THREE-YEAR INDICATIVE PLAN

 ACCESS
GOALS OUTCOMES STRATEGIES OUTPUTS S.Y. 2023-2024 S.Y. 2024-2025 S.Y. 2025-2026
 Intensifying PPAs All school-age children, 1. Improve access to  Standards on kindergarten  100% Net  100% Net  100% Net
to improve Key out-of-school youth, and universal kindergarten facilities developed and Enrollment Rate Enrollment Enrollment Rate
Performance adults accessed relevant education implemented (include facilities, (NER) (K-1, 3- Rate (NER) (K- (NER) (K-1, 3-
Indicator through basic learning LR, teachers and other 4, to 6) 1, 3-4, to 6) 4, to 6)
Project I-ACCESS opportunities. 2. Improve learners’ components);
(Institutionalizing access to quality and  100% Net  100% Net  100% Net
--  All five-year-old rights-upholding  Digital materials for all learning Intake Rate Intake Rate Intake Rate
Accountability children attend learning environment areas developed and made (NIR) (K-1) (NIR) (K-1) (NIR) (K-1)
through Community school accessible to target learners;
Collaboration to 3. Improve capacity to  100%  100%  100%
Engage  All learners stay in retain learners in  More schools with ideal Transition Rate Transition Rate Transition Rate
Students in school and finish schools classroom to student ratio at (K-1, 3-4, to 6) (K-1, 3-4, to 6) (K-1, 3-4, to 6)
School) key stages the Elementary level.
4. Strengthen schools’  100% Retention  100% Retention  100% Retention
 Project ZEDROUT  All learners capacity to ensure  Teachers and learning Rate (K-1, 3-4, Rate (K-1, 3-4, Rate (K-1, 3-4,
transition to the next learners’ continuity to facilitators capacitated to to 6) to 6) to 6)
 Araw-Araw key stage next stage implement remediation
Pagpasok, Mag- programs and management of  0% School  0% School  0% School
aral, Makilahok  All out-of-school 5. Strengthen learners at risk of dropping Leaver Rate Leaver Rate Leaver Rate
children and youth mechanisms for out; (SLR) (K-1, 3-4, (SLR) (K-1, 3-4, (SLR) (K-1, 3-4,
participate and providing access to to 6) to 6) to 6)
complete in formal relevant basic  More schools implementing
or non-formal basic opportunities for OSC, school-initiated interventions  0% Simple  0% Simple  0% Simple
education learning OSY, and OSA using flexible learning options; Dropout Rate Dropout Rate Dropout Rate
opportunities
 Schools implementing  0% Out-of-  0% Out-of-  0% Out-of-
remediation programs for School (OSC) School (OSC) School (OSC)
struggling learners; and Rate Rate Rate

 Counseling services for all  0% Out-of-  0% Out-of-  0% Out-of-

students to address individual School (OSY) School (OSY) School (OSY)
concerns provided in all Rate Rate Rate
schools. participated in participated in participated in
ALS- ALS- ALS-
  Tool for tracing learners’ Participation Participation Participation
completing basic education Rate of OSY Rate of OSY Rate of OSY
including ALS learners is
developed and operational.

 Coordination mechanism
between elementary and
secondary schools
established;

 Teachers trained on identifying

learning gaps and remediation
strategies; and

 Improved counselling services

of schools to address learners’
concerns implemented.

 Literacy mapping strategy for

identifying OSC, OSY and
OSA developed and
implemented

 EQUITY AND INCLUSION

GOALS OUTCOMES STRATEGIES OUTPUTS S.Y. 2023-2024 S.Y. 2024-2025 S.Y. 2025-2026
 Conduct Project Disadvantaged school-  Improve program  Mechanism for the enrollment  Give immediate  Give immediate  Give immediate
SNEd are IN age children and youth, management and of pre-identified children with intervention on intervention on intervention on
and adults benefited service delivery disabilities in Kindergarten the pupils with the pupils with the pupils with
 Conduct Project from appropriate equity between and mong ECCD, special special special
SNEd Materials initiatives.  Provide an inclusive, DSWD, NGOs, and DepEd education education education
are IN effective, culturally implemented needs. needs. needs.
 All school-age responsive, gender-
children and youth sensitive, and safe  Baseline information on the  25% of  50% of  75% of
and adults in learning environment to needs of all types of learners Instructional Instructional Instructional
situations of respond to the in disadvantage completed. Materials for Materials for Materials for
disadvantage are situations of SNEd has been SNEd has been SNEd has been
participating in disadvantage  Teaching, non-teaching, and purchased and purchased and purchased and
inclusive basic stakeholders trained on utilized. utilized. utilized.
 learning inclusive education
opportunities and  0% of Learners  0% of Learners
 Improve gender-
receiving
sensitive contextualized  Policies and standards for safe Enrolled in Enrolled in
appropriate quality and accessible learning Alternative Alternative
curriculum and learning
education. environments for learners with Learning Learning
delivery.
different learning needs System (ALS) System (ALS)
implemented;
 Enhance DepEd
platforms for learning
resources  Monitoring and Evaluation
policy and mechanism on
inclusive education developed  0% of Learners
 Promote partnerships
and implemented. Enrolled in
to benefit education for
learners in situations of Alternative
disadvantage  Inclusive Learning Resource Learning
Center established; and System (ALS)

 Learner support services

appropriate for learners with
different learning needs
implemented.

 Communication and advocacy

plans for inclusive education
are implemented.

 QUALITY
GOALS OUTCOMES STRATEGIES OUTPUTS S.Y. 2023-2024 S.Y. 2024-2025 S.Y. 2025-2026
 REGALO+ Learners complete K to  Ensure alignment of the  Curriculum guides reflecting  Increase the  Increase the  Increase the
(Recovering 12 basic educations, curriculum, instruction, the socio-emotional and 21st number of number of number of
Educational Gaps having successfully and classroom century skills including the Grade 1 Pupils Grade 1 Pupils Grade 1 Pupils
and Learning attained all learning assessment methods in appropriate learning who are Grade who are Grade who are Grade
Opportunities +) standards that equip all learning areas approaches and assessment Ready Upon Ready Upon Ready Upon
them with the necessary are developed, disseminated, entering in entering in entering in
 Project UNO in skills and attributes to  Align resource provision and implemented; Grade 1. Grade 1. Grade 1.
Math: their success in the next with key stage learning
Understanding level of education. standards.  Learning resources for  Improved  Improved  Improved
Numbers and learning standards reflecting reading level of reading level of reading level of
 Overcoming  Learners attain Stage  Assess learning the socio-emotional and 21st all learners from all learners all learners from
Difficulties in Math 1 (K-Grade 3) learning outcomes at each key century skills provided; Full from Full Full
standards of stage transition and for Intervention, to Intervention, to Intervention, to
 Project: 1 o’clock fundamental reading & learners in situations of  Revised assessment programs Moderate Moderate Moderate
Reading Habit 2.0 numeracy skill. disadvantage with design, tools, Intervention, to Intervention, to Intervention, to
administration procedures and Light Light Light
 Project: Pagbasa  Learners attain Stage  Strengthen competence guidelines developed and Intervention and Intervention Intervention and
ang Pag-asa, sa 2 (Grades 4-6) of teachers and implemented; up to Grade and up to up to Grade
Kinder ang Umpisa learning standards in instructional leaders in Ready in Key Grade Ready in Ready in Key
required literacy and areas such as content  Mechanisms for aggregation of Stage 1 Key Stage 1 Stage 1
numeracy skills and knowledge and classroom assessment for
apply 21st century pedagogy/ instruction, division-wide learning  Improved the  Improved the  Improved the
skills to various real- curriculum and planning, assessments in place and reading level of reading level of reading level of
life situations. responding to learner operational; all Key Stage 2 all Key Stage 2 all Key Stage 2
diversity, and assessment learners from learners from learners from
 and reporting  Professional development deficit to deficit to deficit to
programs for teachers enhanced. enhanced. enhanced.
developed and implemented in
identified priority areas  Raised  Raised  Raised
numeracy level numeracy level numeracy level
of all learners of all learners of all learners
from Needs from Needs from Needs
Major Support Major Support Major Support
to Enhanced. to Enhanced. to Enhanced.

 RESILIENCY AND WELL-BEING

GOALS OUTCOMES STRATEGIES OUTPUTS S.Y. 2023-2024 S.Y. 2024-2025 S.Y. 2025-2026
 Institutionalizing an Learners are resilient, 1. Integrate children’s and  Rights-based education (RBE)   
inclusive, and safe know their rights, and learners’ rights in the framework adopted and
motivating learning have the life skills to design of all DepEd implemented;
environment protect themselves and policies, plans,
appropriate to the claim their education- programs, projects,  Standards and mechanisms
needs of all types of related rights from processes, and on child protection developed
learners via DepEd and other duty- systems. and implemented;
Project SAFE bearers to promote
Secure learners’ well-being, 2. Ensure that learners
Adaptable and while being aware of know their rights and  Child Protection Unit and Child
Friendly their responsibilities as have the life skills to
Environment individuals and as claim their education- Protection Committee
members of society. related rights from structures are established; and
 Project iSPORTS DepEd and other duty-
U  Learners are served bearers to promote  Child protection policies
by a department that learners’ well-being, implemented.
 Project Ang ARTe adheres to a rights- while also being aware
Ko. based education of them responsibilities  Personnel and stakeholders
framework at all as individuals and as equipped on DRRM, CCAM,
 Project ASAHAN levels. members of society and peacebuilding;
MO, CHILD
PROTECTION  Learners are safe 3. Protect learners and  Safety and emergency
COMMITTEE KO and protected, and personnel from death, supplies and equipment
can protect injury, and harm provided to DepEd offices and
 Project Busog, themselves, from brought by natural and schools; and
Lusog, Talino Susi risks and impacts human-induced
sa Pagkatuto from natural and hazards.  Early Warning Systems (EWS)
human-induced in DepEd offices and schools
 Project Solid hazards. 4. Ensure learning established.
Waste continuity in the
Management  Learners have the aftermath of a disaster  Information, education, and
Kamit na Kamit basic physical, or emergency. communication (IEC) materials
mental, and in the aftermath of a disaster
 Project CGCS emotional fortitude to 5. Protect education or emergency developed and
(Classroom Guard cope with various investments from the disseminated;
for Classroom challenges in life and impacts of natural and
Safety) to manage risks. human-induced  Guidelines on immediate
hazards response interventions for
 Project CRIP learning continuity developed;
6. Provide learners with
(Clinic Room
basic health and
Improvement  Major repair and
nutrition services
Program) reconstruction of infrastructure
and replacement of non-
7. Nurture and protect
 Project PEPPA infrastructure damages due to
learners’ mental and
(Performance in disasters/ emergencies for
psychosocial health
EPP Achieved) rehabilitation and recovery
completed; and
8. Promote learners’
 Project Playground physical and socio-
Improvement  Teachers trained in handling
emotional skills
Project (PGIP) students experiencing mental
development
and psychosocial health
 1 Classroom 1 issues; and
Water Dispenser
Project  DepEd personnel and learners
capacitated on providing
 Project G-Clef MHPSS.

 Just Wanna Have  School sports and fitness

Paint development program
framework developed;
 SRP (Stage
Renovation  Standards for school sports
Project) and competition programs
developed and implemented;
and

 Teaching and non-teaching

DepEd personnel trained on
after-school sports programs.

 Risk assessment data for

DDRM, CCAM, and peace
building established;

 Health personnel and program

coordinators trained on
management of risky behavior
and child protection issues;

 Schools’ health facilities

including WASH and clinics
provided;

 School-community
coordination mechanisms for
health and safety of learners in
schools established;