BASIC EDUCATION PLAN

1. The Basic Education
Development Plan 2030
BEDP 2030

2. The Basic Education Development Plan 2030
BEDP 2030 is the Philippines’ first long-term plan for basic education
covering formal education for Kindergarten to Grade 12 and non-formal
education for youth and adults.
It covers Kindergarten (K), Elementary, Junior High School (JHS),
Senior High School (SHS) and the Alternative Learning System (ALS),
with articulation of linkages with the other education agencies –
ECCD, CHED and TESDA.
Designed to address the immediate impacts of pandemic on learning,
participation and education delivery; address the remaining access
gaps; improve education quality and build resilience.
Developed through highly consultative process involving DepEd
Management, Teachers, School Heads, LEARNERS and various education
stakeholders including development partners
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3. Legal Basis
• Adopted through DepEd Order No. 24, s. 2022
• It Shall
• Serve as blueprint in the next decade in formulating,
implementing, coordinating, monitoring plans,
programs and projects
• Provide strategic roadmap for the Department to follow
in improving the delivery and quality of basic
education
• Address the immediate impacts of pandemic on
education and anticipate the future of education and
introduce innovation in fostering resiliency and
embedding the rights of children in education
• All offices and units in all governance levels shall
align their policies, plans and programs with the
BEDP
• The BEDP shall be a living document, serving as
guide to all DepEd units and offices in their
operational programming

4. Confronting the
basic education
imperatives
The impacts of
pandemic has
exacerbated the
continuing challenge on
education quality,
participation and delivery
Situations of
disadvantage hindering
achievement of universal
participation
Innovations and good
practices gained during
distance learning provide
evidence for policy and
strategy adjustments
The need for more
resilient education
system becomes
pronounced during the
school closures
Low proficiency of
learners in reading and
numeracy

5. Major Challenges identified in Basic Education Sector Analysis (BESA)
ACCESS EQUITY
QUALITY
• Low proficiency of learners in
reading and numeracy skills
• Inadequate coverage of 21st
century skills in curriculum
• Access gaps particularly on
out-of-school children and
youth remains an area of
concern
• Girls outperforming boys in
attendance and learning
proficiency
• Natural and man-made
emergencies disrupts education
delivery and affect quality
• Children’s rights not fully
integrated in DepEd programs and
projects
• Improvements in participation in all
levels of education was notable but
reaching universal participation
require targeted intervention.
GOVERNANCE
• Weak complementarity between public and private schools
• Limited vertical and horizontal integration in program management at the different levels of DepEd Governance
• Limited capacity of DepEd field units on contextualization of programs and strategies
• Lack of data on the universe of groups in situations of disadvantage
• Inadequate government spending in Education
Resiliency
and Well-
being

6. Priority Development Areas
1. Ensuring all learners attain learning standards in every
key stage in the K to 12 program
2. Expanding access to education for groups in situations of
disadvantage to ensure inclusive and equitable quality
service delivery
3. Strengthening the promotion of the over-all well-being of
learners in a positive learning environment where learners
exercise their rights and experience joy
4. Modernizing basic education governance that empowers
learners to be resilient and acquire life skills

7. Key strategic priorities
Address the immediate
impacts of COVID-19
pandemic on learning and
participation
Enhance policies and
strategies in improving
early reading and numeracy
skills in the first key stage
Improve access to quality
and learner-centered,
learning environment and
spaces
Strengthen policies
and mechanisms for
providing access to quality
and relevant basic learning
opportunities for OOSC and
OSY.
Provide an inclusive,
effective, culturally
responsive, gender-
sensitive and safe learning
space to respond to the
situations of disadvantage.
Improve learners and
personnel resilience from
all forms of natural and
human-induced hazards.
Integrate children’s rights
and responsibilities in the
design of DepEd programs
and projects.
Enhance strategic human
resource management for
continuing professional
development and
opportunities.
Co-create learning spaces
for the future by looking at
the broader learning
ecosystem beyond the
confines of physical
classrooms
Strengthen Public and private
collaboration and work more
collaboratively under a
dynamic and responsive
complementarity framework.
Modernize education
management systems and
processes for efficient
service delivery

8. Voices of Children and Youth

9. 21st Century Skills
1. Learning and Innovation Skills
2. Information, Media and Technology
skills
3. Life and Career Skills
4. Communication skills
1. National identity and nationhood
2. Economic prosperity
3. Unity in diversity
4. Flourishing
5. Competitiveness
6. Life skills and responsiveness
7. Socio-political stability
8. Sustainability
Aspirations
Skills and Aspirations

10. 4. RESILIENCY &
WELL-BEING
1. ACCESS 2. EQUITY 3. QUALITY
INTERMEDIATE
OUTCOMES
SECTOR
OUTCOME
GO
AL
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 have the life skills to protect
themselves and exercise their education
related rights, while being aware of their
responsibilities as individuals and as
members of society
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
Results Framework

11. All school-age children, out-of-school youth, and adults
have access to relevant basic learning opportunities
Pillar No. 1 ACCESS
Strategies
Strategy #1
Improving access to universal
kindergarten education
Strategy #2
Improve learners’ access to
quality and learner friendly
environment
Strategy #5
Strengthen mechanisms for
providing access to relevant
basic opportunities for OSC,
OSY and OSA
Strategy #3
Improve capacity to retain
learners in schools
Strategy #4
Improve strategies to ensure
learners’ continuity to next stage

12. Disadvantaged school-age children and
youth, and adults benefited from
appropriate equity initiatives
Pillar No. 2
EQUITY
Strategy #1
Improve program management
and service delivery
Strategy #2
Provide an inclusive, effective, culturally
responsive, gender-sensitive, and safe
learning environment to respond to the
situations of disadvantage
Strategy #5
Promote partnerships
to benefit education
for learners in
situations of
disadvantage
Strategy #3
Improve contextualized
curriculum and learning delivery
Strategy #4
Enhance DepEd platforms for learning
resources
Strategies

13. 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
Pillar No. 3
QUALITY
Strategy #1
Align curriculum and instruction
methods in all subjects
Strategy #2
Strengthen competence of teachers
and instructional leaders on
curriculum, instruction, and
assessment
Strategy #5
Strengthen
consultations on
curriculum, instruction,
assessment
Strategy #3
Assess learning outcomes at each
key stage transition and for
learners in situation of
disadvantage
Strategy #4
Align resource provision (including
digital devices) with key stage
learning standards
Strategie
s

14. Pillar No. 4
RESILIENCY
Learners are resilient and aware of their
rights, and have the life skills to protect
themselves and their rights
Strategy #1
Integrate children’s
rights in the design of all
DepEd programs and
projects
Strategy #2
Ensure that learners are
aware and can assert their
rights to and in education from
DepEd and fully understand
their responsibilities in relation
to these rights
Strategy #3
Protect learners and
personnel from death,
injury, and harm brought
by natural and human-
induced hazards
Strategy #4
Provide learners with
access to learning
continuity interventions in
the aftermath of a disaster
or emergency
Strategy #5
Ensure that education
facilities are safe and
protected from the
impacts of natural and
human-induced hazards
Strategy #6
Providing learners with basic
health and nutritional services
Strategy #7
Nurture and protecting
learners’ mental and
psychosocial health
Strategy #8
Promoting learners'
physical and emotional
development
Strategies

15. GOVERNANCE
Efficient, agile and resilient governance and
management processes
EM#1 - Education leaders and
managers practice participative,
ethical and inclusive management
processes
EM #2 - All personnel are resilient,
competent and continuously
improving
EM#3 – Ideal Learning
environment and adequate learning
resources for learners ensured
EM#4 - Internal systems and
processes are efficient, responsive,
modern and continuously
improving
EM#5 - Key stakeholders actively
collaborate to serve learners better
EM#6 - Public and private
education systems work more
collaboratively under a dynamic
and responsive complementarity
framework
ENABLING
MECHANISMS

16. INTERMEDIATE
OUTCOMES
SECTOR
OUTCOME
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.
1. ACCESS 2. EQUITY 3. QUALITY 4. RESILIENCY
Strategy #1: Improve access to
universal kindergarten education
Strategy #2: Improve learners’
access to quality and learner
friendly environment
Strategy #3: Improve capacity to
retain learners in schools
Strategy #4: Improve strategies to
ensure learners’ continuity to next
stage
Strategy #5: Strengthen
mechanisms for providing access
to relevant basic opportunities for
OSC, OSY and OS
Strategy #1 : Improve program
management and service delivery
Strategy #2 : Provide an inclusive,
effective, culturally responsive,
gender-sensitive, and safe learning
environment to respond to the
situations of disadvantage
Strategy #3 : Improve gender-
sensitive contextualized curriculum
and learning delivery
Strategy #4 : Enhance DepEd
platforms for learning resources
Strategy #5 :Promote partnerships
to benefit education for learners in
situations of disadvantage
Strategy #1 :Align curriculum and
instruction methods in all subjects
Strategy #2: Strengthen competence of
teachers and instructional leaders on
curriculum, instruction, and assessment
Strategy #3: Assess learning outcomes
at each key stage transition and for
learners in situation of disadvantage
Strategy #4: Align resource provision
with key stage learning standards
Strategy #5: Strengthen consultations on
curriculum, instruction, and assessment
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 ed 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 have the life skills to protect themselves
and claim their education-related rights from
DepEd and other duty-bearers to promote
learners’ well-being.
Strategy #1: Integrate children’s and learners’ rights in the
design of all DepEd policies, plans, programs, projects,
processes and systems
Strategy #2: Integrate children’s and learners’ rights in the
design of all DepEd policies, plans, programs, projects,
processes and systems
Strategy #3: Protect learners and personnel from death,
injury, and harm brought by natural and human-induced
hazards
Strategy #4: Ensure learning continuity in the aftermath of a
disaster or emergency
Strategy #5: Protect education investments from the impacts
of natural and human-induced hazards
Strategy #6: Provide learners with basic health and nutrition
services
Strategy #7: Nurture and protect learners' mental and
psychosocial health
Strategy #8: Promote learners' physical and socio-emotional
skills development
Outcomes and Strategies

17. PHASE 1
2022-2025
Response to the immediate impacts of the pandemic on
learning and participation and address issues on quality of
basic education
Post COVID-19 Recovery and Transition –
Addressing and mitigating the impacts of
sudden shift in delivery modalities, bridging
the learning gaps and introduce innovations.
Accelerate the co-creation of an integrated
concept of learning spaces for the future;
Focus on Quality:
1) Strengthen programs on reading, numeracy,
socio-emotional learning, and 21st century skills,
2) Sharpen skillsets of teachers in
contextualization to address the concerns of
diverse learners and
3) Strengthen instructional leadership and
supervision to improve teaching quality;
Capacity development on policy
development and implementation,
strategic planning, education futures,
M&E research and technical assistance;
Strengthen DepEd’s capability on
assessment with focus on classroom level
assessment;
Partnership Building with community-based
partners, the private sector and cross sector
government services for children;
Phases of Implementation

18. PHASE 2
2026-2030
Sustaining gains, introducing innovations and
evaluating policies and programs
Continuation of programs and
projects on access, quality, equity
and resiliency;
Acceleration, deepening and
scaling-up of innovations and best
practices;
Maintenance and enhancement
of systems, processes
information systems;
Evaluation of programs and
projects;
Development and implementation
of emerging new programs;
End of Plan assessment and
evaluation
Phases of Implementation

19. Implementation Arrangements

20. Implementation Arrangements
Governance Levels Lead office in BEDP Implementation
Lead Office in Monitoring and
Evaluation
Central Planning Service Planning Service
Region Policy Planning and Research Division Quality Assurance Division
Division
School Governance and Operations
Division
School Governance and Operations
Division
School Office of the School Head (SPT) Office of the School Head (SMEA)

21. 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
Provides 6-year roadmap that lays down specific interventions that a school, with the
help of community and other stakeholders, which the school will undertake within the
period of three (3) consecutive years. At the school level, 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
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

22. Alignment of Roles and Responsibilities of Governance levels
Shall primarily focus on formulation and enforcement of national policies, plans, education
standards, assessment of learning outcomes, conducting studies and research, program
development, human resource management, Monitoring and Evaluation; alignment and
synchronicity of policy, programs, standards, and partnership building.
Shall focus on policy implementation, monitoring and evaluation, conduct of regional studies
and research, human resource management, development of education projects that will
resolve unique education issues in the region, quality assurance, ensure synchronicity of
programs, projects, and activity implementation and building partnership.
Shall focus on efficient policy and plan implementation, equitable and efficient deployment
and utilization of resources, human resource management, progress monitoring, providing
targeted technical support to schools and learning centers, ensure synchronicity of activities
and building partnership.
Shall focus on Providing professional and instructional advice and support to the school
heads and teachers/facilitators of schools and learning centers and curriculum and
instructional supervision.
Shall focus on school plan and curriculum implementation, creation of ideal learning
environment, resource management, teacher professional development, improvement of
instruction, classroom assessment and building local partnership.
CENTRAL
SCHOOL
DIVISION
REGION
DISTRICT
SCHOOL/
CLCS

23. M&E Mechanism

24. Operationalizing the BEDP
SCHOOLS AND CLCs
• School Planning Team shall use BEDP and Division priorities as the
anchor in developing their respective School Improvement Plan which
shall focus on curriculum delivery.
• School Plan shall focus on improving learning outcomes, addressing
classroom and school level issues and promoting safe school
• School outputs shall be mainly implementation of curriculum, and
activities in improving learner’s academic performance and resilience.
• Producing the outputs may be funded using program funds under
school MOOE and other sources from development partners, LGUs
and other education stakeholders

25. DEPARTMENT OF EDUCATION
Aligning REDP, DEDP and SIP with BEDP 2030
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• School Improvement Plan (SIP). A roadmap that lays down specific interventions that a school, with
the help of the community and other stakeholders, undertakes within a period of five (5) consecutive
school years. It aims to improve the four key result areas in basic education: access, equity, quality,
resiliency, and well-being including governance.
• SIP development process shall still be guided by the provisions of DO 44, s. 2015. The adjustment will
be on the alignment of the plan with the BEDP Results Framework and minor adjustment in the SIP
Outline to make it compliant to the BEDP Results framework stipulated in DO 24, s. 2022.
• For RO, SDO and Schools who already completed or started their respective plans prior to the adoption
of BEDP under DO 24, s. 2022, adjustments must be made in terms of the alignment in the results
framework particularly on the Intermediate Outcomes which represent the Key Results Areas.
• A “One Goal, Shared Outcomes, Common Programs, Different Strategies” approach shall be adopted by
all governance level. Strategies or outputs and interventions must be designed to address the
challenges affecting the performance of RO (Regional Offices), SDO (Schools Division Office) and
School and ensure alignment of interventions and synchronicity in execution.

26. DEPARTMENT OF EDUCATION
SIP Outline
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STRUCTURE DESCRIPTION
I DepEd’s Vision, Mission, and Core Values Articulation of vision, mission, and core values on how these will influence the
school ways of doing things.
II School’s Current Situation Situation analysis using DO 44 process
a) Introducing the School Description of the school which may include but not limited to school physical environment,
immediate community, and linkages.
b) School Performance on Access May include analysis of enrollment, Intake rate, completion, retention, transition, dropout
c) School Performance on Quality May include performance in national achievement test, regional and division tests (if
available), awards and recognition, performance in ILSAs (International Large-Scale
Assessments) (if the school has participated)
d) School concerns on Equity and Inclusion Analysis of issues on inclusion programs or initiatives
e) School concerns on Resilience and Well-
being
Analysis of nutritional status of learners, incidence of bullying, school hazards, mental and
psychosocial condition including security and peace and order situation
f) School concerns on governance May include school resources analysis on human resources, school resources and
development prospects. Basic ratios may be presented and teacher performance, SBM
practice and partnerships, among others
g) Other Unique concerns May include very unique issues that are not captured in the 4 pillars

27. DEPARTMENT OF EDUCATION
SIP Outline
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STRUCTURE DESCRIPTION
III Improvement Plan School Strategic and Operational Plan
a) Key Performance Indicators (targets) 3-year realistic targets on access, equity, quality, resilience, well-being, and governance
b) Priority Improvement Areas (PIA) Priorities that the schools must focus to address challenges and harness opportunities
c) Key Interventions These may be in a form of nationally driven programs and projects, locally initiated
interventions to address unique conditions and specific activities designed to address
short term issues.
d) Three-Year Indicative Plan School Strategic Plan which outlines school priorities in 3 year cycle. Should include
goal, outcomes, strategies, and outputs
e) Year 1 Annual Improvement Plan Plan execution document using the standard template for Work and Financial Plan
IV School Monitoring and Evaluation and
Adjustments (SMEA)
Systematic process for collection, collation, and analysis of key education data and
information that will allow the SGC to determine the progress of SIP
implementation based on targets. The main objective of the SMEA is to facilitate
decision making for a more relevant and responsive delivery of basic education
services at the school level.
a. M&E (monitoring & evaluation)
Strategies
May include tools, info systems and templates identified in DO 44 and other new
templates may be useful. The main reference will be the School Report Card (SRC)
a. M&E Activities May include SMEA culmination, regular Program Implementation review (PIR). Could be
monthly, quarterly, semi-annual, and annual.

28. Thank
You