Dbedp 2018 2022 PDF

DBEDP DepEd Digos City Division
COVER DESIGN RATIONALE
The resounding clamor for basic quality education moved

Digos City Schools Division to come up with viable programs
and projects. The ardent declaration of support to the goals of
the Duterte Administration in the field of education fueled each
and everyone in the division to perform their duties and
responsibilities in accordance to what is designed by law.
The vibrant red colors that evidently encompasses the
entirety of the cover is the voice of strength, power and
determination of key players to continue despite of the
unavoidable gaps encountered. Moreover, the passion, desire
and love in providing the deliverables to learners is an epitome
of a resolute servant.
Highlighted within the domain of triangles are few of the
many priority programs that are closely monitored as way of
ensuring the quality of services rendered which is believed to
be contributory to the holistic development of every learner in
the Division of Digos City.
The two-concrete buildings symbolize authority where the
source of command for change come from. As mandated, the
stature of the people behind these structures is essential in the
delivery of services for it is from these people where vision and
mission of the Department of Education shall be officially
ordered to be administered.
Connotatively, triangles display the sense of creativity and
strength where its shape manifest balance on the four elements
such as earth, air, water and fire. The Division Basic Education
Development Plan of Digos City covers all these elements where
the found spirit of stability and intellect are products of people's
collaborative work.
The color wheel shows the 17 sustainable development
goals where Education is emplaced in goal 4 is lifted by the spirit
of fire, where courage, strength and passion are visibly seen in
the desired outcomes of the Division Basic Education
Development Plan of Digos City. Thus, this development is a
good gauge on learner's experience in school.
The launching of the Division Basic Education
Development Plan (2018-2022) is the turning point for an
orderly and well-guided implementation of programs, projects
and activities that ensure a well-balanced quality basic
education.
Division Basic Education Development Plan 2018-2022 - DepEd Digos City Division | Completed: 12 October 2018 i
MESSAGE
MESSAGE
Regional Director
It is with great pleasure and elation that I extend my warmest felicitation to the Schools
Division Office of Digos City for the remarkable achievement of coming up finally its Division Basic
Education Development Plan (DBEDP). It is a valuable document where individuals in the division
and school offices will anchor their respective goals and aspirations. It likewise serves as reference
on the strategic direction of the division aligned with the Sustainable Development Goal (SDG No.
4) and the global and regional trends and prospects in response to the commitment of the agency
to the programs and thrusts of the government.
Indeed, I am truly delighted of the results of the strong collaboration among education
stakeholders of Digos City. The Department of Education Region Office XI is very much grateful and
proud to have known such a fledgling division able to establish its DBEDP. Such invaluable
contribution will surely improve the delivery of the services and will cater to the interest of our main
clientele, the Filipino learners.
We thank also the DepEd key official of the division for the overwhelming support in making
this DBEDP a landmark success. I look forward to seeing a more strengthened and expanded synergy
as you implement the key programs, projects, activities and strategies (PPAS) that will serve as
epitome of excellence in this region.
Congratulations and wishing you all the best in your future venture. As you face the many
challenges ahead, may God bless all your endeavor and achievements as you remain proactive and
engaging in fulfilling the desired end of your DBEDP.
ATTY. ALBERTO T. ESCOBARTE, CESO III

Regional Director
Division Basic Education Development Plan 2018-2022 - DepEd Digos City Division | Completed: 12 October 2018 ii
MESSAGE
Assistant Regional Director
My warmest congratulations to the Schools Division of Digos City for having successfully
crafted its five-year Division Basic Education Development Plan 2017-2022 which laid down its
strategic vision to where the division’s education services will be by year 2022.
I deeply appreciate the hard work of the stakeholders who have contributed their time and
effort in providing the necessary inputs towards raising the standards of all schools and learning
centers in the schools division and ensuring that the progress of learners in every grade level is
attainable and measurable.
The Division Basic Education Development Plan will now support every school's education
development plan, implement program and projects to ensure that all learners are equipped with
the necessary skills, knowledge, values and attitudes when they leave the basic education system.
God Bless!
TERESITA G. TAMBAGAN, CESE

OIC, Office of the Assistant Regional
Director
Division Basic Education Development Plan 2018-2022 - DepEd Digos City Division | Completed: 12 October 2018 iii
MESSAGE
Congresswoman
Development takes its course from continuous and pro-active changes. Since the
implementation of K-12 program, the Department of Education, as well as the Commission
on Higher Education, has adopted measures borne from contextual demands of improved
learning landscape. These are important components of shaping economic opportunities
towards nation building.
Emanating from parochial scenario up to a broader setting, your Division Basic Education
Development Plan is a dynamic insignia of your comprehensive vision of a progressive City
of Digos. I have to convey my respect and commendation to all those who took part in
completing this 5-year plan.
Dedicated service in the field of education entails the guidance of this plan. Competent
teachers, organized system and clear-cut procedures and processes will pave the way in
achieving the objectives of your plans with overwhelming indicators. Eventually, strategic
goals and mission will surely be accomplished.
Personally, I feel your excitement and willingness to implement the said plan. I am expressing
my "good luck" for your smooth plan implementation with the expected support from the
entire Division of Digos City. The ultimate beneficiaries of the project-the students and their
respective families-will one day express their "thank you" for the efforts you exhibited to
come up with this plan.
CONGRESSWOMAN MERCEDES CHAN-CAGAS

Lone District, Davao del Sur
Division Basic Education Development Plan 2018-2022 - DepEd Digos City Division | Completed: 12 October 2018 iv
MESSAGE
Provincial Governor
I commend the officials and personnel of the Department of Education - Digos City Schools
Division for painstakingly extending their time, effort and resources in the formulation of their
DIVISION BASIC EDUCATION DEVELOPMENT PLAN (DBEDP).
Your DBEDP embodies your dreams and aspirations for our learners in the formal and
alternative delivery systems to attain quality basic education.
It also includes the policy guidelines and strategic directions for our education supervisors,
district supervisors, school principals and teachers to effectively provide the highest possible
standards of knowledge, skills and competencies. I believe this developmental framework will
address the needs of our public schools to the changes that arise as our society progresses.
This valuable master plan is a symbol of your relentless and genuine public service to our
people. I am confident your development plan and harmonious working relationship with different
stakeholders will bring a ripple effect of progress and prosperity.
Let us journey together for the attainment of our dreams for the development of our
educational system in Davao del Sur.
Together with my family, Congresswoman Mercedes Chan Cagas, Provincial Administrator
Marc Douglas IV C. Cagas and the whole officialdom Provincial Government of Davao del Sur,
CONGRATULATIONS.
DOUGLAS RA. CAGAS, LLB, MBE, MNSA

Provincial Governor
Division Basic Education Development Plan 2018-2022 - DepEd Digos City Division | Completed: 12 October 2018 v
MESSAGE
City Mayor
On behalf of the City Government of Digos, I wish to extend my sincerest congratulations to

the officials of the Schools Division Office of Digos City and all those who have contributed their
talents and skills towards successfully crafting its five-year Division Basic Education Development
Plan (DBEDP).
This plan should not only build up on the gains and successes achieved by the Digos City
Schools Division Office since its creation, it must also anticipate and gear up for the tremendous
opportunities and challenges that the years ahead may bring.
Together, let us continue to move forward towards the attainment of genuine empowerment
by helping our young Digoseños realize their full potentials through education.
Mabuhay and God bless!!!
ATTY. JOSEPH R. PEÑAS, CPA

City Mayor
Division Basic Education Development Plan 2018-2022 - DepEd Digos City Division | Completed: 12 October 2018 vi
MESSAGE
Schools Division Superintendent
I am pleased to present to our stakeholders, partners, parents, and the general public our
Division Basic Education Development Plan for 2018 to 2022.
This DBEDP shall serve as a strategic guide to the Schools Division in implementing education
programs, projects, and activities. It contains in diligently crafted projects such as Project HULMA,
Project HIMAMAT and Project LAMBU our utmost resolve to deliver free basic quality education
which is Maka-Diyos, Maka-Tao, Maka-Kalikasan, and Maka-Bansa.
In developing the strategies to deliver effective and efficient educational services, we have
been mindful of the imperative to adhere to DepEd's vision, mission, values, and align to
international and national mandates while recognizing the critical contribution of students, teachers,
administrators and staff, family, partners, stakeholders and the entire community.
This document has been prepared with meticulous effort by key personnel, program holders,
a carefully selected Division Planning Team and Technical Working Group and went through a
process of review by our internal and external stakeholders with the guidance of the Division
Executive Committee.
We invite you to go over this document and in doing so, we hope that you champion with
us the success of this Division Basic Education Development Plan.
WINNIE E. BATOON, EdD, CESE

Officer in Charge
Office of the Schools Division
Superintendent
Division Basic Education Development Plan 2018-2022 - DepEd Digos City Division | Completed: 12 October 2018 vii
MESSAGE
Assistant Schools Division Superintendent
I am overjoyed with the turn-out of the Division Basic Education Development Plan of the
Digos City Division (2018-2022), the joint effort extended by the key players in the crafting and
utilization of the plan is indeed a good manifestation of their great contribution in the fulfillment of
the vision and mission of the Department of Education.
Education in its truest meaning is formative, it broadens learners' horizon and views in life. It
will take learners to the path of enlightenment and with this it is interesting to note that Digos City
Division is coming-out with a clear viable programs and projects to holistically prepare learners to
surely contribute in achieving sustainable development for the community.
To sustain this advocacy is indeed a challenge for everyone to hurdle for years, and for this I
am encouraging each unit and every program head at all levels to walk extra miles in the
implementation of the plan and to keep and carry out the task efficiently and effectively to meet
the expected results.
As a team, together with our stakeholders, we must uphold the ultimate goal of education
which is to generate the over-all growth and development of learners who will then be capable of
becoming productive individuals actively performing their role in nation building.
MELANIE P. ESTACIO, PhD, CESE

Officer in Charge
Office of the Assistant Schools Division
Superintendent
Division Basic Education Development Plan 2018-2022 - DepEd Digos City Division | Completed: 12 October 2018 viii
TABLE OF CONTENTS
Cover Design Rationale i
Message ii
Regional Director ii
Assistant Regional Director iii
Congresswoman iv
Provincial Governor v
City Mayor vi
Schools Division Superintendent vii
Assistant Schools Division Superintendent viii
Table of Contents ix
List of Tables xii
List of Figures xiii
List of Acronyms xiv
Association of Barangay Council Resolution 1
Executive Summary 3
Rationale & Background 4

Basic Education Profile 4
Schools 4
Learners 5
Human Resource 5
Financial Resource 6
Performance Gaps 6
Net Enrolment Ratio (NER) 6
Cohort Survival 6
Dropout Rate 6
Quality and Relevance 6
Governance and Management 6
Strategic Directions 7
Strategic Goals 7
Goal 1: Strengthen Implementation of the Provision on Access to Basic Education 7
Objective 1.1. Intensify the implementation of Inclusion Programs and other Learner Support
Programs 8
Objective 1.2. Expand and Strengthen Partnership Building and Linkages 10
Objective 1.3. Provide Educational Facilities to identified schools 10
Goal 2: Intensify Quality and Relevance 11
Objective 2.1. Fully operationalize the implementation of K to 12 Curriculum through
"Project Hulma“ 11
Objective 2.2. Improve Learners' Performance through "Project Lambu" 12
Objective 2.3. Enhance teachers' knowledge, skills and attitude (KSA) through "Project
Himamat" 12
Goal 3: Streamline Education Management and Governance 13
Objective 3.1. Improve and simplify business processes 13
Objective 3.2. Improve Human Resource and Development 15
Objective 3.3. Strengthen the Division’s Research and Development (R&D) 18
Division Basic Education Development Plan 2018-2022 - DepEd Digos City Division | Completed: 12 October 2018 ix
Interventions 20
Programs 20
1.1.1. BEADS (Bringing Education At Their Door Step). 20
1.1.2. Alternative Learning System (ALS) 20
1.1.3. TRIBU IPEd (Timely, Responsive, Integrative, Broad and Unified Indigenous Peoples'
Education) 21
1.1.4. Madrasah Education Program (MEP) 22
1.1.5. Special Education (SPED) 22
1.1.6. Alternative Delivery Mode (ADM) 22
1.1.7. Multigrade Program 23
1.1.8. Modified Work and Study Program (MWSP) 23
1.1.9. Project HIMSOG (Health Initiatives using Multiple Strategies for Optimum Growth) 23
1.1.10. Child-Friendly School System (CFSS) 24
1.1.11. Eco-Friendly Schools 24
Objective 1.2. Expand and strengthen Partnership Building and Linkages 25
1.2.1. PAIR (Partnership Acceleration for Increased Resources) 25
Objective 1.3. Provide Educational Facilities to identified schools 26
Objective 2.1. Fully operationalize the implementation of K to 12 Curriculum through Project
Hulma 26
2.1.1. Special Programs 27
2.1.2. LAC Session 27
2.1.3. Campus Journalism 27
2.1.4. Project Impact - LR (Institutionalize the Management, Production, Access,
Contextualization of Teacher-Learning Resources) 28
Objective 2.2. Improve Learners' Performance through "Project Lambu" 28
2.2.1. TREKKERS (The Reading Experts Kicking to Knock-off and Eliminate Reading Shackles) 29
2.2.2. Project EAGLE (Elimination of Academic Gaps for Learners in the Elementary) 29
2.2.3. Unified Assessment 30
Objective 2.3. Enhance teachers' knowledge, skills and attitude (KSA) through "Project Himamat" 30
2.3.1. Clinical Supervision 31
2.3.2. Magtanong sa Division 31
2.3.3. Catch Instructor Doing Good (CIDG) 31
Objective 3.1. Improve and simplify business processes 32
3.1.1. ESBEE-M (Empowering Schools, Building Excellent and Engaging Milieu) 32
3.1.2. System Champs 33
3.1.3. MEAL (Monitoring & Evaluation, Accountability and Learning) 33
3.1.4. DreAMS (Division Records Access Management System) 34
3.1.5. Cash Count Program 34
3.1.6. Continuous Improvement (CI) Program 34
3.1.7. RAPD (Readily Available Planning Data) 34
Objective 3.2. Improve Human Resource and Development 35
3.2.1. 5Ds (DepEd Digos Dagdag Dunong Drive) 35
3.2.2. PPATABHO (Professional and Personal Advancement thru Training/Learning &
Development (L&D), Awards & Recognition, and other programs for Balanced Human
Resource Optimization) 35
3.2.3. Teacher Induction Program (TIP) 36
3.2.4. Philippine Professional Standards for Teachers (PPST) 37
3.2.5. Gender and Development (GAD) 37
3.2.6. DORA (Disasters Optimal Resiliency and Awareness) 37
3.2.7. #HandaParaSaKabataan 38
Division Basic Education Development Plan 2018-2022 - DepEd Digos City Division | Completed: 12 October 2018 x
3.2.8. AMoSKo (Anak Mo, Sagot Ko) 40

Kabarkada sa Eskwela 40
Parents Effectiveness Program 41
Objective 3.3. Strengthen the Division's Research and Development (R&D) 41
3.3.1. RIPE (Research Incubation Program for Educators) 41
Key Performance Indicators 42

Performance for the Past Six Years 42
Target for the Next Six Years 42
Organizational Capacity and Arrangements 47

Curriculum Implementation Division (CID) 47
School Governance and Operations Division (SGOD) 47
Office of the Schools Division Superintendent (OSDS) 47
External Stakeholders 47
Monitoring & Evaluation 47
Organizational Capacity and Arrangement Plan 48
Division Organizational Structure and Profile 53
Division Basic Education Development Plan (DBEDP) Committee 54
Division Basic Education Development Plan 2018-2022 - DepEd Digos City Division | Completed: 12 October 2018 xi
List of Tables
Table 1. Classification of Schools by Curricular Offering 4
Table 2. School Enrolment by Curricular Offering for SY 2017-2018 5
Table 3. Digos City Division Teaching and Non-Teaching Personnel for SY 2017-2018 and SY 2018-
2019 5
Table 4. Digos City Division Annual Appropriation and Utilization of Funds from Calendar Year 2015
to Calendar Year 2018 6
Table 5. Six-year Division Performance (Grades 1-6) 43
Table 6. Six-year Division Target (Grades 1-6) 44
Table 7. Six-year Division Performance (Grades 7-12) 45
Table 8. Six-year Division Target (Grades 7-12) 46
Division Basic Education Development Plan 2018-2022 - DepEd Digos City Division | Completed: 12 October 2018 xii
List of Figures
Figure 1. Enrolment of Learners in Inclusion Programs from SY 2015-2016 to SY 2017-2018 5
Figure 2. Division strategic directions for 2018-2022 7
Figure 3. Organizational structure of the Division Office (Reference: DO 52, s. 2015) 53
Division Basic Education Development Plan 2018-2022 - DepEd Digos City Division | Completed: 12 October 2018 xiii
List of Acronyms
5Ds DepEd Digos Dagdag Dunong Drive

A&E Accreditation and Equivalency
ADM Alternative Delivery Mode
ADR Alternative Dispute Resolution
AIP Annual Implementation Plan
ALIVE Arabic Language and Islamic Values Education
ALS Alternative Learning System
APP Annual Procurement Plan
BEADS Bringing Education At Their Door Step
BFP Bureau of Fire Protection
CDRRMC City Disaster Risk Reduction and Management Council
CFSS Child-Friendly School System
CGAP Career Guidance Advocacy Program
CI Continuous Improvement
CID Curriculum Implementation Division
CIDG Catch Instructor Doing Good
CPP Child Protection Policy
CR Completion Rate
CSR Cohort Survival Rate
CSS Comprehensive School Safety
CY Calendar Year
DBEDP Division Basic Education Development Plan
DOLE Department of Labor and Employment
DORA Disasters Optimal Resiliency and Awareness
DPCPM Division Personnel (Teaching and Non-Teaching) Career Planning and Management
DPTPIAP Division Personnel (Teaching and Non-Teaching) Professional Inventory, Assessment and Planning
DReAMS Division Records Access Management System
DRRM Disaster Risk Reduction and Management
EAGLE Elimination of Academic Gaps for Learners in the Elementary
EAM Encoding and attributing Manual
EBEIS Enhance Basic Education Information System
EFA Education For All
EHCP Essential Health Care Program
EPS Education Program Supervisor
ESBEE-M Empowering Schools Building Excellent and Engaging Milieu
ESIP Enhanced School Improvement Plan
FR Failure Rate
GAA General Appropriations Act
GAD Gender and Development
GER Gross Enrolment Rate
GPP Gulayan sa Paaralan
HIMSOG Health Initiatives using Multiple Strategies for Optimum Growth
HRD Human Resource Development
IMPACT-LR Institutionalize the Management, Production, Access, Contextualization of Teaching-Learning
Resource
IPEd Indigenous Peoples Education
KPI Key Performance Indicator
KRA Key Result Area
KSA Knowledge, Skills, and Attitudes
LAC Learning Action Cell
LD Learning and Development
LIS Learner Information System
MEAL Monitoring and Evaluation, Accountability and Learning
MEP Madrasah Education Program
MHPSS Mental Health and Psychosocial Support Services
MIS Management Information System
MOOE Maintenance and Other Operating Expenses
MPS Mean Percentage Score
MTB-MLE Mother Tongue Based-Language Education
Division Basic Education Development Plan 2018-2022 - DepEd Digos City Division | Completed: 12 October 2018 xiv
MWSP Modified Work and Study Program

NAT National Achievement Test
NEP National Expenditure Program
NER National Enrolment Rate
OHSP Open High School Program
OSDS Office of the Schools Division Superintendent
PAIR Partnership Acceleration for Increased Resources
PIA Priority Improvement Areas
POPCOM Population Commission
PPATABHO Professional and Personal Advancement thru Training/Learning & Development (L&D), Awards &
Recognition, and other Programs for Balanced Human Resource Optimization
PPMP Project Procurement Management Plan
PPST Philippine Professional Standards for Teachers
PR Promotion Rate
PSDS Public Schools District Supervisor
PTA Parent-Teachers Association
QMS Quality Management System
R&D Research and Development
RAPD Readily Available Planning Data
RIPE Research Incubation Program for Educators
RR1 Retention Rate
RR2 Repetition Rate
SBFP School-Based Feeding Program
SBM School-Based Management
SDO Schools Division Office
SDR Simple Dropout Rate
SGC School Governing Council
SGOD Schools Governance and Operations Division
SHNP School Health and Nutrition Program
SHS Senior High School
SIP School Improvement Plan
SLR School Leaver Rate
SPA Special Program in Arts
SPED Special Education
SPFL Special Program for Foreign Language
SPG Supreme Pupil Government
SPS Special Program in Sports
SQMT School Quality Management Team
SRC School Report Card
SSG Supreme Student Government
SSP Special Science Program
TIP Teacher Induction Program
TR Transition Rate
TREKKERS The Reading Experts Kicking to Knock-off and Eliminate Reading Shackles
TRIBU IPEd Timely, Responsive, Integrative, Broad and Unified Indigenous Peoples' Education
TVL Technical Vocational and Livelihood
WiNS Water in Schools
YES-O Youth for Environment in Schools Organization
Division Basic Education Development Plan 2018-2022 - DepEd Digos City Division | Completed: 12 October 2018 xv
DBEDP Association of Barangay Council Resolution
ASSOCIATION OF BARANGAY COUNCIL RESOLUTION
Division Basic Education Development Plan 2018-2022 - DepEd Digos City Division | Completed: 12 October 2018 1
DBEDP Association of Barangay Council Resolution
DBEDP Executive Summary
EXECUTIVE SUMMARY
Division Education Plan is a tool towards achieving goals articulated in the "Ambisyon 2040", the long-term
strategy in fighting poverty. To fulfill these goals, the different program heads of the City Schools Division of Digos City
convened to plan, formulate, and articulate the various projects, programs and other deliverables as a response to
improve the quality, access, and governance of basic education.
Specifically, a Division Strategic Directions (2018-2022) has been formulated as vision of this five-year DBEDP.
By 2022, DepEd Digos City will be a highly competent, committed, empowered and compassionate
organization responsive to the challenges and opportunities in producing value-laden, patriotic, dynamic and globally
competent, lifelong learners through inclusive learner-centered learning environment and responsive contextualized
curriculum.
The City Schools Division of Digos City is a medium-sized division created on June 24, 2002 with three districts
elementary, the Occidental District, Oriental District, and Mt. Apo District. It is composed of 62 kindergarten schools,
51 elementary schools, 15 junior high schools (Grade 7-10), senior high schools (Grades 11-12), 1 senior high school
stand alone, and 8 senior high school under TESDA.
Considering the demographic characteristics of the city, the City Schools Division faces challenges in the delivery
of quality basic education relative to school needs, learner's achievement, and human and financial resources. To address
the challenging issues on learners and management performance, Digos City Division crafted the Division Basic
Education Development Plan 2018-2022 which presents key performance indicators that would help in the attainment
of the Division's goals.
The size of the division and proximity of schools to the Division office is an advantage when it comes to
monitoring and delivery of services. On the other hand, the anticipated increase of the population and the accessibility
of the city to neighboring municipalities offer an opportunity for growth. At present, Digos City Division offers complete
line of programs catering to the diverse needs of learners that give them a competitive advantage.
The strategic directions to achieve the 2022 Team Vision is guided by the following goals: to strengthen the
implementation of the Provision on Access to Basic Education to intensify quality and relevance, and to streamline
education, management, and governance. These will be manned and monitored by the Executive Team composed of
School Governance and Operations Division (SGOD) the Curriculum Implementation Division (CID), and the Office of
the Schools Division Superintendent (OSDS) respectively.
The success of the implementation of these planned programs largely depends on the financial support
extended by the government and other stakeholders to the Division. Additionally, the Division will establish programs
that would expedite the disposition and liquidation of the MOOE thereby maximizing the utilization of said funds.
The strategic directions will help improve the team vision through strict implementation and monitoring of the
various approaches of every goal. Each strand of strategic objective is a concrete measure designed to hit the aspiration
of the division. Hence, these strategic directions are carefully planned that it ensures all the directions are aligned to the
achieve team vision.
The end of plan targets is the materialization of the team vision, thus, a dedicated implementation of all the
identified measures are all set to be implemented. Regular and comprehensive evaluations of the programs in different
goal will be closely monitored to ensure that all the activities are properly conducted. This will help check the balance
between the implementation of the projects and the materialization of its desired objectives.
The measure of the achievement of this comprehensive Division Basic Education Development Plan is the
realizations of the team vision. This will be manifested in the organizational efficiency and in the standardization of the
service delivery that conforms to the global standards thereby producing competent learners with desirable life-long
learning skills.
DBEDP Rationale & Background
RATIONALE & BACKGROUND
Digos City is the capital of Davao del Sur province. It gained cityhood status on September 8, 2000. As the
provincial capital and the only city in Davao del Sur, it exudes the boom of urban development as it becomes the business
and commercial hub of the province.
Two years after Digos City was created as a component city of Davao del Sur, the Division of City Schools was
created on June 24, 2002 with only three districts namely: Digos Occidental district, Digos Oriental district, Mt. Apo
district and three secondary schools with Mr. Alfonso G. Gomez Jr., CESO V as the first Schools Division Superintendent.
It is a medium-sized schools division with only a small number of public (DepEd) elementary and secondary schools
under its supervision. The number of private elementary and secondary schools is even smaller.
Its populace consists of several ethnic groups with the majority being Cebuano comprising 86.52% of the total
population. The majority of the Indigenous Peoples (IP) on the other hand belong to the Bagobo Tribe comprising 2.09%
of city's total population (Digos City Comprehensive Land Use Plan, 2013).
The geography, topography, and the diverse cultural group had resulted to multiplicity of learners and to its
fast-economic growth which has become a challenge to the local government and most especially to DepEd Digos City
Division.
To address this challenge, a Division Basic Education Development Plan (DBEDP) was crafted in 2010-2015 to
set its target in identifying strategies that helped implementers of the different programs in setting their goals. It
embodied the collective effort of all stakeholders in addressing the gaps of both formal and non-formal education
system in the city. The performance outcomes of the previous curriculum served as basis for the implementation of the
K to 12 Program and the institutionalization of the kindergarten into the basic education system.
In 2016 to 2017, an Educational Development Plan was drafted and a series of consultation among stakeholders
was conducted to improve the delivery of intervention.
The current Division Basic Education Development Plan (DBEDP) 2017-2022 is the continued effort of the
Division to address the prevalent educational gaps and needs to fully implement the K to 12 Program anchored on a
framework dovetailed to the Central Office. It is focused on providing learners with better access to quality and relevant
basic education and improving the delivery of basic education services. This serves as the cornerstone upon which the
Division shall contribute to the fulfillment of Ambisyon Natin 2040- the long-term vision and aspirations of the Filipino
people for themselves and for the country in the next 25 years.
Basic Education Profile

The basic education of the Philippines covers kindergarten and 12 years of elementary and secondary education
which aims to provide sufficient time for mastery of concepts and skills, develop lifelong learners and prepare graduates
for tertiary education, middle-level skills development, employment, and entrepreneurship.
The Division of Digos City is a medium-sized division in Region XI with 47 public and 36 private schools. In S.Y.
2017-2018, it registered a total of 49,793 learners from Kindergarten to Grade 12. A comprehensive description of the
division profile is being treated in the succeeding paragraphs.
Table 1. Classification of Schools by Curricular Offering

Classification
Curricular Offering Total
Private Public
Kindergarten 26 36 62
Grades 1-6 (Elementary) 15 36 51
Grades 7-10 (Junior High School) 6 9 15
Integrated Senior High School 4 3 7
Senior High School (Stand-Alone) 0 1 1
Senior High School (with TVL under TESDA) 8 0 8
Schools. Table 1 shows the classification of schools by curricular offering wherein the general pattern of formal
education follows four stages: Kindergarten, Grades 1-6 (Elementary), Grades 7-10 (Junior High School) and Grades 11-
12 (Senior High School). As shown in Table 1, Kindergarten is being offered in 62 schools wherein 26 are private and
36 are public. There are 51 schools offering Grades 1-6 wherein 15 are private and 36 are public. Grades 7-10, classified
as Junior High School, is offered by 6 private and 9 public schools. Schools offering Grades 7-12 are classified as
Integrated Senior High School, wherein the Division of Digos City has 4 private and 3 public schools. There is one (1)
public school offering Grades 11-12 (Senior High School Stand-Alone) and 8 private Senior High School with TVL under
TESDA.
Table 2. School Enrolment by Curricular Offering for SY 2017-2018

Classification
Curricular Offering Total
Private Public
Kindergarten 750 3,547 4,297
Grades 1-6 (Elementary) 1,911 22,527 24,438
Grades 7-10 (Junior High School) 2,353 12,321 14,674
Grades 11-12 (Senior High School) 5,464 920 6,384
TOTAL 10,478 39,315 49,793
Learners. For S.Y. 2017-2018, Digos City Division catered to 49,793 learners across all levels. Kindergarten had
a total of 4,297 learners of whom 750 were in private schools and 3,547 were in public schools. Grades 1-6 had a total
number of 24,438 where 1,911 were enrolled in private schools and 22,527 were in public schools.
Moreover, the Grades 7-10 had a total number of 16, 674 of whom 2,353 were in private schools and 12, 321
were in public schools. The Senior High School on the other hand, had a total number of 6, 384 learners of whom 5,
464 were in private schools and 920 were in public schools.
Enrolment in Inclusion Programs

5,000 4,599
4,500
4,037
4,000
3,500 3,200
3,000
2,500
2,000 1,720
1,566
1,500
1,009
1,000 610
301 421 341
500 249 266
0
2015 2016 2017
IPEd ALS ALIVE SPED
Figure 1. Enrolment of Learners in Inclusion Programs from SY 2015-2016 to SY 2017-2018
Enrolment for the Alternative Learning System (ALS) from SY 2015-2016 to SY 2017-2018 is shown in Figure
1. For the past three years, ALS learners have declined from 1,720 in SY 2015-2016 to 1,009 in SY 2017-2018. This is
equivalent to 711 less on the number of ALS enrollees in a three-year period. The number of learners for the ALIVE and
IPEd program was observed to be fluctuating from SY 2015-2016 to SY 2017-2018 but the general trend is still
increasing. For the Special Education (SPED) Program, enrolment in the division has increased by 92 learners from SY
2015-2016 to SY 2017-2018.
Table 3. Digos City Division Teaching and Non-Teaching Personnel for SY 2017-2018 and SY 2018-2019
No. of Personnel
Position Increase
2017-2018 2018-2019
Administration 84 84 0
Teachers 1,255 1,407 152
Non-Teaching Personnel 87 87 0
TOTAL 1,426 1,578 152
Human Resource. Digos City Division has a total of 1,426 personnel for 2017-2018 with 84 plantilla positions
in the administration, 87 non-teaching positions, and 1,255 teaching positions. In 2018-2019, a total of 152 items are
added to the teaching personnel accounting for an increase of 9.63%.
Table 4. Digos City Division Annual Appropriation and Utilization of Funds from Calendar Year 2015 to Calendar Year
2018
Appropriation
Year Centrally Managed Funds
Utilization Balance
Per GAA
2015 16,010,000.00 2,778,565.00 17,708,522.77 1,080,037.23
2016 21,769,000.00 8,564,364.93 27,635,806.69 2,697,558.24
2017 25,318,000.00 7,681,619.20 31,176,531.75 1,823,087.45
2018 27,634,000.00 6,632,452.77 Not available Not available
TOTAL 90,731,000.00 25,657,001.90 Not available Not available
Financial Resource. Table 4 shows that in 2015 Digos City Division had an appropriation of Php 16,010,000.00
and Php 2,778,565.00 for centrally managed funds. Of the appropriated amount only Php 17,708,522.77 was utilized
and Php 1,080,037.23 was not utilized. In 2016, an appropriated amount of Php 21,769,000.00 was downloaded and
an additional Php 8,564,364.93 for centrally managed funds. A total of Php 27,635,806.69 was utilized while the Php
2,697,558.24 was not exhausted. The appropriation for 2017 was Php 25,318,000.00 and Php 7,681,619.20 for
centrally managed fund was added. From this appropriation, only Php 31,176,531.00 was expended and Php
1,823,087.45 was not utilized.
Performance Gaps
To address the challenging issues of students and management performance, Digos City Division had identified
specific indicators to check if targets are met for calendar year 2011-2017.
Net Enrolment Ratio (NER). The historic Net Enrolment Ratio (NER) for the junior and senior high school levels
from SY 2011-2012 to SY 2015-2016 is at 71.57%. This is 28.43% below the planning standard of 100%.
Cohort Survival. The cohort survival rate for the junior and senior high school levels from SY 2011-2012 to
SY 2016-2017 on an average is at 75.25%, 7.75% deficient from the target of 83%.
Dropout Rate. Dropout rate for the junior and senior high school levels from SY 2011-2012 to SY 2016-2017
is on downtrend with an average of 1.02%. Considering the population of the grades 7-12 learners in the Division, this
figure is relatively high compared to the planning standard of 0%.
Graduation Rate. The past six school years, from SY 2011-2012 to SY 2016-2017, showed a marked decrease
of graduation rate for grade 10. In SY 2014-2015 to SY 2015-2016, the graduation rate is at an average of 98.01%,
however, in SY 2016-2017, a significant drop of the indicator was observed were graduation rate is only at 92.85%
which is a decrease of 5.16% compared to the past two years and 7.15% deficient from the planning standard of
100%.
Promotion Rate & Repetition Rate. Similar to the Graduation Rate, the Promotion Rate of grades 7-12 has
experienced a sudden drop in SY 2016-2017 at only 88.12%, 6.46% difference from the previous school year. The
marked decrease of the Promotion Rate is complemented with the marked increase in the Repetition Rate for the same
grade levels which increased by 4.5% from 1.42% in SY 2015-2016 to 5.92% in SY 2016-2017.
Transition Rate. The transition rate at the elementary level from SY 2011-2012 to SY 2016-2017 is on the
average at 97.23% indicating that approximately 2.77% of learners from grade 4 progress to grade 5.
Quality and Relevance. The FLEMMS 2013 report shows that on the average, Davao Region’s performance
in all measured indicators is at the bottom 25%. The Division’s performance in the National Achievement Test (NAT) for
the secondary level is also low at 49.55% for SY 2014-2015 which is only half of the target of 84.99%. In terms of
nutritional status of learners, a survey in 2017 showed that 16% or approximately one in every five leaners do not have
normal weight.
Governance and Management. The utilization rate for the funds allocated to the schools and the SDO from
CY 2015 to CY 2017 is at an average of 91%. Contributory to this figure is the very low MOOE utilization of the
secondary public schools which was at 79% in CY 2016 and 76% in CY 2017.
This education development plan is intended to provide a comprehensive reference to the proposed
interventions in the Schools Division of Digos City as part of its effort to fill the education gaps and provide for the need
of quality education to its learners.
DBEDP Strategic Directions
STRATEGIC DIRECTIONS
Strategic Goals
It has long been recognized by many educators and parents that education in addition to its immediate benefits,
is a form of investment in building peoples' capacity to be more productive and be able to enjoy a higher quality of life.
While human capital ideas focus on links among education, productivity, and economic growth, other disciplines have
emphasized additional reasons why providing basic access to education is important. These disciplines emphasize the
contribution of education in building social cohesion where it transmits values, beliefs and traditions, and shapes
attitudes, aspirations, and skills that include crucial inter- and intra-personal capabilities. It empowers people, freeing
them to learn and to think for themselves. In the rapidly changing world, life becomes complex, and these complexities
have pushed learners to come up with a realization of the importance of the real-life skills gained from quality education.
Thus, strategic plan plays an important role in improving students’ outcomes for this can be the foundation of the
division in achieving and ensuring that goals are attained. Likewise, the strategic plan serves as the guiding point on
how resources can be mobilized.
Figure 2. Division strategic directions for 2018-2022
Goal 1: Strengthen Implementation of the Provision on Access to Basic Education

“Every child has the right to access quality education.” This goal aims to bring all learners to schools as well as
bringing schools closer to the communities. This long-term commitment of DepEd Digos City Division stretches out in
ensuring that public learning institutions will be provided with educational facilities and resources. This will only be
realized through partnerships and linkages. Special Programs like the Indigenous Peoples Education Program (IPEd) for
the Indigenous Peoples communities, the Arabic Language and Islamic Values Education (ALIVE) for the Muslim learners,
Special Education (SPED) for children with special needs, Alternative Delivery Mode (ADM) for students at risk of
dropping-out, Multigrade Program for far-flung, isolated, and poor communities, and the Alternative Learning System
(ALS) for the out-of-school youth shall be intensified through monitoring and evaluation to help improve performance
and to achieve results. To improve current and future management of outputs, outcomes and impact, Digos City Division
shall set its goal in assessing the performance of these programs and other local initiatives that were set-up and
implemented by the schools and by the division. The act of setting is for the division to ensure that quality education
shall be delivered to the marginalized and disadvantaged groups.
Programs
1.1.1. BEADS (Bringing Education At Their Door Step). This is a program that supports Digos City Division's
strong conviction that learners come first and that they should all be in school. It is in line with the Philippine Education
for All (EFA) 2015, which is a vision and holistic program of reforms that aim to improve access to quality of basic
education for every Filipino by 2015. Providing education to all Filipinos opened an alternative learning system to
complement formal schooling to reach and better serve those in difficult circumstances. This entails not only the effort
of the Department of Education but also the involvement of the entire society, including the national and local
government agencies and socio-civic organizations as providers of basic learning needs. To do this, it is necessary to
ensure that schools, both in the elementary and secondary are sufficient places available to offer real choices, good
access, and the best environment in which to learn. This is in keeping with the division’s statutory duty and strategic
priorities to develop additional school places in Digos City. This means ensuring that it has the best available schools
that offer the deliverables to all learners. As part of its strategic vision, junior high extension schools and annexes in
various years like the Digos City NHS - Balabag HS Annex, Soong HS Annex, Igpit HS Annex, Aplaya Extension, Dawis
NHS, and Goma NHS have been established. Similarly, in 2016, classes were opened at sitios Maguisi and Pangaguran,
barangay Soong and Tres de Mayo respectively for IP and non-IP learners who hardly have access to school in the
neighboring barangay schools. These are multigrade classes handled by IP teachers. Digos City considers putting up
makeshift classrooms for these two (2) sitio schools if and when establishment of these cannot be possible as of yet.
Additionally, the Division projects to accomplish the following:
1. Establishment of Aplaya Extension, Balabag HS Annex, Igpit HS Annex, and Soong HS Annex as
independent schools
2. Establishment of Matti Integrated School and Marawer Integrated School
3. Establishment of complete elementary schools for Maguisi and Pangaguran Primary Schools
4. Creation of one additional public schools district
5. Offering of Senior High School level in all existing Junior High Schools
For this effort, we will move for partnership, complemented by multi- stakeholders' linkages that will mobilize
and share knowledge, expertise, technology and financial resources, to support the materialization of this goal in all
newly created schools. The division believes that the best way to meet this emerging demand is setting up of
independent schools, to keep up its efforts in accommodating all the learners and their diverse needs. It is expected that
in the next five years, it will have more details for impact to give to the locale where each of these schools is situated.
These schools will incorporate educational facilities to be made available to the school community following processes
and timelines. Hence, by establishing an effective elementary, independent Junior High School and Senior High School,
learners benefit from an education system suited for the 21st century, prepared for what they want to be after high
school, and are equipped with the relevant and meaningful knowledge and skills to pursue better lives for themselves,
their families, and communities.
1.1.2. Alternative Learning System (ALS). The Alternative Learning System (ALS) is a program that provides
access to basic education among out-of-school children, youth and adults. Being comparable to formal school
curriculum, ALS adheres to the program of study that reflects the set of knowledge skills and competencies that students
have to meet in order to complete basic education. The learning facilitators conduct classes in the Community Learning
Center according to the availability of the students. This is done in face-to-face, radio-based, eSkwela/computer-based
or through independent learning.
To effectively implement the ALS program, the division offers the following initiatives: Accreditation &
Equivalency Program (A&E), Basic Literacy Program (BLP), Informal Education (InfED), BalikPaaralan Para sa Out-of School
Adults (BP-OSA) Program, Barangay Operation and Livelihood Program (BOLD), and e-skwela Program.
1.1.3. TRIBU IPEd (Timely, Responsive, Integrative, Broad and Unified Indigenous Peoples' Education). The
Indigenous Peoples Program is DepEd's response to the right of IP communities to have an education that truly responds
to their context, respects their identities and promotes the value of their indigenous knowledge, skills, and other aspects
of their cultural heritage. Specifically, the IPEd Program aims to improve the appropriateness and responsiveness of the
curriculum: build the capacity of teachers, managers and concerned personnel; support the development of culturally-
appropriate learning resources and learning environment and strengthen the policy environment supportive of IPEd. It
is likewise intended to address the learning needs of IP learners who lack access to basic education services.
The program shall support the realization of the K to 12 Curriculum, which subscribes to the following standards
and principles such as inclusive, culture-sensitive, and flexible enough to enable and allow schools to localize, indigenize,
and enhance the community's educational and social context.
It is within this premise that DepEd Digos City Division conceives the program aptly named TRIBU which stands
for Timely, Responsive, Integrative, Broad and Unified Indigenous Peoples Education that is considered an effective
program in attracting indigenous youth back to schools. This allows members of indigenous communities, particularly
the IP learners to be in school and receive a program of contextualized instruction that is consistent with the Indigenous
Knowledge Systems and Practices of their group.
1.1.4. Madrasah Education Program (MEP). The Madrasah Education Program (MEP) specifically, in the area of
Arabic Language and Islamic Values Education (ALIVE) Program aims to intensify the implementation of teaching
desirable Islamic values and the skills of speaking, reading and writing in Arabic language in school with Muslin learners.
This also provides learners with equal access to educational opportunities while recognizing their cultural context and
unique purposes for participating in the program offerings.
ALIVE classes for Grades 1 to 6 consist of two component subjects, namely: Arabic Language and Islamic Values
Education which is in addition to the regular subject in the K to 12 Curriculum. Arabic Language is taught thrice a week
for 40 minutes per session; while Islamic Values Education is taught twice a week for 40 minutes per session. The
component of Arabic Language aims to develop the learners' functional literacy in Arabic that will enable them to read
and understand the Holy Qur'an. The Islamic Values component, on the other hand, aims to help learners acquire the
desired Islamic values, thereby making them agents in advocating and promoting brotherhood, peace, unity, justice and
equality. Learners are given grades, which will be reflected in their report cards, based on the assessment of their
progress and achievement.
1.1.5. Special Education (SPED). The Special Education (SPED) program aims to provide essential educational
intervention to learners with exceptionalities by ensuring that they have access to quality education by providing their
individual and unique learning needs.
This initiative caters to learners with visual impairment, hearing impairment, intellectual disability, learning
disability, autism spectrum disorder, communication disorder, physical disability, emotional and behavioral disorder,
multiple disability with visual impairment, those who are orthopedically handicapped, or chronically ill, and those who
are gifted and talented.
1.1.6. Alternative Delivery Mode (ADM). The present formal education system is still challenged with various
socio-economic, geographic and demographic issues that prevent it from getting and keeping all school-aged children
in school. With this, the development and implementation of alternative modalities of basic education existed. This is
experienced by the sluggish increase in the participation rate in the past years. Apparent changes in the pattern of basic
learning needs that primarily challenged the conventional way of delivering education were also noted.
The ADM Program is a special program of the Department of education with the objective to help the
marginalized students/pupils and those at-risk- of dropping out. It has different modalities: Enhance Instructional
Management by Parents and Teachers (EMPACT), Modified In-School Off-School Approach (MIMOSA), Open High
School Program (OHSP) (e.g. Project EASE/Home Study Program/Blended Learning), Multigrade Instruction, and other
local initiatives/Home Study Program or Blended Learning.
DepEd Digos City offers Open High School Program (OHSP) for high school IP students in Barangay Binaton and
in Digos City NHS.
1.1.7. Multigrade Program. To adhere to the mandate of improving access to quality basic education, DepEd
Digos City implements Multigrade Program in Ranao ES, Maguisi Primary School and Pangaguran Primary School. These
schools are located at the far-flung areas of Digos City with isolated and poor communities. With the program's
implementation, 86 schoolchildren are given access to education. DepEd Digos City is working for the establishment of
complete elementary for Maguisi and Pangaguran Primary Schools.
1.1.8. Modified Work and Study Program (MWSP). The Modified Work and Study Program is formerly known
as the Sunday High School program initiated by DepEd Region XI. The purpose of which is to help the working students
to have easy access to quality, relevant, and liberating education. Similarly, it provides students the opportunities to
continue high school given their situation.
Similar to regular classes, the MWSP adopts the K to 12 curriculum specific to secondary education. Having
classes on Sunday, the program utilizes modules intended to deliver learning. The main goal of the program is to
promote all the enrolled students to their next grade levels.
1.1.9. Project HIMSOG (Health Initiatives using Multiple Strategies for Optimum Growth). The School Health
Unit covers all the coordinated causes of actions that are undertaken in schools to promote School Health and Nutrition
Program to promote optimum physical, mental, and social health of the school population. This is an integral part of
the school curriculum with several components such as Health and Nutrition Education; Health and Nutrition Services;
Healthful School Living and School-Community Coordination for Health and Nutrition. All these shall be achieved
through the umbrella project aptly named "Project HIMSOG" that stands for Health Initiatives using Multiple Strategies
for Optimum Growth.
Digos City Division shall produce physically and mentally healthy learners through the provision of healthcare
programs that will promote resiliency amid sickness and healthy lifestyle, thereby improving their participation,
involvement, learning capabilities, and attendance in school.
Gulayan sa Paaralan (GPP). Gulayan sa Paaralan is a program of the Department of Education that supports
School Feeding Program for severely wasted school children. This is part of the government's hunger mitigation and
poverty alleviation program. Although a budget allocation is given to schools, it is important to consider that more food
could be served on the table with GPP products like fresh vegetables, fruits, and root crops. To sustain the program,
Digos City Division conducts an annual search for best garden implementers to 47 schools.
1.1.10. Child-Friendly School System (CFSS). The school is a significant personal and social environment in the
lives of its students. A child-friendly school ensures every child an environment that is physically safe, emotionally secure
and psychologically enabling. Teachers are the most important factor in creating an effective, inclusive classroom and
sound environment.
This division ensures the sustainability of its implementation through its quarterly monitoring and evaluation to
47 schools by ensuring a safe and enabling environment for effective learning to happen.
1.1.11. Eco-friendly Schools. This program supports and complies with RA No. 9512 also known as National
Environment Awareness and Education Act of 2008. This is to encourage schools and other academic institutions to
become more actively involved in environmental issues at practical and local level. This also helps develop skills and
understanding among students, faculty and school administrators in initiating active responses, increasing community
awareness and participation in addressing environmental issues and concerns like global warming and climate change.
To sustain the program and align itself with national mandates, the division of Digos City has been initiating
annual search for Most Sustainable Eco-friendly schools. Likewise, the division will revive the School Inside the Garden
(SIGa) Program.
Youth for Environment in Schools Organization (YES-O). The Youth for Environment in Schools Organization is
the only recognized co-curricular environmental club or organization in the schools and consolidates all other
environmental and ecological clubs or organizations in school with main and primary programs or projects for the
environment or ecology. With this, schools are encouraged to organize, support and cooperate in the establishment
and strengthening of the Youth for Environment in Schools (YES) Organization by preparing their YES-O Calendar of
Annual Proposed Activities (CAPA) for the school year at the start of classes and likewise submit their Accomplishment
Report and YES-O Monitoring and Evaluation Form at the end of the school year.
Objective 1.2. Expand and Strengthen Partnership Building and Linkages

1.2.1. PAIR (Partnership Acceleration for Increased Resources). The goals of expanding access to quality basic
education, partnership and linkages is an indispensable component. This is to ensure the delivery of a relevant, holistic
and contextualized education, there is a need to establish various partnerships and linkages in generating resources and
facilitating effective implementation of DepEd programs, projects, and activities. This program will be implemented
employing strategies from the Adopt a School Act of 1998 and includes the effective implementation of Brigada
Eskwela. The attainment of this objective will not materialize through the Department of Education's efforts alone but
with the help of stakeholders, education partners, and advocates.
Objective 1.3. Provide Educational Facilities to identified schools

Based on the National School Building Inventory (NSBI), there are identified schools within the Division that
need facilities in order to enhance teaching and learning. Among the needs are classrooms that require repair and
rehabilitation. These needs are transmitted to the Education Facilities Division of DepEd Central Office which are then
funded and implemented through the Department’s budget under the General Appropriations Act.
On the other hand, other needs which are also essential are comfort rooms, furniture, upgrading of
electrification, school site titling and repair and rehabilitation which are not covered by the GAA appropriations for the
next five years will be implemented thru strategic partnerships and linkages.
The Physical Facilities Unit shall employ the following strategies in order to fulfill its mandate: establish and
maintain close coordination with the implementing agency (DPWH) in the construction of school buildings; conduct
intensive monitoring of project implementation and delivery of school furniture; submit timely school buildings and
school furniture status reports; and conduct school mapping to optimize utilization of education facilities.
Goal 2: Intensify Quality and Relevance

Schools Division of Digos City is committed towards realizing the mandate of quality education by making the
curriculum relevant and responsive to learners’ needs that capture general accountability to fully operationalize the
implementation of the K to 12 Basic Education Program. To realize this goal, the division needs to meet the demands
such as:
• increasing learners’ performance to ensure that the innate abilities of all learners are well cultivated to
raise their quality of life and empower them for lifelong learning;
• achieving teachers’ proficiency to provide meaningful classroom situations;
• enhancing school heads’ efficiency on school leadership and management to ensure quality service.
Objective 2.1. Fully operationalize the implementation of K to 12 Curriculum through "Project

Hulma“
Hulma is a Visayan term which means to mold. It is an initiative of Digos City Division to influence the quality
of teachers, school heads and learners in meeting the demands of the educational milieu across the world. It is a
mechanism that will train, develop and unfold the metacognition and other abilities of the teachers, school heads and
learners. More so, Project Hulma provides a systematic and efficient support system that allows teachers and school
heads to develop delivery and instruction, critical literacy, collaboration, communication, creativity, compassion, and
commitment. In like manner, this project produces learners who will manifest desirable values that are generally
acceptable to the standards set by society, who will embrace the essence of inclusive education where gender sensitivity,
tolerance and acceptance of different cultures for identity and nation-building are valued.
This project is accomplished through the following programs:
2.1.1. Special Programs. Special Programs are designed to make the curriculum relevant and meaningful for
the learners. As such, Digos City Division ensures the efficient implementation of the following programs:
Special Science Program (SSP) aims to develop scientific literacy among learners that will prepare them to be
informed and participative citizens who are able to make judgments and decisions regarding applications of scientific
knowledge that may have social, health, or environmental impacts.
Special Program in Sports (SPS) aims to address the needs of talented students in the different sports disciplines.
Special Program in the Arts (SPA) aims to address the needs of talented students in different Art disciplines and
to give talented students a chance to enhance their talents in different art fields.
Special Program for Foreign Language (SPFL) aims to enhance the ability of learners to engage in meaningful
interaction in a linguistically and culturally diverse global workplace. More importantly, the SPFL aims to further develop
learners' understanding and appreciation of other people's culture.
2.1.2. LAC Sessions. DepEd institutionalizes Learning Action Cell (LAC) per DepEd Order No. 35., s 2016.
Learning Action Cell is a group of teachers who engage in collaborative learning sessions to solve shared
challenges encountered in the school facilitated by the school head or a designated LAC Leader. LACs will become the
school-based communities of practice that are positive, caring, and safe spaces. It is an avenue for the teachers to revisit
their own practices, gather feedback on which area of concern that needs to be reinforced, and identify necessary
intervention needed to increase performance. It aims to develop and support successful teachers by improving and
nurturing their knowledge, attitudes and competencies, in terms of curriculum, instruction and assessment in their work
stations.
Although professional development programs (top-down) are existing in the department there are instances
that bottom up scheme is employed due to its effectiveness in developing the school staff because activities are based
on the needs that they have identified.
With this, Digos City Division heightens the implementation of LAC in every school or cluster schools. It is done
on a monthly basis for two hours per session or as the case may be. Individual and group action planning is integral in
LAC, therefore, overseeing the conduct of LAC is a must for Public Schools District Supervisors, Education Program
Supervisors and School Heads. Each EPS and PSDS are given schools for LAC coaching and monitoring.
2.1.3. Campus Journalism. The Division Campus Journalism Program essentially aims to uphold campus press
freedom while it promotes the advancement of journalism skills of the campus journalists. Likewise, it is an avenue to
strengthen ethical values while encouraging critical and creative thinking and developing moral character among the
students. It also provides the Campus Journalists opportunities to practice truth and fairness through writing advocacy-
based and balanced stories without sacrificing quality.
To achieve its goal, the program provides Basic and Advanced Journalism Skills Training, Journalism Academy,
Essay Writing Contests, among other activities which all aim to instill the value of campus journalism and increase
number of winnings in the national level contest.
2.1.4. Project IMPACT - LR (Institutionalize the Management, Production, Access, Contextualization of
Teaching-Learning Resources). Project IMPACT-LR (Institutionalize the Management, Production, Access and
Contextualization of Teaching-Learning Resources) is an initiative of the Learning Resources Management and
Development Center which provides the mechanisms to support coordinated, integrated and increased distribution of
and access to quality learning, teaching and professional-development resources. It primarily aims to strengthen Learning
Resource development and distribution; improve the instructional and learning materials; digitize available student
learning materials; and enhance provisions of quality instructional and learning materials. Considered as blood of the
Curriculum, Digos City Division ensures that LRs will be contextualized to suit the diverse background of learners
particularly their educational and social contexts, and utilize quality-assured learning resources with integration of
financial literacy, gender and development, DRRM, eco-friendly and child-friendly practices. Above all, Project IMPACT-
LR moves to capacitate teachers in terms of the technical knowledge on development, contextualization, integration,
quality-assurance processes, and the management of the School Libraries and/or the School Learning Resource Centers
in order to attain learning standards and provision of relevant learning resources.
Objective 2.2. Improve Learners' Performance through "Project Lambu"

Lambu is a Visayan term for progress. DepEd Digos City Division commits to live to the ideals of ensuring that
all learners advance holistically making them imbued with sound emotional and intellectual capacities. Being committed
to produce learners who are equipped with essential life-skill, this Division conceived Project Lambu with the primary
objective of producing the desired results of the K to 12 curriculum. Through the project, DepEd Digos City Division
ensures that the innate abilities of all learners are well-cultivated in order to raise their quality of life and empower them
for life-long learning ready for employment, entrepreneurship, middle-level skills, and higher education upon graduation
making them ready to navigate their world.
The project envisions to fully accomplish the goal through the following activities:
2.2.1. TREKKERS (The Reading Experts Kicking to Knock-off and Eliminate Reading Shackles). The Division
Reading Program, dubbed as TREKKERS (The Reading Experts Kicking to Knock-off and Eliminate Reading Shackles)is
established to amplify the implementation of Every Child a Reader Program (ECARP). Its main objective is to leave a trace
of zero non-readers across all grade levels and in all schools in the Division. Its salient features include Assessment,
Unified Implementation, Remediation, Enrichment, Teachers' Development, Material Development, Partnership, and
Monitoring and Evaluation.
2.2.2. Project EAGLE (Elimination of Academic Gaps for Learners in the Elementary). Project EAGLE is a regional
initiative that is conceptualized as an intervention to increase learning outcomes of the learners in all learning areas. In
DepEd Digos City, this project is piloted in Digos City Central Elementary School and Binaton Elementary School.
Considering that the essential skills embedded in the K to 12 Curriculum are to be explicitly taught in levels K
to 3 and Grades 4 to 6, the looping mechanism is ventured to increase mastery of learner's skills. Thus, this project
allows learners to meet high expectations, content and performance standards, and able to achieve the diverse
challenges of the 21st century skills. It also intends to achieve proximate current benchmarks and standards in the
national assessments in all key stages such as Early Language Literacy and Numeracy Assessment (ELLNA), National
Achievement Test (NAT) for Grades 6, 10 and 12. Additionally, Digos City Division envisions to expand Project EAGLE
initiative to other schools in the Division.
2.2.3. Unified Assessment. As an integral part of instruction, assessment result is essentially a manifestation of
how students demonstrate their understanding of the competencies which is critical to the learning process. Through
assessment, the educational goals, content standards, and performance standards of the lessons are determined.
With the aim to set standards of learning outcomes among the students, Digos City Division initiated Unified
Division Assessment. This mechanism allows teachers and the Office to design relevant trainings to improve pedagogical
competence of teachers and increase student outcomes.
Ultimately, the Unified Division Assessment guarantees that the students are assessed utilizing a well-designed
assessment tool that truly measures their progress, which is an essential basis in engaging them in meaningful learning.
Objective 2.3. Enhance teachers' knowledge, skills and attitude (KSA) through "Project Himamat"
Himamat is a Visayan term which means "visit" or "converge". Seeing its importance as a strategy in improving
the delivery of Basic Education Curriculum, Project Himamat comes to existence. It is an initiative of Digos City Division
to monitor and establish intimate connection with the school personnel in the implementation of the different thrusts
and programs of the department. It is a way of learning from them their best practices. Furthermore, it is a way of
gathering feedback on different processes through direct observations to identify strengths and weaknesses, so that
appropriate input and interventions will be taken. This project is attained through the following programs:
2.3.1. Clinical Supervision is a process that enhances growth and increases skills in a given profession, while
building a trusting and professional relationship between a mentor and a mentee. It is designed to improve performance.
It has three phases such as: pre-observation conference, observation, feedback or post conference. It is focused on the
concept of self-analysis, openness to change, willingness to accept assistance, and self-direction. Digos City Division is
adapting clinical supervision in providing technical assistance to the schools. School Heads coach the teachers by
conducting process observation on the way they deliver lessons. Supervisors, on the other hand, coach the school heads
on the process of classroom observation. Supervisors have respective school assignments to oversee. Results of the
observation are used for possible career plans or future directions.
2.3.2. Magtanong sa Division is an initiative to reach out to the employees. It seeks to provide teachers and
employees accurate information and status of the different programs of the department. This is done through visiting
the schools or district offices by the division personnel headed by the Schools Division Superintendent. Queries and
concerns related to the operations of the school, GSIS, CSC and others, are addressed during the scheduled
district/school meeting.
2.3.3. Catch Instructor Doing Good (CIDG). Teachers have always been on the frontline in the delivery of
instruction. They make our schools not only a place of academic learning, but of social learning as well. As instructional
leaders, they face challenges every day. Along this line, Digos City Division seeks to catch exemplary performances to
serve as models or exemplars. These are carefully observed during the Himamat period. School heads, PSDS and EPS
take charge of gathering commendable practices.
Teachers who are found to be performing excellently in the classroom will be acknowledged. They will be
recognized during teachers' day, district fora or in division summits, and this could become a basis for awards and
recognition. It is the goal of this program to bring out the best among teachers and encourage them to do more.
Goal 3: Streamline Education Management and Governance

The education system is facing administrative challenges and processes that indicate broader set of limitations.
In the context of education innovations, schools and education systems are working to develop and pioneer new ways
to transform and improve efficiency in delivering quality education. Leverage in the use of all available technology like
the development of information management systems and capacity building of teaching and non-teaching personnel
shall enable the attainment of simplifying the education management and governance through research and continuous
improvement projects. All these lay the foundation of a streamlined education management and governance. This will
enable the Schools Division Office to consider how administrative services may be restructured. In the process of
restructuring, it will require centralized educational support for better management.
Decentralization has been the best option in responding to local needs. A cost-saving component is often a
natural effect of improving administrative processes as it leads to better fiscal administration and management at the
school level that can eventually improve teaching and learning environments.
Objective 3.1. Improve and simplify business processes

3.1.1. ESBEE-M (Empowering Schools, Building Excellent and Engaging Milieu Program). School-Based
Management (SBM) as defined, is the decentralization of decision-making authority from the central, regional, division,
and district to schools. It underscores the empowerment of stakeholders in school communities. Shared governance
gives life to SBM, and this can be attained when all stakeholders are made to actively participate towards the attainment
of higher student/pupil learning outcomes.
DepEd recognizes the truth that it takes a whole village to educate the child. If and when everyone in the school
community is engaged in translating school governance into meaningful programs, projects and activities, everyone will
also share accountability for student development. To achieve this, the key personnel in schools, led by the school heads,
need to understand relevant processes like formulating the Enhanced School Improvement Plan, organizing and
operationalizing School Governing Council, reporting school performance through the School Report Card, and aiming
for higher SBM Level of Practice for them to effectively empower both internal and external stakeholders.
Digos City Division strengthens SBM implementation through the ESBEEM (Empowering Schools, Building
Excellent and Engaging Milieu) Program which is further translated into specific key strategies. As a division program,
ESBEE-M aims to guarantee school progress and development by assurings that each school has a comprehensive and
relevant School Improvement Plan (SIP), formulated in collaboration with the community. ESBEE-M further aims to
empower school stakeholders where schools maintain a functional School Planning Team (SPT) and foster strong
partnership with their School Governing Council (SGC). Schools, being empowered to identify gaps and eventually
formulate strategic plans to address these gaps, are expected to increase their SBM level of practice. In the principles of
transparency and of the importance of communication, Digos City Division envisions all schools to publish their School
Report Card (SRC) indicating data on school performance twice a year- in October and in March- and disseminate the
same to stakeholders. ESBEE-M operates through the following component programs:
#ESIP (Eskwelahang Segurado Imong Paglambu). Formulated in collaboration with the community, the School
Improvement Plan (SIP) is a roadmap that lays down the school's specific solutions to corresponding identified Priority
Improvement Areas (PIA). The SIP serves as the blueprint of what the school desires to achieve and how to achieve it.
Further, the SIP is the basis for the school's Annual Implementation Plan (AIP) and other specific plans.
The SIP contains the Annual Implementation Plan (AIP) reflecting effective and intensified implementation of
programs, projects and activities. By 2022, through the unwavering effort of proactive school heads, schools are
previsioned to strengthen partnership with committed stakeholders who are able to make critical decisions in the
crafting and implementation of the School Improvement Plan resulting to significant improvement of learning outcome.
SGC: Kapartner Natin. This program emphasizes the importance of engaging community stakeholders as active
partners of the school in achieving its targets. Empowering stakeholders is a significant move where schools promote
shared responsibility and accountability among school stakeholders. One specific scheme of empowering school
stakeholders is the organization of a functional School Governing Council (SGC) involving both internal and external
stakeholders. The SGC is a support system of the school in formulating policies concerning students' welfare and well-
being, as well as monitoring and evaluating SIP implementation. By 2022, schools shall have establish and shall have
operationalized School Governing Council for this will take part in giving assistance in the increase of student
performance outcome.
Speed Up to Level Up!. A community of excellence is the primary aim of every school. To attain this, it calls for
unified efforts between and among stakeholders in a school community. Assessment of school excellence is then
necessary for a school to identify areas needing improvement. Conducting assessment on SBM Level of Practice helps
much for a school to determine its strengths and weaknesses in terms of the 4 SBM Principles- Leadership and
Governance, Curriculum and Learning, Resource Management, and Accountability and Continuous Improvement.
DepEd Digos City Division, through ESBEE-M, projects that schools shall be at least in Level 2 in their SBM level
of Practice within 5 years
Performance Ko, I-report Ko. The School Report Card (SRC) is, like the SIP, an important element of School-
Based Management. The SRC is a report that provides stakeholders a snapshot of the school's current condition and
performance. It is a tool for advocating and communicating the school situation, context, and performance to internal
and external stakeholders to involve them in making the school a better place for learning.
Transparency and communication can be strengthened through the schools' publication of their School Report
Card (SRC) in October and in March. Utilization of data in the School Report Card is likewise expected to be strengthened
for through this, school initiatives on addressing gaps can be evident.
3.1.2. System Champs. To hearten a culture of systems-thinking at all levels of the organization, it is imperative
to institutionalize the structure, mechanism and standards for quality implementation of programs and activities.
Improved efficiency in the delivery of services to schools and learning centers that will consequently lead to an improved
school environment and learning outcomes.
3.1.3. MEAL (Monitoring & Evaluation, Accountability and Learning). Monitoring and Evaluation System shall
provide data, information, and insights on the efficiency and effectiveness of the Division’s technical support to schools.
Process owners are accountable in monitoring and evaluating projects, programs, and activities by capacitating schools
to do self-monitor with the ultimate goal of improving student learning outcomes.
Additionally, it was observed that some programs and projects implemented were consistently showing lack, if
not absence of, evidence-based documents that will support the execution of such programs. For this matter, the
monitoring and evaluation system will be keen in doing desired action by subjecting the program implementers to do
the corresponding requirements or else the data collected in relation to the aforesaid projects may be insufficient.
In view of such, there is a need to observe an established Monitoring and Evaluation System which provides
dependable data, information and insights on the efficiency and effectiveness of the Division's technical support to
schools for a continuous improvement of school services and facilities.
3.1.4. DReAMS (Division Records Access Management System). DReAMS will improve records management
system in phases of transmittal in each section, unit, school, and district offices of the Division which shall be in
accordance with the DepEd Records Management Manual and National Archives of the Philippines and is accessible to
all personnel and clients of the Division.
Division's Document Tracking System (DTS). This system was created for the purpose of streamlining records
management within the division. DTS is a software used to track the documents submitted to the Division Office. This
Document Tracking System gives us advanced flexibility within a simple easy-to-use solution for both the division
personnel and clientele. Documents are track-numbered and transferred to a location or employee and a complete
chain-of-custody history is recorded in the database. It improves the flow of documents submitted since recording and
tracking of received documents are done centrally in the server eliminating the individual recording of documents by
sections and will save a lot of time than the traditional recording.
Division Property Inventory System (PIS). This system was created to streamline the updating and recording of
properties and inventories for the schools and the division office. In the past the division was struggling with the proper
recording and recognition of all assets that should be booked up in the book of accounts. Reliable cost of all the assets
of the division was not reflected due to issues regarding the non-recognition of inventories. A bulk of available old
records was available but is outdated and not reliable.
With DPIS, we can create and maintain a robust, paperless and efficient records of resources, assets and
procurements for effective governance. This can also provide relevant information for administrators to have accurate
and timely decisions. Real-time database will be available for reports and other concerns. This will promote transparency
and accountability on the use of government properties.
3.1.5. Cash Count Program. This program is aimed to improve the timely utilization and liquidation of the funds
downloaded to all non-implementing schools. The program shall be materialized through a series of activities that will
capacitate school administrators with sound fiscal administration in compliance with the Government Accounting
Manual and rules promulgated by other overseeing agencies.
With the program, all school heads can promptly liquidate downloaded funds with ease thereby contributing
to a timely and optimum use of resources which will contribute to the improved delivery of services through the proper
implementation of identified relevant programs, projects, and activities. School heads and other concerned parties may
likewise secure much needed answers in relation to relevant questions regarding MOOE disposition and liquidation.
3.1.6. CI (Continuous Improvement) Program. Continuous Improvement (CI) Program is being implemented to
create a culture of excellence in service delivery at all levels in the department making the schools being effective and
efficient in providing basic education to learners and empower the staff towards improving service delivery to internal
customers.
In this note, DepEd Digos City Division conducted a training of school heads and selected division personnel
focusing on the improvement of liquidation process as an initial project. The rollout of the program would be through
training and coaching of teams from schools by the five division coaches who were trained by the regional coaches. The
school teams would be working on a certain project which the school considers to be needing improvement. To track
the schools' implementation of the program, the division CI team creates a monitoring tool and sets quarterly meetings.
3.1.7. RAPD (Readily Available Planning Data). Similarly, to further store and provide reliable data, it was
deemed compulsory to strengthen the Learner Information System (LIS) of schools. However, teachers encounter
numerous challenges with the LIS. Thus, it was likewise necessary to create an Encoding and Attributing Manual for the
LIS and continuously update the same.
Reliable data banking is yielding vitalization in addressing the concern of school heads over the integrity and
reliability of data collection and storage in schools. Such fortification shall benefit school heads for the creation and
enhancement of the School Improvement Plan (SIP).
Furthermore, in order to improve efficiency of its processes, prompt and proper organization of Division
activities shall be enhanced. Such organization will mirror appropriate coordination of Division activities, ultimately driven
to direct, control, and obtain quality reflective acceptable standards. The activities shall include the formulation of quality
policy, setting quality objectives, quality planning, control, and assurance to achieve continuous improvement.
Objective 3.2. Improve Human Resource and Development

3.2.1. 5Ds (DepEd Digos Dagdag Dunong Drive). The DepEd workforce is one of the most valuable resources
of the department. Occasionally, however, the department loses a number of its best personnel to suspension, removal
and transfers because of transgressions against pertinent laws, government issuances and DepEd Orders.
To prevent from contributing to the attrition caused by violations of the above-mentioned regulations, the
Schools Division Office of Digos City (SDO-Digos City) resolved to cohere and reinforce the knowledge and observance
of such pronouncements within its jurisdiction. Consequently, SDO-Digos City conceptualized the DepEd Digos Dagdag
Dunong Drive (5Ds). The said program aims to significantly reduce if not, eliminate offences against the said orders
among SDO-Digos City personnel, teaching and non-teaching alike.
To breathe life to the 5Ds, numerous strategies and activities must be undertaken. Primarily, the SDO-Digos
City personnel shall physically discern the existence of the aforementioned decrees. By reemphasizing the said orders
through various division memoranda and attaching copies of such proclamations for the consumption of the division
workforce, the actuality of such will not stay abstract.
Thereafter, the division challenged itself to put the awareness of its personnel over the discussed orders into
active application. Thus, the division decided to generate avenues wherein teaching and non-teaching personnel within
SDO-Digos can creatively manifest their appreciation over the said edicts in different competitions.
Moreover, to further enhance the committed adherence with the dictates herein covered, the division
concluded that community involvement must be ensured in the intensified propagation and implementation of the said
orders.
Subsequently, after the realization of the abovementioned strategies, the division purposely planned a clustered
summit wherein the abovementioned laws, issuances and DepEd Orders will be discussed by competent and experienced
lecturers. Certainly, after the careful implementation of the said strategies and activities, the division shall experience
diminishing numbers of contraventions against these DepEd proclamations
3.2.2. PPATABHO (Professional and Personal Advancement thru Training/Learning & Development (L&D),
Awards & Recognition, and other programs for Balanced Human Resource Optimization). The achievement of the
abovementioned objectives involves various levels of strategies which may require newly acquired knowledge, skills,
perspectives, and attitude for the implementers.
Surely, benchmarking and training interventions are necessary to capacitate them to ensure the intensification
of the quality and relevance of the basic education. The Learning and Development Program of the Human Resource
Development Unit can provide opportunities for training activities for the concerned personnel in this particular aspect.
Training involves providing the knowledge and skills required for the employees to do a particular job.
All concerned division personnel, teaching and non-teaching, shall be capacitated in the aspect of
benchmarking through learning visits to other schools, and in the application of their learnings in improving their own
situations. They shall also be equipped with new skills and knowledge through other forms of training interventions of
their choice and become competent in delivering their roles. All trained personnel shall accomplish a re-entry plan or an
action plan after the training and shall be fully compliant with their own plans. They shall become advocates of quality
performance who are always in pursuit of continuous improvement and relevance. Benchmarking with other divisions
may likewise be necessary. Further, they will also need venues to cascade these to the end users.
Moreover, the Division is responsive to the natural appeal of professional progress in the workplace. Thus,
supporting the inner clamor for career advancement among its personnel, the Division is eager to utilize different Human
Resource Development (HRD) principles, systems, and processes that will enhance the value (performance and
contribution) of the employees by identifying and bridging competency gaps, maximizing existing competencies, and
discovering and cultivating potentials. Such HRD systems are explained in the following paragraphs, to wit;
Career Management. The Division Personnel (Teaching & Non-Teaching) Career Planning and Management
(DPCPM) aim to address the mismatch between qualifications and actual job assignments, especially among teachers,
and the low turn-out of qualified applicants for vacant key positions resulting to OIC capacities. By encouraging
individual employee's growth and development and helping them manage their professional careers. This is a form of
empowerment that shall result in a kind of agency that "continuously improve itself to better serve its stakeholders"
(taken from the DepEd mission).
Succession Planning. The division's succession planning aims to ensure the filling up of vacant positions from
the existing pool of employees in the division office and school level. This will not only ensure the continuity of the
services rendered by the specific position but will also give a big boost to the morale of the employees thru promotion.
Scholarship and Research Opportunities. To improve their credentials and capabilities, and to help DepEd in
making sound policies and programs, opportunities such as taking graduate and post-graduate studies and conducting
research studies should be made available to the teaching and non-teaching division personnel.
Rewards and Recognition. "Mga Natatanging Kawani ng DepEd Digos City Division" is a mechanism to reward
the outstanding and exemplary performances of teaching, teaching-related and non-teaching personnel in the
Division.Program on Awards and Incentives for Service Excellence (PRAISE) shall be institutionalized in the Division. The
program aims to encourage, recognize, and reward employees, individually or in groups, for their suggestions,
innovative ideas, inventions, discoveries, superior accomplishments, heroic deeds, exemplary behavior, extraordinary
acts or services in the public interest and other personal efforts contributing to efficiency, economy and improvement
in government operations which lead to organizational productivity. In addition, the PRAISE committee shall be
responsible in implementing the welfare and benefit programs in the Division Office to include the granting of awards
and incentives to teachers/employees who have rendered meritorious services or excellent performance. Thus, the
committee shall formulate and establish respective internal rules, policies and procedures to govern the conduct of
activities which shall include the guidelines in evaluating the nominees and the mechanism for recognizing the awardees
(DepEd Order No. 78,s. 2007 and DepEd Order No. 9,s. 2002).
As provided in Section 6.2 of the PRAISE (DepEd Order No. 9, s. 2002), the following awards may be given by
the Division PRAISE:
1. Best Employee Award - given to an individual or individuals who excelled among peers in a functional
group, position or profession;
2. Gantimpala Agad Award - given outright to employees commended by clients for their courtesy,
promptness, efficiency and dedication to duty;
3. Exemplary Behavior Award - based on the eight (8) norms of conduct provided in RA 6713 (Code of
Conduct and Ethical Standards);
4. Best Organizational Unit Award - given to the top organizational unit on the basis of meeting the
organization's performance targets and other pre-determined criteria;
5. Cost Economy Measure Award - given to an employee or team whose contributions such as ideas,
suggestions, inventions, discoveries or performance of functions result in savings in terms of manhours and
cost, or otherwise benefit the DepEd and government as a whole;
6. Service Award – given to retirees whether under optional or compulsory retirement schemes; and
7. Other awards which the committee may decide to give.
As such, the Division PRAISE shall continuously search, screen and reward deserving employees to motivate
them to improve the quality of their performance and instill excellence in public service.
Aside from training, learning and development, the division personnel teaching, and non-teaching, shall be
able to access the other components of HRD that include career management, rewards and recognition, and succession
planning to produce quality teachers that Digos City Division envisions.
3.2.3 Teacher Induction Program (TIP). Teacher Induction Program (TIP) is institutionalized to provide a
systematic and comprehensive support system for the newly hired teachers in order to seamlessly immerse them in the
teaching profession in the public school system. This aims to upgrade their skills to the content standards of the K to 12
Basic Education Program (BEP).
To institutionalize this program, DepEd Digos City Division creates TIP Management Team with TIP Manager
and TIP Coordinator. It uses coaching-mentoring scheme wherein highly proficient and distinguished teachers
continuously provide professional help to the newly hired teachers to enhance their learning and practice on content
and pedagogy utilizing six modules and topics by key stages. Monitoring and evaluation is integrated during the
execution of pair modules. After all the modules are completed, the division awards Certificate of Completion to the
newly hired teachers who have undergone the training.
3.2.4. Philippine Professional Standards for Teachers (PPST). The changes brought about by various national
and global frameworks such as the K to 12 Reform, ASEAN Integration, globalization, and the changing character of
the 21st century learners necessitate the improvement and call for the rethinking of the National Competency-Based
Teacher Standards (NCBTS), hence, the development of the PPST.
The PPST defines teacher quality in the Philippines. The standards describe the expectations of teachers'
increasing level of knowledge, practice and professional engagement. It describes the breadth of 7 domains that are
required among teachers to be effective in the 21st century in the Philippines. It also articulates developmental
progression as teachers develop and refine their practice and respond to the complexities of educational reforms. These
are defined in the four (4) career stages such as: Beginning Teachers, Proficient Teachers, Highly Proficient Teachers and
Distinguished Teachers.
The PPST shall be used as basis for all learning and development programs for teachers to ensure that teachers
are properly equipped to effectively implement the K to 12 Program. It can also be used for the selection and promotion
of teachers. All performance appraisals for teachers shall be based on this set of standards. More so, reporting of the
orientation and related activities shall be done by the divisional and regional offices to the Office of the Secretary through
the Teacher Education Council.
The institutionalization of the program will start in SY 2018-2019. All teachers will undergo training on the use
of the PPST tool. The national office conducted the roll out in August 2018. A regional training of trainers is scheduled
in the month of June 2018. This would be followed immediately by the division training. The training would be done in
seven (7) batches with four (4) classes for every batch.
3.2.5. Gender and Development (GAD). In consistence with DepEd's mandate to ensure access to quality basic
education for all and DepEd's Vision, Mission, and Values, Digos City Division commits to integrate the principles of
gender equality, gender equity, gender sensitivity, non-discrimination and human rights, in the provision and
governance of basic education to holistically develop learners with access to quality, culture-based basic education in a
learner-friendly, safe, and nurturing environment with the provision to continuously improve its support systems at all
levels of governance.
The implementation of GAD ensures a gender-responsive physical and social learning environment that
promotes respect for all people and has zero-tolerance to all forms of discrimination, violence, and abuse. It also develops
contextualized and localized Learning Resources (LRs) integrating GAD core messages and key concepts.
3.2.6. DORA (Disasters Optimal Resiliency and Awareness). To institutionalize Disaster Risk Reduction and
Management (DRRM) in basic education in the context of natural and human-induced hazards is of primordial concern
of the Division Office to ensure the continuity of learning and the safety and resiliency of the 47 schools under it. This
can be concretized by empowering learners, teachers and non-teaching personnel.
To strengthen the implementation of DRRM Program, the Digos City Division initiated Project DORA (Disasters
Optimal Resiliency and Awareness) to capacitate schools in addressing DRRM-related concerns. Floods, tropical cyclones,
and major earthquakes, though not always as destructive, are the deadliest and costliest of hazards. On the other hand,
the most terrible consequences are deaths and injuries in schools. From SY 2009-2010 to 2013-2014, top three hazard
exposures of schools are tropical cyclones, floods, and earthquakes (DepEd EBEIS; 2009 - 2013). In some cases, schools
experience more than one hazard at one point in time. It should also be noted that schools are as well exposed to
human-induced hazards like armed conflict and fire at 7% and 2%, respectively (DepEd EBEIS; 2009 - 2013). In Digos
City, there are 8 schools prone to flood, 15 schools prone to landslide and 4 schools prone to storm surge and tsunami
(PDRRMC, 2017). The accompanying risks from natural hazards could be determined by the structural integrity of school
buildings; awareness and capacity of teachers and students; geographic location of schools; population distribution;
and institutional support. With these being established, intensifying Disaster Risk Reduction and Management is assured.
By 2022, the Schools Division of Digos City shall have created a “DRRM Primer” through Project DORA to
heighten the level of awareness and raise the readiness of all leaners on disaster management. By then, learners shall
have been equipped with necessary knowledge and skills to become more resilient in disaster.
3.2.7. #HandaParaSaKabataan - Career: Not a Dream but a Choice. In line with the goal of the K to 12
Curriculum to produce graduates who are ready for higher education, middle level skills development, employment and
entrepreneurship, there is a need for a heightened awareness on Career Guidance Advocacy Program among the
students where they will be provided with adequate information and knowledge of their possible careers so that they
will be guided to choose a career path that is aligned with their skills and interests. This helps lessen the cases of shifting
from one track or strand to another; and to address the concern of job mismatch which leads to unemployment of
graduates.
Through the program, which offers series of trainings, all incoming and graduating learners in Senior High
School are guided as to which career path they will choose: to pursue higher education, to engage in business, to
commit to work, or to choose middle level skills development. These choices will challenge their decision-making and
will prepare them for other life skills in the world of work.
To complement this program, this division ensures the efficient implementation and practice of the Supreme
Pupil Government (SPG) and Supreme Student Government (SSG). These are foremost co-curricular student
organizations authorized to operate and implement pertinent programs, projects and activities in schools. These lay the
ground for good governance, volunteerism, unity, and cooperation by providing students various venues where they
can improve their leadership potentials and hone their skills.
3.2.8. AMoSKo (Anak Mo, Sagot Ko). This is a Guidance Program designed to capacitate the Guidance
Associates, Peer Helpers and Parents to best serve our learners. Guidance Services is focused on the holistic development
of the students by creating a helping and a nurturing environment and promoting DO 40, s.2012, otherwise known as
the Child Protection Policy, through the following division-initiated programs and activities: Guidance Associates
Capacity Building Program, Parents Effectiveness Program, and Peer Helpers Program. The Guidance Associates Capacity
Building Program equips guidance associates with skills in helping and counseling students encountering various
difficulties in life. This will also practice children's resiliency in upholding mental health for easier learning to take place.
The Parents Effectiveness Program supports and capacitates parents with the knowledge in handling their children well,
understanding millennial children, and understanding their roles to the education of their children. This further equips
young parents with life skills and knowledge on the proper way of rearing their children and helping them to accomplish
their ambitions, discover their full potential and bring out the best in them. Kabarkada sa Eskwela Program, also known
as the Peer Helpers Group, is a group of students, under the guidance of the school Guidance Associates, trained to
become good helpers, agents and channels of sound peer socialization. This will guide children in school to unfold
wholesome and creative thinking on making interpersonal and intrapersonal decisions in life.
Objective 3.3. Strengthen the Division’s Research and Development (R&D)

3.3.1. RIPE (Research Incubation Program for Educators). In support of the Department’s initiative towards
evidenced-based policy development and decision-making process, there is a need to improve the conduct,
dissemination, utilization, and storage of research studies in the Division. From 2015 to 2017, an average of 17% of
research proposals are completed with copies of the manuscript forwarded to the Planning and Research Section for
acceptance. By 2022, 80% of submitted research proposals shall be completed, presented/published, utilized, and
cataloged through the Research Incubation Program for Educators.
The program aims to develop teacher-researchers through intensive hands-on training in all steps of the
research process from the identification of a research problem to the publication of research findings. They will also be
trained in the use of technology such as open access journal, search engine, word processor, reference management
system, and open source statistical software as tools to augment their research skills. To ensure the timely completion
of proposals based on their research timelines, a Research Management System shall be developed. The system shall
enable research managers to keep track of research studies being conducted under their direct supervision and help
identify researchers' dire need of assistance. It shall also serve as the repository of all proposed and completed research
studies making research results available to the decision makers of the organization.
DBEDP Interventions
INTERVENTIONS
The possible outcomes have been laid down and performance gaps have been identified. With the current situation of the division, it is vital that the functional divisions
within DepEd Digos City would offer structured programs to provide support so as to create positive change in its performance. Plans are braced up to expand opportunities of
success. Thus, the team has staged a group of intervention programs as follows:
Strategic Objective Desired Outcome Key Strategy Activity

Objective 1.1. Intensify the 1.1.1. BEADS (Bringing Education At a) Analyzing the situation and assessing a) Analyze of existing data from EBEIS for
implementation of Their Door Step). the needs of barangays and sitios enrollment trend and distance from
Inclusion Programs and which indicate increasing enrollment nearest elementary, secondary and
By 2022, schools in all levels from the
other Learner Support of learners. senior high school.
elementary, secondary and senior high school
Programs b) Engaging the community and b) Do actual site survey and mapping of
shall have been established in identified areas
stakeholders for support. catchment areas.
to ensure access of school-age children to
c) Compliance with necessary c) Conduct parents and community
quality public education.
requirements for establishment of meetings for site selection and
school or appropriate grade level documentary requirements.
offering. d) PrepareMOA and other documents for
site use.
e) Transfer site ownership to DepEd and
application of establishment for the
school.
f) Continuously engage with parents,
barangay and city officials, and the
community for sustainability of newly-
established school.
g) Submit of required reports to DepEd at
different levels.
1.1.2. Alternative Learning System a) Intensifying the Implementation of a) Conduct advocacy and social
(ALS) programs based on learners needs mobilization activities
such as Basic Literacy Program, b) Identify competencies per module
By 2022, all potential OSY and OSA learners
Accreditation and Equivalency found to be difficult for the learners to
shall have access to Basic Education with the
(Elem/Sec), BP-OSA, e-Learning comprehend
enhanced new ALS K-12 Curriculum delivered
Program, Comprehensive Livelihood • facilitators training
by highly-skilled ALS Facilitators in a learning
Emergency Education Program c) Conduct advocacy and social
environment equipped with complete teaching-
(CLEEP), Informal Education Program mobilization
DBEDP Interventions

learning facilities that eventually produce (Infed), Barangay Operation Livelihood • Encourage facilitators to conduct
competent and productive ALS learners. Project (BOLD) basic/simple Action Research for
b) Contextualizing and indigenizing continuous improvement
learning materials to suit the needs of • Deep clean/ rehabilitate laptop
every ALS learner computers
c) Expanding and strengthening • Do community immersion
partnership building and linkages with d) Put-up ALS Community Learning
different stakeholders Center
d) Establishing permanent ALS e) Conduct ICT trainings
Community Learning Centers of at f) Gather data and keep record
least 1 CLC per District equipped with g) Write action research
basic learning facilities h) Conduct Orientation on Enhanced
e) Strengthening the integration of ICT in New ALS K-12 Curriculum
the conduct of learning sessions • Conduct monitoring of learning
f) Intensifying the utilization of Portfolio sessions and provision of technical
Assessment assistance
g) Enforcing the conduct of Action • Undergo community immersion
Research for continuous improvement
h) Enhancing/upgrading teacher's skills
on ALS curriculum and contextual
knowledge
1.1.3. TRIBU IPEd (Timely, Responsive, a) Making the curriculum culturally a) Conduct Trainings/Seminar-Workshops
Integrative, Broad and Unified responsive on Contextualizing the Curriculum for
Indigenous Peoples' Education) b) Building the capacity of teachers, IPEd (Div., Region, National)
school heads and other concerned b) Orient Teachers and School Heads on
By 2022, provision of contextualized,
personnel IPEd Program Implementation and
indigenized and culturally-responsive education
c) Developing culturally appropriate reorient SHs, teachers, EPS’, PSDS’ on
for indigenous peoples using the rights-based
learning resources and learning the utilization of LRs/LMs for the IPEd
approach (RBA) with strong adherence to the
environment Program implementation
principles of participation, inclusion, and
d) Strengthening the policy environment c) Indigenize Lesson Plans for use by
empowerment (PIE) in all aspects of program
e) Addressing the learning needs of IP Kinder, Grade I and II
implementation shall have been fully
learners who lack access to basic d) Re-orient identified teaching and non-
implemented.
education services teaching personnel on all IPEd
f) Strengthening of internal and external Issuances: DO 62 s., 2011, DO 35
stake-holders' support through s.,2016, DO 51 s., 2014, DO 16 s.,
advocacy 2017, Do 21 s., 201, Do 47 s., 2016,
DO 103, s. 2011, DO 81, s. 2011
DBEDP Interventions

g) Promoting and strengthening culturally e) Celebrate National IPs Month through
responsive governance of school, IPEd Panaghiusa Festival
learning centers, and other programs f) Conduct workshop-sessions on
h) Strengthening community Community Engagement and
engagement mechanisms Partnership Building with elders and
i) Planning, managing, monitoring, and other DepEd identified personnel
evaluating programs
1.1.4. Madrasah Education Program a) Expanding the implementation of a) Implement ALIVE classes to schools
(MEP) Madrasah Education Program with Muslim learners
b) Intensifying the contextualization/ b) Develop teaching-learning materials
By 2022, all Muslim learners shall have desirable
localization/ indigenization of learning and assessment tools
Islamic values, and are skillful in speaking,
resources to suit every learner c) Capacitate Asatidz and school heads
reading and writing in Arabic language taught
c) Enhancing teachers' skills, knowledge on the delivery of madrasah
in conducive and welcoming learning
and attitudes Curriculum
environment, rich with learning resources
d) Establishing a division-wide unified d) Write unified assessment for ALIVE
handed over by well-trained and highly-
content and performance-based classes
competent Asatidz.
quarterly assessment and utilized
assessment results as a basis for
enhancement, intervention and policy
recommendation
1.1.5. Special Education (SPED) a) Intensifying the implementation of the a) Conduct a Division-wide Training on
existing program on Special Education Inclusive Education.
By 2022, all children with special needs "who
to address learners with developmental b) Put-up SPED Class to schools with
are failing in school for a wide variety of reasons
delay to Basic Education children with special needs
shall have access to Special Education program.
b) Expanding access to Education on c) Set a schedule for Psychosocial analysis
inclusive accommodation of Children by the Medical Team referred with.
with Special Needs (CSN) to regular
classes
c) Expanding and strengthening
partnership and linkages with medical
group for psychosocial assessments of
children with disability
1.1.6. Alternative Delivery Mode a) Provide access to the marginalized a) Conduct Advocacy Orientation to
(ADM) students/pupils and those at risk of different schools
dropping out by intensifying the b) Conduct capacity building trainings for
By 2022, students/pupils who are on the verge
implementation of ADM Program School ADM Coordinators/teachers to
of dropping out due to emotional problems,
DBEDP Interventions

health reasons, financial reasons, conflict areas empower them in their respective
and other reasons whether negative or positive schools
shall have been given appropriate c) Conduct Division ADM Midyear and
interventions. Yearend conference with School ADM
Coordinators
d) Establish partnership with the
Barangay officials in the ADM Program
Implementation in every
1.1.7. Multigrade Program a) Converting multigrade classes into a) Convert multigrade clases into
complete elementary schools complete elementary schools
By 2022, all Multigrade Classes shall have
become complete elementary schools.
1.1.8. Modified Work and Study a) Strengthening the implementation of a) Monitor the MWSP classes
Program (MWSP) MWSP by intensifying the monitoring b) Conduct Class Observation
and evaluation scheme of its c) Apply Content-Based and
By 2022, all working students shall have access
implementation Performance-Based Assessment to
to education by providing opportunities for
ensure students' learning
them to finish high school.
1.1.9. Project HIMSOG (Health a) Strengthening the implementation of a) Develop a comprehensive monitoring
Initiatives using Multiple Strategies for the School-Based Feeding Program tool for the implementation of health-
Optimum Growth) b) Intensifying and strengthening the related programs and projects
complementary activities of the b) Intensify monitoring on the
By 2022, Digos City Division shall have
School-Based Feeding Programs such implementation of health-related
produced physically and mentally healthy
as Gulayan sa Paaralan Program and programs and projects
learners through the provision of healthcare
Essential Health Care Program (EHCP)/ c) Prepare monthly reports based on the
programs that will promote resilient and
WiNS (Water in Schools) monitoring of the implemented health-
healthy lifestyle.
c) Intensifying and strengthening the related programs and projects
Deworming Program
d) Improving the management of school
canteens following DO No. 8, s, 2007
e) Intensifying DO 13, s. 2017 and Food
Safety Standards
f) Intensifying and strengthening the
medical and dental services
g) Providing accurate and timely
information on dental and medical/
health services
DBEDP Interventions

h) Strengthening the partnership with
DOH in the implementation of other
health programs
i) Providing counseling on various health
issues
j) Intensifying and strengthening the
delivery of healthcare programs to all
learners
k) Intensifying information drive in
promoting good health/ healthy
lifestyle
l) Strengthening advocacy to learners
m) Promoting campaign on proper food
choices based on the food guide and
pyramid
n) Promoting availability and access to
safe and potable drinking water
1.1.10. Child-Friendly School System a) Strengthening the implementation of a) Conduct monitoring and evaluation in
(CFSS) Child-Friendly School System (CFSS) all schools to ensure schools are free
from hazard
By 2022, all schools shall have become free from
hazards and conducive to learning.
1.1.11. Eco-Friendly Schools a) Sustaining the implementation of Eco- a) Conduct advocacy on the
Friendly Schools in the Division of implementation National Environment
By 2022, all schools or academic institutions
Digos City Awareness and Education Act of 2008,
shall have become more actively involved in
and the ASEAN Environmental Action
environmental issues at practical and local level.
Plan for Sustainable Development for
and shall have developed skills and
2014-2018
understanding among the students, faculty and
b) Educate the school's stakeholders on
school administrators in initiating active
the importance of Environmental
responses, and increasing community
Awareness to everyone
awareness and participation in environmental
c) Activate the participation on the
issues and concerns.
search for the most Sustainable Eco-
Friendly School
DBEDP Interventions

Objective 1.2. Expand and 1.2.1. PAIR (Partnership Acceleration a) Capacitating school and division office a) Conduct a Comprehensive Training in
strengthen Partnership for Increased Resources) personnel with knowledge, skills, Partnership Building for School ASP
Building and Linkages attributes, and strategies for effective Coordinators
By 2022, the goal of expanding access to
partnership building b) Conduct a training-workshop on
quality basic education through partnership
b) Engaging stakeholders, education Program Planning, Monitoring,
and linkages shall have been delivered through
partners, national government Evaluation, and Adjustment for School
a relevant, holistic and contextualized
agencies, non-government ASP Coordinators
education. Various partnerships and linkages
organizations, civil society c) Craft advocacy and IEC materials
for the purpose of generating resources and
organizations, industry leaders, highlighting the provisions of Republic
facilitating effective implementation of DepEd
academic institutions, interest groups, Act 8525 (Adopt-A-School Program) 2
programs, projects, and activities shall have
and individual advocates in order to ) Internal and External Assessment and
been established, strengthened, and sustained.
develop, strengthen and sustain more Stakeholders' Analysis
partnerships and linkages for DepEd d) Creat Directory and Database of
programs, projects and activities Partners
c) Strengthening and sustaining existing e) Draft and present project proposals
partnerships to provide continuous f) Document partnerships (MOA, DOD,
support to programs, projects, and DOA)
activities g) Conduct Partners' Convergence
d) Intensifying the implementation of h) Document school partners and
priority partnership programs under donations/contributions
Brigada Eskwela and Adopt-A-School i) Conduct Brigada Eskwela Kick-Off and
(RA 8525) Opening Program
j) Deploy Division Personnel Brigada
Eskwela in Schools
k) Conduct a Search for Brigada Eskwela
Best Implementing Schools
l) Conduct a Division Brigada Eskwela
Awarding
m) Conduct Brigada Eskwela School
Coordinators Meeting
n) Conduct a Division Brigada Eskwela
Evaluation Committee Meeting
o) Conduct Oplan Balik Eskwela
Convergence
p) Facilitate Application for Tax Incentives
for Qualified Partners
DBEDP Interventions

Objective 1.3. Provide By 2022, on-time completion of construction a) Engaging stakeholders, education a) Prepare Project Brief /Project
Educational Facilities to and/or repair of infrastructure projects and on- partners, local government agencies, Profile/Project Proposal for
identified schools time delivery of school furniture shall have non- government organizations, civil presentation to potential partners
improved. society organization, industry leaders, b) Invite partners to provide assistance
academic institutions, interest groups under the Adopt-A-School (RA 8525)
and individual advocates in order to Program for Availment of Tax
develop, strengthen and sustain more Incentives
partnerships and linkages for DepEd c) Prepare Pre-MOU/Pre-MOA documents
programs, projects and activities. d) Finalize and signMOU/MOA
b) Intensifying monitoring of project e) Implement and monitor project
implementation f) Inspect and turn-over projects and
facilitate signing of Deeds of Donation
and Deeds of Acceptance
Objective 2.1. Fully Project Hulma a) Intensifying the use of thematic a) Conduct activities that strengthen the
operationalize the approach in the teaching of languages implementation of Senior High School
implementation of K to 12 By 2022, DepEd Digos City Division will and other learning areas (SHS), Madrasah Education Program
Curriculum through Project produce learners equipped with lifelong b) Strengthening ICT integration in (MEP), Alternative Delivery Mode
Hulma learning skills who manifested desirable values instruction and assessment (ADM), Alternative Learning System
through a learning environment that finds c) Intensifying (ALS), Special Education (SPED), Special
essence in inclusive education, gender contextualization/localization/ Interest Programs (SPA, SPS, SPFL, SSES
sensitivity, tolerance and acceptance of indigenization and Quality Assurance for elementary, STEM for Junior High
different cultures for identity and nation- Process of learning resources to suit School and for Senior High School
building maneuvered by highly-skilled, tech- the needs of every learner b) Design Time on Task of all the
savvy, and competent teachers. d) Intensifying the use of constructivist's competencies in all learning areas,
approach and differentiated conduct relevant researches in all
instructions: Direct Instruction, Indirect learning areas
Instruction, Interactive Instruction, c) Utilize online learning portals as a
Experiential Instruction, and means of enrichment activities
Independent Study to cater learner (Edmodo, Schoology, and Weebly)
diversities with the integration of d) Organize pool/team of Quality Circle in
Values and Peace Education, Gender all learning areas to address least
and Development in an Eco-Friendly learned competencies
Environment e) Forge Memorandum of Understanding
e) Institutionalizing and Strengthening to strengthen partnerships and
the Division Reading Program, Campus linkages to stakeholders
Journalism
DBEDP Interventions

f) Strengthen the establishment of f) Establish LR key players, offer Special
School Library/School Learning Program in Journalism and establish
Resource Center, LRMDC, and Journalism Academy, and YES-O camp
acquisition of Division Library Hub g) Provide varied access to quality-assured
g) Expanding and strengthening the Learning Resources
implementation of Senior High School h) Conduct search for best
(SHS), Madrasah Education Program implementing/performing schools in all
(MEP), Alternative Delivery Mode PAPs and other related activities
(ADM), Alternative Learning System i) Establish functional School Library
(ALS), Special Education (SPED), Special
Interest Programs (SPA, SPS, SPFL, SSES
for elementary, STEM for Junior High
School, and STEM for Senior High
School) and strengthen link with
Private Schools
2.1.1. Special Programs a) Strengthening the program offering of a) Implement the special programs in all
the Special Programs schools of Digos City Division
By 2022, all schools shall have established
learning environment where all learners develop
their talents, potentials and abilities in the field
of science, sports, arts and languages.
2.1.2. LAC Session a) Capacitating school heads and a) Conduct of training, workshop,
teachers on the organization and enhancement
By 2022, DepEd Digos City shall have developed
conduct of the LAC. b) Collate data (needs, concerns, issues
empowered, committed, and compassionate
b) Mainstreaming mechanism for from schools/district from school
teachers to increase the quality of teaching-
monitoring and evaluation in action plans submitted)
learning processes.
identifying issues and concerns to give c) Check for entry points for the division
support and guidance to schools to conduct LAC to address concerns
c) Highlighting accomplishments and d) Identify schools/LAC group with
setting up reward systems. exemplary performance
e) Commend for reward and recognition
2.1.3. Campus Journalism a) Intensifying Campus Journalism a) Conduct journalism skills trainings and
Program to optimize performance and journalism academy
implementation.
produced more NSPC winners through
competent school paper advisers whose
versatility is manifested in dynamic mechanism
DBEDP Interventions

of school papering and coaching the different
journalism crafts.
2.1.4. Project Impact - LR a) Intensifying participation in the Portal a) Conduct LR Portal Navigation
(Institutionalize the Management, and utilization of LRs b) Conduct trainings for LR Key Players
Production, Access, Contextualization b) Establishing and capacitating LR Key c) Quality-assure the existing Learning
of Teacher-Learning Resources) Players Resources
• Writers d) Develop and reproduce contextualized
By 2022, all teachers shall have been registered
• Quality Assurance/Learning LRs
in the LR Portal using their DepEd mail with
Resource Evaluator e) Institutionalize the functionality of
evidently utilized LRs in the classroom and
• Developers (Digital) School Libraries/School Learning
address the identified gaps as to availability of
• Illustrators Resource Centers
LRs per learning competency in all learning
• Editors f) Establish Library Hub in the Division
areas. Likewise, the 47 schools have functional
• Graphic Artists g) Ensure functionality of the Division
School Libraries or School Learning Resource
• Layout Artists LRMDC
Centers and the Schools Division Office has
Library Hub and Learning Resource c) Strengthening Quality Assurance
Management Center (LRMDC) that will give Process
teachers and learners access to quality learning d) Strengthening the establishment of
resources relevant and meaningful for teaching School Library/School Learning
and learning. Resource Center
e) Expanding the LRMDC
Objective 2.2. Improve Project Lambu a) Establishing a division-wide unified a) Establish a division-wide unified
Learners' Performance content and performance-based content and performance-based
through "Project Lambu" By 2022, DepEd Digos City Division shall have quarterly assessment, strengthen the quarterly assessment.
established programs that ensure the full Multi-Factored Assessment processes b) Design contextualize, authentic, and
development of the innate abilities of all by exceptionality and utilize learner-centered summative
learners in order to raise their quality of life and assessment results as a basis for assessment based from assessment
empower them for life-long learning, ready for enhancement, intervention and policy result, conduct remedial instruction
employment, entrepreneurship, middle-level recommendation focused on least learned competencies
skills, and higher education upon graduation. b) Supporting contextualized, authentic c) Conduct LAC session to improve
and learner-centered formative delivery of instruction on identified
assessment to enhance critical and competencies
higher order thinking skills, and to d) Conduct evaluation to all activities
hone their ability to innovate and conducted for future directions,
provide creative and practical solutions mainstream mechanism for monitoring
to challenges and evaluation using M & E Evaluation
Tool
DBEDP Interventions

e) Utilize Multi-Factored Assessment
processes by exceptionality and utilize
assessment results as a basis for
enhancement, intervention and policy
recommendation
2.2.1. TREKKERS (The Reading Experts a) Institutionalizing and strengthening a) Identify needs of the reading program
Kicking to Knock-off and Eliminate the Division Reading Program b) Conduct orientation on the
Reading Shackles) b) Providing levelled reading materials implementation of the institutionalized
integrating competencies of the core Reading Program
By 2022, the Division shall have established an
learning areas c) Conduct research on reading
effective reading program that ensures that all
c) Advancing teachers' skills in the d) Develop levelled reading materials
learners are readers capable of finding meaning
implementation of the Reading e) Capacitate teachers on the efficient
of what they read and are able to connect to
Program implementation of the institutionalized
real-life situations.
Reading Program
f) Monitor teachers' progress on the
implementation of the institutionalized
Reading Program
g) Conduct reading activities through
• Search Most Functional Reading
Corner
• Monthly Quiz on different Reading
Skills
• Reading Month Celebration
• Book Characters Parade
• Story Reading Sessions
• Communication Arts Festival
(Language Areas)
• Search for the Best Reading
Teacher
• Search for the Most Functional
School Reading Program
2.2.2. Project EAGLE (Elimination of a) Strengthening the implementation of a) Conduct trainings for teachers
Academic Gaps for Learners in the Project EAGLE b) Monitor and evaluate the program
Elementary) implementation
DBEDP Interventions

By 2022, the Division shall have mainstreamed
Project EAGLE in all schools in Digos City.
2.2.3. Unified Assessment a) Strengthening the utilization of unified a) Capacitate teachers in making
assessment in the division level standardized assessment
By 2022, the Division shall have set the
standards of learning outcomes among
students.
Objective 2.3. Enhance Project Himamat a) Capacitating school heads and a) Conduct training to intensify the use
teachers' knowledge, skills teachers with appropriate skills, of different teaching approaches, ICT
and attitude (KSA) through By 2022, DepEd Digos City Division shall have knowledge, and attitudes thru: integration, contextualization of Lrs,
"Project Himamat" provided a systematic and efficient support • Conduct of training, capacitating LR key players, teaching
system that allows teachers to develop critical workshop, enhancement reading, integration of GAD concepts
literacy, collaboration, communication, • LAC Sessions and principles, implementation of
creativity, compassion and commitment. • Coaching and mentoring Inclusive Education
• Division-wide programs and b) Capacitate school heads and teachers
initiatives with appropriate skills, knowledge,
b) Mainstreaming mechanisms for and attitudes thru the conduct of
monitoring and evaluation training, workshop, enhancement;
c) in identifying issues and concerns to LAC Sessions; coaching and
give support and guidance to schools mentoring; division-wide programs
particularly in the implementation of K and initiatives
to 12 Curriculum, Teacher Induction c) Mainstream mechanism for monitoring
Program and other related programs and evaluation in identifying issues and
and projects, for Continuous concerns to give support and guidance
Improvement (CI) to schools particularly in the
d) Establishing a mechanism ensuring implementation of K to 12 Curriculum,
proper and effective utilization and Teacher Induction Program and other
application of the Philippine related programs and projects, for
Professional Standards for Teachers Continuous Improvement (CI)
(PPST) d) Establish a mechanism ensuring proper
e) Enhancing the scheme on the and effective utilization and
provision of technical assistance in application of the Philippine
improving the implementation of K to Professional Standards for Teachers
12 Curriculum focusing on untrained (PPST)
teachers, processes on the conduct of e) Provide an enhanced scheme of
SLAC Sessions ensuring the creation of technical assistance in improving the
DBEDP Interventions

positive impact on teachers’ beliefs implementation of K to 12 Curriculum
and practices, students’ learning, and focusing on untrained teachers
the implementation of educational f) Process the conduct of SLAC Sessions
reforms ensuring the creation of positive
impact on teachers' beliefs and
practices, students' learning, and the
implementation of educational reforms
2.3.1. Clinical Supervision a) Organizing core group to coach cluster a) Assign PSDS and EPS to coach school
schools heads
By 2022, the Division shall have developed
b) Employing Coaching scheme based on b) Implement coaching plan
empowered, committed, and compassionate
the coaching plan and needs c) Monitor the progress of coaching
teachers and school heads through a safe,
c) Evaluating results of coaching and plan d) Plan for future directions
confidential and motivating environment to
for future actions.
develop self-analysis, openness to change,
willingness to accept assistance, and self-
direction for positive changes.
2.3.2. Magtanong sa Division a) Organizing personnel who will be part a) Visit schools/district
of the team b) Answer queries of the employees.
By 2022, the Division shall have provided
b) Scheduling schools/district to be visited
accurate information and addressed queries on
c) Answering the questions thrown by
the issues and concerns of the different
the teachers and school heads during
programs, projects and activities
the schedules meeting
2.3.3. Catch Instructor Doing Good a) Establishing a health rapport with a) Conduct classroom visits
(CIDG) teachers through the Himamat b) Employ coaching and mentoring
b) Gathering data on the best practices of c) Conduct search for teachers with
By 2022, exemplary performances of teachers
teachers’ worth replicating exemplary performances
shall have been observed and given due
c) Utilizing data for crafting, planning d) Recommend high degree performing
recognition.
possible career plans teachers
d) Recommending teachers with
exemplary performance for PRAISE
Program
DBEDP Interventions

Objective 3.1. Improve and 3.1.1. ESBEE-M (Empowering Schools, a) Providing technical assistance to a) Conduct intensive one-on-one
simplify business processes Building Excellent and Engaging schools on SIP/AIP preparation and coaching on SIP/AIP preparation to
Milieu) implementation of PPAs schools in coordination with the
b) Utilizing data on the submitted Project concerned district supervisors based on
#ESIP (Eskwelahang Segurado Imong
Monitoring Report the prepared coaching matrix
Paglambu)
b) Conduct coordination meetings with
school heads and SIP, AIP, APP, PPMP
By 2022, all schools shall have produced a
checkers
relevant and comprehensive Enhanced School
c) Conduct brainstorming and feedback
Improvement Plan (ESIP) for Cycle 2 (2019-
gathering among SIP, AIP, APP, PPMP
2022) and Annual Implementation Plans (AIP)
checkers at least thrice in a year
reflecting effective and intensified
d) Analyze data as inputs for the
implementation of programs, projects and
preparation for the next planning cycle
activities. All programs and projects in the
and for policy making
identified Priority Improvement Area/s (PIA) in
the SIP/AIP shall have been effectively
implemented.
SGC: Kapartner Natin a) Capacitating schools on the functions a) Conduct of School-Based Orientation
of School Governing Council to school stakeholders on the
By 2022, all schools shall have operationalized b) Showcasing best practices of schools in organization and functions of School
School Governing Council as a manifestation of engaging School Governing Council Governing Council
stakeholders' engagement in support to the and in implementing SGC b) Conduct Division SGC Summit
implementation of DepEd's programs, projects activities/initiatives for school c) Analyze data on the submitted SGC
and activities as well as school initiatives. improvement Accomplishment Reports as basis for
c) Utilizing data on the submitted policy formulation
semestral SGC Accomplishment Report
as inputs for the next implementation
year
Speed Up to Level Up a) Capacitating schools on the conduct of a) Conduct school-based orientation on
assessment of SBM Level of Practice Assessment of SBM Level of Practice to
By 2022, all schools shall have increased SBM b) Utilizing data on the submitted Results School SBM Task Force
Level of Practice to at least Level II. of Self-Assessment of SBM Level of b) Validate results of school assessment
Practice as basis for conducting of SBM level of practice of at least 1
technical assistance in area/s needing school per quarter and provide
improvement feedback for improvement
c) Showcasing best practices on SBM c) Conduct onsite coaching to SBM
implementation Clusters per quarter in coordination
DBEDP Interventions

with district supervisors on the process
of assessing SBM level of practice
d) Conduct Division Assembly of School-
Based Management (SBM)
Practitioners
Performance Ko, I-report Ko a) Providing technical assistance to a) Conduct onsite technical assistance to
schools on the SRC preparation the schools with no SRC in compiling
By 2022, all schools shall have sustained b) Providing technical assistance to data on a school report card through
DepEd's seal of transparency by increasing the schools on the formulation of school visits to at least 5 schools in a
stakeholders' level of awareness on the intervention plans for the identified year in coordination with the district
performance of schools through the School area/s needing improvement based on supervisors
Report Card (SRC). the data in the SRC b) Analyze data on the submitted SRC
c) Utilizing data on the submitted SRC and MOVs of disseminating SRC as
and Report on School's MOV/Proofs of inputs for the formulation of
Disseminating SRC to stakeholders intervention plans for area/s needing
improvement
c) Conduct M&E on the implementation
of intervention plans
3.1.2. System Champs a) Reviewing the Division Quality a) Create/update DQMT, DAC, and SIP
Management Team (DQMT) Checkers
By 2022,an organized and improved efficiency
Composition and creation of b) Conduct ladderized training on Quality
of the business processes shall have been
Implementing Units for Quality Management System
achieved wherein the organization coordinate
Management System (QMS) c) Orient all personnel on ISO 9001
its activities to direct, control, and coordinate
b) Implement capacity development for
quality policy, setting, planning.
DQMT and Division Appraisal
Committee (DAC)/ SIP Checkers
3.1.3. MEAL (Monitoring & Evaluation, a) Development of School Installation a) Create and capacitate School Quality
Accountability and Learning) Plan in organizing School Quality Management Team (SQMT)
Monitoring Team (SQMT) b) Conduct periodic school visits to
b) Conduct of capacity building seminar provide technical assistance
established M&E system which provides data,
per District to hone SQMTs skills in
information and insights on the efficiency and
undertaking M&E processes
effectiveness of the Division's technical support
to schools for a continuous improvement of
school services and facilities.
DBEDP Interventions

3.1.4. DreAMS (Division Records Access a) Capacity Development of identified a) Conduct Capacity Building seminars
Management System) personnel in Records Keeping, b) Implement and monitor the program
Tracking, Filing, Inventory and
By 2022, Digos City Division shall have attained
Disposition
an improved records management system in all
phases of the records process in each section,
unit, school and district offices of the Division
in accordance with the DepEd Records
Management Manual and National Archives of
the Philippines and accessible to all personnel
and clients of the Office.
3.1.5. Cash Count Program a) Implementing COA rules and advocate a) Monitor utilization and liquidation of
early and accurate liquidation of cash funds
By 2022, all school heads shall have been
advances b) Provide assistance to school heads for
capacitated to promptly liquidate downloaded
b) Providing of technical assistance the accurate and timely liquidation of
funds with ease thereby contributing to the
through updates, reorientation, and funds
timely and optimum use of resources
training c) Give recognition to performing school
contributing to the improved delivery of
c) Intensifying monitoring through the heads on financial management
services through the proper implementation of
creation of monitoring board for timely
identified relevant programs, projects, and
tracking of downloading and
activities.
liquidation, the conduct of field
monitoring
3.1.6. Continuous Improvement (CI) a) Capacity building of teaching and non- a) Train and coach teachers and division
Program teaching personnel on the conduct of office personnel on CI concepts and
CI project processes
By 2022, the Continuous Improvement shall
b) Presentating and implementating the b) Conduct division level Continuous
have been conducted across all levels of
CI project outputs to stakeholders Improvement (CI) Summit
governance in the Division to promote
c) Monitoring and evaluation of c) Visit schools to conduct monitoring
continuous learning and improvement, thus
implemented CI projects and evaluation of CI projects
keeping abreast to the changing time.
3.1.7. RAPD (Readily Available Planning a) Creation of online data collection tool a) Train School Learner Information
Data) (Google Sheets) System (LIS) Coordinators on the
b) Real-time online submission of Learner submission of the online data
By 2022, the Planning Section shall have
Information System (LIS), Enhanced collection tool.
formulated an online repository of data aside
Basic Education Information System b) Conduct Capacity Building seminars to
from the LIS, EBEIS and NSBI Systems to facilitate
(EBEIS), and National School Building all District In-Charge for LIS and EBEIS.
the data needed data by the Office and other
Inventory (NSBI) data as per annual
DepEd Order Issuance.
DBEDP Interventions

stakeholders for monitoring, submissions and or c) Conduct Monitoring and Evaluation on
policy decisions. the submission of online data
collection tool.
d) Conduct Re-Orientation of the new
features and add on forms in the LIS,
EBEIS and NSBI based on the issued
annual DepEd Order Issuance
e) Validate submitted hard copies by
school to different Program Holders.
f) Monitor, evaluate, and review online
submission of LIS, EBEIS and NSBI data.
Objective 3.2. Improve 3.2.1. 5Ds (DepEd Digos Dagdag a) Reiterating DepEd Orders through the a) Conduct Capacity building seminars to
Human Resource and Dunong Drive) issuance of Division Memoranda teaching and non-teaching personnel
Development bearing highlights and attached copies on the conduct of CI project Weekly
By 2022, the number of transgressions against
of these DepEd Orders release of Division Memoranda,
the following DepEd Orders shall have been
b) Generating an avenue wherein reiterating such DepEd Orders to all
decreased or eliminated:
teaching and non-teaching personnel schools within the Division
• No Collection Policy (DO No. 143, s.2016).
within the Division can creatively b) Conduct a Division-Wide Essay Writing
• The Child Protection Policy (DO No 40, manifest their knowledge on the Contest to be participated by teachers
s.2012) aforementioned DepEd Orders and PTA members on topics which are
• CICL/CAR (DO No. 18, s2015) c) Capacitating teaching and non- directly related to the mentioned
• Anti-Bullying (DO No. 55, s.2013) teaching personnel on such DepEd DepEd Orders
• DO No. 49, s.2006 Orders through Seminar-Workshops c) Conduct a Division-Wide contest for
• PTA affairs (DO No. 54, s.2009; DO No. 77, d) Ensuring community involvement in the adoption and maintenance of
s.2009; D O No. 83, s.2010) the education and implementation of bulletin boards bearing such DepEd
ADR (DO No. 15, s.2012) such DepEd Order Orders, its mandates and updates. To
be participated by the school and the
PTA
d) Conduct a Division Wide Seminar-
Workshops on the aforementioned
DepEd Orders
3.2.2. PPATABHO (Professional and a) Establishing a division-wide a) Formalize of the appointment of the
Personal Advancement thru identification of competencies, School HRD Coordinators, and provide
Training/Learning & Development competency gaps and potentials them with regular re-orientation and
(L&D), Awards & Recognition, and b) Addressing the needs, which may be updates on their roles and
other programs for Balanced Human gaps or potentials, through responsibilities
Resource Optimization) implementation of learning and b) Conduct L&D activities
DBEDP Interventions

By 2022, Human Resource Development (HRD) development interventions to c) Conduct an inventory of professional
shall have provided professional and ethical maximize existing competencies and qualifications in the schools and in the
enhancement to the division personnel, both attitudes and develop new ones division including the counting of
teaching and non-teaching, by identifying and c) Developing schemes and opportunities retirees in the coming years to
bridging competency gaps, maximizing existing that would empower the division facilitate the conduct of career pathing
competencies, and discovering and cultivating personnel in promoting and managing and succession planning activities
potentials thru its umbrella program, their own professional careers ensuring d) Conduct coaching and mentoring
PPATABHO. the continuity of the services and a activities to encourage individual
filled-up plantilla with highly qualified employee's growth and development
personnel who could render sound and helping them plan and manage
policies and programs for the division their professional careers
d) Monitoring and evaluating with focus e) Conduct Research and Scholars' Fora
on their work application plans for to disseminate existing opportunities;
those who have undergone learning and serve as venue for shared
and development interventions, and experiences and presentation of
re-entry/action plans for the scholars studies
e) Providing an orientation to newly hired f) Establish a Rewards and Recognition
division personnel on the DepEd System
system, programs and activities g) Conduct a wellness, spiritual and team
f) Ensuring a graceful exit for retiree- building activities
teaching and non-teaching personnel h) Monitor and evaluate activities in all
by preparing and equipping them for stages of the L&D activities
their retirement i) Conduct Teachers’ Induction Program
for newly hired personnel of the
division
j) Conduct pre-retirement seminar for
those who are a few years from the
retirement age
3.2.3. Teacher Induction Program (TIP) a) Organizing the Management Team a) Capacitate trainers
b) Developing trainers b) Conduct TIP roll out
c) Making a schedule for division c) Organize school-based mentoring
developed a comprehensive support system to
trainings group
improve the knowledge, skills, values, and
d) Implementing division/school d) Conduct onsite monitoring on the
attitude (KSVA) of newly hired teachers to
mentoring program execution of 6 modules and
make them effective and efficient in nurturing
e) Evaluating teachers; performance for compliance with the policy for quality
every learner.
their first year in service and awarding implementation of TIP-
DBEDP Interventions

of certificates of completion on the e) Observe mentors conducting
third year of their service differentiated observation and
f) Employing a systematic scheme of classroom observations
Monitoring and Evaluation f) Gather best practices and feedback on
the program
g) Ascertain that schools are compliant
with the provision of the policy
3.2.4. Philippine Professional Standards a) Capacitating facilitators/trainers a) Identify pool of facilitators in
for Teachers (PPST) b) Conducting mass orientation of preparation for the mass training
teaching and non-teaching personnel b) Group teaching and non-teaching
By 2022, the Philippine Professional Standards
(Head level knowledge) personnel into clusters for training
for Teachers (PPST) shall have been fully
c) Conducting mass training of teaching c) Assign topics to facilitators trained by
accepted and utilized by teachersAll.
and non-teaching personnel the region to facilitate the training
3.2.5. Gender and Development (GAD) a) Intensifying Integration of GAD Basic a) Capacitate teachers on Gender
Concepts in all learning areas Integration
By 2022, GAD shall have been mainstreamed in
b) Developing gender sensitive and b) Conduct training on Contextualization
the curriculum, governance and operations to
gender responsive learning materials of Learning Materials
have a gender-responsive physical and social
c) Enhancing knowledge, and skills of c) Conduct Training-Workshop on the
learning environment that promotes respect for
Division and School GFPS on the Formulation of GAD Plan and Budget
all people and has zero-tolerance for all forms
formulation of a Gender Sensitive and Including HGDG and VAWC
of discrimination, violence, and abuse.
Gender Responsive GAD Plan and d) Capacitate School Heads and section
Budget and Gender Mainstreaming in Heads/Program Holders on GAD
all PAPS Attribution
d) Mainstreaming Gender and
Development in all DepEd Programs,
Projects and Activities
3.2.6. DORA (Disasters Optimal a) Strengthening Disaster Risk Reduction a) Update and assist the schools to
Resiliency and Awareness) and Management for DepEd personnel reorganize School Disaster Action
and learners Team annually
By 2022, the Schools Division of Digos City
b) Strengthening the coordination of City b) Conduct capacity building activities to
shall have created a "DRRM Primer" through
Disaster Risk Reduction and School DRRM coordinators, teaching
Project DORA to heighten the level of
Management Council (CDRRMC), and non-teaching personnel, and
awareness and raise the readiness of all leaners
other government agencies and learners
on disaster management. By then, learners
stakeholders c) Conduct Division Disaster Risk
shall have been equipped with necessary
Reduction and Management Skills
DBEDP Interventions

knowledge and skills to become more resilient Competition for learners annually
in disaster. during the National Disaster Resilience
Month
d) Conduct Quarterly Nationwide
Simultaneous Earthquake Drill in
schools
e) Conduct School DRRM Coordinators’
Conference every quarter Facilitate the
conduct of School Based Disaster Risk
Reduction and Management
Symposium Procurement of fire
extinguishers, fire alarm, life vests,
hard hats, spine board/cardiac board,
triangular bandages, and emergency
kits Creation of DRRM Primer
f) Monitor schools relative to the
integration of Disaster Risk Reduction
and Management (DRRM) in the
subjects in collaboration with the CID
EPSs and PSDSs
g) Monitor schools using the
Comprehensive School Safety (CSS)
Monitoring Tool and render technical
assistance in collaboration with the
CID EPSs and PSDSs
3.2.7. #HandaParaSaKabataan a) Capacitating and establishing a pool of a) Train Advisers on the implementation
career advocates in schools to promote of Career Guidance Program Modules
By 2022, DepEd Digos City shall have
and initiate school level projects and for Grade 11 & 12
established an effective Career Guidance
activities that support CGAP b) Conduct Career Summit
Program ensuring that all incoming and
b) Collaborating with partner agencies c) Orient students on business
graduating Senior high School students are
and private entities for the latest opportunities - "Negosyo mo, negosyo
certain of the career paths they will take and
trends and updated information of the ko, sa kabataan ang progreso"
that eliminate shifting from one track/strand to
labor market and demand of society d) Conduct Career Guidance Week
another.
c) Introducing different careers and paths e) Conduct Job Outlook through
to the students that are suitable to Guidance Session and Pre-Employment
their skills, interest and need of their Seminar
community. Involve the parents or
DBEDP Interventions

guardians of the students to some f) Monitor the implementation of CGP
Career Guidance activities for better Modules for Grade 10, 11 & 12
understanding and proper guidance of g) Reorient Advisers on CGP Grade 10,
their children 11 & 12 Modules Implementation
d) Ensuring quality delivery and
implementation of CGP Modules to
the students in Junior and Senior High
School develop improved monitoring
tool
By 2022, students shall have improved a) Strengthening the umbrella a) Conduct of Division-Federated
performance through participation in co- organization in every school to ensure Supreme Pupil/Student Government
curricular activities of SGP (Student that the student government will (SPG/SSG)
Government Program) represent majority of the students in b) Division-Federated SPG/SSG Meetings
school and Conferences
By 2022, NAT Result target shall have been c) Awards and Recognition
reached with the help of co-curricular activities
initiated by the Pupil and Student Government
By 2022, schools shall have produced value- a) Developing Students to become better a) Conduct Division-wide Leadership
laden individuals equipped with 21st century leaders Training
skills and are globally competent b) Encouraging students to participate to b) Enhance communication skills and
different exchange programs such as emotional intelligence of the students
JENESYS (Japan East-Asian Network of through seminar-workshops and
Exchange Students and Youths) trainings
c) Developing new programs and c) Facilitate the Application Process of
accelerate existing programs of the students to JENESYS and other
Youth Formation Division to ensure exchange programs
holistic development among learners d) Conduct Needs Assessment
d) Capacitating Teacher-Advisers to e) Monitor the implementation of Youth
properly guide the SPG/SSG Officers in Formation Programs, Projects and
achieving their organizational goal in Activities
line with the National, Regional and f) Conduct Division-wide Teacher
Division Goals and Objectives Advisers Training Program (TATP)
By 2022, all students shall have been trained to a) Encouraging students to be advocates a) Conduct Community Outreach Activity
realize their roles and responsibilities to of environment protection and and Year-End Program Implementation
community, fellow learners and youth for the preservation and community service Review
nation building b) Conducting Symposiums and
Information Drive activities for students
DBEDP Interventions

b) Conduct Anti-illegal Drugs Skills
Competition with the theme:
"Kabataan Kaakbay Kontra Droga"
3.2.8. AMoSKo (Anak Mo, Sagot Ko) a) Capacitating the Guidance associates a) Create a core group and conduct
with skills in counseling, personal conferences for the planning of
By 2022, 100% of the Guidance Associates
relations, spiritual enrichment and developmental programs and activities
shall have been well equipped with Counseling
different life skills. of all the Division Guidance
Skills and other necessary life skills to best serve
b) Providing the Guidance Associates Counselors/ Associates.
the students/pupils through individual or group
with Modules that could equip them b) Design training modules /topics for the
sessions which will lead to facilitating learners'
to become effective in their duties and Guidance Associates skill and capacity
holistic development.
responsibilities as Guidance Associate building Program
c) Providing technical assistance to c) Supervise Guidance Associates with
Guidance Associates who needs close their Guidance Program, activities and
supervision intervention sessions
d) Providing updates/ information d) Conduct training workshops for all
/seminar workshops/trainings to all Guidance Associates
Guidance Associates
Kabarkada sa Eskwela a) Creating an association with a trained a) Conduct seminars and trainings to
and well oriented peer helpers guided peer helper members
by the school's Guidance Associates b) Design modules that form a good
By 2022, Peer Helpers Organization of Digos city
b) Creating a peer group with a good interpersonal and personal
Division schools shall have been fully organized
circle of friends to socialize and to development to the peer helpers.
for the peers to advocate sound peer
assist in some of the guidance c) Design steps of interventions to bully
socialization in the campus with great concern
activities. and bullied students.
to peers with serious problems and to peers
c) Creating a group that will campaign d) Constantly meet and closely
experiencing incidents of bullying.
against bullying and child abuse supervision with the Guidance
Associates to assess and follow-up
peer helpers performance
e) Plan and design more activities to
maintain the peer helper life skills
development
DBEDP Interventions

Parents Effectiveness Program a) Equipping parents with positive a) Initiate in the Conduct of effective
discipline, life skills, and knowledge in Parenting Seminars
handling their children well. b) Link with PTA for the full
By 2022, DepEd Digos City shall have
b) Expanding linkages to strengthen implementation of the program
established a program that would support and
implementation of the program c) Link with more speakers who advocate
equip the parents with knowledge and skills in
c) Encouraging parents to help their parenting seminars or parents'
dealing with their millennial children.
children to accomplish their ambitions, wellness
to discover their full potential and to d) Design modules and topics for the
bring out the best in them. parents' capacity building seminars
and trainings
Objective 3.3. Strengthen 3.3.1. RIPE (Research Incubation a) Tooling/Retooling of teaching and a) Conduct capacity building for research
the Division's Research and Program for Educators) non-teaching personnel on the focal persons in the school/department
Development (R&D) conduct of research utilizing new in conducting research
By 2022, RIPE shall have capacitated teachers in
technologies to complete their studies b) Create a division research technical
the conduct of research and will also have the
b) Presenting/publishing research findings working group and an ethics review
opportunity to present their results for the
to stakeholders for their utilization committee
utilization of decision-makers in the
c) Creating a Research Management c) Create a division research manual
organization.
System for the Division d) Conduct division level research forum
e) Publish research outputs through a
By 2022, 80% of submitted research proposals
division level research journal
shall be completed, presented/published,
f) Create a Research Management
utilized, and cataloged.
System by undergoing the following
steps in system design: conception,
initiation, analysis, design,
construction, testing, and deployment
DBEDP Key Performance Indicators
KEY PERFORMANCE INDICATORS
Performance for the Past Six Years

The Division's performance for the majority of the KPI's at the elementary level has been well above or close to
the target set by NEDA. The Gross Enrolment Ratio (GER), Net Enrolment Ratio (NER), cohort survival rate, completion
rate, and the learners' performance in the National Achievement Test (NAT) at the elementary level has been steadily
increasing for the past six years surpassing targets (Table 5). On the other hand, the Secondary level surpassed only the
completion target by 1.16% while the NER and GER went below the target by 9.17% and 12.97% respectively (Table
7).
Target for the Next Six Years
The Division aims that by 2022, the Gross Enrolment Ratio (GER) at the kindergarten level will be at 100%. This
means that there shall be a -7.12% annual decrease in the indicator. For the same grade level, the Net Enrolment Ratio
(NER) shall be at 100% with an annual decrease of -2.35%. Once achieved, this will indicate that all children in the
division who will be turning five years old within the school year shall have entered kindergarten by the terminal year
of the plan.
For Grades 1 to 6, the enrolment is expected to increase annually by 2%. This translates to a total of 26,982
learners by SY 2022-2023 from 24,438 leaners in SY 2016-2017. The GER, NER, and cohort survival rate shall be
maintained as these are currently above the School Development Goal targets. Completion rate and performance in the
National Achievement Test (NAT) shall be increased annually by 0.42% and 1.16% respectively in order to achieve the
end of plan target of 100% for the completion rate and 91.32% for the NAT (Table 8).
For Grades 7 to 12, enrolment is also expected to increase from 14,674 learners in SY 2016-2017 to 16,201 by
SY 2022-2023, indicating a 2% annual increase. To attain the 100% GER by SY 2022-2023, an annual increase of
0.49% was set. On the other hand, the NER, was set to have an annual increase of 3.58% to achieve the 100% target.
To reach the 100% target by the end of the plan, an annual increase of 3% is set for the completion rate. Moreover,
cohort survival rate was set at 0.73% annual increase to reach the SDG target of 83%. Finally, the performance of our
learners in the NAT for the Secondary level was pegged at 5.91% annual increase to hit the 84.99% target by S.Y 2011-
2023 (Table 8).
Table 5. Six-year Division Performance (Grades 1-6)

NEDA School Year
Performance Indicator
Target 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017
Access Enrolment 25,547 27,901 28,557 29,020 28,479 28,087
Gross Enrolment Ratio (GER) 120% 115.59 131.43% 125.72% 120.89%
Net Enrolment Ratio (NER) 98.10% 95.85% 109.58% 105.33% 101.66% 104.37%
ECD Enrolment Ratio 86.64% 88.18% 86.36%
Efficiency Cohort Survival 84.70% 72.63% 75.21% 88.96% 86.50% 94.60% 97.47%
Completion Rate 81% 70.99% 74.13% 87.81% 85.65% 91.60% 97.47%
Drop-out Rate 0.09% 0.09% 0.02% 1.22% 0.57%
Failure Rate 1.24% 0.25%
Graduation Rate 99.83% 98.31% 98.88% 100.21% 99.88% 99.61%
Intake Ratio 115.01% 97.13% 85.48%
Promotion Rate 97.08% 97.39% 99.73% 98.25% 98.98%
Repetition Rate 0.98% 0.79% 0.92% 0.42% 0.31% 0.59%
Retention Rate 93.22% 99.49% 97.07% 96.95% 98.25% 99.59%
School Leaver Rate 6.39% 5.95% 2.52% 2.93% 1.44% 0.42%
Transition Rate 95.29% 95.64% 98.28% 98.30% 97.14% 98.74%
Quality NAT 74.20% 84.40% 88.57% 80.63% 84.39%
ALS Enrolment 245 189 278 113 122 81
ALS A&E Passing Rate 32.84% 46.34% 61.17% 85.13% 27.13% 94.00%
Source: Davao Regional Development Plan 2017-2022, Enhanced Basic Education Information System
Division Basic Education Development Plan 2018-2022- DepEd Digos City Division | Completed: 12 October 2018 43
Table 6. Six-year Division Target (Grades 1-6)

SDG School Year
Target 2017-2018 2018-2019 2019-2020 2020-2021 2021-2022 2022-2023
Gross Enrolment Ratio (GER) 100.00% 120.89% 120.89% 120.89% 120.89% 120.89% 120.89%
Net Enrolment Ratio (NER) 100.00% 104.37% 104.37% 104.37% 104.37% 104.37% 104.37%
ECD Enrolment Ratio 88.36% 90.36% 92.36% 94.36% 96.36% 98.36%
Completion Rate 100.00% 97.89% 98.31% 98.74% 99.16% 99.58% 100.00%
Drop-out Rate 0.47% 0.38% 0.28% 0.19% 0.09% 0.00%
Failure Rate 0.21% 0.17% 0.13% 0.08% 0.04% 0.00%
Graduation Rate 99.68% 99.74% 99.81% 99.87% 99.94% 100.00%
Intake Ratio 87.90% 90.32% 92.74% 95.16% 97.58% 100.00%
Promotion Rate 99.15% 99.32% 99.49% 99.66% 99.83% 100.00%
Repetition Rate 0.49% 0.39% 0.30% 0.20% 0.10% 0.00%
Retention Rate 99.66% 99.73% 99.80% 99.86% 99.93% 100.00%
Transition Rate 98.95% 99.16% 99.37% 99.58% 99.79% 100.00%
Quality NAT 91.32% 85.55% 86.70% 87.86% 89.01% 90.17% 91.32%
ALS Enrolment 68 54 41 28 14 1
Table 7. Six-year Division Performance (Grades 7-12)

NEDA School Year
Target 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017
Gross Enrolment Ratio (GER) 110% 87.18% 95.01% 96.16% 97.15% 97.03%
Net Enrolment Ratio (NER) 87.70% 60.11% 72.58% 74.76% 71.85% 78.53%
Efficiency Cohort Survival 83% 72.70% 69.17% 79.66% 75.82% 75.52% 78.65%
Completion Rate 75.30% 65.64% 62.82% 75.95% 73.68% 74.08% 76.46%
Drop-out Rate 1.55% 0.74% 0.61% 1.03% 1.16%
Failure Rate
Graduation Rate 86.72% 94.44% 96.34% 98.01% 98.01% 92.85%
Intake Ratio
Promotion Rate 87.17% 92.89% 90.59% 91.66% 88.12%
Repetition Rate 5.53% 1.68% 3.08% 1.13% 1.42% 5.92%
Retention Rate 87.24% 103.58% 91.45% 90.85% 90.80% 91.87%
Transition Rate 118.84% 0.00% 113.97% 110.57% 109.90% 106.02%
Quality NAT 70.90% 49.96% 49.59% 53.44% 49.55%
Table 8. Six-year Division Target (Grades 7-12)

SDG School Year
Target 2017-2018 2018-2019 2019-2020 2020-2021 2021-2022 2022-2023
Gross Enrolment Ratio (GER) 100.00% 99.19% 101.35% 103.52% 105.68% 107.84% 110.00%
Net Enrolment Ratio (NER) 100.00% 82.11% 85.69% 89.27% 92.84% 96.42% 100.00%
Completion Rate 100.00% 79.46% 82.46% 85.46% 88.46% 91.46% 94.46%
Drop-out Rate 0.97% 0.77% 0.58% 0.39% 0.19% 0.00%
Failure Rate 0.00% 0.00% 0.00% 0.00% 0.00% 0.00%
Graduation Rate 94.04% 95.23% 96.42% 97.62% 98.81% 100.00%
Intake Ratio 16.67% 33.33% 50.00% 66.67% 83.33% 100.00%
Promotion Rate 90.10% 92.08% 94.06% 96.04% 98.02% 100.00%
Repetition Rate 4.93% 3.95% 2.96% 1.97% 0.99% 0.00%
Retention Rate 93.22% 94.58% 95.93% 97.29% 98.64% 100.00%
Transition Rate 106.02% 106.02% 106.02% 106.02% 106.02% 106.02%
Quality NAT 91.32% 55.46% 61.36% 67.27% 73.18% 79.08% 84.99%
DBEDP Organizational Capacity and Arrangements
ORGANIZATIONAL CAPACITY AND ARRANGEMENTS
The Division of Digos City shall track and monitor the efficiency and effectiveness of results through the
following key measures:
A. Division Outcome which shall be measured by Gross Enrolment Ratio (GER), Net Enrolment Ratio (NER),
cohort survival rate, completion rate, and the learners' performance in the National Achievement Test
(NAT);
B. Operational Effectiveness which shall be assessed by comparing the Budget Execution Documents Quarterly
Report against the Budget and Financial Accountability Report and Program Expenditure Classification; and
C. Organizational effectiveness which shall revolve around the following basic elements: agency mandate that
is aligned to the organizational priorities; a system that is outcome-based; forms and tools that are user-
friendly and show alignment of individual and organizational goals charted in the IPCR and OPCR; reflective
internal plan, and indicative timeline
Moreover, the different implementing units of the division as well as the external stakeholders do their
respective roles to ensure the effective implementation of this plan.
Curriculum Implementation Division (CID)
The Curriculum Implementation Division shall provide strategic and technical inputs towards the full
implementation of the articulated basic education curriculum. It shall also enforce curriculum standards and promote
localization, and indigenization of the articulated curriculum to suit the conditions and context of the locality and
ensuring access to quality and varied learning resources.
School Governance and Operations Division (SGOD)
To ensure the holistic development of learners, the School Governance and Operations Division shall strengthen
the schools' and learning centers' capacity to create conducive environment for the teaching learning process to take
place through timely planning, mobilization and equitable distribution of sufficient resources. Similarly, human resource
shall be developed by providing technical assistance and capacity-building seminar and training. Furthermore, strong
partnership with stakeholders will be forged to increase support and resources for the effective and efficient
implementation of sustainable programs, and projects, thus, increasing access and enhancing the delivery of quality
basic education.
Office of the Schools Division Superintendent (OSDS)
The Office of the Schools Division Superintendent shall ensure equal access to quality basic education by leading
in the implementation of programs, projects and standards consistent with the national education policies that are
stipulated in the Division Basic Education Development Plan (DBEDP). In addition, it shall build a network of partnerships
with the stakeholders of education and manage the financial, human, and physical resources of the division effectively
and efficiently.
External Stakeholders
The external stakeholders shall collaborate with school leaders to identify the variables they can influence which
can make a difference in student outcomes. One way to do this is by advocating for systems support which will help
produce and sustain improved results and support and promote the development agenda of the schools, districts, and
division.
Monitoring & Evaluation
The Division Monitoring and Evaluation shall support all the programs, activities, and projects by providing
technical assistance in establishing and strengthening of systematic gathering, processing, analyzing, interpreting, and
management of information for a data-driven management decision towards an efficient and effective fulfillment of
the objectives set by these Division Basic Education Development Plan and for the continuous improvement in the
delivery of education services to achieve the desired outputs and education outcomes.
Organizational Capacity and Arrangement Plan
What can the Division Who are the internal persons accountable for the
Who are the stakeholders that can
Strategic Objective implementers do to implementation?
help?
operationalize intervention? Main Support
Objective 1.1. Intensify the 1.1.1. BEADS (Bringing Education • Division Task Force on • SGOD • External Stakeholders
implementation of Inclusion At Their Door Step) Establishment of Schools • CID
Programs and other Learner
Support Programs
1.1.2. Alternative Learning System • Division ALS Focal Person • CID Chief • All School Heads
(ALS) • Education Program • All PSDS & EPS • All District ALS Coordinators
Specialists for ALS • M&E EPS & SEPS • All School ALS Coordinators
• ALS Mobile Teachers and • SocMob EPS & SEPS • External Stakeholders
Learning Facilitators
1.1.3. TRIBU IPEd (Timely, • Division IPED Coordinator • All PSDS & EPS • All School Heads
Responsive, Integrative, Broad • DiCNHS Principal • M&E EPS & SEPS • All District IPED Coordinators
and Unified Indigenous Peoples' • SocMob EPS & SEPS • All School IPED Coordinators
Education) • External Stakeholders
1.1.4. Madrasah Education • Division ALIVE Focal Person • CID Chief • School Heads of the implementing
Program (MEP) • ALIVE Teachers • All PSDS & EPS schools
• M&E EPS & SEPS • School ALIVE Coordinators
• LRMDC Staff • External Stakeholders
1.1.5. Special Education (SPED) • Division SPED Focal Person • CID Chief • School Heads of the implementing
• SPED Teachers • All PSDS & EPS schools
• M&E EPS & SEPS • School SPED Coordinators
• External Stakeholders
1.1.6. Alternative Delivery Mode • Division ADM Focal Person • CID Chief • All School Heads
(ADM) • Teachers In-Charge of ADM • All PSDS & EPS • School ADM Coordinators
• M&E EPS & SEPS • External Stakeholders
• SocMob EPS & SEPS
• LRMDC Staff
1.1.7. Multigrade Program • Division Multigrade Focal • CID Chief • School Heads of Implementing
Person • All PSDS & EPS Schools
• M&E EPS & SEPS • External Stakeholders
• SocMob EPS & SEPS
• LRMDC Staff
help?
1.1.8. Modified Work and Study • Division MWSP Focal Person • CID Chief • External Stakeholders
Program (MWSP)
1.1.9. Project HIMSOG (Health • Health &Nutrition Section • All PSDS • All School Heads
Initiatives using Multiple Personnel • Budget and Finance • All Canteen Teachers
Strategies for Optimum Growth) Personnel • All School Health & Nutrition
Coordinator
1.1.10. Child-Friendly School • Division CFSS Focal Person • CID Personnel • All School Heads
System (CFSS) • SGOD Personnel • School Teachers
1.1.11. Eco-friendly Schools • Division Eco-Friendly School • CID Personnel • All School Heads
Focal Person • SGOD Personnel • School Teachers
Objective 1.2. Expand and Partnership Acceleration for • SocMob EPS & SEPS • All PSDS • All School Heads
strengthen Partnership Increased Resources (PAIR) • All EPS • External Stakeholders
Building and Linkages
Objective 1.3. Provide Provide educational facilities to • Division Physical Facilities • All PSDS • All School Heads
Educational Facilities to identified schools and transmit Coordinator • All EPS • All School Physical Facilities
identified schools school needs to the Central Office • Budget and Finance Coordinator
for funding Personnel • External Stakeholders
Objective 2.1. Fully Project Hulma • All CID Personnel • • External Stakeholders
operationalize the
implementation of K to 12
Curriculum through "Project
Hulma"
2.1.1. Special Programs • EPS handling Special • CID Chief • All School Heads
Programs • All PSDS & EPS • External Stakeholders
2.1.2. LAC Sessions • All CID Personnel • All CID Personnel • All School Heads
• All Teachers
help?
2.1.3. Campus Journalism • Division Campus Journalism • All CID Personnel • All School Heads
Focal Persons • School Journalism Coordinators
2.1.4. Project Impact - LR • LRMDS Personnel • All CID Personnel • All School Heads
(Institutionalize the Management, • SocMob EPS & SEPS • School LRMDS Coordinators
Production, Access, • School Library In-Charge
Contextualization of Teacher- • External Stakeholders
Learning Resources)
Objective 2.2. Improve Project Lambu • All CID Personnel • • External Stakeholders
Learners' Performance
through "Project Lambu"
2.2.1. TREKKERS (The Reading • Division Reading Program • All CID Personnel • All School Heads
Experts Kicking to Knock-off and Focal Persons • School Reading Program
Eliminate Reading Shackles) Coordinators
2.2.2. Project EAGLE (Elimination • Division Project EAGLE Focal • All CID Personnel • School Heads of the Implementing
of Academic Gaps for Learners in Person • SocMob EPS & SEPS Schools
the Elementary) • Teachers of the Project EAGLE
2.2.3. Unified Assessment • All CID Personnel • • External Stakeholders
Objective 2.3. Enhance Project Himamat • All CID Personnel • • All School Heads
teachers' knowledge, skills • All School Teachers
and attitude (KSA) through • External Stakeholders
"Project Himamat"
2.3.1. Clinical supervision • All CID Personnel • • All School Heads
• All School Teachers
2.3.2. Magtanong sa Division • All Division Personnel • • All School Heads
• All School Teachers
help?
2.3.3. Catch Instructor Doing • All CID Personnel • • All School Heads
Good (CIDG) • All School Teachers
Objective 3.1. Improve and 3.1.1. ESBEE-M (Empowering • Division SBM Coordinator • All PSDS & EPS • All School Heads
simplify business processes Schools Building Excellent and • PSDS-SBM Task Force • M&E EPS & SEPS • All School Planning Teams
Engaging Milieu • SocMob EPS & SEPS • All SBM Task Force Members
3.1.2. System Champs • School Management • DQMT •
Monitoring and Evaluation • SQMT
(SMM&E)
3.1.3. MEAL (Monitoring & • School Management • DQMT •
Evaluation, Accountability and Monitoring and Evaluation • SQMT
Learning) (SMM&E)
3.1.4. DReAMS (Division Records • Division Records Officer • Division ICT Officer •
Access Management System) • Records Personnel
3.1.5. Cash Count Program • Budget and Finance Section • All PSDS & EPS • All School Heads
• Legal Officer
3.1.6. Continuous Improvement • Division CI Team • All PSDS & EPS •
(CI) Program • All SHs
• Division Chiefs
3.1.7. RAPD (Readily Available • Planning Officer III • IT Officer • All School Heads
Planning Data) • Program Holders
Objective 3.2. Improve Human 3.2.1. DepEd Digos Dagdag • Legal Officer • • External Stakeholders
Resource and Development Dunong Drive (5Ds)
3.2.2. PPATABHO (Professional • SEPS – HRD • SGOD Personnel • All School Heads
and Personal Advancement thru • HRMO • CID Personnel
Training/Learning & Development • SDS Office Personnel
(L&D), Awards & Recognition, and
other programs for Balanced
Human Resource Optimization)
help?
3.2.3 Teacher Induction Program • All CID Personnel • • All School Heads
(TIP) • All School Teachers
3.2.4. Philippine Professional • All CID Personnel • • All School Heads
Standards for Teachers (PPST) • All School Teachers
3.2.5. Gender and Development • All CID Personnel • • All School Heads
(GAD) • All School Teachers
3.2.6. DORA (Disasters Optimal • Division DRRM Coordinator • All PSDS • All School Heads
Resiliency and Awareness) • All School DRRM Coordinator
• BOF
• LGU
3.2.7. #HandaParaSaKabataan - • YFP Coordinator • All PSDS • DOLE
Career: Not a Dream but a Choice • School Guidance • PESO
Counselors • External Stakeholders
3 2.8. AmoSKo (Anak Mo, Sagot • SDO Guidance Counselor • School Guidance • External Stakeholders
Ko) Counselors
Objective 3.3. Strengthen the 3.3.1. RIPE (Research Incubation • Division Research Focal • All PSDS & EPS • HEIs
Division's Research and Program for Educators) Person • Division Chiefs
Development (R&D) • SDRC • Division Research Focal
• DERC Persons
• DRTWG
Division Organizational Structure and Profile
Figure 3. Organizational structure of the Division Office (Reference: DO 52, s. 2015)

DBEDP Division Basic Education Development Plan (DBEDP) Committee
DIVISION BASIC EDUCATION DEVELOPMENT PLAN (DBEDP) COMMITTEE

Dbedp 2018 2022 PDF

Încărcat de

Informații document

Titlu original

Drepturi de autor

Formate disponibile

Partajați acest document

Partajați sau inserați document

Opțiuni de partajare

Vi se pare util acest document?

Este necorespunzător acest conținut?

Drepturi de autor:

Formate disponibile

Dbedp 2018 2022 PDF

Încărcat de

Drepturi de autor:

Formate disponibile

DBEDP DepEd Digos City Division

COVER DESIGN RATIONALE

The resounding clamor for basic quality education moved

ATTY. ALBERTO T. ESCOBARTE, CESO III

TERESITA G. TAMBAGAN, CESE

CONGRESSWOMAN MERCEDES CHAN-CAGAS

DOUGLAS RA. CAGAS, LLB, MBE, MNSA

On behalf of the City Government of Digos, I wish to extend my sincerest congratulations to

ATTY. JOSEPH R. PEÑAS, CPA

WINNIE E. BATOON, EdD, CESE

MELANIE P. ESTACIO, PhD, CESE

Cover Design Rationale i

Association of Barangay Council Resolution 1

Rationale & Background 4

3.2.8. AMoSKo (Anak Mo, Sagot Ko) 40

Key Performance Indicators 42

Organizational Capacity and Arrangements 47

Division Basic Education Development Plan (DBEDP) Committee 54

Table 1. Classification of Schools by Curricular Offering 4

Table 2. School Enrolment by Curricular Offering for SY 2017-2018 5

Table 5. Six-year Division Performance (Grades 1-6) 43

Table 6. Six-year Division Target (Grades 1-6) 44

Table 7. Six-year Division Performance (Grades 7-12) 45

Table 8. Six-year Division Target (Grades 7-12) 46

Figure 1. Enrolment of Learners in Inclusion Programs from SY 2015-2016 to SY 2017-2018 5

Figure 2. Division strategic directions for 2018-2022 7

Figure 3. Organizational structure of the Division Office (Reference: DO 52, s. 2015) 53

5Ds DepEd Digos Dagdag Dunong Drive

MWSP Modified Work and Study Program

ASSOCIATION OF BARANGAY COUNCIL RESOLUTION

RATIONALE & BACKGROUND

Basic Education Profile

Table 1. Classification of Schools by Curricular Offering

Table 2. School Enrolment by Curricular Offering for SY 2017-2018

Enrolment in Inclusion Programs

IPEd ALS ALIVE SPED

Figure 1. Enrolment of Learners in Inclusion Programs from SY 2015-2016 to SY 2017-2018

Figure 2. Division strategic directions for 2018-2022

Goal 1: Strengthen Implementation of the Provision on Access to Basic Education

Objective 1.2. Expand and Strengthen Partnership Building and Linkages

Objective 1.3. Provide Educational Facilities to identified schools

Goal 2: Intensify Quality and Relevance

Objective 2.1. Fully operationalize the implementation of K to 12 Curriculum through "Project

Objective 2.2. Improve Learners' Performance through "Project Lambu"

Goal 3: Streamline Education Management and Governance

Objective 3.1. Improve and simplify business processes

Objective 3.2. Improve Human Resource and Development

Objective 3.3. Strengthen the Division’s Research and Development (R&D)

Strategic Objective Desired Outcome Key Strategy Activity

Strategic Objective Desired Outcome Key Strategy Activity

Strategic Objective Desired Outcome Key Strategy Activity

Strategic Objective Desired Outcome Key Strategy Activity

Strategic Objective Desired Outcome Key Strategy Activity

Strategic Objective Desired Outcome Key Strategy Activity

Strategic Objective Desired Outcome Key Strategy Activity

Strategic Objective Desired Outcome Key Strategy Activity

Strategic Objective Desired Outcome Key Strategy Activity

Strategic Objective Desired Outcome Key Strategy Activity

Strategic Objective Desired Outcome Key Strategy Activity

Strategic Objective Desired Outcome Key Strategy Activity

Strategic Objective Desired Outcome Key Strategy Activity

Strategic Objective Desired Outcome Key Strategy Activity

Strategic Objective Desired Outcome Key Strategy Activity