The document discusses the alignment of the MATATAG 4-Point Education Agenda to the Basic Education Development Plan (BEDP) 2030. It provides an overview of the BEDP results framework and implementation strategies to achieve its goals of improving access, equity, quality, and resiliency in basic education by 2030. The strategies are further elaborated in two phases from 2022-2025 and 2026-2030. Key areas of focus for the BEDP include curriculum revision, infrastructure development, learner well-being, teacher support, and partnerships.

1. MS Teams
February 28, 2023
KAPIHAN with
REGIONAL OFFICES
OFFICIALS

2. MS Teams
February 28, 2023
KAPIHAN with
REGIONAL OFFICES OFFICIALS

3. Dir. Roger B. Masapol
Planning Service
ALIGNMENT of MATATAG Education
Agenda to the BEDP 2030

4. BEDP-MATATAG
Alignment
4

5. Initial Attempt to align BEDP
with MATATAG 4-Point Agenda
5

6. International
National
Region
Division
School
BEDP – Basic Education Development Plan
CLC – Community Learning Center
DEDP – Division Education Development Plan
REDP – Regional Education Development Plan
SDG – Sustainable Development Goal
SIP – School Improvement Plan
SDG 2030
AmBisyon Natin 2040
Philippine Development
Plan 2022-2028
BEDP 2022-2030
Regional Development Plan
REDP 2022-2028
DEDP 2022-2028
SIP 2022-2028*
MAINSTREAMING
BEDP STRATEGIES
IN DEPED
6

7. The Filipino Learner: Competencies and Aspirations
7

8. 4. RESILIENCY &
WELL-BEING
1. ACCESS 2. EQUITY 3. QUALITY
INTERMEDIATE
OUTCOMES
SECTOR
OUTCOME
GOAL
All school-age children,
out-of-school youth, and
adults accessed relevant
basic learning
opportunities
Disadvantaged school-age
children and youth, and
adults benefited from
appropriate equity
initiatives
Learners complete K-12 basic
education having attained all learning
standards that equip them with the
necessary skills and attributes to
pursue their chosen paths
Learners are resilient and know their
rights, and 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
Source: DO 24, s22
8

9. 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
Efficient, nimble and resilient governance and management processes
ENABLING MECHANISMS - GOVERNANCE
EM#1 - Education leaders and
managers practice participative,
ethical and inclusive management
processes
EM#3 – Ideal Learning
environment and adequate
learning resources for
learners ensured
EM #2 - All personnel
are resilient, competent
and continuously
improving
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
9

10. 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
10

11. 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
11

12. Make the curriculum
relevant to produce job-
ready, active and
responsible citizens
1. Revise the K to 12 Curriculum to
make them more responsive to our
aspiration as a nation
2. Strengthen our literacy and
numeracy programs
3. Revitalize our Reading, Science
and Technology, and Math
programs
4. Improve English proficiency while
recognizing linguistic diversity
5. Review the implementation of the
Mother Tongue-based Multilingual
Education Policy
6. Intensify the values formation of
learners in curriculum and teaching
7. Embed the culture of peace in our
curriculum
8. Be transparent with curriculum
guides and test scores
9. Share test items with schools and
teachers to strengthen the use of
assessment
10. Engage with CHED and TESDA,
and various industry partners to
address the issue of skills
mismatch
Take steps to accelerate
delivery of basic
education facilities and
services
1. Created the School Infrastructure
and Facilities Strand
2. Build more resilient schools and
classrooms
3. Close the remaining gaps in school
infrastructure with policies to
eliminate corruption
4. Establish fully-functional library hubs
5. Provide schools with electricity
6. Provide e-classroom packages for
teaching and learning
7. Digitize our essential processes,
including our national assessments
8. Launch our National Education Portal
9. Strengthen the complementarity
between public and private schools
10. Work closely with Congress in
pushing for the expansion of
GASTPE coverage to include
kindergarten and elementary
learners.
11. Support BARMM School Building
Program and GASTPE direction.
12. Creation of the Procurement Strand
Take good care of
learners by promoting
learner well-being,
inclusive education and
positive learning
environment
1. Provide education to children and youth
in situations of disadvantage
2. Strengthen and institutionalize the
reintegration program for adolescent
mothers, Children at Risk (CAR), and
Children in Conflict with the Law (CICL)
3. Strengthen the mechanism in
safeguarding our learners against all
forms of discrimination and dangers
4. Seek out mental wellness experts to
form interventions at the school level
5. Strengthen inclusive education
programs, including the alternative
learning system, last mile schools, and
programs for IP learners and learners
with disabilities
6. Establish of Inclusive Learning
Resource Centers
7. Provide assessment assistive
mechanisms to students with
disabilities
8. Eradicate illiteracy through relevant
policy issuances, and community
literacy program interventions.
9. Involve our parents and guardians in
the education of our children.
Give support for teachers to
teach better
1. Provide professional development programs
2. Provide support in terms of innovative,
responsive, and inclusive teaching approaches
following the Philippine Professional Standards
for Teachers (PPST).
3. Capacitate our teachers and learners in utilizing
technology in remote learning to maximize the
benefits of digital learning.
4. Provide training and other learning and
development interventions for school leaders
5. Fast-track the implementation of the career
progression policy
6. Implement the Merit Selection Policy
7. Make the new Teacher Education Council and
Secretariat fully functional
8. Advocate for additional benefits for our teachers
9. Implement the policy on the distribution of
teacher workload and payment of teaching
overload
10. Expand the coverage for the grant of Special
Hardship Allowances
11. Address issues affecting the net take-home pay
of teachers
12. Work with DOH for free annual physical
examinations for teachers
13. Coordinate with the GSIS for an improved and
superior benefits package for all DepEd
personnel
14. Provide a free legal assistance facility for
teachers on matters concerning loan contracts
and obligations.
45 key initiatives
12

13. 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
BEDP
Framework
•TAke steps to accelerate delivery of
basic education facilities and services;
• MAke the curriculum relevant to produce competent and job-ready,
active, and responsible citizens;
• TAke good care of learners by promoting
learner well-being, inclusive education, and a
positive learning environment; and
•Give support to
teachers to teach better
13

14. MATATAG in BEDP Strategies
14

15. 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
All school-age children, out-of-school youth, and
adults accessed relevant basic learning
opportunities
Outcomes
and
Strategies
•TAke good care of learners by promoting learner well-being, inclusive
education, and a positive learning environment;
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
We will strengthen our inclusive education programs, including the alternative learning system, last mile
schools, and programs for IP learners and learners with disabilities. We will endeavor that all learners, no
matter what their backgrounds are, will be afforded quality learning opportunities and services
15

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.
2. EQUITY
Disadvantaged school-age children and youth, and
adults benefited from appropriate equity initiatives
Outcomes
and
Strategies
•TAke good care of learners by promoting learner well-being, inclusive education, and a
positive learning environment; and
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
• DepEd reaffirms its pledge to ensure that all school- age children and youth, and adults in situations of
disadvantage are participating in inclusive basic learning opportunities and receiving appropriate quality
education
• We will undertake initiatives to provide schooling to many more children and youth in situations of
disadvantage, regardless of gender, abilities, psycho-emotional and physical conditions, cultural and religious
identity, and socio-economic standing
• We will strengthen our inclusive education programs, including the alternative learning system, last mile
schools, and programs for IP learners and learners with disabilities. We will endeavor that all learners, no
matter what their backgrounds are, will be afforded quality learning opportunities and services
Strategy #3 : Improve gender-sensitive contextualized
curriculum and learning delivery
We will strengthen and institutionalize the reintegration program for adolescent mothers, Children at Risk (CAR),
and Children in Conflict with the Law (CICL) by developing inclusive models and mechanisms applicable to both
formal and non-formal learning
Strategy #4 : Enhance DepEd platforms for learning
resources
Strategy #5 :Promote partnerships to benefit education
for learners in situations of disadvantage
16

17. 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.
3. QUALITY
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
Outcomes
and
Strategies
Strategy #1 :Align curriculum and
instruction methods in all subjects
• We will revise the K to 12 Curriculum to make them more responsive to our aspiration as a nation, to
develop lifelong learners who are imbued with 21st-century skills, discipline, and patriotism.
• We will reduce the number of learning areas in K to 3 from 7 to 5 to focus on foundational skills in
literacy and numeracy in the early grades, particularly among disadvantaged students.
• We will strengthen our literacy and numeracy programs
• We will improve English proficiency while recognizing linguistic diversity. We will work towards the
goal of English language proficiency within the context of a multilingual nation
• We will embed the culture of peace in our curriculum to develop learners who are peace builders in
communities
• We will integrate “peace competencies” such as social awareness responsibility, care for the
environment, value for diversity, self-esteem, positive character, resilience, and human security into
the various learning areas of the K to 12 Curriculum
Strategy #2: Strengthen competence
of teachers and instructional leaders
on curriculum, instruction, and
assessment
• We will revitalize our Reading, Science and Technology, and Math programs by utilizing the gains of
previous programs. The programs will be benchmarked with local and international best practices,
consulted with experts, and will be research or evidence-based
• We will further intensify the values formation of learners in curriculum and teaching, particularly
through the Good Manners and Right Conduct and Values Education in adherence to Republic Act
11476
•MAke the curriculum relevant to produce competent and job-ready, active, and responsible citizens;
17

18. 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.
3. QUALITY
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
Outcomes
and
Strategies
Strategy #3: Assess learning
outcomes at each key stage
transition and for learners in situation
of disadvantage
• We will review the implementation of the Mother Tongue-based Multilingual Education Policy, guided
by the basic principle that, among others, learners learn when taught in a language that they
understand
• We will be transparent about our test scores. We will make our test data available for researchers
and analysts to aid us in making evidence-based policy decisions
• We will share sample test items with schools and teachers to strengthen the use of assessment to
improve the teaching and learning process
Strategy #4: Align resource provision
with key stage learning standards
• We will provide assessment assistive mechanisms such as audio-assisted technology, Braille, and
large-print test materials to students with disabilities. We will introduce digital textbooks for certain
core subjects in Senior High School
• We will provide e-classroom packages for teaching and learning. Each package will consist of 46
laptops, 2 charging carts, 2 wireless routers, and 1 smart TV. This will accelerate the integration of
ICT in teaching and learning and institutionalize blended learning
Strategy #5: Strengthen consultations
on curriculum, instruction, and
assessment
We will be transparent with curriculum guides. We will share our draft curriculum guides with interested
education stakeholders to help us develop a robust curriculum
•MAke the curriculum relevant to produce competent and job-ready, active, and responsible citizens;
18

19. 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.
4. RESILIENCY
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.
Outcomes
and
Strategies
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
• We will continue to strengthen the mechanism in safeguarding our learners against
all forms of discrimination and dangers. Our Learners Rights and Protection Office
(LRPO) has been acting on the reported cases ranging from all kinds of bullying,
many forms of abuse, corporal punishment, discrimination, and child neglect
• We will improve our learning environments to encourage support, discourage
bullying; strengthen the implementation of child protection policies; make students
feel safe and respected; and make them, including our IP learners and those with
disabilities, feel that they belong
Strategy #4: Ensure learning continuity in the aftermath of
a disaster or emergency
•TAke good care of learners by promoting learner well-being, inclusive
education, and a positive learning environment; and
19

20. 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.
4. RESILIENCY
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.
Outcomes
and
Strategies
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
• We commit to seeking out mental wellness experts to form interventions at the school level
• We will also ensure that all learners have access to relevant guidance and psycho-social
services managed and delivered by mental health professionals. To achieve this, we will work
with the Department of Budget and Management to obtain higher salary grades for guidance
counselors and propose the creation of additional items that will focus on providing learner
support services, including guidance-related services in schools
Strategy #8: Promote learners' physical and socio-emotional skills
development
•TAke good care of learners by promoting learner well-being, inclusive
education, and a positive learning environment; and
20

21. 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.
Outcomes
and
Strategies
EM#1 - Ensure all education leaders and
managers practice participative, ethical,
and inclusive management processes
• We will provide training and other learning and development interventions for school leaders,
namely the school heads, supervisors, superintendents, and assistant superintendents, so that
they can better support our teachers to teach better
• We will strictly implement the Merit Selection Policy so that HR recruitment, selection, and appointment to vacant
positions in the DepEd are based on key knowledge, skills, attitudes and desired behaviors, and not due to any
form of intervention from other government personnel or similar entities outside of DepEd
EM #2 - Ensure human resources in all
governance levels are sufficient, resilient,
competent, and continuously improving
• We will continuously provide professional development programs, including graduate degree
scholarship programs to teachers focusing on their learning area specialization and graduate
certificate programs for non- majors
• We will provide support in terms of innovative, responsive, and inclusive teaching approaches
following the Philippine Professional Standards for Teachers (PPST).
• We will capacitate our teachers and learners in utilizing technology in remote learning to maximize
the benefits of digital learning
• We will fast-track the implementation of the career progression policy, so teachers get more opportunities for
promotion
• We will continuously advocate for additional benefits for our teachers
• We will implement the policy on the distribution of teacher workload and payment of teaching
overload, as provided in the Magna Carta for Public School Teachers
• We will work towards addressing issues affecting the net-take-home pay of teachers
• We are discussing with the Department of Health for the provision of free annual physical examinations for our
teachers
• Lastly, we are looking to provide free legal assistance facility for teachers on matters concerning
ENABLING MECHANISMS -
GOVERNANCE •TAke steps to accelerate delivery of basic education facilities and services;
Efficient, nimble and resilient governance and management processes •Give support to teachers to teach better
21

22. 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.
Outcomes
and
Strategies
EM#3 – Ensure ideal learning
environment are in place and adequate
and appropriate learning resources for
learners are provided
• We will continue with the establishment of Inclusive Learning Resource Centers (ILRCs).
• We will build more resilient schools and classrooms. For 2023, we have the budget to build around
6,000 classrooms
• We commit to closing the remaining gaps in school infrastructure with policies to eliminate
corruption, and insulate the allocation of school building funds from politicization
• We will establish fully-functional library hubs in our division offices
• We will provide schools with electricity. In the next 5 years, we will work towards providing
electricity especially in our last-mile schools
ENABLING MECHANISMS -
GOVERNANCE •TAke steps to accelerate delivery of basic education facilities and services;
Efficient, nimble and resilient governance and management processes •Give support to teachers to teach better
22

23. 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.
Outcomes
and
Strategies
EM#4 - Improve and modernize internal
systems and processes for a responsive
and efficient delivery of basic education
services
• We will optimize the use of technology, both online and offline, to ensure that learners have opportunities to learn even in the event of a
pandemic or other emergencies
• We will digitize our essential processes, including our national assessments
• We will launch our National Education Portal or NEP, which will provide a dynamic “one-stop-shop” platform available to all basic
education stakeholders, such as teachers, learners, and parents. The NEP will substantially cut down the manual process, reduce
transaction costs and eliminate errors due to human intervention
EM#5 - Strengthen active collaboration
with key stakeholders
• Working with private school organizations, we will also speed up the issuance of the Revised Manual of Regulation for Private Schools
• We will work closely with Congress in pushing for the expansion of GASTPE coverage to include kindergarten and elementary learners
• For our BARMM brothers, sisters and learners, we will always make ourselves available to provide technical expertise. We will fully
support your School Building Program and GASTPE direction
• We have also requested the Department of Budget and Management to expand the coverage for the grant of Special Hardship Allowances
• Within the year, we aim to make the new Teacher Education Council and Secretariat fully functional and start working on its mandates, including
setting minimum requirements for pre-service teacher education programs in the country
EM#6 - Enhance and strengthen Public
and private education complementarity
We will strengthen the complementarity between public and private schools through the seamless implementation of the Government
Assistance and Subsidies program of the DepEd with the creation of the Voucher Program Management Office
Others • We will remove non-teaching tasks and provide administrative officers in schools. We will provide adequate manpower complement in schools,
manage teachers' workload, and compensate teachers for unique school challenges (Part of the critical reforms identified in BEDP)
ENABLING MECHANISMS - GOVERNANCE •TAke steps to accelerate delivery of basic education facilities and services;
Efficient, nimble and resilient governance and management processes •Give support to teachers to teach better
23

24. MATATAG to BEDP Outcome Indicators
24

25. 1. ACCESS 2. EQUITY 3. QUALITY 4. RESILIENCY
1. Percentage of school-age children in
school – Net Enrollment Rate (NER)
2. Percentage of learners in a cohort who
completed Grade 6/Grade 12 – Completion
Rate (CR)
4. Percentage of 5-year-olds in school – Net
Intake Rate (NIR)
5. Percentage of enrollees (Elementary, JHS,
SHS) in a given school year who continue to
be in school the following school year –
Retention Rate
6. Percentage of currently enrolled learners
but did not finish/complete the school year –
Dropout Rate (DR)
7. Percentage of Kindergarten/Grade
6/Grade 10 completers proceeded to next
key stage – Transition Rate
8. Percentage of OSC and OSY who
returned to school or participated in ALS –
Participation Rate of OSC and OSY
9. Percentage of completers in ALS –
Completed Sessions – ALS
1. Proportion of learners in situations
of disadvantage transition to next key
stage
2. Gender participation - disparity in
completion
3. Percentage of learners in situation
of disadvantage continue to
participate in basic education (Refer to
the enrollment data of Last Mile
Schools and Hardship Index)
4. Percentage of learners in situations
of disadvantage (disaggregated by
group) achieved at least a fixed level
of proficiency/mastery in (a) reading
literacy, (b) numeracy, and (c) 21st
century skills
1. Proportion of students in Grade 2 or 3
achieving at least a minimum proficiency
level in mathematics
2. Proportion of students in Grade 2 or 3
achieving at least a minimum proficiency
level in reading
3. Proportion of students at the end of
primary achieving at least a minimum
proficiency level in mathematics
4. Proportion of students at the end of
primary achieving at least a minimum
proficiency level in reading
5. Proportion of students at the end of lower
secondary achieving at least a minimum
proficiency level in mathematics
6. Proportion of students at the end of lower
secondary achieving at least a minimum
proficiency level in reading
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.
Efficient, nimble and resilient governance and management processes
ENABLING MECHANISMS - GOVERNANCE
1. Percentage of affected and displaced
learners retained
2. Percentage of learners that feel safe and
protected in schools and CLCs
3. Percentage of learners that are happy with
their basic education experience per school
year
4. Percentage of learners that are aware of
their rights in education
5. Percentage of learners equipped with
capacities on what to do before, during, and
after a disaster/emergency
6. Percentage of learners in safe schools
7. Percentage of students with improved
health statistics
8. Percentage of learners with improved
physical fitness level
1. Proportion of schools achieving higher levels of SBM practice 2. Proportion of offices across governance levels with very satisfactory and higher rating in the Office Performance Commitment and Review
Form (OPCRF) 3. Proportion of schools achieving ideal ratio on classroom, teachers, textbooks, seats, science and math equipment and ICT package 4&5. Proportion of schools with functional library, connection
to electricity, and connection to internet functional library 6 Proportion of SDOs achieving ideal interquartile ratio (IQR) *on teacher deployment 7 Client satisfactory rating of DepEd offices' respective internal
and external stakeholders 8 Percentage of financial contribution of international and local grant development partners vis-a-vis national education budget 9 Proportion of schools with functional school
governing council (SGC) 10 Proportion of private schools receiving government assistance 11 Proportion of teachers in private schools receiving teacher subsidy
MATATAG HAS NO
DETAILED OUTCOME
INDICATORS
BUT…..
25

26. 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
All school-age children, out-of-school youth, and
adults accessed relevant basic learning
opportunities
Outcomes
and
Strategies
•TAke good care of learners by promoting learner well-being, inclusive
education, and a positive learning environment; and
1. Percentage of school-age children in school – Net
Enrollment Rate (NER)
2. Percentage of learners in a cohort who completed Grade
6/Grade 12 – Completion Rate (CR)
3. Incidence of out-of-school children and youth
4. Percentage of 5-year-olds in school – Net Intake Rate
(NIR)
5. Percentage of enrollees (Elementary, JHS, SHS) in a given
school year who continue to be in school the following school
year – Retention Rate
26

27. 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
All school-age children, out-of-school youth, and
adults accessed relevant basic learning
opportunities
Outcomes
and
Strategies
•TAke good care of learners by promoting learner well-being, inclusive
education, and a positive learning environment; and
6. Percentage of currently enrolled learners but did not
finish/complete the school year – Dropout Rate (DR)
7. Percentage of Kindergarten/Grade 6/Grade 10 completers
proceeded to next key stage – Transition Rate
8. Percentage of OSC and OSY who returned to school or
participated in ALS – Participation Rate of OSC and OSY
We will strengthen our inclusive education programs, including the alternative learning system, last mile
schools, and programs for IP learners and learners with disabilities. We will endeavor that all learners, no
matter what their backgrounds are, will be afforded quality learning opportunities and services
9. Percentage of completers in ALS – Completed Sessions -
ALS
27

28. 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.
2. EQUITY
Disadvantaged school-age children and youth, and
adults benefited from appropriate equity initiatives
Outcomes
and
Strategies
•TAke good care of learners by promoting learner well-being, inclusive education, and a
positive learning environment; and
1. Proportion of learners in situations of
disadvantage transition to next key stage
We will strengthen our inclusive education programs, including the alternative learning system, last mile schools,
and programs for IP learners and learners with disabilities. We will endeavor that all learners, no matter what
their backgrounds are, will be afforded quality learning opportunities and services
2. Gender participation - disparity in completion
28

29. 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.
2. EQUITY
Disadvantaged school-age children and youth, and
adults benefited from appropriate equity initiatives
Outcomes
and
Strategies
•TAke good care of learners by promoting learner well-being, inclusive education, and a
positive learning environment; and
3. Percentage of learners in situation of
disadvantage continue to participate in basic
education (Refer to the enrollment data of Last
Mile Schools and Hardship Index)
• DepEd reaffirms its pledge to ensure that all school- age children and youth, and adults in situations of
disadvantage are participating in inclusive basic learning opportunities and receiving appropriate quality
education
• We will undertake initiatives to provide schooling to many more children and youth in situations of
disadvantage, regardless of gender, abilities, psycho-emotional and physical conditions, cultural and religious
identity, and socio-economic standing
• We will strengthen our inclusive education programs, including the alternative learning system, last mile
schools, and programs for IP learners and learners with disabilities. We will endeavor that all learners, no
matter what their backgrounds are, will be afforded quality learning opportunities and services
• We will continue with the establishment of Inclusive Learning Resource Centers (ILRCs).
4. Percentage of learners in situations of
disadvantage (disaggregated by group)
achieved at least a fixed level of
proficiency/mastery in (a) reading literacy, (b)
numeracy, and (c) 21st century skills
29

30. 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.
3. QUALITY
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
Outcomes
and
Strategies
Proportion of students in Grade 2 or 3
achieving at least a minimum proficiency
level in mathematics
We will revise the K to 12 Curriculum to make them more responsive to our aspiration as a nation,
to develop lifelong learners who are imbued with 21st-century skills, discipline, and patriotism.
We will reduce the number of learning areas in K to 3 from 7 to 5 to focus on foundational skills in
literacy and numeracy in the early grades, particularly among disadvantaged students. We will
revitalize our Reading, Science and Technology, and Math programs by utilizing the gains of
previous programs. The programs will be benchmarked with local and international best practices,
consulted with experts, and will be research or evidence-based
Proportion of students in Grade 2 or 3
achieving at least a minimum proficiency
level in reading
We will revise the K to 12 Curriculum to make them more responsive to our aspiration as a nation,
to develop lifelong learners who are imbued with 21st-century skills, discipline, and patriotism.
We will reduce the number of learning areas in K to 3 from 7 to 5 to focus on foundational skills in
literacy and numeracy in the early grades, particularly among disadvantaged students.
We will improve English proficiency while recognizing linguistic diversity. We will work towards the
goal of English language proficiency within the context of a multilingual nation
We will revitalize our Reading, Science and Technology, and Math programs by utilizing the gains
of previous programs. The programs will be benchmarked with local and international best
practices, consulted with experts, and will be research or evidence-based
We will review the implementation of the Mother Tongue-based Multilingual Education Policy,
guided by the basic principle that, among others, learners learn when taught in a language that
they understand
•MAke the curriculum relevant to produce competent and job-ready, active, and responsible citizens;
30

31. 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.
3. QUALITY
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
Outcomes
and
Strategies
Proportion of students at the end of
primary achieving at least a minimum
proficiency level in mathematics
We will revise the K to 12 Curriculum to make them more responsive to our aspiration as a nation,
to develop lifelong learners who are imbued with 21st-century skills, discipline, and patriotism.
We will revitalize our Reading, Science and Technology, and Math programs by utilizing the gains
of previous programs. The programs will be benchmarked with local and international best
practices, consulted with experts, and will be research or evidence-based
Proportion of students at the end of
primary achieving at least a minimum
proficiency level in reading
We will revise the K to 12 Curriculum to make them more responsive to our aspiration as a nation,
to develop lifelong learners who are imbued with 21st-century skills, discipline, and patriotism.
We will strengthen our literacy and numeracy programs
We will improve English proficiency while recognizing linguistic diversity. We will work towards the
goal of English language proficiency within the context of a multilingual nation
We will revitalize our Reading, Science and Technology, and Math programs by utilizing the gains
of previous programs. The programs will be benchmarked with local and international best
practices, consulted with experts, and will be research or evidence-based
We will review the implementation of the Mother Tongue-based Multilingual Education Policy,
guided by the basic principle that, among others, learners learn when taught in a language that
they understand
•MAke the curriculum relevant to produce competent and job-ready, active, and responsible citizens;
31

32. 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.
3. QUALITY
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
Outcomes
and
Strategies
Proportion of students at the end of lower
secondary achieving at least a minimum
proficiency level in mathematics
We will revise the K to 12 Curriculum to make them more responsive to our aspiration as a nation,
to develop lifelong learners who are imbued with 21st-century skills, discipline, and patriotism.
We will strengthen our literacy and numeracy programs
We will revitalize our Reading, Science and Technology, and Math programs by utilizing the gains
of previous programs. The programs will be benchmarked with local and international best
practices, consulted with experts, and will be research or evidence-based
Proportion of students at the end of lower
secondary achieving at least a minimum
proficiency level in reading
We will revise the K to 12 Curriculum to make them more responsive to our aspiration as a nation,
to develop lifelong learners who are imbued with 21st-century skills, discipline, and patriotism.
We will revitalize our Reading, Science and Technology, and Math programs by utilizing the gains
of previous programs. The programs will be benchmarked with local and international best
practices, consulted with experts, and will be research or evidence-based
•MAke the curriculum relevant to produce competent and job-ready, active, and responsible citizens;
32

33. 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.
3. QUALITY
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
Outcomes
and
Strategies
Others We will further intensify the values formation of learners in curriculum and teaching, particularly
through the Good Manners and Right Conduct and Values Education in adherence to Republic
Act 11476
We will be transparent about our test scores. We will make our test data available for researchers
and analysts to aid us in making evidence-based policy decisions
We will share sample test items with schools and teachers to strengthen the use of assessment
to improve the teaching and learning process
We will be transparent with curriculum guides. We will share our draft curriculum guides with
interested education stakeholders to help us develop a robust curriculum
•MAke the curriculum relevant to produce competent and job-ready, active, and responsible citizens;
33

34. 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.
4. RESILIENCY
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.
Outcomes
and
Strategies
Percentage of affected and displaced learners retained
Percentage of learners that feel safe and protected in
schools and CLCs
We will embed the culture of peace in our curriculum to develop learners who are
peace builders in communities
We will integrate “peace competencies” such as social awareness responsibility, care
for the environment, value for diversity, self-esteem, positive character, resilience,
and human security into the various learning areas of the K to 12 Curriculum
Percentage of learners that are happy with their basic
education experience per school year
We commit to seeking out mental wellness experts to form interventions at the school
level
We will also ensure that all learners have access to relevant guidance and psycho-
social services managed and delivered by mental health professionals. To achieve
this, we will work with the Department of Budget and Management to obtain higher
salary grades for guidance counselors and propose the creation of additional items
that will focus on providing learner support services, including guidance-related
services in schools
Percentage of learners that are aware of their rights in
education
We will embed the culture of peace in our curriculum to develop learners who are
peace builders in communities
We will integrate “peace competencies” such as social awareness responsibility, care
for the environment, value for diversity, self-esteem, positive character, resilience,
and human security into the various learning areas of the K to 12 Curriculum
•TAke good care of learners by promoting learner well-being, inclusive
education, and a positive learning environment; and
34

35. 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.
4. RESILIENCY
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.
Outcomes
and
Strategies
Percentage of learners equipped with capacities on what
to do before, during, and after a disaster/emergency
Percentage of learners in safe schools We will continue to strengthen the mechanism in safeguarding our learners against
all forms of discrimination and dangers. Our Learners Rights and Protection Office
(LRPO) has been acting on the reported cases ranging from all kinds of bullying,
many forms of abuse, corporal punishment, discrimination, and child neglect
Percentage of students with improved health statistics
Percentage of learners with improved physical fitness
level
•TAke good care of learners by promoting learner well-being, inclusive
education, and a positive learning environment; and
35

36. 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.
Outcomes
and
Strategies
Proportion of schools achieving higher levels
of SBM practice
We will provide training and other learning and development interventions for school leaders, namely the
school heads, supervisors, superintendents, and assistant superintendents, so that they can better
support our teachers to teach better
We will continuously provide professional development programs, including graduate degree
scholarship programs to teachers focusing on their learning area specialization and graduate certificate
programs for non- majors
We will provide support in terms of innovative, responsive, and inclusive teaching approaches following
the Philippine Professional Standards for Teachers (PPST).
Proportion of offices across governance
levels with very satisfactory and higher rating
in the Office Performance Commitment and
Review Form (OPCRF)
We will launch our National Education Portal or NEP, which will provide a dynamic “one-stop-shop” platform available to
all basic education stakeholders, such as teachers, learners, and parents. The NEP will substantially cut down the
manual process, reduce transaction costs and eliminate errors due to human intervention
We will implement the policy on the distribution of teacher workload and payment of teaching overload, as provided in the
Magna Carta for Public School Teachers
ENABLING MECHANISMS -
GOVERNANCE •TAke steps to accelerate delivery of basic education facilities and services;
Efficient, nimble and resilient governance and management processes •Give support to teachers to teach better
36

37. 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.
Outcomes
and
Strategies
Proportion of schools achieving ideal ratio on
classroom, teachers, textbooks, seats,
science and math equipment and ICT
package
We will provide assessment assistive mechanisms such as audio-assisted technology, Braille, and
large-print test materials to students with disabilities. We will introduce digital textbooks for certain core
subjects in Senior High School
We will provide e-classroom packages for teaching and learning. Each package will consist of 46
laptops, 2 charging carts, 2 wireless routers, and 1 smart TV. This will accelerate the integration of ICT
in teaching and learning and institutionalize blended learning
We will improve our learning environments to encourage support, discourage bullying; strengthen the
implementation of child protection policies; make students feel safe and respected; and make them,
including our IP learners and those with disabilities, feel that they belong
We will establish fully-functional library hubs in our division offices
We will provide schools with electricity. In the next 5 years, we will work towards providing electricity
especially in our last-mile schools
We will optimize the use of technology, both online and offline, to ensure that learners have
opportunities to learn even in the event of a pandemic or other emergencies
We commit to closing the remaining gaps in school infrastructure with policies to eliminate corruption,
and insulate the allocation of school building funds from politicization
For our BARMM brothers, sisters and learners, we will always make ourselves available to provide
technical expertise. We will fully support your School Building Program and GASTPE direction
Proportion of schools with functional library,
connection to electricity, and connection to
internet functional library
We will capacitate our teachers and learners in utilizing technology in remote learning to maximize the
benefits of digital learning
We will build more resilient schools and classrooms. For 2023, we have the budget to build around
6,000 classrooms
ENABLING MECHANISMS -
GOVERNANCE •TAke steps to accelerate delivery of basic education facilities and services;
Efficient, nimble and resilient governance and management processes •Give support to teachers to teach better
37

38. 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.
Outcomes
and
Strategies
Proportion of SDOs achieving ideal
interquartile ratio (IQR) *on teacher
deployment
Client satisfactory rating of DepEd offices'
respective internal and external
stakeholders
We will strengthen the complementarity between public and private schools through the seamless
implementation of the Government Assistance and Subsidies program of the DepEd with the
creation of the Voucher Program Management Office
Percentage of financial contribution of
international and local grant development
partners vis-a-vis national education
budget
We have also requested the Department of Budget and Management to expand the coverage for the
grant of Special Hardship Allowances
We will continuously advocate for additional benefits for our teachers
Proportion of schools with functional school
governing council (SGC)
Proportion of teachers in private schools
receiving teacher subsidy
Working with private school organizations, we will also speed up the issuance of the Revised
Manual of Regulation for Private Schools
ENABLING MECHANISMS -
GOVERNANCE •TAke steps to accelerate delivery of basic education facilities and services;
Efficient, nimble and resilient governance and management processes •Give support to teachers to teach better
38

39. 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.
Outcomes
and
Strategies
Others We are looking to provide free legal assistance facility for teachers on matters concerning loan
contracts, obligations, and cases
We will digitize our essential processes, including our national assessments
Working with private school organizations, we will also speed up the issuance of the Revised
Manual of Regulation for Private Schools
We will remove non-teaching tasks and provide administrative officers in schools. We will provide
adequate manpower complement in schools, manage teachers' workload, and compensate teachers
for unique school challenges
We will fast-track the implementation of the career progression policy, so teachers get more
opportunities for promotion
Within the year, we aim to make the new Teacher Education Council and Secretariat fully functional
and start working on its mandates, including setting minimum requirements for pre-service teacher
education programs in the country
We will work towards addressing issues affecting the net-take-home pay of teachers
We will work closely with Congress in pushing for the expansion of GASTPE coverage to include kindergarten and
elementary learners
We are discussing with the Department of Health for the provision of free annual physical examinations for our
teachers
ENABLING MECHANISMS -
GOVERNANCE •TAke steps to accelerate delivery of basic education facilities and services;
Efficient, nimble and resilient governance and management processes •Give support to teachers to teach better
39

40. International
National
Region
Division
School
BEDP – Basic Education Development Plan
CLC – Community Learning Center
DEDP – Division Education Development Plan
REDP – Regional Education Development Plan
SDG – Sustainable Development Goal
SIP – School Improvement Plan
SDG 2030
MATATAG
AmBisyon Natin 2040
Philippine Development
Plan 2023-2028
BEDP 2022-2030
MATATAG
Regional Development Plan
REDP 2022-2028
MATATAG DEDP 2022-2028
MATATAG
SIP 2022-2028*
MATATAG
MAINSTREAMING BEDP
AND MATATAG
STRATEGIES IN DEPED
40

41. National
Situation
MA
TA
TA
G
Lead,
Complementary,
and Supplementary
Role of Strands
Outcomes
BEDP and PDP
Commitments
Key Programs
and Projects
Leadership
and
Governance
HIGH PERFORMING EXECOM
HIGH PERFORMING DEPED
Strategic and Priority
Line of Action
41

42. Other
Sources
GAA
Tier 1
MA
TA
TA
G
Lead,
Complementary,
and Supplementary
Role of Strands
Outcomes
BEDP and PDP
Commitments
Key Programs
and Projects
GAA
Tier 2
2023
2028
Resource Requirements
42

43. Planning Environment
Ensure inclusive and
equitable quality education
and promote lifelong
learning opportunities for all
Global Commitment
CHAPTER 2: Promote human and social
development
Quality, inclusive, adaptive, resilient,
and future-ready basic education for
all achieved
TE
S
Post pandemic recovery efforts aims to accelerate the
achievement of SDG Goals. It specifically aims to
ensure inclusive, equitable, safe and healthy schools.
Learning and skills for life, work and sustainable
development. Teachers, teaching and the teaching
profession. Digital learning and transformation
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.
National Commitment
Sectoral Commitment: Basic Education
By 2040, the Philippines is a
prosperous middle class society
where no one is poor. People live
long and healthy lives and are
smart and innovative
Bansang Makabata, Batang Makabansa
• Sets the medium term direction of basic
education particularly in addressing the
learning poverty in the country.
• Aims to operationalize the Basic Education
Development Plan 2030 43

44. Major Highlights
and Agreements
of the One-Stop
Shop Workshop
44

45. General Agreements
Downloading of Funds
1. For Procurement of Resources
• Allowed. Will base on the proposed policy of BLR on the Identification and
Procurement of Supplementary Learning Resources (SLRs)
• Give at least three (3) months/ enough time for ROs/SDOs to procure. CO shall
supervise, if needed.
• Ensure legal cover for downloading of funds for procurement of resources.
2. For Central Office-initiated activities
• Allowed until end of March (1st Quarter). Afterwards, procurement shall be
done by the Central Office. Administration Strand will work on the “Concierge
System”.
Action Item: Planning to schedule CO-RO Interface (via Special MANCOM) to discuss proposed
downloading of funds to the field offices. 45

46. General Agreements
Direction for Learning Modality
The Vice President and Secretary Sara Duterte's directions are towards two
modalities:
1. Traditional Face to Face
2. Technological/Digital (Blended, Hybrid, Hyflex)
Study on re-engineering our alternative delivery modes, not just as alternatives, but
parallel to the traditional face to face
Multi-year Contractual/Obligational Authorities (MYCA/ MYOA)
1. All proposals for programs to be subjected to MYCA/MYOA shall be consolidated
and will be presented in a session with DBM.
46

47. Human Resource and Organizational
Development Strand
Undersecretary Gloria Jumamil-Mercado
One Stop Shop Workshop
47

48. Human Resource and Organizational Development
General Recommendations to HROD (for trainings)
1. HROD to craft and Human Resource Development Plan (HRDP) at
least within the quarter as required by Senate and HOR.
2. HROD to submit proposal for trainings by competency based on needs
of individual employees (training needs analysis)
3. Consider tapping other sources aside from GAA Budget. Source
out scholarships that may be provided by external partners, private
institutions, the National Economic Development Authority (NEDA), Civil
Service Commission (CSC), or the Development Academy of the
Philippines, among others.
4. Inclusion of Indigenous People (IPs) in the scholarship offerings
5. Considering blended/hybrid/hyflex approach in trainings to cut costs,
instead of face to face 48

49. Human Resource and Organizational Development
Organizational and Professional Development for Non Teaching Personnel
1. Capacity Building
• HROD shall conduct training for all Central Office personnel; cuts across the
whole Central Office (leadership, technology, etc.)
• Consider tapping CO-GMS (MOOE) for supplemental funding for essential
trainings which may no longer be covered by the OPDNTP Fund.
• HROD to submit list of trainings and timelines to Finance and Procurement
(cash requirements, programming of procurable items, etc.)
• Offering Executive Level Trainings for Third-level Officials
2. Scholarships
• HROD is currently reviewing the Scholarship Policy of DepEd to accommodate
non-teaching personnel who wishes to pursue higher education. Checking
the feasibility and legal anchor.
49

50. Human Resource and Organizational Development
Teacher Quality Development Program
1. 2023 is an "Incubation" Period; Transition Period. By 2024, the target is to
become an attached agency
• Teacher Education Council Secretariat (TECS) to submit proposal with
complete details to EXECOM
• Coordination with CHED on their formed technical panel
2. TECS Mandate
• Policies on Teacher Professional Development shall be developed by the
TECS
• TECS will become DepEd's representative in the EDCOM 2
50

51. Human Resource and Organizational Development
Human Resource Development (HRD) Program
1. Capacity Building
• Inclusion of LAC as a component of the program support fund (PSF) to be
downloaded
• Make Tier 2 proposal realistic based on absorptive capacity
• Include Curriculum and Teaching (CT) Strand in the review of the LAC policy
• Inclusion of trainings on Higher Order Teaching Skills (HOTS) in the training
program for teachers in recognition of it as one of our teachers' weak areas
2. Budget Line Item
• Explore possibility of having NEAP as the budget line item rather than HRD
• Consider having NEAP function like the DAP
51

52. Operations Strand
Undersecretary Revsee Escobedo
Assistant Secretary Dexter Galban
Assistant Secretary Christopher Lawrence Arnuco
One Stop Shop Workshop
52

53. Operations
School-Based Feeding Program
1. Operations to research on other possible funding mechanisms to extend
the feeding days to 220 days.
2. The EXECOM members will further discuss the strategy to stretch the
feeding days from 120 days to 220 days.
Disaster Preparedness and Risk Reduction Program
1. DRRMS to look into the feasibility of procuring go-bag and identify list of
beneficiaries.
2. All the regular programs be charged to the P129M fund and reprogram the
P2 billion that it be solely used for procurement of TLS and other disaster
response or preparedness.
53

54. Operations
Child Protection Program
1. ICTS to discuss with the LRPO on the development of its own chatbot and
other technology-based programs.
2. Review the outstanding balance of DepEd with Globe and Smart for the
request to use #33733 vanity number for the hotline.
54

55. School Infrastructure and
Facilities Strand
Undersecretary Epimaco V. Densing III
One Stop Shop Workshop
55

56. School Infrastructure and Facilities
Basic Education Facilities, Gabaldon, LMSP
1. Signatory/ies for the Request of SARO to DBM
• Will really have to pass through review of Finance since it has funding implications and
needs to be endorsed to DBM
• Draft a proposal addressed to the Office of the Secretary (OSEC) for the consent to use
"By the Authority of the Secretary" and have it signed by the Portfolio Manager (UED).
However this will still be subject to the approval of the legal and legislative affairs.
2. School Furniture
• BAC 1 is ready for the school furniture
3. Authorization of Engineers hired as COS/Consultant to sign project documents
Recommendations:
• Engineers will sign "recommended by". EFD for the approval
• Possibility of having a MOA/MOU with LGU, DPWH, or UP College of Engineering
• SIF – SIMO/EFD to submit proposal for staffing complement for inclusion in the
Management Review (MR) Structure proposal to be submitted to DBM by April 30, 2023
56

57. School Infrastructure and Facilities
1. Commitments from "CT Walks"
• SIF may accommodate but the CT Strand will have to provide /determine the parameters,
the data for the forward estimates
• BLR to coordinate and submit to SIF list of priority areas for the library hubs.
2. Accessibility Features for LWDs
• Ramps to reach at least the second (2nd) floor of the school building
• Inclusion of accessibility features starting from the School Gate towards the School
Buildings aside from ramps
3. Construction of at least one (1) High-Rise Building
4. The Future of Education vis-a-vis construction of school buildings
• SIF focuses on closing the remaining gaps. But is always ready to follow if the CT Strand's
direction (21st century schools, blended learning, etc.)
5. Submission of Non-energized schools and needs upgrading in compliance to
Special Provisions Nos. 6 and 8 57

58. School Infrastructure and Facilities
1. Quick Response Fund
• For schools affected by calamities and needing reconstruction, subject it under Repair and
Rehabilitation instead of QRF.
2. Tier 1 of Capital Outlay
• Discuss with the DBM to establish tier 1 in the Capital Outlay of Basic Education Facilities
Fund, Last Mile School, and other School Infrastructure Facilities fund.
58

59. Curriculum and Teaching
Undersecretary Gina Gonong
Assistant Secretary Alma Ruby Torio
Assistant Secretary GH Ambat
One Stop Shop Workshop
59

60. Curriculum and Teaching
Textbooks and Other Instructional Materials
1. With the new curriculum to be released by March 2023, EPA cannot be
done in consideration of the time needed by publishers to align.
2. New policy guidelines being proposed to cut down production time of
textbooks.
3. Coordination with publishers and the National Book Development Board
(NBDB) to solve issues that cause failures in the development of textbooks
• Publishers not knowledgeable on unpacking the curriculum contained
in the curriculum guides, spiral progression, and standards set by CT
4. Coordinate with the Procurement Strand and the Legal and Legislative
Affairs (LLA) Strand in the drafting of position paper on the concern raised
by Cong. Marcoleta that DepEd has no power to procure textbooks
60

61. Curriculum and Teaching
Technical Vocational Livelihood (TVL)
1. Procurement of TechVoc Equipment
• BLR shall validate data provided by the Learner Information System (LIS)
vs the actual needs of the schools
• BLR to hold a consultative conference this March to really determine
the gaps in the policy, the needs, new materials needed aligned in the
curriculum, introduce new products from suppliers.
2. Moratorium on the approval of NEW TVL offerings (before procurement of
equipment)
• The CT provides the standards. ROs shall validate first if the schools
have the capacity to carry out the offering
61

62. Curriculum and Teaching
Science and Math Equipment (SME)
1. Maps inside the Classroom
• We have policy encouraging schools to purchase globes, atlases, maps, etc.
• However, maps shall not bear the 9-dash line. This shall be in the technical
specifications shall we procure big-scale. BLR to check schools in Tagaytay using maps
with 9 dash line.
• This matter shall be taken into consideration when reviewing the proposed policy
on SLRs.
2. Possibility of having funds for the equipment/ vouchers for other tracks
• JDVP is partnered with the NCCA. We need an institution that accredits. NCCA
provides that they do not have it now. But will work on it if that is the direction of
DepEd.
Flexible Learning Options – Learning Resources (FLO-LRs)
1. BLR to submit FLO-LRs proposal for EXECOM review. Procurement of FLO-LRs is still
needed but on a smaller scale. 62

63. Curriculum and Teaching
Basic Education Curriculum
1. BEC shall be used for programs funds. Operational expenses to be proposed under CO-
GMS. Review activities relating to quarterly review, operational planning, mid-year,
year-end.
2. The CT strand's training activities will be moved to NEAP, but the training content will
still be provided by the CT strand. CT strand will continue to provide the funding, but
there will be discussions with NEAP to determine whether the funding will be coming
from NEAP or from CT strand
3. On the development of compendium of learning delivery guides, CT strand shall
consider getting consultants from outside DepEd instead of teachers
4. The CT strand will provide a matrix outlining their major outputs and how each bureau
will aid or contribute to each output. This will also allow the EXECOM to easily identify
how they can support each output.
5. Undersecretary Gina O. Gonong will review and endorse the proposed WFP of CT
strand for approval 63

64. Administration Strand
Undersecretary Kristian Ablan
Assistant Secretary Christopher Lawrence Arnuco
One Stop Shop Workshop
64

65. Administration
DepEd Computerization Program
1. Revise all projects for procurement including brand names and use general terms.
2. Even if the DCP is FLR, the procurement will be started.
3. Include the safety net in the policy for the accountable recipient of the DCP packages.
4. DepEd Logo and color modification will not be included in the packages.
5. There will be a discussion with NEAP and other possible partners for the training of
teachers on how to maximize the packages such as how to integrate in learning
delivery.
6. There will be a crafted policy setting the minimum technical specifications for all
donated laptops. The policy will also be applicable to the LGUs' funded laptops and
other learning devices.
7. Start crafting the information system for the GASTPE as ordered by the Vice President.
65

66. Finance Strand
Undersecretary Analyn M. Sevilla
One Stop Shop Workshop
66

67. Finance
MOOE
1. There is a 17% increase in the fixed and variable rate in the formula of computing the
school MOOE
2. It will be best to include the supplementary learning resources under the program funds
instead of MOOE due to MOOE is prone to deduction.
3. In order to deal with the problem of certain schools having more MOOE than others, a
new policy has been put in place that sets a minimum MOOE based on the size of the
school. The formula for this policy includes a fixed cost that remains constant regardless
of school size, while the variable cost will fluctuate depending on the size of the school.
GASTPE
1. Let's look into the MADRASAH, subsidy to private madaris. This will be studied this 2023.
2. Let's review the specs of the TVL so they can be utilized by the learners.
3. There's a composite meeting of the GASTPE team on February 23.
4. Finance Strand to review how JDVP will move forward 67

68. Finance
GASTPE
1. BHROD is the member of the TESDA Board.
2. Review DO 88 on the manual of operations of private schools with regards
provisions on graduates barred from graduating due to unsettled fees.
3. Review the JDVP as to the moving forward plan of DepEd.
• If the learner is already a recipient of JDVP, he/she will no longer be considered
in the LTE-TVL
68

69. What are the adjustments
needed?
69

70. Updates on Budget Execution
FY 2023 GAA
28 January 2023

71. DEPARTMENT OF EDUCATION
Outline of Presentation
71
• Overall Budget, FY 2023
• PAPs for FCR and FLR
• Updates on the Budget Execution Document

72. DEPARTMENT OF EDUCATION
OVERALL BUDGET, FY 2023
72

73. DEPARTMENT OF EDUCATION
FY 2023 GAA
73
PS
77.26%
MOOE
17.85%
CO
4.89%
FY 2023 DEPARTMENT OF EDUCATION BUDGET
EXPENSE CLASS
FY 2023
BUDGET
% SHARE
PS
555.97 B 77.26%
MOOE
128.46 B 17.85%
CO
35.16 B 4.89%
TOTAL 719.59 B 100%

74. DEPARTMENT OF EDUCATION
PAPS FOR FCR AND FLR
74

75. DEPARTMENT OF EDUCATION
Summary of PPAs with FCR – per strand
75
Curriculum and Teaching
National Assessment Systems for
Basic Education (NASBE)
P128,428M (MOOE)
Basic Education Curriculum (BEC)
P75,838M (MOOE)
Development and Promotion of
Campus Journalism (DPCJ)
P2,056M (MOOE)
National Literacy Policies and
Programs (NLPP)
P7,711M (MOOE)
Early Language Literacy and
Numeracy (ELLN)
P23,627M (MOOE)
Learning Tools and Equipment
(LTE)
P2,802,744B (MOOE)
Textbooks and other Instructional
Materials
P998,454M (MOOE)
Multigrade Education
P23,080M (MOOE)
IPEd
P53,359M (MOOE)
FLO (ADM/ALS/EiE)
P4,076B (MOOE)
Madrasah Education
P359,503M (MOOE)
SPEd
P485,625M (MOOE)
P96M (CO)
MALR
P9,927M (MOOE)
Finance
School MOOE (K-G6)
P15,795B (MOOE)
School MOOE (G7-G10)
P11,163B (MOOE)
School MOOE (G11-G12)
P4,538B
Dev’t & Mngt of Bilateral & Multi
Education Projects
P13,123M (MOOE)
Joint Delivery Voucher Program
P1,380B (MOOE)
ESC
P12,498B (MOOE)
SHS VP
P39,327B (MOOE)
HROD
OPDNTP
P63,825M (MOOE)
P47,525M (ROs) (MOOE)
HRDP
P895,213M (MOOE)
P80M (ROs) (MOOE)
P991M (SDOs) (MOOE)
TQDP
P643 (MOOE)
Osec-StratMa
Education Info & Com Services
P3,480M (MOOE)
Building Partnerships and Linkages
Program (BPLP)
P118,323M (MOOE)
SIF
Quick Response Fund
P2B (CO)
LLA
Legal Service & Dev’t
P19,400M (MOOE)
Improvement & Acquisition of School
Sites
P83,158M (MOOE)
P65M (CO)
Total:
P9.04B
7.9%
ADMIN
Policy & Research Program
P34,769M (MOOE)
PMIS
P39,479M (MOOE)
DepEd Computerization Program
P2,859B (MOOE)
P6,021B (CO)
Operations
Physical Fitness and School
Sports (PFSS)
P278,638M (MOOE)
Learner Support Programs
P125,748M (MOOE)
Disaster Preparedness and
Response Program
P127,963M (MOOE)
School-Based Feeding Program
(SBFP)
P5,689B (MOOE)
Child Protection Program
P4,747M (MOOE)
Total:
P6.23B
5.5%
Total:
P84.7B
74.4%
Total:
P2.72B
2.4%
Total:
P121.8M
0.1%
Total:
P8.9B
7.8%
Total:
P168M
0.1%
Total:
P2B
1.8%
*All amount in 000’

76. DEPARTMENT OF EDUCATION
PPAs with Direct Release to ROs
76
Curriculum and
Teaching
FLO (ADM/ALS/EiE)
P2,728,090B (MOOE)
Madrasah Education
P316,212M (MOOE)
OPS
Disaster Preparedness
and Response
Program
P37,528M (MOOE)
School-Based Feeding
Program (SBFP)
P5,472,575B (MOOE)
ADMIN
Policy and Research
Program
P16M (MOOE)
Total:
P3.04B
(35%)
Total:
P5.51B
(64%)
Total:
P16M
(1%)
*All amount in 000’

77. DEPARTMENT OF EDUCATION
Summary of PPAs with FLR – per strand
77
Curriculum and
Teaching
National Assessment
Systems for Basic Education
(NASBE)
P276, 271M (MOOE)
Basic Education Curriculum
(BEC)
P5,017,453B (MOOE)
Development and Promotion
of Campus Journalism
(DPCJ)
P44,848M (MOOE)
National Literacy Policies and
Programs (NLPP)
P12,289M (MOOE)
Indigenous Peoples
Education (IPEd) Program
P101,072M (MOOE)
Flexible Learning Option
P166,841M (MOOE)
P51,914M (CO)
Early Language Literacy and
Numeracy (ELLN)
P58,048M (MOOE)
HROD
New School Personnel
Positions (NSPP)
P100,000M (MOOE)
Teacher Quality and
Development Program
(TQDP)
P96,251M (MOOE)
Operations
Learner Support Program
(LSP)
P97,250M (MOOE)
Disaster Preparedness and
Response Program (DPRP)
P2B (MOOE)
P1,490M (CO)
Child Protection Program
(CPP)
P53,320M (MOOE)
SIF
BEF
• New Con
P15,604,176B (CO)
• Repair & Rehab
P4,911,251B(CO)
• Engineering & Admin
P565,955M (CO)
• School Furniture
P1,833,515B (MOOE)
• Electrification
P503,000M (CO)
Gabaldon
P383,965M (CO)
Last Mile School
P1.5B (CO)
ADMIN
DepEd Computerization
Program (DCP)
P2,458,601B (CO)
Total:
P5.73B
(16%)
Total:
P2.15B
(6%)
Total:
P196M
(1%)
Total:
P25.30B
(71%)
Total:
P2.46B
(7%)
*All amount in 000’

78. DEPARTMENT OF EDUCATION
UPDATES ON THE BUDGET
EXECUTION DOCUMENT
78

79. DEPARTMENT OF EDUCATION
Basic Education Inputs
79
Organizational Outcomes / Performance
Indicators
NEP to GAA
FY 2023 Target
Remarks
From To
Output Indicators
1. Number of:
a. new classrooms constructed 2,379 6,379 Increase in Physical Targets due to additional
P10B from congress
b. new classrooms on-going
construction
NDA NDA
2. Number of equipment procured for distribution:
a. Science and Math 11,016,797 11,016,797 The modification will have no effect on the
physical target
b. Technical and Vocational
Livelihood
427,438 427,438
c. ICT packages 82,090 3,700 Transfer of P2.459B from Flexible Learning
Options and reconfiguration of ICT packages

80. DEPARTMENT OF EDUCATION
Inclusive Education
80
Organizational Outcomes / Performance
Indicators
NEP to GAA
FY 2023 Target
Remarks
From To
Outcome Indicators
1. Percentage of learners enrolled in:
a. SPED (public) 0.48% 0.48% Transfer of P531.6M from Flexible Learning Options
137,828 137,828
c. IPED (public) 0.45% 0.47% No of IP learners directly benefitting from IPEd
implementation
129,100 133,935
e. ALS 2.23% 2.23% Additional P700M for a total of P1.2B alloted for ALS
638,929 638,929
2. Percentage of learners provided with
learning resources
85.00% 0.18% Reallocation P15.7B to other programs/ projects/
activities
24,495,703 50,310
Output Indicators
1. Number of schools offering the following programs:
b. IPED 3,070 3,089 Proposed Indicator: No of schools implementing the
IPEd Program
c. SPED 6,558 6,558 Transfer of P531.6M from Flexible Learning Options
2. Number of public schools provided with
learning resources
44,984 44,984 Reallocation P15.7B to other programs/ projects/
activities

81. DEPARTMENT OF EDUCATION
FY 2023 BED2, PREXC
81

82. DEPARTMENT OF EDUCATION
FY 2023 Physical Plan
82
Organizational Outcomes / Performance
Indicators
Physical Targets (2023 Budget Year) - GAA Targets
Concerned
Office
1st Quarter 2nd Quarter 3rd Quarter 4th Quarter TOTAL
EDUCATION POLICY DEVELOPMENT PROGRAM
Outcome Indicators
1.
Percentage of completed education
researches used for policy development
100% 100% CO
2.
Percentage of satisfactory feedback from
clients on issued policies
78% 78% CO
Output Indicators
1.
Number of policies formulated, reviewed, and
issued
10 15 10 17 52 CO
2. Number of education researches completed 70 490 560 CO, RO
3. Number of proposed policies reviewed 15 20 20 30 85 CO

83. DEPARTMENT OF EDUCATION
FY 2023 Physical Plan
83
Organizational Outcomes / Performance
Indicators
Physical Targets (2023 Budget Year) - GAA Targets
Concerned
Office
1st Quarter 2nd Quarter 3rd Quarter 4th Quarter TOTAL
BASIC EDUCATION INPUTS PROGRAM
Outcome Indicators
1. Percentage of public schools meeting the standard ratio for teachers
a. Elementary 99% 99% CO, RO
b. Junior High School 88% 88% CO, RO
c. Senor High School 91% 91% CO, RO
2. Percentage of public schools meeting the standard ratio for classrooms
a. Grades 1-10 79% 79% CO
b. Senor High School 62% 62% CO
3. Percentage of public schools provided with ICT package (schools with electricity)
a. Elementary 100% 100% CO
b. Junior High School 100% 100% CO
c. Senor High School 100% 100% CO

84. DEPARTMENT OF EDUCATION
FY 2023 Physical Plan
84
Organizational Outcomes / Performance
Indicators
Physical Targets (2023 Budget Year) - GAA Targets Concerned
Office
1st Quarter 2nd Quarter 3rd Quarter 4th Quarter TOTAL
BASIC EDUCATION INPUTS PROGRAM
Output Indicators
1. Number of:
a. New classrooms constructed 6,379 6,379
CO
b.
New classrooms on-going
construction
0
c.
Textbooks and Instructional/ learning
materials procured for printing and
delivery
4,628,245 4,628,245 CO
2. Number of equipment procured for distribution:
a. Science and Math 11,016,797 11,016,797 CO
b. Technical and Vocational Livelihood 427,438 427,438 CO
c.
Information Communication
Technology (ICT) packages
3,700 3,700 CO
3.
Number of newly-
created teaching positions filled up
10,000
created
10,000
created
CO
6,000
filled-up
4,000
filled-up
10,000
filled-up
RO

85. DEPARTMENT OF EDUCATION
FY 2023 Physical Plan
85
Organizational Outcomes /
Performance Indicators
Physical Targets (2023 Budget Year) - GAA Targets
Concerned
Office
1st Qtr. 2nd Qtr. 3rd Qtr. 4th Qtr. TOTAL
INCLUSIVE EDUCATION PROGRAM
Outcome Indicators
1. Percentage of learners enrolled in:
a. SPED (public)
0.48%
(137,828)
0.48%
(137,828)
CO, RO
b.
ALIVE (both public and
private)
0.63%
(180,423)
0.63%
(180,423)
CO, RO
c. IPED (public)
0.47%
(129,100)
0.47%
(129,100)
CO, RO
d. ALS
2.23%
(638,929)
2.23%
(638,929)
CO, RO
2.
Percentage of learners provided
with learning resources
0.18%
(50,310)
0.18%
(50,310)
CO, RO

86. DEPARTMENT OF EDUCATION
FY 2023 Physical Plan
86
Organizational Outcomes /
Performance Indicators
Physical Targets (2023 Budget Year) - GAA Targets
Concerned
Office
1st Qtr 2nd Qtr 3rd Qtr 4th Qtr TOTAL
INCLUSIVE EDUCATION PROGRAM
Output Indicators
1. Number of schools offering the following programs:
a. ALIVE 2,888 2,888 CO, RO
b. IPED 3,089 3,089 CO, RO
c. SPED 6,559 6,559 CO, RO
2.
Number of public schools provided
with learning resources
44,984 44,984 CO, RO
3.
Percentage of reported errors in
learning resources addressed
100% 100% CO

87. DEPARTMENT OF EDUCATION
FY 2023 Physical Plan
87
Organizational Outcomes / Performance
Indicators
Physical Targets (2023 Budget Year) - GAA Targets
Concerned Office
1st Quarter 2nd Quarter 3rd Quarter 4th Quarter TOTAL
SUPPORT TO SCHOOLS AND LEARNERS PROGRAM
Outcome Indicators
1. Retention rate
a. Elementary 98.91% 98.91% CO, RO
b. Secondary (Grade 7 to 12) 91.12% 91.12% CO, RO
2. Completion Rate
a. Elementary 79% 79% CO, RO
b. Secondary (Grade 7 to 12) 69% 69% CO, RO
3. Proportion of learners achieving at least nearly proficient in the National Achievement Test
a. Elementary (G6) 42% 42% CO, RO
b. Junior High School (G10) 18% 18% CO, RO
c. Senior High School (G12) 25% 25% CO, RO

88. DEPARTMENT OF EDUCATION
FY 2023 Physical Plan
88
Organizational Outcomes /
Performance Indicators
Physical Targets (2023 Budget Year) - GAA Targets
Concerned Office
1st Quarter 2nd Quarter 3rd Quarter 4th Quarter TOTAL
SUPPORT TO SCHOOLS AND LEARNERS PROGRAM
Output Indicators
1.
Number of learners benefittin
g from the “School Feeding
Program"
1,678,704 1,678,704 CO, RO
2.
Number of GAS slots
provided to learners
a.
Education Service
Contracting (ESC)
1,179,329 1,179,329 CO
b.
Senior High School
Voucher
1,132,155 1,132,155 CO
c. Joint Delivery TVL 109,233 109,233 CO

89. DEPARTMENT OF EDUCATION
FY 2023 Physical Plan
89
Organizational Outcomes / Performance
Indicators
Physical Targets (2023 Budget Year) - GAA Targets
Concerned
Office
1st Quarter 2nd Quarter 3rd Quarter 4th Quarter TOTAL
EDUCATION HUMAN RESOURCE DEVELOPMENT PROGRAM
Outcome Indicators
1.
Increase in percentage of public
schools conducting schools learning
action cell sessions
5% 5% CO, RO
Output Indicators
1.
Number of public school teachers and
teaching-related staff trained
311,100 311,100 CO, RO

90. Updates on Budget Execution
FY 2023 GAA
28 January 2023

91. MS Teams
February 28, 2023
KAPIHAN with
REGIONAL OFFICES OFFICIALS

92. Piolo Martin Moreno
Planning Service
UPDATES on the BUDGET EXECUTION
POLICY

93. PLANS AND BUDGET
EXECUTION
93

94. 95
BASIC EDUCATION
PRIORITIES

95. 96

96. ACCESS
EQUITY QUALITY
RESILIENCY &
WELL-BEING
GOVERNANCE
97

97. 98
Basic Education Development Plan (BEDP) 2030
Results Framework
“One goal, Common Outcomes and Different Strategies”

98. 99
The Department’s agenda remains to be consistent with the
thrusts of the national government through the BEDP 2030.
Moreover, the Department shall operate under the MATATAG basic
education agenda which aims to do the following:
MA – Make the curriculum simple but relevant to produce job-ready, active,
and responsible citizens
TA – Take steps to accelerate delivery of basic education facilities and services
TA – Take good care of learners by promoting learner well-being, inclusive
education, and a positive learning environment
G – Give support for teachers to teach better
Four-point Basic Education Agenda
MATATAG

99. PLAN
FORMULATION
100

100. 101
1. It shall be noted that the Department employs a one vision, one goal, common
outcomes, and different strategies approach in planning and budgeting.
2. Strategic Planning exercise is conducted once every start of the new
administration to provide the strategic directions. CO, RO, SDO and school
levels shall formulate their respective strategic plans designed to address
challenges, identify key programs, projects and activities and the corresponding
resource requirements that are crucial in achieving the desired level of
performance. There will be no strategic planning activity after the strategic plan is
adopted in each governance levels until the end of 6 years.
Expected Output:
1. Strategic Plan (covering six years)
STRATEGIC PLANNING

101. 102
1. Translates the strategic and investment plans to the target outputs to be delivered and
the corresponding inputs (activities) required. Conducted twice annually, one for the
start of the year and another at mid-term to allow purposive plan adjustment after the
second Program Implementation Review (PIR)
2. Three-year planning is meant to widen the horizon of planning, from the usual year
by year lens used. Likewise, this instills the idea of progression of plans as a means of
compelling continuous improvement of offices and programs.
3. Meanwhile, annual planning is the three-year plan broken down annually in
consideration of the national context and emerging priorities embedded in the National
Budget Call, National Budget Priorities Framework, internal deliberations, etc. It covers
a whole fiscal year in the form of the Work and Financial Plan (WFP) and the Project
Procurement Management Plan (PPMP).
OPERATIONAL PLANNING

102. 103
4. Regions and School Divisions through their respective functional divisions and units;
school through its school planning team in the case of school shall translate their
respective strategic plans into operational plans capturing the unique conditions of each
region, division and school community. They are also allowed to conduct 1 operational
planning activity and 1 mid-year operational planning to adjust targets and activities
based on what were achieved in the first semester.
Expected Output:
1. Three-year Operational Plan
2. Annual Plan (in form of the WFP and the generated PPMP, if any, through the utilization
of the Program Management Information System (PMIS) through virtue of DepEd Order
11, s. 2021 entitled “Guidelines on the Operationalization of the Program Management
Information System”.
OPERATIONAL PLANNING

103. 104
PLAN
EXECUTION

104. 105
1. Mandatory expenses or overhead (administrative) costs such as a) other supplies b) water
expense, c) communication expense, d) representation expense, d) local travel expense, e) fuel, oil
and lubricants, f) representation expense, g) repair of office equipment, h) courier expense and i) legal
expense shall be processed based on actual expenses and liquidation.
2. For monitoring and proper accounting purposes, the offices are required to reflect the Activity Code
per approved WFP on the Obligation Request and Status (ORS) to facilitate payment of such
transactions.
3. If the offices in-charge for certification of availability of allotment (Budget Division/Finance
Division/Budget Unit) determines that the funds for the particular expense item are no longer sufficient,
the subsequent payments should be made through ATC.
4. Note that this does not include activities falling under program funds such as planning, assessments
and team-building which shall still be subjected to AR/ATC process.
MANDATORY (OVERHEAD) EXPENSES

105. 106
MONITORING
AND EVALUATION

106. 107
PROGRAM MANAGEMENT
INFORMATION SYSTEM (PMIS)
In accordance to DO 11, s. 2021 on the
Operationalization of the PMIS, all WFPs,
PPMPs, and APP-CSEs shall be uploaded to
the PMIS. It shall serve as a tool for the
Department to closely monitor the progress and
implementation of various programs, activities
and projects.
Project Procurement
Management Plan (PPMP)
Common-used Supplies and
Equipment (CSE)
Expenditure Matrix
Work and Financial Plan
Activity Request (AR) Authority to Conduct (ATC)
Physical Accomplishments
Financial Accomplishments

107. 108
• All offices are required to update the physical accomplishments every end of the activity
or every end of the quarter before the 5th day of the succeeding month of each
quarter.
• All levels of governance may conduct quarterly in-house Program Implementation
Review (PIR). Meanwhile, PIR per program shall be conducted in hybrid or in full virtual
twice annually.
• A Year end assessment will be allowed 1 per strand/per governance level in
preparation for the annual Basic Education Report (BER). The purpose is to assess the
accomplishment of each strand which will be used as an input to the annual BER.
• The Finance/Budget offices at all governance levels shall upload the financial data on a
weekly basis, preferably first (1st) working day of every week covering all
transactions of previous week.
MONITORING AND EVALUATION

108. Open Forum
10
9

109. Planning and Programming Division
GENERAL GUIDELINES AND CONSIDERATIONS FOR
FY 2024-2026 PLANS AND BUDGET PREPARATION

110. DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
Timelines on the Plans and Budget Proposal
Preparation for Fiscal Year 2024
Department of Education- Regional Office Timeline Department of Budget and Management Timeline per NBM 145 s. 2023
Activity Regional Office (2023) Activity Dates (2023)
1. Kapihan with Regional Offices February 28 1. Issuance of NBM January
2. In-House Workshop: March 1-10 2. Budget Forum
a. Adjustment of FY 2023 Plans and Budget -DBM CO and RO Officials and Staf January 26
b. FY 2024 Plans and Budget Preparation -National Government Agencies January 27
3. Uploading of Expenditure Matrix (EM) to the
PMIS
Uploading of Expenditure Matrix (EM)
to the PMIS -Government Corporations January 27
4. Submission of FY 2024 Regional Plans and
Budget Proposal
on or before March 13, 2023 3. DBM-Regional Offices/ Agency ROs Budget Forum February
5. Evaluation of FY 2024 Regional Plans and
Budget Proposal by the Central Office
March 14-17 4. Consultation with:
February
6. CO-RO Interface (Convergence) March 21-24 -RDC with ACOs/ AROs
7. Submission of Tier 1 and Tier 2 thru OSBPS 3rd week of March -April 28 -Civil Society Organizations
8. Adjustments and Finalization based on
consultation from the CO-RO
April 3-4 -Student/ Faculty Associations and PASUC
9. Submission of Adjusted Plans and Budget to
PPD-PS
April 5 5. Encoding and submission (thru OSBPS) of:
February 1 - April 28
10. High Level Deliberation of FY 2024 Plans and
Budget Proposal
April 10 -Past year's actual obligations - B.P. form nos. 201, A, B, C, D
11. Packaging of Tier 1 and Tier 2 level Proposal April 11-14
- FY 2022 - 2026 Revenue program - B.P. form nos. 100, 100-A,
B, C
12. Submission of Overall FY 2024 Plans and
Budget Proposal (Tier 1 & Tier 2) to DBM
April 17 6. Issuance of NBM for Budget Priorities Framework 3rd week of March

111. DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
Timelines on the Plans and Budget Proposal
Preparation for Fiscal Year 2024
Department of Education Timeline Department of Budget and Management Timeline per NBM 145 s. 2023
Activity Dates (2023) Activity Dates (2023)
12. Encoding in URS April 17 - May 15
7. Encoding and submission of all BP formsfor FY 2024 Budget
Proposals (thru OSBPS) details of Tier 1 (FEs) and Tier 2 (New
Spending)
April 17 - May 15
13. Submission of other documents as required by the DBM April 17 - May 15
8. Submission of signed hard copies of FY 2024 Budget Proposals
through OSBPS
4th week of March-
April 30-2023
14. Attendance to Technical Budget Hearing April 17 - May 15
9. Conduct of Technical Budget Hearings for Tier 2 (new
Spending) proposals, including PCB
April 17 - May 15
15. Submission of other documents as required by the DBM May 26 - June 8 10. Conduct of Executive Review Board (ERB) hearings May 26 - June 8
16. Prioritization of PAPs and Preparation of "Appeal" letter June 13-14
11. Sending of Confirmation Letters to Agencies of the Total
Budget Levels (Tiers 1 and 2)
June 13-14
17. Confirmation of FY 2024 targets June 20-21
12. Presentation to the President and the Cabinet of the FY 2024
Proposed Budget Levels of Department/ Agency/ Special
Purpose Funds
June 20-21
18. Adjustments of Budget Execution Documents based on the draft
NEP
June 23 - July 1
13. Finalization of National Expenditure Program (NEP), Budget of
Expenditures and Sources of Financing (BESF) Tables, Staffing
Summary, President's Budget Message
June 23 - July 1
14. Printing of the Budget Documents July 1-17
15. Submission of the Budget Documents to the President July 20
16. Submission of the President's Budget to the Congress July 24

112. DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
Guidelines on the Plans and Budget Proposal Preparation for
FY 2024
• All offices shall prepare their FY 2024 plans consistent and aligned to the
directions and priorities of the Department under the BEDP 2030 and
MA.TA.TA.G Education Agenda.
• To realize these priorities, program implementers/functional units shall prepare
proposals that are relevant, feasible and implementation-ready.
• Adoption of two-tier budgeting approach.

113. DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
Expected Outputs as Agency
• Consolidated:
• Agency Tier 1 and 2 Proposals
• Prioritization List
• Agency APP
• Agency Physical and Financial Plans, PPMPs, CSEs
• Special Provisions
• Required BEDs and FARs/BAR
• Finalized 2024-2026 Plan and Budget Proposal
• Finalized Appeal Letter and Prioritization List
• Other documentary requirements listed in the Budget Call
for submission

114. DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
Schedules and Timelines of the Pre-Planning Activities for
the Regions
Activity and Outputs Expected Participants
1. “Kapihan" with Regional Offices Officials - February 28, 2023
Regional personnel oriented on the Department’s directions
and guidelines on the preparation of FY 2024 plans and
budget
• Regional Chiefs
• Planning Officers
• SEPS for Planning
2. In-House Planning Workshops – March 1-10, 2023
2.1. Adjustment of FY 2023 Plans and Budget (if necessary)
2.2. FY 2024 Plan and Budget Preparation
∙ Adjusted FY 2023 Plans and Budget
∙ FY 2024 Expenditure Matrix (EM)/ Work and Financial Plan
(WFP) aligned with the MATATAG basic education
agenda and the BEDP 2030
• All Operating Units of the Regions
2.3. Uploading of Expenditure Matrix for FY 2024 (Tier 1 level) between March 1-10, 2023
Uploaded EMs in the PMIS • All Operating Units of the Regions
Submission of FY 2024 Regional Plans and Budget Proposal - On or before March 13, 2023

115. DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
Schedules and Timelines of the Pre-Planning Activities for
the Regions
Activity and Outputs Expected Participants
3. Evaluation of FY 2024 Regional Plans and Budget Proposal by the Central Office - March 14-17, 2023
Evaluated Regional Budget proposal • EXECOM
• TWG -Program Proponents
4. CO-RO Interface (Convergence) - March 21-24, 2023
Regional Offices oriented and consulted with the
Department’s FY 2024 Agency Budget Proposal
• Selected EXECOM
• CO Bureau and Service Directors
• Regional Directors
• Regional Chiefs
• Planning Officers
• CO Program managers/focal persons
5 In-House: Encoding and Submission of Tier 1 and Tier 2 Budget Proposal through Online Submission of Budget Proposal
System (OSBPS)- 3rd week of March 202 to April 28, 2023
Submitted BP forms No. BP201*; 204* and BP 205
● Source of data: Central Office Budget Division`
OSBP Users
● Central Office; Regional Office and SDOs and IUs

116. DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
117
Planning Considerations
Basic Education Development Plan (BEDP) 2030
Results Framework “One goal, Common Outcomes and Different Strategies”

117. DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
Planning Considerations
The Department’s agenda remains to be consistent with the thrusts of the
national government through the BEDP 2030.
Moreover, the Department shall operate under the MATATAG principle as
the basic education agenda. By MATATAG, DepEd aims to do the following:
MA – Make the curriculum simple but relevant to produce job-ready,
active, and responsible citizens
TA – Take steps to accelerate delivery of basic education facilities and
services
TA – Take good care of learners by promoting learner well-being,
inclusive education, and a positive learning environment
G – Give support for teachers to teach better
118

118. DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
Planning Considerations
119
To realize the priorities, all program managers of the Department shall prepare proposals which are relevant,
FEASIBLE, and IMPLEMENTATION-READY in consideration of the following criteria:
Criteria Considerations
Relevant
∙ Increases access and quality of basic education; improve school environment and learner’s ratio
∙ Plans are based on the situational analysis and needs of the client to be served
∙ The PPAs must be within the offices mandate and functions
Feasible
∙ Plans can be realized/delivered within the year
∙ Historical performance for the past three (3) years, physical accomplishments are at least nearing 100%
Implementation-
Ready
∙ Implementable within the year
∙ Proposals have clear, comprehensive and complete submission of supporting documents
∙ Proposal has considered dependencies and ensures synchronicity with prerequisite outputs
and/processes from other offices
Procurement and
Implementation
Milestones
Previous year Budget
Utilization
Previous year
Performance

119. DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
Planning Considerations
Inflation Rate will be 4.6% in 2023; 3.1% in 2024-2026
Opening of School Year – last week of August of the year
End of School Year – July of the succeeding year
Modality
Traditional face to face -95%
Blended-learning under special cases/circumstances (calamity, shortages
of classrooms, teachers, arm conflict) -5%
Adoption of existing planning parameters
Increase of Enrolment by:
2024 – 1.65%
2025 - 1.60%
2026 - 1.49%
Scenarios for 3 Years

120. DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
Projected Enrolment

121. DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
Planning Considerations
• Programs under Operations related to the delivery of basic education are expected
to prepare plans in the form of a three-year rolling plan from FY 2024-2026 through
forward estimation. Offices should be able to identify which activities are
considered a priority in fulfilling the mandate of the unit.
• Per NBM 145 and as a national government policy, we would like to reiterate that
the two-tiered budgeting approach (2TBA) will still be implemented:
Budget Approach Definition
Tier 1 Ongoing PPAs and commitments at the same scope and quality
Tier 2 Any expansion of scope and quality of the PPA

122. DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
Tier 1
- Ongoing PAPs and
Commitments at
same scope and
quality
- Based on the budget
ceiling issued by the
DBM
Forward Estimates
Tier 2
- New Spending and
Expansion of scope
and quality of PPAs
For charging against the
available
Fiscal Space
Total Proposed
Budget
Two-Tiered Budgeting Approach (2TBA) - DBM

123. DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
FY 2024 Budget Ceiling_Regional Offices
124
Department of Education - Office of the Secretary
General Management and Supervision
Region Org Code Division
MOOE
(Amount in Pesos)
National Capital Region (NCR) 0300013 Regional Office - NCR 45,545,000
Region I - Ilocos 0300001 Regional Office - I 41,826,000
Cordillera Administrative Region (CAR) 0300014 Regional Office - CAR 32,949,000
Region II - Cagayan Valley 0300002 Regional Office - II 31,701,000
Region III - Central Luzon 0300003 Regional Office - III 57,634,000
Region IVA - CALABARZON 0300004 Regional Office - IVA 60,798,000
Region IVB - MIMAROPA 0300017 Regional Office - IVB 32,953,000
Region V - Bicol 0300005 Regional Office - V 43,500,000
Region VI - Western Visayas 0300006 Regional Office - VI 56,042,000
Region VII - Central Visayas 0300007 Regional Office - VII 53,644,000
Region VIII - Eastern Visayas 0300008 Regional Office - VIII 42,850,000
Region IX - Zamboanga Peninsula 0300009 Regional Office - IX 32,942,000
Region X - Northern Mindanao 0300010 Regional Office - X 39,872,000
Region XI - Davao 0300011 Regional Office - XI 35,786,000
Region XII - SOCCSKSARGEN 0300012 Regional Office - XII 34,556,000
Region XIII - CARAGA 0300016 Regional Office - XIII 34,353,000

124. DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
Existing Planning Parameters (K-Grade 6)
PARTICULARS Kindergarten Grade 1
Grades
2-3
Grade 4 Grades 5-6 Multigrade
Class size 25 max of 30 30 max of 35 30 max of 35 40 max of 45
At most 25 of 2 consecutive
grades
Shift/Session 2 sessions Single shift Single shift single shift
Teacher
1 teacher per
2 classes
1 teacher
per class
1 teacher per
class
1 teacher
per class
1 teacher per class
with specialization
factor 5:3 for Gr 5
&6 (5 teachers in
every 3 classes)
1 per class; Handles two (2)
consecutive grades
Learning materials TX
and SLM
1 TX per
learner
1 per learner
per learning
area
1:2 per
learner per
learning area
1 per learner per learning area
Self-Learning
Module- 1:2
Classrooms and seats
1 classroom
per class; 1
seat per
learner
1 classroom
per class; 1
set per
learner
1 classroom
per class
1 classroom per class with 1 set of school seats
125

125. DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
Existing Planning Parameters (K-Grade 6)
PARTICULARS Kindergarten Grade 1
Grades
2-3
Grade 4 Grades 5-6 Multigrade
ICT Equipment
Teacher 1 laptop and 1 External Hard Disk Drive
Classroom package:
1 laptop; 1 Smart TV and 1 Lapel per Classroom
E-Classroom Package
(Tablet PC) [2-in-1 Tablet
PC (50 units); 1 unit
Laptop; 1 unit smart TV; 1
unit Wireless Router; 3-in-1
Multifunction Inkjet Printer
(1 unit)]
1 package per classroom
1 Tablet PC package per 6 classrooms
used for G4-6
1 per school
Science and Math Kit Not applicable
1 SME package per 7 sections; 1 Teacher at 40 learners per section will handle 7 sections
a). 1 to 7 sections=1 package d. 20 to 28 sections = 4 packages
b). 8-14 section= 2 packages e. 29 to 35 sections = 5 packages
c). 13 to 21 sections = 3 packages f. 36 sections and above = 6 packages
126

126. DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
Existing Planning Parameters (JHS and SHS)
PARTICULARS JHS
Senior High School
Academic Track Tech Voc Track
Class size 40 learners max of 45 At most 40 learners
Shift/Session Single
Grade 11 (5.6 hrs per day) – single
Grade 12 (4 hrs per day) - double
Teacher
1 per class with specialization
factor (5 teachers in every
class)
9 teachers in every 6 classes
Learning Materials
1 per learner per subject 1 per learner per subject
Self Learning Modules 1:2
Classroom and Seats 1 classroom per class
ICT Equipment
Teacher 1 laptop and 1 External Hard Disk Drive
Classroom package:
1 laptop; 1 Smart TV and 1 Lapel per Classroom
E-Classroom Package (Tablet PC)
[2-in-1 Tablet PC (50 units); 1 unit Laptop; 1 unit smart TV; 1 unit
Wireless Router; 3-in-1 Multifunction Inkjet Printer (1 unit);
Charging Cart (2 units)]
1 Tablet PC package per 6 classrooms used for Grade 7-12
E-Classroom Package (Laptop PC) [Host Laptop (1 unit); 1
unit Wireless Router; 1 unit Smart TV; 50 units Laptop; 2 units
charging cart; 3-in-1 Multifunction Injet Printer (1 unit)]
1 laptop PC Package per 15 classrooms used for Grade 7-12
127

127. DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
Planning Parameters (JHS & SHS)
PARTICULARS JHS
Senior High School
Academic Track Tech Voc Track
Science and Math Equipment
1 SM package per 7 sections; 1 teacher ar 40 learners per section
a). 1 to 7 sections=1 package d. 20 to 28 sections = 4 packages
b). 8-14 section= 2 packages e. 29 to 35 sections = 5 packages
c). 13 to 21 sections = 3 packages f. 36 sections and above = 6 packages
TechVoc Equipment - 1 TVL Package per specializaiton
ICT Lab At least 1 per school composed of 2 classrooms
Science Lab At least 1 per school composed of 2 classrooms
Unique
1-5 workshops based on
Industrial and Agricultural
specialization offering
Regular
1-10 workshops based on the
number of specializations
offered. Composed of 2
classrooms.
128

128. DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
Planning Process
• Preparation of overall plans per functional unit
• Ranking of outputs and activities shall be imposed to determine the priority level of each PAP/Office
budget.
• Deliberation of the proposal to determine the threshold (Tier 1) & Tier 2 proposals
• Tier 2 – new and existing activities that exceed the threshold and any expansion of scope and quality
of the PPA.
• It is expected that the Tier 2 proposal will have substantial supporting documents, and justifications. In
the absence of documentary requirements, the tier 2 level may not be prioritized.
• All offices are instructed to prepare their FY 2024 EM. Further, uploading of the Tier 1 proposal (EM) to
the PMIS is advised including the corresponding PPMPs.
• All submissions shall be endorsed by the respective regional director with complete supporting
documents addressed to the Director of the Planning Service copy furnished to the Finance Service –
Budget division not later than March 13, 2023.
129

129. DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
Expected Submissions from the Regions
Documents Remarks
1. Situationaire/Rationale
Pressing concerns of the regions needed to be addressed on
the situational analysis
2. Objective/s Desired outcomes given the situation, priority areas (specific
areas of concern)
3. Intervention/s
Priority strategies, programs, projects, activities or policies as
reflected in their Tier 1 and Tier 2 proposals to address the
identified issues and concerns to meet the set targets
130
4. Tier 1 proposal based on the threshold 5. Tier 2 proposal

130. DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
Complete Staff Work
• Justification
• Basis/Study
• Implementation Plan
• Market Survey
• Technical Specification, Composition of packages
• Program of Works
131

131. DEPARTMENT OF EDUCATION
Budget Proposal (BP) Forms
132
BP Form Title
A Program Budget Matrix
B Agency Performance Measure
C Summary of RDC Inputs and Recommendations on Agency New and Expanded Programs and Projects
D Report of CSO’s Inputs on Ongoing and New Spending Projects and Activities
100 Statement of Revenues (General Fund)
100-A Statement of Revenues and Expenditures (Earmarked Revenues)
100-B Statement of Other Receipts/Expenditures (Off-Budgetary and Custodial Funds)
100-C Statement of Donations and Grants (In Cash or In Kind)
200 Comparison of Appropriations and Obligations
201 Summary of Obligations and Proposed Programs/Projects
201-A Obligations for Personnel Services (PS)
201-B Obligations for Maintenance and Oher Operating Expenditure (MOOE)
201-C Obligations for Financial Expenses (FinEx)
201-D Obligations for Capital Outlays (CO)

132. DEPARTMENT OF EDUCATION
Budget Proposal (BP) Forms
133
BP Form Title
202 Profile for Locally-Funded Projects
203 Profile for Foreign-Assisted Projects
204 Staffing Summary of Non-Permanent Positions
205 List of Retirees
206 Convergence Programs and Projects
207 Climate Change Expenditures
300 FY 2024 Proposed Provisions

133. DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
For Concerns and Clarifications
Office and Contact Details Assistance that can be Provided
Planning and Programming
Division – Planning Service
8633-7216
Planning concerns, PMIS,
Physical Performance, WFP
module, and overall process
Budget Division – Finance Service
8637-4214/ 8637-6203
Budget requirements, fund
release and utilization, OSBPS,
and PMIS verification concerns
134

134. Planning and Programming Division
GENERAL GUIDELINES AND CONSIDERATIONS FOR
FY 2024-2026 PLANS AND BUDGET PREPARATION

135. MS Teams
February 28, 2023
KAPIHAN with
REGIONAL OFFICES OFFICIALS

136. DEPARTMENT OF EDUCATION
Ms. Ma. Belen Demonteverde
Cost Parameters
Finance Service – Budget Division
137

137. DEPARTMENT OF EDUCATION
COST PARAMETERS FOR
EXPENDITURE MATRIX (EM)
Finance Service – Budget Divsion

138. DEPARTMENT OF EDUCATION
Meals
Board & Lodging
Transportation (TEV)
Extraordinary & Miscellaneous
Honorarium/Token
Communication Exp.
Other Cost Parameters
PRESENTATION
CONTENT

139. DEPARTMENT OF EDUCATION
ALLOCATION FOR VENUE, MEALS/SNACKS,
AND ROOM ACCOMODATION
DepEd Order No. 02, s. 2018
For activities utilizing DepEd training venues such as the Regional
Education Learning Centers (RELCs), Applied Nutrition Center, ECOTECH
Center, National Educators Academy of the Philippines (NEAP), and Baguio
Teachers Camp (BTC), the allowable rates for facilities, meals and snacks,
and room accommodation per participant per day shall not exceed One
Thousand Five Hundred Pesos (Pl,500.00).
Rates for activities, which
are less than one day or
for activities which do
not require three meals:
Meal Rate
Breakfast P200.00
Snacks (am/pm) P100.00
Lunch/Dinner P400.00
For activities utilizing
other training venues
or other service
providers:
Residential
(live-in)
Not exceeding
P2,000.00/pax/
day
Non-Residential
(live-out)
Not exceeding
P1,200.00/pax/
day

140. DEPARTMENT OF EDUCATION
Accomodations
DepEd Order No. 043, s. 2022
To ensure adequate but reasonably-priced services and amenities, the
workshops, seminars, trainings, conferences, and other official activities
organized and conducted by the Department shall use DepEd training venues
such as the office conference rooms, Regional Education Learning Centers
(RELCs), Applied Nutrition Center, ECOTECH Center, National Educators
Academy of the Philippines (NEAP), and Baguio Teachers Camp (BTC). It is also
encouraged to patronize DOT-accredited accommodations.
If the above facilities are not available on the basis of certification of the
authorized official from these venues, the selection of other venues and
facilities shall adhere to existing policies and guidelines on procurement.

141. DEPARTMENT OF EDUCATION
Maximum allowable Daily Travel Expenses (DTE) regardless of rank and
position:
*Claims for payment of DTE shall not be required to present bills and receipts.
LOCAL OFFICIAL TRAVEL
DepEd Order No. 043, s. 2022
Destination Maximum DTE
Cluster 1 Regions I, II, III, V, VIII, IX,
XII, XIII, BARMM
P1,500.00
Cluster 2 Regions VI, VII, X, XI, CAR P1,800.00
Cluster 3 Regions IV-A, IV-B, NCR P2,200.00
The allowable DTE for
travel beyond 50-
kilometer radius from
the permanent official
station shall be based
on the following
apportionment:
Particulars Particulars To Cover
Day of arrival at point of
destination (regardless of time) and
succeeding day/ s thereof on official
business
100% 50% - hotel/lodging
3O% - meals
2O% - incidental exp
Day of departure for
permanent official station (regardless of
time) if other than date of arrival
50% 3O% - meals
2O% - incidental exp

142. DEPARTMENT OF EDUCATION
EXTRAORDINARY AND
MISCELLANEOUS EXPENSES
GAA General Provisions

143. DEPARTMENT OF EDUCATION
EXTRAORDINARY AND
MISCELLANEOUS EXPENSES
GAA General Provisions

144. DEPARTMENT OF EDUCATION
Definition: An honorarium is a form of compensation given as token of
appreciation or reward for gratuitous services on account of one’s broad and
superior knowledge or expertise in a specific field for which, going by custom,
tradition or propriety, no fixed price is set.
Guidelines: Government personnel who act as lecturers, resource persons,
coordinators or facilitators in other government agencies which are outside
their mother agencies, may be paid honoraria as such rates may be
determined by the agency authorities concerned.
*Included also are private practitioners and those who are working in private
institutions.
GRANT OF HONORARIA TO
LECTURERS, RESOURCE PERSONS,
COORDINATORS, AND FACILITATORS
Budget Circular No. 2007-1

145. DEPARTMENT OF EDUCATION
In view of the expertise of lecturers, resource persons, coordinators or facilitators,
the minimum honoraria rate shall be two (2) times their hourly rates based on their
monthly salaries at 22 work days per month, and 8 work hours per day. Such
honoraria rates may be raised further but not exceeding the maximum honoraria
rates of two (2) times the hourly rate for a position of Professor VI, step 1 of SG 29,
depending on the difficulty and complexity of the subject matter, the professional
qualifications of the lecturers, resource persons, coordinators or facilitators, and the
position level of the participants.
GRANT OF HONORARIA TO
LECTURERS, RESOURCE PERSONS,
COORDINATORS, AND FACILITATORS
Budget Circular No. 2007-1

146. DEPARTMENT OF EDUCATION
MSRmin = monthly salary rate of the lecturer/resource person/coordinator/facilitator
MSRmax = monthly salary rate of a position of Professor VI, step 1 of SG 29
T = number of actual lecture/training hours
GRANT OF HONORARIA TO
LECTURERS, RESOURCE PERSONS,
COORDINATORS, AND FACILITATORS
Budget Circular No. 2007-1
Sample
Computation:

147. DEPARTMENT OF EDUCATION
USE OF OFFICIAL MOBILE PHONES,
POSTPAID LINES, AND PREPAID LOADS
DepEd Order No. 002, s. 2023
Designation Per DO 17, s2019 New Monthly Ceiling
Secretary 10,000.00 Actual expenses incurred
Undersecretary 6,000.00 P 8,000.00
Assistant Secretary 5,000.00 7,000.00
Director IV 4,000.00 6,000.00
Director III 3,000.00 5,000.00
Head Executive Assistant 5,000.00
Division Chief 2,500.00 3,500.00
Assistant Division Chief 1,000.00 2,000.00
Staff of the Office of the Secretary - Proper 5,000.00 10,000.00
Staff of the Office of the Undersecretary 3,000.00 5,000.00
Staff of the Office of the Assistant
Secretary
2,000.00 4,000.00
Staff of the Office of the Director 1,000.00 2,000.00
*All other provisions of DO 017, s.2019 and DO 004, s.2020 shall remain in effect.

148. DEPARTMENT OF EDUCATION
UPDATED COS WORK CATEGORY AND RATE
OO-OSEC-2023-023
Authorized Plantilla Item SG SSL 2022 Work Category Rate Premium
Technical Staff
Executive Assistant IV 22 P 69,963 Technical Assistant IV P 62,000 P 6,200
Executive Assistant III 20 55,799 Technical Assistant III 45,000 4,500
Executive Assistant II 17 41,508
Technical Assistant II 35,000 3,500
Senior Technical Assistant III 15 35,097
Project Development Officer II/
Administrative Officer IV
15
35,097
Project Development Officer I/
Administrative Officer II
11 25,439
Technical Assistant I
25,000 2,500
Administrative Support Staff
Administrative Assistant III 9
Administrative
Support II
20,000 2,000
Administrative Assistant I 8
Administrative
Support I
18,000 1,800
*This Office Order shall take effect on July 1, 2023.
Comparable Work Category and Rate
Division/Office/Unit:
Maximum of 30% of
the approved staffing
pattern by DBM

149. DEPARTMENT OF EDUCATION
Authorized Plantilla Item SG SSL 2022 Work Category Rate Premium
Skilled Professional Workers
Medical Officer III 21 P 62,449
Technical Assistant IV
(Medical Officer III)
P 62,000 P 6,200
Attorney III 21 62,449
Technical Assistant IV
(Attorney III)
62,000 6,200
Attorney II 18 45,203
Technical Assistant III
(Attorney III)
45,000 4,500
Engineer III/Architect III 19 49,835
Technical Assistant IV
(Engineer III/Architect
III)
49,000 4,900
Engineer II/ Architect II 16 38,150
Technical Assistant III
(Engineer III/Architect
III)
38,000 3,800
General Service Group
Administrative Aide IV 5 15,909
Driver, Skilled Worker,
Utility Worker, Ground
Maintenance, Caretaker,
Messenger
15,000 1,500
*This Office Order shall take effect on July 1, 2023.
Comparable Work Category and Rate
UPDATED COS WORK CATEGORY AND RATE
OO-OSEC-2023-023
Division/Office/Unit:
Maximum of 30% of
the approved staffing
pattern by DBM

150. DEPARTMENT OF EDUCATION
Other Cost Parameters
Transportation/Travelling Exp.
Plane Fare
Supplies and Materials
P300.00 or less per participant (depends on the
nature of activities = planning workshop, item
writing workshop, training of trainers, etc.)
*For activities held in Central Office, minimal
amount or no supplies will be allowed.
Existing economy rates per airline website and
historical data
Ordinary mode of transportation; with confirmed
list of participants (for board & lodging, traveling
expenses, supplies), TEVs of participants to be
downloaded to the Division/Regional Offices with
the exception of participants from BARMM which
is for direct payment.

151. DEPARTMENT OF EDUCATION
Other Cost Parameters
Contingency
Honoraria/professional Fees
Non-DepED resource person subject to DBM
Circulars.
Maximum of P5,000.00 for 100 participants and
above to cover other expenses not mentioned
in the budget estimate.
Hiring of private vehicle
During monitoring activities is allowed but
traveling expenses will be equivalent to the rate
taking the ordinary mode of transportation.

152. DEPARTMENT OF EDUCATION
Object Codes per Transactions
Training Exp. (5020201002)
Other Supplies and Materials
Expenses (5020399000)
Other Professional Services
(5021199000)
Technical Staff, Administrative Support Staff, and Skilled Professionals
Used to recognize the cost of inventories issued to end users not
otherwise classified under the specific inventory expense accounts
(i.e.Payment for Airfare/Airplane Ticket). Plane Fare = existing economy
rates per airline website and historical data
Used to recognize the costs incurred for the participation/
attendance in and conduct of trainings, conventions and
seminars/workshops. It includes training fees, honoraria of lecturers, cost
of handouts, supplies, materials, meals, snacks and all other training
related expenses. (i.e.Workshops/Trainings/Writeshop/Conference)
General Service Group (Driver, Skilled Worker, Ground Maintenance,
Caretaker, and Messenger)
General Service Group (Utility Worker)
Other General Services
(5021299099)
Janitorial Services
(5021202000)

153. DEPARTMENT OF EDUCATION
REFERENCES
Office Order OO-OSEC-2023 – Updated Implementing Guidelines on the Hiring and Renewal of Contract of Service
Workers in the Department of Education Central Office
DepEd Order No. 002, s. 2023 - Amendment to DepEd Order No. 017, s. 2019 (Guidelines on the Provision and Use
of Official Mobile Phones, Postpaid Lines and Prepaid Loads as Amended)
DepEd Order No. 043, s. 2022 - Omnibus Travel Guidelines for All Personnel Of The Department Of Education
Executive Order No. 77, s. 2019- Prescribing Rules And Regulations And Rates Of Expenses And Allowances For
Official Local And Foreign Travels of Government Personnel
DepEd Order No. 02, s. 2018 - Amendment To Deped Order No. 15, S. 2017 (Guidelines On The Allocation Of Funds
For Venue, Meals And Snacks, And Room Accommodation for Official Activities Organized And Conducted By The
Department Of Education)
Budget Circular No. 2007-1 - Guidelines On The Grant Of Honoraria To Lecturers, Resource Persons, Coordinators
And Facilitators
COA Circular No. 2012-001 - Prescribing the Revised Guidelines and Documentary Requirements for Common
Government Transactions

154. DEPARTMENT OF EDUCATION
QUICK LINKS
DepEd Orders/Memos/Circulars -- https://bit.ly/CP-REF_Issuances
Checklist of Requirements for Processing of
Budget Requests -
https://bit.ly/CP-Ref_Chk
Allowable Expenses with Sample Budget
Estimate and Itinerary of Travel -
https://bit.ly/CP-Ref_AllowExp

155. DEPARTMENT OF EDUCATION
Ms. Ma. Belen Demonteverde
Cost Parameters
Finance Service – Budget Division
156

156. DEPARTMENT OF EDUCATION
Open Forum
15
7

157. DEPARTMENT OF EDUCATION
Dir. Roger B. Masapol
CLOSING REMARKS
Planning Service
158

158. DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
FY 2024 Budget Ceiling_NCR
159
Department of Education - Office of the Secretary
General Management and Supervision
Region Org Code Division
MOOE
(Amount in Pesos)
National Capital Region (NCR) 0813001 Division of Caloocan 18,704,000
National Capital Region (NCR) 0813002 Division of Las Piñas 9,119,000
National Capital Region (NCR) 0813003 Division of Makati 8,973,000
National Capital Region (NCR) 0813004 Division of Malabon City 7,512,000
National Capital Region (NCR) 0813005 Division of Mandaluyong 6,748,000
National Capital Region (NCR) 0813006 Division of Manila 26,078,000
National Capital Region (NCR) 0813007 Division of Marikina 7,955,000
National Capital Region (NCR) 0813008 Division of Muntinlupa 7,462,000
National Capital Region (NCR) 0813009 Division of Parañaque 8,402,000
National Capital Region (NCR) 0813010 Division of Navotas City 5,994,000
National Capital Region (NCR) 0813011 Division of Pasay City 7,256,000
National Capital Region (NCR) 0813012 Division of Pasig City 10,987,000
National Capital Region (NCR) 0813013 Division of Quezon City 29,916,000
National Capital Region (NCR) 0813014 Division of San Juan City 3,588,000
National Capital Region (NCR) 0813015 Division of Taguig and Pateros 11,547,000
National Capital Region (NCR) 0813016 Division of Valenzuela 10,380,000

159. DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
FY 2024 Budget Ceiling_RO I
160
Department of Education - Office of the Secretary
General Management and Supervision
Region Org Code Division
MOOE
(Amount in Pesos)
Region I - Ilocos 0801001 Division of Ilocos Norte 11,196,000
Region I - Ilocos 0801002 Division of Ilocos Sur 13,613,000
Region I - Ilocos 0801003 Division of La Union 14,254,000
Region I - Ilocos 0801004 Division of Pangasinan I 27,486,000
Region I - Ilocos 0801005 Division of Pangasinan II 22,745,000
Region I - Ilocos 0801006 Division of Alaminos City 4,245,000
Region I - Ilocos 0801007 Division of Batac City 3,533,000
Region I - Ilocos 0801008 Division of Candon City 3,643,000
Region I - Ilocos 0801009 Division of Dagupan City 5,577,000
Region I - Ilocos 0801010 Division of Laoag City 4,785,000
Region I - Ilocos 0801011 Division of San Carlos City 6,223,000
Region I - Ilocos 0801012 Division of San Fernando City 4,131,000
Region I - Ilocos 0801013 Division of Urdaneta City 5,410,000
Region I - Ilocos 0801014 Division of Vigan City 3,760,000

160. DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
FY 2024 Budget Ceiling_CAR
161
Department of Education - Office of the Secretary
General Management and Supervision
Region Org Code Division
MOOE
(Amount in Pesos)
Cordillera Administrative Region (CAR) 0814001 Division of Abra 8,373,000
Cordillera Administrative Region (CAR) 0814002 Division of Apayao 6,134,000
Cordillera Administrative Region (CAR) 0814003 Division of Benguet 10,817,000
Cordillera Administrative Region (CAR) 0814004 Division of Ifugao 7,472,000
Cordillera Administrative Region (CAR) 0814005 Division of Kalinga 5,906,000
Cordillera Administrative Region (CAR) 0814006 Division of Mt. Province 7,621,000
Cordillera Administrative Region (CAR) 0814007 Division of Baguio City 7,053,000
Cordillera Administrative Region (CAR) 0814008 Division of Tabuk City 5,348,000

161. DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
FY 2024 Budget Ceiling_RO II
162
Department of Education - Office of the Secretary
General Management and Supervision
Region Org Code Division
MOOE
(Amount in Pesos)
Region II - Cagayan Valley 0802001 Division of Batanes 3,529,000
Region II - Cagayan Valley 0802002 Division of Cagayan 23,823,000
Region II - Cagayan Valley 0802003 Division of Isabela 26,281,000
Region II - Cagayan Valley 0802004 Division of Nueva Vizcaya 11,622,000
Region II - Cagayan Valley 0802005 Division of Quirino 7,224,000
Region II - Cagayan Valley 0802006 Division of Cauayan City 5,124,000
Region II - Cagayan Valley 0802007 Division of Santiago City 4,920,000
Region II - Cagayan Valley 0802008 Division of Tuguegarao City 5,228,000
Region II - Cagayan Valley 0802009 Division of Ilagan City 5,747,000

162. DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
FY 2024 Budget Ceiling_RO III
163
Department of Education - Office of the Secretary
General Management and Supervision
Region Org Code Division
MOOE
(Amount in Pesos)
Region III - Central Luzon 0803001 Division of Aurora 7,433,000
Region III - Central Luzon 0803002 Division of Bataan 12,826,000
Region III - Central Luzon 0803003 Division of Bulacan 33,635,000
Region III - Central Luzon 0803004 Division of Nueva Ecija 28,063,000
Region III - Central Luzon 0803005 Division of Pampanga 27,328,000
Region III - Central Luzon 0803006 Division of Tarlac 20,721,000
Region III - Central Luzon 0803007 Division of Zambales 13,422,000
Region III - Central Luzon 0803008 Division of Angeles City 8,098,000
Region III - Central Luzon 0803009 Division of Balanga City 4,020,000
Region III - Central Luzon 0803010 Division of Cabanatuan City 6,292,000
Region III - Central Luzon 0803011 Division of Gapan City 4,905,000
Region III - Central Luzon 0803012 Division of Malolos City 6,010,000
Region III - Central Luzon 0803013 Division of Muñoz Science City 4,087,000
Region III - Central Luzon 0803014 Division of Olongapo City 6,240,000
Region III - Central Luzon 0803015 Division of San Fernando City 6,872,000
Region III - Central Luzon 0803016 Division of San Jose City 4,998,000
Region III - Central Luzon 0803017 Division of San Jose del Monte City 9,700,000
Region III - Central Luzon 0803018 Division of Tarlac City 7,096,000
Region III - Central Luzon 0803019 Division of Meycauayan City 5,054,000
Region III - Central Luzon 0803020 Division of Mabalacat City 6,054,000

163. DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
FY 2024 Budget Ceiling_RO IV A
164
Department of Education - Office of the Secretary
General Management and Supervision
Region Org Code Division
MOOE
(Amount in Pesos)
Region IVA - CALABARZON 0804001 Division of Batangas 27,399,000
Region IVA - CALABARZON 0804002 Division of Cavite 27,069,000
Region IVA - CALABARZON 0804003 Division of Laguna 25,756,000
Region IVA - CALABARZON 0804004 Division of Quezon 36,735,000
Region IVA - CALABARZON 0804005 Division of Rizal 29,358,000
Region IVA - CALABARZON 0804006 Division of Antipolo City 12,512,000
Region IVA - CALABARZON 0804007 Division of Batangas City 7,164,000
Region IVA - CALABARZON 0804008 Division of Calamba City 8,163,000
Region IVA - CALABARZON 0804009 Division of Cavite City 4,242,000
Region IVA - CALABARZON 0804010 Division of Dasmariñas City 9,855,000
Region IVA - CALABARZON 0804011 Division of Lipa City 7,178,000
Region IVA - CALABARZON 0804012 Division of Lucena City 5,996,000
Region IVA - CALABARZON 0804013 Division of San Pablo City 6,572,000
Region IVA - CALABARZON 0804014 Division of Sta. Rosa City 6,065,000
Region IVA - CALABARZON 0804015 Division of Tanauan City 5,522,000
Region IVA - CALABARZON 0804016 Division of Tayabas City 4,019,000
Region IVA - CALABARZON 0804017 Division of Bacoor City 7,366,000
Region IVA - CALABARZON 0804018 Division of Imus City 6,842,000
Region IVA - CALABARZON 0804019 Division of Biñan City 6,335,000
Region IVA - CALABARZON 0804020 Division of Cabuyao City 5,838,000
Region IVA - CALABARZON 0804021 Division of General Trias City 6,252,000
Region IVA - CALABARZON 0804022 Division of San Pedro City 5,479,000
Region IVA - CALABARZON 0804023 Division of Sto. Tomas City 3,936,000

164. DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
FY 2024 Budget Ceiling_RO IV B
165
Department of Education - Office of the Secretary
General Management and Supervision
Region Org Code Division
MOOE
(Amount in Pesos)
Region IVB - MIMAROPA 0817001 Division of Marinduque 8,403,000
Region IVB - MIMAROPA 0817002 Division of Occidental Mindoro 13,000,000
Region IVB - MIMAROPA 0817003 Division of Oriental Mindoro 17,212,000
Region IVB - MIMAROPA 0817004 Division of Palawan 23,824,000
Region IVB - MIMAROPA 0817005 Division of Romblon 9,822,000
Region IVB - MIMAROPA 0817006 Division of Calapan City 5,235,000
Region IVB - MIMAROPA 0817007 Division of Puerto Princesa City 7,078,000

165. DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
FY 2024 Budget Ceiling_RO V
166
Department of Education - Office of the Secretary
General Management and Supervision
Region Org Code Division
MOOE
(Amount in Pesos)
Region V - Bicol 0805001 Division of Albay 21,062,000
Region V - Bicol 0805002 Division of Camarines Norte 14,441,000
Region V - Bicol 0805003 Division of Camarines Sur 39,532,000
Region V - Bicol 0805004 Division of Catanduanes 9,786,000
Region V - Bicol 0805005 Division of Masbate 22,998,000
Region V - Bicol 0805006 Division of Sorsogon 18,095,000
Region V - Bicol 0805007 Division of Iriga City 4,982,000
Region V - Bicol 0805008 Division of Legazpi City 5,831,000
Region V - Bicol 0805009 Division of Ligao City 5,272,000
Region V - Bicol 0805010 Division of Masbate City 4,981,000
Region V - Bicol 0805011 Division of Naga City 5,938,000
Region V - Bicol 0805012 Division of Sorsogon City 6,223,000
Region V - Bicol 0805013 Division of Tabaco City 5,572,000

166. DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
FY 2024 Budget Ceiling_RO VI
167
Department of Education - Office of the Secretary
General Management and Supervision
Region Org Code Division
MOOE
(Amount in Pesos)
Region VI - Western Visayas 0806001 Division of Aklan 13,444,000
Region VI - Western Visayas 0806002 Division of Antique 15,653,000
Region VI - Western Visayas 0806003 Division of Capiz 15,757,000
Region VI - Western Visayas 0806004 Division of Guimaras 6,173,000
Region VI - Western Visayas 0806005 Division of Iloilo 41,253,000
Region VI - Western Visayas 0806006 Division of Negros Occidental 28,444,000
Region VI - Western Visayas 0806007 Division of Bacolod City 9,644,000
Region VI - Western Visayas 0806008 Division of Bago City 5,916,000
Region VI - Western Visayas 0806009 Division of Cadiz City 5,738,000
Region VI - Western Visayas 0806010 Division of Escalante City 4,721,000
Region VI - Western Visayas 0806011 Division of Iloilo City 8,042,000
Region VI - Western Visayas 0806012 Division of Kabankalan City 6,403,000
Region VI - Western Visayas 0806013 Division of La Carlota City 4,096,000
Region VI - Western Visayas 0806014 Division of Passi City 4,288,000
Region VI - Western Visayas 0806015 Division of Roxas City 5,225,000
Region VI - Western Visayas 0806016 Division of Sagay City 5,659,000
Region VI - Western Visayas 0806017 Division of San Carlos City 5,351,000
Region VI - Western Visayas 0806018 Division of Silay City 5,191,000
Region VI - Western Visayas 0806019 Division of Himamaylan City 4,800,000
Region VI - Western Visayas 0806020 Division of Sipalay City 4,321,000
Region VI - Western Visayas 0806021 Division of Victorias City 3,778,000

167. DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
FY 2024 Budget Ceiling_RO VII
168
Department of Education - Office of the Secretary
General Management and Supervision
Region Org Code Division
MOOE
(Amount in Pesos)
Region VII - Central Visayas 0807001 Division of Bohol 30,607,000
Region VII - Central Visayas 0807002 Division of Cebu Province 45,507,000
Region VII - Central Visayas 0807003 Division of Negros Oriental 17,958,000
Region VII - Central Visayas 0807004 Division of Siquijor 5,026,000
Region VII - Central Visayas 0807005 Division of Bais City 4,223,000
Region VII - Central Visayas 0807006 Division of Bayawan City 5,817,000
Region VII - Central Visayas 0807007 Division of Bogo City 3,725,000
Region VII - Central Visayas 0807008 Division of Carcar City 4,879,000
Region VII - Central Visayas 0807009 Division of Cebu City 14,551,000
Region VII - Central Visayas 0807010 Division of Danao City 5,403,000
Region VII - Central Visayas 0807011 Division of Dumaguete City 4,106,000
Region VII - Central Visayas 0807012 Division of Guihulngan City 4,936,000
Region VII - Central Visayas 0807013 Division of Lapu-lapu City 8,661,000
Region VII - Central Visayas 0807014 Division of Mandaue City 6,991,000
Region VII - Central Visayas 0807015 Division of Naga City 4,868,000
Region VII - Central Visayas 0807016 Division of Tagbilaran City 3,977,000
Region VII - Central Visayas 0807017 Division of Talisay City 5,834,000
Region VII - Central Visayas 0807018 Division of Tanjay City 5,163,000
Region VII - Central Visayas 0807019 Division of Toledo City 5,993,000
Region VII - Central Visayas 0807020 Division of Canlaon City 2,098,000

168. DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
FY 2024 Budget Ceiling_VIII
169
Department of Education - Office of the Secretary
General Management and Supervision
Region Org Code Division
MOOE
(Amount in Pesos)
Region VIII - Eastern Visayas 0808001 Division of Biliran 6,896,000
Region VIII - Eastern Visayas 0808002 Division of Eastern Samar 12,822,000
Region VIII - Eastern Visayas 0808003 Division of Leyte 35,767,000
Region VIII - Eastern Visayas 0808004 Division of Northern Samar 18,292,000
Region VIII - Eastern Visayas 0808005 Division of Samar 16,979,000
Region VIII - Eastern Visayas 0808006 Division of Southern Leyte 10,270,000
Region VIII - Eastern Visayas 0808007 Division of Baybay City 5,112,000
Region VIII - Eastern Visayas 0808008 Division of Borongan City 4,242,000
Region VIII - Eastern Visayas 0808009 Division of Calbayog City 7,177,000
Region VIII - Eastern Visayas 0808010 Division of Catbalogan City 5,160,000
Region VIII - Eastern Visayas 0808011 Division of Maasin City 4,767,000
Region VIII - Eastern Visayas 0808012 Division of Ormoc City 6,716,000
Region VIII - Eastern Visayas 0808013 Division of Tacloban City 6,622,000

169. DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
FY 2024 Budget Ceiling_RO IX
170
Department of Education - Office of the Secretary
General Management and Supervision
Region Org Code Division
MOOE
(Amount in Pesos)
Region IX - Zamboanga Peninsula 0809001 Division of Zamboanga del Norte 21,630,000
Region IX - Zamboanga Peninsula 0809002 Division of Zamboanga del Sur 21,594,000
Region IX - Zamboanga Peninsula 0809003 Division of Zamboanga Sibugay 16,282,000
Region IX - Zamboanga Peninsula 0809004 Division of Dapitan City 4,734,000
Region IX - Zamboanga Peninsula 0809005 Division of Dipolog City 5,299,000
Region IX - Zamboanga Peninsula 0809006 Division of Isabela City 5,499,000
Region IX - Zamboanga Peninsula 0809007 Division of Pagadian City 6,113,000
Region IX - Zamboanga Peninsula 0809008 Division of Zamboanga City 17,180,000

170. DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
FY 2024 Budget Ceiling_RO X
171
Department of Education - Office of the Secretary
General Management and Supervision
Region Org Code Division
MOOE
(Amount in Pesos)
Region X - Northern Mindanao 0810001 Division of Bukidnon 22,754,000
Region X - Northern Mindanao 0810002 Division of Camiguin 4,966,000
Region X - Northern Mindanao 0810003 Division of Lanao del Norte 12,961,000
Region X - Northern Mindanao 0810004 Division of Misamis Occidental 9,613,000
Region X - Northern Mindanao 0810005 Division of Misamis Oriental 17,205,000
Region X - Northern Mindanao 0810006 Division of Cagayan de Oro City 11,479,000
Region X - Northern Mindanao 0810007 Division of El Salvador City 3,384,000
Region X - Northern Mindanao 0810008 Division of Gingoog City 5,507,000
Region X - Northern Mindanao 0810009 Division of Iligan City 8,209,000
Region X - Northern Mindanao 0810010 Division of Malaybalay City 6,240,000
Region X - Northern Mindanao 0810011 Division of Oroquieta City 4,285,000
Region X - Northern Mindanao 0810012 Division of Ozamiz City 5,337,000
Region X - Northern Mindanao 0810013 Division of Tangub City 4,168,000
Region X - Northern Mindanao 0810014 Division of Valencia City 5,842,000

171. DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
FY 2024 Budget Ceiling_RO XI
172
Department of Education - Office of the Secretary
General Management and Supervision
Region Org Code Division
MOOE
(Amount in Pesos)
Region XI - Davao 0811001 Division of Davao de Oro 17,034,000
Region XI - Davao 0811002 Division of Davao del Norte 11,490,000
Region XI - Davao 0811003 Division of Davao del Sur 11,446,000
Region XI - Davao 0811004 Division of Davao Oriental 11,611,000
Region XI - Davao 0811005 Division of Davao City 26,075,000
Region XI - Davao 0811006 Division of Digos City 5,519,000
Region XI - Davao 0811007 Division of Island Garden City of Samal 4,857,000
Region XI - Davao 0811008 Division of Mati City 5,522,000
Region XI - Davao 0811009 Division of Panabo City 5,724,000
Region XI - Davao 0811010 Division of Tagum City 6,667,000
Region XI - Davao 0811011 Division of Davao Occidental 9,524,000

172. DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
FY 2024 Budget Ceiling_RO XII
173
Department of Education - Office of the Secretary
General Management and Supervision
Region Org Code Division
MOOE
(Amount in Pesos)
Region XII - SOCCSKSARGEN 0812001 Division of Cotabato 25,128,000
Region XII - SOCCSKSARGEN 0812002 Division of Sarangani 14,030,000
Region XII - SOCCSKSARGEN 0812003 Division of South Cotabato 16,309,000
Region XII - SOCCSKSARGEN 0812004 Division of Sultan Kudarat 15,095,000
Region XII - SOCCSKSARGEN 0812006 Division of General Santos City 11,710,000
Region XII - SOCCSKSARGEN 0812007 Division of Kidapawan City 5,541,000
Region XII - SOCCSKSARGEN 0812008 Division of Koronadal City 5,546,000
Region XII - SOCCSKSARGEN 0812009 Division of Tacurong City 4,254,000

173. DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
FY 2024 Budget Ceiling_RO XIII
174
Department of Education - Office of the Secretary
General Management and Supervision
Region Org Code Division
MOOE
(Amount in Pesos)
Region XIII - CARAGA 0816001 Division of Agusan del Norte 8,695,000
Region XIII - CARAGA 0816002 Division of Agusan del Sur 16,872,000
Region XIII - CARAGA 0816003 Division of Dinagat Island 5,718,000
Region XIII - CARAGA 0816004 Division of Siargao 6,054,000
Region XIII - CARAGA 0816005 Division of Surigao del Norte 8,021,000
Region XIII - CARAGA 0816006 Division of Surigao del Sur 13,481,000
Region XIII - CARAGA 0816007 Division of Bayugan City 5,202,000
Region XIII - CARAGA 0816008 Division of Bislig City 4,984,000
Region XIII - CARAGA 0816009 Division of Butuan City 9,117,000
Region XIII - CARAGA 0816010 Division of Cabadbaran City 3,781,000
Region XIII - CARAGA 0816011 Division of Surigao City 5,533,000
Region XIII - CARAGA 0816012 Division of Tandag City 3,848,000