SIP Topic 1 Understanding Strategic Planning.pptx

This document is developed for the exclusive use of the Department of Education Regional Office VI 2022 SIP Strategic Planning Process Copyright 2022
… where every child is a Champion
This document is developed for the exclusive use of the Department of Education Regional Office VI
2022 SIP Strategic Planning Process Copyright 2022
Capacity Building on
Developing the School
Improvement Plan (SIP)
Topic: Understanding Strategic Planning

…where every child is a
Expectations Setting
• What do I expect from the Course?
• What do I expect from the Facilitator/
Resource Person?
• What is my commitment to make this
learning session successful?

3
Target Objectives and Outputs
To understand the fundamental components and
steps of Strategic Planning
To emphasize critical points under each
component
To introduce the application of Strategic
Planning components to the SIP
• Strategic Objectives
• SWOT with
Actionable Strategies
• Organizational Risks
• Implementation Plan
• MEA
• Draft SIP

4
Target Objectives and Outputs
To understand the fundamental components and
steps of Strategic Planning
To emphasize critical points under each
component
To introduce the application of Strategic
Planning components to the SIP
• Strategic Objectives
• SWOT with
Actionable Strategies
• Organizational Risks
• Implementation Plan
• MEA
• Draft SIP

Overview
Input Output
Process
SIP
Strategic
Planning
Data

WHAT DO YOU SEE?

Teaching
-Learning
Process
WFP/
Budget
PPAs -
Training
Classroom
Observation
Performance
Plan
WHAT DO YOU SEE?

SYSTEM
SIP
SMEA Report
Teaching-
Learning
WFP/Budget
PPAs
Performance
Report

MANAGEMENT
15
Strategy
• About understanding your
environment and making choices
about what you will do
• Identifies what you need to do to
meet one or more organization’s
• Making choices about how to use
the resources you have and the
actions you will take to achieve the
choices made inside your strategy
Plan
Objectives

16
• Process of finding the best
means of attaining
organizational goals
• It defines what the
organization wants to
achieve in clear and certain
terms
• Guide the operational
activities of the
organization
It is about making major moves that will determine the
LONG TERM DIRECTION of the organization

17
This process is used to prioritize efforts, effectively allocate
resources, align personnel on organization’s goals, and
ensure that those goals are backed up by data and sound
reasoning

18
Success Indicators
Organizational Output/ Outcome
Strategic Objectives

19
STRATEGIC PLAN is a six-year
plan developed at the Central,
Regional, Schools Division Office,
School levels which contains the
strategic directions and priorities of
the incumbent administration for its
respective level of governance and
is based on a thorough analysis of
the prevailing basic education
situation.

20
DepEd Perspective
Outp
uts
Proces
s
Supplier
s
Input
s
Custom
ers

21
Actual:
11 out of 17 regions
have achieved more
than 100% enrollment
rate

23

24

25
RO Perspective
Outp
uts
Proces
s
Supplier
s
Input
s
Custom
ers
Where every child is a champion. Echoing the infinite potential of every child to lead a life toward the realization of his/her dream.
Believing that every child is a microcosm of greatness. Empowering every child to become a champion. An ALS learner is a
champion. A child with special needs is a champion. A champion is one who values his/her own self and determines his/her
birthright of selfhood and self-determination. This is an embodiment of accessible, quality, relevant and liberating basic education.
This is our noble responsibility of paving the way for every child under our care to achieve his/her greatest potential.

RO Perspective
Where every child is a champion. Echoing the infinite potential of every
child to lead a life toward the realization of his/her dream. Believing that
every child is a microcosm of greatness. Empowering every child to
become a champion. An ALS learner is a champion. A child with special
needs is a champion. A champion is one who values his/her own self
and determines his/her birthright of selfhood and self-determination.
This is an embodiment of accessible, quality, relevant and liberating
basic education. This is our noble responsibility of paving the way for
every child under our care to achieve his/her greatest potential.

ACCESS
✔ SO #A1
✔ SO #A2
…
✔ SO #An
REGION
QUALITY
✔ SO #Q1
✔ SO #Q2
…
✔ SO #Qn
GOVERNANCE
✔ SO #RG1
✔ SO #RG2
…
✔ SO #RGn
QUALITY
RSO #Q1: 21 SDOs with 85% of the learners per Key Stage Area has at
least 85% Proficiency Level in all domains of the Subject by 2025
Output
Standard Measure

ACCESS
✔ SO #A1
✔ SO #A2
…
✔ SO #An
REGION
QUALITY
✔ SO #Q1
✔ SO #Q2
…
✔ SO #Qn
EQUITY
✔ SO #RE1
✔ SO #RE2
…
✔ SO #REn
QUALITY
RSO #Q1: 21 SDOs with 85% of the learners per Key Stage Area has at
least 85% Proficiency Level in all domains of the Subject by 2025
Output
Standard Measure
RESILIENCE
✔ SO #RR1
✔ SO #RR2
…
✔ SO #RRn

SDO Perspective
Outp
uts
Proces
s
Supplier
s
Input
s
Custom
ers

DIVISION
QUALITY
DSO #Q1: 30 SCHOOLS with 85% of the learners per Key Stage Area
has least 85% Proficiency Level in at all domains of the Subject by 2025
Output
Standard Measure
ACCESS
✔ SO #A1
✔ SO #A2
…
✔ SO #An
QUALITY
✔ SO #Q1
✔ SO #Q2
…
✔ SO #Qn
GOVERNANCE
✔ SO #DG1
✔ SO #DG2
…
✔ SO #DGn

DIVISION
QUALITY
DSO #Q1: 30 SCHOOLS with 85% of the learners per Key Stage Area
has least 85% Proficiency Level in at all domains of the Subject by 2025
Output
ACCESS
✔ SO #A1
✔ SO #A2
…
✔ SO #An
QUALITY
✔ SO #Q1
✔ SO #Q2
…
✔ SO #Qn
EQUITY
✔ SO #DE1
✔ SO #DE2
…
✔ SO #DEn
RESLIENCE
✔ SO #DR1
✔ SO #DR2
…
✔ SO #DRn
Standard Measure

32
Out
puts
Proce
ss
Supplie
rs
Input
s
Custom
ers
School Perspective

SCHOOL
QUALITY
SSO #Q1: 85% of the learners per Key Stage Area has least 85%
Proficiency Level in at all domains of the Subject by 2025
Output
ACCESS
✔ SO #A1
✔ SO #A2
…
✔ SO #An
QUALITY
✔ SO #Q1
✔ SO #Q2
…
✔ SO #Qn
GOVERNANCE
✔ SO #SG1
✔ SO #SG2
…
✔ SO #SGn
Standard Measure

SCHOOL
QUALITY
SSO #Q1: 85% of the learners per Key Stage Area has least 85%
Proficiency Level in at all domains of the Subject by 2025
Output
ACCESS
✔ SO #A1
✔ SO #A2
…
✔ SO #An
QUALITY
✔ SO #Q1
✔ SO #Q2
…
✔ SO #Qn
EQUITY
✔ SO #SE1
✔ SO #SE2
…
✔ SO #SEn
RESLIENCE
✔ SO #SR1
✔ SO #SR2
…
✔ SO #SRn
Standard Measure

35
Department of Education System

What Level of Output are We Expecting?
Operational
Tactical
Strategic
Organizational
Output
3-6 years
Output
Quarterly
Output
Daily
Output
Weekly
Output
Project or program
based
Output
Event

ACCESS
✔ SO #A1
✔ SO #A2
…
✔ SO #An
REGION
QUALITY
✔ SO #Q1
✔ SO #Q2
…
✔ SO #Qn
GOVERNANCE
✔ SO #RG1
✔ SO #RG2
…
✔ SO #RGn
ACCESS
✔ SO #A1
✔ SO #A2
…
✔ SO #An
DIVISION
QUALITY
✔ SO #Q1
✔ SO #Q2
…
✔ SO #Qn
GOVERNANCE
✔ SO #DG1
✔ SO #DG2
…
✔ SO #DGn
ACCESS
✔ SO #A1
✔ SO #A2
…
✔ SO #An
SCHOOL
QUALITY
✔ SO #Q1
✔ SO #Q2
…
✔ SO #Qn
GOVERNANCE
✔ SO #SG1
✔ SO #SG2
…
✔ SO #SGn
QUALITY
RSO #Q1: 21 SDOs with 85% of the
learners per Key Stage Area has at
least 85% Proficiency Level in all
domains per Subject by 2025
QUALITY
DSO #Q1: 30 SCHOOLS with 85% of
the learners per Key Stage Area has
at least 85% Proficiency Level in all
domains per Subject by 2025
QUALITY
SSO #Q1: 85% of the learners per Key
Stage Area has at least 85%
Proficiency Level in all domains per
Subject by 2025

38
The Importance of
Strategic Planning

39
1. Create Direction
1. Guide Decision
1. Track Progress

40
Strategic Planning Framework

41
Minimum Elements of SIP
STRUCTURE ELEMENT (OUTPUT)
DepEd Vision, Mission
and Core Values
Articulation of DepEd vision, mission, and core values
on how these will influence the school ways of doing
things.
School’s Current Situation SWOT (Access, Equity, Quality, Resilience and Well-
being, and Governance)
Improvement Plan Strategic Objectives (6 years), Target per year (6
years), Strategies, Implementation Plan
Financial Plan Financial Plan for 6 years based from Implementation
Plan, and Annual Plan using WFP

42
Minimum Elements of SIP
STRUCTURE ELEMENT (OUTPUT)
School Monitoring and
Evaluation and
Adjustments
Performance Monitoring Schedule, and Success
Indicator
Risk Management Plan School Risk Registry

Strategic Planning Using
Top-Down Planning
Vision
Mission
Key Result Areas
Performance
Indicators
Strategies Operating Plans and
Action Programs
Activities and
Tasks
Resources
Required (Money,
Facilities, and
People)
Objectives
T
O
P
-
D
O
W
N

Strategic Planning Using Bottom-Up Planning
Strategies
Operating Plans
and Action
Programs
Activities and
Tasks
Resources
Required (Money,
Facilities, and
People)
SWOT Analysis
External Environment Assessment
(Opportunities and Threats)
Internal Environment Assessment
(Strengths and Weaknesses)
❑ Political,
❑ Economic,
❑ Social,
❑ Technological,
❑ Legal, and Ecological
❑Organizational Performance VS Targets
❑Organizational Capabilities and Competencies
❑Resource Optimization
❑Programs, Activities, Projects
❑Physical Assets
B
O
T
T
O
M
-
U
P

45
Strategic Management
Objective
Plan
Performance
Strategies

46
Strategic Planning:
Vision to Target Setting

47
Why Start with the Vision & Mission?

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.
Vision-Mission
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.
• 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.

Fulfilling our Roles to Meet our Goals
KPI
Strategic
Objectives
Key Result Areas
(Pillars)
Vision/Mission IMPACT
KRA 1
SO 1
KPI 1
SO 2
KPI 2
KRA 2
SO 3
KPI 3
KRA 3
SO 4
KPI 4

50
Expand Access to Basic
Education
Improve Quality and
Relevance
Modernize Education
Management & Governance
• Automate core systems and
processes (e-Governance)
• Improve Procurement
Process
• Accelerate Research & Dev’t
• Improve DepEd Independence
from interference
• Improve Human Resource
and Development
• Expand coverage of
Inclusion Programs
• Expand access to
Secondary Education
• Provide non-classroom
facilities in remote and
isolated schools
• Improve Partnership
building and linkages
• Full implementation of K to 12
Program
• Improve Quality of Teachers
• Expand the use of
Technology for Learning
• Enrich curricula to address
cross-cutting issues and
foster critical thinking
towards Liberating Basic
Education
By 2022, we will have nation-loving and competent lifelong learners able to
respond to challenges and opportunities through quality, accessible, relevant and
liberating K to 12 Program delivered by a modern, professional, pro-active,
nimble, trusted and nurturing DepEd
TEAM
VISION
STRATEGIC
GOAL
STRATEGIC
OBJECTIVES
(Strategies)
DEPED STRATEGIC DIRECTIONS (2017-2022)

DEPED STRATEGIC DIRECTIONS (2023-2028)
Statement of the expected change as a consequence of interventions. These can be
changes in learners’ performance, systems, policies, or institutional. Specifically,
statement of the quality and characteristic of the learner that the organization wants to
produce after completing basic education
Represents the contribution of the Department in achieving societal
aspirations in terms of improving the state of basic education in the country
and global community. It is aligned with the goals of the national government
GOAL
OUTCOME
INTERMEDIATE
OUTCOME
Critical result that must occur in order to reach the higher-level outcome.
It describes what the organization endeavors the learners to have in terms
of access, equity, quality and resiliency

BEDP Results Framework
4. RESILIENCY &
WELL-BEING
1. ACCESS 2. EQUITY 3. QUALITY
INTERMEDIATE OUTCOMES
SECTOR
OUTCOME
GOAL
All school-age
children, out-of-
school youth, and
adults accessed
relevant basic
learning
opportunities
Disadvantaged school-
age children and youth,
and adults benefited
from appropriate equity
initiatives
Learners complete K-12 basic
education having attained all
learning standards that equip
them with the necessary skills
and attributes to pursue their
chosen paths
Learners are resilient and know
their rights and responsibilities have
the life skills to claim their rights
and respect for others' rights in a
learning environment where duty-
bearers perform their obligations
Efficient, nimble and resilient governance and management processes
All Filipinos are able to realize their full potential and contribute
meaningfully in building a cohesive nation
Basic education Filipino learners have the physical, cognitive, socio-emotional and moral preparation for
civic participation and engagement in post-secondary
opportunities in their local, national, and global communities.
ENABLING MECHANISMS - GOVERNANCE

53
DepEd Regional Office
Vision-Mission
Key Result Areas
(Strategic Goal)
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.
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.
Pillar 1: Access
Pillar 2: Equity
Pillar 3: Quality
Pillar 4: Resiliency & Well-being

54
Contextualizing the Pillars
P1: Access P2: Equity P3: Quality
P4: Resiliency &
Well-being
Kindergarten (Intake)
Madrasah (enrolment
& issues)
Key Stage 1: G3
Learners Health &
Nutrition
Retention (dropout)
IP (enrolment &
issues)
Key Stage 2: G6 Child’s Rights and
Protection
Transition (G6 to 7;
G10 to 11)
SPED (enrolment &
issues)
Key Stage 3: G10
Disaster Response
Out of School:
Children, Youth and
Adult
Other Inclusion
Initiatives of RO
RO-led Inclusion
Initiatives
Key Stage 4: G12
ALS Examination
Results

55
(Strategic Goals)

57
Here is SDO’s Objective
SDO Objective KPI Target
R2 R3
To achieve 8 out of 8
Schools with at least
4 out 5 of its members
have a score of at
least 15 by the end of
the third round.
1. Number of Schools 6 8
2. Number of Members 4 4
3. Score 15 15

Vision-Mission
✔ Multi-year in nature
✔ It provides organization-wide direction

59
✔ Multi-year in nature
Strategic objectives need to be multi-year in nature: they’ll
take several years to achieve
Note: Annual Goals are cascaded from Strategic
Objectives
✔ It provides organization-wide direction
Strategic objectives need to represent organization-wide
direction, not division goals.
Reference: DepEd RPMS

60
are the specific things you need to do and the results you need
to achieve in your Key Result Areas.

61
Specific and Measurable
Well-written objectives are
stated in specific terms to
avoid any confusion about
what is to occur or what is to
improve.

Objectives should be challenging yet
attainable; that is, something the person
can influence to effect, change or ensure
results.
Attainable
Relevant
Objectives should be aligned to the
vision and mission of the organization;
related to the functions.

63
Time-based
To ensure that results are achieved,
objectives must be time bound.

64
Strategic Objective Statement Format
A Strategic Objective is the direction you have to take to get to your
destination. Since objectives are directions, the objective verb-
object-target-time format starts with action (objective verb), states
what is acted upon (object), by how much/many (target),
and when (date).
Examples:
• Increase enrollees by 20% in 2028
• Reduce drop-out rate to .05% in 2028
• Achieve 96% elementary level completion rate By Dec 31, 2028
Reference: Recommended Format for Defining Strategies. Michael Wilkinson. May 20, 2014

65
Strategic Objective Statement Format
Objective Verbs
Increase
Reduce
Achieve
Maintain
Have
What is objective verb?
Reference: Recommended Format for Defining
Strategies. Michael Wilkinson. May 20, 2014
Verbs to describe the results to be achieved

• Ensured the development of contextualized and quality assured
learning assessments by December 2028.
• Improve academic performance by 2022
• Ensured forging of MOAs/MOUs with potential donors/partners of
resources related to PPAs
• Increase Participation Rate by 2022
• Improve effective, efficient and collaborative delivery of basic
education services to learners by 2022.
Objective Verbs
Let’s Check this:

67
• Ensured the development of contextualized and quality assured
learning assessments by December 2028.
• Improve academic performance by 2022
• Ensured forging of MOAs/MOUs with potential donors/partners of
resources related to PPAs
• Increase Participation Rate by 2022
• Improve effective, efficient and collaborative delivery of basic
education services to learners by 2022.
Let’s Check this: Strategy Verbs

Strategy Verbs
Establish
Develop
Implement
Build
Create
What is Strategy Verb?
Verbs to describe the actions to be taken to achieve
the objective
Reference: Recommended Format for Defining Strategies. Michael Wilkinson. May 20, 2014
Strategy Verbs
Generate
Utilize
Hold
Distribute

Action Words
Objective Verbs
Increase
Reduce
Achieve
Maintain
Have
Maximize
Retain
Acquire
Strategy Verbs
Establish
Develop
Implement
Build
Create
Generate
Utilize
Hold
Distribute

Elements in Writing the Objective:
Elements Example
Objective Verb To achieve at least 75% of the learners in Key Stage 1
have at least 80% Proficiency Level in all domains per
Subject by 2028.
Target
Output
Quality
Date
NOTE: Usually, one to three objectives are sufficient to cover each KRA. Ask yourself: Does this objective benefit
me, the office, and the organization? If not, consider rewriting it.

Elements Example
Objective Verb To achieve at least 75% of the learners in Key Stage 1 have at
least 80% Proficiency Level in all domains per Subject by 2028.
Target To achieve at least 75% of the learners in Key Stage 1
Subject by 2028.
Output
Quality
Date

Elements Example
Target To achieve at least 75% of the learners in Key Stage 1 have at
Output To achieve at least 75% of the learners in Key Stage 1
Subject by 2028.
Quality
Date

Elements Example
Output To achieve at least 75% of the learners in Key Stage 1 have at
Quality To achieve at least 75% of the learners in Key Stage 1
have at least 80% Proficiency Level in all domains
per Subject by 2028.
Date

Elements Example
Output To achieve at least 75% of the learners in Key Stage 1 have at
Quality To achieve at least 75% of the learners in Key Stage 1 have at
least 80% Proficiency Level in all domains per Subject by
2028.
Date To achieve at least 75% of the learners in Key Stage 1
Subject by 2028.

Strategic Goal (Objective)
Out
puts
Proce
ss
Supplie
rs
Inpu
ts
Custom
ers

DepEd SDO
Vision-Mission
Key Result Areas
(Strategic Goal)
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.
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.
Pillar 1: Access
Pillar 2: Equity
Pillar 3: Quality
Pillar 4: Resiliency & Well-
being

77
Vision-Mission
Key Result Areas
(Strategic Goal)
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.
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.
Pillar 3: Quality SO1: To achieve 21 out 21 SDOs
with at least 75% of the learners in
Key Stage 1 are performing at
least 80% proficiency level by
2028
DepEd Regional Office

78
Alignment of SDO to RO
Strategic Objectives (2022 to 2028)

Region
REDP
2022-2028
International
SDG 4
2030
National
BEDP 2030
2022-2030
Division
DEDP
2022-2028
School/CLC
SIP
2022-2025
2025-2028
Mainstreaming BEDP Strategies: Plan alignment
Long-term plan aligned with the SDG 2030, designed to address the immediate
impacts of COVID-19, address the remaining access gaps, confront issues on quality
and anticipate what futures might bring. BEDP will synchronize plans at all
governance levels
Six-year education development plan developed at the Regional level which contains
strategies on how priority directions, policies, programs, quality assurance measures and
equity-driven systems will be implemented in their respective regions, considering the
unique learning situation of learners
Six-year plan developed at the Division level which contains strategies on how assistance to
schools and learning centers will be implemented. As an example, one of the crucial
mandates of the SDOs is to manage effective and efficient use of all resources, including
human resources
Three-year roadmap that lays down specific interventions that a school, with the help of
community and other stakeholders will implement. The SIPs must be able to articulate the
school’s strategies on making the teaching and learning process more effective and inclusive.
Global Education
Agenda 2030
Aims to “ensure inclusive and equitable quality education and promote lifelong
learning opportunities for all.”
Overall Directions,
National Strategies &
Standards Development
Execution of standards,
policies and Systems
Execution of Programs,
Activities and Projects
and demand driven TA
to schools and CLCs
Curriculum
Implementation;
Teaching and learning

BEDP Results Framework
4. RESILIENCY &
WELL-BEING
1. ACCESS 2. EQUITY 3. QUALITY
INTERMEDIATE OUTCOMES
SECTOR
OUTCOME
GOAL
All school-age
children, out-of-
school youth, and
adults accessed
relevant basic
learning
opportunities
Disadvantaged
school-age children
and youth, and adults
benefited from
appropriate equity
initiatives
Learners complete K-12 basic
education having attained all
learning standards that equip
them with the necessary
skills and attributes to pursue
their chosen paths
Learners are resilient and know
their rights and responsibilities
have the life skills to claim their
rights and respect for others'
rights in a learning environment
where duty-bearers perform
their obligations
Efficient, nimble and resilient governance and management processes
All Filipinos are able to realize their full potential and contribute
meaningfully in building a cohesive nation
Basic education Filipino learners have the physical, cognitive, socio-emotional and moral
preparation for civic participation and engagement in post-secondary
opportunities in their local, national, and global communities.
ENABLING MECHANISMS - GOVERNANCE

81
Contextualizing the Pillars
P1: Access P2: Equity P3: Quality
P4: Resiliency &
Well-being
Kindergarten (Intake)
Madrasah (enrolment &
issues)
Key Stage 1: G3
Learners Health &
Nutrition
Retention (dropout) IP (enrolment & issues)
Key Stage 2: G6 Child’s Rights and
Protection
Transition (G6 to 7;
G10 to 11)
SPED (enrolment &
issues)
Key Stage 3: G10
Disaster Response
Out of School:
Children, Youth and
Adult
Other Inclusion
Initiatives of RO
RO-led Inclusion
Initiatives
Key Stage 4: G12
ALS Examination
Results

INTERMEDIATE OUTCOME 1
School-age children, out-of-school children, youth, and adults accessed relevant basic
learning opportunities
SO1.1 To achieve 21 out of 21 SDOs with increased net enrollment rate* by 2028.
SO1.2 To achieve 21 out of 21 SDOs with increased cohort survival rate* by 2028.
SO1.3 To achieve 21 out of 21 SDOs with decreased out-of-school rate* by 2028.
SO1.4 To achieve 21 out of 21 SDOs with at least 97% in Net Intake Rate of the by 2028.
SO1.5 To achieve 21 out of 21 SDOs with increased retention rate of the by 2028.
SO1.6 To achieve 21 out of 21 SDOs with decreased school leaver rate by 2028.
SO1.7 To achieve 21 out of 21 SDOs with increased transition rate of the by 2028.
SO1.8 To achieve 21 out of 21 SDOs with at least 50% ALS takers versus A & E passers by 2028.
SO1.9 To achieve 21 out of 21 SDOs with ALS Completers by 2028.
PILLAR
1:
ACCESS

School-age children, out-of-school children, youth, and adults accessed relevant
basic learning opportunities
SO1.1 To achieve 21 out of 21 SDOs with increased net enrollment rate* by 2028.
SO1.2 To achieve 21 out of 21 SDOs with increased cohort survival rate* by 2028.
SO1.3 To achieve 21 out of 21 SDOs with decreased out-of-school rate* by 2028.
SO1.4
To achieve 21 out of 21 SDOs with at least 97% in Net Intake Rate of the by
2028.
SO1.5 To achieve 21 out of 21 SDOs with increased retention rate of the by 2028.
SO1.6 To achieve 21 out of 21 SDOs with decreased school leaver rate by 2028.
SO1.7 To achieve 21 out of 21 SDOs with increased transition rate of the by 2028.
SO1.8
To achieve 21 out of 21 SDOs with at least 50% ALS takers versus A & E
passers by 2028.
SO1.9 To achieve 21 out of 21 SDOs with ALS Completers by 2028.
PILLAR
1:
ACCESS
Change this with SDO Strategic
Objectives

School-age children and youth, and adults who are at risk of being left behind
benefitted from appropriate equity initiatives
SO2.1
To achieve 21 out of 21 SDOs with at least 75% of Out of School Children and Youths, Remote Community
Learners, Children and Youth with Disabilities, and Muslim Children and Youth, Children and Youth of
Indigenous Community transitioned to the next key stage by 2028.
SO2.2
To achieve 21 out of 21 SDOs with 0.97-1.03 Gender Parity Index Completion of Out of School Children and
Youths, Remote Community Learners, Children and Youth with Disabilities, Muslim Children and Youth,
and Children and Youth of Indigenous Community by 2028.
SO2.3
To achieve 21 out of 21 SDOs with 100% of Out of School Children and Youths, remote community
learners, children and youth with disabilities, Muslims children and youth, and children and youth of
Indigenous Community continue to participate in education by 2028
SO2.4
To achieve 21 out of 21 SDOs with 75% of Out of School Children and
Youth, Remote Community Learners, Children and Youth with Disabilities,
Muslim Children and Youth, and Children and Youth of Indigenous
Community with at least 79.86% proficiency level in reading by 2028
SO2.5
To achieve 21 out of 21 SDOs with 75% of Out of School Children and Youth
Remote Community Learners, Children and Youth with Disabilities, Muslim Children and
Youth, and Children and Youth of Indigenous Community with at least 38.6% proficiency level in numeracy
by 2028
SO2.6
To achieve 21 out of 21 SDOs with 75% of Out of School Children and Youth, Remote
Community Learners, Children and Youth with Disabilities, Muslim Children and Youth, and Children and
Youth of Indigenous Community with at least 38.6% proficiency level in 21st Century Skills by 2028
PILLAR
2:
EQUITY

Learners complete K-12 Basic Education having attained all learning standards
that equip them with the necessary skills and attributes to pursue their chosen
paths
SO3.1
To achieve 21 out of 21 SDOs with at least 80% of the K-12 Learners completed Basic
Education and at least 80% has pursued of their chosen path by 2028.
SO3.2
To achieve 21 out of 21 SDOs with at least ____% of Key Stage 1 learners nearing
proficient or better in the following areas of Core Curriculum by 2028.
SO3.3
SO3.4
SO3.5
proficient or better in the following areas of Core Curriculum of the Tracks per Specialized
Subjects by 2028.
SO3.6
To achieve 21 out of 21 SDOs with at least 70% nearly proficient level or better in all
learning stages standards equipped with knowledge and developed 21st century
competencies by 2028.
SO3.7
To achieve 21 out of 21 SDOs with at least 80% of the ALS Learners attained certification
as Elementary and Junior HS completers by 2028.
PILLAR
3:
QUALITY

Learners are resilient and know their rights and have life skills to protect
themselves and claim their education-related rights from DepEd and other duty-
bearers to promote learners' well-being
SO4.1 To achieve 100% of SDOs with at least 80% of affected and displaced learners are retained by 2028
SO4.2
To achieve 21 out of 21 SDOs with 100% of learners with bullying and child abuse cases are being
acted upon by 2028
SO4.3
To achieve 21 out 21 SDOs with at least 95% of evaluated learners are happy and satisfied with
basic education experience in accordance with the provisions of the RBE by 2028
SO4.4
To achieve 21 out of 21 SDOs with 100% of Learners with at least 80% knowledge of their rights to
and in education in accordance with the provisions of the Rights Based Education (RBE) by 2028
SO4.5 To achieve 21 out of 21 SDOs with 100% schools and learning centers compliant to RBE by 2028
SO4.6
To achieve 21 out of 21 SDOs with 100% of personnel have at least 80% knowledge on child rights
and RBE by 2028
SO4.7
To achieve 21 out of 21 SDOs’ with 100% learners have 100% level of proficiency on Disaster
Management and Preparedness Skills by 2028
SO4.8 To achieve 21 out of 21 SDOs with 100% learners are in safe schools by 2028
SO4.9
To achieve 21 out of 21 SDOs with at least 80% learners have improved health statistics (BMI) by
2028
PILLAR
4:
LEARNER’S
RESILIENCY
AND
WELL-BEING

87
Performance Measures /
Indicators

Definition of Performance-Related Terms
DepEd DO No. 2, s. 2015 CSC SPMS PREXC (Program
Expenditure
Classification-Based
Performance Informed
Budgeting
(Key) Performance
Indicator is an exact
quantification of
objectives, which
shall serve as an
assessment tool
Success indicators:
Performance Measure
+ Target
Output – usually
quantitative
Outcome – usually
qualitative
KPI

89
SOME DEPED INDICATORS
• Gross Enrollment Rate (GER)
• Net Enrollment Rate (NER)
• Gross Intake Rate (GIR)
• Net Intake Rate (NIR)
• Promotion Rate
• Repetition Rate
• School Leaver Rate
• Survival Rate
• Years Input per Graduate
• Pupil-Teacher Ratio

90
Example 1: DepEd RO
KRAs
Strategic
Objectives
KPI Target
2023 2024 2025 2026 2027 2028
P3:
Quality
SO3.1: To
achieve 20 out
20 SDOs with
at least 75%
of the learners
in Key Stage 1
have at least
80%
Proficiency
Level in all
domains per
Subject by
2028.
1. Number of SDOs 20 20 20 20 20 20
2. % of learners 50% 70% 75% 70% 75% 75%
3. % of Proficiency level 60% 60% 60% 70% 70% 80%

91
KRAs
Strategic
Objectives
KPI Target
2023 2024 2025 2026 2027 2028
P3:
Quality
SO3.1: To
achieve 30
out 30
Schools with
at least 75%
of the
learners in
Key Stage 1
have at least
80%
Proficiency
Level in all
domains per
Subject by
2028.
1. Number of Schools 30 30 30 30 30 30
2. % of learners 50% 70% 75% 70% 75% 75%
3. % of Proficiency level 60% 60% 60% 70% 70% 80%
Example 1: DepEd SDO

92
Workshop 1: Alignment of SO and
Indicators (2023-2028)

93

RO-SDO Strategic Objective Alignment
Schools
Schools
Division Office
Regional Office SO1
SO1
OPCR OPCR
SO1
OPCR
So1
OPCR

95
Our Journey
Objective
Plan
Performance
Strategies

SIP Topic 1 Understanding Strategic Planning.pptx

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