This attachment is all about the Youth Formation Division's back ground, legal bases and road maps. This was presented by Dr. Juan Araojo, Jr during the1st National YFD conference in Tanza Cavite last October 2016 and rolled out in Bicol Region by Dr. Jerome Baldemoro during the MTOT Career Guidance Program.
This document provides an overview of the Youth Formation Division (YFD) of the Department of Education in the Philippines. It discusses the goals of YFD to empower youth and its programs that promote holistic development. It also describes the Student Government Program, which focuses on leadership competencies of student leaders and advisers. The results of a training needs assessment for advisers are presented, identifying challenges like workload and needed skills like time management, conflict resolution, and creative thinking. Contact details for YFD are provided at the end.
SCHOOL IMPROVEMENT PLAN OF CANTAO-AN ELEMENTARY SCHOOLLindy Pujante
Cantao-an Elementary School was established in 1940 and has approximately 1000 students. In October 2018, the school was relocated to the local covered court after it was deemed at high risk for landslides. The city government is working to acquire a new school site and construct a new building. This school improvement plan will serve as a blueprint to achieve the vision of a new school building and turn the difficult circumstances into an opportunity for the community.
This document outlines the supervisory plan and report for the MAPEH (Music, Arts, Physical Education, and Health) Department of the SDO Pangasinan II for the calendar year 2022. It details the focus of supervision for each week in March which includes lesson planning, classroom observations, checking school forms, conducting monitoring and evaluations, and mid-year instructional supervision and evaluation. The plan is intended to facilitate the professional growth of teachers through feedback to help make teaching and learning more effective. Supervisory reports are submitted monthly and used as the basis for providing technical assistance and for evaluating individual performance.
The document outlines the constitution and by-laws of the Supreme Pupil Government (SPG) and Supreme Student Government (SSG) in Philippine elementary and secondary schools. It discusses the legal basis, objectives, powers and responsibilities of SPG/SSG. It also describes the composition, election process and duties of SPG/SSG officers. Key committees like the executive committee and permanent committees are established. The roles of advisers, school heads, and youth formation coordinators are also defined to support the proper functioning of the SPG/SSG.
The document provides information about formulating a School Improvement Plan (SIP) for 2016-2019. It discusses the legal basis for having an SIP, what an SIP entails, and the SIP planning process. The SIP is a 3-year roadmap that identifies interventions to be undertaken with community stakeholders. It is formulated based on school data and aims to improve learner outcomes. The planning process involves assessing the school's situation, identifying priority areas for improvement, determining objectives and root causes, and planning interventions over a 3-year timeframe. Key areas of focus for the SIP are access, quality, and governance of education. The workshop will guide participants through exercises to analyze school data and processes, select improvement areas, and develop the SIP.
This document provides a summary of the monitoring, evaluation, and adjustment activities for a school from September 2021 to June 2022. It includes:
1) A table showing the physical and financial accomplishments of 20 planned activities across 5 domains of school leadership. 95% of activities were completed and 92,000 of the allocated 92,000 budget was spent.
2) An analysis of quarterly physical accomplishment and funds utilization rates, finding that goals were achieved and budgets optimally used each quarter.
3) Tables showing the status of staff deployment, with 26 teaching and non-teaching positions filled and no new positions created.
This document summarizes the programs, policies, facilities, and activities implemented for the senior high school program at a particular school for the 2022-2023 school year. It includes lists of relevant DepEd orders and memos, available physical facilities and equipment, stakeholders involved including parents and work immersion partners, sources of funding, learner and teacher records, career guidance and curriculum activities, work immersion programs, and course offerings. The review covers learning delivery, assessment, linkages and networking, finances, data management, monitoring and evaluation, and the school learning action cell.
This document outlines the Annual Implementation Plan (AIP) for a school in Mabalacat City, Pampanga, Philippines for the 2021-2022 school year. The AIP details projects and objectives across 5 domains: 1) Leading Strategically, 2) Managing School Operations & Resources, 3) Focusing on Teaching & Learning, 4) Developing Self & Others, and 5) Community Engagement. Each project lists activities, timelines, and personnel responsible for achieving objectives aligned with the DepEd vision, developing school plans, managing resources, improving teaching and learning, developing school personnel, and strengthening community partnerships.
This document provides an overview of the Youth Formation Division (YFD) of the Department of Education in the Philippines. It discusses the goals of YFD to empower youth and its programs that promote holistic development. It also describes the Student Government Program, which focuses on leadership competencies of student leaders and advisers. The results of a training needs assessment for advisers are presented, identifying challenges like workload and needed skills like time management, conflict resolution, and creative thinking. Contact details for YFD are provided at the end.
SCHOOL IMPROVEMENT PLAN OF CANTAO-AN ELEMENTARY SCHOOLLindy Pujante
Cantao-an Elementary School was established in 1940 and has approximately 1000 students. In October 2018, the school was relocated to the local covered court after it was deemed at high risk for landslides. The city government is working to acquire a new school site and construct a new building. This school improvement plan will serve as a blueprint to achieve the vision of a new school building and turn the difficult circumstances into an opportunity for the community.
This document outlines the supervisory plan and report for the MAPEH (Music, Arts, Physical Education, and Health) Department of the SDO Pangasinan II for the calendar year 2022. It details the focus of supervision for each week in March which includes lesson planning, classroom observations, checking school forms, conducting monitoring and evaluations, and mid-year instructional supervision and evaluation. The plan is intended to facilitate the professional growth of teachers through feedback to help make teaching and learning more effective. Supervisory reports are submitted monthly and used as the basis for providing technical assistance and for evaluating individual performance.
The document outlines the constitution and by-laws of the Supreme Pupil Government (SPG) and Supreme Student Government (SSG) in Philippine elementary and secondary schools. It discusses the legal basis, objectives, powers and responsibilities of SPG/SSG. It also describes the composition, election process and duties of SPG/SSG officers. Key committees like the executive committee and permanent committees are established. The roles of advisers, school heads, and youth formation coordinators are also defined to support the proper functioning of the SPG/SSG.
The document provides information about formulating a School Improvement Plan (SIP) for 2016-2019. It discusses the legal basis for having an SIP, what an SIP entails, and the SIP planning process. The SIP is a 3-year roadmap that identifies interventions to be undertaken with community stakeholders. It is formulated based on school data and aims to improve learner outcomes. The planning process involves assessing the school's situation, identifying priority areas for improvement, determining objectives and root causes, and planning interventions over a 3-year timeframe. Key areas of focus for the SIP are access, quality, and governance of education. The workshop will guide participants through exercises to analyze school data and processes, select improvement areas, and develop the SIP.
This document provides a summary of the monitoring, evaluation, and adjustment activities for a school from September 2021 to June 2022. It includes:
1) A table showing the physical and financial accomplishments of 20 planned activities across 5 domains of school leadership. 95% of activities were completed and 92,000 of the allocated 92,000 budget was spent.
2) An analysis of quarterly physical accomplishment and funds utilization rates, finding that goals were achieved and budgets optimally used each quarter.
3) Tables showing the status of staff deployment, with 26 teaching and non-teaching positions filled and no new positions created.
This document summarizes the programs, policies, facilities, and activities implemented for the senior high school program at a particular school for the 2022-2023 school year. It includes lists of relevant DepEd orders and memos, available physical facilities and equipment, stakeholders involved including parents and work immersion partners, sources of funding, learner and teacher records, career guidance and curriculum activities, work immersion programs, and course offerings. The review covers learning delivery, assessment, linkages and networking, finances, data management, monitoring and evaluation, and the school learning action cell.
This document outlines the Annual Implementation Plan (AIP) for a school in Mabalacat City, Pampanga, Philippines for the 2021-2022 school year. The AIP details projects and objectives across 5 domains: 1) Leading Strategically, 2) Managing School Operations & Resources, 3) Focusing on Teaching & Learning, 4) Developing Self & Others, and 5) Community Engagement. Each project lists activities, timelines, and personnel responsible for achieving objectives aligned with the DepEd vision, developing school plans, managing resources, improving teaching and learning, developing school personnel, and strengthening community partnerships.
The Bolo Elementary School in Pangasinan, Philippines is requesting permission to hold a 2-day overnight camping event for Girl Scouts from November 18-19, 2022. The objectives of the event are to build the girls' confidence, teach important life and leadership skills through outdoor activities, and help the girls experience community while focusing on their well-being. The itinerary includes tent pitching, a campfire, dances, challenges, ceremonies, skills-building activities like knot-tying and cooking, and a disaster preparedness presentation. The school coordinator and head have approved the plan and are now seeking permission from the district supervisor.
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 provides an overview of a resource package for teachers on the Philippine Professional Standards for Teachers (PPST). The package includes 12 modules that correspond to the 12 indicators aligned with the RPMS (Results-Based Performance Management System). Each module defines key concepts, provides illustrations of practices, and discusses one of the indicators in detail. The modules are designed to help teachers understand and achieve the indicators at different career stages. The resource package also shows how the RPMS and PPST are aligned, with objectives in each KRA (Key Result Area) linked to the relevant PPST modules. The package aims to support teachers' professional development and help them enrich their teaching practices in line with the PPST.
List of prioritized topics for school based leanrning action cell (slac0lormieabrao
The document lists 18 topics prioritized for the School-Based Learning Action Cell (SLAC) for the 2021-2022 school year at Cresencio S. Lago National High School in Surigao del Sur, Philippines. The topics include using ICT to create video lessons and interactive materials, designing test questions and performance tasks, providing formative feedback, innovation strategies for struggling learners, and workshops on using online platforms and making computer-aided instructional materials. Target dates for conducting sessions on the topics are to be determined.
The document describes a Teacher Induction Program implemented in Tagbina District II, Surigao del Sur, Philippines in 2012. The program was designed to enhance the competence of new teachers through lectures, self-assessments, reflections and evaluations. It strengthened their values, commitment and dedication according to national teaching standards. The program was led by District In-Charge Wilma Premarion and involved district administrators, master teachers and other teachers as facilitators. Thirty-seven new teachers completed the program and received certificates of completion. The program was one of only two districts in Surigao del Sur to hold a completion ceremony for their induction program that year.
This document outlines the annual Gender and Development (GAD) plan and budget for Baesa Elementary School for fiscal year 2012-2013. It identifies 8 programs/activities/projects to promote GAD, including orienting school personnel on GAD, designating a GAD coordinator and committee, creating a GAD data system, revising school plans to include GAD, informing stakeholders, organizing lecture forums, film showings, and a symposium. Each program lists the gender issue addressed, objective, activity, target dates, and performance indicators. A budget of 22,800 pesos is allocated across the 8 programs/activities/projects.
The Quality Assurance and Accountability Division of DepEd-Regional Office VII held a two-day training program on the School Monitoring, Evaluation and Adjustment System for division trainers from June 13-14, 2013. The training aimed to demonstrate understanding of school monitoring and evaluation, describe the school MEA process, validate MEA tools, commit to implementing MEA in schools, and develop district and school training plans. Eighty-six participants from Region VII's 19 school divisions attended and evaluated the training positively. The training successfully achieved its objectives of building understanding and capacity for monitoring, evaluation, and adjustment in schools.
Learning action cell plan of science teachers of esperidion f. encabo I memorial high school. Entails lots of programs and activities for one school year.
This document is a mid-year review form for evaluating the performance of teacher Amor P. Gonzales at Tambo Elementary School in Camarines Sur. It outlines their key result areas, objectives, performance targets, means of verification, and ratings. The form is used to assess the teacher's content knowledge, learning environment, curriculum planning, assessment/reporting skills, and professional development. Objectives are evaluated on quality, efficiency, and timeliness. The teacher and principal provide ratings and remarks on progress toward objectives at the mid-year point.
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.
Pajo Elementary School held a virtual orientation on implementing limited face-to-face classes. The orientation's objectives were to orient teachers on student selection and screening for face-to-face classes, ensure adherence to COVID-19 safety protocols, and equip teachers with information on safety measures. Thirty-two staff members attended the orientation held via Google Meet. The school head emphasized health and safety protocols that must be followed to reopen classes safely. An evaluation report on the orientation was also submitted.
This document provides guidance for a mid-year in-service training for school heads and teachers in Cadiz City, Philippines. It discusses the importance of Learning Action Cells (LACs) as stipulated in Department of Education Order 35, and provides instructions for participants to: design a template for an LAC plan based on assessed needs; discuss policy statements; classify topics for LAC sessions; identify participant roles; design concept maps for implementation processes and evaluation tools. The training aims to improve teaching and learning through collaborative learning sessions where teachers solve shared challenges in groups facilitated by LAC leaders.
This document outlines the RPMS (Results-Based Performance Management System) cycle used to evaluate teachers in the Philippines. It describes the four phases: (1) Performance Planning and Commitment where teachers create development plans; (2) Performance Monitoring and Coaching where teachers receive ongoing feedback; (3) Performance Review and Evaluation where teachers are assessed and given final ratings; and (4) Performance Rewarding and Development Planning where new goals are set. Principals and department heads act as raters, evaluating teacher portfolios and providing coaching throughout the process to help teachers improve.
The monitoring and coaching form from Mamaanun Primary School documents challenges encountered by teacher Solaica A. Orintar, including identifying struggling learners and monitoring their progress. Technical assistance given includes monitoring learner performance monthly and scheduling home visits for struggling grade 1 learners. The agreement includes providing printed learning activity sheets to support struggling learners, conducting home visits for them, and holding parent-teacher consultation meetings.
The Las Piñas National High School-Gatchalian Annex Annual Gender and Development (GAD) Plan and Budget for FY 2019 outlines 5 key gender issues and objectives. It allocates a total budget of 50,880 PHP from the agency's GAA to conduct activities that promote women's rights and health, such as beauty services, poster making, seminars on breast cancer and RA 9262, and a GAD seminar workshop. The plan aims to celebrate women, provide knowledge on gender laws and policies, raise health awareness, and equip participants on protecting women and children from unlawful acts. It is prepared by the school's GAD Focal Point Chairperson and approved by the Education Program Supervisor who
This document is the annual Gender and Development (GAD) plan and budget for the Las Piñas National High School-Gatchalian Annex for fiscal year 2017. It allocates a total budget of 49,800 pesos to address three key issues:
1) Celebrating Women's Month to promote women's rights and role in development with activities like a school program and contest allocated 5,000 pesos.
2) Increasing student and teacher awareness of GAD concepts, issues, laws through a gender sensitivity seminar and workshop allocated 20,000 pesos.
3) Strengthening the GAD Focal Point System's capacity in gender mainstreaming and planning through training allocated 10,000
The document outlines an action plan for implementing a National Learning Camp at Tukuran Central Elementary School. It details the following key tasks and timeline:
1) A preparatory phase from July 3-7 involving creating a task force, orienting stakeholders, and assessing learners' needs.
2) Advocacy campaigns throughout July to promote the learning camp.
3) Teacher training from July 13-15 to enhance instructional practices.
4) Implementing the 3-5 week camp from July 17-August 25, including monitoring, activities, and stakeholder engagement.
5) Evaluating and reflecting on the camp from August 11-24 to establish best practices.
This document outlines the School Monitoring, Evaluation and Adjustment (SMEA) Plan for the 2021-2022 school year for a school in Mabalacat City, Pampanga. It details the plan across four domains: 1) Leading Strategically, 2) Managing School Operations and Resources, 3) Focusing on Teaching and Learning, and 4) Developing Self and Others. For each domain, it lists the objectives, major outputs, suggested activities, performance indicators, and timeline. The plan aims to monitor progress, evaluate outcomes, and make adjustments to ensure the school's strategic plans and operations align with its vision and support improved teaching, learning, and performance.
The document contains monthly accomplishment reports for Grade 6 at Calapan Elementary School for the 2013-2014 school year. It describes pupil development activities, teacher development activities, curriculum development, facility maintenance, and networking each month. Key activities included administering tests, participating in competitions and celebrations, conducting reviews, facilitating extracurricular activities, attending trainings, updating records, and collaborating with parents.
Rebecca Kukundakwe has over 15 years of experience in international development working on projects related to gender, youth, health, and governance. She has extensive experience designing and managing projects, building partnerships, and providing training. Currently she is the Program Manager for Gender and Youth at the Democratic Governance Facility in Uganda, where she oversees funding and implementation of related projects.
The document provides information on the Department of Education of the Philippines' strategic planning process, including their vision, mission, mandate, and strategic goals. It outlines the key pillars of their education plan which are access, equity, quality, resiliency and well-being, and governance. It then provides details on the strategic planning process, from conducting situational analyses, identifying challenges, and formulating strategic directions and initiatives aligned across governance levels from the central office down to individual schools. The overall aim is to develop strategic plans to achieve their vision of empowering Filipino learners.
The Bolo Elementary School in Pangasinan, Philippines is requesting permission to hold a 2-day overnight camping event for Girl Scouts from November 18-19, 2022. The objectives of the event are to build the girls' confidence, teach important life and leadership skills through outdoor activities, and help the girls experience community while focusing on their well-being. The itinerary includes tent pitching, a campfire, dances, challenges, ceremonies, skills-building activities like knot-tying and cooking, and a disaster preparedness presentation. The school coordinator and head have approved the plan and are now seeking permission from the district supervisor.
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 provides an overview of a resource package for teachers on the Philippine Professional Standards for Teachers (PPST). The package includes 12 modules that correspond to the 12 indicators aligned with the RPMS (Results-Based Performance Management System). Each module defines key concepts, provides illustrations of practices, and discusses one of the indicators in detail. The modules are designed to help teachers understand and achieve the indicators at different career stages. The resource package also shows how the RPMS and PPST are aligned, with objectives in each KRA (Key Result Area) linked to the relevant PPST modules. The package aims to support teachers' professional development and help them enrich their teaching practices in line with the PPST.
List of prioritized topics for school based leanrning action cell (slac0lormieabrao
The document lists 18 topics prioritized for the School-Based Learning Action Cell (SLAC) for the 2021-2022 school year at Cresencio S. Lago National High School in Surigao del Sur, Philippines. The topics include using ICT to create video lessons and interactive materials, designing test questions and performance tasks, providing formative feedback, innovation strategies for struggling learners, and workshops on using online platforms and making computer-aided instructional materials. Target dates for conducting sessions on the topics are to be determined.
The document describes a Teacher Induction Program implemented in Tagbina District II, Surigao del Sur, Philippines in 2012. The program was designed to enhance the competence of new teachers through lectures, self-assessments, reflections and evaluations. It strengthened their values, commitment and dedication according to national teaching standards. The program was led by District In-Charge Wilma Premarion and involved district administrators, master teachers and other teachers as facilitators. Thirty-seven new teachers completed the program and received certificates of completion. The program was one of only two districts in Surigao del Sur to hold a completion ceremony for their induction program that year.
This document outlines the annual Gender and Development (GAD) plan and budget for Baesa Elementary School for fiscal year 2012-2013. It identifies 8 programs/activities/projects to promote GAD, including orienting school personnel on GAD, designating a GAD coordinator and committee, creating a GAD data system, revising school plans to include GAD, informing stakeholders, organizing lecture forums, film showings, and a symposium. Each program lists the gender issue addressed, objective, activity, target dates, and performance indicators. A budget of 22,800 pesos is allocated across the 8 programs/activities/projects.
The Quality Assurance and Accountability Division of DepEd-Regional Office VII held a two-day training program on the School Monitoring, Evaluation and Adjustment System for division trainers from June 13-14, 2013. The training aimed to demonstrate understanding of school monitoring and evaluation, describe the school MEA process, validate MEA tools, commit to implementing MEA in schools, and develop district and school training plans. Eighty-six participants from Region VII's 19 school divisions attended and evaluated the training positively. The training successfully achieved its objectives of building understanding and capacity for monitoring, evaluation, and adjustment in schools.
Learning action cell plan of science teachers of esperidion f. encabo I memorial high school. Entails lots of programs and activities for one school year.
This document is a mid-year review form for evaluating the performance of teacher Amor P. Gonzales at Tambo Elementary School in Camarines Sur. It outlines their key result areas, objectives, performance targets, means of verification, and ratings. The form is used to assess the teacher's content knowledge, learning environment, curriculum planning, assessment/reporting skills, and professional development. Objectives are evaluated on quality, efficiency, and timeliness. The teacher and principal provide ratings and remarks on progress toward objectives at the mid-year point.
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.
Pajo Elementary School held a virtual orientation on implementing limited face-to-face classes. The orientation's objectives were to orient teachers on student selection and screening for face-to-face classes, ensure adherence to COVID-19 safety protocols, and equip teachers with information on safety measures. Thirty-two staff members attended the orientation held via Google Meet. The school head emphasized health and safety protocols that must be followed to reopen classes safely. An evaluation report on the orientation was also submitted.
This document provides guidance for a mid-year in-service training for school heads and teachers in Cadiz City, Philippines. It discusses the importance of Learning Action Cells (LACs) as stipulated in Department of Education Order 35, and provides instructions for participants to: design a template for an LAC plan based on assessed needs; discuss policy statements; classify topics for LAC sessions; identify participant roles; design concept maps for implementation processes and evaluation tools. The training aims to improve teaching and learning through collaborative learning sessions where teachers solve shared challenges in groups facilitated by LAC leaders.
This document outlines the RPMS (Results-Based Performance Management System) cycle used to evaluate teachers in the Philippines. It describes the four phases: (1) Performance Planning and Commitment where teachers create development plans; (2) Performance Monitoring and Coaching where teachers receive ongoing feedback; (3) Performance Review and Evaluation where teachers are assessed and given final ratings; and (4) Performance Rewarding and Development Planning where new goals are set. Principals and department heads act as raters, evaluating teacher portfolios and providing coaching throughout the process to help teachers improve.
The monitoring and coaching form from Mamaanun Primary School documents challenges encountered by teacher Solaica A. Orintar, including identifying struggling learners and monitoring their progress. Technical assistance given includes monitoring learner performance monthly and scheduling home visits for struggling grade 1 learners. The agreement includes providing printed learning activity sheets to support struggling learners, conducting home visits for them, and holding parent-teacher consultation meetings.
The Las Piñas National High School-Gatchalian Annex Annual Gender and Development (GAD) Plan and Budget for FY 2019 outlines 5 key gender issues and objectives. It allocates a total budget of 50,880 PHP from the agency's GAA to conduct activities that promote women's rights and health, such as beauty services, poster making, seminars on breast cancer and RA 9262, and a GAD seminar workshop. The plan aims to celebrate women, provide knowledge on gender laws and policies, raise health awareness, and equip participants on protecting women and children from unlawful acts. It is prepared by the school's GAD Focal Point Chairperson and approved by the Education Program Supervisor who
This document is the annual Gender and Development (GAD) plan and budget for the Las Piñas National High School-Gatchalian Annex for fiscal year 2017. It allocates a total budget of 49,800 pesos to address three key issues:
1) Celebrating Women's Month to promote women's rights and role in development with activities like a school program and contest allocated 5,000 pesos.
2) Increasing student and teacher awareness of GAD concepts, issues, laws through a gender sensitivity seminar and workshop allocated 20,000 pesos.
3) Strengthening the GAD Focal Point System's capacity in gender mainstreaming and planning through training allocated 10,000
The document outlines an action plan for implementing a National Learning Camp at Tukuran Central Elementary School. It details the following key tasks and timeline:
1) A preparatory phase from July 3-7 involving creating a task force, orienting stakeholders, and assessing learners' needs.
2) Advocacy campaigns throughout July to promote the learning camp.
3) Teacher training from July 13-15 to enhance instructional practices.
4) Implementing the 3-5 week camp from July 17-August 25, including monitoring, activities, and stakeholder engagement.
5) Evaluating and reflecting on the camp from August 11-24 to establish best practices.
This document outlines the School Monitoring, Evaluation and Adjustment (SMEA) Plan for the 2021-2022 school year for a school in Mabalacat City, Pampanga. It details the plan across four domains: 1) Leading Strategically, 2) Managing School Operations and Resources, 3) Focusing on Teaching and Learning, and 4) Developing Self and Others. For each domain, it lists the objectives, major outputs, suggested activities, performance indicators, and timeline. The plan aims to monitor progress, evaluate outcomes, and make adjustments to ensure the school's strategic plans and operations align with its vision and support improved teaching, learning, and performance.
The document contains monthly accomplishment reports for Grade 6 at Calapan Elementary School for the 2013-2014 school year. It describes pupil development activities, teacher development activities, curriculum development, facility maintenance, and networking each month. Key activities included administering tests, participating in competitions and celebrations, conducting reviews, facilitating extracurricular activities, attending trainings, updating records, and collaborating with parents.
Rebecca Kukundakwe has over 15 years of experience in international development working on projects related to gender, youth, health, and governance. She has extensive experience designing and managing projects, building partnerships, and providing training. Currently she is the Program Manager for Gender and Youth at the Democratic Governance Facility in Uganda, where she oversees funding and implementation of related projects.
The document provides information on the Department of Education of the Philippines' strategic planning process, including their vision, mission, mandate, and strategic goals. It outlines the key pillars of their education plan which are access, equity, quality, resiliency and well-being, and governance. It then provides details on the strategic planning process, from conducting situational analyses, identifying challenges, and formulating strategic directions and initiatives aligned across governance levels from the central office down to individual schools. The overall aim is to develop strategic plans to achieve their vision of empowering Filipino learners.
This document presents the mid-term evaluation report of the "Supporting Enabling Environment for Development (SEED)" project implemented by Search for Common Ground Nepal from January 2013 to May 2016. The key findings of the evaluation are: 1) Overall target achievement of the project objectives is 66%, with some themes achieving over 100% and others below 50%; 2) Youth participation targets have only been 25% achieved; 3) Some budgeting and financial management issues have been identified; 4) Recommendations include amending project changes with the funder, improving low target areas, and revising the budget. The evaluation assessed progress, effectiveness, and provided recommendations to strengthen the project.
The Office of the Vice Provost for Student Affairs ais pleased to present our strategic plan for 2020-2025. This plan guides our efforts and ensures we focus on the most critical areas for current and future students. Our plan supports Texas Tech University’s Strategic Plan, A Foundation for the Next Century | A Pathway to 2025, by ensuring Student Affairs is actively advancing our core values and are accountable for a student-centered Red Raider experience.
This document outlines a proposed 3-year plan to establish a Men of Color Initiative at Seattle University. The plan involves researching best practices in year 1, piloting the program in year 2, and formalizing it in year 3. The initiative would provide mentorship, leadership development, and community building for male students of color. It draws on models from other universities and aligns with Seattle University's goals of inclusive excellence and student success.
The document provides an overview of Oplan Kalusugan sa Department of Education (OK sa DepEd), the Department of Education's new framework for learner support services. It describes the organizational structure of the Department of Education and the Bureau of Learner Support Services. It outlines the history of health programs in DepEd and explains that OK sa DepEd aims to converge existing programs to improve learner health and readiness. The presentation provides details on the implementation, services, capacity building and monitoring of OK sa DepEd.
The document provides an overview of the PMI Educational Foundation (PMIEF) and its programs. PMIEF focuses on using project management skills and education to benefit non-profits, universities, and youth. Key programs include training and resources for non-profits, scholarships for students, and curriculum for teaching youth project management skills. PMIEF is seeking to expand these programs globally and partner with organizations to increase the social impact of project management.
The document provides an annual report for Pukekohe Hill School covering 2013. It discusses the school's vision and curriculum delivery, including a focus on literacy, numeracy, and national standards. It summarizes student achievement targets and outcomes in relation to these areas. The report also outlines the school's self-review processes and provides highlights of extracurricular programs in areas like sports, cultural activities, and programs for gifted students.
District-Wide Implementation of State-Mandated Student Academic, Career, and ...Naviance
This document summarizes the district-wide implementation of student academic, career, and post-secondary plans using Naviance software across middle and high schools in New Haven, Connecticut. It describes the multi-year rollout process involving administrators, teachers, counselors and stakeholders. Year 1 focused on developing the student success plan template. Year 2 focused on training and implementation, with a scope and sequence for activities by grade level. Examples are provided of how different schools implemented the plans based on their demographics and resources. The document provides guidance on engaging stakeholders and pacing the implementation process.
Mr. Wajid Ali Abid is seeking a challenging position to demonstrate his 5 years of experience in social sector projects. He has experience monitoring projects for UNICEF, WFP, and other organizations in Pakistan, with a focus on education, livelihoods, nutrition, and mine risk education projects. His experience includes field monitoring, surveys, coordination, and reporting on projects in Mohmand Agency, FATA. He holds degrees in political science, development journalism, teaching, and human resources.
13-328-049 - San Francisco - 3 1 15 Final PlanWendy L. Miller
The San Francisco Adult Education Consortium developed a regional comprehensive plan through an inclusive planning process involving representatives from City College of San Francisco, San Francisco Unified School District, and the Office of Economic and Workforce Development. The plan identifies strategies to address gaps in adult education services across the five AB86 program areas of basic skills/high school equivalency, ESL, education for adults with disabilities, career technical education, and apprenticeship programs. Key activities in developing the plan included collecting data, conducting student and stakeholder surveys and interviews, and convening workgroups to develop strategies. The final plan aims to strengthen and better coordinate adult education programs in San Francisco.
The document discusses driving student success through collecting and analyzing student-level data at the University of New Mexico (UNM). It outlines UNM's commitment to maintaining student data to enhance academic success. It then provides details on NM demographics and UNM enrollment. Next, it describes UNM's student services programs and pathways for supporting students from K-12 through graduate school. It emphasizes integrating student data from various sources to holistically track student engagement and outcomes over time. The goal is to demonstrate the impact of student services through collective data-informed efforts.
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Youth Formation Division: An Orientation
1. Presented by: Dr. Juan R. Araojo Jr.
Chief Education Program Specialist
Youth Formation Division
October 2016
Youth Formation Division: An Orientation
Plenary Speaker: Jerome H. Baldemoro, PhD.
Senior Education Program Specialist
Naga City Division
May 20, 2017
2. Presentation Flow
I. Introduction on the Youth Formation
Division
II. Defining the Field Counterparts
III. Roles and Responsibilities of Youth
Formation Coordinators
IV. YFD Road map
3. Legal Bases
DO 52 s. 2015
New Organizational Structures of the Central, Regional, and
Schools Division Offices of the Department of Education
DO 19 s. 2016
Guidelines on the Organizational Structures and Staffing
Patterns of Stand-Alone and Integrated Public Senior High
Schools
EO 366 s. 2004
Rationalization Program
6. 6
Project Development
Officer V
Dr. Juan A. Araojo Jr.
Project Development
Officer IV
Project Development Officer III
Glenda M. Granadozin
Guidance Service
Specialist II
Project
Development
Officer II
Jennifer Anne J.
Pascua
Project
Development
Officer II
Warren
Quisada
Project
Development
Officer II
Project
Development
Officer II
Project
Development
Officer II
Administrative Assistant
II
John Carlo B. Dino *Proposed internal structure
as of July 2016
YOUTH FORMATION DIVISION ORG STRUCTURE
7. Youth Formation
Division (YFD)
Provides youth-serving units and organizations with
responsive, learner-centered, youth-oriented
policies, standards, guidelines, programs, and
projects to contribute to the holistic development of
learners who are values-driven, career-oriented,
culturally-rooted and socially responsible citizens.
STATEMENT OF PURPOSE
8. Youth Formation
Division (YFD)
GOAL
Empowered Filipino children and youth who are
responsible, hardworking, enterprising,
persevering, value-driven and culturally – rooted
equipped with world class skills and imbued with
values such as maka-Diyos, maka-Tao, maka-
Bansa, at maka-Kalikasan.
9. Policies,
Standards, and
Guidelines
Capacity Building
Knowledge
Management
Partnerships and
Linkages
KRAs | OUTCOMES
Research,
Monitoring, and
Evaluation
Schools will have a competent
and sustainable student
organizations and will have
effective school organization
management.
Youth-serving units and
organizations will have an
efficient and effective youth
formation program
management and evidence-
based interventions.
10. • Values Formation
Program for OSY
MAKA-DIYOS
YFD PROGRAMS, PROJECTS, AND ACTIVITIES
• Student Government
Program (SGP)
• Youth Formation Field
Counterparts Orientation-
Workshop
• Special Program for the
Employment of Students
(SPES)
• Club Development
Programs
• National Federation for
SSG and SPG
• Recognizing Outstanding
Club Orgs and AdvisersMAKABANSA
11. • Career Guidance
Program (CGP)
• Skills Development
Training for OSY
• JENESYS
• Consultation with
International Orgs for
Student Development
Program
• Partners’ Meeting on
Student Exchange
Program
• Multi-sectoral meeting
on Youth Formation
Programs
MAKA-TAO
YFD PROGRAMS, PROJECTS, AND ACTIVITIES
National Ecosavers
Program
One Million Trees
and Beyond
National Native
Trees Conservation
Project
Clean and Green and
Eco-friendly Palarong
PambansaMAKAKALIKASAN
12. • Values Formation
Program for OSY
• Career Guidance Program (CGP)
• Skills Development Training for
OSY
• JENESYS
• Consultation with International
Orgs for Student Development
Program
• Partners’ Meeting on Student
Exchange Program
• Multi-sectoral meeting on Youth
Formation Programs
MAKA-DIYOS
MAKA-TAO
YFD PROGRAMS, PROJECTS, AND ACTIVITIES
• Student Government
Program (SGP)
• Youth Formation Field
Counterparts Orientation-
Workshop
• Special Program for the
Employment of Students
(SPES)
• Club Development Programs
• National Federation for SSG
and SPG
• Recognizing Outstanding
Club Orgs and Advisers
MAKABANSA
National Ecosavers Program
One Million Trees and Beyond
National Native Trees
Conservation Project
Clean and Green and Eco-
friendly Palarong Pambansa
MAKAKALIKASAN
13. YFD on the Go!
SSG and SPG Teacher-
Adviser’s Training
Lipa, Batangas
January 13-15, 2017
14. YFD on the Go!
National Training of Trainers, Teachers and Career Advocates
February 13-17, 2017
Baguio City, Philippines
15. YFD on the Go!
Senior High School Immersion Partnership Forum
March 10, 2017
Avenue Plaza Hotel Naga City
16. YFD on the Go!
SSG and SPG Elections
February to March 2017
(School and Division)
17. Student Leaders’ Development Program
Cluster 1-Luzon (Regions 4A, 4B, 5 and NCR)
July 5-8, 2017 – Host: Region 5 (TBA)
SSG and SPG Leaders’ Conference
July 2017
Baguio City (TBA)
UPCOMING ACTIVITIES
19. Special Office: Center for
Student and Co-curricular
Activities
CREATED
Youth Formation
Division (YFD)
Old Office Action Taken New Office
The YFD is created by virtue of DO 52 s. 2016:
CENTRAL OFFICE
20. Regional Level: Differentiating CLMD and ESSD
o Elementary Education Division
o Secondary Education Division
o Non-Formal Education
Division/ ALS Division
Curriculum and Learning
Management Division
(CLMD)
-- Learning Resources
Management and Development
Division
Old Office New Office
o No organization unit in 2005
structure
Education Support
Services Division (ESSD)
-- School Health
-- Education Facilities
-- Special Programs and Services
21. Division Level: Differentiating CID and SGOD
o Promotional Staff
Curriculum Implementation
Division (CID)
-- Learning Resources Management
Section
-- Instructional Management Section
-- District Instructional Supervision Section
Old Office New Office
School Governance and
Operations Division (SGOD)
-- Social Mobilization and Networking
Section (only for M, L, and VL schools)
-- School Management and Evaluation
Section
-- Planning and Research Section
-- Human Resource Development Section
-- Education Facilities Section
22. FIELD COUNTERPARTS
As per DO 52 s. 2016, below are the field counterparts of the YFD
(can be found in page 2 of 4 of the annex of the said DO)
CENTRAL OFFICE REGIONAL OFFICE DIVISION OFFICE
BUREAU OF LEARNER
SUPPORT SERVICES (BLSS)
o Office of the
Director
o School Sports
Division
o Youth Formation
Division
o School Health
Division
EDUCATION SUPPORT
SERVICES DIVISION (ESSD)
o Special Programs
and Services
o School Health
SCHOOL GOVERNANCE AND
OPERATIONS DIVISION
(SGOD)
o All units under
SGOD may be
mobilized for learner
support programs
and activities
o School Health
Section
24. ROLES AND RESPONSIBILITIES OF FIELD
COUNTERPARTS
REGIONAL LEVEL
• Reports to the Directorate updates and concerns on
youth formation program implementation;
• Coordinates with other offices/units at the region
on matters related to youth formation;
• Provides technical assistance to the division YFP
coordinators;
25. • Conducts quality assurance on products and
services provided;
• Ensures policies are enforced at the SDOs;
• Designs and cascades training programs to
the divisions as deemed necessary;
ROLES AND RESPONSIBILITIES OF FIELD COUNTERPARTS
26. ROLES AND RESPONSIBILITIES OF FIELD
COUNTERPARTS
REGIONAL LEVEL
• Submits periodic reports to the CO, NGO
counterparts and other youth serving organization
(as needed);
• Serves as DepEd representative, resource person to
partners such as National Youth Commision (NYC) ,
National Center for Culture and the Arts (NCCA) and
other youth serving organizations;
27. • Provides concepts and principles on youth
development for formal and informal
integration in the curricula; and
• Monitors and evaluates YF PPAs.
ROLES AND RESPONSIBILITIES OF FIELD COUNTERPARTS
28. ROLES AND RESPONSIBILITIES OF FIELD
COUNTERPARTS
DIVISION LEVEL
Reports to SDS and ASDS matters on youth
formation PPAs;
Coordinates with other offices/units at the division;
Provides technical assistance to schools on matters
related to YFP;
29. Ensures YFP policies, programs, projects and
activities are Implemented;
Contextualizes/localizes YFP policies that
would suit the need of the learners in the
division;
Submits accomplishment reports periodically
to the Directorate and external partners as
needed;
ROLES AND RESPONSIBILITIES OF FIELD COUNTERPARTS
30. ROLES AND RESPONSIBILITIES OF FIELD
COUNTERPARTS
DIVISION LEVEL
Represents DepEd in Inter-agency
Committees
Provides concepts and principles on youth
development for integration in the curricula;
Attends meetings at the provincial level; and
Monitors and evaluates YFP.
32. SHS ORG STRUCTURE AND STAFFING PATTERN
What are Shared
Services?
Shared services pertain to the Nurse, Youth
Formation Coordinator, and Guidance
Counselor whose services are shared among
schools within the division.
The Youth Formation Coordinator (YFC)
o Stationed in the division and whose service is shared by schools in an appropriate
ratio.
o Item is Project Development Officer 1 (SG11)
Division Size YFC Allocation
Small 1
Medium 2
Large 3
Very Large 4
33. ROLES OF THE YOUTH FORMATION COORDINATOR
o Manages the youth formation programs of the schools
within a division, including but not limited to the
implementation of the Supreme Pupils Government
(SPG) and Supreme Students Government (SSG) as
well as other co-curricular and extra-curricular clubs
and programs;
34. o Manages and monitors the implementation of the
career guidance program in the senior high
schools;
o Reports to the Assistant Principal for Operations
and Learner Support and/or Principal/ School
Head, as well as the School Governance and
Operations Division (SGOD) in the SDO.
ROLES OF THE YOUTH FORMATION COORDINATOR
35. YFD ROADMAP
Youth Formation Program Implementers (ESSD, SGOD. School Heads)
Student Government Program
Career Guidance Program
Inclusive Youth Formation Programs
DepEd Youth Formation Program Operations
Programs for Special Interest Groups
(Music, Arts and Culture)
DepEd Youth Exchange Program
36. YFD ROADMAP
Youth Formation Program Implementers (ESSD, SGOD. School Heads)
2017
• Developed guidelines for YF Program Coordinators
• Organized a representative body that will manage YFP at RO, SDO and school levels
• Instituted coordination mechanisms with other CO units
37. YFD ROADMAP
Youth Formation Program Implementers (ESSD, SGOD. School Heads)
2018
• Created a Youth Formation Program Council (YFPC) composed of representatives of
various youth-serving government organizations
• Prepared a circular for the creation of Youth Formation Program Council (YFPC)
• Conducted orientation workshop for National Youth Formation Program (NYFP)
• Conducted Principal Empowerment on Youth Development Programs
38. YFD ROADMAP
Youth Formation Program Implementers (ESSD, SGOD. School Heads)
2019
• Empowered school heads on Youth Development Programs
• Principal Empowerment Training on Youth Development programs
• Writeshop on the development of manual on good practices on YF programs
• Coordinated with other agencies and organization on the development of
manual on good practices of YF programs
39. YFD ROADMAP
Youth Formation Program Implementers (ESSD, SGOD. School Heads)
2020
• Proposed the inclusion of the budget for co-curricular and non-curricular activities in
the MOOE
• Conducted Mid-Term and year-end Review and Planning Workshop
• Principal Empowerment Training on Youth Development programs
40. YFD ROADMAP
Youth Formation Program Implementers (ESSD, SGOD. School Heads)
2021
• Conducted Mid-Term and year-end Review and Planning Workshop
• Conducted vision exercises for the development of the next Six (6) year YFD
Strategic Plan
41. YFD ROADMAP
Youth Formation Program Implementers (ESSD, SGOD. School Heads)
2022
• Institutionalized the National Youth Formation Program Council (NYFPC) as
an a consultative group in planning future youth programs
• Published and distributed the DepEd Youth Formation Program Manual
• Inclusion of the budget for co-curricular and non-curricular activities in the
MOOE
42. YFD ROADMAP
2017
• Developed standards on the creation, accreditation and participation of students in
clubs/organizations
• Standardized policies on for the provision of service credits for teacher-advisers
• Proposed Presidential Proclamation on Nation Youth Formation Week/Month
• Organized a National Federation for SSG (NFSSG) and National Federation for SPG (NFSPG)
• Launched the National Search for the Ten Outstanding Public School Student Leaders
• Launched the National Search for Outstanding Organizations and Advisers
Student Government Program
43. YFD ROADMAP
2018
• Proposed the involvement of SSG and SPG Presidents as representative of the student
body in the crafting of School Improvement Plan (SIP)
• Developed the DepEd Student Organizations Manual
• Conducted training for club organization officers
Student Government Program
44. YFD ROADMAP
2019
• Empowered school heads on creating and implementing youth formation programs
• Conducted consultation on the manual on good practices of youth formation programs
Student Government Program
45. YFD ROADMAP
2020
• Established the Student Leaders’ Academy (modular leadership training)
• Strengthened the monitoring and evaluation of student-initiated projects and
programs
Student Government Program
46. YFD ROADMAP
2021
• Stabilized the operations of the student organizations in the public schools
• Created the alumni community of student leaders whose purpose is to create
community projects that can help public school learners
• Conducted an impact evaluation of the student organization programs
Student Government Program
47. YFD ROADMAP
2022
• Produced outstanding public school student leaders and advisers
• Institutionalized 2-3 student org-initiated projects as a national policy
Student Government Program
48. YFD ROADMAP
2017
• Conducted consultative meeting with relevant units and organizations on the crafting
of the DepEd Guidance and Counselling Manual
• Conducted NTOT for the Career Guidance modules for G12 career advocates
• Consulted relevant units and organizations on DepEd Parents Education Program
Career Guidance Program
49. YFD ROADMAP
2018
• Developed the DepEd Guidance and Counselling Manual
• Formulated policies/standards for Homeroom Guidance Program (HGP)
• Conducted National Orientation-Workshop on the Guidance and Counselling manual
• Training of career advocates on the CGP module
• Conducted conference for RGCs and career advocates
Career Guidance Program
50. YFD ROADMAP
2019
• Training-workshop for parents on DepEd Parents Education Program
• Conducted revisions on the CGM for G11
• Coordinated with other agencies on the development of career guidance program
Career Guidance Program
51. YFD ROADMAP
2020
• Reviewed and revised the modules for CGM for G12
• Coordinate with agencies on the improvement of the career guidance program
Career Guidance Program
52. YFD ROADMAP
2021 • Implemented institutionalized Career Guidance Program
Career Guidance Program
53. YFD ROADMAP
2022
• Evaluated the impact of the Career Guidance Program for G10-G12
• Analyzed the data and findings gathered from the results of the SHS CGP and how it
will help improve the DepEd career guidance program
Career Guidance Program
54. YFD ROADMAP
2017
• Developed policies and guidelines on youth formation programs for OSY, differently-
abled youth, and youth in indigenous groups.
• Conducted skills development program for OSY, differently-abled youth, and youth in
indigenous groups.
• Organized a multi-sectoral group to serve as Youth Advisory Council
Inclusive Youth Formation Programs
55. YFD ROADMAP
2018
• Conducted orientation and training on the implementation of the policies
• Conducted NTOT for Youth Formation Program Coordinators on facilitating the
programs for the said target
• Crafted a position paper for passing a Presidential Proclamation on “National School
Youth Formation Week”
Inclusive Youth Formation Programs
56. YFD ROADMAP
2019
• Strengthened policies for an inclusive YFP for OSY, differently-abled, and youth in
indigenous groups.
• Conducted training programs for OSY, differently-abled, and youth in indigenous
groups
• Rationalized policies on scholarship grants to indigent youth and deserving students
• Conducted skills development program for OSYs
Inclusive Youth Formation Programs
57. YFD ROADMAP
2020
• Provided scholarship grants and other opportunities to indigent youth and deserving
students
• Presented outcomes of the youth formation programs for the OSY, differently-abled,
and youth in indigenous groups.
• Determined possible partners on youth formation programs for the said target
Inclusive Youth Formation Programs
58. YFD ROADMAP
2021
• Forged partnerships to strengthen the youth formation programs for the said target
• Evaluated the impact of the youth formation programs for the said target
Inclusive Youth Formation Programs
59. YFD ROADMAP
2022
• Analyzed the results of the youth formation programs specific to the said target
• Proposed the said youth segment as a field of research to the Basic Education
Research Agenda (BERA)
Inclusive Youth Formation Programs
60. YFD ROADMAP
2017
• Conducted consultative meeting with existing partners for the review and evaluation
of current youth exchange program
• Conducted research on possible youth exchange programs where public school
students can participate
• Proposed possible partnerships with both local and international organization for
youth exchange programs
DepEd Youth Exchange Program
61. YFD ROADMAP
2018
• Forged partnerships with both local and international organizations for youth
exchange programs
• Proposed guidelines of international exchange programs hosted by DepEd schools
DepEd Youth Exchange Program
62. YFD ROADMAP
2019
• Participated in 2-3 new youth exchange programs
• Developed a tracking mechanism of DepEd participants in the youth exchange
programs
DepEd Youth Exchange Program
63. YFD ROADMAP
2020
• Continued participation in youth exchange programs
• Established an alumni community of DepEd youth exchange students
• Proposed programs and projects to be conducted by the said group
DepEd Youth Exchange Program
64. YFD ROADMAP
2021 • Implemented a program and project proposed by the DepEd youth exchange program
alumni community
DepEd Youth Exchange Program
65. YFD ROADMAP
2022
• Evaluated the impact of the Deped youth exchange programs
• Established a strong community of competent alumni committed towards helping the
public school learners through formation programs and projects
DepEd Youth Exchange Program
66. YFD ROADMAP
2017
• Developed guidelines on the implementation of youth formation programs
• Consulted field counterparts and relevant units and stakeholders on priority areas for
the development of youth formation programs
• Strengthened knowledge management including databank of field counterparts,
external partners etc.
• Mid-term Review and Year-end Planning Workshop
• Developed an online reporting system
DepEd Youth Formation Program Operations
67. YFD ROADMAP
2018
• Developed a manual of youth formation program best practices
• Strengthened the coordination with the field counterparts for the efficient
implementation of the youth formation programs
DepEd Youth Formation Program Operations
68. YFD ROADMAP
2019
• Re-orientation of field counterparts
• Conducted DepEd Youth Formation Convention that will develop skills of personnel as
a youth formator
DepEd Youth Formation Program Operations
69. YFD ROADMAP
2020
• Analyzed and evaluated the process of operations
• Determined further the priority areas for youth development programs
DepEd Youth Formation Program Operations
70. YFD ROADMAP
2021 • Enhanced the process of operations on youth formation programs
DepEd Youth Formation Program Operations
71. YFD ROADMAP
2022
• Stabilized and standardized the operations of youth formation programs
• Empowered the youth formation programs field counterparts through training
DepEd Youth Formation Program Operations
72. Programs for Special Interest Groups
Currently proposed programs:
• Arts and Culture
- Revival of Rondalla groups in public schools
- National competition for Rondalla groups
• Entrepreneurship
- DepEd Entrepreneurial Summit