This document provides revised guidelines on the use of the Special Education Fund (SEF) according to Joint Circular No. 1, s. 2017 issued by the Department of Education, Department of Budget and Management, and Department of the Interior and Local Government. It outlines the legal bases, allowable expenses, planning and budgeting process, and monitoring procedures for the allocation and utilization of the SEF. The SEF is a special tax levied locally to provide supplementary funds for the operation, maintenance, and development needs of public schools. The guidelines aim to ensure the SEF is used strategically and efficiently to support priority programs like the K-12 basic education program and early childhood care and development.
Special education fund (sef) expenditures and school performance (final)Ernie Cerado
This document discusses a study that assessed the expenditures of the Special Education Fund (SEF) by the local government of Lambayong Municipality in Sultan Kudarat province, Philippines and how it relates to school performance. The study found that SEF expenditures prioritized establishment and maintenance of extension classes and sports activities. Expenditures on construction and instructional materials were also significant. School performance was found to be generally positive along measures of quality, access, and efficiency over the period examined, with some room for improvement in areas like textbook ratios. Responsible budgeting of SEF was found to be related to enhanced school effectiveness.
Maintenance and other operating expensesCheryl Asia
This document outlines guidelines for mandatory operating expenses incurred by schools and school divisions in the Philippines. It discusses expense categories such as utilities, rent, insurance, supplies, and others. It also outlines requirements for implementing units to manage their own funds, maintain books of accounts, and submit regular reports on fund allocation and usage. Schools are to use funds to support approved school improvement plans, pay expenses like utilities, and procure supplies, within existing budgeting and procurement rules. Non-compliance may result in administrative penalties.
This document outlines guidelines for the direct release of maintenance and other operating expenses (MOOE) allocations from the Department of Budget and Management (DBM) to implementing units of the Department of Education (DepEd), including schools division offices, elementary schools, and secondary schools. It assigns responsibilities for managing and reporting on MOOE funds and specifies appropriate uses of school MOOE allocations, while prohibiting certain expenditures. Violations of the order are subject to administrative penalties.
The document discusses the DepEd Financial Management Objective and Framework. It provides context on the DepEd Financial Management Operations Manual (FMOM) and its purpose to serve as a reference for officials, employees, and other stakeholders. The FMOM aims to support effective and efficient financial processes, promote good governance through proper fiscal discipline, and ensure transparency and accountability in the use of public funds. It also outlines DepEd's organizational structure based on relevant laws and executive orders, and describes the financial management structure from the central office down to schools. Key points on the simplified accounting manual and legal basis for policies on school-based funding are also summarized.
This document establishes local school boards in each province, city, and municipality in the Philippines. [1] It outlines the composition of provincial, city, and municipal school boards, which include local government and education officials. [2] The functions of the local school boards are to determine supplementary budgetary needs for public schools, authorize disbursement of funds, serve as an advisory committee on education matters, and recommend name changes for public schools. [3] The Department of Education must consult local school boards on appointing education officials.
The document provides an overview of the barangay budgeting process. It discusses the key stages which include budget preparation, authorization, review, execution, and accountability. The punong barangay prepares the budget with input from others. It is then authorized through enactment by the sangguniang barangay. The approved budget is then reviewed by the sangguniang bayan to ensure compliance. Once enacted, the punong barangay is responsible for budget execution and ensuring accountability of funds.
School-Based Management action plan of Ozamiz City DivisionRosalyn Lato
The document outlines the School-Based Management Action Plan of the Division of Ozamiz City for fiscal year 2019. It details 5 main activities: 1) advocacy activities to prepare required documents and plans for SBM, 2) convergence of coordinating and functional teams, 3) orientation/trainings/workshops to capacitate school heads and coordinators, 4) quarterly monitoring, evaluation and adjustments of SBM practices, and 5) performance assessment including mid-year and year-end reviews. The plan provides objectives, strategies, inputs, targets, timeframes and persons involved for each activity to strengthen the implementation of SBM in schools in the division.
1. The document establishes the governance framework for basic education in the Philippines by defining the roles and responsibilities of the national, regional, and divisional levels of the Department of Education.
2. At the national level, the Secretary of Education is responsible for formulating policies, plans, and standards and monitoring national learning outcomes.
3. Regional offices are responsible for developing regional plans and standards in line with national frameworks as well as research, projects, and resource management.
4. Divisions oversee schools and learning centers, personnel, and implementation of education plans, standards, and resource allocation at the local level.
Special education fund (sef) expenditures and school performance (final)Ernie Cerado
This document discusses a study that assessed the expenditures of the Special Education Fund (SEF) by the local government of Lambayong Municipality in Sultan Kudarat province, Philippines and how it relates to school performance. The study found that SEF expenditures prioritized establishment and maintenance of extension classes and sports activities. Expenditures on construction and instructional materials were also significant. School performance was found to be generally positive along measures of quality, access, and efficiency over the period examined, with some room for improvement in areas like textbook ratios. Responsible budgeting of SEF was found to be related to enhanced school effectiveness.
Maintenance and other operating expensesCheryl Asia
This document outlines guidelines for mandatory operating expenses incurred by schools and school divisions in the Philippines. It discusses expense categories such as utilities, rent, insurance, supplies, and others. It also outlines requirements for implementing units to manage their own funds, maintain books of accounts, and submit regular reports on fund allocation and usage. Schools are to use funds to support approved school improvement plans, pay expenses like utilities, and procure supplies, within existing budgeting and procurement rules. Non-compliance may result in administrative penalties.
This document outlines guidelines for the direct release of maintenance and other operating expenses (MOOE) allocations from the Department of Budget and Management (DBM) to implementing units of the Department of Education (DepEd), including schools division offices, elementary schools, and secondary schools. It assigns responsibilities for managing and reporting on MOOE funds and specifies appropriate uses of school MOOE allocations, while prohibiting certain expenditures. Violations of the order are subject to administrative penalties.
The document discusses the DepEd Financial Management Objective and Framework. It provides context on the DepEd Financial Management Operations Manual (FMOM) and its purpose to serve as a reference for officials, employees, and other stakeholders. The FMOM aims to support effective and efficient financial processes, promote good governance through proper fiscal discipline, and ensure transparency and accountability in the use of public funds. It also outlines DepEd's organizational structure based on relevant laws and executive orders, and describes the financial management structure from the central office down to schools. Key points on the simplified accounting manual and legal basis for policies on school-based funding are also summarized.
This document establishes local school boards in each province, city, and municipality in the Philippines. [1] It outlines the composition of provincial, city, and municipal school boards, which include local government and education officials. [2] The functions of the local school boards are to determine supplementary budgetary needs for public schools, authorize disbursement of funds, serve as an advisory committee on education matters, and recommend name changes for public schools. [3] The Department of Education must consult local school boards on appointing education officials.
The document provides an overview of the barangay budgeting process. It discusses the key stages which include budget preparation, authorization, review, execution, and accountability. The punong barangay prepares the budget with input from others. It is then authorized through enactment by the sangguniang barangay. The approved budget is then reviewed by the sangguniang bayan to ensure compliance. Once enacted, the punong barangay is responsible for budget execution and ensuring accountability of funds.
School-Based Management action plan of Ozamiz City DivisionRosalyn Lato
The document outlines the School-Based Management Action Plan of the Division of Ozamiz City for fiscal year 2019. It details 5 main activities: 1) advocacy activities to prepare required documents and plans for SBM, 2) convergence of coordinating and functional teams, 3) orientation/trainings/workshops to capacitate school heads and coordinators, 4) quarterly monitoring, evaluation and adjustments of SBM practices, and 5) performance assessment including mid-year and year-end reviews. The plan provides objectives, strategies, inputs, targets, timeframes and persons involved for each activity to strengthen the implementation of SBM in schools in the division.
1. The document establishes the governance framework for basic education in the Philippines by defining the roles and responsibilities of the national, regional, and divisional levels of the Department of Education.
2. At the national level, the Secretary of Education is responsible for formulating policies, plans, and standards and monitoring national learning outcomes.
3. Regional offices are responsible for developing regional plans and standards in line with national frameworks as well as research, projects, and resource management.
4. Divisions oversee schools and learning centers, personnel, and implementation of education plans, standards, and resource allocation at the local level.
This document outlines Republic Act No. 9155, which establishes a framework for governance in basic education in the Philippines. It renames the Department of Education, Culture and Sports to the Department of Education. It defines the roles and responsibilities of officials at the national, regional, division, district, and school levels to decentralize governance and empower local authorities. The act aims to promote access to quality basic education for all citizens.
This document is the annual Gender and Development (GAD) Plan and Budget for Balaoang National High School for fiscal year 2023. It identifies three key gender issues: 1) Lack of awareness among staff about GAD programs, which will be addressed through training; 2) Unsafe school facilities, which will be improved through repairs; and 3) Lack of office supplies during COVID-19, which will be addressed through procurement. The proposed budget totals 91,800 pesos and will come from the agency's GAD funds. Upon approval, the plan will be implemented under the School GAD Focal Point System to promote equitable services for male and female staff and students.
This document outlines guidelines for the direct release of Maintenance and Other Operating Expenses (MOOE) allocations to schools and implementing units by the Department of Budget and Management. It specifies that MOOE allocations will be directly deposited into Modified Disbursement Scheme sub-accounts of schools and units. Schools and units must maintain proper accounting of funds and submit liquidation reports. MOOE funds can be used to support school improvement plans but not for textbooks, furniture or equipment. Non-compliance will result in administrative penalties.
Vol5 LGU Budget And Expenditure Management Toolsrommer101
This document provides guidelines and tools for local governments in the Philippines for budget preparation, authorization, review, execution, and accountability. It discusses approaches for analyzing income and expenditure trends, formulating revenue estimates, setting expenditure ceilings, costing activities, and defining performance indicators. Forms and tables are provided for each stage of the budget process to guide analysis and ensure compliance with requirements.
Department of Education (RA 9155), DepEd Set Up, Educational Delivery Program...Mark Anthony Soratos
The document summarizes the organizational structure and history of the Philippine education system. It discusses that the Department of Education (DepEd) was established by law in 2001 (RA 9155) to govern basic education. It outlines the educational programs from pre-school to secondary levels and the implementing rules and regulations that define the roles of different administrative offices within DepEd. It also notes recent developments like the K-12 program and efforts to improve library and alternative learning resources.
The document summarizes how school financing is administered in the Philippines. It outlines the various sources of funding for different levels of education, including taxes, fees, and government appropriations. It also describes the procedures followed by local, provincial, and national governments in budgeting, approving, and expending funds for education. Key responsibilities include the national government primarily supporting elementary education, and jointly supporting secondary education with local governments.
The document analyzes the Maintenance and Other Operating Expenses (MOOE) allocations of elementary schools in Koronadal City Division from 2015-2017. It found that the largest allocations were for repairs (38%) and utilities/bills (38%), followed by office supplies (14%) and trainings (9%). Only 1% was allocated for school supplies for teachers and nothing for student activities or travel. The study aims to determine how MOOE funds are used and if they improve student welfare. 10 school principals will participate in a focus group discussion to provide perspectives on MOOE allocations.
This document discusses the importance of educational planning and provides guidance on how to plan effectively. It outlines a 6-stage process for planning: 1) environmental scanning and data collection, 2) setting objectives, 3) generating and selecting strategies, 4) translating strategies into operational plans, 5) implementing the plan, and 6) evaluating and modifying the plan. The planning process should be systematic, realistic, sustained, and revisited annually to ensure the school can adapt to changes. Effective planning helps set priorities, respond to community needs, improve teaching quality, and provide consistency of purpose and direction.
The document provides an overview and agenda for a 5-day training on strategic planning for DepEd units, including developing a vision, mission, objectives and performance indicators, as well as conducting environmental assessments and formulating strategic plans and action programs. The training will utilize various frameworks and approaches to strategic planning, including rational and adaptive models, and cover topics such as developing a vision and mission statements, setting objectives and key result areas, and conducting SWOT and environmental analyses. The overall goal is to improve participants' knowledge and skills for strategic planning to help their respective DepEd units develop strategic plans.
This document outlines an action plan by Pigsag-an Elementary School to implement effective child protection policies. It includes objectives to ensure child protection policies and procedures are established, that all stakeholders are aware of the policy, and that children's rights are respected. The plan consists of preparation activities like drafting the policy, consulting pupils on bullying, and informing the community. Implementation includes launching the policy at a Parents-Teachers Association Assembly. Monitoring will track bullying cases over time through anecdotal records to evaluate the effectiveness of the child protection efforts.
This document outlines the composition and functions of local school boards and local development councils in the Philippines according to the Local Government Code. It states that each province, city, and municipality must establish a local school board to oversee supplementary budgeting and other matters. It also requires each local government unit to have a development council composed of local officials and NGO representatives to formulate development plans. The executive committee of each development council is tasked to act on its behalf between full council meetings.
WORK AND FINANCIAL PLAN for GENDER AND DEVELOPMENT (GAD) 2023.docxJaveGeneDeAquino1
The document is a work and financial plan for the Gender and Development program at Balaoang National High School for fiscal year 2023. It allocates 70,400 pesos for junior high school projects including improving classroom pathways with materials like cement, blocks, sand, gravel and steel bars. It also allocates 21,400 pesos for senior high school office supplies such as printers. The plan was prepared by the GAD Coordinator and Principal and recommends approval from the Chief Education Supervisor and Assistant Schools Division Superintendent.
OPCRF aligned with PD Priorities for SY 2020-2023Divine Dizon
This document is the Office Performance Commitment and Review Form (OPCRF) for the 2021-2022 school year for a school in Mabalacat City, Pampanga. The OPCRF outlines the key responsibilities and performance indicators for the school principal based on the Philippine Professional Standards for School Heads. It includes domains for leading strategically, managing school operations and resources, and developing others. Performance will be evaluated on factors such as developing the school improvement plan, monitoring and evaluation processes, financial management, and supporting the professional growth of teachers.
Trends, issues & concerns in school administration & supervisionchiriter
This document discusses trends, issues, and concerns in school administration and supervision in the Philippines. It identifies five key trends: 1) expansion of educational opportunities and services which will test administrators, 2) greater emphasis on educational planning to establish goals and priorities, 3) increasing democratization of school administration to be more inclusive, 4) greater reliance on research and scientific inquiry to solve educational problems, and 5) increased use of Philippine-oriented instructional materials to promote nationalism. Educational planning principles highlighted include linking education to national development goals and establishing long-term, cost-effective plans.
The Adopt-A-School Program, which started in 1998, was created to help generate investments and support to education outside the mainstream funding and the national budget. They are enjoined to support the schools in any of the following areas: infrastructure, health and nutrition, teaching skills development, computer and science lab equipment and learningsupport.
The document describes the Philippine national budget preparation process. It begins with the Department of Budget and Management issuing a budget call to agencies in December, providing parameters and guidelines. Agencies are now tasked with partnering with civil society organizations in preparing their proposals. For the first time, the 2013 budget will use a "bottom-up" approach, engaging grassroots communities in 300-400 poor municipalities. The proposals then go through technical hearings and executive review before being consolidated into a proposed national budget that is presented to the President and Cabinet for approval and submission to Congress.
School Improvement Plan aligned with MATATAG Agenda.pptxJoeyDinopol1
The document provides guidance on writing a School Improvement Plan (SIP) according to the SIP style guide. It outlines the required parts of the SIP, which include chapters on the DepEd vision, mission, and values; the school's current situation; the plan; and monitoring and evaluation. Each chapter contains details on the necessary content, such as documenting vision sharing activities, presenting data on the school's situation, identifying priority improvement areas, listing solutions to address root causes, and including project monitoring forms. Templates and annexes are referenced to help complete sections like the planning worksheet, annual implementation plan, and project work plan and budget matrix. A timeline at the end requires finalizing the SIP by August 14 and submitting it by August 31
Action plan on child protection policy 2021wena henorga
This document outlines the School Child Protection Policy Action Plan for Dulangan National High School for School Year 2021-2022. It details standards, activities, persons involved, budget sources, time frames, and means of verification to ensure the dissemination of information on child protection, responsible parenting, and the prevention of abuse and bullying. Key actions include seminars for teachers and parents, student orientations, updating child protection policies, coordination with government agencies, anti-bullying campaigns, and student education sessions on positive relationships and social-emotional skills. The plan was prepared by the School Guidance Advocate, noted by the Principal, and approved by the Division Child Protection Policy Chairman.
This document provides guidelines for the release, utilization, monitoring and reporting of program support funds for the pilot implementation of including Alternative Learning System (ALS) in School-Based Management for School Year 2020-2021 in the Philippines. It selects 100 pilot schools to receive funds to support ALS programs. The funds must be used for enhancing teaching and learning, improving school management, and strengthening resilience. It outlines the allocation of funds, monitoring process, and reporting requirements for proper use and accountability of funds.
This document provides guidelines for selecting senior high school technical, vocational, and livelihood (TVL) specializations in the Philippines. It outlines procedures for schools to identify TVL specializations by considering learner preferences, school capacity, and local and national development priorities. Schools will analyze enrollment data, conduct learner surveys, assess their resources, and review local economic plans and national strategic documents to determine the specializations that best meet these criteria. The resulting intersections between learner interests, school factors, and development goals will guide the specializations offered by each school.
This document outlines Republic Act No. 9155, which establishes a framework for governance in basic education in the Philippines. It renames the Department of Education, Culture and Sports to the Department of Education. It defines the roles and responsibilities of officials at the national, regional, division, district, and school levels to decentralize governance and empower local authorities. The act aims to promote access to quality basic education for all citizens.
This document is the annual Gender and Development (GAD) Plan and Budget for Balaoang National High School for fiscal year 2023. It identifies three key gender issues: 1) Lack of awareness among staff about GAD programs, which will be addressed through training; 2) Unsafe school facilities, which will be improved through repairs; and 3) Lack of office supplies during COVID-19, which will be addressed through procurement. The proposed budget totals 91,800 pesos and will come from the agency's GAD funds. Upon approval, the plan will be implemented under the School GAD Focal Point System to promote equitable services for male and female staff and students.
This document outlines guidelines for the direct release of Maintenance and Other Operating Expenses (MOOE) allocations to schools and implementing units by the Department of Budget and Management. It specifies that MOOE allocations will be directly deposited into Modified Disbursement Scheme sub-accounts of schools and units. Schools and units must maintain proper accounting of funds and submit liquidation reports. MOOE funds can be used to support school improvement plans but not for textbooks, furniture or equipment. Non-compliance will result in administrative penalties.
Vol5 LGU Budget And Expenditure Management Toolsrommer101
This document provides guidelines and tools for local governments in the Philippines for budget preparation, authorization, review, execution, and accountability. It discusses approaches for analyzing income and expenditure trends, formulating revenue estimates, setting expenditure ceilings, costing activities, and defining performance indicators. Forms and tables are provided for each stage of the budget process to guide analysis and ensure compliance with requirements.
Department of Education (RA 9155), DepEd Set Up, Educational Delivery Program...Mark Anthony Soratos
The document summarizes the organizational structure and history of the Philippine education system. It discusses that the Department of Education (DepEd) was established by law in 2001 (RA 9155) to govern basic education. It outlines the educational programs from pre-school to secondary levels and the implementing rules and regulations that define the roles of different administrative offices within DepEd. It also notes recent developments like the K-12 program and efforts to improve library and alternative learning resources.
The document summarizes how school financing is administered in the Philippines. It outlines the various sources of funding for different levels of education, including taxes, fees, and government appropriations. It also describes the procedures followed by local, provincial, and national governments in budgeting, approving, and expending funds for education. Key responsibilities include the national government primarily supporting elementary education, and jointly supporting secondary education with local governments.
The document analyzes the Maintenance and Other Operating Expenses (MOOE) allocations of elementary schools in Koronadal City Division from 2015-2017. It found that the largest allocations were for repairs (38%) and utilities/bills (38%), followed by office supplies (14%) and trainings (9%). Only 1% was allocated for school supplies for teachers and nothing for student activities or travel. The study aims to determine how MOOE funds are used and if they improve student welfare. 10 school principals will participate in a focus group discussion to provide perspectives on MOOE allocations.
This document discusses the importance of educational planning and provides guidance on how to plan effectively. It outlines a 6-stage process for planning: 1) environmental scanning and data collection, 2) setting objectives, 3) generating and selecting strategies, 4) translating strategies into operational plans, 5) implementing the plan, and 6) evaluating and modifying the plan. The planning process should be systematic, realistic, sustained, and revisited annually to ensure the school can adapt to changes. Effective planning helps set priorities, respond to community needs, improve teaching quality, and provide consistency of purpose and direction.
The document provides an overview and agenda for a 5-day training on strategic planning for DepEd units, including developing a vision, mission, objectives and performance indicators, as well as conducting environmental assessments and formulating strategic plans and action programs. The training will utilize various frameworks and approaches to strategic planning, including rational and adaptive models, and cover topics such as developing a vision and mission statements, setting objectives and key result areas, and conducting SWOT and environmental analyses. The overall goal is to improve participants' knowledge and skills for strategic planning to help their respective DepEd units develop strategic plans.
This document outlines an action plan by Pigsag-an Elementary School to implement effective child protection policies. It includes objectives to ensure child protection policies and procedures are established, that all stakeholders are aware of the policy, and that children's rights are respected. The plan consists of preparation activities like drafting the policy, consulting pupils on bullying, and informing the community. Implementation includes launching the policy at a Parents-Teachers Association Assembly. Monitoring will track bullying cases over time through anecdotal records to evaluate the effectiveness of the child protection efforts.
This document outlines the composition and functions of local school boards and local development councils in the Philippines according to the Local Government Code. It states that each province, city, and municipality must establish a local school board to oversee supplementary budgeting and other matters. It also requires each local government unit to have a development council composed of local officials and NGO representatives to formulate development plans. The executive committee of each development council is tasked to act on its behalf between full council meetings.
WORK AND FINANCIAL PLAN for GENDER AND DEVELOPMENT (GAD) 2023.docxJaveGeneDeAquino1
The document is a work and financial plan for the Gender and Development program at Balaoang National High School for fiscal year 2023. It allocates 70,400 pesos for junior high school projects including improving classroom pathways with materials like cement, blocks, sand, gravel and steel bars. It also allocates 21,400 pesos for senior high school office supplies such as printers. The plan was prepared by the GAD Coordinator and Principal and recommends approval from the Chief Education Supervisor and Assistant Schools Division Superintendent.
OPCRF aligned with PD Priorities for SY 2020-2023Divine Dizon
This document is the Office Performance Commitment and Review Form (OPCRF) for the 2021-2022 school year for a school in Mabalacat City, Pampanga. The OPCRF outlines the key responsibilities and performance indicators for the school principal based on the Philippine Professional Standards for School Heads. It includes domains for leading strategically, managing school operations and resources, and developing others. Performance will be evaluated on factors such as developing the school improvement plan, monitoring and evaluation processes, financial management, and supporting the professional growth of teachers.
Trends, issues & concerns in school administration & supervisionchiriter
This document discusses trends, issues, and concerns in school administration and supervision in the Philippines. It identifies five key trends: 1) expansion of educational opportunities and services which will test administrators, 2) greater emphasis on educational planning to establish goals and priorities, 3) increasing democratization of school administration to be more inclusive, 4) greater reliance on research and scientific inquiry to solve educational problems, and 5) increased use of Philippine-oriented instructional materials to promote nationalism. Educational planning principles highlighted include linking education to national development goals and establishing long-term, cost-effective plans.
The Adopt-A-School Program, which started in 1998, was created to help generate investments and support to education outside the mainstream funding and the national budget. They are enjoined to support the schools in any of the following areas: infrastructure, health and nutrition, teaching skills development, computer and science lab equipment and learningsupport.
The document describes the Philippine national budget preparation process. It begins with the Department of Budget and Management issuing a budget call to agencies in December, providing parameters and guidelines. Agencies are now tasked with partnering with civil society organizations in preparing their proposals. For the first time, the 2013 budget will use a "bottom-up" approach, engaging grassroots communities in 300-400 poor municipalities. The proposals then go through technical hearings and executive review before being consolidated into a proposed national budget that is presented to the President and Cabinet for approval and submission to Congress.
School Improvement Plan aligned with MATATAG Agenda.pptxJoeyDinopol1
The document provides guidance on writing a School Improvement Plan (SIP) according to the SIP style guide. It outlines the required parts of the SIP, which include chapters on the DepEd vision, mission, and values; the school's current situation; the plan; and monitoring and evaluation. Each chapter contains details on the necessary content, such as documenting vision sharing activities, presenting data on the school's situation, identifying priority improvement areas, listing solutions to address root causes, and including project monitoring forms. Templates and annexes are referenced to help complete sections like the planning worksheet, annual implementation plan, and project work plan and budget matrix. A timeline at the end requires finalizing the SIP by August 14 and submitting it by August 31
Action plan on child protection policy 2021wena henorga
This document outlines the School Child Protection Policy Action Plan for Dulangan National High School for School Year 2021-2022. It details standards, activities, persons involved, budget sources, time frames, and means of verification to ensure the dissemination of information on child protection, responsible parenting, and the prevention of abuse and bullying. Key actions include seminars for teachers and parents, student orientations, updating child protection policies, coordination with government agencies, anti-bullying campaigns, and student education sessions on positive relationships and social-emotional skills. The plan was prepared by the School Guidance Advocate, noted by the Principal, and approved by the Division Child Protection Policy Chairman.
This document provides guidelines for the release, utilization, monitoring and reporting of program support funds for the pilot implementation of including Alternative Learning System (ALS) in School-Based Management for School Year 2020-2021 in the Philippines. It selects 100 pilot schools to receive funds to support ALS programs. The funds must be used for enhancing teaching and learning, improving school management, and strengthening resilience. It outlines the allocation of funds, monitoring process, and reporting requirements for proper use and accountability of funds.
This document provides guidelines for selecting senior high school technical, vocational, and livelihood (TVL) specializations in the Philippines. It outlines procedures for schools to identify TVL specializations by considering learner preferences, school capacity, and local and national development priorities. Schools will analyze enrollment data, conduct learner surveys, assess their resources, and review local economic plans and national strategic documents to determine the specializations that best meet these criteria. The resulting intersections between learner interests, school factors, and development goals will guide the specializations offered by each school.
This document is the Local Control and Accountability Plan (LCAP) for McGill School of Success for the 2014-15 school year. It outlines the requirements for what an LCAP needs to include for goals and actions to support student outcomes for all students and subgroups. The LCAP must address the eight state priorities and any locally identified priorities. It provides introductory information about the purpose and requirements of an LCAP for different types of local educational agencies.
This document provides guidelines for the National Budget Call for Fiscal Year 2021 from the Department of Budget and Management of the Philippines. It outlines continued reforms to budgeting processes including cash budgeting and a treasury single account. It instructs agencies to submit budget proposals through an online system by specified deadlines, and provides guidance on tier 1 and tier 2 budget levels as well as expenditure management frameworks.
This document outlines policies and guidelines for implementing the Government Assistance to Students and Teachers in Private Education (GASTPE) program for the 2015-2016 school year. Key points include:
- GASTPE aims to improve access to quality junior high school education through financial assistance to students in private schools. It also helps reduce overcrowding in public schools.
- The Education Service Contracting (ESC) program provides grants to students for up to 4 years of junior high school. The Teacher Salary Subsidy (TSS) provides grants to teachers in participating private schools.
- The Private Education Assistance Committee (PEAC) manages GASTPE implementation under contract with the Department of Education (DepEd).
This document outlines the school calendar and activities for the 2020-2021 school year in light of the COVID-19 pandemic. It announces that the school year will begin on August 24, 2020 and end on April 30, 2021, consisting of 203 class days including Saturday classes. School opening will depend on risk levels and physical distancing guidelines in each locality. Private schools may open earlier but must submit health and learning continuity plans for review. Guidelines are provided for implementing the adjusted calendar and conducting curricular and co-curricular activities while ensuring health and safety.
Finance and Administration ensure the efficiency to support the organization as a whole to focus on its core business and thus attain its targets through the provision of finance and administrative services.
This document outlines DepEd Order No. 15 s. 2020 which provides supplementary guidelines for schools on managing and using Maintenance and Other Operating Expenses (MOOE) allocation to support the implementation of the Basic Education Learning Continuity Plan during the COVID-19 pandemic. It defines MOOE expenditure categories and permissible uses of MOOE funds based on the approved School Improvement Plan. It also specifies reporting requirements for principals/school heads on sources and uses of school funds to promote transparency and accountability.
The document reports on Remote Instruction Plans submitted by all 325 public school units in North Carolina to the state legislature, which outline how each unit will provide quality remote instruction during the 2020-2021 school year, including online and offline resources, staff roles, supporting student connectivity and needs, tracking attendance, and addressing limitations. While plans varied in comprehensiveness, all units addressed the required components and demonstrated commitment to meeting student and community needs during the COVID-19 pandemic.
The document allocates $248 million in funding over 2 years to support various education recovery initiatives in North Carolina. Major allocations include $50 million for after-school enrichment programs, $19 million each for low-performing district support and mastery-based learning programs, and $30 million for high-impact tutoring initiatives. An additional $25 million fund is reserved for flexible spending to address emerging needs.
The document provides guidelines for the National Budget Call for Fiscal Year 2022. It discusses the continued implementation of budget reforms such as the transition to an annual Cash Budgeting System and consolidation of government funds into a Treasury Single Account. It notes the Supreme Court ruling on the Mandanas-Garcia petitions will substantially increase funds for Local Government Units beginning in 2022. Agencies are instructed to focus on policy development and oversight of devolved services, and consider cost-sharing arrangements with LGUs. Submission requirements and deadlines for the budget proposals are also outlined.
1. The document discusses several initiatives to integrate different education management information systems in use in the country and improve the collection and processing of education data.
2. Plans are outlined to enhance education planning and budgeting processes through developing improved formats for situation analyses, data maps, and education plans at the school, district, and provincial levels.
3. Capacity building for education planners is mentioned to allow better use of data in planning as well as incorporating expenditure information to identify financial requirements.
This document discusses several topics related to the implementation of California's Local Control Funding Formula (LCFF):
1) It outlines the key components and funding targets of the LCFF, including base grants, grade span adjustments, supplemental and concentration grants.
2) It provides details on the calculation of LCFF funding targets and how funding increases will be applied each year to close the gap between current spending and full LCFF funding levels.
3) It discusses requirements for expending supplemental and concentration grant funds, including minimum proportionality percentages and allowable uses of funds on a district-wide or school-wide basis.
4) It summarizes the development and approval process for the Local Control and Account
The document outlines the guidelines for the Junior Distance Education Program - Technical Vocational Livelihood (JDVP-TVL) partnership program for SY 2021-2022. It details the requirements and process for private schools and technical vocational institutions to become JDVP-TVL partners, including submitting an application with necessary documents. It also describes the roles and responsibilities of partners, participating public senior high schools, as well as the regional and division offices in implementing the program, issuing vouchers to student beneficiaries, and financial arrangements for partner payment.
Schoo Plant and The Instructional SupervisorsIyah Alexander
The document outlines the functions and responsibilities of various stakeholders involved in the management and administration of educational facilities in the Philippines. It discusses the roles of the Physical Facilities and Schools Engineering Division, Regional Directors, School Superintendents, District Supervisors, Principals, and other groups such as Regional/Division Physical Facilities Coordinators, School Governing Councils, PTAs, and Local School Boards. It also provides details on the requirements and procedures for establishing new schools, separating school annexes, integrating schools, and renaming schools. Finally, it describes allowable uses of school facilities and properties, including for civil service exams, literacy activities, elections, religious instruction, civic activities, and as evacuation centers during
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2. Joint Circular (JC)
No. 1, s. 2017
DEPARTMENT OF EDUCATION (DEPED)
DEPARTMENT OF BUDGET AND MANAGEMENT (DBM)
DEPARTMENT OF THE INTERIOR AND LOCAL GOVERNMENT
(DILG)
REVISED GUIDELINES ON THE USE OF
THE SPECIAL EDUCATION FUND
(SEF)
3. Outline of Presentation
1. Background
2. Purpose
3. Legal Bases on the Use of the SEF
4. Allowable Expenses Chargeable
Against the SEF
5. Planning and Budgeting for the SEF
6. Monitoring, Transparency and
Accountability in the Allocation and
Utilization of the SEF
7. Issues for Resolution
4. 1.0 Background
Under Republic Act (RA) No. 7160 (Local
Government Code [LGC] of 1991),
a province or city, or a municipality within the
Metropolitan Manila Area, may levy and collect an
annual tax of one percent (1%) on the assessed
value of real property in addition to the basic real
property tax. The additional 1% tax
on real property collected in the province is shared
equally by the province and the municipality within
its territorial jurisdiction. On the other hand, cities
keep all of their collection. The proceeds from this
special levy accrue to the SEF and are automatically
released to the LSB,s.
5. The SEF provides the source of funds for
the supplementary annual budgetary
needs for the operation and maintenance
of public schools within the province, city,
or municipality through an annual SEF
Budget. The formulation, approval, and
utilization of the SEF Budget are the
responsibility of the individual LSB in
each province, city or municipality.
6. Previous circulars jointly issued by the DepEd,
DBM, and DILG provide the general guidelines on
the use of the SEF in implementation of RA No.
7160.
Given the observed practices in the utilization of
the SEF and current developments in the basic
education sub-sector, particularly the K to 12 and
early childhood care and development (ECCD)
programs, there is a need to reiterate and refocus
the policies on the use of the SEE to better support
the
supplementary budgetary needs of schools' and
learning centers.
7. 2.0 Purpose
O To update the policies and guidelines
contained in previous JCs of the DepEd, DBM,
and DILG (JC No. 1 S. 1998, JC No. 1-A s.
2000, JC No. 1-B s. 2001 and JC No. 4 s.
2001) on the use and purpose of the SEF as
provided under RA No. 7160 and its
Implementing Rules and Regulations (IRR);
and
8. O To ensure a more strategic and efficient
utilization of resources for priority programs
and projects which would complement, as
well as reinforce, the budgeting priorities at
the different levels of decision making.
Purpose
9. 3.0 Legal Bases on the Use of the
SEF
Section 272 of RA No. 7160 provides that the
SEF shall be allocated to the following:
3.1.1 Operation and maintenance of public
schools;
3.1.2 Construction and repair of school buildings;
3.1.3 Facilities and equipment;
3.1.4 Educational research:
3.1.5 Purchase of books and periodicals: and
3.1.6 Sports development.
10. O Further, Section 100 (c) of the same law
provides that the annual school
board budget shall give priority to the following:
3.3.1 Construction, repair, and maintenance of
school buildings and other facilities of public
elementary and secondary schools;
3.3.2 Establishment and maintenance of
extension classes where necessary; and
3.3.3 Sports activities at the division, district,
municipal, and barangay levels
Legal Bases on the Use of the SEF
11. O Section 7 (b) of RA No. 10410, otherwise
known as the "Early Years Act of 2013",
provides that LGUs shall include
allocations from their SEF for the ECCD
Program.
Legal Bases on the Use of the SEF
12. 4.0 Allowable Expenses Chargeable Against
the SEF
4.1.1 Operation and maintenance of public
schools:
O 4.1.1.1 Payment of compensation/allowances of teachers
locallyhired in elementary and secondary schools
identified to have shortages per the teacher deployment
analysis of
DepEd; the rates of compensation/allowances shall be
determined by the LSB based on funds available, but not
to exceed the salary schedule being implemented by the
local government unit (LGU) concerned: Provided, that
for the purpose of hiring teachers chargeable against the
SEF, the LSB in each province, city or municipality shall
utilize the list found in the Registry of Qualified Applicants
(RQA)7;
13. O 4.1.1.2 Payment of salaries/wages of utility
workers and security guards hired in public
elementary and secondary schools which
have not been provided such position in the
DepEd budget; and
O 4.1.1.3 Payment of expenses pertaining to
the operation of schools, which may include
utilities and communication expenses.
4.0 Allowable Expenses Chargeable Against
the SEF
14. O 4.1.2 Construction and repair of
school buildings:
4.1.2.1 Construction, repair and
maintenance of school buildings and other
facilities for public elementary and secondary
schools, which are deemed to have shortage of
classrooms or of other facilities, as the case may
be, per DepEd classroom deployment analysis,
subject to existing standards/specifications set by
DepEd and/or Department of Public Works and
Highways; furthermore, this item shall be given
priority in the SEE Budget; and
4.1.2.2 Acquisition and titling of school sites.
4.0 Allowable Expenses Chargeable Against
the SEF
15. O 4.1.3 Facilities and equipment:
4.1.3.1 Acquisition of laboratory, technical and
similar apparatus,
and information technology equipment and
corollary
supporting services (e.g. internet connection,
maintenance, etc.), subject to the prevailing
requirements
and specifications set by the DepEd.
4.0 Allowable Expenses Chargeable Against
the SEF
16. O 4.1.4 Educational research:
4.1.4.1 Educational research other than the
research subject areas funded in the DepEd
budget, subject to the prevailing policies and
guidelines of the DepEd.
4.0 Allowable Expenses Chargeable Against
the SEF
17. O 4.1.5 Purchase of books and periodicals:
4.1.5.1 Purchase of library books and
periodicals for the libraries of the different
elementary and secondary schools in the
province, city, and municipality, and purchase
of instructional materials, workbooks and
textbooks needed by public elementary and
secondary schools, subject to the prevailing
policies and guidelines of the DepEd.
4.0 Allowable Expenses Chargeable Against
the SEF
18. • 4.1.6 Sports development:
4.1.6.1 Expenses for school sports activities at
the national,regional, division, district, municipal
and barangay levels, as well as for other
DepEd related activities, subject to the
prevailing requirements and specifications set
by the
DepEd.
4.0 Allowable Expenses Chargeable Against
the SEF
19. O 4.1.7 Funding for the ECCD Program, particularly for the
following
purposes:
4.1.7.1 Direct services related to the implementation of the
ECCD program, such as salaries/allowances of locally hired
Child Development Teachers and/or Day Care
Workers, etc.;
4.1.7.2 Organization and support of parent cooperatives to
establish community-based ECCD programs;
4.1.7.3 Provision of counterpart funds for the continuing
professional development of ECCD public service
providers;
4.1.7.4 Provision of facilities for the conduct of the ECCD
Program; and
4.1.7.5 Payment of expenses pertaining to the operations of
National Child Development Centers, including, but not
limited to, utilities (i.e. electricity and water expenses) and
communication (i.e. telephone expenses).
4.0 Allowable Expenses Chargeable Against
the SEF
20. 5.0 Planning and Budgeting for the SEF
O 5.1 The LSB shall formulate a three-year program indicating strategic
prioritization policies in the allocation of the SEF to schools taking into
consideration equitable sharing, priority needs and such factors as
enrollment ratio, distance of the schools, performance, drop-out rate, and
location of schools, as well as the goals and objectives of the LGU's
Comprehensive Development Plan (CDP), and the expenditures,
programs, projects and activities in the LGU's Local Development
Investment Program (LDIP) prior to the formulation and preparation of its
Annual Budget for the incoming year. It is understood that the DepEd
representative to the LSB shall be responsible for coordinating
municipal/city school plans with that of the province and ensuring that the
School Improvement Plan (SIP) and the Division Education Development
Plan (DEDP) are formulated collaboratively with the stakeholders in the
community.
21. O 5.2 The LSB in each province, city, or
municipality shall be responsible for the
preparation and approval of the annual
budgetary requirements of
the public schools based on the DepEd-
approved SIP and DEDP in the
implementation of ECCD Program,
kindergarten, elementary and
secondary, formal and non-formal education
programs, chargeable to their respective
SEFs.
5.0 Planning and Budgeting for the SEF
22. O 5.2.1 All expenditure items to be included in the
SEE Budget shall be among those provided
under Section 4.0 hereof and contained in the
approved SIP and DEDP.
O 5.2.2 The SEF Budget shall be presented by
program, activity and project (P/NP), by
allotment class and per school using SEF
Budget Preparation Form No. 1 (Annex A).
5.0 Planning and Budgeting for the SEF
23. O 5.2.3 The provincial SEF Budget shall, as much
as possible, fill the funding gap in the needs of
all the public schools covered by the province.
O 5.2.4 The corollary budget allocation shall be
complementary to the budget of the national
programs.
5.0 Planning and Budgeting for the SEF
24. O 5.3 The LSB shall consider the following in the
preparation of the SEF Budget:
5.3.1 Recommendation of the DepEd PSDS and
SDS as well as the priorities indicated in the SIPs
and DEDPs vis-a-vis the information from the
DepEd Regional Office (RO) on the allocation of
each
school from the National Budget for the current
year and the ensuing year as contained in the
National Expenditure Program;
5.0 Planning and Budgeting for the SEF
25. O 5.3.2 The report of the school heads on the state
of education at the start of every school year,
which will provide an annual progress report on
the SIP and cover, among others, the basic
education performance indicators and audited
financial reports of his/her school, including
funds it received during the previous school year
from national, local, and community-based
sources, as well as the disposition of these
funds; and
O 5.3.3 The relevant expenditures, P/NPs of the
current LDIP and Annual Investment Program of
the LGU.
5.0 Planning and Budgeting for the SEF
26. O 5.4 The approval of the SEF Budget shall be
through an LSB Resolution,
signed by the Chair and Co-Chair and majority
of all its members,
pursuant to Section 100 (b) of RA No. 7160.
O 5.5 The preparation and approval of the SEF
Budget for the ensuing year
shall be guided by the following schedule of
activities:
5.0 Planning and Budgeting for the SEF
27.
28.
29.
30. 6.0 Monitoring, Transparency and Accountability in the
Allocation and Utilization of the SEF
O 6.1 To promote and enhance transparency and accountability in the
allocation and utilization of the SEF, the parties concerned shall comply
with the following:
31. O 6.2 It is understood that the utilization and
disbursement of the SEF shall be
in accordance with existing budgeting,
accounting, and auditing rules
and regulations.
O 6.3 Procurement charged to SEE shall follow
the rules and procedures under
RA No. 9184 (Government Procurement Reform
Act), its IRR and
Government Procurement Policy Board
guidelines.
6.0 Monitoring, Transparency and Accountability in the
Allocation and Utilization of the SEF
32. 7.0 Issues for
Resolution
O Interpretation of the provisions in this JC,
including cases not covered herein shall
be referred to the DepEd — Central Office
for final resolution by the DepEd, DBM
and DILG.