The document summarizes the Basic Education Information System (BEIS) used by the Philippines Department of Education to collect and analyze school data. BEIS has three modules: the BEIS Quick Counts module collects enrollment, teacher, classroom, and furniture data and produces analysis reports; the BEIS School Statistics module collects additional school details; and the BEIS Performance Indicators module calculates education indicators. BEIS processes data throughout the school year to inform budget planning and resource allocation.
The document outlines the annual implementation plan for school year 2021-2022 of a school in Zambales, Philippines. It details 21 school improvement projects, including retrofitting water pipes, repairing comfort rooms, and developing interactive learning materials. Each project lists activities, responsible persons, schedules, budgets, and funding sources. The plan aims to improve school facilities, health and safety, and adapt teaching to the new normal of distance and blended learning.
This document provides an overview of the Youth Formation Division (YFD) of the Department of Education in the Philippines. It discusses the goals of YFD to empower youth and its programs that promote holistic development. It also describes the Student Government Program, which focuses on leadership competencies of student leaders and advisers. The results of a training needs assessment for advisers are presented, identifying challenges like workload and needed skills like time management, conflict resolution, and creative thinking. Contact details for YFD are provided at the end.
SCHOOL IMPROVEMENT PLAN OF CANTAO-AN ELEMENTARY SCHOOLLindy Pujante
Cantao-an Elementary School was established in 1940 and has approximately 1000 students. In October 2018, the school was relocated to the local covered court after it was deemed at high risk for landslides. The city government is working to acquire a new school site and construct a new building. This school improvement plan will serve as a blueprint to achieve the vision of a new school building and turn the difficult circumstances into an opportunity for the community.
This document provides a summary of the monitoring, evaluation, and adjustment activities for a school from September 2021 to June 2022. It includes:
1) A table showing the physical and financial accomplishments of 20 planned activities across 5 domains of school leadership. 95% of activities were completed and 92,000 of the allocated 92,000 budget was spent.
2) An analysis of quarterly physical accomplishment and funds utilization rates, finding that goals were achieved and budgets optimally used each quarter.
3) Tables showing the status of staff deployment, with 26 teaching and non-teaching positions filled and no new positions created.
The document provides an overview and agenda for a 5-day training on strategic planning for DepEd units, including developing a vision, mission, objectives and performance indicators, as well as conducting environmental assessments and formulating strategic plans and action programs. The training will utilize various frameworks and approaches to strategic planning, including rational and adaptive models, and cover topics such as developing a vision and mission statements, setting objectives and key result areas, and conducting SWOT and environmental analyses. The overall goal is to improve participants' knowledge and skills for strategic planning to help their respective DepEd units develop strategic plans.
The document provides information about formulating a School Improvement Plan (SIP) for 2016-2019. It discusses the legal basis for having an SIP, what an SIP entails, and the SIP planning process. The SIP is a 3-year roadmap that identifies interventions to be undertaken with community stakeholders. It is formulated based on school data and aims to improve learner outcomes. The planning process involves assessing the school's situation, identifying priority areas for improvement, determining objectives and root causes, and planning interventions over a 3-year timeframe. Key areas of focus for the SIP are access, quality, and governance of education. The workshop will guide participants through exercises to analyze school data and processes, select improvement areas, and develop the SIP.
This document outlines the School Monitoring, Evaluation and Adjustment (SMEA) Plan for the 2021-2022 school year for a school in Mabalacat City, Pampanga. It details the plan across four domains: 1) Leading Strategically, 2) Managing School Operations and Resources, 3) Focusing on Teaching and Learning, and 4) Developing Self and Others. For each domain, it lists the objectives, major outputs, suggested activities, performance indicators, and timeline. The plan aims to monitor progress, evaluate outcomes, and make adjustments to ensure the school's strategic plans and operations align with its vision and support improved teaching, learning, and performance.
The document contains a SWOT analysis for Minalungao Elementary School across several areas:
[1] ACCESS - The school has strengths such as zero student dropout and small class sizes, but weaknesses like absenteeism and old classrooms. Opportunities include the school's strategic location and internet access, but threats include poor internet connectivity and potential loss of free wifi.
[2] QUALITY - The school's strengths are student eagerness to learn and established academic support programs, but weaknesses include lack of science equipment and low performance. Opportunities include support from stakeholders, but threats include economic issues and disruptions.
[3] EQUITY AND INCLUSION - The school
The document outlines the annual implementation plan for school year 2021-2022 of a school in Zambales, Philippines. It details 21 school improvement projects, including retrofitting water pipes, repairing comfort rooms, and developing interactive learning materials. Each project lists activities, responsible persons, schedules, budgets, and funding sources. The plan aims to improve school facilities, health and safety, and adapt teaching to the new normal of distance and blended learning.
This document provides an overview of the Youth Formation Division (YFD) of the Department of Education in the Philippines. It discusses the goals of YFD to empower youth and its programs that promote holistic development. It also describes the Student Government Program, which focuses on leadership competencies of student leaders and advisers. The results of a training needs assessment for advisers are presented, identifying challenges like workload and needed skills like time management, conflict resolution, and creative thinking. Contact details for YFD are provided at the end.
SCHOOL IMPROVEMENT PLAN OF CANTAO-AN ELEMENTARY SCHOOLLindy Pujante
Cantao-an Elementary School was established in 1940 and has approximately 1000 students. In October 2018, the school was relocated to the local covered court after it was deemed at high risk for landslides. The city government is working to acquire a new school site and construct a new building. This school improvement plan will serve as a blueprint to achieve the vision of a new school building and turn the difficult circumstances into an opportunity for the community.
This document provides a summary of the monitoring, evaluation, and adjustment activities for a school from September 2021 to June 2022. It includes:
1) A table showing the physical and financial accomplishments of 20 planned activities across 5 domains of school leadership. 95% of activities were completed and 92,000 of the allocated 92,000 budget was spent.
2) An analysis of quarterly physical accomplishment and funds utilization rates, finding that goals were achieved and budgets optimally used each quarter.
3) Tables showing the status of staff deployment, with 26 teaching and non-teaching positions filled and no new positions created.
The document provides an overview and agenda for a 5-day training on strategic planning for DepEd units, including developing a vision, mission, objectives and performance indicators, as well as conducting environmental assessments and formulating strategic plans and action programs. The training will utilize various frameworks and approaches to strategic planning, including rational and adaptive models, and cover topics such as developing a vision and mission statements, setting objectives and key result areas, and conducting SWOT and environmental analyses. The overall goal is to improve participants' knowledge and skills for strategic planning to help their respective DepEd units develop strategic plans.
The document provides information about formulating a School Improvement Plan (SIP) for 2016-2019. It discusses the legal basis for having an SIP, what an SIP entails, and the SIP planning process. The SIP is a 3-year roadmap that identifies interventions to be undertaken with community stakeholders. It is formulated based on school data and aims to improve learner outcomes. The planning process involves assessing the school's situation, identifying priority areas for improvement, determining objectives and root causes, and planning interventions over a 3-year timeframe. Key areas of focus for the SIP are access, quality, and governance of education. The workshop will guide participants through exercises to analyze school data and processes, select improvement areas, and develop the SIP.
This document outlines the School Monitoring, Evaluation and Adjustment (SMEA) Plan for the 2021-2022 school year for a school in Mabalacat City, Pampanga. It details the plan across four domains: 1) Leading Strategically, 2) Managing School Operations and Resources, 3) Focusing on Teaching and Learning, and 4) Developing Self and Others. For each domain, it lists the objectives, major outputs, suggested activities, performance indicators, and timeline. The plan aims to monitor progress, evaluate outcomes, and make adjustments to ensure the school's strategic plans and operations align with its vision and support improved teaching, learning, and performance.
The document contains a SWOT analysis for Minalungao Elementary School across several areas:
[1] ACCESS - The school has strengths such as zero student dropout and small class sizes, but weaknesses like absenteeism and old classrooms. Opportunities include the school's strategic location and internet access, but threats include poor internet connectivity and potential loss of free wifi.
[2] QUALITY - The school's strengths are student eagerness to learn and established academic support programs, but weaknesses include lack of science equipment and low performance. Opportunities include support from stakeholders, but threats include economic issues and disruptions.
[3] EQUITY AND INCLUSION - The school
This document outlines guidelines for the direct release of maintenance and other operating expenses (MOOE) allocations from the Department of Budget and Management (DBM) to implementing units of the Department of Education (DepEd), including schools division offices, elementary schools, and secondary schools. It assigns responsibilities for managing and reporting on MOOE funds and specifies appropriate uses of school MOOE allocations, while prohibiting certain expenditures. Violations of the order are subject to administrative penalties.
The Drop-out Reduction Program [DRP] is a project proposal of the DepEd - Tagbina I and II Districts as a way of resolving the problems encountered during the Municipal Transition Planning - Part I based on the Social Welfare Indicators [SWI] prepared by the LSWD.
NAALAD ELEM SCHOOL IMPROVEMENT PLAN 2019-2022Lindy Pujante
The school improvement plan is for Naalad Elementary School located in Naga City, Cebu. It outlines the school's current situation, priority areas for improvement, and annual plans over three years. Key details include that the school was established in 1958 and is located in a hilly rural area. It has a student population of 450 students. The plan identifies gaps in learning outcomes, facilities, and teaching resources. Improving educational quality and student achievement are priorities to better serve the school community.
The Drop-out Reduction Program (DORP) is an intervention program implemented in Philippine schools to reduce high dropout rates and improve learning outcomes. It aims to ensure every Filipino has access to quality basic education. Specific objectives include reducing and eliminating school dropout, increasing retention and achievement for students at risk of dropping out. The program utilizes formal, non-formal and informal approaches and components include the Open High School Program, Effective Alternative Secondary Education, and School Initiated Interventions. Critical factors for successful implementation include committed leadership, trained implementers, availability of materials, and stakeholder participation and support.
This document outlines the Annual Implementation Plan (AIP) for a school in Mabalacat City, Pampanga, Philippines for the 2021-2022 school year. The AIP details projects and objectives across 5 domains: 1) Leading Strategically, 2) Managing School Operations & Resources, 3) Focusing on Teaching & Learning, 4) Developing Self & Others, and 5) Community Engagement. Each project lists activities, timelines, and personnel responsible for achieving objectives aligned with the DepEd vision, developing school plans, managing resources, improving teaching and learning, developing school personnel, and strengthening community partnerships.
The Quality Assurance and Accountability Division of DepEd-Regional Office VII held a two-day training program on the School Monitoring, Evaluation and Adjustment System for division trainers from June 13-14, 2013. The training aimed to demonstrate understanding of school monitoring and evaluation, describe the school MEA process, validate MEA tools, commit to implementing MEA in schools, and develop district and school training plans. Eighty-six participants from Region VII's 19 school divisions attended and evaluated the training positively. The training successfully achieved its objectives of building understanding and capacity for monitoring, evaluation, and adjustment in schools.
This document is the annual Gender and Development (GAD) Plan and Budget for Balaoang National High School for fiscal year 2023. It identifies three key gender issues: 1) Lack of awareness among staff about GAD programs, which will be addressed through training; 2) Unsafe school facilities, which will be improved through repairs; and 3) Lack of office supplies during COVID-19, which will be addressed through procurement. The proposed budget totals 91,800 pesos and will come from the agency's GAD funds. Upon approval, the plan will be implemented under the School GAD Focal Point System to promote equitable services for male and female staff and students.
The document outlines the KVES Learning Action Cell (LAC) plan for the 2022-2023 school year. The plan includes 13 sessions that will be held from August 2022 to the end of the school year. The sessions will provide orientations on school-based activities, content and pedagogy, community linkages, assessment and evaluation, materials development, and intervention programs. Teachers will attend the sessions and apply what they learn to their everyday teaching. At the end of the sessions, evaluations will be conducted to ensure the LAC objectives were achieved and the sessions were successfully implemented.
This document outlines the supervisory plan and report for the MAPEH (Music, Arts, Physical Education, and Health) Department of the SDO Pangasinan II for the calendar year 2022. It details the focus of supervision for each week in March which includes lesson planning, classroom observations, checking school forms, conducting monitoring and evaluations, and mid-year instructional supervision and evaluation. The plan is intended to facilitate the professional growth of teachers through feedback to help make teaching and learning more effective. Supervisory reports are submitted monthly and used as the basis for providing technical assistance and for evaluating individual performance.
School-Based Management action plan of Ozamiz City DivisionRosalyn Lato
The document outlines the School-Based Management Action Plan of the Division of Ozamiz City for fiscal year 2019. It details 5 main activities: 1) advocacy activities to prepare required documents and plans for SBM, 2) convergence of coordinating and functional teams, 3) orientation/trainings/workshops to capacitate school heads and coordinators, 4) quarterly monitoring, evaluation and adjustments of SBM practices, and 5) performance assessment including mid-year and year-end reviews. The plan provides objectives, strategies, inputs, targets, timeframes and persons involved for each activity to strengthen the implementation of SBM in schools in the division.
The memorandum announces a regional seminar-workshop on music and arts to be held on October 28-29, 2014 at the Freedom Hall of Lyceum of the Philippines University-Batangas in Batangas City from 8am to 5pm. Principals are requested to send one representative teacher from each grade 1-12 to attend. The memorandum from DepEd-CALABARZON providing details on the seminar is attached for reference.
The document summarizes the educational planning process at the national and sub-national levels in the Philippines. At the national level, the National Economic and Development Authority coordinates overall planning and implementation. Provincial and municipal development councils are responsible for development at their respective levels. Each sector, including education, prepares plans that are integrated into development plans. Educational planning involves coordination across levels of government to establish priorities, policies, programs and projects.
The document discusses trends, issues, and policies in the Philippine education system. It provides a history of the Philippine education system from pre-Spanish era to present. It identifies problems in access to basic education, quality of basic education, and weaknesses in the public school system such as low budgets, teacher shortages, and classroom shortages. It also outlines policies to improve access and quality such as establishing schools in underserved areas, creating teaching positions, and implementing a Social Reform Agenda.
Project work plan and budget matrix cp 2016LemardeGuia
This document provides a project work plan and budget matrix for a Child Protection Policy at a school. The objectives are to create a safe learning environment and address irresponsible behavior by 45 out of 100 students. Activities include developing child rights policies, student profiling, orientations, a film viewing, building a child protection center and park, and seminars on basic laws. The activities will be conducted between April 2016 and October 2016. Most have budgets between P500-P5500 from MOOE funds to cover expenses like tarps, snacks, and certificates. The coordinator and school head are responsible for implementation.
This document contains technical assistance accomplishment reports and plans from Bro. Andrew Gonzalez Technical High School for the months of January, February, and March 2020. It provides details of technical assistance provided to teachers on their lesson plans, including the areas of concern addressed, level and type of assistance, findings and recommendations. Some common findings across teachers included lessons not relating to real-life experiences and not using ICT. Recommendations focused on integrating real-life situations and examples and using tools like PowerPoint presentations. The reports and plans are signed off by the Head Teacher and EPS-MAPEH of the school.
This document provides an overview of funding sources for Iowa K-12 public schools. It discusses major funding sources like the general fund, physical plant and equipment levy (PPEL), and debt service. The general fund is the most important and relies on student counts, a cost per student set by the state, and funding from property taxes and state aid. Spending authority, set by the state, limits how much districts can spend from the general fund. Other funds have more flexible spending but cannot be used to offset general fund shortfalls. The document outlines restrictions on uses of funds and approval processes for things like voter-approved levies and bond issues. Financial health focuses on general fund spending authority and the district's ability
This document is the annual Gender and Development (GAD) plan and budget for the Las Piñas National High School-Gatchalian Annex for fiscal year 2017. It allocates a total budget of 49,800 pesos to address three key issues:
1) Celebrating Women's Month to promote women's rights and role in development with activities like a school program and contest allocated 5,000 pesos.
2) Increasing student and teacher awareness of GAD concepts, issues, laws through a gender sensitivity seminar and workshop allocated 20,000 pesos.
3) Strengthening the GAD Focal Point System's capacity in gender mainstreaming and planning through training allocated 10,000
This 3 sentence summary provides high level information about the document:
The document contains instructions and tables for completing the Private School Profile form to collect data on student enrollment, age profiles, physical facilities, personnel, and other information from private schools in the Philippines for the 2010-2011 school year. The forms must be signed by the head of the private school and submitted to the Regional Planning Unit by July 31, 2010. The data collected includes information on enrollment numbers, class sizes, age distributions, facilities, and staffing.
This document outlines guidelines for the direct release of maintenance and other operating expenses (MOOE) allocations from the Department of Budget and Management (DBM) to implementing units of the Department of Education (DepEd), including schools division offices, elementary schools, and secondary schools. It assigns responsibilities for managing and reporting on MOOE funds and specifies appropriate uses of school MOOE allocations, while prohibiting certain expenditures. Violations of the order are subject to administrative penalties.
The Drop-out Reduction Program [DRP] is a project proposal of the DepEd - Tagbina I and II Districts as a way of resolving the problems encountered during the Municipal Transition Planning - Part I based on the Social Welfare Indicators [SWI] prepared by the LSWD.
NAALAD ELEM SCHOOL IMPROVEMENT PLAN 2019-2022Lindy Pujante
The school improvement plan is for Naalad Elementary School located in Naga City, Cebu. It outlines the school's current situation, priority areas for improvement, and annual plans over three years. Key details include that the school was established in 1958 and is located in a hilly rural area. It has a student population of 450 students. The plan identifies gaps in learning outcomes, facilities, and teaching resources. Improving educational quality and student achievement are priorities to better serve the school community.
The Drop-out Reduction Program (DORP) is an intervention program implemented in Philippine schools to reduce high dropout rates and improve learning outcomes. It aims to ensure every Filipino has access to quality basic education. Specific objectives include reducing and eliminating school dropout, increasing retention and achievement for students at risk of dropping out. The program utilizes formal, non-formal and informal approaches and components include the Open High School Program, Effective Alternative Secondary Education, and School Initiated Interventions. Critical factors for successful implementation include committed leadership, trained implementers, availability of materials, and stakeholder participation and support.
This document outlines the Annual Implementation Plan (AIP) for a school in Mabalacat City, Pampanga, Philippines for the 2021-2022 school year. The AIP details projects and objectives across 5 domains: 1) Leading Strategically, 2) Managing School Operations & Resources, 3) Focusing on Teaching & Learning, 4) Developing Self & Others, and 5) Community Engagement. Each project lists activities, timelines, and personnel responsible for achieving objectives aligned with the DepEd vision, developing school plans, managing resources, improving teaching and learning, developing school personnel, and strengthening community partnerships.
The Quality Assurance and Accountability Division of DepEd-Regional Office VII held a two-day training program on the School Monitoring, Evaluation and Adjustment System for division trainers from June 13-14, 2013. The training aimed to demonstrate understanding of school monitoring and evaluation, describe the school MEA process, validate MEA tools, commit to implementing MEA in schools, and develop district and school training plans. Eighty-six participants from Region VII's 19 school divisions attended and evaluated the training positively. The training successfully achieved its objectives of building understanding and capacity for monitoring, evaluation, and adjustment in schools.
This document is the annual Gender and Development (GAD) Plan and Budget for Balaoang National High School for fiscal year 2023. It identifies three key gender issues: 1) Lack of awareness among staff about GAD programs, which will be addressed through training; 2) Unsafe school facilities, which will be improved through repairs; and 3) Lack of office supplies during COVID-19, which will be addressed through procurement. The proposed budget totals 91,800 pesos and will come from the agency's GAD funds. Upon approval, the plan will be implemented under the School GAD Focal Point System to promote equitable services for male and female staff and students.
The document outlines the KVES Learning Action Cell (LAC) plan for the 2022-2023 school year. The plan includes 13 sessions that will be held from August 2022 to the end of the school year. The sessions will provide orientations on school-based activities, content and pedagogy, community linkages, assessment and evaluation, materials development, and intervention programs. Teachers will attend the sessions and apply what they learn to their everyday teaching. At the end of the sessions, evaluations will be conducted to ensure the LAC objectives were achieved and the sessions were successfully implemented.
This document outlines the supervisory plan and report for the MAPEH (Music, Arts, Physical Education, and Health) Department of the SDO Pangasinan II for the calendar year 2022. It details the focus of supervision for each week in March which includes lesson planning, classroom observations, checking school forms, conducting monitoring and evaluations, and mid-year instructional supervision and evaluation. The plan is intended to facilitate the professional growth of teachers through feedback to help make teaching and learning more effective. Supervisory reports are submitted monthly and used as the basis for providing technical assistance and for evaluating individual performance.
School-Based Management action plan of Ozamiz City DivisionRosalyn Lato
The document outlines the School-Based Management Action Plan of the Division of Ozamiz City for fiscal year 2019. It details 5 main activities: 1) advocacy activities to prepare required documents and plans for SBM, 2) convergence of coordinating and functional teams, 3) orientation/trainings/workshops to capacitate school heads and coordinators, 4) quarterly monitoring, evaluation and adjustments of SBM practices, and 5) performance assessment including mid-year and year-end reviews. The plan provides objectives, strategies, inputs, targets, timeframes and persons involved for each activity to strengthen the implementation of SBM in schools in the division.
The memorandum announces a regional seminar-workshop on music and arts to be held on October 28-29, 2014 at the Freedom Hall of Lyceum of the Philippines University-Batangas in Batangas City from 8am to 5pm. Principals are requested to send one representative teacher from each grade 1-12 to attend. The memorandum from DepEd-CALABARZON providing details on the seminar is attached for reference.
The document summarizes the educational planning process at the national and sub-national levels in the Philippines. At the national level, the National Economic and Development Authority coordinates overall planning and implementation. Provincial and municipal development councils are responsible for development at their respective levels. Each sector, including education, prepares plans that are integrated into development plans. Educational planning involves coordination across levels of government to establish priorities, policies, programs and projects.
The document discusses trends, issues, and policies in the Philippine education system. It provides a history of the Philippine education system from pre-Spanish era to present. It identifies problems in access to basic education, quality of basic education, and weaknesses in the public school system such as low budgets, teacher shortages, and classroom shortages. It also outlines policies to improve access and quality such as establishing schools in underserved areas, creating teaching positions, and implementing a Social Reform Agenda.
Project work plan and budget matrix cp 2016LemardeGuia
This document provides a project work plan and budget matrix for a Child Protection Policy at a school. The objectives are to create a safe learning environment and address irresponsible behavior by 45 out of 100 students. Activities include developing child rights policies, student profiling, orientations, a film viewing, building a child protection center and park, and seminars on basic laws. The activities will be conducted between April 2016 and October 2016. Most have budgets between P500-P5500 from MOOE funds to cover expenses like tarps, snacks, and certificates. The coordinator and school head are responsible for implementation.
This document contains technical assistance accomplishment reports and plans from Bro. Andrew Gonzalez Technical High School for the months of January, February, and March 2020. It provides details of technical assistance provided to teachers on their lesson plans, including the areas of concern addressed, level and type of assistance, findings and recommendations. Some common findings across teachers included lessons not relating to real-life experiences and not using ICT. Recommendations focused on integrating real-life situations and examples and using tools like PowerPoint presentations. The reports and plans are signed off by the Head Teacher and EPS-MAPEH of the school.
This document provides an overview of funding sources for Iowa K-12 public schools. It discusses major funding sources like the general fund, physical plant and equipment levy (PPEL), and debt service. The general fund is the most important and relies on student counts, a cost per student set by the state, and funding from property taxes and state aid. Spending authority, set by the state, limits how much districts can spend from the general fund. Other funds have more flexible spending but cannot be used to offset general fund shortfalls. The document outlines restrictions on uses of funds and approval processes for things like voter-approved levies and bond issues. Financial health focuses on general fund spending authority and the district's ability
This document is the annual Gender and Development (GAD) plan and budget for the Las Piñas National High School-Gatchalian Annex for fiscal year 2017. It allocates a total budget of 49,800 pesos to address three key issues:
1) Celebrating Women's Month to promote women's rights and role in development with activities like a school program and contest allocated 5,000 pesos.
2) Increasing student and teacher awareness of GAD concepts, issues, laws through a gender sensitivity seminar and workshop allocated 20,000 pesos.
3) Strengthening the GAD Focal Point System's capacity in gender mainstreaming and planning through training allocated 10,000
This 3 sentence summary provides high level information about the document:
The document contains instructions and tables for completing the Private School Profile form to collect data on student enrollment, age profiles, physical facilities, personnel, and other information from private schools in the Philippines for the 2010-2011 school year. The forms must be signed by the head of the private school and submitted to the Regional Planning Unit by July 31, 2010. The data collected includes information on enrollment numbers, class sizes, age distributions, facilities, and staffing.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms for those who already suffer from conditions like depression and anxiety.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
The document provides a proof of the Pythagorean theorem. It shows that the square of the hypotenuse (c2) of a right triangle equals the sum of the squares of the other two sides (a2 + b2) by dividing the larger triangle into four identical right triangles and calculating their total area in two different ways. It concludes that c2 = a2 + b2, proving the Pythagorean theorem.
The document outlines the Open High School Program (OHSP) managed by the Department of Education in the Philippines. It provides an alternative mode of secondary education using distance learning for those unable to attend regular classes. The goals of OHSP are to provide educational opportunities for all and reduce dropout rates. Schools must meet requirements to participate, including facilities and community links. Students must demonstrate independent learning ability. The program is managed through various roles including coordinators, counselors, advisors and teachers. DepEd, local governments, and other stakeholders also have responsibilities in supporting OHSP.
The document discusses how to calculate the area of different shapes including squares, rectangles, parallelograms, triangles, trapezoids, and circles. It provides the formulas for calculating area and works through examples of finding the area given specific measurements of sides or diameters. Key formulas include: the area of a square is s2; the area of a rectangle is length x width; the area of a parallelogram is base x height; the area of a triangle is 1/2 x base x height; the area of a trapezoid is 1/2 x (base1 + base2) x height; and the area of a circle is πr2.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms for those who already suffer from conditions like depression and anxiety.
Mind Gym is a modern training organization that incorporates Indian wisdom and values to help people reach their full potential and lead purposeful lives. It believes that everything has potential for growth and one's thoughts can become reality. Mind Gym provides exclusive training programs using natural laws and ancient Indian teachings to help students reduce stress, stay focused on their goals, and become masters of their own destiny. It aims to develop strong individuals who can make meaningful contributions to society by 2020.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help boost feelings of calmness, happiness and focus.
This document discusses the importance of data management systems in the Philippine Department of Education, specifically the Learner Information System (LIS), Enhanced Basic Education Information System (EBEIS), and National School Building Inventory (NSBI). It provides information on the objectives, guidelines, and operation of these systems. Key points include legal basis for yearly data collection, the purpose and users of each system, the LIS cycle, and policies regarding the Learner Reference Number. Frequently asked questions about enrollment, transfers, and unsettled accounts are also addressed. The overall aim is to deliver relevant information on DepEd's data collection and management to support planning and resource allocation.
The Faculty and Staff Information System (FASIS) project aims to consolidate faculty data from various sources into a centralized system to improve data quality, access, and reporting. Phase 1 will enhance the existing HR system to better capture faculty information and develop a data mart. Phase 2 will integrate additional systems to provide a comprehensive view of faculty activities and streamline processes like hiring. The project requires collaboration across the university and is expected to benefit schools and administration through improved integration, compliance, consistency and reduced costs.
This document provides a summary of the key information required for effective educational planning at both the macro (state/national) and micro (district/local) levels. It outlines the various stages of the planning process and identifies important demographic, literacy, enrollment, teaching personnel, and financial data needed. Specifically, it emphasizes the importance of collecting disaggregated data at the district level on population distribution, educational access and infrastructure, enrollment rates, teacher characteristics, and expenditures to properly diagnose the current situation and formulate targeted plans. The document also notes gaps in existing information systems and a lack of dissemination of district-level data in most parts of the country.
The document proposes a School Management Information System (SMIS) that would integrate pertinent data from schools, teachers, students, and facilities. The SMIS would assist the Department of Education in overall management, planning, policy formulation, and interventions. It describes the SMIS as having several modules, including school profile management, student tracking, human resources, physical resources, programs and projects, financial resources, and report generation. The management module would gather student information, academic information, attendance, health records, misconduct history, dropout information, and resource information to allow interventions.
What is Student Information System_ Purpose & Features _ Proctur.pdfProctur
An educational institution's student information system (SIS) is designed to effectively manage and arrange student-related data. It functions as a thorough database that collects, maintains, and tracks numerous pieces of information about students throughout their academic careers.
This paper highlights important issues of higher education system such as predicting student’s academic performance. This is trivial to study predominantly from the point of view of the institutional administration, management, different stakeholder, faculty, students as well as parents. For making analysis on the student data we selected algorithms like Decision Tree, Naive Bayes, Random Forest, PART and Bayes Network with three most important techniques such as 10-fold cross-validation, percentage split (74%) and training set. After performing analysis on different metrics (Time to build Classifier, Mean Absolute Error, Root Mean Squared Error, Relative Absolute Error, Root Relative Squared Error, Precision, Recall, F-Measure, ROC Area) by different data mining algorithm, we are able to find which algorithm is performing better than other on the student dataset in hand, so that we are able to make a guideline for future improvement in student performance in education. According to analysis of student dataset we found that Random Forest algorithm gave the best result as compared to another algorithm with Recall value approximately equal to one. The analysis of different data mini g algorithm gave an in-depth awareness about how these algorithms predict student the performance of different student and enhance their skill.
1. Management Information Systems (MIS) help organizations realize maximum benefit from investments in technology, personnel, and business processes.
2. MIS professionals create information systems to manage data and meet the needs of managers, staff, and customers through collaborative technology solutions.
3. While some MIS jobs involve coding, many focus more on data analysis, teamwork, leadership, project management, and understanding business operations.
Education Management Information System (EMIS) is a flexible information management system that collects, stores, analyses & processes educational institutional information & student-related data in an organized way. This readily accessible platform helps educators to make accurate & faster decisions by generating MIS reports and promotes institution efficiency, productivity, and growth.
The document discusses developing a growth model and data visualization system for a school district. It proposes a three-phase approach: 1) Discovering growth model requirements through interviews and observations, 2) Developing technical and design specifications for data visualization, and 3) Implementing and documenting the system. The methodology for phase 1 involves on-site interviews with district and school leaders, teachers, and parents to understand their needs. Phases 2 and 3 involve designing the data warehouse, dashboards, and visualizations to analyze student performance data and factors affecting learning based on requirements. Training and support will be provided to help users understand and utilize the system.
SCHOOL MANAGEMENT INFORMATION SYSTEMS: CHALLENGES TO EDUCATIONAL DECISION- MA...IJITE
Despite the benefits of school management information systems (SMIS), the concept of data-driven school culture failed to materialize for many educational institutions. Challenges posed by the quality of data in the big data era have prevented many schools from realizing the real potential of the SMIS. The paper analyses the uses, features, and inhibiting factors of SMIS. The paper proposes a five-phase conceptual model that assist administrators with making timely, quality decisions. The paper enriches the theoretical landscape of SMIS usage in the era of big data and lays a foundation for the future by establishing an educational decision-making model
SCHOOL MANAGEMENT INFORMATION SYSTEMS: CHALLENGES TO EDUCATIONAL DECISIONMAKI...IJITE
Despite the benefits of school management information systems (SMIS), the concept of data-driven school
culture failed to materialize for many educational institutions. Challenges posed by the quality of data in
the big data era have prevented many schools from realizing the real potential of the SMIS. The paper
analyses the uses, features, and inhibiting factors of SMIS. The paper proposes a five-phase conceptual
model that assist administrators with making timely, quality decisions. The paper enriches the theoretical
landscape of SMIS usage in the era of big data and lays a foundation for the future by establishing an
educational decision-making model.
SCHOOL MANAGEMENT INFORMATION SYSTEMS: CHALLENGES TO EDUCATIONAL DECISIONMAKI...IJITE
Despite the benefits of school management information systems (SMIS), the concept of data-driven school
culture failed to materialize for many educational institutions. Challenges posed by the quality of data in
the big data era have prevented many schools from realizing the real potential of the SMIS. The paper
analyses the uses, features, and inhibiting factors of SMIS. The paper proposes a five-phase conceptual
model that assist administrators with making timely, quality decisions. The paper enriches the theoretical
landscape of SMIS usage in the era of big data and lays a foundation for the future by establishing an
educational decision-making model.
School Management Information Systems: Challenges to Educational Decision-Mak...IJITE
This document discusses challenges to educational decision-making in the era of big data. It presents a conceptual model to guide administrators in effectively using school management information systems (SMIS) for decision-making. The model outlines five phases: 1) Identifying inhibiting factors to SMIS use, 2) Designing the system to address those factors, 3) Applying the system, 4) Making educational decisions using the system, and 5) Evaluating results. The goal is to help administrators overcome challenges like untimely or inaccessible data and lack of skills in using data to make SMIS a more useful tool for management.
SCHOOL MANAGEMENT INFORMATION SYSTEMS: CHALLENGES TO EDUCATIONAL DECISIONMAKI...IJITE
This document discusses challenges to educational decision-making in the era of big data. It presents a conceptual model to guide administrators in effectively using school management information systems (SMIS) for decision-making. The model outlines five phases: 1) Identifying inhibiting factors of SMIS, 2) Designing the system to address those factors, 3) Applying the system, 4) Making educational decisions using the system, and 5) Evaluating results. The document analyzes features and limitations of SMIS and proposes this model to help administrators overcome challenges and leverage big data to improve decisions.
SCHOOL MANAGEMENT INFORMATION SYSTEMS: CHALLENGES TO EDUCATIONAL DECISION- MA...IJITE
Despite the benefits of school management information systems (SMIS), the concept of data-driven schoolculture failed to materialize for many educational institutions. Challenges posed by the quality of data inthe big data era have prevented many schools from realizing the real potential of the SMIS. The paperanalyses the uses, features, and inhibiting factors of SMIS. The paper proposes a five-phase conceptualmodel that assist administrators with making timely, quality decisions. The paper enriches the theoreticallandscape of SMIS usage in the era of big data and lays a foundation for the future by establishing aneducational decision-making model.
SCHOOL MANAGEMENT INFORMATION SYSTEMS: CHALLENGES TO EDUCATIONAL DECISIONMAKI...IJITE
Despite the benefits of school management information systems (SMIS), the concept of data-driven school
culture failed to materialize for many educational institutions. Challenges posed by the quality of data in
the big data era have prevented many schools from realizing the real potential of the SMIS. The paper
analyses the uses, features, and inhibiting factors of SMIS. The paper proposes a five-phase conceptual
model that assist administrators with making timely, quality decisions. The paper enriches the theoretical
landscape of SMIS usage in the era of big data and lays a foundation for the future by establishing an
educational decision-making model.
School Management Information Systems: Challenges to Educational Decision-Mak...IJITE
Despite the benefits of school management information systems (SMIS), the concept of data-driven schoolculture failed to materialize for many educational institutions. Challenges posed by the quality of data inthe big data era have prevented many schools from realizing the real potential of the SMIS. The paperanalyses the uses, features, and inhibiting factors of SMIS. The paper proposes a five-phase conceptualmodel that assist administrators with making timely, quality decisions. The paper enriches the theoreticallandscape of SMIS usage in the era of big data and lays a foundation for the future by establishing aneducational decision-making model.
School Management Information Systems: Challenges to Educational Decision-Mak...IJITE
Despite the benefits of school management information systems (SMIS), the concept of data-driven school culture failed to materialize for many educational institutions. Challenges posed by the quality of data in the big data era have prevented many schools from realizing the real potential of the SMIS. The paper analyses the uses, features, and inhibiting factors of SMIS. The paper proposes a five-phase conceptual model that assist administrators with making timely, quality decisions. The paper enriches the theoretical landscape of SMIS usage in the era of big data and lays a foundation for the future by establishing an educational decision-making model.
SCHOOL MANAGEMENT INFORMATION SYSTEMS: CHALLENGES TO EDUCATIONAL DECISIONMAKI...IJITE
This document discusses challenges to educational decision-making in the era of big data. It presents a conceptual model to guide administrators in effectively using school management information systems (SMIS) for decision-making. The model outlines five phases: 1) Identifying inhibiting factors to SMIS use, 2) Designing the system to address those factors, 3) Applying the system, 4) Making educational decisions using the system, and 5) Evaluating results. The goal is to help administrators overcome challenges like untimely or inaccessible data and lack of skills in using data for decisions.
Technology is essential in managing distance education institutions in providing timely feedback, progress report and other administrative and support services.
The document is a form used by the Department of Education of the Philippines (DepEd) for its results-based performance management system. It consists of four parts: Part I evaluates employees' accomplishments of key results areas and objectives; Part II evaluates competencies; Part III summarizes ratings for discussion; and Part IV identifies development plans. The form aims to link individual achievements to organizational goals, promote growth, and allow open discussion of expectations between employees and supervisors.
Result based performance management system rpms- for dep edtitserchriz Gaid
The document outlines DepEd's Results Based Performance Management System (RPMS). The RPMS aims to align individual goals with organizational objectives to improve performance and accountability. It incorporates a four phase process of performance planning, monitoring, review, and rewarding. Key aspects include identifying employee KRAs and objectives, providing feedback and coaching, annually reviewing performance against targets, and using competencies for development. The system is intended to strengthen DepEd's efforts towards its mission of providing quality education.
This document defines and provides examples of various figures of speech, including simile, metaphor, personification, hyperbole, irony, antithesis, litotes, paradox, synecdoche, pun, oxymoron, understatement, parenthesis, apostrophe, and onomatopoeia. Each figure of speech is explained with a concise definition and 1-2 illustrative examples. The document is intended as a reference for different rhetorical devices used in writing.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
Personal and professional attributes and interpersonal effectivenesstitserchriz Gaid
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
Human resource management and professional developmenttitserchriz Gaid
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help alleviate symptoms of mental illness and boost overall mental well-being.
human resource management and professional developmenttitserchriz Gaid
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
The document revises guidelines for transferring teachers between schools in the Philippines. It aims to balance teacher deployment and ensure equity. Conditions where transfers can occur without teacher consent include low student-teacher ratios or decreased enrollment. Priority for voluntary transfers is given to teachers declared excess or residing outside their home area for over five years. Schools and divisions must properly record transfers and analyze their impact on student-teacher ratios.
Dm no.-169-s.-2010 deployment of new teaching positionstitserchriz Gaid
This document provides guidelines on allocating and deploying new teaching, teaching-related, and non-teaching positions for fiscal year 2010. It outlines the criteria and formulas for determining needs for each type of position at different educational levels. Priorities for allocation include eliminating schools with very high pupil-teacher ratios and fulfilling requirements of newly established schools. Divisions are directed to submit a form analyzing teacher needs by a specified deadline.
The document contains the Code of Ethics for Professional Teachers in the Philippines. It outlines 12 articles that establish ethical standards and guidelines for teachers' conduct, including their responsibilities to the state, community, profession, colleagues, students, parents, and as individuals. Teachers are expected to uphold high moral and professional standards, provide quality education, and serve the interests of students and society.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
1. 9th
National Convention on Statistics (NCS)
EDSA Shangri-La Hotel
October 4-5, 2004
Basic Education Information System (BEIS)
by
Lilia Z. Roces and Deogracias B. Genito, Jr.
For additional information, please contact:
Author’s name: Lilia Z. Roces
Designation: Chief Research and Statistics Division
Office of Planning Service
Author’s name: Deogracias B. Genito, Jr.
Designation: Information Technology Officer I
Agency: Department of Education
Address: DepEd Complex,
Meralco Avenue, Pasig City
Telephone: 633-7257; 633-7212
Fax: 637-6204
E-mail: rsd@deped.gov.ph
2. Basic Education Information System (BEIS)
by
Lilia Z. Roces and Deogracias B. Genito, Jr.
ABSTRACT
The Basic Education Information System (BEIS) serves as the primary MIS of the
Department of Education. It was developed by a group (the Development Team) from the
Database Management Unit of the Research and Statistics Division, Office of Planning
Service, that Department. The BEIS processes and generates the data needed for planning,
budget preparation, resource allocation and performance indicators.
The BEIS Quick Counts Module is currently installed and operational at the regional
and divisional level. (DepEd Memo No. 211, dated October 2002). It is used to process quick
summaries on total enrolment, number of nationally-funded teachers, instructional rooms and
school furniture. The module produces automated reports on pupil-teacher analysis, pupil-
instructional room analysis and pupil-furniture analysis.
The BEIS School Statistics Moldule provides the details on school enrolment, staffing
and facilities.(DepEd Memo No. 77, dated March 2003)
The BEIS Performance Indicators (BEIS-PI) calculates the Education for All (EFA)
core indicators and other related educational indicators, based on the data generated through
BEIS Quick Counts and School Statistics Module (DepEd Memo No. 316, dated September
2003)
.
3. The Basic Education
Information System
(Formal Education)
By
Mr. Deogracias B. Genito, Jr.
Information Technology Officer I
Head, Database Management Unit
Research and Statistics Division
Office of Planning Service
Department of Education
PHILIPPINES
4. MIS Framework…
The systems linked through shared School-ID.
The systems are coordinated not integrated.
Basic
Education
Information
System
(BEIS)
Material
Resources
Information
System
(MRIS)
Human
Resources
Information
System
(HRIS)
Financial Management Information System
(FMIS)
The BEIS represents statistical data
based on straightforward counts
(e.g., number teachers, or pupils, in
a school, the number of instructional
rooms, school furniture (desks, sets
of tables and chairs and armchairs).
The unit for the analysis of statistical
data is institutional: individual
schools at the lowest level, at higher
levels, School districts, divisions,
regions or the national education
system as a whole.
5. MIS Framework…
The systems linked through shared School-ID.
The systems are coordinated not integrated.
Human
Resources
Information
System
(HRIS)
Material
Resources
Information
System
(MRIS)
Basic
Education
Information
System
(BEIS)
Financial Management Information System
(FMIS)
In the HRIS, the unit of analysis
is the person rather than the
institution: an individual record is
required for each staff member,
teacher or non-teacher, employed
in the education system.
6. MIS Framework…
The systems linked through shared School-ID.
The systems are coordinated not integrated.
Material
Resources
Information
System
(MRIS)
Basic
Education
Information
System
(BEIS)
Human
Resources
Information
System
(HRIS)
Financial Management Information System
(FMIS)
MRIS will include detailed data about
physical facilities: the materials used in
the construction of classrooms, for
example, their state of repair, their
dimensions. Detailed data concerning
school desks, textbooks and others will
also be included. Geographical
information concerning the location of
the school and its access to services
will be likewise included.
7. MIS Framework…
The systems linked through shared School-ID.
The systems are coordinated not integrated.
Financial Management Information System
(FMIS)
Material
Resources
Information
System
(MRIS)
Basic
Education
Information
System
(BEIS)
Human
Resources
Information
System
(HRIS)
The FMIS shall link to all the others:
financial resources are needed for the
development of all aspects of an
education system. In particular, there is
a close link between financial data and
payroll data, which shall be included in
the HRIS. In the Philippines as in most
other countries, teachers’ salaries
account for well over 80% of the total
education budget.
8. About BEIS…
Program name : Basic Education Information System
in Formal Education
Software development : In-house development by a team of
6 from RSD-OPS
Training attended : 72 hours training on Visual Basic
in MS-Excel Programming at the
Ateneo Information Technology
Institute (AITI) in July 2002
Total number of data sets : more than 600
9. About BEIS…
Total Costs (including software development and maintenance, training
of all planning officers and data encoders, transportation expenses and
supplies/materials)
Local Funds UNICEF TOTAL
(PMIS)
Module 1 (Quick Counts) 390,896.00 390,896.00
Module 2 (School Statistics) 373,901.00 441,483.40 815,384.40
Module 3 (Indicators) 557,117.55 257,166.60 814,284.15
TOTAL COSTS (in Pesos) 1,321,914.55 698,650.00 2,020,564.55
(65.4%) (34.6%)
(in US$) 24,035.00 12,703.00 36,738.00
1US$=P55
10. Historical Development…
Original Manual System
Until 1993, school data are gathered and analyzed manually.
Data entry errors and lack of coordination to other offices led to
conflicting statistics.
Increasing volume of work led to processing delays.
11. Historical Development…
Early attempts to computerized the system
During the late 1980’s, there were two (2) attempts to
computerized the collection, processing and analysis of school
data.
Software development was outsourced in both cases.
However, there were problems in installation and utilization of
the database. Neither system became functional.
12. Historical Development…
UDGS: The first computerized system
The Unified Data Gathering System (UDGS) was developed in
1993.
Software development was outsourced.
Despite bugs or error(s) in the computer program, UDGS used
for data analysis and preparation of Statistical Bulletins between
1993 and 2001.
13. Historical Development…
BEIS : The new computerized system
Reform of the Unified Data Gathering System (UDGS)
commenced in August 2001, and culminated in early 2002 with
the implementation of the new Basic Education Information
System (BEIS).
Major steps in the development of BEIS have included the
following:
(a) Re-design of the data gathering instruments;
(b) Local DepED capacity building;
(c) Central DepED software training and development of BEIS
software; and
(d) BEIS analysis.
14. BEIS : Primary MIS of DepED…
BEIS processes and generates the data needed for
planning, budget preparation, resource allocation and
performance indicators.
BEIS analyzes teacher deployment, instructional room
allocation and pupil/student seating ratio.
BEIS evaluates the performance of the education sector
in terms of the EFA indicators and other related
education indicators.
15. Features…
Streamlined data gathering instruments with manual checks for internal
consistency.
Software provides computerized validity checks during data input.
Unique school numbering system.
Decentralized data inputting at the divisional level.
Quick counts to provide budget data from schools within the year.
Capable of disaggregating by legislative district, municipality/city,
municipality class and urban/rural classification.
Automated reporting for teacher deployment, instructional room and school
furniture analysis.
16. Data Gathering Instruments…
DepED Administrative Structure
17 Regional Offices
182 Divisional Offices
2273 School District Offices
About 48,000 elementary and secondary schools (both
public and private)
Issuance of DepED Order
Government Elementary School Profile (GESP)
Government Secondary School Profile (GSSP)
Private School Profile (PSP)
17. Module I – BEIS-Quick Counts
It involves only four major variables required for budget planning:
enrolment, teacher numbers (nationally-funded only),
instructional room provision and seating provision. It also
includes pupil/student - teacher analysis, instructional room
analysis and school furniture analysis.
Module II – BEIS-School Statistics
It includes a wider range of variables (enrolment by sex and by
grade/year level, age profile, repeaters, dropouts, teachers’
workloads, locally-hired teachers, etc.)
Module III – BEIS–Performance Indicators
It calculates EFA Core Indicators and other related education
indicators (e.g., participation rate, gross enrolment ratio, dropout
rate, etc).
The BEIS Modules…
18. Schedule of data collection
and processing…
Orientation of
regional and
divisional
teams on BEIS
data gathering
instruments;
dissemination
to the schools
(July-August)
Retrieval of
accomplished
BEIS data
gathering
instruments
(end of Sept)
Manual
validation
of data
(Sept-Oct)
Dissemination
of BEIS Quick
Count System
(Module 1) by
DepEd Central
(Sept)
BEIS
Data
Gathering
Instruments
Central
Region
Division
District / Schools
Schools
District
Division
Division
Central
Region
Division
19. Schedule of data collection
and processing…
Processing
of BEIS
Quick Counts
data by the
Division
Offices
(Oct-Nov)
Submission
of BEIS
Quick Counts
System to
DepEd
Regional
Office &
Central
Office
(Dec)
Dissemination
of BEIS SSM
(Module 2)
(Dec)
Processing of
BEIS SSM
(Module 2)
(Dec-Feb)
Division Central
Region
Central
Region
Division
Division
20. Schedule of data collection
and processing…
Submission of
BEIS SSM
(Module 2)
(end of Feb)
Generation of School
Year Basic Education
Statistics and BEIS -
Performance Indicators
(Module 3)
(Mar-Apr)
Timeframe = 9 Months
“This year’s data
within the year”.
Central
Region
Central
Region
Division
21. The Rainbow Spectrum…
Teacher Deployment Analysis
No nationally funded teachersBlackNo Teacher Available
Severe teacher shortageRedMore than 50.00
Moderate teacher shortageOrange45.00 – 49.99
Manageable ratioGold40.00 – 44.99
National mean ratioYellow35.00 – 39.99
Generous teacher provisionGreen30.00 – 34.99
Surplus teacher provisionSky Blue25.00 – 29.99
Excessive surplus teacher provisionBlueLess than 25
RemarksColor CodePupil:Teacher
Ratio
22. The Rainbow Spectrum…
Instructional Room Analysis
No existing instructional roomsBlackNo Classroom Available
Does not meet RA 7880, schools with severe shortage
of classrooms
RedMore than 56
Does not meet RA 7880 even with double shiftingGold51.00 – 55.99
Fails to meet RA 7880 with one shiftYellow46.00 – 50.99
Meet Republic Act 7880 with one shiftBlueLess than 46
RemarksColor CodePupil:Room Ratio
23. The Rainbow Spectrum…
School Furniture Analysis
No existing seatsBlackNo Seats Available
More than 3 pupils per seat; Severe shortage in two-
shift schools
RedMore than 3.00
More than 2 pupils per seat; Inadequate in two-shift
schools
Orange2.00 – 2.99
Adequate in two-shift schoolsGold1.01 – 1.99
Adequate in one-shift schoolsYellow0.90 – 1.00
Generous seat provisionGreen0.70 – 0.89
Surplus seat provisionSky Blue0.50 – 0.69
Two-seats per pupil even in one-shift schoolsBlueLess than 0.49
RemarksColor CodePupil:Seat Ratio
30. Management
Accomplishments…
Capacity Building.
The system has led directly to a substantial strengthening of the
human resources available to DepED at all levels of the
organization.
More effective targetting of new teaching positions.
Central-level managers targetted new teaching positions more
effectively to the shortage divisions during Deployment 2002.
Likewise, many divisional managers targetted the new positions
more effectively to the teacher-shortage schools.
31. Management
Accomplishments…
Timely deployment of new teaching positions.
The deployment of teachers to fill the newly-created positions
was speeded up considerably. More than 90% of the new
positions were filled in time for the start of School Year 2002-
2003.
More effective targetting of the following:
Construction of new classrooms under the DepED-School
Building Program (DepED-SBP).
Distribution of school desks and armchairs to the furniture-
shortage schools.
32. Policy Reforms…
Decentralization.
BEIS contributed to DepED’s decentralization policy by
successfully transferring responsibility for the input of
educational data from the regional offices (where it had been
located under UDGS) to the divisional offices.
Transfer of vacant teaching positions.
In Departmental Order No. 50, dated June 19, 2003, DepED has
established guidelines for the transfer of vacant teaching
positions from teacher-surplus to teacher-shortage schools,
based on the BEIS Teacher Deployment Analysis and the color-
coding system.
33. Benefits…
Development of a standard school identification
number system.
A central component of BEIS is a unique 6-digit school
identification number. A key feature of this identification number
is that it never changes – even if the classification, (e.g., mother
school, annex school) or administrative affiliation (e.g., school
district, municipality) of the school changes.
Timely availability of the Quick Count Data.
BEIS makes provision for the rapid analysis of certain key
variables needed for policy and budget decisions.
34. Self Assessment :
Implementation Capacity of DepED…
At present, every divisional team is capable of inputting
the BEIS data accurately and to a tight time schedule, of
preparing Deployment Request Forms including color-
coded teacher data.
Furthermore, local organizational skills were
considerably enhanced: procedures for delivering the
BEIS forms to the schools and ensuring their prompt
return, and for carrying out manual validity checks before
data input, were put in place.
35. Remaining / Planned
Activities and Outputs…
Continued data validation.
Validation of data at central, regional and divisional levels are
continuously being implemented. And when necessary, spot
visits to schools and division offices are being done to verify the
accuracy of the data.
Refining of BEIS data gathering instruments and
enhancement of the BEIS computer system.
BEIS instruments will continuously be improved to include other
data which will be required by the Department and to make the
forms more user-friendly. There is also a need to upgrade the
system to a higher-level language programming.
36. Remaining / Planned
Activities and Outputs…
Continued monitoring of teacher, classroom and
school furniture distribution patterns.
It will be important to continue monitoring changes in distribution
patterns of basic resources.
The Regional and Divisional Impact Monitoring Instruments have
been prepared which facilitate the analysis of trends over time.
BEIS Documentation.
Producing a pamphlet or a publication describing the processes
through which the BEIS was developed and its salient features
will be explored.
37. Status of BEIS Databases…
School Year 2002-2003
Quick Counts Data - 100% available
School Statistics Data - 100% available
Performance Indicators - 100% available
School Year 2003-2004
Quick Counts Data - 100% available
School Statistics Data - 100% available
Performance Indicators - 100% available
38. Issues and Concerns…
Needs Analysis
Additional permanent staff assigned to the Division Planning
Unit. Currently, there is only one (1) permanent staff - the
Division Office Planning Officer.
State-of-the-art IT equipment and internet connection.
Sufficient funds for supplies, computer maintenance, conduct of
BEIS orientation/workshops and monitoring.
Intensive training on data analysis and utilization.