Module 1

Executive Summary

There is a growth element to Academic industry. Education companies are reporting a

trend of rising demand from working adults. More and more employers are requiring college
degrees for a greater range of jobs. Enrollment rates are tracking higher at most schools. To
an 18-year old, thinking about the future, or a 30-year old without a college degree, looking
for a career boost, diplomas are becoming the standard rather than the exception.

Today, the academic industry as higher education institutes are faced with a changing
environment. Increasing number of competition besides changing management paradigms
in higher education, make academic institutions encounter with new challenges. So
knowing factors which improve management methods and create competitive advantage is
very important. We aim to review on the value chain in higher education, specifically in Our
Lady of Caysasay Academy (OLCA), Taal, Batangas.. We applied the basic Porters value
chain model in explaining part of the activities. It was indeed a challenge choosing a social
service organization instead of a business enterprise in applying the strategic process, and
higher education as a service sector needs a specific value chain model which can explain
process and components of value adding in this sector.

Acknowledgment

We would like to acknowledge our indebtedness and render our warmest thanks to our
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professor in Business Policy and Strategy, Ma'am Lileth Gonzales, who patiently guided us
throughout the process of our paper. Her friendly guidance and expert advice have been
invaluable throughout all stages of this work.
We would also wish to express our gratitude to Mrs. Virginia I. Estacio, COO/Principal of
OLCA, and Mrs. Maripel Castillo, Accountant of OLCA, for extended discussions and
valuable suggestions which have contributed greatly to the improvement of our work.
Special thanks to our family and friends for their continuous support and understanding,
but also for more concrete thinks like commenting on earlier versions of our paper, helping
with the figures and the final preparation of the output.
Our thanks are extended to each member of this group who willingly participated in the
contribution of this requirement. Each provided a friendly and cooperative atmosphere at
work and used insightful comments throughout the process.
Finally we thank our God, our good Father, for carrying us through all the difficulties. We
have experienced Your guidance day by day.

Introduction

In a changing world, which increasingly is adding to uncertainty, all higher education

institutions should provide favorable responses to social needs. Experience has proven that
schools and universities can provide best services to the community if they have concerns
of continuous improvement in the quality of their services. Academic quality improvement in
higher education has recently been considered in many universities over the world

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(Yarmohammadian,2004;Yarmohammadian,Mozaffary,&SaghaeiannejadEsfahani, 2011).
We chose from the academic industry since we believe that the service industry specifically
the higher education institutions should develop their own value chain for their own further
improvement since, evidently, education is one of the major concerns of our country.

The reason as to why we chose OLCA for our strategic plan is because the school, which
is the only private Catholic school in Taal, does not focus solely on the profit, they don’t
provide product which may help them generate income rather they provide service which is
giving quality of education to the students as their main priority. Another reason is that many
researchers this days focus on the strategic plans of the industries that produces products to
generate income. They focus on how they develop products in order to increase sale. As for
schools, there are only few who focuses on what strategies an educational industry do to
increase its market.

The strategic plan follows the framework by Fred R. David who suggested the
development of vision and mission to perform the external and internal audit then establish
long term objectives then generate, evaluate and select strategies then implement
marketing, finance, accounting, research and development and marketing and sales issues
and measure and evaluate its performance.

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Module 2 - External Environmental Analysis

4
Definition of Industry

Our Lady of Caysasay Academy (OLCA) is an Educational Service Industry, which is one
of the largest industry offering jobs all over the world. The educational services industry
employs many other workers who are found in a wide range of occupations. Some of those
jobs are instructors, teachers, librarian, accountants, and many others. Due to numerous
schools, universities or academies operating in the industry, they also allow part time
teachers and professor. In order to ensure the quality of educations being offered to the
students most schools and academy hire teachers and professors which has a college
degree, bachelors degree, or are licensing standard.

Educational Service Industry is composed of establishments that provide instruction and

training on a wide variety of subjects. This industry includes school, colleges, universities and
many others either private or public institution. They can also be a non profitable or profitable
institution and may also be publicly operated. Online teaching is also part of this industry.
Online teaching is more tailored to working adults who preferred to attend classes at evening
time or during weekends which they don’t have works.This industry cater services to a
millions of students each year, they offer educations and training which is highly important in
everyone's life. The knowledge and skills they gain can highly influence the youths thinking
on what or who they want to be in the future.

Every Nations focused mainly on the education of the youth. The government, research
organization, and private industry are involved in improving the the quality of educations
being offer. Companies operating in this industry should follow closely to the Higher
Education Act which promotes quality education and to ensure the advancement of learning
and research. Since technology are advance this days many public and private firms use
technology as their way of teaching. Teachers and professors can now use the Internet
classrooms in giving task and lectures to their students. They can also use internet to
communicate with their colleagues and specially to the parents of their students. On the
other hand the students use the Internet for research projects and gathers additional data

5
they needed.

Workers in the educational services industry take part in all aspects of education.
Teachers and professors who takes the big part on the industry should have a sincere
interest in helping students grow and should also have the ability to inspire and the ability to
boost the self esteem of the students. They should be flexible enough in giving advice and
solving conflicts in between students.

Analysis of Present Task Environment

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Bargaining Power of Suppliers: Unlike in manufacturing business wherein the supply
is the raw materials needed for the production of goods, in the educational industry
supply will be the infrastructures, teachers and facilities used in the university. The
estimated minimum wage of the professors from private schools are receiving is P10,
000.00, not as high as those teachers from public schools. But there are multiple public
and private schools present which may give the opportunity for the employees to switch
to other schools. Infrastructures and facilities on the other hand are for long-term usage.
Therefore, the bargaining power of suppliers are high to moderate.

Bargaining Power of Buyers: In the education industry, the students will play the role of
the buyers. The courses and programs offered in OLCA are standard or undifferentiated
from its competitors. Students may face few switching costs. Therefore, the bargaining
power of buyers is relatively high.

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 Threat of New Entrants: As we all know, there is evidently lack of schools considering
our country’s rising population. The barriers to entry is low therefore, the threats of new
entrants is high.

Threat of Substitutes: Students are increasingly approaching education in a consumer

frame of mind. That translates into grade inflation, greater accommodation of special
needs, and a ‘shopper’ mentality that has loosened the grip of the 4-year tradition. The
four-year degree is now interspersed with gap years, 2-year programs, online courses,
summer courses, and life experience. There are many schools which are offering not
only these programs but also the same courses and programs offered in OLCA.
Therefore, the threats of substitutes is relatively high.

Rivalry Among Competitors: The rivalry among existing competitors is high due to the
fact that there are many diverse competitors which are offering programs not only the
ones offered in OLCA but also those that are not. Switching cost to some of its
competitors is also low and there are numerous equally balanced competitors. There is
also a high exit barriers and shifting rivalry.

Analysis of Potential Changes in the Microenvironment

Social Environment
DepEd itself assessed the implementation of K-12 at a January 2017 conference with
stakeholders including government officials, school administrators and teachers.
Among the encouraging news, it found that the situation in kindergartens had
improved, with a more localized curriculum, the construction of clean, safe and child-friendly
classrooms, and closer cooperation with the community. Children were developing a love of
reading, while teachers’ skills had been enhanced via use of technology and the adoption of
more effective teaching strategies.
For grades one to six, best practice included a curriculum more suited to the needs of
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Christian and Muslim pupils, closer cooperation with indigenous communities, the provision
of self-paced learning materials, catch-up programs at all levels and the introduction of
Learning Action Cell sessions for teachers’ professional development. DepEd noted that in
schools that had adopted these practices enrollment rose and the drop-out rate fell. Minority
groups were also more confident, with Muslim children having the opportunity to learn Arabic.
Junior high schools also focused on programs to reduce the drop-out rate and nurture
continued learning, including the use of ALS through a virtual classroom, a basic literacy
program for adults, and scholarships for adult learners and students with special needs.
Schools reported increased enrolment and participation, along with rising community
awareness. Teacher competency also improved with training in new learning strategies
focused on real-world application.
In senior high schools, where the full roll-out of grade 12 is now taking place, DepEd
said that the policy has been largely successful, noting the transfer of junior high school
teachers to fill vacancies, and improved cooperation both between local and national
government, and with the private sector on the provision of facilities, including classrooms
and dormitories for pupils living in remote areas. A large percentage of those enrolled in
private schools received vouchers, with scholarships also available. (Retrieved from:
https://oxfordbusinessgroup.com/overview/thorough-examination-substantial-reform-has-bro
ught-it-variety-challenges).

Economic Environment
The United Nations (UN) said it expects Philippine economic growth to rebound this
year as the government ramps up implementation of its ambitious “Build, Build, Build”
infrastructure program.
In its World Economic Situation and Prospects 2019 report, the UN said it sees the
Philippines’ gross domestic product (GDP) growth to have had slowed to 6.3 percent in 2018
from 6.7 percent in 2017. It targets 6.5-6.9 percent growth for 2018, even as actual GDP
expansion averaged 6.3 percent during the first three quarters. “In the Philippines, GDP
growth in 2018 was affected by a slowdown in household spending due to a rapid increase in

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inflation,” the UN said.
Last year, inflation or the rate of increase in prices of basic commodities hit a 10-year
high of 5.2 percent due to new or higher excise taxes slapped on consumption, skyrocketing
global oil prices during the third quarter, as well as domestic food supply bottlenecks that
pushed prices higher, especially of rice.
The UN noted that “surging inflationary pressures in the Philippines prompted its
central bank to increase rates at a sharp pace,” referring to the move of Bangko Sentral ng
Pilipinas (BSP) to increase interest rate to a total of 175 basis points last year.
The Philippines, nonetheless, enjoyed accelerated public investment growth in 2018,
“driven mainly by the implementation of large transport development projects,” and the UN
expects this to be sustained this year.
In 2019 and 2020, the UN projected the Philippines’ GDP growth at 6.5 percent and
6.4 percent, respectively. The UN’s forecasts for the next two years were below the
government’s 7-8 percent target range starting this year until 2022. This year, “growth will be
mainly driven by strong government spending and infrastructure investment,” the UN said,
referring to “Build, Build, Build.” A total of 75 flagship projects were part of “Build, Build, Build”
aimed at ushering in a “golden age of infrastructure” by the time President Rodrigo Duterte
ends his term in 2022.
“However, the economy faces the risk of persistently high inflationary pressures,
prompting a more aggressive stance on monetary policy tightening, thus further constraining
private consumption,” the UN added. For 2019 and 2020, the UN projected headline inflation
to ease to 4 percent and 3.2 percent, respectively, returning within the government’s 2-4
percent target range.
The deteriorating human rights situation in the Philippines has so far done little to slow
economic growth. The Philippine economy is booming and has, in fact, grown faster than all
other Asian economies except China and Vietnam in recent years. In 2017, the country’s
GDP increased by 6.7 percent and is projected to continue to grow by more than 6 percent
annually in 2018 and 2019.
By some measures, economic growth in the Philippines is socially inclusive: according

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to official statistics, the country’s poverty rate decreased from 26.6 percent in 2006 to 21.6
percent in 2015. The World Bank noted that between “…. 2012 and 2015, household income
among the bottom 40 percent of the income distribution rose by an average annual rate of
7.6 percent”. At the same time, poverty remains a major and pervasive problem in the
Philippines, with efforts to reduce the problem progressing slowly and lagging behind
improvements made in other Southeast Asian countries. Income disparities are rampant and
economic growth is mostly concentrated in urban centers, while many rural regions remain
plagued by extreme levels of poverty. According to the Asian Development Bank, close to 25
million Filipinos still existed on less than USD $1.51 per day in 2010. (Retrieved from:
https://business.inquirer.net/264005/un-sees-philippine-economy-to-grow-6-5-in-2019).

Political Environment
The Philippine education system has evolved over hundreds of years of colonial
occupation, first by Spain and then by the US, through martial law and the people’s power
revolution that brought democracy to the sprawling archipelago. The education sector’s
development has mirrored the changes in the country’s administration. Today the focus is on
expanding access and ensuring more Filipinos receive a decent basic education, as a means
of reducing poverty and improving national competitiveness. The World Bank notes that in
other countries such initiatives have brought “large economic benefits”. The K-12 reform was
introduced in 2016 and funding was increased, easing concerns that its implementation
would be hindered by limited resources and winning over new President Rodrigo Duterte,
who was initially skeptical about the plan.
Despite these successes and President Duterte’s commitment to socio-economic
issues as his policy priorities, the education system continues to struggle with deep
inequalities. Quality also remains a concern. Addressing these problems will require a
continued commitment to increased funding for education, and an efficient mechanism to
ensure the money is spent in the most effective manner.
Three years since the Enhanced Basic Education Act (EBEA, known as the K-12 law)
was signed, the Philippines has finally embarked on its most ground-breaking change to the

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schooling system in decades, the K-12 reform.
K-12 extends compulsory schooling to grades 11 and 12, adding two years to
secondary school, and makes secondary education compulsory. Prior to its implementation,
the Philippines was the only country in Asia, and one of only a few in the world, to have a
basic education system of just 10 years. The EBEA also mandated kindergarten as the start
of compulsory formal education, while the Kindergarten Act of 2012 made pre-school free. In
August 2016, 1.5m Filipino children attended 11th grade, with senior school students
choosing between four tracks through the system: academic, technical-vocational, sports or
the arts. Much of the opposition to the initiative, which triggered five separate petitions to the
Supreme Court, centered on whether the country’s teachers, schools and administration
were in a position to implement the reform. President Duterte expressed skepticism about
the program before he was elected, but changed his mind in May 2016 after a delegation
from DepEd told him that the change was necessary, as Filipino students were falling behind
their neighbors.
Indeed, increased spending on basic education – including an expanded Alternative
Learning System (ALS) – is a centerpiece of the new president’s 10-point socio-economic
agenda. President Duterte insists that the development of the Philippines’ human capital is a
priority of his administration. Building on existing programs, the education secretary, Leonor
Briones, said that the Duterte administration’s education policy intends to ensure that the
country provides a quality education that is accessible to all and relevant to the needs of the
nation. Filipinos should also find education “truly liberating” through the development of
critical thinking skills and an appreciation of culture and the arts.
The shift to K-12 began under President Duterte’s predecessor, Benigno Aquino III,
who approached education as an investment in Filipinos, and offered a 10-point plan for
improving education as part of his election campaign. As well as K-12, the 10 fixes included
pre-schooling for all, technical-vocational training as an alternative in senior high school,
working with local governments to build new schools, proficiency in science and math, and
working with private schools as “essential partners” in basic education. The plan is to expand
the Government Assistance to Students and Teachers in Private Education, supporting as

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many as 1m students at private high schools through the Education Service Contracting
Scheme.
Basic public education is still largely the responsibility of the central government,
delivered through the Department of Education (DepEd), notwithstanding the devolution of
many basic services to LGUs. However, the local government units (LGUs) do provide
supplementary funding support to public basic education because they have access to a
sustainable source of financial resources that are earmarked for the basic education
sub-sector, the Special Education Fund (SEF). The SEF comes from an additional one
percent tax on real property that LGUs are mandated to impose and collect by virtue of
Republic Act 7160 or otherwise known as the Local Government Code of 1991.
The resources that LGUs provide to the basic education sector from their General
Fund are quite significant at 7% of total general government spending on basic education in
2001-2008. Thus, the LGUs are considered major partners of the national government in the
delivery of basic education services. In this light, the study examines the management of
Special Education Fund (SEF) in terms of collection, allocation and utilization in order to
maximize LGUs’ support for the Education for All (EFA) initiative and to promote a more
equitable allocation of resources for basic education. (Retrieved from:
https://dirp4.pids.gov.ph/ris/dp s/pidsdps1107.pdf.).

Technological Environment
The Department of Education (DepEd) has vowed to monitor the use of tablets and
other devices by public school students to mitigate the risks and dangers of technology
misuse. In a statement issued, the DepEd said it has taken into consideration various
research on technology use in schools prior to the implementation of its computerization
program. The agency said it has put in place policies and safeguards to ensure that the
technology provided under the program will become empowering learning materials and not
be misused by the students. “Just like any learning material, the introduction of tablets in the
school system should be properly monitored and their use guided by teachers for them to be
maximized as efficient learning tools,” the DepEd said.

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 “The department also recognizes the dangers of technological devices to the
academic achievement of learners when these are used inappropriately. Researchers have
indeed found that addiction and the prolonged use of gadgets have resulted in poor
performance,” it added. The DepEd, however, noted the positive impact of technology use,
citing a research that found grade three pupils getting significantly better reading scores after
being exposed to tablet-based reading content. To ensure that the devices are properly
used, the agency said no games will be installed in the tablets, laptops and desktop
computers provided to public schools.
“These devices are used solely for teaching and learning purposes. This addresses
studies that show that installed game applications result in learners getting addicted to
playing and not learning,” it said. “The devices are left in school, and there is no way to install
new software because this is strictly followed in the acceptable use policy. All applications
blocking unauthorized installations is enforcing this policy,” it added.
The DepEd said a classroom management software will also enable teachers to view
and control the devices to ensure that the students only focus on academics during classes.
“Learners and teachers are empowered to use the devices only for learning,” it said.
Much of the official discussion on K-12 centers on the need to raise standards,
improve teacher quality and encourage completion of basic schooling. The drop-out rate has
remained high, and data from the “Functional Literacy, Education and Mass Media Survey”
produced by the Philippine Statistics Authority, shows that around 4m children and young
people were out of school in 2013, while as of April 2016, 16.6m Filipinos – or 39% of the
workforce – had not completed basic education. The World Bank noted continuing problems
with access and inequality. The report found that only 53% of the poorest 20% of households
sent their children to high school, while 81% of the wealthiest families did so. To address the
problem, the government aims to incentivize attendance, extend school feeding programs
and expand programs under the ALS, a “second chance” designed to ensure more Filipinos
complete their basic education. President Duterte has indicated that an enhanced ALS –
better targeted with wider coverage, more partnerships and approaches that meet learners’
needs – will be one of his administration’s major legacies. (Retrieved from:

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https://www.philstar.com/other-sections/education-and-home/2019/02/14/1893440/deped-m
onitor-technology-use-public-schools).

Ecological Environment
It makes sense that students would do better when they learn in positive
environments. After all, most people would agree that some environments are more
conducive to learning and academic performance. A student taking a test in a quiet, peaceful
room will almost certainly do better than a student taking the same test in a loud, chaotic
room.
Just because something makes sense, however, doesn’t mean that educators and
policymakers have the information they need to make better decisions that will help students
reach their goals. Now that this study has revealed how certain factors affect students,
educators can begin making changes that will improve learning environments.
The study also shows how much influence environments have on student success. Its
findings show that students who learn in positive environments effectively receive a month
and a half more math instruction than those in poor learning environments.
The same research paper shows that positive learning environments can lower
teacher turnover by 25 percent. This is significant because teacher turnover has been linked
to increased costs and poor student achievement. Schools that provide better environments,
in other words, could potentially reach higher levels of success while spending less money.
Ranked as one of the leading causes of illness and disability around the globe, mental illness
is a widespread health challenge. In fact, data from the World Health Organization reveals
that approximately one in four people worldwide will suffer from a mental illness at some
point in their lives. While there are still plenty of researchers and clinical psychologists alike
who don’t know about mental illness, one thing is for sure: these conditions are complex and
multi-causal. Many people often assume mental illness simply runs in families. This is true,
but genetics are only a part of it. These disorders actually occur due to a combination of
factors, including a person’s environment and lifestyle. (Retrieved from:

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https://www.learningliftoff.co
m/how-a-schools-learning-environment-affects-student-achievement).

Threats and Opportunities

Threats

1. Change in Social and Technological Macro environment: Teachers’ skills had

been enhanced via use of technology and the adoption of more effective teaching
strategies
Change on Determinant: Competitors with high quality and advanced technology will
have an advantage.
Change on 5 Forces: Rivalry among existing competitors will increase, therefore it is
a threat.

2. Change in Economic Macro environment: The United Nations (UN) said it expects
Philippine economic growth to rebound this year
Change on Determinant: Because of improving economy, more parents are capable
of sending their children in private and better schools
Change on 5 forces: Bargaining power of buyers will intensify, therefore it is a threat.

3. Change in Macro environment: The education system continues to struggle with

deep inequalities and quality also remains a concern
Change in Determinants: Due to demand in high quality education, consumers will
tend to search for university that can give them that quality.
Change on 5 forces: Bargaining power of buyers will intensify, therefore it is a threat.

4. Change in Technological Macro environment: The DepEd recognizes the dangers

of technological devices to the academic achievement of learners

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 Change on Determinant: Consumers will have an information about the danger in
using technological deices and schools using advanced tools or gadgets like tablets
as school material will have a disadvantage.
Change on 5 Forces: Bargaining power of buyers will increase, therefore, it is a
threat.

5. Change in Macro environment: Increased disparity between the starting salary rates
for government and private school teachers
Change on Determinant: Teacher, as a supplier of an educational institution, is an
important input of the business, due to increasing of difference between the salaries of
public and private schools, teachers will prefer to teach to public schools.
Change on 5 forces: Bargaining power of the suppliers will increase, therefore, a
threat.

6. Change on Macro environment: The presence of private schools offering much

cheaper tuition fees and miscellaneous fees.
Change on Determinant: Having competitors offering the same programs with
cheaper tuition and miscellaneous fees will drive the consumers to prefer the practical
choice.
Change on 5 forces: Threats of substitutes will increase, therefore, a threat.

Opportunities

1. Change in Technological Macro environment: DepEd said it has taken into

consideration various research on technology use in schools prior to the
implementation of its computerization program
Change on Determinant: Innovation and advanced technology will be used in
various schools which will increase the barriers to entry.
Change on 5 forces: Threats of new entrants will decrease, therefore, it is an

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 opportunity

2. Change in Ecological Macro environment: Schools that provide better

environments could potentially reach higher levels of success while spending less
money
Change on Determinant: Favorable locations will be a hindrance for new entrants
Change on 5 Forces: Threat of new entrants will decrease, therefore, it is an
opportunity.

3. Change in Political Macro environment: Strong support from Local Government

Unit
Change on Determinant: Support from local government unit will help the OLCA to
have the capacity to grow and develop.
Change on 5 Forces: Decrease the rivalry among existing competitors, therefore, an
opportunity.

4. Change in Macro environment: Partnership with local services and industries.

Change on Determinant: Partnership with local services and industries like TESDA,
colleges and hospitals will make OLCA more diverse and will increase its the
differentiation among other competitors.
Change on 5 Forces: Decrease the rivalry among existing competitors, therefore, an
opportunity.

Industry and Market Analysis

With the school system being an integral part of the public sector, information and
analysis on the education market plays an important role for both government and
commercial organizations, it also plays a crucial role in lifting millions of Filipinos from
poverty and generating incomes through employment and other job opportunities. This

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industry cater services to a millions of students each year, they offer educations and
trainings which is highly important on everyones life. The knowledge and skills they gain
can highly influence the youths thinking on what or who they want to be in the future.

Philippines education industry has showcased a significant growth in the past decade
owing to the adoption of the enhanced basic educational model. Growth in the number of
students typically leads to an increase in enrollment on both public and private sectors.The
success of the school depends on the various factors. In order to sustain the success of
school in such competitive industry they need to consider short term and long term plan for
the school. The most common factors that contribute to the success of the school is the
quality of education they offer to their students and so as the better learning environment
the school has. ‘What can we do sustain the learning interest of the students’, ‘what are the
activities that may improve the students abilities and skill specially when it comes to
academics’, those are just some of the questions that the school must consider.

The revenue of this industry basically comes from the students tuition fees and
program fees. The range of their profit depends on the subject matter they offer and so as
the geographical location of the school.

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Target Market
Our Lady of Caysasay Academy is located in Calle Camilo Ilagan, Taal Batangas,
4208 Philippines. The schools target market is the group of people the school is working on
to secure enrolments, however within that target market, there are two distinct market
segments, an internal and external market. The OLCA’s internal market includes their
current students. Since there is a pssibility that there are other schools who offer better
educational options and as we know students are a discerning consumers of the school,
they tend to choose which they know will benefit them the most. It is important for the
school to keep their student as a student retention.

As for their external market their target market are mostly the pre-elem students
ranging from 3-5 years old, elementary students and so as high school students either
males and females residing on Taal Batangas. They also accept students from various
places and not just from Taal alone. The education sector reported favorable trends in
recent years, particularly among K-12 educational facilities. It has been five years since
Our Lady of Caysasay Academy implemmented the said K-12 program. The K to 12
curriculum is standards- and competence-based. It is inclusive and built around the needs
of the learners and the community. They are also finding students with potential in terms of
acamedic skills and those who are working hard in terms of studying. In their external
market, there are also possibilities that the schools previous students or alumni can
recommend the school to others or send their children to OLCA if ever they hold favorable
memories on the schools and if they are satisfied on the quality of education they offer.

The students of the Our Lady of Caysasay Academy are mostly Roman Catholics
since there are many religious activities the school is implementing . They oftenly conduct
masses. The school also have spiritual clubs that conducts prayer meetings, bible services
and other liturgical forms.

Competitions
Our Lady of Caysasay Academy has lots of competitors producing the same quality
education and having the same target market such as Taal National Highschool, Fame

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Academy of Science and Technology, and many others.

OLCA being a private school offers more innovative way of teaching their students most
likely using technology and devices for teaching, unlike some of their competitors. They
make sure computer equipment are upgraded regularly and are open for students use. They
also make sure to have a sufficient laboratory supplies and equipment in order for the
students to have an interesting laboratory activities.

Strategic Map

Module 3 - Analysis of Internal Environment

Overview of Company

Resting on a plateau in the heart of the historic town of Taal, Batangas, Our Lady of

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Caysasay Academy (OLCA) is a Catholic college preparatory school that belongs to the
local church of the Archbishop of Lipa. Through Bishop Alfredo F. Versoza, it was founded
in 1945 and formerly managed by the Benedictine Sisters before it was turned over to the
archdiocese in 1993. Prior to the Academic Year 2015-2016, through the initiative of
Archbishop Ramon C. Arguelles, OLCA and the other members of USAL (Unified Schools
of the Archdiocese of Lipa) were convened and placed under one leadership by one
governance with Rev. Fr. Ricardo A. Panganiban as president. Whilst embracing the shift
in the educational system and management of USAL, OLCA transitioned into an Integrated
School in 2015. After undergoing the tedious process of external validation through
accreditation, OLCA was graded by FAAP (Federation of Accrediting Agencies of the
Philippines) Level II Re-Accredited Status for Basic Education Program through PAASCU
(Philippine Accrediting Association of Schools, Colleges and Universities) for five years,
2017-2022.

With relentless commitment to excellence, OLCA Integrated School engages in

sustainable efforts to improve not only the educational quality of its programs and services
but its institutional effectiveness as well.

Financial Analysis

Debt to Equity Ratio 0.16

Debt to Assets Ratio 0.14
Long Term Debt to Equity Ratio 0.13
Strengths and Weaknesses

STRENGTHS BASIS DESCRIPTION

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1.The OLCA Culture The school has an
Preservation movement endeavor that seeks to
preserve, conserve and
protect buildings, objects,
Value Chain landscapes or other
(Operations) artifacts of historical
significance thus, this
provides an anchor to our
past which we may practice
discipline and learn more.
2.The strong support of the The SHA and Alumni
SHA and alumni to the Association are active
school’s projects and partners of the school in
activities drafting and implementing
more sustainable programs
Value Chain resulting in stable enrollment
(Operations) growths in the forms of
scholarship, capacity
building and resources
management.

23
3. More activity in
extra-curricular situations
4. The School Disaster
Risk Reduction and
Management Program
5. The dynamic, hands-on,
inspiring and visionary
leadership of top
administration
6. The administration’s
concern and care for the
professional growth, spiritual
formation, and general
welfare of the school’s
personnel as actualized in
various aspects.
More activity in
extra-curricular situations
help the students to
participate in varied activities
Value Chain
outside of the classroom with
(Operations)
involvement in science labs,
sports activities, social
events and school-related
clubs.
The School Disaster
Risk Reduction and
Value Chain Management Program
(Operations) substantiates OLCA’s
provision for safe and
secure school site.
Dynamic and and visionary
leadership can effect long
Value Chain
term development.
(Operations)
Having such qualities from
the administration may give
motivation that pushes the
employees to accomplish
Value Chain
their task, or work through a
(Operations)
difficult event, even when
they would rather be doing
anything else.
24
 WEAKNESSES BASIS DESCRIPTION

1. Insufficient training of the Employees who don't

Instructional Leaders in the receive adequate
following: training may have difficulty
 Curriculum meeting performance
development standards which then may
 Supervision of Value Chain also affect the service they
classroom instruction (Service) offer, in this case, proper
 Evaluation of faculty education.

performance
The Educational Institution
2. Limited classroom-based
needs to explore the
research
rudiments of classroom
based research and
conduct more
Value Chain benchmarking activities on
(Service) the matter. Furthermore,
they may consider more
coordination among
different student services
like Guidance,
Medical-Dental, etc.

25
3. Expensive maintenance Resistance to comply due
and upkeep of the school’s to extra resources required
renovated structures
Value Chain
(Procurement
Operations)

4. High turn over rate for Teachers are the number one
teachers in-school influence on student
achievement. Research finds
that high rates of turnover
harm student achievement. In
Value Chain high-turnover schools, the
(Inbound Logistics)
inexperienced and
underqualified teachers often
hired to fill empty spots also
have a negative impact on
student learning.

26
Module 4 - Strategic Plan

VISION / MISSION

Current Vision:
OLCA is a Christ-centered learning community that evangelizes the whole
person to become leaders of the society.

Current Mission:
OLCA develops competent and upright individuals in the service of the
Catholic Church.

Recommended Vision:
To be the leading Christ-centered learning community in Batangas that
evangelizes individuals to become leaders of the society by offering innovative
and quality education in 20 years.

Recommended Mission:
OLCA exercises faith, integrity and amiability which aims to develop
competent and upright individuals in the service of the Catholic Church.

Strategic Objective:
To provide constant professional development of employees and staff
annually.

Financial Objective:
To increase salary of employees by 15% in five years.

27
 EFE Matrix
Weighted
Threats Weight Rating Score
1. Teachers’ skills had been enhanced via use 0.11 2 0.22
of technology and the adoption of more
effective teaching strategies
2. The United Nations (UN) said it expects 0.02 1 0.02
Philippine economic growth to rebound this year
3. The education system continues to struggle 0.11 3 0.33
with deep inequalities and quality also remains
a concern
4. The DepEd recognizes the dangers of 0.06 3 0.18
technological devices to the academic
achievement of learners
5. Increased disparity between the starting 0.13 2 0.26
salary rates for government and private school
teachers
6. The presence of private schools offering 0.18 3 0.54
much cheaper tuition fees and miscellaneous
fees
Opportunities
1. DepEd said it has taken into consideration 0.13 2 0.26
various research on technology use in schools
prior to the implementation of its computerization
program
2. Schools that provide better environments could 0.04 2 0.08
potentially reach higher levels of success while
spending less money
3. Strong support from Local Government Unit 0.04 2 0.08
4. Partnership with local services and industries 0.18 4 0.72
Total 1 2.69

28
 IFE MATRIX
Weighted
Strengths Weight Rating Score
1.The OLCA Culture Preservation movement 0.06 3 0.18
2.The strong support of the SHA and alumni to 0.08 4 0.32
the school’s projects and activities
3. More activity in extra-curricular situations 0.10 3 0.30
4. The School Disaster 0.10 3 0.30
Risk Reduction and
Management Program
5. The dynamic, hands-on, inspiring and 0.12 4 0.48
visionary leadership of top administration
6. The administration’s 0.15 4 0.60
concern and care for the school’s personnel as
actualized in various aspects
Weaknesses
1. Insufficient training of the Instructional 0.14 1 0.14
Leaders in the following:
 Curriculum development
 Supervision of classroom instruction
 Evaluation of faculty

performance
0.06 2 0.12
2. Limited classroom-based research
3. Expensive maintenance and upkeep of the 0.10 1 0.10
school’s
renovated structures
4. High turn over rate for teachers 0.09 2 0.18
Total 1 2.72

29
 IE MATRIX

IFE
4

`
GROW AND
BUILD

HOLD AND
EFE MAINTAIN

HARVEST
OR DIVEST

Hold and Maintain - Product Development

30
Evaluation of Present Corporate Strategies
Our Lady of Caysasay Academy (OLCA) and other members of USAL
(Unified Schools of the Archdiocese of Lipa) had a shift in the Educational
System and Management of USAL through single governance implemented
bringing new hope of ushering the supervised schools into the future of unity and
organizational conformity to what the Archdiocese envisions them all to become
“effective schools” under one leadership by one governance. Substantiating one
of the objectives of USAL Single Governance to wit, to standardize, improve and
maintain the quality of education through empowerment of middle management
in schools, a COO ( Chief Operating Officer) Principal was designated in each
school owned and supervised by the Archdiocese. With the presence of just one
COO/Principal for both the Grade school and High School departments and the
sense of urgency to address the demand of the K to 12 Basic Education Program
for a sequential and developmental curriculum from pre-elementary to grade 12,
OLCA was left with no better alternative but to move towards a Basic Education
Structure. OLCA’s resoluteness in developing, sustaining and supporting the
holistic growth of its Faculty is anchored on the over-arching philosophy, that is,
OLCA Educators are highly-qualified, abreast with current trends, innovative,
learner-centered and advocates of relevant pedagogues. Steadfastness to the
philosophy translates into the Faculty members’ deliberate effort to improve their
skills and competencies in effective lesson planning, development of critical and
analytical thinking, processing of values in class, formulating formative and
summative assessment tools that measure understanding, integrating and
processing of national and global issues in the daily lessons, conducting dynamic
and meaningful discussions, variety of teaching approaches and strategies,
motivation techniques and art of questioning through application of learning and
insights gained from engagement in various relevant seminars, workshops, fora,
lectures, trainings and Focus Group Discussions. Moreover, they were
continuously exposed to innovative educational ideas and best instructional

31
practices through purposeful demo teachings, peer coaching, and intensified
inter-classroom walkthroughs/visitations which have been fully embedded in the
school’s culture. Further trainings on the effective use of multi-sensory materials
and visual aids were facilitated not only to actualized the drafted Five-Year
Information and Communication Technology Development Plan but in fidelity to
the Institution Philosophy, OLCA educational experiences are processes that
harness up-to-date educational resources and information and communication
technology in support of meaningful teaching and learning

Propose Company Strategy 1: By June 2019, short and long observations will
capture evident of teachers planning and implementing highly competitive,
rigorous, research- intensive academic programs.
Outstanding people deliver an outstanding service. Put well being at the
heart of the institution, and make the staff feel proud to work for the school.
Appoint staff that share the school’s values, invest in them, support their
aspirations and enable them to be outstanding. Organize workloads smartly and
use the right people for the right activities, challenge existing distributions of
responsibility, and ensure workloads are manageable in both volume and
complexity. Actively manage staff resource requirements, project future needs
regularly, and embed contingency plans for service continuity. Be proactive in
identifying staff development needs that reflect individual and collective priorities,
deliver on these needs, and evaluate impact. Recognize and reward high
performance.

Propose Company Strategy 2: Improve and maintain student and employee

satisfaction above 80% by June 2019 measuring it by academic program
surveys.

Positive, productive learning environments are key to students' academic,

32
emotional and social success in school. Unfortunately, positive learning
environments don't just happen on their own, they must be created. Engage staff
in maintaining a positive working environment, and design out stressors and
frustrators.

Present Competitive Advantage

Our Lady of Caysasay Academy (OLCA), driven by dynamism and passion
for excellence, OLCA ventured on external validation of the quality of its
programs and services through applying for PAASCU accreditation. The school
transitioned from an academic institution with two separate departments into one
convergent unit, OLCA, Integrated School, as per provisioned by USAL (Unified
Schools of the Archdiocese of Lipa) that also gave them new perspectives for
PAASCU Accreditation and paved way for its Level II Accreditation. Institutional
conferences were initiated by the COO/Principal to acclimatize the beginning
teachers to the school culture. Different PAASCU areas immediately commenced
meeting for self analysis. Documents are reviewed as well as the actual
institution’s practices. Plenary sessions effectively facilitated inquiries,
clarifications and cross examinations.

Proposed Competitive Advantage

Analyze competitors to identify potential drains for the institution. Let it be
known that going to this school is being welcomed to a new family that is for life.
They may improve through students and alumni who are the best advocates for
the school, so the relationship built with them should last a lifetime. Deliberately
design an enduring, immerse experience. Use student insight along with
feedback and complaints to understand their expectations. Engage students at
each stage to validate ideas, and involve all staff in the design process - they
have to own the experience to be equipped to deliver it with energy and passion.
Get the basics right every time, and be planned and deliberate in the choice of

33
enhancement experiences. Ensure effective integration of academic and
non-academic aspects of the student experience, making sure all staff
understand their contribution. Work to develop high quality communication with
students in every letter, email, notice, telephone call and conversation counts.
Consider developing a 'service manual' to articulate a shared understanding of
service standards.
Challenge inertia, inefficient and ineffective ways of working that stifle
innovation, slow down progress and frustrate staff. Design smart processes that
improve responsiveness and reduce time to market both for new programmes
and for updates. Interrogate internal and external data to inform decisions in
marketing, portfolio management, learning and teaching practice, and other
investment decisions. Engage in proactive environment scanning to identify
market and other opportunities.

34
Module 6 - Balance Scorecard

Time Primarily
Area of Objectives Measure or Target
Expectation Responsible
Customer To increase number of AY Guidance
enrollments for Toddler 2019-2020 Counselor
by 50%
COO/Employees More intensified Monthly Principal, Vice
training of the Principals and
Instructional Leaders in Instructional
the following: Leaders
A. Curriculum
development
B. Supervision
of classroom
instruction
C. Evaluation of
faculty
performance
Operations/Process The improvement of the Daily Instructional
teaching-learning Operations/ Leaders
process in the following During
areas: discussions
A. Development
of students’
critical and
analytical
thinking
B. Integration of

35
 current and
relevant issues
C. More
opportunities for
pupils to ask
questions/ make
comments in
relation to the
subject matter
Community/Social The strengthening of Annually Principal and
Responsibility linkages and OLCAns for
networking with Others
government and Moderator
non-government
organizations to further
enhance community
relations
Business A stricter Daily Discipline
Ethics/Natural implementation of the Officer
Environment Clean-As-You-Go
(CLAYGO) Program
Financial Increase Funded In 5 years Accountant
Depreciation account to
a percentage of all
tuition received

36
Value Chain Analysis

Infrastructure
The firm prepare financial statement to allocate the income and expenses of the
school. The good financial practice of the school helps them in budgeting for the
schools strategic plan. The school also practice academic governance which help
them manage their resources in order for them to deliver quality education.
Human Resource Management
Our Lady of Caysasay Academy’s HR department hire employees or teachers
through recruitment. They make sure that the right persons are assigned to the
right task through the staff planning. They also provide training specially for the
teachers in order for them to master new knowledge and develop proficiency that
may help the students to learn and improve. In exchange for the service the
employees and teachers offer to the school they receive compensation in a form
of salary and different benefits such as retirement benefit , health insurance and
many others.
Technology Development
In order to meet the preference of their costumers or the students they conduct
market researches about the information regarding the consumers’ needs and
preferences. They also offer innovative way of teaching, they make sure that all
the facilities needed for the students to learn are all available such as internet TV,
LCD projectors and air-conditioned class rooms so as all the equipment for the
computer and science laboratory. They assure the safety of their students, the
school make sure to update the parents of the students of when they arrive and
leave the school premises through Parent Line. They also update the parents of
all the achievement of their sons and daughters. Our Lady of Caysasay Academy
has their own social media accounts that may serve as a way to advertise their
school.
Procurement

37
The first thing the OLCA has acquire is the land on where the building shall be
placed so as the furniture, equipment, apparatus, and facilities needed for the
each and every rooms and laboratories of the schools. The employees
themselves are the ones who buy those said equipment to ensure its quality. The
inputs that the OLCA needed to acquire are references and citations that the
students may need such as the books, newspaper, magazine, journals and other
information source that the students will be needing. They order those books and
citations mostly from Rex bookstore.
Inbound Logistics
This includes the handling of the delivered books and citations. They inspect if
those books are in good condition. This also includes the funds coming from the
tuition of their students which they allocate for all the expenses of the school.
Another inbound logistics of the school is the newly enrolled students.
Operations
The operations of OLCA mainly focuses on their students for them to develop
their knowledge skills and abilities and how the teachers cultivate and inspire the
students to grow. They correct the mistakes of the students and provide remedy
situation and prevent more problems. They are hands on when it comes to
fostering their students to be a great leader with discipline. They practice culture
preservation movement. And the school maintains assignments through their
completion. They also offer a School Disaster Risk Reduction and Management
Program and more activity in extra-curricular situations for students to feel safe
and be able to express and enrich more their talents.
Outbound Logistics
The OLCA outbound is the alumni or the students who graduated on OLCA. The
SHA and alumni provide strong support of the to the school projects and
activities.
Marketing and Sales
The OLCA promotes and advertise their school through social media accounts.

38
Everything related to the school is stated there starting from the admissions to the
school facilities and programs.
Service
In order to enhance and maintain the service they offer the OLCA’s Coordinators
does an evaluation of teacher’s performance where they attend some classes
and observe a particular teacher. They also observe the result of the Educational
Training and Development in terms of the performance of the teachers. However,
they still have limited classroom based research services.

39
Module 5 - Business Policy

Strategy 1: By June 2019, short and long observations will capture evident of
teachers planning and implementing highly competitive, rigorous, research-
intensive academic programs.
Business Policy 1: Validate and Inform the improvement in quality of academic
programs through the use of data multiple sources such as accreditation reports,
campus program audits, external consultants, etc..
Business Policy 2: Teachers are engaged in planning professional learning
experiences for the school and articulate the intended results of professional
learning. This involves working with principal and other staff to develop plans for
monitoring the implementation of classroom strategies, creating a system of
follow-up support, and identifying the results of these strategies on student
learning.

Strategy 2: Improve and maintain student and employee satisfaction above 80%
by June 2019 measuring it by academic program surveys.
Business Policy 1: Recruit, hire and retain qualified and effective teachers and
staff.
Business Policy 2: Ensure a positive, productive and efficient work and learning
environment daily.

40