Relevant, Appropriate and Developmental for … · • DepED Vision, Mission, Core Values • 10...

DEPARTMENT OF EDUCATION RO II

SCHOOL PROGRAMS AND PROJECTS

Relevant, Appropriate and Developmental for Community Mobilization


AGENDA

• DepED Vision, Mission, Core Values

• 10 Point Basic Education Agenda of Aquino Administration

• Role of DepED in the Social Contract for the Filipino People

• School Programs and projects for a Successful K to 12 Implementation

• Holistically Developed Filipino Learner with the 21st

Century Skills

• Bridging Leadership Framework


DepED VISION, MISSION, CORE VALUES, and ROLE in the SOCIAL CONTRACT


VISION

We dream of Filipinoswho passionately love their countryand whose values and competencies

enable them to realize their full potentialand contribute meaningfully to building the

nation.

As a learner-centered public institution,the Department of Educationcontinuously improves itself

to better serve its stakeholders


MISSION

To protect and promote the right of every Filipino to quality, equitable, culture-based, and complete basic education

where:

Students learn in a child-friendly, gender-sensitive, safe, and motivating environment.

Teachers facilitate learning and constantly nurture every learner.

Administrators and staff, as stewards of the institution, ensure an enabling and supportive environment for

effective learning to happen.

Family, community, and other stakeholders are actively engaged and share responsibility for developing life-long

learners.


CORE VALUES

Maka-Diyos

Maka-tao

Makakalikasan

Makabansa


10-Point Basic Education Agendaof the Aquino Administration

1. 12-Year Basic Education Cycle

2. Universal Kindergarten

3. Madaris Education

4. Technical-Vocational Education

5. Every Child a Reader by Grade 1

6. Science and Math Proficiency

7. GASTPE (Gov. Assistance to Students and Teachers to Private Education)

8. Medium of Instruction

9. Quality Textbooks

10. Covenant with LGUs


DepED’s Role to the Social Contract for Filipino People

“Making education the CENTRAL STRATEGY for investing in our people, reducing poverty and building national

competitiveness”

-A Social Contract with the Filipino People

Benigno S. Aquino III


School Effectiveness through Programs and Projects that Engage Partners


• is system-oriented;

• is learner-centered;

• has [K to 12] curriculum and learning as the centerpiece reform

• is inclusive.

Features of the Redefined SBM


Community Engagement and Mobilization

• School-Based Management• School Head and Staff

• School Governing Council (SGC)

• Parents-Teachers Association (PTA)

• Supreme Student/Pupil Government (SSG/SPG)

• External Partnerships (including Alumni, etc)

• Continuous Improvement Program• Voice of the Customers (VoC)

• Stakeholders Analysis

• Basic Education Research• Internal and/or external stakeholders as

respondents


Accreditation

Status

Level III

(Self-

renewing/regulating)

Level II

(Operational)

Level I

(Emergent)

Level of Practice

SBM-PASBE Operational

Framework

Autonomous

(Re-

accredited

Status)

Accredited

(initial

accreditation

)

Applicant

status

Leadership for

Accelerated

Learning

Curriculum and

Learning for

Responsible

Citizenship

Transparent

Management of

Resources

Performance

Accountability for

Quality Education


SSESSpecial Science Elementary School (SSES)

• an educational intervention designed to develop children who have keen interest and exceptional abilities in Science and Mathematics


SSES Budget Allocation

REGION No. of Schools AMOUNT

I 7 P 2,484,461.00

II 5 P 1,774,615.00

III 10 P 3,549,230.00

IV-A 9 P 3,194,307.00

IV-B 5 P 1,774,615.00

V 10 P 3,249,230.00

VI 8 P 2,839,384.00

VII 5 P 1,774,615.00

VIII 6 P 2,129,538.00

IX 2 P 709,846.00


SSES Budget Allocation


X 5 P 1,774,615.00

XI 7 P 2,484,461.00

CARAGA 10 P 3,549,230.00

CAR 6 P 2,129,526.00

NCR 9 P 3,194,307.00

TOTAL 104 P 36,612,000.00


Eligible Activities and Expenses

• Conduct of investigatory projects and

student researches relative to the

program;

• Participation of pupils in development

activities such as leadership training

workshops, seminars and conferences

related to the program;



• Professional training and development of

teachers and school heads including

participation in program related seminars,

conferences and workshops;

• Purchase of assessment materials and

payment for services of psychologist and

psychometricians in the screening and

identification of entrants; and

• Minor repair and maintenance of facilities

and devices such as science model

apparatuses, scientific tools and equipment.


Special Education (SPED)

• a program for learners with special needs and disabilities including those who are gifted and talented in the elementary and secondary levels.


SPED Budget (Elementary)


I 35 P 17,268,800.00

II 18 P 8,149,600.00

III 42 P 20,136,000.00

IV-A 42 P 20,660,000.00

IV-B 10 P 4,772,800.00

V 15 P 7,500.000.00

VI 27 P 11,327,200.00

VII 38 P 14,265,600.00

VIII 16 P 8,500,000.00

IX 28 P 11,680,000.00


SPED Budget (Elementary)


X 16 P 7, 431,200.00

XI 24 P 12,612,000.00

XII 26 P 12,578,400.00

CARAGA 17 P 8,972,000.00

CAR 5 P 2,717,600.00

NCR 55 P 27,457,600.00

ARMM 2 P 1,268,000.00

TOTAL 416 P 197,296,800.00


SPED Budget (Secondary)


I 14 P 1,205,568.00

II 10 P 861,120.00

III 37 P 3,186,144.00

IV-A 65 P 5,597,280.00

IV-B 18 P 1,550,016.00

V 20 P 1,722,240.00

VI 29 P 2,497,248.00

VII 25 P 2,152,800.00

VIII 7 P 603,784.00

IX 5 P 430,560.00


SPED Budget (Secondary)


X 18 P 1,550,016.00

XI 23 P 1,980,576.00

XII 13 P 1,119,456.00

CARAGA 5 P 430,560.00

CAR 9 P 775,008.00

NCR 49 P 4,219,488.00

ARMM 2 P 172,224.00

TOTAL 349 P 30,053,088.00



• Participation of pupils/students in development

activities such as training, camp activities, sports and

other SPED-related activities;

• Implementation of the Transition Program;

• Professional training and development of teachers

and school heads including participation in program

related seminars, conferences and workshops; and

• Purchase of psychological and other assessment

tests and payment for services of psychologist and

psychometricians in the screening and identification

of entrants.

Source: DO 15, s. 2014


• a program aimed to strengthen Science

and Mathematics education by offering

an accelerated curriculum on science

and mathematics, information and

technology, with required courses and

a wide selection of electives, and

opportunities for independent student

research.


Regional Science High School (RSHS)


RSHS Budget



• Conduct of investigatory projects and


program including payment of supplies,

laboratory test, rentals of equipment,

spaces and transportation.

• Participation of students in development

activities such as Science and Math,

Competition, training, workshops, and

other program related seminars and

conferences;



• Professional training and development of

Science and Mathematics teachers and

school heads including participation in

related seminars, conferences and

workshops; and

• Minor repair and maintenance of science

laboratories and existing science

equipment.




• formerly Engineering and Science

Education Program (ESEP)

• a program designed to strengthen Science

and Math Education delivered through

special science classes in selected

secondary schools nationwide


Science, Technology and Engineering (STE) Program


STE Budget


I 13 P 3,484,000.00

II 13 P 3,484,000.00

III 17 P 4,556,000.00

IV-A 15 P 4,020,000.00

IV-B 7 P 1,876,000.00

V 17 P 4,556,000.00

VI 18 P 4,824,000.00

VII 10 P 2,680,000.00

VIII 12 P 3,216,000.00

IX 10 P 2,680,000.00


STE Budget


X 15 P 4,020,000.00

XI 9 P 2,412,000.00

XII 8 P 2,144,000.00

CARAGA 8 P 2,144,000.00

CAR 8 P 2,144,000.00

NCR 18 P 4,824,000.00

ARMM 2 P 356,000.00

TOTAL 200 P 53,430,000.00


• Conduct of investigatory projects,


program including payment of supplies,

laboratory test, rentals of equipment,

spaces and transport;

• Participation of students in development

activities such as Science and Math,

competition, training, workshops, and

other program related seminars and

conferences;




• Professional training and development

of Science and Mathematics teachers

and school heads including participation

in related seminars, conferences and

workshops; and

• Minor repair and maintenance of science

laboratories and existing science

equipment.




• a nationwide program for secondary

students with potential and talents

in the arts namely: Music, Visual Arts,

Theater Arts, Media Arts, Creative

Writing and Dance.


Special Program for the Arts (SPA)


SPA Budget


Students development activities such as

participation in DepEd-approved

festivals and competitions;

Professional training and development

of teachers and school heads including

participation in Arts-related seminars,

conferences and workshops; and

Purchase of supplies related to arts

including costumes/uniform in the

different art areas.




• a program aimed to address the needs

of secondary students with

potential/talents in sports namely:

Archery, Arnis, Athletics, Badminton,

Basketball, Baseball, Chess, Football,

Gymnastics, Sepak Takraw, Softball,

Swimming, Table Tennis, Taekwondo,

Tennis and Volleyball.


Special Program for Sports (SPS)


SPS Budget


Students development activities such as

participation in DepEd-approved

festivals and competitions;

• Professional training and development

of teachers and school heads including

participation in Sports-related seminars,

conferences and workshops; and

• Purchase of supplies related to arts and

sports including costumes/uniform in

the different art areas.




• Early Language, Literacy And Numeracy Program

• The Program will develop in Filipino children

literacy and numeracy skills and attitudes that will

contribute to lifelong learning. More specifically, it

aims to improve reading and numeracy skills of

Kinder to Grade 3 pupils, following the K to 12 Basic

Education Curriculum, and establish a sustainable

professional development system for teachers

Every Child A Reader Program (ECARP)


Components of early language,

literacy and numeracy program

a. establishment of baseline data (e.g., teacher and

pupils’ profile, language used by learners,

existing and functional reading and numeracy

program, and support mechanisms at the

ground level);

b. materials development;

c. development of classroom-based (formative)

assessment protocol for literacy and numeracy

skills; and

d. professional development of teachers and school

heads.


• A program wherein each class

contains two or more grades handled

by one teacher in a complete or

incomplete elementary school.

• provides access to schools for

children in far-flung barangays and to

complete incomplete schools

Multigrade Program in Philippine Education (MPPE)


MPPE Budget

REGION Physical Target AMOUNT

I 32 P 6,600,000.00

II 40 P 8,250,000.00

III 21 P 4,152,500.00

IV-A 32 P 6,600,000.00

IV-B 40 P 8,250,000.00

V 50 P 10,312,500.00

VI 40 P 8,250,000.00

VII 50 P 10,312,500.00

VIII 79 P 16,747,500.00

IX 40 P 8,250,000.00



MPPE Budget


X 40 P 8,250,000.00

XI 28 P 5,775,000.00

XII 28 P 5,775,000.00

CARAGA 40 P 8,250,000.00

CAR 40 P 8,250,000.00

ARMM 28 P 5,775,000.00

TOTAL 628 P 129,800.000.00



• aims to provide the Muslim learners

with appropriate and relevant

educational opportunities through the

integration of the Arabic Language and

Islamic Values Education (ALIVE)

program for the basic education

curriculum.

MADRASAH


MADRASAH Program Support Fund

By Region:

By Division:




Region Region PSF Division PDF TOTAL

I 130,000 450,000 580,000

II 130,000 300,000 430,000

III 150,000 500,000 650,000

IV-A 150,000 700,000 850,000

IV-B 150,000 250,000 400,000

V 150,000 550,000 700,000

VI 130,000 380,000 510,000

VII 150,000 600,000 750,000

VIII 130,000 300,000 430,000

IX 130,000 790,000 920,000Source: DO 28, s. 2015



Region Region PSF Division PDF TOTAL

X 148,000 730,000 878,000

XI 130,000 840,000 970,000

XII 124,000 1,170,000 1,294,000

CARAGA 130,000 500,000 630,000

CAR 100,000 100,000 200,000

NCR 150,000 690,000 840,000

ARMM 345,000 1,270,000 1,615,000

TOTAL 2,527,000 10,120,000 12,647,000



• a parallel learning system in the Philippines

that provides a practical option to the

existing formal instruction. When one does

not have or cannot access formal education

in schools, ALS is an alternate or substitute.

ALS includes both the non-formal and

informal sources of knowledge and skills.

Source: estelito balatan ppt

Alternative Learning System (ALS)


Basic Literacy Program (for illiterates) - a community-based educational program for illiterate out-of-schoolchildren, youth and adults, to develop basic literacyskills.

Accreditation and Equivalency Program (for literateswho have not completed ten years of basiceducation) - a certification of learning for out-of-schoolyouth and adults aged 15 years old and above, who areunable to avail of the formal school system, or whohave dropped out of formal elementary or secondaryeducation.

ALS Program


A Successful ALS Passer

• Manny Pacquiao

- Took and passed the Accreditation and Equivalency Test (A&E)

- Named DepED’s Ambassador for the ALS

- People’s Champ for Education


• aims to improve the appropriateness and

responsiveness of the curriculum; build the

capacity of teachers, managers and concerned

personnel; support the development of

culturally appropriate learning resources and

learning environment and strengthen the

policy environment supportive of IPED. It is,

likewise, intended to address the learning

needs of IP learners who lack access to basic

education services.

Indigenous Peoples Education (IPED)


IPED Budget (DO 4 s.2015)


Three Thematic Focus Areas• Curriculum and learning resource

development• Capacity building• Education planning for IPED




• a nationwide convergence program of

various national government agencies and

non-government organizations and

institutions under the leadership of the

Department of Education (DepEd) and the

National Youth Commission (NYC) with the

vision of helping our out-of-school youth

(OSY) through opportunities for education,

entrepreneurship, and employment

Abot-Alam Program


Other Agencies who support Abot-Alam

• DA

• DAR

• DENR

• DOH

• DILG

• DOLE

• DOST

• AFP

• CHED

• NAPC

• NEDA

• PCUP

• TESDA

• AJCMFI

• CMN

• DLSP

• SCL

• SEAMEO

• INNOTECH

• Smart Comm.

• ULAP

• LPP

• LCP

• LnB

• PCL

• NMYL

DEPARTMENT OF EDUCATION RO IISource: DO 17, s. 2014, p. 17


Component Activities ExpensesResponsible

office

Advocacy and Social Mobilization

Conduct of advocacy and social mobilization activities

Supplies, Transportation expenses, Representation and Meals, Rent (venue, Equipment), Reproduction expenses, training kits

Regional and Division Office

Development and printing of advocacy materials

Supplies, printing and reproduction expenses

Deployment of Teachers

Provision of teaching aid and transportation allowances

allowances

Division OfficeCapacity building of teachers

Training of teachers on the Abot-Alam Program and on ALS


Monitoring and Evaluation

Conduct of M&E and provision of technical assistance to the DOs for ROs and to CLCs and ALS teachers for DOs


Regional and Division Office


Programs being offered by agencies which are available for OSYs:



Designed to equip the tech-voc high

school students with relevant

competencies which will prepare them

for higher education, world of work and

entrepreneurial opportunities.

Strengthened Technical Vocational Education Program (STVEP)


• provides opportunities for learning and

using Spanish as the second language in a

variety of contexts and developing

understanding and appreciation of other

people’s culture.

Special Program for Foreign Language (SPF)


• To tap and polish to the fullest God given

talents of young writers in the field of

journalism maximizing such talent to become

most responsible journalists, a potent force

affecting change for better and best of the

society.

Special Program in Journalism (SPJ)


Holistically Developed Filipino Learner with the 21st Century Skills


SKILLS

Information, Media, and Technology Skills

Learning and Innovation Skills

Communication Skills

Life and Career Skills

LEARNING AREAS

Language

Technology and Livelihood Education (TLE)

Mathematics and Science

Arts and Humanities

Materials,

Facilities, and

Equipment

ICT

EnvironmentAssessment

School

Leadership

and

Management

Schools

Divisions

Technical

Assistance

Community-

Industry

Relevance

and

Partnerships

Teachers

The K to 12 Philippine Basic Education Curriculum

Framework

Monitoring and Evaluation System

Curriculum Support System

Being and Becoming a Whole Person

Holistically Developed Filipino with 21st Century Skills


SHS TRACKS and LEARNING AREAS


Philippine Qualifications Framework

DEPARTMENT OF EDUCATION


Enhanced Basic Education Curriculum Standards and Principles (Sec 5, RA 10533)

1. Learner-centered, inclusive & developmentally appropriate

2. relevant, responsive and research-based;

3. Culture-sensitive

4. Contextualized and global

5. Use pedagogical approaches that are constructivist, inquiry-based, reflective, collaborative and integrative;


Enhanced Basic Education Curriculum Standards and Principles (Sec 5, RA 10533)

6. adhere to the principles and framework of Mother Tongue-Based Multilingual Education (MTB-MLE)

7. use the spiral progression approach to ensure mastery of knowledge and skills after each level

8. flexible enough to enable and allow schools to localize, indigenize and enhance the same based on their respective educational and social contexts.


Ensuring Community Engagement in the Proper Implementation of Programs and Projects

BRIDGING LEADERSHIP FRAMEWORK


• Key to the leadership concept is the capacity of the individual to move from a personal understanding and ownership of a social issue to a collective action to resolve the issue


3 KEYS:

• OWNERSHIP

• CO-OWNERSHIP

• CO-CREATION


OWNERSHIP

• The bridging leader acknowledges the range of his assets (i.e. values, education, experiences, family background, etc.) which when accumulated comprise his leadership capital

• Knowing his capital, the leader examines how these assets are put to use to benefit the wider society

• Deeper Understanding of the Problem = Better Solution


CO-OWNERSHIP

• getting stakeholders together to deepen their understanding of the issue, to recognize how they are part of the problem and the solution, and to acknowledge the need for collective response

• convening various parties to the issue

• facilitating constructive dialogue to arrive at a common understanding of the issue

• managing conflicts and coming up with a collaborative response

• BUILDING COMMON GROUND


CO-CREATION

• the actual work of collaboration

• clear goals, outputs and targets that will lead to the resolution of the problem

• Innovative plans and programs are drawn by the collective, guided by the principles of transparency, accountability, participation and resource-sharing

• Concrete mechanisms and strategies


Stakeholder Analysis Matrix

GroupGroup’s Interest

in issue

Resources

Available

Resource

Mobilization

Capacity

Position on

issue

Name

of

Group

Estimate of the

level of interest

of the group in

the issue (e.g.

high to low)

It is also useful

to indicate

exactly what

those interests

are.

Summary of

resources held

by group or to

which it has

access. (These

may include

financial,

information,

status,

legitimacy,

coercion)

Include

specifics

Estimate of

which and how

easily group can

mobilize

resources in

pursuit of

objectives.

(May be defined

as high to low or

may use more

quantitative

indicators such

as +5 or -5.)

Estimate of the

group’s

position on the

issue.

(E.g. pro or

con, or

positive to

negative, or

nominal

quantitative

measures such

as +3 or -3.)


• The process is non-linear and iterative, requiring the leader to constantly review each segment to ensure sustainability of the process.


“A Community is

lifeless without

unity, and Unity is meaningless

without

U-n-I (you and I)”


THANK YOU and GOD BLESS!

Relevant, Appropriate and Developmental for … · • DepED Vision, Mission, Core Values • 10...

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