The document outlines the organizational structure of the Philippine Department of Education from the central office down to the school level. It describes the key offices and their responsibilities at each level, including the central office under the Secretary of Education, the regional offices under Regional Directors, and schools divisions under Division Superintendents. Schools divisions may be further divided into school districts overseen by District Supervisors. The structures are designed to decentralize operations while maintaining accountability and relevance according to national education policies and learner needs.

1. Basic Education System
KRISTIN M. CEPEDA

2. Basic Education System
• The Organizational Structure
The Department of
Education and RA 9155
Elementary and
Secondary Education

3. Organizational Structures of the Central,
Regional, and Schools Division Offices of the
Department of Education
In December 2011, DepEd embarked on the
review and revision of its Rationalization
Plan (RP) based on RA 9155 and long-term
reforms needed in the education sector to
respond to fast-changing demands of the
local and global environment.
On November 15, 2013, the DepEd
Rationalization Plan (RP) was approved by
the Department of Budget and
Management (DBM). The approval
included the rationalized structure and
staffing pattern of offices at the central,
regional, and schools division levels.

4. Rationale of the Organizational Structures
The rationalized organizational structures and
staffing patterns were a result of the thorough
study of the DepEd Change Management Team
(CMT) on the current structures, functions and
staffing complement of the DepEd offices vis-à-vis
the long-term education reforms, requirements of
the learners and the changing environment, and
national government policies.
The approved organizational structures are
consistent with the provisions of RA 9155 in
applying the principles of decentralization and
shared governance to ensure accountability and
relevance to the context, and development needs
of the learners and stakeholders of the various
organizational levels.

5. Organizational Structure

6. Organizational Structure
Curriculum and
Instruction
Finance and
Administration
Strategic
Management
Legal and
Legislative Affairs
Governance and
Operations

7. Office of the Secretary (Osec)
Office of the Secretary (OSEC)
OSEC Proper
Office of the Undersecretaries
Office of the Assistant Secretaries
Legislative Liaison Office
Sites Titling Office
Internal Audit Service
Management Audit Division
Operations Audit Division
Teacher Education Council
Secretariat
back

8. Office of the Department Secretary
Advises the President on matters related to education.
Establishes the policies and standards for the operation
the Department.
Promulgates issuances necessary for the efficient
administration
Exercises disciplinary powers
Prepares and submits the DepEd budget
back

9. Office of the Undersecretaries
Advise and assist the Secretary
Oversee all operational activities and coordinate
programs/projects
5 Usec for:
• Curriculum and Instruction
• Governance and Operations
• Legal and Legislative Affairs
• Finance and Administration back

10. Office of the Assistant secretaries
Assist the Secretary and/or Undersecretaries.
Oversee all operational activities and coordinate
programs/projects
5 Asec:
• Legal and Legislative Affails
• Chief of Staff
• Governance and Operations
• Curriculum and Instructio back

11. provide technical and administrative assistance to the
Council in preparing policy recommendations, executing
its policies and programs, and coordinating with various
teacher education advisory bodies.
Legislative Liaison Office
back
Develops and recommends to the Secretary the
legislative agenda of the department.
Sites Titling Office
Develops appropriate strategies to facilitate the
titling process of education sites.
Internal Audit Service
Serves as the watchdog of the Department
Teacher Education Council Secretariat

12. Curriculum and Instruction
ensures that the organization focuses on the delivery of a relevant, responsive,
and effective basic education curriculum around which all other strands and
offices provide support.
Bureau of
Curriculum
Development
Bureau of
Learning
Delivery
Bureau of
Education
Assessment
Bureau of
Learning
Resources
back

13. Finance and Administration Office
ensures the efficiency to support the organization as a whole to focus on its
core business and thus attain its targets through the provision of finance and
administrative services.
Finance
Service
Administrative
Service
Procurement
Management
back

14. Strategic Management
enables the organization to focus on long-term directions and interface with
the internal and external environment and stakeholders.
Planning Service
Public Affairs
Service
Information and
Communications
Technology (ICT)
Service
External
Partnerships
Service
Disaster Risk
Reduction and
Management
(DRRM) Service
back

15. Legal and Legislative Affairs
enhances capacity of the organization to deal with legal matters and to be
proactive in moving forward its legislative agenda.
Legal Service
back

16. Governance and Operations
ensures the capacity of the organization to continuously improve and be
strategic in managing the environment for which “teaching and learning” takes
place.
Bureau of Learner
Support Services
Bureau of Human
Resource and
Organizational
Development
National
Educator's
Academy of the
Philippines (NEAP)
Program
Management
Service

17. Governance and Operations
In accordance with Republic Act (RA) 9155, the Secretary of Education
delegates the supervision of field offices (regional and schools division offices)
to the Undersecretary supervising the Governance and Operations strand.

18. Regional Field Office
The Office of the Regional Director provides leadership and
management of the Department’s mandate at the regional
level.

19. Regional Field Office
The regional director shall have authority, accountability and
responsibility for the following:
1. Defining a regional educational policy framework which
reflects the values, needs and expectations of the
communities they serve;
2.Developing a regional basic education plan;
3.Developing regional educational standards with a view
towards benchmarking for international competitiveness;
4.Monitoring, evaluating and assessing regional learning
outcomes;

20. Regional Field Office
The regional director shall have authority, accountability and
responsibility for the following:
5. Undertaking research projects and developing and
managing region-wide projects which may be funded through
official development assistance and/or other funding agencies;
6. Ensuring strict compliance with prescribed national criteria
for the recruitment, selection and training
7. Formulating the budget to support the regional
educational plan
8. Evaluating all SDS and ASDS in the region

21. Regional Field Office
The regional director shall have authority, accountability and
responsibility for the following:
9. Planning and managing the effective and efficient use of
resources
10. Managing the database and management information
system
11. Approving the establishment of public and private
elementary and high schools and learning centers;

24. Division Level
The Schools Division Superintendent
provides local management and
administration of the Department’s mandate
at the schools division level.

25. Division Level
the SDS shall have authority, accountability and
responsibility for the following:
1. Monitoring the utilization of funds provided to the
schools and learning centers.
2. Ensuring compliance of quality standards for basic
education programs and for this purpose strengthening
the role of division supervisors as subject area
specialists.

27. Curriculum Implementation Division
Accountabilities:
To ensure full implementation of the articulated basic education
curriculum, through localization/indigenization and innovations.
To provide provision and availability of quality learning and
teaching resource materials for students and instructional support
materials for teachers in the division.

28. Curriculum Implementation Division
Accountabilities:
To conduct technical assistance to schools in the areas of:
• curriculum supervision
• instructional supervision
• resource generation and social mobilization
• SIP implementation
To improve access to basic/functional literacy skills and raise the level of literacy
in the deprived, disadvantaged and underserved areas.

29. School Governance and Operations Division
Accountabilities:
School Management Monitoring and Evaluation
• Primarily accountable for the implementation of standard and policies
relevant to managing schools and to ensure that the following are
provided to / implemented in schools for the purpose of effectiveness:
• Quality Management System Implementation
• Assessment
• Technical Assistance

30. School Governance and Operations Division
Accountabilities:
Social Mobilization and Networking
• To ensure provision of resources needed by the
schools division office, schools and learning centers,
and compliance to standards towards good
governance and effective operations.

31. School Governance and Operations Division
Accountabilities:
Educational Facilities
• To provide services to ensure structurally and
physically safe buildings, grounds and facilities for
the Division Office, schools and learning centers to
maintain a conducive physical environment.

32. School Governance and Operations Division
Accountabilities:
Human Resource Development (HRD)
• To implement efficient and effective HRD Systems to
ensure availability of component education leaders,
teaching and non-teaching personnel for the schools,
learning centers and schools division office at all times.

33. School Governance and Operations Division
Accountabilities:
Planning and Research
• To facilitate the formulation and implementation of educational plans,
standards, policies and guidelines in all areas of basic education in the
division.
• To develop and maintain Division Education Planning and Data
Management Systems and conduct research studies to provide critical
inputs as bases for management's strategic and operational decisions

34. School District Level
Upon the recommendation of the schools division superintendents, the
regional director may establish additional schools district within a
schools division.
The schools district supervisor shall be responsible for:
Providing professional and instructional advice and support to the school heads and teachers/facilitators of schools and
learning centers
Curricula supervision
Performing such other functions as may be assigned by proper authorities.

35. School Level
There shall be a school head for all public elementary schools and public
high schools or a cluster thereof.
The establishment of integrated schools from existing public elementary
and public high schools shall be encouraged.
The school head, who may be assisted by an assistant school head, shall
be both an instructional leader and administrative manager.

36. School Level
The school heads shall have authority, accountability and responsibility
for the following:
Setting the mission, vision, goals and objectives of the school;
Creating an environment that is conducive to teaching and learning;
Implementing the school curriculum and being accountable for higher learning outcomes;
Developing the school education program and school improvement plan;

37. School Level
The school heads shall have authority, accountability and responsibility
for the following:
Offering educational programs, projects and services which provide equitable opportunities for all learners
Introducing new and innovative modes of instruction to achieve higher learning outcomes;
Administering and managing all personnel, physical and fiscal resources of the school;
Recommending the staffing complement of the school based on its needs;

38. School Level
The school heads shall have authority, accountability and responsibility
for the following:
Encouraging staff development;
Establishing school and community networks and encouraging the active participation of
stakeholders;
Accepting donations, gifts, bequests and grants for the purpose of upgrading teachers’/learning
facilitators’ competencies, improving and expanding school facilities and providing instructional
materials and equipment. Such donations or grants must be reported to the appropriate district
supervisors and division superintendents

39. Elementary and Secondary
Education

40. Philippine Basic Education
Three Levels
• Elementary (K-6)
• Junior High School (7 – 10)
• Senior High School (11 – 12)
Four Stages
• 1st (K – 3)
• 2nd (4 – 6)
• 3rd (7 – 10)
• 4th (11 – 12)
Children enter kindergarten at age 5.

41. Elementary Education
Sometimes called primary or
grade school.
Includes compulsory
Kindergarten until Grade 6.
Major Subjects – introduced in G-1
• Mathematics
• Filipino
• Araling Panlipunan
• English
Science – starts in G-3
EPP – for G4-G5
MAPEH, TLE – G-6
Mother Tongue (G1-G3)

42. Secondary Education
Secondary school in the Philippines, more commonly
known as "high school" consists of 4 lower levels and
2 upper levels.
Because of the K-12 curriculum, the high school
system now has six years divided into 2 parts. The
lower exploratory high school system is now called
"Junior High School" (Grades 7-10) while the upper
specialized high school system is now called "Senior
High School" (Grades 11 and 12).

43. Junior High School
Students graduating from the elementary level
automatically enroll in junior high, which covers four
years from grades 7 to 10.
There are two main types of high school: the general
secondary school, which enroll more than 90
percent of all junior high school students, and
the vocational secondary school.
There are also science secondary schools for students
who have demonstrated a particular gift in science at
the primary level as well as special secondary schools
and special curricular programs.

44. Junior High School
The Department of Education specifies a compulsory
curriculum for all junior high school students, public and
private. There are five core subjects: Science,
Mathematics, English, Filipino, and Araling Panlipunan
(Social Studies).
Other subjects in all levels of junior high school
include MAPEH (a collective subject comprising Music,
Art, Physical Education and Health), Values Education and
Technology and Livelihood Education.

45. Junior High School
In other public schools or private secondary schools
offers specialized curricular programs for students
with gifts and or talents as well as aptitude in fields
of: sciences and mathematics, sports, the arts,
journalism, foreign language, or technical-
vocational education. These are under the DepEd
with the latter in partnership with TESDA.
These special programs for special schools are:
Science, Technology, Engineering, and Mathematics
Program (STEM, formerly called ESEP);
Special Program in Sports (SPS);
Special Program in the Arts (SPA);
Special Program in Journalism (SPJ);
Special Program in Foreign Language (SPFL);
and Technical-Vocational-Livelihood Program (TVL).
These programs offers comprehensive secondary
education in a particular academic or career pathway
field. Because of being career-pathway oriented,
special and advanced subjects are offered in replace
of TLE subject and sometimes includes even more
time and subjects for specialized learning and
training.

46. Vocational School
Vocational schools offer a higher concentration of technical
and vocational subjects in addition to the core academic
subjects studied by students at general high schools.
These schools tend to offer technical and vocational
instruction in one of five main fields: agriculture, fisheries,
trade-technical, home industry, and ‘non-traditional’ courses
while offering a host of specializations.
During the first two years, students study a general
vocational area, from the five main fields mentioned.
During the third and fourth years they specialize in a
discipline or vocation within that area. Programs contain a
mixture of theory and practice.
Upon completion of Grade 10 of Junior High School,
students can obtain Certificates of Competency
(COC) or the vocationally oriented National
Certificate Level I (NC I).

47. Senior High School
The new high school curriculum includes core
classes and specialization classes based on student
choice of specialization. Students may choose a
specialization based on aptitude, interests, and
school capacity.
Classes or courses are divided into two: Core
Curriculum Subjects and Track Subjects.
There are seven learning areas under the core
curriculum. These are languages, literature,
communication, mathematics, philosophy, natural
sciences, and social sciences. These will make up 15
core courses with the same contents and
competencies but with allowed contextualization
based on school's location despite of specializations
of tracks and strands.
Track subjects will be further divided into Applied or
Contextualized Subjects and the Specialization
Subjects. There would be 7 Applied Subjects with
competencies common to tracks and strands or
specializations but with different contents based on
specialization, and there would be 9 Specialization
Subjects with unique contents and competencies
under a track or strand.
All the subjects (core, applied and specialized) are
having 80 hours per semester each, except for
Physical Education and Health, having 20 hours per
semester.
For their specialization classes, students choose
from four tracks: Academic; technical-vocational-
livelihood; Sports; and the Arts and Design.

48. SHS – Academic Track
Accountancy
and Business
Management
(ABM)
• prepare students for college
in the business-related careers such
as accountancy, business
management, office administration,
finance, economics, marketing,
human resource management,
business operations,
entrepreneurship, etc.

49. SHS – Academic Track
Humanities
and Social
Sciences
(HumSS)
• prepare students to college courses in the
fields of humanities like language arts,
literature, history, philosophy, religious
studies, and the liberal arts as well as in
the field of social sciences and applied
social sciences like anthropology,
economics, political science, psychology,
sociology, criminology, geography,
counseling, social work, journalism and
communications, etc.

50. SHS – Academic Track
Science and
Technology,
Engineering,
and
Mathematics
(STEM)
• prepare students for college
courses in the fields of natural
and physical sciences, applied
sciences, allied medicine,
computer studies, architecture,
engineering, mathematics, etc.

51. SHS – Academic Track
Pre-
Baccalaureate
Maritime Strand
• an academic maritime field
preparatory strand with pre-
engineering courses lie pre-
calculus, calculus, and physics as
well as one chemistry and
introductory maritime courses,
preparing students who wishes to
pursue higher education in a
maritime-related field.

52. SHS – Technical Vocational Livelihood
TVL
• includes current five specializations from
which TESDA-based courses can be
chosen: Home Economics, Agri-Fishery
Arts, Industrial Arts, Information and
Communications Technology, and the
field of TVL Maritime (a technical-
vocational-livelihood counterpart of the
Pre-Baccalaureate Maritime of Academic
Track).

53. SHS – Sports
Sports
• prepare students with sports science,
sports-related, physical education-
health-related, and movement-related
courses which will let them explore and
specialize in fields like sports fundamental
coaching, student-athlete development,
sports officiating and activity
management, recreational and fitness or
sports leadership.

54. SHS – Arts and Design
Arts and
Design
• prepare student for the creative
industries in various creative and
artistic fields such as but not
limited to: music, dance, creative
writing and literature, visual arts,
global media arts, broadcast arts,
film and cinema, applied arts,
architecture and design, theater,
entertainment, etc.

55. Thank you!