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Regior XII
DIVISION Of SOUTH COTABATO

Division MY:iORANDUM
SGOD No.~ , s. 2019

CONDUCT OF 2:RD TO 4TH QUARTER DIVISION MONITORING,

EVALUATION AND PLAN ADJUSTMENT (DMEPA)

To: Education Program Supervisors

Public Schools District Supervisors/Principals In-Charge
Senior Education Program Specialists, Section Heads
ElementaryI Secondary School Heads
All Others Concerned

1. This has reference to Region Memorandum QAD No.9, s. 2019 on Conduct

of 2nd to 4th Quarter Regional Monitoring, Evaluation and Plan
AdjustDLent (RMEPA), the Division of South Cotabato shall align the
schedule with the Regional Office as well as the themes focused during the
conduct of this activity. Hence, the Division Monitoring, Evaluation and
Plan Adjustment (DMEPA) shall be scheduled every last month of each
quarter, specifically on the dates indicated on the table.

Quarter Theme Date

2nd Quarter Enrolment and June 20-21, 2019
Distribution of Basic
Education Resource
Input
3rd Quarter Efficiency and Holding September 12-13, 2019
Power of Schools
4th Quarter Year-End Key December 12-13, 2019
Performance Review
and Prioritization

2. These are the objectives of the conduct of the DMEPA;

2.1 Review the schools' progress and performance in connection to the

strategic objectives of the division.
2.2 Present the status of the implementation of the programs, projects
and activities on physical and financial plans versus
accomplishment by quarter.
2.3 Discuss issues, gaps and bottlenecks affecting the implementation
of programs, projects, activities and innovation related to basic
education key performances and agreed on corrective actions for
improvement; and
 2.4 Discuss current policies, programs and initiatives affecting basic
education implementation for SDOs appropriate action.

3. Participants to this activity are the SDS, ASDS, Functional Division Chiefs,
all Education Program Supervisors and Coordinators, Public Schools
District Supervisors/Principals In-Charge, Section Heads from OSDS and
SGOD, and secretariat. N.o proxy is allowed.

4. To ensure systematic conduct of the succeeding quarterly DMEPA, all

presenters are encouraged to adhere to these procedures and standards.

4.1 All districts in the municipalities shall consolidate their presentation

and come up with one presentation as a muntcipallty. Each
municipality shall prepare a twenty-minute Power Point
presentation aligned with the contents of the toolkit per quarter.
(Prior to the conduct ofthe Division MEPA, each district shall ensure
that the schools have conducted their School MEPA then the Municipal
ME.PA.)

4.2 Municipal presentation shall only have 20 slides, prioritizing and

highlighting the most significant change contributing to the
implementation of the inclusive education programs, and gaps,
issues and concerns needing SDO's decision and action. This shall
be conducted on the Day 1 of the DMEPA.

4.3 The: Public Schools District Supervisor shall be responsible in

reporting the initial gains and performance of the districts in the
Municipality.

4.4 The Day 2 of the DMEPA shall be spent for the presentation of the
programs, projects and activities (PPAs) implemented and the report
of the functional divisions of the Schools Division Office. The
pro,gram holders and the assip.ed presenters of each functional
division shall be responsible in the presentation of their report
following the attached toolkit.

4.5 A twenty-minute interpellation, discussion and synthesis with

the Division Executive Committee (DEXECOM) shall follow to
commend major accomplishments and MSCs of the municipalities
and PPAs, and clarify issues and concerns for SDOs action and
endorsement for the ROs decision.

4.6 The lead discussant assigned shall keep track of the time as the
presentation is being done and shall politely cut the presentation
if it exceeds the prescribed time. However, to ensure that the lead
discussants and panelists are informed of the full content of the
presentation, Municipalities are requested to submit their soft
copy at least three (3) days prior to the DMEPA schedule to the
School Management Monitoring and Evaluation Unit of the SGOD
at jovenryan.malida@deped.gov.ph. Likewise, it is requested that
 five (5) printed or hard copies of the same presentation shall be
submitted to the DMEPA secretariat upon registration or before
the start of the activity.

4.7 For the 4th Quarter DMEPA, complete documentation of Why-Why

diagram andfl.lled-out Corrective Actions per record of delays,
gap, and issues. and concerns shall be submitted in printed
CCJtpy to the School Management Monitoring and Evaluation
(SMME} before the presentation. Said corrective actions shall be
an input for the schools and districts' next year planning and
budgeting and basis for the SDO to monitor schools' action in closing
the gap of performances.

4 .8 Certificates of Recognition shall be awarded to the Municipalities

that exceeded the performance indicator targets, and accomplished
the physical and financial target by quarter for the program
implementation with complete documentation for justification.

4.9 A Certificate of Compliance shall also be given to Municipalities who

comply with the time allotted and contents of the toolkit.

4.10 To instill the culture of sharing the innovations of and with other
Municipalities and listen to their lessons learned, all participants are
required to stay until the last part of the activity.

5. Food, travel and other incidental expenses relative to the conduct of the
activity shall be charged against the Division MOOE.

6. Immediate dissemination of and compliance with this memorandum is

directed.

ISAGAlf~ CRUZ, CESO V

Schools Division Superintendent Yjl
Enclosure No. 1

Quart~erly Division Monitoring Evaluation and Plan Adjustment

Lis t 0 f Pa rticiLpant s
Participants No. of_p_ax
Schools Division Superintendent 1
Assistant Schools ,pivision 1
Superintendent/Special Asst. to the
Office of the Schools Division
Superintendent
Chief, School Governance and 1
Operations Division
Chief, Curriculum Implementation 1
Division
Education Program Supervisors 12
I I Coordinators
Public Schools District 35
Supervisors /Principals In -Charge
Senior Education Program Specialists 4
Medical Officer IV 1
Physical Facilities 1
Section Heads (Admin Section, Human 7
Resource, Accounting Section, Budget
Section, Cash Section, Supply Section
and Records Section)
Secretariat and Documenter 3
Total 67
 TOOLKIT I'OR 2no~ QUARTER DMEPA Theme: Enrolment and Distribution of
Basic Education Resource Input

To guide the division and municipalities top management in formulating a

comprehensive Completed Staff Work (CSW), this toolkit serves as data analysis tool
designed in gathering quantitative and qualitative information of the schools'
performance indicators on enrolment and distribution of basic education resource
input for SY 2019-2020. It outlines the process questions to be clarified by the
Division in order to document the'initial progress of the department's programs and
interventions implementation. Questions are organized to explain and reveal the
results, including why and how prevailing issues and concerns can be mitigated
and corrective actions to be implemented to reduce the risks. The use of dashboards
and segmentation in presenting the results is highly recommended to clearly
visualize the trend of data for easy discussion.

It shall also appraise the performances of the schools on the following

strategic objectives:
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Strategic To increase the number of schools implementing ALIVE
Objective 9.1 Classes from 37 to 59 by 2023
Strategic To increase the number of IP Schools from 17 to 50 by
Objective 9.2 2023.
Strategic To attain equitable distribution of generated resources
Objective 10 from extemal partners for 35 out of 35 districts by 2023.

The 2nd Quarter RMEPA is specifically designed to account and document

schools' innovative mechanisms and inclusive education programs implementation
to bring school-aged learners into school. It shall assess the equitable distribution
of resources and deployment of teachers in the schools while determining hindering
and facilitating factors during implementation.
I. Pl'll)gram Implementation Progress

1. Present the S-Curve of the overall physical & financial targets (downloaded
funds I versus the accomplishment and utilization of each program identified
below:

• Schools MOOE, IP and Muslim Education, Special Education,

TechVoc Education, Science Technology and Engineering, Multi-
Grade Education, School Feeding Program, Support Program for
the Arts & Sports (SPA/SPS}, Adopt-A-School Program and ALS.

2. Present the S-Curve of the total number of schools both elementary and
secondary with Annual Implementation Plan (AlP) implemented against the
total11umber schools.

3. Present the S-Curve of the overall physical targets number of schools

offering IP and Madrasah & ALIVE versus the accomplishment.

,,
4. Highlight program or outputs that were delayed and explain causes of delay.
Suggest adjustments and correctives.

5. Explain causes of poor utilization of resources and suggest how these can be
mitigated.

6. Highlight Most Significant Change stories regarding the contribution of

programs and projects to the lives of the learners, teachers, and school and
education stakeholders.

7. If needing assistance to facilitate program implementation, ask assistance

from the SDO or RO. Be specific in the assistance or actions needed from
RO/CO.

II. <h•er-aU Municipal Performance

A. Focus on the overall division performance on enrolment

B. Analy:2:e, present and discuss the 3 SYs (SY 2017-2018, SY 2018-2019 and SY
2019-2020 for Elementary and Junior High School, ALS learners and Senior
High School indicators on:
Enrolment (Kindergarten, Elementary, Junior High School, Senior High
School and ALS learners)
Enrolment disaggregated by gender (male and female for Kindergarten,
Elementary, Junior High School, Senior High School and ALS learners

A. Provide a comparative analysis of enrolment for 3 Sys by sex (SY

2017-2018 to SY 20 19-2020) of recipient schools implementing the
identified programs enumerated above.
B. Present a comparative data on the total number schools for
kindergarten, elementary, junior high school, senior high school
and ALS learners versus total number of schools with 95%
enrolment.
C. Pinpoint the segment/a needing focus. The following are samples:

I. Year to year analysis of growth in enrolment. (Kindergarten,

Elementary, Junior High School, Senior High School and ALS
learners)
II. Type of schools to determine which segment or type of school needs
support in improving enrolment
III. Learner groupings such as gender;
IV. For SHS, total Grade 11 and 12 students disaggregated by gender
by track and strand

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 D. Ez:plain the increase or decrease trend

Analysis/Explanation

Significant Increase

1. If enrolment is increasi119, what areas/ school registered the highest significant

increase? Is the municipal,~ncrease consistent with the division-wide increase
in enrolment?
2. What external factors contributed to such increase?
3. What internal factors contributed to the increase? Please specify policy,
programs, policies, mechanisms and initiatives of DepEd.

No sitlnifl.cant Increase

1. Why is there no significant increase in enrolment? What are the

hindering external and internal factors?

Decrease in Completion
1. What areas/ schools are suffering from decreasing enrolment in the last
three years?
2. What are the barriers/ external factors th.at prevented school learners to
complete schooling? Calamity? Conflict? Changes in enuironment (Please
specify)
3. What are the bottlenecks/internal factors that contributed to the
decreasing completion? Were there policies and systems that excluded
some learners in enrolling school? Please specify.
4. What were the limitations of existing programs on enrolment? Please
specify.
5. Resources. Please specify and describe limitations in resources.

IU. Distribution of Equitable Basic Education Inputs for SY 2019-2020

A. Dil1tribution of Equitable Basic Education Inputs

A.l For SY 2019-2020, focus on the schools' basic education inputs in terms
of the number of Master Teachers, Teacher I to III, and pupil-classroom, pupil-
seat/furniture, pupil-toilet, pupil-computer package ratios per school.

A.2 Analyze, present and discuss the following data:

• Total number of public elementary and secondary schools versus total

number of elementary and secondary schools with standard ratios on
teacher-pupil (by grade level), pupil-classroom, pupil-seat/furniture,
pupil-toilet, pupil-computer package ratios.

• Total number of public elementary and secondary schools versus total

number of elementary and secondary schools with shortages/ excess
ratios on teacher-pupil (by grade level), pupil-classroom, •pupil-
 B. Hiitbllght basic education inputs with issues and gaps and explain causes
of issues. Suggest adjustments.

C. Be specific, discuss schools prioritize interventions or corrective

actio111 to do to address and mitigate the gaps.

If needing a~tance to facilitate interventions or program

implementation, ask assistance from the SDO or RO. Be specific in the
assist:a nce or actions ne~ded from SDO/RO.

IV. AGENDA

Highlight 1•ollcy issues, program design concerns, system improvements

and/ or capaa.billty building needs relative to completion and school readiness
assessment that the SDO/RO should immediately address.
 TOOLKIT FOR 3rcl QUARTER DMEPA
Theme: Efficiency and Holding Power of Schools

The theme for the 3rcl Quarter DMEPA will focus on DepEd's key
performance indicator on efficiency. This includes a review of the strengths and
weaknesses of DepEd in "keeping allleamera who are in schools to stay in school
and comple!te the basic ed'!J.cation." It shall take a closer scrutiny of efficiency
(drop-out) indicators like cohoz:t survival, simple drop out and school leavers.
Likewise, it shall enhance and ·adjust DepEd policies, implementing guidelines,
program design and support initiatives such as the School Governing Council, DRRM
and Peace Education, Child Protection and Anti-Bullying. ·
I. Program Implementation Progress and Non-government Assisted projects
(UNICEF, :N!inConSP, Save the Children, CRS, CFSI, Plan Phnippinea, ICAN,
Gerry Roxns Foundation, Solar Energy Foundation), if any, and Support
Systems
I.A. Present the 3nt Quarter (July-September} 8-Curve of the overall physical
accomplishment and utilization of each program as follows: Multigrade; Peace
Education; JP Education; Muslim Education; Alternative Delive:ry Mode; Alternative
Learning System; Science, Technology and Engineering; Special Education;
TechVoc.; Special Program for Arts/Sports; Bottom-up Budgeting Projects, School-
based Feeding Program, Gulayan sa Paaralan; and Alternative Learning System, and
any non-government assisted projects. Include also education support initiatives
such School Governing Council, DRRM, Peace Education, Child Protection and Anti-
Bullying.

1.8. What is the overall performance (progress) to date of the schools in terms of
program implementation?

1.8.1 Is implementation on time or delayed? If "on time", what actions or

initiatives contributed to it?

1.8.2 If there is delay in over-all performance, what programs were delayed?

What were the causes of delay for these programs? Why were they not
implemented on time? What internal processes contributed to the
delay?

1.8.3 What are the suggested actions to resolve the causefs of the delay?
I.C. What were the internal processes, issues and concerns affecting the
implementation of education support initiatives?

I.C.l What are the suggested actions to resolve the issues? Will these be
needing policy formulation/modification, technical assistance, quality
assurance or monitoring and evaluation?

D. Over-all Municipal Performance

'·
II.A. Focus on the overall school performance on efficiency;

I!.A.1 Drop-out rate target (2019) versus 2019 ·

actual for elementary and secondary;
II.A.2 Comparative number of drop out per grade/year level in the
last three years (SY 2016-2017, SY 2017-18, SY 2018-19);
II.A.3 Comparative number of schoolleavers who dropped out during
school year in the last 3 SYs;
II.A.4 Bar graph showing the number of cohort pupils/students who
are able to reach grade VI/X&12 by gender and age as of
reporting period; and
II.A.5 Chart or graph showing number of drop out per type of school
per municipality.

II.B Provide an in-depth analysis of why learners "stay or leave" schooling.

To facilitate analysis and presentation:

H.B.l Pinpoint where drop out is high or where it is low

• Using segmentation, identify the groups -learner groups,

type of schools, district or areas where number of school
leavers is high or where there is major reduction in number
of school children dropping out. Use graph, data maps,
charts and/ or tables to highlight poor or good performance
in schoolleaver.

H.B.2 Explain the context- for environmental factors affecting the drop-
out issue by using the Risk Ha.sard Probability against DRRM and
CCA Assessment of schools. Please refer to Region Memo 112,
series 2015

• For segmentfs with good perlormance on drop out,

determine external (outside of DepEd) factors that
contributed to lowering number of children dropping out.
• For segment/ s with high number of children dropping out,
determine and discuss the barriers (factors outside of
DepEd) preventing learners from continuing schooling.

II.B.3 Explain why the schools are able to maintain children in school
and/ or why they are unable to make them "Stay" in school

II.B.3.a In groups or areas where there is high incidence of school

 leavers, the school must be able to explain why they are unable to
"make children stay in school".

• Districts/Municipalities must undertake a comprehensive

review of DepEd's policies, program design, support systems
and cite weaknesses and deficiencies
• In areas f segments f groups identified with high number of
schoolleavers, what existing DepEd guidelines or support
systems <m managing drop outs must be strengthened to
promptly increase efficiency in "making children who are in
school stay in school"?
• For existing programs on drop-outs', what are the
weaknesses of these drop out programs? What limitations
in the program design that hinders efficient delivery of basic
education services? What changes or enhancements should
he considered to make programs on drop outs more
responsive to these areasjsegmentsjgroups with high
number of drop outs?
• What existing support systems of DepEd must be strengthened
to help systematize the delivery of basic education services by
schools and SDOs like SGC, DRRM, and CCT.

ILB.3.b In groups or areas where there is low number of schoolleavers

What practices or initiatives on reducing school drop outs

should be shared to other schoolsjsegmentsjareas andjor
used as input to improving existing policies?

II.B.4 Proposed Actions

• Describe measures being undertaken to sustain DepED

programs on efficiency particularly the implementation of
Disaster Risk Reduction Management (DRRM) and Peace
Education;
• Provide suggestions on how to minimize effects of
environmental factors contributing to dropouts
• Suggest actions or measures that will address the
limitations or weaknesses of DepED programs on dropouts
and School Alliances (SOC and PTA) mechanisms.
• Suggest new policies and/ or enhancements to existing
DepED policies and systems particularly SGC involvement
related to dropouts

ID. Agenda affecting program design, poUcy, standard, system

and technical assistance needed.

• Provide suggestions on how to improve programs on

efficiency to minimize effects of environmental factors.
• Suggest actions or measures that will address the
limitations or weaknesses of DepED programs.
• Suggest new policies andjor enhancements in DepEd
policies and systems related to efficiency.
 TOOLKIT FOR 4TH QUARTER DMEPA
Theme: Year-End Key Performance Review and Prioritization

The 4th Quarter Toolkit measures the over-all key performances of the schools
in terms of providing access to and quality basic education in South Cotabato
Division. To help the division and municipalities top management in crafting a.
comprehensive Completed Statf Work (CSW), this toolkit serves as data analysis tool
designed in gathering quantitative and qualitative information of municipal
performance: indicators regarding its year-end key performances and prioritization
for the next school year. It outlines the process questions to be clarified by the
Division and Municipalities in order to document the initial progress of the
department's programs and interventions implementation. Questions are organized
to explain BLnd reveal the results, including why and how prevailing issues and
concerns can be mitigated and corrective actions to be implemented to reduce the
risks. The use of dashboards and segmentation in presenting the results is highly
recommended to clearly visualize the trend of data for engaging discussion.

It shall also assess the performances of the schools particularly on the following
strategic objectives:

LEARNER~'
STRAT 1 To attain 75% of learners in 35 out of 35 districts will
have proficiency level of at least 80% by 2023.
SCHOOLS
STRAT 11.2 To attain 2 schools out of 374 schools for ISO
9001:2015 certified IUs from 1-20, with zero non-
conformance by 2023.
SCHOOLS DIVISION OFFICE
STRAT 12 To attain 3 out of 3 functional divisions receiving a
Customer Satisfaction Rating of at least 3.0.

I. Program ][mplementation Progress

Municipalities shall report the status of implementation of the inclusive programs

of the department such as Schools MOOE, 1P and Muslim Education, Special
Education, ·TechVoc Education, Scisnce Technology and Engineering, Mr.dti-Orade
Education, School Feeding Program, Support Program for the Arts & Sports
(SPA/SPSJ, Jldopt-A-School Program, Gulayan sa Paaralan, ALB and any non-
government assisted projects being implemented in the division.

The implementation status will include the Physical Accomplishments and

Financial Utilization. Present the 4th Quarter {October-December} S-Curve of the
overall physical and financial targets versus accomplishment and utilization of each
program by highlighting the following:

I. A 'What is the over-all performance (progress) to date of the Municipality in

terms of program implementation on time or delayed?
 I.A.1 If "on time", what actions or initiatives contributed to it?
I.A.2 If there is delay in the over-all performance, what programs were
delayed? What were the causes of delay of these programs? Why they
were not implemented on time? What internal processes contributed to
the delay?
I.A.3 What are your corrective actions to resolve cause(s) ode the delay?
'·

Present the S-Curve of the overall physical targets number of ISO 9001:2015
certified IUs with zero non-conformance from 1 to 20 versus the accomplishment.

Note: Corrective Actions shall include complete documentation of Why -

Why diagram and Corrective Actions per record of delays, gap and
issueJs and concerns. It shall be submitted in printed copy to the School
Management Monitoring and Evaluation before the presentation.

II. Key Performance Indicators on Access, Efficiency, and Quality

II.A. Access (All school age learners are in school)
II.A.l Dashboard
• Present a three-year data on actual enrolment (SYs 2017 to 2020)
disaggregated per level (kindergarten, elementary, junior and
senior high schools)
• Use comparative graphs/tables age, gross enrolment and net
enrollment (kindergarten, elementary, junior and senior high
schools)

II.A.2 Segmentation
• Show the areas and/ or schools (type or classification of school -
public and private) with increasing and decreasing enrolment
• Provide comparative data on enrolment of IP and Muslim learners,
Multi-grade, 4Ps recipients, ALS enrollees and other learner
groups versus the total number of enrolled learners

II.A.3 Analyses

• Discuss the internal (DepED programs) and external (facilitating)

factors contributing to increase in enrolment
• Explain the barriers (external factors) preventing school age
children from going to schools in areas identified
• Explain the limitations (bottlenecks and weaknesses) of DepEd
policy and programs (including capability) in bringing learners of
school age into school

II.A.4 Proposed Actions

• Describe measures to undertake to sustain access to education for

all learners of school age
• Provide suggestions or enhancements on program designs that will
mitiP".AtP thP hRrriPr~ to Pnrotlmpnt lPnllr.Ationl
..

• Specify improvements in design of programs or initiatives (to

address the limitations) related to "bringing children in school"
• Suggest new policies andjor enhancements in DepED policies
and systems related to enrollment
U.B Efficiency
II.B.l Dashbo&Fd
• Show comparison ofplanjtarget versus actual cohort survival rate
and number of schoolleavers
• Show cohort survival rate of pupils f students who are able to reach
grade VI/Grade 10/Grade XII (Transition rate)
• Provide comparison on number of schoolleavers in the last three
years by gender (SYs 2016 to 2019)
• Compare last three years completion rate (elementary and
secondary)
II.B.2 Segmentation
• Pinpoint areas and/ or schools (type or classification of school)
with low or high incidence of schoolleavers
• Provide comparative data on school leavers in terms of type of
learners, gradejyear level, gender, and ethnic groups
• Show areas and/ or schools particularly those in high hazard
probability areas with high or low completion rate

II.B.3 Analyses
• Describe the programs and/ or practices implemented that lead to
minimal number of dropouts in selected areas f schools
• Explain the context (environmental factors) why pupils/students are
dropping out of school by including analysis of school readiness on
hazard/disaster probability and readiness
• Explain community involvement particularly School Governing
Council's responsibility in providing mechanism to safeguard
pupils f students' welfare
• Explain why the schools are unable to "hold" pupils/students in
schools in spite of the programs on dropouts

II.B.4 Proposed Actions

• Describe measures to undertake to sustain DepEd programs on
efficiency particularly the implementation of Disaster Risk
Reduction Management and Peace Education
• Provide suggestions on how to improve programs on dropouts to
minimize effects of environmental factors contributing to dropouts
• Suggest actions or measures that will address the limitations or
weaknesses of DepED programs on dropouts and School Alliances
(SGC and PTA) mechanisms.
• Suggest new policies andjor enhancements to existing DepEd
policies and systems particularly SGC involvement related to
dropouts
D.C. Quality

II.C.l Dashboard

• Present a three-year data on achievement (SYs 2016-2019) by

level {Grade 3, Grade 6 and Grade 1 0)
• Show comparative graphs and tables to provide overall
performance ·of Division on achievement (elementary and
secondary) '·
• Show past recent NAT performance by grade, subject and 21st
century skills
• Show performance of schools using the achievement quartile
ratio

II.C.2 Segmentation

• Show a data map on the performance and mean percent score

(MPS) of all schools (one map per NAT results by grade level)

II.C.3 Analyses

• Describe the programs andlor practices implemented leading to

improve performance or achievement
• Explain the context (environmental factors) contributing to
poor pupils I students' performance1achievement
• Explain why the schools are unable to improve
achievements in spite of the implementation of programs
related to quality education

II.C.4 Proposed Actions

• Describe measures being undertaken to sustain DepEd

programs on quality
• Provide suggestions on how to improve programs on quality to
minimize effects of environmental factors contributing to MPS
• Suggest actions or measures that will address the limitations or
. weaknesses of DepEd programs on quality
• Suggest new policies andlor enhancements in DepEd policies
and systems related to quality

DI. Agenda affecting program design, policy, standard, system and

technical a~ssistance needed.

• Provide suggestions on how to improve programs on access,

efficiency and quality to minimize effects of environmental
factors contributing to KPis.
• Suggest actions or measures that will address the limitations or
weaknesses of DepEd programs.
• Suggest new policies andlor enhancements in DepED policies
and systems related to KPis.
IV. Prioritization, Next Steps and Ways Forward

• Briefly discuss Municipal's prioritization, strategic direction and ways forward

that includes as follows:
o Strategies on Access, Efficiency and Quality to increase access and
quality basic education;
o Specific programs and projects to be implemented
o Support systems to be strengthened and institutionalized
o Policies to be proposed