This document summarizes the objectives, strategies and activities of several projects aimed at achieving intermediate outcomes related to access, quality, and rights-based education in the Philippines. The projects seek to improve learner retention, transition between school levels, and skills acquisition, as well as ensure safe, inclusive learning for all. Key strategies include aligning curriculum with learning standards, strengthening teacher competencies, enhancing assessment systems, and protecting education investments from natural disasters.

1. DepEd Intermediate
Outcomes
School Intervention General Objectives
(from Project Workplan)
Strategies
(from BEDP)
Intermediate Outcome 1: All school-age children, OSC, OSY, and adults accessed relevant basic learning opportunities.
IOI. 2- All learners will stay
in school and finish key
stage
1. Conduct a needs assessment to identify barriers to access and quality
education for indigenous learners.
2. Establish partnerships with local community organizations, government
agencies, and NGOs to improve infrastructure, facilities, and resources in the
school.
3. Provide scholarships, grants, and financial assistance programs to
economically disadvantaged students.
4. Develop and implement culturally responsive and inclusive teaching
practices to ensure the learning environment caters to the needs of indigenous
learners.
5. Promote a positive school culture that values diversity, inclusion, and respect
for indigenous cultures and traditions.
Project CARE-LEAP (Creating Access
and Retention for Learners to
Ensure Academic Progress)
 Ensure that all learners stay in
school and finish key stages.
 Facilitate successful transitions of
learners to the next key stage.
 Provide access to relevant basic
education opportunities for out-
of-school children and youth.
Strategy 2: Improve
learners’ access to
quality and learner-
friendly
environment
1. Implement a comprehensive student support system that includes
counseling services, mentoring programs, and academic support for struggling
learners.
2. Conduct regular monitoring and tracking of student attendance and
academic progress to identify students at risk of dropping out.
3. Provide personalized interventions, such as tutoring and remedial classes,
for students who are struggling academically.
4. Offer co-curricular and extracurricular activities that promote student
engagement and enhance their sense of belonging in the school community.
5. Collaborate with parents, guardians, and community leaders to create a
supportive network that encourages and supports students' educational
journey.
Strategy 3: Improve
capacity to retain
learners in schools
IO1. 3 All learners
transition to the next key
stage
1. Establish a comprehensive career guidance and counseling program to help
students make informed decisions about their educational and career
pathways.
2. Strengthen collaboration with feeder schools to ensure a smooth transition
from primary to secondary education.
3. Provide orientation programs for students and their families to familiarize
them with the expectations and opportunities at the next key stage.
4. Offer bridging programs or remedial courses to address any learning gaps
and facilitate a successful transition.
Regularly assess and review the curriculum and teaching methods to align with
the needs and expectations of the next key stage.
Strategy 4: Improve
strategies to ensure
learners’ continuity
to next stage

2. IO1. 4 All out-of-school
school children and youth
participate in and
complete formal and non-
formal basic education
learning opportunities
1. Conduct a community-wide campaign to raise awareness about the
importance of education and the available learning opportunities for out-of-
school children and youth.
2. Collaborate with local government units and community organizations to
identify and locate out-of-school children and youth in the area.
3. Develop flexible and inclusive learning programs, including alternative
learning systems and distance education, to cater to the diverse needs and
circumstances of out-of-school children and youth.
4. Provide support services such as transportation, learning materials, and
nutritional assistance to enable access and participation in learning
opportunities.
5. Establish a monitoring and evaluation system to track the progress and
completion of out-of-school children and youth in their educational journey.
Strategy 5:
Strengthen
mechanisms for
providing access to
relevant basic
opportunities for
OSC, OSY and OS
Intermediate Outcome 2: School-age children and youth, and adults in situations of disadvantage benefited from appropriate equity initiatives.
IO2. 1- All school-age
children and youth and
adults in situations of
disadvantage are
participating in basic
learning opportunities and
receiving appropriate
quality education
1. Establish a dedicated committee responsible for program management and
service delivery, comprising representatives from the school administration,
teachers, parents, and local community leaders.
2. Conduct regular needs assessments to identify specific challenges and
barriers faced by disadvantaged individuals in accessing education.
3. Develop a comprehensive action plan with measurable targets and timelines
to address identified issues.
4. Strengthen coordination and collaboration with local government units,
NGOs, and community-based organizations to enhance support services.
Project IMPACT-EDU: Inclusive and
Empowering Education for
Disadvantaged Communities in
Talakag National High School
 To improve program
management and service
delivery in Talakag National High
School, ensuring equitable
access to education for
disadvantaged individuals.
 To provide an inclusive,
effective, culturally responsive,
gender-sensitive, and safe
learning environment for all
students, particularly those in
situations of disadvantage.
 To enhance the curriculum and
learning delivery by
incorporating gender-sensitive,
contextualized content and
fostering 21st-century skills.
Strategy 1: Improve
program
management and
service delivery
1. Conduct training programs for teachers and staff to promote inclusive and
culturally responsive teaching practices.
2. Establish support systems and mechanisms (e.g., guidance counseling, peer
mentoring) to address the specific needs of disadvantaged students and ensure
their well-being.
3. Create safe spaces within the school environment that foster respect,
diversity, and inclusivity.
4. Implement gender-sensitive policies and practices that promote equal
opportunities for all students.
Strategy 2: Provide
an inclusive,
effective, culturally
responsive, gender-
sensitive, and safe
learning
environment to
respond to the
situations
of disadvantage.
1. Review and revise the existing curriculum to incorporate local culture,
traditions, and indigenous knowledge.
2. Develop teaching materials and resources that are accessible and relevant to
the local context.
Strategy 3: Improve
gender-sensitive
contextualized
curriculum and
learning deliver

3. 3. Provide professional development opportunities for teachers to enhance
their skills in delivering a gender-sensitive and contextualized curriculum.
 To strengthen the availability
and accessibility of learning
resources through collaboration
with the Department of
Education (DepEd) and other
stakeholders.
1. Collaborate with the Department of Education (DepEd) and other
stakeholders to ensure the availability of digital learning resources for
disadvantaged students.
2. Establish a resource center within the school premises equipped with
computers, internet connectivity, and a wide range of educational materials.
3. Train teachers, students, and community members on how to effectively use
digital platforms and resources for learning.
4. Foster partnerships with private organizations, NGOs, and philanthropic
institutions to secure additional resources and support for educational
initiatives.
Strategy 4: Enhance
DepEd platforms for
learning resources
Intermediate Outcome 3: 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.
IO3. 3- Learners attain
Stage 3 (Grade 7-10)
Learning Standards of
Literacy and Numeracy
Skills and Apply 21st
Century Skills to Various
Situations
IO3. 4- Learners attain
Stage 4 (Grades 11-12)
Learning Standards
Equipped with Knowledge
and 21st
Century
Competencies Developed
in their Chosen Core,
Applied and Specialized
SHS tracks
1. Review and update the curriculum to align with the Stage 3 Learning
Standards, incorporating indigenous knowledge and values where appropriate.
2. Implement learner-centered and inquiry-based instructional methods that
promote critical thinking, problem-solving, collaboration, and communication
skills.
3. Incorporate digital literacy and information literacy skills into the curriculum
to prepare students for the digital age.
4. Review and update the Senior High School (SHS) curriculum to align with
Stage 4 Learning Standards and the requirements of the chosen tracks (e.g.,
Academic and Technical-Vocational-Livelihood).
5. Provide opportunities for interdisciplinary learning and project-based
approaches that integrate core subjects and 21st-century competencies.
Project ELEVATE (Empowering
Learners with Enhanced Value,
Achievements, and Transformative
Education)
To enable learners to attain Stage
3 (Grade 7-10) Learning Standards
of Literacy and Numeracy Skills
and apply 21st-century skills to
various situations.
To equip learners with knowledge
and 21st-century competencies
developed in their chosen core,
applied, and specialized senior
high school tracks aligned with
Stage 4 (Grades 11-12) Learning
Standards.
To align curriculum and instruction
methods across all subjects.
To strengthen the competence of
teachers and instructional leaders
Strategy 1: Align
curriculum and
instruction methods
in all subjects
1. Provide professional development opportunities for teachers to enhance
their knowledge and skills in delivering 21st-century teaching strategies.
2. Establish a mentorship program where experienced teachers support and
guide new teachers in implementing effective instructional practices.
3. Conduct regular teacher evaluations and provide constructive feedback to
improve teaching quality.
4. Offer specialized training programs and workshops for SHS teachers to
enhance their subject expertise and pedagogical skills.
5. Encourage collaboration among teachers from different tracks to share best
practices and innovative teaching methods.
Strategy 2:
Strengthen
competence of
teachers and
instructional leaders
on curriculum,
instruction, and
assessment

4. 6. Provide opportunities for teachers to attend seminars and conferences to
stay updated on the latest trends and advancements in their respective fields.
on curriculum, instruction, and
assessment.
To assess learning outcomes at
each key stage transition and for
learners facing disadvantageous
situations.
To align resource provision with
key stage learning standards.
To foster meaningful consultations
on curriculum, instruction, and
assessment with stakeholders,
including indigenous community
leaders.
Project EXCEL
 To address learning gaps in
science by providing interactive
performance tasks aligned with
the science curriculum.
 To create a science centrum
exhibit that showcases
students' performance task
outputs and promotes
understanding of scientific
concepts.
 To empower students by
assigning them as explainers for
the science centrum exhibit,
enhancing their communication
and presentation skills.
 To foster peer teaching and
knowledge sharing through
quarterly symposiums that
showcase students' prowess in
science
1. Develop a comprehensive assessment system that includes formative and
summative assessments aligned with the Stage 3 Learning Standards.
2. Implement differentiated assessments to cater to the needs of learners with
diverse backgrounds, including those from disadvantaged situations.
3. Use assessment data to identify areas of improvement, provide targeted
interventions, and monitor student progress.
4. Implement a comprehensive assessment framework that aligns with Stage 4
Learning Standards and assesses students' competency in their chosen tracks.
5. Develop alternative assessment methods, such as performance-based
assessments, portfolio assessments, and authentic assessments, to evaluate
students' application of knowledge and skills.
6. Establish support systems, including remedial programs and counseling
services, to assist students facing difficulties in their chosen tracks.
Strategy 3: Assess
learning outcomes
at each key stage
transition and for
learners in situation
of disadvantage
1. Allocate resources, such as textbooks, learning materials, and technological
tools, based on the needs of each key stage and the learning standards.
2. Establish a resource center that provides access to digital resources, online
learning platforms, and libraries to support student learning.
3. Collaborate with community organizations and stakeholders to secure
additional resources and support for students in need.
4. Allocate resources to support specialized learning facilities, equipment, and
materials required for each SHS track.
5. Foster partnerships with local industries, businesses, and higher education
institutions to provide real-world experiences, internships, and mentorship
opportunities for students.
6. Seek grants and sponsorships to fund scholarships and financial aid
programs for students who demonstrate exceptional talent and potential.
Strategy 4: Align
resource provision
with key
stage learning
standards
1. Foster regular communication and collaboration among teachers,
instructional leaders, parents, and community members to ensure shared goals
and expectations.
2. Conduct surveys, focus group discussions, and feedback sessions to gather
input and suggestions for continuous improvement.
3. Create a platform for dialogue and engagement between the school and
indigenous community leaders to promote cultural understanding and
integration.
Strategy 5:
Strengthen
consultations on
curriculum,
instruction, and
assessment

5. 4. Establish regular communication channels, such as parent-teacher meetings,
to ensure alignment between the school, parents, and students in the choice of
tracks and career pathways.
5. Engage local industries, community leaders, and experts in curriculum
planning and implementation to ensure the relevance and responsiveness of
the SHS program to the needs of the community.
6. Create platforms for student feedback and involvement in decision-making
processes related to their learning experiences and future aspirations.
Project SAIL (Strands Advancement
and Industry Linkages) HUMSS
SAIL, ABM SAIL, STEM SAIL,
COOKERY SAIL, SMAW SAIL
 To enhance the acquisition of
21st century skills among senior
high school students.
 To establish strong linkages
between the academic
curriculum and industry
requirements.
 To provide students with
opportunities for practical
application of their knowledge
and skills.
 To promote career awareness
and readiness among students.
 To foster an innovative and
entrepreneurial mindset among
students.
Intermediate Outcome 4: Learners are resilient and know their rights and have the life skills to protect themselves and claim their education rights from DepEd and
other duty-bearers to promote learners’ well- being.
IO4.1 Learners are served
by a Department that
adheres to a rights-based
education framework at all
levels
1. Establish a dedicated committee within the school to review and revise
existing policies and develop new policies that prioritize children's and learners'
rights.
2. Conduct regular training and capacity-building workshops for school
administrators, teachers, and staff to raise awareness and understanding of
children's and learners' rights.
3. Ensure that learners' rights are incorporated into the school's curriculum
across all grade levels.
Project RESILIENT: Reinforcing
Education for Sustainable
Indigenous Learners in Talakag
 To integrate a rights-based
education framework into all
levels of Talakag National High
School, ensuring learners are
aware of their rights and can
protect themselves.
 To enhance learners' safety and
protection from natural and
human-induced hazards,
Strategy 1: Integrate
children’s and
learners’ rights in
the design of all
DepEd policies,
plans, programs,
projects, processes
and systems
1. Organize regular community forums, workshops, and dialogues to raise
awareness among parents, community leaders, and stakeholders about
children's and learners' rights.
2. Collaborate with local government units, NGOs, and community
organizations to develop initiatives that promote children's and learners' rights.
Strategy 2: Integrate
children’s and
learners’ rights in
the design of all
DepEd policies,
plans, programs,

6. 3. Establish a student-led council or organization that advocates for children's
and learners' rights within the school and the wider community.
enabling them to respond
effectively to emergencies.
 To foster learners' physical,
mental, and emotional fortitude,
equipping them with the
necessary skills to cope with
various challenges in life.
 To equip learners with 21st-
century skills, including critical
thinking, communication,
collaboration, and socio-
emotional skills.
projects, processes
and systems
IO4. 2 Learners are safe
and protected, and can
protect themselves from
risks and impacts from
natural and human-
induced hazards.
1. Develop and implement a comprehensive disaster risk reduction and
management plan that includes regular drills and emergency response
protocols.
2. Upgrade and maintain the school's infrastructure to withstand natural
hazards, such as earthquakes, typhoons, and floods.
3. Provide training to teachers and staff on first aid, emergency response, and
psychological support to ensure a safe and secure learning environment.
Strategy 3: Protect
learners and
personnel from
death, injury, and
harm brought by
natural and human-
induced hazards
1. Establish alternative learning arrangements, such as distance learning
platforms, to continue education during times of crisis or school closures.
2. Develop a system for monitoring and tracking the progress of learners during
emergency situations to ensure they receive appropriate support and
resources.
3. Collaborate with local government units and relevant organizations to
provide immediate assistance and relief to affected learners and their families.
Strategy 4: Ensure
learning continuity
in the aftermath of a
disaster or
emergency
1. Advocate for increased funding and resources for school infrastructure
development and maintenance.
2. Collaborate with local authorities to conduct regular inspections and
assessments of school buildings and facilities to identify and address potential
hazards.
3. Establish partnerships with relevant agencies and organizations to enhance
disaster preparedness and response capabilities.
Strategy 5: Protect
education
investments from
the impacts of
natural and human-
induced hazards
IO4. 3 Learners have the
basic physical, mental, and
emotional fortitude to
cope with various
challenges in life
1. Establish a school health center equipped with trained medical personnel to
provide primary healthcare services, including regular health check-ups,
vaccinations, and health education.
2. Collaborate with local health agencies and organizations to conduct health
and nutrition programs targeting learners and their families.
3. Implement a school feeding program that ensures learners have access to
nutritious meals during school hours.
Strategy 6: Provide
learners with basic
health and nutrition
services
1. Integrate mental health education and support services into the school
curriculum, including awareness campaigns, counseling services, and stress
management programs.
2. Train teachers and staff in identifying signs of mental health issues and
providing appropriate support and referrals.
3. Foster a supportive and inclusive school environment that promotes positive
relationships and emotional well-being among learners.
Strategy 7: Nurture
and protect
learners’ mental and
psychosocial health

7. 1. Offer a comprehensive physical education program that includes sports,
fitness activities, and healthy lifestyle education.
2. Integrate social-emotional learning (SEL) into the curriculum, focusing on
self-awareness, self-management, social awareness, relationship skills, and
responsible decision-making.
3. Provide opportunities for learners to engage in community service,
leadership development, and extracurricular activities that promote teamwork,
empathy, and critical thinking.
Strategy 8: Promote
learners’ physical
and socio-emotional
skills development
Enabling Mechanism: Modern, efficient, and resilient governance and management processes.
Enabling Mechanism 1.
Education leaders and
managers practice
participative, ethical and
inclusive management
processes
Project EMERGE (Efficient
Management for Effective
Governance and Education)
 Enhance governance structures:
Strengthen the existing
governance structures within
TNHS to ensure efficient
decision-making,
accountability, and
transparency at all levels. This
includes education leaders and
managers practicing
participative, ethical, and
inclusive management
processes.
 Streamline management
processes: Implement modern
and efficient management
processes to streamline
administrative tasks, optimize
resource allocation, and
improve overall operational
efficiency. This involves
improving and modernizing
internal systems and processes
for a responsive and efficient
Enabling Mechanism 2.
Ensure all
personnel in all
governance levels are
sufficient, resilient,
competent, and
continuously improving
Enabling Mechanism 3.
Ideal learning environment
and adequate learning
resources for learners
ensured
Enabling Mechanism 4.
Improve and modernize
internal systems and
processes for a responsive
and efficient delivery of
basic education services
Enabling Mechanism 5.
Strengthen active
collaboration with key
stakeholders

8. Enabling Mechanism 6.
Enhance and strengthen
public and private
education
complementarity
delivery of basic education
services.
 Build a conducive learning
environment: Ensure an ideal
learning environment and
adequate learning resources
for learners, promoting their
holistic development and
academic success.
 Strengthen collaboration with
stakeholders: Actively
collaborate with key
stakeholders, including public
and private entities, to
enhance and strengthen
education complementarity.