to close

performance gaps, teach skills, impart knowledge and inculcate values and
desirable work behaviors.

What are the competencies of an effective coach?

An effective coach possesses a range of competencies that enable them to

help their clients achieve their goals and maximize their potential. These
competencies can be broken down into five key areas:

1. Self-Clarity: An effective coach understands their own values, beliefs,

strengths, weaknesses, and biases. They have a clear sense of their own
identity, purpose, and vision. This self-awareness helps them to build trust
with their clients, stay focused on their own goals, and model healthy
behaviors.

2. Communication: An effective coach is an excellent communicator. They

listen actively, ask probing questions, and provide feedback in a way that
is constructive, respectful, and supportive. They are able to adjust their
communication style to meet the needs of different clients and situations.

3. Critical Thinking: An effective coach is able to analyze complex

information, identify patterns, and draw insights that help their clients
make informed decisions. They are skilled at asking thought-provoking
questions, challenging assumptions, and helping clients overcome
obstacles.

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 4. Relationship Building: An effective coach builds strong, positive
relationships with their clients based on trust, empathy, and mutual respect.
They are able to establish rapport quickly and create a safe, supportive
environment where clients feel comfortable sharing their thoughts,
feelings, and concerns.

5. Inspiration: An effective coach is able to inspire their clients to reach their

full potential. They help clients set challenging but achievable goals,
encourage them to take risks, and celebrate their successes. They are able
to tap into their clients' intrinsic motivation and provide them with the
support, guidance, and resources they need to achieve their objectives.

What is the difference among coaching, mentoring and counselling?

Coaching, mentoring, and counseling are all forms of helping professions,

but they differ in their focus, goals, and methods.

Coaching: Coaching is a process that involves helping individuals or

teams achieve specific goals or develop specific skills. Coaches work with clients
to identify their strengths and weaknesses, set clear objectives, and create action
plans to achieve those objectives. Coaches use a variety of techniques to help
their clients, including questioning, feedback, and accountability. Coaching is
typically short-term and focused on performance improvement in a specific area.

Mentoring: Mentoring is a process that involves a more experienced

individual sharing their knowledge, expertise, and experience with a less
experienced individual. Mentors offer guidance, support, and advice to help their
mentees develop their skills, grow their careers, and navigate challenges.
Mentoring is often long-term and focused on personal and professional
development.

Counseling: Counseling is a process that involves helping individuals

manage emotional, psychological, or behavioral issues. Counselors work with
clients to identify underlying problems, develop coping strategies, and improve
their overall well-being. Counseling is often long-term and focused on resolving
past traumas or addressing ongoing mental health challenges.

In summary, coaching focuses on improving performance in a specific

area, mentoring focuses on personal and professional development, and
counseling focuses on resolving emotional, psychological, or behavioral issues.

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 What are the Coaching Models for DepEd?

The coaching model for the Department of Education (DepEd) in the

Philippines is designed to help teachers improve their skills, competencies, and
behaviors, with the ultimate goal of improving student learning outcomes. The
coaching model can be broken down into three main categories:

1. Coach for Improvement: This type of coaching is focused on identifying

areas for improvement and helping teachers develop strategies to address
those areas. The coach works with the teacher to set goals, create action
plans, and monitor progress. The coach provides feedback, encouragement,
and support to help the teacher overcome obstacles and make progress
toward their goals.

2. Coach for Maximum Performance: This type of coaching is focused on

helping teachers reach their full potential. The coach works with the
teacher to identify their strengths and areas for development, and then helps
them create a plan to capitalize on their strengths and address their areas
for development. The coach provides ongoing feedback, encouragement,
and support to help the teacher achieve their goals and maximize their
performance.

3. Coach to Strengthen Skills, Competencies, and Behavior: This type of

coaching is focused on helping teachers build specific skills, competencies,
and behaviors that are critical to their success. The coach works with the
teacher to identify areas where they need to improve, and then provides
targeted feedback, modeling, and support to help the teacher develop those
skills, competencies, and behaviors.

What are some tips in identifying performance gaps?

Identifying performance gaps is an important step in improving

performance and achieving goals. Here are some tips for identifying performance
gaps:
1. Routinely monitor/ check employee performance against stated
performance metrics or agreed upon monthly or quarterly milestone vs.
subordinates’ annual goals.

2. Analyze the task that the employee is not doing well.

3. Identify the causes, behaviors that interfere with goal accomplishment

in controllable/uncontrollable situations.

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 4. Try to draw facts from other sources when possible.

5. Avoid premature judgments.

What are the Four (4) Steps Processes of Coaching?

The Four (4) Steps Processes of Coaching is a structured approach to

coaching that involves observation, discussion and agreement, follow-up, and
active coaching. Here's a breakdown of each step:

1. Observation: The first step in the coaching process is observation. The

coach observes the coachee's performance, behavior, and skills. The coach
can use a variety of methods to observe the coachee, such as shadowing,
recording, or asking for feedback from others.

2. Discussion and agreement: Once the coach has observed the coachee,
they move on to the second step, which is discussion and agreement. The
coach and coachee have a conversation about the observations made during
the first step. The coach provides feedback, asks questions, and helps the
coachee identify areas for improvement. The coach and coachee then agree
on the goals and actions needed to improve performance.
3. Follow-up: The third step in the coaching process is follow-up. The coach
and coachee establish a plan for follow-up and check-ins to monitor
progress towards the goals and actions identified in the second step. The
coach provides ongoing support and encouragement to the coachee and
helps them stay on track.

4. Active coaching: The final step in the coaching process is active coaching.
The coach works with the coachee to implement the goals and actions
identified in the second step. The coach provides ongoing feedback and
support, helps the coachee overcome obstacles, and celebrates successes
along the way.

What is the difference between managing and coaching?

Managing Coaching
Directing Guiding
Controlling Empowering
Task-oriented People-oriented
Corrective Developmental
Telling Listening
Supervising Supporting

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 Monitoring Motivating
Performance-focused Potential-focused
Authority Influence
Assigning Collaborating

As stated in the table above, the main difference between managing and
coaching is the approach and focus. Managing is more task-oriented and focused
on controlling and directing employees to achieve specific goals. On the other
hand, coaching is more people-oriented and focused on developing the potential
of employees.

In managing, there is a clear hierarchy and authority where the manager

assigns tasks and monitors the performance of employees to ensure they meet the
desired outcomes. The manager may use corrective measures to address
performance gaps and ensure compliance with company policies and procedures.

In coaching, the approach is more collaborative and supportive. The coach

empowers the employee to take ownership of their development and identify their
own goals and solutions. The coach provides guidance, feedback, and support to
help the employee grow and develop their skills, competencies, and potential.

In other words, managing is focused on achieving specific outcomes while

coaching is focused on developing the individual. Managing is about telling and
directing while coaching is about listening and guiding. Both approaches have
their place in the workplace, and managers may use coaching techniques to help
employees reach their full potential, but the main difference between the two is
the focus and approach.

What is Performance Feedback?

Performance feedback is a process of providing employees with

information and guidance about their job performance. It involves giving specific
feedback on an employee's strengths and areas for improvement, as well as setting
goals and identifying actions to enhance performance.
The purpose of performance feedback is to help employees understand how
their work contributes to the organization's goals and how they can improve their
performance to meet or exceed expectations. It also provides an opportunity for
employees to ask questions, seek clarification, and receive support to overcome
any barriers or challenges they may be facing.
Effective performance feedback is timely, specific, and actionable. It
should focus on observable behaviors and results rather than subjective opinions
or judgments. It should also be delivered in a supportive and constructive manner,

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with the goal of helping employees develop their skills and reach their full
potential.
Performance feedback can be provided through various channels,
including one-on-one meetings, performance evaluations, informal
conversations, and coaching sessions. It is an essential part of employee
development and can help organizations improve productivity, engagement, and
overall performance.

Why do we give feedback?

There are several reasons why we give feedback:

1. To improve performance: Feedback is a valuable tool to help individuals

improve their performance by identifying areas of strength and areas for
improvement. It can provide specific guidance on how to enhance skills
and competencies, meet expectations, and achieve goals.

2. To provide recognition: Feedback can be used to acknowledge and

appreciate an individual's contributions and achievements. Recognizing
good performance can motivate employees and increase their job
satisfaction, which can lead to better overall performance.
3. To foster communication: Feedback provides an opportunity for
communication between individuals and teams. It can encourage open and
honest conversations about job expectations, work processes, and goals,
which can improve teamwork and collaboration.

4. To identify issues: Feedback can help identify problems and issues that
may be hindering performance. It can provide insight into areas that may
require additional support, resources, or training to overcome obstacles and
achieve desired outcomes.

5. To support growth and development: Feedback can support an

individual's growth and development by providing constructive criticism
and guidance for improvement. It can help individuals identify their
strengths and weaknesses and develop strategies to enhance their skills and
competencies.

When is feedback effective?

Feedback is effective when it is timely, specific, and actionable.

1. Timely: Feedback should be provided as close to the event as possible.

This allows individuals to reflect on their performance while the details are

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 still fresh in their mind. Delayed feedback may lose its relevance and
impact.

2. Specific: Feedback should be clear, concise, and focused on specific

behaviors or results. Vague or general feedback can be confusing and may
not provide enough information for individuals to understand what they
need to do differently.

3. Actionable: Feedback should be actionable, meaning it provides concrete

guidance on what individuals can do to improve their performance. It
should be focused on solutions rather than just identifying problems.

In addition, effective feedback is also:

4. Constructive: Feedback should be delivered in a constructive and

supportive manner. It should focus on the behavior or outcome, not the
individual. It should be framed in a way that encourages growth and
development rather than criticism.

5. Consistent: Feedback should be provided consistently over time. This

helps individuals track their progress and identify areas where they have
improved and where they still need to develop.

6. Relevant: Feedback should be relevant to the individual's goals and

objectives. It should be tailored to their specific needs and aligned with the
organization's priorities.

What is the STAR feedback model and how can it be used to provide
effective feedback on an individual's performance?

The STAR feedback model is a framework used to provide specific and

effective feedback on an individual's performance. The acronym STAR stands
for Situation/Task, Action, and Result.

Here is how each component of the STAR feedback model works:

1. Situation/Task: This refers to the specific situation or task that the

individual was involved in. It sets the context for the feedback and helps
the individual understand the circumstances of the performance being
evaluated.

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 2. Action: This is the specific action or behavior that the individual took in
the given situation. It should be described in detail to provide a clear
understanding of what was done.

3. Result: This is the outcome or result of the individual's action or behavior.

It should be quantifiable and measurable, whenever possible.

The STAR feedback model is particularly useful for providing feedback

on specific instances of performance, such as in performance evaluations or
coaching sessions. By breaking down performance into these three components,
it provides a structured way to provide feedback that is specific, relevant, and
actionable.

For example, a manager might use the STAR feedback model to provide
feedback to an employee on a recent project:

Situation/Task: "During the recent project, we needed to create a new

process to streamline our customer service."
Action: "You took the initiative to research different options and
recommended a new approach that involved a software solution."
Result: "As a result, we were able to reduce our response times by 30%
and improve customer satisfaction ratings by 20%."

Using the STAR feedback model, the manager is able to provide specific
feedback that highlights the employee's strengths and contributions to the project.
It also provides a clear understanding of how the employee's actions impacted the
overall outcome. This can help the employee understand the value of their
contributions and provide guidance for future performance.

What is the Feedback Process?

The feedback process is a structured approach to providing feedback on

an individual's performance. It typically involves the following steps:

1. Preparation: The feedback provider should prepare for the feedback

session by reviewing relevant information and identifying specific
examples of performance that they want to discuss. They should also
consider the individual's goals, strengths, and areas for development.

2. Initiation: The feedback provider should initiate the feedback session by

setting a positive tone and creating a safe space for dialogue. They should

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 also explain the purpose of the feedback session and establish clear
expectations.

3. Discussion: The feedback provider should engage in a constructive

discussion with the individual, providing specific feedback on their
performance and discussing areas for improvement. They should ask open-
ended questions to encourage dialogue and actively listen to the
individual's responses.

4. Agreement: The feedback provider and the individual should come to an

agreement on specific actions that the individual can take to improve their
performance. The feedback provider should provide guidance and support
to help the individual develop and implement a plan for improvement.

5. Follow-up: The feedback provider should follow up with the individual to

track their progress and provide ongoing support and feedback as needed.
They should also recognize and acknowledge the individual's progress and
successes.

What are the tips in receiving feedback for teachers?

Here are some tips for teachers on how to receive feedback:

1. Be open-minded: Approach feedback with an open mind and a willingness

to learn and improve. Recognize that feedback is an opportunity to grow
and develop your skills.

2. Listen actively: Listen carefully to the feedback provider and ask

clarifying questions to ensure you understand their perspective. Avoid
becoming defensive or argumentative.

3. Reflect on the feedback: Take time to reflect on the feedback and consider
how you can apply it to your practice. Identify specific actions you can take
to improve your performance.

4. Focus on the behavior, not the person: Remember that feedback is

focused on specific behaviors or actions, not on you as a person. Separate
your personal identity from the feedback you receive.

5. Seek out additional feedback: Seek out additional feedback from

multiple sources to gain a broader perspective on your performance.
Consider feedback from colleagues, students, and other stakeholders.

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 6. Follow up: Follow up with the feedback provider to let them know how
you have applied their feedback and the impact it has had on your practice.
This demonstrates your commitment to continuous improvement.

RPMS Tools

What is the purpose of the RPMS Tools in the Department of Education

(DepEd) in the Philippines, and how do they support performance management
and evaluation for teachers and other education personnel?

RPMS Tools stands for Results-Based Performance Management

System Tools. It is a set of tools and processes used by the Department of
Education (DepEd) in the Philippines to manage and evaluate the performance of
teachers and other education personnel.

The RPMS Tools include various forms and templates for documenting
and tracking performance, such as the Individual Performance Commitment and
Review Form (IPCRF), the Performance Monitoring and Coaching Form
(PMCF), and the Classroom Observation Tools. These tools are designed to help
teachers and education personnel set goals, monitor their progress, receive
feedback, and make improvements in their professional practice.

The RPMS Tools also include guidelines and training materials to support
effective implementation of the system. This includes training modules for
teachers and education personnel, as well as guidelines for performance
evaluation and feedback.

The RPMS Tools are intended to promote a culture of continuous learning

and improvement in the education sector in the Philippines, with the ultimate goal
of improving the quality of education and outcomes for students.

What are the uses of SAT-RPMS?

The SAT-RPMS (Self-Assessment Tool for the RPMS) is a tool used by

teachers and education personnel in the Philippines as part of the Results-Based
Performance Management System (RPMS). The SAT-RPMS has several uses,
including:

1. Self-assessment: The SAT-RPMS allows teachers and education

personnel to assess their own performance against the RPMS standards and

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 criteria. This helps them identify their strengths and areas for improvement,
and develop a plan for professional development.

2. Goal-setting: The SAT-RPMS can be used to set performance goals that

are aligned with the RPMS standards and criteria. This helps teachers and
education personnel focus on areas that are most important for improving
their performance.

3. Performance monitoring: The SAT-RPMS can be used to monitor

progress towards performance goals and identify areas where additional
support or training may be needed.

4. Performance evaluation: The SAT-RPMS can be used as a basis for

performance evaluation by supervisors or evaluators. It provides a
standardized framework for assessing performance that is aligned with the
RPMS standards and criteria.

The SAT-RPMS is a useful tool for supporting performance management

and evaluation in the education sector in the Philippines. It helps teachers and
education personnel develop their skills and improve their performance,
ultimately leading to better outcomes for students.

4. LEARNER ACHIEVEMENT & OTHER PERFORMANCE

INDICATORS

K12 IMPLEMENTATION AND UNDERSTANDING THE SENIOR

HIGH SCHOOL CURRICULUM

What is K12 Basic Education Curriculum?

The DepEd K12 Program is the current education program of the

Philippines, implemented in 2013. It adds two years to the previous 10-year basic
education program, making it a 12-year program. The K12 Program aims to
provide a holistic education to Filipino students, preparing them for both college
education and employment opportunities.
The K12 Program has two components: the Kindergarten to Grade 12 (K
to 12) Basic Education Curriculum and the Senior High School (SHS)
Curriculum. The K to 12 Basic Education Curriculum covers Kindergarten to
Grade 10, while the SHS Curriculum covers Grades 11 and 12.
The K to 12 Basic Education Curriculum aims to develop students' skills
in communication, critical thinking, collaboration, and creativity. It includes five
learning areas: (1) Languages, (2) Mathematics, (3) Science, (4) Social Studies,
and (5) Character Education. In addition, students can choose from a variety of

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elective subjects, including Technology and Livelihood Education (TLE), Music,
Arts, Physical Education, and Health (MAPEH), and Technical-Vocational-
Livelihood (TVL) subjects. The curriculum also includes the Mother Tongue-
Based Multilingual Education (MTB-MLE) program, which aims to develop
students' literacy skills in their mother tongue.
The SHS Curriculum, on the other hand, is designed to provide students
with a more specialized education, preparing them for college education or
employment opportunities. It includes four tracks: (1) Academic, (2) Technical-
Vocational-Livelihood (TVL), (3) Sports, and (4) Arts and Design. Each track
includes specialized subjects that provide students with in-depth knowledge and
skills in their chosen field.
The K12 Program is delivered through various learning modalities,
including traditional classroom-based instruction, blended learning, and online
learning. It also emphasizes the use of technology in teaching and learning, with
the use of various tools such as computers, tablets, and mobile devices.
In general, the DepEd K12 Program aims to produce graduates who are
globally competitive, socially responsible, and morally upright individuals who
are ready to face the challenges of the 21st century. It also aims to provide equal
educational opportunities to all Filipino students, regardless of their socio-
economic status or geographic location.

What is the difference between 2002 Basic Education Curriculum and

K12 Program?

The main difference between the 2002 Basic Education Curriculum and
the K12 Program is the number of years of basic education. The 2002 Basic
Education Curriculum covered only 10 years, while the K12 Program covers 12
years. This means that the K12 Program includes two additional years of
education for Filipino students.
In terms of focus, the 2002 Basic Education Curriculum focused primarily
on academics, while the K12 Program aims to provide a more holistic education,
preparing students for both college education and employment opportunities.
The K12 Program also offers a wider range of subjects, including elective
subjects such as Technology and Livelihood Education (TLE), Music, Arts,
Physical Education, and Health (MAPEH), and Technical-Vocational-Livelihood
(TVL) subjects. In contrast, the 2002 Basic Education Curriculum had fewer
subjects and did not offer elective subjects.
The Senior High School (SHS) Curriculum is also a major difference
between the two programs. The K12 Program includes a two-year SHS
Curriculum that provides students with a more specialized education, preparing
them for college education or employment opportunities. The 2002 Basic
Education Curriculum did not include an SHS Curriculum.

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 Finally, the implementation approach is also different between the two
programs. The 2002 Basic Education Curriculum had a top-down approach,
meaning that decisions were made at the national level and implemented across
the country. In contrast, the K12 Program has a bottom-up approach, allowing
schools and local communities to have more input in curriculum development
and implementation.

What are the two components of the K12 Program, and which grades do
they cover?

• The two components of the K12 Program are the K to 12 Basic Education
Curriculum and the Senior High School (SHS) Curriculum.

• The K to 12 Basic Education Curriculum covers Kindergarten to Grade 10,

while the SHS Curriculum covers Grades 11 and 12.

What are the five learning areas included in the K to 12 Basic Education
Curriculum?

• The five learning areas included in the K to 12 Basic Education Curriculum

are Languages, Mathematics, Science, Social Studies, and Character
Education.

What is the Mother Tongue-Based Multilingual Education (MTB-MLE)

program, and why is it included in the K12 Program?

• The MTB-MLE program is a language-in-education policy that aims to

improve the quality of basic education in the Philippines by using the
learner's first language as the primary medium of instruction.

• The program is included in the K12 Program because studies have shown
that children learn better when they are taught in their mother tongue or
first language.

What are the four tracks included in the Senior High School (SHS)
Curriculum, and what kinds of subjects do they cover?

• The four tracks included in the SHS Curriculum are Academic, Technical-
Vocational-Livelihood (TVL), Sports, and Arts and Design.

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• The Academic Track is designed for students who plan to pursue college
education, while the TVL Track is designed for students who plan to pursue
technical-vocational courses or employment after high school.

• The Sports Track is designed for students who excel in sports and want to
pursue a career in sports, while the Arts and Design Track is designed for
students who are interested in pursuing careers in the arts.

What is the main goal of the K12 Program?

• The main goal of the K12 Program is to provide a more holistic education
to Filipino students, preparing them for both college education and
employment opportunities.

How is the K12 Program delivered, and what kinds of learning modalities
are used?

• The K12 Program is delivered through various learning modalities,

including traditional classroom-based instruction, blended learning, and
online learning.

• Blended learning involves a combination of face-to-face and online

learning, while online learning is done entirely over the internet.

What are some of the elective subjects that students can choose from in
the K12 Program?

• Some of the elective subjects that students can choose from in the K12
Program include Technology and Livelihood Education (TLE), Music,
Arts, Physical Education, and Health (MAPEH), and Technical-
Vocational-Livelihood (TVL) subjects.

How does the K12 Program differ from the previous 2002 Basic
Education Curriculum?

• The K12 Program adds two years to the previous 10-year basic education
program, making it a 12-year program.

• The K12 Program aims to provide a more holistic education, preparing

students for both college education and employment opportunities.

• The K12 Program offers a wider range of subjects, including elective

subjects, and includes a two-year SHS Curriculum.

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 What kinds of skills and competencies are the K12 Program designed to
develop in Filipino students?

• The K12 Program is designed to develop various skills and competencies

in Filipino students, including critical thinking, creativity, communication,
collaboration, digital literacy, and life skills. The program also aims to
develop a strong sense of national identity, cultural awareness, and values
among students.

What are the indications or ways to determine if the K12 program is being
implemented?

In the Philippines, the K12 program is currently being implemented

nationwide. Here are some signs that you may observe to know that the K12
program is being implemented:

1. The school calendar includes an additional two years for senior high
school, which is part of the K12 program.
2. Students who are currently in Grades 11 and 12 are part of the K12
program.
3. The curriculum includes the K to 12 Basic Education Curriculum and the
Senior High School Curriculum, which are the two components of the K12
program.
4. Schools are offering additional elective subjects, such as Technical-
Vocational-Livelihood (TVL) subjects, that were not previously offered
under the old 10-year basic education program.
5. Schools are using a variety of learning modalities, including traditional
classroom-based instruction, blended learning, and online learning, to
implement the K12 program.
6. The Department of Education (DepEd) has issued guidelines and policies
for the implementation of the K12 program, and schools are required to
follow these guidelines.
7. The K12 program aims to produce graduates who are better prepared for
college education and employment opportunities, with a focus on
developing 21st-century skills and competencies, such as critical thinking,
communication, collaboration, and digital literacy.

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 SENIOR HIGH SCHOOL CURRICULUM

What is the Senior High School Curriculum in the Philippines?

The Senior High School Curriculum in the Philippines is the second

component of the K-12 Basic Education Program. It is a two-year program
that is designed to provide students with the skills and knowledge they need
to succeed in college or in their chosen career path.

What are the main goals of the Senior High School Curriculum?

The main goals of the Senior High School Curriculum are to equip
students with the knowledge, skills, and values they need to succeed in
higher education or in the workforce, and to provide them with a solid
foundation in critical thinking, problem-solving, communication, and
collaboration.

How long is the Senior High School Curriculum?

The Senior High School Curriculum is a two-year program that is

designed to be completed by students in Grades 11 and 12.

What are the different tracks offered in the Senior High School
Curriculum?

The Senior High School Curriculum offers four different tracks:

Academic, Technical-Vocational-Livelihood (TVL), Sports, and Arts and
Design.

What are the subjects included in the Academic Track of the Senior
High School Curriculum?

The Academic Track of the Senior High School Curriculum includes

core subjects such as Mathematics, Science, English, Filipino, and Social
Studies, as well as specialized subjects based on the student's chosen
strand.

What are the subjects included in the Technical-Vocational-

Livelihood (TVL) Track of the Senior High School Curriculum?

The TVL Track of the Senior High School Curriculum includes

subjects related to technical and vocational skills, such as Computer
Hardware Servicing, Automotive Servicing, Cookery, and Hairdressing.

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 What are the subjects included in the Sports Track of the Senior High
School Curriculum?

The Sports Track of the Senior High School Curriculum includes

subjects related to physical education and sports science, such as Exercise
and Sports Science, Coaching and Officiating, and Fitness Testing and
Programming.

How does the Senior High School Curriculum differ from the old 10-year
basic education curriculum?

The Senior High School Curriculum differs from the old 10-year basic
education curriculum in several ways. The K-12 program adds two more years of
education, and the Senior High School Curriculum provides students with a more
specialized education that prepares them for college or the workforce.

What are the career opportunities for students who complete the Senior
High School Curriculum?

Students who complete the Senior High School Curriculum have a wide
range of career opportunities available to them, depending on their chosen strand.
They can pursue careers in fields such as Business, Information Technology,
Engineering, Health Sciences, and Creative Arts, among others.

How does the Senior High School Curriculum prepare students for
college education or employment opportunities?
The Senior High School Curriculum prepares students for college
education or employment opportunities by providing them with a solid
foundation in critical thinking, problem-solving, communication, and
collaboration. It also offers specialized subjects that are designed to equip
students with the skills and knowledge they need to succeed in their chosen career
path.

GENDER AND DEVELOPMENT

What is Gender and Development (GAD) in the context of the DepEd,

and why is it important?

Gender and Development (GAD) refers to the integration of gender

equality and sensitivity into the policies, programs, and practices of the education
sector. It is important because it promotes equal opportunities for all learners and
helps to address gender-based discrimination and violence in schools.

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 How does the DepEd integrate GAD into its policies and programs?

The DepEd integrates GAD into its policies and programs through various
initiatives, such as the Gender-Responsive Basic Education Policy, the GAD
Focal Point System, and the Gender Mainstreaming Monitoring System. These
initiatives aim to ensure that gender is considered in all aspects of education,
including curriculum development, teacher training, and school management.

What are some of the key challenges in implementing GAD initiatives in

the DepEd, and how can they be addressed?

Some of the key challenges in implementing GAD initiatives in the DepEd

include limited resources, lack of awareness and understanding of GAD among
education stakeholders, and cultural norms and attitudes that perpetuate gender
inequality. These challenges can be addressed through capacity-building
initiatives, stakeholder engagement and awareness-raising campaigns, and
collaboration with other government agencies and civil society organizations.

How does GAD help promote gender equality in the education sector, and
what are some of the benefits of doing so?

GAD helps promote gender equality in the education sector by addressing

the root causes of gender-based discrimination and violence in schools. By
ensuring that all learners have equal access to education and are treated with
respect and dignity, GAD helps to create a safe and inclusive learning
environment that promotes the full development of every student's potential.

What are some of the key strategies that the DepEd uses to promote
GAD, and how effective have they been?

The DepEd uses various strategies to promote GAD, including training and
capacity-building programs for teachers and school administrators, the
development of gender-responsive curriculum and teaching materials, and the
establishment of mechanisms for monitoring and evaluating progress in
promoting GAD. The effectiveness of these strategies depends on factors such as
the level of resources available, the extent of stakeholder engagement, and the
political will to implement GAD initiatives.

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 How does GAD help to improve the quality of education and the learning
outcomes of students?

GAD helps to improve the quality of education and the learning outcomes
of students by ensuring that all learners have equal access to education and are
not discriminated against on the basis of their gender. By addressing gender-
based violence and discrimination in schools, GAD helps to create a safe and
inclusive learning environment that supports the intellectual, social, and
emotional development of every student.

How does the DepEd ensure that GAD principles are reflected in the
curriculum and teaching materials used in schools?

The DepEd ensures that GAD principles are reflected in the curriculum and
teaching materials used in schools through the development of gender-responsive
curriculum, the integration of gender perspectives into subject areas, and the use
of gender-sensitive language in teaching materials. These efforts aim to promote
gender equality and sensitivity among learners and to challenge gender
stereotypes and biases.

What role do teachers play in promoting GAD in the classroom, and how
can they be supported in doing so?

Teachers play a critical role in promoting GAD in the classroom by

modeling gender-sensitive behavior, challenging gender stereotypes and biases,
and creating a safe and inclusive learning environment for all students. They can
be supported in doing so through training and capacity-building programs, the
provision of resources and teaching materials that promote GAD, and the
establishment of mechanisms for recognizing and rewarding excellence in
promoting GAD.

What are some of the key indicators that the DepEd uses to monitor
progress in promoting GAD in the education sector?

The DepEd uses a range of indicators to monitor progress in promoting

GAD, including the proportion of female learners and teachers, the incidence of
gender-based violence and discrimination in schools, and the extent to which
gender is integrated into curriculum and teaching materials. These indicators help
to identify areas of progress and areas for improvement and guide decision-
making and resource allocation in promoting GAD.

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 How can parents and communities be involved in promoting GAD in
schools, and what are some of the benefits of doing so?

Parents and communities can be involved in promoting GAD in schools by

supporting the implementation of GAD initiatives, participating in awareness-
raising campaigns, and advocating for policies and practices that promote gender
equality and sensitivity. The benefits of their involvement include the promotion
of a safe and inclusive learning environment, the enhancement of the quality of
education, and the development of learners who are respectful of diversity and
sensitive to issues of gender.
What is Gender Sensitivity?

Gender sensitivity refers to an awareness and understanding of the ways in

which gender roles, norms, and expectations shape social interactions and
relationships, and the ways in which gender-based discrimination and inequality
can manifest in different contexts. Being gender-sensitive involves recognizing
that individuals have different needs, experiences, and perspectives based on their
gender identity and that these differences should be respected and accommodated
in order to promote equity and inclusivity.
Gender sensitivity is important in various settings, including education,
healthcare, workplace, and community development, as it helps to create a more
just and equitable society where everyone has the opportunity to reach their full
potential.

What is Gender Fair Education and what is its goal?

Gender Fair Education (GFE) refers to an approach to education that

promotes gender equality and sensitivity in all aspects of the learning process. It
involves recognizing and addressing the ways in which gender-based
discrimination and violence can manifest in educational settings and taking steps
to ensure that all learners have equal access to opportunities and resources
regardless of their gender.
Gender Fair Education seeks to challenge gender stereotypes and biases,
promote gender-sensitive language and curriculum, and create a safe and
inclusive learning environment where all students feel respected and valued. The
goal of gender fair education is to create a learning environment that supports the
full development of every student's potential, regardless of their gender identity,
and promotes a more just and equitable society.

What are the GAD Key Concepts?

1. Shared parenting. Refers to the idea that both parents should take equal
responsibility for raising their children, including tasks such as childcare,

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 household chores, and decision-making. This concept challenges
traditional gender roles that assign caregiving duties primarily to women
and recognizes the importance of fathers or male caregivers in the
development of children.

2. Shared home management. Involves the equal division of household

tasks and responsibilities between partners or family members, regardless
of their gender. This concept promotes a more equitable distribution of
work and recognizes the value of unpaid care work in supporting families
and communities.

3. Shared decision making. Involves the equal participation of both men and
women in making decisions that affect their lives, both within the home
and in broader societal contexts. This concept recognizes that decisions
that affect families and communities should be made through a
collaborative and inclusive process that considers the perspectives and
needs of all individuals.

4. Equalized opportunities. Refer to the provision of equal access to

education, employment, and other opportunities for individuals, regardless
of their gender. This concept challenges gender-based discrimination and
promotes a more inclusive society where everyone has the opportunity to
reach their full potential.
5. Equalized representation in public affairs and enhanced participation.
Involves the equal participation of men and women in decision-making
processes and public affairs. This concept recognizes that women are
underrepresented in many areas of public life and seeks to promote their
equal participation in politics, governance, and other spheres of public life.

6. Making women's roles and contributions visible, valued, and

recognized. Involves recognizing and valuing the contributions that
women make to their families, communities, and society. This concept
challenges traditional gender roles that marginalize women's contributions
and seeks to promote gender equality by highlighting the importance of
women's work and achievements.

7. Ensuring non-sexist socialization. Involves promoting gender equality

from an early age by challenging gender stereotypes and biases in the
socialization process. This concept recognizes that gender roles and
expectations are learned from a young age and seeks to create a more
inclusive society by promoting gender sensitivity and challenging harmful
gender stereotypes.

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 8. Anti-violence against women and children. Involves the prevention and
elimination of all forms of violence against women and children, including
physical, sexual, and emotional violence. This concept recognizes the
disproportionate impact of violence on women and children and seeks to
promote a society free from violence and abuse.

5. LEARNING ASSESSMENT

Classroom Assessment for the K to 12 Basic Education Program

What is Classroom Assessment?

Classroom assessment refers to the process of gathering and analyzing

information about students' learning progress and achievement within the
classroom. This involves the use of various assessment techniques, such as tests,
quizzes, assignments, projects, and observations, to measure students'
knowledge, skills, and understanding of the subject matter being taught. The
purpose of classroom assessment is to provide teachers with information about
students' learning needs and progress, so that they can adjust their teaching
strategies and provide appropriate support and feedback to help students improve
their performance.
Classroom assessment also serves as a means of evaluating the
effectiveness of teaching methods and curriculum, and can help to identify areas
where improvements are needed. Effective classroom assessment practices
involve using a variety of assessment tools and techniques, providing timely and
constructive feedback to students, and involving students in the assessment
process to promote their engagement and ownership of their learning.

How can teachers use assessment results to help students learn better, in
accordance with the principle that assessment results should be used by teachers
to help students learn better?

1. Assessment should be aligned with objectives, learning standards and

competencies: This principle means that assessment should be designed to
measure students' progress and achievement in relation to specific learning
objectives, standards or competencies. This ensures that the assessment is
relevant and meaningful, and helps teachers and students focus on what is
important in the learning process.

2. Assessment should be more like instruction: This principle emphasizes

that assessment and instruction should be closely integrated. Assessment
should not only measure what students have learned, but also help guide
and shape the learning process. This means that assessment should be

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 designed to provide feedback to students that helps them understand what
they need to do to improve their learning.

3. Assessment should recognize diversity of learners: This principle

recognizes that students have different learning styles, abilities, and
backgrounds. Assessment should be designed to accommodate and reflect
this diversity, ensuring that all students have an equal opportunity to
demonstrate their knowledge and skills.

4. Formative assessment should scaffold the learners in summative

assessment: This principle means that formative assessment, which
provides feedback during the learning process, should prepare students for
summative assessment, which is used to evaluate learning at the end of a
period of instruction. Formative assessment should provide a scaffold that
supports students in demonstrating their learning in summative assessment.

5. Assessment results should be used by teachers to help students learn

better: This principle emphasizes that assessment should not only be used
to evaluate students' learning, but also to help students improve their
learning. Teachers should use assessment results to identify areas where
students need additional support or instruction, and to provide feedback
that helps students improve their performance.

6. Assessment is a joint process that involves both teacher and learners:

This principle recognizes that assessment is a collaborative process that
involves both teachers and students. Teachers and students should work
together to set goals, design assessment tasks, and evaluate learning
progress. This collaborative approach helps ensure that assessment is
meaningful and relevant to students, and promotes student ownership and
engagement in the learning process.

What are the assessment practices that should be avoided?

There are several assessment practices that should be avoided as they can
be ineffective, unfair, or even harmful to students' learning. Here are a few
examples:

1. Using only one type of assessment: Relying on a single type of

assessment, such as multiple-choice tests, can limit the scope of what is
being assessed and fail to capture a comprehensive view of students'
learning.
2. Providing unclear instructions and expectations: Assessments should
have clear instructions and expectations, so students understand what is

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 being assessed and what is required of them. Unclear instructions can
create confusion and anxiety, which can negatively impact students'
performance.
3. Over-reliance on high-stakes testing: Overemphasis on high-stakes
testing, such as standardized tests, can create a culture of "teaching to the
test," and limit the scope of what is being taught and learned in the
classroom.
4. Failing to account for diverse learners: Assessments should account for
the diverse learning needs and styles of students, and be designed to
accommodate learners with different backgrounds, abilities, and
experiences.
5. Grading on a curve: Grading on a curve is a practice that can unfairly
penalize or benefit students based on their peers' performance, rather than
their own knowledge and skills.
6. Using assessments for non-educational purposes: Assessments should
be used primarily for educational purposes, such as improving teaching and
learning. Using assessments for non-educational purposes, such as teacher
evaluation or school funding, can create unintended consequences that
harm students' learning and motivation.

Avoiding these assessment practices can help promote fair, accurate, and
effective assessment practices that support students' learning and growth.

What are some theoretical bases of K12 Classroom Assessment?

There are several theoretical bases of K-12 classroom assessment,

including:

1. Constructivism: Constructivism is a learning theory that suggests that

learners construct knowledge and meaning from their experiences. In
classroom assessment, this theory suggests that assessment should focus
on students' understanding and application of concepts, rather than simply
on memorization and recall.

2. Multiple Intelligences: Multiple Intelligences theory suggests that

learners have different strengths and abilities in different areas, and that
assessment should reflect this diversity. This theory suggests that
assessment should include a variety of methods that allow students to
demonstrate their learning in ways that align with their individual strengths
and abilities.

3. Bloom's Taxonomy: Bloom's Taxonomy is a framework that outlines

different levels of cognitive complexity, ranging from lower-order thinking

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 skills (such as recall and comprehension) to higher-order thinking skills
(such as analysis and evaluation). Classroom assessment based on Bloom's
Taxonomy can help ensure that assessment tasks are appropriately aligned
with the intended learning outcomes.

4. Assessment for Learning: Assessment for Learning is a framework that

emphasizes the importance of formative assessment in supporting student
learning. This framework suggests that assessment should be used not only
to measure learning, but also to inform teaching and learning practices in
real time.

5. Standards-Based Assessment: Standards-Based Assessment is an

approach that aligns assessment with learning standards and objectives.
This approach suggests that assessment should be designed to measure
students' progress and achievement in relation to specific learning
objectives and competencies.

What are assessed in the K12 classroom?

In the K12 classroom, three key types of educational standards are typically
assessed: content standards, performance standards, and learning competencies.

1. Content Standards: Content standards refer to the specific knowledge,

skills, and concepts that students are expected to learn in a particular
subject area or discipline. These standards are often developed at the state
or national level and serve as the basis for developing the curriculum and
instructional plans for the class. Content standards may include topics such
as mathematics, science, social studies, language arts, and physical
education.

2. Performance Standards: Performance standards describe what students

should be able to do once they have mastered the content standards. They
specify the level of proficiency that students are expected to achieve in
different areas. Performance standards can be applied to specific skills,
concepts, or subject areas. For instance, performance standards may
include things like writing an effective essay, solving a complex math
problem, or creating a science project.

3. Learning Competencies: Learning competencies describe the specific

skills and abilities that students are expected to develop in a particular
subject area or grade level. These competencies often encompass a range
of skills, such as critical thinking, problem-solving, communication, and
collaboration. They may also include specific content knowledge or

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 technical skills, depending on the subject area. Learning competencies are
often more granular than content standards, providing teachers with more
specific guidance on what students should be able to do.

In the K12 classroom, assessments are designed to measure students'

mastery of these different types of standards. By assessing content standards,
performance standards, and learning competencies, teachers can gain a
comprehensive understanding of their students' learning progress and identify
areas where additional support or instruction may be needed.
This information can be used to adjust teaching practices and tailor
instruction to better meet the needs of individual students or groups of students.
Additionally, assessments can be used to monitor student progress over time,
providing valuable feedback on the effectiveness of instructional practices and
curriculum design.

What is Formative Assessment?

Formative assessment is a type of assessment that is conducted during the

learning process, with the purpose of providing feedback to both the teacher and
the student. The main goal of formative assessment is to improve the learning
process, by identifying areas where students are struggling and providing targeted
support to help them overcome their difficulties.

Formative assessments can take many different forms, such as quizzes,

homework assignments, class participation, or classroom discussions. These
assessments are usually low-stakes, meaning that they do not count heavily
towards the student's final grade. Instead, they are used to provide feedback to
both the teacher and the student, helping them to adjust their learning strategies
and improve their understanding of the material.

Formative assessments are typically designed to measure specific learning

objectives or competencies, and are often aligned with the content standards or
learning goals for a particular course or subject area. By using formative
assessment, teachers can gain valuable insights into their students' learning
progress, and can adjust their instructional strategies to better meet the needs of
individual students or groups of students. Formative assessment is an important
tool for improving the quality of education and helping students to achieve their
full potential.

What is summative assessment?

Summative assessment is a type of assessment that evaluates student

learning at the end of a unit, course, or program. Its main purpose is to measure

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the overall achievement of students in relation to specific learning outcomes,
content standards or performance standards. Summative assessment is typically
used to assign grades or determine whether students have met specific learning
goals or requirements.

Examples of summative assessment include final exams, end-of-unit tests,

term papers, and standardized tests such as college entrance exams or state
assessments. These assessments are usually high-stakes, meaning that they carry
significant weight towards the student's final grade or academic progress.

Unlike formative assessment, summative assessment is not designed to

provide feedback for students to improve their learning during the assessment
process. Instead, it is used to evaluate the overall effectiveness of teaching and
learning and to make decisions about the next steps for students, such as
advancing to the next grade level or entering a higher education program.

Summative assessment is an important tool for measuring student

achievement and progress towards specific learning goals or standards. It
provides a snapshot of what students have learned over a specific period of time
and can help to identify areas of strength and weakness in the curriculum or
teaching methods.

What is the difference between Formative Assessment and Summative

Assessment?

Comparison of Formative and Summative Assessment

Feature Formative Assessment Summative Assessment

To measure student
To monitor and improve
Purpose achievement at the end of a unit,
student learning
course, or program
Ongoing throughout the At the end of a unit, course, or
Timing
learning process program
Frequency Occurs frequently Occurs once or a few times
Student progress and Student achievement and
Focus
improvement mastery of content
Given after the assessment, less
Immediate and targeted to
Feedback focused on specific areas of
support learning
improvement
Generally not graded or Typically graded and counts
Grading
minimally graded towards final grade

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 Quizzes, homework
Final exams, unit tests,
Examples assignments, class
standardized tests
participation

6. LEARNING ENVIRONMENT

PREPARATION OF LEARNING / INSTRUCTIONAL

MATERIALS

What are learning/instructional materials?

Learning/instructional materials refer to the resources or tools used to

support teaching and learning activities in the classroom or any learning
environment. These materials can be physical, such as textbooks, worksheets,
charts, graphs, manipulatives, multimedia resources, and other teaching aids, or
they can be digital, such as e-books, educational apps, websites, and online
courses. The purpose of learning/instructional materials is to facilitate the
acquisition of knowledge, skills, and competencies by students and to enhance
the teaching and learning process.

What are some of the essential components of effective instructional

materials?

Effective instructional materials should be aligned with the learning

objectives and provide clear guidance to students. They should also be well-
organized, visually appealing, and engaging. Other essential components include
accuracy, relevance, and appropriate levels of complexity.

How can teachers ensure that instructional materials are accessible to all
students, regardless of their abilities or backgrounds?

Teachers can ensure that instructional materials are accessible to all

students by using universal design principles, including providing alternative
formats (e.g., audio, video, or text-to-speech) and ensuring that materials are
easily navigable.

What are the benefits of using technology-based instructional materials in

the classroom?

Technology-based instructional materials can enhance student engagement

and motivation, provide interactive and personalized learning experiences, and
allow for more efficient assessment and feedback.

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 How can teachers evaluate the effectiveness of instructional materials in
promoting student learning?

Teachers can evaluate the effectiveness of instructional materials by using

a variety of assessment methods, such as pre- and post-tests, student performance
data, and student feedback. They should also regularly review and revise
instructional materials based on feedback from students and colleagues.

How can instructional materials be adapted to meet the needs of diverse

learners, such as English language learners or students with special needs?

Instructional materials can be adapted by providing alternative formats,

such as audio or visual aids, simplifying language, and modifying content to
better suit the learning needs and abilities of diverse learners.

How do instructional materials differ for different subject areas, such as

mathematics, science, or language arts?
Instructional materials differ for different subject areas based on the
specific learning objectives and content. For example, instructional materials for
science may focus more on visual aids and experiments, while instructional
materials for language arts may emphasize reading and writing activities.

What are some examples of multimedia instructional materials that can be

used to enhance student engagement and learning?

Examples of multimedia instructional materials include videos, interactive

simulations, animations, and virtual field trips.

How do instructional materials need to be adapted for different grade

levels, from elementary to high school?

Instructional materials need to be adapted for different grade levels by

considering the age, developmental level, and learning needs of students. For
example, instructional materials for elementary students may need to be more
interactive and visually engaging than materials for high school students.

What are some ethical considerations that teachers should keep in mind
when selecting and using instructional materials in the classroom?

Teachers should consider factors such as accuracy, relevance, and

appropriateness of instructional materials, as well as potential bias or stereotypes.
They should also be mindful of copyright and fair use laws when using and
sharing instructional materials.

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 LEARNING RESOURCE MANAGEMENT

What are the different types of Learning Resources?

The Department of Education provides various types of learning resources

to support the educational needs of students and teachers. These resources can be
broadly categorized into two categories: Print and Nonprint.

A. Print Learning Resources

Textbooks and Teacher’s Manuals: These are the primary resources that
students and teachers use in the classroom. Textbooks provide the essential
information and knowledge needed for a particular subject, while teacher’s
manuals guide teachers on how to use the textbook effectively and provide
additional information and activities.

Learner’s Materials and Teacher’s Guides: These are supplementary

materials that support the textbooks and provide further opportunities for
learning. Learner’s materials include worksheets, activity sheets, and assessments
that help students practice what they have learned, while teacher’s guides provide
instructions on how to use the materials effectively.

Readers: These are books that students use to develop their reading skills.
Readers contain stories, poems, and other literature that are appropriate for the
students’ reading level.

Manuals: These are instructional materials that provide step-by-step

instructions on how to use a particular tool or equipment. Manuals are usually
used in vocational and technical subjects.

B. Nonprint Learning Resources

Tools and Equipment: These are materials used in vocational and

technical subjects, such as woodworking, automotive, and culinary arts. Tools
and equipment allow students to develop practical skills that they can apply in
real-world situations.

Video: Videos are an audio-visual resource that can be used to supplement

textbooks and other learning materials. Educational videos can present complex
concepts in a clear and engaging manner and provide visual aids that can help
students understand the material better.

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 What is plagiarism, and how does it differ from copyright infringement?

Plagiarism is the act of presenting someone else's work or ideas as one's

own without proper attribution or citation. On the other hand, copyright
infringement is the unauthorized use of someone else's copyrighted work without
their permission. While both involve using someone else's work without proper
credit, plagiarism is an ethical violation, while copyright infringement is a legal
violation.

What are some common forms of plagiarism and copyright infringement

in academic writing?

Some common forms of plagiarism in academic writing include copying

and pasting text from a source without proper attribution, paraphrasing someone
else's work without giving credit, and submitting someone else's work as one's
own. Common forms of copyright infringement in academic writing include
using images or graphs from sources without permission or attribution, and using
copyrighted materials such as journal articles, books, or music without proper
licensing or citation.

How can individuals avoid plagiarism and copyright infringement

in their work?
Individuals can avoid plagiarism by citing sources properly, paraphrasing
and summarizing information in their own words, and using plagiarism detection
tools to ensure their work is original. To avoid copyright infringement,
individuals should obtain permission from the copyright owner before using
copyrighted materials, provide proper attribution when using copyrighted
material under fair use, and use public domain or Creative Commons licensed
material whenever possible.

What are the potential consequences of committing plagiarism

or copyright infringement in academic or professional settings?

The consequences of plagiarism or copyright infringement in academic or

professional settings can be severe. In academic settings, it can lead to failing
grades, suspension, or expulsion, while in professional settings, it can result in
loss of credibility, lawsuits, and even termination of employment. Additionally,
plagiarism and copyright infringement can damage one's reputation and future
career prospects. Therefore, it is essential to take these issues seriously and avoid
them at all costs.

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 What are the laws related to plagiarism and copyright infringement?

In the Philippines, there are several laws related to plagiarism and

copyright infringement. These laws include:

1. Intellectual Property Code of the Philippines (Republic Act No.

8293) - This law provides for the protection of intellectual property rights in the
Philippines, including copyrights. It outlines the penalties for copyright
infringement, which can include fines and imprisonment.

2. The Cybercrime Prevention Act of 2012 (Republic Act 10175) – this

law penalizes offenses against the privacy, confidentiality, integrity, and
availability of computer data and systems, such as illegal access, unauthorized
interference, system interference, data interference, misuse of devices, and
cybersquatting.

3. Code of Ethics for Professional Teachers (Republic Act No. 7836) -

This law establishes the code of ethics for professional teachers in the Philippines,
which includes the prohibition of plagiarism and the importance of academic
integrity.

4. Cybercrime Prevention Act of 2012 (Republic Act No. 10175) - This

law includes provisions on cybercrime, including the criminalization of
computer-related offenses such as online copyright infringement and identity
theft.

What is Learning Resource Management and Development System

(LRMDS)?

The Learning Resource Management and Development System

(LRMDS) is an online platform developed by the Department of Education
(DepEd) in the Philippines to manage and distribute digital learning resources for
teachers and learners. The LRMDS aims to provide teachers and learners access
to high-quality and relevant digital educational resources that are aligned with the
national curriculum and standards.

The LRMDS serves as a centralized repository of digital educational

resources such as modules, lesson plans, textbooks, and assessment tools. These
resources are curated and created by DepEd subject matter experts, teachers, and
other educational stakeholders, and are accessible to all DepEd schools and
learners across the country.

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 Through the LRMDS, teachers and learners can access a wide range of
educational materials and tools that support different learning modalities, such as
face-to-face, blended, and distance learning. The platform features a search
engine that allows users to filter resources by subject, grade level, and learning
strand, among others.

The LRMDS also provides tools and features that support teachers in
managing and organizing their digital resources. For instance, teachers can create
and share lesson plans, collaborate with other teachers, and track student progress
and performance.

Furthermore, the LRMDS is designed to be accessible to learners with

diverse needs, including those with disabilities. The platform offers resources and
tools that support universal design for learning, which aims to provide all learners
with equal opportunities to learn and succeed.

The LRMDS is a valuable tool for the DepEd in enhancing the quality of
education in the Philippines by providing teachers and learners access to relevant
and high-quality digital educational resources that support their learning needs
and goals.

What types of digital educational resources can teachers and learners

access through the Learning Resource Management and Development System
(LRMDS)?

Teachers and learners can access a wide range of digital educational

resources through the LRMDS, including modules, lesson plans, textbooks, and
assessment tools. These resources are curated and created by DepEd subject
matter experts, teachers, and other educational stakeholders, and are aligned with
the national curriculum and standards. Additionally, the LRMDS also offers
resources and tools that support universal design for learning, which aims to
provide all learners with equal opportunities to learn and succeed.

How does the LRMDS support teachers in managing and organizing their
digital resources, and what tools and features does it offer for this purpose?

The LRMDS provides teachers with tools and features that support them
in managing and organizing their digital resources. Teachers can create and share
lesson plans, collaborate with other teachers, and track student progress and
performance. The platform also offers a search engine that allows users to filter
resources by subject, grade level, and learning strand, among others. These
features help teachers to streamline their teaching and focus more on providing
quality education to their learners.

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 How does the LRMDS ensure the accessibility of digital educational
resources for learners with diverse needs, including those with disabilities?

The LRMDS is designed to be accessible to learners with diverse needs,

including those with disabilities. The platform offers resources and tools that
support universal design for learning, such as the availability of alternative
formats, captioning, and audio descriptions. Additionally, the LRMDS also
provides guidance and training for teachers on how to create and adapt their
digital resources to meet the needs of all learners.

What are the benefits of using the LRMDS in enhancing the quality of
education in the Philippines, and how does it align with the national curriculum
and standards?

The LRMDS is a valuable tool for enhancing the quality of education in

the Philippines by providing teachers and learners access to relevant and high-
quality digital educational resources that are aligned with the national curriculum
and standards. The platform supports different learning modalities, such as face-
to-face, blended, and distance learning, and offers tools and features that support
teachers in managing and organizing their digital resources.
Additionally, the LRMDS also ensures the accessibility of digital
educational resources for learners with diverse needs, including those with
disabilities, and promotes universal design for learning. The LRMDS is a key
initiative of the DepEd in improving the quality of education in the Philippines
by providing equal access to high-quality educational resources for all learners.

LESSON PLANNING

What is lesson planning, and why is it important for effective teaching?

Lesson planning is the process of designing and organizing instructional

activities and strategies to achieve specific learning objectives. It involves
identifying the key concepts and skills to be taught, selecting appropriate teaching
methods, and developing assessments to measure student learning. Effective
lesson planning is important because it helps teachers to focus on student learning
outcomes, enables them to prepare thoroughly for class, and ensures that
instruction is engaging, relevant, and aligned with the curriculum.

How do you determine the learning objectives for a lesson plan?

Learning objectives should be specific, measurable, and achievable, and

should describe what students should know or be able to do at the end of the
lesson. They should also be aligned with the curriculum standards and should take

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into account the needs, abilities, and interests of the students. Learning objectives
can be determined through analyzing the curriculum, consulting with other
teachers or subject matter experts, and using data from formative assessments.

What are some factors to consider when selecting appropriate teaching

strategies and activities for a lesson plan?

When selecting teaching strategies and activities, teachers should consider

the learning objectives, the needs and abilities of the students, and the learning
environment. They should also take into account the learning style preferences of
students and the availability of teaching resources and technology. Additionally,
they should consider factors such as student engagement, cultural relevance, and
differentiation of instruction to meet the needs of all learners.

How do you differentiate instruction in a lesson plan to meet the diverse

needs of learners?

Differentiating instruction involves adjusting the teaching strategies and

activities to meet the individual needs and abilities of students. This can include
modifying the content, process, or product of the lesson to better align with the
strengths and interests of each student. Teachers can differentiate instruction by
using flexible grouping, providing individualized instruction, and using
technology to personalize learning. Assessment data can also be used to inform
differentiated instruction.

How do you assess student learning in a lesson plan, and what types of
assessment tools can you use?
Assessing student learning involves collecting and analyzing data to
measure student progress towards the learning objectives. Assessment tools can
include formative assessments, such as quizzes and exit tickets, and summative
assessments, such as tests or performance tasks. Teachers can also use
observation, self-assessment, peer assessment, and portfolios to measure student
learning.

How do you align a lesson plan with the relevant curriculum standards
and learning outcomes?

To align a lesson plan with the relevant curriculum standards and learning
outcomes, teachers should review the curriculum and identify the relevant
standards and learning objectives. They should then design the lesson plan to
address these objectives and ensure that the teaching strategies and activities are
appropriate and effective in achieving the learning outcomes.

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 How can technology be integrated into a lesson plan to enhance student
engagement and learning?

Technology can be integrated into a lesson plan in a variety of ways, such

as using multimedia resources, interactive activities, and online tools.
Technology can also be used to personalize learning and provide feedback to
students. Teachers should consider the technology resources available and the
needs and abilities of their students when planning technology integration.

What are some common mistakes that teachers make when developing
lesson plans, and how can these be avoided?

Common mistakes in lesson planning can include insufficient attention to

learning objectives, using ineffective teaching strategies, not providing enough
opportunities for student engagement and interaction, and not considering the
needs of all learners. These mistakes can be avoided by carefully reviewing the
curriculum, collaborating with other teachers, using research-based teaching
strategies, and incorporating student feedback.

ACTION RESEARCH

Basic Research Action Research

What is the impact of early How can teachers

childhood education on incorporate play-based
academic achievement? learning in early childhood
education?
Sample Research Question
What are the factors that How can teachers modify
contribute to student success their online teaching
in online learning strategies to improve student
environments? engagement?

A researcher with expertise An early childhood teacher

in the field of early in the classroom
childhood education
The Researcher
A scientist with expertise in A teacher who is
the field of online learning experienced in online
teaching

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 To conduct a systematic To improve a specific
investigation of a practice or solve a particular
phenomenon to add to the problem in a specific context
body of knowledge
The Role of the Researcher
To conduct a systematic To improve a specific
investigation of a practice or solve a particular
phenomenon to add to the problem in a specific context
body of knowledge

Typically a large and diverse The students and parents of

group of individuals the teacher conducting the
research
The Research Participants
A large group of online The students in the teacher's
students online class

Quantitative data, such as Qualitative data, such as

test scores and surveys, and observations and reflections,
qualitative data, such as and quantitative data, such
interviews and observations as test scores and surveys
The Research Data
Collected Quantitative data, such as Qualitative data, such as
online course completion student feedback and teacher
rates and GPA, and observations, and
qualitative data, such as quantitative data, such as
surveys and interviews student engagement metrics

Other researchers, The teacher, colleagues, and

policymakers, and the administrators within the
general public same school or district
The Intended Audience of
the Research
Other researchers, The teacher's colleagues,
policymakers, and educators administrators, and other
in the field of online online educators
learning

To inform policy decisions,

develop new theories, and To improve classroom
Utilization of Research
contribute to the field of practices, enhance student
Findings
knowledge learning, and solve practical
problems in a specific
context

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 To inform policy decisions,
develop new theories, and To improve the teacher's
contribute to the field of online teaching practices,
knowledge enhance student learning,
and solve practical problems
in the specific online
learning context.

What are the Key Steps in School Action Research?

Here are the key steps in school action research:

1. Identify the research question or problem: Determine the area or issue

that needs improvement, and identify a specific research question or
problem statement that will guide the research process.

2. Conduct a literature review: Gather and analyze relevant information

from academic and practitioner literature to identify best practices and
research-based strategies that may address the research question or
problem.

3. Develop a research plan: Design a research plan that outlines the research
methods, data collection tools, participants, and data analysis techniques
that will be used in the study.

4. Collect data: Collect data through various methods, such as surveys,

interviews, observations, and document analysis. Ensure that data is
reliable, valid, and representative of the research population.

5. Analyze data: Analyze the data using appropriate statistical or qualitative

methods to determine patterns, trends, and relationships that may help
answer the research question or solve the problem.

6. Interpret and draw conclusions: Interpret the data and draw conclusions
based on the results. Determine the implications for practice and how the
findings can be used to improve teaching and learning.

7. Develop an action plan: Develop an action plan based on the findings and
conclusions of the research. The plan should specify the actions that will
be taken to address the research problem, including specific steps,
timelines, and resources needed.

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8. Implement the action plan: Implement the action plan in the classroom
or school. Monitor progress, gather feedback, and make adjustments as
needed.

9. Evaluate the results: Evaluate the effectiveness of the action plan in

addressing the research problem. Determine whether the objectives were
achieved, and assess the impact on teaching and learning.

10.Disseminate findings: Share the findings and results of the research with
others, such as colleagues, administrators, and other stakeholders. Publish
research articles, present at conferences, and share with professional
organizations to contribute to the body of knowledge in education.

What are some ethical procedures in research?

Here are some ethical procedures in research:

1. Informed consent: Researchers should obtain informed consent from
participants before conducting any research. This means that participants
should be fully informed about the research project and their rights, and
should be given the opportunity to ask questions and withdraw from the
study at any time.

2. Confidentiality and anonymity: Researchers should ensure that

participants' identities are kept confidential and that their data is
anonymized, particularly when dealing with sensitive topics.

3. Voluntary participation: Participants should be able to choose whether

or not to participate in the research without fear of coercion or negative
consequences.

4. Risk assessment and minimization: Researchers should identify and

assess any potential risks or harms associated with the research, and take
steps to minimize or eliminate them.

5. Respect for privacy: Researchers should respect participants' privacy and

ensure that any data collected is kept secure and confidential.

6. Debriefing: Researchers should provide debriefing sessions to participants

after the research is complete, to explain the purpose of the study, and to
provide any necessary support or referrals.

7. Conflict of interest: Researchers should declare any potential conflicts of

interest, such as financial or personal, that may impact the research.

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 8. Institutional review: Research involving human participants should be
reviewed and approved by an institutional review board or ethics
committee, which ensures that the research is conducted in an ethical and
responsible manner.

9. Use of animals: Researchers using animals in research should adhere to

ethical guidelines, such as the Three Rs: replacement, reduction, and
refinement.

10. Data management: Researchers should ensure that any data collected is
stored securely and is only accessible to authorized personnel. They should
also have a plan for data retention, sharing, and disposal in accordance with
ethical guidelines and legal requirements.

TYPES OF REMOTE LEARNING

What are the different types of remote learning implemented by the Department
of Education (DepEd) in the Philippines to ensure that students continue their
education during the COVID-19 pandemic?

The Department of Education (DepEd) in the Philippines has implemented

different types of remote learning to ensure that students continue their education
despite the challenges posed by the COVID-19 pandemic. The types of remote
learning implemented by the DepEd are:

1. Synchronous learning: This type of learning happens in real-time, with

students and teachers participating in online classes simultaneously.
Synchronous learning requires students to be present at a scheduled time
for online classes, which may include video conferencing, live streaming,
or chat sessions.

2. Asynchronous learning: This type of learning allows students to access

learning materials at their own pace and time. Asynchronous learning may
include pre-recorded video lessons, modules, or reading materials that
students can access and study independently.

3. Hybrid learning: This type of learning combines both synchronous and

asynchronous learning. It involves a mix of online classes that take place
in real-time and self-paced learning materials that students can access at
their own convenience.

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 4. Modified hybrid learning: This type of learning was implemented during
the Enhanced Community Quarantine (ECQ) period and involves a
combination of modular and online learning. Students receive printed
modules and engage in online classes, which are usually conducted through
social media platforms or messaging apps.

What is blended learning, and how is it implemented in the DepEd's educational

system?

Blended learning is a form of education that combines traditional

classroom instruction with online or virtual learning. In the DepEd's educational
system, blended learning is implemented through a mix of synchronous and
asynchronous learning methods, including online classes, video conferencing,
pre-recorded video lessons, and printed modules.

What are the benefits and challenges of implementing blended learning in the
DepEd?

The benefits of implementing blended learning in the DepEd include

flexibility, increased access to learning materials, and improved engagement and
motivation among students. However, the challenges include the need for reliable
technology infrastructure, the digital divide, and the need for effective teacher
training and support.

How does blended learning help address the limitations of traditional classroom
instruction in the DepEd?

Blended learning helps address the limitations of traditional classroom

instruction in the DepEd by providing more opportunities for individualized
learning, allowing for greater access to resources and materials, and enabling
students to learn at their own pace and convenience.

What are the strategies that the DepEd uses to ensure effective delivery of
blended learning for students who have limited access to technology?

The DepEd uses various strategies to ensure effective delivery of blended

learning for students who have limited access to technology. These include the
distribution of printed modules, the establishment of learning hubs, and the use
of radio and television programs to deliver instructional content.

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 What are the DepEd's plans and initiatives to further improve the
implementation of blended learning in the future?

The DepEd has several plans and initiatives to further improve the
implementation of blended learning in the future. These include the enhancement
of infrastructure and connectivity, the development of digital competencies
among teachers and learners, and the strengthening of partnerships with
stakeholders to support the adoption of blended learning in the Philippines.

LEARNING MANAGEMENT SYSTEM

What is Learning Management System?

A Learning Management System (LMS) is a software application or

web-based platform that is designed to manage and deliver educational content,
training, and assessments. An LMS provides a centralized location where
teachers, trainers, and learners can access and interact with course materials,
communicate with each other, and track learning progress.

An LMS typically includes features such as course creation and

management tools, content delivery options such as video or audio lectures,
interactive activities, assessments and quizzes, grade books, and analytics and
reporting tools.

An LMS can be used in a variety of educational settings, from K-12 schools

to universities, vocational training centers, and corporate training programs. It
can also support different learning models, including traditional classroom-based
instruction, online learning, and blended learning.

The use of LMSs has become increasingly common in recent years,

particularly with the rise of e-learning and distance education. LMSs have also
become important tools for delivering remote learning during the COVID-19
pandemic, providing a means for teachers and learners to continue their education
despite the challenges posed by school closures and social distancing measures.

What are the Learning Management Systems (LMS) utilized by the

Department of Education?

The DepEd has utilized various learning management systems (LMS) for
remote learning, including:

1. DepEd Commons - an online platform that provides access to digital

resources and modules for teachers and learners.

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 2. Moodle - a popular open-source LMS that is used by schools and
institutions worldwide for blended and online learning.

3. Google Classroom - a free web-based platform that allows teachers to

create and manage classes, assignments, and discussions, and enables
students to access and submit work online.

4. Edmodo - an LMS designed specifically for K-12 education that allows

teachers to create and manage online classes, assignments, and
assessments, and enables students to collaborate and communicate online.

5. Canvas - a cloud-based LMS used by universities and K-12 schools for

online and blended learning, which provides tools for course creation,
assignment management, and assessment.
6. Schoology - an LMS that provides tools for course management, online
assessments, and collaboration, and is used by K-12 schools and higher
education institutions.

What are the different communication tools utilized by the DepEd during
synchronous learning?

The DepEd utilizes various communication tools during synchronous

learning to enable interaction and collaboration between teachers and learners.
Here are some examples:

1. Video conferencing platforms - such as Zoom, Microsoft Teams, and

Google Meet, which allow for live video and audio communication
between teachers and learners. These platforms also provide features such
as screen sharing, breakout rooms, and recording options.

2. Chat and messaging apps - such as Viber, WhatsApp, and Telegram,

which allow for real-time text-based communication between teachers and
learners. These apps can also support voice and video calls.

3. Discussion forums - such as those provided by Moodle and other LMSs,

which allow for asynchronous communication and collaboration between
teachers and learners. These forums provide a space for learners to ask
questions, share ideas, and engage in discussions with their peers and
teachers.

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 4. Social media platforms - such as Facebook and Twitter, which can be
used to facilitate communication and collaboration between teachers and
learners, particularly in informal or non-formal learning settings.

5. Learning management systems - such as the DepEd Commons and other

online platforms, which provide integrated communication tools such as
messaging, chat, and forums, as well as video conferencing and other
collaboration tools.

Effective communication tools are crucial for supporting engagement and

participation in synchronous learning, particularly in a remote or online setting.
By enabling real-time interaction and collaboration, these tools help to create a
more engaging and interactive learning experience for students.

How do Classroom Response Systems (CRS) help teachers in assessing

student understanding and adjusting their instruction accordingly?

Classroom Response Systems (CRS) are also known as student response

systems or clickers. These are tools that allow teachers to create interactive
presentations, quizzes, and assessments, and enable learners to respond in real-
time using handheld devices or software applications.

The DepEd has used several CRS tools, including:

1. Kahoot - a game-based learning platform that allows teachers to create

quizzes, surveys, and interactive games, and enables students to respond
using their smartphones or other devices.

2. Mentimeter - an interactive presentation software that allows teachers to

create interactive presentations, quizzes, and polls, and enables learners to
respond using their smartphones or other devices.

3. Poll Everywhere - a polling and response platform that allows teachers to

create interactive presentations and surveys, and enables learners to
respond using their smartphones, tablets, or other devices.

4. Socrative - an online quiz and response system that allows teachers to

create quizzes and assessments, and enables students to respond using their
smartphones, tablets, or other devices.

5. Nearpod - an interactive presentation and assessment tool that allows

teachers to create interactive presentations, quizzes, and polls, and enables
learners to respond using their smartphones or other devices.

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 CRS tools can help to engage learners and promote active participation in
the classroom. By providing real-time feedback and opportunities for interaction,
CRS tools can also help teachers to assess student understanding and adjust their
instruction accordingly. These tools can be particularly effective in large or
blended learning environments, where individual attention can be limited.

What are the factors that educators and institutions should consider when
selecting digital tools for learning?

When selecting digital tools for learning, there are several factors that
educators and institutions should consider. Here are some examples:

1. Learning goals and objectives - Digital tools should align with the
learning goals and objectives of the course or curriculum. Educators should
consider whether a particular tool can support the development of the
intended knowledge, skills, and competencies.

2. Ease of use - Digital tools should be easy to use and navigate for both
teachers and learners. Educators should consider the learning curve and
training requirements for a particular tool, as well as whether it is intuitive
and user-friendly.

3. Accessibility - Digital tools should be accessible to all learners, including

those with disabilities or who may have limited access to technology.
Educators should consider whether a particular tool has features that
support accessibility, such as screen reader compatibility or closed
captioning.

4. Cost - Digital tools may have associated costs, such as licensing fees or
hardware requirements. Educators should consider the budget available
and whether a particular tool is cost-effective and sustainable.

5. Privacy and security - Digital tools may collect personal data or other
sensitive information. Educators should consider whether a particular tool
complies with privacy and security regulations, and whether it has
appropriate safeguards in place to protect user data.

6. Technical requirements - Digital tools may have specific technical

requirements, such as hardware or software compatibility. Educators
should consider whether a particular tool is compatible with existing
infrastructure and whether it requires additional resources or support.

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 DISTANCE LEARNING

What is Distance Learning?

Distance learning refers to a mode of education where learners and

instructors are physically separated and interact through technology, such as the
internet, video conferencing, or other digital platforms. In distance learning,
learners can access educational content and participate in learning activities
remotely, without having to be in the same physical location as their teachers or
classmates.

Distance learning can take various forms, such as fully online courses,
blended learning programs, or correspondence courses. It allows learners to study
at their own pace and on their own schedule, making it a flexible and convenient
option for many students.

Distance learning has become increasingly popular in recent years,

particularly due to advancements in technology and the widespread availability
of the internet. It has also become more important in the context of the COVID-
19 pandemic, where many schools and universities have had to shift to remote
learning to ensure the safety of their students and staff.

What are the different types of Blended Learning?

Here are explanations of the four types of distance learning:

1. Modular Distance Learning - This type of distance learning involves the

distribution of printed or digital modules that contain self-directed learning
materials, such as reading materials, exercises, and assessments. The
modules are designed to be completed independently by the learners and
can be done offline. Teachers may provide support and guidance through
email, messaging apps, or periodic online meetings.

2. Online Distance Learning - This type of distance learning involves the

delivery of education entirely over the internet. Learners and instructors
communicate through various digital platforms, such as email, video
conferencing, learning management systems (LMS), and other online
tools. This type of distance learning can include synchronous sessions
where learners and instructors meet in real-time or asynchronous sessions
where learners can access course materials and complete assignments at
their own pace.

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 3. TV-Based Instruction/Radio-Based Instruction - This type of distance
learning utilizes broadcast media such as television and radio to deliver
educational content. Instructional programs are designed and aired on
public channels, allowing learners to access content without the need for
an internet connection or digital devices.

4. Blended Distance Learning - This type of distance learning combines

both online and face-to-face instruction. The delivery of learning is done
partly online and partly in a traditional classroom setting. The online
component is often used to supplement face-to-face instruction and can
include recorded lectures, online discussions, and other interactive
activities.

Each type of distance learning has its strengths and weaknesses and may
be appropriate for different types of learners and educational contexts. Factors
such as available resources, technological infrastructure, and learning goals and
objectives should be considered when selecting the appropriate type of distance
learning.

What steps are being taken by the DepEd to ensure that these non-
negotiable minimum requirements for distance learning modalities are met by
all schools in the Philippines?

The Department of Education (DepEd) has established non-negotiable

minimum requirements for distance learning modalities to ensure that learners
have access to quality education even in the absence of face-to-face classes. Here
are some of these requirements:

1. Curriculum and learning materials - Learning materials should be

designed to align with the curriculum and learning objectives of each grade
level. They should be comprehensive, easy to understand, and accessible
to all learners, including those with disabilities.

2. Access to learning resources - Learners should have access to appropriate

learning resources, such as textbooks, modules, and other learning
materials. Schools should ensure that these resources are distributed to
learners in a timely and equitable manner.

3. Communication tools - Schools should provide learners with appropriate

communication tools, such as messaging apps, email, or online platforms,
to facilitate communication between learners and teachers.

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 4. Assessment and feedback - Schools should implement appropriate
assessment and feedback mechanisms, such as quizzes, tests, or
assignments, to monitor learner progress and provide feedback to learners.

5. Teacher training and support - Teachers should be provided with

appropriate training and support to effectively deliver instruction using
distance learning modalities. This includes training on digital tools and
platforms, as well as pedagogical strategies for online instruction.

6. Technical infrastructure - Schools should have appropriate technical

infrastructure to support distance learning, such as internet connectivity,
devices, and software. They should also have contingency plans in place
for technical issues or outages.
By ensuring that these minimum requirements are met, the DepEd aims to
provide learners with a quality education that is accessible, equitable, and
responsive to their needs, even in the context of distance learning.

7. CAREER AWARENESS & OPPORTUNITIES

What is meant by career awareness and opportunities?

Career awareness refers to the process of helping individuals develop an

understanding of the world of work, including the various career options available
to them, the skills and knowledge required for different careers, and the potential
pathways to reach their career goals.

Career opportunities refer to the various job options and career paths that
are available to individuals based on their interests, skills, and qualifications.
Career opportunities can be explored through education and training, internships,
work experience, networking, and other career development activities. By
integrating career awareness and opportunities into the K-12 Curriculum,
students can gain a better understanding of the world of work and become more
prepared for their future careers.

What is the importance of integrating career awareness and opportunities in the

K-12 Curriculum?

Integrating career awareness and opportunities in the K-12 Curriculum is

important because it can help students make informed decisions about their future
career paths. It can also prepare them with the necessary skills and knowledge for
their chosen careers and improve their chances of success in the workforce.

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 What are the benefits of integrating career awareness and opportunities in the
K-12 Curriculum for students, educators, and the society as a whole?

For students, integrating career awareness and opportunities in the K-12

Curriculum can help them identify their interests, passions, and strengths, and
develop the necessary skills to pursue their chosen careers. For educators, it can
provide opportunities to link learning experiences with real-world contexts and
make learning more meaningful and relevant for students. For society as a whole,
it can help address skills gaps in the workforce, promote economic development,
and improve the overall quality of life.

What is career awareness and why is it important for K-12 students to

develop it?

Career awareness is the process of helping students understand the

different careers that are available to them, the skills and knowledge needed for
those careers, and the career pathways to achieve their career goals. It is important
for K-12 students to develop career awareness because it can help them make
informed decisions about their future careers and develop the skills and
knowledge necessary for success in the workforce.

How can educators integrate career opportunities in the K-12 Curriculum?

Here are some ways educators can integrate career opportunities into the
K-12 Curriculum:

1. Career-related activities and projects: Educators can incorporate

activities and projects that expose students to different career fields and
provide opportunities for students to learn about the skills and knowledge
required for those careers.

2. Guest speakers: Educators can invite guest speakers from various career
fields to share their experiences and provide insights about different career
paths.

3. Field trips: Educators can organize field trips to different workplaces to

provide students with firsthand experiences of what it's like to work in
different fields.

4. Career guidance and counseling: Educators can provide career guidance

and counseling services to help students identify their strengths, interests,
and values, and explore different career options that align with their skills
and interests.

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 5. Curriculum alignment: Educators can align the K-12 Curriculum with
the knowledge, skills, and competencies required for different careers to
ensure that students are prepared for their future careers.

By integrating career opportunities into the K-12 Curriculum, educators

can help students become more aware of their future career options and develop
the skills and knowledge necessary for success in the workforce.

What are the ways to integrate career awareness in the K-12 Curriculum?

1. Career exploration activities: Teachers can incorporate activities that

expose students to various career fields, such as guest speakers, field trips,
and career fairs.

2. Career-related assignments: Teachers can assign projects and

assignments that require students to research and learn about different
careers.

3. Career guidance and counseling: Schools can provide career guidance

and counseling services to help students identify their strengths, interests,
and values, and explore different career options that align with their skills
and interests.

4. Curriculum alignment: Teachers can align their lessons with the

knowledge, skills, and competencies required for different careers.

How can educators integrate career opportunities in the K-12

Curriculum?

1. Incorporate real-world experiences: Teachers can incorporate real-

world experiences, such as internships and job shadowing, into the
curriculum to provide students with practical experience in different career
fields.

2. Develop career-focused courses: Schools can develop courses that are

focused on specific career fields to provide students with specialized
knowledge and skills.

3. Provide industry connections: Schools can partner with local industries

to provide students with opportunities to learn about different career fields
and gain practical experience.

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4. Incorporate technology: Teachers can incorporate technology, such as
career assessment tools and online job boards, into the curriculum to
provide students with information about different career opportunities.

How can educators assess the effectiveness of integrating career

awareness and opportunities in the K-12 Curriculum?

1. Surveys and questionnaires: Schools can administer surveys and

questionnaires to students, educators, and parents to gather feedback about
the effectiveness of career awareness and opportunities in the curriculum.

2. Assessments: Teachers can assess student learning outcomes related to

career awareness and opportunities to determine if students are developing
the necessary knowledge, skills, and competencies.

3. Observation: Teachers can observe students during career-related

activities and projects to assess their engagement and understanding of
different career fields.

4. Alumni tracking: Schools can track the post-graduation outcomes of their

alumni to determine if they are successfully entering and thriving in their
chosen careers.

What are the benefits of integrating career awareness and opportunities in

the K-12 Curriculum?

1. Helps students make informed decisions: Integrating career awareness

and opportunities in the K-12 Curriculum can help students make informed
decisions about their future careers based on their interests, skills, and
values.

2. Provides practical experience: Incorporating real-world experiences,

such as internships and job shadowing, into the curriculum can provide
students with practical experience in different career fields.

3. Improves engagement: Career-related activities and projects can help

students engage with the curriculum and see the relevance of their learning
to their future careers.

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 4. Addresses skills gap: Integrating career awareness and opportunities can
help address the skills gap by providing students with the necessary
knowledge, skills, and competencies required for success in the workforce.

5. Prepares students for lifelong learning: By providing students with

career awareness and opportunities, educators can help prepare students for
lifelong learning and career development.

What are the challenges of integrating career awareness and opportunities

in the K-12 Curriculum?

1. Time constraints: Incorporating career awareness and opportunities in the

curriculum can be time-consuming and may compete with other academic
priorities.

2. Lack of resources: Schools may lack the necessary resources, such as

funding and partnerships with industry, to effectively integrate career
awareness and opportunities in the curriculum.

3. Limited teacher expertise: Teachers may lack the expertise and

knowledge to effectively teach about different career fields and provide
career guidance and counseling to students.

4. Limited student interest: Some students may not be interested in pursuing

traditional careers or may be uncertain about their career goals, which can
make it challenging to engage them in career-related activities and projects.

5. Limited parental support: Some parents may not see the value of
integrating career awareness and opportunities in the K-12 Curriculum and
may not support their children's exploration of different career fields.

What is the importance of integrating career awareness and opportunities

in the K-12 Curriculum?

Integrating career awareness and opportunities in the K-12 Curriculum is

important for helping students make informed decisions about their future
careers, providing them with practical experience and relevant skills, and
addressing the skills gap in the workforce. By incorporating career-related
activities and projects into the curriculum, educators can help students engage
with their learning and prepare for lifelong learning and career development.

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 What are some recommendations for integrating career awareness and
opportunities in the K-12 Curriculum?

1. Develop partnerships with local industries to provide students with

opportunities for real-world experience and industry connections.

2. Provide career guidance and counseling services to help students identify

their strengths, interests, and values, and explore different career options.

3. Incorporate technology, such as career assessment tools and online job

boards, into the curriculum to provide students with information about
different career opportunities.

4. Align the curriculum with the knowledge, skills, and competencies

required for different careers to ensure that students are prepared for the
workforce.

5. Provide professional development opportunities for teachers to improve

their expertise and knowledge about different career fields and career
guidance and counseling.

How can educators and stakeholders work together to promote career

awareness and opportunities in the K-12 Curriculum?

Educators and stakeholders can work together to promote career awareness

and opportunities in the K-12 Curriculum by collaborating on curriculum
development, sharing resources and expertise, and advocating for the importance
of career education. By involving parents, industry partners, and community
members, educators can create a comprehensive and effective career education
program that prepares students for success in the workforce.

8. LEARNER DISCIPLINE

What is the significance of learner discipline in the K-12 Curriculum?

Learner discipline is essential in the K-12 Curriculum as it creates a safe

and conducive learning environment for students, teachers, and other school
personnel. It promotes positive behavior, academic achievement, and character
development among learners, which are important for their holistic growth and

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development. Learner discipline also contributes to the creation of a positive
school culture and climate, which is critical for school improvement and success.

What are the current national and local policies related to learner
discipline in the Philippines?

In the Philippines, the Department of Education (DepEd) has issued several

policies related to learner discipline in the K-12 Curriculum. The DepEd Order
No. 40, S. 2012 or the "Child Protection Policy" provides guidelines on the
prevention and response to child abuse, violence, exploitation, and discrimination
in schools.
The DepEd Order No. 8, s. 2015 or the "Policy Guidelines on Classroom
Assessment for the K to 12 Basic Education Program" also includes provisions
on learner discipline, specifically on the use of positive reinforcement and
appropriate consequences for misbehavior. Meanwhile, local policies related to
learner discipline vary across regions and schools, but they generally follow the
DepEd guidelines and aim to promote learner discipline and a safe learning
environment.

What are the learner discipline policies in the K-12 Curriculum?

The learner discipline policies in the K-12 Curriculum include guidelines

on classroom management, behavior management, and disciplinary procedures.
These policies aim to promote positive behavior and academic performance
among learners and provide appropriate consequences for misbehavior or
violations of school rules and regulations. The policies also ensure that learners'
rights and welfare are protected and that they are provided with a safe and
conducive learning environment.

How are these policies implemented in schools?

The implementation of learner discipline policies in schools varies

depending on the specific policy and the school's context. Generally, schools
develop their own guidelines and procedures for implementing learner discipline
policies in accordance with the DepEd guidelines. Teachers and other school
personnel are trained on how to implement these policies effectively, including
the use of positive reinforcement, appropriate consequences for misbehavior, and
the use of restorative practices. Schools also involve parents and other
stakeholders in the implementation of learner discipline policies to ensure that
there is a shared responsibility for promoting learner discipline and a positive
school culture.

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 What are the common challenges in implementing learner discipline
policies in the K-12 Curriculum?

Some of the common challenges in implementing learner discipline

policies in the K-12 Curriculum include the lack of resources and training for
teachers and other school personnel, the inconsistent implementation of policies
across schools, the limited involvement of parents and other stakeholders, and the
need for more proactive and preventive measures to promote positive behavior
and prevent misbehavior.

What strategies can schools use to overcome these challenges?

To overcome these challenges, schools can use several strategies such as

providing professional development and training for teachers and other school
personnel on classroom management and behavior management, establishing
clear and consistent disciplinary procedures and consequences, involving parents
and other stakeholders in the development and implementation of learner
discipline policies, and implementing proactive and preventive measures such as
character education, social-emotional learning, and restorative practices. Schools
can also collaborate with local government units, non-governmental
organizations, and other community stakeholders to provide additional resources
and support for learner discipline.

How can learner discipline policies support student growth and school
improvement in the K-12 Curriculum?

Learner discipline policies can support student growth and school

improvement in several ways. They create a safe and conducive learning
environment that promotes positive behavior, academic achievement, and
character development among learners. They also establish clear expectations for
behavior and provide appropriate consequences for misbehavior, which help
students understand the importance of responsibility and accountability.
Moreover, learner discipline policies promote a positive school culture and
climate, which is essential for school improvement and success.

How can schools assess the effectiveness of their learner discipline

policies?

Schools can assess the effectiveness of their learner discipline policies by

collecting and analyzing data on student behavior, disciplinary incidents, and
academic performance. They can also solicit feedback from teachers, students,
parents, and other stakeholders through surveys, focus groups, and other forms of
assessment. By reviewing and analyzing these data and feedback, schools can

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identify areas for improvement in their learner discipline policies and make
necessary adjustments to ensure that they are effective in promoting positive
behavior, academic achievement, and character development among learners.

How can schools ensure that learner discipline policies are implemented
in a fair and equitable manner?

Schools can ensure that learner discipline policies are implemented in a fair
and equitable manner by establishing clear and consistent disciplinary procedures
and consequences that are applied equally to all students regardless of their
background, culture, or other characteristics. They can also provide training and
support to teachers and other school personnel on cultural competency and
diversity, and involve parents and other stakeholders in the development and
implementation of learner discipline policies to ensure that they are sensitive to
the needs and perspectives of all students.

How can schools promote a positive school culture that supports learner
discipline?

Schools can promote a positive school culture that supports learner

discipline by providing a safe and conducive learning environment, establishing
clear expectations for behavior, recognizing and celebrating positive behavior
and achievements, and providing opportunities for students to develop their
social-emotional skills and character traits such as respect, responsibility,
empathy, and self-discipline. Schools can also involve parents and other
stakeholders in promoting a positive school culture and recognize their
contributions to creating a supportive and nurturing learning community.

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 1. PERSONAL & PROFESSIONAL DEVELOPMENT

HUMAN RESOURCE MANAGEMENT AND DEVELOPMENT

What is Human Resource Management?

Human resource management (HRM) is the practice of managing

people within an organization to achieve organizational goals effectively and
efficiently. HRM includes a range of activities related to the management of
human capital, including recruitment and selection, training and development,
performance management, compensation and benefits, and employee relations.

The primary goal of HRM is to create a positive work environment that

promotes productivity, engagement, and job satisfaction while also aligning with
the organization's overall strategic objectives. HRM aims to attract, develop, and
retain talented employees and to provide them with the necessary resources and
support to maximize their potential and contribute to the organization's success.

HRM has become an essential function of modern organizations as it plays

a critical role in ensuring that businesses have the necessary workforce to achieve
their goals. Effective HRM can lead to improved employee morale, reduced
turnover, increased productivity, and a better overall organizational performance.

What is Human Resource Development?

Human resource development (HRD) is the process of enhancing the

skills, knowledge, and abilities of an organization's employees to improve their
performance, productivity, and job satisfaction. HRD encompasses a range of
activities, including training and development, career development, performance
management, and organizational development.

The ultimate goal of HRD is to help employees develop their full potential,
improve their performance, and achieve both personal and organizational goals.
This can be achieved through various methods such as training programs,
coaching and mentoring, job rotations, performance appraisals, career planning
and development, and other initiatives.

HRD is an essential aspect of any organization's success, as it helps to

create a more skilled and motivated workforce. By investing in their employees'
development, organizations can improve employee retention, job satisfaction,
and productivity, leading to increased profitability and success.

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 What are the key roles of human resource (HR) in organizations?

David Ulrich is a well-known HR thought leader who has made significant

contributions to the field of HR management. According to him, the key roles of
HR in organizations are as follows:

1. Strategic Partner: HR should act as a strategic partner to the organization

and align its policies and practices with the overall strategic objectives of
the business.

2. Change Agent: HR should help drive change within the organization by

identifying areas where change is needed and developing strategies to
implement change.

3. Administrative Expert: HR should be able to manage administrative

tasks such as payroll, benefits administration, and compliance with labor
laws, etc.

4. Employee Advocate: HR should be an advocate for employees and ensure

that their needs and concerns are heard and addressed by the organization.

5. Talent Manager/Organizational Designer: HR should be responsible for

attracting, developing, and retaining top talent in the organization, as well
as designing and implementing structures and systems to support the
business.

Ulrich's model suggests that HR should play a crucial role in driving

organizational performance by aligning HR practices with business strategy,
developing a strong employer brand, attracting and retaining top talent, and
driving change within the organization.

What are the underlying principles of HR?

Human resources (HR) is a function within an organization that is

responsible for managing the employees and their relationship with the company.
The underlying principles of HR can vary based on the organization's values,
goals, and culture, but some common principles include:

1. People are an organization's most valuable asset: HR recognizes that

employees are the backbone of an organization and the key to its success.

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 As such, HR focuses on attracting, developing, and retaining the best
talent.

2. Fairness and equity: HR is responsible for ensuring that all employees are
treated fairly and equitably, regardless of their race, gender, age, religion,
sexual orientation, or any other protected characteristic. This includes
ensuring that all employees have access to equal opportunities for training,
promotions, and other benefits.

3. Continuous learning and development: HR recognizes that employee

development is critical to the success of an organization. HR provides
training, coaching, and mentoring to help employees develop their skills
and knowledge, and achieve their career goals.

4. Effective communication: HR promotes open and transparent

communication between employees and management. Effective
communication helps to build trust and promote a positive workplace
culture.

5. Compliance with laws and regulations: HR is responsible for ensuring

that the organization complies with all applicable laws and regulations
related to employment. This includes ensuring that the organization
provides a safe and healthy work environment, and that employees are
compensated fairly and receive all the benefits to which they are entitled.

6. Data-driven decision making: HR uses data and analytics to make

informed decisions about recruitment, performance management,
compensation, and other HR functions. Data-driven decision making helps
to improve the efficiency and effectiveness of HR processes, and ensures
that HR practices align with the organization's goals and objectives.

What are the Key Characteristics of Strategic HR?

Strategic HR refers to the alignment of HR practices with the strategic

goals and objectives of the organization. One key characteristic of strategic HR
is the harmonization and integration of HR planning with the organization's
planning and budgeting processes. This means that HR planning is not conducted
in isolation but is aligned with the overall organizational planning and budgeting
processes. HR planning should be linked to the organizational goals and
objectives, and take into account the organization's current and future needs for
human capital.

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 In addition, HR strategies are an essential component of the organization's
strategy. This means that HR strategies should be designed to support the
achievement of the organization's goals and objectives. HR strategies should be
aligned with the overall business strategy, and should be integrated vertically with
the organization's strategy. This means that HR strategies should be integrated
with the overall business strategy and the goals and objectives of the organization.

Furthermore, HR strategies should also be integrated horizontally with one

another. This means that HR strategies should be integrated with other HR
strategies, such as recruitment and selection, training and development,
performance management, and compensation and benefits. By integrating HR
strategies horizontally, the organization can ensure that HR practices are
consistent and aligned with the overall HR strategy, and that they work together
to support the achievement of the organization's goals and objectives.

Generally, by harmonizing and integrating HR planning with the

organization's planning and budgeting processes, and by integrating HR strategies
vertically and horizontally, the organization can ensure that HR practices are
aligned with the organization's goals and objectives, and that they support the
achievement of these goals and objectives

What is PRIME-HRM and what are its key stages and how does this
program aim to promote HRM excellence in government agencies in the
Philippines?

Program to Institutionalize Meritocracy and Excellence in HRM

(PRIMEHRM) is a human resource management (HRM) program developed by
the Philippine Civil Service Commission (CSC). The program aims to improve
the effectiveness, efficiency, and integrity of HRM in government agencies and
ensure that the public sector attracts, develops, and retains competent and
committed civil servants.

PRIMEHRM provides a framework for HRM excellence, which consists

of four (4) key stages: (1) HRM systems review, (2) HRM competency profiling,
(3) HRM systems enhancement, and (4) HRM institutionalization. Each stage
involves a set of activities that aim to enhance HRM practices and align them
with the organization's goals and objectives.

The HRM systems review involves assessing the organization's HRM

policies, procedures, and practices against established standards and best
practices. The HRM competency profiling involves identifying the key
competencies required for effective HRM in the organization and developing
competency-based HRM systems.

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 The HRM systems enhancement involves the development and
implementation of HRM systems and procedures based on the results of the HRM
systems review and competency profiling. This includes the design and
implementation of performance management systems, recruitment and selection
systems, training and development systems, compensation and benefits systems,
and other HRM systems.

The HRM institutionalization involves embedding the new HRM systems

and practices in the organization's culture and ensuring that they are sustained
over time. This involves the development of HRM policies and guidelines,
capacity building of HRM personnel, and communication and awareness-raising
activities to promote HRM excellence in the organization.

PRIMEHRM aims to institutionalize meritocracy and excellence in HRM

in government agencies in the Philippines by improving the quality of HRM
policies, systems, and practices and promoting a culture of excellence in HRM.

What are the three (3) Phases of HRM?

The three phases of HRM refer to the three broad stages involved in
managing human resources in an organization. These stages are assess, assist, and
award.

Assess: The first phase of HRM involves assessing the organization's

human resource needs, capabilities, and performance. This involves analyzing the
current workforce, identifying skills gaps, and determining the organization's
HRM priorities and objectives. The assessment phase also involves evaluating
the organization's HRM policies, procedures, and practices against established
standards and best practices.

Assist: The second phase of HRM involves providing assistance and

support to employees to ensure that they have the skills, knowledge, and
resources they need to perform their jobs effectively. This includes providing
training and development programs, coaching and mentoring, career
development opportunities, and support for work-life balance. The assist phase
also involves developing and implementing HRM systems and procedures that
support employee performance, such as performance management systems,
recruitment and selection systems, and compensation and benefits systems.

Award: The third phase of HRM involves recognizing and rewarding

employees for their contributions and achievements. This includes providing
incentives and rewards for high performance, such as bonuses, promotions, and

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recognition programs. The award phase also involves developing a culture of
recognition and appreciation in the organization, where employees feel valued
and appreciated for their work.

The three phases of HRM are interconnected and should be integrated to

ensure effective HRM practices in the organization. By assessing the
organization's HRM needs, providing assistance and support to employees, and
recognizing and rewarding high performance, organizations can attract, develop,
and retain a talented and motivated workforce that can contribute to the
achievement of the organization's goals and objectives.

What are the four priority HR systems, and how can organizations
integrate these systems to ensure effective HRM practices and attract, develop,
and retain a talented and motivated workforce that contributes to the
achievement of organizational goals and objectives?

The four priority HR systems refer to the key HRM systems that
organizations should prioritize to effectively manage their human resources.
These systems are recruitment, selection, placement, and induction; learning and
development; performance management; and rewards and recognition.

1. Recruitment, Selection, Placement and Induction: This HR system

involves attracting and selecting the right candidates for the organization's
job roles. It includes identifying job requirements, sourcing candidates,
screening and interviewing candidates, selecting the best-fit candidate, and
orienting new employees to the organization's culture, policies, and
practices.

2. Learning and Development: This HR system involves providing

employees with the necessary skills, knowledge, and resources to perform
their jobs effectively and advance in their careers. It includes assessing
employee development needs, designing and delivering training programs,
coaching and mentoring, and providing opportunities for job rotations and
career development.

3. Performance Management: This HR system involves setting

performance expectations, monitoring and measuring employee
performance, providing feedback and coaching, and rewarding high
performance. It includes developing performance goals, conducting
performance appraisals, and providing feedback to employees to help them
improve their performance.

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 4. Rewards and Recognition: This HR system involves providing incentives
and recognition to employees for their contributions and achievements. It
includes developing compensation and benefits systems that align with the
organization's goals and objectives, as well as providing recognition
programs, such as employee of the month awards or other forms of
recognition.

The four priority HR systems are interconnected and should be integrated

to ensure effective HRM practices in the organization. By focusing on these
priority HR systems, organizations can attract, develop, and retain a talented and
motivated workforce that can contribute to the achievement of the organization's
goals and objectives.

What are the specific roles of School Head in HR?

School heads have several specific roles in HR, including:

1. Recruitment and Selection: School heads are responsible for ensuring

that the school hires the best-fit candidates for its teaching and non-
teaching positions. They oversee the recruitment and selection process,
which includes developing job descriptions, posting job vacancies,
reviewing applications, conducting interviews, and making hiring
decisions.

2. Performance Management: School heads are responsible for monitoring

and evaluating the performance of teachers and non-teaching staff. They
set performance standards and goals, conduct performance evaluations,
and provide feedback and coaching to help staff improve their
performance.

3. Learning and Development: School heads are responsible for developing

and implementing training and development programs for teachers and
non-teaching staff. They identify staff training needs, develop training
programs, and provide resources and support to help staff improve their
skills and knowledge.

4. Compensation and Benefits: School heads are responsible for managing

the school's compensation and benefits system. They ensure that teachers
and non-teaching staff receive fair and competitive compensation, and they
administer benefits such as health insurance and retirement plans.

5. Employee Relations: School heads are responsible for managing

employee relations in the school. They ensure that teachers and non-

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 teaching staff are treated fairly and equitably, and they handle employee
grievances and disputes.

2. PROFESSIONAL REFLECTION & LEARNING

What is self and others development in the context of professional reflection

and learning?
Self and others development refers to the process of enhancing one's own
knowledge, skills, and attitudes, as well as supporting the growth and
development of others, through professional reflection and learning. This
includes developing competencies related to teaching, leadership,
communication, collaboration, and cultural sensitivity, among others.

Why is it important for educators to develop themselves and others?

Developing oneself and others is important for educators because it

enhances their professional competence and effectiveness, which in turn
improves student learning outcomes. It also promotes a culture of continuous
improvement, fosters a positive work environment, and supports the retention and
advancement of educators.

How can self and others development be used to improve educational practices
in the DepEd?

Self and others development can be used to improve educational practices

in the DepEd by promoting the adoption of evidence-based and innovative
teaching strategies, enhancing collaboration and teamwork among educators and
other stakeholders, and fostering a culture of lifelong learning and growth.

What is professional reflection and learning, and why is it important for

educators?

Professional reflection and learning is the process of critically examining

one's own professional practice, learning from experience, and engaging in
ongoing professional development to improve practice. It is important for
educators because it promotes self-awareness, supports the integration of new
knowledge and skills, and enhances professional growth and development.

How can educators use professional reflection and learning to develop

themselves and others?

Educators can use professional reflection and learning to develop

themselves and others by engaging in regular self-assessment and goal-setting,

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seeking feedback and support from colleagues and mentors, and participating in
professional development opportunities that align with their needs and interests.

What are the different approaches and strategies for professional reflection and
learning that educators can use?

Different approaches and strategies for professional reflection and learning

that educators can use include journaling, peer coaching, action research,
professional learning communities, and attending conferences and workshops.

What is self-development, and why is it important for educators?

Self-development refers to the process of enhancing one's own knowledge,

skills, and attitudes to improve professional practice. It is important for educators
because it supports the adoption of evidence-based and innovative teaching
strategies, enhances collaboration and teamwork, and fosters a culture of
continuous improvement and growth.

How can educators develop themselves professionally?

Educators can develop themselves professionally by engaging in ongoing

professional development opportunities, seeking feedback and support from
colleagues and mentors, and reflecting on their own practice to identify areas for
growth and improvement.

What are the different approaches and strategies for self-development that
educators can use?

Different approaches and strategies for self-development that educators

can use include attending conferences and workshops, pursuing advanced degrees
or certifications, participating in online courses and webinars, and engaging in
self-directed learning through reading and reflection.

What is others' development, and why is it important for educators?

Others' development refers to the process of supporting the growth and

development of colleagues, students, and other stakeholders through mentoring,
coaching, and other forms of professional support. It is important for educators
because it fosters a culture of collaboration, supports the sharing of best practices,
and enhances the professional growth and development of all stakeholders.

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 How can educators support the development of others professionally?

Educators can support the development of others professionally by serving

as mentors and coaches, providing feedback and support, creating opportunities
for collaboration and peer learning, and fostering a culture of continuous
improvement and growth.

How can professional reflection and learning be used to improve practices in the
DepEd?

Professional reflection and learning can be used to improve practices in the

DepEd by:

1. Encouraging educators to reflect on their teaching practices and identify

areas for improvement.

2. Providing opportunities for educators to collaborate and share best

practices and innovative strategies.

3. Offering professional development opportunities that are aligned with the

needs of educators and the goals of the school or district.

4. Encouraging educators to engage in action research and inquiry to identify

areas for improvement and develop effective strategies.

5. Providing regular feedback and support to educators through coaching,

mentoring, and peer observation.

6. Creating a culture of continuous improvement and learning that values and

supports professional development.

What are the benefits of developing self and others through professional
reflection and learning?

The benefits of developing self and others through professional reflection and
learning include:
1. Improved teaching practices and student learning outcomes.
2. Increased job satisfaction and motivation among educators.
3. Development of leadership skills and potential for career advancement.
4. Enhanced collaboration and communication among educators and within
schools.
5. Improved retention and recruitment of high-quality educators.
6. Increased capacity to adapt to changing educational needs and trends.

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 7. Enhanced professional reputation and credibility among peers and
stakeholders.

3. PROFESSIONAL NETWORK

What is a Professional Learning Community and what is its goal?

A Professional Learning Community (PLC) is a group of educators who

come together to collaborate and learn from each other to improve student
learning. In a PLC, teachers and other education professionals work together to
create a culture of continuous improvement, with a focus on sharing expertise,
analyzing student data, and developing effective teaching strategies.

The primary goal of a PLC is to enhance student learning outcomes by

providing teachers with ongoing professional development and support. Through
regular meetings, discussions, and collaborative activities, members of a PLC are
able to deepen their understanding of effective teaching practices, share their own
experiences and expertise, and learn from the successes and challenges of their
colleagues.

A key component of a successful PLC is a commitment to data-driven

decision-making. Members of the community use student data to identify areas
where students are struggling and to develop strategies to address these
challenges. PLCs also focus on developing a shared vision and goals for their
work, and on creating a culture of collaboration and trust.

The goal of a Professional Learning Community is to create a supportive

environment that encourages ongoing learning and growth, and that ultimately
benefits students by improving teaching and learning practices in the classroom.

What is Learning Action Cell (LAC)?

A Learning Action Cell (LAC) is a small group of educators who work

collaboratively to improve their teaching practices and student learning
outcomes. LACs are typically composed of 4-6 teachers who share a common
interest or goal related to teaching and learning.

The primary goal of an LAC is to create a culture of continuous

improvement, with a focus on developing and implementing effective teaching
practices that are evidence-based and data-driven. Members of an LAC work
together to identify areas where students are struggling and to develop strategies
to address these challenges. They also share their own successes and challenges
in implementing new teaching practices and strategies.

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 LACs typically meet regularly to discuss and reflect on their teaching
practices and student learning outcomes. They also engage in collaborative
activities such as lesson planning, peer observation and feedback, and the analysis
of student work and data.

One key feature of an LAC is a shared commitment to ongoing learning

and growth. Members of the group are encouraged to engage in professional
development activities and to seek out new resources and ideas related to teaching
and learning.

The goal of a Learning Action Cell is to create a supportive and

collaborative environment that encourages ongoing learning and growth, and that
ultimately benefits students by improving teaching practices and student learning
outcomes.

What are the key aspects of a Learning Action Cell (LAC) and how do
they contribute to improving teaching practices and student learning outcomes?

The key aspects of a Learning Action Cell (LAC) include:

1. Collaboration: Members of an LAC work collaboratively to improve their

teaching practices and student learning outcomes. They share ideas,
strategies, and resources, and work together to implement evidence-based
teaching practices.

2. Reflection: Reflection is a critical component of the LAC process.

Members of the group engage in regular reflection and self-evaluation, and
use data to inform their teaching practices and decision-making.

3. Data-Driven Decision-Making: LACs are guided by data-driven

decision-making, which involves analyzing student data to identify areas
where students are struggling, and developing strategies to address these
challenges. Members of an LAC use a variety of data sources, such as
student work and assessments, to inform their decision-making.

4. Professional Development: LACs provide opportunities for ongoing

professional development, with a focus on improving teaching practices
and student learning outcomes. Members of the group engage in regular
professional development activities, such as attending workshops,
participating in webinars, and seeking out new resources and ideas.

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 5. Goal-Setting: LACs work collaboratively to set goals and develop action
plans to achieve those goals. This helps to ensure that the group is working
toward a shared vision, and that everyone is on the same page when it
comes to improving teaching practices and student learning outcomes.
What are the School Head’s Role in creating and nurturing a PLC thru
LAC?

The School Head plays a critical role in creating and nurturing a

Professional Learning Community (PLC) through Learning Action Cells (LACs).
Here are some key roles and responsibilities that a School Head can play:

1. Provide Leadership: The School Head should provide leadership in

creating and nurturing a culture of collaboration and continuous
improvement. They should communicate the vision and goals of the PLC
to all stakeholders and demonstrate a commitment to ongoing learning and
growth.

2. Establish Structures and Processes: The School Head should establish

structures and processes to support the creation and functioning of LACs.
This may include providing time and resources for LAC meetings, setting
clear expectations for the work of the LACs, and ensuring that there are
processes in place for sharing and disseminating the work of the LACs.

3. Build Capacity: The School Head should work to build the capacity of
teachers and other education professionals to participate in and lead LACs.
This may involve providing professional development opportunities,
coaching, and mentoring.

4. Monitor and Evaluate: The School Head should monitor and evaluate the
progress of the PLC and the LACs. This may involve collecting and
analyzing data on student learning outcomes, observing LAC meetings,
and providing feedback and support to LAC members.

5. Celebrate Successes: The School Head should celebrate the successes of

the PLC and the LACs, and recognize the hard work and dedication of the
teachers and other education professionals involved. This helps to build
momentum and maintain a positive and collaborative culture within the
school.

The School Head plays a critical role in creating and nurturing a PLC
through LACs by providing leadership, establishing structures and processes,
building capacity, monitoring and evaluating progress, and celebrating successes.

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 4. PERFORMANCE MANAGEMENT

What is the performance management system used for teachers in the

DepEd?

The performance management system used for teachers in the DepEd is a

comprehensive process of assessing and evaluating the performance of teachers
to improve the quality of education. It is designed to provide feedback, support,
and professional development opportunities to teachers, as well as to ensure
accountability and continuous improvement.

How are teachers evaluated under the performance management system?

Teachers are evaluated under the performance management system based on

a set of criteria that are aligned with the DepEd's standards for quality education.
These criteria include teaching quality, student learning outcomes, professional
development, and classroom management, among others. Teachers may also be
evaluated based on their leadership, research, and community involvement.

What are the criteria used for evaluating the performance of teachers in the
DepEd?

The criteria used for evaluating the performance of teachers in the DepEd
are aligned with the DepEd's standards for quality education. These criteria
include teaching quality, student learning outcomes, professional development,
and classroom management, among others. The specific criteria may vary
depending on the level of education (e.g., elementary, high school) and the
subject area.

How often are teacher evaluations conducted under the performance

management system?

Teacher evaluations are typically conducted annually under the performance

management system in the DepEd. However, the frequency of evaluations may
vary depending on the level of education and the specific policies of the school
or district.

How are the results of teacher evaluations used to improve teaching

practices and student outcomes?

The results of teacher evaluations are used to identify areas for improvement
and to develop targeted professional development plans for teachers. These plans
may include mentoring, coaching, and other forms of support to help teachers

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improve their teaching practices and student outcomes. The results of evaluations
may also be used to inform school improvement plans and policy development.

What support and professional development opportunities are provided to

teachers based on the results of their performance evaluations?

Teachers may receive a range of support and professional development

opportunities based on the results of their performance evaluations. These may
include mentoring, coaching, workshops, seminars, and other forms of training
to help teachers improve their teaching practices and student outcomes. The
specific support and development opportunities may vary depending on the needs
of the teacher and the policies of the school or district.

How is teacher performance linked to career advancement and

development opportunities in the DepEd?

Teacher performance is linked to career advancement and development

opportunities in the DepEd through a variety of mechanisms, including
promotion, tenure, and eligibility for certain leadership roles. Teachers who
demonstrate exceptional performance may be eligible for career advancement
opportunities, such as administrative roles or higher levels of responsibility.

What measures are in place to ensure the fairness and objectivity of the
performance management system for teachers?

The performance management system for teachers in the DepEd is designed

to be fair and objective. It includes clear and transparent criteria for evaluation,
as well as established procedures for appeals and grievances. The system also
includes training and support for evaluators to ensure that they are able to conduct
evaluations in a fair and objective manner.

How is teacher performance data used to inform decision-making and policy

development in the DepEd?

Teacher performance data is used to inform decision-making and policy

development in the DepEd by providing valuable information on the
effectiveness of teaching practices, student outcomes, and the overall quality of
education. This data is used to identify areas for improvement and to develop
targeted policies and programs to address these areas.

How does the performance management system support the overall goal of
improving the quality of education in the Philippines?

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 The performance management system in DepEd supports the goal of
improving education in the Philippines by identifying areas for improvement,
fostering continuous learning, and promoting accountability and transparency. It
helps identify areas for improvement and create targeted training programs to
address specific needs. Teachers are encouraged to learn continuously, adapt to
the changing needs of students, and seek feedback from colleagues and
supervisors. This promotes accountability, ensuring teachers deliver high-quality
education to students, and transparency in the evaluation process.

5. PROFESSIONAL DEVELOPMENT OF SCHOOL PERSONNEL

NATIONAL ADOPTION AND IMPLEMENTATION OF THE

PHILIPPPINE PROFESSIONAL STANDARDS FOR TEACHERS
(D.O NO. 42, s. 2017)

What are the key components of the Philippine Professional Standards for
Teachers (PPST) and how does the implementation of these standards contribute
to improving teacher quality and student learning outcomes in the Philippines?

Department Order No. 42, s. 2017 outlines the National Adoption and
Implementation of the Philippine Professional Standards for Teachers (PPST).
The content of this order includes:

1. The adoption and implementation of the PPST as the new framework for
teacher quality in the Philippines. This includes a set of competencies and
indicators that define what effective teaching looks like.
2. The roles and responsibilities of various stakeholders in the
implementation of the PPST, including the Department of Education
(DepEd), teacher education institutions, school heads, teachers, and other
education professionals.
3. The creation of a PPST Implementation Division within the DepEd to
oversee the implementation of the PPST and provide support to education
stakeholders.
4. The establishment of a National Adoption and Implementation Team to
provide technical assistance to schools and other education stakeholders in
implementing the PPST.
5. The development of a Professional Development Plan (PDP) for teachers
based on the PPST, which should be aligned with school improvement
plans.
6. The inclusion of the PPST in the teacher education curriculum and in the
licensing examinations for teachers.

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 Department Order No. 42, s. 2017 provides a comprehensive framework
for the adoption and implementation of the Philippine Professional Standards for
Teachers (PPST), with the goal of improving teacher quality and ultimately
improving student learning outcomes in the Philippines.

What is the Philippine Professional Standards for Teachers (PPST) and

how does it differ from previous frameworks for teacher quality in the
Philippines?

The Philippine Professional Standards for Teachers (PPST) is a new

framework for teacher quality in the Philippines. It is based on a set of
competencies and indicators that define what effective teaching looks like. The
PPST differs from previous frameworks for teacher quality in the Philippines by
providing a more comprehensive and detailed set of standards that are aligned
with international best practices.

What are the roles and responsibilities of various stakeholders, including

the Department of Education (DepEd), teacher education institutions, and
school heads, in the implementation of the PPST?

The Department of Education (DepEd) has the responsibility to provide

policy direction, guidance, and technical assistance to education stakeholders in
the implementation of the PPST. Teacher education institutions are responsible
for integrating the PPST into their teacher education curriculum, while school
heads are responsible for ensuring that the PPST is implemented at the school
level.

How does the PPST promote the ongoing professional development of

teachers in the Philippines, and what specific components are included in the
Professional Development Plan (PDP) based on the PPST?

The PPST promotes the ongoing professional development of teachers in

the Philippines by providing a framework for teachers to reflect on their practice,
identify areas for growth, and engage in continuous learning. The Professional
Development Plan (PDP) based on the PPST includes specific components such
as goal-setting, action planning, and evaluation of progress.

What challenges have arisen in the implementation of the PPST, and how
has the DepEd addressed these challenges?

Some of the challenges that have arisen in the implementation of the PPST
include the need for additional resources and support, resistance to change from

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some stakeholders, and the need for better alignment between the PPST and other
education policies and initiatives. The DepEd has addressed these challenges
through the creation of a PPST Implementation Division to provide support to
education stakeholders and through ongoing communication and collaboration
with stakeholders.

How does the implementation of the PPST contribute to improving

student learning outcomes in the Philippines, and what evidence supports this
claim?

The implementation of the PPST contributes to improving student learning

outcomes in the Philippines by improving the quality of teaching. There is
evidence that links the quality of teaching to improved student learning outcomes,
and the PPST provides a framework for teachers to develop and improve their
teaching practice. Additionally, the DepEd has conducted studies that show a
positive correlation between teacher quality and student achievement.

NATIONAL COMPETENCY-BASED TEACHER STANDARDS

(NCBTS)

What are the National Competency-based Teacher Standards (NCBTS),

and how do they differ from previous frameworks for teacher quality in the
Philippines?
The National Competency-based Teacher Standards (NCBTS) is a
framework that defines the competencies required of teachers in the Philippines.
The NCBTS differs from previous frameworks for teacher quality in the
Philippines by focusing on specific teacher competencies that are aligned with
international best practices.

What does Competency-Based Mean?

Competency-based refers to an approach to education or training that

focuses on the demonstration of specific skills, knowledge, and abilities
(competencies) rather than just accumulating credits or completing coursework.
In a competency-based system, learners must demonstrate mastery of specific
competencies before moving on to the next level or receiving a certification.
Competencies are usually defined in specific, measurable terms, and learners are
often able to progress at their own pace based on their individual learning needs
and abilities.

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 How are the NCBTS organized, and what specific competencies and
indicators are included in the framework?

The NCBTS are organized into seven domains, which include Social
Regard for Learning, The Learning Environment, Diversity of Learners,
Curriculum, Planning, Assessment and Reporting, Community Linkages, and
Personal Growth and Professional Development. Each domain includes specific
competencies and indicators that describe what effective teaching looks like.

What is the process for assessing teacher competencies based on the

NCBTS, and how is this process used to inform professional development and
performance evaluation?

The process for assessing teacher competencies based on the NCBTS

involves a self-assessment by the teacher, an assessment by peers and supervisors,
and an assessment by students. The results of these assessments are used to
identify areas for professional development and to inform performance
evaluation.

What role do teacher education institutions play in implementing the

NCBTS, and how do they incorporate these standards into their teacher
education programs?

Teacher education institutions are responsible for incorporating the

NCBTS into their teacher education programs to ensure that pre-service teachers
are prepared to meet the competencies required of them as professionals. Teacher
education institutions also provide ongoing professional development for in-
service teachers to help them meet the competencies required by the NCBTS.

How does the implementation of the NCBTS contribute to improving the

quality of teaching and learning in the Philippines, and what evidence supports
this claim?

The implementation of the NCBTS contributes to improving the quality of

teaching and learning in the Philippines by providing a framework for teacher
development that is aligned with international best practices. Evidence shows that
teachers who meet the competencies outlined in the NCBTS are more effective
in promoting student learning and development.

What challenges have arisen in the implementation of the NCBTS, and

how have education stakeholders addressed these challenges?

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 Some of the challenges that have arisen in the implementation of the
NCBTS include resistance to change, the need for additional resources and
support, and the need for better alignment between the NCBTS and other
education policies and initiatives. Education stakeholders have addressed these
challenges through ongoing communication and collaboration, the provision of
additional resources and support, and the development of implementation
guidelines and tools.

How Can the NCBTS Help Teachers Improve Their Teaching?

The NCBTS can help teachers improve their teaching in several ways.

1. The NCBTS provides a clear set of standards and competencies that

teachers can use to assess their own practice and identify areas for improvement.
By using the NCBTS as a self-assessment tool, teachers can identify their
strengths and weaknesses and focus their professional development efforts on the
areas that need improvement.

2. The NCBTS can be used by supervisors and peers to provide feedback

and support for teachers. By using the NCBTS as a framework for observation
and feedback, supervisors and peers can provide targeted feedback that is aligned
with specific competencies and indicators. This can help teachers to identify areas
for improvement and receive specific guidance on how to improve their practice.

3. The NCBTS can be used to guide the development of professional

development programs and resources. By using the NCBTS as a framework for
professional development, teachers can receive targeted support and training that
is aligned with the competencies required of them as professionals. This can help
teachers to develop the skills and knowledge they need to improve their practice
and promote student learning and development.

How Does the NCBTS Define Good Teaching?

The NCBTS defines good teaching in terms of the competencies that

teachers need to demonstrate in order to promote student learning and
development. According to the NCBTS, good teaching involves the following
competencies:

1. Content knowledge and pedagogy - Teachers need to have a deep

understanding of the subject matter they are teaching, as well as the
pedagogical skills needed to effectively communicate that knowledge to
students.

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 2. Learning environment - Teachers need to create a positive and supportive
learning environment that is conducive to student learning and
development.

3. Diversity of learners - Teachers need to be able to work effectively with

diverse populations of students, taking into account their individual
backgrounds, needs, and abilities.

4. Curriculum and instruction - Teachers need to be able to design and

deliver instruction that is aligned with curriculum standards and that
promotes student learning and development.

5. Assessment and evaluation - Teachers need to be able to use a variety of

assessment and evaluation strategies to monitor student progress and adjust
instruction as needed.
6. Community linkages - Teachers need to be able to collaborate effectively
with parents, other teachers, and community members to promote student
learning and development.

What are the Seven (7) Domains of the National Competency-Based Teacher
Standards (NCBTS)?

The National Competency-Based Teacher Standards (NCBTS) identifies

seven domains or areas of competence that teachers should possess. These
domains are:

1. Social Regard for Learning - This domain refers to a teacher's ability to

create and maintain a positive and respectful learning environment where
all students feel valued and supported. It includes the ability to
communicate effectively with students, parents, and other stakeholders, as
well as the ability to foster a sense of community and belonging within the
classroom.

2. Learning Environment - This domain refers to a teacher's ability to create

a physical and psychological learning environment that is conducive to
student learning and development. It includes the ability to design and
manage classroom routines and procedures, as well as the ability to use a
variety of teaching strategies and resources to engage students and promote
learning.

3. Diversity of Learners - This domain refers to a teacher's ability to work

effectively with students from diverse backgrounds and with varying
learning needs. It includes the ability to differentiate instruction to meet the

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 needs of all learners, as well as the ability to create a culturally responsive
learning environment that promotes equity and inclusion.

4. Curriculum - This domain refers to a teacher's ability to design and deliver

curriculum that is aligned with standards and that promotes student
learning and development. It includes the ability to use a variety of
instructional strategies and resources, as well as the ability to integrate
technology and other resources into the curriculum.

5. Planning, Assessing and Reporting - This domain refers to a teacher's

ability to plan and assess student learning, as well as to report student
progress to parents and other stakeholders. It includes the ability to use a
variety of assessment strategies to monitor student progress, as well as the
ability to use data to inform instructional decision-making.
6. Community Linkages - This domain refers to a teacher's ability to
collaborate effectively with parents, other teachers, and community
members to promote student learning and development. It includes the
ability to build partnerships with parents and community organizations, as
well as the ability to participate in professional learning communities and
other collaborative initiatives.

7. Personal Growth and Professional Development - This domain refers to

a teacher's ability to engage in ongoing professional development and to
reflect on their practice in order to continuously improve. It includes the
ability to set professional goals, seek out feedback and support, and engage
in self-reflection and self-assessment.

6. LEADERSHIP DEVELOPMENT IN INDIVIDUALS AND TEAMS

What strengths and capabilities are most important for individuals in

leadership roles in DepEd?

Individuals in leadership roles in DepEd must possess strong

communication skills, the ability to motivate and inspire others, critical thinking
skills, problem-solving skills, emotional intelligence, and a deep understanding
of the education sector. They must also have the ability to make sound decisions,
manage resources effectively, and lead by example.

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 How can individuals develop their potential to become effective leaders
in DepEd?

Individuals can develop their potential to become effective leaders in DepEd by

seeking out training and development opportunities, building relationships with
other leaders, seeking mentorship, and continuously learning about best practices
in leadership. It is also important for individuals to reflect on their strengths and
weaknesses and to work on improving areas where they may be lacking.

How can teams leverage their individual strengths and capabilities to

create a high-performing leadership team in DepEd?

Teams can leverage their individual strengths and capabilities to create a

high-performing leadership team in DepEd by recognizing and valuing the unique
contributions of each team member. They should also work to create a culture of
collaboration and open communication, where team members are encouraged to
share their ideas and work together to achieve common goals.

What leadership strategies can be used to empower and motivate

individuals and teams in DepEd to achieve their goals?

Leadership strategies that can be used to empower and motivate individuals

and teams in DepEd to achieve their goals include setting clear expectations,
providing regular feedback, recognizing and rewarding achievement, and
fostering a sense of ownership and accountability among team members. It is also
important for leaders to communicate a compelling vision and to provide a sense
of purpose and meaning to the work that they are doing.

How can leaders in DepEd identify and capitalize on the strengths of their
team members to improve performance?

Leaders in DepEd can identify and capitalize on the strengths of their team
members by taking the time to get to know their team members and understanding
their individual strengths and capabilities. They can also provide opportunities
for team members to develop their strengths further and delegate tasks that align
with their strengths.

What are the key competencies required for effective leadership in

DepEd?

The key competencies required for effective leadership in DepEd include

strong communication skills, strategic thinking, problem-solving skills,

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emotional intelligence, a deep understanding of the education sector, the ability
to manage resources effectively, and the ability to inspire and motivate others.

What potential challenges might individuals and teams face when taking
on leadership roles in DepEd and how can they overcome these
challenges?

Individuals and teams in leadership roles in DepEd may face challenges

such as resistance to change, lack of resources, and competing priorities. They
can overcome these challenges by fostering a culture of collaboration and open
communication, developing creative solutions to problems, and seeking out
support from other leaders and stakeholders.

How can leaders in DepEd create a culture that promotes growth,

learning, and continuous improvement for individuals and teams?

Leaders in DepEd can create a culture that promotes growth, learning, and
continuous improvement for individuals and teams by providing opportunities for
training and development, encouraging experimentation and risk-taking, and
recognizing and rewarding innovation and creativity. They should also model the
behavior they wish to see in their team members and actively seek feedback from
their team members to improve their leadership skills.

How can individuals and teams in DepEd build on their existing strengths
and capabilities to expand their leadership potential?

Individuals and teams in DepEd can build on their existing strengths and
capabilities to expand their leadership potential by seeking out new challenges
and responsibilities, developing new skills and competencies, and seeking
feedback and support from other leaders and stakeholders

7. GENERAL WELFARE OF HUMAN RESOURCES

REPUBLIC ACT NO. 4670

MAGNA CARTA FOR PUBLIC SCHOOL TEACHERS

What are the key provisions of the Magna Carta for Public School Teachers in
the Philippines, and how does it seek to improve the working conditions and
welfare of public school teachers in the country?

Republic Act No. 4670, also known as the Magna Carta for Public School
Teachers, is a law that outlines the rights and privileges of public school teachers
in the Philippines. It was signed into law on June 18, 1966, with the aim of

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improving the working conditions and welfare of public school teachers in the
country.

The Magna Carta for Public School Teachers contains several provisions
that protect the rights of teachers, including the right to:

1. Security of tenure - Teachers are entitled to security of tenure and cannot

be dismissed without just cause and due process.

2. Professional development - Teachers have the right to pursue further

studies and professional growth through training and development
programs.

3. Non-discrimination - Teachers are protected from discrimination on the

basis of gender, ethnicity, religion, or political affiliation.

4. Academic freedom - Teachers have the freedom to teach and discuss any
subject matter that is relevant to their fields of specialization.

5. Fair compensation - Teachers are entitled to fair and reasonable

compensation, including benefits and allowances.

6. Safe and healthy working conditions - Teachers have the right to a safe
and healthy working environment, including protection from hazards and
other occupational health and safety concerns.

7. Participation in governance - Teachers have the right to participate in the

governance of the school, including the formulation and implementation of
policies and programs.

The Magna Carta for Public School Teachers also outlines the
responsibilities of teachers, including the obligation to:

1. Maintain competence and professional growth - Teachers are expected

to maintain their competence and professional growth by engaging in
continuing education and training.

2. Uphold academic freedom - Teachers must respect and uphold academic

freedom, as well as the principles of academic integrity and intellectual
honesty.

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 3. Foster nationalist consciousness - Teachers are expected to foster
nationalist consciousness and promote love for country among their
students.

4. Promote student welfare - Teachers must ensure the welfare and

development of their students, and uphold their rights as learners.

5. Participate in community activities - Teachers are encouraged to

participate in community activities that promote the welfare and
development of their students and the community.

The Magna Carta for Public School Teachers seeks to provide a framework
for the protection of the rights and welfare of public school teachers, as well as
to promote their professional development and contribute to the improvement of
the Philippine education system.

Situation No.1 : A public school teacher has been dismissed without due process.
Does the Magna Carta for Public School Teachers protect their right to security
of tenure?

Rationalization: Yes. The Magna Carta for Public School Teachers ensures
that public school teachers are entitled to security of tenure and cannot be
dismissed without just cause and due process.

Situation No. 2: A public school teacher wants to pursue further studies and
attend a training program to enhance their professional growth. Does the Magna
Carta for Public School Teachers allow for this?

Rationalization: Yes. The Magna Carta for Public School Teachers

recognizes the right of teachers to pursue further studies and professional
growth through training and development programs.

Situation No. 3: A public school teacher is discriminated against by their school

administration due to their political affiliation. Does the Magna Carta for Public
School Teachers protect them from such discrimination?

Rationalization: Yes. The Magna Carta for Public School Teachers protects
teachers from discrimination on the basis of political affiliation, among other
factors.

Situation No. 4: A public school teacher is not given a fair and reasonable
compensation package, including benefits and allowances. Does the Magna Carta
for Public School Teachers protect them from this unfair treatment?

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 Rationalization: Yes. The Magna Carta for Public School Teachers recognizes
the right of teachers to fair and reasonable compensation, including benefits and
allowances.

Situation No. 5: A public school teacher is working in unsafe and unhealthy

working conditions, including exposure to hazardous materials. Does the Magna
Carta for Public School Teachers ensure their safety and protection?

Rationalization: Yes. The Magna Carta for Public School Teachers

guarantees the right of teachers to a safe and healthy working environment,
including protection from hazards and other occupational health and safety
concerns.

Situation No. 6: A public school teacher is being asked to perform tasks outside
of their job description, such as cleaning the school grounds or serving as election
officer during elections. Is this allowed under the Magna Carta for Public School
Teachers?

Rationalization: No. The Magna Carta for Public School Teachers states
that teachers shall not be required to perform non-teaching functions except under
certain conditions, such as emergencies or national disasters.

Situation No. 7: A public school teacher is not allowed to join any labor
organization or union. Does the Magna Carta for Public School Teachers protect
their right to join such organizations?

Rationalization: Yes. The Magna Carta for Public School Teachers recognizes
the right of teachers to form or join labor organizations or unions of their own
choosing.

Situation No. 8: A public school teacher is being verbally harassed and insulted
by a student in class. Does the Magna Carta for Public School Teachers protect
them from such behavior?

Rationalization: Yes. The Magna Carta for Public School Teachers

recognizes the right of teachers to a conducive learning environment, free from
disruptive and disrespectful behavior.

Situation No. 9: A public school teacher is being forced to pay for materials and
supplies needed for their classes out of their own pocket. Does the Magna Carta

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for Public School Teachers ensure that they are provided with the necessary
materials and supplies?

Rationalization: Yes. The Magna Carta for Public School Teachers recognizes
the right of teachers to adequate instructional materials and supplies, and that
these should be provided by the school or education department.

Situation No. 10: A public school teacher is facing charges or complaints from a
student or parent. Does the Magna Carta for Public School Teachers ensure that
they are afforded due process and a fair hearing?

Rationalization: Yes. The Magna Carta for Public School Teachers

recognizes the right of teachers to due process and a fair hearing in cases of
complaints or charges filed against them. This includes the right to be heard and
the right to defend themselves against any allegations.

CODE OF ETHICS FOR TEACHERS

What is the significance of the Code of Ethics for Professional Teachers

in the Philippines, and how does it guide and regulate the behavior of teachers
in their profession?

The Code of Ethics for Professional Teachers in the Philippines is a set

of standards that serves as a guide for the conduct and behavior of teachers in the
country. It was formulated by the Professional Regulation Commission (PRC)
and the Board for Professional Teachers (BPT) in accordance with Republic Act
No. 7836, also known as the Philippine Teachers Professionalization Act of 1994.

The Code of Ethics for Professional Teachers consists of seven articles that
outline the ethical and moral principles that teachers should uphold. These articles
cover a range of topics including the teacher's commitment to the teaching
profession, their responsibilities to students and their families, and their
obligations to society.

Article I of the Code of Ethics emphasizes the importance of the teacher's

commitment to the teaching profession, stating that they should always strive to
maintain and improve their professional knowledge and skills. This includes
continuously updating their teaching methods and techniques, as well as keeping
themselves informed of the latest developments in their field.
Article II highlights the teacher's responsibility to their students, stating
that they should always act in their best interests and work to promote their
intellectual, emotional, and social growth. This includes creating a safe and

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nurturing learning environment, providing students with the necessary support
and guidance, and respecting their individuality and diversity.
Article III outlines the teacher's responsibilities to their students' families,
stating that they should communicate regularly with parents or guardians and
work collaboratively with them to support the students' learning and
development.
Article IV emphasizes the teacher's obligation to society, stating that they
should be actively engaged in promoting the welfare of the community and
upholding the principles of democracy, patriotism, and nationalism.
Article V stresses the importance of the teacher's personal and professional
integrity, stating that they should always be honest, fair, and just in their dealings
with students, colleagues, and other members of society.
Article VI underscores the teacher's responsibility to maintain
confidentiality and safeguard the privacy of their students and their families.
Article VII emphasizes the teacher's commitment to upholding the law and
respecting the rights and dignity of all individuals.
The Code of Ethics for Professional Teachers serves as a standard of
behavior that guides and regulates the conduct of teachers in the Philippines. It
underscores the importance of upholding the highest ethical and moral principles
in the teaching profession and emphasizes the responsibilities and obligations that
come with being a teacher.

Teachers are professionals who have been granted a license to practice

their noble profession. They are expected to possess high moral values, technical
and professional competence, and a good reputation. They must adhere to a set
of ethical and moral principles, standards, and values in their practice.

The scope and limitations of teachers include public and private school
teachers at various levels, such as preschool, primary, elementary, secondary,
academic, vocational, special, technical, or non-formal education. They may
work on a full-time or part-time basis and can also include industrial arts or
vocational teachers, as well as those performing supervisory and/or
administrative functions.

Teachers have a crucial role to play in shaping the next generation as they
transmit cultural and educational heritage, cultivate love of country, uphold laws
and policies, and commit themselves to their duty. They should not engage in
partisan interests or use their position to influence others to follow any political
course of action.

As leaders in the classroom, youth, community, and intellect, teachers

should act with honor and dignity. They should avoid acts that may harm their
reputation, such as gambling, smoking, drunkenness, and other excesses. They

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should also keep the community informed about the school's work and
accomplishments and extend their expertise whenever needed.

To represent teaching as a noble profession, teachers should manifest

enthusiasm and pride in their work, hold the highest possible standards of quality
education, become lifelong learners, and represent their school well.

Teachers should support each other, give proper credit for the work of
others, endorse others when leaving their position, respect confidential
information, and responsibly seek correctives for unprofessional and unethical
conduct of others. They also have the right to equal opportunity when applying
for vacant positions and should understand and respect the specific process
involved.

Teachers should support school policies, transact business through

appropriate channels, raise grievances with respect to the learners' right to learn,
and live up to their contractual obligations. All appointments, promotions, and
transfers should be made on the basis of merit and in the interest of service.

In their role as mentors and caregivers, teachers should determine

academic marks and promotions in accordance with accepted procedures, treat all
learners equally and fairly, avoid accepting gifts or favors in exchange for
requested concessions, avoid remuneration from tutorials, and follow the child
protection policy.

Teachers should maintain cordial relations with parents, ensure that parents
are properly informed of the progress and deficiencies of the learner, and hear
parents' complaints with sympathy and understanding.

Teachers should engage only in legitimate income generation, maintain a

good reputation with respect to financial matters, and avoid taking part in
commercial ventures that furnish textbooks and other school commodities.

Teachers should live with dignity, maintain a dignified personality, and

place a premium on self-discipline.

1. What would you do if you witness a fellow teacher engaging in unprofessional

behavior such as accepting bribes from students?

Answer: As a teacher, it is my duty to uphold the code of ethics for

teachers and report any unprofessional behavior. I would report the
incident to the school administration and provide any evidence that I have.

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 It is important to maintain the integrity of the teaching profession and
ensure that students are not exposed to corrupt practices.

2. What would you do if a parent offers you a gift as a token of appreciation for
the work you have done with their child?

Answer: As per the code of ethics for teachers, teachers should not accept gifts
or favors in exchange for any concessions or special treatment. While I appreciate
the gesture, I would politely decline the gift and explain that it is against the code
of ethics for teachers to accept gifts.

3. What steps would you take if you suspect that a student is being abused or
neglected at home?

Answer: As a teacher, it is my responsibility to report any suspected cases of

child abuse or neglect to the appropriate authorities. I would immediately notify
the school administration and follow the procedures outlined in the school’s child
protection policy. It is important to ensure the safety and well-being of our
students.

4. What would you do if you observe a fellow teacher engaging in discriminatory

behavior towards a student based on their race or ethnicity?

Answer: Discrimination is strictly prohibited in the teaching profession and is

against the code of ethics for teachers. I would confront the teacher and explain
the importance of treating all students equally and fairly. If the behavior persists,
I would report the incident to the school administration and follow the school’s
discrimination policy.

5. What would you do if a student requests confidential information about another

student?

Answer: As a teacher, it is important to respect the privacy and confidentiality

of our students. I would explain to the student that it is against the code of ethics
for teachers to share confidential information and that we must respect each
other’s privacy. I would also advise the student to talk to the school counselor if
they have any concerns about another student.

6. What would you do if a student accuses you of unfair treatment?

Answer: As a teacher, it is important to maintain fairness and objectivity in

our interactions with students. I would listen to the student’s concerns and try to
understand their perspective. I would explain my rationale for the decisions I have

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made and provide any evidence or documentation to support my actions. If the
student is still dissatisfied, I would involve the school administration and follow
the school’s grievance procedure.

7. What would you do if a colleague is struggling with personal issues that are
affecting their work performance?

Answer: It is important to show empathy and support for colleagues who may
be struggling with personal issues. I would approach the colleague in a non-
judgmental and supportive manner and offer any help or resources that I am aware
of. If the colleague’s behavior continues to impact their work performance, I
would involve the school administration and follow the school’s support and
counseling policy.

8. What would you do if a student is consistently disrupting class and not

following classroom rules?
Answer: It is important to maintain a safe and respectful learning
environment for all students. I would have a private conversation with the student
and explain my expectations for their behavior. I would also listen to the student’s
concerns and try to address any underlying issues that may be contributing to their
behavior. If the behavior continues, I would involve the school administration
and follow the school’s disciplinary policy.

9. Teacher A is offered a job to tutor a student outside of school hours for a

substantial amount of money. According to the code of ethics, what should
Teacher A do in this situation?

Answer: According to the code of ethics, a teacher should avoid

remuneration from tutorials. Therefore, Teacher A should decline the offer and
explain to the parent that they cannot provide private tutoring for money. The
teacher should also explain that they cannot give any concessions in exchange for
gifts or favors.

10. Teacher B is aware of a colleague who regularly violates the school's code of
ethics by accepting gifts from parents and manipulating grades in exchange for
favors. What should Teacher B do in this situation?

Answer: According to the code of ethics, a teacher should responsibly seek

correctives for unprofessional and unethical conduct of others. Therefore,
Teacher B should report the situation to the school administration or relevant
authorities. The teacher should provide evidence to support their claim and avoid
bearing false accusations against their colleague. By doing so, Teacher B is
helping to uphold the integrity and professionalism of the teaching profession.

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 LEARNING DELIVERY MODALITIES

What is meant by Learning Delivery Modalities?

Learning Delivery Modalities refer to the methods or channels through

which education or training is delivered to learners. These modalities can be in
the form of traditional classroom-based learning, online learning, blended
learning, mobile learning, game-based learning, or collaborative learning, among
others. Each modality has its unique features, benefits, and limitations and can be
used based on the specific learning needs and preferences of learners. The choice
of learning delivery modality can have a significant impact on the effectiveness
and outcomes of the learning experience.

What are the different learning delivery modalities implemented by the

Department of Education (DepEd) in the Philippines to cater to the diverse
needs of learners, particularly during the COVID-19 pandemic?

The Department of Education (DepEd) in the Philippines has developed

several learning delivery modalities to cater to the diverse needs of learners,
particularly during the COVID-19 pandemic. Here are some of the learning
delivery modalities of DepEd:

1. Modular Distance Learning: This modality involves delivering self-

paced modules to learners through printed or digital formats. The modules
contain various learning activities, such as readings, exercises, and
assessments, and are designed to be completed independently by learners
with the guidance of their teachers.

2. Online Distance Learning: This modality involves delivering education

or training using the internet. DepEd utilizes various online platforms such
as DepEd Commons, Learning Management Systems, and digital
textbooks to deliver the curriculum to learners. This modality also includes
live virtual classes and video conferencing with teachers to provide real-
time feedback and interaction.

3. Blended Learning: This modality combines online learning and face-to-

face instruction. It allows learners to complete some of the coursework
online, while still providing face-to-face interaction with the teacher and
other students. Blended learning is currently being used as an alternative
to traditional classroom learning in some areas where in-person classes are
allowed.

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 4. TV and Radio-Based Instruction: This modality involves delivering
education or training through TV and radio broadcasts. The DepEd
partnered with various media companies to produce educational programs
that air on national TV channels and local radio stations. The programs are
designed to provide learners with quality learning experiences even
without internet connectivity.

5. Homeschooling: This modality involves parents or guardians taking full

responsibility for their children's education at home. DepEd provides
support to homeschooling parents through learning resources, curriculum
guides, and regular monitoring and assessment of the learner's progress.

TECHNICAL ASSISTANCE AND COACHING FRAMEWORK

Technical assistance and coaching refer to the provision of support,

guidance, and expertise to individuals or groups to help them improve their skills,
knowledge, or performance.

Technical assistance involves providing practical advice, information,

and resources to help individuals or groups solve specific problems or achieve
specific goals.

Coaching, on the other hand, is a more personalized and ongoing process

that involves providing feedback, encouragement, and guidance to individuals to
help them develop their skills, achieve their goals, and improve their
performance.

Technical assistance and coaching can be provided in various settings, such

as education, business, healthcare, or government, and can be used to support
individuals or groups at different levels, such as novice or experienced learners,
new or established professionals, or emerging or established organizations. The
goal of technical assistance and coaching is to build capacity, enhance
performance, and promote continuous learning and improvement.

What are the objectives of the Technical Assistance and Coaching in

Learning Modality?

The objectives of technical assistance and coaching for the learning

modality can vary depending on the specific context and needs of the learners and
educators. However, some common objectives may include:

1. Supporting the effective implementation of the chosen learning

modality: Technical assistance and coaching can help educators to better

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 understand and implement the chosen learning modality, ensuring that it is
effective and meets the needs of learners.

2. Providing guidance on best practices: Technical assistance and coaching

can provide educators with guidance on the best practices for using the
chosen learning modality, such as how to design and deliver effective
online or blended learning experiences.

3. Building educator capacity: Technical assistance and coaching can help

educators to develop the knowledge, skills, and confidence needed to
effectively deliver the chosen learning modality, enabling them to be more
effective educators.

4. Improving learner outcomes: By providing effective technical assistance

and coaching, educators can be better equipped to deliver the chosen
learning modality in a way that supports improved learner outcomes, such
as increased engagement, better retention, and higher levels of
achievement.

5. Promoting continuous improvement: Technical assistance and coaching

can support educators in continuously improving their practice and the
chosen learning modality, ensuring that it remains effective and responsive
to the needs of learners over time.

What are the Principles of Technical Assistance and Coaching for

Learning Delivery Modality Programs?

The literature presents a variety of principles for technical assistance (TA)

and coaching. In the case of the Learning Delivery Modalities (LDM) program,
certain principles were selected from both disciplines to guide the support
provided to field implementers.

The first principle emphasizes that individuals are accountable for their
own development and should establish their own objectives and means to achieve
them. TA should facilitate this process by enabling clients or coachees to identify
their goals based on their situation and identify the necessary resources to attain
them. This principle aligns with coaching principles such as "Establish Goal
Ownership and Commitment" and "Accountability and Accomplishments"
proposed by Jack Canfield and Dr. Peter Chee in their book "Coaching Spirit: 8
Principles for Coaching Success."

The second principle highlights that TA should align with the

organization's vision and mission and be grounded on its needs. In the case of the

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LDM Program, TA providers and coaches should encourage everyone to work
towards the program's goal of ensuring the continuity of education service
delivery while prioritizing the health of learners, teachers, and school leaders.
When both providers and recipients of TA and coaching can identify their own
challenges in the context of a common vision, individual and school performance
improvements contribute to the achievement of the DepEd's organizational
vision.

The third principle recognizes that learning is a cooperative and

collaborative process. TA is a shared responsibility and a two-way process. The
decision-making and actions for improvement rest with the TA recipient or
coachee. Rather than dictating, TA providers should offer suggestions, facilitate
the thinking process, and encourage interactive independence. The best results
are achieved when members collaborate and share ideas towards a common goal.

What are the Technical Assistance and Coaching Process?

The general process of technical assistance (TA) and coaching typically

involves four stages: TA Needs Assessment, Planning, Implementation, and
Monitoring and Evaluation.

1. TA Needs Assessment: In this stage, the TA provider identifies the needs

of the individual, group, or organization that requires assistance. This
involves an assessment of the current situation, challenges, and
opportunities for improvement. The TA provider may use a variety of
methods such as interviews, surveys, observations, and data analysis to
identify areas for improvement.

2. Planning: Based on the needs assessment, the TA provider and recipient

collaborate to develop a plan for achieving the desired outcomes. The plan
includes setting goals and objectives, identifying strategies and resources,
establishing a timeline, and assigning responsibilities. The plan should be
realistic, achievable, and aligned with the organization's mission and
vision.

3. Implementation: The implementation stage involves executing the plan

according to the established timeline and responsibilities. The TA provider
should monitor progress, offer feedback and support, and make
adjustments as necessary. This stage involves active engagement and
collaboration between the TA provider and recipient to ensure the
successful achievement of the established goals.

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 4. Monitoring and Evaluation: In the final stage, the TA provider evaluates
the effectiveness of the TA and coaching interventions. This involves
assessing the extent to which the established goals and objectives were
achieved and identifying areas for improvement. Evaluation should be
ongoing throughout the process to ensure that the TA and coaching
interventions remain relevant, effective, and aligned with the
organization's goals.

PORTFOLIO

What is a Portfolio and how do they contribute to learner-centered education?

A Portfolio is a collection of documents, materials, and evidence of a

student's learning and development over a period of time. It is a compilation of
work samples, projects, assessments, and other artifacts that demonstrate a
student's progress and achievements in various subject areas.

DepEd mandates the use of portfolios as a form of alternative assessment

in addition to traditional assessments such as quizzes and exams. Portfolios are
designed to provide a more comprehensive and holistic view of a student's
learning, as it allows for the inclusion of a variety of evidence, including
performance tasks, projects, and reflections.

The use of portfolios in DepEd is part of the department's efforts to

promote learner-centered education and to encourage the development of 21st-
century skills such as critical thinking, creativity, communication, and
collaboration. Portfolios provide students with opportunities to reflect on their
learning, set goals, and take ownership of their education.
It also provides teachers with a more complete picture of their students'
progress and helps in designing instructional interventions that are responsive to
their needs.

What are some examples of the types of materials that might be included
in a student's portfolio?

A student's portfolio may include a variety of materials such as writing

samples, artwork, performance tasks, projects, and other forms of evidence that
demonstrate their learning and development.

How do portfolios differ from traditional forms of assessment like

quizzes and exams?

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 Portfolios differ from traditional forms of assessment because they allow
for a more comprehensive and holistic view of a student's learning over time.
Traditional assessments such as quizzes and exams often measure a student's
knowledge at a particular moment in time, while portfolios allow for the inclusion
of a variety of evidence that demonstrates a student's progress and growth over
time.

In what ways can portfolios contribute to a more learner-centered

approach to education?

Portfolios can contribute to a more learner-centered approach to education

by allowing students to take ownership of their learning and development. They
provide students with opportunities to reflect on their progress, set goals, and
demonstrate their learning in a variety of ways. This helps to shift the focus from
teacher-centered instruction to a more student-centered approach that emphasizes
personalized learning and student agency.

How might teachers use student portfolios to inform their instructional

practices and support their students' learning and development?

Teachers can use student portfolios to inform their instructional practices

in a number of ways. By reviewing the materials in a student's portfolio, teachers
can gain insight into the student's strengths and weaknesses, identify areas where
additional support may be needed, and design instruction that is tailored to the
student's needs. Portfolios also provide teachers with a more complete picture of
a student's learning and development over time, which can inform the design of
future lessons and assessments.

8. REWARDS AND RECOGNITION MECHANISM

Rewards and Recognition for Learners

What are some ways that learners can be recognized and rewarded for
their exemplary performance in academic and non-academic areas?

Learners can be recognized and rewarded for their exemplary performance

in various ways, such as:
• Certificates or awards for academic achievements or participation in
extracurricular activities.
• Public recognition in school assemblies, newsletters, or social media.
• Opportunities to represent the school in competitions or events.

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 • Prizes or gift cards for outstanding performance or improvement in
academic or non-academic areas.
• Special privileges or benefits, such as free or discounted admission to
school events.

How can learners be incentivized to participate in school programs and

activities through recognition and rewards?

Learners can be incentivized to participate in school programs and

activities by providing meaningful recognition and rewards that are aligned with
their interests and goals. For example, learners who are interested in sports may
be motivated by recognition and rewards related to athletics, such as certificates
or medals for participation or achievement. Learners who are interested in music
or the arts may be motivated by recognition and rewards related to creative
expression, such as public performances or exhibitions. By providing incentives
that are tailored to the learners' interests and goals, schools can increase their
engagement and participation in school programs and activities.

What types of recognition and rewards are most effective in motivating learners
to achieve their full potential?

The types of recognition and rewards that are most effective in motivating
learners can vary depending on the individual learner's interests, goals, and needs.
However, some common types of recognition and rewards that can be effective
include:
• Public recognition in school assemblies or newsletters.
• Certificates or awards for academic achievements or participation in
extracurricular activities.
• Opportunities to represent the school in competitions or events.
• Prizes or gift cards for outstanding performance or improvement in
academic or non-academic areas.
• Special privileges or benefits, such as free or discounted admission to
school events.

How can schools ensure that recognition and rewards are fair and
equitable for all learners, regardless of their background or ability?

Schools can ensure that recognition and rewards are fair and equitable for
all learners by:
• Clearly defining the criteria for recognition and rewards and
communicating them to all learners.

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 • Providing multiple opportunities for recognition and rewards, so that
learners with different abilities and interests can be recognized and
rewarded.
• Using objective measures of performance, such as grades or competition
results, to determine eligibility for recognition and rewards.
• Avoiding bias or favoritism in the selection of learners for recognition and
rewards.
• Consulting with learners, parents, and teachers to ensure that the
recognition and rewards program is inclusive and equitable.

What impact does recognition and rewards have on learners' motivation

and engagement in their academic and non-academic pursuits?

Recognition and rewards can have a positive impact on learners' motivation

and engagement in their academic and non-academic pursuits by:

• Reinforcing the learners' sense of achievement and self-esteem.

• Encouraging learners to set higher goals and work harder to achieve them.
• Fostering a sense of belonging and pride in the school community.
• Encouraging learners to explore new interests and take on new challenges.
• Promoting a positive and supportive school culture that values and
celebrates excellence and achievement.

Rewards and Recognition for School Personnel

What are some effective ways to recognize and reward school personnel for
their outstanding contributions to the school community?

Some effective ways to recognize and reward school personnel for their
outstanding contributions to the school community include:

• Certificates or awards for excellence in teaching or leadership.

• Public recognition in school newsletters or on social media.
• Opportunities to participate in professional development or leadership
programs.
• Gift cards or vouchers for personal or professional development resources.
• Time off or other benefits to acknowledge exceptional performance or
contributions.

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 How can schools ensure that recognition and rewards are aligned with the
goals and objectives of the school and support the school's overall
mission and vision?

Schools can ensure that recognition and rewards are aligned with the goals
and objectives of the school and support the school's overall mission and vision
by:
• Establishing clear criteria for recognition and rewards that are linked to the
school's strategic goals and objectives.
• Communicating these criteria to all school personnel and ensuring that they
are consistently applied.
• Using recognition and rewards to reinforce behaviors and
accomplishments that are aligned with the school's mission and vision.
• Providing opportunities for school personnel to contribute to the
development of the recognition and rewards program to ensure that it is
aligned with their needs and aspirations.

What types of recognition and rewards are most meaningful and

impactful for school personnel, and why?

The types of recognition and rewards that are most meaningful and
impactful for school personnel can vary depending on the individual's preferences
and needs. However, some common types of recognition and rewards that can be
effective include:

• Public recognition for outstanding performance or contributions.

• Opportunities to participate in professional development or leadership
programs.
• Financial incentives, such as bonuses or salary increases, to acknowledge
exceptional performance or contributions.
• Time off or other benefits to acknowledge exceptional performance or
contributions.
• Opportunities for career advancement or progression.

How can schools ensure that recognition and rewards are distributed
fairly and equitably across all levels and departments of the school?

Schools can ensure that recognition and rewards are distributed fairly and
equitably across all levels and departments of the school by:

• Using objective measures of performance, such as evaluations or metrics,

to determine eligibility for recognition and rewards.

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 • Establishing clear criteria for recognition and rewards that are consistently
applied across all levels and departments of the school.
• Consulting with school personnel to ensure that the recognition and
rewards program is inclusive and equitable.
• Providing multiple opportunities for recognition and rewards, so that all
school personnel have an opportunity to be recognized and rewarded.
• Monitoring and reviewing the distribution of recognition and rewards to
identify and address any potential biases or inequities.

How can recognition and rewards programs be used to attract and retain
high-quality school personnel and foster a positive and supportive work
environment?

Recognition and rewards programs can be used to attract and retain high-
quality school personnel and foster a positive and supportive work environment
by:

• Reinforcing the school's commitment to excellence and achievement.

• Fostering a sense of belonging and pride in the school community.
• Providing opportunities for professional development and career
advancement.
• Acknowledging and rewarding outstanding performance and
contributions.
• Encouraging a culture of collaboration, support, and mutual respect.

Rewards and Recognition for Stakeholders

How can schools recognize and reward parents or guardians for their active
involvement in their child's education and support of the school community?

Schools can recognize and reward parents or guardians for their active
involvement in their child's education and support of the school community by:

• Sending letters of appreciation or recognition to parents or guardians who

are actively involved in their child's education.
• Inviting parents or guardians to school events and activities to
acknowledge their support of the school community.
• Providing opportunities for parents or guardians to volunteer or participate
in school activities.
• Providing workshops or resources for parents or guardians to support their
child's education and development.

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 • Offering incentives or rewards, such as tickets to events or gift cards, to
parents or guardians who demonstrate exceptional support and
involvement.

How can schools recognize and reward community partners or

organizations for their support and contributions to the school
community?

Schools can recognize and reward community partners or organizations for

their support and contributions to the school community by:

• Acknowledging their contributions publicly in school newsletters, on

social media, or at school events.
• Providing certificates of appreciation or recognition to community partners
or organizations.
• Offering sponsorship or promotional opportunities to community partners
or organizations.
• Providing opportunities for community partners or organizations to
participate in school events or activities.
• Creating naming rights opportunities for community partners or
organizations to recognize their support and contributions.

How can schools ensure that recognition and rewards are aligned with the
values and objectives of the school and support the school's overall
mission and vision?

Schools can ensure that recognition and rewards are aligned with the values
and objectives of the school and support the school's overall mission and vision
by:

• Establishing clear criteria for recognition and rewards that are linked to the
school's strategic goals and objectives.
• Communicating these criteria to all stakeholders and ensuring that they are
consistently applied.
• Using recognition and rewards to reinforce behaviors and
accomplishments that are aligned with the school's mission and vision.
• Providing opportunities for stakeholders to contribute to the development
of the recognition and rewards program to ensure that it is aligned with
their needs and aspirations.

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 How can schools ensure that recognition and rewards are distributed
fairly and equitably across all stakeholders?

Schools can ensure that recognition and rewards are distributed fairly and
equitably across all stakeholders by:

• Using objective measures of performance or contribution, such as

evaluations or metrics, to determine eligibility for recognition and rewards.
• Establishing clear criteria for recognition and rewards that are consistently
applied across all stakeholders.
• Consulting with stakeholders to ensure that the recognition and rewards
program is inclusive and equitable.
• Providing multiple opportunities for recognition and rewards, so that all
stakeholders have an opportunity to be recognized and rewarded.
• Monitoring and reviewing the distribution of recognition and rewards to
identify and address any potential biases or inequities.

How can recognition and rewards programs be used to foster a positive

and supportive school culture and build stronger relationships with
stakeholders?
Recognition and rewards programs can be used to foster a positive and
supportive school culture and build stronger relationships with stakeholders by:

• Acknowledging and celebrating the contributions and achievements of

stakeholders.
• Providing opportunities for stakeholders to participate in school events and
activities.
• Creating a sense of belonging and pride in the school community.
• Encouraging collaboration, support, and mutual respect among
stakeholders.
• Strengthening relationships with community partners and organizations
through recognition and appreciation.

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323
 1. Managing Diverse Relationship
ENGAGING STAKEHOLDERS EFFECTIVELY: BUILDING
COALITIONS FOR CHANGE

Building connections and partnerships is crucial in DepEd because

education is a collaborative effort that involves multiple stakeholders, including
educators, parents, students, community members, and government agencies. The
success of education initiatives and programs depends on the quality of these
partnerships, as they can help to:

1. Build trust and mutual understanding: Partnerships can foster

relationships based on trust, respect, and open communication. When
different stakeholders work together, they can develop a better
understanding of each other's perspectives, needs, and challenges. This can
help to create a more supportive and inclusive educational environment
that is responsive to the needs of all learners.

2. Share resources and expertise: Building partnerships allows for the

sharing of resources and expertise, which can help to enhance the quality
and effectiveness of educational programs. For example, schools can
partner with local businesses or community organizations to provide
additional resources such as books, equipment, or technology. Educators
can also collaborate with other experts to develop innovative teaching
strategies or to provide specialized support for students with specific
learning needs.

3. Foster innovation and creativity: Partnerships can encourage creativity

and innovation by bringing together individuals with diverse backgrounds,
skills, and perspectives. Collaboration can spark new ideas and approaches
to teaching and learning that are more relevant and engaging for students.

4. Increase accountability and ownership: By building partnerships,

stakeholders can share responsibility and accountability for the success of
educational initiatives. When everyone is invested in the success of the
program, there is a greater sense of ownership and commitment, leading to
better outcomes for all learners.

Partnerships are essential in DepEd to ensure that all learners have access
to high-quality education that meets their needs and prepares them for the
challenges of the future. Building strong connections with stakeholders can help

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to create a more collaborative, inclusive, and innovative educational system that
benefits everyone involved.

Why is partnership or building connections important in the DepEd?

Partnerships are important in engaging stakeholders in DepEd because they

can help to build trust and create a shared sense of responsibility and
accountability for the success of educational programs and initiatives. By
working collaboratively with stakeholders such as parents, community members,
and other organizations, DepEd can better understand the needs and perspectives
of different groups and create more effective strategies for meeting those needs.

Partnerships can also help to leverage the resources and expertise of

multiple stakeholders, resulting in a more comprehensive and sustainable
approach to educational development. Ultimately, partnerships can help to create
a more inclusive and participatory educational system that reflects the values and
priorities of the communities it serves.

What are the key roles of a School Head in building partnerships between
schools and other stakeholders?

School heads play a crucial role in building partnerships between schools

and other stakeholders. Some of their key responsibilities in this regard include:

1. Identifying potential partners: School heads are responsible for

identifying potential partners that can support their school's educational
goals. This may include community organizations, businesses, government
agencies, or other schools.

2. Building relationships: School heads are responsible for building

relationships with partners by establishing open lines of communication
and fostering trust and collaboration. This may involve attending
community meetings, organizing events, or working with partners to
develop joint initiatives.

3. Coordinating activities: School heads are responsible for coordinating

activities with partners to ensure that educational goals are aligned and
resources are used effectively. This may involve developing joint
programs, sharing resources, or coordinating volunteer activities.

4. Monitoring and evaluating partnerships: School heads are responsible

for monitoring and evaluating the success of partnerships to ensure that

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 they are meeting their educational goals. This may involve collecting
feedback from partners, analyzing data, or conducting surveys.
5. Advocating for their school: School heads are responsible for advocating
for their school within the community and with other stakeholders. This
may involve promoting the school's achievements, communicating its
needs, or building support for its educational goals.

School heads play a critical role in building partnerships that support their
school's educational goals. They must be able to identify potential partners, build
relationships, coordinate activities, monitor and evaluate partnerships, and
advocate for their school within the community. By doing so, they can help to
create a more collaborative, inclusive, and effective educational system that
benefits all learners.

The DepEd Partnership Database System (DPDS)

What is DPDS and how does it work?

The DepEd Partnership Database System (DPDS) is an online platform

developed by the Department of Education (DepEd) to facilitate the management
and monitoring of partnerships with various organizations and individuals. The
system aims to streamline the partnership process, enhance accountability, and
ensure that partnerships are aligned with the department's objectives and
standards.
The DPDS allows DepEd officials to register, review, and monitor
partnerships with external stakeholders. It provides a centralized platform for
recording and managing partnership data, including partner information, project
details, and financial transactions. The system also generates reports on
partnership activities, progress, and achievements, which can be used to evaluate
the impact of partnerships and inform future planning and decision-making.
One of the key benefits of the DPDS is its ability to enhance transparency
and accountability in partnership management. By providing a centralized
platform for recording and monitoring partnership activities, the system makes it
easier for DepEd officials to track and evaluate the performance of partner
organizations and individuals. It also provides an audit trail of partnership
transactions, which can be used to ensure that resources are being used effectively
and efficiently.
In addition, the DPDS helps to promote collaboration and coordination
among stakeholders. By providing a common platform for sharing information
and resources, the system facilitates communication and helps to build stronger
relationships between DepEd and its partners. This can lead to more effective

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partnerships, better alignment of resources, and improved outcomes for learners
and communities.
The DepEd Partnership Database System (DPDS) is an important tool for
managing partnerships and ensuring that they are aligned with the department's
objectives and standards. By providing a centralized platform for recording and
monitoring partnership activities, the system helps to enhance transparency and
accountability, promote collaboration and coordination, and improve outcomes
for learners and communities.

What are the benefits of using the DPDS for partnership building and
management in DepEd?

The DPDS offers several benefits to DepEd, including increased

transparency and accountability in partnership activities, streamlined
communication and coordination among partners, improved efficiency and
effectiveness in partnership management, and enhanced capacity to monitor and
evaluate partnership outcomes. By using the DPDS, DepEd can ensure that its
partnerships are aligned with its strategic objectives and policies, and that its
partners are compliant with the standards and guidelines set by DepEd.

How can schools and other DepEd offices access and use the DPDS to
find potential partners?

Schools and other DepEd offices can access the DPDS through the DepEd
website and log in using their official DepEd email account. They can then search
for potential partners by specifying the type of organization, sector, geographic
location, or thematic area of interest. Once they find a potential partner, they can
send a request for partnership or project proposal, and communicate with the
partner through the DPDS messaging system. They can also monitor the status of
their partnership activities and report on their progress and achievements.

What kind of data and information can be found in the DPDS, and how is
it collected and updated?

The DPDS contains various types of data and information related to DepEd
partnerships, including partner profiles, project proposals, partnership
agreements, monitoring and evaluation reports, and other relevant documents.
The data is collected and updated through a collaborative process involving
DepEd offices, partner organizations, and DPDS administrators. DepEd offices
and partners are responsible for providing accurate and timely information to the

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DPDS, while the DPDS administrators ensure the security and privacy of the data
and maintain the functionality and usability of the system.
What are some reasons why connections are considered better than networking
in the context of DepEd partnerships?

In the context of DepEd, connections are often seen as better than

networking for several reasons:

1. Building genuine relationships: Connections are built on genuine

relationships and trust, while networking can sometimes feel forced or
insincere. In education, building authentic relationships is essential for
effective partnerships that benefit students and the community.
2. Long-term partnerships: Connections often lead to long-term
partnerships that can sustain and grow over time, while networking may be
more short-term and focused on immediate gains.
3. Shared values and goals: Connections are more likely to be made with
individuals or organizations that share similar values and goals, creating a
stronger foundation for collaboration and partnership.
4. Focus on quality over quantity: Connections are typically made with a
smaller group of individuals or organizations, allowing for a more focused
and intentional approach to partnership building, rather than simply
collecting as many contacts as possible through networking.

2. Management of School Organization

SCHOOL GOVERNING COUNCIL

What are the legal bases for establishing the School Governing Council
(SGC)?

1. Republic Act 9155 (Governance of Basic Education Act of 2001)

Section 2, paragraphs 3 and 4 of the Act state that while the governance of
basic education begins at the national level, it is the field offices at the regional,
division, school, and learning center levels that translate policies and principles
into programs, projects, and services tailored to meet local needs. The Act
emphasizes the importance of local initiatives for enhancing the quality of basic
education, ensuring that the program of education reflects the values, needs, and
aspirations of school communities. Schools and learning centers are empowered
to make decisions that serve the best interests of their learners.

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 Section 1.2 outlines the principles that guide the implementation of the Act,
including encouraging the active involvement of parents and the community in
their children's education. The Act also calls for maximizing participation and
coordination among schools, local school boards, and Parent-Teacher
Associations (PTAs) and emphasizes the importance of volunteerism from all
sectors to ensure sustainable growth and development in education.

These provisions demonstrate the current efforts of schools to engage

various stakeholders in school improvement processes. Section 3 (f) further
highlights the objective of the Act to encourage local initiatives for the
improvement of schools and learning centers and provide support for achieving
and sustaining such improvements.

2. Batas Pambansa Blg. 232 (Education Act of 1982)

Section 3, Chapter 2, declares that the state's objective is to establish and

maintain a comprehensive, adequate, and integrated educational system that is
pertinent to the national development goals. The said educational system is
expected to contribute to national development goals, such as achieving and
sustaining an accelerated rate of economic development and social progress,
ensuring maximum participation of people in attaining and enjoying the benefits
of such progress, and achieving and strengthening national unity and
consciousness while preserving and promoting cultural, moral, and spiritual
values.
The state recognizes education as an instrument for promoting the right of
the nation's cultural communities to develop themselves within their own cultural
context and traditions, and for their maximum participation in national
development towards achieving national unity.
Furthermore, Section 7 mandates every educational institution to establish
appropriate bodies that encourage discussion and communication of relevant
issues, information, and suggestions for the support and promotion of common
interests among the educational community's members. These bodies must have
representatives from every subgroup of the educational community and have
rules and procedures approved by them and published accordingly.

3. Philippine Education for All (EFA) 2015

The Philippine Education for All (EFA) 2015 Plan is a comprehensive

program that aims to enhance the quality of basic education for all Filipinos by
2015. In order to achieve this, schools must consistently perform well and
continuously evaluate their capabilities and progress towards EFA goals. This
process involves the participation of various stakeholders, such as school
administrators, teachers, parents, students, community leaders, and other

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interested groups, who can use the results to identify and implement school
programs that ensure continuous improvement in the quality of education.
Furthermore, every learning site has the responsibility to establish a
network of community-based groups that can collaborate as influential supporters
in the pursuit of EFA goals. Schools should continue to utilize local resources and
encourage participation from all sectors of the community in the school
improvement process.

4. Basic Education Sector Reform Agenda (BESRA)

The Basic Education Sector Reform Agenda (BESRA) seeks to ensure that
all stakeholders have a shared understanding of the state's policy and goals for
achieving national development objectives. The Schools First Initiative (SFI) is
the government's plan to enhance basic education, featuring diverse local
initiatives by individual schools, communities, and other interest groups. BESRA
is the national policy reform aspect of the SFI and serves as the framework for a
coordinated approach to donors' and partners' participation in SFI. The first Key
Reform Thrust (KRT 1) of BESRA emphasizes the empowerment of key
stakeholders in school communities, allowing them to actively participate in
improving schools.

KRT1's key indicators include an increase in the number of schools with

School Improvement Plans (SIP), improved quality of SIP implementation, and
an increase in the level of resources managed and controlled at the school level.
Schools can participate in SFI at different stages depending on their readiness,
starting from engaging stakeholders in school improvement planning to creating
a School Governing Council to direct school improvement.

In the BESRA School-Based Management (SBM) Framework and

Standards, School Governing Councils (SGCs) are expected to progress from
Level I (being organized) to Level II (fully functional) and Level III
(championing and advocating continuous school improvement). Therefore, it is
vital for the school head, teachers, students, and parents to gain adequate
information and skills to engage other community stakeholders in school
improvement processes and ensure that these improvements are sustained.

What is the School Governing Council?

The School Governing Council (SGC) is a group of individuals from the

school community, including the school head, teachers, parents, students, and
community leaders, who work together to make decisions about the school's

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policies and programs. It is mandated by the Department of Education (DepEd)
to ensure that the school's management is participatory and inclusive.

What is the purpose of the School Governing Council?

The purpose of the School Governing Council is to promote participatory

governance in schools and ensure that all stakeholders in the school community
have a voice in the decision-making process. It aims to empower stakeholders to
take an active role in improving the quality of education in their schools.

Who are the members of the School Governing Council?

The members of the School Governing Council include the school head,
teachers, parents, students, and community leaders. The number of members may
vary depending on the size and needs of the school.

What are the roles and responsibilities of the School Governing Council?

The School Governing Council is responsible for making decisions about

the school's policies and programs. Its roles and responsibilities include
developing and implementing the school improvement plan, managing the
school's resources, monitoring the school's performance, and ensuring that the
school is meeting the needs of its students.

How does the School Governing Council contribute to school improvement?

The School Governing Council contributes to school improvement by

involving all stakeholders in the decision-making process. It ensures that the
school's policies and programs are aligned with the needs of the school
community and that the school is effectively using its resources to improve the
quality of education.

What is the importance of the School Governing Council in the

Philippine education system?

The School Governing Council is an essential component of the Philippine

education system as it promotes participatory governance in schools and
empowers stakeholders to take an active role in improving the quality of
education. It ensures that the needs of the school community are heard and
addressed, leading to a more inclusive and responsive education system.

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 School Governing Council

The School Governing Council (SGC) aims to strengthen the partnership

between the school and the community to improve the quality of education. The
SGC is composed of representatives from different stakeholders, including
parents, teachers, school administrators, and community members.

The primary purpose of the SGC is to provide guidance and support to the
school in developing and implementing programs and policies that address the
needs and concerns of the learners and the community. It serves as a platform for
the stakeholders to share their ideas and insights on how to enhance the teaching
and learning processes, promote the welfare of the students, and provide a safe
and conducive learning environment.

Specifically, the functions of the SGC include:

1. Participating in the development of the school improvement plan

2. Monitoring and evaluating the implementation of programs and projects
3. Mobilizing resources and support from the community
4. Recommending policies and practices that improve the quality of education
5. Providing feedback to the school on its performance
6. Promoting transparency and accountability in the school's operations.

The SGC plays an important role in promoting collaborative governance

in the education sector, and in ensuring that the school's programs and policies
are responsive to the needs and aspirations of the learners and the community.

What are the guiding principles of School Governing Council?

The School Governing Council (SGC) of the Department of Education

(DepEd) in the Philippines is guided by six principles that guide its actions and
decisions. These principles are as follows:

1. Inclusive - The SGC ensures that all stakeholders are represented and
included in its discussions and decisions. It recognizes the diversity of the
school community and strives to promote equity and inclusivity in its
actions.

2. Respectful - The SGC values the opinions and perspectives of all

stakeholders and promotes a culture of mutual respect and understanding.
It fosters open communication and dialogue to promote constructive
discussions and collaborative decision-making.

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 3. Trustworthy - The SGC upholds the principles of transparency and
accountability in its operations. It acts with integrity and honesty, ensuring
that decisions and actions are guided by the best interests of the school
community.
4. Responsible - The SGC takes responsibility for its actions and decisions.
It recognizes its role in promoting the welfare and development of the
learners and the community, and ensures that its decisions are guided by
sound educational principles and practices.

5. Effective - The SGC is committed to achieving its goals and objectives in

a timely and efficient manner. It works towards achieving tangible
outcomes and results that benefit the school community and the learners.

6. Committed - The SGC is committed to the development and improvement

of the school. It recognizes that education is a shared responsibility and is
committed to working collaboratively with the school community to
achieve its vision and mission.

What are the functions of the school head on SGC?

The school head plays a crucial role in the School Governing Council
(SGC). As a member of the SGC, the school head has the following functions:

1. Chair the SGC - The school head serves as the chair of the SGC, presiding
over its meetings and facilitating its discussions and decision-making
processes.

2. Implement SGC policies and decisions - The school head is responsible

for implementing the policies and decisions of the SGC, ensuring that they
are aligned with the school's vision and mission.

3. Provide information and feedback - The school head is expected to

provide information and feedback to the SGC on the school's performance,
challenges, and opportunities for improvement. This includes providing
reports on the school's academic and administrative operations and
responding to queries and concerns raised by the SGC.

4. Mobilize resources - The school head is expected to mobilize resources,

both from within the school and from external partners, to support the
implementation of the SGC's programs and projects. This includes
identifying potential funding sources, forging partnerships with local
organizations, and encouraging the participation of parents and other
stakeholders in the school's activities.

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 5. Foster collaboration - The school head is responsible for fostering
collaboration among the SGC members and promoting a culture of
teamwork and shared responsibility. This includes providing opportunities
for dialogue and discussion, recognizing the contributions of SGC
members, and addressing conflicts and challenges in a constructive
manner.

What are the limitations of the authority of the School Governing

Council?

While the School Governing Council (SGC) has an important role in

improving the quality of education, it also has limitations to its authority. These
limitations include:

1. No power to create policies - The SGC can only make recommendations

to the school head or the DepEd, but it does not have the authority to create
policies or directives that govern the school's operations.

2. No power over personnel management - The SGC has no authority over

personnel management decisions, such as hiring and firing of teachers and
school staff. These decisions are made by the DepEd's central office or the
school head.

3. No power over school budget - While the SGC can make

recommendations for the school's budget, it does not have the power to
approve or allocate funds. The school head and the DepEd's central office
have the authority to make decisions about the school's budget.

4. No power over academic standards - The SGC cannot set academic

standards for the school or decide on the curriculum. These decisions are
made by the DepEd's central office.

5. No power over student discipline - While the SGC can provide

recommendations on student discipline policies and procedures, it does not
have the authority to decide on disciplinary actions for individual students.
This authority rests with the school head and the school's disciplinary
committee.

TThe SGC has limited authority and serves primarily as an advisory body
to the school head and the DepEd. Its role is to provide recommendations and

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guidance to improve the quality of education, but the final decisions rest with the
DepEd and the school head.

What are the roles of the School Governing Council?

1. The SGC actively takes part in developing the School Improvement Plan
(SIP), which outlines the school's vision, values, goals, strategies, and
resources for improvement. The SIP is created through a participatory
approach involving the School Planning Team, school community
stakeholders, and SGC members. The SGC, along with the School Head,
endorses the SIP to the Schools Division Superintendent for review and
approval.

2. The SGC helps the school establish a Monitoring and Evaluation System
to assess its performance based on the SIP, and then reports the results to
the Department and local community. This involves the SGC gathering
information about the school's performance and using a self-assessment
process to report its findings.

3. The SGC mobilizes resources to support the implementation of the SIP.

They actively support the implementation of the SIP and seek out ways to
generate resources to aid its implementation.

4. The SGC creates relevant committees to aid the School Head and staff in
implementing the SIP. The Council ensures that committees understand
their roles and responsibilities.

Relationships

1. The SGC has the authority to request resources from Local Government
Units and other stakeholder groups to support the implementation of the
SIP.

2. The SGC and school staff must have a relationship built on mutual trust
and respect, and share responsibilities to continuously improve learners'
performance.

3. The willingness of school heads to involve parents and community

members in school tasks and decision-making is essential for establishing
a strong foundation for school-family-community partnerships.

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 What is the composition of the School Governing Council?

To accommodate variations in school contexts, the makeup of SGCs

should be adaptable. SGCs may have the following officers:

1. Chairperson
2. Vice-Chairperson
3. Secretary
4. Treasurer
5. Auditor
6. Chief Executive Officer (School Head)

3. Inclusive Practice

How can teachers build connections with students from diverse cultural
backgrounds to promote a more inclusive classroom environment?

To build connections with students from diverse cultural

backgrounds, teachers can learn about and incorporate cultural traditions
and customs into their teaching, invite guest speakers from different
cultural backgrounds, and create opportunities for students to share their
own cultural experiences. Teachers can also use inclusive language and
ensure that all students feel valued and respected in the classroom.

In what ways can schools promote gender sensitivity and inclusivity in

the classroom, and how can teachers help foster a safe and welcoming
environment for all students?

Schools can promote gender sensitivity and inclusivity by creating

policies and practices that support gender equity, such as gender-neutral
bathrooms and dress codes, and by providing training to teachers and staff
on gender issues. Teachers can foster a safe and welcoming environment
by using inclusive language and addressing all students by their preferred
names and pronouns.

What strategies can schools and teachers use to create a more physically
and mentally healthy learning environment, particularly for students with
disabilities or other special needs?

Schools can promote physical and mental health awareness by providing

access to healthy food options, creating opportunities for physical activity,
and providing mental health resources and support. Teachers can also

336
 promote healthy behaviors and habits, such as regular exercise and stress
management techniques, in their classroom.

How can schools and teachers foster cultural responsiveness and

awareness among students and staff to promote understanding and respect
for diverse cultures and backgrounds?

To foster cultural responsiveness and awareness, schools and

teachers can incorporate culturally responsive teaching practices, such as
using culturally relevant curriculum materials and incorporating diverse
perspectives into classroom discussions. Schools can also provide
opportunities for students and families to share their cultural traditions and
experiences.

In what ways can technology be used to promote inclusive practices in

the classroom, particularly for students who are not physically present in
the classroom or who have special learning needs?

Technology can be used to promote inclusive practices in the

classroom by providing access to online resources and tools that
accommodate different learning needs and abilities. Teachers can use
online platforms to provide accommodations, such as closed captions and
alternative text formats, and to facilitate communication and collaboration
between students in the classroom and those who are learning remotely.

How can teachers ensure that their teaching practices are inclusive of
students with diverse learning needs, and what resources and support are
available to assist with this?

To build connections with students from diverse cultural

backgrounds, teachers can learn about and incorporate cultural traditions
and customs into their teaching, invite guest speakers from different
cultural backgrounds, and create opportunities for students to share their
own cultural experiences. Teachers can also use inclusive language and
ensure that all students feel valued and respected in the classroom.

What strategies can schools and teachers use to address bullying and harassment
in the classroom, particularly for students who may be targeted due to their
gender identity, sexuality, race, or other factors?

Strategies for addressing bullying and harassment in the classroom

include creating clear policies and procedures for reporting and addressing
incidents, promoting positive behavior and conflict resolution skills, and

337
providing training to teachers and staff on how to recognize and respond
to bullying. Teachers can also provide a safe and supportive space for
students who have experienced bullying or harassment.

In what ways can schools and teachers promote mental health and
emotional well-being among students, and how can they ensure that all
students have access to appropriate support and resources?

Schools can promote mental health and emotional well-being among

students by providing access to counseling and other support services,
creating a positive and supportive classroom environment, and promoting
healthy habits and coping strategies. Teachers can also incorporate
mindfulness and stress reduction techniques into their teaching and provide
opportunities for students to practice self-care.

How can schools and teachers work together with families and
communities to create a more inclusive learning environment, particularly
for students from marginalized backgrounds?

Schools and teachers can work together with families and

communities to create a more inclusive learning environment by involving
families in decision-making processes, creating opportunities for families
to participate in school events and activities, and providing resources and
support to families from diverse backgrounds.

What role does professional development play in promoting inclusive

practices in the classroom and school community, and how can teachers
and school staff access relevant training and support?

Professional development plays a crucial role in promoting inclusive

practices in the classroom and school community. Teachers and school
staff can access relevant training and support through workshops,
conferences, and online resources, and can work collaboratively with other
educators to share best practices and strategies. Ongoing professional
development helps ensure that teachers and staff have the knowledge and
skills they need to create a welcoming and inclusive learning environment
for all students.

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 4. Communication

How to create connection through communication?

Creating connection through communication involves establishing a

positive and respectful relationship with the other person by effectively
communicating with them. Here are some ways to create a connection through
communication:

1. Active listening: Listening actively and empathetically is important for

building rapport. It shows that you value and respect the other person’s
perspective.

2. Use open-ended questions: Instead of asking closed-ended questions that

only require a yes or no answer, ask open-ended questions that encourage
the other person to share their thoughts and feelings.

3. Be authentic: Being authentic means being true to yourself and honest

with others. It helps to build trust and credibility in a relationship.

4. Use positive body language: Nonverbal communication is just as

important as verbal communication. Use positive body language such as
making eye contact, nodding, and smiling to show that you are engaged
and interested in the conversation.

5. Show empathy: Empathy means understanding and sharing the feelings

of the other person. It helps to create a connection by showing that you care
about the other person’s experience.

6. Be respectful: Showing respect means being courteous, polite, and

considerate of the other person’s feelings and opinions. It helps to establish
a positive and respectful relationship.

What is rapport and why is it important?

Rapport is a positive relationship or connection between individuals based

on mutual trust, respect, and understanding. In the context of education, rapport
refers to the positive relationship between teachers, students, and other
stakeholders in the education system.
It is important because it creates a conducive learning environment, where
everyone feels comfortable, safe, and supported. This positive relationship can
improve student motivation, engagement, and academic achievement, as well as
increase teacher satisfaction and effectiveness. Additionally, rapport can help

339
build a sense of community and foster collaboration and cooperation among all
stakeholders.
How to build rapport?

Building rapport involves establishing a positive and trusting relationship

with someone. Here are some ways to build rapport:

1. Active listening: Pay attention to what the other person is saying and
respond thoughtfully. Show interest by asking questions and clarifying points.

2. Show empathy: Try to understand the other person's perspective and

feelings. Acknowledge their emotions and demonstrate that you care.

3. Find common ground: Look for shared interests or experiences that you
can connect on. This can help build a sense of trust and understanding.

4. Be genuine: Be yourself and avoid pretending to be someone you're not.

People can sense when someone is being insincere, which can undermine rapport.

5. Maintain positive body language: Smile, maintain eye contact, and avoid
crossing your arms or legs. This can help create a positive and open atmosphere.

6. Follow through: If you promise to do something or follow up on a

particular issue, make sure you do it. This can help build trust and credibility over
time.

5. Community Engagement

In what ways have parents and community members exerted an influence

on education policy?

Parents and community members have played a significant role in shaping

education policy in various ways. Some examples include:

1. Advocacy and lobbying: Parents and community members often advocate

for policy changes that align with their interests and concerns. They may
organize campaigns, demonstrations, and rallies to lobby for policy
reforms.

2. Parent and community involvement in school decision-making: Parents

and community members can participate in school meetings, serve on
school boards, and engage in consultation processes that influence policy
development.
340
 3. Feedback mechanisms: Schools and education departments often use
feedback mechanisms to collect input from parents and community
members on proposed policies. This feedback is taken into account when
developing and revising policies.

4. Grassroots organizing: Parents and community members can form

grassroots organizations to promote education policy changes. These
organizations can work with policymakers to develop new policies and
advocate for their implementation.

5. Legal action: In some cases, parents and community members may take
legal action to challenge education policies that they perceive as harmful
to their interests. This can result in changes to policies through court rulings
and legal settlements.
Parents and community members have the ability to influence education
policy through various means, including advocacy, participation, feedback,
grassroots organizing, and legal action. Their input and engagement are critical
to ensuring that education policies reflect the needs and priorities of the
communities they serve.

What is stakeholder engagement, and why is it important in education?

Stakeholder engagement is the process of involving individuals and

groups who have a stake or interest in an organization or issue in discussions,
decision-making, and actions. It is important in education because it helps to build
trust, increase transparency, and ensure that the needs and concerns of all
stakeholders are taken into account in policy and decision-making.

What are the key benefits of stakeholder engagement in educational

policy and decision-making processes?

The key benefits of stakeholder engagement in educational policy and

decision-making processes include improved decision-making, increased trust
and credibility, better communication, increased transparency, enhanced public
participation, and greater accountability.

Who are the stakeholders in education, and what are their roles in the
engagement process?

Stakeholders in education can include students, parents, teachers, school

staff, community members, local and national governments, civil society
organizations, and other stakeholders who have an interest in or are affected by

341
educational policies and practices. Their roles in the engagement process can
vary, but typically involve providing input, feedback, and recommendations to
inform decision-making.

How can schools and educational institutions effectively engage

stakeholders in policy development and implementation?

Schools and educational institutions can effectively engage stakeholders in

policy development and implementation by creating a culture of participation and
openness, providing multiple channels for communication and feedback,
involving stakeholders in meaningful ways at different stages of the policy
development process, and ensuring that all stakeholders have equal opportunities
to participate.

What are some common challenges that arise in stakeholder engagement

processes, and how can they be addressed?

Common challenges that arise in stakeholder engagement processes

include resistance to change, lack of trust, power imbalances, communication
barriers, insufficient resources, and difficulties in engaging marginalized and
underrepresented groups. These challenges can be addressed through strategies
such as building relationships, providing clear and transparent communication,
ensuring equal participation and representation, and addressing power
imbalances through inclusive and collaborative decision-making.

How can stakeholder engagement be used to promote equity and

inclusion in education, particularly for marginalized and underrepresented
groups?

Stakeholder engagement can be used to promote equity and inclusion in

education by involving marginalized and underrepresented groups in policy and
decision-making processes, providing opportunities for their voices to be heard,
and addressing their specific needs and concerns. This can help to ensure that
policies and practices are designed to meet the needs of all learners and promote
equitable outcomes for all.

What is parental involvement in education, and why is it important?

Parental involvement in education refers to the participation of parents in

their children's academic and educational experiences. It is important because
research has shown that when parents are involved in their children's education,

342
students are more likely to achieve higher academic success, have better
attendance, and have positive attitudes towards school.

What are some effective strategies that schools can use to increase
parental involvement?

Effective strategies that schools can use to increase parental involvement

include creating a welcoming and inclusive school environment, establishing
regular communication channels between parents and teachers, providing
opportunities for parents to volunteer in the classroom, and offering workshops
and trainings for parents to build their skills and knowledge related to their
children's education.

How does parental involvement in education impact student achievement

and well-being?
Parental involvement in education has been shown to have a positive
impact on student achievement and well-being. When parents are involved in
their children's education, students are more likely to have higher grades, better
attendance, and improved behavior, as well as increased motivation and self-
esteem.

What are some common barriers that prevent parents from getting
involved in their children's education, and how can these barriers be overcome?

Common barriers that prevent parents from getting involved in their

children's education include lack of time, lack of knowledge about how to get
involved, language barriers, and cultural differences. These barriers can be
overcome by providing opportunities for parents to get involved that are flexible,
accessible, and culturally responsive.

How can schools effectively engage parents from diverse cultural and
linguistic backgrounds in their children's education?

Schools can effectively engage parents from diverse cultural and linguistic
backgrounds by creating a welcoming and inclusive school environment that
respects and values diversity, providing translation and interpretation services,
offering cultural competency trainings for staff, and engaging with community-
based organizations that serve families from diverse backgrounds.

What are some examples of successful parental involvement initiatives or

programs in schools, and what lessons can be learned from these examples?

343
 Examples of successful parental involvement initiatives in schools include
family literacy programs, parent-teacher conferences, home visits by teachers,
and parent education workshops. Lessons that can be learned from these
examples include the importance of building trusting relationships between
parents and teachers, creating opportunities for two-way communication, and
providing resources and support to parents to build their knowledge and skills
related to their children's education.

What is PTA and how is it guided by the Department of Education?

PTA stands for Parent-Teacher Association, and it is an organization that

operates in both public and private schools in the Philippines. It is guided by the
Department of Education Memorandum No. 74 series of 1999, which provides
policies and guidelines for its operation.

How does PTA promote unity and cooperation among different

stakeholders in schools?

PTA promotes unity and cooperation by providing mechanisms for proper

coordination with members of the community, discussing relevant concerns, and
providing assistance and support to the school. Regular meetings are also
conducted with local government units, civic organizations, and other
stakeholders to foster unity and cooperation.

What are the existing policies and guidelines that PTA should adhere to
according to the Department of Education in the Philippines?

PTA should adhere to all existing policies and implementing guidelines by

the Department of Education in the Philippines. These policies and guidelines are
outlined in the Department of Education Memorandum No. 74 series of 1999.

How does Brigada Eskwela program bring together different stakeholders

in the Philippines to help maintain and beautify public schools?

The Brigada Eskwela program brings together parents, teachers, and other
members of the community where a public school is located to help one another
for the school's maintenance and beautification every two weeks before the
official start of classes. This program allows for shared governance, community
involvement, and local resources to be utilized to improve public schools.

What is the mission of Brigada Eskwela program in the Philippines?

344
 The mission of the Brigada Eskwela program in the Philippines is to
practice shared governance, bring the spirit of education to the community level,
and utilize local resources to improve public schools.

How does Brigada Eskwela program contribute to the improvement of

public schools in the Philippines?

The Brigada Eskwela program contributes to the improvement of public

schools in the Philippines by mobilizing different stakeholders in the community
to work together towards a common goal of maintaining and beautifying schools.
This program also allows for community involvement, shared governance, and
the utilization of local resources to improve public schools.

What initiatives are in place in the Philippines to strengthen the home-

school connection and promote parental involvement in education?

The home-school connection is an essential aspect of education in the

Philippines. In the country's culture, the family plays a significant role in the
education of children. Parents are seen as the primary educators of their children,
and they are expected to actively participate in their children's education. This
connection is often facilitated through parent-teacher associations (PTAs) and
other school-related programs.

In the Philippines, every school is required to have a PTA, as guided by

Department of Education Memorandum No. 74 series of 1999. The PTA provides
mechanisms to ensure proper coordination with the members of the community,
provides an avenue for discussing relevant concerns, and provides assistance and
support to the school for the promotion of their common interest. The PTA serves
as a support group and a significant partner of the school whose relationship shall
be defined by cooperative and open dialogue to promote the welfare of the
students.

The Brigada Eskwela program is another example of the home-school

connection in the Philippines. It is an annual program that brings together
nationwide voluntary efforts of different stakeholders, including parents,
teachers, and members of the community where a public school is located. They
help one another for the school's maintenance and beautification every two weeks
before the official start of classes. Its mission is to practice shared governance,
bring the spirit of education to the community level, and utilize local resources to
improve public schools.

Furthermore, the K-12 Basic Education Program in the Philippines

emphasizes the importance of the home-school connection. It promotes parental

345
involvement in their children's education and encourages parents to support their
children's learning by providing a supportive and conducive learning
environment at home.

In summary, the home-school connection is a critical aspect of education

in the Philippines. Parents are seen as primary educators, and they are expected
to actively participate in their children's education. Through programs such as
PTAs, Brigada Eskwela, and the K-12 Basic Education Program, the connection
between home and school is strengthened, and the learning outcomes of students
are improved.

346
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