70

mplementation

This section presents the implementation of the targets for the next three years, the
identified risks in the implementation of the PAPs, and the strategies for effective
monitoring and evaluation (M & E) to track the progress of the targets.
The established performance targets had undergone rigorous processes of
determining the ideal figure per indicator.
Access. The intermediate outcome for strategic direction one (access) defines
that all school-age children, out-of-school youth, and adults have accessed relevant basic
learning opportunities. To achieve the defined outcome across all grade levels, the school
targets are portrayed in Table 44.

Table 44: School Targets for Access

Develop Physical Target

Base Frequ Respo
ment Means M
line of
ency nsible
Areas/K of Person &E
(SY Verificat
ey SY SY Data / Unit Stra
2021 2022- 2023-
SY 2024- ion
Perform 2025 Colle tegy
- 2023 2024
ance 202 ction
Indicato 2)
rs
Intermediate Outcome (IO) #1 All school-age children, out-of-school youth, and adults accessed relevant basic
learning opportunities

1. Percentage of school-age children in school - Net Enrollment Rate (NER)

Kindergarten EBEIS Annua
lly Annual
Implement
Elementary EBEIS Annua ation
lly Review
(AIR)
Junior High School EBEIS Annua LIS
Coordinator
lly
Senior High School EBEIS Annua LIS
Coordinator
lly
2. Incidence of OSC & OSY
Elementary
Out-of-school rate TBE EBEIS Annuall LIS
Annual
Coordinator
y Implement
Junior High School ation
TBE EBEIS Annuall LIS Review
Coordinator (AIR),
Out-of-school rate y
Senior High School
Out-of-school rate TBE EBEIS Annuall LIS
Coordinator
y
 Develop Physical Target
ment Base Frequ Respo
Means M
Areas/K line of
ency nsible
ey of Divisio &E
(SY SY SY Verificat
Perform SY 2024- Data n/ Unit Stra
2021 2022- 2023- ion
ance 2025 Colle tegy
- 2023 2024
Indicato 202 ction
rs 2)
IO1.1- All five-year-old children in school
3. Percentage of five-year old in school - Net Intake Rate (NIR)
Quarterly
Percentage of Program
LIS Implemen
five- year old in Coordin
TBE EBEIS Annually ator tation
school - Net Review
Intake Rate (NIR) (QPIR),
Annual
Implemen
tation
Review
(AIR)

IO1.2 - All learners will stay in school and finish key stage
4. Percentage of enrollees (Elem, JHS, SHS) in a given school year who continue to be in school
the following school year- Retention Rate
Quarterly
Elementary EBEIS Annually LIS
Program
Coordinat
or Implemen
tation
Junior High School EBEIS Annually LIS Review
Coordinat
or
(QPIR),
Annual
Senior High School EBEIS Annually LIS Implemen
Coordinat tation
or Review
(AIR)
5. Percentage of currently enrolled learners but did not finish/complete the school year–
Dropout Rate (DR)
Quarterly
Elementary EBEIS Annu LIS
Program
ally Coordinato
r Implemen
tation
Junior High School EBEIS Annu LIS Review
ally Coordinato
(QPIR),
r
Annual
Senior High School EBEIS Annu LIS Implemen
ally Coordinato tation
r Review
(AIR)
IO1.3 - All learners transition to the next key stage
6. Percentage of K/G6/G10 completers proceeded to next key stage - Transition Rate
Kindergart
en (K to EBEIS Annua LIS
Quarterly
G1) lly Coordinato
r Program
Elementa Implemen
EBEIS Annua LIS
tation
ry (G3 to Coordinato
lly Review
G4) r
Elementa (QPIR),
ry (G6 to EBEIS Annua LIS Annual
G7) lly Coordinato Implemen
r tation
Junior High Review
EBEIS Annua LIS
School (G10 to Coordinato (AIR)
lly
G11) r
IO1.4- All out-of-school children and youth participate in and complete formal or non-formal
basic education learning opportunities
7. Percentage of OSC and OSY who returned to school or participated in ALS – Participation Rate
of OSC and OSY
Quarterly
Out-Of- Annu
LIS
Program
TBE EBEIS Coordinato
School ally r Implemen
Children tation
Review
 (QPIR),
Annual
Implemen
Out-Of- Annu
LIS
TBE EBEIS Coordinato tation
School ally r Review
Youth (AIR)

8. Percentage of completers in ALS- completed session -ALS

OUT-OF-
Annual School
SCHOOL
TBE EBEIS ly ALS
CHILDREN- Coordina
Completed tor
Quarterly
Sessions - Program
ALS Implemen
OUT-OF-SCHOOL tation
Annual School Review
YOUTH- TBE EBEIS ly ALS
Coordina
(QPIR),
Completed Annual
tor
Sessions - ALS Implemen
OUT-OF- tation
Annual
SCHOOL School Review
TBE EBEIS ly ALS (AIR)
CHILDREN - Coordina
Completed tor
Sessions=AL
S
 Equity. Pillar 2 shows DepEd’s commitment on inclusion related to KPIs used to
measure involvements and performance of learners or groups in situations of
disadvantage. School-age children and youth, and adults in situations of disadvantage
benefited from appropriate equity initiatives. Table 45 presents the targets for this pillar.

Table 45: School Targets for Equity

Physical Target
Development Base Frequ Respon
line Means M&
Areas/Key of
ency sible
(SY of Divisio E
Performance SY SY Verificat
2021- SY 2024- Data n/ Unit Strat
Indicators 20 2022- 2023-
2025 ion
2023 2024 Colle egy
22
) ction
Intermediate Outcome (IO) #2. School-age children and youth, and adults in situations of
disadvantage benefited from appropriate equity initiatives
1. Proportion of learners in situation of disadvantage transition to next key stage
ELEMENTARY
Percentage of LIS Annual
Disparity in transition TBE EBEIS Annuall Coordinator Implementatio
rate y n Review
SECONDARY (AIR),
Percentage of LIS Midterm
Disparity in transition TBE EBEIS Annuall Coordinator Review
rate y
(MTR),
Outcome
Evaluation
(OE)
2. Gender participation-disparity in completion
ELEMENTARY TBE
Gender Parity LIS Annual
EBEIS Annuall Coordinat Implementatio
Index Completion y or n Review
SECONDARY - TBE (AIR),
Gender Parity LIS Midterm
EBEIS Annuall Coordinat Review
Index Completion y or (MTR),
Outcome
Evaluation
(OE)
IO2.1 - All school-age children and youth and adults in situations of disadvantage are
participating in basic learning opportunities and receiving appropriate quality education
3. Percentage of learners in situation of disadvantage continue to participate in basic education
ELEMENTARY Quarterly
LIS
Retention Rate TBE EBEIS Annuall Program
Coordinato
y Implement
r
ation
Review
SECONDARY LIS (QPIR),
TBE EBEIS Annuall
Retention Rate Coordinato Annual
y r Implement
ation
Review
(AIR)
4. Percentage of learners in situations of disadvantage (disaggregated by group) achieved at
least a fixed level of proficiency/mastery in (a) functional literacy, (b) numeracy, and (c) 21st
century
skills
Functional Literacy-
Percentage of learners School
TBE EBEIS Annuall English
with at least
y Coordin
proficient ator Quarterl
level or better y
Numeracy- Program
Percentage of School Impleme
TBE EBEIS Annuall Math ntation
learners at with at
least proficient level y Coordina Review
tor (QPIR),
or
better Annual
21st century skills- Impleme
Percentage of learners ntation
with at least TBE EBEIS Annuall School Review
proficient level or y Science (AIR)
better Coordinator
 Quality. Pillar 3 describes the 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. The overall target on quality is set at “learners attaining nearly
proficient level or better on National Achievement Test (NAT) administered Bureau of
Education Assessment (BEA) of the Department of Education. The Accreditation and
Equivalency Test (A&E) will be used to assess the performance of learners in the
Alternative Learning System (ALS). Table 46 defines the key performance indicators.

Table 46: School Targets for Quality of Learning

Physical Target
Development Bas Frequ Respo
Means M
Areas/Key elin ency nsible
of
of Divisio & E
Performance e SY SY SY Verificat
SY 2024- Data n/ Unit Stra
Indicators 2021 2022- 2023-
2025 ion
2023 2024 Colle tegy
-
2022 ction
Intermediate Outcome (IO) #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
1. Percentage of learners pursued their chosen paths
Percentage of Senior Tracer
High School SHS
graduates proceeded TBE Study (to Annua Coordinato
to college be lly r
developed
)
Percentage of Senior
Tracer
High School SHS
graduates proceeded
TBE Study (to Annua
Coordinato Outcome
be lly r
to developed Evaluation
employment ) (OE)
Percentage of Senior
Tracer
High School
graduates
TBE Study (to Annua SHS
be Coordinato
proceeded to lly r
entrepreneurshi developed
p )
Percentage of Senior
Tracer
High School
graduates
TBE Study (to Annua SHS
be Coordinato
proceeded to lly r
middle level skills developed
training )
2. Percentage of learners in a cohort who completed Grade 6 / Grade 12- Completion Rate - (CR)
Annual
Elementary EBEIS Annua LIS
Implemen
Coordinat
lly or tation
Review
Junior High School EBEIS Annua LIS (AIR),
Coordinat
lly or
Mid-Term
Review
Senior High School EBEIS Annua LIS (MTR),
Coordinat Outcome
lly or
Evaluatio
n (OE)
IO3.1 - Learners attained Stage 1 learning standards of fundamental reading and numeracy skills
3. Percentage of learners attaining nearly proficient level or better in Reading, Listening
Comprehension and numeracy increased
Percentage of learners
Frequency
achieving nearly School
proficient or better TBE NA to be English
in English T3 Coordinat Annual
determine or Implem
d entation
Percentage of learners Review
achieving nearly (AIR),
Frequency Mid-
proficient or better in School
TBE NA to be English Term
Mother Tongue determine
T3 Coordinat Review
(excluding Tagalog d or
(MTR),
speakers)
Outcom
e
Evaluati
on (OE)
 Physical Target
Development Bas Frequ Respons
Means M
Areas/Key elin of
ency ible
of Division/ &
Performance e SY Verificat
SY SY Data Unit E
Indicators 2021 SY 2024- ion
2022 2022- 2023- Colle Str
2025 ction at
2023 2024
eg
y
Percentage of learners
Frequen School Math
achieving nearly
proficient or better TBE NAT 3 cy to be Coordinator
in numeracy determi
ned
IO3.2 - Learners attain Stage 2 (Grade 6) learning standards of literacy & numeracy skills and
apply 21st century skills to various situations
4. Percentage of learners attaining proficient level or better in Stage 2 literacy standards
(increase: 4 pp/yr)
Annual
Impleme
Percentage of learners School
ntation
Frequenc English
attaining proficient y to be Review
TBE NAT Coordinat
(AIR),
level or better in determin or
6 ed Mid-
Stage 2 literacy Term
standards Review
(MTR),
Outcome
Evaluation
(OE)
5. Percentage of learners attaining proficient level or better in Stage 2 numeracy standards
(increase: 4 pp/yr)
Annual
Percentage of learners School Math Implemen
Frequ Coordinator tation
attaining proficient
level or better in
TBE NAT 6 ency Review
to be (AIR),
Stage 2 numeracy deter Mid-Term
standards mined Review
(MTR),
Outcome
Evaluatio
n (OE)
IO3.3 -Learners attain Stage 3 (Grades 7-10) learning standards of literacy & numeracy skills and
apply 21st century skills to various situations
6. Percentage of G10 learners attaining nearly proficient level or better in Stage 3 literacy (4 pp/yr)
Annual
Percentage of G10 Implemen
learners attaining Frequenc School tation
nearly proficient TBE NAT 10 y to be Engli Review
sh (AIR),
level or better in determin Coor
Stage 3 literacy ed Mid-
dinat
or Term
Review
(MTR),
Outcome
Evaluation
(OE)
7. Percentage of G10 learners attaining nearly proficient level or better in Stage 3
numeracy standards (4 pp/yr)
Annual
Percentage of G10 Implemen
learners attaining nearly Frequen School tation
proficient level or better TBE NAT 10 cy to be Math Review
in Stage 3 numeracy determi Coordinat (AIR),
standards ned or Mid-Term
Review
(MTR),
Outcome
Evaluatio
n (OE)
IO3.4 - Learners attain Stage 4 (Grades 11-12) learning standards equipped with knowledge
and 21st century competencies developed in their chosen core, applied and specialized SHS
tracks
8. Percentage of Grade 12 learners attaining nearly
proficient level or better in Stage 4 core SHS areas (6
pp/yr)
 Annual
Percentage of Grade Implemen
12 learners attaining Frequenc School tation
nearly proficient TBE NAT 12 y to be SHS Review
Coor (AIR),
level or better in determin dinat
Stage 4 core SHS ed Mid-
or
Term
areas
Review
(MTR),
Outcome
Evaluation
(OE)
IO3.5 - Learners in the Alternative Learning System attain certification as Elementary or
Junior High School completers
9. Percentage of ALS learners pass the A&E test
Annual
Implemen
tation
Review
ALS A&E A School (AIR),
TBE Annuall ALS Mid-Term
Passing Rate & Coor Review
y (MTR),
E dinat
or
Outcome
Evaluatio
Te n (OE)
st
 Learners’ Resiliency and Well-Being. This outcome defines how learners
are resilient and know their rights to protect themselves and exercise their education-
related rights. The indicators to measure this outcome are read in Table 47.

Table 47: School Targets for Learners’ Resiliency and Well-Being

 Development Base Frequ Respon
Physical Target Means M
Areas / Key line ency sible
of
of Divisio &E
Performance (SY Verificat
SY SY Data n/ Unit Stra
Indicator 2021- SY 2024- ion
20 2022- 2023- Collec tegy
2025
22 2023 2024 tion
)
6. Learners Satisfaction Rating on Rights-based Education
Annual
Implemen
Learners tation
To be
Satisfaction Rating T develop
Annuall Guidance Review
on Rights- Based B y Coordina (AIR)
ed Mid-
Education E tor
Term
Review
(MTR)
Outcome
Evaluation
(OE)
IO4.1 Learners are served by a department that adheres to a rights-based education
framework at all levels
7. Percentage of CO offices, ROs, and SDOs significantly manifesting indicators of RBE
Percentage of CO Diagnos
tic Tool
offices, ROs, and
SDOs significantly
T on RBE Annuall Guidance
B for y Coordina
manifesting DepEd
indicators of RBE E offices tor

8. Percentage of DepEd personnel in CO, RO, SDO, and schools/learning centers who know
the rights of children and learners in relation to RBE, and are able to infuse them in their
respective jobs/ duties
Percentage of DepEd Diagnost
personnel in CO, ic Tool
RO, SDO, and on RBE
schools/ learning for
DepEd
centers who know T Offices
Annuall Guidance
the rights of children B and y Coordina
and learners in E Schools, tor
relation to RBE, and Reports
are able to infuse of
them in their training
respective jobs/ on RBE
duties complet
ed
IO4.2 Learners are safe and protected, and can protect themselves from risks and impacts
from natural and human-induced hazards
9. Percentage of learners equipped with capacities on what to do before, during, and after a
disaster/ emergency
Percentage of CSS Annual
learners equipped Monitor Implemen
with capacities on T ing Tool Annuall DRRM tation
what to do before, B y Coordina Review
and
during, and after a (AIR)
E EBEIS tor
disaster/ emergency Mid-
Term
Review
(MTR)
10. Percentage of learners in safe schools
CSS Annual
Implemen
Percentage of learners Monitor
in safe schools
T ing Tool
Annuall DRRM tation
y Coordina Review
B and (AIR)
E EBEIS tor Mid-
Term
Review
(MTR)
IO4.3 Learners have the basic physical, mental, and emotional fortitude to cope with
various
challenges in life
 11. Percentage of students with improved health statistics
Annual
Implemen
Percentage of Clinic tation
** to
students with T be
Annua Teacher Review
improved health / (AIR)
B develop lly Coordin
statistics Mid-
E ed ator Term
Review
(MTR)
Outcome
Evaluation
(OE)

12. Percentage of learners with improved physical fitness level

Annual
Percentage of Implemen
Clinic tation
learners with ** to
improved
T be
Annua Teacher Review
/ (AIR)
physical fitness B develop lly Coordin Mid-
level E ed ator Term
Review
(MTR)
Outcome
Evaluation
(OE)
 Governance and Management. This pillar defines the mechanisms which will
complement the implementation of the different strategies. It includes efficient and
resilient governance, participative and inclusive management processes, strategic human
resource management, investments in basic education, internal systems and processes,
stakeholder participation, and the complementarity of public and private education. Table
48 enumerates the KPIs to be used in verifying the six mechanisms under governance.
These include: (i) participative and inclusive management processes, (ii) strategic human
resource management, (iii) investments in basic education, (iv) internal systems and
processes, (v) stakeholders’ participation, and (vi) public and private education
complementarity.

Table 48: School Targets for Governance

Physical Target
Development Base Frequ
Respo
Means ency
Areas / Key line of of
nsible M
Performance (SY Divisio &E
SY SY Verificat Data
Indicator 2021- SY 2024- n/ Unit Stra
2022- 2023- ion Colle
20 2025 ction tegy
2023 2024
22
)
Mechanism #1. Education leaders and managers practice participative and inclusive management
processes
1. Proportion of schools achieving higher levels of SBM practice
Annual
SBM SBM Implemen
Elementary TB Annuall
level of Coordin tation
E y Review
practic ator
(AIR)
e Mid-
Term
SBM
Secondary TB Annuall SBM Review
level of Coordinat (MTR)
E y or Outcome
practic Evaluation
(OE)
e
Mechanism #2. Strategic human resource management enhanced for continuing professional
development and opportunities
2. Proportion of offices across governance levels with very satisfactory and higher rating in the Office
Performance Commitment and Review Form (OPCRF)
Elementary TB OPCRF Annuall Guidanc Annual
e
E y Coordin
Implemen
tation
ator Review
Secondary TB OPCRF Annuall Guidanc (AIR)
e Mid-Term
E y Coordin Review
ator (MTR)
Outcome
Schools Evaluatio
Division Office TB OPCRF Annuall Guidanc
e n (OE)
E y Coordin
ator
Regional Office TB OPCRF Annuall Guidanc
e
E y Coordin
ator
Mechanism #3. Investments in basic education provide learners with the ideal learning environment
3. Proportion of schools achieving ideal ratio on:
Classrooms TB Annuall Physical
Facilities
E y Coordinato
r
Teachers TB Annuall LIS
Coordinato
E y r Annual
LR Implem
Textbooks TB Annuall Coordinat entation
or Review
E y (AIR)
BAC Mid-
Term
Seats TB Annuall Review
E y (MTR)
Science and Outcom
TB Annuall Science/
Math Equipment e
Math Evaluat
E y Coordinat ion
or (OE)
ICT package/E-
classroom TB Annuall ICT
Coordina
E y tor
4. Proportion of elementary schools with:
 LR
Functional TB Annuall Coordin Annual
ator Implemen
Library E y tation
Connection to Review
Electricity TB Annuall EPFC (AIR)
E y Mid-Term
Connection to LR Review
Internet Library TB Annuall Coordin (MTR)
ator Outcome
E y Evaluatio
n (OE)
5. Proportion of secondary schools with:
Functional TB Annuall Annual
LR Implemen
Library E y Coordinator tation
Connection to Review
Electricity TB Annuall EPFC (AIR)
Mid-Term
E y Review
Connection to LR
(MTR)
Internet Library TB Annuall Coordin
Outcome
ator
E y Evaluatio
n (OE)
6. Proportion of SDOs achieving ideal interquartile ratio (IQR) *on teacher deployment
% SDOs
achieving TB Annuall LIS
ideal Coordinat
interquartile E y or
ratio (IQR)
Mechanism #4. Improve and modernize internal systems and processes for a responsive and efficient
financial resource management
7. Client satisfactory rating of DepEd offices’ respective stakeholders (internal & external)
Walk In Clients TB Annuall Guidanc
e Annual
E y Implemen
Coordin
ator tation
Review
Mechanism #5. Key stakeholders actively collaborate to serve learners better
8. Percentage of financial contribution of international and local grant development partners vis-a-
vis
national education budget (including adopt a school, brigada eskwela)
Local – Percentage Annual
of TB Annuall ASP
Implemen
Coordin
Contribution E y ator tation
International- Review
(AIR)
Percentage of TB Annuall ASP
Coordinat Mid-Term
Contribution E y or Review
Special Education (MTR)
Fund rate TB Annuall PTA Outcome
E y Treasu Evaluatio
n (OE)
rer
9. Proportion of schools with functional SGC
SGC Annual
Chairper Implemen
Elementary TB Annuall son
tation
E y Review
(AIR)
SGC
Secondary TB Annuall Chairper
Mid-Term
Review
E y son
(MTR)
Outcome
Evaluatio
n (OE)
Risk Management
The implementation of any strategic plan entails several risks beyond the control
of the School considered as vital factors in the effective execution of the programs,
activities, and projects included in the plan. The following matrix identifies the major
risks in achieving the outcomes proposed in the strategic direction’s framework, and the
strategies to mitigate their impact. The assessment on the severity of risks is illustrated in
Figure 4.

High (H) 3 4 5
IMPACT Medium( 2 3 4
M)
Low (L) 1 2 3

Low Medium High (H)

(L) (M)
PROBABILIT
Y

Figure 4. Risk Analysis Matrix on Impact and Probability

Analysis Matrix on Risk Severity

Table 49 enumerates the potential risks which will be possibly encountered in the
implementation of the programs, activities, and projects related to achieving the
intermediate outcomes initiated by the regional office for the next three years.

Table 49: Risk Analysis Matrix on Risk Severity

 Severi
Identified Risk ty Mitigation Strategies
Probabil Impa
Overall
ity (H, ct (H,
Rate
M, L) M, L)
Institutional Risk

Operational Risks

Financial Risks

Capacity Risks

Environmental Risks
 Severi
Identified Risk ty Mitigation Strategies
Probabil Impa
Overall
ity (H, ct (H,
Rate
M, L) M, L)
Institutional Risk

Indicative Timeline
This part of the plan discusses the sequencing and prioritization of strategies to
attain the expected intermediate outcomes for the next three years which are arranged in
two phases. Phase 1 will be implemented from the year 2023 to 2025, as explained in
Table 50.

Table 50: Indicative Timeline for Strategies Implementation

 Phase 1
Strate
2023-2025
gy
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M and E Mechanism

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 The school M&E system shall:

a. Ensure the periodic conduct of M&E in all school operations and processes in

accordance with existing standards;

b. Track operational bottlenecks and issues to update, calibrate, and differentiate

response every school year and regularly examine and customize teaching strategies;

c. Formalize interface between and among school head, teachers, and non-

teaching staff to discuss operational issues and challenges;

d. Facilitate participation of learners, communities, and other key stakeholders in

the exchange of information, practices, insights, lessons and issues;

e. Maintain records of M&E results and integrate such in the preparation of SIP,

OPCRF, and other school projects and programs;

f. Report to the SDO the M&E results for appropriate technical support; and

g. Link M&E results to the organizational and individual performance

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MONITORING AND EVALUATION MECHANISM
 APPENDICES

Appendix A Data Tool

Appendix B Regional Memorandum

Appendix C Department Order

Appe
ndix Department Memorandum
REDP

REGIONAL EDUCATION DEVELOPMENT

PLAN

2023-2028