Thematic Program

Profiling Workshop
St. Giles Hotel, Makati
August 29 to September 2, 2022

DEPARTMENT OF EDUCATION 1
Overview of the BEDP 2030
Dir. Roger B. Masapol, Planning Service

DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
Education Outcomes
 Lessons from the results of 2018 PISA, 2019 SEA-PLM,
and 2019 TIMSS

• TIMSS 2019: 81% of Grade 4 students could not perform simple math
operations, solve simple word problems, or read bar graphs and tables;
while 87% of which do not understand basic science concepts.
• SEA-PLM 2019: 90% of Grade 5 students have poor reading skills and 83%
have poor math skills
• PISA 2018: 81% of Grade 9 students can’t deal with basic math problems
have trouble understanding texts of moderate length, while 78% cannot
recognize correct explanations for scientific phenomena or draw valid
conclusions from given data

DEPARTMENT OF EDUCATION 5
 Net Intake Rate (NIR)
Kindergarten
100.00%
83.70%
80.00% 76.45%
72.42%
65.95% 63.43% 66.09%
60.00%

40.00%

20.00%

0.00%
SY 2016-2017 SY 2017-2018 SY 2018-2019 SY 2019-2020 SY 2020-2021 SY 2021-2022

DEPARTMENT OF EDUCATION
 Net Enrollment Rate (NER)
Elementary
98.00%
96.15%
96.00%
94.19% 94.05% 93.96%
94.00%

92.00%
89.79%
90.00% 89.11%
88.00%

86.00%

84.00%
SY 2016- SY 2017- SY 2018- SY 2019- SY 2020- SY 2021-
2017 2018 2019 2020 2021 2022

DEPARTMENT OF EDUCATION
 Net Enrollment Rate (NER)
Junior High School
88.00%
86.00%
86.00%
84.00% 82.89%
82.00%
81.41% 81.49%
80.00%
78.00%
75.99%
76.00% 74.19%
74.00%
72.00%
70.00%
68.00%
SY 2016- SY 2017- SY 2018- SY 2019- SY 2020- SY 2021-
2017 2018 2019 2020 2021 2022

DEPARTMENT OF EDUCATION
 Net Enrollment Rate (NER)
Senior High School
70.00%

60.00% 58.01%
51.24% 49.48%
50.00% 46.12% 47.76%

40.00% 37.38%

30.00%

20.00%

10.00%

0.00%
SY 2016-2017 SY 2017-2018 SY 2018-2019 SY 2019-2020 SY 2020-2021 SY 2021-2022

DEPARTMENT OF EDUCATION
 Gender Parity Index – Net Enrollment Rate
Kinder to Grade 7 to Grade 11 & Grade 7 to
School Year Kindergarten Grade 1 to 6
Grade 6 10 12 12

SY 2016-2017 0.99 1.00 1.16 1.42

SY 2017-2018 1.02 1.00 1.00 1.15 1.36

SY 2018-2019 1.00 1.00 0.99 1.11 1.33 1.12

SY 2019-2020 1.03 1.00 1.00 1.11 1.36 1.11

SY 2020-2021 1.04 1.00 1.00 1.10 1.37 1.11

DEPARTMENT OF EDUCATION
 Gross Enrollment Rate
Kindergarten
120.00%
107.28%
102.04%
100.00% 95.28%
90.21% 89.86%
82.47%
80.00%

60.00%

40.00%

20.00%

0.00%
SY 2016-2017 SY 2017-2018 SY 2018-2019 SY 2019-2020 SY 2020-2021 SY 2021-2022
DEPARTMENT OF EDUCATION
 Gross Enrollment Rate
Elementary
115.00%
110.46%
110.00%
104.59%
105.00%
101.85% 101.13%
100.00%
95.00% 95.90%
95.00%

90.00%

85.00%
SY 2016-2017SY 2017-2018SY 2018-2019SY 2019-2020SY 2020-2021SY 2021-2022
DEPARTMENT OF EDUCATION
 Gross Enrollment Rate
Junior High School

106.00%
103.65%
104.00%
102.12%
102.00% 100.24% 99.82%
100.00%
98.00%
96.00% 94.73%
94.00%
91.98%
92.00%
90.00%
88.00%
86.00%
SY 2016-2017 SY 2017-2018 SY 2018-2019 SY 2019-2020 SY 2020-2021 SY 2021-2022
DEPARTMENT OF EDUCATION
 Gross Enrollment Rate
Senior High School
100.00% 92.92%
90.00%
78.18% 79.25%
80.00% 70.78% 73.99%
70.00% 66.98%
60.00%
50.00%
40.00%
30.00%
20.00%
10.00%
0.00%
SY 2016- SY 2017- SY 2018- SY 2019- SY 2020- SY 2021-
2017 2018 2019 2020 2021 2022

DEPARTMENT OF EDUCATION
 Completion Rate
Elementary
120.00%

93.06% 92.41% 97.15% 95.56% 99.83%

100.00% 82.51%
80.00%

60.00%

40.00%

20.00%

0.00%
SY 2016- SY 2017- SY 2018- SY 2019- SY 2020- SY 2021-
2017 2018 2019 2020 2021 2022
DEPARTMENT OF EDUCATION
 Completion Rate
Junior High School
120.00%

99.91%
100.00%
88.84% 85.75% 82.11%
84.32%
80.91%
80.00%

60.00%

40.00%

20.00%

0.00%
SY 2016-2017 SY 2017-2018 SY 2018-2019 SY 2019-2020 SY 2020-2021 SY 2021-2022

DEPARTMENT OF EDUCATION
 Completion Rate
Grades 7-12
120.00%
98.68%
100.00%
81.81%
76.71%
80.00% 69.32%

60.00%

40.00%

20.00%

0.00%
SY 2018-2019 SY 2019-2020 SY 2020-2021 SY 2021-2022

DEPARTMENT OF EDUCATION
 Basic Education Inputs Program
2018-2021 Outcomes
Public schools with standard ratio of teachers shows to be increasing for elementary and JHS while for SHS is set to be 85% in SY 2021-
2022. In classroom-learner ratio, there is a gradual yet stable development for elementary and JHS which indicates Departments’
initiatives to achieve ideal ratio and adjustments in the procurement of land for school sites, construction, and expansion of school
buildings.

FY 2016 FY 2017 FY 2018 FY 2019 FY 2020 FY 2021

Outcome Indicator (SY 2016-2017) (SY 2017-2018) (SY 2018-2019) (SY 2019-2020) (SY 2020-2021) (SY 2021-2022)
Percentage of Elem 96% 97% 97% 97%
public schools JHS Indicator started Indicator started 84% 81% 82% 89%
meeting the SHS to be used in to be used in NDA NDA NDA 85%
standard ratio FY 2018 FY 2018
for teachers
Gr. 1-3 1:35 1:34 1:28 1:29 1:29
Classroom Gr. 4-6 1:35 1:34 1:28 1:29 1:29 Ongoing
Pupil Ratio JHS 1:39 1:36 1:40 1:39 1:39 validation
SHS NDA NDA 1:38 1:31 1:35

*Source: FY 2016 Q4 BAR-1 as of December 31, 2016, up to FY 2022 Q1 BAR-1 as of March 31, 2022, and
Legacy Report SY 2016-2017 to SY 2021-2022 of PS-EMISD

18
Adoption of the Basic Education Development Plan 2030

• DepEd Order 24, s. 2022 – Adoption of the Basic Education Development

Plan 2030 or BEDP 2030

• Para 3 “the BEDP 2030 aims to”:

• Serve as blueprint for DepEd in the next decade in formulating, implementing,
coordinating, monitoring, evaluating and supervising policies, plans, programs
and projects in the areas of formal and non-formal education;
• Provide a strategic roadmap for the department to follow to improve the
delivery and quality of basic education and the experience of learners in the
basic education learning environment
• Address the immediate impacts on learning and participation, addressing
learning loss while deepening learning gains; close the remaining gaps;
confront the issue on education quality and anticipate the future of education
and introduce innovations in fostering resiliency and embedding the rights of
children and the youth in education.

• Para 4 “All DepEd offices and units in all governance levels shall align their
policies, plans and programs with the BEDP 2030
 The impacts of pandemic
has exacerbated the Situations of
continuing challenge on disadvantage hindering
education quality, achievement of universal
participation and delivery participation

Confronting the Low proficiency of

basic education learners in reading and
numeracy
imperatives

Innovations and good The need for more

practices gained during resilient education
distance learning provide system becomes
evidence for policy and pronounced during the
strategy adjustments school closures
Major Challenges identified in Basic Education Sector Analysis (BESA)

Access and Equity Quality Governance

• Improvements in participation • Low proficiency of learners • Need to strengthen complementarity
in all levels of education was in reading and numeracy between public and private schools and
notable but reaching universal skills strengthen support to private sectors
• Limited vertical and horizontal
participation require targeted • Inadequate coverage of
integration in program management at
intervention. 21st century skills in
the different levels of DepEd (CO, RO,
• Access gaps particularly on curriculum is affecting test SDO, Schools)
out-of-school children and performance result • Limited capacity of DepEd field units on
youth remains an area of • Girls outperforming boys in contextualization of programs and
concern attendance and learning strategies including quality assurance,
• Lack of data on the universe proficiency technical assistance, education
of groups in situations of planning, monitoring and evaluation,
disadvantage and program management
• Inadequate government spending in
Education
Priority Development Areas

1. Pivoting to quality, ensuring that all learners attain learning

standards in every key stage in the K to 12 program
2. Expanding access to education for groups in situations of
disadvantage to ensure inclusive and equitable quality
service delivery

3. Empowering learners to be resilient and to acquire life skills

4. Strengthening the promotion of the overall well-being of
learners in a positive learning environment where learners
exercise their rights and experience joy, while being aware
of their responsibilities as individuals and as members of
society
 Key strategic priorities

Strengthen policies
Enhance policies and Improve access to quality
Address the immediate and mechanisms for
strategies in improving and learner-centered,
impacts of COVID-19 providing access to quality
early reading and learning environment and
pandemic on learning and and relevant basic learning
numeracy skills in the first spaces
participation opportunities for OOSC
key stage
and OSY.

Provide an inclusive,
Integrate children’s rights Enhance strategic human
effective, culturally Improve learners and
and responsibilities in the resource management for
responsive, gender- personnel resilience from
continuing professional
sensitive and safe learning all forms of natural and design of DepEd programs development and
space to respond to the human-induced hazards. and projects. opportunities.
situations of disadvantage.

Strengthen Public and

Co-create learning spaces
private collaboration and
for the future by looking at Modernize education
work more collaboratively
the broader learning management systems and
under a dynamic and
ecosystem beyond the processes for efficient
responsive
confines of physical service delivery
complementarity
classrooms
framework.
Performance Targets
National Targets: Government Spending

Latest Latest
Indicator 2022 2023 2024 2025 2026 2027 2028 2029 2030
year value

1. Proportion of total
government spending on 2020 13.2 14.3 14.9 15.4 16.0 16.4 16.8 17.2 17.6 18.0
Education

2. Government Expenditure
on education as percentage 2020 2.5 2.9 3.1 3.3 3.5 3.6 3.7 3.8 3.9 4.0
of GDP
National Targets: Access to Quality Basic Education

Latest Latest
Indicator 2022 2023 2024 2025 2026 2027 2028 2029 2030
year value

Participation rate in organized

learning (one year before the 2019 86.3 89.00 94.00 96.50 99.0 99.13 99.25 99.38 99.50 100.0
official primary entry age)
Net enrollment rate,
2020 93.35 95.00 96.50 97.25 98.00 98.50 98.75 98.88 98.94 99.00
elementary

Net enrollment , junior high

2020 84.38 89.04 89.04 89.04 89.04 90.63 92.22 93.82 95.41 97.00
school

Net enrollment , senior high

2020 48.37 64.00 68.86 73.02 76.59 79.27 81.95 84.64 87.32 92.00
school
National Targets: Access to Quality Basic Education

Latest Latest
Indicator 2022 2023 2024 2025 2026 2027 2028 2029 2030
year value

Out-of-school rate,
elementary 2019 2.1 2.05 2.04 2.03 2.0 1.88 1.78 1.71 1.66 1.5

Out-of-school rate, junior high

school 2019 4.7 4.34 4.28 4.23 4.0 3.75 3.56 3.42 3.32 3.0

Out-of-school rate, senior

high school 2019 9.1 7.49 7.25 7.04 6.0 5.50 5.13 4.84 4.63 4.0
National Targets: Internal Efficiency

Latest Latest
Indicator year value
2022 2023 2024 2025 2026 2027 2028 2029 2030

Completion rate, elementary 2020 93.6 94.21 94.41 94.56 95.0 95.50 95.88 96.16 96.37 97.0

Completion rate, junior high

2020 81.2 83.30 83.98 84.48 86.0 87.00 87.75 88.31 88.73 90.0
school

Completion rate, senior high

2020 76.6 79.84 80.88 81.66 84.0 85.00 85.75 86.31 86.73 88.0
school
 Proportion of students in Grade 2 or 3 achieving at least a minimum proficiency
level in mathematics
100.00
96.00
90.00 91.00 91.00
86.00 86.00
80.00 81.00 81.00

70.00 71.00 71.00

60.00 61.00 61.00

Percentage

53.00 53.00
50.00
45.00 45.00
40.00 38.60
37.00 37.00 36.48 37.54
34.36 35.42
32.41 33.30
30.00 30.63 31.52
27.07
20.00

10.00

-
Baseline 2022 2023 2024 2025 2026 2027 2028 2029 2030
Year

business as usual high low

 Proportion of students in Grade 2 or 3 achieving at least a minimum proficiency
level in reading
100.00

96.00

90.00 91.00 91.00

86.00 86.00

80.00 81.00 81.00

79.86
77.67
76.00 76.00 75.48
73.00 73.00 73.29
71.10
70.00
68.00 68.91
68.00
67.07
65.23
63.39 63.00 63.00
60.00
58.00 58.00
56.03

50.00

40.00
Baseline 2022 2023 2024 2025 2026 2027 2028 2029 2030

business as usual high low

 Proportion of students at the end of primary achieving at least a minimum
proficiency level in mathematics
100.00
97.00
92.00 92.00
90.00
87.00 87.00

80.00 79.00 79.00

70.00 69.00 69.00

60.00 61.00 61.00

53.00 53.00
50.00
45.00 45.00
40.00
37.00 37.00

30.00

20.00 18.61
16.57 17.08 17.59 18.10
14.77 15.20 15.63 16.06
13.05
10.00

-
Baseline 2022 2023 2024 2025 2026 2027 2028 2029 2030
business as usual high low
 Proportion of students at the end of primary achieving at least a
minimum proficiency level in reading
100.00
97.00
93.00 93.00
90.00
88.00 88.00
83.00 83.00
80.00
78.00 78.00
73.00 73.00
70.00
68.00 68.00
63.00 63.00
60.00
58.00 58.00

50.00

40.00

30.00
23.82 24.51 25.20
21.75 22.44 23.13
20.00 20.01 20.59 21.17
17.69

10.00

-
Baseline 2022 2023 2024 2025 2026 2027 2028 2029 2030
business as usual high low
 Proportion of students at the end of lower secondary achieving at least
a minimum proficiency level in mathematics
100.00
97.00
93.00 93.00
90.00
88.00 88.00
83.00 83.00
80.00

73.00 73.00
70.00

63.00 63.00
60.00

53.00 53.00
50.00

43.00 43.00
40.00

33.00 33.00
30.00

20.00 18.61
16.57 17.08 17.59 18.10
14.77 15.20 15.63 16.06
13.05
10.00

-
Baseline 2022 2023 2024 2025 2026 2027 2028 2029 2030
business as usual high low
 Proportion of students at the end of lower secondary achieving at least
a minimum proficiency level in reading
100.00
97.00
93.00 93.00
90.00
88.00 88.00
83.00 83.00
80.00

73.00 73.00
70.00

63.00 63.00
60.00

53.00 53.00 51.80

50.00 48.96 50.38
46.12 47.54
43.51 44.70
43.00
42.32 43.00
40.00 41.13
36.37
33.00 33.00
30.00

20.00

10.00

-
Baseline 2022 2023 2024 2025 2026 2027 2028 2029 2030
business as usual high low
 Critical reforms supporting the
achievements of targets
1. Reopen all schools for in-person classes for transitioning to new normal
2. Ensure Optimal Contact Time of Teachers in teaching (minimizing disruption of classes)
3. Provide more classrooms and teachers for smaller Class Size for a more engaging teaching
and learning interaction. (class size)
4. Formulate clear career path for teachers and non-teaching personnel and improvement of
welfare programs (motivation)
5. Targeted capacity development programs for teachers, non-teaching personnel and school
leaders (teacher and school leaders' competence)
6. Integrate ICT in Teaching-Learning (Technology)
7. Accelerate the implementation of Critical Support Services to improve resiliency and well-
being of learners and teachers: i) psychosocial and mental health intervention, ii) child
protection, iii) nutritional status of learners (Resilience)
8. Decentralize program implementation and management (empowerment of schools)
9. Address the situations of disadvantage in remote and Last Miles Schools (Close remaining
gaps in access)
10.Increase investment in education to reach at least 4-6% of GDP or 15-20% share in the
national budget (Education Financing)
Results Framework
 Voices of Children and Youth

Views on PISA, SEA-PLM

• More practice on reading
Learning experiences during Learning resources/ • More essays for better writing
COVID-19 learning assessments • Need to master multiplication
• modules overwhelming • Incomplete textbooks table
Prefer F2F • Prefers textbooks than • Teacher feedback/mentoring on
• difficulty answering
learning e-books test results
modules • No internet, can’t access • Teacher focused on English
• too many activities DepEd Commons pronounciation & not student’s
• concern for mental health • Recommends monthly understanding
• prefers social media to assessment of what they • Prefers English and Filipino at
communicate (teacher know and can do early grade so they can master
should learn also) • Need teacher feedback
on work assignments, not
• Use E-Tulay (FB live) bec just grades
can’t ask Qs in DepEd TV Parents
• Missing practical are busy Dreams for 2030
experience for SHS tracks working • Bully and gang free schools
• teacher reply on student • Complete textbooks, facilities, clean CR
Qs take days to get • ICT-based learning, tablets
• Safe cyber space
Provide support • Progressive schools re gender, religion,
for reading & freedom of speech
• Empowering schools
writing
21st Century Skills
1. Information, media, and
technology skills
2. Learning and innovation skills
3. Communication skills
4. Life and career skills

Aspirations
1. Competitiveness
2. Economic prosperity
3. Unity in diversity
4. National Identity and Nationhood
5. Flourishing
6. Socio-political stability
7. Sustainability
 BEDP
Results Framework
All Filipinos are able to realize their full potential and contribute
GOAL
meaningfully in building a cohesive nation

SECTOR Basic education Filipino learners have the physical, cognitive, socio-emotional and moral
OUTCOME preparation for civic participation and engagement in post-secondary
opportunities in their local, national, and global communities.
INTERMEDIATE
OUTCOMES

1. ACCESS 4. RESILIENCY &

2. EQUITY 3. QUALITY WELL-BEING
All school-age children, Disadvantaged school-age Learners complete K-12 basic Learners are resilient and know their
out-of-school youth, and children and youth, and education, having successfully rights, and have life skills to protect
adults accessed relevant adults benefited from attained all learning standards that themselves and their rights, while being
basic learning appropriate equity equip them with the necessary skills aware of their responsibilities as
opportunities initiatives and attributes to pursue their chosen individuals and as members of society
paths

ENABLING MECHANISMS -
GOVERNANCE
Modern, efficient, nimble and resilient governance and management processes
Strategies and Outputs
 Outcomes and Strategies
SECTOR Basic education Filipino learners have the physical, cognitive, socio-emotional and
OUTCOME moral preparation for civic participation and engagement in post-secondary
INTERMEDIATE opportunities in their local, national, and global communities.
OUTCOMES

1. ACCESS 2. EQUITY 3. QUALITY 4. RESILIENCY

All school-age children, out-of- Learners complete K-12 basic education,
Disadvantaged school-age Learners are resilient and know their rights
school youth, and adults accessed having successfully attained all learning
children and youth, and adults and have the life skills to protect themselves
relevant basic learning standards that equip them with the
benefited fromappropriate equity and claim their education-related rights from
opportunities necessary skills and attributes to pursue
initiatives DepEd and other duty-bearers to promote
their chosen paths
learners’ well-being.
Strategy #1: Improve access to Strategy #1 : Improve program Strategy #1 :Ensure alignment of the Strategy #1: Integrate children’s and learners’ rights in the
universal kindergarten education management and service delivery curriculum, instruction, and classroom design of all DepEd policies, plans, programs, projects,
assessment methods in all learning areas processes and systems
Strategy #2: Improve learners’ Strategy #2 : Provide an inclusive, Strategy #2: Ensure that learners know their rights their rights
access to quality and rights- effective, culturally responsive, Strategy #2: Align resource provisions with
and have the life skills to claim their education-related rights
upholding learning environment gender-sensitive, and safe learning key stage learning standards
from DepEd and other duty-bearers to promote learners’ well-
environment to respond to the being, while also being aware of their responsibilities as
Strategy #3: Improve capacity to Strategy #3: Assess learning outcomes at individuals and as members of society
situations of disadvantage
retain learners in schools each key stage transition and for learners in Strategy #3: Protect learners and personnel from death, injury,
Strategy #4: Strengthen schools’ Strategy #3 : Improve gender- situation of disadvantage and harm brought by natural and human-induced hazards
capacity to ensure learners’ sensitive contextualized curriculum Strategy #4: Strengthen the competence of Strategy #4: Ensure learning continuity in the aftermath of a
and learning delivery disaster or emergency
continuity to next stage teachers and instructional leaders in areas
Strategy #5: Protect education investments from the impacts of
Strategy #5: Strengthen Strategy #4 : Enhance DepEd such as content knowledge and
natural and human-induced hazards
pedagogy/instruction, curriculum and
mechanisms for providing access to platforms for learning resources Strategy #6: Provide learners with basic health and nutrition
planning, responding to learner diversity, and services
relevant basic opportunities for
Strategy #5 :Promote partnerships to assessment and reporting Strategy #7: Nurture and protect learners' mental and
OSC, OSY and OSA
benefit education for learners in Strategy #5: Ensure alignment of curriculum, psychosocial health
situations of disadvantage instruction, and assessment with current and Strategy #8: Promote learners' physical and socio-emotional
emerging industry and global standards skills development
 ACCESS OUTPUTS by
INTERMEDIATE All school-age children, youth and adults accessed relevant basic
Strategy
OUTCOME
learning opportunities

Strategies
2. Improve learners’ access to
1. Improve access to universal quality and rights-upholding 4. Strengthen schools’ 5. Strengthen mechanisms for
kindergarten education learning environment capacity to ensure learners’ providing access to relevant
• Digital materials for all learning areas continuity to next stage basic opportunities for OSY and
• Standard on kindergarten facilities
Integrated public schools established in areasOSA
developed and made accessible to target
developed and implemented (include •
learners • Literacy mapping strategy for identifying
facilities, LR, Teachers and other where access to JHS and SHS is difficult
• All schools provided with library and science
components) • Incomplete primary schools converted into OSC, OSY, and OSA developed and
laboratories implemented in divisions and districts
• Operational Guidelines on parental complete multi-grade schools
• Schools implemented feeding program • ALS teachers, community ALS
engagement in Kindergarten developed and • Health and teaching personnel trained on • New secondary schools established in areas
implemented with less access to secondary education implementers and learning facilitators
appropriate school health and nutrition
• Tripartite partnership with Barangay LGUs, • More private schools participating in the trained to use online teaching platforms
standards • ALS teachers are deployed in high
pre-school centers, and public schools Education Service Contracting scheme
• More schools with health and sanitation
strengthened • SHS course offerings within standards demand areas
facilities • New community learning centers (CLCs)
• DepEd’s acceleration policy developed and • More schools implementing learners’ mental • SHS facilities provided are within standards
implemented • Tool for tracing learners’ completing basic are operational in high demand areas
health and psychosocial program • Access to Print and Non-Print Learning
• Existing Catchup program for five-year-old education including ALS learners is developed
• More schools with ideal classroom to Resources in the CLCs Improved
children or above not attending kindergarten and operational
student ratio at the Elementary and • Selected CLCs are equipped with
reviewed and reformulated • Coordination mechanism between elementary
Secondary levels appropriate learning facilities
• Strategy for mapping whereabouts of five- and secondary schools established;
3. Improve capacity to retain • Mechanism for strengthening the curriculum • Service contracting and engagement of
year-old children developed and
implemented in schools learners in schools link between elementary and secondary non-DepEd ALS providers expanded
• Teachers and learning facilitators • ALS Internal stakeholders’ access to
• Research studies on the effectivity of established and operational;
capacitated to implement remediation
stakeholders’ involvement in strengthening • Secondary schools implemented bridging training on ALS program implementation
programs and management of learners at Improved
kindergarten program completed strategies to address learning gaps
risk of dropping out • ALS external stakeholders’ on ALS
• Teachers trained on identifying learning gaps
• More schools implementing school-initiated program implementation improved
and remediation strategies; and,
interventions using flexible learning options • ALS M&E system and processes aligned
• Improved counselling services of schools to
• Schools implementing remediation programs with Basic Education Monitoring and
address learner's concerns implemented
for struggling learners Evaluation Framework developed and
• Counseling services for all students to operational in all governance levels
address individual concerns provided in all
schools.
 EQUITY OUTPUTS by
INTERMEDIATE School-age children and youth, and adults in situations of
Strategy
OUTCOME
disadvantage benefited from appropriate equity initiatives

Strategies
1. Improve program
management and service 2. Provide an inclusive, effective, 3. Improve gender-sensitive
culturally responsive, gender- 5. Promoted partnerships to
delivery contextualized curriculum and benefit education for learners in
• sensitive and safe learning learning delivery situations of disadvantage
Coordination with LGUs and barangay officials
on data gathering and analysis towards explicit environment to respond to the
solutions to identified barriers to education
implemented situations of disadvantage • Standards, processes and protocols for the • Communication and advocacy plans for
• Mechanism for the enrollment of pre-identified contextualization of the curriculum, and inclusive education are implemented
children with disabilities in Kindergarten • Policies and standards for safe and learning delivery for inclusive education • Partnership with external providers of
between and among ECCD, DSWD, NGOs, accessible learning environments for developed and implemented inclusive education forged
and DepEd implemented
• Ten-year Program Assessment of IPEd
learners with different learning needs are • Programs to address gender-disparities • Standards and protocols for the
completed implemented among children are developed and engagement of stakeholders in support
• Baseline information on the needs of all types • Contextualized rural farm schools implemented of inclusive education formulated
of learners in disadvantage completed established • Involvement of the community in the
• Policies, standards and program management • One Community Learning Center (CLC) per implementation of the different learning
on programs responsive to the needs of all
barangay established 4. Enhance DepEd platforms modalities
for learning resources
types of learners are developed and
implemented • Inclusive Learning Resource Center
• Learning and Development Plan for the established
capacity development of personnel involved in • Learner support services appropriate for
IPEd implemented • Standards, processes, and protocols for the
• Rights-based and culture-sensitive planning
learners with different learning needs
contextualization of learning resources for
and M&E at various governance levels for IPEd implemented
inclusive education implemented
formulated and implemented
• Governance Framework and partnership • DepEd ICT platforms and facilities with
mechanisms for IPEd across governance levels accessiblity features for inclusive education
developed and implemented are provided
• Program approaches and strategies for various • Standards, processes, and protocols for the
typologies of IPEd implementing schools
formulated and implemented
contextualization of the curriculum, learning
• Teaching, non-teaching, and stakeholders delivery, and learning resources for IPEd (for
trained on inclusive education both formal and ALS) formulated
• Program approaches and strategies for various
typologies of IPEd-implementing schools
formulated and implemented
• M&E policy and mechanism on inclusive
education developed and implemented
 QUALITY 1/2 OUTPUTS by
Learners complete K-12 basic education having attained all learning standards that
INTERMEDIATE OUTCOME Strategy
equip them with the necessary skills and attributes to pursue their chosen paths
Strategie
s

1. Ensure alignment of the curriculum, 2. Align resource provision with key

instruction, and classroom assessment stage learning standards
methods in all learning areas
• Learning resources for learning standards reflecting the
socio-emotional and 21st century skills provided
• Curriculum guides reflecting the socio-emotional and • System for the management of learning resources developed
21st century skills including the appropriate learning and implemented
approaches and assessment are developed, • System for quality assurance of learning resources
disseminated and implemented developed and implemented
• Sustainable Development Goals and human rights, • Researches on curriculum standards, learning management,
including but not limited to children’s rights, integrated and learning resources and services completed and
in relevant subjects as early as Stage 1 and until disseminated
Stage 4 • Guidelines on safe use of technology in the teaching and
• Policies and curriculum standards on Good Manners learning process formulated and implemented
and Right Conduct (GMRC) and Values Education
issued and implemented
• Policies, standards, and program management on
curricular, co-curricular and extra curricular activities
developed and implemented
 QUALITY 2/2
OUTPUTS by
INTERMEDIATE OUTCOME Strategy
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
Strategie
s
3. Assess learning outcomes at each 5. Ensure alignment of curriculum,
key stage transition and for learners in instruction, and assessment with
situations of disadvantage 4. Strengthen the competence
of teachers and instructional current and emerging industry and
leaders in areas such as content global standards
• Revised National Assessment Framework developed
and implemented knowledge and • Policy, platforms, and mechanism for
• Revised assessment programs with design, tools, pedagogy/instruction, consultations on curriculum, instruction,
administration procedures, and guidelines developed curriculum and planning, and assessment developed and
and implemented
responding to learner diversity, implemented
• Mechanisms for aggregation of classroom assessment
for division-wide learning assessments in place and and assessment and reporting. • Policy on Alignment between TEI
operational curriculum and school curriculum issued
• Professional development programs for teachers
• Predictive models using assessment results developed developed and implemented in identified priority and implemented
and appropriate trainings implemented areas such as but not limited to: • Policies and mechanisms for tertiary
• System for monitoring Philippine Qualifications - socio emotional and 21st Century skills schools on providing the results of
Framework (PQF) level 1 (JHS certificates) and Level 2 - learning approaches and learning modalities college readiness assessment of SHS
(SHS diploma) in the qualifications registry (including the - Assessment
National Competency Standards) established graduates established
- program management on curricular, co-curricular
• Analytical reports on the results of national and and extra curricular
international assessments completed and disseminated • Professional development programs for instructional
leaders (MTs, SHs, PSDS, EPS) to support teacher
PD on various priority areas
 RESILIENCY & WELL-BEING 1/2
OUTPUTS by
Learners are resilient and know their rights, and have the life skills to
INTERMEDIATE OUTCOME
protect themselves and exercise their education related rights, while being
Strategy
Strategies aware of their responsibilities as individuals and as members of society

1. Integrate children’s and learners' rights in 2. Ensure that learners know their
the design of all DepEd policies, plans, rights and have the life skills to 3. Protect learners and
programs, projects, processes and systems claim their education-related personnel from death, injury,
rights from DepEd and other duty- and harm brought by natural
• Laws, policies, plans, rules and regulations, contracts, bearers to promote learners’ well-
programs, projects and activities containing commitments being, while also being aware of and human-induced hazards
towards children’s rights according to rights-based their responsibilities as individuals
and as members of society • DepEd personnel and learners
education framework implemented
capacitated on providing
• Rights-based education (RBE) framework adopted and
• Child rights education (CRE) in the MHPSS
implemented • ESD, DRRM, CCAM, and
• Standards and mechanisms on child protection developed enhanced K to 12 curriculum, extra- and co-
peacebuilding competencies
and implemented curricular programs, learning environment
in the K to 12 curriculum
• M&E mechanism on rights-based education framework and and culture of the school, learning center,
integrated
legal obligations & commitments on children’s rights and other learning modalities integrated
• Personnel and stakeholders
• Learning resources on children’s and
implemented capacitated on DRRM, CCAM,
• Child Rights in Education Desk (CREDe) institutionalized learners’ rights in education utilized and peacebuilding
• DepEd personnel and stakeholders trained on child • Mechanisms on learners' participation on • Safety and emergency supplies
rights/RBE education and children's rights developed and equipment provided to
• Positive discipline measures implemented in schools and and implemented DepEd offices and schools
community • Child protection committee in schools • Early Warning Systems (EWS) in
• CPU and CPC structures are established established DepEd offices and schools
• Child protection policies implemented established
 RESILIENCY & WELL-BEING 2/2
OUTPUTS by
Learners are resilient and know their rights, and have the life skills to protect
themselves and exercise their education related rights, while being aware of
Strategy
INTERMEDIATE
OUTCOME
Strategies their responsibilities as individuals and as members of society

4. Ensure learning continuity in the 5. Protect education investments from 6. Provide learners with basic
aftermath of a disaster or emergency the impacts of natural and human- health and nutrition services
induced hazards
• Internal and external partners for response, • Risk assessment data for DRRM, CCAM, and • Guidelines on health and safety of learners and
rehabilitation, and recovery mobilized peacebuilding established school personnel, including prevention of
• Access to relevant responses, rehabilitation, and • DRRM, Peacebuilding, and Climate change-related COVID-19 developed and implemented
recovery-related datasets from schools enhanced programs, activities, and projects (PAPs), and budget in • Post COVID-19 tracking of learners’ health and
DepEd offices and schools annual plans developed nutrition conditions in schools implemented
• Information, education, and communication (IEC)
• DRRM, CCAM, and peacebuilding policies implemented • Health personnel and program coordinators
materials in the aftermath of a disaster or
in DepEd offices and schools trained on key topics, including management of
emergency developed and disseminated • Functional DRRM Teams organized in all governance risky behavior and child protection issues
• Guidelines on immediate response interventions for levels • Schools’ health facilities including WASH and
learning continuity developed • DRRM, CCAM, and peacebuiliding researches published clinics provided or improved
• MHPSS interventions, including referral • Regular programs for structural and non-structural hazard • School-community coordination mechanisms
mechanisms, for learners and personnel affected by prevention and mitigation measures implemented for health and safety of learners are in place in
disasters and emergencies are provided all schools
• DepEd inter-agency Comprehensive Rehabilitation 7. Nurture and protect learners' • Policies, guidelines, and standards on
and Recovery Plan (CRRP) for disaster and mental and psychosocial health prevention of COVID-19, health & nutrition, and
emergency developed adolescent health & development implemented
• Regions, divisions, and schools equipped in leading • Study on effects of student workloads,
multi-stakeholder groups for the implementation of deadlines and other learning activities 8. Promote learners' physical and socio-
response, rehabilitation, and recovery completed emotional skills development
• Major repair and reconstruction of infrastructure and • Teachers trained in handling learners • School sports and fitness development program framework
replacement of non-infrastructure damages due to experiencing mental and psychosocial developed
disasters/ and emergencies for rehabilitation and health issues • Standards for school sports and competition programs
recovery completed • DepEd personnel and learners developed and implemented
• Feedback and accountability mechanisms for capacitated on providing MHPSS • Teaching and non-teaching DepEd personnel trained on
learners on emergency interventions established after school sports program
• Partnership on schools sports programs established
 GOVERNANCE
1/2 OUTPUTS by
INTERMEDIATE OUTCOME Modern, efficient, nimble and resilient governance and Strategy
management processes
Strategie
s

1. Ensure all education leaders and 3. Ideal learning environment and

managers practice participative, 2. All personnel are resilient,
competent, and continuously adequate learning resources for learners
ethical, and inclusive management ensured
processes improving

• Competency-based hiring and promotion • NEAP Transformation deepened and further • Standards for a quality and inclusive learning
system adopted and implemented institutionalized environment for different learner groups for the
• SBM policy revised and implemented • Professional standards linked to employee new normal post covid-19 adopted and
• Policy guidelines for the decentralization of assessment, development, rewarding, and implemented
PAPs formulated and implemented recognition • Standards for the integration of educational
• Basic Education situation analysis and plans • Employee welfare and benefit standards are technology in teaching and learning developed and
submitted to LSBs/RDC and other developed and implemented; implemented
stakeholders • DepEd personnel trained on responsive • Standards for learning resource development
• Policy on synchronized planning and management processes that uphold accessible to all types of learners formulated and
budgeting issued and implemented inclusive and right-based education implemented
• Revised SIP policy developed and • Learning and Development plan developed
implemented and implemented under NEAP leadership
• Policy on M&E framework and system issued
and implemented
 GOVERNANCE 2/2 OUTPUTS by
INTERMEDIATE OUTCOME Efficient, nimble and resilient governance and management Strategy
processes
Strategies

4. Improve and modernize internal systems 5. Strengthen active collaboration 6. Strengthen the public-private
and processes for a responsive and efficient with key stakeholders complementarity
financial resource management
• Framework for stakeholder engagement developed
• Guidelines on modern financial management systems and
processes developed and implemented
and implemented • Public-Private complementarity framework
• Guidelines on the use of SEF revised and developed and implemented
• Guidelines for performance management and quality assurance
systems developed and implemented implemented • Manual of regulations for private schools enhanced
• Disaster risk reduction and response mechanisms established • School Governing Council policy revised and and implemented
• Policy and research agenda formulated and implemented implemented • Organizational and human resource support to
• Human Resource Information System (HRIS) in all governance • Policy on the use of partnership information system qualified personnel in private schools are in place
levels developed and implemented issued and implemented
• Internal Control Systems (ICS) framework, guidelines, and • Multi-sectoral youth development alliances
standards adopted and implemented established and operationalized in support of ALS
• Guidelines for QMS developed and implemented implementation
• Asset Management System implemented • Educ Forum actively engaged as multi-stakeholder
• Help-Desk Support System for field procurement operations platform for consultation collaborative research and
created analysis, and high-level advice on strategic basic
• DepEd Integrated Logistics Management System implemented education policy
• Organic procurement units and plantilla positions for
procurement officers created
• Personnel trained in procurement
• Contract Management System developed and implemented
• Standards on procurement processes, forms and documents
developed and implemented
• Supplier's registry system developed and implemented
• Transparency mechanism developed and implemented
• Guidelines on 3rd party participation in procurement developed
and implemented
• Guidelines on customized procurement for selected major
programs developed and implemented
Implementation Arrangements
Lead Office in Monitoring and
Governance Levels Lead office in BEDP Implementation Evaluation

Central Planning Service Planning Service

Region Policy Planning and Research Division Quality Assurance Division

School Governance and Operations School Governance and Operations

Division
Division Division

School Office of the School Head (SPT) Office of the School Head (SMEA)
Mainstreaming BEDP Strategies: Plan alignment
International Aims to “ensure inclusive and equitable quality education and promote
Global Education
lifelong learning opportunities for all.”
Agenda SDG 4
2030

National Long-term plan aligned with the SDG 2030, designed to address the immediate
Overall Directions, impacts of COVID-19, address the remaining access gaps, confront issues on
National Strategies & BEDP 2030 quality and anticipate what futures might bring. BEDP will synchronize plans at all
Standards Development 2022-2030 governance levels

Region Six-year education development plan developed at the Regional level which contains
Execution of strategies on how priority directions, policies, programs, quality assurance measures
standards, policies and REDP and equity-driven systems will be implemented in their respective regions, considering
Systems 2022-2028 the unique learning situation of learners

Division Six-year plan developed at the Division level which contains strategies on how
Execution of Programs, assistance to schools and learning centers will be implemented. As an example, one of
Activities and Projects DEDP the crucial mandates of the SDOs is to manage effective and efficient use of all
and demand driven TA to 2022-2028 resources, including human resources
schools and CLCs
A school development plan that defines strategies and interventions that a school, with
School/CLC the help of the community and other stakeholders, undertakes within a period of six (6)
Curriculum
Implementation; SIP consecutive years. It aims to improve the key result areas in basic education: access,
equity, quality, resiliency, and well-being including governance.
Teaching and learning 2022-2028
Alignment of Roles and Responsibilities of Governance levels

Shall primarily focus on formulation and enforcement of national policies, plans, education
standards, assessment of learning outcomes, conducting studies and research, program
CENTRAL development, human resource management, Monitoring and Evaluation; alignment and
synchronicity of policy, programs, standards, and partnership building.

Shall focus on policy implementation, monitoring and evaluation, conduct of regional studies
and research, human resource management, development of education projects that will
resolve unique education issues in the region, quality assurance, ensure synchronicity of
REGION programs, projects, and activity implementation and building partnership.

Shall focus on efficient policy and plan implementation, equitable and efficient deployment
SCHOOL and utilization of resources, human resource management, progress monitoring, providing
targeted technical support to schools and learning centers, ensure synchronicity of activities
DIVISION and building partnership.

DISTRICT Shall focus on Providing professional and instructional advice and support to the school heads and
teachers/facilitators of schools and learning centers and curriculum and instructional supervision.

SCHOOL/ Shall focus on school plan and curriculum implementation, creation of ideal learning
environment, resource management, teacher professional development, improvement of
CLCS instruction, classroom assessment and building local partnership.
Phases of Implementation
 Response to the immediate impacts of the pandemic on
PHASE 1 learning and participation and address issues on quality of
2022-2025 basic education
Post COVID-19 Recovery and Transition – Accelerate the co-creation of an integrated
Addressing and mitigating the impacts of concept of learning spaces for the future;
sudden shift in delivery modalities, bridging
the learning gaps and introduce innovations.

Focus on Quality: Learning Recovery Formulation of enabling policies, standards,

1) Strengthen programs on reading, numeracy, processes and systems;
socio-emotional learning, and 21st century skills,
2) Sharpen skillsets of teachers in Capacity development on policy
contextualization to address the concerns of development and implementation, strategic
diverse learners and planning, education futures, M&E research
3) Strengthen instructional leadership and and technical assistance;
supervision to improve teaching quality;

Strengthen DepEd’s capability on Partnership Building with community-based

assessment with focus on classroom level partners, the private sector and cross sector
assessment; government services for children;
Improve Access for groups in situations of Mid-term review and analysis of phase 1
disadvantage; results to inform refinements in BEDP
strategies.
Priorities for 2022-2023
Post COVID-19 Recovery and Transition – Addressing and mitigating the impacts of
sudden shift in delivery modalities, bridging the learning gaps and introduce innovations.
❑ Learning Recovery
❑ Reintroduction of Face to face starting from pilot phase (safe return to schools)
❑ Improve ICT in education
❑ Provision of appropriate learning resources for blended learning approach
❑ Reduction of reliance to printed modules and maximize the use of Online, DepEd TV and Radio-
based Instruction
❑ Strengthen support to private schools
❑ Improve Access for groups in situations of disadvantage and retrieve school leavers in SY 2020-2021
❑ Build and strengthen partnerships

Focus on Quality as a priority

❑ Improve Performance on reading, numeracy, socio-emotional learning, and 21st century skills
❑ Sharpen skillsets of teachers in contextualization to address the concerns of diverse learners.
❑ Strengthen instructional leadership and supervision to improve teaching quality
PHASE 2 Sustaining gains, introducing innovations and
2026-2030 evaluating policies and programs

Continuation of programs and Operationalization of the strategies

projects on access, quality, equity initiated under the Education
and resiliency; Futures Programme;

Maintenance and enhancement Evaluation of programs and

of information systems; projects;

Development and implementation End of Plan assessment and

of emerging new programs evaluation
 Operationalizing the BEDP
CENTRAL OFFICE

• Program profiles particularly the objectives, performance indicators and

targets must be reviewed to determine its relevance to the implementation
of BEDP.
• Most of the outputs can be produced by the lead office in consultation with
other relevant offices.
• Lead office shall initiate the process of consultation until it produced the
output
• There are outputs that are sequential, therefore proper timing and
scheduling is desired
• Producing the outputs may be funded using program funds under GAA and
other sources from development partners, LGUs and other education
stakeholders
• All activities to be initiated must clearly support the key strategic priorities
• Clear timelines in producing outputs must be plotted within 2022-2030
 Contextualizing National Targets

• With the implementation of BEDP 2030, and the need to confront the 5
education imperatives, education delivery cannot be business as usual.
Accelerated program implementation, bold targets, capacity
development are needed to address the education imperatives.
• Each region and division depending on their level of performance shall set
their respective annual targets until 2030 using 2020 as baseline.
• In establishing the regional and division targets, need to strike a balance
between the national targets and the current baseline performance.
• Performance must converge and meet at the end of plan targets in 2030
• School targets shall focus on improving learning outcomes and shall
ensure optimum contact time.
 Contextualizing national targets and developing
regional and division targets
Advanced: Progressing:
Above the set target and above the Above the national average but below the
national Average set target
Objective is to achieve the set targets and
Objective is to maintain the momentum and
maintain placement above national average.
targets should still be increasing until it reaches
Targets should be bold until it reaches the ideal
the ideal state in 2030
state in 2030

Catching Up: Falling Behind:

Above the set target but below the Both Below set target and national
national Average average
Objective is maintain momentum in achieving set Objective is to achieve the set targets and get
targets and get above national average. Targets closer to national average. Targets should be bold
should be a little bolder until it reaches the ideal and ambitious until it reaches the ideal state in
state in 2030 2030
Thank You