2. DEPARTMENT OF EDUCATION
BASIC EDUCATION DEVELOPMENT PLAN 2030
PRIORITY DEVELOPMENT AREAS OF BEDP
1. Pivoting to quality, ensuring that all learners attain learning
standards in every key stage in the K to 12 program;
2. Expanding access to education for groups in situations of
disadvantage to ensure inclusive and equitable quality service
deliver;
3. Empowering learners to be resilient and to acquire life skills; and
4. Strengthening the promotion of the overall well-being of learners
in a positive learning environment where learners exercise their
rights and experience joy, while being aware of their responsibilities
as individuals and as members of society.
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3. DEPARTMENT OF EDUCATION
4 PILLARS – REPRESENT THE PRIORITY AREAS
PILLARS
ACCESS Address the remaining gaps in participation
Expand the learning opportunities of school-aged children and out of school youth
EQUITY Focus on the needs of learners in situation of disadvantage
QUALITY Address the quality of education through various strategic means particularly on
a. Curriculum assessment
b. Learning environment
c. Upskilling & reskilling of teachers and school leaders
RESILIENCY Focus on building resilience among learners and capacitating them to exercise their rights in a
positive learning environment, while being aware of their responsibilities as individuals and as
members of the society.
GOVERNANCE
(Enabling
Mechanism)
Through governance it will allow the agency to achieve the results through
1. Right policies & standards
2. Systems and processes
3. Human resource professional development
4. Partnerships
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4. DEPARTMENT OF EDUCATION
Considerations IMPORTANT INPUTS
ACCESS Net Enrollment Rate
Gross Enrollment Rate
Cohort Survival Rate
Completion Rate
Drop Out Rate
EQUITY 1. Out- Of – School Children and Youth
2. Remote Communities
- The government has identified
Geographically Isolated Disadvantaged
Areas
GIDA – communities with marginalized populations
- Physically and socio-economically
separated from the mainstream society
- Characterized by
a. physical factors
b. socio-economic factors
3. Children and youth with disabilities
4.Muslim Children and Youth
5. Children & Youth of Indigenous cultural
Communities
Rights – based Education through Inclusion Programs
1. SPED programs
a. Early intervention
b. Curriculum adaption
c. Learning resource support
d. Guidance & transition program
e. Referral system (learner’s health & medical
needs)
2. Indigenous Peoples Program (IPeD)
3. Madrasah Education Program
4. Multigrade Program
5. Alternative Delivery Mode
6. Last Mile Schools
a. Build classrooms
b. Provide furniture
c. Install solar panels
d. Water supply
e. Learning materials
f. ICT equipment
7. 4Ps
8. ALS 4
5. DEPARTMENT OF EDUCATION
Considerations IMPORTANT INPUTS
EQUITY Child & Youth – the right holder
DepEd – a duty bearer, legally obligated
to uphold this right and perform its
mandate
NOTE: Basic Education – is a matter of
right of the child & youth and NOT a
matter of charity, benevolence or mere
provision of services to address needs
without duty
9. Child rights and child protection- Fulfill the dignity and rights of
the child in basic education
a. Accessible & quality education
b. Right against discrimination
c. Right to health
d. Right to participation or the right of a child capable of forming
an opinion to have one’s views heard & seriously considered in
accordance with his age & maturity
e. Right to religion
f. Right to rest and play
g. Right to protection against all forms of violence, abuse, neglect,
exploitation & maltreatment
h. Right to respect in learning environment
a. The right to respect for identity & non- discrimination
b. The right to bodily & mental integrity and protection
against physical & psychological violence
c. The right to participation of children in matters affecting
them (sports, arts, and other activities)
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6. DEPARTMENT OF EDUCATION
Considerations IMPORTANT INPUTS
EQUITY The rights of the child TO and IN basic
education are INTERDEPENDENT &
INDISPENSABLE
Rights of the Child & Youth in 3 interrelated dimensions
1. Right to access to education
2. Right to quality education
3. Right to respect in the learning environment
Programs
- Programs pertaining to child protection
- Student governance & participation
- Health & nutrition
- Gender sensitivity
- Sports
10. Health; Nutrition; & Water, Sanitation and Hygfiene
RA 11037 – Masustansiyang Pagkain Para sa Pilipino Act
DepEd is mandated to implement a school-based funding programs
& other programs
D.O. 10 s. 2016 – Schools & Learning Centers were REQUIRED to
implement WASH practices
1. All schools must have available drinking water from a trusted
service
2. Usable and gender-segregated improved toilets & handwashing
facilities with water & soap
3. Improvement of hygiene & sanitation practices of learners
4. Ensures that schools are kept clean and safe
• School based solid waste mgt
• Proper drainage
• Elimination of breeding grounds for mosquitoes 6
7. DEPARTMENT OF EDUCATION
Considerations INPUTS
QUALITY Addresses the ff:
1. Quality of teaching
2. Availability of learning resources
3. Curriculum standards
4. Methods to assess standards
Challenges Impacting the Quality of Education
1. Poor performance in Reading from Early Years
into Secondary School
2. Language as a key element of Quality Learning
3. Transition issues between learning stages
4. Curriculum issues student learning outcomes
• High demand for learners in the K to 12
curriculum
• Weak pedagogy skills of teachers for
addressing 21st century skills
• Problem solving
• Information literacy
• Critical thinking within all subjects
Various Forms of Assessment in DepEd to
Measure Student Learning Outcomes
1. School (Classroom) Assessment
• Formative
• Summative
2. National Assessment
• ELLNA (low proficiency)
• NAT G6, G10 (Only Filipino – nearly
proficient)
• Exit assessment
3. Accreditation & Equivalency tests
4. International Large Scale
5. Career Assessment
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8. DEPARTMENT OF EDUCATION
Considerations INPUTS
RESILIENCY Natural and Human – Induced Hazards Over the
Last Years
1. Tropical cyclones
2. Earthquakes
3. Volcanic Eruptions
4. Armed Conflict
Impact of Natural & Human – Induced Hazards in
Basic Education
1. Damage to Infrastructure (Natural hazards)
2. Damage to Non- infrastructure
3. Schools used as evacuation centers
4. School days lost
5. Pyschosocial impacts – intensified weather
conditions impose risks to young people’s
physical, mental, psychosocial & emotional
development
6. Damage to schools (armed conflict) – class
suspension due to war, sporadic small-scale
clashes between government’s armed forces &
armed groups
DepEd DRRM’s response (D.). 50. s 2011)
1. Provision of Temporary Learning Spaces
2. School clean-up & minor repair
3. Mental Health & Psychosocial Support
Services (MHPSS) and Psychological
First Aid in emergencies
4. Provision of learners’, teachers, and
hygiene kits
5. Emergency school feeding
6. Alternative Delivery Modes
7. Deployment of Personnel
8. Fund support response, rehabilitation &
recovery efforts
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