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Executive Summary
The largest division of Region X is committed to fulfill its mandate
to provide access, relevant, inclusive, culture-sensitive, and quality
education to its learners. For several years, it has delivered different
programs and projects to cater the various needs of its clienteles from
urban, rural and remote by recognizing the geographically isolated
disadvantaged areas (GIDAs) of its school-communities.
Despite the stride to better performance, the Division
encountered barriers and bottlenecks in improving learning outcomes
and achieving universal participation. For the past five years, its
National Achievement Test (NAT) Mean Percentage Scores (MPS) are
far and below the national standard of 75%. In terms of access,
transition rate from Grade six (6) to Grade seven (7) posed a major
challenge.
With the learning gaps identified, the Division conducted an in-
depth analysis on the reasons of the low performance in achievement
rate particularly in Grade 6 and Year 4 including Language
Assessment for Primary Grades (LAPG). It was found out that 60% of
school heads spent at most two days a week in instructional
supervision and 50% of the teachers used inappropriate
methodologies, hence competencies were not mastered by the
learners. Further, 60% of the schools did not receive technical
assistance on instructional supervision, while only 30% have established
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School Reading Programs. Other pinpointed factors include
inaccessibility to information technology and the presence of teacher-
commuters which affected contact time.
The high disparity between the Net Enrolment Rate in
elementary and secondary level is attributed to the innate
geographical terrain, family’s income and the ratio of elementary to
secondary schools.
In the next six years, the Division will focus on improving the
access, quality of education and SBM practices. To ensure universal
participation, it will concentrate on improving the transition
mechanisms from Grade 6 to 7, strengthening schools’ capacity to
retain children in school at K to 3 level, expanding the coverage of
inclusion programs to children of transient workers, Indigenous Peoples
(IPs), small time farmers, victims of peace and order problems and
families living in disaster prone areas, and improving Community
Learning Centers’ (CLCs) strategy in catering the out-of-school youth
and adults.
In the improvement of learning outcomes, it will focus on
enhancing schools’ capacity to monitor contact time and curriculum
coverage, improving teachers’ and instructional managers’ (IMs) skills
in teaching the competencies, improving the skills of teachers in
teaching reading as well as boosting division’s curriculum support
system.
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In terms of improving SBM practices, the Division will focus in
capacitating the school heads and non-teaching staff on planning,
managing, implementing, monitoring fiscal resources and tracking of
school performance and operations.
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Rationale
The Division of Bukidnon is situated in the mountainous parts of
Region 10 imbued with rugged terrains where municipalities and
barangays are bounded by mountain ranges and wide rivers. Many of
the places are interior by nature and are not accessible to any
transport system. It has only 60 secondary schools and seven (7)
integrated schools to cater the graduates of 539 elementary schools.
Of the 20 municipalities, only 50% has two (2) secondary schools and
only two municipalities have more than five secondary schools.
Figure 1. Landscape Map of Bukidnon
The province has diverse culture composed of seven (7)
indigenous peoples’ tribes namely, Higaonon, Talaandig, Bukidnon,
Tigwahanon, Umayamnon, Matigsalog and Manobo. These tribes
possess cultural practices and beliefs such as customary marriages,
pre-arranged by the parents and may be contracted at any age,
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even immediately after the child’s birth, nomadic in nature, and
practice traditional ways for survival such as hunting, fishing, and
foraging. The tribal people do not give much importance to formal
education since their primary concern is on the basic needs such as
food. It is also observed that IP learners continue to face the stigma of
inferiority brought about by stereotyping and retaining their cultural
identity by refusing to be assimilated in the new social orders.
Nevertheless, refusal meant being pushed to the fringes and driven up
to the mountains where they have to contend with increasingly
unproductive land, limited access to health and education services.
The challenge then is to push inclusive and culture-sensitive
education to prevent the weakening or destroying tribal culture
without assimilating the indigenous groups into modern society.
The Division’s drive to address the needs of these learners with
unique culture, beliefs and needs, leads to brew responsive initiatives.
Consequently, for the past four (4) years a dramatic increase in the IP
enrolment1 was observed. The affirmative increment can be attributed
to the following division-led programs: establishment of 24 IP Schools,
implementation of IPEd Curriculum to 117 schools in the ten (10) IP
priority sites and deployment of 54 IP teachers. In addition, the Division
has also retooled 344 teachers to serve its IP learners, developed
1IP and Muslim enrolment found in annex pages 40 & 41
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contextualized learning objectives and resources per learning area
and indigenized K to 3 lesson guides. To capture and provide equal
education to the learners with learning disabilities, the division opened
nine (9) schools offering SPED classes.
Moreover, the Division is also located in a province where agro-
industrialization is one of the major sources of family income.
International and national companies thrive in the key municipalities
of the province to wit Del Monte Philippines Inc., Dole Sky Land Inc.,
Bukidnon Sugar Milling Company Inc., Crystal Sugar Milling Company,
Davao Agricultural Ventures Corporation (DAVCO) and Unifrutti
Tropical Philippines, Inc.
Since the Division covers 20 municipalities in the province, five of
these municipalities experience peace and order problems which
include tribal wars and ideology conflict. During rainy seasons,
teachers and students are affected with the rising water level of rivers
and landslides. Also when companies retrenched workers, affected
families are forced to migrate to another place. Majority of learners
come from low-income families who are laborers and land tenants
with an average daily income ranging from Php. 242-2522 only. The
inevitable distance of their houses to the school with an average of 20
kilometers pose and additional burden to our learners.
2Average income daily wages of regular Laborer found in annex page 42
MARAMAG
KALILANGAN
QUEZON
MALITBOG
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Access
The gross enrolment rate (GER) of the division in the elementary
level continues to soar for the past five (5) years, from 112.60% in SY
2011-2012 to 113.85% in SY 2015-2016, with 1.25% noticeable increase.
In the secondary level however, a significant increase of 15.36% from
45.32% in SY 2011-2012 to 60.68% in SY 2015-2016. There is a big
difference in the Elementary as we have reached more than 100% in
terms of GER, but the secondary remains to be a problem reaching
only 60.68% which is far behind the GER of Elementary as shown in
Figure 2.
Figure 2. Gross Enrolment Rate of Elementary and Secondary in SY 2011-2015
The increase in GER is attributed to the programs like expansion
of Indigenous Peoples Education to communities with schools
dominated by 90% IP learners, opening of IP schools in far flung and
interior communities, expansion of elementary to integrated schools,
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and continuous tracking of school-aged learners through community
mapping.
In relation, data show that there is a decreasing trend in
transition from one key stage to another as shown in the figure 3. The
most pressing issue however is the Grade 6 to 7 transition3 indicating a
sudden decrease which supports the previous findings in GER.
Figure 3. Key stages of enrolment per grade level from SY 2011 to 2015
As the efforts continued, the bottlenecks remain to be imminent
as we have very limited number of personnel who are in charge with
the implementation, monitoring, and evaluation of major programs.
There are only 15 Education Program Supervisors directly supervising
the DepEd programs together with the 30 schools’ district supervisors
of the Division having 20 municipalities to supervise. The 30 PSDSs have
an average school coverage of 20 schools and 400 teachers making
3 Focused Districts for Grade 6 to 7 Transition found in annexes page 43
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access initiatives difficult to document and fully integrate in the
system.
The rich culture of the province is an opportunity to push for
culture-sensitive, community responsive, and inclusive education that
will cater learners of different languages, standards, beliefs, values,
ideals, and principles. Muslim learners whose religious practices need
to be addressed to improve cohort survival and completion ; and
SPED learners from different groups and sub-groups where school SPED
coordinators’ capacity in assessing the learning capabilities of learners
in the 18 schools offering SPED classes are enhanced to shed light on
the idea of sensitivity and inclusiveness.
INDICATORS KEY
STAGE 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016
COHORT Elem. 54.77 61.44 65.6 78.72 84.19
Sec. 63.68 73.91 70.64 64.07 72.31
COMPLETION Elem. 53.38 58.68 63.63 77.14 82.71
Sec. 59.4 69.35 67.71 57.89 67.96
TRANSITION Elem. 91.24 92.56 92.63 95.44 95.82
Sec. 88.50 87.87 88.00 88.15 88.99
Table 1. Division indicators for Efficiency
Table 1 shows the significant increase of efficiency measures in
the division. The continuous budding of industries poses advantages to
the school-communities. They provide income to meager families,
jobs, and opportunity to improve living conditions in the localities. The
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presence of highly driven local government unit and non-government
organizations whose school board funds and social responsibility aid to
improve learning environment, enhance physical structures and
furniture, strengthen teaching-learning process through soft and hard
infrastructures support developing a school conducive for learning
which improves access in school-communities.
The socio-economic conditions of laborers and seasonal farmers
which dominate the strata of families in the province threaten
education as it directly upsets by the retrenchment of companies
during off season. In relation, unstable peace and order where most
victims are school-aged children, tribal wars in IP-rich communities,
and distance of schools to residence of learners, which are mostly
interior and rugged remain as major threats to children’s access and
survival where K to 3 key stage level is most affected including
secondary learners. The Drop Out Reduction Program (DORP), which
includes developing a child-friendly environment for education to be
attractive to K to 3 level emphasizing on hard and soft infrastructures;
provision of classrooms and spaces that are gender-sensitive and
child-specific and other resources to capture interests; and the
assignment of teachers who are good at handling this level for
improvement of retention and survival are major items to deliver. The
174 school heads’ capacity to establish strong linkages and support
from stakeholders in the provision of scholarships and grants in the
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focused districts will also be considered including the implementation
of school health and nutrition programs.
Alternative Delivery Modes like the Open High School program is
seen to remain a steadfast program in making education accessible
and readily-available for learners, more so this is appropriate for Grade
6 learners who can no longer sustain the transition to Grade 7, who are
mostly laborers, children of seasonal farmers, industry workers and
learners living in disaster-prone areas, and affected by armed conflict.
The mechanism to catch these learners before they move to Grade 7
needs to be accounted to improve the decreasing trend of transition
in this level.
In the avenue of making education more responsive, we are
hampered by learners whose age do not match their desired specific
grade level, thus resulted to low transition. Most of them are found
largely in the twenty (20) focused schools districts4. These districts are
situated in the vast land of the province with a total land area of
10,498.59 square kilometres (4,053.53 sq m). Hence, there is an
enormous challenge to increase the performance-in terms of access,
quality, and governance.
In 2016, Senior High School (SHS) fully commenced which covers
the last two years of the K to 12 program. It includes Grades 11 and 12.
In SHS, students will go through a core curriculum and subjects under a
4 Focused Districts of Learners whose ages are out of range found in annexes page 44
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track of their choice. The division initiated activities to enhance the
schools’ capacity to provide assistance to students in the SHS,
however, it continues to face bottlenecks and barriers in its
implementation. The division has existing 6 appointed guidance
counselors with a ratio of 1:10 secondary schools, therefore there is a
need to enhance the comprehensive career guidance program to
ensure tracks and strands are learners’ choice-relevant, timely,
community driven and responsive.
In the other aspect, the Alternative Learning System (ALS) in all
schools’ districts remain strong, with instructional managers deployed
and capacitated. However, the absences of ALS implementers remain
untracked due to low monitoring and evaluation. Of the 11,650
learners, 9,320 are over-aged. They are mostly working to help their
parents and families through labor works and farming. There are 8
districts where industries thrive leading these out-of-school youths to be
laborers and hired workers so it results to frequent absenteeism.
The data in figure 4 revealed that there were 26,800 Out-of-
School Youth and Adults mapped but only 24,950 were enrolled, and
only 21,767 learners completed5 the program.
5ALS Mapped Population. vs. Enrolment vs. Completers found in annex page 45
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Figure 4. ALS Mapped Pop. vs. Enrolment vs. Completers
In the division, there are 15 out of 30 schools’ districts with full
financial support from the local government unit in sustaining the
performance of ALS. There were 120 volunteers deployed in the entire
division. However, there are 7 out of 30 districts affected by
intermittent unstable peace and order situation which leads to
suspension of classes and worse, termination of the program. It is
notable as well, that the residence of our implementers have an
average distance of 3 to 5 kilometers from the designated community
learning centers which poses a threat to the sustainability of the
program.
Quality
The graphical presentation below shows at a glance that the
achievement level attainted by the division in both LAPG and NAT
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Grade 10 has a fluctuating trend and are still far and below the
National Passing Standard of 75%.
Figure 5. LAPG, Elementary and Secondary NAT MPS
In the elementary, Filipino, Science and Hekasi subjects had low
mastery, while in the five learning areas tested in Grade 10
Mathematics, English and Social Studies displayed the lowest MPS as
shown in the Table below.
Table 2. NAT MPS in Elementary and Secondary from SY 2012-2015.
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Through in-depth discussions with the school heads of the
focused schools6, it was found out that 60% of them spent only two
days in a week for instructional supervision. The need to strengthen 46
districts’ capacity to monitor the implementation of Engaged time-
on- task is a major area of concern as well. Further, 50% of the
teachers used teaching methodology not appropriate to the kind of
learners in the class. Thus, these led to no mastery of the
competencies.
In like manner, 60% of the schools were not provided with
technical assistance, 30% only of the schools in the division have
functional reading programs, 87% of the schools don’t have access to
internet connectivity and computers. Hence, there is a need to
strengthen the capacity of 46 central and 60 secondary schools in the
development and utilization of contextualized Instructional Materials
across all grade levels and subject areas. This is to augment the
curricular support system including the improvement of mechanisms in
tracking and monitoring the availability and use of learning resources
among the central and secondary schools.
All these scenario foresighted will continue in the next six years if
not given appropriate interventions. Henceforth, the division aspires to
improve the three learning areas for the first three year DEDP through
6 Focused Schools in NAT Secondary found in annexes page 46
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implementation of the school initiated programs and projects aside
from the cascaded programs from the central office.
For the 2014-2015 LAPG results, grade 3 takers exhibited low
mastery as evidenced by the 55.59% MPS.
As shown in Table 3, it was disclosed that across the domains in
Tagalog, Sinubuanong Bisaya and English, listening comprehension
has the highest MPS (66.96, 66.06 and 58.87), while reading
comprehension skills has the lowest MPS (52.07, 46.69 and 46.72)
respectively. It can be noted that Grade 3 learners did not meet the
national standard in all tested skills. Since the result is low, 146 schools7
in the entire division shall be the focus of the intervention.
Table 3. LAPG result for Grade 3 in SY 2014-2015
Similarly, the test takers percentage for both elementary and
secondary ALS A and E test did not reach the desired passing rate as
shown in figure 6. It was revealed that they have difficulty in
Mathematics, Science and Sustainable Use of Resources and
Productivity. This observation is expected to increase if there would be
7 Language Assessment for Primary Grades (LAPG) focused schools found in annexes page 47 to 56
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no intervention that would be installed in the succeeding years. The
need to enhance the capacity of ALS implementers in 14 focused
municipalities in the delivery of the different learning strands is seen to
be one of the areas for improvement, including the strengthening of
the District Alternative Learning System Coordinators (DALCs)
monitoring mechanism and tools on the performance of the different
community leaning centers to 14 focused municipalities.
Figure 6. A&E Takers vs. Passers of Elementary and Secondary
With all the plans in mind and the necessity to perform all the
interventions, this division will put into action the programs, activities
and projects for the improvement of quality education.
Governance
The performance indicators of schools are the bedrock of
division’s performance. The Schools Governance and Operations
Division is manned and structured based on the Rationalization
program. The School Monitoring, Evaluation, and Assessment (SMEA) is
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designed to help and enable school heads in tracking school’s
performance-in terms of access, quality, and governance. The best
practices of performing schools is hoped to be embraced by schools
with low performance. Every school-communities is guided by the
enhanced school improvement plan for three (3) years in the
confidence to improve and or sustain the performance indicators.
The division is fortunate to have established the BANTULA. It
started in 2006 and continues at present. This is an annual activity
which recognizes personnel and schools with exemplary performance
in the different categories and field of specializations. The need to
recognize the hard work, ingenuity, and optimism of our human
resources is the greatest capital where we bank on our performance
indicators in realizing the vision of the department. To maximize
learners’ fullest potential thereby contributing meaningfully to building
the nation is the essence of the mission of the department.
Opportunely, school’s performance can readily be accessible
through online system called Enhanced Basic Education Information
System however, these data cannot be fully validated due to the ratio
of personnel with the supervisory level. In addition, the division do not
have full-fledged Schools Division Superintendent for the past two (2)
years, and six (6) years without Assistant Schools Division
Superintendent.
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The ratio of teacher to classroom is 1: 3 and teacher to student is
1: 50. In connection to the shortage of classrooms and teachers in the
fields, the division continues to be optimistic. With the supportive local
government unit, civil society groups and non-government
organizations (NGOs), all things shall be in place due to the school-
level stakeholders’ participation.
For the past years, the division does not have an established
induction program in hiring of teachers, and promotion of master
teachers, non-teaching personnel, and supervisors. These lead to
misinformation. Mitigation measures like orientation and setting up of
induction program for teachers and non-teaching personnel have
started and are planned well to sustain order in orienting roles and
responsibilities, addressing issues and concerns before deployment to
the schools and field offices.
Furthermore, the division’s liquidation output which is 99.27% in
2013 has increased to 99.36% in 2015. This improvement was relentlessly
through constant meetings, follow-ups, and other measures installed
by the book keepers, disbursing officers and finance personnel. Thus,
addressing the perennial liquidation and utilization problems.
Maintenance and Other Operating Expenses (MOOE) is the allocated
funds for public elementary and secondary schools that can be spent
on activities and necessities (i.e. electricity and water) that support
learning programs and help maintain a safe and healthy environment
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in schools. However, the ratio of 56 bookkeepers and 60 disbursing
officers is insufficient to the total number of schools (606) in the
elementary, junior, and senior high school. Henceforth, the
improvement of teaching and non-teaching personnel in crafting and
monitoring the Individual Performance Commitment is an avenue to
anchor the targets with the division’s education development plan.
The Alternative Learning System’s governance continues to be a
good standpoint in the division. They conducted skills training and
capability building to continuously enhance community-level
performance. However, less monitoring was conducted in the field
and only a handful of technical assistance given. In like manner, only 3
sets of module per district with a ratio of 1:3 has been distributed due
to limited funds. The postponement of ALS A&E poses a threat to
decrease in enrolment as learners tend to refrain from attending
sessions and seeks for employment in other localities. It is very
consoling to note that Local Government Units and other stakeholders
continue to support the program which enables ALS in the province to
be productive for the past five to ten years.
Recently, DepEd, DBM, and DILG issued a joint circular
regarding the provisions on the utilization of School Education Fund
(SEF). It includes the termination of support to ALS program from the
provincial to the barangay level totally disabling the partnership and
limiting the enunciated plans and activities. This largely affects the
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Muslim Education program where the support of the ALIVE teachers’
stipend is taken. In addition, the IP honorarium for IP Education where
the IPEd tribal leaders comes from SEF. Others affected of these cut-off
are the ALS in jail, reproduction of modules and budget for skills
training. In connection, efforts to sustain this promising ALS program is
one of the major focuses for the next 6 years.
Likewise, the division does not have an installed project teams
where programs, activities, and projects are traced, monitored, and
evaluated by teams through periodic adjustments. The lack of
resources both soft (instruction, trainings, seminars, technical
assistance) and hard (facilities, classrooms, teachers) add up to these
inefficiencies. The creation of a six-year Division Education
Development Plan (DEDP) is an opportunity for the division to ensure
that resources are well-allocated, target setting are realistic, and plans
are achievable in the specified period of time.
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Strategic Directions
Goal 1: Improve equitable access to complete basic education.
To carry out one of the 10-point Agenda of the Secretary in
ensuring that all children will universally be able to complete a full
course of and acquire quality basic education, the Division has
initiated various intervention strategies and continued to implement its
existing programs and projects. These intervention strategies help
school heads on different mechanisms to support them on planning,
implementing, monitoring and assessing schools’ Program, Activities
and Projects (PAPS) that improve access.
Strategy 1.1. Improved transition mechanisms from Grade 6 to 7
Interventions 1.1.1. Enhance the capacity of 30 elementary school
heads for the establishment and
management of Integrated Schools
1.1.2. Improve capacities of 42 secondary schools to
implement modular instructions to cater
students who finished grade 6 but did not enroll
in grade 7.
1.1.3. Improve mapping and tracking mechanisms of
the school for learners' transition from grade 6
to 7 to 14 focused districts
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1.1.4. Strengthen schools' capacity to provide
assistance to 18,150 children whose age is out
of range
Strategy 1.2. Strengthened schools’ capacity to retain children in
school at K to 3 level
Interventions 1.2.1. Strengthen the capacities of the 174 school
heads in the establishment of strong linkages
and support from stakeholder in the provision
of scholarships and grants in the focused
districts
1.2.2. Strengthen the monitoring mechanism in the
No Collection Policy, Child Friendly School
System and Anti Bullying Act in the 174
focused schools.
1.2.3. Enhance the capacity of school heads in the
implementation of school health and nutrition
programs among 21 focused districts.
1.2.4. Enhance capacity of the 174 schools to
address high dropouts in K to 3
Strategy 1.3. Expanded coverage of inclusion program to children of
transient workers, IP, small time farmers, victims of peace
and order problems, and families living in disaster prone
areas.
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Interventions 1.3.1. Improve the capacity of school heads’ to
monitor and track children of transient
workers, small time farmers, victims of peace
and order problems, and families living in
disaster prone areas to 20 identified
municipalities.
1.3.2. Enhance the capacity of 60 elementary
school heads for the establishment and
management of 60 IP schools
1.3.3. Enhance the capacity of school SPED
Coordinator in assessing the learning
capabilities of learners in the 18 schools
offering Sped Classes
1.3.4. Enhance the capacity of school heads in the
establishment and management of Muslim
Education.
Strategy 1.4. Strengthened secondary schools’ capacity to absorb
senior high school students
Intervention 1.4.1. Enhance the capacity of 102 schools heads on
managing senior high schools.
1.4.2. Strengthen the capacity of school heads in the
implementation of Career Guidance Program.
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Strategy 1.5. Improved Community Learning Centers (CLCs)
mechanisms in catering the Out-of-School Youth and
Adults
Interventions 1.5.1.Strengthen the MEA mechanisms and tools on
the performance of the 220 different
community learning centers
1.5.2. Enhance the tracing system skills of CLCs for
OSY and adult learners in the seven priority
municipalities
Goal 2: Ensure quality basic education
To address the alarming concern on low performance in the
National Achievement Test (NAT) for Grades Six and Ten, Language
Assessment for Primary Grades (LAPG) and Accreditation and
Equivalency Test (A&E) which are at par from the national standard of
75%, tracking mechanisms, capability building for school heads and
teachers and instructional supervision are strengthened. Engaging
time-on-tasks is monitored through tracking mechanisms.
Strategy 2.1. Improved schools’/districts’ capacity to monitor contact
time and curriculum coverage
Interventions 2.1.1. Strengthen 46 districts’ capacity to monitor the
implementation of Engaged time- on- task
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2.1.2. Strengthen 180 (40%) school heads’ capacity to
provide Instructional Supervision.
2.1.3. Improve 180 (40%) school heads’ capacity to
track / monitor their own performance
Strategy 2.2. Improved teachers’ capacity in teaching the subjects in
the elementary and secondary level.
Interventions 2.2.1. Improve teachers’ capacity in teaching the
competencies in the different learning areas
especially the least mastered competencies
to 15 focused schools
2.2.2. Improve mechanism in the delivery of
competencies in Multi Grade Classes
2.2.3. Strengthen the capacity of teachers to
conduct action research on the hard-to-
teach competencies in the areas of English,
Mathematics and Science to 15 focused
schools
Strategy 2.3. Improved the skills of teachers in teaching reading
Interventions 2.3.1. Intensify the implementation of school reading
program in K to 3 to 163 focused schools
2.3.2. Upgrade teachers' capabilities on strategies in
teaching the least mastered skills to 163
focused districts
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Strategy 2.4. Enhanced curriculum support system
Interventions 2.4.1. Strengthen the capacity of 46 central and 60
secondary schools in the development and
utilization of contextualized Instructional
Materials across all grade levels and subject
areas.
2.4.2. Improve mechanisms in tracking and
monitoring the availability and use of learning
resources among 46 central and 60 secondary
schools
Strategy 2.5. Improved Instructional Managers’ skills in teaching the
learning strand.
Interventions 2.5.1. Enhance the capacity of 92 personnel (DALCs
and PSDS) in 14 focused municipalities in the
delivery of the different learning strands
2.5.2. Strengthen the District Alternative Learning
System Coordinators (DALCs) monitoring
mechanism and tools on the performance of
the different community leaning centers to 14
focused municipalities.
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Goal 3: Pursue on Efficient Governing System
To level-up School Based Management (SBM) practices in all
schools on managing human, fiscal and physical resources and
partnership with internal and external stakeholders, extra efforts are
given on award system, tracking performance and providing
technical assistance to schools and the division office. These SBM
practices are said to affect school performance, thus, on-going
operations in schools and monitoring these practices and strategies
are adopted.
Strategy 3.1. Improved capacity of school heads in planning,
managing, monitoring, and tracking school
performance
Interventions 3.1.1. Improved capacity of all school heads in
capacitating project teams in conducting of
School Monitoring, Evaluation and Adjustment
(SMEA) with the stakeholders
3.1.2. Expand School to School Partnership from 80
to 480 schools
3.1.3. Increase capacity of all school heads
leadership skills in the implementation of the
ESIP
3.1.4. Enhance Division’s award system
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Strategy 3.2. Strengthened schools’ capacity in fiscal and physical
management
Interventions 3.2.1. Strengthen the capacity of all schools’
procurement staff in the execution of their
roles and responsibilities
3.2.2. Strengthen all schools’ capacity in internal
monitoring and evaluation systems in their
fiscal utilization
Strategy 3.3. Improved capacity of teaching and non-teaching staff in
office operations
Interventions 3.3.1. Improve capacity of all teaching and non-
teaching staff in crafting and monitoring their
Individual Performance Commitment
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Key Performance Indicators
Goal KPI Baseline 2016-
2017
2017-
2018
2018-
2019
2019-
2020
2020-
2021
2021-
2022
Improve
equitable
access to
complete
basic
education.
Enrolment K 21,717 24,646 24,924 25,202 25,758 26,314 26,870
Elem 173,845 179,605 181,089 183,572 183,992 185,413 186,838
Sec 52,154 62,714 63,890 65,065 77,155 89,252 101,348
Drop-out Elem 2,866 2,866 2,310 1,754 1,198 642 86
Sec 1,180 1,180 951 722 493 264 35
Repeaters Elem 2,707 2,707 2,182 1,657 1,132 606 81
Sec 583 583 470 357 244 131 17
School
Leaver Elem 6,016 6,016 4,849 3,682 2,515 1,348 180
Sec 6,140 6,140 4,949 3,758 2,566 1,375 184
Ensure
quality
basic
education
NAT Elem 66.85 66.85 68.79 70.35 75.99 81.63 87.27
Filipino Elem 64.81 64.81 76.00 82.00 87.00 92.00 97.00
Mathematics Elem 68.35 68.35 81.00 85.00 89.00 93.00 97.00
English Elem 70.23 70.23 83.00 87.00 90.00 94.00 98.00
Science Elem 63.93 63.93 74.00 79.00 85.00 91.00 97.00
Social Studies Elem 66.90 66.90 69.00 69.00 70.00 71.00 72.00
NAT Sec 49.13 49.13 51.73 53.03 62.08 71.13 80.18
Filipino Sec 64.81 64.81 65.00 75.00 86.00 87.00 97.00
Social Studies Sec 66.90 66.90 67.00 77.00 87.00 97.00 107.00
Mathematics Sec 46.24 46.24 63.00 72.00 80.00 89.00 97.00
Science Sec 48.52 48.52 66.00 74.00 81.00 89.00 97.00
English Sec 46.66 46.66 60.00 69.00 78.00 88.00 97.00
LAPG
Englsh G3 54.70 54.70 90.67 91.94 93.21 94.48 95.75
Bisaya G3 57.49 57.49 95.82 96.06 96.30 96.54 96.78
Tagalog G3 58.54 58.54 87.11 89.09 91.07 95.03 97.01
A & E
Takers EL 193 3120 6047 8974 11901 14828 17755
SL 3316 16480 29644 42808 55972 69136 82300
Passers EL 53 76 100 123 146 170 193
SL 1609 1894 2178 2463 2747 3032 3316
31
Organizational Capacity and Arrangements
The division is endowed with people who are open-minded and
committed to the mandate of the department. It also has
stakeholders that are committed to impart their resources to ensure
that the rights of the children are protected, especially the right to
education. To ensure success in the implementation of the plan, the
division intends to accomplish the following prior to the
implementation of the strategic plan.
Activities Persons in-
charge
Budgetary
Requirement
Sources
of funds
Identify key persons/partners SDS None
Conduct forum with DEDP
implementers and
stakeholders
CID Php. 5,000.00 MOOE
Create projects teams SDS None
Orient and capacitate
Project Teams on their roles
and responsibilities
CID Chief
/SGOD chief Php. 20,000.00 MOOE
Develop M and E mechanism
for the implementation of
projects
CID and
SGOD
Divisions
None
32
Indicative Timelines
Strategies/Interventions Yr. 1 Yr. 2 Yr. 3 Yr. 4 Yr. 5 Yr. 6
DEDP Start-Up Mobilization Activity
Conducted advocacy
campaign to develop
awareness among division
and school personnel on
DEDP
Intensify DEDP
Advocacy campaign
through launching
Strengthen the
Monitoring and
Evaluation Mechanism
ACCESS
Improved transition
mechanism from Grade 6
to 7
Enhance the capacity
of 60 elementary school
heads for the
establishment and
management of
Integrated schools
Improve capacities of
42 secondary schools to
implement modular
instructions to cater
students who finished
grade 6 but did not
enrol in grade 7.
Improve mapping and
tracking mechanism of
the school for learners’
transition from grade six
to seven to 14 focused
districts
Strengthen schools'
capacity to provide
assistance to 18,150
children whose age is
out of range
Strengthen schools’
capacity to retain children
in school at K to 3 level
33
Strengthen the
capacities of the 174
school heads in the
establishment of strong
linkages and support
from stakeholder in the
provision of scholarships
and grants in the
focused districts
Strengthen the
monitoring mechanism
in the No Collection
Policy, Child Friendly
School System and Anti
Bullying Act in the 174
focused schools.
Enhance the capacity
of school heads in the
implementation of
school health and
nutrition programs
among 21 focused
districts
Enhance capacity of
174 schools to address
high dropouts in K to 3
Expanded coverage of
inclusion program to
children of transient
workers, IP, small time
farmers, victims of peace
and order problems, and
families living in disaster
prone areas.
Improve the capacity
of school heads to
monitor and track
children of transient
workers, small time
farmers, victims of
peace and order
problems, and families
living in disaster prone
areas to 20 identified
municipalities.
34
Enhance the capacity
of 60 elementary school
heads for the
establishment and
management of 60 IP
schools
Enhance the capacity
of school SPED
Coordinator in assessing
the learning capabilities
of learners in the 18
schools offering Sped
Classes
Enhance the capacity
of school heads in the
establishment and
management of Muslim
Education.
Strengthened secondary
schools’ capacity to
absorb senior high school
students
Enhance the capacity
of 102 school heads on
managing senior high
schools
Strengthen the
capacity of school
heads in the
implementation of
Career Guidance
Program.
Improved CLCs’
mechanisms in catering
the Out- of- School Youth
and Adults
Strengthen the MEA
mechanisms and tools
on the performance of
220 different
community learning
centers
Enhance the tracing
system skills of CLSs for
OSY and adult learners
in the seven priority
35
municipalities
QUALITY
Improved schools’/districts’
capacity to monitor
contact time and
curriculum coverage
Strengthen 46 districts’
capacity to monitor the
implementation of
Engaged time-on-task
Strengthen 180 (40%)
school heads’ capacity
to provide Instructional
Supervision
Improve 180 (40%)
school heads’ capacity
to track / monitor their
own performance
Improved teachers’
capacity in teaching the
subjects in the elementary
and secondary level
Improve teachers’
capacity in teaching
the competencies in
the different learning
areas especially the
least mastered
competencies to 15
focused schools
Improve mechanism in
the delivery of
competencies in Multi
Grade Classes
Strengthen the
capacity of teachers to
conduct action
research on the hard-
to-teach competencies
in the areas of English,
Mathematics and
Science to 15 focused
schools
Improved the skills of
teachers in teaching
36
reading
Intensify the
implementation of
school reading
program in key stage K
to 3 to 163 focused
schools
Upgrade teachers'
capabilities on
strategies in teaching
the least mastered skills
to 163 focused districts
Enhanced curriculum
support system
Strengthen the
capacity of 46 central
and 60 secondary
schools in the
development and
utilization of
contextualized
Instructional Materials
across all grade levels
and subject areas
Improve mechanisms in
tracking and monitoring
the availability and use
of learning resources
among 46 central and
60 secondary schools
Improved Instructional
Managers’ skills in
teaching the learning
strands
Enhance the capacity
of 92 personnel (DALCs
and PSDSs) in the 14
focused municipalities
in the delivery of the
different learning
strands
Strengthen the DALCs’
monitoring mechanism
and tools on the
performance of the
37
different community
learning centers to 14
focused municipalities
GOVERNANCE
Improved capacity of
school heads in planning,
managing, monitoring,
and tracking school
performance
Improve capacity of all
school heads in
capacitating project
teams in conducting of
School Monitoring,
Evaluation and
Adjustment (SMEA) with
the stakeholders
Expand School to
School Partnership
Program from 80 to 480
schools
Increase capacity of all
school heads
leadership skills in the
implementation of the
ESIP
Enhance Division’s
award system
Strengthened the schools’
capacity in fiscal
management
Strengthen the
capacity of all schools’
procurement staff in the
execution of their roles
and responsibilities
Strengthen all schools’
capacity in internal
monitoring and
evaluation systems in
their fiscal utilization
Improved capacity of
teaching and non-
teaching staff in office
operations
Improve capacity of all
38
teaching and non-
teaching staff in
crafting and monitoring
their Individual
Performance
Commitment
39
ANNEXES
40
Annex 1a: IP Enrolment
Mal
eFe
mal
eTo
tal
Mal
eFe
mal
eTo
tal
Mal
eFe
mal
eTo
tal
Mal
eFe
mal
eTo
tal
Mal
eFe
mal
eTo
tal
Bau
ngo
n1
,72
41
,57
13
,29
51
,81
61
,62
33
,43
91
,12
19
72
2,0
93
1,0
58
91
81
,97
67
54
73
31
,48
7
Cab
angl
asan
88
78
07
1,6
94
78
67
25
1,5
11
57
75
04
1,0
81
58
45
76
1,1
60
53
45
22
1,0
56
Dam
ulo
g1
,00
09
47
1,9
47
99
88
55
1,8
53
1,1
07
99
42
,10
15
42
48
61
,02
84
65
39
48
59
Dan
gcag
an3
41
34
76
88
25
82
65
52
32
23
21
74
40
28
72
80
56
72
94
26
95
63
Do
n C
arlo
s I
63
66
29
1,2
65
62
65
91
1,2
17
46
84
15
88
32
23
19
74
20
19
42
02
39
6
Do
n C
arlo
s II
12
88
52
13
98
82
18
02
78
23
15
09
71
76
14
76
87
81
46
Imp
asu
g-O
ng
I3
,14
22
,90
16
,04
33
,02
92
,78
95
,81
83
02
26
75
69
2,5
31
2,3
85
4,9
16
2,2
05
2,1
11
4,3
16
Imp
asu
g-O
ng
II8
00
69
51
,49
56
34
59
81
,23
24
21
37
27
93
71
46
72
1,3
86
64
16
51
1,2
92
Kad
ingi
lan
61
05
40
1,1
50
52
54
92
1,0
17
33
43
00
63
42
46
24
94
95
15
81
75
33
3
Kal
ilan
gan
71
36
57
1,3
70
60
65
78
1,1
84
20
71
75
38
22
10
17
43
84
25
42
12
46
6
Kib
awe
52
75
04
1,0
31
59
94
76
1,0
75
24
41
95
43
92
19
20
74
26
39
53
63
75
8
Kit
aota
o I
76
67
02
1,4
68
48
85
11
99
92
00
19
53
95
43
64
41
87
73
91
39
67
87
Kit
aota
o II
1,5
18
1,4
46
2,9
64
1,5
73
1,4
61
3,0
34
59
65
70
1,1
66
1,2
93
1,2
11
2,5
04
1,1
60
1,1
58
2,3
18
Lan
tap
an3
,31
92
,98
66
,30
53
,12
42
,90
46
,02
89
81
92
81
,90
91
,81
91
,85
83
,67
72
,42
92
,41
74
,84
6
Lib
on
a6
84
57
41
,25
81
,01
88
84
1,9
02
46
03
89
84
93
86
38
77
73
18
81
89
37
7
Mal
itb
og
1,5
23
1,3
59
2,8
82
1,4
47
1,3
54
2,8
01
81
16
94
1,5
05
1,1
24
93
42
,05
81
,14
51
,10
52
,25
0
Man
olo
Fo
rtic
h I
2,3
64
2,1
81
4,5
45
2,3
75
2,1
57
4,5
32
91
68
29
1,7
45
1,7
70
1,6
74
3,4
44
1,5
92
1,5
74
3,1
66
Man
olo
Fo
rtic
h II
65
45
44
1,1
98
44
14
09
85
01
,35
21
,13
42
,48
62
65
23
65
01
21
32
01
41
4
Mar
amag
I2
94
27
15
65
28
72
78
56
53
22
45
61
82
64
42
22
74
9
Mar
amag
II5
52
48
71
,03
96
47
59
71
,24
43
58
30
76
65
62
55
11
71
00
12
12
21
Mar
amag
III
57
15
60
1,1
31
48
14
36
91
78
37
11
54
24
92
30
47
92
17
20
14
18
Pan
gan
tuca
n1
,33
71
,13
02
,46
71
,35
81
,16
12
,51
99
40
83
01
,77
09
04
77
31
,67
71
,01
69
31
1,9
47
Pan
gan
tuca
n S
ou
th D
istr
ict
29
92
41
54
09
51
04
19
91
58
13
22
90
52
60
11
26
65
21
18
Qu
ezo
n I
90
88
54
1,7
62
74
36
82
1,4
25
41
23
37
74
95
23
50
81
,03
14
92
51
11
,00
3
Qu
ezo
n II
68
96
14
1,3
03
66
16
04
1,2
65
40
93
50
75
92
83
26
15
44
29
72
68
56
5
San
Fer
nan
do
I8
61
78
31
,64
46
82
62
31
,30
55
14
41
39
27
51
05
19
1,0
29
40
64
21
82
7
San
Fer
nan
do
II2
,07
62
,00
24
,07
81
,93
01
,85
83
,78
83
85
34
07
25
1,6
81
1,6
23
3,3
04
1,5
48
1,5
16
3,0
64
Sum
ilao
2,3
05
2,0
65
4,3
70
2,2
99
2,0
87
4,3
86
31
72
44
56
11
,67
01
,50
23
,17
21
,84
21
,74
83
,59
0
Tala
kag
I2
,58
22
,34
04
,92
22
,53
92
,27
94
,81
81
,53
71
,36
12
,89
81
,76
01
,56
73
,32
72
,05
11
,83
33
,88
4
Tala
kag
II2
,86
02
,67
15
,53
12
,89
02
,68
75
,57
71
,11
49
82
2,0
96
2,7
03
2,6
24
5,3
27
2,5
64
2,5
96
5,1
60
Sub
-To
tal:
3
6,6
70
33
,49
37
0,1
63
35
,05
33
2,1
50
67
,20
31
6,8
57
14
,77
23
1,6
29
24
,19
32
2,7
09
46
,90
22
3,7
01
22
,97
54
6,6
76
Gra
nd
-To
tal:
3
6,6
70
33
,49
37
0,1
63
35
,05
33
2,1
50
67
,20
31
6,8
57
14
,77
23
1,6
29
24
,19
32
2,7
09
46
,90
22
3,7
01
22
,97
54
6,6
76
REG
ION
: R
egi
on
X -
No
rth
ern
Min
dan
ao
DIV
ISIO
N:
Bu
kid
no
n
Filt
ere
d b
y: R
egi
on
X
Bu
kid
no
n
Dis
tric
t2
01
62
01
52
01
42
01
32
01
2
DEP
AR
TMEN
T O
F ED
UC
ATI
ON
ENH
AN
CED
BA
SIC
ED
UC
ATI
ON
IN
FOR
MA
TIO
N S
YST
EM
Mu
lti-
Ye
ar R
ep
ort
on
Nu
mb
er
of
Ind
ige
no
us
Pe
op
les
Le
arn
ers
in P
ub
lic E
lem
en
tary
Sch
oo
ls
Sch
oo
l Ye
ar:
20
12
- 2
01
7
Agg
rega
ted
by:
Dis
tric
t
41
Annex 1b: Number of Muslim Pupils in Public Elementary Schools
Ma
leF
em
ale
To
tal
Ma
leF
em
ale
To
tal
Ma
leF
em
ale
To
tal
Ma
leF
em
ale
To
tal
Ma
leF
em
ale
To
tal
Ba
un
go
n6
17
51
63
25
26
83
69
Ca
ba
ng
lasa
n4
48
34
74
37
02
20
11
Da
mu
log
33
63
20
65
63
61
31
76
78
22
42
14
43
82
11
21
44
25
24
22
75
51
7
Da
ng
ca
ga
n3
47
31
43
03
12
31
01
Do
n C
arl
os I
20
15
35
20
19
39
12
13
25
10
10
20
32
24
56
Do
n C
arl
os I
I0
11
01
10
11
10
13
25
Imp
asu
g-O
ng
I5
05
50
51
12
43
75
61
1
Imp
asu
g-O
ng
II
00
00
00
00
00
00
10
1
Ka
din
gil
an
63
99
51
44
26
51
62
24
Ka
lila
ng
an
37
04
00
77
04
12
40
18
13
39
22
61
39
43
74
76
84
20
38
78
07
Kib
aw
e5
61
17
91
66
51
17
31
09
41
3
Kit
ao
tao
I3
03
11
20
00
41
53
03
Kit
ao
tao
II
23
52
35
13
41
12
27
9
La
nta
pa
n1
91
83
71
51
42
94
48
19
11
30
41
5
Lib
on
a2
46
22
40
00
20
21
01
Ma
litb
og
19
10
54
93
14
00
03
03
Ma
no
lo F
ort
ich
I2
11
23
31
91
23
11
23
18
13
31
23
23
46
Ma
no
lo F
ort
ich
II
75
12
54
93
25
51
66
39
Ma
ram
ag
I2
23
25
42
03
65
62
02
48
51
99
26
22
48
Ma
ram
ag
II
01
11
12
10
18
08
63
9
Ma
ram
ag
III
22
48
31
11
34
81
01
87
51
2
Pa
ng
an
tuca
n9
91
83
58
21
32
57
11
2
Pa
ng
an
tuca
n S
ou
th D
istr
ict
25
27
52
24
30
54
16
12
28
24
31
55
27
22
49
Qu
ezo
n I
31
17
48
22
18
40
55
10
19
30
49
30
21
51
Qu
ezo
n I
I3
25
52
70
00
33
60
11
Sa
n F
ern
an
do
I7
61
31
14
15
10
11
56
21
98
17
Sa
n F
ern
an
do
II
16
71
23
00
05
49
22
4
Su
mil
ao
85
13
77
14
21
34
48
77
14
Ta
lak
ag
I1
39
11
72
56
15
01
35
28
55
24
91
01
15
31
42
29
51
38
15
82
96
Ta
lak
ag
II
45
96
41
03
14
40
46
41
0
Su
b-T
ota
l:
1,0
61
1,0
34
2,0
95
1,1
32
1,0
45
2,1
77
39
33
47
74
09
77
92
81
,90
51
,01
99
95
2,0
14
Gra
nd
-To
tal:
1
,06
11
,03
42
,09
51
,13
21
,04
52
,17
73
93
34
77
40
97
79
28
1,9
05
1,0
19
99
52
,01
4
DE
PA
RT
ME
NT
OF
ED
UC
AT
ION
EN
HA
NC
ED
BA
SIC
ED
UC
AT
ION
IN
FO
RM
AT
ION
SY
ST
EM
Mu
lti-
Ye
ar
Re
po
rt o
n N
um
be
r o
f M
usli
m P
up
ils i
n P
ub
lic E
lem
en
tary
Sch
oo
ls
Sch
oo
l Y
ea
r: 2
01
2 -
20
17
Ag
gre
ga
ted
by
: D
istr
ict
Fil
tere
d b
y:
Re
gio
n X
Bu
kid
no
n
Dis
tric
t
20
16
20
15
20
14
20
13
20
12
RE
GIO
N:
Re
gio
n X
- N
ort
he
rn M
ind
an
ao
DIV
ISIO
N:
Bu
kid
no
n
42
Annex 2: Labor Wage in the Province of Bukidnon
43
Annex 3: Focused Districts for Grade 6 to 7 Transition
FOCUSED SCHOOLS DISTRICT FOR GRADE 6 TO 7 TRANSITION
Municipality Elem SEC Not
Captured Cumm Percent
Quezon 16022 1983 14039 14039 10%
Maramag 15918 2204 13714 27753 19%
Manolo Fortich 15086 1821 13265 41018 28%
Talakag 11502 1367 10135 51153 35%
Don Carlos 10872 1726 9146 60299 41%
San Fernando 9748 1094 8654 68953 47%
Lantapan 9447 928 8519 77472 52%
Pangantucan 9457 1241 8216 85688 58%
Impasugong 8167 1110 7057 92745 63%
kitaotao 7891 1050 6841 99586 67%
Kalilangan 7235 1025 6210 105796 72%
kibawe 6352 915 5437 111233 75%
Kadingilan 5774 551 5223 116456 79%
Baungon 5770 646 5124 121580 82%
Libona 5833 797 5036 126616 86%
Cabanglasan 5487 787 4700 131316 89%
Damulog 5046 611 4435 135751 92%
Sumilao 4662 533 4129 139880 95%
Dangcagan 4101 4101 143981 98%
Malitbog 4161 555 3606 147587 100%
44
Annex 4: Focused Districts of Learners Ages Out of Range
Districts
Step 1: Sort
(Largest to Lowest)
Step 2:
Cumulative
Step 3:
Cumulative %
Talakag II 4328 4328 5.94%
Lantapan 4187 8515 11.69%
Quezon I 3451 11966 16.43%
Talakag I 3295 15261 20.96%
Quezon II 3279 18540 25.46%
Kitaotao II 3197 21737 29.85%
Pangantucan 3150 24887 34.18%
San Fernando II 3133 28020 38.48%
ManoloFortich I 2833 30853 42.37%
Impasug-Ong I 2717 33570 46.11%
Don Carlos I 2664 36234 49.76%
Baungon 2589 38823 53.32%
Kalilangan 2574 41397 56.85%
Kibawe 2548 43945 60.35%
Libona 2548 46493 63.85%
Damulog 2492 48985 67.28%
Cabanglasan 2478 51463 70.68%
San Fernando I 2119 53582 73.59%
ManoloFortich II 2092 55674 76.46%
Kadingilan 2040 57714 79.26%
45
Annex 5: Alternative Learning System Profile
Comparative Data on Mapped, Enrolled and Completers
Enrolment per ALS program Completers per ALS program
46
Annex 6: Focused Schools for NAT Secondary
SCHOOL MPS
New Nongnongan NHS - San Nicolas Annex 37.01
Kibatang NHS 36.94
Kalabugao NHS 36.87
Bukidnon NSHI - San Miguel Annex 36.87
Old Damulog NHS 36.40
Don Carlos NHS 36.07
San Luis NHS 36.05
Halapitan NHS - Little Baguio Annex 35.33
San Andres NHS - Cabadiangan Annex 35.31
Sumilao NHS - Vista Villa Annex 34.89
Bocboc NHS (Kiara Annex) 34.42
Kitubo NHS 34.17
Kuya NHS - La Roxas Annex 33.00
Kimanaet NHS 32.67
Kiburiao NHS 32.65
Malinao NHS 32.40
47
Annex 7: Language Assessment for Primary Grade (LAPG) Focused
Schools
ENGLISH
SCHOOL MPS SCHOOL MPS
Butong ES 43.64 Dahilayan ES 37.53
South Dalurong ES 43.60 Forchacu II ES 37.53
Cebole ES 43.59 Lingion ES 37.52
Pigtauranan ES 43.14 Busco ES 37.51
Labuagon ES 43.12 Osmena ES 37.43
Patpat ES 43.11 Kauyonan ES 37.42
Dologon CES 43.03 Tagiptip ES 37.15
Migcuya ES 42.84 Bismartz ES (Inator) 36.93
Miarayon ES 42.83 Kimanait CES 36.85
Baroy ES 42.61 Barongcot ES 36.78
Palacapao ES 42.53 Mendiz ES 36.67
Gauron ES 42.42 Dagumbaan ES 36.62
Pag-asa ES 42.12 Tubigon ES 36.62
Ticala ES 42.11 Pualas ES 36.56
San Miguel ES 42.04 Miluya ES 36.52
Balila ES 41.97 Cawayan ES 36.41
Spring ES 41.94 Bagongbayan ES 36.38
Cawayan ES 41.91 Mahayag ES 36.34
Ilignan ES 41.84 San Rafael ES 36.18
Panadtalan ES 41.83 Lagandang ES 36.17
Metebagao ES 41.80 Kalabugao CES 36.13
Pig-awakan ES 41.71 Siloo ES 36.09
Songco ES 41.68 Minsalagan ES 36.02
Comocomo ES 41.62 Malaomao ES 35.80
48
Old Nongnongan ES 41.56 Palacpacan ES 35.65
Sumilao ES 41.52 Dalag-Ayan ES 35.64
Kalagangan CS 41.44 Kibatang ES 35.62
Mindagat ES 41.42 Maramag South ES 35.56
Sinuda CES 41.27 Little Baguio ES 35.43
Lingating ES 41.25 Ocasion ES 35.40
Migcawayan ES 41.19 Namnam ES 35.30
Kikipot ES 41.15 Barorawones 35.25
Buenavista ES 41.08 Mahayag ES 35.24
Dominorog ES 41.05 Pinamaloy ES 35.23
San Juan ES 41.04 Cabadiangan ES 35.19
Tikalaan CES 40.97 Cayaga ES 34.91
Kiara ES 40.94 Malambago ES 34.84
Iba CES 40.89 Macabongbong ES 34.77
Pocopoco ES 40.79 Maambong ES 34.58
San Francisco ES 40.74 Licoan ES 34.48
Pualas ES 40.64 Kalanganan ES 34.27
Mandaing ES 40.53 Masimag ES 34.22
Kalipayan ES 40.43 Puntian ES 34.10
Don Carlos Norte ES 40.36 Minlanaw ES 34.04
San Vicente ES 40.32 Kipolot ES 33.95
Sinasaan ES 40.19 Salimbalan ES 33.82
Migpait ES 40.12 Intavas ES 33.75
Basac ES 40.10 Victory ES 33.59
Guihean ES 40.06 Kibongkog ES 33.43
Minsalirac ES 40.00 Laruk ES 32.44
Halapitan CES 39.96 Kiudto ES 32.40
49
Cacaon ES 39.94 Old Kibanggay ES 32.37
Kibuda ES 39.91 Lagislis ES 32.28
La Roxas ES 39.88 San Roque ES 32.24
New Nebo ES 39.86 Adtuyon ES 31.95
Vista Villa ES 39.79 Merangeran ES 31.93
Dona PiLar ES 39.75 Salucot ES 31.74
Kibangay ES 39.72 North Dalurong ES 31.67
Imbatug CES 39.60 Linabo ES 31.41
Maigtang ES 39.52 Lantud ES 31.15
Magsaysay ES 39.50 Hagpa ES 31.07
Kilabong ES 39.44 Kalampigan ES 31.05
Lapok ES 39.13 Gumada PS 30.67
Camp I ES 39.04 Sagaran ES 30.66
Kawayan ES 39.04 Kalubihon ES 30.24
Paitan ES 38.89 Forchacu III ES 30.11
San Miguel ES 38.79 Quarry ES 30.00
Kasigkot ES 38.77 Alangilan ES 29.96
Sumalsag ES 38.75 Lupiagan ES 29.70
Cosina ES 38.51 Maulawe ES 29.37
Ali-al ES 38.48 Candelaria ES 29.33
Dagondalahon ES 38.43 Tigua ES 29.23
Bangahan ES 38.36 Bantayan ES 28.75
Imbariz ES 38.31 Kibacania ES 28.47
San Luis ES 38.13 Sanggaya ES 28.43
Magawa ES 38.04 Forchacu IV ES 26.55
Liboran ES 37.96 Nala ES 26.38
Sacramento Val. ES 37.95 Magkalungay ES 25.56
50
Indulang ES 37.75
La Fortuna ES 37.68
SINUBUANONG BINISAYA
SCHOOL MPS SCHOOL MPS
Quezon CES 48.53 Macabongbong ES 41.44
Migcuya ES 48.52 North Dalurong ES 41.03
Sacramento Valley ES 48.47 New Eden ES 41.01
Pigtauranan ES 48.39 Kalagangan CS 41.01
Dona PiLar ES 48.28 Kipolot ES 40.73
Dologon CES 48.25 Merangeran ES 40.69
Base Camp ES 48.15 Comocomo ES 40.61
Kalubihon ES 48.02 La Roxas ES 40.48
Kiudto ES 48.01 Patac PS 40.17
Kibawe CS 47.83 Busco ES 40.09
Imbatug CES 47.74 Kawayan ES 40.04
Basac ES 47.57 Siloo ES 39.87
Impalutao IS 47.52 Victory ES 39.82
Kuya ES 47.42 Dominorog ES 39.76
Kibongkog ES 47.31 Tubigon ES 39.74
Kilabong ES 47.22 Lapok ES 39.74
Don Carlos Norte ES 47.05 Dagumbaan ES 39.71
Sampagar ES 46.97 Maramag South ES 39.65
Osmena ES 46.78 Sinasaan ES 39.42
Ilignan ES 46.67 Bagongbayan ES 39.34
Tagiptip ES 46.67 Candelaria ES 39.26
Tinaytayan ES 46.59 Laruk ES 39.22
51
Mainaga ES 46.31 Pinanubuan ES 39.19
Cabulohan ES 46.14 Licoan ES 39.12
San Vicente ES 46.08 Hagpa ES 39.12
Maigtang ES 46.03 Metebagao ES 38.94
Patpat ES 46.00 Kibacania ES 38.78
Butong ES 45.96 Crossing Mandaing ES 38.65
Pasayanon ES 45.87 Forchacu III ES 38.49
Miarayon ES 45.85 Cabadiangan ES 38.40
Kiara ES 45.65 Palacpacan ES 38.15
Sampiano ES 45.58 Barongcot ES 38.10
Aquino ES 45.56 Kibuda ES 37.84
Minsalirac ES 45.54 Bantayan ES 37.71
Embayao ES 45.36 New Tubigon ES 37.60
Payad ES 45.32 Kalanganan ES 37.52
Dangcagan CES 45.31 Alangilan ES 37.37
Ali-al ES 45.26 Lupiagan ES 37.07
Kimanait CES 45.18 Salucot ES 37.05
Ocasion ES 45.16 Puntian ES 36.67
Bonacao ES 44.98 Linabo ES 36.58
La Fortuna ES 44.90 Gumada PS 36.44
Mandaing ES 44.87 San Rafael ES 36.34
San Francisco ES 44.87 San Roque ES 36.18
Pocopoco ES 44.82 Mahayag ES 35.95
San Miguel ES 44.70 Lagandang ES 35.93
Kalabugao CES 44.69 Old Kibanggay ES 35.86
Mahawan ES 44.68 Mahayag ES 35.78
Kauyonan ES 44.34 Intavas ES 35.21
52
Lindaban ES 44.32 Malambago ES 34.56
Dao ES 44.30 Cebole ES 34.51
Bangahan ES 44.24 Quarry ES 34.10
Cacaon ES 43.84 Nala ES 33.98
Pualas ES 43.74 Lagislis ES 33.63
Vista Villa ES 43.70 MantabooSil-ipon PS 33.33
Imbariz ES 43.60 Sanggaya ES 32.88
Pualas ES 43.58 Lantud ES 32.62
Tankulan ES 43.53 Malaomao ES 32.52
Little Baguio ES 43.48 Sagaran ES 32.02
San Jose ES 43.47 Tigua ES 31.38
San Vicente ES 43.33 Magkalungay ES 30.83
Maambong ES 43.31 Forchacu IV ES 30.31
Liboran ES 43.16 Namnam ES 29.54
Dahilayan ES 43.07 San Guinto ES 28.89
Indulang ES 43.01
Minsalagan ES 42.92
Lingion ES 42.88
Salimbalan ES 42.73
Barorawones 42.70
Miluya ES 42.67
Cawayan ES 42.57
Pinamaloy ES 42.35
Migpait ES 42.34
Mendiz ES 42.11
Adtuyon ES 42.00
Kikipot ES 41.84
53
Kapalaran ES 41.63
Kibangay ES 41.63
Cayaga ES 41.61
Masimag ES 41.60
TAGALOG
SCHOOL MPS SCHOOL MPS
Palabucan ES 48.57 Kalipayan ES 42.31
Kimanait CES 48.42 Kiudto ES 42.22
Sampagar ES 48.40 Maambong ES 42.22
Panadtalan ES 48.32 Comocomo ES 42.02
San Antonio West ES 48.31 Kalabugao CES 41.98
Manlamonay ES 48.23 Miluya ES 41.85
Imbatug CES 48.18 Pualas ES 41.81
Kidama ES 48.15 La Roxas ES 41.79
Migcuya ES 48.02 Lingion ES 41.76
Labuagon ES 47.94 Mendiz ES 41.61
Bagyangon ES 47.90 New Tubigon ES 41.49
Manuto ES 47.83 Macabongbong ES 41.18
San Francisco ES 47.83 Kipolot ES 41.08
Old Nongnongan ES 47.54 Cayaga ES 40.96
Bundaan ES 47.44 Lagandang ES 40.74
San Vicente ES 47.42 Masimag ES 40.59
Paitan ES 47.36 Dominorog ES 40.58
Sinasaan ES 47.33 Merangeran ES 40.58
Tinaytayan ES 47.31 Kikipot ES 40.38
Payad ES 47.28 Kibangay ES 40.33
Tikalaan CES 47.25 Dagumbaan ES 40.29
54
Spring ES 47.05 Mahayag ES 40.19
Halapitan CES 47.03 Little Baguio ES 40.04
Forchacu II ES 47.00 Namnam ES 39.77
Sinuda CES 46.97 Barongcot ES 39.69
Kasigkot ES 46.90 Mandaing ES 39.58
Malaomao ES 46.67 Kawayan ES 39.54
Pig-awakan ES 46.67 Busco ES 39.50
Dona PiLar ES 46.55 Lapok ES 39.49
Dangcagan CES 46.53 North Dalurong ES 39.37
South Dalurong ES 46.42 Pocopoco ES 38.84
Bangahan ES 46.42 Salimbalan ES 38.79
Minsalirac ES 46.41 Licoan ES 38.72
Dao ES 46.41 Maramag South ES 37.92
Kilabong ES 46.11 Cebole ES 37.91
Ali-al ES 46.08 Candelaria ES 37.87
Aquino ES 45.95 Palacpacan ES 37.75
Basac ES 45.94 Hagpa ES 37.74
Don Carlos Norte ES 45.78 Pinamaloy ES 37.71
Buenavista ES 45.75 Tubigon ES 37.65
Lindaban ES 45.59 San Rafael ES 37.59
Dologon CES 45.56 Victory ES 37.56
Pag-asa ES 45.54 Cabadiangan ES 37.53
Kuya ES 45.46 Kalanganan ES 37.52
Iba CES 45.44 Kalampigan ES 37.46
Minsalagan ES 45.38 Forchacu III ES 37.42
Kauyonan ES 45.37 Laruk ES 37.22
Pualas ES 45.19 Adtuyon ES 37.02
55
Kibuda ES 45.16 San Roque ES 36.95
Mainaga ES 45.14 Siloo ES 36.84
Miarayon ES 45.05 Salucot ES 36.73
San Jose ES 44.72 Kalubihon ES 36.62
Ocasion ES 44.52 Metebagao ES 36.40
Cacaon ES 44.47 Puntian ES 36.32
Liboran ES 44.28 Bagongbayan ES 36.21
New Eden ES 44.19 Lagislis ES 35.85
Sacramento Valley ES 44.03 Mahayag ES 35.51
Cabulohan ES 43.93 Imbariz ES 35.34
Tankulan ES 43.87 Gumada PS 35.11
Kalagangan CS 43.82 Linabo ES 34.77
San Miguel ES 43.79 Minlanaw ES 34.75
Sumalsag ES 43.61 Quarry ES 34.62
Migpait ES 43.51 Kibacania ES 34.29
Maigtang ES 43.33 Old Kibanggay ES 34.26
New Nebo ES 43.33 Lupiagan ES 33.94
Vista Villa ES 43.17 Intavas ES 33.72
Bantayan ES 43.10 Lantud ES 33.69
Magsaysay ES 42.86 Kibongkog ES 32.81
Tagiptip ES 42.79 Nala ES 32.76
Patpat ES 42.78 Malambago ES 32.76
Patac PS 42.74 Barorawones 32.68
Indulang ES 42.72 Alangilan ES 31.93
La Fortuna ES 42.62 Sagaran ES 31.56
Cawayan ES 42.53 Forchacu IV ES 31.35
Dahilayan ES 42.50 Tigua ES 29.87
56
Sanggaya ES 29.24
Magkalungay ES 27.62
57
PERFORMANCE
INDICATORS ON
ACCESS
58
59
60
PERFORMANCE
INDICATORS ON
EFFICIENCY
61
62
63
64
65
PERFORMANCE
INDICATORS ON
QUALITY
66
67
68
69
PERFORMANCE
INDICATORS OF
ALTERNATIVE LEARNING
SYSTEM (ALS)
70