2. DEPARTMENT OF EDUCATION
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.
3. DEPARTMENT OF EDUCATION
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.
5. DEPARTMENT OF EDUCATION
OUR MANDATE
The Department of Education was established through the Education
Decree of 1863 as the Superior Commission of Primary Instruction under
a Chairman. The Education agency underwent many reorganization
efforts in the 20th century in order to better define its purpose vis a vis the
changing administrations and charters. The present day Department of
Education was eventually mandated through Republic Act 9155, otherwise
known as the Governance of Basic Education act of 2001 which
establishes the mandate of this agency.
The Department of Education (DepEd) formulates, implements, and
coordinates policies, plans, programs and projects in the areas of formal
and non-formal basic education. It supervises all elementary and
secondary education institutions, including alternative learning systems,
both public and private; and provides for the establishment and
maintenance of a complete, adequate, and integrated system of basic
education relevant to the goals of national development.
6. DEPARTMENT OF EDUCATION
DepEd Quality Policy Statement
(DepEd Order No. 009, s. 2021)
The Department of Education is committed to provide learners with
quality basic education that is accessible, inclusive, and liberating
through:
•Proactive leadership
•Shared governance
•Evidence-based policies, standards and programs
•Responsive and relevant curricula
•Highly competent and committed officials, teaching and non-
teaching personnel
•An enabling environment
The Department upholds the highest standards of conduct and
performance to fulfill stakeholders' needs and expectations by adhering
to constitutional mandates, statutory, and regulatory requirements, and
sustains client satisfaction though continuous improvement of the Quality
Management System.
10. DEPARTMENT OF EDUCATION
Education Outcomes
Intermediate
Outcomes
Sub Intermediate Outcomes
All school-age
children, out-of-
school youth, and
adults accessed
relevant basic
learning
opportunities.
● All five-year-old children attend school
● All learners stay in school and finish
key stages
● All out-of-school children and youth
participate and complete formal or
non-formal basic education learning
opportunities
Pillar 1: Access
10
11. DEPARTMENT OF EDUCATION
Education Outcomes
Intermediate
Outcomes
Sub Intermediate Outcomes
Disadvantaged school-
age children and youth,
and adults benefited
from appropriate equity
initiatives.
● All school-age children and youth,
and adults in situations of
disadvantage are participating in
inclusive basic learning
opportunities and receiving
appropriate quality education
Pillar 2: Equity
11
12. DEPARTMENT OF EDUCATION
Education Outcomes
Intermediate Outcomes Sub Intermediate Outcomes
Learners complete K to 12
basic education, having
successfully attained all
learning standards that equip
them with the necessary skills
and attributes to pursue their
chosen paths.
● Learners attain Stage 1 (K-Grade 3) learning
standards of fundamental reading & numeracy
skills
● Learners attain Stage 2 (Grades 4-6) learning
standards in required literacy and numeracy
skills and apply 21st century skills to various
real-life situations
● Learners attain Stage 3 (Grades 7-10) learning
standards of literacy numeracy skills and
apply 21st century skills to various real-life
situations
● Learners attain Stage 4 (Grades 11-12)
learning standards equipped with knowledge
and 21st century skills developed in chosen
core, applied and specialized SHS tracks
● Learners in the Alternative Learning System
attain certification as Elementary or Junior
High School completers
Pillar 3: Quality
12
13. DEPARTMENT OF EDUCATION
Education Outcomes
Pillar 4: Resiliency and Well-Being
Intermediate Outcomes Sub Intermediate Outcomes
Learners are resilient, know
their rights, and have the
life skills to protect
themselves and claim their
education-related rights
from DepEd and other duty-
bearers to promote learners’
well-being, while being
aware of their
responsibilities as
individuals and as members
of society.
● Learners are served by a department that
adheres to a rights-based education
framework at all levels
● Learners are safe and protected, and can
protect themselves, from risks and
impacts from natural and human-
induced hazards
● Learners have the basic physical, mental,
and emotional fortitude to cope with
various challenges in life and to manage
risks
13
14. DEPARTMENT OF EDUCATION
Enabling Mechanisms: Governance
Modern, efficient, and resilient
governance and management
processes.
● Education leaders and managers
practice participative, ethical, and
inclusive management processes
● Ensure human resources in all
governance levels are sufficient,
resilient, competent, and continuously
improving
● Ideal learning environment and
adequate learning resources for
learners ensured
● Improve and modernize internal
systems and processes for a responsive
and efficient delivery of basic education
services
● Strengthen active collaboration with
key stakeholders
● Enhance and strengthen public and
private education complementarity
14
16. DEPARTMENT OF EDUCATION
Focus
16
Level of Governance Respective area of focus
Central Office Regional Offices
Regional Office Division Offices within their region
Schools Division Office Schools within their division
Schools Learners
17. DEPARTMENT OF EDUCATION
Planning to Plan
Expected output at the end of the process: Completed Staff Work (historical data
on KPIs, performance, forecast/projections)
i. Organize at least Four (4) year historical performance using
minimum key performance indicators (KPIs)
ii. Analyze the KPIs.
iii.Identify area of focus and determine the group within high and low
performance.
iv.List down reasons for the performance with focus on curriculum
support system (teachers, learning environment, assessment,
instructional supervision and school-based management, and
managing stakeholders and partners).
v. Review of past programs and initiatives on access, equity, quality
and resiliency as well as in governance. Determine which
contribute to the high and low performance.
vi.Forecast the KPIs for the next 6 years.
vii.Package the report ready for the conduct of the strategic planning.
Preparation of Complete Staff Work of the
Technical Secretariat prior to the Strat Planning
17
18. DEPARTMENT OF EDUCATION
Organizing and Mobilizing
the Planning Teams
Creation of Planning Team per Governance Level
Recommended Planning Team
School
Chair: School Head
Members: Student representative, teacher representative, parent
representative, Barangay/LGU representative, member of BDRRMC, member
of School Child Protection Committee
Optional Members: Non-Government Organization (NGO) representative,
Alim/Ulama representative, IP representatives, Arabic Language and Islamic
Values Education (ALIVE) teachers, and school alumni
Technical Secretariat
Lead: Designated Planning Coordinator for the formulation of SIP and AIP
Members: Designated finance officer, Designated Planning Coordinator,
BEIS Coordinator. For implementing units (IUs), disbursing officer and senior
bookkeeper shall participate as members of the technical secretariat
Note: In multi-cultural settings, IP and Muslim representation should be
considered. In this regard, any of the abovementioned members (e.g. a parent
who is an IP or Muslim) may also serve as the IP or Muslim representative
18
19. DEPARTMENT OF EDUCATION
Understanding the Vision, Mission, Mandate,
Strategic Directions and Situationaire
• Internalize the DepEd Vision-Mission,
Mandate and Core Values ,
• Discuss the BEDP 2030 as well as strategic
goals of the next higher governance level
• Present the Complete Staff Work
• Discuss the information provided for
enrichment
• Set directions for the conduct of the in-depth
situational analysis
19
20. DEPARTMENT OF EDUCATION
Conducting the In-depth Situational Analysis
• Data Validation
• Assessment of practices, capabilities, and
capacity to efficiently manage the curriculum
support system*
• Identify priority key stages, school groups,
geographical areas, and other concerns
• Conduct of Internal and External Analysis
* teachers, learning environment, assessment, instructional supervision and school-based management, and managing stakeholders and partners
Expected output at the end of the process: Basic Education Situation
Analysis
20
22. DEPARTMENT OF EDUCATION
Identifying Key and Immediate Challenges
Identify key and immediate challenges
confronting the basic education sector arising
from the situational analysis
Challenges will be grouped according to the
following themes: Access, Equity, Quality,
Resiliency and Well-being, and Governance.
Expected output at the end of the process: Summary of Identified
Immediate Gaps and Challenges grouped according to the BEDP
thematic areas
22
23. DEPARTMENT OF EDUCATION
Formulation of Strategic Directions and
Its Alignment Across Levels
• Objectives setting and targeting. Includes defining the
desired outcomes for learners in the next six years.
• Defining the Strategic Directions. Involves identifying
priority key stage/s, school segments, geographical areas,
target groups, and programs and projects that will provide the
most impact to learners’ access to quality basic education;
• Strategy, Initiative, and Intervention Identification.
Alignment of strategies to BEDP based on the context of
governance level and identification of initiatives and
interventions per strategic direction.
23
24. Strategies
OUTPUTS by Strategy
All school-age children, youth and adults accessed relevant
basic learning opportunities
1. Improve access to universal
kindergarten education
2. Improve learners’ access to quality
and rights-upholding learning
environment
3. Improve capacity to retain
learners in schools
• Expand access to kindergarten
program
• Kindergarten facilities within
standards provided
• Hiring of Kindergarten teachers
• Schools and stakeholders’
capacities on parental engagement
at the kindergarten level
strengthened
• Tripartite partnership with
Barangay LGUs, pre-school
centers, and public schools
strengthened
• Development of policy in
acceleration (assessment based)
• Existing Catchup program for five-
year-old children or above not
attending kindergarten is reviewed
• Strategy for mapping whereabouts
of five-year-old children developed
and implemented in schools
• Research studies on effective of
stakeholders’ involvement in
strengthening kindergarten
program completed
• Digital materials for all learning areas developed
and made accessible to target learners
• All schools have science laboratories
• Schools implement feeding program for targeted
learners
• Health and teaching personnel trained on
appropriate school health and nutrition standards
• More schools with health and sanitation facilities
• More schools implementing learners’ mental health
and psychosocial programs
• More schools with ideal classroom to student ratio at
the Elementary and Secondary levels.
• Teachers and learning facilitators capacitated to
implement remediation programs and management of
learners at risk of dropping out
• More schools implementing school-initiated
interventions using flexible learning options
• Schools implemented remediation programs for
struggling learners
• Counseling services for all students to address
individual concerns provided in all schools.
INTERMEDIATE
OUTCOME
ACCESS
4. Strengthen schools’ capacity
to ensure learners’ continuity to
next stage
• Integrated public schools established in areas where
access to JHS and SHS is difficult
• Incomplete primary schools converted into complete
multigrade schools
• New secondary schools established
• More private schools participating in the Education
Service Contracting scheme
• SHS course offerings within standards
• SHS facilities are within standards
• Scheme for tracing learners’ completing basic
education is developed and operational
• Elementary and secondary schools capacitate on how
to trace learners’ whereabouts,
• Trace studies for ALS learners completed
• Coordination mechanism between elementary and
secondary schools established;
• Mechanism for strengthening the curriculum link
between elementary and secondary established and
operational;
• Secondary schools implemented bridging strategies
• Teachers trained on identifying learning gaps and
remediation strategies; and,
• Counseling services of schools to address learners’
concerns improved
5. Strengthen mechanisms for
providing access to relevant basic
opportunities for OSC and OSY, and
OSA
• ALS literacy mapping strategy for identifying OSC,
OSY, and OSA developed and implemented in
divisions and districts
• ALS teachers, community ALS implementors and
learning facilitators trained to use online teaching
platforms
• ALS teachers are deployed in high demand areas
• New community learning centers (CLCs) are
operational in high demand areas
• Access to Print and Non-Print Learning Resources in
the CLCs Improved
• Selected CLCs are equipped with appropriate
learning facilities
• Service contracting and engagement of non-DepEd
ALS providers expanded
• ALS Internal stakeholders access to training on ALS
program implementation Improved
• ALS external stakeholders on ALS program
implementation improved
• ALS M&E system and processes developed and
operational in all governance levels
24
25. INTERMEDIATE
OUTCOME
School-age children and youth, and adults in situations of
disadvantage benefited from appropriate equity initiatives
1. Improve program management and service delivery
• Coordination with LGUs and barangay officials on data gathering and
analysis towards explicit solutions to identified barriers to education
strengthened
• Mechanism for the enrollment of pre-identified children with
disabilities in Kindergarten between and among ECCD, DSWD,
NGOs, and DepEd established
• Ten year Program Assessment of IPEd completed
• Baseline information on the needs of ALIVE Learners (learning
materials, teachers, classrooms) in all regions including BARMM
completed
• Baseline information on needs of ALS learners in 16 regions
completed
• Continuous formulation and review of Policies, Standards, Program
Management and M&E that are responsive to the needs of all types of
learners implemented
• Continuous formulation and review of policies and standards that are
responsive to the needs of learners with disabilities (LWDs)
systematized
• Policies on the management of Madrasah Education Program
formulated and implemented
• Learning and Development Plan for the capacity development of
personnel involved in IPEd formulated
• Evidence-based policies, standards, and guidelines for the
implementation of ALS 2.0 programs formulated, finalized, and
implemented
• Rights-based and culture-sensitive planning and M&E at various
governance levels for IPEd formulated and implemented
• Governance Framework and partnership mechanisms for IPEd across
governance levels developed and implemented
EQUITY 1/3
Strategies
• Program approaches and strategies for various typologies of IPEd
implementing schools formulated and implemented
• All regional ALS focal persons trained on developing regional
policies, guidelines, and standards with an equity approach
• All the programs implemented by each school towards holistic
development of learners with disabilities are included in the SIP
• Guidelines for the inclusion of IPEd in the SIP formulated and
implemented
• Integration of ALIVE implementation in the SIP of schools with
Muslim learners is enhanced and sustained; and
• Equity-driven SIP that includes ALS programs in all public schools
developed
• Continuous capacity building of receiving/general education
Teachers across grade levels on inclusive practices conducted
• Learning and development plan for the capacity development of
personnel involved in IPEd formulated and implemented
• Regular orientation of newly assigned teachers and school heads
implemented
• Capacity building of community elders and leaders implemented
• Sensitivity of schools and personnel on the needs, challenges, and
culture of Muslim learners improved
• All ALS teachers, community ALS implementors, learning
facilitators trained on inclusive practices adapted to learners in
situations of disadvantage.
• Orientation of Regional Office and Division Office
supervisors and school heads on the implementation and
management of inclusive programs in the K to 12 Basic
Education Plan conducted
• Instructional supervision on inclusion initiatives strengthened
• All education program supervisors of SDOs and public
schools district supervisors trained on instructional
supervision of inclusion initiatives
• M&E of the programs for LWDs across all levels of
governance strengthened
• Program M&E to address learners’ and implementers’
concerns formulated
• ALS M&E system developed and established in 16 regions
• Report on Pilot implementation of Inclusion of ALS in SBM
Crafted
• ALS Program implementation status prepared
• ALS Assessment Packages For all Levels Developed
25
OUTPUTS by Strategy
26. INTERMEDIATE
OUTCOME School-age children and youth, and adults in situations of
disadvantage benefited from appropriate equity initiatives
2. Provide an inclusive, effective, culturally responsive,
gender-sensitive, and safe learning environment to respond to
the situations of disadvantage
EQUITY 2/3
Strategies
• Policies and standards for safe and accessible learning environments for LWDs developed and intensified
• Cultural standards for learning environments appropriate for schools implementing IPEd formulated and
implemented
• Contextualized rural farm schools for IP communities established
• Senior high school for IPEd aligned with rural farm schools and education for sustainable development
established
• Policies addressing issues in inclusive education for learners in the last mile schools, learners that continue
to experience various forms of collective exclusions or marginalization or gender biases, those living below
the poverty line, learners at risk of dropping out, Muslim learners, and those in conflict areas are developed
• Institutions, establishments, and public utilities to install facilities and other devices, Republic Act No.
9442 (Enhancement of Republic Act No. 7277 - Magna Carta for Persons with Disabilities) is strictly
observed and complied with
• Physical infrastructures and facilities specifically addressing the needs of Muslim learners (free-flowing
water, prayer area, canteen/cafeteria) are provided/made available
• One Community Learning Center (CLC) established per barangay in partnership with LGUs
• Aligned ADM Program Standards to learning environment policy in the new normal
• At least one Inclusive Learning Resource Center in every Schools Division established;
• Cultural standards for learner support services appropriate for schools implementing IPEd formulated and
implemented;
• Customized learner support services appropriate for LWDs, Last Mile School learners, Muslim learners
(experiencing marginalization), learners who experience calamities, and children in conflict areas are in
place
• Learners support services as appropriate to out-of-school children in special cases, out-of-school youth, and
adults are customized
3. Improve gender-sensitive contextualized
curriculum and learning delivery
• Learning Delivery Modalities appropriate to the contexts of school-age children and youth,
and adults in situations of disadvantage enhanced
• Standards, processes, and protocols for the contextualization of the curriculum for IPEd (for
both formal and ALS) formulated and implemented
• Standards, processes, and protocols for the contextualization of learning delivery modality
and learning resources for IPEd (for both formal and ALS) formulated and implemented
• Processes and protocols for the contextualization of the curriculum, learning delivery and
learning resources for IPEd adopted and implemented
• Contextualized curriculum for sustainable development in the context of IP communities
developed and implemented;
• Curriculum for MTB-MLE of local languages developed and implemented
• Learning resources for MTB-MLE of local languages developed and utilized
• Mechanisms and processes for curriculum contextualization in ALS established and
operational in the division
• All regional ALS focal persons trained on the mechanisms and processes of ALS curriculum
contextualization
• ALS supplementary curriculum standards specific for learners in situations of disadvantage
(as appropriate) developed and implemented
• Increased number of ALS implementors attaining the professional standards relative to
addressing the different contexts of disadvantage
• Professional teachers teaching ALIVE curriculum increased
• ALS programs and other inclusion initiatives are institutionalized as needed
• Arabic language as part of Special Program for Language institutionalized
26
OUTPUTS by Strategy
27. INTERMEDIATE
OUTCOME
School-age children and youth, and adults in situations of
disadvantage benefited from appropriate equity initiatives
4. Enhance DepEd platforms for learning resources
EQUITY 3/3
Strategies
5. Promote partnerships to benefit education for
learners in situations of disadvantage
• Learning resources standards for LWDs developed and
implemented
• Standards, processes, and protocols for the contextualization of
learning resources for IPEd (for both formal and ALS)
formulated and implemented
• Learning resources standards for ALIVE provided
• ICT platforms and facilities with accessibility features as stated
in international standards for all types of learners are in place
• ADM LR standards for the different learning modalities
• Existing ALS text and non-text-based learning resources
available in DepEd online platforms enhanced
• Inclusive teaching and accessible learning resources provided
• Formulated standards, processes, and protocols for the
contextualization of the curriculum, learning delivery, and
learning resources for IPEd (for both formal and ALS)
• Teachers with inclusive teaching and learning resources
increased
• Advocacy activities for Inclusive Education Programs are strengthened;
• Guidelines for the development of customized communication and advocacy
plans for IPEd formulated and implemented
• Communication and advocacy plan to address the LWDs’ and Muslim learners’
concerns developed and implemented
• Communication and advocacy plan for ALS 2.0 programs for out-of-school
children in special cases, out-of-school, youth, and adults developed and
implemented.
• ALS Implementers Oriented on Drug Prevention Campaign
• Engagement with non-DepEd providers of education for LWDs intensified;
• Standards and protocols for the engagement of stakeholders in support of IPEd
formulated
• Network of NEAP-accredited learning service providers for IPEd established
• Rights-based and Indigenous Peoples Rights’ Act (IPRA)-aligned partnership
mechanisms with IP communities institutionalized
• More non-DepEd ALS providers for groups in situations of disadvantage
engaged
• Involvement of professionals and partners on health, nutrition, and psycho-
social support providing support to learners in situations of disadvantage
increased
• Involvement of the community in the implementation of the different learning
modalities
27
OUTPUTS by Strategy
28. INTERMEDIATE
OUTCOME
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
1. Align curriculum and instruction methods
in all subjects
QUALITY 1/2
2. Strengthen competence of teachers and
instructional leaders on curriculum, instruction, and
assessment
Strategies
• Curriculum guides in all learning areas written in terms of
learning standards and learning outcomes are developed and
disseminated
• Socio-emotional and 21st century skills applied in all subjects
across all stages using the spiral progression strategy are
implemented in schools
• Learning approaches, methods and strategies like inquiry and
problem-based across all stages in various learning delivery
modalities (like face-to-face, distance learning - modular and
online, and blended learning) are implemented in schools.
• Sustainable Development Goals and human rights, including but
not limited to children’s rights, are integrated in relevant subjects
as early as Stage 1 and until Stage 4.
• Teachers trained in unpacking curriculum standards with emphasis on the
following:
✔ socio-emotional and 21st century skills of problem solving, information
literacy and critical thinking in all subjects across all stages using the
spiral progression strategy
✔ learning approaches, methods and strategies across all stages in various
learning delivery modalities (face to face, distance learning - modules
and online, and blended learning)
✔ sustainable development goals and human rights, including but not
limited to children’s rights, are integrated in relevant subjects as early as
Stage 1 and until Stage 4
• Teachers trained in learning delivery modalities using effective approaches,
methods, and strategies.
• Teachers trained on assessment skills through school-based LAC.
• Coordinated regional CPD program for all teachers (based on teachers’
need analysis) developed
• Coaching and mentoring programs are developed and implemented in all
schools
28
OUTPUTS by Strategy
29. INTERMEDIATE
OUTCOME
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
4. Align resource provision with
key stage learning standards
• Reading and numeracy resource materials for foundational
development of all Stage 1 learners are developed and
disseminated
• Integration of digital education equipment, tools and materials,
and guidelines for safe use in the teaching and learning process
implemented in all schools (including television and radio
where appropriate)
• System for quality assurance of learning modules and digital
learning materials recommended for use in public and private
schools is developed and operational
• Schools capacitated on providing special provisions and
implementing supplementary experiences for learners with no
access to digital learning resources at home
• System for granting access to learning resources (System for
granting access to learning resources (Self-Learning Modules
(SLMs), Learning Activity Sheets (LAs) , textbooks, flash
drives) developed and implemented in all schools
• Textbooks provided to all schools to achieve a one learner to
one textbook ratio
• Learning resources in the form of Learning Tools and
Equipment (LTE) , science and math, and Tech-Voc
Laboratory (TVL) tools and equipment made available in all
schools
QUALITY 2/2
Strategies
5. Strengthening consultations on
curriculum, instruction, and assessment
• Alignment and coordination of the TEI curriculum
and school curriculum improved
• ROs’ capacity to implement LMS, manage the
assessment of learning outcomes, and monitor
standards between schools strengthened
• SDOs’ capacity to implement LMS and manage
data collection and assessment of learning outcomes
strengthened
• System for using results of achievement test is
developed and implemented
• Integration strategies of artificial intelligence,
machine learning, and analytics in curriculum
developed
3. Assess learning outcomes at each key
stage transition and for learners in
situations of disadvantage
• Early Language, Literacy and Numeracy Assessment (ELLNA)
administered in March at end of Grade 3 (Stage 1)
• Administration of NAT (Basic Education Exit Assessment) to all
Grade 12 (Stage 4) learners including learners with special needs
completed
• National Career Assessment Examination (NCAE) administered at
Grade 9
• Accreditation & Equivalency Test (A&E) for ALS learners
administered every March of each year
• Participated in international large scale assessment (ILSA)
• Mechanisms for aggregation of classroom assessment for division-
wide learning assessments in place and operational
• DepEd personnel trained on how to use artificial intelligence, machine
learning and analytics for creating predictive models of student
readiness, achievement, literacy level, SHS track and work readiness
• Predictive models using assessment results are developed;
• System for monitoring Philippine Qualifications Framework (PQF)
level 1 (JHS certificates) and Level 2 (SHS diploma) in the
qualifications registry (including the National Competency Standards)
established and operational
• Analytical reports on the results of national and international
assessments completed and disseminated periodically to inform
policies and program interventions
29
OUTPUTS by Strategy
30. Strategies
Learners are resilient and know their rights, and have the life skills to
protect themselves and claim their education-related rights from
DepEd and other duty-bearers to promote learners’ well-being
1. Integrating children’s rights in the design of all
DepEd policies, plans, programs, projects,
processes and systems
2. Ensure that learners know their rights and have the life skills to claim their
education-related rights from DepEd and other duty-bearers to promote learners’
well-being
• Laws, policies, rules and regulations, systems, processes, contracts, programs,
projects and activities relative to commitments towards children’s and learners’
rights are reviewed, revised, developed, and implemented in accordance with RBE
• Policies, plans, as well as programs, activities and projects (PAPs) containing
commitments towards children’s rights and related policies and agreements
reviewed and revised/enhanced or developed
• Rights-based Education (RBE) framework developed and adopted in DepEd
• Guidelines on integration of RBE in policies, plans, programs, projects, processes,
and systems of all DepEd offices developed and adopted
• M&E tool for ensuring adherence to child right/RBE education framework and
legal obligations and commitments on children’s rights are developed and utilized
• Proposal for CREDe institutionalization drafted and approved by DepEd, DBM
and other relevant agencies, and implemented
• Training modules for DepEd personnel on child rights/RBE developed and rolled
out
• Positive discipline measures are implemented by teaching and non-teaching
personnel, and by Parent-Teacher Association representatives
• Schools, particularly the teaching and non-teaching personnel are aware of issues,
actively participate in programs, and strictly observe policies concerning child
protection
• A functional child protection committee is in place in schools to manage CP cases
for the protection of children and the promotion of their rights
• CPU and CPC structures are fully-functional
• Child Protection policies are standardized, understood, measured, and are
implemented in all levels of DepEd governance
• Child Protection data is collected, analyzed and utilized to influence program
implementation, policy-planning, and budgeting processes
• Child rights education (CRE) integrated in the reviewed and
enhanced K to 12 curriculum and extra- or co-curricular
programs, and in the learning environment and culture of the
school, learning center and other learning modalities
• Learning resources on children’s and learners’ rights in
education are developed and utilized;
• School-based Guidelines on RBE and CRE implementation
developed, with consideration of School-Based Management,
School Improvement Plan, School Governance Council
• Training modules for school personnel and parents regarding
CRE and the use of the Guidelines developed and rolled out
• Activities and mechanisms promoting child rights where
learners participate are conducted (e.g., annual National
Summits on the Rights of the Child in Education)
• Inclusive consultation mechanisms are in place and
functioning for children and learners to be consulted on
education and their rights to and in education in all
governance levels
• Technical support to DepEd offices in the development and
strengthening of mechanisms for learners’ participation
• Training modules developed and implemented for capacity
building of student leaders on child rights, with emphasis on
participation rights and claiming of rights
INTERMEDIATE
OUTCOME
RESILIENCY & WELL-BEING 1/3
• Fully functional Redress Mechanisms like child
protection committees are established in all schools and
offices
• Training modules for adults on learner-centered
facilitation are developed and rolled out
• Partnerships for learner participation are established
through MOAs
• IEC materials for the promotion of learners’
participation are developed and disseminated
• Empowerment of children and learners in education
promoted in legislation and international, regional, and
domestic instruments containing mandates, obligations,
and commitments of DepEd
• Coping mechanisms for teachers and learners in
stressful situations are developed and utilized
• Training modules on child rights, child protection,
inclusive education, and online and offline safety skills
are developed
• Functional Child Protection Committees in all schools
and CLCs that uphold child participation are organized
• Reporting helplines between schools and communities
to address child protection issues are established
• School focal personnel capacitated with appropriate
skills in addressing child protection issues
30
OUTPUTS by Strategy
31. Strategies
Learners are resilient and know their rights, and have the life skills
to protect themselves and claim their education-related rights from
DepEd and other duty-bearers to promote learners’ well-being
5. Protect education investments from the
impacts of natural and human-induced
hazards
• Risk assessment data for DRRM, CCAM, and Peacebuilding
established
• DRRM, CCAM, and Peacebuilding Plans, Contingency Plans,
and Public Service Continuity Plans in all governance levels
developed
• Functional DRRM Team established in all governance levels
• Climate change-related programs, projects and activities
(PPAs) in the Work and Financial Plan (WFP) of DepEd
offices and schools tagged
• Documentary requirements submitted to access responsive
risk financing insurance;
• Annual budget for DRRM, CCAM, and Peacebuilding utilized
• DRRM, CCAM, and peacebuilding integrated in DepEd
offices’ and schools’ plans and budgets
• DepEd personnel equipped on DRRM, CCAM, and
peacebuilding information management and research;
• Digital systems and tools to improve the quality, relevance,
accuracy, and inclusivity of data analysis for DRRM
developed and used
• DRRM, CCAM, and peacebuiliding researches published;
• Inclusive and disaster-resilient designs for instructional and
non-instructional spaces developed and implemented
• Regular programs for structural and non-structural hazard
prevention and mitigation measures established; and
• DRRM, CCAM, and Peacebuilding PPAs monitored and
evaluated
4. Ensure learning continuity in the aftermath
of a disaster or emergency
• Internal and external partners for response, rehabilitation, and
recovery mobilized
• Acquisition of and access to relevant responses, rehabilitation, and
recovery-related datasets from schools enhanced
• Understanding of the disasters/emergencies experienced enhanced
• Information, education, and communication (IEC) materials in the
aftermath of a disaster or emergency developed and disseminated
• Impacts of hazards to learners, personnel, and schools monitored
• Immediate response interventions for learning continuity provided
• MPHSS interventions, including referral mechanisms, for learners
and personnel affected by disasters and emergencies are provided
• DepEd inter-office Comprehensive Rehabilitation and Recovery Plan
(CRRP) in every disaster and emergency developed
• Regions, divisions, and schools equipped in leading multi-stakeholder
groups for the implementation of response, rehabilitation, and
recovery
• Major repair and reconstruction of infrastructure and replacement of
non-infrastructure damages due to disasters/ and emergencies for
rehabilitation and recovery completed
• Feedback and accountability mechanisms established for learners to
report issues/ and concerns, observations, and good practices on
response, rehabilitation, and recovery interventions
• Continuing education program is provided for learners who have
dropped out due to pregnancy
INTERMEDIATE
OUTCOME
3. Protect learners and personnel from death,
injury, and harm brought by natural and human-
induced hazards
• Relationships with internal and external partners
sustained
• Capacity of learners and personnel on provision
of Mental Health and Psychosocial Services
(MHPS) to learners and DepEd personnel
strengthened
• Learners equipped with the knowledge, skills,
attitudes, and values (KSAV) on DRRM, CCAM,
and peacebuilding
• Learners participated, co-led and led DRRM,
CCAM, and Peacebuilding PPAs
• Personnel and stakeholders equipped with KSAV
on DRRM, CCAM, and peacebuilding
• DRRM, CCAM, and peacebuilding competencies
are integrated in the K to 12 curriculum
• Visibility of DRRM, CCAM, and peacebuilding
key messages increased
• Safety and emergency supplies and equipment
provided to all DepEd offices and schools
• Early Warning Systems (EWS) in DepEd offices
and schools established
RESILIENCY & WELL-BEING
2/3
31
OUTPUTS by Strategy
32. Strategies
Learners are resilient and know their rights, and have the life skills to
protect themselves and claim their education-related rights from
DepEd and other duty-bearers to promote learners’ well-being
8. Promote learners' physical and socio-emotional skills
development
INTERMEDIATE
OUTCOME
6. Provide learners with basic
health and nutrition services
• Guidelines to ensure the health and
safety of learners and school personnel,
including prevention of COVID-19, is
developed and implemented
• Post COVID-19 tracking of learners’
health and nutrition conditions is
implemented by schools
• Health personnel and program
coordinators trained on key topics,
including management of risky behavior
and child protection issues
• Schools’ health facilities including
WASH and clinics provided or improved
• School-community coordination
mechanisms for health and safety of
learners are in place in all schools
• Program to address stunting is developed
and implemented for target
disadvantaged learners
• Schools and partners are mobilized for
implementation of policies and standards
on health and nutrition, as well as for
adolescent health and development.
7. Nurture and protect learners'
mental and psychosocial health
• Effects of student workloads,
deadlines and other activities are
comprehensively analyzed and
reviewed
• Teachers trained in handling
students suffering from mental and
psychosocial health issues
• School sports and fitness development program framework developed
• Plantilla items for school sports created
• Sports and fitness facilities in schools constructed
• Existing sports and fitness facilities and playgrounds in public schools rehabilitated/ renovated
• Various fitness and sports supplies, materials, accessories, and equipment provided to schools
• Policy on after-school sports programs and physical activities developed and institutionalized
• Learning resources on school sports provided
• Learning platforms for interaction and learning opportunities for school sports created
• Policy guidelines on recognition for exemplary performance, contributions, and support of
learners, personnel, and stakeholders developed and implemented
• School sports clubs in all public schools established
• Opportunities for learners to engage in various co-curricular, extra-curricular activities, or After-
School Program provided
• Teaching and non-teaching DepEd personnel are capacitated on after-school sports program
• Partnership on schools sports programs established
• DepEd Personnel are capacitated on after school to effectively manage the games in accordance
with the international standard
• Providing our student-athletes further opportunity to compete on a safe and inclusive
environment
• Student-athletes are provided opportunity to compete
• Forging stronger partnership with the National Sports Association and other stakeholder
• Development of a competition program adoptable to the needs of time
✔ DepEd Teachers and Personnel are educated and Trained to provide student-athletes
scientific and updated training programs that is in accordance with the minimum health
standard
RESILIENCY & WELL-BEING 3/3
32
OUTPUTS by Strategy
33. INTERMEDIATE
OUTCOME
Efficient, agile and resilient governance and management
processes
1. Ensure all education leaders and managers
practice participative, ethical, and inclusive
management processes
2. Ensure human resources in all
governance levels are sufficient, resilient,
competent, and continuously improving
GOVERNANCE 1/2
Strategies
3. Ensure ideal learning environment are in
place and adequate and appropriate learning
resources for learners are provided
• Competency-based hiring and promotion
system adopted and implemented
• Higher SBM Level of Practice attained in
schools
• Management and implementation of PAPs
are decentralized in schools and divisions
• Local School Boards (LSBs) are provided
with educational statistics, consolidated
needs of schools and allowable
educational intervention
• Staffing complement and items needed for
sufficient human resources in all governance
levels are provided
• Professional development standards and
career paths for all personnel groups
formulated and implemented
• Employee welfare and benefits standards are
developed and implemented
• All personnel practice responsive
management processes that uphold inclusive
and right-based education
• Non-Teaching personnel are provided with
professional learning and development
opportunities to ensure effectiveness and
responsiveness in the delivery of their duties
and responsibilities
• Standards for a quality, inclusive learner-
centered and rights-upholding learning
environment for different learner groups
adopted and implemented for the new normal
post-COVID-19
• Standards for the integration of educational
technology in teaching and learning are
developed and implemented
• Standards for learning resource development
accessible to all types of learners are
formulated and implemented
33
OUTPUTS by Strategy
34. INTERMEDIATE
OUTCOME
Efficient, agile and resilient governance and
management processes
GOVERNANCE 2/2
Strategies
4. Improve and modernize internal systems and processes for a responsive and efficient
delivery of basic education services
• Modern financial and procurement management systems are
in place in all governance levels;
• Major management processes (planning, budgeting,
procurement, M&E, human resource) are integrated,
synchronized, and coordinated in all governance levels;
• Enhanced performance management and quality assurance
systems in place at CO and RO levels;
• Disaster risk reduction and response mechanisms are in
place across each governance level;
• Policy and research agenda are developed and informed
planning process across governance levels;
• Human Resource Information System (HRIS) developed
and implemented in all governance levels;
• Policy issued to adopt and implement the ICS framework,
guidelines, and standards;
• Internal Control Systems (ICS) framework, guidelines, and
standards are adopted and implemented in DepEd; and
• Institutionalizing QMS to ensure delivery of quality basic
education services and continuous improvement
• DepEd Inspection and Acceptance Mechanisms
institutionalized
✔ Knowledge-based and skills-based training for DepEd
Inspection implemented
✔ Inspection and Acceptance Standards, Procedures and
Protocols codified
✔ DepEd Material Resources Quality Standards adopted,
codified, and implemented
5. Strengthen active collaboration
with key stakeholders
• Framework for stakeholder engagement and
shared governance developed and adopted
• Enhanced guidelines on the use of SEF
adopted and implemented by both DepEd and
LGUs
6. Enhance and strengthen Public
and private education
complementarity
• Develop and adoption of public-private
complementarity framework
• Enhanced manual of regulations of private
schools that defines “reasonable supervision”
is adopted and implemented
• Organizational and human resource support
to qualified personnel in private schools are
in place
• Help-Desk Support System for field procurement operations
created
• DepEd Integrated Logistics Management System
institutionalized
✔ Central and Regional Warehouse established
• DepEd Supplies Tagging and Inventory Control System
Implemented
• Organic procurement units and plantilla positions for
procurement officers created
• Procurement Professionalization Program implemented
• Composite DepEd in-house team of trainors created
• Procurement Budgeting and Planning System strengthened
and harmonized
• Contract Management System ( include a DepEd-wide
Contract Monitoring and Evaluation) institutionalized
• Procurement Processes, Forms and Documents in all
governance levels standardized and customized
• DepEd Supplier's Registry established
• Procurement Monitoring and Transparency Window
implemented
• Customized Procurement Guidelines for DepEd’s selected
major programs developed
✔ School-Based Feeding Program (SBFP)
✔ Printed Learning Resources (i.e. Textbooks, Teacher's
Manuals, SLMs and SLRs) developed
34
OUTPUTS by Strategy
