This document contains a school improvement plan for a learning institution. It identifies several priority improvement areas across four pillars: access, equity, quality, and resiliency/well-being. For each area, it outlines general objectives, root causes, and timeframes for addressing the root causes between 2023 and 2025. It also includes enabling mechanisms to support the plan's implementation, such as ensuring ideal learning environments and collaboration with stakeholders. The plan aims to improve various outcomes for learners, such as enrolment rates, completion rates, and attainment of learning standards.
This document provides Tapalan Elementary School's Basic Education Learning Recovery and Continuity Plan for SY 2022-2023. It aims to recover any learning loss from school closures during the COVID-19 pandemic. The plan identifies goals in reading fluency, writing, and reading comprehension. It also includes a dashboard of student and teacher profiles, gap analyses of access, equity, and quality indicators, and programs to address gaps in learning recovery, inclusive education, and building literacy, numeracy and 21st century skills. The plan outlines activities, timelines, targets, and resources to achieve improved education outcomes for all students.
This document contains data and performance targets for DepEd Zambales across several key areas:
- Reading proficiency data from pre-Covid shows many students reading below grade level. Enrollment increased across programs but declined in some grades and programs.
- Efficiency indicators like promotion and completion rates increased from 2018-2021 while dropout and repetition decreased.
- Access targets forecast steady increases in net enrollment and completion rates for JHS and SHS through 2025.
- Quality targets predict increases in proficiency levels at Key Stages 3 and 4 through 2025.
- Resiliency targets aim for 100% achievement across indicators of rights, preparedness, and safety through 2030.
The Balanti-an Elementary School Basic Education-Learning Continuity and Recovery Plan outlines strategies to address learning losses from the pandemic. It details (1) accomplishments from the previous school year including enrolment data and effective practices, (2) issues identified such as learning gaps and facility needs, and (3) the operational plan for the upcoming school year focusing on learning recovery, health and safety, teacher professional development, and stakeholder partnerships to support academic success. Monitoring and evaluation mechanisms are in place to track progress and make adjustments to the plan.
The document outlines the Division of Negros Occidental's plan to implement the Basic Education Learning Recovery and Continuity Plan (BE-LRCP) for School Year 2022-2023. It focuses on three key areas: learning remediation and intervention, socio-emotional well-being, and teacher professional development. Specific strategies include strengthening teachers' capacity to contextualize learning resources, ensuring localized delivery of education, and assessing learning outcomes to identify and address learning gaps among students. Challenges in operationalizing the plan such as internet connectivity issues and limited teaching resources are also discussed.
Imbiao Integrated School serves 260 students despite its remote location. While internet connectivity is limited, over 80% of students have smartphones and learn via printed modules distributed by teachers since parents strongly support their children's education. A survey found most students prefer modular learning, while the school implemented a blended model of modular and online learning. Analysis of assessment results showed parental involvement helped improve students' grades. Literacy assessments found most students performing at basic levels, so the school provided interventions like reading materials and videos to enhance performance.
Imbiao Integrated School serves 260 students despite its remote location. While internet connectivity is limited, over 80% of students have smartphones and learn via printed modules distributed by teachers since parents strongly support their children's education. A survey found most students prefer modular learning, while the school implemented blended learning using modules and online methods. Analysis of assessment results showed parental involvement helped improve students' grades. Literacy assessments found most students had basic reading skills, so the school provided additional resources and monitoring to strengthen reading ability.
This document provides an overview of San Nicolas III Senior High School in Bacoor City, Cavite for the years 2019-2022. It discusses the school context, enrollment trends which have increased year over year, academic performance levels across tracks, vaccination rates, and initiatives to improve facilities and the learning environment. The school aims to provide quality education for all while ensuring learner well-being and resilience through compliance with health and safety protocols.
This document provides a report on the Homeroom Guidance (HG) and Career Guidance (CG) program at Abuno High School for the 2021-2022 school year. It outlines 5 areas that will be monitored to evaluate the program's implementation and delivery, including curriculum and assessment, delivery processes, learner development assessment, program supervision, and administrative concerns. It also provides details of HG programs, activities, objectives and discussion topics by grade level for the first quarter. The report identifies some issues including lack of parent attention, additional burdens, and scheduling concerns. It also highlights best practices such as emphasis on the program's importance, extended deadlines, and teacher monitoring.
This document provides Tapalan Elementary School's Basic Education Learning Recovery and Continuity Plan for SY 2022-2023. It aims to recover any learning loss from school closures during the COVID-19 pandemic. The plan identifies goals in reading fluency, writing, and reading comprehension. It also includes a dashboard of student and teacher profiles, gap analyses of access, equity, and quality indicators, and programs to address gaps in learning recovery, inclusive education, and building literacy, numeracy and 21st century skills. The plan outlines activities, timelines, targets, and resources to achieve improved education outcomes for all students.
This document contains data and performance targets for DepEd Zambales across several key areas:
- Reading proficiency data from pre-Covid shows many students reading below grade level. Enrollment increased across programs but declined in some grades and programs.
- Efficiency indicators like promotion and completion rates increased from 2018-2021 while dropout and repetition decreased.
- Access targets forecast steady increases in net enrollment and completion rates for JHS and SHS through 2025.
- Quality targets predict increases in proficiency levels at Key Stages 3 and 4 through 2025.
- Resiliency targets aim for 100% achievement across indicators of rights, preparedness, and safety through 2030.
The Balanti-an Elementary School Basic Education-Learning Continuity and Recovery Plan outlines strategies to address learning losses from the pandemic. It details (1) accomplishments from the previous school year including enrolment data and effective practices, (2) issues identified such as learning gaps and facility needs, and (3) the operational plan for the upcoming school year focusing on learning recovery, health and safety, teacher professional development, and stakeholder partnerships to support academic success. Monitoring and evaluation mechanisms are in place to track progress and make adjustments to the plan.
The document outlines the Division of Negros Occidental's plan to implement the Basic Education Learning Recovery and Continuity Plan (BE-LRCP) for School Year 2022-2023. It focuses on three key areas: learning remediation and intervention, socio-emotional well-being, and teacher professional development. Specific strategies include strengthening teachers' capacity to contextualize learning resources, ensuring localized delivery of education, and assessing learning outcomes to identify and address learning gaps among students. Challenges in operationalizing the plan such as internet connectivity issues and limited teaching resources are also discussed.
Imbiao Integrated School serves 260 students despite its remote location. While internet connectivity is limited, over 80% of students have smartphones and learn via printed modules distributed by teachers since parents strongly support their children's education. A survey found most students prefer modular learning, while the school implemented a blended model of modular and online learning. Analysis of assessment results showed parental involvement helped improve students' grades. Literacy assessments found most students performing at basic levels, so the school provided interventions like reading materials and videos to enhance performance.
Imbiao Integrated School serves 260 students despite its remote location. While internet connectivity is limited, over 80% of students have smartphones and learn via printed modules distributed by teachers since parents strongly support their children's education. A survey found most students prefer modular learning, while the school implemented blended learning using modules and online methods. Analysis of assessment results showed parental involvement helped improve students' grades. Literacy assessments found most students had basic reading skills, so the school provided additional resources and monitoring to strengthen reading ability.
This document provides an overview of San Nicolas III Senior High School in Bacoor City, Cavite for the years 2019-2022. It discusses the school context, enrollment trends which have increased year over year, academic performance levels across tracks, vaccination rates, and initiatives to improve facilities and the learning environment. The school aims to provide quality education for all while ensuring learner well-being and resilience through compliance with health and safety protocols.
This document provides a report on the Homeroom Guidance (HG) and Career Guidance (CG) program at Abuno High School for the 2021-2022 school year. It outlines 5 areas that will be monitored to evaluate the program's implementation and delivery, including curriculum and assessment, delivery processes, learner development assessment, program supervision, and administrative concerns. It also provides details of HG programs, activities, objectives and discussion topics by grade level for the first quarter. The report identifies some issues including lack of parent attention, additional burdens, and scheduling concerns. It also highlights best practices such as emphasis on the program's importance, extended deadlines, and teacher monitoring.
The document provides guidance for implementing Homeroom Guidance for the 2021-2022 school year. Homeroom Guidance is a comprehensive program aimed at developing students' academic, personal and social, and career skills to help them adapt to challenges brought by the pandemic. It will be implemented by assigning class advisers to provide informal lessons following the structured learning experience model. Homeroom Guidance will occur once a week for 60 minutes for grades 1-12. Progress will be reported descriptively on student records without affecting academic ratings. The new guidelines take effect immediately upon publication.
The BE-LCRP of Roma Elementary School aims to address learning loss from the pandemic through remediation programs and ensure students' well-being. It will assess students to identify learning gaps, provide targeted instruction, and train teachers. The plan operationalizes a 3-phase approach from July 2022-2023 focusing on professional development, health/safety, and learning support. It outlines strategies for intervention, stakeholder engagement, and monitoring/evaluation to help students catch up academically while supporting their mental health.
This document provides a summary of education programs and progress in the GSC South District for the third quarter of 2022. It reports on target outputs and indicators for various programs like basic education, support for schools and learners, and human resource development. It finds that most targets were met or exceeded, with high retention, completion and learning proficiency rates. It also outlines stories of impact, such as increased special education enrollment and the adoption of a reading program. Areas needing assistance are requested, such as additional teachers, funding and training to further support inclusive education.
The document provides the DepEd Professional Development (PD) Priorities for Teachers and School Leaders for School Year 2020-2023. It outlines the PD priorities that will be drawn from the Philippine Professional Standards for Teachers, School Heads, and Supervisors. The priorities are intended to guide DepEd units and learning service providers in developing proposals for teacher and school leader professional development. The priorities will help support the continuous upskilling and reskilling of educators to improve learning outcomes. The enclosure provides tables outlining the specific PD priorities for each standard according to the level of expertise of educators.
Developing quality growth goals step 2 creating goals using the smart processAnil Kumar Yadav
This document provides guidance on developing quality student growth goals for Kentucky's Teacher Professional Growth and Effectiveness System. It outlines the student growth goal process and criteria for goals to be SMART (Specific, Measurable, Appropriate, Realistic and Time-bound). Examples of effective and ineffective goals are provided for various content areas. The document emphasizes aligning goals to essential skills in state standards and using multiple sources of evidence to measure growth.
The document summarizes a study on the factors affecting the skills competencies of Shielded Metal Arc Welding students at Doña Rosario National High School from the 2021-2022 and 2022-2023 academic years. A questionnaire was administered to 45 Grade 12 students to assess their competency levels during and after the pandemic, and to determine the relationship between teaching methods and competency gains. The study found that students were less competent during online learning but achieved competency after returning to face-to-face classes. It also found a significant relationship between teaching quality and competency levels. The study recommends continuing teacher training and providing adequate workshop facilities to support student skills development.
The document outlines the Schools Division of Iloilo's Basic Education-Learning Continuity and Recovery Plan for School Year 2022-2023. It summarizes accomplishments from SY 2021-2022, identifies issues and needs for recovery initiatives, and outlines operationalization of the plan. Key points include high student enrollment, development of quality learning resources, conducting of assessments to identify learning gaps, and expansion of limited face-to-face classes alongside continued distance learning modalities. The plan proposes strategies for learning remediation, health and safety, teacher professional development, and monitoring and evaluation across three phases of implementation.
This document outlines a proposed curriculum for students in years S4-S6 (ages 11-18) at Northfield Academy. The key points are:
1) S4-S6 would be considered as a single cohort for timetabling to allow flexibility based on student needs and abilities. Students would choose 5 subjects at the end of S3.
2) The curriculum would provide qualifications, skills development, and support to help students transition to positive post-school destinations. A range of course levels from Access to Higher would be available.
3) In addition to subjects, the school week would include literacy, numeracy, health & wellbeing, PE, PSE/RME, enterprise
This document outlines the monitoring and evaluation of education programs during the pandemic to ensure all learners can access basic education. It identifies objectives to encourage enrollment for all students regardless of background and establish appropriate learning delivery methods, including distance learning. It also aims to provide all learners with necessary resources for their modality and consider student needs in development. Various offices are responsible for tracking enrollment rates, monitoring modalities established and resources distributed to assess progress.
This document summarizes the 4th quarter performance review of Balite High School during the 2021-2022 school year. It discusses the school's implementation of programs during remote learning due to COVID-19. There were delays in some programs due to lack of funding in the 4th quarter. However, no students dropped out across all grade levels from the 1st to 4th grading periods. The document also outlines plans for teacher training and curriculum development.
This document provides details of a 5-day Mid-Year In-Service Training program for teachers at Quirico G. Manzano Memorial National High School. The program aims to cover 7 domains of the Philippine Professional Standards for Teachers, with topics including the RPMS process, research and innovation, teaching strategies, technology in education, differentiated instruction, mental health issues, and financial literacy. The program will be delivered face-to-face and include presentations, activities, and assessments to evaluate teacher learning and develop outputs like lesson plans.
This document presents the 2021-2022 School Basic Education Learning Continuity Plan for Misong Elementary School. It outlines the school's plans to ensure accessibility, quality, efficiency and governance of basic education amid the COVID-19 pandemic. The plan details strategies to support 140 enrolled students through printed modular learning and guidance for parents. It also aims to develop teachers' capacity, monitor implementation, and strengthen partnerships to sustain support for students' and teachers' needs during the school year. The school is committed to developing students holistically despite challenges posed by the ongoing health crisis.
This document contains the individual performance commitment and review of teacher Justineby R. Tuazon. It outlines her objectives, performance indicators and actual results for the review period of June 2015 to March 2016. Key areas of review include teaching-learning process, pupil outcomes, community involvement, and professional growth. Overall ratings are provided for each key result area. The rater is Evelyn D. Mercado and the review will be approved by the principal Richard A. Broñola.
The document provides enrollment data, achievement rates, and issues identified at a school over three school years. It found that enrollment declined from 342 to 317 students due to factors like child labor, distance to school, and financial difficulties. Test scores in reading and math were low. Issues included teachers not using varied materials and assessments, lack of skills in math fundamentals, and need for stronger school leadership and instructional supervision. Recommendations to address the problems included partnerships, feeding programs, anti-child labor coordination, and teacher training.
Saclao_DEVELOPMENT AND IMPACT OF SIM-MOD (STRATEGIC INTERVENTION MATERIAL AND...CristineGraceAcuyan
1. The document describes the development and evaluation of SIM-MOD (Strategic Intervention Material and Module Combined) learning materials to improve 8th grade students' skills in performing operations on rational algebraic expressions.
2. A study was conducted with an experimental group using the SIM-MOD materials and a control group using traditional instruction. Results showed the experimental group scored significantly higher on post-tests.
3. Students and experts evaluated the SIM-MOD materials as adequate overall in design, content, usefulness, and delivery. They suggested allowing more time for tasks.
1. The Department of Education in the Philippines issued interim guidelines for assessment and grading in light of distance learning during the COVID-19 pandemic. The guidelines emphasize formative over summative assessment and flexibility in assessment methods. They also provide guidance on conducting remote assessment, providing feedback, and determining grades.
2. Key points of the guidelines include prioritizing formative assessment to inform teaching and support student growth, designing various assessment methods suitable for distance learning, and establishing clear roles and responsibilities for teachers, students, and parents in the assessment process. Feedback and remediation are emphasized to benefit learning.
3. Grading seeks to balance leniency due to pandemic challenges with integrity of assessment. Performance tasks and written
This document outlines the School Learning Recovery and Continuity Plan of Leuteboro Elementary School for SY 2022-2023 and SY 2023-2024. The plan details programs and activities to address learning losses, strengthen teachers' capacities, and ensure students' health, safety, and well-being. Key objectives include evaluating students' reading performance, enhancing math and writing skills, and developing teachers' skills in teaching strategies and ICT integration. Expected outcomes are improved learning competencies and 100% of students becoming independent readers. The plan was reviewed and approved by education officials.
The Basic Education Development Plan 2030 (BEDP 2030) is the Philippines' long-term plan for basic education covering Kindergarten to Grade 12, as well as non-formal education. It addresses the impacts of the pandemic on learning and education delivery. The BEDP 2030 was developed through consultation with education stakeholders and identifies priorities like ensuring all learners meet learning standards, expanding access, and strengthening governance.
The document presents the SDO Misamis Oriental Learning Continuity Recovery Plan for 2022-2023. It was developed in response to school closures and learning loss during the COVID-19 pandemic, which can have long-term consequences. The plan aims to identify learning gaps, address gaps through remedial strategies, and form partnerships to support additional resources. It outlines objectives and phases to conduct assessments, implement remedial programs, and develop a sustainable long-term recovery plan through stakeholder engagement and recognition of teacher efforts. The phases include an end-of-school-year catch-up program, implementing literacy and numeracy activities to bridge learning gaps, and partnering with stakeholders to address learning loss.
EDUC 504 Curricula landscape in the 21st century classroom PPT.pptxJenniferPagatpatan3
The document discusses the necessary skills and characteristics of a 21st century curriculum. It notes that today's classrooms must be flexible, creative, challenging and able to address increasingly diverse and globalized issues like environmental problems, cultural diversity, technology and more. An integrative curriculum is needed that incorporates interdisciplinary themes, essential life and career skills, and modern pedagogies. Such a curriculum would develop higher-order thinking, multiple literacies and innovation skills to help students succeed. It examines frameworks from Singapore, Gardner, and Wagner that outline the critical skills students must master, including problem solving, collaboration, adaptability and communication.
This document provides an overview of 20th century music styles and composers. It begins by outlining the major stylistic periods that emerged in the early 20th century in response to classical conventions, including Impressionism, Expressionism, Neo-Classicism, Avant Garde music, and Modern nationalism. Key composers from each period are then discussed, including Debussy, Ravel, Schoenberg, Stravinsky, Bartok, and Bernstein. The document concludes with sections on electronic and chance music.
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The document provides guidance for implementing Homeroom Guidance for the 2021-2022 school year. Homeroom Guidance is a comprehensive program aimed at developing students' academic, personal and social, and career skills to help them adapt to challenges brought by the pandemic. It will be implemented by assigning class advisers to provide informal lessons following the structured learning experience model. Homeroom Guidance will occur once a week for 60 minutes for grades 1-12. Progress will be reported descriptively on student records without affecting academic ratings. The new guidelines take effect immediately upon publication.
The BE-LCRP of Roma Elementary School aims to address learning loss from the pandemic through remediation programs and ensure students' well-being. It will assess students to identify learning gaps, provide targeted instruction, and train teachers. The plan operationalizes a 3-phase approach from July 2022-2023 focusing on professional development, health/safety, and learning support. It outlines strategies for intervention, stakeholder engagement, and monitoring/evaluation to help students catch up academically while supporting their mental health.
This document provides a summary of education programs and progress in the GSC South District for the third quarter of 2022. It reports on target outputs and indicators for various programs like basic education, support for schools and learners, and human resource development. It finds that most targets were met or exceeded, with high retention, completion and learning proficiency rates. It also outlines stories of impact, such as increased special education enrollment and the adoption of a reading program. Areas needing assistance are requested, such as additional teachers, funding and training to further support inclusive education.
The document provides the DepEd Professional Development (PD) Priorities for Teachers and School Leaders for School Year 2020-2023. It outlines the PD priorities that will be drawn from the Philippine Professional Standards for Teachers, School Heads, and Supervisors. The priorities are intended to guide DepEd units and learning service providers in developing proposals for teacher and school leader professional development. The priorities will help support the continuous upskilling and reskilling of educators to improve learning outcomes. The enclosure provides tables outlining the specific PD priorities for each standard according to the level of expertise of educators.
Developing quality growth goals step 2 creating goals using the smart processAnil Kumar Yadav
This document provides guidance on developing quality student growth goals for Kentucky's Teacher Professional Growth and Effectiveness System. It outlines the student growth goal process and criteria for goals to be SMART (Specific, Measurable, Appropriate, Realistic and Time-bound). Examples of effective and ineffective goals are provided for various content areas. The document emphasizes aligning goals to essential skills in state standards and using multiple sources of evidence to measure growth.
The document summarizes a study on the factors affecting the skills competencies of Shielded Metal Arc Welding students at Doña Rosario National High School from the 2021-2022 and 2022-2023 academic years. A questionnaire was administered to 45 Grade 12 students to assess their competency levels during and after the pandemic, and to determine the relationship between teaching methods and competency gains. The study found that students were less competent during online learning but achieved competency after returning to face-to-face classes. It also found a significant relationship between teaching quality and competency levels. The study recommends continuing teacher training and providing adequate workshop facilities to support student skills development.
The document outlines the Schools Division of Iloilo's Basic Education-Learning Continuity and Recovery Plan for School Year 2022-2023. It summarizes accomplishments from SY 2021-2022, identifies issues and needs for recovery initiatives, and outlines operationalization of the plan. Key points include high student enrollment, development of quality learning resources, conducting of assessments to identify learning gaps, and expansion of limited face-to-face classes alongside continued distance learning modalities. The plan proposes strategies for learning remediation, health and safety, teacher professional development, and monitoring and evaluation across three phases of implementation.
This document outlines a proposed curriculum for students in years S4-S6 (ages 11-18) at Northfield Academy. The key points are:
1) S4-S6 would be considered as a single cohort for timetabling to allow flexibility based on student needs and abilities. Students would choose 5 subjects at the end of S3.
2) The curriculum would provide qualifications, skills development, and support to help students transition to positive post-school destinations. A range of course levels from Access to Higher would be available.
3) In addition to subjects, the school week would include literacy, numeracy, health & wellbeing, PE, PSE/RME, enterprise
This document outlines the monitoring and evaluation of education programs during the pandemic to ensure all learners can access basic education. It identifies objectives to encourage enrollment for all students regardless of background and establish appropriate learning delivery methods, including distance learning. It also aims to provide all learners with necessary resources for their modality and consider student needs in development. Various offices are responsible for tracking enrollment rates, monitoring modalities established and resources distributed to assess progress.
This document summarizes the 4th quarter performance review of Balite High School during the 2021-2022 school year. It discusses the school's implementation of programs during remote learning due to COVID-19. There were delays in some programs due to lack of funding in the 4th quarter. However, no students dropped out across all grade levels from the 1st to 4th grading periods. The document also outlines plans for teacher training and curriculum development.
This document provides details of a 5-day Mid-Year In-Service Training program for teachers at Quirico G. Manzano Memorial National High School. The program aims to cover 7 domains of the Philippine Professional Standards for Teachers, with topics including the RPMS process, research and innovation, teaching strategies, technology in education, differentiated instruction, mental health issues, and financial literacy. The program will be delivered face-to-face and include presentations, activities, and assessments to evaluate teacher learning and develop outputs like lesson plans.
This document presents the 2021-2022 School Basic Education Learning Continuity Plan for Misong Elementary School. It outlines the school's plans to ensure accessibility, quality, efficiency and governance of basic education amid the COVID-19 pandemic. The plan details strategies to support 140 enrolled students through printed modular learning and guidance for parents. It also aims to develop teachers' capacity, monitor implementation, and strengthen partnerships to sustain support for students' and teachers' needs during the school year. The school is committed to developing students holistically despite challenges posed by the ongoing health crisis.
This document contains the individual performance commitment and review of teacher Justineby R. Tuazon. It outlines her objectives, performance indicators and actual results for the review period of June 2015 to March 2016. Key areas of review include teaching-learning process, pupil outcomes, community involvement, and professional growth. Overall ratings are provided for each key result area. The rater is Evelyn D. Mercado and the review will be approved by the principal Richard A. Broñola.
The document provides enrollment data, achievement rates, and issues identified at a school over three school years. It found that enrollment declined from 342 to 317 students due to factors like child labor, distance to school, and financial difficulties. Test scores in reading and math were low. Issues included teachers not using varied materials and assessments, lack of skills in math fundamentals, and need for stronger school leadership and instructional supervision. Recommendations to address the problems included partnerships, feeding programs, anti-child labor coordination, and teacher training.
Saclao_DEVELOPMENT AND IMPACT OF SIM-MOD (STRATEGIC INTERVENTION MATERIAL AND...CristineGraceAcuyan
1. The document describes the development and evaluation of SIM-MOD (Strategic Intervention Material and Module Combined) learning materials to improve 8th grade students' skills in performing operations on rational algebraic expressions.
2. A study was conducted with an experimental group using the SIM-MOD materials and a control group using traditional instruction. Results showed the experimental group scored significantly higher on post-tests.
3. Students and experts evaluated the SIM-MOD materials as adequate overall in design, content, usefulness, and delivery. They suggested allowing more time for tasks.
1. The Department of Education in the Philippines issued interim guidelines for assessment and grading in light of distance learning during the COVID-19 pandemic. The guidelines emphasize formative over summative assessment and flexibility in assessment methods. They also provide guidance on conducting remote assessment, providing feedback, and determining grades.
2. Key points of the guidelines include prioritizing formative assessment to inform teaching and support student growth, designing various assessment methods suitable for distance learning, and establishing clear roles and responsibilities for teachers, students, and parents in the assessment process. Feedback and remediation are emphasized to benefit learning.
3. Grading seeks to balance leniency due to pandemic challenges with integrity of assessment. Performance tasks and written
This document outlines the School Learning Recovery and Continuity Plan of Leuteboro Elementary School for SY 2022-2023 and SY 2023-2024. The plan details programs and activities to address learning losses, strengthen teachers' capacities, and ensure students' health, safety, and well-being. Key objectives include evaluating students' reading performance, enhancing math and writing skills, and developing teachers' skills in teaching strategies and ICT integration. Expected outcomes are improved learning competencies and 100% of students becoming independent readers. The plan was reviewed and approved by education officials.
The Basic Education Development Plan 2030 (BEDP 2030) is the Philippines' long-term plan for basic education covering Kindergarten to Grade 12, as well as non-formal education. It addresses the impacts of the pandemic on learning and education delivery. The BEDP 2030 was developed through consultation with education stakeholders and identifies priorities like ensuring all learners meet learning standards, expanding access, and strengthening governance.
The document presents the SDO Misamis Oriental Learning Continuity Recovery Plan for 2022-2023. It was developed in response to school closures and learning loss during the COVID-19 pandemic, which can have long-term consequences. The plan aims to identify learning gaps, address gaps through remedial strategies, and form partnerships to support additional resources. It outlines objectives and phases to conduct assessments, implement remedial programs, and develop a sustainable long-term recovery plan through stakeholder engagement and recognition of teacher efforts. The phases include an end-of-school-year catch-up program, implementing literacy and numeracy activities to bridge learning gaps, and partnering with stakeholders to address learning loss.
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The document discusses the necessary skills and characteristics of a 21st century curriculum. It notes that today's classrooms must be flexible, creative, challenging and able to address increasingly diverse and globalized issues like environmental problems, cultural diversity, technology and more. An integrative curriculum is needed that incorporates interdisciplinary themes, essential life and career skills, and modern pedagogies. Such a curriculum would develop higher-order thinking, multiple literacies and innovation skills to help students succeed. It examines frameworks from Singapore, Gardner, and Wagner that outline the critical skills students must master, including problem solving, collaboration, adaptability and communication.
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The document outlines a daily lesson log for a Physical Education class on sports officiating. The lesson covers the qualities of officiating officials, referee hand signals for various sports, ethics and guidelines in officiating, and culminates in a mini-tournament where students officiate practice games. The lesson incorporates group activities, demonstrations, videos, and a quiz to help students understand the important role of officials in ensuring fair play and smooth conduct during sporting events.
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This document discusses quackery, which is the promotion or sale of health products and services that have not been proven safe or effective. Quackery is a form of health fraud. There are three major characteristics of health quackery: 1) it is a big business, 2) it spreads quickly, and 3) it preys on people with illnesses that have no known cure. The document outlines three forms of quackery: medical quackery involving drugless or bloodless cures, nutrition quackery promoting unproven food fads, and device quackery using miraculous gadgets to treat health conditions. People are advised to avoid quackery and consider if claims have been scientifically proven.
The Baroque period of music is characterized by grandiose and elaborate melodies, in contrast to the previous eras. It saw the development of new instrumental techniques, tonality, and musical concepts still used today. Major genres included concertos, fugues, oratorios and chorales. Prominent composers were Bach, known for sacred works and mastery of counterpoint; Vivaldi, a virtuoso violinist who featured strings; and Handel, remembered for operas and oratorios like Messiah.
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The document summarizes major musical styles that emerged in the 20th century, including Impressionism, Expressionism, Neo-Classicism, Primitivism, Avant-Garde music, Modern Nationalism, and Electronic music. Key composers discussed include Claude Debussy, Maurice Ravel, Arnold Schoenberg, Igor Stravinsky, Bela Bartok, Sergei Prokofieff, Francis Poulenc, George Gershwin, Leonard Bernstein, Philip Glass, Edgard Varese, and Karlheinz Stockhausen. Their works reflected new techniques and the incorporation of different influences that moved away from traditional Western classical conventions.
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1. ANNEX 5 Planning Worksheet
SCHOOL IMPROVEMENT PLANNING
PLANNING WORKSHEET
Instruction: For each priority improvement area, write the general objectives and root causes using the root cause diagram as reference. Afterwards, identify the year when
the root cause will be addressed.
LEARNING
STAGE
DEPED INTERMEDIATE
OUTCOME
PRIORITY IMPROVEMENT AREAS GENERAL OBJECTIVE/S ROOT CAUSE/S
TIME FRAME
202
3
202
4
2025
PILLAR 1: ACCESS
K3-12
Intermediate Outcome 1: All school-age children, out of school youth, and adults accessed relevant basic learning opportunities
I.O.1.1. All five-year-old children in school
I.O.1.2. All learners stay in school
1. Enrolment rate is below 100% target
● Increase enrolment rate from 90.45% to
94.97% in SY 2023-2024, 99.72% in SY
2024-2025, 100% in SY 2025-2026.
1.2.1.1 Students’
personal preference
2. The SHS completion rate is very low
● Increase completion rate from 66.27% to
69.58% in SY 2023-2024, 69.58% to
73.06% in SY 2024-2025, 73.06% to
76.71% in SY 2025-2026.
1.2.2.1 Incidence of
teenage pregnancy
among SHS learners
3. Retention rate for JHS is below the
division target of 97.37
● Increase retention rate for JHS from
97.37% to 98% in SY 2023-2024, 98% to
99% in SY 2024-2025, and 99% to 100%
in SY 2025-2026.
1.2.3.1 Illness
4. Retention rate for SHS is below the
division target of 97.37
● Increase retention rate for JHS from
97.37% to 98% in SY 2023-2024, 98% to
99% in SY 2024-2025, and 99% to 100%
in SY 2025-2026.
1.2.4.1 Illness
5. Dropout rate is above 0%
● Decrease dropout rate from 0.34% to
0.32% in SY 2023-2024, 0.32% to 0.30%
in SY 2024-2025, 0.30% to 0.28% in SY
2025-2026.
1.2.5.1 Learners taking
care of siblings
I.O.1.3. All learners transition to next
stage
1. Grade 10 completers who proceeded
to Grade 11 is below 100%
● Increase grade 10 completers who will
proceed to grade 11 from 81.88% to
85.97% in SY 2023-2024, 85.97% to
90.27% in SY 2024-2025, 90.27% 94.78%
to in SY 2025-2026.
1.3.1.1 Student’s
personal preference
I.O.1.4. All out-of-school children and youth participate in and complete formal or non-formal basic education learning opportunities
2. ANNEX 5 Planning Worksheet
LEARNING
STAGE
DEPED INTERMEDIATE
OUTCOME
PRIORITY IMPROVEMENT AREAS GENERAL OBJECTIVE/S ROOT CAUSE/S
TIME FRAME
202
3
202
4
2025
PILLAR 2: EQUITY
K3-12
Intermediate Outcome 2: Disadvantaged school-age children and youth and adults benefited from appropriate equity initiatives
I.O.2.1. All school-age children and youth
and adults in situations of disadvantage
are participating in basic opportunities
and receiving appropriate quality
education
1. Percentage of Secondary Learners in
Situations of Disadvantage Continue
to Participate in Basic Education is
low
● To increase the percentage of Secondary
Learners in Situations of Disadvantage
Continue to Participate in Basic Education
from 40.47 to 42.76 for S.Y 2023-2024; to
44.90, 47.14 for SY 2024-2025 and 49.50
for SY 2025-2026.
2.1.1.1 Lack of interest to
education
2. Percentage of Secondary Learners in
Situations of Disadvantage Who
Achieved at Least a Fixed Level of
Proficiency/Mastery in Reading
Literacy is low
● To increase the percentage of Secondary
Learners in Situations of Disadvantage Who
Achieved at Least a Fixed Level of
Proficiency/Mastery in Reading Literacy is
low 22.28 to 23.38 for SY 2023-2024;
24.55 for SY 2024-2025 and 25. 78 for SY
2025-2026.
2.1.2.1 Feeling of
inferiority
2.1.2.2 Lack of education
among parents
2.1.2.3 Lack of
opportunity to express
cultural identity
3. Percentage of Secondary Learners in
Situations of Disadvantage Who
Achieved at least a Fixed level of
Proficiency/Mastery in 21st Century
Skills is low
● To increase the percentage of Secondary
Learners in Situations of Disadvantage Who
Achieved at least a Fixed level of
Proficiency/Mastery in 21st Century Skills
from 28.34 to 29.76 for SY 2023-2024;
31.25 for SY 2024-2025; and 32. 81 for SY
2025-2026.
2.1.3.1 Lack of
contextualized learning
materials
PILLAR 3: QUALITY
K3-12
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 in education
I.O. 3.1 Learners attain Stage 1 learning standards of literacy and numeracy skills
I.O. 3.2. Learners attain Stage 2 (Grade 6) learning standards of literacy & numeracy skills and apply 21st century skills to various situations
I.O. 3.3. Learners attain Stage 3 (Grades
7-10) learning standards of literacy and
numeracy skills and apply 21st century
skills to various situations
1. Percentage of Grade 10 Learners
Attaining Nearly Proficient Level or
Better in Stage 3 Literacy and
Numeracy Standards is low
● To increase the percentage of Grade 10
Learners Attaining Nearly Proficient Level
or Better in Stage 3 Literacy and
Numeracy Standards from 31.25 to 32.81
for SY 2023 to 2024, from 32.81 to 34.45
for SY 2024 to 2025, and from 34.45 to
36.18 for SY 2025-2026.
3.3.1.1 Lack of reading,
comprehension and
numeracy skills
3.3.1.2 Lack of focus on
the teaching-learning
process due to excessive
teaching and ancillary
loads for teachers
3.3.1.3 Lack of
motivation among
3. ANNEX 5 Planning Worksheet
LEARNING
STAGE
DEPED INTERMEDIATE
OUTCOME
PRIORITY IMPROVEMENT AREAS GENERAL OBJECTIVE/S ROOT CAUSE/S
TIME FRAME
202
3
202
4
2025
parents to send their
learners to school
I.O. 3.4 Learners attain Stage 4 (Grades
11-12) learning standards
1. Percentage of Learners
Proceeded to College is low
● To increase the percentage of Learners
Proceeded to College from 39.09 to
41.04 for SY 2023-2024, from 41.04 to
43.10 for SY 2024-2025, and from 43.10
to 45.25 for SY 2025-2026
3.4.1.1 Lack of financial
and moral support from
parents
3.4.1.2 Early marriage
and pregnancy
2. Percentage of Learners
Proceeded to Employment is low
● To increase the percentage of learners
proceeding to employment from 5.45 to
5.72 for SY 2023-2024, from 5.72 to
6.01 for SY 2024-2025, and from 6.01 to
6.31 for SY 2025-2026.
3.4.2.1 Lack of learning
facilities and equipment
3. Percentage of Learners
Proceeded to Entrepreneurship
is low
● (Not applicable due to the nature of
strands being offered)
(Not applicable)
4. Percentage of Learners
Proceeded to Middle Level Skills
Training is low
● To increase the percentage of learners
from 0 to 0.05 for SY 2023-2024, from
0.05 to 0.052 for SY 2024-2025, and
from 0.052 to 0.055 for SY 2025-2026
3.4.4.1 Limited slots from
vouchers programs
5. Percentage of Grade 12
Learners Attaining Nearly
Proficient Level or Better in
Stage 3 Literacy and Numeracy
Standards is low
● To increase the percentage of Grade 12
Learners Attaining Nearly Proficient Level
or Better in Stage 3 Literacy and
Numeracy Standards from 31.25 to 32.81
for SY 2023 to 2024, from 32.81 to 34.45
for SY 2024 to 2025, and from 34.45 to
36.18 for SY 2025-2026.
3.4.5.1 Lack of reading,
comprehension and
numeracy skills
3.4.5.2 Lack of focus on
the teaching-learning
process due to excessive
teaching and ancillary
loads for teachers
3.4.5.3 Some parents are
illiterate and cannot
assist their learners
PILLAR 4: RESILIENCY AND WELL-BEING
K3-12
Intermediate Outcome 4: 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 learner's well-being
4. ANNEX 5 Planning Worksheet
LEARNING
STAGE
DEPED INTERMEDIATE
OUTCOME
PRIORITY IMPROVEMENT AREAS GENERAL OBJECTIVE/S ROOT CAUSE/S
TIME FRAME
202
3
202
4
2025
I.O. 4.1. Learners are served by a
department that adheres framework at
all levels
1. Percentage of Secondary Learners
who are Happy and Satisfied with
their Basic Education Experience is
low
● To increase percentage of Secondary
Learners who are Happy and Satisfied
with their Basic Education Experience
from 86.67 to 91% in SY 2023-2024,
95.55 in SY 2024-2025 and 100% in SY
2025-2026
c/o Ma’am Buhay
● To increase compliance of the
requirements for Child protection policy
checklist from 60% to 63% in SY 2023-
2024, 63% to 66% in SY 2024-2025, and
66% to 69% in SY 2025-2026
4.1.1.1 Lack of code of
conduct for school
administrator and non-
teaching personnel
4.1.1.2 Lack of CPC
quarterly meeting
2. Percentage of Affected and Displaced
Secondary Learners Retained must
be sustained
● To sustain the percentage of Affected
and Displaced Secondary Learners
Retained
4.1.2.1 Lack of parental
support
I.O. 4.2. Learners are safe and
protected and can protect themselves
from risks and impacts from natural and
human-induced hazards
1. Percentage of Learners Equipped
with Capacities on what to do Before,
During, and After a Disaster/
Emergency is below 100%
● To increase the percentage of Learners
Equipped with Capacities on what to do
Before, During, and After a Disaster/
Emergency to 100% in the next three
SYs.
4.2.1.1 Lack of
emergency equipment
4.2.1.2 Lack of training
to personnel and learners
2. Percentage of Learners in Safe
Schools is low
● To increase the percentage of Learners in
Safe Schools to 100% in the next three
SYs.
4.2.2.1 Damage school
buildings and facilities
4.2.2.2 Presence of
physical hazards
I.O..4.3 Learners have the basic
physical, mental, and emotional
fortitude to cope with various challenges
in life
1. Percentage of Learners with
Improved Health Physical Fitness is
below 100%
● To increase the percentage of Learners
with Improved Health Physical Fitness to
100% in the next three SYs.
4.3.1.1 Lack of physical
activities
● ENABLING MECHANISM: MANAGEMENT AND GOVERNANCE
Enabling Mechanism # 1: Ensure all
education leaders and managers
practice participative, ethical, and
inclusive management process
1. SBM level 3 rating is below 3.0 ● Increase SBM Level rating from 2.84 to
2.98
5.1.1.1 Insufficient
participation from
internal and external
stakeholders
Enabling Mechanism # 2: Ensure
human resources in all governance
1. OPCRF rating of the school head is
below 5.0 ● Increase OPCRF rating from 4.85 to 4.90
5.2.1.1 Lack of school-
based action research
5. ANNEX 5 Planning Worksheet
LEARNING
STAGE
DEPED INTERMEDIATE
OUTCOME
PRIORITY IMPROVEMENT AREAS GENERAL OBJECTIVE/S ROOT CAUSE/S
TIME FRAME
202
3
202
4
2025
levels are sufficient, resilient,
competent, and continuously improving
5.2.1.2 Delays in the
submission of liquidation
reports
2. IPCRF rating of teachers is below 5.0 ● Increase IPCRF rating of teachers to 4.90
5.2.2.1 Lack of training
among teachers
Enabling Mechanism # 3: Ideal
learning environment and adequate
learning resources for learners ensured
1. Classroom to learner’s ratio is not
ideal for Grade 9 at 1:58
● Reduce classroom to learners ratio from
1:58 to 1:45
5.3.1.1 Lack of classroom
2. Textbooks to learners ratio is not
ideal ● 5.3.2.1 Lack of textbooks
3. Seats to learners ratio is not ideal at
1:1.23
● Reduce seats to learners ratio from
1:1.23 to 1:1.15
5.3.3.1 Lack of armchairs
4. Science and Math Equipment to
learners ratio is not ideal
● Reduce Science to Math Equipment ratio
from
5.3.4.1 Insufficient
Science and Math
equipment
5. ICT Package to learners ratio is not
ideal 1:44
● Reduce ICT package ratio to learners
from 1:44 to 1:40
5.3.5.1 Insufficient ICT
equipment and devices
6. Library is not functional ● Make the library functional 5.3.6.1 Damaged wall
7. Connection to electricity must be
sustained ● Sustain electrical connection
5.3.7.1 Lack of building
permit and electrical plan
8. Water connection must be sustained ● Sustain water connection
5.3.8.1 Damaged water
lines and faucets
9. Connection to internet must be
sustained ● Sustain internet connectivity
5.3.9.1 Lack of access
points
Enabling Mechanism # 4: Improve
and modernize internal systems and
processes for a responsive and efficient
financial resource management
1. CCSS rating is below 5.0 ● Increase CCSS rating from 4.52 to 4.55
5.4.1.1 Lack of
orientation to service
providers
Enabling Mechanism # 5: Strengthen
active collaboration with key
stakeholders
1. SGC is not fully functional ● Make SGC fully functional
5.5.1.1 Lack of
orientation
Enabling Mechanism # 6: Enhance
and strengthen the public - private
complementarity
1. SHS Voucher Program must be
sustained ● Sustain SHS voucher program
5.New set of learners
every school year