Major PAPs Guide by DepEd Office of the Undersecretary for Finance

MAJOR PROGRAMS, ACTIVITIES AND PROJECTS GUIDE

As of August 26, 2020 Department of Education Finance-Education Programs Delivery Unit

TABLE OF CONTENTS A.

ALTERNATIVE LEARNING SYSTEM (ALS) 2.0 A.1 What curriculum is used in ALS? A.2 Who are the target learners in ALS? A.3 Who delivers ALS? A.4 How does learning intervention take place in ALS? A.5 Where do learning sessions take place? A.6 What materials are used in ALS? A.7 Is there an entrance test in ALS? A.8 What are the ALS programs? A.9 Physical Performance A.10 Financial Performance A.11 Impact of COVID-19 Pandemic A.12 Passage of the ALS Bill

BASIC EDUCATION FACILITIES (BEF) B.1 What is the Basic Education Facilities (BEF) Program? B.2 What is the figure for classroom shortage? B.3 What is the student to classroom ratio? B.4 What actions has DepEd taken to improve on the issue of the lack of education facilities? B.5 What is the historical approved appropriation for education facilities? B.6 With large amount of funds coming from DepEd and LGUs for the construction of classrooms and other educational facilities, how does DepEd make sure that there would not be any duplication of projects? B.7 New Construction B.7.1 How many classrooms and Tech-Voc laboratories have DepEd constructed? B.7.2 How does DepEd determine the manner of prioritization for the construction of classrooms? B.7.3 What are the interventions taken by DepEd to make sure that the classrooms can withstand calamities and disasters especially to those areas in the country that are prone to such calamities and disaster? B.7.4 What are the undertakings that DepEd is imploring with DPWH to facilitate faster implementation of its programs on classroom building? B.7.5 Timeline for New Construction (Pre-Construction) B.7.6 Timeline for New Construction (from DPWH) B.8 Repair and Rehabilitation B.8.1 How many have been repaired and or rehabilitated? B.8.2 What constitutes a minor and major repair? B.8.3 What is considered as rehabilitation? B.8.4 What is considered a renovation/restoration? B.9 What are the plans for Gabaldon buildings? B.10 What are the initiatives of DepEd to address areas with classrooms damaged by calamities?

TABLE OF CONTENTS B.11

School Furniture B.11.1 How many seats have been procured and delivered? B.11.2 How is the school furniture procured? B.11.3 How do you determine the manner of prioritization of the recipient schools? B.11.4 What materials are used in creating the school furniture? B.11.5 What are the estimated cost for school furniture? B.12. Electrification B.12.1 How many schools have been energized? B.12.2 Which schools are targeted by electrification of schools? B.12.3 How do you identify the recipient schools? B.13. What are the other significant interventions by DepEd? B.14. What is the comprehensive school development plan? B.14.1 Timetable in the Implementation of Site Development Plan B.15 BEF Not a Lump-Sum Fund B.16 Coverage of the Allocation for BEF B.17 Summary of Long-List, Validated List, to Final List Process B.18 How does DepEd determine the manner of allocation for the construction of classrooms? B.19 BEF Program Implementation Timeline for 2020 (adjusted) B.20 BEF Program Implementation Timeline for 2020 Includes Carry Overs (original) C.

DEPED COMPUTERIZATION PROGRAM (DCP) C.1 What is the DepEd Computerization Program (DCP)? C.2 What are the objectives of the DCP? C.3 Evolution of the DCP funds C.4 Financial Accomplishment of the Project C.5 What is the latest DCP project?

GOVERNMENT ASSISTANCE AND SUBSIDIES (GAS) 57 D.1 What are the different programs under Government Assistance and Subsidies (GAS)? D.2 What is the role of the Private Education Assistance Committee (PEAC) in GAS programs? D.3 Education Service Contracting (ESC) D.3.1 ESC Grantee Selection D.3.2 How can schools participate in the ESC? D.3.3 Requirements for ESC-Participating JHSs D.3.4 ESC Slot Allocation D.3.5 ESC Subsidy Amounts D.3.6 Conditions For Retention Of ESC D.3.7 What are the qualifications for Teacherâ&#x20AC;&#x2122;s Salary Subsidy (TSS)? What is the subsidy amount? D.4 Senior Highschool Voucher Program (SHS-VP) D.4.1 Voucher Program Beneficiaries (VPB) Eligibility Guide D.4.2 How can schools participate in the SHS-VP? D.4.3 Voucher Validity And Redemption

TABLE OF CONTENTS D.5

D.6 D.7 D.8 D.9

Joint Delivery Voucher Program – Technical-Vocational-Livelihood Specialization D.5.1 What are the objectives of the JDVP-TVL? D.5.2 What are the grant amount and coverage? Historical Budget Financial Accomplishment Physical Accomplishment (Compared to GAA) Amendments to the FY 2020 Budget as a Result of Bayanihan Act and FY 2021 Proposed Budget and FY 2021 NEP

HUMAN RESOURCE DEVELOPMENT (HRD) FOR PERSONNEL IN SCHOOLS AND LEARNING CENTERS E.1 Financial Accomplishment E.2 Budget Proposal E.3 Budget Breakdown (FY 2020) E.4 Budget Utilization (Continuing and Current Funds) E.5 FY 2019 Physical Accomplishment E.6 Definition of Terms  Teaching Personnel  Non-teaching Personnel  Professional Development  Continuing Professional Development (CPD)  Allocation of HRD Funds  Eligible Activities and Expenses E.7 NEAP Trainings 2015 E.8 NEAP Trainings 2016 E.9 NEAP Trainings 2017 E.10 NEAP Trainings 2018 E.11 NEAP Trainings 2019

LEARNING TOOLS AND EQUIPMENT (LTE) PROGRAM F.1 What is the Learning Tools and Equipment Program? F.2 What comprises the LTE? F.3 What is the Redesigned Technical-Vocational High School Program? F.4 How many specializations are there in the Redesigned Technical-Vocational High School Program? F.5 How are Specializations identified? F.6 What are the sample specializations? F.7 What are the issues of this program and how are they being addressed? F.8 Accomplishments F.9 FY 2021 Program Budget and Physical Target F.10 Historical Financial Performance

MADRASAH EDUCATION PROGRAM (MEP) G.1 What is Madrasah Education Program (MEP)? G.2 Legal Bases For Madrasah Education Program G.3 Program Budget

TABLE OF CONTENTS G.4 G.5 G.6 G.7 G.8 G.9

Financial Performance Physical Performance Breakdown of Budget Per Region Breakdown of Budget Per Item Breakdown of Budget Per Component/Activity The Effect of the COVID-19 Pandemic

NATIONAL ASSESSMENT 98 H.1 Financial Performance H.2 What are the assessments being conducted by the Department of Education (DepEd)? H.3 How will the exams be administered during this time of COVID-19 pandemic? H.4 Will there be additional budget proposal based from the Php 148,516,000 draft FY 2021 NEP-level budget? H.5 Description of each exam which narrates or indicates what type of exam and what a student could do/capable when they get a certain rating/grade. What is the end goal of these exams? H.6 Least Learned Competencies of Teachers and Students H.7 FY 2021 BEA Proposed Budget H.8 Factors to Consider in the Preparation of Budget/Cost Estimates for National Assessment H.9 Why are there delays in the delivery of the program? H.10 What are the reasons for failure of procurement? H.11 What is DepEd doing to address the problems in procurement?

NEW SCHOOL PERSONNEL POSITIONS I.1 What is the New School Personnel Positions Program? I.2 Objective of the Program I.3 Status of Filling-Up for Kinder to Senior High School (SHS) from FY 2017 -2020 as of June 30, 2020 I.4 Status of Filling-Up for Kinder to G10 from FY 2017- 2020 as of June 30, 2020 I.5 Status of filling-up for SHS from FY 2016-2020 I.6 Status of filling-up of non-teaching positions for SHS from FY 2016 I.7 Status of filling-up of non-teaching positions for Finance POS for Central Schools and Junior High School (JHS) for FY 2017-2018 I.8 Regional Status of Hiring for K-SHS Teaching Positions FY 2017-2019 as of May 31, 2020 I.9 Financial Performance

118

OPERATION OF SCHOOLS J.1 What does Operation of Schools mean? J.2 What are the factors in computing for MOOE? J.3 How is the MOOE processed and distributed to the schools? J.4 Comparison of School Operations Over the Years J.5 What formula is used to compute for the MOOE needed by schools? J.6 Regional Allocation and Obligation

124

TABLE OF CONTENTS K.

SCHOOL-BASED FEEDING PROGRAM (SBFP) K.1 What is the School-Based Feeding Program? K.2 Who are the beneficiaries of the SBFP? K.3 How will the SBFP be implemented during this time of COVID-19 pandemic and considering that there will be no face-to-face learning? K.4 How much is the allocated budget per beneficiary? K.5 How does DepEd determine the food cost per beneficiary? K.6 How many meals are given to the beneficiaries in one day? K.7 Who are the partners of DepEd in the feeding activities? K.8 How has the program performed historically? K.9 Implementation of the SBFP K.10 FY 2021 Budget Proposal K.11 What are the challenges of the program? K.12 What has DepEd done to hurdle these challenges?

130

TEACHER BENEFITS & OTHER ALLOWANCES L.1 What is Cash Allowance? L.2 What is the trend of the amount of cash allowance from 1988 onwards? L3 How is the Cash Allowance released to the field? L.4 What is the salary of teachers based on their level? L.5 What are the objectives of the Special Hardship Allowance (SHA)? L.6 Who are the recipients of the Special Hardship Allowance (SHA)? L.7 What is Special Hardship Allowance (SHA)? L.8 How is the Special Hardship Allowance (SHA) computed? L.9 What are the Teacher’s Benefits and Other Incentives? L.10 What is the new Teacher’s Benefits and Other Incentives in FY 2020?

139

TEXTBOOKS AND OTHER INSTRUCTIONAL MATERIALS M.1 Textbooks and Instructional Materials Program Performance M.1.1 FY 2020 Financial Performance M.1.2 FY 2020 Physical Performance M.2 Printing of Self-Learning Modules M.3 FY 2021 Budget Proposal M.4 What are the learning resources that will be used by DepEd for distance learning and blended learning this SY 2020? M.5 What is the latest textbook – learner ratio? Why are there schools that have reported lack or insufficient number of textbooks? M.6 How are we addressing the shortage of textbooks? M.7 How are we addressing the errors in the DepEd textbooks? M.8 In relation to the discussion of Martial Law history and its atrocities, how do we ensure that the textbooks are factual and error-free? M.9 Can we pull out the textbooks with errors?

145

TRAINING ON SCHOOL HEADS / SUPERINTENDENTS N.1 What are the organization’s programs to ensure the quality of its School Heads and Division Superintendents? N.2 What is School Heads Development Program (SHDP)? N.3 What is Superintendents Leadership Program (SLP)? N.4 How many school heads were trained under the program?

162

TABLE OF CONTENTS O.

SPECIAL EDUCATION (SPED) PROGRAM O.1. Description and Objectives O.2. Major Programs and Projects Under SPED O.3 FY 2020 Special Education Program Budget O.4 FY 2021 Budget Proposal O.5 Consolidated SPED Enrollment O.6 Profiles of Learners with Disability According to Disabilities O.7 Schools with Learners with Disabilities Enrollment

164

INDIGENOUS PEOPLES EDUCATION (IPEd) PROGRAM P.1. Program Overview P.2. National Data On IP Learners and Education Services For IP Learners – Public (As of SY 2018-2019) P.3 National Data On IP Learners and Education Services For IP Learners – Private (As of SY 2018-2019) P.4 Financial Performance P.5 Program Accomplishments (SY 2018-2019) P.6 On the IP Education Program P.7 On Reforms Being Implemented (Related to IP Learners) P.8 On the Establishment of Public Schools in Mindanao P.9 On the Terms ‘Lumad’ And ‘Lumad Schools’ P.10 On the Recognition of Private Schools Serving IP Learners P.11 Regarding Deped’s Recognition on the Efforts of Non-Profit Groups to Provide IPEd in IP Communities P.12 On Permit to Operate and Certificate of Recognition P.13 On the Regulatory Functions of the Department Relative To Private Learning Institutions Serving IP Learners (Do 21, s. 2014) P.14 On Sanctions Against Private Schools (Do 88, s. 2010) P.15 On Additional Requirements Needed for the Recognition Of Private Learning Institutions Serving IP Learners P.16 Regarding the Military Attacks On Schools Serving IP Learners and DepEd’s Stand On This P.17 Regarding the Establishment of Public Schools in Mindanao As A Duplication of Efforts of Other Groups P.18 On the Claim that DepEd is Making it Difficult to Obtain Recognition P.19 On the Initiatives of DepEd to Support Private Learning Institutions P.20 On Integrating Schools of Living Tradition (SLT) With the National Curriculum or with Schools Implementing IPEd P.21 On Protecting and Promoting the Rights of IP Learners (In Relation to The Lumad Schools Issue) P.22 On the curriculum used for the IP Education Program P.23 On public schools with 100% IP Learners P.24 On the number of schools and students enrolled in IPEd P.25 On the teacher hiring for the IPEd Program P.26 On the policies that guide IPEd implementation P.27 On initiatives for schools with mixed populations

176

TABLE OF CONTENTS P.28 P.29

On the relation of IPEd to the Last Mile Schools (LMS) Program On the effect of the COVID-19 pandemic

SPECIAL EDUCATION FUND (SEF) Q.1 Background Q.2 Use of SEF Q.3 Utilization

192

LAST MILE SCHOOLS PROGRAM R.1 What is the DepEd Last Miles Schools Program (LMSP)? R.2 What Are Last Mile Schools? R.3 What Shall Be Done in The Last Mile Schools? R.4 What Are the References/Bases for The Last Mile Schools Program? R.5 What Are the Program Implementation Requirements? R.6 What Are the Features of ACCESS Buildings? R.7 What Are the Budgetary Requirements? R.8 What is the timeline for the LMSP 2020? R.9 Budget Allocation R.10 LMSP Plans

203

SCHOOL DENTAL HEALTH CARE PROGRAM (SDHCP) S.1 Profile S.2 Financial Performance S.3 Details of SDHCP Fund Re-Allocated to BE-LCP S.4 FY 2019 Accomplishment S.5 How will the SDHCP be implemented during this time of COVID-19 pandemic? S.6 FY 2020 Implementation Plan S.7 FY 2019 Implementation Challenges S.8 FY 2020 Budget Breakdown S.9 FY 2020 Allocation S.8 FY 2021 Budget Proposal

223

QUICK RESPONSE FUND (QRF) T.1 What is Quick Response Fund (QRF)? T.2 Budget Utilization Performance of DepEd QRF T.3 DepEd QRF Projects – Funded and Unfunded (2017 to 2019) T.4 Why can’t DepEd include the unfunded QRF projects under Basic Education Facilities (BEF) funds? T.5 Summary of Funded QRF Projects Per Calamity T.6 Summary of Unfunded QRF Projects Per Calamity

235

ALTERNATIVE LEARNING SYSTEM (ALS) The Alternative Learning System is a “parallel learning system to provide a viable alternative to the existing formal education instruction. It encompasses both the nonformal and informal sources of knowledge” (R.A. No. 9155). The major distinction of ALS is its non-formal instruction.  It does not have a sequential mode of instruction, but has one that adjusts to a learner’s prior learning and immediate learning objectives.  ALS uses broader teaching and learning methodologies to cater to the needs of mix learners.

A.1

WHAT CURRICULUM IS USED IN ALS? Alternative Learning System (ALS) K to 12 Basic Education Curriculum (BEC): Learning Strands Learning Strand 1 Learning Strand 2 Learning Strand 3 Learning Strand 4 Learning Strand 5 Learning Strand 6

Topics or Skills Communication Skills (English) Communication Skills (Filipino) Scientific and Critical Thinking Skills Mathematical and Problem Solving Skills Life and Career Skills Understanding the Self and Society Digital Citizenship

The following are the key features of the ALS K to 12 BEC: a. is substantially aligned with the competencies of the formal K to 12 Curriculum; b. is NOT a mirror image of the formal school curriculum given the nature of the ALS program and the type of learners enrolling in this program; c. covers Information, Communication and Technology (ICT) and Life and Career skills and competencies not found in the formal school curricula have been added;

ALTERNATIVE LEARNING SYSTEM 1

d. includes examples of application of competencies in everyday life to help/guide the learning delivery and the development of appropriate, relevant and responsive learning materials and learning assessment tools; and e. uses the standard terminologies and coding system of the DepEd K to 12 curriculum; f. provides opportunities for learners to acquire vocational and technical skills to enhance their work readiness/employability.

A.2

WHO ARE THE TARGET LEARNERS IN ALS? ALS provides increased opportunities for out-of-school youth and adults, and children in special extreme cases, to develop basic and functional literacy, life skills, and pursue an equivalent pathway to complete basic education. It covers those who have been deprived of access to formal basic education due to economic, geographic, political, cultural and social barriers, including persons with disabilities, indigenous peoples, children in conflict with the law, learners in emergencies, persons deprived of liberty, migrant workers, and other marginalized sectors of society.

A.3

WHO DELIVERS ALS? o

ALS programs are carried out by ALS Teachers who may be directly employed by DepEd or through service providers and partners.

They can be grouped into three main categories: 1) DepEd-delivered, 2) DepEd procured, and 3) Non-DepEd financed. ▪

DepEd-delivered refers to the ALS program implementation directly carried out by DepEd ALS implementers, such as the Mobile Teachers, and District ALS Coordinators who are both employed by DepEd and hold regular teacher items;

▪

DepEd-procured refers to the ALS program implementation carried out by service providers contracted by the DepEd through the ● Schools Division Superintendent, o such as NGOs, people’s organizations, o literacy volunteers, o other faith-based organizations (FBOs), and o Civil Society Organizations ALTERNATIVE LEARNING SYSTEM 2

▪

A.4

Non-DepEd Financed ALS Partners refers to the implementation of ALS programs by non-DepEd organizations, such as ● Local Government Units (LGUs), ● NGOs, ● other government organizations, ● international donor agencies, ● faith-based organizations, and ● individuals on a voluntary basis using their own resources.

HOW DOES LEARNING INTERVENTION TAKE PLACE IN ALS? To effectively deliver its Non-Formal Education program, the DepEd utilizes appropriate, relevant and responsive learning modalities, such as: ● ● ● ●

modular instruction online or digital blended learning face-to-face learning sessions and tutorials radio-based instruction

ALS teachers design weekly learning plans/agreements with their individual learners indicating their learning objectives for the week and the list of modules/module lessons and other learning activities e.g., work sheets, radio, TV, internet resources to be accessed, that can support attainment of their learning objectives Learners can report to the Community Learning Center (CLC) on their agreed schedule to pick up copies of modules which they can study independently at home or elsewhere throughout the week. During their weekly CLC visit, they return the modules when completed for use by other learners.

A.5

WHERE DO LEARNING SESSIONS TAKE PLACE? Learning sessions take place at the Community-Based Learning Center (barangay halls, churches, homes) or at School-Based Learning Center. Given the advance competencies in the ALS K to 12 Basic Education Curriculum ALTERNATIVE LEARNING SYSTEM 3

(BEC), it is recommended that ALS classes be held in venues with conducive learning environment (proper classroom with toilet, STEM/ ICT equipment).

A.6

WHAT MATERIALS ARE USED IN ALS? The existing modules for Elementary and Secondary level are instructionally designed to support self-learning e.g. they are chunked into manageable lessons with pre- and post-tests, self-directed learning activities, and written in a conversational or interactive style. They can serve as the primary source of content delivery. Other available materials can be a source of supplemental learning. Learners with Information and Communication Technology (ICT) equipment such as computers, mobile phones/pads, and other digital devices and have access to internet, can continue learning through ICT4ALS webpage developed by UNICEF with DepEd ALS teachers, DepEd Commons, DepEd Learning Resource Portal, and the AralMuna application.

A.7

IS THERE AN ENTRANCE TEST IN ALS? A potential learner in the ALS has to fill up a Personal Information Sheet (PIS) and go through a process to determine prior learning that he/she may have through the Functional Literacy Test (FLT). This assessment will assist the ALS Teacher in setting-up a teaching and learning plan for the learner. The FLT will assess the following skills of a potential learner: 1: Communication Skills (English and Filipino) 2: Scientific Literacy and Critical Thinking Skills 3: Mathematical and Problem Solving Skills 4: Life and Career Skills 5: Understanding the Self and Society 6: Digital, Media, and Information Literacy Skills

ALTERNATIVE LEARNING SYSTEM 4

A.8

WHAT ARE THE ALS PROGRAMS? 

Basic Literacy Program – aims to eradicate illiteracy among out-ofschool children and youth (OSCY) and adults by teaching them basic literacy and numeracy



Continuing Education: Accreditation and Equivalency Program - aims to provide an alternative pathway of learning for out-of-school youth, adults, and children in special extreme cases, who are literate and have not competed basic education. Through this program, school dropouts are able to complete elementary and secondary education outside the formal system. Under the administration of Secretary Briones, ALS-Education and Skills Training (ALS-EST) was introduced. ALS-EST is a variant of ALS which programmatically integrates skills training to the traditional ALS intervention.

A.9

PHYSICAL PERFORMANCE LEARNERS ENROLLED IN ALS

YEAR GAA TARGETS 2021 2020 794,143 Source: FY 2020 GAA and FY 2021 NEP YEAR 2019 2018 2017 2016

TARGET 729,425 818,049 720,000 487,875

PHYSICAL TARGETS 690,208

ACTUAL 759,723 840,448 641,584 542,461

% 104% 103% 89.11% 111.2%

NUMBER OF COMMUNITY LEARNING CENTERS (CLCs) OFFERING ALS PROGRAM PHYSICAL ACTUAL YEAR GAA TARGETS TARGETS 2020

11,000

2019

34,752

27,150

ALTERNATIVE LEARNING SYSTEM 5

A.10

FINANCIAL PERFORMANCE The figures below refer to the program funds of the Flexible Learning Options (FLO) that includes Alternative Learning System (ALS), Alternative Learning System-Education and Skills Training (ALS-EST), Alternative Delivery Mode (ADM) and Education in Emergencies (EiE). 2021 BUDGET PROPOSAL 417,817 (in Thousand Pesos)

2021 NEP 15,215,694 (in Thousand Pesos)

PROGRAM BUDGET TOTAL APPROVED BUDGET PER FISCAL YEAR 2016

₱ 455,506,000

2017

₱ 653,436,000

2018

₱ 533,436,000

2019

₱ 707,316,000

2020

₱ 600,625,000

ALTERNATIVE LEARNING SYSTEM 6

FY 2016-2019 FINANCIAL PERFORMANCE

YEAR

OBLIG RATE

DISB.

DISB RATE

UNOBLIG ALLOT

37.05%

224,694,741.55

61.23%

623,497,411.21

70.53%

309,061,931.86

39.90%

323,652,285.06

84.92%

350,510,287.37

77.38%

80,463,966.19

77.25%

243,621,544.84

80.93%

88,669,944.08

482,291.86

4.38%

0.00%

10,539,948.65

8,471,406.18

2.76%

0.00%

297,914,428.82

ADJ APPRO

ADJ ALLOT

OBLIG

990,465,389.02

366,967,977.81

1,098,200,171.60

774,547,886.54

533,437,042.00

452,973,075.81

790,368,622.56

389,689,622.56

301,019,678.48

FY 2019 (CONTINUING)

185,262,240.51

11,022,240.51

FY 2020 (CURRENT)

306,385,835.00

FY 2016

FY 2017 FY 2018 FY 2019

Sources: FY 2016-2019 SAAODB and FY 2020 CO-FAR as of July 24, 2020

ALTERNATIVE LEARNING SYSTEM 7

FY 2020 SPECIAL PURPOSE FUND FOR BE-LCP (lodged in FLO) YEAR

ADJ APPRO

ADJ ALLOT

OBLIG

FY 2019 (CONTINUING)

132,881,000.00

FY 2020 (CURRENT)

1,324,197,000.00

OBLIG RATE 0.00% 0.00%

DISB -

DISB RATE 0.00% 0.00%

UNOBLIG ALLOT 132,881,000.00 1,324,197,000.00

Source: FY 2020 CO-FAR as of July 24, 2020 2019 ALS FOR LATER RELEASE (FLR) AMOUNT 400,679,000 Amount requested: 174,240,000 Balance: 226,439,000 (for realignment to BE-LCP) Source: ALS Task Force Program Team

ALTERNATIVE LEARNING SYSTEM 8

A.11

IMPACT OF COVID-19 PANDEMIC •

Lower enrollment as potential ALS learners prioritizing livelihood over education The low enrollment in ALS for SY 2020-2021 does not come as a surprise. The 2017 Annual Poverty Indicator Survey (APIS) results show that 70% of out-of-school youth belong to the lower income deciles. Studies done by World Bank on the other hand show that 55% of ALS learners are employed. Given their lack of foundational skills and basic education credentials, most ALS learners in urban areas work in the informal economy, while those in rural areas are in agriculture, mining, or domestic work. With the pandemic adversely impacting the economy, our potential learners most likely lost their sources of livelihood, with those in urban areas forced to go back to their provinces as businesses closed. As the impact of the pandemic ravages on and wipes out the economic gains in recent years, potential ALS learners are opting to prioritize searching for livelihood and making ends meet over studying.

•

Uncertainty in administration of the A&E test in the time of COVID-19 About 65% of ALS learners enroll in the Program with the goal of earning their basic education diploma. The certainty of the conduct of the A&E Test at the end of the school year is critical in ensuring that ALS is seen as a viable learning program outside of the formal system. With the Bureau of Education Assessment postponing the conduct of the test to 2021, potential learners are less motivated to enroll.

•

Cancellation/suspension of activities that are usually conducted face to face such as literacy mapping and capacity building Various capacity-building initiatives and essential ALS activities have been put on hold because of the order to limit gatherings. The balance of the 2019 FLR for ALS has been realigned to support the BE-LCP.

ALTERNATIVE LEARNING SYSTEM 9

A.12

PASSAGE OF THE ALS BILL The Alternative Learning System (ALS) Bill may possibly be enacted into law by the last quarter of 2020. The immediate and vital budgetary requirements is for the creation of the Bureau of Alternative Education (BAE) and the payment of transportation allowance and teaching aid of ALS Mobile teachers and District ALS Coordinators (DALSCs).

ALTERNATIVE LEARNING SYSTEM 10

BASIC EDUCATION FACILITIES (BEF) B.1

WHAT IS THE BASIC EDUCATION FACILITIES PROGRAM “The Basic Education Facilities (BEF) Program is an annual budget of the Department of Education for its School Building Program, which covers the improvement and maintenance of school facilities. It shall be utilized for the provision of classroom and workshop buildings, replacement of old dilapidated buildings, provision of furniture, repair and rehabilitation of classrooms, including heritage buildings, as well as water and sanitation facilities, and electrification.” 1

B.2

WHAT IS THE FIGURE FOR CLASSROOM SHORTAGE? The DepEd estimates, the classroom shortage as of May 31, 2019 is around 148,386 academic classrooms

B.3

WHAT IS THE STUDENT TO CLASSROOM RATIO? According to the data from the Educational Management Information System (EMIS) Division, as of June 1, 2017 classroom ratio is as follows:

2012- 2013- 2014- 2015- 2016- 2017- 20182019 2020 2013 2014 2015 2016 2017 2018 2019 Elementary 1:40 1:34 1:38 1:37 1:35 1:34 1:28 1:27 1:28 Junior HS 1:51 1:49 1:42 1:43 1:43 1:36 1:40 1:44 1:40 Senior HS 1:38 Source: 2013 to 2018 are based from EMIS Division, as of August 20, 2018. For 2019 and 2020 are based on FY 2020 DepEd GAA

DepEd Order No. 35, s. 2017: REVISED GUIDELINES ON THE IMPLEMENTATION OF THE BASIC EDUCATION FACILITIES FUND 1

BASIC EDUCATION FACILITIES 11

B.4

WHAT ACTIONS HAS DEPED TAKEN TO IMPROVE ON THE ISSUE OF THE LACK OF EDUCATION FACILITIES? From 2018 and previous years, DepEd has drastically increased its budget for the Provision and Maintenance of Basic Education Facilities:

B.5

WHAT IS THE HISTORICAL APPROVED APPROPRIATION FOR EDUCATION FACILITIES? The Provision and Maintenance of Basic Education Facilitiesâ&#x20AC;&#x2122; historical approved appropriations are as follows:

2015 53.87B

PROGRAM BUDGET 2015-2019 are based on GAA and 2020 are based from NEP and BP 201. The figures represent both DepEd and DPWH managed funds. 2016 2017 2018 2019 2020 82.26B

118.78B

105.46B

30.97B

29.51B

2021 BP 466.65B

% Increase or 35% 31% -13% -241% 16% 1,482% increase (vs 2020) Decrease *2016 to 2019 are expressed in absolute value, sourced from GAA; ** Budget was slashed during HoR Budget Hearing to give way for the free tertiary education.

BASIC EDUCATION FACILITIES 12

SUB PROGRAMS

2016*

2017*

2018*

2019*

New Constructions

61,800,000,000

65,408,555,000

70,147,500,000

10,423,111,000**

Tech-Voc Laboratories

11,382,500,000

43,905,000,000

14,636,132,000

3,940,200,000

Repair and Rehabilitation

4,006,000,000

4,994,325,000

6,800,000,000

School Furniture

3,406,390,000

2,474,573,000

PSIP Amortization

1,628,000,000

2020

2021 BP

12.94B

269.6B

6,501,568,000

6.5B

31.73B

3,478,385,000

2,137,968,000

4.83B

16.76B

1,628,071,000

1,959,377,000

1,628,071,000

1.63B

40,000,000

43,845,000

43.85M

99.22M

School Electrical

Not Yet Implemented

328,137,000

2,970,000,000

2,726,076,00

2.5B

30.7B

Preliminary Detailed Engineering (PDE) Fund

Not Yet Implemented

5,000,000,000

3,500,000,000

426,048,000

72,177,000

65M

82,262,890,000

118,782,506,000

105,461,287,000

30,973,016,000

29.51B

466.65B

NHA - Constructed

Engineering Administrative Overhead (EAO) TOTAL

BASIC EDUCATION FACILITIES 13

FY 2021 NATIONAL EXPENDITURE PROGRAM (NEP) PARTICULARS BASIC EDUCATION FACILITIES a. Construction, replacement and completion of school bldgs., tech-voc laboratories and construction of wat.san. facilities (including EAO) b. Repair and rehabilitation of school bldgs. And watsan. facilities c. Acquisition of school desks, furniture and fixtures d. Amortization or lease payment of PPP school bldgs. e. Annual payment of school bldgs. constructed by NHA f. Electrification of unenergized schools and modernization of electrical systems of on-grid schools g. Site validation, preliminary and detailed engineering activities h. Priority School Health Facilities

AGENCY PROPOSAL MOOE CO TOTAL 16,764,433 449,889,869 466,654,302

DRAFT NEP MOOE CO TOTAL 4,833,515 23,162,016 27,995,531

269,600,562

12,935,000

31,730,850

4,706,100

16,764,433 -

1,628,071

16,764,433 1,628,071

4,833,515 -

1,628,071

4,833,515 1,628,071

99,223

43,845

30,698,250

3,849,000

116,132,913

BASIC EDUCATION FACILITIES 14

BUDGET UTILIZATION REPORT OF BEF based on Year-End SAAODB BUDGET UTILIZATION - DEPED MANAGED FUNDS

Allotment Obligation Obligation Rate Disbursement Disb Rate (Oblig) Disb Rate (Allot)

2014

2015

2016

2017

2018

2019

2019 Continuing (July24, 2020 CO FAR-1)

3.76B

9.85B

11.25B

13.46B

16.89B

15.95B

915M

2020 Current (July24, 2020 CO FAR-1) 1.92B

2.19B 58.36%

4.77B 48.39%

7.75B 68.89%

12.50B 92.87%

15.01B 88.87%

13.96B 87.52%

483M 52.85%

1.67B 86.99%

59M

560M

2.25B

4.45B

7.83B

6.90B

2.68% 1.57%

11.74% 5.69%

29.05% 20.01%

35.61% 33.06%

52.17% 46.36%

49.43% 43.26%

4.65%

2.46%

DepEd-managed BEF fundsâ&#x20AC;&#x2122; obligation rate for FY 2019 is 88%. Most of the unobligated funds are due to delayed in the passage of GAA which resulted in the delays in the awarding of contracts, especially to those who conducted short of award. FY 2019 funds are continuing until December 31, 2020. For FY 2020, only PSIP and NHA were obligated and the rest are for issuance of SARO and perfection of contracts.

BASIC EDUCATION FACILITIES 15

2015 46.38B 43.55B 93.89% 9.55B 21.94% 20.60%

Allotment Obligation Obligation Rate Disbursement Disb Rate (Oblig) Disb Rate (Allot)

BUDGET UTILIZATION - DPWH MANAGED FUNDS 2016 2017 2018 71.97B 109.31B 86,94B 70.48B 104.89B 83.73B 97.94% 95.95% 96.31% 21.29B 4.39B 24.88B 30.21% 4.19% 29.72% 29.59% 4.02% 28.62%

2019 17.29B 14.3B 82.71% 6.6B 46.15% 38.17%

2020 13.69B 0 0% 0 0% 0%

DPWH-managed fund is in upward trend from 2017 to 2018, with an increase of 0.36% in its obligation rate. The strengthen coordination and joint validation of DPWH and DepEd Engineers paved the way for successful early procurement activities for faster implementation of the School Building Program. For 2019, 83% were obligated can be attributed to delayed passage of GAA which resulted to delayed issuance of SARO to DPWH. However, the FY 2019 is continuing until December 31, 2020.

BUDGET UTILIZATION REPORT

NEW CONSTRUCTIO N

2018

Based on DPWH SAAODB as of 2019 Sub-ARO Monitoring System Report as of July 17, 2020 AMOUNT OBLIG. OBLIGATION DOWNLOADED RATE 87,720,000,000.00 83,870,000,000.00 96%

2019

17,287,587,633.88

14,296,197,356.51

83%

6,598,883,074.87

46%

2020

12,743,221,393

DISBURSEMEN T 14,360,000,000.00

DISB. RATE 17%

BASIC EDUCATION FACILITIES 16

ALLOTMENT PERIOD 2019 2019 2019 2019 2019 TOTAL 2019

SUMMARY OF SUB-PAP (as of Friday, July 17, 2020) REPAIR AND REHABILITATION TOTAL OBL. AMOUNT UNOBLIGATED OBLIGATION RATE 6,468,067,592.60 6,359,375,782.13 98.32% 108,691,810.47 ELECTRIFICATION 2,672,105,090.24 2,616,884,709.80 97.93% 55,220,380.44 SCHOOL FURNITURE 1,825,743,217.67 1,793,674,637.41 98.24% 32,068,580.26 EAO 1,000,000.00 0.00 0.00% 1,000,000.00 PDE 5,073,750.00 3,450,438.18 68.01% 1,623,311.82 10,971,989,650.51 10,773,385,567.52 98.19% 198,604,082.99

DISB. RATE 4,039,827,444.54 63.53%

DISBURSEMENT

1,368,469,897.46 52.29% 635,121,861.06 35.41% 0.00

0.00%

2,439,930.48 70.71% 6,045,859,133.54 56.12%

FY 2020 PHYSICAL PERFORMANCE INDICATOR No. of new classrooms constructed (cl) No. of New Technical Vocational Laboratory (TVL) constructed No. of Classrooms (CL) repaired No. of Sites Upgraded and Energized

ANNUAL TARGET

ACCOMPLISHMENT

5,074

100

18,575

966

BASIC EDUCATION FACILITIES 17

No. of School Seats delivered

1,954,538

128

No. of Gabaldon Buildings delivered FY 2021 PHYSICAL AND FINANCIAL PROPOSAL PROGRAM

# OF SITES

# OF CL

ALLOCATION

NEW CONSTRUCTION

65,493

269,600,562,333

REPAIR

70,513

31,730,850,000

ELECTRIFICATION

20, 465

SCHOOL FURNITURE (seats) LAST MILE SCHOOL

3,075

QUICK RESPONSE FUND GABALDON (bldg)

1,559

30,698,250,000 4,608,509

16,764,433,000

15,375

63,291,187,500

14,195

15,148,493,041 3,307,857,299

BASIC EDUCATION FACILITIES 18

B.6

WITH LARGE AMOUNT OF FUNDS COMING FROM DEPED AND LGUS FOR THE CONSTRUCTION OF CLASSROOMS AND OTHER EDUCATIONAL FACILITIES, HOW DOES DEPED MAKE SURE THAT THERE WOULD NOT BE ANY DUPLICATION OF PROJECTS? 



B.7

As per DepEd Order No. 35, s. 2017, “the Office of the Assistant Secretary for Legislative Affairs, Regional Directors, and/or SDSs shall be responsible in informing the concerned district representatives, LGUs and other stakeholders on the approved listings of projects.” DPWH and DepEd also conducts site validation to make sure that there is no duplication of projects or double allocation for construction of school building projects.

NEW CONSTRUCTION B.7.1

HOW MANY CLASSROOMS AND TECH-VOC LABORATORIES HAVE DEPED CONSTRUCTED? Fund Year

New Classroom Construction

Target

% Completed

Completed

Variance

Ongoing Delivery

2014

2015

294

2016

5,030

195

4,835

2017

10,466

4,116

39%

6,350

6,352

2018

11,160

Ongoing Procurement

BASIC EDUCATION FACILITIES 19

New Technical Vocational Laboratories Construction

2019

4,580

180

4,400

2,755

1,645

2020

5,074

TOTALS

36,691

4,491

12%

32,000

25,483

6,719

2016

57%

2017

904

2018

2,560

2019

23%

2020

100

3,706

3,655

3,524

131

TOTALS Source: DepEd FY 2020 Q2 BAR-1 B.7.2

HOW DOES DEPED DETERMINE THE MANNER OF PRIORITIZATION FOR THE CONSTRUCTION OF CLASSROOMS? As per DepEd Order No. 35, s. 2017 Section 2 Manner of Prioritization, prioritization of classroom construction are as follows: 1. 2. 3. 4. 5.

Requirements of Kinder, Elementary, Junior High Schools and Senior High Schools; Schools with at least 50% enrolment of Indigenous People Students; Schools in 6th class Municipalities Multi-grade schools Special Education Centers/School BASIC EDUCATION FACILITIES 20

B.7.3.

WHAT ARE THE INTERVENTIONS TAKEN BY DEPED TO MAKE SURE THAT THE CLASSROOMS CAN WITHSTAND CALAMITIES AND DISASTERS ESPECIALLY TO THOSE AREAS IN THE COUNTRY THAT ARE PRONE TO SUCH CALAMITIES AND DISASTER? Starting 2014, DepEd has implemented the “Calamity Resilient Designs”. To date, adjustments were made to the design of the classroom to make it more calamities resilient:    



Updated costs of materials and labor Updated computation of direct and indirect cost due to DPWH DO as of August 2018 Provision of security grills at the front window and steel casement window at the rear portion Conduct of Soil Testing to ensure that buildings are constructed with foundation designs appropriate for the specific soil condition *Costs are subject to increase depending on the location of the project and inclusion of hauling cost, site adaption cost, and demolition cost

BASIC EDUCATION FACILITIES 21

CALAMITY RESILIENT DESIGNS

BASIC EDUCATION FACILITIES 22

Two Sets of Standard Designs were prepared by DPWH Bureau of Design for the Implementation of the School Building Program categorized as follows: CATEGORY Category B

STRENGTH Can withstand up to 270 kph wind velocity

Category D

Can withstand up to 340 kph wind velocity

DESIGN DIFFERENCE 

       



Larger size of columns, beams and other structural members Larger number of reinforcing bars

Updated costs of materials and labor Updated computation of direct and indirect costs due to DPWH DO as of August 2018 Wider Stair Bay (from 4.7m to 5.0m) Jalousie windows with 12mm square bar security grills at front side; steel casement windows at rear side Overhead water tank Wet and dry stand pipe Cistern tank *Costs are subject to increase depending on the location of the project and inclusion of hauling cost, site adaption cost, and demolition cost BASIC EDUCATION FACILITIES 23

B.7.4

WHAT ARE THE UNDERTAKINGS THAT DEPED IS IMPLORING WITH DPWH TO FACILITATE FASTER IMPLEMENTATION OF ITS PROGRAMS ON CLASSROOM BUILDING? 1. DepEd and DPWH signed a Memorandum of Agreement (MOA) to outline the strategy for the implementation of the 2017 Basic Education Facilities (BEF) 2. Monthly Regional Coordination 3. Refer to Aide Memoire

B.7.5

TIMELINE FOR NEW CONSTRUCTION (PRECONSTRUCTION)

DATE START

DATE FINISH

NO. OF DAYS

JUN

AUG

75 days

SEPT

OCT

60 days

Procurement by DPWH

OCT

DEC

Request for SARO

JAN

PRE-CONSTRUCTION

 

  

Preparation of List of Schools to be submitted to DPWH and Schools Division Offices Validation/Joint Validation this includes the following: o Site availability, Right of way, Accessibility for the delivery of materials, Survey, Soil Testing, Final Plans Concurrence on Final Design and Program of Works (POW) Consolidation of Validated List Evaluation of List thru DPWH Bureau of Construction (BOC) and DPWH Bureau of Design (BOD)

TOTAL PRE-CONSTRUCTION TIMELINE

90 days 14 days

239 days

BASIC EDUCATION FACILITIES 24

B.7.6

TIMELINE FOR NEW CONSTRUCTION (FROM DPWH)

STANDARD 1 STOREY SCHOOL BUILDING WITHOUT TOILET 1 Classroom 2 Classrooms 3 Classrooms 4 Classrooms 5 Classrooms

DATE START January January January January January

DATE FINISH March March April April April

STANDARD 2 STOREY SCHOOL BUILDING WITH TOILET

DATE START

2 Classrooms 4 Classrooms 6 Classrooms 8 Classrooms 10 Classrooms 12 Classrooms

January January January January January January

STANDARD 3 STOREY SCHOOL BUILDING WITH TOILET 3 Classrooms 6 Classrooms 9 Classrooms 12 Classrooms 15 Classrooms STANDARD 4 STOREY SCHOOL BUILDING WITH TOILET 4 Classrooms 8 Classrooms 12 Classrooms 16 Classrooms 20 Classrooms

DATE START January January January January January DATE START January January January January January

TOTAL # OF DAYS TO CONSTRUCT 60 days 85 days 95 days 105 days 120 days TOTAL # OF DATE DAYS TO FINISH CONSTRUCT April 115 days April 120 days May 140 days May 150 days June 175 days June 180 days DATE FINISH April May June July July DATE FINISH May June July July August

TOTAL # OF DAYS TO CONSTRUCT 120 days 150 days 180 days 190 days 205 days TOTAL # OF DAYS TO CONSTRUCT 150 days 180 days 195 days 210 days 225 days

BASIC EDUCATION FACILITIES 25

B.8

REPAIR AND REHABILITATION B.8.1

HOW MANY HAVE BEEN REPAIRED AND OR REHABILITATED?

Fund Year

Target

Completed

% Completed

Variance

Ongoing Delivery

2018

3,281

2,513

77%

1,345

768

2019

20,024

9,425

47%

15,693

8,442

2,158

0.24%

18,576

2,033

11,982

29%

29,899

9,262

4,191

2020

18,576

TOTALS

41,881

Ongoing Procurement

Source: DepEd FY 2020 Q2 BAR-1 TIMELINE FOR BEF – REPAIR AND REHABILITATION PROGRAM PRELIMINARY ACTIVITIES VALIDATION

CONSOLIDATIO N OF LIST

MARCH (previous year)

APRIL (previous year)

B.8.2

PROCUREMENT STAGE PREBIDDING AWARD ACTIVITIES DECEMBER JANUARY (previous (Current year) Year)

TARGET COMPLETION DATE JULY (Current Year)

WHAT CONSTITUTES A MINOR AND MAJOR REPAIR? A minor repair is the replacement of school building components subjected to critical structural loads and stresses2    

Costs less than Php 50,000 per classroom Repair of windows, doors, partitions and the like Keeps building in fit condition for use Doesn’t increase its capacity or otherwise add to its normal value as an asset

A major repair is the replacement of school building components subjected to critical structural loads and stresses

2DepEd

Order No. 35, s. 2017

BASIC EDUCATION FACILITIES 26

   

B.8.3

Costs Php 50,000 and above per classroom Repair of roof, frames, posts, exterior walls and the like Major repair of classrooms with structural problems or those damaged by calamities Materially increases the value or extend the useful life of the building

WHAT IS CONSIDERED AS REHABILITATION? It intends to put back the school building to its original or previous condition and involves a general overhauling or comprehensive repair of the whole building or a major section of it. School buildings destroyed by natural calamities may be rehabilitated if the estimated cost is considered economically practical by the Appraisal Team.

B.8.4

WHAT IS CONSIDERED A RENOVATION /RESTORATION? It involves any physical change made on a building to ensure its value, utility, and/or to improve its aesthetic quality.  

B.9

Renovation is applied to buildings aging 25 years or more which have remained sturdy Old Spanish school buildings/Gabaldon buildings and other heritage school buildings may be restored for their historical value. o Old posts, floor, etc. may be replaced keeping them close to their original architectural designs

WHAT ARE THE PLANS FOR GABALDON BUILDINGS?

FISCAL YEAR

TARGET

COMPLE TED

% COMPLET ED

VARIAN CE

ONGOING DELIVERY

2018

62%

2019

251

29%

178

153

2020

128

TOTALS

408

22%

317

ONGOING PROCURE MENT

25 42

164

Source: DepEd FY 2020 Q2 BAR-1 BASIC EDUCATION FACILITIES 27

TIMELINE FOR CONSERVATION/RESTORATION OF GABALDON PROGRAM PRELIMINARY ACTIVITIES VALIDATION

CONSOLIDATION OF LIST

MAY (previous year)

AUGUST (previous year)

ï&#x201A;·

PROCUREMENT STAGE PRE-BIDDING AWARD ACTIVITIES OCTOBER JANUARY (previous year) (current year)

TARGET COMPLETION DATE DECEMBER (current year)

Priorities included in the Gabaldon Restoration Program are those which will fall on the following criteria: o Rare/unique buildings needing major repairs; o Those needing major and minor repairs as per NSBI;

B.10 WHAT ARE THE INITIATIVES OF DEPED TO ADDRESS AREAS WITH CLASSROOMS DAMAGED BY CALAMITIES? In 2019, DepEd has an appropriation of Php 2,000,000,000.00 for Quick Response Fund (QRF) which serve as standby fund to be used for the replacement, reconstruction, rehabilitation and/or repair of school buildings and facilities in order that the situation and living conditions of people in communities or areas stricken by calamities, epidemics, crises and catastrophes, which occurred in the last quarter of the immediately preceding year and those occurring during the current year may be normalized as quickly as possible.

B.11 SCHOOL FURNITURE B.11.1

FUND YEAR 2016 2017 2018 2019 TOTALS

HOW MANY SEATS HAVE BEEN PROCURED AND DELIVERED? (Based on DepEd FY 2020 Q2 BAR-1) TARGET

COMP LETED

33,795

413,806 391,100 718,750 1,557,451

9,426 142,585 217,692 175,998

% COMPLE TED 0% 2% 36% 30% 11%

VARIA NCE

ONGOING DELIVERY

33,795

404,380 248,515 501.058 1,187,748

404,380 248,515 501,058 1,187,748

ONGOING PROCURE MENT

*FY 2020 target of 1,954,538 is realigned to BE-LCP

BASIC EDUCATION FACILITIES 28

B.11.2

HOW IS THE SCHOOL FURNITURE PROCURED? As provided in the Special Provision of the FY 2020 DepEd GAA a. Preference to arts and trade schools and other similar technical or vocational schools with technical capabilities to manufacture and fabricate school desks, furniture; b. 10% is allocated for cooperatives of persons with disabilities, and 15%is allocated for other types of cooperatives subject to the provision of R.A. 9184

B.11.3

HOW DO YOU DETERMINE THE MANNER OF PRIORITIZATION OF THE RECIPIENT SCHOOLS? 1. Priority shall be given to schools which are recipients of new academic classrooms implemented by the DPWH, DepEd, and other funding sources such as those constructed by the Local Government Units (LGUs) 2. Second priority should be accorded to schools in need of classroom seats  Based on the latest Furniture Analysis in the EBEIS, NSBI, and/or OUA/EFD Surveys

B.11.4

USERS Learners and Teachers

WHAT MATERIALS ARE USED IN CREATING THE SCHOOL FURNITURE? TYPE OF FURNITURE Learner/Teachers table and chair

TYPE OF MATERIAL All wood or combination materials

UNIT COST 

Unit cost for all regions (except IVB) is Php 4,8000 per set



For IV-B unit cost is Php 4,900per set.

BASIC EDUCATION FACILITIES 29

The DepEd standard designs of armchairs are made of the following:

BASIC EDUCATION FACILITIES 30

BASIC EDUCATION FACILITIES 31

BASIC EDUCATION FACILITIES 32

B.11.5

WHAT ARE THE ESTIMATED COST FOR SCHOOL FURNITURE?

BASIC EDUCATION FACILITIES 33

BASIC EDUCATION FACILITIES 34

B.12 ELECTRIFICATION B.12.1 FUND 2017

HOW MANY SCHOOLS HAVE BEEN ENERGIZED? % COMPL TARGET COMPLE ETED TED 81 27 33%

VARI ANCE

ONGOING DELIVERY

2018

759

241

32%

518

500

2019

1,431

367

26%

1,064

727

2020

966

TOTALS 3,237 635 Source: DepEd FY 2020 Q2 BAR-1

20%

2,602

1,281

B.12.2

ONGOING PROCUREME NT

300 300

WHICH SCHOOLS ARE TARGETTED BY ELECTRIFICATION OF SCHOOLS? Under page 15 of the DepEd Order No. 35, series of 2016 â&#x20AC;&#x201C; Revised Guidelines of the Implementation of the Basic Education Facilities Fund, Priority are schools without electrical connections and schools that are for the upgrading of electrical connections of priority schools with urgent needs.3

B.12.3

HOW DO YOU IDENTIFY THE RECIPIENT SCHOOLS? Under page 15, section 2 of the DepEd Order No. 35, series of 2016 Revised Guidelines of the Implementation of the Basic Education Facilities Fund: 1. Schools identified by the National Electrification Administration (NEA) to be on-grid but still remains to be without electricity 2. Upgrading of electrical connections of schools to suit current requirements considering the additional facilities and equipment:

DepEd Order No. 35, s. 2017

BASIC EDUCATION FACILITIES 35

a. Technical-Vocational Schools b. Senior High Schools offering specializations with specific needs for high grade electrical connections (e.g. welding, automotive, etc.) c. Other K-10 schools

B.13 WHAT ARE THE OTHER SIGNIFICANT INTERVENTIONS BY DEPED? 4 1. Conduct of Early Procurement Activities with the submission of Resolution to Award to DepEd Central Office – Education Facilities Division for sub-allotment release order. 2. School furniture is not only strictly for new constructed classrooms, but also for those that are for replacement. a. Priority are those schools that have received ICT packages and Science and Math equipment b. After the aforementioned schools, prioritization follows that of the New Construction of classrooms 3. DepEd plans to implement the Comprehensive School Development Plan 4. Implementation of Last Mile Schools Program for FY 2020

B.14 WHAT IS THE COMPREHENSIVE SCHOOL DEVELOPMENT PLAN? The Comprehensive School Development Plan is a budget on top of the BEF which will address all other facilities requirements of the schools nationwide. It is a comprehensive plan that aims to address all the needs of all public schools nationwide in terms of improvement and access to all facilities that are necessary in the school such as:  Access to Electricity  Access to Potable Water System  Resiliency against natural and man-made calamities and hazards  Availability of other types of facilities such as Library, Canteen, Admin Buildings, Playground, etc.;  Provision of Fence for School Security;  Hazard Mitigation

EFD

BASIC EDUCATION FACILITIES 36

The comprehensive plan shall be prepared and implemented in collaboration with the different stakeholders:  School Heads  PTCA  Division Engineer  Division Planning Officer  SDS/RD  LGUs  Other Partners

It will be rolled out in 5 phases5: The completed Site Development Plan will serve as blueprint of the 5-year Comprehensive Development Plans of each school.

EFD

BASIC EDUCATION FACILITIES 37

B.14.1

TIMETABLE IN THE IMPLEMENTATION OF SITE DEVELOPMENT PLAN

PROCUREMENT STAGE

DATE START

Pre-Bidding Activities

September

Publication/Advertisement

September

Bid Opening

October

Award/Issuance of NTP TOTAL

November 30 days

B.15 BEF NOT A LUMP-SUM FUND The DepEd Basic Education Facilities (BEF) is not a lump-sum fund because it is originally based on a long-list of school building projects identified as classroom shortages on specific areas based on the DepEd Basic Education Information System (eBEIS). However, the available funding at DBM for the proposed FY is not enough to cover the whole requirement of DepEd. Eventually, the long-list from DepEd need to be cut/prioritized to fit into the available fund. There is also a need for validation of the list because of some variable factors such as change in the number of enrolment, available buildable space, varying soil and terrain conditions and distances from town centers. All of these affect the final costing of the projects. Hence, identification and computation of specific projects cannot be determined during the budget preparation stage.

B.16 THE ALLOCATION FOR BEF COVERS THE FOLLOWING: 1. Construction, replacement, and completion of: a. Kindergarten, elementary and secondary school buildings; b. Technical/Vocational laboratories; and c. Water and sanitation facilities 2. Conduct of site validation, preliminary and detailed engineering activities 3. Rehabilitation, renovation and repair of: BASIC EDUCATION FACILITIES 38

4. 5. 6. 7. 8.

a. Kindergarten, elementary and secondary school buildings; b. Technical/Vocational laboratories; and c. Water and sanitation facilities Acquisition of school desks, furniture and fixtures Amortization or lease payment of public-private partnership school buildings Annual payment of school buildings earlier constructed by the National Housing Authority (NHA) Electrification of un-energized schools Pre-Detailed Engineering fund

In a glance of what is reflected in the 2019 National Expenditure Program (NEP), the BEF seems to be a lump-sum fund. But it is not. When DepEd proposes for an allocation for BEF for a given fiscal year, there is already a long list of recipient schools identified based on norms and standards the Department has put in place. Only that such list is subject for validation i.e. if there is a need for soil testing, or if there are buildable spaces wherein classrooms have to be built. In the process of the joint validation for new classroom construction being conducted by DepEd and DPWH, the long list of schools generated from the Basic Education Information System (EBEIS), and National School Building Inventory System (NSBI) is narrowed down/reduced to a shorter list. The joint validation aims to determine the actual conditions and requirements of the proposed school building. The final list (based on the consolidated validated list) as endorsed by the DepEd shall be the basis of the joint request of the DepEd and DPWH to the Department of Budget and Management (DBM) for the release of the Special Allotment Release Order (SARO). For the other components of the BEF, the same principle is applied. For the school furniture requirements, priority is given to schools which are recipients of new academic classrooms under the school building programs implemented by DPWH, DepEd and other funding sources such as those constructed by the Local Government Units (LGUs). For the electrification of schools, priority schools shall be identified by the National Electrification Administration (NEA) to be on-grid but remains to be without electricity and the upgrading of electrical connections of priority schools with urgent needs.

BASIC EDUCATION FACILITIES 39

B.17 SUMMARY OF LONG-LIST, VALIDATED LIST, TO FINAL LIST PROCESS 



The long list of schools for 2018 BEF was derived from EBEIS and 2014 NSBI. The long list of schools consists of the schools with classroom shortage using the parameters for CL to pupil ideal ratio. The long list will be jointly validated by DepED and DPWH engineers. The validation shall reflect actual situation of the school with regard to CL shortage and buildable space and shall account the distance and terrain from town center to the schools where hauling cost and site adaptation costs shall be computed/considered. The validated list shall be prepared (DPWH Engineers), concurred (DPWH District Engineer) and noted (DepED Division Superintendent) and the list will be submitted to DepED CO for review if total construction cost (based on assessed needs of school) submitted is within the standard cost issued by DPWH A detailed list (per validated and reviewed list) shall be submitted to DBM to request the release of SARO.

B.18 HOW DOES DEPED DETERMINE THE MANNER OF ALLOCATION FOR THE CONSTRUCTION OF CLASSROOMS? The annual lump sum allocation for the School Building Program shall be equitably distributed to all legislative districts on the basis of the following priorities: a. Data on schools needing classrooms based on the classroom needs analysis of the enhanced Basic Education Information System (NSBI), and/or the latest survey data of OUA/EFD. b. Replacement of school buildings totally damaged by typhoons and other calamities and those that are already structurally unsafe or declared condemned by building officials and poses hazards to the school populace; c. Provision of science, computer and technical and vocational laboratory workshop buildings. Tier 1 proposal for classroom is computed based on the actual enrollment for SY 2019 (per grade level and school) over old norms and the additional requirements for SY 2021 BASIC EDUCATION FACILITIES 40

Sample Computation for the Allocation:

BASIC EDUCATION FACILITIES 41

B.19 BEF PROGRAM IMPLEMENTATION TIMELINE FOR 2020 (ADJUSTED) PROGRAM/ PROJECT Classroom Construction Repair/ Rehabilitation School Furniture Electrification Gabaldon Heritage

CONTRACT/ OBLIGATION

COMPLETION/ DELIVERY

Jun-20

Mar-21

January 1, 2020- June 30, 2020

July 31, 2020- December 31, 2020

November 2020- March 2021 August 31, 2020December 31, 2020

REMARKS

Revised plan due the extension of lockdown Budget was realigned to support BE-LCP

January 1, 2020- June 30, 2020 January 1, 2020- June 30, 2020

Last Mile Schools

QUICK RESPONSE FUND

PAYMENT

June 30, 2020- December 31, 2020 September 31, 2020- December 31, 2020

September 31, 2020December 31, 2020 September 31, 2020December 31, 2020 Complete set of Designs and Specifications completed. Delay in the implementation of the program is anticipated because of COVID 19 wherein series of preliminary activities such as the Inter-Agency Coordination Meeting and the Orientation of recipient schools were postponed.

May-20

January 1, 2020- June 30, 2020

September 31, 2020- December 31, 2020

September 31, 2020December 31, 2020

Revised plan due the extension of lockdown

BASIC EDUCATION FACILITIES 42

B.20 BEF PROGRAM IMPLEMENTATION TIMELINE FOR 2020 incl. CARRY-OVERS (ORIGINAL) PRELIMINARY PROCUREMENT ACTIVITIES STAGE TARGET PHYSICAL IMPLEMENTING PROGRAM APPRO* UNIT OF MEASURE COMPLETION CONSOLI PRETARGETS AGENCY/UNIT VALIDAT DATE DATION BIDDING AWARD ION OF LIST ACTIVITIES Classroom Sep Dec June July May 14,363 4,110 classrooms DPWH Construction 2018 2018 2019 2019 2020 Mar April Oct Dec Repair 6,501 18,575 classrooms DepEd SDOs June 2019 2018 2018 2018 2019 sets of table and DepEd ROs and June Aug Oct Dec School Furniture 2,137 18,754 June 2019 chairs COs 2018 2018 2018 2019 schools energized or Mar April Oct Dec Electrification 2,726 1,710 upgraded electrical DepEd SDOs June 2019 2018 2018 2018 2019 connection Gabaldon May Aug Oct March 2,060 250 Gabaldon Buildings DepEd SDOs June 2019 Heritage 2018 2018 2018 2020 PPP Amortization 1,628 DepEd CO NHA 43 DepEd CO Amortization Preliminary No. of Sites with Soil DepEd ROs and Dec Detailed 1,500 1,000 June 2019 Aug 2019 Tests COs 2019 Engineering Figures are in million pesos BASIC EDUCATION FACILITIES 43

DEPED COMPUTERIZATION PROGRAM (DCP) C.1

WHAT IS THE DEPED COMPUTERIZATION PROGRAM (DCP)? • The DCP is in response to the computer requirements in public schools where DepEd will provide hardware and software package, including training on basic operations and troubleshooting; • The program has the following goals: provision of computer laboratory packages to public secondary schools, including Senior High School (SHS) and provision of e-classrooms to elementary schools; provision of laptop units to mobile teachers; provide e-textbooks for Senior High Schools; and integration of ICT in the classroom system while raising the literacy of learners on new technology. • Under the DepEd Computerization Program, the government has allotted Php 4,378,489,000 under the 2019 General Appropriations Act (GAA) to procure about 3,827 DCP packages for public elementary and secondary schools nationwide.

C.2

WHAT ARE THE OBJECTIVES OF THE DEPED COMPUTERIZATION PROGRAM (DCP)? • Provide e-classroom packages that would support the delivery of Digital Literacy Skills that are required in the K-12 curriculum • Provide multimedia packages that would support the implementation of ICT assisted teaching • Provide devices to learners for the implementation of ICT assisted learning • Provide connectivity to all public schools • Implement systems that would support integration of ICT in education as well as automate organizational processes

DEPED COMPUTERIZATION PROGRAM 44

C.3

EVOLUTION OF THE DCP FUNDS

FISCAL YEAR

APPROPRIATION BASED ON GAA

AMOUNT OF INCREASED OR DECREASED

% INCREASE / DECREASE

2014

4,019,022,000

2015

8,530,763,000

4,511,741,000

112.26%

2016

6,867,816,000

-1,662,947,000

-19.49%

2017

6,853,359,000

-14,457,000

-0.21%

2018

8,659,380,000

1,806,021,000

26.37%

2019

4,378,489,000

-4,280,891,000

-98%

2020

4,818,994,000

-4,175,000,000

-86.64%

2021 Proposed vs 2020 GAA

11,572,326,000

6,753,332,000

2021 8,996,084,000 NEP Level vs Proposed Based on 2014 to 2020 DepEd GAA and 2021 DepEd NEP

baseline

-2,576,242,000

140.14% -22.26%

DEPED COMPUTERIZATION PROGRAM 45

C.4

FINANCIAL ACCOMPLISHMENT OF THE PROJECT 2014

2015

2016

2017

2018

2019

2020

ALLOT

4,109,491,633

11,914,467,601

14,563,671,708

11,755,395,398

8,661,819,006

4,281,987,802

4,818,914,000

OBLIG

649,454,196

4,086,538,441

9,555,204,250

11,604,224,994

7,316,117,388

3,937,717,060

1,430,715,030

DISB

476,157,633

1,433,036,992

7,553,750,857

554,505,305

4,171,294,986

84,151,600.26

1,411,690,915

OBLIG RATE

15.80%

34.30%

65.61%

98.71%

84.47%

91.96%

29.69%

DISB (OBLIG-BASED)

73.32%

35.07%

79.05%

4.78%

57.02%

2.18%

98.67%

DISB (CASH-BASED)

11.59%

12.03%

51.87%

4.72%

48.16%

1.97%

29.49%

UNOBLIGATED ALLOTMENT

3,460,037,437

7,827,929,160

5,008,467,458

151,170,403

1,344,668,569

344,270,741

3,375,497,956

UNPAID OBLIGATION

173,296,563

2,653,501,449

2,001,453,392

11,049,719,689

3,144,822,401

3,853,565,460

151,129

DEPED COMPUTERIZATION PROGRAM 46

HIGHLIGHTS OF THE DCP BUDGET BASED ON FY 2021 Budget Proposal Total Budget Proposal = Php 11,555,246,000 ● ● ● ●

33,129 multimedia packages 1,999 g4-g6 E classroom packages 2,108 JHS/SHS E classroom packages 15,764 schools for connectivity project

HINDERING AND FACILITATING FACTORS 2018 HINDERING FACTORS

2018 FACILITATING FACTORS

Payments processing is seamless as Decrease in number of target ICT Packages and replaced with E-Textbook packages Late submission of Bid documents resulted to late or delay in procurement process compared to FY 2017 due to strong due to late approval of tech specs for E-Textbook packages which had to be aligned coordination of Program Teams and the to the K-12 curriculum Finance counterparts. 2019 HINDERING FACTORS Delayed passage of FY 2019 GAA Election Ban 2020 HINDERING FACTORS Delayed in the procurement activities and mobilization due to COVID-19 pandemic

2019 FACILITATING FACTORS As of June 25, 2019, Php 4,092 were already submitted to Procurement Service and for processing already. 2020 FACILITATING FACTORS Release of guidelines to use e-signatures in the procurement process

DEPED COMPUTERIZATION PROGRAM 47

PHYSICAL ACCOMPLISHMENTS: BASED ON 2020 Q2 BAR-1 FY

TARGET

COMPLETED

% COMPLETED

2020

33,414 Packages

2019

3,827 Packages

4,000 E2018

textbooks Packages

5,670 E-textbooks Packages

268 ICT

TOTAL

268 ICT

Packages

41,509 Packages

5,938 Packages

ON-GOING DELIVERY

ON-GOING PROCUREMENT 33,414 Packages

3,765 Packages

142%

100%

14%

3,765 Packages

33,414 Packages

DEPED COMPUTERIZATION PROGRAM 48

C.5

WHAT IS THE LATEST DCP PROJECT? • To widen access to technology in far-flung areas, the Department of Education (DepEd) is set to distribute computer packages to public schools in areas without available electricity. • The objective is to provide computers to public schools with no electricity that will be given solar panels under the Last Mile Schools Program. • The beneficiaries are both in elementary and secondary levels in places without electrical supply. On-going validation is being conducted to get the final number. • Provide Multi-Media and E-Classroom packages • Provision to implement ICT assisted teaching, and ICT assisted learning DEPED PROPOSAL FOR FY 2021 DCP • •

• • •

Multimedia Package: P70K – 1 Laptop, 1 TV, 1 Lapel Speaker E-classroom Package G4-6: P800K – 50 Tablet PC, 1 Laptop, 1 TV, 1 Printer, 1 Wireless Router, 2 Storage Carts E-classroom Package G7-12: P1.6M – 51 Laptops, 1 TV, 1 Printer, 1 Wireless Router, 2 Storage Carts Connectivity Project: – 1 connection per school DERPS: – 1 ERP system per division

Parameters: ● Kindergarten: 1 per 12 sections ● G1 to G3: 1 per 6 sections ● G4 to G6: 1 per 6 sections ● JHS: 1 per 6 sections ● SHS: At least 1 per school composed of 2 classrooms ● Multigrade: 1 per school Assumptions: ● Computing of gaps using actual enrolment (SY 2018-2019) ● Requirements identified for three years DEPED COMPUTERIZATION PROGRAM 49

PHYSICAL TARGETS (NO. OF CONNECTED SCHOOLS)

FINANCIAL REQUIREMENT (‘000)

YEAR

TOTAL

BASELINE

12,351

PHP

2020

34,662

Php 1,663,776

2021

12,500

Php 2,256,624

2022

35,000

Php 2,256,624

Parameters: ● 1 Connection per school ● DERPS Package per division NUMBER OF SCHOOLS WITH AND WITHOUT COMPUTERS AS OF JUNE 2019

Elementary

WIT H COMPUTER 36,593

WITHOUT COMPUTER 9 2,396

% 6%

4% Junior

High

6,914

School

1,953

22%

902

13%

5,251

10%

8% Senior

High

5,821

School

7% TOTALS

49,327 0%

DEPED COMPUTERIZATION PROGRAM 50

DETAILS OF DIGITAL RISE: MULTIMEDIA PACKAGES AND E-CLASSROOM PACKAGES FY 2019 and FY 2020 DCP Packages: 1 package consists of the following items: DCP Packages FY 2019 G4-6

DEPED COMPUTERIZATION PROGRAM 51

E-Classroom and Multimedia Packages •

• • •

•

Contains fixed, movable, or portable technologies for the teaches to deliver Digital Literacy Skills and implement ICT-Assisted Teaching and for students to facilitate ICT-Assisted Learning during regular classes There are currently 39,052 E-Classroom Packages being used nationwide Ideally, we need Php 74.61 billion to provide all the 47,025 DepEd Schools with Eclassroom packages There are currently 45,869 classrooms with TV/Projectors and Laptops that supports ICT-Assisted Teaching, and there will be an additional 36,676 packages that will be added using the FY 2020 GAA once these will be successfully delivered. Ideally, we need Php 44.77 billion pesos to provide all 707,600 existing classrooms with multimedia packages. Of the said amount, Php 27 billion is for provision of laptops for all teachers.

Public Euducation Network (PEN) ● To ensure all schools will be connected, cybersecurity protocols are standardized, and utilization of ICT equipment can be monitored by the Department ● Connecting all schools to the DepEd PEN will require Php 4.47 billion Educational Systems ● Leaner Information System (LIS) o Currently used to issue unique Learner Reference Number (LRN), record the basic Learner profile and generate school forms. o It will enhanced to cover additional information on the academic performances, heath records, athletics record, and socio-economic background. o It will also be enhanced to allow learners to order their performance records through the internet without needing to go back to the school where they graduated from. ● DepEd Commons o Contains Open Educational Resources (OER) and e-books for each grade level and subject area for each week in the school calendar that can be used to enrich regular classes as well as allow distance learning whenever disasters such as the OCVID-19 pandemic prevents learners from going to schools.

DEPED COMPUTERIZATION PROGRAM 52

● Learning Resources (LR) Portal o Contains learning resources that are intended to be printed as well as the quality assurance mechanisms to produce these materials ● Learning Management System (LMS) o Allows teachers to create virtual classrooms where blended learning and digital quizzes can occur in face-to-face classes or in conditions where distance learning is required. ● Classroom Management System (CMS) o Allows teachers to view and manage devices inside a classroom so they can make sure that their students are actually doing the activities assigned to them. ● Monitoring Applications o Allows DepEd to deploy quick surveys and program monitoring systems that are mobile based. o One of the major functions that will serve is to facilitate the contact tracing of COVID-19 cases amongst teachers and learners ● Telemedicine System o Allows DepEd to establish a computerized system of diagnosis and referral to ensure that the health of learners is protected and addressed. ● Microsoft Subscription o Covers range of product from Office 365 which is needed to deliver digital literacy skills component of the K-12 curriculum. o Power BI for generating analytics and Azure Cloud Services where DepEd systems are hosted. ● Adobe Subscription o Covers a range of products from the Creative Cloud which is needed to deliver the digital literacy skills component of the K-12 curriculum and localize OERs as well as Adobe Sign that is used for paperless transactions. ● Php 9.89 billion is require to establish Education System Massive Capacity Building Program ● Will enable teachers to fully maximize the use of ICT equipment and the digital literacy skills component of the K-12 curriculum ● Teachers will also be trained to develop localized e-Learning resources that will more relevant to our learners. ● This will require Php 897.29 million

DEPED COMPUTERIZATION PROGRAM 53

Automation of Common Organizational Processes ● Through the DepEd Enterprise Resource Planning System (DERPS) will cover the infrastructure, software, and change management services needed to implement an integrated system for Asset Management, Procurement, Payroll, and Human Resources. ● It will also include services to communication with other oversight agencies systems such as the Budget Treasury Management System (BTMS). ● This will require Php 945 million TV and Radio Based Education ● Produce and Broadcast educational lessons through dedicated DepEd channel in the mediums tat currently have the widest reach ● This will require Php 3 billion Establishing Education Technology Division (EdTEch) ● Will take charge of conceptualizing and implementing the integration of technology in education ● This will require Php 7.72 million Connecting all supervising officials and teachers ● Will enable to communicate easily thru voice calls, and data sharing application. ● Take advantage of Teleconferencing, Video conferencing, and video calling system. ● This will require Php 7.72 million Emergency Smart Phones for Learners ● 5 million smartphones are needed to be prepositioned throughout the country and deployed to learners with no personal devices whenever home-based learning is required. ● This will require Php 25 billion

Overall Funding Requirement ● This will require Php 167.59 billion The use of ICT for Teaching under the Department’s Digital Rise Program is anchored in three major areas: (1) the delivery of Digital Literacy Skills required in the K-12 DEPED COMPUTERIZATION PROGRAM 54

curriculum; (2) ICT Assisted Teaching where teachers will have access to e-learning resources that have been mapped out against the curriculum and can be use in classroom teaching; (3) ICT Assisted Learning where learners will have feedback regarding the competencies that they are weak in and the corresponding e-learning resources that they need to review in order to better understand the concepts, and (4) Automation of Organization Processes that will allow the Department to track status of budget releases in real time and improve delivery systems. SUMMARY OF DIGITAL RISE FRAMEWORK 1. Digital Literacy Skills which contained in the implementation of the K-12 curriculum, covering the following: a. Grades 4-6 : Productivity Tools b. Grade 7 : Basic Programming c. Grades 8-10 : Multimedia Skills d. Grades 11-12 : Vocational Skills and Open Source 2. ICT-Assisted Teaching where teachers will access to e-learning where teachers will have access to e-learning resources that have been mapped out against the curriculum and can be used in classroom teaching. 3. ICT-Assisted Learning where learners will have feedback regarding the competencies that they are weak in and the corresponding e-learning resources that they need to review in order to better understand the concepts 4. Automation of Organization Processes, in particular Financial Management Reforms (FMR), that will allow DepEd to track the status of budget releases real time as well as improve accounting systems, internal control, budget utilization, and delivery systems.

DEPED COMPUTERIZATION PROGRAM 55

DEPED UNDERTAKING ON COMPUTER LABORATORIES

DepEd has initiated the replacement of existing computer laboratories with mobile laboratories containing tablets and laptops that can be moved from one classroom to another using storage carts. This scheme reduces the need of having a dedicated classroom that acts as the computer laboratory; allows the school to conduct computer classes even during power interruptions and allows the school to easily move the devices to safe location during emergencies. This already started in 2019 DCP where computer desktops were no longer considered.

THE CORE OF DCP IN FY 2020 1.

E-Classrooms and Multimedia Packages a. Digital Literacy b. ICT Assisted Teaching 2. ICT Assisted Learning a. Centralized Connectivity Service b. School Connectivity c. Cybersecurity Protocol Standards d. Monitoring of utilization of ICT Equipment 3. Open Educational Resources (OER) are pre-loaded into the ICT equipment together with a Learning Management System (LMS) which can be accessed and used even without connectivity. a. More than 7,000 videos b. 20,000 interactive activities c. 5.8 million articles 4. Massive Capacity Building Program a. Enable teachers to fully maximize the use of ICT equipment b. Digital Literacy component of the curriculum c. Use or OER in classroom teaching d. Teachers will be trained to develop localized e-Learning resources 5. Automation of Common Organizational Processes a. DepEd Enterprise Resource Planning System (DERPS)

DEPED COMPUTERIZATION PROGRAM 56

GOVERNMENT ASSISTANCE AND SUBSIDIES (GASTPE) D.1

WHAT ARE THE DIFFERENT PROGRAMS UNDER GOVERNMENT ASSISTANCE AND SUBSIDIES (GASTPE)? ● Education Service Contracting (ESC) Tuition subsidies called ESC grants are provided to qualified Junior High School (JHS) – Grades 7 to 10 learners, in participating private JHSs ● Teachers’ Salary Subsidy (TSS) Salary subsidies are provided to qualified teachers in ESC-participating schools ● Senior High School Voucher Program (SHS VP) Tuition subsidies referred to as vouchers are provided to qualified Senior High School (SHS) – Grades 11 to 12 learners, in participating private or non-DepEd public SHSs, such as SHS offered in State Universities and Colleges (SUCs) and Local Universities and Colleges (LUCs) ● Joint Delivery Voucher Program for Senior High School TechnicalVocational-Livelihood Specializations (JDVP-SHS-TVL) Financial assistance extended to Grade 12 students in DepEd public SHSs taking the Technical-Vocational-Livelihood track, enabling them to take TVL specializations in partner private SHSs, non-DepEd public SHSs, or private Technical Vocational Institutions (TVIs) 

D.2

IN-SERVICE TRAINING (INSET) A support program for private school teachers with the goal of improving the quality of instruction in the private schools

WHAT IS THE ROLE OF THE PRIVATE EDUCATION ASSISTANCE COMMITTEE (PEAC) IN GAS PROGRAMS? ●

DepEd and PEAC jointly manage the ESC and SHS VP as well as other programs of Government Assistance and Subsidies, including INSET, InService Training. GOVERNMENT ASSISTANCE AND SUBSIDIES 57

â&#x2014;?

It is the trustee of the Fund for Assistance to Private Education (FAPE), a perpetual trust fund created by and between the Philippine and United States governments under Executive Order (EO) No. 156, s.1968 for the purpose of providing assistance to private education in the country and which, by amendment under EO No. 150, s. 1994 is authorized to manage and administer contributions, donations, grants, requests, gifts, and/or loans from the Republic of the Philippines for programs of assistance to private education.

MONITORING THROUGH PEAC The PEAC National Secretariat (NS) monitors ESC-participating JHSs and reports its findings to DepEd. It verifies the ESC grantees and TSS recipients listed in the schoolâ&#x20AC;&#x2122;s billing statements and their compliance with the guidelines of the ESC and TSS programs. Monitoring is done through unannounced visits by a Monitoring Team. All ESC-participating JHSs are required to gather all their ESC grantees and TSS recipients for a roll call and present the following documents for inspection: (1) Class Record; (2) DepEd School Form 1; (3) DepEd School Form 2; (4) Form 137 and Form 138; (5) Orientation Attendance Sheet. The Monitoring Team may require other documents to verify its ESC grantees and TSS recipients. The PEAC NS reports the results of the monitoring visits at the quarterly PEAC meetings with DepEd. The report includes ESC-participating JHSs that violated or did not comply with the ESC and TSS guidelines. The same monitoring procedure is followed for the SHS VP Program.

D.3

EDUCATION SERVICE CONTRACTING (ESC) D.3.1 ESC GRANTEE SELECTION ESC-participating JHS shall give preference to graduates of public elementary schools. The School Committee shall profile and assess the students considered for ESC grants and select grantees based on need, given the limited slots allocated to the school.

GOVERNMENT ASSISTANCE AND SUBSIDIES 58

D.3.2 HOW CAN SCHOOLS PARTICIPATE IN THE ESC? Private junior high schools that would like to participate in the ESC and TSS programs shall submit a letter of intent and supporting documents to the PEAC Executive Director (see PEAC website for the required list of documents). To be accepted into the program, applicant schools must be: 1. Recognized by DepEd; and 2. Certified with at least a “within standards” rating by PEAC or accredited by any member of the Federation of Accrediting Agencies of the Philippines (FAAP). Participation is subject to the availability of slots based on a queuing system. D.3.3 REQUIREMENTS FOR ESC-PARTICIPATING JHSs 

Attend the summer orientation on the ESC and TSS Program Guidelines and on the use of the ESC IMS; Form a School Committee. The School Committee shall be composed of the school head as chairperson, a representative of the parents-teachers’ association, and a representative of the faculty association. The committee shall prepare profiles of each student applying for an ESC grant, screen the applicants and select the grantees;



Open and maintain an account with the Land Bank of the Philippines (LBP). The account name shall be the official name of the school. Schools shall coordinate directly with any LBP branch on the bank’s requirements to open an account;



Conduct an orientation on the ESC program to new grantees and their parents at the start of each school year.



Undergo and pass recertification and/or revisit.

GOVERNMENT ASSISTANCE AND SUBSIDIES 59

D.3.4 ESC SLOT ALLOCATION SLOT ALLOCATIONS Slot allocations represent the maximum number of grantees ESCparticipating JHSs can accept in Grade 7 in the coming school year. Allocations are based on the capacity of schools to accommodate grantees (fixed slots), with more slots awarded for demonstrated quality (incentive slots). Fixed slots The maximum allocation for newly participating schools is fifty (50) slots. The minimum slots for currently participating schools of good standing is equal to the number of billed Grade 7 grantees in the previous school year. A school is considered in good standing when all of the following are met:  It has passed the latest recertification;  It has no adverse findings in its last monitoring visit;  It has no sanctions or penalties. INCENTIVE SLOTS ESC-participating JHSs that rate above the minimum requirement in their last certification or are accredited by any member of the Federation of Accrediting Agencies of the Philippines (FAAP) are awarded incentive slots. D.3.5 ESC SUBSIDY AMOUNTS

(PER DO 01, S. 2018)

RE TSS

GRADE LEVEL

Grade 7 Grade 8 Grade 9 Grade 10 Php18,000/teacher/year

GRANT AMOUNT HIGHLY URBANIZED SCHOOLS CITIES IN NCR OUTSIDE OF NCR Php13,000 Php11,000 Php11,000 Php8,500 Php11,000 Php8,500 Php10,000 Php7,500

ALL OTHER LOCATIONS Php9,000 Php8,500 Php8,500 Php7,500

GOVERNMENT ASSISTANCE AND SUBSIDIES 60

However, if the total school fees declared by the ESC-participating JHS in the ESC Information Management System is lower than the amount of the ESC grant, the school will only be paid the total school fees. D.3.6 CONDITIONS FOR RETENTION OF ESC Enrolled in delivery modes where junior high school extends beyond four years, the grant still covers only four years. No new ESC grants are awarded at higher grade levels. The grant remains in force for the next school year if the grantee is promoted to the next grade level and enrolls in an ESC-participating JHS. No maintaining grades are required of grantees within a school year. The grant is terminated if a grantee does any one of the following:  Drops out for non-health reasons in the middle of the school year;  Does not reenroll the following school year;  Fails to be promoted to the next grade level or is retained at the same grade level;  Is suspended for more than two (2) weeks, dismissed or expelled by the school for disciplinary reasons; or  Transfers to a non-ESC-participating JHS CONDITIONS FOR TRANSFER ESC Transfers to another ESC-participating JHS are allowed. In cases when the applicable subsidy amount of the releasing school is different from that of the accepting school, the accepting school will be paid the lower of the two applicable subsidy amounts. Grantees who drop out due to prolonged illness, accident, force majeure, or death of a parent or guardian may be reinstated in the ESC program, provided they submit relevant documents to PEAC. The documents to be submitted are to support their claim i.e. for illness, a medical certificate issued by a licensed medical doctor.

GOVERNMENT ASSISTANCE AND SUBSIDIES 61

D.3.7 WHAT ARE THE QUALIFICATIONS FOR TEACHERS’ SALARY SUBSIDY (TSS)? WHAT IS THE SUBSIDY AMOUNT? TEACHER QUALIFICATIONS ● Have a valid PRC license, or pass the Licensure Examination for Teachers (LET) on or before August 15 of the current school year; ● Be employed by the school on or before August 15 of the current school year; and ● Teach ESC grantees for at least 180 teaching minutes a week. Amount of subsidy for TSS recipients: ₱18,000 / teacher / year. DepEd remits TSS funds to the ESC-participating JHS which must in turn pay its TSS recipients. TSS recipients who have resigned or retired from service at the time the TSS is remitted to schools shall be paid the TSS in proportion to actual services rendered.

D.4

SENIOR HIGHSCHOOL VOUCHER PROGRAM (SHS-VP) D.4.1 Voucher Program Beneficiaries (VPB) Eligibility Guide Only Grade 10 completers in SY 2019-2020 who fall under the categories below automatically qualify for vouchers and are considered qualified voucher applicants (QVRs). They do NOT need to apply for vouchers. Eligibility Guide Table

NO NEED TO APPLY Automatically Qualified Learners

NEED TO APPLY Voucher Applicants

CATEGORY A

CATEGORY D

Grade 10 completers in DepEd public schools (SY2019-2020)

Grade 10 completers in private schools who are not ESC grantees (SY20192020)

NOT ELIGIBLE

Learners who graduated High School in 2015 or earlier

GOVERNMENT ASSISTANCE AND SUBSIDIES 62

CATEGORY B

CATEGORY E

Grade 10 completers in SUCs/LUCs (SY2019-2020)

Grade 10 completers who completed Grade 10 prior to SY2019-2020 but not earlier than 2016 and had not previously enrolled for Grade 11

CATEGORY C

CATEGORY F

Grade 10 completers who are ESC grantees (SY20192020)

Learners who have passed the ALS A&E test for Grade 10 not earlier than 2016 and had not previously enrolled for Grade 11 or will take the ALS A&E test in SY20202021

Incoming Grade 12 learners who were not part of SHS VP in Grade 11

Non-Filipino learners

CATEGORY G Learners who passed PEPT for Grade 10 not earlier than 2016 and had not previously enrolled for Grade 11 or will take the PEPT in SY 2020-2021

D.4.2 HOW CAN SCHOOLS PARTICIPATE IN THE SHS VP? Any non-DepEd SHS with an SHS permit is eligible to participate in the SHS VP. It becomes a VP-participating SHS by accepting QVRs as its students. Each VP-participating SHS is required to: ï&#x201A;·

Attend the annual orientation on the SHS VP Guidelines and the SHS Voucher Management System (VMS). The PEAC NS shall inform the schools of the schedule of orientations by the first week of March and GOVERNMENT ASSISTANCE AND SUBSIDIES 63

conduct them in every region in April or May. Access to the VMS will be denied to schools that fail to attend the orientation. 

Conduct an orientation on the SHS VP to new VPBs and their parents at the start of each school year. It shall keep a copy of the orientation program and attendance sheet as evidence of the activity.



Open and maintain an account with any government depository bank, preferably with the Land Bank of the Philippines (LBP), specifically for the SHS VP. The account name shall be the name of the school or the name of the SEC-registered corporation, as indicated in the SHS permit. DepEd shall not deposit payments to accounts named after individuals. Schools shall coordinate directly with their chosen bank on bank’s account requirements.

LOCATION OF VPPARTICIPATING SHS

CATEGORY OF QVR and VOUCHER AMOUNT* IN PRIVATE SHS

VOUCHER AMOUNT* IN SUC OR LUC

A, B, F, G

C,D,E

National Capital Region (NCR)

Php22,500

Php18,000

Php11,250

Highly urbanized cities (HUCs) outside of NCR

Php20,000

Php16,000

Php10,000

All other locations

Php17,500

Php14,000

Php8,750

*Maximum applicable voucher amount

The applicable voucher amount is determined by the category of the QVR, and the location, type, and fees of the non-DepEd SHS where the QVR will enroll. The maximum voucher amounts are shown in the Table above. AUTOMATICALLY QUALIFIED LEARNERS A – All Grade 10 completers in Public JHSs B – All Grade 10 completers in SUCs and LUCs C – All Grade 10 completers in private schools that are ESC grantees VOUCHER APPLICANTS D – All Grade 10 completers in private schools in SY 2019-2020 who are not ESC grantees GOVERNMENT ASSISTANCE AND SUBSIDIES 64

E – All Grade 10 completers who completed Grade 10 prior to SY2019-2020 but not earlier than 2016 and had not previously enrolled for Grade11 F – Learners who have passed the ALS A&E Test for Grade 10 not earlier than 2016 and had not previously enrolled for Grade 11 or will take the ALS A&E Test in SY 2020-2021 G – Learners who passed PEPT for Grade 10 not earlier than 2016 and had not previously enroll for Grade 11 or will take the PEPT in SY 2020-2021 For applicants under Categories F and G, they may apply for the voucher while waiting for results of the ALS A&E Test and PEPT, respectively.

D.4.3 VOUCHER VALIDITY AND REDEMPTION QVRs redeem the voucher by enrolling for Grade 11 at a non-DepEd SHS in any of the DepEd-approved learning delivery options. As with any learner, the QVR must satisfy the requirements for admission set by the non-DepEd SHS. A QVR who successfully enrolls at a non-DepEd SHS becomes a voucher program beneficiary (VPB). Upon enrollment, QVRs must present to their chosen non-DepEd SHS the following documentary evidence as proof of their eligibility.

Table on Documentary Evidence of Eligibility QVR/QVA CATEGORY Categories A and B Category C Categories D, E, F, G Category E Category F

DOCUMENT Report card bearing a Learner Reference Number (LRN) ESC Certificate QVA Certificate Certificate of Rating (COR) – ALS A&E for Secondary COR – PEPT for Grade 10

WHERE TO OBTAIN DOCUMENT Junior high school JHS in Grade 10 or PEAC NS PEAC NS via OVAP DepEd-Bureau of Educational Assessment (BEA) DepEd-BEA

For SY 2020-2021, voucher redemption begins on August 14, 2020 and ends on October 30, 2020. Vouchers not redeemed with the prescribed period shall no GOVERNMENT ASSISTANCE AND SUBSIDIES 65

longer be valid. QVRs who shall unable to redeem their vouchers within the said period due to prolonged illness, accident, force majeure, or prolonged illness or death of a parent/guardian and other analogous cases must submit a letter to the PEAC Executive Director providing justification for not redeeming the voucher. Supporting documents should be submitted with the letter which shall be evaluated by PEAC. The voucher covers only two school years – Grades 11 and 12, regardless of the number of school years it takes for the recipient to complete SHS.

D. 5 JOINT DELIVERY VOUCHER PROGRAM – TECHNICALVOCATIONAL-LIVELIHOOD SPECIALIZATION (JDVP-TVL) D. 5.1 WHAT ARE THE OBJECTIVES OF THE JDVP-TVL? To enhance the capability of DepEd SHSs to implement the TVL track through partnerships with institutions that are equipped with necessary resources (teachers, workshops, tools and equipment) to carry out the program.

D.5.2 WHAT ARE THE GRANT AMOUNT AND COVERAGE? A tuition fee voucher is granted to the beneficiaries in the qualified public SHS in the amount of ₱12,000.00 per learner beneficiary. There is a voucher subsidy for the assessment fee in the amount of ₱550 and limited to one National Certification (NC). The voucher covers the training costs for 320 hours per learner in any one of the combination of 1 to 4 specializations/strands. The TVL Track has four strands: Agri-Fishery Arts (AFA), Home Economics (HE), Information and Communication Technology (ICT), and Industrial Arts (IA) that offer various specializations.

GOVERNMENT ASSISTANCE AND SUBSIDIES 66

D.6

HISTORICAL BUDGET GAS Component

2014 GAA

2015 GAA

2016 GAA

2017 GAA

2018 GAA

2019 GAA

2020 GAA*

ESC

7,447.07

8,337.27

9,005.64

9,455.57

10,673.58

11,183.40

23,855.07

13,692.18

18,755.05

1,000.00

1,283.46

742.45

1,532.62

592.40

1,175.04

1,159.96

35,769.14

26,268.17

32,121.21

31,180.99

Voucher Program Private Voucher Program â&#x20AC;&#x201C; NonDepEd JDVP-TVL TOTAL

7,447.07

8,337.27

21,189.04

*FY2020 GAA Appropriation after Bayanihan Act (In Million pesos)

D.7

FINANCIAL ACCOMPLISHMENT Obligation Rate

Disbursement

6,214.62

83%

6,097.17

98%

9,569.72

7,105.11

74%

6,795.34

96%

22,460.83

14,277.61

64%

13,064.05

92%

2017

43,410.07

41,116.31

95%

21,634.32

53%

2018

26,268.18

26,221.11

100%

22,061.35

84%

2019

32,168

30,214

93.9%

27,674

91.6%

2020

36,800

33,100

13,401

40.49%

Year

Appropriation

Allotment

2014

7,447.07

2015

9,569.72

2016

Obligation

Disb Rate

SOURCE: Final Q4 SAAODB as of December 31, 2020 and FY 2014-2019 SAAODB received from Budget Division as of May 7, 2020 (in Million pesos) and CO FAR 1 (Overall) as of Aug. 4, 2020 received from CO Budget Div. on Aug. 4, 2020

GOVERNMENT ASSISTANCE AND SUBSIDIES 67

D.8

PHYSICAL ACCOMPLISHMENT (Compared to GAA) EDUCATION SERVICE CONTRACTING Year

GAA Target (Grantees)

Accomplishment (Grantees)

2014

1,044,899

855,449

81.87%

2015

1,083,396

910,312

84.02%

2016

1,099,671

932,090

84.76%

2017

1,040,148

973,088

93.55%

2018

1,077,230

1,042,665

97%

2019

1,101,012

1,078,778

97.7%

2020

1,118,766 0 0 Q) BAR-1 FY2019 Physical Accomplishment Report as of December 31, 2019 and FY2020 Physical Accomplishment Report as of June 30, 2020 (1st&2nd

SENIOR HIGH SCHOOL VOUCHER PROGRAM (STARTED IN SY 2016-2017 ONLY)

Year

GAA Target (Grantees)

Accomplishment (Grantees)

2016

724,913

639,712

88.25%

2017

1,524,463

1,271,618

83%

2018

1,655,972

1,269,802

76.68%

2019

1,314,355

1,284,480

97.73%

2020 1,348,992 0 0 (1st&2nd Q) *BAR-1 FY2019 Physical Accomplishment Report as of December 31, 2019 (Updated as of February 27, 2020) and BAR-1 FY2020 Physical Accomplishment as of June 30, 2020

JOINT DELIVERY VOUCHER PROGRAM GOVERNMENT ASSISTANCE AND SUBSIDIES 68

Year 2017 2018 2019

(STARTED IN SY 2017-2018 ONLY) Accomplishment GAA target (learner(learner-beneficiaries) beneficiaries)

74,922

53,556

71%

155,996

83,634

54%

70,000

88,933

127.04%

2020 89,300 0 0 (1st&2nd Q) BAR-1 FY2019 Physical Accomplishment Report as of December 31, 2019 (Updated as of February 27, 2020) and BAR-1 FY2020 Physical Accomplishment as of June 30, 2020

D.9 AMENDMENTS TO THE FY 2020 BUDGET AS A RESULT OF BAYANIHAN ACT AND FY 2021 PROPOSED BUDGET & FY 2021 NEP

GAS PROGRAM

FY 2020 GAA (APPROVED)

RE-ALIGNED AMOUNT PER BAYANIHAN ACT

FY 2020 AVAILABLE BUDGET

FY 2021 DEPED PROPOSAL

FY 2021 NEP

ESC & TSS

10,947,374,000

273,791,000 10,673,583,000 10,742,158,000 10,673,583,000

SHSVP PRIVATE

23,930,048,000

1,475,130,000 22,454,918,000 37,630,054,000 13,692,180,000

SHSVP PUBLIC JDVP-TVL TOTAL

642,399,000

50,000,000

592,399,000

1,159,960,000

36,679,781,000

742,454,000

1,168,890,000 1,159,960,000

1,798,921,000 34,880,860,000 49,541,102,000 26,268,177,000

GOVERNMENT ASSISTANCE AND SUBSIDIES 69

HUMAN RESOURCE DEVELOPMENT FOR PERSONNEL IN SCHOOLS AND LEARNING CENTERS The Human Resource Development for Personnel in Schools and Learning Centers is formerly Human Resource Training and Development (HRTD) that included the budget for both the non-teaching and teaching personnel. It is only in 2018 that it was separated into two new GAA line items: (1) Human Resource Development for Personnel in Schools and Learning Centers, and (2) Organizational Professional Development for NonSchool/Learning Centers Personnel.

E.1

FINANCIAL ACCOMPLISHMENT (In Million Pesos)

Historical Budget Utilization YEAR

ADJ. APPRO.

ADJ. ALLOT.

OBLIG.

% OBLIG.

DISB.

% DISB.

2019

2,488

2,484

2,035

81.93%

1,609

79.04%

2018

3,419

2,875

84.09%

2,309

80.32%

2017

5,907

4,984

84.38%

3,417

68.56%

2016

4,525

2,189

48.38%

1,663

75.98%

Source: 2016-2019 Final SAAODB Note: Data for FY 2016 and 2017 covers HRTD budget utilization (training of teaching and nonteaching personnel)

HUMAN RESOURCE DEVELOPMENT FOR PERSONNEL IN SCHOOLS AND LEARNING CENTERS 70

E.2

BUDGET PROPOSAL

FY 2021 PROPOSED PROGRAM TIER 1 (Per DBM NBM No. 132)

PARTICULARS Human Resource Development for Personnel in Schools and Learning Centers a. Central Office b. Division Office - In Service Training (InSeT) Teacher Quality and Development Program

TIER 2

MOOE

TOTAL

MOOE

20,295

1,788,008

1,808,303

2,415,962

20,295

1,111,412

1,131,707

676,596

2,374

620

2,994

TOTAL PROPOSED PROGRAM

TOTAL

MOOE

TOTAL

2,415,962

20,295

4,203,970

4,224,265

1,899,868

20,295

3,010,408

3,030,703

516,094

1,193,562

2,374

620

2,994

HUMAN RESOURCE DEVELOPMENT FOR PERSONNEL IN SCHOOLS AND LEARNING CENTERS 71

FY 2019 VS 2020 PROPOSAL VS FY 2020 NEP

PARTICULARS

FY 2019 APPRO

FY 2020 TOTAL PROPOSED BUDGET

FY 2020 NATIONAL EXPENDITURE PROGRAM

FY 2019 APPRO VS FY 2020 NEP

FY 2020 PROPOSAL VS FY 2020 NEP

Education Human Resource Development

1,974,761

3,184,687

1,905,049

(69,712)

-3.5%

(1,279,638) -40.2%

Human Resource Development for Personnel in Schools and Learning Centers

1,941,592

3,165,092

1,892,221

(49,371)

-2.5%

(1,272,871) -40.2%

1,258,011

1,902,557

1,110,221

(147,790) -11.8%

(792,336) -41.7%

683,581

1,262,535

782,000

33,169

19,595

12,828

a. Lump-sum for HRDPSLC b. Division Office â&#x20AC;&#x201C; In Service Training Teacher Quality and Development Program

98,419

14.4%

(480,535) -38.1%

(20,341) -61.3%

(6,767) -34.5%

HUMAN RESOURCE DEVELOPMENT FOR PERSONNEL IN SCHOOLS AND LEARNING CENTERS 72

E.3

BUDGET BREAKDOWN (FY 2020): PROGRAM / ACTIVITY

NEAP PD Programs

ALLOCATION 1,067,445,790.00

Online Training Course

10,000,000.00

FLR (Bayanihan)

100,000,000.00

Unprogrammed

16,284,210.00

TOTAL

1,193,730,000.00

BUDGET BREAKDOWN (FY 2019) OFFICE

ALLOCATION

CO BCD

70,000,000.00

BLD

50,000,000.00

BLR

10,000,000.00

BLSS-YFD

20,000,000.00

NEAP TEC RO

120,000,000.00 50,000,000.00 71,000,000.00

HUMAN RESOURCE DEVELOPMENT FOR PERSONNEL IN SCHOOLS AND LEARNING CENTERS 73

SDO

810,000,000.00

TOTAL

1,201,000,000.00

Unprogrammed

E.4 BUDGET FUNDS)

19,386,000.00

UTILIZATION

(CONTINUING

AND

CURRENT

FY 2019 CONTINUING FUNDS (In million pesos) ADJ APPRO

ADJ ALLOT

348

OBLIG

348

OBLIG RATE

UNOBLIG ALLOT

13.67

DISB RATE

DISB 301

60.27%

Based on Q2 2020 SAAODB as of August 2020 Budget Division FY 2020 CURRENT FUNDS (In million pesos) ADJ APPRO 2020

ADJ OBLIG OBLIG ALLOT RATE 1,894

1,891

UNOBLIG ALLOT

DISB

DISB RATE

4.98%

57.07%

Source: Based on Q2 2020 SAAODB as of August 2020 Budget Division

HUMAN RESOURCE DEVELOPMENT FOR PERSONNEL IN SCHOOLS AND LEARNING CENTERS 74

E.5

PHYSICAL ACCOMPLISHMENT FY

Target

Actual

*2020 (Qtr. 2)

150,000

261%

**2019

95,000

247,966

261%

**2018

90,145

*10,665

Source: *BAR 2nd Quarter as of June 30, 2020 from Planning Service **BAR 4th Quarter as of December 31, 2019 from Planning Service ***BAR 4th Quarter as of December 31, 2018 from Planning Service, *partial data only; Note: No report of physical accomplishments reflected in the BAR for FY 20162017. For FY 2020, conduct of activities were affected by the COVID 19 pandemic, and the need to change the mode delivery from face to face to online training.

E.6

DEFINITION OF TERMS Teaching Personnel Persons engaged in teaching in the elementary and secondary levels (junior high school and senior high school), whether on full-time or part-time basis including industrial arts and vocational teachers and all other persons performing supervisory, managerial and/or administrative functions in all schools and education offices at the district, division, regional and central levels and qualified to practice teaching under RA7836 (Philippines Teachers Professionalization Act of 1994) and/or those performing functions in support of education such as standards setting, policy and programs formulation, research and sector monitoring and evaluation (IRR of RA 9155, Governance of Basic Education Act of 2001) Non-teaching Personnel Employees who are not actually involved in classroom teaching but indirectly and indispensably assisting in the delivery of service to educational constituencies and clientele (IRR of RA 9155, Governance of Basic Education Act of 2001). HUMAN RESOURCE DEVELOPMENT FOR PERSONNEL IN SCHOOLS AND LEARNING CENTERS 75

Professional Development Activities that develop an individualâ&#x20AC;&#x2122;s skills, knowledge, expertise and other characteristics. It is a long-term process that includes regular opportunities and experiences planned systematically to promote growth and development in the profession. (OECD, 2009; UNESCO, 2003). Professional development programs, projects and activities should be anchored on and aligned to the competency development needs of the personnel that are, to the extent possible, based on competency standards. The Philippine Professional Standards for Teachers (PPST) and the National Competency-Based Standards for School Heads (NCBSSH) shall be the reference for competency development initiatives for teachers and school heads respectively. Continuing Professional Development (CPD) Refers to the inculcation of advanced knowledge, skills and ethical values in a post-licensure specialization or in an inter- or multidisciplinary field of study, for assimilation into professional practice, self-directed and research and/or lifelong learning. (RA No. 10912 Continuing Professional Development Act). Allocation of HRD Funds Continuing professional development programs, activities and projects (PAPS) for teaching personnel and non-teaching personnel in schools and learning centers as well as teaching personnel who perform managerial, administrative and supervisory roles at the schools, schools division, regional and central offices for the Human Resource Development for Personnel in schools and learning centers. These funds shall cover programs that are managed at the Central, Regional, and Schools Division Office Eligible Activities and Expenses The HRTD Funds shall be used for activities related to the following: a. Professional Development of regular or permanent teaching, and non-teaching personnel across in schools and learning centers as well as teaching personnel who are performing supervisory and administrative roles at the schools, schools divisions, regional offices and central office.

HUMAN RESOURCE DEVELOPMENT FOR PERSONNEL IN SCHOOLS AND LEARNING CENTERS 76

b. Trainersâ&#x20AC;&#x2122; training in cases of CO- and RO managed programs geared towards providing continuing professional development to personnel in schools and learning centers. c. Provision of Technical Assistance to SDOs and Schools on the conduct of Learning Action Cell (LAC) sessions. d. Development, enhancement and implementation of Learning and Development Systems and programs that impact on the professional development of personnel in schools and learning centers and teaching personnel who are performing supervisory and administrative roles at the schoolsâ&#x20AC;&#x2122; divisions, regional offices and central office. e. Presentation of research work in conferences, workshops, seminar to fora subject to the existing guidelines. f. Training Program Design Development and Training Delivery Model Development. g. Development, production and reproduction of LAC training materials, session guides, and video lectures that have undergone the quality assurance. h. Management of HRD Funds at the Central Office including program planning, and monitoring and evaluation. The allowable expenses are: a.

Board and lodging of participants, resource persons, and management team, use of function room/s, provision of audio-visual system or facility, and other equipment and requirement subject to the existing guidelines.

b. Payment of service providers or institutions as provided for in the approved of service or Memorandum of Agreement signed by the Secretary or Undersecretary or Director. c. Transportation cost and per diem of resource persons and management team. d. Supplies and materials at standard cost. e. Professional fees or honoraria of non-DepEd resource persons subject to the guidelines under Budget Circular Nos. 2007-1 and 2 and National Budget Circular No. 2007-510. f. Contingency allowance to cover payment of miscellaneous or incidental expenses such as communication, gasoline, and over-the-counter medicine. g. Other expenses in support of the above mentioned activities provided the expenses are classified under the Maintenance and Other Operating Expenses (MOOE) HUMAN RESOURCE DEVELOPMENT FOR PERSONNEL IN SCHOOLS AND LEARNING CENTERS 77

E.7

NEAP TRAININGS 2015 ● School Heads Development Program for Senior High School Principals trained 5,700 SHS principals ● Superintendents Leadership Program- trained around 200 SDS and ASDS ● Results-Based Performance Management System (RPMS) Performance Monitoring and Coaching ● SDS Monitoring and Coaching Workshop – trained 244 SDSs/ASDSs ● Standard Setting Training of Facilitators for NEAP ● Facilitators and Performance Management Team (PMT) Training on the Results-Based Performance Management System (RPMS) – trained 472 personnel ● Capacity Building-Orientation on Strategic Human Resource Management and Development – trained 102 personnel

E.8

NEAP TRAININGS 2016 ● School Heads Development Program: Foundation Course -trained around 20,000 school heads all over the country. ● Superintendent Leadership Program - trained around 277 SDS and ASDS ● Gender Sensitivity Training - trained regional clusters

E.9

NEAP TRAININGS 2017 ● Superintendents Leadership Program - 60 SDS and ASDS ● School Heads Development Program: Foundation Course – trained additional 100 school heads (per region) ● Capacity Building for NEAP Personnel – trained 202 personnel ● Central Office Leadership Program for Directors and Chiefs – trained 60 personnel ● Instructional Leadership Program for Division and District Supervisors – trained 4,375 supervisors ● QAME Associates Pool Development – 786 participants ● HGDG Orientation for Training Program Implementers – 297 personnel trained ● Assessors Pool Development - around 200 personnel trained HUMAN RESOURCE DEVELOPMENT FOR PERSONNEL IN SCHOOLS AND LEARNING CENTERS 78

● Gender mainstreaming for persons with disability and senior citizens - regional clusters trained around 250 participants ● Training and accreditation of learning facilitators - around 900 trained

E.10 NEAP TRAININGS 2018 ● Superintendents Leadership Program – 58 SDS and ASDS ● School Heads Development Program – 5,100 trained school heads ● Training and Development Information System - Review and Consultative Workshop – 70 trained - Prioritization and Finalization of System Requirements – 75 participants ● Development of L and D TA Mechanism - Consultation on the Development of L&D TA Mechanism (Phase 1) – 38 participants - Validation of the L&D TA Mechanism (Phase 2) – 26 Participants ● L and D System Enhancement and Manual Development

Orientation on the Use of Enhanced L&D System – 99 Participants Note: Partial data only

E.11 NEAP TRAININGS 2019 Many of NEAP programs are learning and development system and standards development, including developing and standardizing training programs and doing quality assurance of training programs conducted by other offices. It is only very recently that NEAP was assigned to "manage" HRTD funds for teaching personnel. In 2018, a list of all training programs that will be charged against the funds will be prepared.

VENUE: As to whether these training programs are procured, only the venues are procured as these programs are managed and delivered by DepEd whether central office, region or division managed. ● Capacity Building for BRIDGE Teacher Scholars (Singapore) – 70 participants ● Competency Development Program for Teachers Across Various Career Stages (Program Development) – 187 participants HUMAN RESOURCE DEVELOPMENT FOR PERSONNEL IN SCHOOLS AND LEARNING CENTERS 79

● School Heads Development Program (Revision of Learning Resource Package) – 435 participants ● Instructional Leadership and Management Program (Revision of Learning Resource Package) – 630 participants ● Superintendents Leadership Program (7 modules) – 75 participants ● Scholarship Management Program (Policy Writeshop) – 306 participants ● Learning Facilitators’ Accreditation and Certification System (Certification Activity) – 122 participants ● Monitoring and Evaluation of DepEd Programs and Projects – 14 regions monitored ● Validation Workshop of New Office Functions and Job Descriptions – 60 participants ● Validation of Learning and Development System’s Alignment to NEAP Transformation – 60 participants

HUMAN RESOURCE DEVELOPMENT FOR PERSONNEL IN SCHOOLS AND LEARNING CENTERS 80

LEARNING TOOLS AND EQUIPMENT F.1

WHAT IS THE LEARNING TOOLS AND EQUIPMENT (LTE) PROGRAM? The program enables compliance with the requirements of the K to 12 curriculum. Specifically, it aims to enhance the quality of teaching and learning Science and Mathematics subjects. Likewise, it intends to develop the learnersâ&#x20AC;&#x2122; Technical-Vocational and Livelihood skills based on hands-on experience. The program is consistently identified as top budget priority of the current administration in line with the goal of making the Philippines attain uppermiddle income status and become a globally competitive economy by 2022.

F.2

WHAT COMPRISES THE LTE? The learning tools and equipment includes packages for Science and Math to Grades 1 to 6 Elementary School, Grades 7 to 10 Junior High School, and Grades 11 and 12 Senior High School. Tools and equipment for Technical Vocational and Livelihood for senior high school are also provided according to the offered specializations in compliance with the K to 12 program.

F.3

WHAT IS THE REDESIGNED TECHNICAL-VOCATIONAL HIGH SCHOOL PROGRAM? The redesigned technical-vocational program was first implemented in the secondary schools in SY 2005-2006 with a goal to help students prepare for higher learning and gainful employment. Several specializations are offered to students depending on the identified needs in the region

LEARNING TOOLS AND EQUIPMENT 81

F.4

HOW MANY SPECIALIZATIONS ARE THERE IN THE REDESIGNED TECHNICAL-VOCATIONAL HIGH SCHOOL PROGRAM? Currently, there is a total of 80 specializations excluding NC III based from EBEIS as of June 2018

F.5

Home Economics

Agri-Fishery Arts

Industrial Arts

Information and Communications Technology

Technical-Vocational-Livelihood Maritime

HOW ARE SPECIALIZATIONS IDENTIFIED? The Department of Education (DepEd) Regional Offices identify the specializations for the schools in their area and vetted in the Central Office. Specializations may be identified depending on the industries within the region.

F.6

WHAT ARE THE SAMPLE SPECIALIZATIONS? INFORMATION AND COMMUNICATIONS TECHNOLOGY (ICT) SPECIALIZATION

Animation (NC II)

NUMBER OF HOURS

PRE-REQUISITE

320 hours

Broadband Installation (Fixed 160 hours Wireless Systems) (NC II) Computer Systems Servicing (NC II) updated based on the TESDA Training Regulations published December 28, 2013

640 hours

Contact Center Services (NC II)

320 hours

Computer Systems Servicing (NC II)

LEARNING TOOLS AND EQUIPMENT 82

Illustration (NC II)

320 hours

Medical Transcription (NC II) 320 hours Technical Drafting (NC II)

320 hours

Telegram OSP and Subscriber 320 hours Line Installation (Copper Cable/POTS and DSL) (NC II)

Computer Systems Servicing (NC II)

Telecom OSP Installation (Fiber Optic Cable) (NC II)

160 hours

Computer Systems Servicing (NC II)

Work Immersion

At least 80 hours

F.7

WHAT ARE THE ISSUES OF THIS PROGRAM AND HOW ARE THEY BEING ADDRESSED? BCCS

Lack of Bidders/ No bidders

ACTION TAKEN

To manage the risk of failure in the procurement/bidding, the ff. were undertaken: a) Conducted market survey on cost and availability of goods; b) Facilitated cost adjustment/ updating; c) Conducted review of the technical specifications; and d) Disaggregated the goods to be procured between Central Office and Regional Offices. e) Grouping of goods according to type and characteristics (homogenous)

LEARNING TOOLS AND EQUIPMENT 83

F.8

Poor performance of suppliers/ delayed implementation

Regular monitoring and sending of letters reminding the suppliers of the schedule given in the GANTT chart

Delivery documents submitted by the supplier not properly accomplished

The documents will be returned to the Supplier to have it properly accomplished by the recipient school.

School Readiness - some schools lack space to store the delivered Equipment.

Conduct school readiness survey by issuing DepEd Memorandum. A Memorandum is being prepared by BLR Cebu

Enhanced Community Quarantine due to Covid-19 scare.

Re-scheduling of original target dates of the pre and procurement activities.

ACCOMPLISHMENTS FINANCIAL ACCOMPLISHMENT (in Million Pesos) ADJ APPRO

Continuing Fund

1,045

ALLOTMENT

1,045

OBLIG

955

OBLIG RATE

REMARKS

91.39%

Ongoing review of procurement documents for the remaining 90M unobligated fund

Source: FY2020 CO-FAR as of July 24, 2020

FUND SUBMITTED FOR BE-LCP (in Million Pesos) FUND SOURCE

AMOUNT

Continuing Fund

1,933

Current Fund

2,708

TOTAL

4,640

REMARKS

Realigned to BE-LCP due to operational issues brought about by the pandemic

LEARNING TOOLS AND EQUIPMENT 84

SUMMARY OF THE PROVISION OF SCIENCE AND MATH EQUIPMENT

YEAR PROCUREMENT LOCATION

GRADE LEVEL

NO. OF RECIPIENT SCHOOLS

TARGET NUMBER OF PACKAGES

ACCOMPLISHMENT/ REMARKS 685 complete packages 2,551 incomplete packages

2015 CO

G4 â&#x20AC;&#x201C; G6 (savings)

3,236

Out of the 4 suppliers: 3 100% complete delivery 1 3,236 has 21.17% completion on its delivery since its contract was recommended for termination on August 29, 2017 1,051 complete packages 2,897 incomplete packages Out of the 6 suppliers: 5 100% complete delivery 1 3,948 has 26.62% completion on its delivery since its contract was recommended for termination on January 11, 2019.

2016 CO

G11 to G12

3,490

2016 CO Savings

G11 to G12

1,064

1,222 100% completed

2017 CO

G11 to G12

2,935

8,029 100% completed

2017 CO

G4 to G6

1,887

3,650 100% completed

2017 DBM-PS

G11 to G12

2,935

Procurement ongoing; Revised listing was submitted by BLR Cebu on 7,974 June 11, 2020 as per request of DBM-PS for their market survey reference.

2017 DBM PS

G4 to G6

1,887

3,577 100% Completed

LEARNING TOOLS AND EQUIPMENT 85

2018 CO

G7 to G10

686

Of the 6 Suppliers: 2 â&#x20AC;&#x201C; has 100% Completion in delivery 4 â&#x20AC;&#x201C; have ongoing delivery of their contracted goods 3,541 Active Contracts were issued Delivery Time suspension due to COVID-19 Pandemic as per Memo OASPA 0420204 effective March 12, 2020. 204 complete packages 198 incomplete packages.

2018 CO

G11 to G12

402

2018 RO

G7 to G10

686

Of the 3 suppliers: 2 - has 100% Completion in delivery 1 - have ongoing delivery of 402 their contracted goods Active Contracts were issued Delivery Time suspension due to COVID-19 Pandemic as per Memo OASPA 0420204 effective March 12, 2020. 3,541

Project implementation ongoing Ongoing data gathering with field offices

2018 RO

2019 CO

G11 to G12

G7 to G10

402

584

Regions I, III, IV-A, IV-B and 402 VI returned the downloaded funds (amounting to PhP 5,156,966.00) for reason that they could not find enough bidder On-going Contract Implementation (13 Contracts) Contract Delivery timeHowever, in light of the 2,882 emergency situation brought about by the pandemic, Notice of Contract Time Suspension/ Contract Termination was issue

LEARNING TOOLS AND EQUIPMENT 86

(OASPA Memo No. 0420204).

2019 RO to CO

G7 to G10

584

Originally, the target is 2,882 packages however after the market survey was conducted on September 1920, 2019, the cost of ABC 2,882 increased which resulted to reduction to 2,245 packages. Failed bidding due to no bidder Re-aligned to support Basic Education - Learning Continuity Plan.

SUMMARY OF THE PROVISION OF TVL TOOLS AND EQUIPMENT YEAR PROCUREMEN T LOCATION

GRADE LEVEL

2016 DBM PS

G11 to G12

2017 DBM PS

G11 to G12

2018 CO

G11 to G12

NO. OF RECIPIENT SCHOOLS

NO. OF PACKAGES 1,993

4,267

2,149

17,846

6,409

STATUS Mass Production-Ongoing contract implementation, no delivery yet; Agricultural Crops Production NC I lotfor issuance of RTA; Ongoing review and updating of Technical Specifications, Market Survey, and Inspection and Test Protocol as per request of DBM-PS for specification updates and alignment of the list of tools and equipment vis-Ã -vis current TESDA TRs -1,042 incomplete delivery -1 lot with ongoing delivery (ICT-TVL equipment) - 2 lots issued notice of Contract Time Suspension

LEARNING TOOLS AND EQUIPMENT 87

due to COVID-19 pandemic, no delivery yet. Currently, the BLRC is in progress of acquiring information for the conduct of Acceptance Readiness Survey for the 2019 and 2018 Recipient Schools 2018 RO

G11 to G12

2,190

7,568

2018 SDO, IU

G11 to G12

2,195

8,935

1,708 packages procured based on submitted documents from field offices. Ongoing data gathering with field offices

2019 CO

G11 to G12

3,195

6,222

8 contracts ongoing implementation; Issued notice of Delivery Time Suspension due to COVID-19 pandemic, no delivery yet. Remaining funds re-aligned to BE-LCP

2019 RO to CO

G11 to G12

1,599

4,004

Fund realigned for BE-LCP

4,133

90M to be utilized for the implementation of projects to ensure learning continuity per OUF Memo 2020-0129. - Remaining amount realigned to support BE-LC

2019 CO

G11 to G12

2,216

Source: BAR FY2020 BAR-1 as of June 30, 2020

LEARNING TOOLS AND EQUIPMENT 88

F.9

FY 2021 PROGRAM BUDGET AND PHYSICAL TARGET

2021 BUDGET PROPOSAL NO.

2021 NEP

AMOUNT

TOTAL

NO.

AMOUNT

2,337

4,604

SME

12,144 SME pkgs

₱3,130M

7,730,038 pcs

₱2,124M

TVL

535 TVL pkgs

₱334M

215,490 pcs

₱595M

F.10 HISTORICAL FINANCIAL PERFORMANCE FISCAL YEAR

ALLOT

OBLIG

OBLIG RATE

DISB

DISB RATE

2013

4,845

2,256

46.56%

179

7.91%

2014

4,825

1,158

24.00%

206

17.78%

2015

10,771

3,559

33.04%

288

8.09%

2016

13,005

6,391

49.14%

508

7.95%

2017

13,667

11,377

83.25%

927

8.15%

2018

7,801

4,998

64.08%

284

5.68%

2019 overall

6,941

2,337

33.67%

489

20.91%

2018 Cont

2,824

1,198

42.41%

489

40.80%

4,117 1,139 27.67% 2019 Current Source: 2013-2019 Yearend SAAODB; (in Million Pesos)

LEARNING TOOLS AND EQUIPMENT 89

MADRASAH EDUCATION PROGRAM G.1

WHAT IS THE MADRASAH EDUCATION PROGRAM (MEP)? The Madrasah Education Program (MEP) is a comprehensive program that aims to provide Muslim learners with appropriate and relevant educational opportunities within the context of their cultures, customs, traditions, beliefs and interests through the integration of the Arabic Language and Islamic Values Education (ALIVE) in public schools and K to 12 Curriculum in private madaris in the basic education program so that every Muslim Filipino shall have the intellectual and educational capacity to participate in nation building. OBJECTIVES:  

G.2

Muslim learners in public schools are able to demonstrate knowledge, skills and attitudes through the K to 12-compliant ALIVE Program Private Madrasah learners are able to develop their knowledge, skills and attitudes through K to 12 –compliant curriculum.

LEGAL BASES FOR MADRASAH EDUCATION PROGRAM  E.O. No. 283, s. 2004 - Creating and Madrasah Development Coordinating       

Committee DepEd Order No. 51, s. 2004 – Standard Curriculum for Elementary Schools and Private Madaris E.O. No. 368, 2004 – Abolishing the Madrasah Development Coordinating Committee and Transferring its Functions to the Department of Education DepEd Order No. 40, s. 2011 – Refined Elementary Madrasah Curriculum (REMC) 1987 Philippine Constitution RA 9155 - Governance of Basic Education Act of 2001 1996 Peace Agreement with the Moro National Liberation Front RA 6734 or An Organic Act for the Autonomous Region in Muslim Mindanao MADRASAH EDUCATION PROGRAM 90

 RA 10533 or the Enhanced Basic Education Act of 2013  Department Order 18 s. 2008 – Further Implementing Guidelines of DO 81 s. of 2007  DepEd Order 46, s. 2005 – Operational Guidelines on the Implementation of DO 51, s 2014  DepEd Order 81, s. 2007 – Assistance to Private Madrasah: An Incentive to Adopt the Standard Curriculum under DO 51, s 2004 and Total Mainstreaming of Madrasah Education as a Component of the National System of Basic Education  DepEd Order 18 s. 2008 – Further Implementing Guidelines of DO 81 s. of 2007

G.3

PROGRAM BUDGET 2021 BUDGET PROPOSAL 346,830 (in Thousand Pesos)

2021 NEP 346,830 (in Thousand Pesos)

PROGRAM BUDGET TOTAL APPROVED BUDGET PER FISCAL YEAR 2016

₱604,706,000

2017

₱505,000,000

2018

₱505,000,000

2019

₱359,863,000

2020

₱340,697,000

MADRASAH EDUCATION PROGRAM 91

G.4 FINANCIAL PERFORMANCE FY 2016-2019 FINANCIAL PERFORMANCE YEAR

ADJ. APPRO.

ADJ. ALLOT.

OBLIG.

OBLIG. RATE

DISBURS.

DISBURS. RATE

UNOBLIG. ALLOT.

FY 2016

1,028,234,042.06

525,467,833.16

51.10%

275,511,316.44

52.43%

502,766,208.91

FY 2017

841,170,848.46

519,232,263.23 61.73%

450,049,437.76

86.68%

321,938,585.23

FY 2018

504,938,000.00

474,100,125.41

93.89%

420,000,147.91

88.59%

30,837,874.59

FY 2019

319,566,874.59

294,178,304.06

92.06%

273,710,157.02

93.04%

25,388,570.53

FY 2019 (CONTINUING)

107,567.45

88,662.14

82.42%

0.00%

18,905.31

FY 2020 (CURRENT)

159,546,000.00

753,388.91

0.47%

0.00%

158,792,611.09

Sources: FY 2016-2019 SAAODB and FY 2020 CO-FAR as of July 24, 2020 MADRASAH EDUCATION PROGRAM 92

G.5 PHYSICAL PERFORMANCE LEARNERS ENROLLED IN ALIVE (PUBLIC AND PRIVATE) YEAR

GAA TARGETS

PHYSICAL TARGETS

2021

170,000

2020

157,236

Source: FY 2020 GAA and FY 2021 NEP

YEAR

TARGET

ACTUAL

2019

160,373

168,497

105%

2018

364,007

163,510

44.92%

2017

364,007

158,093**

43.43%

**Source: Madrasah Education Program Team. Actual accomplishment includes Public Elementary enrollees only.

MADRASAH EDUCATION PROGRAM 93

NUMBER OF PUBLIC SCHOOLS OFFERING ALIVE PROGRAM YEAR

GAA TARGETS

PHYSICAL TARGETS

2021

4,418

2020

4,887

Source: FY 2020 GAA and FY 2021 NEP

YEAR

TARGET

ACTUAL

2019

4,887

4,418 ES: 3,381 JHS: 1,037

90.40%

2018

1,600*

4887

1.02%

2017

1,700

1,622**

95.41%

*Revised FY 2018 GAA Target ** From Madrasah Education Program Team. As of February 2018.

MADRASAH EDUCATION PROGRAM 94

G.6 BREAKDOWN OF BUDGET PER REGION REGION FY 2016 TOTAL 267,524,375 I 2,770,000 II 2,260,000 III 5,090,000 IV-A 4,900,000 IV-B 8,710,000 V 4,090,000 VI 3,570,000 VII 12,330,000 VIII 2,170,000 IX 34,850,000 X 36, 260,000 XI 19,870,000 XII 35,710,000 NCR 17,460,000 CARAGA 4,320,000 CAR 6,230,00 BARMM 109,424,375 (ARMM) Source: Madrasah Education Program Team

FY 2017 310,886,375 2,770,000 2,260,000 5,090,000 4,900,000 8,710,000 4,090,000 3,570,000 12,330,000 2,170,000 34,850,000 36,260,000 19,870,000 35,710,000 17,460,000 4,320,000 6,230,000

FY 2018 341,975,013 3,047,000 2,486,000 5,599,000 5,390,000 9,581,000 4,499,000 3,927,000 13,563,000 2,387,000 38,335,000 39,886,000 21,857,000 39,281,000 19,206,000 4,752,000 6,853,000

FY 2019 306,193,350 2,490,000 2,190,000 6,924,000 6,420,000 8,628,000 5,026,000 2,654,000 14,862,000 3,124,000 43,176,000 46,554,000 11,546000 40,588,000 16,194,000 4,682,000 5,164,000

FY 2020 242,496,000 1,080,000 1,080,000 3,888,000 3,456,000 5,760,000 2,520,000 1,368,000 10,944,000 1,728,000 36,000,000 39,600,000 8,712,000 33,120,000 11,088,000 2,664,000 3,888,000

109,424,375

120,366,813

85,941,000

*75,600,000

MADRASAH EDUCATION PROGRAM 95

G.7

BREAKDOWN OF BUDGET PER ITEM ITEM 1. Policy Development & Advocacy 2. K to 12 in Private Madaris 3. Teacher Training and School Leadership of Public School in Muslim Community 4. Tech-Voc Training in ALIVE

FY 2017

FY 2018

FY 2019

FY 2020

83,640,000

44,633,410

29,686,300

15,000,000

173,350,000

89,904,920

100,000,000

81,178,000

124,780,022

68,568,100

63,000,000

2,023,000

122,000,000

**Under the **Under the Office of Office of Usec Usec Nepomuceno Nepomuceno

5. Program 274,229,978 301,893,575 Delivery TOTAL *778,000,000 505,000,000 Source: Madrasah Education Program Team *including continuing fund **Run by different office

296,863,000 459,863,000

242,496,000 340,697,000

G.8 BREAKDOWN OF BUDGET PER COMPONENT/ACTIVITY ITEM 1. Program Development, Management & Advocacy 2. Procurement of Learning Materials 3. Provision of Teacher's Honorarium

FY 2017

FY 2018

FY 2019

FY 2020

39,690,000

21,657,625

45,088,725

15,000,000

13,500,000

**Under the BLR

222,458,400

241,632,000.00

222,048,000

MADRASAH EDUCATION PROGRAM 96

4. Provision of Instructional Materials Allowance 5. Monitoring and Evaluation 6. Support to Private Madaris 7. Tech-Voc Training (TVT) in ALIVE

15,448,500

16,780,000.00

3,150,000

5,000,000

73,726,200

89,904,920

*92,600,000

130,000,000 (Implementation)

**Under the Office of Usec Nepomuceno

8. Program Support 113,446,878 15,090,975.00 Fund 9. Arabic Emergent Reading & Cultural 8,000,000 54,697,400 Awareness (AERCA) 10. IN-Set Training 25,945,920 29,952,600.00 11. LEaP (Language Enhancement and 31,500,000 13,870,700 Pedagogy) 12. QEALIS (Qualifying Examination in 3,600,000 **Under the office Arabic in Islamic of BEA Studies) 13. ATEP (Accelerated Teacher Education *29,000,000 16,413,780 Program) 14. Advocacy 20,700,000 Merge to #1 Activities 15. Program 85,234,102 Merge to #1 Management TOTAL 778,000,000 505,000,000 Source: Madrasah Education Program Team

G.9

15,420,000

81,178,000

15,090,975.00

5,028,000

*scheduled for 2021

2,023,000

29,952,600.00 *scheduled for 2021

**Under the office of BEA

16,413,780

Merge to #1 Merge to #1 459,863,000

340,697,000

THE EFFECT OF THE COVID-19 PANDEMIC Various essential activities have been put on hold because of the pandemic as well as the governmentâ&#x20AC;&#x2122;s order of no face-to-face classes.

MADRASAH EDUCATION PROGRAM 97

NATIONAL ASSESSMENT

NATIONAL ASSESSMENT H.1 FINANCIAL PERFORMANCE FY 2020 PERFORMANCE In Million Pesos FY 2020 Continuing

ADJ. ALLOT 179

OBLIG

OBLIG %

DISB

DISB %

3.59%

0.02

0.37%

Current

288

5.45%

0.06

0.37%

Total

466

4.74%

0.08

0.37%

Source: CO FAR 1 (Continuing and Current) as of July 24, 2020 from CO Budget Division

GAA

HISTORICAL PERFORMANCE In Million Pesos ADJ. OBLIG OBLIG % ALLOT 715 497 69.50%

2019

506

2018

485

490

285

2017

479

774

540

DISB

DISB %

103

20.77%

58.06%

189

66.38%

69.74%

245

45.46%

Source: General Appropriations Act; Year-End Statement of Appropriations, Allotments, Obligations, Disbursements and Balances â&#x20AC;&#x201C; Overall (SAAODB)

H.2

WHAT ARE THE ASSESSMENTS BEING CONDUCTED BY THE DEPARTMENT OF EDUCATION (DEPED)? NATIONAL ASSESSMENTS 1. 2. 3. 4. 5. 6.

Early Language, Literacy and Numeracy Assessment (ELLNA) National Achievement Tests (NAT) National Career Assessment Examination (NCAE) Accreditation and Equivalency (A&E) Test Philippine Educational Placement Test (PEPT) Test of English Proficiency for Teachers and Process Skills Test (TEPTPST) 7. Basic Education Exit Assessment (BEEA) NATIONAL ASSESSMENT 98

NATIONAL ASSESSMENT 8. Qualifying Examination for Arabic Language and Islamic Studies (QEALIS) 9. Educational Management Test (EMT) 10. English Proficiency Test (EPT) for Teacher 1 Applicants INTERNATIONAL ASSESSMENTS 1. 2. 3.

Programme for International Student Assessment (PISA) Trends in International Mathematics and Science Study (TIMSS) Southeast Asia Primary Learning Metrics (SEA-PLM)

National Assessments

Early Language, Literacy and Numeracy Assessment (ELLNA)

Occurrence

Yearly

Content Area/s

Language, Literacy and Numeracy in English, Filipino, and 19 Mother Tongue (MT) languages

Target Level/Age

Grade 3 (public schools)

Testing Date

Administered to Grade 4 learners 3 weeks after the first day of classes

Sampling

Date Release

Stratified random sampling of all types of schools and MT languages in regions and divisions; census of learners in sampled schools ELLNA and NAT will be administered to the universal population every three years starting 2018 to provide large scale data micro- or school-level monitoring of achievement, and to provide balance between the classroom-based assessment and the system-wide assessment. After 3 months of administration

National Assessments Occurrence

Yearly

Content Area/s

21st-century skills using learning areas as content

Target Level/Age Testing Date

National Achievement Tests (NAT)

Grades 6 and 10 (public and private schools) NAT-Grade 6 and 10 administered to Grades 7 and 11 learners 3 weeks after the 1st day of classes NATIONAL ASSESSMENT 99

NATIONAL ASSESSMENT Sampling

Stratified random sampling of all types of schools in districts, divisions, and regions; census of learners in sampled schools

Date Release

ELLNA and NAT will be administered to the universal population every three years starting 2018 to provide large scale data micro- or school-level monitoring of achievement, and to provide balance between the classroom-based assessment and the system-wide assessment. After 3 months of administration

National Assessments Occurrence Content Area/s Target Level/Age Testing Date Sampling Date Release

National Career Assessment Examination (NCAE) Yearly General Scholastic Aptitude (GSA), Occupational Interest Inventory (OII), and Aptitude for Senior High School (SHS) Tracks Grade 9 (public and private schools) Every last Wednesday and Thursday of August Census After 3 months of administration

National Assessments Occurrence Content Area/s Target Level/Age Testing Date Sampling Date Release

Accreditation and Equivalency (A&E) Test Yearly Alternative Learning System Strands (21st-century skills based test will be implemented in 2019) Learners in the alternative learning system and nonformal education programs Every first Sunday of October for the Luzon cluster, and every second Sunday of October for the Visayas and Mindanao clusters All registrants After 3 months of administration

NATIONAL ASSESSMENT 100

NATIONAL ASSESSMENT National Assessments Occurrence Content Area/s

Target Level/Age

Testing Date

Sampling Date Release

Philippine Educational Placement Test (PEPT) Yearly (for National Administration), Weekdays (for Walk-in at Central Office) 21st-century skills based on content learning areas (English, Filipino, Science, Mathematics and Araling Panlipunan) a. Learners from schools without a government permit b. Learners from nonformal and informal education programs c. Learners who have incomplete or no record of formal schooling d. Learners with back subjects e. Learners who need grade level standards assessment f. Learners who are overage for their grade levels 1. Every third Sunday of November (for the Luzon Cluster) and every fourth Sunday of November (for the Visayas and Mindanao Clusters) for National Administration 2. Every June (In celebration of Independence Day) 3. Weekdays (by Schedule) for walk-in at Central Office All registrants After 3 months of administration

NATIONAL ASSESSMENT 101

NATIONAL ASSESSMENT National Assessments

Test of English Proficiency for Teachers and Process Skills Test (TEPT-PST)

Occurrence

Yearly

Content Area/s

English Language and Scientific/Mathematical Process Skills

Target Examinees

Public School Teachers: 1. Grade 1-6 Levels (All) 2. Science and Mathematics Teachers Only for Grades 7-12

Testing Date

As scheduled (through a DepEd Memo)

Sampling

Census (All School Division Offices)

Date Release

After 3 months of administration

National Assessments

Basic Education Exit Assessment (BEEA)

Occurrence

Yearly

Content Area/s

21st-century skills using core subject areas of Senior High School as content

Target Level/Age

Grade 12 (public and private)

Testing Date

3 weeks after the first day of classes in the second semester (November)

Sampling

Census

Date Release

After 3 months of administration

NATIONAL ASSESSMENT 102

NATIONAL ASSESSMENT National Assessments

Qualifying Examination for Arabic Language and Islamic Studies (QEALIS)

Occurrence

Yearly

Content Area/s

Arabic Language and Islamic Studies

Target Examinees

Arabic Language and Islamic Studies Teacher Applicants (Asatidz)

Testing Date

As scheduled (through a DepEd Memo)

Date Release

After 3 months of administration

National Assessments Occurrence

Content Area/s

Target Examinees

Educational Management Test (EMT) As the need arises 1. Educational Leadership and Management 2. Policy Action and Strategic Planning 3. Curriculum, Instruction and Assessment 4. Research and Evaluation 5. Integration/Essay Qualified Applicants for Schools Division Superintendents and Assistant Schools Division Superintendents

Testing Date

As scheduled (through a DepEd Memo)

Date Release

After 3 months of administration

NATIONAL ASSESSMENT 103

NATIONAL ASSESSMENT National Assessments

English Proficiency Test (EPT) for Teacher 1 Applicants

Occurrence

Yearly

Content Area/s

English Language

Target Examinees

Teacher 1 Applicants

Testing Date

As scheduled upon approval of the BEA Director

Date Release

After 2-3 weeks of administration

International Assessments Occurrence

Programme for International Student Assessment (PISA) Every 3 Years PISA 2018 Cycle: Reading Literacy, Mathematical Literacy, Scientific Literacy, Global Competence (Done)

Content Area/s

Target Level/Age

PISA 2021 Cycle: Reading Literacy, Mathematical Literacy, Scientific Literacy, Creative Thinking (Field Trial Completed in March 2020) Students aged 15.3 to 16.2 years old in Grade 7 or higher (agespecific) PISA 2018 cycle: March 2018 (Main Survey) – Done

Testing Date PISA 2021 cycle: March 2021 (Main Survey) – Main Survey will be moved to 2022 due to the COVID-19 pandemic Sampling

Two-stage stratified random sampling

Mode of Administration

Computer-Based Assessment (CBA)

NATIONAL ASSESSMENT 104

NATIONAL ASSESSMENT International Assessments

Trends in International Mathematics and Science Study (TIMSS)

Occurrence

Every 4 years

Content Area/s

Number, Algebra, and Geometry in Mathematics, and Earth Science, Biology, and Chemistry in Science

Target Level/Age

Grade 4 (not less than 9.5 years old) and Grade 8 (not less than 13.5 years old)

Testing Date

Main Survey â&#x20AC;&#x201C; March 2019

Sampling

Two-stage stratified random sampling

Date Release

December 2020

International Assessments

Southeast Asia Primary Learning Metrics (SEA-PLM)

Occurrence

Pilot phase

Content Area/s

Reading, Writing, Mathematics, Global Citizenship/Civics

Target Level/Age

Grade 5 regardless of age (grade-specific)

Testing Date

Main Survey â&#x20AC;&#x201C; February 2019

Sampling

Random sampling of schools and learners

Date Release

December 2020

NATIONAL ASSESSMENT 105

NATIONAL ASSESSMENT H.3 HOW WILL THE EXAMS BE ADMINISTERED DURING THIS TIME OF COVID-19 PANDEMIC? In support to the Departmentâ&#x20AC;&#x2122;s Learning Continuity Plan (LCP), the Bureau of Education Assessment (BEA), with the assistance of Information and Communications Technology Service (ICTS) of the Department, shall administer the National Examinations using both paper-and-pencil and computer-based testing, wherever/whatever applicable. Strict protocols and guidelines shall be implemented to ensure that the required health and safety standards are met.

H.4

WILL THERE BE ADDITIONAL BUDGET PROPOSAL BASED FROM THE Php 148,516,000 draft FY 2021 NEP-LEVEL BUDGET? The Department will maximize the budget allocated for the Bureau. However, additional budget may be needed depending on the number of testing programs to be administered in the year, the target population in each of the testing program, the administrative costs to be incurred, etc. Based on the submission for FY 2021, additional 499 million is request (Tier2) to fund all national assessments

H.5

DESCRIPTION OF EACH EXAM WHICH NARRATES OR INDICATES WHAT TYPE OF EXAM AND WHAT A STUDENT COULD DO/CAPABLE WHEN THEY GET A CERTAIN RATING/GRADE. WHAT IS THE END GOAL OF THESE EXAMS? 1. Early Language, Literacy and Numeracy Assessment (ELLNA) The assessment results of ELLNA are utilized to: a. determine if learners are meeting Grade 3 learning standards b. analyze patterns in language development together with other language, literacy, and numeracy assessments to develop appropriate intervention programs c. formulate evidence-based policies and plans for Mother Tongue BasedMultilingual Education (MTB-MLE) instructional practices and learning d. environment provisions that impact learning outcomes e. improve MTB-MLE instruction NATIONAL ASSESSMENT 106

NATIONAL ASSESSMENT f. identify teacher training needs g. initiate and conduct research on MTB-MLE instructional practices and learning environment provisions that impact student learning outcomes Interpretation of Test Data (Classification of Scores) Test scores shall be reported as percentage scores. Proficiency level for each cluster of early language. literacy and numeracy skills is at least 75%. Domains are clustered according to language and literacy and numeracy skills. Language and literacy skills have mechanical and meaning components. The mechanical component covers alphabet knowledge, phonics and word reading and spelling while the meaning component covers book and print knowledge, vocabulary, grammar, and reading and listening comprehension. Numeracy covers counting, estimating, calculating, measuring and problem solving. Normative data using measure of standard deviations will be computed based on mean percentage score.

2. Exit Assessments (NATG6, NATG10, and NATG12/BEEA) The assessment results from the exit assessments are utilized to: a. determine if learners are meeting the learning standards b. help provide information to improve instructional practices c. assess/ evaluate effectiveness and efficiency of education service delivery using learning outcomes as indicators d. provide empirical information as bases for curriculum, learning delivery, assessment and policy reviews, and policy formulation Interpretation of Test Data (Classification of Scores) Test scores shall be reported us percentage scores. Competencies from each learning area are organized according to 21st-century skills. Results shall be presented by levels of progression. Proficiency level is at least 75%. Normative data using measure of standard deviations will be computed based on mean percentage score.

NATIONAL ASSESSMENT 107

NATIONAL ASSESSMENT For ELLNA and Exit Assessments, a certain rating is interpreted using the proficiency levels. LEVELS OF PROFICIENCY

DESCRIPTIONS

90-100

At this level, the students are highly capable of solving problems, managing and communicating accurate information, and analyzing and evaluating data to create/formulate ideas.

75-89

At this level, students are skilled in solving problems, managing and communicating information, and analyzing and evaluating data to create/formulate ideas.

Nearly Proficient

50-74

At this level, students met the minimum level of skills in solving problems, managing and communicating information, and analyzing and evaluating data to comprehend ideas.

Low Proficient

25-49

At this level, students are able to identify strategies in solving problems, differentiate and organize information.

Not Proficient

0-24

At this level, students are able to solve simple problems, classify and identify the source of information.

Highly Proficient

Proficient

3. Test of English Proficiency for Teachers & Process Skills Test (TEPT-PST) TEPT-PST is a nationally administered test that aims to assess the English Language Proficiency and Process Skills of Teachers in the public school. The program started in 2008 thru DepEd Memo No. 26, s. 2008. Results of the test can be utilized as baseline data developing training/ intervention programs for teachers. EARLY LANGUAGE LITERACY AND NUMERACY ASSESSMENT (SY 2016 â&#x20AC;&#x201D; 2017) SUMMARY

National

RAW SCORE-ENGLISH

Mean

MPS

394593

100.00

27.18

10.01

60.40

The table above presents the overall mean percentage score of test takers in the Early Language Literacy and Numeracy Assessment. A total of 394,593 NATIONAL ASSESSMENT 108

NATIONAL ASSESSMENT Grade 4 students took the test and reveals a 60.40% national rating in English. It should be noted that takers should reach at least 75% to reach proficiency levels. Thus, the current mean percentage rating will only accumulate a nearly proficient level. SD MPS EARLY LANGUAGE LITERACY AND NUMERACY ASSESSMENT (SY 2017 â&#x20AC;&#x201D; 2018) SUMMARY CATEGORY National

Total

RAW SCORE-ENGLISH

Mean

MPS

409037

100.00

25.11

9.59

55.51

The table above presents the overall mean percentage score of test takers in the Early Language Literacy and Numeracy Assessment. A total of 409,037 Grade 4 students took the test and reveals a 55.81% national rating in English. It should be noted that takers should reach at least 75% to reach proficiency levels. Thus, the current mean percentage rating will only accumulate a nearly proficient level.

H.6

LEAST LEARNED COMPETENCIES OF TEACHERS AND STUDENTS TEACHERS ENGLISH PROFICIENCY TEST PROCESS SKILLS TEST (GRADES 7 and 8) The Teachers' English Proficiency Test Process Skills Test is a nationally administered test that aims to assess the English Proficiency and Process Skills of Teachers in the public schools. The following are the results of the previously conducted assessment for the Grade 7 and 8 teachers in the public schools.

NATIONAL ASSESSMENT 109

MPS

52. 33.2 87 0

3.0 70

Mean

MPS

13. 22

MPS

55. 43

Mean

2.1 82

OVERALL

Mean

MPS

10.2 7

PROCESS SKILLS TEST

MPS

READING COMPREHE NSION

WRITTEN EXPRESSIO NS

Mean

STRUCTURE

Mean

NATIONAL

NATIONAL ASSESSMENT

4.7 87

66. 43

24. 57

6.5 64

51. 41

58. 53

7.3 53

62. 22

 An overall mean percentage score of 68.48% in English structure indicates that majority of teachers accumulated a nearly proficient level.  An overall mean percentage score of 52.87% in Written structure indicates that majority of teachers accumulated a nearly proficient level.  An overall mean percentage score of 66.40% in Reading Comprehension indicates that majority of teachers accumulated a nearly proficient level.  An overall mean percentage score of 61.41% in Process Skills Test Math and Science indicates that majority of teachers accumulated a nearly proficient level. A test-taker should at least score 75% to reach proficiency level. TEACHERS ENGLISH PROFICIENCY TEST PROCESS SKILLS TEST (GRADES 9 and 10)

MPS

53. 23.2 23 7

1.0 8

Mean

MPS

13. 31

MPS

69. 76

Mean

2.1 8

OVERALL

Mean

MPS

12.4 6

PROCESS SKILLS TEST

MPS

READING COMPREHE NSION

WRITTEN EXPRESSIO NS

Mean

STRUCTURE

Mean

NATIONAL

The Teachers' English Proficiency Test Process Skills Test is a nationally administered test that aims to assess the English Proficiency and Process Skills of Teachers in the public schools. The following are the results of the previously conducted assessment for the Grade 9 and 10 teachers in the public schools.

4.9 1

66. 54

24. 34

5.5 5

62. 35

57. 34

8.2 4

53. 28

NATIONAL ASSESSMENT 110

NATIONAL ASSESSMENT  An overall mean percentage score of 69.76% in English structure indicates that majority of teachers accumulated a nearly proficient level.  An overall mean percentage score of 53.23% in Written structure indicates that majority of teachers accumulated a nearly proficient level.  An overall mean percentage score of 66.54% in Reading Comprehension indicates that majority of teachers accumulated a nearly proficient level.  An overall mean percentage score of 62.35% in Process Skills Test Math and Science indicates that majority of teachers accumulated a nearly proficient level. A test - taker should at least score 75% to reach proficiency level NATIONAL ACHIEVEMENT TEST FOR GRADE 6 SUBJECT DOMAIN

FILIPINO

MATHEMATICS

ENGLISH

SCIENCE

ARALING PANLIPUNAN

OVERALL TEST

21ST CENTURY SKILL Problem Solving Information Literacy Critical Thinking Problem Solving Information Literacy Critical Thinking Problem Solving Information Literacy Critical Thinking Problem Solving Information Literacy Critical Thinking Problem Solving Information Literacy Critical Thinking Problem Solving Information Literacy Critical Thinking N

SCHOOL YEAR 2016-2017 68.40 50.20

2017-2018 54.52 54.07

41.61 36.15 31.45

44.80 35.22 42.77

36.64 43.90 40.78

32.56 40.90 35.90

36.95 30.06 34.46

27.13 27.23 53.15

26.27 43.74 41.02

26.76 39.17 30.78

36.13 44.45 39.48

36.56 39.42 30.33

35.92 21.34151

33.56 709420

NATIONAL ASSESSMENT 111

NATIONAL ASSESSMENT MPS

DESCRIPTIVE EQUIVALENT

90-100

HIGHLY PROFICIENT

75-89

PROFICIENT

50-74

NEARLY PROFICIENT

25-49

LOW PROFICIENT

0-24

NOT PROFICIENT

DESCRIPTION At this level, the students are highly skilled in solving problems. They can analyze and evaluate data to create/formulate ideas. They can effectively use and release information in various contexts At this level, students are skilled in solving problems. They can analyze and evaluate data to apply ideas. They can effectively use information in different contexts At this level, students are able to use the basic and procedural skills in solving problems. They can analyze and evaluate data to comprehend ideas. They can understand information in a given context. At this level, students are able to use procedural skills and identify strategies in solving problems. They can differentiate and organize the given information. At this level, students are able to use the basic skills in solving simple problems. They can classify and identify the source of the given information.

The table above presents the mean percentage scores of per subject for the National Achievement Test for Grade 8 aggregated by 21" century skills Overall, the MPSs suggest that the examinees in NAT2017 perform better in Problem Solving (44 45%) than in Information Literacy (39 48%) and Critical Thinking (35.92%) Whereas in NAT2018, examinees show similar performance in Problem Solving (39.42%) and Information Literacy (39.33%) but lower performance in Critical Thinking (33.56%) The least learned competencies will fall below 50% (nearly proficient level)

NATIONAL ASSESSMENT 112

NATIONAL ASSESSMENT NATIONAL ACHIEVEMENT TEST FOR GRADE 10 SUBJECT DOMAIN

FILIPINO

MATHEMATICS

ENGLISH

SCIENCE

ARALING PANLIPUNAN

OVERALL TEST

MPS

SCHOOL YEAR 2016-2017 44.21 60.08

2017-2018 57.20 68.27

51.69 45.12 51.24

59.56 51.72 54.31

50.07 38.05 37.17

45.02 38.59 32.37

36.69 35.33 37.47

31.83 39.24 36.54

34.25 57.61 39.59

33.46 50.64 40.85

40.83 44.06 45.11

38.96 47.48 48.63

42.71 1419071

41.96 478683

DESCRIPTIVE EQUIVALENT

90-100

HIGHLY PROFICIENT

75-89

PROFICIENT

NATIONAL ASSESSMENT

50-74

NEARLY PROFICIENT

25-49

LOW PROFICIENT

0-24

NOT PROFICIENT

At this level, students are able to use the basic and procedural skills in solving problems. They can analyze and evaluate data to comprehend ideas. They can understand information in a given context. At this level, students are able to use procedural skills and identify strategies in solving problems. They can differentiate and organize the given information. At this level, students are able to use the basic skills in solving simple problems. They can classify and identify the source of the given information.

The table above presents the mean percentage scores of per subject for the National Achievement Test for Grade 10 aggregated by 21st century skills. Overall, the results show that an average of 44 .06% (39 out 90) of the all the test items that measure the Problem Solving skills were correctly answered by the examinees in 2017 compared to a 47.48% (42 out of 90) in 2018 which shows a 7.76 percentage increase from the previous year. For the items that measure Information Literacy skills, 45.11% (40 out of 90) were answered correctly in 2017. However, in 2018, a 3.15 percentage increase in the number of correctly answered items in Information Literacy is noted, 46.53 (41 out of 90). Items measuring Critical Thinking skills were 42.71% (38 out of 90) responded correctly in 2017, however, in 2018, the percentage slightly dropped to 41.95% (37 out of 90). The least learned competencies will fall below 50% (nearly proficient level)

H.7

FY 2021 BEAâ&#x20AC;&#x2122;S PROPOSED BUDGET

Budget Proposal

FY 2019

FY 2020

PhP 506 Million

PhP 394 Million

FY 2021 DepEd Proposed PhP 647 Million

FY 202I NEP PhP 148 Million

NATIONAL ASSESSMENT 114

NATIONAL ASSESSMENT SUMMARY OF FY 2021 BEAâ&#x20AC;&#x2122;S PROPOSED BUDGET BY PAPs PROGRAM/ACTIVITY/PROJECT

AMOUNT

OFFICE OF THE DIRECTOR 1. Capability Building and Training Programs

1,513,200.00

2. Operations/Overhead Expenses SUBTOTAL

10,423,240.00 11,936,440.00

EDUCATION ASSESSMENT DIVISION 1. Philippine Educational Placement Test (PEPT)

34,111,900.00

2. English Proficiency Test for Teacher 1 Applicants

7,400,000.00

3. Qualifying Examination in Arabic Language and Islamis Studies (QEALIS) 4. Accreditation & Equivalency Test (A & E) SUBTOTAL

5,142,300.00 58,824,160.00 105,478,360.00

EDUCATION RESEARCH DIVISION 1. Programme for International Student Assessment (PISA) 2022 2. International Large Scale Assessment (ILSA)

5,000,000.00

3. Capability Building and Training Programs SUBTOTAL

285,200.00 6,486,200.00

TOTAL AMOUNT FOR TIER 1

1,201,000.00

123,901,000.00

TIER 2 BUDGET PROPOSAL 1. National Career Assessment Examination (NCAE)

125,938,500.00

2. Early Language Literacy and Numera cy Assessment (ELLNA) 3. National Achievement Test for Grade 6 (NAT G6)

80,569,900.00

4. National Achievement Test for Grade 10 (NAT G10)

76,018,400.00

5. National Achievement Test for Grade 12 (NAT G12)

106,700,000.00

80,448,400.00

6. Test of English Proficiency for Teachers & Process Skills Test (TEPT-PST) & English Proficiency Test for Teacher 1 Applicants (EPT)

29,306,400.00

TOTAL AMOUNT FOR TIER 2

498,981,600.00

GRAND TOTAL - TIER 1 AND TIER 2

622,882,600.00

NATIONAL ASSESSMENT 115

NATIONAL ASSESSMENT H.8

FACTORS TO CONSIDER IN THE PREPARATION OF BUDGET/COST ESTIMATES FOR NATIONAL ASSESSMENT 

Test Development - the process of defining objectives, preparing table of specifications, writing test items and preparing test instrument for prevalidation 1. Number of test items 2. Number of participants 3. Transportation of participants 4. Board and lodging for the conduct of item writing workshop 5. Professional fee of invited item writers from the academe



Conduct of Pre-validation - the process of administering a pre-test to select sample examinees to generate psychometric properties of the instrument 1. Number of schools to be tested for pre-validation 2. Transportation, per diem, handling of BEA representatives 3. Reproduction of instruments for pre-validation



Conduct of Consultative Review - the process of validating the instrument through experts' review 1. Number of test items to be reviewed 2. Number of consultants 3. Transportation of BEA representatives 4. Professional fee of consultants



Conduct of National Conference for National Assessments - refers to the conduct of seminar-workshops to orient designated Division Testing Coordinators (DTCs) on the administration of standardized tests 1. Number of participants 2. Number of clusters 3. Transportation of BEA staff and participants 4. Board and lodging



Downloading of Funds - refers to the amount downloading to division offices to cover expenses related to administration of test e.g. orientation of testing personnel, transportation cost of test materials from division to school and vice versa 1. Number of divisions and schools to be tested (for sampling) 2. Number of examinees to be tested



Procurement - refers to the procurement of test materials, processing of test results, delivery and retrieval of test materials 1. Quantity of test booklets, non-classified materials, scannable answer sheets, scannable school headers NATIONAL ASSESSMENT 116

NATIONAL ASSESSMENT 2. Quantity of certificate of ratings (for PEPT, A&E, QEALIS, EMT, NCAE, BEEA and TEPT-PST only) 3. Number of scannable answer sheets to process 4. Quantity of test materials to be delivered and retrieved 5. Budget estimate form Bureau of Learning Resources (BLR) - clearing house 6. Result of market survey ď&#x201A;ˇ

Monitoring of Test Administration (optional only) - refers to the monitoring of test administration in select divisions/schools of BEA personnel 1. Number of divisions to be monitored 2. Transportation and per diem of BEA personnel Bureau of Education Assessment October 11, 2019

H.9

WHY ARE THERE DELAYS IN THE DELIVERY OF THE PROGRAM? Delays in the implementation of various testing programs can be attributed to failure of bidding and/or extended period of preparation of procurement documents/activities such as, bid evaluation, post-qualification of bidders, RTA, NOA, Contract, and NTP which also affect the implementation/conduct of the testing program/s.

H.10 WHAT ARE THE REASONS FOR FAILURE OF PROCUREMENT? In 2019, the mode of procurement used in procuring test materials and forwarding services was Agency-to-Agency (A-to-A). Technically speaking, there was no failure in the procurement process. However, the extended period of negotiating with RGPs adversely affected the implementation of assessment programs.

H.11 WHAT IS DEPED DOING TO ADDRESS THE PROBLEMS IN PROCUREMENT? To address the problem, early procurement planning must be institutionalized, shorten the process of approval of AR and ATC, fast-track preparation and approval of WFP, PPMP, and approval of APP. In addition, preparation and signing/approval of procurement documents must be facilitated. NATIONAL ASSESSMENT 117

NEW SCHOOL PERSONNEL POSITIONS I.1

WHAT IS THE NEW SCHOOL PERSONNEL POSITIONS PROGRAM This program is committed towards ensuring an improved proportion of the number of teachers to the number of learners, enhanced learning and eased workload of personnel. Given the increasing enrollment in public elementary and secondary schools/community learning centers.

I.2

THE OBJECTIVE OF THE PROGRAM To achieve an optimal proportion of teacher-learner ratio in public schools/ALS Community Learning Centers.

I.3

STATUS OF FILLING-UP FOR KINDER TO SENIOR HIGH SCHOOL (SHS) FROM FY 2017 -2020 AS OF JUNE 30, 2020. 



2020 – There are 10,000 teaching items allocated in 2020, of these items, 9,640 are actual items created (100%) and 98 or 1.02% of the created items are filled up 2019 – There are 10,000 teaching positions allocated in 2019, of these items, 10,000 are created (100%) and 7,906 or 79.10% of the created items are filled up 2018 – There are 81,100 teaching positions allocated in 2018, of these items, 81,100 are created (100%) and 78,224 or 96.45% of the created items are filled up 2017 – There are 53,831 teaching positions allocated in 2017, of these items 54,013 are actual items created (100%) and 51,581 or 95.50% are filled up

NEW SCHOOL PERSONNEL POSITIONS 118

PROPOSAL

NO. OF ITEMS CREATED

ACTUAL ALLOCATION DUE TO CONVERSION

NO. OF ITEMS FILLED -UP

% ITEMS FILLED -UP

NO. OF UNFILLED

2020

10,000

9,640

1.02%

9,542

2019

10,000

9,995

7,906

79.10%

2,089

2018

81,100

78,224

96.45%

2,876

2017

53,831

54,077

54,013

51,581

95.50%

2,432

FISCAL YEAR

Note: FY 2017, the increase/decrease of the items created from the proposal are due to conversion of the SHS Teacher II positions to Teacher I which was provided to K-10. -FY 2020 hiring is expected to commence in August 2020

FISCAL YEAR 20162020

I.4

PROPOSAL

NO. OF ITEMS CREATED

ACTUAL ALLOCATION DUE TO CONVERSION

NO. OF ITEMS FILLED -UP

% ITEMS FILLED -UP

NO. OF UNFILLED

217,251

213,537

213,529

194,371

91.03%

9,616

STATUS OF FILLING-UP FOR KINDER TO G10 FROM FY 20172020 AS OF JUNE 30, 2020.    

FISCAL YEAR 2020 2019 2018* 2017

2020- Of the 7,188 positions created, 62 or 0% are filled-up. 2019- Of the 5,230 positions created, 4,157 or 79.48% are filled-up 2018- Of the 79,336 positions created, 76,657 or 96.62% are filled-up 2017 - Of the 23,765 teaching positions created, 22,532 or 94.81% are filled-up NO. OF PROPOSAL ITEMS CREATED 7,514 7,188 5,230 5,230 80,868 79,336 20,262

23,765

NO. OF ITEMS FILLED-UP 62 4,172 76,663

% OF FILLEDUP 0% 79.77% 96.63%

22,536

94.83%

NO. OF UNFILLED 7,126 1,058 2,673 1,229

Note: - For 2017, the increase in the number of items created is due to conversion of Teacher II positions of SHS to Teacher I provided to K-10. - The decrease in the number of items created from the proposal is due to the creation SPED Teacher I pos. NEW SCHOOL PERSONNEL POSITIONS 119

- * including SPED Positions - FY 2020 hiring is expected to commence in August 2020

I.5

STATUS OF FILLING-UP FOR SENIOR HIGH SCHOOL FROM FY 2016-2020

FISCAL YEAR

ORIGINAL PROPOSAL

NO. OF ITEMS CREATED (TEACHER II)

2020

2,486

2,452

2,416

2019

4,770

4,765

3,734

78.36%

1,031

2018

232

1,764

1,561

88.49%

203

2017

33,569

30,312

30,248

29,045

96.02%

1,203

2016

40,320

36,788

36,849

35,611

96.64%

1,238

TOTAL

78,891

73,634

73,626

69,951

95.01%

3,675

ACTUAL ALLOCATION DUE TO CONVERSION

NO. OF ITEMS FILLEDUP

% OF FILLEDUP

NO. OF UNFILLED

Source: Status Report from PS as of June 30, 2020 Note: - For FY 2017, the 30,312 created positions is sufficient to address the teacher requirements of SHS. Thus, the balance was converted to Teacher I and was allocated to K-10 - FY 2020 hiring is expected to commence in August 2020

NEW SCHOOL PERSONNEL POSITIONS 120

I.6

STATUS OF FILLING-UP OF NON-TEACHING POSITIONS FOR SENIOR HIGH SCHOOL FROM FY 2016

FISCAL YEAR

ORIGINAL PROPOSA L

NO. OF ITEMS CREATED

CREATED NET OF GC 2 POS

NO. OF ITEMS FILLEDUP

% ITEMS FILLEDUP

NO. OF UNFILLE D

2016

17,216

15,568

12,114

11,259

72.32%

4,309

Source: Status Report from PS as of June 30, 2020 Note: Of the 4,378 unfilled positions, 3,256 are Guidance Counselor II positions which will be converted to other positions

I.7

STATUS OF FILLING-UP OF NON-TEACHING POSITIONS FOR FINANCE POS FOR CENTRAL SCHOOLS AND JUNIOR HIGH SCHOOL (JHS) FOR FY 2017-2018

FISCAL YEAR

ORIGINAL PROPOSAL

NO. OF ITEMS APPROVED FOR CREATION

2018

5,264

4,019

76.35%

1,245

2017

8,002

7,209

90.09%

793

TOTAL

13,266

11,228

84.64%

2,038

NO. OF ITEMS FILLED-UP

% ITEMS FILLED-UP

NO. OF UNFILLED

Source: Status Report from PS as of June 30, 2020

NEW SCHOOL PERSONNEL POSITIONS 121

I.8

REGIONAL STATUS OF HIRING FOR K-SHS TEACHING POSITIONS FY 2017-2019 AS OF MAY 31, 2020 STATUS OF FILLING UP (SY 2017-SY 2020) No. of Items Created

Source: Status Report from PS as of June 30, 2020 NEW SCHOOL PERSONNEL POSITIONS 122

I.9

FINANCIAL PERFORMANCE (IN MILLION PESOS)

YEAR FY 2017 FY 2018 *FY 2019 **FY 2020

ADJ APPRO

ADJ ALLOT

OBLIG

OBLIG RATE

UNOBLIG ALLOT

51,549

24,274

24,081

99.21%

193

41,675

30,833

29,616

96.05%

1,217

33,822

30,295

29,056

95.91%

1,239

19,527

1,269

141

11.14%

1,128

DISB 22,39 6 28,10 2 27,49 7 120

DISB RATE 93.00% 94.89% 94.63% 84.88%

Source: FY 2017-2018 DepEd Statement of Appropriations, Allotments, Obligations, Disbursements and Balances (SAAODB); Note: FY 2017 includes budget for the hiring and filling up of non-teaching positions. *FY 2019 Q4 SAAODB as of December 30, 2019 as of May 7, 2020; CO-FAR not applicable; funds are lodged at the ROs/SDOs/IUs – reports not captured by FAR **FY 2020 Q1 SAAODB as of March 31, 2020 as of May 29, 2020; CO-FAR not applicable; funds are lodged at the ROs/SDOs/IUs – reports not captured by FAR

NEW SCHOOL PERSONNEL POSITIONS 123

OPERATION OF SCHOOLS J.1

WHAT DOES OPERATION OF SCHOOLS MEAN? Operation of Schools covers funds allocated for public elementary and secondary schools for Maintenance and Other Operating Expenses or MOOE that can be spent on activities and necessities that support learning programs and help maintain a safe and healthy environment in schools. These funds are also used to support expenses for personnel services. WHAT ARE THE USES OF SCHOOL MOOE? School MOOE can also be used for the following: 1. Fund activities in the approved School Implementation Plan (SIP) and Annual Implementation Plan (AIP) of the school; 2. Finance expenses pertaining to graduation rites, moving up or closing ceremonies and recognition activities; 3. Fund supplies, rental and minor repair of tools and equipment and other consumables for teachers and students deemed necessary in the conduct of classes and learning activities; 4. Fund minor repairs of facilities, building and grounds maintenance and the upkeep of the schools 5. Procure semi-expendable property items worth less than Php15,000 (including TVL and science class consumables). Note: In accordance with RA 9485 (Anti-Red Tape Act of 2007), schools are mandated by law to have a Transparency Board on MOOE posting all school expenditures using the allocated funds. HOW CAN SCHOOL MOOE SUPPORT BE-LCP? Expanded use of School MOOE 6. Production, reproduction, and distribution of alternative learning modules; 7. Development of home learning guides; 8. Personal Protective Equipment (PPEs); OPERATION OF SCHOOLS 124

9. Production and distribution of Information, Education, and Communication (IEC) collaterals to promote minimum health standards; 10. Maintenance of respiratory and hand hygiene/WASH; 11. Rehabilitation of water and sanitation facilities; and 12. Minor improvements in classrooms for proper ventilation

J.2

WHAT ARE THE FACTORS IN COMPUTING FOR MOOE? The amount of MOOE allocated per school is based on the following factors:    

J.3

Total School Enrolment Number of Teachers Number of Classrooms Number of Graduating Students

HOW IS THE MOOE PROCESSED AND DISTRIBUTED TO THE SCHOOLS? Flow on how the MOOE is processed and distributed to the schools: 1. The Boncodin formula used to compute the school MOOE is proposed to the Department of Budget and Management for approval. 2. DBM approves the MOOE formula and allocations for public elementary and secondary schools. 3. Once Congress and the Senate approve DepEd's budget, which includes the MOOE allocations for public elementary and secondary schools, the General Appropriations Act (GAA) for the year is released. 4. Secondary schools that are IUs get their MOOE directly from DBM. 5. Elementary and non-IU secondary schools get their MOOE from their respective Division Offices through cash advance and monthly liquidation for replenishment.

OPERATION OF SCHOOLS 125

J.4

COMPARISON OF SCHOOL OPERATIONS OVER THE YEARS SCHOOL MOOE APPROPRIATION (IN BILLION PESOS BASED ON GAA) 2020

2019

2018

2017

2016

CURRENT

CONT

TOTAL

Elementary

15.93

0.32

16.25

13.22 12.01 10.21 10.11

Junior High School

10.90

0.26

11.16

9.70

8.34

7.97

7.49

Senior High School

3.75

0.29

4.04

2.88

2.54

3.56

1.08

TOTAL

30.58

0.87

31.45

25.80 22.89 21.74 18.68

SCHOOL MOOE BUDGET UTILIZATION (BASED ON SAAODB) 2020 (Q1) 2017

2018

2019 CURRENT

CONT

OVERALL

Allotment

23,489,737,280 22,896,654,204

27,049,310,891

29,889,779,000

874,763,255

30,764,542,255

Obligation

22,714,819,359 21,632,643,637

25,963,971,950

5,683,292,811

106,689,738

5,789,982,549

95.99%

19.01%

12.20%

18.82%

25,429,559,893

5,351,307,860

74,180,125

5,425,487,985

97.94%

94.16%

69.53%

93.70%

Oblig Rate

96.70%

94.48%

Disbursement 20,795,622,262 20,973,242,240 Disb. Rate

91.55%

96.95%

OPERATION OF SCHOOLS 126

CURRENT SCHOOL MOOE BUDGET UTILIZATION (BASED ON 1ST QTR FY2020 SAAODB)

Elementary Junior High School Senior High School TOTAL

3,084,968,832

OBLIG RATE 19.74%

2,873,500,974

DISB RATE 93.15%

10,515,958,000

2,086,004,403

19.84%

1,988,306,592

95.32%

3,749,007,000

512,319,576

13.67%

489,500,294

95.55%

29,889,779,000

5,683,292,811

19.01%

5,351,307,860

94.16%

ALLOT

OBLIG

15,624,814,000

DISB

CONTINUING SCHOOL MOOE BUDGET UTILIZATION (BASED ON 1ST QTR FY2020 SAAODB)

325,576,060

38,490,288

OBLIG RATE 11.82%

261,414,966

29,620,694

287,772,229 874,763,255

ALLOTMENT Elementary Junior High School Senior High School TOTAL

28,727,043

DISB RATE 74.63%

11.33%

22,751,006

76.81%

38,578,756

13.41%

22,702,076

58.85%

106,689,738

12.20%

74,180,125

69.53%

OBLIG

DISB

TOTAL CONTINUING & CURRENT SCHOOL MOOE BUDGET UTILIZATION (BASED ON 1ST QTR FY2020 SAAODB)

Elementary Junior High School Senior High School TOTAL

3,123,459,120

OBLIG RATE 19.58%

2,902,228,017

DISB RATE 92.92%

10,777,372,966

2,115,625,096

19.63%

2,011,057,598

95.06%

4,036,779,229

550,898,332

13.65%

512,202,370

92.98%

30,764,542,255

5,789,982,549

18.82%

5,425,487,985

93.70%

ALLOT

OBLIG

15,950,390,060

DISB

OPERATION OF SCHOOLS 127

J.5

WHAT FORMULA IS USED TO COMPUTE FOR THE MOOE NEEDED BY SCHOOLS? School MOOE = Fixed cost + (No. of Enrollees x Allowable Amount) + (No. of Teachers x Allowable Amount) + (No. of Classrooms x Allowable Amount) + (No. of Graduating Students x Allowable Amount)

BONCODIN FORMULA For School MOOE of Elementary School (ES), add the sum of (1) fixed cost, (2) number of enrollees multiplied by enrolment allowable amount, (3) number of teachers multiplied by teacher allowable amount, (4) number of classrooms multiplied by classroom allowable amount, (5) number of graduates multiplied by graduation allowable amount For School MOOE of Junior High School (JHS), add the sum of (1) fixed cost, (2) number of enrollees multiplied by enrolment allowable amount, (3) number of teachers multiplied by teacher allowable amount, (4) number of classrooms multiplied by classroom allowable amount, (5) number of graduates multiplied by graduation allowable amount Note: For FY 2020 computation

ES MOOE = 117,600 + (No. of Enrollees x 300) + (No. of Teachers x 6,000) + (No. of Classrooms x 4,500) + (No. of Graduating Students x 300)

JHS MOOE= 172,800 + (No. of Enrollees x 480) + (No. of Teachers x 9,600) + (No. of Classrooms x 7,200) + (No. of Graduating Students x 300)

OPERATION OF SCHOOLS 128

J.6

REGIONAL ALLOCATION AND OBLIGATION

ADJUSTED UNOBLIGATE OBLIGATION ALLOTMENT D ALLOTMENT NCR 2,106 462 1,644 CAR 682 128 554 Region I 1,729 371 1,358 Region II 1,256 258 997 Region III 2,948 675 2,275 Region IV-A 3,334 652 2,682 Region IV-B 1,273 302 971 Region V 2,479 166 2,313 Region VI 2,640 525 2,115 Region VII 2,407 566 1,842 Region VIII 2,060 389 1,671 Region IX 1,338 205 1,133 Region X 1,494 270 1,224 Region XI 1,545 325 1,220 Region XII 1,581 277 1,305 Region XIII 1,070 207 863 29,943 5,778 24,166 TOTAL Based on 1st Quarter FY2020 SAAODB; Figures are in Million Pesos REGION

UNRELEASED APPRO 31 0 0 0 2 1 1 1 1 2 4 1 1 0 0 0 43

OPERATION OF SCHOOLS 129

SCHOOL-BASED FEEDING PROGRAM (SBFP) K.1

WHAT IS THE SCHOOL-BASED FEEDING PROGRAM? The School-Based Feeding Program (SBFP) is a health intervention strategy implemented by the Department of Education to provide good nutrition to learners amidst the COVID-19 pandemic. The Department shall continue the implementation of the School-Based Feeding Program (SBFP) for SY 20202021 to address hunger and encourage learners to enroll, to contribute to the improvement of their nutritional status, provide nourishment for their growth and development and help boost their immune system, and enhance and improve their health and nutrition values. The School-Based Feeding Program (SBFP) was previously known as the Breakfast Feeding Program (BFP) to address the short â&#x20AC;&#x153;short-term-hunger syndromeâ&#x20AC;? among public elementary school children. Short term hunger is a condition experienced by children who do not eat breakfast and/or walk long distances to reach school which results to nonattendance and/or inattentiveness in class. The program was renamed to SBFP so as not to limit the feeding to breakfast only, the school can decide what time to conduct the feeding that will best address the nutritional needs of the learners. The SBFP aims to provide hot meals to undernourished learners and must meet 1/3 of the recommended intake based on the Phil. Dietary Reference Intakes (PDRI). The feeding program is also utilized as an avenue for the development of health and nutrition values and behavior among the children.

SCHOOL-BASED FEEDING PROGRAM 130

K.2

WHO ARE THE BENEFICIARIES OF THE SBFP? The program targets wasted (W) and severely wasted (SW) Kinder to Grade 6 pupils. They are identified thru a Nutritional assessment which is done in June of each year. The height and weight of the students are recorded in order to identify the wasted (W) and severely wasted (SW) students based on World Health Organization - Child Growth Standards (WHO-CGS). The SBFPâ&#x20AC;&#x2122;s primary beneficiaries (for Nutritious food products) for SY 20202021 shall be all incoming kindergarten learners, and the Grade 1 to Grade 6 learners who were wasted and severely wasted based on the SY 2019-2020 SBFP report. The target beneficiaries for SBPF FY 2020 is 1,775,349 learners for both food and Milk component. There shall also be an additional 1,775,349 beneficiaries for SBFP (for nutritious food products) to cover secondary beneficiaries from among stunted learners, pupils-at-risk-of dropping-out (PARDOs), Indigenous Peoples, and those coming from indigent families. Hence beneficiaries for Nutritious Food Packs shall be increased to 3,550,698 learners. The beneficiaries for the SBFP-Milk Feeding Program Component will be the original target enumerated above and all Kindergarten learners (i.e. 1,775,349).

K.3.

HOW WILL THE SCHOOL â&#x20AC;&#x201C; BASED FEEDING PROGRAM BE IMPLEMENTED DURING THIS TIME OF COVID-19 PANDEMIC AND CONSIDERING THAT THERE WILL BE NO FACE-TO-FACE LEARNING? Feeding Days To achieve a significant impact on the nutritional status of children, the feeding is programmed for 120 days. However, due to the COVID-19 pandemic and in consideration of the validity of FY 2020 funds, the remaining feeding days is at least 60 for nutritious food products and 50 days for fresh/sterilized milk.

SCHOOL-BASED FEEDING PROGRAM 131

Food Commodities and Milk Food commodities to be served to the beneficiaries are ready-to-eat/easy-toprepare nutritious food products (fortified or enriched breads or pastries, fruits in season, root crops, and nutria-packs) and fresh/sterilized milk. These food items shall still meet one-third (1/3) of the beneficiariesâ&#x20AC;&#x2122; daily requirements for energy (calories, protein, vit. A, and iron) as specified in the Philippine Dietary Reference Intakes (PDRI). For the Milk Feeding Program Component, DepEd, through the BLSS-SHD, shall seek the assistance of and coordinate with the National Dairy Authority (NDA) and Philippine Carabao Center (PCC) in identifying, gaining access to and dealing with the local dairy farms and/or cooperatives for the sourcing and procurement of fresh milk and sterilized milk, as well as the provision of technical assistance and other services in ensuring the production, processing, packaging, delivery and storage, as well as the safety and hygiene of the fresh milk and sterilized milk that are to be given to the intended beneficiaries. Delivery of Food and Milk Without the assurance of a face-to-face learning, schools are encouraged to strategize schemes to deliver the NFP and milk packs to the children. The following options are offered: a. Parents can pick-up the NFP and milk on designated days and time. b. School personnel may opt to distribute the NFP and milk from the school to the homes of the beneficiaries by contracting local utility vehicles in the community within reasonable costs. c. School personnel may coordinate with partners such as the barangay or NGOs to distribute the milk packs from the school to the homes of the beneficiaries.

K.4

HOW MUCH IS THE ALLOCATED BUDGET PER BENEFICIARY? â&#x2014;? Feeding (nutritious food products) budget = Php 18.00 per beneficiary multiplied by the number of feeding days (120 days). 60 days only for FY 2020

SCHOOL-BASED FEEDING PROGRAM 132

● Operational expense budget = Php 2/beneficiary multiplied by the number of feeding days (120 days). ● Milk Feeding = Php 18/beneficiary multiplied by the number of milk feeding days (60 days). 50 days for FY 2020

K.5

HOW DOES DEPED DETERMINE THE FOOD COST PER BENEFICIARY? The basis for the cost of the hot meal is the recommended recipes developed by the DepEd which was released in a Standardized Recipe book for the Schoolbased Feeding Program (using Malunggay) and other standardized recipes developed by partners. The Php 18 budget per beneficiary was first implemented last SY 2016-2017 from a previous amount of Php 16 per beneficiary. This was increased to Php 20.00 per beneficiary this FY 2020. For the milk feeding, the cost for fresh milk and sterilized milk was based on the market survey conducted by NDA with local dairy industry.

K.6

HOW MANY MEALS ARE GIVEN TO THE BENEFICIARIES IN ONE DAY? Children get one meal in one day. In special instances (e.g. excess funds or shortened feeding days), double-feeding is done where children are fed two meals in one day (double-feeding). For FY 2020, it will be 60 days. Children are also provided with 200 ml of fresh or sterilized milk for 50 days for FY 2020.

K.7

WHO ARE THE PARTNERS OF DEPED IN THE FEEDING ACTIVITIES? LGUs Jollibee Group Foundation Ateneo Center for Educational Development (ACED) UN-World Food Programme’s On-site Feeding Program (in conflict areas of BARMM) ● Gawad Kalingan or Kusina ng Kalinga (12 Central Kitchen in select municipalities-Gawad Kalinga) ● ● ● ●

SCHOOL-BASED FEEDING PROGRAM 133

● Pasiglahin ang Estudyanteng Pinoy Program and other unreported partners ● National Dairy Authority (NDA) ● Philippine Carabao Center (PCC)

K.8

HOW HAS THE PROGRAM PERFORMED HISTORICALLY? The program’s budget has been increasing year on year with the most increase in 2015 alongside an increase in the number of beneficiaries. FY 2020 2020 FINANCIAL PERFORMANCE In Millions ADJ. ALLOT OBLIG OBLIG % DISB (Php)

FY 2020

DISB %

Current

5,966

0.88

.01%

Continuing

0.16

Source: CO FAR 1 (Continuing and Current) as of July 14, 2020 from CO Budget Division

Notes: 1)The Current and Continuing Funds represent funds at the CO only. For FY 2019 Continuing Funds, 995 Million was already downloaded to the Divisions; 2) PhP 500 Million Unreleased Fund was discontinued due to Bayanihan Act. FY 2020 PHYSICAL PERFORMANCE PROGRAM ACCOMPLISHMENT SY ACCOMPLISHMENT TARGETS RATE 2020 1,821,465 0 0% Note: Feeding starts during the beginning of classes. Opening of classes moved to October 5. 2020

YEARS

HISTORICAL FINANCIAL PERFORMANCE ADJ. OBLIG. OBLIG. % DISB. ALLOT.

DISB. %

2014

353

215

61.00%

188

87.39%

2015

2,773

1,535

55.35%

1,101

71.76%

2016

6,201

4,223

70.14%

3,347

79.25%

2017

6,646

6,221

93.62%

4,587

73.73%

2018

5,295

4,990

94.24%

4,533

90.84%

2019

5,139

4,063

79.05%

3,750

92.31%

SCHOOL-BASED FEEDING PROGRAM 134

Notes: 1. For the FY 2014-2017, SBFP is lodged under GAA line item Health and Nutrition; Also includes current and continuing funds The number of beneficiaries reached through this program has increased year on year with a notable jump in 2018, which more than doubled. Accomplishment rate versus the target set by the program has remained high at an average of 94.78% in the last 5 years. PROGRAM ACCOMPLISHMENT ACCOMPLISHMENT TARGETS RATE 2013 41,820 41,636 99.56% 2014 562,262 530,807 94.40% 2015 1,160,155 1,097,065 94.56% 2016 1,918,464 1,800,884 93.87% 2017 1,823,443 1,733,236 95.05% 2018 2,252,932 2,163,222 96.01% 2019 1,836,793 1,740,612* 94.76% Source: Budget Accountability Reports (BAR) -1 FY 2015-2019 *As of 4rd Quarter FY 2019 BAR SY

K.9

IMPLEMENTATION OF THE SCHOOL-BASED FEEDING PROGRAM

PROCESS/ACTIVITY

Approval of AR for downloading of funds Downloading of funds for SBFP & Program Support Funds Approval of the SBFP Guidelines FY 2020 Release of Guidelines Preparation of MOA between SDOs and NDA/PCC Field

FY 2019 CARRY-OVER HOT MILK MEALS

None

991M Downloaded

DO No. 18 s. 2019

DO No. 36 s. 2019

FY 2020 NFP MILK June

June

July

MarchJune June 2020

March-June June July

SCHOOL-BASED FEEDING PROGRAM 135

Offices for SY 2020 Funds for Milk Transfer of funds from SDOs to NDA/PCC (field offices) Possible procurement of Commercial Milk

July-August

N/A

SeptemberOctober

N/A

For further discussion

For SY 2020-2021 Aug-Sept (B1) SeptemberSept-Oct (B2) December Oct-Nov (B3) for 2020 mapping

Actual feeding

November 2020 – March 2021

K.10 FY 2021 BUDGET PROPOSAL *Adjusted to PhP 6.0 B. Unreleased Fund of PhP 500 Million was discontinued due to FY 2019 Financial Physical

PhP 4.967 B 1,836,793 learners

FY 2021 FY 2020 DEPED PROPOSAL PhP 6.475* PhP 10.9 B 1,821,465 3,011,388 learners learners

FY 2021 NEP PhP 5.975 B 1,775,349 learners

Bayanihan

Details DEPED PROPOSAL Financial Requirements: Php 10,864,559,477

FY 2021 NEP Financial Requirements: PhP 5,974,518,000

Target Beneficiaries 3,011,388 learners

Target Beneficiaries 1,775,349 learners

Parameters Food - Php 20/ 120 days PhP 19/60 days - Milk

Parameters Php 20/ 120 days - Food PhP 19/50 days – Milk Program Support Funds – 4% (PhP 27 M)

Source: Program Team as of August 26, 2020 SCHOOL-BASED FEEDING PROGRAM 136

K.11 WHAT ARE THE CHALLENGES OF THE PROGRAM? 

For FY 2020, there will be no face-to-face learning, hence it will be difficult to administer the program in school.

● Liquidation and accounting procedures – Liquidation issues cause a delay in the release of cash advances to the field. While non-standard accounting procedures and various accounting interpretations confused the implementers in terms of the requirements and process. ● Reporting – incorrect and incomplete data affect the overall impact evaluation of the program. Inaccurate collection of the data for baseline numbers affect the budget preparations as well as planning of targets for the year. There is also difficulty in collecting Fiscal Year Reports since terminal reports are submitted at the end of the school-year (March) ● Understaffing – This affects both the Central Office program team as well as the field implementers. Teachers assigned in this program have raised the issue on excessive workload as well as challenges in the granting of credit service. Central office is unable to properly monitor the program in the field effectively and in a timely manner due to lack of manpower. Currently, the manpower is limited to handle the workload of data consolidation.

K.12 WHAT HAS DEPED DONE TO HURDLE THESE CHALLENGES?  Without the assurance of a face-to-face learning this SY 2020, schools are encouraged to strategize schemes to deliver the NFP and milk packs to the children. The following options are offered: a. Parents can pick-up the NFP and milk on designated days and time. b. School personnel may opt to distribute the NFP and milk from the school to the homes of the beneficiaries by contracting local utility vehicles in the community within reasonable costs. c. School personnel may coordinate with partners such as the barangay or NGOs to distribute the milk packs from the school to the homes of the beneficiaries.

SCHOOL-BASED FEEDING PROGRAM 137

● Consultative meetings were done with the field implementers. Feedback from the field were integrated in the Multi-Year Guidelines issued in 2017 and the Supplementary Guidelines issued in 2019. The program regularly conducts Program Implementation Review before the start of school year. Program Implementation Review on SBFP is being strengthened to provide an avenue for implementers to share best practices ● Promotion of other modalities in the delivery of SBFP The regular SBFP scheme which releases cash advances to school principals is the most widely used scheme in implementing the program. However, the difficulty in liquidating the funds by some school principals causes delay in the implementation. Divisions/schools may explore other modalities in delivering the program such as division-wide procurement, central kitchen or LGU-led procurement ● Accounting and liquidation issues were raised in the Preparatory Meeting for Quadripartite Meeting (DepEd, COA, DBM, and BTr). There is an ongoing discussion between DepEd and DBM to consider SBFP Funds as a grant. ● Issues on reporting/data management were addressed, capacitating the program focal person on use of technology to provide efficiency in collecting data from the field. ● The use of other modalities in the procurement and preparation of food like Central Kitchen, catering and hiring of cook are being promoted to lessen the workload of teachers. Schools are also encouraged to tap parents and other external partners to participate in the activities during actual feeding. ● The Multi-Year Guidelines allow the granting of service credits to teachers who are members of the SBFP Core Group and who are rendering beyond the required eight hour of service and during weekends or holidays.

SCHOOL-BASED FEEDING PROGRAM 138

TEACHER BENEFITS AND OTHER ALLOWANCES

TEACHER BENEFITS AND OTHER ALLOWANCES L.1

WHAT IS CASH ALLOWANCE? The amount appropriated herein for Cash Allowance to teachers shall be used for the payment of Three Thousand Five Hundred Pesos (P3,500) per classroom teacher for every school year for the purchase of teaching supplies and materials. Source: GAA 2020, DepEd Special Provision No.10.

L.2

WHAT IS THE TREND OF THE AMOUNT OF CASH ALLOWANCE FROM 1988 ONWARDS? FISCAL YEAR 1988 1989 1993 2008 2009 2012 2015 2017 2018 2019 2020

CASH ALLOWANCE AMOUNT 100 200 300 500 700 1,000 1,500 2,500 3,500 3,500 3,500

% INC FROM THE PREVIOUS YEAR 100.00% 50.00% 66.67% 40.00% 42.86% 50.00% 66.67% 40.00% 0.00% 0.00%

TEACHER BENEFITS AND OTHER ALLOWANCES 139

TEACHER BENEFITS AND OTHER ALLOWANCES L.3

HOW IS THE CASH ALLOWANCE RELEASED TO THE FIELD? FOR EXISTING TEACHING ITEMS:

DBM

IUs (may or may not apply) / Teachers

FOR NEWLY-CREATED TEACHING ITEMS:

DBM

IUs (may or may not apply) / Teachers

TEACHER BENEFITS AND OTHER ALLOWANCES 140

TEACHER BENEFITS AND OTHER ALLOWANCES L.4

WHAT IS THE SALARY OF TEACHERS BASED ON THEIR LEVEL?

Item Name Salary Grade Teacher I 11 Teacher II 12 Teacher III 13 Head Teacher I 14 Head Teacher II 15 Head Teacher III 16 Head Teacher IV 17 Head Teacher V 18 Head Teacher VI 19 Special Education Teacher I 14 Special Education Teacher II 15 Special Education Teacher III 16 Special Education Teacher IV 17 Special Education Teacher V 18 Master Teacher I 18 Master Teacher II 19 Master Teacher III 20

2017 2nd 2016 First Tranche Tranche 19,077 19,620 20,651 21,387 22,328 23,257 24,141 25,290 26,192 27,565 28,417 30,044 30,831 32,747 33,452 35,693 36,409 39,151 24,141 25,290 26,192 27,565 28,417 30,044 30,831 32,747 33,452 35,693 33,452 35,693 36,409 39,151 39,768 43,250

2018 3rd Tranche 20,179 22,149 24,224 26,494 29,010 31,765 34,781 38,085 42,099 26,494 29,010 31,765 34,781 38,085 38,085 42,099 47,037

2019 4th Tranche 20,754 22,938 25,232 27,755 30,531 33,584 36,942 40,637 45,269 27,755 30,531 33,584 36,942 40,637 40,637 45,269 51,155

2020 1st TrancheSSLV 22,316 24,495 26,754 29,277 32,053 35,106 38,464 42,159 46,791 29,277 32,053 35,106 38,464 42,159 42,159 46,791 52,703

TEACHER BENEFITS AND OTHER ALLOWANCES 141

TEACHER BENEFITS AND OTHER ALLOWANCES L.5

WHAT ARE THE OBJECTIVES OF THE SPECIAL HARDSHIP ALLOWANCE (SHA)? Hardship allowances for teachers have two main possible, non-mutually exclusive, objectives: ● To serve as an incentive for teachers or more qualified or experienced teachers to take positions in areas where they are lacking; or ● To compensate them for the hardship they are facing, in terms of danger, difficulty to teach, cost of living, etc.

L.6

WHO ARE THE RECIPIENTS OF THE SPECIAL HARDSHIP ALLOWANCE (SHA)? The Grant of SHA applies to four categories: ● Classroom teachers in elementary and secondary schools and school heads/administrators assigned to a hardship post; ● Multi-grade teachers; ● Mobile teachers; and ● Non-formal Education or Alternative Learning System (ALS) Coordinators. Source: (1) DBM’s National Budget Circular No. 514 December 5, 2007- Guidelines on the Grant of Special Hardship Allowance

L.7

WHAT IS SPECIAL HARDSHIP ALLOWANCE (SHA)? Special Hardship Allowance (SHA) is the amount used exclusively for teachers exposed to hardship posts, teachers assigned to handle multi-grade classes, mobile teachers and Alternative Learning System (ALS) coordinators based on the guidelines issued jointly by DepEd and DBM, subject to the following: a. Priority shall be given to teachers assigned to hardship posts; and; b. The aggregate amount of allowance to be given to said teachers at any given time shall not exceed twenty-five percent (25%) of their total basic salary for the year. Source: GAA 2020, DepEd Special Provision No. 9.

TEACHER BENEFITS AND OTHER ALLOWANCES 142

TEACHER BENEFITS AND OTHER ALLOWANCES L.8

HOW IS THE SPECIAL HARDSHIP ALLOWANCE (SHA) COMPUTED? 1. For classroom teachers in elementary and secondary schools and school heads/administrators assigned to a hardship post. SHA = (basic salary x rate per distance) x no. of days present in a mo. number of working days in a month The rate per distance is specified as: DISTANCE1 5-10km 11-20km 21km & above

RATE PER DISTANCE (% OF BASIC SALARY) 15% 20% 25%

Distance in kilometers of the hardship post from the nearest point of available regular, motorized land/water transport. 2. For multi-grade teachers

Hand Handling of classes of 2 grade levels Handling of classes of 3 grade levels Handling of classes of 4 or more grade levels

SHA 15% of basic salary 20% of basic salary 25% of basic salary

3. For mobile teachers and Alternative Learning System (ALS) Coordinators

Handling 1 learning level Handling 2 different learning levels Handling 3 or more learning levels

SHA 15% of basic salary 20% of basic salary 25% of basic salary

Learning levels refer to: a) Basic Literacy b) Elementary Level c) Secondary Level d) Special Projects, i.e. income-generating projects, projects involving hearing impaired, informal education for parents, or indigenous people

TEACHER BENEFITS AND OTHER ALLOWANCES 143

TEACHER BENEFITS AND OTHER ALLOWANCES L.9

WHAT ARE THE TEACHER’S BENEFITS AND OTHER INCENTIVES?

Personal Economic Relief Allowance (PERA)

2,000.00 per month (total of Php 24,000)

Clothing/uniform allowance

6,000.00

Mid-Year bonus

One month basic salary

Year-end bonus

One month basic salary

Cash gift

5,000.00

Productivity Enhancement Incentive

5,000.00

Performance-Based Bonus

based on school performance

Proportional Vacation Pay

Proportional vacation pay during Christmas and summer for those who have rendered full services during the school year

Cash Allowance for Teachers

3,500.00/year/classroom teacher*

 



One step increment for every three (3) years of continuous satisfactory performance Hardship allowance to teachers assigned in hardship posts (cannot be reached by regular means of transportation through hiking or banca/motorcycle rides), mobile teachers and multi-grade teachers (15-25% of basic salary) Honoraria for teaching overload subject to funds availability

*per definition of classroom teacher pursuant to the Special Provision No. 10 and RA 4670 otherwise known as, Magna Carta for Public School Teachers, Sec. 2

L.10 WHAT IS THE NEW TEACHER’S BENEFITS AND OTHER INCENTIVES IN FY 2020? World Teachers’ Day Incentive Benefit The amount appropriated herein under World Teachers' Day Incentive Benefit shall be granted during the Annual World Teachers' Day celebration in the amount of One Thousand Pesos (P1,000) per teacher subject to the guidelines issued by the DepEd. Source: GAA 2020, Special Provision No. 12; reviewed implementing guidelines is still in process. TEACHER BENEFITS AND OTHER ALLOWANCES 144

TEXTBOOKS AND OTHER INSTRUCTIONAL MATERIALS M.1 TEXTBOOKS AND INSTRUCTIONAL MATERIALS PROGRAM PERFORMANCE M.1.1 FY 2020 FINANCIAL PERFORMANCE FY 200 FINANCIAL PERFORMANCE (IN MILLION PESOS) ADJ. FY 2019 OBLIG OBLIG % DISB DISB % ALLOT Current 959 4 0.44% 0 0.00% Continuing

1,674

210

12.55%

0.00%

Source: CO FAR 1 (Continuing and Current) as of July 14, 2020 from CO Budget Division M.1.2 FY 2020 PHYSICAL PERFORMANCE

INDICATORS FY 2020 Fund FY 2029 Fund TOTAL

NO OF MANUSCRIPTS PROCURED GAA REVISED ACTUAL % TARGET TARGET 5 0 0 0% 60 0 0% 60 0 0%

REMARKS

Deferred. Prioritized the procurement of Self-Learning Modules Source: FY 2020 Quarter 2 Budget Accountability Report (BAR) As of June 30, 2020

TEXTBOOKS AND OTHER INSTRUCTIONAL MATERIALS 145

INDICATORS

FY 2020 Fund

FY 2019 Fund FY 2018 Fund(Remaining Tx/IMs)

FY 2017 Fund, TX and IMs/LMs, Transferred to DBM-PS

NO. OF TEXTBOOKS AND IMS/LEARNING MATERIALS PROCURED GAA REVISED ACTUAL REMARKS TARGET TARGET % With approved AR fo Kinder AS, GR 1 English AS, and Gr 4 LR; 10,255,064 0 0% Changed Gr 10 Math, English, & EsP to Gr 9 AP, ESP and Gr 10 Music and Art for preparation of AT 3,811,646 0 0% With ATC and PPMP 0

40,810,994

Procured in 2019

 Gr. 2 & 8 – for revision of subject areas to be printed Gr. 8 English, Filipino, Math, & EsP – ongoing delivery by vibal • Basa Leveled Reader, Kinder TG & Gr. 3 EsP – Awaiting for price quotation from supplier • Gr. 3 AP – Ongoing delivery • A&E and BLLM – BAC V awaiting for price quotation from supplier

TEXTBOOKS AND OTHER INSTRUCTIONAL MATERIALS 146

INDICATORS

GAA TARGET

REVISED TARGET

ACTUAL

REMARKS • Braille software & Equipment disqualified in the post qualification. 9 units of portable Braille Display delivered • Manipulative toys 4 lots delivered. 6 lots delivered. 3 Lots awarded to Nikka Trading - ongoing delivery

TOTAL

54,877,707

Source: FY 2020 Quarter 2 Budget Accountability Report (BAR) As of June 30, 2020 NO. OF TEXTBOOKS AND IMS/LEARNING MATERIALS PRINTED AND DELIVERED GAA REVISED INDICATORS ACTUAL % REMARKS TARGET TARGET With approved AR for Kindergarten Activity Sheets, Gr. 1 English Activity Sheets, and Gr. 4 LR. FY 2020 Fund 10,255,064 0 10,255,064 0% Changed the Gr. 10 Math, Eng, & EsP to Gr. 9 AP, EsP and Gr. 10 Music and Arts for preparation of A FY 2019 Fund Continuing 4,019,500 0 0% On-going press proofing (Activity Sheets TEXTBOOKS AND OTHER INSTRUCTIONAL MATERIALS 147

INDICATORS FY 2019 Fund Continuing (A&E Modules) ii.c FY 2019 Fund Continuing (Recipe Book, 4 MINIMA, CCP Encyclopedia) FY 2018 Fund Continuing Funds

FY 2018 Fund Continuing (TX/IMs procured last 2018 )

FY 2018 Fund Continuing (Remaining TX/IMs) FY 2017 Fund Continuing Funds FY 2017 Fund, TX & IMs/LMs (Remaining balance)

GAA TARGET

REVISED TARGET

ACTUAL

7,658,418

257,950

3.37%

3,811,646

23,409,920

5,627,000

24.04%

8,437,807

4,613,851

14,972,113

1,013,154

57,783,994

102,000

16,718,000

REMARKS On-going press proofing Recipe Book, 4 MINIMA AR for review, CCP Encyclopedia deferred

Ongoing printing and delivery - Vicarish 5,233,103 Ongoing delivery (Zone 3 & 4)Victorious 1,075,304 Gr. 4 Math (Zone 1, 2, 3) by Prinpia with issues at Bureau of Customs - 1,715,281 54.68%

On-going press proofing

.17%

16,718,000 - ongoing delivery 4,321,929 - For termination of contract. The supplier, Book Media, required a price adjustment

TEXTBOOKS AND OTHER INSTRUCTIONAL MATERIALS 148

INDICATORS

iv.b FY 2017 Fund, TX & IMs/LMs, Transferred to DBM-PS

GAA TARGET

REVISED TARGET

41,065,994

ACTUAL

102,000

REMARKS

.24%

• Gr. 2 & 8 – for revision of subject areas to be printed Gr. 8 English, Filipino, Math, & EsP – ongoing proofing of manuscripts • Basa Leveled Reader, Kinder TG & Gr. 3 EsP – Awaiting for price quotation • Gr. 3 AP – awarded. Ongoing proofing • A&E and BLLM – BAC V awaiting for price quotation from supplier • Braille software disqualified in the postqualification. Braille equipment (9 units of portable Braille Display) awaiting issuance of NOA • 6 lots delivered. 3 Lots awarded to Nikka Trading ongoing delivery

TOTAL 106,938,542 5,986,955 5.60% Source: FY 2020 Quarter 2 Budget Accountability Report (BAR) As of June 30, 2020 TEXTBOOKS AND OTHER INSTRUCTIONAL MATERIALS 149

HISTORICAL PERFORMANCE FY

GAA

ADJ. ALLOT

OBLIG

OBLIG %

DISB

DISB %

2019

1,844

3,793

1,009

26.61%

159

15.75%

2018

2,991

2,990

1,042

34.84%

108

10.39%

2017

3,041

6,724

6,627

98.56%

181

2.73%

2016

4,182

6,605

2,615

39.59%

320

12.26%

Source: Year-End Statement of Appropriations, Allotments, Obligations, Disbursements and Balances (SAAODB)

TEXTBOOKS AND OTHER INSTRUCTIONAL MATERIALS 150

PHYSICAL PERFORMANCE TABLE 1: NO. TEXTBOOKS PRINTED AND DELIVERED FY

FUND SOURCE

TARGETS 118,475,901

2019*

2018

ACTUAL 18,535,045

REMARKS

15.64%

FY 2019

11,677,918

FY 2018 (procured in 2018)

11,792,221

3,354,414

28.44%

Ongoing Printing and Delivery (Grade 4 and 10)

FY 2018 Remaining)

14,972,113

Ongoing pre-procurement

FY 2018 Activity Sheets

3,913,000

100%

FY 2017 Remaining

25,779,929

4,740,000

18.39%

4,321,929 with issue on price escalation 16,718,000 -ongoing delivery

FY 2017-Transferred to DBM PS

50,340,720

9,274,726

18.42%

Ongoing procurement

147,748,555

40,852,666

27.65%

FY 2018

30,775,240

Ongoing procurement. Carried over to 2019

FY 2017

66,632,595

40,852,666

61.31%

21,468,000 Ongoing Printing; 4,321,929 with issue on price escalation

TEXTBOOKS AND OTHER INSTRUCTIONAL MATERIALS 151

FY 2017 (DBM-PS)

2017

50,340,720

152,225,331

92,983,091

61.08%

FY 2017

27,951,000

Transferred to DBM-PS

FY 2016

49,924,496

24,408,000

48.89%

Variance Programmed using 2017 Funds

74,349,835

68,575,091

92.23%

Variance due to Failed Bidding. Programmed using FY 2017 Funds

144,739,140

16,631,414

11.49%

FY 2016

70,389,305

16,631,414

23.63%

Revised carry-over target in 2017

FY 2015

74,349,835

Awarded December 2016; Printed and delivered in 2017

FY 2015

2016

Ongoing Procurement at DBM-PS

Source: Year-End Budget Accountability Reports (BAR) * 4th Quarter FY 2019 BAR

TEXTBOOKS AND OTHER INSTRUCTIONAL MATERIALS 152

TABLE 2: NO. OF TEXTBOOKS AND INSTRUCTIONAL MATERIALS PROCURED FY

SOURCE FUND FY 2019

2019

2018

2017 2016

FY 2018 Remaining FY 2017Transferred to DBM -PS

TARGETS

ACTUAL

76,990,751

36,167,757

46.98%

11,677,918

100%

14,972,113

14,960,113

99.92%

50,340,720

9,529,726

18.93%

81,115,960

15,705,221

19.36%

2018

30,775,240

15,705,221

51.03%

2017 -DBM PS

50,340,720 115,080,515 61,761,800 53,318,715 179,669,340

0 66,632,595 13,762,000 52,870,595 84,936,505

0% 57.90% 22.28% 99.16% 47.27%

FY 2017 FY 2016

REMARKS Awarded in December. Ongoing printing and delivery Awarded in December. Ongoing printing and delivery Ongoing procurement

15.06 Million balance is for procurement for printing and delivery of of Gr.4 (AP and ESP Txs) and Gr 10 (English, Math, and ESP Txs). Materials ongoing conformance review of DepEd Focal Persons Ongoing Procurement at DBM-PS Transferred to DBM-PS Transferred to DBM-PS

TEXTBOOKS AND OTHER INSTRUCTIONAL MATERIALS 153

FY 2016

100,706,537

16,613,231

16.50%

FY 2015

78,962,803

68,323,274

86.53%

G2 and G8 existing LRs for printing and delivery deferred not programmed for procurement of new manuscripts in 2017 Variance due to failed bidding. Charged to FY 2016 Funds

Source: Year-End Budget Accountability Reports (BAR) * 4TH Quarter FY 2019 BAR

TABLE 3: NO. OF MANUSCRIPTS PROCURED FY

2019*

2018

FUND SOURCE

TARGETS

ACTUAL

34.83%

FY 2019

FY 2018

92.86%

FY 2018 Remaining

10.42%

FY 2018

39.34%

REMARKS

Ongoing procurement

21 titles failed and for rebid. 22 titles did not push through due time constraints and to be continued using FY 2020 Continuing Funds 37 manuscripts failed in procurement. Reasons for failure include: failure in content evaluation (27 manuscripts), No bidder (5), and Waiting for resolution (5)

TEXTBOOKS AND OTHER INSTRUCTIONAL MATERIALS 154

2017

69.09%

FY 2017

27.27%

FY 2016

96.97%

Variance programmed using FY 2018 Funds Variance programmed to using FY 2018 Funds

Source: Year-End Budget Accountability Reports (BAR) * 4th Quarter FY 2019 BAR

TEXTBOOKS AND OTHER INSTRUCTIONAL MATERIALS 155

STATUS OF DELIVERY (BY FUND SOURCE) FUND SOURCE

TARGETS

REVISED TARGETS (CHANGES IN THE CARRY OVER TARGETS)

DELIVERED

ONGOING DELIVERY

ONGOING PROCUREMENT

VARIANCE

REMARKS

Lapsed Budget. Variance 2016 70,389,305 66,555,910 41,039,414 25,516,496 Reprogramme d for FY 2017 Procurement Variance of 4,321,929 is due IMs not 2017 27,951,000 116,973,315 54,867,392 16,718,000 41,065,994 4,321,929 delivered due to price escalation issues 2018 30,775,240 30,677,334 7,267,414 23,409,920 0 2019 8,903,357.00 11,677,918 11,677,918 0 TOTAL 129,115,545 214,206,559 103,174,220 40,127,920 41,065,994 29,838,425 Source: FY 2019 Fourth Quarter Physical Accomplishment Report (BAR-1) as of December 31, 2019 (Submitted February 14, 2014)

TEXTBOOKS AND OTHER INSTRUCTIONAL MATERIALS 156

M.2. PRINTING OF SELF-LEARNING MODULES A total of PhP 10.411 Billion was realigned to Flexible Learning Option (FLO) to fund the requirements for Self-Learning Module Requirements of Basic Education â&#x20AC;&#x201C; Learning Continuity Plan (BE-LCP) COST REQUIREMENTS SY 2020-2021

PHYSICAL

FINANCIAL

11,228,387

15,664,062,274

Q2 Q3 Q4 TOTAL

11,228,387 11,657,850 11,657,850 45,772,474

17,661,539,378 13,887,774,522 13,765,159,696 60,978,535,870

Notes: 1) Data As of August 25, 2020 2) Excluding BARMM

M.3. FY 2021 BUDGET PROPOSAL

FY 2019 Financial Physical

PhP 1.844 B 8.9 M Textbooks and IM

FY 2021 FY 2020 DEPED PROPOSAL PhP .963 B PhP .963 B 10.3 M 4.397 Textbook and Textbook and IMs IMs

PhP .963 B 4.397 Textbook and IMs

15 Manuscripts

FY 2021 NEP

TEXTBOOKS AND OTHER INSTRUCTIONAL MATERIALS 157

M.4 WHAT ARE THE LEARNING RESOURCES THAT WILL BE USED BY DEPED FOR DISTANCE LEARNING AND BLENDED LEARNING THIS SY 2020? Both digital and printed Self Learning Modules shall be made available to the students for the implementation of distance learning and blended learning this SY 2020. Textbooks will still be used but will be mapped against the Most Essential Learning Competencies (MELCS). Hence, we shall ensure that the textbooks are available in August. Manuals are also being prepared for capacitating parents and responsible adults for the months of July to August to facilitate learning at home. Audio and video lessons aligned with the MELCs shall also be broadcasted in radio and television stations and made available in the platforms such as the DepEd Commons and the LR Portal.

M.5 WHAT IS THE LATEST TEXTBOOK- LEARNER RATIO? WHY ARE THERE SCHOOLS THAT HAVE REPORTED LACK OR INSUFFICIENT NUMBER OF TEXTBOOKS? The ratio of textbooks to learner is 1:1 based on the Enhanced Basic Education Information System (EBEIS) plus buffer. (Percentage of buffer stocks based on projected enrollment: 5% in FY 2017, 6.5% in FY 2018, and 6.95% proposed for FY 2019). ● Despite the said allocation, the possible increase in the enrollment may result to insufficient number of LRs. ● Loss due to natural and man-made calamities and negligence of learners and teachers affect the availability of textbooks in public schools. ● DepEd also encounters problems in the different stages of production and delivery of textbooks to schools. These problems include non-participation of suppliers in the bidding for the procurement of manuscripts and printing and delivery of textbooks or failure to meet the standards of DepEd. There are also difficulties in the distribution of textbooks to schools particularly in the far-flung areas. ●

M.6 HOW ARE WE ADDRESSING THE SHORTAGE OF TEXTBOOKS? ●

DO 46 s. 2010 provides for the maintenance of buffer stocks for textbooks equivalent to 10% of the projected enrollment when the LRs will be delivered. TEXTBOOKS AND OTHER INSTRUCTIONAL MATERIALS 158

However, in the year 2018 only 6.5% of the total population per grade level is added in the procurement for the printing and delivery of LRs to address the increase in the number of enrolment, loss of LRs due to natural calamities and or loss due to negligence. For FY 2019, the proposed level of buffer stocks is 6.95%. The goal of the DepEd is to provide all teachers and learners with a complete set of the learning materials on a 1:1 ratio. Hence, the allocation of learning materials is based on the enrolment data of the previous year as reported in the Enhanced Basic Education Information System (EBEIS). ● Only learning materials and learning resources donated by other government and non-government agencies are being uploaded in the official DepEd Learning Resource (LR) Portal (http://lrmds.deped.gov.ph/) to keep up with the delays in printing and delivery of LRs. The LR Portal is a web-based catalogue and repository of learning, teaching, and professional development resources. It functions as a clearinghouse also. That is, the Portal provides information about the location of DepEddeveloped learning resources (soft copies) and allows users of the system to access directly digitized versions of these resources that are published and stored within the LRMDS repository. ● Starting SY 2018 all LRs will be delivered directly to the District offices (for Elem) and direct delivery to HS (2018). This is to ensure that all public elementary schools and high schools receive their LRs. A copy of the allocation list for each recipient schools is provided to the school division offices as the delivery site of the learning resources. This is to make sure that the actual delivered materials tally with the number of materials stated in the allocation list per school. In addition, the DepEd through the BLR provides subsidy/distribution funds through downloading of funds to each division offices. This is to cover the expenses for the delivery of LRs from the division or district office to the recipient schools. ● Creation of a Technical Working Group through DepEd Memo No. 18, s. 2020 to review the effectiveness of laws and rules on the provision of textbooks and learning resources in public schools and ensure that good quality learning resources are provided in a timely and adequate manner.

TEXTBOOKS AND OTHER INSTRUCTIONAL MATERIALS 159

The TWG is tasked to recommend strategies and propose amendments to existing laws, rules and regulations governing TXs and LRs. Further, DepEd policies and issuances shall also be reviewed and revised to ensure that the BLR’s mandate of providing public schools and learning centers (learners and teachers) with diverse, quality, accessible, cost-effective, and appropriate learning resources will be achieved.

M.7 HOW ARE WE ADDRESSING THE ERRORS IN THE DEPED TEXTBOOKS? In the DepEd evaluation process under the TX call, there are at least four layers of checks being done to ensure compliance to DepEd standards and eliminate the errors in the textbooks (TX) and teacher’s manuals (TMs). Content evaluation focuses on the following: o o o o

subject matter content coverage of learning competencies presentation, and language

● The revised manuscripts are reviewed again to ensure that all comments and recommendations are completely and correctly implemented. ● An Editorial Board is also tapped to do a final review of the camera-readymaterials prior to mass printing. In-house developed learning resources undergo content, pedagogical, and language review from the learning area experts and language experts. ● Comments and findings are returned to the writers for their revision prior to mass printing. ● If feedback on DepEd developed learning materials are received, BLR forwards the comments to the concerned office or Bureau that developed the material for their vetting. ● If errors are determined as valid, the materials are unpublished in the LR Portal until revisions are made.

TEXTBOOKS AND OTHER INSTRUCTIONAL MATERIALS 160

M.8 IN RELATION TO THE DISCUSSION OF MARTIAL LAW HISTORY AND ITS ATROCITIES, HOW DO WE ENSURE THAT THE TEXTBOOKS ARE FACTUAL AND ERROR-FREE? The Bureau of Learning Resources manages the evaluation of the content and alignment of textbooks to the curriculum guide in partnership with the academicians. BLR also conducts several layers of checking when evaluating the manuscripts to be procured. The Bureau also requires the publisher to submit a certification from its editorial board that the books are error-free and that they will take responsibility if errors were found. The Bureau of Curriculum Development assists the BLR in ensuring the accuracy of facts and data by validating the content of all learning resources particularly those tackling social issues such as Martial Law.

M.9 CAN WE PULL OUT THE TEXTBOOKS WITH ERRORS? As mentioned, DepEd conducts several workshops to review the textbooks and the learning materials. DepEd cannot pull out the textbooks with errors, but it will issue a “Note to the Teacher” which will guide them in correcting validated errors when teaching in the class. DepEd has been conducting reviews of the textbooks that have been distributed in our public schools. However, it must be emphasized that some incidents are also being dramatized in social media. That is why BLR verifies first these incidents that are reported to be happening in some schools.

TEXTBOOKS AND OTHER INSTRUCTIONAL MATERIALS 161

TRAINING OF SCHOOL HEADS / SUPERINTENDENTS

TRAINING ON SCHOOL HEADS/ SUPERINTENDENTS N.1

WHAT ARE THE ORGANIZATION’S PROGRAMS TO ENSURE THE QUALITY OF ITS SCHOOL HEADS AND DIVISION SUPERINTENDENTS? ● ●

N.2

School Heads Development Program (SHDP) Superintendents Leadership Program (SLP)

WHAT IS SCHOOL HEADS DEVELOPMENT PROGRAM (SHDP)? The School Heads Development Program (SHDP) is a competency-based educational leadership and management development program for school heads that is developed and implemented by NEAP. The program aims to enable school heads to manage and lead their schools in the complex environment of 21st century Philippines and contend with factors such as geography, economics and development, national policy, ASEAN integration, climate change, among others.

N.3

WHAT IS SUPERINTENDENTS LEADERSHIP PROGRAM (SLP)? The Superintendents Leadership Program (SLP) is one of the longest-running leadership programs of the Department. It intends to develop the leadership competencies of SDSs for them to perform their functions well amidst changes in the environment, strategies, policies, and organization of the Department of Education. The objective of the program is for the SDS to implement effectively the changes happening in the education sector and recognize their corresponding role as SDS. The objectives also include deepening of self-awareness and self-mastery, embracing the principles of servant leadership, enhancing leadership and management skills and lastly, being a catalyst for change. TRAINING ON SCHOOL HEADS / SUPERINTENDENTS 162

TRAINING OF SCHOOL HEADS / SUPERINTENDENTS N.4

HOW MANY SCHOOL HEADS WERE TRAINED UNDER THE PROGRAM? To date, the number of School Heads trained are as follows:

REGION TOTAL 1 2 3 4A 4B 5 CAR NCR REGION TOTAL 6 7 8 NCR 9 10 11 12 CARAGA ARMM

SENIOR HIGH SCHOOL HEADS 5103 449 294 453 395 240 648 163 214 SENIOR HIGH SCHOOL HEADS 5103 313 47 361 146 304 270 294 368 144

FOUNDATION COURSE FOR SCHOOL HEADS 26638 2011 1821 2271 2148 1877 1189 1476 753 FOUNDATION COURSE FOR SCHOOL HEADS 26638 867 968 1927 467 2240 1431 1925 1845 791 917

The number of school heads trained is as of 31 December 2018. For FY 2019, NEAP â&#x20AC;&#x201C; Professional Development Division conducted a review and enhancement of the learning resource package which was participated in by 435 DepEd CO and field personnel (HRDD Chiefs, Superintendents, Supervisors and Teachers) For the Superintendent Leadership Program, as of 31 December 2019, there are already 336 Schools Division Superintendents and Assistant Schools Division Superintendents trained in 12 modules. TRAINING ON SCHOOL HEADS / SUPERINTENDENTS 163

SPECIAL EDUCATION PROGRAM

SPECIAL EDUCATION (SPED) PROGRAM O.1

DESCRIPTION AND OBJECTIVES This program is designed to develop the maximum potential of learners with disabilities for them to become independent, self-reliant. The program also ensures the acquisition and maximization of learning competencies, as well as the inculcation of values to make them productive and effective member of society. It shall further be geared towards providing them the opportunities for a full and happy life through adequate, equitable and appropriate support mechanisms and accommodations. Objectives: Specifically, the activities of the program aim to: 1. Equip learners with disability adequate skills and essential skills, values and to prepare them for independent living and employment through provision of adequate and appropriate programs and services, support mechanism, accommodations and modifications that will address their unique conditions and needs. 2. Strengthen partnerships and linkages to GOs, NGOs, LGUs and other stakeholders to support programs for learners with special educational needs.

O.2

MAJOR PROGRAMS AND PROJECTS UNDER SPED 1. Establishment of Inclusive Learning Resource Center To respond to the challenges of the time, the Department of Education has come up with the establishment of Inclusive Learning Resource Center (ILRC) in all schools division to cater all types of learners in school and community. It will also provide special support on the provision of appropriate learning materials for the advancement of learning in school and community as a whole. Thus, the DepEdâ&#x20AC;&#x2122;s vision, mission and goal be realized. An Inclusive Learning Resource Center (ILRC) shall play a significant role in supporting learnersâ&#x20AC;&#x2122; learning by providing the essential link between curriculum, school library resource centers and learning resources; help learners by providing personalized supplemental education programs and consulting medical/allied services. The ILRC is well positioned to promote and facilitate the implementation of SPECIAL EDUCATION PROGRAM 164

SPECIAL EDUCATION PROGRAM the effective and efficient use of learning resources. As the variety and format of learning resources continue to expand, there will be an increasing need to support the integration of these resources and their associated technologies with good teaching practice. 2. Institution-Based Summer Training Program for Elementary, Secondary School Teachers and School Heads This is a customized scholarship program designed for receiving/regular teachers to train them in handling Learners with Disability. These teachers have no background on special education but handling learners with disability in the classroom. They are given two consecutive summer comprehensive training in selected Centers of Excellence in Teacher Education Program specifically in Special Education to develop their competencies in handling learners with disability in the inclusive setting and school heads to properly manage the Special Education Program .

Teachers who attended the summer program will complete the 18 units (9 units per summer) for the area of specialization. Training will be conducted in May of the current school year at the selected training institution in Luzon and Visayas-Mindanao Clusters. 3. Training of Teachers, Administrators, Supervisors and Chiefs on Inclusive Education Capacitate DepEd personnel to respond to the challenges of implementing and realizing the goals of inclusive education in the country. It aims to provide orientation to key field personnel to promote a unified understanding of inclusive education and provide guidance to field offices on how inclusive education shall be implemented in their respective localities. 4. Training of Receiving Teachers on SPED Content and Pedagogy

In the implementation of the RA 10533-“Enhanced Basic Education Act of 2013” Declares in Section 2 of the policy that “the state shall establish, maintain and support a complete, adequate and integrated system of education relevant to the needs of the people, the country and society-at-large. Also in Section 8 of the IRR of same RA, states the inclusiveness of K to 12 Basic Education thus there is a need to train teachers. Receiving teachers shall be retrained to meet the content and performance standards of the K to 12 curriculum with some modifications and adaptations to address the learning capacity and uniqueness of learners with disabilities, towards realization of the inclusivity of education. The teachers are responsible for direct delivery of instruction which will accommodate all types of learners

SPECIAL EDUCATION PROGRAM 165

SPECIAL EDUCATION PROGRAM and develop them to the fullest so that they become independent and contributive members of society. To effectively and efficiently perform the roles, duties and functions expected of them, this training shall give opportunity for them to enrich and polish their teaching potentials, and competence and instruction delivery skills. 5. Disability Awareness and Sensitivity Training for Elementary and

Secondary School Principals Training of Elementary and Secondary School Principals to raise Awareness on Disability and Sensitivity for them to give educators a tool to teach schools about disability issues and raise disability awareness. This training was designed to open the discussion on disability stereotypes and perceptions to thresh out factors that affect and/or hinder the management of appropriate learning environment for learners with disabilities. 6. Transition Program

The Department of Education is committed in providing accessible education to all Filipino learners. Considering the diverse needs of learners with disabilities, set of competencies are needed in prevocational, self-care, life, enrichment, functional academics, livelihood, and career skills. In order to provide appropriate accommodation for learners with disability, transition program is offered to learners from home to school and post school opportunities. These involve programs and services that give better outcomes for learners who are eligible to receive it. If the learners with disabilities acquire the necessary competencies, demonstrate appropriate skills and have access of support services, then it is likely that they will have a more productive life. 7. Institutionalization of Multi-Factored Assessment Tool (MFAT) DO 29, s.

2018 The MFAT is an activity-based assessment covering the five domains (cognitive, communication, socio-emotional, motor and daily living skills) learning. Each domain is a strong gauge to measure the childâ&#x20AC;&#x2122;s capabilities and/or needs. Only the Grade 1 trained teacher will conduct the assessment, enhancement and intervention. The data gathered from the result of MFAT provides immediate and appropriate intervention program. The result of the MFAT does not in any way, affect the performance of the learner, teacher, school. division nor the region. If the intervention made in the school did not make SPECIAL EDUCATION PROGRAM 166

SPECIAL EDUCATION PROGRAM improvement and/or in academic functioning of the learner the school may refer the learner to allied medical specialist for further assessment. 8. Health and Medical Services through Voucher/Bursary System for Learners

with Disability The SPED Bursary/Voucher System for Public Schools and Subsidy to Private Schools is a proposed program of the Department of Education that provides financial support for Learners with Disability who are officially enrolled in basic education in public/private operating schools. The program provides assistance to Learners with Disability towards accessing educational, clinical, medical, and allied medical services. This is based on learnersâ&#x20AC;&#x2122; right to state-funded education and to bring LWDs to school. Engaging the private sectors through subsidy aims to increase participation rate of LWDs and encourage learners to attend schools near their residences. 9. Program Support Fund

The program support fund for SPED is a form of Financial Subsidy that will be used to support the implementation of SPED program in the school level. Specifically, it will be used for learner development activities, training, educational visits, camp activities, sports, learning participation and other SPED-related activities. In addition, it may also be used for procurement of instructional and reference materials, early intervention materials, manipulative materials and other assessment tools. The program support fund which will be on top of the MOOE received by schools will be downloaded not only to SPEd Centers but to all schools catering to learners with special educational needs. The amount of which shall be determined based on the enrollment of learners with special education needs.

SPECIAL EDUCATION PROGRAM 167

SPECIAL EDUCATION PROGRAM O.3

FY 2020 SPECIAL EDUCATION PROGRAM BUDGET (IN THOUSAND PESOS) EXPENSE CLASS MOOE

2020 GAA

7,000

TOTAL

107,000

100,000

REMARKS Unreleased Fund. P/A/P discontinued due to Bayanihan Act

O.4. FY 2021 BUDGET PROPOSAL FY 2021 DEPED PROPOSED Budget PhP 107 * PhP 312 PhP 0 Proposal Million Million * Adjusted to PhP 0. Unreleased Fund discontinued due to Bayanihan Act FY 2019

FY 2020

FY 202I NEP 0

SPECIAL EDUCATION PROGRAM 168

SPECIAL EDUCATION PROGRAM O.5 CONSOLIDATED SPED ENROLLMENT Number of Learners with Disability SY 2019-2020 HIGH SCHOOL

ELEMENTARY REGION

ARMM CAR CARAGA NCR Region I Region II Region III Region IV-A Region IV-B Region V Region VI Region VII Region VIII Region IX Region X Region XI Region XII Total

SELF-CONTAINED MAINSTREAMED NONSELFGRADED CONTAINED 828 1,238 5,752 937 520 3,594 1,841 708 2,193 9,559 3,217 12,949 2,921 808 4,989 1,316 601 2,843 6,938 2,111 5,045 9,522 2,728 8,907 1,868 1,451 5,843 3,008 1,952 8,687 5,321 1,636 12,763 4,511 2,655 8,952 1,770 799 4,412 3,378 1,340 2,850 3,363 911 4,173 4,271 1,742 10,376 1,633 1,102 4,198 62,985 25,519 108,526

TOTAL 7,818 5,051 4,742 25,725 8,718 4,760 14,094 21,157 9,162 13,647 19,720 16,118 6,981 7,568 8,447 16,389 6,933 197,030

JUNIOR HIGH SCHOOL

SENIOR HIGH SCHOOL

TOTAL

GRAND TOTAL

1,751 3,038 3,041 23,639 5,076 2,988 10,174 25,949 4,770 11,357 10,091 9,345 4,583 2,458 4,922 7,719 5,052 135,953

163 1,066 841 3,966 1,477 1,246 2,487 4,123 852 2,517 2,302 2,029 811 869 1,013 1,191 943 27,896

1,914 4,104 3,882 27,605 6,553 4,234 12,661 30,072 5,622 13,874 12,393 11,374 5,394 3,327 5,935 8,910 5,995 163,849

9,732 9,155 8,624 53,330 15,271 8,994 26,755 51,229 14,784 27,521 32,113 27,492 12,375 10,895 14,382 25,299 12,928 360,879

SPECIAL EDUCATION PROGRAM 169

SPECIAL EDUCATION PROGRAM Number of Learners with Disability SY 2018-2019 REGION Region I Region II Region III Region IV-A Region IV-B Region V Region VI Region VII Region VIII Region IX Region X Region XI Region XII CARAGA ARMM CAR NCR Grand Total

ELEMENTARY NON-GRADED GRADED 2,877 1,604 6,352 12,719 1,839 3,037 5,731 4,497 1,793 3,387 2,773 4,047 1,982 1,843 1,484 751 8,887 65,603

2,500 2,330 4,988 7,625 3,041 5,484 2,484 5,344 2,284 3,500 3,086 4,151 3,961 1,940 8,967 1,890 9,571 73,146

HIGH SCHOOL

GRAND TOTAL

3,166 4,463 6,006 15,902 2,598 6,448 5,132 7,426 3,567 2,189 1,407 6,953 3,845 2,257 1,988 2,375 20,493 96,215

8,543 8,397 17,346 36,246 7,478 14,969 13,347 17,267 7,644 9,076 7,266 15,151 9,788 6,040 12,439 5,016 38,951 234,964

SPECIAL EDUCATION PROGRAM 170

SPECIAL EDUCATION PROGRAM O.6 PROFILES OF LEARNERS WITH DISABILITY ACCORDING TO DISABILITES Profiles of Learners with Disability According to Disabilities SY 2019 â&#x20AC;&#x201C; 2020

SPECIAL EDUCATION PROGRAM 171

SPECIAL EDUCATION PROGRAM Profiles of Learners with Disability According to Disabilities (Summary) SY 2019-2020 DISABILITY Visual Impairment Hearing Impairment Learning Disability Intellectual Disability Autism Spectrum Disorder Emotional-Behavioral Disorder Orthopedic/Physical Handicap Speech/Language Disorder Cerebral Palsy Special Health Problem/Chronic Illness Multiple Disabilities Difficulty in Seeing Difficulty in Hearing Difficulty in Applying Knowledge Difficulty Remembering, Concentrating, Paying Attention and Understanding Difficulty in Applying Adaptive Skills Difficulty in Displaying Interpersonal Behavior Difficulty in Mobility (Walking, Climbing and Grasping) Difficulty in Communicating Total

TOTAL 6,440 10,741 7,372 25,682 14,135 1,982 2,255 3,391 2,541 1,316 2,898 12,519 5,967 27,161 43,745 8,938 6,843 4,598 8,506 197,030 SPECIAL EDUCATION PROGRAM 172

SPECIAL EDUCATION PROGRAM Profiles of Learners with Disability According to Disabilities SY 2018-2019

Source: BEIS Data generated February 21, 2018 SPECIAL EDUCATION PROGRAM 173

SPECIAL EDUCATION PROGRAM Profiles of Learners with Disability According to Disabilities (Summary) SY 2018-2019 DISABILITY Visual Impairment Hearing Impairment Learning Disability Intellectual Disability Autism Spectrum Disorder Emotional-Behavioral Disorder Orthopedic/Physical Handicap Speech/Language Disorder Cerebral Palsy Special Health Problem/Chronic Illness Multiple Disabilities Difficulty in Seeing Difficulty in Hearing Difficulty in Applying Knowledge Difficulty in Mobility (Walking, Climbing and Grasping) Difficulty Remembering, Concentrating, Paying Attention and Understanding Difficulty in Communicating Difficulty in Applying Adaptive Skills Difficulty in Displaying Interpersonal Behavior Total

TOTAL 407 13,798 9,880 24,785 12,286 3,056 2,341 3,965 2,212 3,365 2,753 32,813 8,290 26,284 3,919 43,962 9,795 9,160 8,670 234,964

SPECIAL EDUCATION PROGRAM 174

SPECIAL EDUCATION PROGRAM O.7. SCHOOLS WITH LEARNERS WITH DISABILITIES ENROLLMENT SY 2019-2020

Source: BEIS Data generated February 21, 2019 SPECIAL EDUCATION PROGRAM 175

INDIGENOUS PEOPLES EDUCATION PROGRAM P.1

PROGRAM OVERVIEW The Indigenous Peoples Education (IPEd) Program is DepEd’s response to the right of IP communities to basic education that is responsive to their context, respects their identities, and promotes their indigenous knowledge, competencies, and other aspects of their cultural heritage. It is a systematic and comprehensive policy and program initiative that is pursued on a national-scale and implemented in partnership with indigenous communities, in keeping with the rights-based approach (RbA) and the principles of participation, inclusion, and empowerment. PROGRAM OBJECTIVES: ● Make the curriculum in formal and non-formal education culturally responsive to the community context of IP learners; ● Build the capacity of teachers, school heads, and other concerned personnel at different levels of governance in implementing culture-based education for IP learners; ● Support the development of culturally appropriate learning resources and learning environment responsive to the community context of IP learners; ● Strengthen curriculum support systems and policy environment to enable responsive and effective implementation of IPEd; and ● Address the learning needs of IP learners who lack access to basic education services by facilitating affirmative action and innovative interventions

INDIGENOUS PEOPLES EDUCATION PROGRAM 176

P.2

NATIONAL DATA ON IP LEARNERS AND EDUCATION SERVICES FOR IP LEARNERS – PUBLIC (AS OF SY 2018-2019) Total no of IP learners in the public school system: 2,593,555; 11.5% of all public school learners ● Elementary: 1,755,188; 12.43% of all elementary public school learners ● Junior High: 692,332; 10.12%of all JH public school learners ● Senior High: 146,035; 9.13% of all SH public school learners Total no of public schools with IP learners (up to one learner): 39,994 schools; 71.83% of all public schools ● Elementary: 27,879 schools with IP learners; 71.44% of all elementary public schools ● Junior High: 7,708 schools with IP learners; 86.67% of all Junior High public schools ● Senior High: 4,407 schools with IP learners; 64.89% of all Senior High public schools Number of public schools with 100% IP learners: 1,897 schools; 3.41% of all public schools ● Elementary: 1,635 schools serving 144,770 learners ● Junior High: 120 schools serving 14,809 learners ● Senior High: 142 schools serving 8,303 learners

P.3

NATIONAL DATA ON IP LEARNERS AND EDUCATION SERVICES FOR IP LEARNERS – PRIVATE (AS OF SY 2018-2019) Total no of IP learners in the private school system: 253,113 learners; 5.89% of all private school learners ● Elementary: 76,510; 4.98% of all private elementary learners INDIGENOUS PEOPLES EDUCATION PROGRAM 177

● Junior High: 101,612; 7.15% of all private JH learners ● Senior High: 75,011; 5.6% of all private SH learners Total no of private schools with IP learners (up to one learner): 10,980 schools; 47.6% of all private schools ● Elementary: 4,710 schools with IP learners; 38.35% of all elementary private schools ● Junior High: 3,373 schools with IP learners; 56.26% of all private Junior High schools ● Senior High: 2,897 schools with IP learners; 56% of all private Senior High schools Number of private schools with 100% IP learners: 206; 0.89% of all private schools ● Elementary: 154 private elementary schools serving 5,437 learners ● Junior High: 26 private Junior High schools serving 3,057 learners ● Senior High: 26 private Senior High schools serving 1,863 learners NUMBER OF LEARNERS DIRECTLY SERVED BY THE IPED PROGRAM IN PUBLIC SCHOOLS 2018

Target: 94,035 learners Actual: 90,100 learners

2019

Target: 115,050 learners Actual: 168,634 learners

2020

Target: 128,500 learners

2021

Target: 129,100 learners

Source: FY 2020 GAA and FY 2021 NEP

INDIGENOUS PEOPLES EDUCATION PROGRAM 178

NUMBER OF PUBLIC SCHOOLS IMPLEMENTING THE IPED PROGRAM 2018

3,003

2019

Target: 3,025 2019 GAA Targets: 33,635 Actual: 3,034 (Public Schools only)

2020

Target: 3,050

2021

Target: 3,070

Source: FY 2020 GAA and FY 2021 NEP

P.4

FINANCIAL PERFORMANCE 2021 BUDGET PROPOSAL 244,738 (in Thousand Pesos)

2021 NEP 51,478 (in Thousand Pesos)

PROGRAM BUDGET TOTAL APPROVED BUDGET PER FISCAL YEAR 2016

₱162,000,000

2017

₱162,000,000

2018

₱130,433,000

2019

₱130,433,000

2020

₱112,644,000

INDIGENOUS PEOPLES EDUCATION PROGRAM 179

FY 2016-2020 FINANCIAL PERFORMANCE YEAR

ADJ. APPRO.

ADJ. ALLOT.

OBLIG.

OBLIG. RATE

DISBURS. RATE

DISBURS.

UNOBLIG. ALLOT.

FY 2016

209,878,302

95,156,271

45.34%

69,925,057

73.48%

114,722,031

FY 2017

276,262,949

232,725,495

84.24%

146,073,601

62.77%

43,537,454

FY 2018

129,978,336

112,644,312

86.66%

87,809,625

77.95%

17,334,025

FY 2019

146,767,025

114,872,318

78.27%

79,500,568

69.21%

31,894,707

FY 2019 (CONTINUING)

4,924,126

120,024

2.44%

0.00%

4,804,102

FY 2020 (CURRENT)

17,944,000

1,842,330

10.27%

0.00%

16,101,670

Sources: FY 2016-2019 SAAODB and FY 2020 CO-FAR as of July 24, 2020 INDIGENOUS PEOPLES EDUCATION PROGRAM 180

P.5

PROGRAM ACCOMPLISHMENTS (SY 2018-2019) ● ● ● ● ●

● ● ● ●

Number of implementing regions: 16 Number of implementing divisions: 109 Approximate number of IP learners directly being served through contextualized lesson plans being used: 121,150 Approximate number of public schools implementing contextualized lesson plans for IPEd: 3,032 Number of IP languages developing MTB- MLE prerequisites in preparation for MTB-MLE implementation: 112 Number of teachers hired using DO 50 s.2016: 2,177 (from 2016-2018) Number of contextualized lesson plans developed: 2,000+ Number of public schools established in remote and disadvantaged IP communities (as requested and with the consent of the IP community): 307 Number of IP communities with ALS services (as requested and with the consent of the IP community): 25

P.6 ON THE IP EDUCATION PROGRAM As of SY 2018-2019, the IPEd Program is in 16 regions (7 Luzon regions, 3 Visayas regions, 6 Mindanao regions including BARMM) and 109 divisions (48 Luzon, 48 Mindanao, 13 Visayas). Ongoing major initiatives include the following: ● Establishment of partnership mechanisms (DepEd has established mechanisms for engagement and partnership with 170 Indigenous Cultural Communities (ICCs) in 290 communities nationwide ● Contextualization of the curriculum and development of learning materials (More than 700 contextualized lesson plans have been developed in collaboration with 60 ICCs located in over 200 communities nationwide) ● Capacity development of personnel for IPEd (2,718 schools with IP learners have undergone basic training on IPEd and the use of contextualized lesson plans) ● MTB-MLE support (DepEd has been working with 65 ICCs in 179 communities in developing the basic requirements (i.e. orthography, dictionary, grammar book, reading materials) to implement Mother Tonguebased Multilingual Education (MTB-MLE) INDIGENOUS PEOPLES EDUCATION PROGRAM 181

● Hiring of teachers (2,177 from 2016-2018) assigned in public schools implementing the IPEd Program; most of them belonging to IP communities themselves ● Addressing access issues (DepEd services have reached 307 IP communities in geographically isolated and disadvantaged areas (GIDA) that lacked access to basic education) ● Policy development (Policies to address various concerns such as the recognition of non-profit private schools serving IP learners, cultural sensitivity, curriculum contextualization, hiring of teachers for schools implementing IPEd, and partnership with communities have been formulated)

P.7

ON REFORMS BEING IMPLEMENTED (RELATED TO IP LEARNERS) The IP Education Program is a reform in itself, and is one of the priorities of the Basic Education Reform Agenda (BESRA). In the implementation of the K to 12 Program, the IP Education Program actualizes inclusive education in the context of IP learners and communities, which includes their “education initiatives undertaken through formal, non-formal, and informal modalities with emphasis on any of, but not limited to, these key areas: Indigenous Knowledge Systems and Practices (IKSP) and community history; indigenous languages; Indigenous Learning System (ILS) and community lifecycle-based curriculum and assessment; educational goals, aspirations, and competencies specific to the indigenous cultural community (ICC); engagement of elders and other community members in the teaching-learning process, assessment, and management of the initiative; recognition and continuing practice of the community’s ILS; and the rights and responsibilities of ICCs” (Section 8.4, DepEd Order No. 43, s. 2013: IRR of the K-12 Law).

P.8

ON THE ESTABLISHMENT OF PUBLIC SCHOOLS IN MINDANAO As a form of affirmative action, DepEd since 2014, embarked on the effort to identify “priority sites”, these are areas/communities with IP learners but without DepEd services. This was later on expanded to the massive school establishment initiative piloted in Mindanao. A total of 258 schools have been established in Mindanao in 2016. INDIGENOUS PEOPLES EDUCATION PROGRAM 182

The breakdown: REGION Region IX Region X

Region XI

Region XII

Region XIII Total

P.9

NO OF ICCS BEING SERVED SITES 18 (2) Subanen, Sama- Bajau (7) Higaonon, Matigsalog, Manobo, Manobo39 Kiréntékén, Talaandig, Tigwahanon, Umayamnon (11) Ata- Manobo, Bagobo, Blaan, Diangan, Dibabawon, Obu 69 Manuvu/Bagobo Klata, Mandaya, Mansaka, Matigsalog, Tagakaolo, Tagabawa/ Bagobo (9) Aromanon Manobo, Blaan, Manobo, ManoboDulangan, Tagabawa, 50 Tagabawa-Manobo, Tagakaulo, Tboli, Uvu Manobo (5) Banwaon, Higa-onon, 82 Mamanwa, Manobo, Talaandig 33* (without ‘double258 counting’)

NO. OF NO. OF CLASSROOMS LEARNERS 21

1, 145

3, 106

169

5, 146

135

4, 086

198

4, 928

605

18, 411

ON THE TERMS ‘LUMAD’ AND ‘LUMAD SCHOOLS’ ● “Lumad’ is a term used to refer collectively to the various Indigenous Cultural Communities (ICCs) in Mindanao. The term “Lumad Schools” has been used by some civil society groups to refer to their private education initiatives focusing on IP (or Lumad) learners in Mindanao. The term “Lumad Schools” is not officially used by the Department.

INDIGENOUS PEOPLES EDUCATION PROGRAM 183

● No public schools are established exclusively for IP learners. All public schools are mandated to accept learners regardless of status, background, or affiliation. All schools with IP learners enrolled are required to provide IPEd guided by the relevant DepEd issuances.

P.10 ON THE RECOGNITION OF PRIVATE SCHOOLS SERVING IP LEARNERS ●

●

Recognition of private schools serving IP learners is governed by DepEd Order No. 21, s. 2014, entitled Guidelines on the Recognition of Private Learning Institutions Serving Indigenous Peoples Learners, and complemented by the 2010 Revised Manual of Regulations for Private Schools in Basic Education (DepEd Order 88 s. 2010, as amended by DepEd Order 11, s. 2011). Under DO 21, any non-profit private learning institution serving IP learners may file an application for recognition before the DepEd Regional Office. Upon receiving an application, the Regional Office shall evaluate the documents and arrange for an inspection to validate the information furnished by the applicant.

P.11 REGARDING DEPED’s RECOGNITION ON THE EFFORTS OF NON-PROFIT GROUPS TO PROVIDE IPEd IN IP COMMUNITIES DepEd has officially articulated that it "recognizes the important contribution of IPEd programs being implemented by non-government and community-led institutions in improving access to culture-based basic education services" (DepEd Order No. 21, s. 2014). DO 21 s. 2014 is a policy initiative promoting partnership with such groups. Requirements listed in DO 21 s. 2014 recognize the fact that these types of initiatives are undertaken under circumstances - social, cultural, geographical - very different from other private learning institution

P.12 ON PERMIT TO OPERATE AND CERTIFICATE OF RECOGNITION ● An applicant may be granted a permit to operate specific grade levels while it is in the process of completing the full offering of grade levels covered by the application. The permit to operate shall be effective for a period of one year, and may be renewed yearly until the institution obtained full-fledged recognition. The application for renewal must include updated information. INDIGENOUS PEOPLES EDUCATION PROGRAM 184

● A certificate of recognition is issued to an applicant found to have complied with all the requirements of recognition and satisfactory operation. Under the Manual of Regulations for Private Schools, one of the effects of recognition is the entitlement to issue a diploma to its learners. ● A permit or recognition may be revoked for valid cause. Also, under the Manual of Regulations, a private school which has not been granted recognition after more than 5 renewal permits may be subject for closure.

P.13 ON THE REGULATORY FUNCTIONS OF THE DEPARTMENT RELATIVE TO PRIVATE LEARNING INSTITUTIONS SERVING IP LEARNERS (DO 21, s. 2014) The Department through the Regional Director may revoke the recognition of a private learning institution serving IP learners should the institution be reported to fall short of the minimum requirements or if any of the conditions for continuing recognition are violated. The Regional Director shall serve notice to the institution concerned before revocation pointing out the violation. The notice shall direct the institution to take suitable steps to correct the error within a stipulated time, or to show evidence that no violation was committed. Should the institution fail to comply within the stipulated period, the Regional Director may, after taking into consideration the causes shown by the institution, issue the order to revoke the recognition previously granted. The appeal against the order of the Regional Director shall be addressed to the Secretary of Education. The request of a private learning institution to restore its recognition shall be addressed to the Regional Director. The institution shall then update its requirements and reapply for recognition.

P.14 ON SANCTIONS AGAINST PRIVATE SCHOOLS (DO 88, s. 2010) Private schools found to be violating rules and regulations of DepEd may be given the following sanctions: ● suspension of the school’s participation in the Education Service Contracting (ESC) programs ● non-issuance of a favorable recommendation to tax exemptions INDIGENOUS PEOPLES EDUCATION PROGRAM 185

● disqualification from any financial grant or subsidy of the Department ● suspension of the permit or recognition to operate the school ● revocation of the permit or recognition to operate the school

P.15 ON ADDITIONAL REQUIREMENTS NEEDED FOR THE RECOGNITION OF PRIVATE LEARNING INSTITUTIONS SERVING IP LEARNERS DO 21 s. 2014 specifies primary and secondary requirements needed in the application for recognition and permit to operate. These are the minimum and essential requirements to ensure the quality of education delivered and the sustainability of the operating institution, concerns that are in the interest of the learner. Additional documents may be needed to validate or support the primary and secondary documents and the need for these may arise depending on the context and situation being encountered by the community and the approving regional office. While they are not requirements, these validating and supporting documents provide DepEd with basis to provide a solid evaluation of the applications.

P.16 REGARDING THE MILITARY ATTACKS ON SCHOOLS SERVING IP LEARNERS AND DepEd’s STAND ON THIS DepEd reiterates its stand regarding schools being zones of peace, and this includes protecting learners and school personnel from armed conflicts and its impacts (DO 57, s. 2017) It seeks to prevent grave child’s rights violations in conflict situations and the unwarranted entry of armed groups in schools. Schools are directed to submit reports regarding cases of harassment by military personnel which are elevated to appropriate bodies (like the CHR).

P.17 REGARDING THE ESTABLISHMENT OF PUBLIC SCHOOLS IN MINDANAO AS A DUPLICATION OF EFFORTS OF OTHER GROUPS All the sites where the 251 public schools have been established were included because of community requests. A request from the community was one major basis for site identification and is a prerequisite for public school establishment INDIGENOUS PEOPLES EDUCATION PROGRAM 186

(DepEd Order No. 40, s. 2014: Establishment, Merging, Conversion, and Naming/Renaming of Public Schools, and Separation of Public School Annexes in Basic Education). This is also in accordance with the principle of free, prior and informed consent (FPIC) in working with IP communities which DepEd adheres to. In cases where there are existing education initiatives by non-government and community-led institutions, DepEd adheres to the principle of providing options for education services based on the community’s decision.

P.18 ON THE CLAIM THAT DepEd IS MAKING IT DIFFICULT TO OBTAIN RECOGNITION The fact that recognition has been given to some schools belonging to the controversial groups mentioned in media belies this claim.

P.19 ON THE INITIATIVES OF DepEd TO SUPPORT PRIVATE LEARNING INSTITUTIONS The recognition of non-profit education initiatives is an expression of support of DepEd for such institutions. (Should there be a question about direct financial support of DepEd for such institutions, there is none at the moment).

P.20 ON INTEGRATING SCHOOLS OF LIVING TRADITION (SLTs) WITH THE NATIONAL CURRICULUM OR WITH SCHOOLS IMPLEMENTING IPEd Previous to K to 12, there have been public schools that have established SLTs as part of their local initiative or have partnered with community-based SLTs in enriching their lessons. These types of initiatives are all the more supported by the implementation of K to 12 which explicitly directs the whole education system to nurture the “cultural capacity” of all learners (R.A. 10533). Enhancing the national curriculum in relation to the Indigenous Knowledge Systems and Practices (IKSPs) of indigenous communities which is a major objective of the IP Education Program in effect encourages public schools to undertake initiatives similar to that being done by SLTs as part of implementing K to 12. This means the efforts of SLTs in previous years can become a “regular” activity in public schools that are dominantly with IP learners. INDIGENOUS PEOPLES EDUCATION PROGRAM 187

P.21 ON PROTECTING AND PROMOTING THE RIGHTS OF IP LEARNERS (IN RELATION TO THE LUMAD SCHOOLS ISSUE) The implementation of the IPEd Program is in itself a contribution of the Department in addressing the right of IP communities to culturally-responsive education. Additional specific policies of the Department also contribute to protecting the rights of IP learners like efforts in anti-bullying (now include the concerns of IP learners), and the establishment of schools and delivery of basic education services in geographically isolated and disadvantaged areas. DepEd has also set-up mechanisms of dialogue with IP communities at the division and regional levels, recognizing their right to actively participate in determining their education directions for their communities.

P.22 ON THE CURRICULUM USED FOR THE IP EDUCATION PROGRAM The curriculum being used by the IP Education Program is the national K to 12 curriculum which is being contextualized at the local level with the local IP communities. The main materials being developed are contextualized lesson plans in the various learning areas, and these are being used at this time in schools whose enrolment is dominantly IP learners (90-100%). Local level contextualization ensures that the contextualization process is culture-sensitive and the cultural content is culturally accurate while being aligned with the national standards stipulated in the K to 12 curriculum guides. To date, contextualized lesson plans have been developed for Kindergarten to Grade 3, with ongoing development of lesson plans for Grades 4 onwards, In areas with dominant IP populations (e.g. Cordillera Administrative Region), the same process has been undertaken for Grades 7 and 8. There are also four senior high schools in the country implementing Senior High with the inclusion of local knowledge and practices as courses and/or strands in their curriculum (Tboli Sebu SHS in Lake Sebu, South Cotabato; Gohang National HS in Banawe, Ifugao; LAKAS National HS in Botolan, Zambales, and Senior High School in Lubuagan, in Lubuagan, Kalinga).

INDIGENOUS PEOPLES EDUCATION PROGRAM 188

P.23 ON PUBLIC SCHOOLS WITH 100% IP LEARNERS Public schools whose learners’ population are all IP learners are such by circumstance (e.g. the school is within the IP community itself) and not by policy. DepEd’s policy requires all public schools to accept learners of whatever ethnicity, religion, socio-economic background, and capacities. While learners may be grouped (e.g. grouping of learners based on their mother tongue) or pulled out of class (e.g. 15 Muslim learners in a class of 40 pulled out to attend ALIVE classes), these are done for educational purposes and differentiated instruction. Cultural sensitivity is observed so that such groupings are not a cause or source of bullying and other negative behaviour. For SY 2018-2019, there are 1,897 public schools with 100% IP learners: ● Elementary: 1,635 schools serving 144,770 learners ● Junior High: 120 schools serving 14,809 learners ● Senior High: 142 schools serving 8,303 learners

P.24 ON THE NUMBER OF SCHOOLS AND STUDENTS ENROLLED IN IPEd There is no separate enrolment of learners to avail of DepEd’s programs, including the IPEd Program. What DepEd has are schools implementing the programs, and learners participate in these programs. For the IPEd Program, there are schools implementing the IPEd Program at different levels of practice. For SY 2018-2019, there were around 3,000 schools implementing contextualized lesson plans for IP learners from K to Grade 4, in other schools also in Grades 7 and 8. These are schools whose enrolment are dominantly IP learners (90-100%). Directly involved in the use of these contextualized lesson plans are around 90,000 learners all over the country. The number of learners directly involved in IPEd implementation will increase every year as contextualized lesson plans are developed for higher grades.

P.25 ON TEACHER HIRING FOR THE IPEd PROGRAM To be responsive to the need of schools serving IP learners for teachers who know the language and the culture, DepEd released DO 50 s. 2016. It requires a separate hiring process for Teacher 1 applicants for schools serving IP learners. Hiring is based on the applicant’s knowledge and practice of the language and culture, not based on the ethnicity of the applicant. INDIGENOUS PEOPLES EDUCATION PROGRAM 189

From 2016-2018, 2,177 teachers have been hired using DO 50 s. 2016. While they have been hired primarily to focus on the needs of IP learners, they may also be involved in other programs that are also relevant to IP learners. Most of them belong to IP communities themselves.

P.26 ON THE POLICIES THAT GUIDE IPEd IMPLEMENTATION ● SDG 4 ● 1987 Philippine Constitution o Article XIV, Section 2.4 o Article XIV, Section 17 ● RA 8371: Indigenous Peoples Rights Act ● RA 9155: Governance of Basic Education Act 2001 ● RA 10157: The Kindergarten Education Act ● RA 10533: Enhanced Basic Education Act of 2013 ● RA 10908: Integrated History Act of 2016 ● DO 62 s. 2011: Adopting the National IP Education Policy Framework ● Other Department Orders anchored on DO 62 addressing specific concerns o DO 21 s. 2014: Guidelines on the Recognition of Private Learning Institutions Serving Indigenous Peoples Learners o DO 51 s. 2014: Guidelines on the Conduct of Activities and Use of Materials Involving Aspects of Indigenous Peoples Culture o DO 32 s. 2015: Adopting the IP Education Curriculum Framework o DO 50 s. 2016: Hiring Guidelines for Teacher I Positions in Schools Implementing Indigenous Peoples Education Effective School Year 20162017

P.27 ON INITIATIVES FOR SCHOOLS WITH MIXED POPULATIONS The IP Education Program is in the process of designing approaches and strategies that will be appropriate for schools whose learners are of mixed ethnicities.

P.28 ON THE RELATION OF IPEd TO THE LAST MILE SCHOOLS (LMS) PROGRAM The Last Mile Schools (LMS) Program institutionalizes the efforts of the IPEd Program to reach schools with IP learners and IP communities without education INDIGENOUS PEOPLES EDUCATION PROGRAM 190

services in far-flung areas. The LMS ensures the provision of appropriate education facilities and learning devices in support of culture-based and culture appropriate basic education for IP learners. The IPEd Program, on the other hand, will be an added value to the Last Mile Schools (LMS) Program of DepEd as culturally contextualized learning will be effectively delivered to the learners. Additional support will also be needed for the following: 1. Support for community learning facilitators in LMS 2. Subsidy for learners in private learning institutions with good track record in working with DepEd 3. TA provision of CO to RO in implementing contextualization of lessons, activities of regions in mother tongue, and follow-thru activities of regions regarding LMS implementation after the LMS conferences done this year

P.29 ON THE EFFECT OF THE COVID-19 PANDEMIC Various capacity-building initiatives and other essential activities have been put on hold because of the pandemic as well as the government’s order of no face-toface classes for now. Also, IP learners especially in remote areas have more difficulty in coping with the blended modality due to constraints in communications and transportation. There is a need to increase support to the following initiatives: ● Honoraria/allowance for community learning facilitators, including transportation and communication allowance, as appropriate ● Reproduction costs for modules due to the blended modality ● Radio-based and TV based instruction (related to LMS Program implementation) ● Additional support for the minimum health standards

INDIGENOUS PEOPLES EDUCATION PROGRAM 191

SPECIAL EDUCATION FUND

SPECIAL EDUCATION FUND Q.1

BACKGROUND WHAT IS THE SPECIAL EDUCATION FUND? The Special Education Fund (SEF) was created under Republic Act (R.A.) No. 5447 and provided for under Republic Act (R.A.) 7160 or the “Local Government Code of 1991”, to demonstrate the government’s policy to contribute to the financial support of the goals of public elementary and secondary education. Based on Section 235 of R.A. No. 7160 "every province or city, or a municipality, is authorized to levy and collect an annual tax of one percent (1%) on the assessed value of real property, which shall be in addition to the basic real property tax”. The proceeds of that additional one percent levy “shall exclusively accrue to the Special Education Fund (SEF).” The Special Education Fund (SEF) is maintained by the LGU as a special fund that is separate and distinct from the General Fund of the LGU that may be used for the “operation and maintenance of public schools, construction and repair of school buildings, facilities and equipment, educational research, purchase of books and periodicals, and sports development as determined and approved by the Local School Board (LSB).” The SEF shall automatically be released to the Local School Boards (LSB). In the case of provinces, the proceeds of the additional one percent tax on real property shall be divided equally between the provincial and municipal school boards.

Q.2

USE OF SEF In the revised guidelines under Joint Circular (JC) No. 1, Series of 2017 (Revised Guidelines on the Use of the Special Education Fund (SEF)) between DBM, DILG and DepEd, the budgetary items as defined under SEF are: (1) (2) (3) (4) (5) (6)

Operation and maintenance of public schools Construction and repair of school buildings Facilities and equipment Educational research Purchase of books and periodicals Sports development, and SPECIAL EDUCATION FUND 192

SPECIAL EDUCATION FUND (7) Funding for the Early Childhood Care and Development (ECCD) Program SEF data are to be submitted to DepEd Central Office (CO) by DepEd SDOs (Schools Division Office) on a quarterly or annual basis. However, complete reportorial requirements have yet to be submitted by all regions and cities which explains why data is limited to available data based on submissions. For the latest available data

Q. 3 UTILIZATION

RECEIVED (in Million pesos)

EXPENDITURE (in Million pesos)

RATE

BALANCE (in Million pesos)

2017

24,918

15,299

61.40%

9,619

2018

24,668

13,804

55.96%

10,864

2019

20,667

10,504

50.82%

10,163

Table 1. 2017-2019 Overall Utilization Performance Data Source: SEF Data submissions by DepEd Schools Division Office (SDO) to DepEd Central Office (CO) as of December 31, 2019 received June 22, 2020

PS, 6% CO, 40%

MOOE, 54%

SPECIAL EDUCATION FUND 193

SPECIAL EDUCATION FUND EXPENSE CLASS

AMOUNT (in Million pesos)

596

MOOE

5,671

4,237

TOTAL

10,504

Figure 1. FY 2019 SEF Expenditure Distribution by Expense Class Data Source: SEF Data submissions by DepEd Schools Division Office (SDO) to DepEd Central Office (CO) as of December 31, 2019 received June 22, 2020

2019 SEF REPORTS BY REGION AS SUBMITTED TO DEPED (In Thousand Pesos) Note: *Balance is arranged from highest to lowest REGION NCR REGION IV-A REGION III REGION XI REGION X REGION VI REGION VII REGION XIII REGION V REGION I REGION IV-B REGION VIII REGION XII REGION II CAR REGION IX Total

SEF RECEIPTS 8,374,305 4,534,794 2,145,995 1,029,219 868,706 1,323,224 792,716 258,274 234,183 325,903 139,676 131,834 181,532 157,273 125,145 44,302 20,667,080

EXPENDITURE 3,796,775 2,847,527 897,503 501,056 356,457 829,219 345,729 69,614 103,515 222,257 70,178 73,798 139,274 122,530 103,013 25,933 10,504,376

EXPENDITURE RATE 45.34% 62.79% 41.82% 48.68% 41.03% 62.67% 43.61% 26.95% 44.20% 68.20% 50.24% 55.98% 76.72% 77.91% 82.31% 58.54% 50.83%

* BALANCE 4,577,530 1,687,267 1,248,492 528,163 512,249 494,005 446,987 188,660 130,668 103,646 69,498 58,036 42,258 34,743 22,133 18,370 10,162,704

Table 2. FY 2019 SEF (by Balance) Data Source: SEF Data submissions by DepEd Schools Division Office (SDO) to DepEd Central Office (CO) as of December 31, 2019 received June 22, 2020

From the above table, and based on the 16 regions with submissions to DepEd CO, the top three (3) regions with the biggest SEF receipts are also the same regions with the SPECIAL EDUCATION FUND 194

SPECIAL EDUCATION FUND highest amount of expenditures and year-end balance. These are NCR, Region III and Region IV-A. As for the other regions, the differences in rankings in terms of expenditures and balances are a reflection on the capacity and mandate of the Local School Board in maximizing the use of their SEF. It can also be gleaned from the reports that a higher expenditure rate does not necessarily translate to a lower balance and vice-versa.

DEPED VIS-À-VIS DOF-BLGF REPORTS ON SEF RECEIPTS AND EXPENDITURES The Department of Finance – Bureau of Local Government Finance (DOF-BLGF) data on SEF provide a marked difference with the SEF data of DepEd in both the annual and regional level. In comparing the DOF-BLGF data with the DepEd data, in FY 2017, DepEd submissions had a total of 25 billion, or only 79.55% of the DOF data of 31 billion. In FY 2018, DepEd submissions had a total of 25 billion or only 75.83% of the DOF data of 33 billion. DepEd data is dependent upon the completeness of the SEF data being submitted to the DepEd Office of the Undersecretary for Finance. FY 2017 SEF Receipts (in Million pesos) SEF Expenditures (in Million pesos) Expenditure Rate (%)

FY 2018

DOF-BLGF

DepEd

DOF-BLGF

DepEd

31,323

24,918

32,528

24,668

18,963

15,299

19,865

13,804

60.54%

61.40%

61.07%

55.96%

SEF Year-End Balances 12,359 9,619 12,663 10,864 (in Million pesos) Table 2. DepEd vis-à-vis DOF-BLGF reports on SEF Receipts and Expenditures Data Source: DOF-BLGF data sent to DepEd last July 7, 2020 and SEF Data submissions by DepEd Schools Division Office (SDO) to DepEd Central Office (CO) as of December 31, 2019 received June 22, 2020

REGION NCR CAR Region I

SEF RECEIPTS DOFDepEd BLGF 11,802 10,824 238 136 1,048 430

2017 EXPENDITURES DOFDepEd BLGF 8,146 7,568 157 105 778 260

BALANCE DOFDepEd BLGF 3,656 3,256 81 31 270 169

SPECIAL EDUCATION FUND 195

SPECIAL EDUCATION FUND Region II Region III Region IVA Region IVB Region V Region VI Region VII Region VIII Region IX Region X Region XI Region XII Region XIII Total

REGION NCR CAR Region I Region II Region III Region IV-A Region IV-B Region V Region VI Region VII Region VIII Region IX Region X Region XI Region XII Region XIII Total

441 3,864

149 2,744

257 1,915

135 1,278

184 1,949

15 1,466

6,337

4,662

3,644

3,330

2,693

1,332

375 565 1,524 1,448 265 351 888 1,012 593 572 31,323

154 375 1,101 1,723 163 250 640 879 339 350 24,918

223 393 973 571 165 196 523 526 279 219 18,963

128 243 545 276 92 142 359 500 189 147 15,299

152 173 551 876 101 154 365 486 314 353 12,359

26 132 556 1,447 71 108 281 378 149 203 9,619

SEF RECEIPTS DOFDepEd BLGF 11,465 11,160 207 127 1,051 407 462 231 4,174 2,013 7,206 4,640 657 207 569 370 1,855 1,625 925 1,042 374 159 356 173 1,044 710 1,217 989 652 457 316 357 32,528

24,668

2018 EXPENDITURES DOFDepEd BLGF 7,910 5,885 160 95 759 265 328 122 2,276 1,267 4,100 3,324 288 128 414 269 870 600 448 322 198 83 154 70 649 366 661 591 336 265 314 155 19,865

13,804

BALANCE DOFDepEd BLGF 3,555 5,275 46 32 292 142 133 109 1,898 746 3,106 1,317 369 79 155 101 985 1,025 477 720 176 77 201 103 395 344 556 399 316 192 2 202 12,663

10,864

Table 3. DepEd vis-Ã -vis DOF-BLGF reports on SEF Receipts and Expenditures per Region Data Source: DOF-BLGF data sent to DepEd last July 7, 2020 and SEF Data submissions by DepEd Schools Division Office (SDO) to DepEd Central Office (CO) as of December 31, 2019 received June 22, 2020 SPECIAL EDUCATION FUND 196

SPECIAL EDUCATION FUND ALIGNING SEF FOR THE BE-LCP In this time of the public health emergency, tapping SEF for BE-LCP is timely and vital as it can support DepEd’s guiding principle that learning shall continue. SEF utilization performance from FYs 2017 to 2019 ascertains that DepEd can depend on it as a very feasible funding source. Prior to the COVID-19 pandemic, monitoring of the SEF report would always focus on the expenditure rate, because it reflects how the regions and divisions would maximize their SEF receipts. However due to the pandemic, the focus shifted from the expenditure to the available balance, because the available balance would determine the capacity of the region and divisions in providing or tapping the SEF as a funding source for BE-LCP. And just as before, determining the balances would also help the regions and divisions in maximizing their SEF use. Because of the pandemic, it can also be assumed that some planned activities and projects on School Activities for SY 2020 to 2021, will be postponed, cancelled, or suspended. With this, the SEF may be reprioritized to support the funding requirements for BE-LCP. At least thirty Percent (30%) of the remaining SEF funds is initially estimated to be utilized for the BE-LCP because part of the SEF is still expected to fund other mandatory expenses of schools. Maximizing the use of SEF, with priority given to BE-LCP requirements will greatly augment the funding resource to continue learning in a modality that will still strictly comply with minimum health standards, and eventually, in preparation for “SAFE RETURN-to-school” programs. Based on available data, SEF has not been fully utilized over the years as less than 55% is reported to be utilized annually. Expanding the use of SEF to include the BE-LCP requirements has been embodied in the draft Joint Circular No. 2, series of 2020, otherwise known as The Addendum to DepEd-DBM-DILG Joint Circular No. 1, series of 2017 dated January 19, 2017, entitled, "Revised Guidelines on the Use of the Special Education Fund (SEF), which provides for a clarification on certain expenditure items identified in the BE-LCP that can be included as additional parameters to the existing guidelines. These are: a. Health and Sanitation: covers Personal Protective Equipment (PPEs), medical devices, vitamins and food, sanitation-related items, and, most importantly, installation of health areas and facilities; b. Support to Distance and Blended Learning modalities: various support mechanisms to facilitate Distance Learning such as modular, online, and media (TV and Radio) based resources, blended learning and homeschooling;

SPECIAL EDUCATION FUND 197

SPECIAL EDUCATION FUND c. Support to conduct Trainings and Webinars for capacity-building initiatives; d. Distribution and collection of Self-Learning Materials; and e. Information Dissemination SUPPORT FROM THE EXECUTIVE AND LEGISLATIVE BRANCHES Revisions on the SEF cannot be undermined as these are intended to further improve the SEF’s implementation. DBM, DILG and DepEd may issue another Joint Circular clarifying the use/utilization of the SEF and for the maximized ALIGNMENT of the SEF with the BE-LCP. SUPPORT FROM THE EXECUTIVE BRANCH Strengthened and increased engagement with the LSB is essential to be able to tap the SEF as a supplemental funding source for BE-LCP. Initial coordination with DILG and DBM has been undertaken by DepEd to seek clarification on the use of SEF for BELCP requirements. The DILG has recently released a Memorandum Circular No. 202096, calling all the local government units to support the DepEd’s BE-LCP through its “Oplan Balik Eskwela 2020”. SUPPORT FROM THE HOUSE OF REPRESENTATIVES House of Representatives: Special Education Fund Amendments of 2020 Benefits to DepEd: Seeks to answer the objectives set forth in DepEd’s BE-LCP on the utilization of SEF as external funding source •

Section 3, Amending Sec. 100 of RA 7160

This provides the DepEd a policy basis for using the SEF for any preemptive measure it may develop in time of declared emergency. Corollary to this, the Basic Education Learning Continuity Program (BE-LCP) that DepEd has framed is in accordance with this stipulation. •

On Section 5, Amending Sec. 272 of RA 7160

With the authority the DepEd has obtained through the Local School Boards, the DepEd can identify and request the facilitation for SEF funding of the various resource requirements needed for BE-LCP. •

On the DepEd reporting to the LSB as to the use and disbursement of SEF as often as may be required and on the LSB meeting at least once a month or as often as may be necessary

SPECIAL EDUCATION FUND 198

SPECIAL EDUCATION FUND This stipulation indicates the importance of strengthening SEF collection monitoring leading to the maximization of its utilization. There is a need for a mechanism for monitoring and evaluation (M&E), at least in the local area, to ensure the consistency to the objectives of SEF and its utilization. Efficiency measures are also needed, guided by the DepEd-Central Office policy criteria, to assess the annual performance and accomplishments of LSBs.

SUPPORT FROM THE SENATE Senate Bill No. 1579 ď&#x201A;ˇ

proposes for the strengthening of the involvement of local communities and local government units in basic education governance by empowering as partners in educating the learners, engaging their participation in the delivery of basic education services and assessment of its effectivity and effectiveness, and the shared goal of quality inclusive education.

Senate Bill No. 396 ď&#x201A;ˇ

proposes to expand the application of the proceeds of the Special Education Fund tax to other items relating to education such as: the construction and repair of libraries, payment of salaries, allowances, and other benefits of teaching and non-teaching personnel.

With the current hearings and meetings on the proposed SEF bills at both the Senate and the House of Representatives and with the on-going review of the Joint Circular No.1, S. 2017, it is recommended that DepEd will submit one position paper stipulating all its recommendations for inclusion in the said legislation.

SPECIAL EDUCATION FUND 199

SPECIAL EDUCATION FUND 2019 SEF DATA SUBMISSIONS TO DEPED COLLECTED AS OF JUNE 22, 2020 (Division refers to submissions made by DepEd SDOs)

REGION CAR CAR CAR CAR CAR CAR CAR CAR NCR NCR NCR NCR NCR NCR NCR NCR NCR NCR NCR NCR NCR NCR NCR NCR REGION REGION REGION REGION REGION REGION REGION REGION REGION REGION REGION REGION REGION REGION REGION REGION REGION REGION REGION REGION REGION REGION REGION REGION REGION REGION REGION REGION REGION REGION REGION REGION REGION REGION REGION REGION REGION REGION REGION REGION

I I I I I I I I I I I I I I II II II II II II II II II III III III III III III III III III III III III III III III III III

REGION III REGION III REGION III REGION IV-A REGION IV-A

DIVISION Abra Apayao Baguio City Benguet Ifugao Kalinga Mt. Province Tabuk City Caloocan City Las Piñas City Makati City Malabon City Mandaluyong City Manila Marikina City Muntinlupa City Navotas City Parañaque City Pasay City Pasig City Quezon City San Juan City Taguig City Valenzuela City Alaminos City Batac City Candon City Dagupan City Ilocos Norte Ilocos Sur La Union Laoag City Pangasinan I Pangasinan II San Carlos City San Fernando City Urdaneta City Vigan City Batanes Cagayan Cauayan City Ilagan City Isabela Nueva Vizcaya Quirino Santiago City Tuguegarao City Angeles City Aurora Balanga Bataan Bulacan Cabanatuan City Gapan City Mabalacat City Malolos City Meycauayan City Nueva Ecija Olongapo City Pampanga San Fernando City San Jose City San Jose Del Monte Science City of Muñoz Tarlac Tarlac City Zambales Antipolo City Bacoor City

SEF RECEIPT

2019 EXPENDITURES

BALANCE

697,801.67 6,898,981.14 81,831,166.26

5,504,300.00 80,626,939.08

697,801.67 1,394,681.14 1,204,227.18

11,447,345.83

10,775,223.99

672,121.84

22,794,817.25 1,475,072.30 542,368,195.27 97,038,818.90 3,175,133,579.00 34,123,464.57

5,750,048.17 356,055.40 417,335,088.31 62,626,776.42 1,468,960,410.00 29,439,803.15

17,044,769.08 1,119,016.90 125,033,106.96 34,412,042.48 1,706,173,169.00 4,683,661.42

387,441,332.99 420,049,696.28 95,485,690.56 623,937,726.14 297,346,943.53 814,314,533.00 1,601,000,000.00 183,446,847.23

355,935,215.92 397,473,123.84 75,560,502.09 37,645,655.88 235,677,998.13 434,417,568.87

31,506,117.07 22,576,572.44 19,925,188.47 586,292,070.26 61,668,945.40 379,896,964.13 1,601,000,000.00 43,665,211.40

102,617,764.62 1,096,369.15 24,911,410.28 9,013,191.75 28,420,574.86 103,529,967.85 16,715,883.88

141,921,003.36 1,732,705.66 839,023.60 6,646,556.90 20,677,217.38 88,673,706.28 14,130,639.22

(39,303,238.74) (636,336.51) 24,072,386.68 2,366,634.85 7,743,357.48 14,856,261.57 2,585,244.66

22,867,526.69

16,219,303.57

6,648,223.12

40,590,541.47

23,891,788.77

16,698,752.70

42,433,012.89 19,380,000.00 16,944,134.55 3,448,724.28

15,358,734.20 18,399,549.67 15,687,659.30 2,507,514.15

27,074,278.69 980,450.33 1,256,475.25 941,210.13

37,475,954.32

22,721,197.74

14,754,756.58

16,330,714.44

11,708,913.41

4,621,801.03

15,239,931.32 49,663,077.20 35,114,283.33 174,321,413.81 39,200,000.00 60,337,792.89 439,716,799.48 565,000,000.00

11,773,414.64 42,917,253.94 30,901,354.29 58,846,338.09 24,836,653.89 29,905,091.42 157,111,034.20 20,549,721.89

3,466,516.68 6,745,823.26 4,212,929.04 115,475,075.72 14,363,346.11 30,432,701.47 282,605,765.28 544,450,278.11

11,699,779.33 3,515,452.02 116,916,979.26 161,737,648.88 67,794,052.59 52,256,507.84

6,922,350.72 8,400,288.23 32,990,879.79 129,320,051.71 13,497,988.39 51,441,255.87

4,777,428.61 (4,884,836.21) 83,926,099.47 32,417,597.17 54,296,064.20 815,251.97

221,540,866.90 78,261,340.04 17,800,139.88

233,833,353.07 42,266,987.26 16,785,052.70

(12,292,486.17) 35,994,352.78 1,015,087.18

135,896,017.28

70,795,683.96

65,100,333.32

51,344,577.28

176,566,603.35

343,422,171.45

221,506,911.22

139,781,635.83

1STQ

STATUS OF SUBMISSION 2NDQ 3RDQ 4THQ

/ x / x / x x / / / / / x x / / / / / x / / x / / / / / / / x / x / x / / / / x / x / x / / / / / / / / x / / / / / / x / / / x

/ x / x / x / / / / / x x x / / / x / / / / x / / / / x / / x / x / x / / / / x / x / x / / / / / / x / x / / / / / / x / / / x

/ / / x / x x / / x / x x x / / / x / x x / x x / x / x / / x / x / x / / / / x / x / x / / / / / / / / x / / / / x x x / / / x

x / / x / x x / / x x x x x / / / x x x / x x x x x / x / x x / x x x / / / / x / x / x / / / / / x x / x / / / / x / x / / / x

(125,222,026.07)

x / x /

121,915,260.23

SPECIAL EDUCATION FUND 200

SPECIAL EDUCATION FUND REGION IV-A REGION IV-A REGION IV-A REGION IV-A REGION IV-A REGION IV-A REGION IV-A REGION IV-A REGION IV-A REGION IV-A REGION IV-A REGION IV-A REGION IV-A REGION IV-A REGION IV-A REGION IV-A REGION IV-A REGION IV-A REGION IV-A REGION IV-B REGION IV-B REGION IV-B REGION IV-B REGION IV-B REGION IV-B REGION IV-B REGION REGION REGION REGION REGION REGION REGION

V V V V V V V

REGION REGION REGION REGION REGION REGION REGION REGION REGION REGION REGION REGION REGION REGION REGION REGION REGION REGION REGION REGION REGION REGION REGION REGION

V V V V V V VI VI VI VI VI VI VI VI VI VI VI VI VI VI VI VI VI VI

225,980,448.72

161,610,139.69

64,370,309.03

Batangas City

374,725,920.70

230,511,214.36

144,214,706.34

Biñan City

109,808,211.31

31,736,975.18

78,071,236.13

Cabuyao City

427,988,948.50

238,591,321.90

189,397,626.60

Calamba City

712,000,000.00

473,527,858.67

238,472,141.33

Cavite

225,000,000.00

95,681,493.15

129,318,506.85

25,572,351.66

9,439,504.61

16,132,847.05

Cavite City Dasmariñas City

125,244,591.14

88,539,185.28

36,705,405.86

Laguna

126,063,758.42

103,707,477.24

22,356,281.18

Lipa City

330,228,033.79

180,308,964.03

149,919,069.76

85,414,711.84

93,579,563.41

Quezon

202,287,307.94

30,414,985.51

171,872,322.43

Rizal

Lucena City

(8,164,851.57)

151,898,378.77

9,368,200.77

142,530,178.00

San Pablo City

90,541,631.19

73,301,749.18

17,239,882.01

Sta. Rosa City

603,691,937.13

473,813,198.77

129,878,738.36

Tanauan City

323,580,808.08

155,321,465.69

168,259,342.39

20,548,555.49

16,635,426.23

3,913,129.26

x x

Tayabas City Calapan City Mariduque

73,597,812.71

29,593,103.82

44,004,708.89

6,320,005.26

3,610,082.55

2,709,922.71

39,209,667.95

20,339,645.64

18,870,022.31

x / x x / x / x x / x / / / / x / / / / / / / / / x x / / / x x x x / / x x x x / /

x / x x x x / x x x x / x / / x / x / / / / / / x / x / / / x x x x / / x x x x / /

x / x x x x x x x x x / / / / x / x / / / / / / x x x / / / x x x x / / x x x x / /

/ x x x x x x x x x x / x / / x / x x / / / / / x x x / / / x x x x / / x x x x / /

Occidental Mindoro Oriental Mindoro Palawan Puerto Prinsesa City Romblon

VII VII VII VII VII VII VII VII VII

Imus City

General Trias

REGION VI REGION VI REGION REGION REGION REGION REGION REGION REGION REGION REGION

Batangas

Albay Camarines Norte Camarines Sur Catanduanes Iriga City Legazpi City Ligao City Masbate Masbate City Naga City Sorsogon Sorsogon City Tabaco City Bacolod City Bago City Cadiz City Escalante City Kabankalan City La Carlota City Negros Occidental Sagay City San Carlos City Silay City Aklan Antique Capiz Iloilo Iloilo City Passi City Guimaras Roxas City Himamaylan City Sipalay City Bais City Bayawan City Bogo City Bohol Carcar City Cebu Cebu City Danao City Dumaguete City

67,566,809.83 19,213,698.44

39,902,867.53 12,012,951.65

27,663,942.30 7,200,746.79

6,075,907.50

(6,075,907.50)

6,595,248.05

4,047,746.75

2,547,501.30

113,817,000.00

19,208,127.59

94,608,872.41

20,904,407.69 6,085,370.79 336,672,927.86 2,018,240.30

16,499,564.20 5,767,475.51 114,226,665.90 282,804,864.86

4,404,843.49 317,895.28 222,446,261.96 (280,786,624.56)

29,000,719.26 50,017,718.86 71,940,597.89 175,137,300.00 30,708,198.70 91,518,569.69 45,954,382.00 96,313,497.60 18,500,000.00 22,818,869.84

17,188,762.47 338,925.57 31,894,785.11 137,739,326.05 13,325,947.46 21,890,668.72 21,131,820.10 62,669,904.21 8,405,864.00 20,550,000.00

11,811,956.79 49,678,793.29 40,045,812.78 37,397,973.95 17,382,251.24 69,627,900.97 24,822,561.90 33,643,593.39 10,094,136.00 2,268,869.84

310,068,049.00 21,392,457.00 21,162,330.24

59,859,645.35 19,674,113.37 17,517,801.48

250,208,403.65 1,718,343.63 3,644,528.76

16,521,168.93 5,429,352.88

13,495,509.13 12,325,604.57

3,025,659.80 (6,896,251.69)

16,470,171.62 45,863,619.04

4,469,433.47 26,081,443.01

12,000,738.15 19,782,176.03

SPECIAL EDUCATION FUND 201

SPECIAL EDUCATION FUND REGION VII REGION VII REGION VII REGION VII REGION VII REGION VII REGION VII REGION VII REGION VII REGION VII REGION VIII REGION VIII REGION VIII REGION VIII REGION VIII REGION VIII REGION VIII REGION VIII REGION VIII REGION VIII REGION VIII REGION VIII REGION VIII REGION IX REGION IX REGION IX REGION IX REGION IX REGION IX REGION IX REGION IX REGION X REGION X REGION X REGION X REGION X REGION X REGION X REGION X REGION X REGION X REGION X REGION X REGION X REGION X REGION XI REGION XI REGION XI REGION XI REGION XI REGION XI REGION XI REGION XI REGION XI REGION XI REGION XI REGION XII REGION XII REGION XII REGION XII REGION XII REGION XII REGION XII REGION XII REGION XII REGION XIII REGION XIII REGION XIII REGION XIII REGION XIII REGION XIII REGION XIII REGION XIII REGION XIII REGION XIII REGION XIII REGION XIII

Guihulngan City Lapu-Lapu City Mandaue City Naga City Negros Oriental Siquijor Tagbilaran City Talisay City Tanjay City Toledo City Baybay City Biliran Borongan City Calbayog City Catbalogan City Eastern Samar Leyte Maasin City Northern Samar Ormoc City Samar (Western) Southern Leyte Tacloban City Dapitan City Dipolog City Isabela City Pagadian City Zamboanga City Zamboanga del Norte Zamboanga del Sur Zamboanga Sibugay Bukidnon Cagayan de Oro City Camiguin El Salvador City Gingoog City Iligan City Lanao del Norte Malaybalay City Misamis Occidental Oroquieta City Ozamis City Tangub City Valencia City Misamis Oriental Compostela Valley Davao City Davao del Norte Davao del Sur Davao Oriental Digos City Mati City Panabo City Samal City Tagum City Davao Occidental Cotabato Cotabato City General Santos City Kidapawan City Koronadal City Saranggani South Cotabato Sultan Kudarat Tacurong City Agusan del Norte Agusan del Sur Bayugan City Bislig City Butuan City Cabadbaran City Dinagat Islands Siargao City Surigao City Surigao del Norte Surigao del Sur Tandag City TOTAL

214,336,375.09 238,925,790.87

114,588,628.18 92,358,754.41

99,747,746.91 146,567,036.46

151,273,776.00

67,803,135.07

83,470,640.93

103,895,990.48 8,254,648.72 1,598,229.40 5,692,872.13 13,095,918.84 10,513,186.92 5,671,497.15 25,400,000.00 1,129,136.31 16,088,632.62 3,186,821.52 9,143,125.27 7,418,698.08 24,641,236.26

14,606,540.00 5,525,044.67 2,330,000.00

5,945,000.00 398,489.00 12,426,233.56 5,639,954.83 2,878,045.72 5,903,531.16 13,428,503.40

89,289,450.48 2,729,604.05 (731,770.60) 5,692,872.13 4,285,723.95 153.92 5,671,497.15 19,455,000.00 730,647.31 3,662,399.06 (2,453,133.31) 6,265,079.55 1,515,166.92 11,212,732.86

7,110,121.57 6,145,964.50 31,046,285.16

20,000.00 4,876,592.00 21,035,991.34

7,090,121.57 1,269,372.50 10,010,293.82

82,683,976.82 342,293,146.45 6,641,523.18 26,678,081.65 17,886,055.05 123,847,069.80 15,800,000.00 25,202,152.71 15,601,895.44 6,011,373.42 28,569,695.60 3,000,000.00 24,491,340.31 150,000,001.00

67,377,086.00 91,860,201.87 5,901,144.11 22,061,646.80 13,118,043.83 68,254,093.52 2,997,640.00 9,354,089.27 8,378,837.50 4,816,021.70 18,021,008.56 528,790.00 10,012,862.29 33,775,931.64

15,306,890.82 250,432,944.58 740,379.07 4,616,434.85 4,768,011.22 55,592,976.28 12,802,360.00 15,848,063.44 7,223,057.94 1,195,351.72 10,548,687.04 2,471,210.00 14,478,478.02 116,224,069.36

622,873,926.43 54,284,269.13 26,813,056.12

311,565,836.29 43,076,399.02 466,200.00

311,308,090.14 11,207,870.11 26,346,856.12

26,021,905.13 19,405,158.64 20,995,889.50 13,506,871.37 131,082,741.76 114,235,310.80 34,000,000.00 15,066,662.00

5,723,678.87 11,997,224.93 1,540,624.17 8,770,580.21 101,148,206.96 16,767,351.51 28,634,450.52 14,006,640.29

20,298,226.26 7,407,933.71 19,455,265.33 4,736,291.16 29,934,534.80 97,467,959.29 5,365,549.48 1,060,021.71

33,450,170.73 63,710,635.49 15,000,000.00

28,268,678.67 42,068,090.99 6,807,990.48

5,181,492.06 21,642,544.50 8,192,009.52

20,304,494.65 28,871,975.73 72,472,803.10

19,488,219.30 5,270,291.08 6,062,729.03

816,275.35 23,601,684.65 66,410,074.07

59,344,808.74 2,512,781.20 3,191,664.23

33,494,845.29 1,591,760.19 2,469,449.60

25,849,963.45 921,021.01 722,214.63

83,767,649.04

9,577,975.88

74,189,673.16

8,112,083.65 20,667,079,875.60

11,146,540.71 10,504,376,240.47

8,810,194.89 10,513,033.00

(3,034,457.06) 10,162,703,635.13

x x / x x x x / x / / / / / / / x / / / / / / x / x x x x x x / / / / / x / / / / x / / x x / / / x / / / / / / / x x / / / x x / / / x x / / / x x x x /

x x / x x x x / x / / / / / / / / / / / / / / x x / x x x x x / / / / / / / / / / / x / / x / / / x / / x x / x / / x / / / x x / / / x x / / x x x / x /

x x / x x x x / x / / / / / / / / / / / / / / x x / x x x x x / / / / x / / / / / / / / / x / / x x x x x x / x / x x / / x x x / / / x x / / x x x x x /

SPECIAL EDUCATION FUND 202

x / / x x x x / x / / / / / / / / / / x / / / x x / / x x x x / / / / / / / / / / / x x / x / / x x x / x x / / / x x / / x x x / / x x x / / x x x x x /

LAST MILE SCHOOLS PROGRAM

LAST MILE SCHOOLS PROGRAM R.1

WHAT IS THE DEPED LAST MILES SCHOOLS PROGRAM (LMSP)? ● The Last Mile Schools Program (LMSP) is part of the Public Schools of the Future framework, under the leadership of Secretary Leonor Magtolis Briones, and in line with the Philippine Development Plan 2017 to 2022 under the administration of President Rodrigo Roa Duterte. ● The intention of the fund is to reach out to schools located in far flung areas and alleviate the condition of its physical facilities. ● It will be focus on the provision or replacement of new classrooms and administration buildings (ACCESS) to the target 7K schools for the next three years. This will also include construction of fences and other site improvements such as soil slope protection, drainage system and embankments.

R.2

WHAT ARE LAST MILE SCHOOLS? Around 17% or 8,000 schools have so far been identified that fall within these parameters. These are the Last Mile Schools. ● Last Mile Schools are schools that have less than four classrooms, usually makeshift and non-standard ones, where floors remain unpaved and walls are made of sawali and similar materials. ● They are schools with no electricity and have never had facilities repaired or any construction done in the last four years. ● They are schools usually located more than an hour away from the town center and only accessible through difficult terrain and are located in farflung mountains and isolated islands. ● Last Mile Schools are schools that have multi-grade classes, with less than five teachers, and a student population of less than 100 learners, more than 75% of which are usually indigenous people. ● They are schools that do not have complete sets of school furniture, no computers, no internet connection, very few textbooks and manuals, and lacking laboratory tools and equipment.

LAST MILE SCHOOLS PROGRAM 203

LAST MILE SCHOOLS PROGRAM ● These are schools where school building projects did not push through because of problems in peace and order, and where private contractors, suppliers, and service providers find difficult to access in order to deliver the necessary equipment and services. ● As of September 1, 2019, there are about 9,225 schools identified as Last Mile School, with Regions Cordillera, VIII and VII as having the top three most number. This figure excludes BARMM. ● About 3,806 of these are first priority schools as these are schools with less than 4 classrooms which are either makeshifts, dilapidated, condemned and needing major repairs. Regions VIII, Cordillera and VI top the list. ● The second priority is about 2,951 schools which are schools having less than 8 classrooms that are either makeshifts, dilapidated, condemned and needing major repairs. ● The third priority is about 2,468 schools which are schools having other criteria under the LMS like not having been repaired or have no new construction projects from the last 5 years, have less than 7 teachers, etc.

R.3

WHAT SHALL BE DONE IN THE LAST MILE SCHOOLS? For 2020 and 2021, DepEd will direct a significant number of projects, programs, and activities to address the needs of these disadvantaged public schools and learners. The different bureaus, services, schools’ divisions, and offices shall work together to plan and implement the programs, projects, and activities that address the needs of the Last Mile Schools. ● The Last Mile Schools Program will transform makeshift classrooms into standard ones, ensuring a minimum of four newly constructed classrooms per school. These classrooms will be provided with standard school furniture, math and science equipment, laboratory tools and materials, textbooks, manuals, and other teaching and learning materials. ● The Program will bring in electricity through the installation of solar panels in those areas where electrification has not yet been provided. Computers and other information and communications technology equipment will also be delivered to enable schools to be connected to the DepEd network and to the world wide web. ● The Program will also process school site ownership to enable unhampered school building constructions, which will include the establishment of a 2-storey resilient Administration and Climate Change Emergency Storage and Shelter (ACCESS) building for multi-purpose use. The ACCESS building will include a Library, Faculty Room, Principal’s Office, Clinic and Guidance Room, and/or Computer/Technology Vocational Livelihood (TVL)/Science Laboratory, LAST MILE SCHOOLS PROGRAM 204

LAST MILE SCHOOLS PROGRAM and will serve as Emergency Storage for school equipment, tools, supplies, and materials in times of calamities. ● Through the Last Mile Schools Program, the needed number of teachers will be deployed, and training will be provided for existing ones for better delivery of the K to 12 Curriculum. Principals, school heads, and personnel will also be trained for the smooth operation of the school, as well as student-leaders and teacher-advisers. ● Non-teaching personnel will also be provided for administrative and financial transactions together with the necessary, appropriate, and timely capacity-building for personnel in the discharge of tasks and functions related to records management, asset management, cash management, and general services. This will result in the efficient determination and recommendation of the appropriate budgetary requirements to support the operations of their respective schools. ● Potable water will be provided via deep wells, ram pumps, filtration equipment, and other sources, together with wash facilities and restrooms. ● With the development of the Last Mile Schools, programs such as the Oplan Kalusugan sa DepEd (OK sa DepEd), School-Based Feeding Program, Gulayan sa Paaralan, School Inside a Garden, After School Sports, Core Values Formation, Student Leadership Development and others are provisioned with funds and properly implemented.

R.4

WHAT ARE THE REFERENCES/BASES FOR THE LAST MILE SCHOOLS PROGRAM? a. Cabinet Action/Decision File No. 585-010719-08-20 b. Philippine Development Plan 2017 to 2022 under the administration of President Rodrigo Roa Duterte. c. DepEd Memorandum No. 59, s. 2019 entitled “Prioritizing the Development of the Last Mile Schools in 2020-2021: Reaching Out and Closing the Gap” released in May 2019

R.5

WHAT ARE THE PROGRAM IMPLEMENTATION REQUIREMENTS? To realize these, DepEd is ready to determine and recommend the appropriate budgetary requirement to support the operation of these schools. Initially, some P46.24 Billion has been proposed for the introduction of the program in 2020 as a separate item titled “Last Mile Schools Fund.”

LAST MILE SCHOOLS PROGRAM 205

LAST MILE SCHOOLS PROGRAM DepEd will also enjoin external partners to deliver services not covered by DepEd programs, such as the construction and rehabilitation of fences, school gates, dormitories, stages and multipurpose halls, among others. To address the many challenges, DepEd, in all governance levels, shall facilitate convergence initiatives with the following government agencies to address the broader needs in areas that could not be addressed by DepEd, including access roads, health concerns of the community, peace and order, expansion of coverage of feeding program beyond wasted and severely wasted learners, among others: ● ● ● ● ● ● ● ● ●

Department of Public Works and Highways (DPWH) Department of Health (DOH) Department of Social Welfare and Development (DSWD) Department of the Environment and Natural Resources (DENR) Department of the Interior and Local Government (DILG) Department of National Defense (DND) Armed Forces of the Philippines (AFP) Philippine National Police (PNP) National Commission on Indigenous Peoples (NCIP)

Part of this is the proposal of DepEd to DPWH of the adoption of Access Roads to All Learners (ARAL) as a flagship infrastructure program prioritizing construction of roads and bridges leading to schools. DepEd will also engage the following agencies in the implementation of the Last Mile School Programs thru the application of alternative procurement processes and indigenous or alternative building materials to conform with the terrain and remoteness of the schools in pursuance of easy access to quality education: ● AFP Engineering Brigade ● Local Government Units ● Indigenous People’s Tribal Councils

R.6

WHAT ARE THE FEATURES OF ACCESS BUILDINGS? ● ● ● ● ● ●

Principal’s Office Faculty Room Guidance Room Library School’s Supply and Equipment Storage during Calamity Equivalent to a Two (2) Storey – Four (4) Classroom School Building

LAST MILE SCHOOLS PROGRAM 206

LAST MILE SCHOOLS PROGRAM

LAST MILE SCHOOLS PROGRAM 207

LAST MILE SCHOOLS PROGRAM

LAST MILE SCHOOLS PROGRAM 208

LAST MILE SCHOOLS PROGRAM

LAST MILE SCHOOLS PROGRAM 209

LAST MILE SCHOOLS PROGRAM R.7

WHAT ARE THE BUDGETARY REQUIREMENTS? TOTAL LAST MILE SCHOOLS

TOTAL CL REQUIREMENTS

TOTAL CL INVENTORY

NET CL REQUIREMENTS

8,338

44,821

40,044

10,730

LAST MILE SCHOOLS - CLASSROOMS 3 YEAR REQUIREMENT

NET CL REQUIREMENT

UNIT COST

TOTAL BUDGETARY REQUIREMENT

2020

8,625

2.5 MILLION

PHP 21.562B

2021

2,105

2.5 MILLION

PHP 5.262B

TOTAL

10,730

3 YEAR REQUIREMENT

PHP 26.824B

ACCESS BUILDINGS TOTAL NUMBER OF UNIT COST SITES

TOTAL BUDGETARY REQUIREMENT

2020

2,780

14.5 MILLION

PHP 24.98B

2021

5,558

15.95 MILLION

PHP 88.65 B

TOTAL

8,338

LAST MILE SCHOOLS PROGRAM 210

LAST MILE SCHOOLS PROGRAM 2020

TARGET NO. OF SCHOOL SITES 2,780

ACCESS BUILDING PHP 24.98B

CLASSROOM REQUIREMENT PHP 21.56B

TOTAL BUDGETARY REQUIREMENT PHP 46.54B

2021 TOTAL

5,558 3,456

PHP 88.65 B PHP 50.11B

PHP 5.26B PHP 26.82B

PHP 93.91B PHP 140.45B

YEAR

For FY 2020 GAA, Php 6.5 billion was allocated for the Last Mile Schools Program. Below is the DepEd proposal for the full implementation of the Last Mile Schools Program and ACCESS Buildings. However, due to the passage of the Bayanihan Heal As One Act, Php 5 billion of the Php 6.5 billion appropriation was realigned to the Bayanihan Act resulting to reduced physical targets to just 88 schools instead of the original 361 schools. FY

No. of Schools

No. of Classrooms

2020

322

Amount 1,500,000,000

This request was already submitted to DBM for the release of the allotment to DepEd. REGION CAR Caraga I II III IV-A IV-B V VI

NO. OF SITES 9 6 3 7 5 5 4 7 8

NO. OF CLASSROOMS 31 24 10 28 14 16 16 23 32

AMOUNT 172,316,329 121,039,330 50,565,039 136,450,599 66,907,381 87,443,915 69,961,465 67,139,334 156,646,981 LAST MILE SCHOOLS PROGRAM 211

LAST MILE SCHOOLS PROGRAM VII VIII IX X XI XII TOTAL

R.8

7 13 5 4 3 2 88

24 49 20 15 12 8 322

76,563,754 233,781,362 98,742,667 72,395,010 52,033,266 38,013,660 1,5000,000,000

WHAT IS THE TIMELINE FOR THE LMSP 2020?

CONTRACTING

ADJUSTED CONTRACTING

COMPLETION/ DELIVERY

ADJUSTED DELIVERY

PAYMENT

ADJUSTED PAYMENT

Mar 2020

Dec 2020

Mar 2021

Aug 2020 - Dec 2020

Jan 2021 - Mar 2021

R.9

BUDGET ALLOCATION FISCAL YEAR

PHYSICAL EQUIVALENT

APPROPRIATION BASED ON GAA/NEP

2020

6,500,000,000 361 schools

2020 after Bayanihan Act

1,500,000,000 88 schools

2021 Proposed 2021 NEP Level

63,291,188,000 3,075 schools 1,500,000,000 (Regular) and 6,500,000,000 499 schools (Unprogrammed Appropriations) LAST MILE SCHOOLS PROGRAM 212

LAST MILE SCHOOLS PROGRAM R.10 LMSP PLANS PLAN A - Classrooms with attached common toilet at one side

LAST MILE SCHOOLS PROGRAM 213

LAST MILE SCHOOLS PROGRAM PLAN B - Classrooms without toilet but provided with detached 4-seater toilet and hand washing facilities

LAST MILE SCHOOLS PROGRAM 214

LAST MILE SCHOOLS PROGRAM

LAST MILE SCHOOLS PROGRAM 215

LAST MILE SCHOOLS PROGRAM

LAST MILE SCHOOLS PROGRAM 216

LAST MILE SCHOOLS PROGRAM

OTHER COMMON FACILITIES ACCESS BUILDING WATER PUMPING STATION  WATER PUMPING DETAIL RAIN WATER HARVESTER SOLAR PANEL SYSTEM

STANDARD GATE AND FENCE DESIGN SCHOOL FURNITURES  CLASSROOM CABINET STANDARD FLAGPOLE DESIGN NEW BLACKBOARD DESIGN LAST MILE SCHOOLS PROGRAM 217

LAST MILE SCHOOLS PROGRAM RAINWATER HASVESTING TANK (ELEVATION AND TOP VIEW)

LAST MILE SCHOOLS PROGRAM 218

LAST MILE SCHOOLS PROGRAM SOLAR “PV” PANEL SYSTEM REQUIREMENTS

LAST MILE SCHOOLS PROGRAM 219

LAST MILE SCHOOLS PROGRAM LAST MILE SCHOOL FENCE AND GATE DETAIL

LAST MILE SCHOOLS PROGRAM 220

LAST MILE SCHOOLS PROGRAM SCHOOL FURNITURES

LAST MILE SCHOOLS PROGRAM 221

LAST MILE SCHOOLS PROGRAM STANDARD FLAGPOLE DESIGN

LAST MILE SCHOOLS PROGRAM 222

SCHOOL DENTAL HEALTH CARE PROGRAM

SCHOOL DENTAL HEALTH CARE PROGRAM S.1

PROFILE Objective To promote and maintain good oral health of the K-6 learners through the delivery of basic oral health services Priorities ● ● ● ● ● ●

S.2

Establishment of medical/dental clinics in central elementary schools Distribution of health care supplies to all K to 6 learners Application of fluoride varnish to all K-3 Procurement of medical/dental supplies Procurement of dental chair Allocation for Program Management/Support Funds at CO

FINANCIAL PERFORMANCE FY 2020 (Figures in Thousand Pesos)

ADJ. OBLIG. OBLIG. % DISB. DISB. % ALLOTMENT Current 44* 0 0% 0 0% Continuing 1,278 0 0% 0 0% Source: CO FAR 1 (Continuing and Current) as of September July 24, 2020 from CO Budget Division Notes: 1) PhP 987 Million (Current Funds) has already been downloaded to the regions 2) PhP 394 Million (Current Funds) was realigned to BE-LCP FY 2020

FY 2019 FY 2019

ADJ. OBLIG. OBLIG. % DISB. ALLOTMENT FY 2019 2,807 1,199 42.71% 22 Source: Year-End Statement of Appropriations, Allotments, Obligations, Disbursements and Balances – Overall (SAAODB)

DISB. % 1.86%

SCHOOL DENTAL HEALTH CARE PROGRAM 223

SCHOOL DENTAL HEALTH CARE PROGRAM S.3

DETAILS OF SDHCP FUND RE-ALLOCATED TO BE – LCP FUNDING YEAR

FY 2019 FY 2020 TOTAL

S.4

AMOUNT

REMARKS

PhP 44,600,000.00 For the procurement of Dental Chairs For the procurement of Fluoride 393,580,200.00 Varnish PhP 438,180,200.00

FY 2019 ACCOMPLISHMENT COMPONENT

PARAMETER

TOTAL IN PHP

TARGET

Provision of funds for the rehabilitation/repairs of a room to be converted as a clinic

PhP 350,000 786,243,466 1,869 – PhP 450,000*

Provision of Health Care Supplies for all Kinder to Grade 6 Learners

Php 40 per child

600,156,680 14,071,013

Procurement of Fluoride Varnish to be applied to all Kinder to Grade 3 learners Procurement of Dental Supplies (CO, RO, SDO, CES Clinics)

PhP 130,000 per 245,180,000 established clinic

Procurement of Medical Supplies (CO, RO, SDO, CES Clinics)

PhP 130,000 per 245,180,000 established clinic

Php 50 per child

404,136,000 7,615,200

1,886

ACTUAL

1869**

REMARKS Rehabilitation and repair ongoing Sum of No. of CL on going – 1224 Sum No. Of CL under no remarks on readiness- 14 Sum of No. of CL Completed – 645

For Rebid. Awaiting guidelines on procurement process through electronic bidding.

7,615,200**

Pre-delivery inspection conducted. Ready for Delivery

1,746**

Delivery suspension lifted. Ready for delivery

For Rebid. Awaiting guidelines on procurement process through electronic bidding.

SCHOOL DENTAL HEALTH CARE PROGRAM 224

SCHOOL DENTAL HEALTH CARE PROGRAM

Procurement of Dental Chairs

PhP 200,000 per unit

Allocation of funds for Program Management/ Support Funds

377, 200,000

1,886

1,886*

198, 286,433

Validation of the target sites (readiness for installation) is conducted. waiting for delivery suspension to be lifted Orientation and Workshop for the Establishment of the 1886 Central Elementary School Clinic conducted Program support funds for the Regions and Divisions downloaded

*Per EFD **Procured

S.5

HOW WILL THE SDHCP BE IMPLEMENTED DURING THIS TIME OF COVID – 19 PANDEMIC? 1. Establishment of medical/dental clinics in central elementary schools 

Continuation of the scope of works, following the quarantine guidelines per area to reach 100% accomplishment of the target sites

2. Distribution of health care supplies to all K to 6 learners  

Distribution of health care supplies in partnership with volunteer parents, barangay officials and other stakeholders Adoption of applicable scheme as identified by the school head

3. Application of fluoride varnish to all K to 3 learners  

Application if practicable, prioritizing Kinder entrants Maybe suspended in some areas with high prevalence of COVID 19 cases

4. Procurement of medical/dental supplies

SCHOOL DENTAL HEALTH CARE PROGRAM 225

SCHOOL DENTAL HEALTH CARE PROGRAM  

Delivery of supplies procured by the Central Office may be done following the quarantine guidelines Procurement of additional supplies as augmentation may be done at the ROs or SDOs (which ever applicable based on the ground situation), using the downloaded funds from the CO

5. Procurement of dental chairs 



Delivery of the dental chairs procured by the Central Office may be done following the quarantine guidelines, prioritizing sites with established clinics Inspection and installation of dental chairs shall be planned based on the required minimum health standards set by the DOH and the DepEd

6. Delivery of health care services in the established clinics 

S.6

All health services may be deferred except for emergency cases to minimize the risk of cross contamination, in compliance to DepEd Order no. 14, s. 2020 Guidelines on the Required Health Standards in Basic Education Offices and Schools (Enclosure No. 2, Letter D – School Clinics and Health Services)

FY 2020 IMPLEMENTATION PLAN

PHYSICAL TARGETS/OUTPUTS

TIMELINES MILESTONES/A (START AND END CTIVITIES DATE)

RESPONSIBLE OFFICE

BEFORE THE SCHOOL OPENING Distribution of health care supplies

July to September

CO, RO, SDO, Schools

No. of fluoride varnish procured

Application of fluoride varnish

July to December depending on the situation of the pandemic

CO, RO, SDO

No. of dental chair procured

Installed dental chair on all identified CES

July to September

CO, RO, SDO, CES

No. of health care supplies procured

SCHOOL DENTAL HEALTH CARE PROGRAM 226

SCHOOL DENTAL HEALTH CARE PROGRAM No. of medical supplies procured

Medical supplies procured and delivered

July to September

CO, RO, SDO, CES

No. of dental supplies procured

Dental supplies delivered

July to August

CO, RO, SDO, CES

No. of classroom converted as school clinic

Completed the rehabilitation/re pair of all identified CES

July to September

CO, RO, SDO, CES

S.7

FY 2019 IMPLEMENTATION CHALLENGES 

Lack of capacity of the market to meet the requirements of DepEd which resulted to failure in bidding. a. Dental Chair - lowest bidder lacks necessary documents to proceed with contract. To date, there is an ongoing contract signing with second lowest bidder. b. Medical and Hygiene/Health Care Supplies - lowest bidders for both projects unable to meet the required specifications. This SDHCP component is for re-bidding.

 



S.8

Delay in the approval of the Implementing Guidelines for the SDHCP Delivery suspension was given to the suppliers of Dental Chair and Oral Health Supplies due to the pandemic, thus delaying the delivery of the supplies and equipment Delay in the procurement process brought about by the pandemic restrictions

FY 2020 BUDGET BREAKDOWN BUDGET FY 2019

FY 2020

Php 2,806,797,000

1,424,323,000

SCHOOL DENTAL HEALTH CARE PROGRAM 227

SCHOOL DENTAL HEALTH CARE PROGRAM FY 2020 PHYSICAL TARGETS OPERATING NO. OF CES UNIT

HEALTH CARE FLUORIDE MEDICAL/DENTAL SUPPLIES (K-6) VARNISH (K-3) SUPPLIES

TOTAL

1,869

14,118,220

7,871,604

1,886

CAR

224,028

123,137

CARAGA

116

437,518

246,412

117

NCR

1,279,414

699,124

RO I

165

665,834

362,838

166

RO II

139

491,951

274,023

140

RO III

145

1,482,305

823,544

146

RO IV-A

1,854,144

1,029,205

RO IV-B

499,556

282,888

RO V

167

968,308

545,615

168

RO VI

122

1,080,292

586,960

123

RO VII

125

1,077,998

592,703

126

RO VIII

253

702,152

393,689

254

RO IX

103

591,660

329,536

104

RO X

128

734,954

416,520

129

RO XI

732,965

406,197

RO XII

122

709,349

397,012

123

BARMM

585,792

362,201

TOTAL

1,869

14,118,220

7,871,604

1,886

SCHOOL DENTAL HEALTH CARE PROGRAM 228

SCHOOL DENTAL HEALTH CARE PROGRAM S.9

FY 2020 ALLOCATION FY 2020 ALLOCATIONS OPERATING UNIT

NO. OF CES + ROS

AMOUNT, IN â&#x20AC;&#x2DC;000 PESOS

TOTAL

1,886

1,424,323

BARMM

41,742

CAR

32,118

CARAGA

117

53,221

NCR

87,733

RO I

166

77,975

RO II

140

61,379

RO III

146

129,669

RO IV-A

144,226

RO IV-B

40,727

RO V

104

99,613

RO VI

168

97,160

RO VII

123

97,955

RO VIII

126

98,571

RO IX

254

60,943

RO X

129

75,508

RO XI

63,628

RO XII

123

72,825

PSF TOTAL

89,330 1,886

1,424,323

SCHOOL DENTAL HEALTH CARE PROGRAM 229

SCHOOL DENTAL HEALTH CARE PROGRAM S.10 FY 2021 BUDGET PROPOSAL FY 2019

FY 2020

FY 2021 (PROPOSED BUDGET)

Php 2,806,797,000

1,424,323,000

2,750,009,380

FY 2021 PROPOSED COMPONENT

FY 2021 NEP 0

ALLOCATION (PHP)

Procurement of Health Care Supplies for K6 learners

828,735,780

Procurement of Fluoride Varnish for K-3 Learners

471,906,720

Procurement of Dental Supplies for health clinics

316,350,000.00

Procurement of Dental Supplies for health clinics

316,350,000.00

Program Support Funds

101,376,880

Hiring of Clinic Aides in the school clinics

654,150,000

Procurement of Portable Dental Equipment Procurement of Mobile Clinics TOTAL:

420,000 60,720,000 2,750,009,380

SCHOOL DENTAL HEALTH CARE PROGRAM 230

SCHOOL DENTAL HEALTH CARE PROGRAM FY 2021 PROPOSED ALLOCATIONS FY 2021 PROPOSED ALLOCATIONS OPERATING UNIT

NO. OF CES + ROS+ SDOS

AMOUNT, IN â&#x20AC;&#x2DC;000 PESOS

TOTAL

2,109

2,750,009

BARMM

59,987

CAR

87,658

CARAGA

129

119,613

NCR

127,305

RO I

180

176,530

RO II

149

138,178

RO III

166

236,700

RO IV-A

114

244,102

RO IV-B

74,506

RO V

181

129,880

RO VI

143

207,243

RO VII

145

187,887

RO VIII

267

196,283

RO IX

112

243,107

RO X

143

156,268

RO XI

115,646

RO XII

132

147,740

PSF TOTAL

101,377 2,109

2,750,009

SCHOOL DENTAL HEALTH CARE PROGRAM 231

SCHOOL DENTAL HEALTH CARE PROGRAM PROPOSED 2021 REGIONAL BREAKDOWN BY COMPONENTS

REGION

TOTAL K-3

FLUORIDE (PHP)

TOTAL K-6

HEALTH CARE SUPPLIES (PHP)

BARMM

363,955

21,837,300.00

585,831

35,149,860.00

CAR

120,274

7,216,440.00

215,855

12,951,300.00

CARAGA

243,327

14,599,620.00

428,563

25,713,780.00

NCR

707,962

42,477,720.00

1,252,961

75,177,660.00

Region I

354,945

21,296,700.00

639,804

38,388,240.00

Region II

268,605

16,116,300.00

478,527

28,711,620.00

Region III

820,866

49,251,960.00

1,448,305

86,898,300.00

Region IV-A

1,046,130

62,767,800.00

1,830,661

109,839,660.00

Region IV-B

280,072

16,804,320.00

490,115

29,406,900.00

Region IX

337,634

20,258,040.00

581,277

34,876,620.00

Region V

543,344

32,600,640.00

946,622

56,797,320.00

Region VI

578,748

34,724,880.00

1,041,111

62,466,660.00

Region VII

592,641

35,558,460.00

1,054,741

63,284,460.00

Region VIII

389,049

23,342,940.00

682,066

40,923,960.00

Region X

418,232

25,093,920.00

724,565

43,473,900.00

Region XI

404,958

24,297,480.00

714,969

42,898,140.00

Region XII

394,370

23,662,200.00

696,290

41,777,400.00

TOTAL:

7,865,112

471,906,720.00

13,812,263

828,735,780.00

SCHOOL DENTAL HEALTH CARE PROGRAM 232

SCHOOL DENTAL HEALTH CARE PROGRAM REGION

TOTAL RO+CES

NO. OF SDOS

MEDICAL AND DENTAL SUPPLIES (PHP)

NO. OF CES CLINICS

HIRING OF COS @PHP 35,0000 X 10 MOS

BARMM

3,000,000.00

0.00

CAR

27,900,000.00

29,400,000.00

CARAGA

117

38,700,000.00

116

40,600,000.00

NCR

7,200,000.00

2,450,000.00

Region I

166

54,000,000.00

165

57,750,000.00

Region II

140

44,700,000.00

139

48,650,000.00

Region III

146

49,800,000.00

145

50,750,000.00

Region IV-A 93

34,200,000.00

32,200,000.00

Region IV-B

12,000,000.00

11,200,000.00

Region IX

104

33,600,000.00

103

36,050,000.00

Region V

168

54,300,000.00

167

58,450,000.00

Region VI

123

42,900,000.00

122

42,700,000.00

Region VII

126

43,500,000.00

125

43,750,000.00

Region VIII

254

80,100,000.00

253

88,550,000.00

Region X

129

42,900,000.00

128

44,800,000.00

Region XI

24,300,000.00

24,150,000.00

Region XII

123

39,600,000.00

122

42,700,000.00

TOTAL:

1,886

223

632,700,000.00 1,869

654,150,000.00

SCHOOL DENTAL HEALTH CARE PROGRAM 233

SCHOOL DENTAL HEALTH CARE PROGRAM PORTABLE DENTAL EQUIPMENT @PHP 35,000 PER UNIT

SDOS WITH > 175 LMS Abra (212); Benguet (182)

CAR

CARAGA

Region I

1 Ilocos Sur (202)

Region II Region III Region IV-A Region IV-B

MOBILE CLINICS @PHP 4.6 M + 10% ADMIN COST (PHP 5,060,000)

70,000.00

10,120,000.00

0.00

35,000.00

5,060,000.00

0.00

1 Quezon (191)

35,000.00

5,060,000.00

1 Palawan (271)

35,000.00

5,060,000.00

35,000.00

5,060,000.00

Zambo. Sibugay (321)

Region IX

Region V

1 Masbate (191)

35,000.00

5,060,000.00

Region VI

1 Neg. Oc (267)

35,000.00

5,060,000.00

70,000.00

10,120,000.00

70,000.00

10,120,000.00

Region VII Region VIII

Cebu (370); Neg. Or (368) Leyte (272); N. 2 Samar (310) 2

Region X

0.00

Region XI

0.00

Region XII

0.00

TOTAL:

PhP 420,000.00

PhP 60,720,000.00

SCHOOL DENTAL HEALTH CARE PROGRAM 234

QUICK RESPONSE FUND

QUICK RESPONSE FUND T.1

WHAT IS QUICK RESPONSE FUND (QRF)? Per definition from DBM website (https://www.dbm.gov.ph/index.php/programs-projects/calamity-andquick-response-funds#2-what-is-quick-response-fund), QRF are built-in budgetary allocations that represent pre-disaster or standby funds for agencies in order to immediately assist areas stricken by catastrophes and crises. The following agencies have built-in QRFs to ensure immediate action during calamities:     

Department of Public Works and Highways (DPWH) Department of National Defense (DND) – Office of the Secretary (OSEC)/ Office of the Civil Defense (OCD) Department of Education (DepEd) Department of Social Welfare and Development (DSWD) Department of Agriculture (DA)

Unlike the Calamity Fund, the QRF does not require the recommendation of the NDRRMC or the approval of OP to trigger the use and release of funds. When the QRF gets depleted, the agency may request for replenishment with a request to the DBM and to be approved by the Office of the President.

QUICK RESPONSE FUND 235

QUICK RESPONSE FUND T.2

BUDGET UTILIZATION PERFORMANCE OF DEPED QRF APPROPRIATIONS

ALLOTMENTS

OBLIGATION

% OBLIG.

DISBURSEMENT

% DISB.

2014

654,766,000.00

106,668,108.39

16%

24,932,970.56

23%

2015

1,584,804,465.58

441,482,953.82

28%

146,685,078.72

33%

2016

1,904,428,470.43

1,605,154,797.61

84%

656,941,378.35

41%

2017

259,442,233.11

217,828,740.73

84%

153,981,305.24

71%

2018

2,000,000,000.00

1,967,140,767.24

98%

274,453,796.51

14%

2019

2,000,000,000.00

2,168,711,193.47

2,013,642,743.22

93%

758,004,439.52

38%

2020

2,100,000,000.00

2,000,000,000.00

467,607,442.43

23%

10,081,659.60

REMARKS

Supplemental QRF was granted to DepEd in 2019 (88M) 1,999,373,391.54 was downloaded to the field

Source: 2015 â&#x20AC;&#x201C; 2019 based on Year End SAAODB, 2020 based on Sub -Aro Monitoring as of July 7, 2020

QUICK RESPONSE FUND 236

QUICK RESPONSE FUND T.3

DEPED QRF PROJECTS â&#x20AC;&#x201C; FUNDED AND UNFUNDED (2017 TO 2019) TOTAL REQUIREMENTS (REPLACEMENTS/REPAIR)

FUNDED (REPLACEMENT/REPAIR)

BALANCE FOR FUNDING (REPLACEMENT/REPAIR)

YEAR

PHYSICAL TARGET (# OF CLASSROOMS)

FUNDING REQUIREMENT (PHP)

PHYSICAL PHYSICAL FUNDING TARGET TARGET REQUIREMENT (# OF (# OF (PHP) CLASSROOMS) CLASSROOMS)

2019

4,889

3,767,630,958.55

3,773

1,999,959,998.39

1,116

1,767,670,960.15

2018

7,288

4,862,323,313.60

4,073

1,999,993,294.32

3,215

2,862,330,019.27

2017

8,728

2,005,326,900.72

3,299

699,988,979.25

5,429

1,305,337,921.47

Total

20,905

10,635,281,172.87

11,145

4,699,942,271.96

9,760

5,935,338,900.90

FUNDING REQUIREMENT (PHP)

In 2017, QRF was lodged under the National Disaster Risk Reduction and Management Council (NDRRMC), and DepEd given the amount of Php 699,988,979.25 for repairs and replacement of classrooms for the Typhoons Karen, Lawin, and Nina, as well as for the damages sustained during the Surigao earthquake. With this amount, the DepEd still needs additional Php 169,234,392.66, which to this date remained unfunded for FY 2017.

QUICK RESPONSE FUND 237

QUICK RESPONSE FUND T.4

WHY CANâ&#x20AC;&#x2122;T DEPED INCLUDE THE UNFUNDED QRF PROJECTS UNDER BASIC EDUCATION FACILITIES (BEF) FUNDS? The previous unfunded QRF projects, especially the 2017 and 2018, cannot be requested anymore under the same GAA line item - Quick Response Fund since projects under this item can only fund the calamities occurred during the last quarter of the previous year and the current year. These unfunded projects should be lodge under the Basic Education Facilities fund. Since we still have priority requirements/projects under the BEF fund, the unfunded QRF projects of the previous years will have to undergo the prioritization manner together with our existing list of BEF projects. Given this situation, these previous unfunded QRF projects did not received funding under the BEF funds due to the limited BEF funds and we must prioritize first the schools or projects that has classroom shortages based on the implementation guidelines.

QUICK RESPONSE FUND 238

QUICK RESPONSE FUND T.5

SUMMARY OF FUNDED QRF PROJECTS PER CALAMITY

# OF SITES

2017

577 59 37

2017 TOTAL

673

2018

2 1 7 20 3 15 4

REPAIR # OF CL AMOUNT 2791 579,731,907.49 402 88,581,157.28 106 31,675,914.48 3,299

2 37 67

6 6 5 12 1 2 16

14 22

699,988,979.25

REPLACEMENT # OF CL AMOUNT

TOTAL AMOUNT

CALAMITY

579,731,907.49 88,581,157.28 31,675,914.48

TY KAREN/LAWIN TY NINA EARTHQUAKE (Surigao)

699,988,979.25

3,903,284.18

748,057.81

748,057.81 43,810,076.45 90,525,048.07 10,383,340.04 47,075,750.82 5,886,171.65

9,789,217.78 3,000,000.01 47,075,750.82 5,886,171.65

23 44 5

43,810,076.45 80,735,830.29 7,383,340.03

3,279,235.31

13,608,678.55 23,740,453.82 14,897,051.88

13,608,678.55 23,740,453.82 14,897,051.88 5,009,656.18 5,966,475.79 64,682,037.06

5,966,475.79 25,959,833.31

5,009,656.18

38,722,203.75

CONSTRUCTION OF RETAINING WALL DAMAGED DUE TO HEAVY RAIN EARTHQUAKE FIRE INCIDENT HEAVY RAINFALL KARDING HABAGAT LANDSLIDE/SOIL EROSION PROVISION OF SCHOOL FENCES (ROAD WIDENING) SEPT. 8, EARTHQUAKE SLOPE PROTECTION SOIL EROSION STRONG WINDS & HEAVY RAINS TROPICAL CYCLONE TY AGATON QUICK RESPONSE FUND 239

QUICK RESPONSE FUND CY

# OF SITES 2 5 1 2 366 165 80 95

2018 TOTAL

816

2019

2019 TOTAL

REPAIR # OF CL AMOUNT 4 1,661,744.95 22 3,592,442.99 10 3,456,694.94 1,988,654.40 2141 877,534,331.03 1191 358,829,442.68 58 90,233,549.91 232 100,767,187.75 1,595,918,259.5 3,855 6

REPLACEMENT # OF CL AMOUNT

6,769,093.58

60 13

13,562,619.87 55,602,404.76

12,386,627.03

293 1 379

1449 2 1861

710

3,456

515,014,764.83 780,144.31 756,398,029.76 1,363,669,729.9 8

CALAMITY TY BASYANG TY ESTER/DOMENG TY GARDO TY HENRY/INDAY TY JOSIE TY OMPONG TY URDUJA TY VINTA

12,433,508.96

25 90

48,034,504.82 167,945,914.28

1,661,744.95 3,592,442.99 3,456,694.94 1,988,654.40 889,967,839.99 358,829,442.68 138,268,054.73 268,713,102.03

218.00

404,075,034.76

1,999,993,294.32

3,156,045.84

6 3 1 25

TOTAL AMOUNT

3,156,045.84 7 14

12,668,747.68 25,637,127.33

150,610,532.57

19,437,841.26 25,637,127.33 13,562,619.87 206,212,937.33 12,386,627.03

212

403,614,088.22

43,759,772.62

918,628,853.05 780,144.31 800,157,802.38

317

636,290,268.42

1,999,959,998.39

CONSTRUCTION OF SLOPE PROTECTION EARTHQUAKE FIRE DAMAGED TORNADO TY OMPONG/ROSITA TY OMPONG/TY KAREN LAWIN/TY ROSITA TY ROSITA TY SAMUEL (11.22.2018) TY USMAN

QUICK RESPONSE FUND 240

QUICK RESPONSE FUND T.6

SUMMARY OF UNFUNDED QRF PROJECTS PER CALAMITY CY

2017

2017 TOTAL 2018

# OF SITES

REPAIR # OF CL

AMOUNT

REPLACEMENT # OF CL

474,346.50

5,568,003.43

62 87 3 1 994

169 113 4 6 4567

33,974,602.96 31,675,914.48 935,000.00 2,000,000.00 1,095,450,264.40

106 281

1,157

4,888

1,170,078,131.77

541.00

1,070,608.60

2 9 4 1 1 713

474,346.50

13,118,058.82 5,732,385.30 13,562,619.87 780,144.31 631,906,239.68

5,568,003.43 135,259,789.70

169,234,392.66 31,675,914.48 935,000.00 2,000,000.00 1,095,450,264.40

135,259,789.70

1,305,337,921.47

140

1,070,608.60

5,595,641.80 40 3 60 2 1901

AMOUNT

TOTAL AMOUNT

822,546.67

6,418,188.47

10 9

17,825,616.02 17,055,878.02

1183

2,154,860,280.18

30,943,674.84 22,788,263.32 13,562,619.87 780,144.31 2,786,766,519.86

TYPHOON CONTINUES HEAVY RAINFALL & STRONG WIND EARTHQUAKE (Batangas) EARTHQUAKE (Leyte) EARTHQUAKE (Surigao) FIRE FLASHFLOOD TY NINA

COLLAPSED CEILING CONSTRUCTION OF RETAINING WALL EARTHQUAKE FIRE INCIDENT LPA TY SAMUEL TYPHOON OMPONG

QUICK RESPONSE FUND 241

QUICK RESPONSE FUND CY

# OF SITES

2018 TOTAL

731

2019

REPLACEMENT

# OF CL

AMOUNT

# OF CL

AMOUNT

TOTAL AMOUNT

2,013

671,765,698.38

1,202.00

2,190,564,320.89

2,862,330,019.27

1 98

2019 TOTAL

REPAIR

3 176

59,478,217.51

378

535,797,205.84

595,275,423.35

15,646,769.05

125,982,637.45

45,393,470.46

139,335,386.68

4,644,721.00

120

373

749,913,717.03

28,122,368.82

63,356,466.33

91,478,835.15

310

253

87,600,586.33

863

1,680,070,373.83

1,767,670,960.15

TYPHOON

BIG COTTON TREE COLLAPSED DUE TO TROPICAL DEPRESSION DODONG EARTHQUAKE FALLING OF BIG ROCK DUE TO TY SAMUEL FIRE INCIDENT LANDSLIDE/HEAVY RAINS SOIL EROSION/LANDSLIDE TY AMANG TY OMPONG / TY ROSITA TY USMAN

QUICK RESPONSE FUND 242

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