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REGIONAL EDUCATION DEVELOPMENT PLAN 2015-2019


TABLE OF CONTENTS

I. BACKGROUND

What We Must Build On 1

Where We are Now 1-2

II. TRENDS and PERFORMANCES 2-32

A. Access to Basic Education

A.1 Elementary Education

Net Enrolment Ratio 4 Cohort Survival Rate 4-6 Completion Rate 6-7

School Leaver Rate 8 A.2 Secondary Education

Net Enrolment Ratio 8-9

Cohort Survival Rate 9-10 Completion Rate 10 School Leaver Rate 11

Promote Gender Equality 12-14 Literacy Rate 15

B. Quality of Learning and Management National Achievement Test Results, Grade 3 15-20

National Achievement Test Results, Grade 6 20-25 National Achievement Test Results, Year 4 26-33

III. SITUATIONAL ANALYSIS 32-48

Where We Want to Go: Mission, Vision, Core Values 49-56 Goals and Objectives

How We Will Get There: Strategies and Interventions 57-62


TABLE OF CONTENTS

List of Tables

Table 1 Total Enrolment of Public and Private Schools for all levels in SY 2011-2012 to 2013-2014

Table 2 Total Number of Drop-outs from Grade 1 to 3 by Division for SY 2013-2014



Table 5 Gender Parity Index of Key Education Indicators in Public and Private Elementary and Secondary Education, By

Sex, Region XII, SYs 2011-2012-2013-2014 Table 6 Gender Parity Index (GPI) of Key Education Indicators, Elementary Level (Public and Private), By Division,

Region XII, SY 2012-2013 and SY 2013-2014 Table 7 Gender Parity Index (GPI) of Key Education Indicators, Secondary Level (Public), By Division, Region XII,

SY 2012-13 and SY 2013-14

Table 8 Literacy Rate of Population 10-64 Years Old, Region XII, CY 2008 Table 9 Number of Schools by Quartile in Grade 3 – English Reading for SY 2013-2013

Table 10 Number of Schools by Quartile in Grade 3 – English Grammar for SY 2013-2013

Table 11 Number of Schools by Quartile in Grade 3 – Science for SY 2013-2013

Table 12 Grade 3 Mathematics National Achievement Test (NAT) MPS by Division SY 2011-2012 to SY

2013-2014

Table 13 Number of Schools by Quartile in Grade 3 – Mathematics for SY 2013-2014

Table 14 Grade 3 NAT results in Filipino Reading and Grammar by Division for SY 2013-2014

Table 15 Number of Schools by Quartile in Grade 3 – Filipino Reading and Grammar by Division

for SY 2013-2014

Table 16 Number of Schools by Quartile NAT in Grade 6 – English for SY 2013-2014

Table 17 Number of Schools by Quartile in Grade 6 – Science for SY 2013-2014

Table 18 Grade 6 Mathematics National Achievement Test (NAT) MPS by Division SY 2011-2012 to SY 2013-2014

Table 19 Grade 6 National Achievement Test (NAT) by Learning Area SY 2012-2013 and SY 2013-2014 Table 20 Number of Schools by Quartile in Grade 6 by Division for SY 2013 – 2014 Table 21 MPS in Grade 6 NAT by Division for SYs 2011-2012 to 2013 – 2014

Table 22 Number of Schools by Quartile for Grade 6 – Filipino by Division for SY 2013-2014

Table 23 MPS in Grade 6 – Araling Panlipunan by Division for SYs 2011-2012 to 2013-2014

Table 24 Number of Schools by Quartile in Grade 6 – Araling Panlipunan by Division for SY 2013-2014

Table 25 Number of Schools by Quartile in Year 4 – English by Division for SY 2013-2014

Table 26 Year 4 Mathematics National Achievement Test (NAT) MPS by Division SY 2011-2012 to SY 2013-2014 Table 27 Year 4 National Achievement Test (NAT) MPS by Learning Area SY 2012-2013 and SY 2013-2014

Table 28 Number of by Quartile in Year 4 – Mathematics for SY 2013 – 2014 Table 29 Number of Schools by Quartile in Year 4 – Science for SY 2013-2014

Table 30 Number of Schools by Quartile Year 4 – Filipino by Division for SY 2013-2014

Table 31 Number of Schools by Quartile in Year 4 – Araling Panlipunan for SY 2013-2014

Table 32 Total Number of Elementary Schools by Division for SYs 2011-2012 to 2013-2014

Table 33 Total Number of Secondary Schools by Division for SYs 2011-2012 to 2013-2014

Total 34 Total Number of CCT/4Ps Recipients in Public Elementary Schools in SYs 2011-2012

to 2013-2014

Total 35 List of Inter-Agency/Organization Collaboration

Table 36 Flood Prone Areas of Region XII

Table 37 Landslide Prone Areas in Region XII

Table 38 Areas Vulnerable to Volcanic Hazards

Table 39 Areas Vulnerable to Erosion

Table 40 Total number of Learners living far from school by division

Table 41 Number of Internet Cafes in City Divisions as of 2013

List of Figures

Figure 1 Net Enrolment Ratio for Elementary, SY 2011-2012 to 2013-2014 Figure 2 Cohort Survival Rate for Elementary, SY 2011-2012 to 2013-2014

Figure 3 Completion Rate for Elementary, SY 2011-2012 to 2013-2014 Figure 4 School Leaver Rate for Elementary, SY 2011-2012 to 2013-2014

Figure 5 Net Enrolment Ratio, Secondary Level, by Division, SYs 2011-2012 to 2013-2014 Figure 6 Cohort Survival Rate, Secondary Level, by Division, SYs 2011-2012 -2014

Figure 7 Completion Rate, Secondary Level, by Division, SYs 2011-2012 -2014 Figure 8 School Leaver Rate, Secondary Level, by Division, SYs 2011-2012 -2014

Figure 9 National Achievement Test (NAT) Results, Grade 3, by Division, SYs 2012-2013 to 2013-2014

Figure 10 National Achievement Test (NAT) Results, Grade 6, SYs 2012-2013 to 2013-2014

Figure 11 National Achievement Test, Year 4, by Division, SYs 2011-2012 to 2013-2014 Figure 12 Establishments in SOCCSKSARGEN

Figure 13 Poverty Threshold of Region 12 – 1st Semester

List of Map

Map 1 Conflict-Affected Areas in Region 12, 2009-2012


I. BACKGROUND

What We Must Build On

Forging a commitment with the global community way back in 2005 to provide quality

education to all children has helped set directions for the Department of Education. Targets

were set, strategies were formulated and support systems were built giving focus on increasing

access to basic education, improving the holding power of schools and enhancing the quality

of learning so as to attain these goals by 2015. The urgent call to centralize all efforts in

supporting the education reform agenda to address resource shortages, promote inclusive

education, ensure effective teaching and learning in basic education, including Kindergarten,

and strengthen the system of good governance became a global concern, collectively called the

EFA Goals.

To help achieve these desired education outcomes, the Department of Education

Region XII has renewed its commitment to be more innovative and strategic in facing all

educational challenges that continuously deter it from going towards excellence – the only

direction SOCCSKSARGEN is pursuing as one region. This will be concretized by redirecting

the imperatives of “what” and “how” the services have to be delivered to the learners and by

purposely implementing relevant programs, activities, and projects that would create an

impact and life-long learning to the diverse learners of this region, especially now that the

implementation of the K to 12 Basic Education Curriculum has already been started.

Thus, region XII needs to establish and rationalize its educational system that

would deliver basic education services to learners in the most effective, efficient and

collaborative ways to ensure that every learner in SOCCSKSARGEN has access and a

graduate of complete basic education and prepared for further education and the

world of work or entrepreneurship.

Where We Are Now

For several years now, DepEd-Region XII or SOCCSKSARGEN has been

working hard on maximizing its resources in order to close the gaps in performance

that had consistently pulled the region down in comparison to the performance of the

other regions throughout the country. Gradually, through the leadership of the

different regional directors who had been with Region XII, our key performance

indicators have started taking off from the stagnation it was nailed at years ago.

Although creative strategies and inclusive initiatives need to be established to

improve the region’s over-all education performance - especially now that the 2015

targets for EFA and MDG are nearing the set deadline, Region XII has recently posted

an evident improvement in terms of providing access to basic education and in

increasing achievement rate as shown in the 2014 National Achievement Test results

for elementary and secondary levels.


Having exceeded more than its target, the SY 2013-2014 National Achievement

Test result for Grade 6 elementary is considered one of the major accomplishments of

the region in terms of academic performance. It posted a notable increase of 2.90%

from 73.42% of SY 2012-2013 to 76.32% in SY 2013-2014. However, a minimal

increase of only 2.27% is recorded in Grade 3 for this school year, falling short of its

target by 4.52%.

A significant leap of 3.46% has been registered for the secondary in the 2013-

2014 NAT, from 50.56% of SY 2012-2013 to this year’s 54.02%. The Year 4 NAT

result gained the highest increase; however, it is still identified as one of the major

challenges for it is yet to realize its target.

In terms of access, the result of cohort survival rate in elementary is still far

from realizing the EFA target of 86.76% by SY 2015-2016, although it exhibited a

huge increase of 7.47% from 67.44% of SY 2012-2013 to 74.91% in SY 2013-2014. A

noteworthy gain of 7.53% in the elementary completion rate has been recorded from

66% of SY 2012-2013 to 73.53% of SY 2013-2014.

In spite of these improvements, the current state of education in Region XII is

still a cause of concern considering that:

a. 80 out of 100 Elementary and 50 out of 100 Secondary school-age

pupils/students are enrolled in schools;

b. 80 out of 100 Elementary and 70 out of 100 Secondary pupils/students are

able to survive in Grade 6 and 4th year, respectively ;

c. 90 out of 100 Grade 4 pupils advanced to Grade 5 and 90 out of 100 Grade 6

pupils continued to Grade 7;

d. 5 out of 100 Elementary and 8 out of 100 secondary learners are leaving from

school;

e. 70 out of 100 Elementary and 70 out of 100 Secondary pupils/students are

able to complete basic education within the required years of schooling; and

f. 18.98 increase is needed to reach 75 mean percentage score in Year 4 achievement test.

To ensure better access, this region has strengthened mechanisms in making

education inclusive and flexible by providing a wide-variety of alternative modalities

that will cater to the unique needs of the learners to keep them in school and

complete the cycle of education.

II. TRENDS AND PERFORMANCES

What We Have Now

A. Access to Basic Education

This section would show that every Filipino learner has the right to avail of

basic education. For the last three years, there is a continuous demand for basic

education in this region as the number of the learning population grows. From SY


2011-2012 to SY 2013-2014, the total enrolment for all levels increased from

1,058,226 to1,076,419.

Table 1: Total Enrolment of Public and Private Schools for all levels in SYs 2011-2012 to 2013-2014

REGION/DIVISION

KINDERGARTEN ELEMENTARY SECONDARY

2011-

2012

2012-

2013

2013-

2014

2011-

2012

2012-

2013

2013-

2014

2011-

2012

2012-

2013

2013-

2014

Region XII 111,271 114,799 114,529 657,170 662,590 663,579 289,785 293,193 298,311

North Cotabato 35,173 37,447 34,923 182,837 181,795 178,999 76,524 77,027 76,337

Sarangani 15,218 15,211 14,487 91,154 90,951 92,400 30,765 32,075 34,055

South Cotabato 19,842 18,866 20,088 106,874 109,492 114,028 46,258 47,900 49,855

Sultan Kudarat 12,930 13,806 14,425 99,013 99,463 98,153 37,678 37,308 39,424

Cotabato City 4,768 4,923 5,132 37,348 37,467 37,818 23,027 22,327 22,525

General Santos City 12,158 13,460 14,113 82,339 83,662 82,054 41,177 42,234 42,081

Kidapawan City 3,755 3,869 4,000 19,385 20,227 20,608 11,567 11,660 11,409

Koronadal City 4,558 4,571 4,767 23,928 24,793 25,049 14,077 14,129 14,222

Tacurong City 2,869 2,646 2,594 14,292 14,740 14,470 8,712 8,533 8,403

Source of Data: DepEd EBEIS

Significant improvements can be observed in the number of Kindergarten

enrollees in a span of three years, increasing by 3,258 from 111,271 to 114,529.

Elementary enrolment, on the other hand, doubled the growth of the total number of

kindergarten learners, having an increase of 6,409, from 657,170 to 663,579. Finally,

the secondary enrolment posted the highest increase in all levels, with the addition of

8,526 secondary learners to SY 2013-2014 enrolment from SY 2011-2012.

The succeeding tables show the performance indicators of the basic education

sector captured from the key performance indicators in the elementary and secondary

levels from school years 2011-2012 to 2013-2014.The trend analysis of the identified

indicators will offer education stakeholders information on how efficient and effective

this region performs in terms of access and efficiency intended for plan adjustment

and policy direction.

A.1 Elementary Education

A.1.1Net Enrolment Ratio (NER) in both Public and Private Elementary Education

The net enrolment ratio (NER) of the elementary level indicates the enrolment

in primary education of the official primary school age-group (6-11) expressed in

percentage of the corresponding population.

Figure 1 shows the NER of the region and of the individual divisions for the

past three school years.


Figure1: Net Enrolment Ratio for Elementary, by Division, SYs 2011-2012

to 2013-2014

Source of Data: DepEd XII

The participation of school-age elementary learners (6-11) exhibited a

decreasing trend. A total of 2.82% downshift was recorded from SY 2011-2012 to SY

2013-2014.This means that a total of 110,513 school-age population of 6-11 years

old (61,090 males and 49,423 females) are not enrolled in schools. It needs

elementary schools to work harder to attain its MDG targets of 98.00% for SY 2015-

2016.

A.1.2 Cohort Survival Rate for Grade 6

The Cohort Survival Rate (CSR) for Grade 6 indicates the percentage of the

cohort of pupils/students who are able to reach Grade 6. This reflects the internal

efficiency and holding power of elementary schools to keep their children in school.

Figure 2: Cohort Survival Rate for Elementary, by Division, SYs 2011-2012

to 2013-2014


020406080

100120

2011-2012 2012-2013 2013-2014

REGION 85.83 83.99 83.01

REGION

0

20

40

60

80

100

120

Cotabato City

General Santos City

Kidapawan City

Koronadal City

North Cotabato

Sarangani South Cotabato

Sultan Kudarat

Tacurong City

2011-2012 56.17 86.92 101.95 98.96 92.54 85.88 91.93 76.21 114.80

2012-2013 51.75 85.06 104.41 100.37 89.88 83.54 92.62 74.95 114.77

2013-2014 48.37 81.55 108.48 101.36 88.48 83.31 96.35 73.62 112.38

DIVISION

0

20

40

60

80

100

2011-2012 2012-2013 2013-2014

REGION 65.85 67.44 74.91

REGION

0

20

40

60

80

100

Cotabato City

General Santos City

Kidapawan City

Koronadal City

North Cotabato


Sultan Kudarat

Tacurong City

2011-2012 65.09 80.10 74.35 84.22 62.69 59.48 63.40 62.91 83.46

2012-2013 66.39 83.60 86.45 91.38 64.85 58.25 66.70 59.39 92.43

2013-2014 79.16 76.88 85.90 94.20 67.49 75.63 86.96 65.98 80.04

DIVISION


The CSR for Grade 6 in Region XII displayed an improvement of 7.47% percent

from 67.44 percent of SY 2012-2013 to 74.91 percent of SY 2013-2014, showing a

total of 9.06% increase from the last three (3) school years. For SY 2013-2014, Region

XII exceeded its target of 73.36% with its increase of 1.55% from the previous CSR. In

spite of this, schools still need to provide enabling mechanisms to keep all learners in

school and complete the cycle of education.

As shown in Figure 3, the Division of Tacurong City exhibited a decline of

12.39 percent from 92.43 percent from SY 2012-2013 to 80.04 percent of SY 2013-

2014. A decrease in CSR was also revealed in General Santos City - 6.72 percent and

Kidapawan City – 0.55 percent in the same school years.

Increase in CSR for Grade 6 was observed in the divisions of South Cotabato,

Sarangani, Cotabato City, Sultan Kudarat, Koronadal City, and North Cotabato. The

highest increase in CSR was experienced in South Cotabato having increased 20.26

percent from 66.7 percent to 86.96 percent in the same period.

A.1.3 Grades 1- 3 Drop-out

For SY 2013-2014, a total of 20,699 or 6% out of 351,741 Grades 1 to 3 pupils

dropped out from schools. The three (3) divisions that have the least number of drop-

outs are the cities of Koronadal, Kidapawan and Tacurong; while the divisions that

need priority of concerns are the provinces of Cotabato, Sultan Kudarat and

Sarangani.

Table 2: Total Number of Drop-outs from Grades 1 to 3 by Division for SYs 2011-

2012 to 2013-2014

Division SY 2011-2012 SY 2012-2013 SY 2013-2014

Cotabato City 122 262 926

General Santos City 279 423 1413

Kidapawan City 135 210 705

Koronadal City 118 202 690

North Cotabato 1,246 2093 7126

Sarangani 639 1004 3377

South Cotabato 211 382 1317

Sultan Kudarat 964 1448 4828

Tacurong City 45 83 287

Region Total: 3,759 6,107 20,669

Source of Data: DepEd EBEIS


A.1.4 Grades 4- 6 Drop-out

A total of 38,990 or 15% out of 257,100 pupils dropped out from schools in

Grades 4-6 for SY 2013-2014. The three (3) divisions having the least number of

drop-outs are the cities of Koronadal, Tacurong and Kidapawan; while divisions

which need priority of concerns in terms of keeping their children in school are the

big provincial divisions of North Cotabato, Sultan Kudarat and Sarangani as shown

on the table below.

Table 3: Total Number of Drop-outs from Grades 4 to 6 by Division for SYs 2011-

2012 to 2013-2014

Division SY 2011-2012 SY 2012-2013 SY 2013-2014

Cotabato City 140 524 1,712

General Santos City 144 846 2,682

Kidapawan City 75 420 1,335

Koronadal City 84 404 1,296

North Cotabato 847 4186 13,405

Sarangani 365 2008 6,389

South Cotabato 171 764 2,463

Sultan Kudarat 484 2896 9,172


Region Total: 2,348 12,214 38,990 Source of Data: DepEd EBEIS

A.1.5 Elementary Completion Rate

Elementary completion rate refers to the percentage of Grade 1 entrants who

completed/finished Grade 6 after six years of study in elementary education. For SY

2013-2014 the completion rate exhibited an increase of 7.53 percentage points for the

last two (2) school years having a result of 66 percent in SY 2012-2013 to 73.53

percent of SY 2013-2014. Although there is an evident increase for the last three (3)

school years, still a huge gap of 9.47percentage points needs to be bridged to attain

its target. This implies the need to strengthen the working mechanisms of the

educational system to retain pupils enrolled in grade 1 five years ago to complete

their elementary schooling.


Figure 3: Completion Rate for Elementary, by Division, SYs 2011-2012 to 2013-

2014


An improvement in the completion rate of elementary schools was recorded in

the divisions of South Cotabato, Sarangani, Cotabato City, Sultan Kudarat,

Koronadal City, North Cotabato and Kidapawan City from SY 2012-2013 to SY 2013-

2014. The decrease was registered in the cities of Tacurong and General Santos in the

same school year.

The provincial divisions of Sultan Kudarat, North Cotabato and Sarangani

posted the lowest completion rate for SY 2013-2014.

A.1.6 School Leaver Rate

School Leaver Rate is the EFA measure of the dropout rate. It covers both

pupils/students who do not finish a particular grade/year level as well as those who

finish, but fail to enroll in the next grade/year level the following school year.

0

20

40

60

80

100

2011-2012 2012-2013 2013-2014

REGION 63.36 66.00 73.53

REGION

0

20

40

60

80

100

Cotabato City

General Santos City

Kidapawan City

Koronadal City

North Cotabato


Sultan Kudarat

Tacurong City

2011-2012 63.81 79.39 71.77 82.62 60.82 56.57 61.70 56.55 82.34

2012-2013 61.50 82.50 83.49 90.26 63.94 56.98 65.22 57.99 92.43

2013-2014 78.25 76.54 84.47 92.84 66.00 74.00 85.72 63.85 79.22

DIVISION


Figure 4: School Leaver Rate for Elementary, by Division, SYs 2011-2012 to

2013-2014


For SY 2013-2014, Region XII posted a decrease of 2.12 percent in School

Leaver Rate for elementary level. South Cotabato posted a decrease of 5.12 percent,

with its 8.12 percent of the same school year lower compared to school year 2011-

2012. Decrease in SLR was also evident in Sarangani Province, Cotabato City, Sultan

Kudarat, Koronadal City, North Cotabato and Kidapawan City. Tacurong City

recorded a 3.16 increase from its previous year’s 1.26 percent to 4.42 in school year

2013-2014.

Although the divisions of Sultan Kudarat, North Cotabato, Sarangani, and

Cotabato City displayed a slight decrease in SLR, these divisions posted the highest

number of learners leaving schools.

A. 2 Secondary Education

A.2.1 Net Enrolment Ratio

Region XII’s NER for secondary level showed a slight decrease of 0.06 percent

from 50.09 percent of SY 2012-2013 to 50.03 of SY 2013-2014.The NER results

displayed an erratic trend for the last three school years from SY2011-2012 to SY

2013-2014. Apparently, there is a gradual increase in NER for Sarangani, even if it

posted the lowest NER from SY 2011-2012 to 2013-2014. While Tacurong City

exhibited the highest NER of more than 89 percent for SY 2013-2014, its trend for the

last three school years is consistently declining.

02468

1012

2011-2012 2012-2013 2013-2014

REGION 8.59 7.94 5.82

REGION

0

2

4

6

8

10

12

Cotabato City

General Santos City

Kidapawan City

Koronadal City

North Cotabato


Sultan Kudarat

Tacurong City

2011-2012 9.01 4.72 6.22 3.57 9.56 10.51 9.17 9.73 3.70

2012-2013 8.66 3.82 3.40 1.62 8.54 10.46 8.12 10.54 1.26

2013-2014 5.09 5.22 3.25 1.22 7.71 5.49 3.00 8.32 4.42

DIVISION


Figure 5: Net Enrolment Ratio, Secondary Level, by Division, SYs 2011-2012 to 2013-2014


Moreover, a total of 217,514 school-age population of 12-15 years old –

120,671 males and 96,843 females are considered out-of-school youth.

North Cotabato posted the highest number of out-of-school youth for SY 2013-

2014, having a total of 61,951 – 34,603 males and 27, 348 females followed by Sultan

Kudarat with the total of 39,042 out-of-school youth – 21,725 males and 17,317

females. Sarangani Province also posted a total of 33,426 out-of-school youths –

28,519 males and 14,907 females.

A.2.2 Cohort Survival Rate for Year 4

The cohort survival rate was recorded highest during SY 2011-2012 reaching

to 83.41 percent in Tacurong City and the lowest was 65.47 percent in Sultan

Kudarat for SY 2012-2013. Region XII’s CSR showed an increasing trend for the last

three school years from SYs 2011-2012 to 2013-2014 which posted a total increase of

2.68 percent.

Sultan Kudarat displayed the highest gains of 16.50 percentage points from

SY 2012-2013 to SY 2013-2014, followed by Cotabato City having an increase of

13.48 percentage points in the same period. Likewise, a minimal increase was

revealed in the divisions of Sarangani, South Cotabato and Tacurong City. The lowest

CSR was experienced in North Cotabato for SY 2013-2014, which also posted the

highest decrease of 5.62 percentage points in the same period.

0

20

40

60

80

100

120

2011-2012 2012-2013 2013-2014

REGION 50.04 50.09 50.03

REGION

0

20

40

60

80

100

120

Cotabato City

General Santos City

Kidapawan City

Koronadal City

North Cotabato


Sultan Kudarat

Tacurong City

2011-2012 55.56 58.13 76.12 72.80 47.67 38.95 51.27 41.04 95.34

2012-2013 50.09 58.69 69.23 74.29 47.45 39.98 52.41 39.78 94.22

2013-2014 44.36 57.67 69.19 75.10 46.37 41.67 54.72 41.94 89.71

DIVISION


Figure 6: Cohort Survival Rate, Secondary Level, by Division, SYs 2011-2012 to 2013-2014


A.2.3 Completion Rate for Year 4

As shown in the figure below, Completion Rate significantly increased to 74.17

percent for SY 2013-2014 from 71.76 percent during SY 2012-2013. Region XII

revealed an increasing trend for the last three (3) school years and initially gained a

total of 4.96 percent. Sultan Kudarat exhibited the highest gains of 19.40 percent and

considered the highest in SY 2013-2014 with 81.97 percent CR. Kidapawan City

recorded the biggest decrease of 6.25 percentage points based from 78.43 percent of

SY 2012-2013 to 72.18 percent for SY 2013-2014. North Cotabato and the cities of

General Santos and Koronadal also displayed a decrease in the same period.

Figure 7: Completion Rate, Secondary Level, by Division, SYs 2011-2012 to 2013-2014

Source of Data: DepEd XI

0

20

40

60

80

100

2011-2012 2012-2013 2013-2014

REGION 74.45 75.14 77.13

REGION

0

20

40

60

80

100

Cotabato City

General Santos City

Kidapawan City

Koronadal City

North Cotabato


Sultan Kudarat

Tacurong City

2011-2012 76.86 82.81 75.76 75.87 72.80 66.91 75.09 70.40 83.41

2012-2013 72.60 83.35 80.17 78.68 76.29 68.41 78.71 65.47 75.30

2013-2014 86.08 77.99 75.95 76.76 70.67 73.95 82.15 81.97 78.00

DIVISION

0

20

40

60

80

100

2011-2012 2012-2013 2013-2014

REGION 69.21 71.76 74.17

REGION

0

20

40

60

80

100

Cotabato City

General Santos City

Kidapawan City

Koronadal City

North Cotabato


Sultan Kudarat

Tacurong City

2011-2012 69.94 77.87 69.31 70.61 67.77 62.46 71.31 62.94 80.12

2012-2013 66.75 78.27 78.43 74.93 73.41 65.64 76.40 62.57 71.22

2013-2014 79.65 73.28 72.18 74.19 67.78 71.22 79.96 81.97 75.58

DIVISION


A.2.4 School Leaver Rate

The school leaver rate in secondary education recorded a slight decrease by

0.81 percent from 9.34 percent of SY 2012-2013 to 8.53 of SY2013-2014. The SLR of

the region displayed a descending trend for the last three school years from SY 2011-

2012 to SY 2013-2014. The highest rate of dropouts in SY 2013-2014 for high school

was posted in North Cotabato with 11.14 percent.

Figure 8: School Leaver Rate, Secondary Level, by Division, SYs 2011-2012 to 2013-2014

Source of Data: DepEd XII *Public Schools only

A.2.5 Grade 7 – Year 4 Drop-Outs

For SY 2013-2014, there is a total of 4,844 or 1.86% of 260,128 Grade 7 to Year 4

students who dropped-out from schools. The three (3) divisions having the least

number of school dropouts are the cities of Tacurong, Kidapawan and Cotabato; while

divisions which need priority of concerns having the most number of dropouts are the

following: North Cotabato, Sultan Kudarat and South Cotabato as shown on the table

below:

02468

101214

2011-2012 2012-2013 2013-2014

REGION 9.61 9.34 8.53

REGION

0

2

4

6

8

10

12

14

Cotabato City

General Santos City

Kidapawan City

Koronadal City

North Cotabato


Sultan Kudarat

Tacurong City

2011-2012 8.60 6.40 8.90 9.33 10.27 12.80 9.36 11.19 6.24

2012-2013 9.12 6.11 6.93 8.14 8.85 12.07 7.87 13.35 9.03

2013-2014 5.39 7.98 9.02 8.82 11.14 9.95 6.59 4.68 8.06

DIVISION


Table 4: Total Number of Drop-outs from Grades 7 to Year 4 by Division for SYs

2011-2012 to 2013-2014

Division Total Number of Drop-outs from Grades 7 to Year 4

SY 2011-12 SY 2012-13 SY 2013-14


General Santos City 1,297 1124 263



North Cotabato 3,501 3340 1853

Sarangani 1,079 744 205

South Cotabato 1,815 1531 859

Sultan Kudarat 1,479 791 990


Region Total: 10,730 8,843 4,844 Source: DepEd EBEIS

A.2.6 Promote Gender Equality

Education for All aims to achieve the goal of gender equality and women

empowerment to eliminate gender disparity in primary and secondary education, at

all levels by 2015. Gender Parity Index (GPI) is the indicator particularly utilized to

quantify the extent of attaining the target. The GPI is the ratio of female to male

values of an indicator. It denotes progress towards gender equity and the level of

opportunities available for females relative to those available for males. It is also a

significant indicator to determine the level of the empowerment of women in society.

As such, a Gender Parity Index of 1.0 reveals gender equality gleaned necessary to support equal access and opportunity to education. A GPI greater than 1.0 signifies a greater disparity in favor of females, i.e, there is a higher proportion of females than males. A value less than 1.0 indicates that proportionately fewer women have access to available opportunities.

To provide specific features on gender parity indices, the following aspect

discusses the GPI of key education indicators of gross and net enrolment ratios, and cohort survival rate for both public and private elementary and secondary schools from SYs 2011-2012 and 2013-2014. Region XII’s GPIs of key education indicators cover both public and private elementary and secondary levels for Sys 2012-2013 and 2013-2014 as shown in Table 2.

For SY2013-2014, the gross enrolment ratio gender parity indices in public

and private elementary schools in Region XII are equivalent to 0.99 in favor of boys. This denotes that a higher proportion of boys than girls have accessed and attended schools. On the other hand, the secondary level education exhibited gender parity indices of 1.02 for SY 2012-2013and 1.10 for SY 2013-2014 in favor of girls, which means that for the last two (2) school years more girls than boys have attended school. For the net enrolment ratio, the gender parity indices for the two (2) school years were more than 1.0, except for elementary in SY 2012-2013. The data reveals that more girls than boys of school age population are enrolled in secondary schools for SYs 2012-2013and 2013-2014.


At the regional level, cohort survival rates and gender parity indices for both levels are more than 1.0 for SYs 2012-2013 and 2013-2014. These show that more girls than boys reached grade six and fourth year high school, respectively.

Table 5: Gender Parity Index of Key Education Indicators in Public and Private Elementary and Secondary Education, By Sex, Region XII, SYs 2011-2012 to 2013-2014

School Year and

Education Level

Gross

Enrolment

Ratio

(GER)

Gender

Parity

Index-

GER

Net

Enrolment

Ratio

(NER)

Gender

Parity

Index-

NER

Cohort

Survival

Rate

(CSR)

Gender

Parity

Index-

CSR

SY 2011-2012

Elementary

Total 105.49%

1.01

85.83%

1.04

63.36%

1.11 Male 105.20% 84.21% 58.19%

Female 105.79% 87.55% 69.17%

Secondary Total 70.85%

1.07

50.31%

1.20

74.45%

1.11 Male 68.46% 45.70% 69.61%

Female 73.29% 55.01% 79.27%

SY 2012-2013

Elementary

Total 104.15%

0.96

83.99%

0.99

67.44%

1.11 Male 106.45% 84.43% 62.75%

Female 101.82% 83.56% 72.67%


1.02

50.09%

1.14

75.14%

1.09 Male 69.20% 46.75% 71.22%

Female 70.32% 53.32% 78.98%

SY 2013-2014

Elementary

Total 102%

0.99

83.01%

1.03

74.91%

1.09 Male 102.37% 81.77% 70.66%

Female 101.60% 84.34% 79.66%


1.10

50.03%

1.22

77.13%

1.10 Male 65.38% 45.11% 72.19%

Female 71.76% 55.04% 82% Source: Basic Education Information System (BEIS) Regional Data Bulletin; DepEd 12

The nine (9) divisions of this region posted a gender parity index of less than 1.0 for gross enrolment ratio, which reveals that more boys attended public and private elementary schools for SYs 2012-2013, however, it showed slight improvement in SY 2013-2014 for the divisions of North Cotabato, Sultan Kudarat and Cotabato City having a GPIs of more than 1.0. The Net Enrolment Ratio gender parity indices were above 1.0 except for the cities of Koronadal and Tacurong and the province of South Cotabato for SY 2013-2014, thus demonstrating a minimal gender disparity, with boys generally benefiting a comparative advantage over girls at the public and private elementary schools. However, there was a wider range of gender disparity (GPIs were more than 1.0) at the secondary level, with girls having a greater advantage over boys. Higher gender disparity in accessing to secondary education was specifically observed across the provinces and cities for SY 2013-2014.


Table 6: Gender Parity Index of Key Education Indicators, Elementary Level (Public and Private), By Division, Region XII, SY 2011-2012 to SY 2013-2014

Province/City

Gross Enrolment

Ratio

Net Enrolment Ratio Cohort Survival Rate to

Grade 6

2011-

12

2012-

13

2013-

14

2011-

12

2012-

13

2013-

14

2011-

12

2012-

13

2013-

14

Region XII 1.01 0.96 0.99 1.04 0.99 1.03 1.11 1.11 1.09

Cotabato City 1.03 0.88 1.02 1.06 0.91 1.05 1.10 1.10 1.10

General Santos

City

0.99

0.94 0.99

1.02

0.96 1.02

1.06

1.08 1.05

Kidapawan City 1.02 0.99 0.99 1.07 1.05 1.04 1.15 1.07 1.06

Koronadal City 0.95 0.93 0.95 0.98 0.96 1.00 1.11 1.06 1.07

North Cotabato 1.02 0.98 1.01 1.05 1.02 1.05 1.14 1.12 1.11

Sarangani 1.02 0.98 1.00 1.06 1.02 1.05 1.12 1.16 1.09

South Cotabato 0.99 0.95 0.96 1.03 0.99 1.00 1.12 1.08 1.06

Sultan Kudarat 1.00 0.98 1.01 1.06 1.02 1.05 1.10 1.13 1.12

Tacurong City 0.97 0.96 0.98 1.00 0.99 1.00 1.04 1.07 1.11 Source: Basic Education Information System (BEIS) Regional Data Bulletin DepED 12

Table 7: Gender Parity Index of Key Education Indicators, Secondary Level (Public), By Division, Region XII, SY 2011-12 to SY 2013-2014

Province/City

Gross Enrolment

Ratio

Net Enrolment Ratio Cohort Survival Rate to

Year 4

2011-

12

2012

-13

2013

-14

2011-

12

2012

-13

2013-

14

2011-

12

2012-

13

2013-

14

Region XII 1.01 1.02 1.10 1.04 1.14 1.22 1.11 1.09 1.10

Cotabato City 1.10 0.96 1.15 1.13 0.99 1.21 1.08 1.02 1.11

General Santos City 1.03 0.95 1.04 1.12 1.03 1.11 1.12 1.10 1.11

Kidapawan City 1.00 0.96 1.03 1.15 1.08 1.14 1.16 1.12 1.15

Koronadal City 1.03 1.02 1.08 1.16 1.14 1.17 1.20 1.18 1.23

North Cotabato 1.06 1.01 1.10 1.23 1.18 1.27 1.13 1.07 1.10

Sarangani 1.16 1.10 1.17 1.30 1.26 1.31 1.14 1.07 1.07

South Cotabato 1.05 1.02 1.06 1.21 1.15 1.21 1.09 1.13 1.09

Sultan Kudarat 1.11 1.07 1.14 1.25 1.22 1.21 1.09 1.11 1.07

Tacurong City 1.05 1.03 1.03 1.14 1.11 1.12 1.04 1.20 1.15

Source: Basic Education Information System (BEIS) Regional Data Bulletin DepED 12

The results of School Years 2012-2013 and 2013-2014 revealed a trend that there were higher ratio discrepancies of school children surviving to Grade 6 favorably to girls across provinces and cities. More girls finished Grade 6 than boys. The Secondary level schools experienced a huge gap across provinces and cities, wherein a higher proportion of girls reach fourth year high school than boys; moreover Koronadal City exhibited the highest GPI of 1.23 for SY 2013-2014 higher than 1.20 GPI of Tacurong City in SY 2012-2013, particularly.


A.2.7 Literacy Rate

The 2008 Functional Literacy, Education and Mass Media Survey (FLEMMS)

revealed that among the population aged 10-to 64 years old, females (87.01 percent)

literacy rate was almost the same as that of the males (87.05 percent) in Region XII.

They are able to read, write and understand a simple message in any dialect (simple

literacy). Moreover, functionally literate females (who can at least read, write,

compute and/or comprehend) also outnumbered males in the region.

Table 8: Literacy Rate of Population 10-64 Years Old, Region XII, CY 2008

Source: 2008 Functional Literacy, Education and Mass Media Survey (FLEMMS)

B. Quality of Learning and Management

The focus of this region is not only bringing children to school, but also

improving the quality of education services and keeping it equitable to all Filipinos as

well; hence, the need to improve the quality of learning in this region remains a

challenge as it targets a 75% in NAT by 2016, particularly in Grade 3 and Year 4.

B.1 ELEMENTARY

Figure 9: National Achievement Test (NAT) Results, Grade 3, SYs 2011-2012 to 2013-2014

Source: NETRC

0

20

40

60

80

100

2011-2012 2012-2013 2013-2014

REGION 62.19 65.21 67.48

REGION

0

20

40

60

80

100

Cotabato City

General Santos City

Kidapawan City

Koronadal City

North Cotabato


Sultan Kudarat

Tacurong City

2011-2012 61.64 55.67 48.73 45.04 65.64 65.93 67.32 58.93 54.34

2012-2013 67.15 66.10 46.21 44.03 69.27 64.96 70.04 59.83 61.94

2013-2014 67.42 64.69 47.22 53.56 70.23 70.73 72.99 63.05 66.46

DIVISION

Literacy Level Male Female Both Sexes

Simple Literacy 87.05 87.01 87.03

Functional Literacy No data No data 78.3


The regional mean percentage score in Grade 3 showed an increasing trend from SY 2011-2012 to SY 2013-2014. A total increase of 5.29 percentage points was gained in both periods. An increasing trend is also noticeable in the divisions of Cotabato City, North Cotabato, South Cotabato, Sultan Kudarat and Tacurong City.

South Cotabato posted the highest MPS of 72.99 percent in SY 2013-2014,

however, it falls short of 2.01 percent to achieve its target of 75 percent. Likewise, Sarangani and North Cotabato showed a significant increase in SY

2013-2014 and exceeded the regional MPS. During the same school year, Koronadal City exhibited the highest gains of

9.54 percentage points increase for the last two school years. Except General Santos City, all divisions revealed an increase in SY 2013-2014.

Tables 9 to 11, 13,15,16,17, 20, 22, 24 to 25, and 28-31 disclose the number

of schools by quartile. The range of MPS from 76-100 is quartile 1 indicates Superior,

quartile 2 ranging from 51-75 - Upper Average, quartile 3 ranging from 26-50 - Lower Average, and quartile 4 ranging from 0-25 - Poor.

Table 9: Number of Schools by Quartile in Grade 3 – English Reading for SY 2013-

2014

Division 0-25 26-50 51-75 76-100

Cotabato City 0 3 5 20

General Santos City 0 9 58 8

Kidapawan City 0 31 22 0

Koronadal City 1 15 27 1

North Cotabato 4 85 344 188

Sarangani 1 46 128 75

South Cotabato 1 23 169 100

Sultan Kudarat 2 79 195 42

Tacurong City 0 2 16 6

Region 9 293 964 441 Source: NETRC NETRC

The results for Grade 3 especially in Reading confirm that pupils still need a

lot of help in developing their skills in reading, particularly in getting the main idea of

the selection, perceiving the cause and effect relationship, predicting outcomes and

distinguishing facts from fantasy in the selection that they read. Not having been

exposed to the types of questions being asked in the national test also pulled down

the pupil performance.

This situation could have been contributory to the thirteen (13) schools

distributed in the divisions of Koronadal City, North Cotabato, Sarangani, South

Cotabato and Sultan Kudarat falling under the “Poor” category in terms of the MPS.

These 13 schools will be considered the priority schools in the region’s attempt to

improve performance.

The province divisions, except for Sultan Kudarat, performed well in Grade 3

Reading considering the fact that these divisions are commonly the recipients of

foreign-aided projects e.g. EQuALLS2, Save The Children International…where

teachers were trained, instructional materials provided and physical facilities


repaired. However, the bulk of schools of these province divisions are still grouped in

(the second and third quartile) 26-50 and 51-75 MPS. The region needs to exert effort

in lifting all these schools toward the mastery quartile by 2016.

Table 10: Number of Schools by Quartile in Grade 3 – English Grammar for SY

2013-2014

Division 0-25 26-50 51-75 76-100










Region 13 247 691 751 Source: NETRC

Generally, all divisions performed better in Grade 3 Grammar compared to

Reading with the three province divisions – Sarangani, North Cotabato and South

Cotabato posting the top three highest mean percentages. However, the thirteen

schools that got very low MPS in grammar (0-25%) also belong to these divisions with

the addition of Kidapawan City and Sultan Kudarat. Technical assistance by the

region as much as by the divisions concerned must be focused on these identified

schools so that there will be more schools belonging to the quartile 4 by 2016.

Table 11: Number of Schools by Quartile in Grade 3 – Science for SY 2013-2014

Source: NETRC

The table shows that Kidapawan City is the division with the lowest MPS

(42.38) or below average, while the rest of the eight divisions ranged from 58.74 to

74.13 – all still below the targeted MPS of 75%.

Division MPS 0-25 26-50 51-75 76-100

Cotabato City 66.71 1 4 14 9

General Santos City 68.83 0 7 42 21

Kidapawan City 42.38 6 34 13 0

Koronadal City 58.74 2 13 22 7

North Cotabato 72.17 7 68 247 299

Sarangani 71.91 3 28 103 116

South Cotabato 74.13 1 13 137 142

Sultan Kudarat 62.36 16 58 168 76

Tacurong City 73.52 0 2 10 12

Region 65.63 36 227 756 628


However, the increase of the MPS score to 65.63 from the previous year was

contributed by a number of schools in the divisions of North Cotabato, Sarangani and

South Cotabato having scored 76-100% in their MPS.

Table 12: Grade 3 Mathematics National Achievement Test (NAT) MPS by Division SY 2011-2012 to SY 2013-2014

Division 2011-2012 2012-2013 2013-2014 MPS Inc/Dec

Cotabato City 63.22 71.29 68.52 -2.77

Gen. Santos City 57.33 69.63 65.12 -4.52

Kidapawan City 49.72 45.98 44.74 -1.24

Koronadal City 46.16 44.33 51.88 7.55

North Cotabato 71.07 76.38 72.82 -3.56

Sarangani 70.18 69.89 73.07 3.18

South Cotabato 70.80 75.82 75.29 -0.53

Sultan Kudarat 62.31 63.86 64.54 0.68

Tacurong City 55.36 66.47 64.65 -1.83

Overall MPS 67.03 70.71 69.82 -0.90 Source: NETRC

For the past three school years, the performance of the region in Grade 3 Mathematics shows a fluctuating trend. The cities of Cotabato, General Santos, Tacurong and provinces of Cotabato and South Cotabato failed to maintain their last year’s increasing performance. Out of nine divisions, the three divisions of Koronadal, Sarangani and Sultan Kudarat have improved their performance. Although there is a minimal increase from last year performance, Koronadal City and Sultan Kudarat still are at the bottom with Kidapawan City as the lowest. South Cotabato incurred a decrease of 0.53, yet it occupies the top spot and the only division that posted an MPS of more that 75%.The regional performance in Grade 3 Mathematics shows a decrease of 0.90.

Table 13: Number of Schools by Quartile in Grade 3 – Mathematics

for SY 2013-2014

Division MPS 0 - 25 26 - 50 51 - 75 76 – 100 Total # of Schools

Cotabato City 68.52 0 5 14 9 28

Gen. Santos City 65.12 0 11 36 23 70

Kidapawan City 44.74 0 37 15 1 53

Koronadal City 51.88 0 16 19 9 44

North Cotabato 72.82 1 69 248 303 621

Sarangani 73.07 4 32 90 124 250

South Cotabato 75.29 1 20 106 166 293

Sultan Kudarat 64.54 4 69 169 76 318

Tacurong City 64.65 0 1 14 9 24

Region 69.82 10 260 711 720 1701

Source: NETRC


Out of 1701 elementary schools, only 10 (1%) fall under Quartile 4 and 260 (15%) in Quartile 3. The divisions of Sultan Kudarat and North Cotabato having the most number of schools belonging to Quartiles 1 and 2 will be the priority divisions of the region in providing technical assistance in improving their performance and learning outcomes.

Table 14: Grade 3 NAT results in Filipino Reading and Grammar by Division for

SY 2013-2014

Source: NETRC

The overall MPS of Filipino Grade 3 in Reading (68.75) and Grammar (64.32) are still way below Mastery Level (ML). Generally, the table below shows that no SDO has reached ML; hence, all of them are priorities in terms of technical assistance but most of the assistance shall be focused on the bottom divisions which are consistently pulling down the regional performance in both Reading and Grammar - Kidapawan, Koronadal and Sultan Kudarat. On the other hand, the top three performing divisions that need to be recognized are South Cotabato, Sarangani and North Cotabato.

Analyzing by quartile as to the number of schools per division, the Grade 3 pupils

are performing well in Filipino 3 Reading having 648 out of 1,701 or 38% of schools

reached Mastery Level (ML); while only 447 or 26% of schools achieved ML in Filipino

Grammar as shown on the table below:

Table 15: Number of Schools by Quartile in Grade 3 – Filipino Reading and

Grammar for SY 2013-2014

Division / Region

Filipino Grade 3: Reading Filipino Grade 3: Grammar

0-25 26-50

52-75

76-

100

0-25

26-50

52-75 76-100

Cotabato City 0 1 16 11 0 4 21 3

General Santos City 0 5 49 16 0 10 42 18

Kidapawan City 0 29 23 1 0 41 12 0

Koronadal City 0 15 22 7 0 19 18 7

North Cotabato 0 82 269 270 3 109 334 175

Sarangani 0 30 116 104 3 42 126 79

South Cotabato 1 19 122 151 3 27 169 97

Sultan Kudarat 1 78 162 77 0 88 166 61

Tacurong City 0 2 11 11 0 2 15 7 Source: NETRC

Division / Region

Filipino Grade 3: Reading

Filipino Grade 3: Grammar

MPS SY 2013-2014 MPS SY 2013-2014

Cotabato City 69.99 63.90

General Santos City 65.87 63.45

Kidapawan City 49.80 45.46

Koronadal City 55.61 51.66

North Cotabato 71.09 65.82

Sarangani 71.45 66.73

South Cotabato 74.28 69.63

Sultan Kudarat 64.72 61.00

Tacurong City 67.99 63.94


Figure 10: National Achievement Test (NAT) Results, Grade 6, SYs 2011-2012 to 2013-2014

Source of Data: DepEd XII *Public Schools Only ** Public and Private Schools

The SY 2013-2014 NAT regional MPS for Grade 6 posted an increase of 4.81

percent from 71.51 percent of SY 2011-2012 to 76.32 percent for SY 2013-2014 and

was able to gain 1.32 percent more than the target of 75 percent in the same period.

There was an increase in the NAT results for Grade 6 across the provinces and cities

of this region. Although, far behind the set target of 75 MPS, Kidapawan City

exhibited a huge increase of 7.65 percent from 61.04 percent of SY 2012-2013 to

68.69 percent in SY 2013-2014. Likewise, the divisions of North Cotabato, General

Santos City and Sarangani Province are above the regional MPS, while Sultan

Kudarat posted the lowest MPS in the same period.

The divisions of Cotabato City, General Santos City, North Cotabato and

Sarangani have already achieved the Philippine Development Plan target of 75 MPS

as early as SY 2013-2014.

Table 16: Number of Schools by Quartile in Grade 6 – English for SY 2013-2014

Source: NETRC

0

20

40

60

80

100

2011-2012 2012-2013 2013-2014

REGION 71.51 73.42 76.32

REGION

0

20

40

60

80

100

Cotabato City

General Santos City

Kidapawan City

Koronadal City

North Cotabato


Sultan Kudarat

Tacurong City

2011-2012 63.81 71.59 66.00 61.55 79.26 73.43 70.22 63.78 71.28

2012-2013 70.86 75.25 61.04 64.09 79.78 74.90 73.24 65.14 72.11

2013-2014 75.46 78.98 68.69 70.42 82.13 78.46 74.20 67.50 74.15

DIVISION

Division 0-25 26-50 51-75 76-100







South Cot. 0 28 137 159



Region 2 150 649 969


With an MPS of 68.11%, only the division of Sultan Kudarat showed a below-70%

performance as the other eight divisions scored from 70.81 (Kidapawan City) to 82.75

(North Cotabato). This can be attributed to the fifty (50) schools out of the 297 in

Sultan Kudarat that showed poor performance (with only 26-50% MPS) same with

the 160 schools that scored 50-75%.

A total of 756 elementary schools shared by the nine divisions still belong to the

quartile 3 (26-50% MPS) and quartile 2 (51-75%).

The divisions of North Cotabato (82.75%), General Santos City (79.59), Sarangani

(79.50) and Tacurong City (76.94) attained Mastery Level. Out of 1770 elementary

schools, 969 are in Quartile 4 or have reached the mastery level.

Table 17: Number of Schools by Quartile in Grade 6 – Science for SY 2013-2014

Division MPS 0-25 26-50 51-75 76-100





North Cotabato 80.09 0 31 168 404

Sarangani 76.88 0 18 102 122

South Cotabato 71.22 0 54 143 128

Sultan Kudarat 62.53 0 86 169 41


Region 73.94 3 254 709 805 Source: NETRC

Eight hundred five (805) out of 1771 schools in Region XII belong to the quartile 1 or having the MPS of 76-100% bringing Grade VI Science performance in the above average level or 73.94.

Table 18: Grade 6 Mathematics National Achievement Test (NAT) by Division SYs 2011-2012 to SY 2013-2014

Division 2011-2012 2012-2013 2013-2014 MPS

Inc/Dec

Cotabato City 62.63 73.81 77.68 3.87

Gen. Santos City 68.51 78.81 78.03 -0.78

Kidapawan City 66.74 68.97 71.45 2.48

Koronadal City 57.02 67.05 70.50 3.46

North Cotabato 82.82 79.50 86.20 6.70

Sarangani 77.35 73.98 82.66 8.68

South Cotabato 72.88 73.82 78.12 4.31

Sultan Kudarat 64.71 67.20 70.83 3.63

Tacurong City 71.04 72.88 77.78 4.90

Overall MPS 74.19 74.52 79.75 5.23 Source: NETRC


The regional performance in Grade 6 Mathematics has been consistently

improving as it reached the Superior Level (MPS 76 – 100) in the SY 2013 – 2014 National Achievement Test with an increase of 5.23. North Cotabato posted the highest mean percentage score of 86.60 with an increase of 6.70 from the previous performance. All divisions recorded an increase except General Santos City. Although Gen. Santos City did not register an increase, its 78.03 is still within the Superior Level.

Table 19: Grade 6 National Achievement Test (NAT) by Learning Area for SY 2012-2013 and SY 2013-2014

Learning Area MPS

2012-2013 2013-2014 Increase % Increase

Filipino 74.52 79.42 4.91 6.18

Araling Panlipunan 74.77 71.63 -3.14 -4.38

Mathematics 74.52 79.75 5.23 6.56

Science 72.00 73.68 1.68 2.28

English 70.54 77.15 6.61 8.57 Source: NETRC

Table 19 shows the SY 2013–2014 National Achievement Test by learning area. It reveals that Mathematics ranks first among the subjects tested. Schools that performed better in Grade 6 Mathematics have established the learners’ strong foundation in the four fundamental operations. The result of the test reveals that in all learning competencies Grade 6 Mathematics pupils were moving towards mastery. This is partly the result of the periodic tracking of learning competencies and the peer mentoring program undertaken by the schools to improve students’ performance. Table 20: Number of Schools by Quartile in Grade 6 by Division for SY 2013 – 2014

Source: NETRC

Division MPS 0 - 25 26 - 50 51 - 75 76 - 100

Total # of Schools

Cotabato City 77.68 2 15 15 20 52

General Santos City 78.03 0 12 31 53 96

Kidapawan City 71.45 0 7 20 37 64

Koronadal City 70.50 2 15 13 28 58

North Cotabato 86.20 1 23 85 494 603

Sarangani 82.66 0 10 50 182 242

South Cotabato 78.12 0 35 89 201 325

Sultan Kudarat 70.83 0 33 160 104 297

Tacurong City 77.78 0 4 8 22 34

Region 79.75 5 154 471 1141 1771


The data reveals that 1141 (64%) schools out of 1771 are in Quartile 1 (Superior Level) and only 5 (almost 0.28%) schools in Quartile 4. Generally, it is easier to reach the target MPS of 80 the fact that only 159 (9%) of the schools are in the 2 lower quartiles. The efforts of the region are now geared towards bringing the performance of these schools to higher quartiles. Benchmarking and adopting the best practices of the higher performing schools can be employed to improve their performance.

Table 21: MPS in Grade 6 NAT by Division for SYs 2011-2012 to 2013 – 2014

Source: NETRC

The overall MPS of Filipino Grade 6 (79.63) has reached above Mastery Level (ML). The table above shows that all SDOs have reached ML except Sultan Kudarat Division (72.75); hence, it is the priority of concern. The divisions of North Cotabato, General Santos City and Sarangani’s best practices need to be replicated in other schools to improve learning outcome.

Analyzing by quartile as to the number of schools per division as shown in the

table below, the Grade 6 pupils are performing well in Filipino 6 having 1,071 out of

1,771 or 60% of elementary schools have reached Mastery Level (ML); while only 700

or 40% of schools are below the mastery level which should be the focus of concern in

terms of interventions.

Table 22: Number of Schools by Quartile in Grade 6 – Filipino by Division for SY

2013-2014

Division 0-25 26-50 52-75 76-100










Source: DepEd NETRC

Division / Region

Filipino Grade 6

SY 2011-2012 SY 2012-2013 SY 2013-2014

Cotabato City 63.81 70.86 78.58

General Santos City 71.59 75.25 83.81

Kidapawan City 66.00 61.04 76.41

Koronadal City 61.55 64.09 76.40

North Cotabato 79.26 79.78 83.82

Sarangani 73.43 74.90 79.59

South Cotabato 70.22 73.24 77.48

Sultan Kudarat 63.78 65.14 72.75

Tacurong City 71.28 72.11 77.01


Looking into the trends of Filipino NAT result, the majority of schools failed to teach well the following LLCs:

Nagagamit sa pangungusap ang mga panghalip, pang-uri, pandiwa, pang-abay, pangatnig, pang-angkop, pang-ugnay at panlapi; ang angkop na pangungusap para sa sitwasyon (uri ng pangungusap ayon sa gamit); grapikong pantulong sa pag-unawa ng teksto; ang panipi at kuwit sa tuwirang sinabi ng tauhan.

Natutukoy ang kahulugan ng salita (kasingkahulugan o kasalungat); pangunahing kaisipan at mahalagang detalye sa binasa; paksang diwa, sanhi at bunga sa kwento

Nailalarawan ang katangian ng tauhan batay sa kilos o pananalita

Napagsusunod-sunod ang mga pangyayari sa kwento.

Nakapagbibigay ng palagay sa maaaring kalabasan ng mga pangyayari batay sa ikinikilos ng tauhan.

Nasusuri ang mga detalye na nagpapaliwanag sa pangunahing diwa.

Napupunan nang wasto ang pormularyong pampaaralan tulad ng ID at kard na pang-aklatan.

Naisasalin (transcode) nang pasulat ang mga impormasyong ipinahihiwatig ng mga grapikong pantulong sa teksto.

Table 23: MPS in Grade 6 – Araling Panlipunan by Division for SYs 2011-2012 to

2013-2014

Source: NETRC

With the overall MPS of 71.62, Araling Panlipunan 6 result is the lowest among all

the subjects tested in Grade 6 level. Out of the 9 SDOs, only North Cotabato has

achieved Mastery Level. Generally, the divisions which need priority of concerns as

shown on the table below are: Kidapawan City, Koronadal City, and Sultan Kudarat.

Analyzing by quartile as to the number of schools per division and shown on the

table below, the Grade 6 pupils are performing dismally in AP 6 having only 686 out

of 1,771 or 39% of elementary schools reaching Mastery Level (ML). The 1,085 or 61%

of schools are below the mastery level should be the focus of concerns in terms of

interventions.

Division / Region Araling Panlipunan Grade 6

SY 2011-2012 SY 2012-2013 SY 2013-2014

Cotabato City 60.98 69.58 70.98

General Santos City 69.03 74.40 74.89

Kidapawan City 64.41 61.75 61.85

Koronadal City 59.50 63.77 62.34

North Cotabato 78.10 80.71 77.77

Sarangani 73.75 76.58 73.69

South Cotabato 69.00 73.95 69.35

Sultan Kudarat 65.06 68.29 63.25

Tacurong City 71.91 73.12 68.92


Table 24: Number of Schools by Quartile in Grade 6 – Araling Panlipunan by

Division for SY 2013-2014

Division Araling Panlipunan Grade 6

0-25 26-50 51-75 76-100

Region XII 5 245 835 687









Tacurong City 0 8 16 10 Source: NETRC

Scrutinizing the trends of the AP 6 NAT result, the majority of schools failed to teach well the following LLCs:

Naipagmamalaki ang kinalalagyan at katangiang pisikal ng Pilipinas.

Nabibigyang halaga ang pagbabagong naganap sa pamumuhay ng mga Pilipino sa Panahon ng mga Español.

Napapahalagahan ang uri ng pamumuhay ng mga unang Pilipino.

Nabibigyang halaga ang kalagayan ng pamumuhay ng mga Pilipino sa panahon ng ikatlong Republika.

Naipagkakapuri ang mga mamamayang Pilipino at ang pagiging kabilang ng mga ito sa bansang Pilipinas

Napahahalagahan ang mga hangganan at ang matalinong pagpapasya sa paggamit at pangangalaga ng likas na yaman.

Napahahalagahan ang bahaging ginagampanan ng pamahalaan at mamamayan para sa kabutihan ng bansa.

Napahahalagahan ang pagpapanatili ng kalayaan ng isang bansa.

Nakikilala ang mga palatandaan ng kaunlaran ng bansa. Almost all of these competencies (8/9 or 89%) are categorized into the affective domain which means that these competencies contain essential topics in enhancing sense of nationalism and patriotism among learners. As such, this is a crucial issue that needs to be given utmost concern in terms of upgrading teachers’ competencies on content and pedagogy. The low MPS in NAT implies that pre-requisite skills on the cognitive aspect weren’t fully developed based on the principles of learning: “Internalization on the essence of appreciation occurs when there is a high level of cognition and awareness.” Apparently, a regional in-depth analysis of these LLCs that

led to the formulation of intervention programs wasn’t initiated to possibly address this problem.


Figure 11: National Achievement Test, Year 4, by Division, SYs 2011-2012 to – 2013-2014

Source of Data: DepED XII

For secondary level, the performance of students in the National Achievement

Test for the past three school years had shown an increasing trend having an MPS of

54.02 percent in SY 2013-2014. In SY 2011-2012 it posted an MPS of 47.98 percent

and increased to 50.56 percent for SY 2012-2013. Although the division of Cotabato

City showed an increase of 1.15 percent from SY 2012-13 to SY 2013-14, it also got

the lowest MPS of 48.23 percent in the same school year. For SY 2013-2014, all

divisions experienced increase from the previous performance that lead to the

increase of the regional MPS.

Table 25: Number of Schools by Quartile in Year 4 – English by Division for SY

2013-2014

Source: NETRC

The results for Year 4 English reveal that there is an increasing trend in all the

divisions for the last three years, although the region still falls short of its target of

75% and still way below the mastery level. It is also noted that out of 20 least learned

competencies, only four are moving towards mastery level; the rest are is in the

average level. This condition could have been attributed to the three private schools

0

20

40

60

80

2011-2012 2012-2013 2013-2014

REGION 47.98 50.56 54.02

REGION

0

20

40

60

80

Cotabato City

General Santos City

Kidapawan City

Koronadal City

North Cotabato


Sultan Kudarat

Tacurong City

2011-2012 40.88 47.17 54.17 51.03 49.01 54.86 46.09 43.92 54.05

2012-2013 47.08 53.90 57.47 45.78 48.74 55.25 51.76 45.78 51.99

2013-2014 48.23 56.07 60.92 52.22 54.36 58.17 52.32 51.71 53.60

DIVISION

Division 0-25 26-50 51-75 76-100










Region 3 165 385 26


in the “Poor” category in terms of MPS and 71 schools majority of which are private

schools in the “Lower Average” category. To raise then the learning outcomes in Year

4 English, the region shall direct its efforts to the private schools in terms of

curriculum review and development particularly in the alignment of learning

competencies. The priority divisions are Sultan Kudarat, Tacurong City and Cotabato

City.

On the other hand, greater number of schools (385) in the nine (9) divisions

belong to the “Upper Average” Quartile, 51-75 MPS. This can be ascribed to the fact

that these schools observed Engaged Time-on-Task, made use of Differentiated and

ICT-Based Instruction, Learning Partnership Program, focused on the Least Learned

Competencies in their Remedial Instruction, conducted Periodical tracking of the

budgeted learning competencies and patterned periodical examinations to NAT types

of questions. Subsequently, the region shall focus its initiatives to elevate these

schools to the “Superior” Quartile by 2016 more so that only 26 schools out of 579

secondary schools in the region are in Quartile 1, 76-100 MPS.

Table 26: Year 4 Mathematics National Achievement Test (NAT) MPS by Division for SYs 2011-2012 to 2013-2014

Division 2011-2012 2012-2013 2013-2014 MPS Inc/Dec

Cotabato City 52.48 42.80 46.08 3.29

Gen. Santos City 64.32 50.63 57.02 6.39

Kidapawan City 70.34 53.73 66.87 13.15

Koronadal City 65.05 40.95 48.73 7.78

North Cotabato 63.99 45.09 55.88 10.79

Sarangani 58.61 60.48 65.40 4.92

South Cotabato 60.78 51.03 50.41 -0.62

Sultan Kudarat 58.61 43.38 54.89 11.51

Tacurong City 62.68 55.07 59.67 4.61

Overall MPS 61.74 48.68 55.98 7.30

Source: NETRC

For the last three years, the performance of Region XII for Year 4 Mathematics shows a fluctuating trend as shown in Table 26. However, the regional MPS of 55.98 in SY 2013-2014 presented an increase of 7.30 from 48.68 in SY 2012-2013. Except South Cotabato, the rest of the divisions registered an increase with Kidapawan City, Sultan Kudarat and North Cotabato having the highest gains. It is also evident that

Sarangani Division has sustained its increasing performance while South Cotabato performance has been deteriorating as evidenced by its decreasing trend for the last three years.


Table 27: Year 4 National Achievement Test (NAT) MPS by Learning Area SY 2012-2013 and SY 2013-2014

Learning Area MPS

2012-2013 2013-2014 Increase % Increase

Filipino 55.45 54.82 -0.63 -1.14

Araling Panlipunan 56.94 57.66 0.72 1.27

Mathematics 48.68 55.98 7.30 15.00

Science 42.90 46.43 3.53 8.22

English 52.57 58.73 6.16 11.72

Source: NETRC

In SY 2013 – 2014 results, Mathematics ranks third with English as rank 1 followed by Araling Panlipunan. Out of the five learning areas, Mathematics has the biggest increase of 7.30 compared to English and Araling Panlipunan which only have 6.16 and 0.72 respectively.

The following are the top ten LLC’s out of 27 learning competencies tested in

Year 4 Mathematics.

Find the roots of quadratic equation by completing the squares

Solve simple logarithmic equations

Calculate the different measures of variability relative to the given set of data, grouped or ungrouped range

Given a quadratic function, determine the axis of symmetry

Find the zeros of polynomial functions of degree greater than 2 by Factor Theorem

Given a quadratic function, determine the highest or lowest point (vertex)

Solve problems involving linear functions

Find the measure of Central Tendency using grouped/ungrouped data (Median)

Find the zeros of polynomial functions of degree greater than 2 by Synthetic Division

Given f(x) = mx +b, determine the following, x and y intercepts Most of the LLCs in Mathematics are new topics in fourth year and were not

covered in the lower year Mathematics curriculum.


Table 28: Number of Schools by Quartile in Year 4 – Mathematics for SY 2013 – 2014

Division MPS 0 - 25 26 - 50 51 - 75 76 - 100 Total # of

Schools

Cotabato City 46.08 6 18 7 1 32

General Santos

City 57.02 0 21 14 10 45

Kidapawan City 66.87 2 8 12 6 28

Koronadal City 48.73 1 10 4 1 16

North Cotabato 55.88 10 81 80 23 194

Sarangani 65.40 1 25 24 23 73

South Cotabato 50.41 8 43 43 6 100

Sultan Kudarat 54.89 7 39 22 9 77

Tacurong City 59.67 1 2 8 3 14

Region 55.98 36 247 214 82 579

Source:

Almost one-half (247) of the high schools in the region are in Quartile 3 which is below average. These schools need to have an increase of at least 37 to reach the mastery level. This poses a greater challenge to the region in improving its performance in Year 4 Mathematics. Further, the region has to give priority to schools belonging to Quartile 4 needing support and assistance to improve their performance.

Table 29: Number of Schools by Quartile in Year 4 - Science for SY 2013-2014

Division MPS 0-25 26-50 51-75 76-100

Cotabato City

40.21 6 22 4 0

General Santos City

46.40 1 33 9 2

Kidapawan City

48.16 1 18 9 0

Koronadal City

42.71 0 14 0 2

North Cotabato

46.19 7 131 55 1

Sarangani

52.11 2 43 23 5

South Cotabato

46.99 4 62 34 0

Sultan Kudarat

43.63 6 55 16 0

Tacurong City

46.43 1 9 4 0

Region

45.87 28 387 154 10

Source: NETRC

The mean percentage score of 45.87 in Science Year 4 is below average.

Sarangani is the only division that has shown an above average performance of 52.11

while the other eight divisions have scores ranging from 40.21 to 48.16.

Sixty seven percent or 387 out of 579 secondary schools belong to quartile 3 in

Year 4 science performances, which means that more than half of the total number of

secondary schools obtained below average scores. Thus, the region needs to employ

strategies that would improve the 28 or 5% secondary schools belonging to quartile 4.


Below are the identified LLCs based on the result:

Explain different kinds of eyesight defects / and how lenses correct these defects

Given an angle of incidence and indices of refraction of two materials, illustrate the path of a light ray incident on the boundary (Snell’s Law)

Describe the effects of the application of nuclear radiation on living things and the environment

Apply Ohm’s Law to series and parallel circuits. Describe how radio signals are generated, transmitted and received. Compare the transmission of sound through air with its transmission through

solids, liquids, and a vacuum. Explain how the information superhighway has influenced the affairs of daily

living.

Table 30: Number of Schools by Quartile in Year 4 – Filipino for SY 2013-2014

Source: NETRC

The table shows that all SDOs have not reached the mastery level in Filipino Year 4. The three (3) divisions as priority of concerns are South Cotabato, Sultan Kudarat and Cotabato City.

The number of schools in a quartile reveals that Year 4 students are not

performing well, having only 5 out of 579 or 0.86% of secondary schools reaching

mastery level; while 574 or 99.14% of schools are below the mastery level which

should be the focus of major concerns in terms of interventions.

Common to these schools are the following LLCs:

Natutukoy ang mga bahaging nagpapahayag ng mga talinghaga; larawang-diwa; pagpapatungkol; ang layunin ng akda gaya ng pagtuturo at ng pagpapaliwanag; orihinal na pinanggalingan ng paniniwala; at mga ideya na nakapaloob sa akda.

Nasasabi ang bigkas ng salita ayon sa kahulugan ng matalinghaga at ng kasingkahulugan at iba pa.

Nalilinaw ang istruktura ng banghay ng akda batay sa kasukdulan; wakas; nangyayari sa sarili, pamayanan at daigdig.

Division MPS 0-25 26-50 51-75 76-100

Region XII 55.20 1 209 364 5





North Cotabato 55.55 0 56 137 1

Sarangani 55.49 0 28 45 0

South Cotabato 53.09 0 42 58 0




Naiisa-isa ang mga kaisipan gaya ng kabuluhan ng edukasyon; pamamalakad sa pamahalaan; pagmamahal sa bayan; karapatang pantao; at ng paninindigan sa prinsipyo.

Nakikilala ang mga bahagi ng akda na nagpapakita ng pagkamakapangyarihan ng tao batay sa kanyang kilos, at sa kanyang paniniwala.

Nakikilatis ang tauhan batay sa pakikitungo sa ibang tauhan.

Nakabubuo ng sariling pagwawakas sa akda.

Nailalahad ang papel ng tao bilang bahagi ng isang lipunan.

Table 31: Number of Schools by Quartile in Year 4 - Araling Panlipunan for SY

2013-2014

Division MPS 0-25 26-50 51-75 76-100





North Cotabato 58.43 0 27 137 8

Sarangani 59.03 0 38 38 8

South Cotabato 56.32 0 63 63 2



Source: NETRC

With the overall MPS of 57.04 for SY 2013-2014, AP Year 4 NAT result is the

highest among all subjects tested. But since it is below Mastery Level, it depicts a

general picture of a low quality of instruction. All the nine (9) SDOs have not reached

Mastery Level. The three divisions that need to be prioritized are Sultan Kudarat,

Tacurong City and Cotabato City.

Analyzing by quartile as to the number of schools per division, the Year 4

students have very dismal performance in AP having 27 out of 578 or 5% of

secondary schools only that reached Mastery Level (ML); while the rest of 551 or 95%

of schools are below the mastery level which should be the focus of concerns in terms

of major strategic interventions.

Examining the trends of AP Year 4 NAT results, the majority of schools failed to teach well the following LLCs:

Nasusuri ang ekonomiks bilang agham panlipunan ng mga rehiyon, kahalagahan ng yamang tao at mga yamang-likas sa Asya.

Nasusuri ang kaibahan ng kagustuhan (wants) sa pangangailangan (needs) bilang batayan sa pagbuo ng matalinong desisyon.

Nasusuri ang mga epekto ng pag-aanunsyo sa pagkunsumo.

Nasusuri ang mga salik (factors) ng produksyon bilang batayan sa matalinong paggamit ng mga ito.

Nasusuri ang mga salik na nakaapekto sa demand.

Nasusuri ang mga salik ng produksyon na nakaapekto sa suplay.


Naipapahayag ang damdamin ukol mahalagang papel ng entreprenyursip sa ekonomiya at sa produksyon.

Nauuri ang pinagkunang-yaman ng Pilipinas.

Natataya ang uri, dami, kalidad at kahalagahan ng lakas-paggawa (labor force) ng pagkakaroon ng produkto at mataas na kalidad na antas ng produksyon.

Nakikilala ang mga palatandaan ng kakapusan bilang isang suliraning panlipunan.

It can be drawn that most of these LLCs lead to the development of higher order thinking skills. Apparently, teachers underutilize or might not have employed brain-based learning strategies to develop HOTS. In addition to this, no research has been conducted in determining factors affecting the students’ acquisition of HOTS in AP subject. It can also be concluded that Technology or Computer-based teaching strategies have not been fully explored at teaching these LLCs. It should be noted that these competencies contain essential topics in enhancing sense of nationalism and patriotism among learners; a crucial issue that needs to be given utmost concern in terms of upgrading teachers’ competencies on the content and pedagogy. Finally, it is obvious that a regional in-depth analysis of the Least Learned Competencies (LLC) that would lead to the formulation of intervention programs was not initiated, to possibly address the problem.

III. SITUATIONAL ANALYSIS

The accomplishments of Region XII in terms of CSR, achievement rate for elementary and SLR in secondary can be attributed to the following internal facilitating factors:

A. Access

Strict compliance to DepEd Order No. 41, s. 2012 which emphasizes the

“No collection policy” during the opening of classes. To reinforce and ensure wide

dissemination and compliance to this issuance, the region deployed all regional,

division and district education program supervisors to monitor the extent of the

implementation in the schools.

Institutionalized child-friendly schools with emphasis on child protection

policy. DepEd Order 40, series 2012, directed the creation of school-based child

protection committee composed of parents and local government officials provided an

enabling mechanism to establish child-friendly schools.

School mapping or house-to-house tracking of children not yet enrolled.

The divisions strengthened school mapping featuring the involvement of other

stakeholders like local government officials and non-government organizations.


Intensified Early Registration involving multi-stakeholders participation.

Intensified Early Registration every 3rd Saturday of January and pre-enrolment

activities through community/barangay mapping, advocacy campaign and education

caravan. The data gathered shall be an input to the next year planning and

budgeting, particularly the computation of resource allocation.

The cascading of MEPA technology down to school levels in terms of

finding strategic interventions to address problems on dropouts has helped the

schools to proactively address problems with dropouts through a very effective

Dropout Reduction Program (DORP). The technology helps identify barriers and

bottlenecks of existing programs that keep all children to school.

Using the mechanism wherein a certain EPS is adopting a particular

district and providing technical assistance to schools vis-à-vis their needs pertaining

to problems with dropouts and absenteeism.

School Heads (SHs) showed creativity in attracting enrollees or they

adopted various strategies to mobilize community/various sectors in the advocacy.

Their creativity and resourcefulness helped attract more learners to enroll.

Implementation of flexible learning options and specialized curriculum

like Special Education, IP and Muslim Education. The schools implemented

specialized curriculum with greater importance on the learning needs and styles of

the learners towards inclusive education.

Prioritization of SBM Grants to increase pupils/students participation

rate. To maximize the utilization of SBM grants, innovative mechanisms and

programs are focused to bring school-age learners into the school system.

Elementary schools have innovative ways to improve their holding power

of pupils by actively engaging their stakeholders like the SGC, PTA, partners

through process approach.

Elementary schools have ideal classroom : student, teacher : student and

textbook : student ratio and adequate IMs. The ideal ratio of textbooks is

observable in most of the schools.

The 95% of schools have functional ancillary services, with security

guards, committed Teacher In-Charge (TIC), and inspired teachers due to

promotion. Ancillary Services address pupils’ needs. The presence of security guard

adds up to pupils feeling of being secured. With committed TIC, educational services

are delivered well and with motivational incentives through promotion inspired

teachers to work productively.


B. Quality

Engaged Time-on-Task (EToT). Maximum observation of EToT is critical in accomplishing desired competencies. Enhancement or Reinforcement of Special Curricular Programs like Science and Technology Engineering, Special Education, Special Program for the Arts, Special Program for Sports, Regional Science High School, TechVoc, ECARP, IPEd, Muslim Education, Multigrade, and Campus Journalism, Maximized Learning Partnership Program (LPP). Its utilization and expansion in all other learning areas support the continuing professional development of teachers and serves as mechanism that focuses on the learning goals specifically on the least learned competencies.

Utilization of effective teaching strategies such as Higher Order Thinking Skills, ICT-based instruction, multiple intelligences, cooperative learning, differentiated instruction and reflective teaching. Budgeted Learning Competencies (BLC). Teachers have sense of directions and scope of lessons is taught and proper intervention can be made within a specific time frame.

Functional library, E-classroom package and internet connection for

research purposes. Aside from books, internet as an information highway provides

enormous historical events available in any form (text, video, audio) which can help

students understand complex topics.

Contextualization of lessons based on the culture, tradition, beliefs and local literary pieces in the community. Areas with IPs and Muslims have enormous IKSPs that can be used in the customization or contextualization of lessons particularly in MTB-MLE.

Maximized MEPA Technology in threshing out bottlenecks and barriers of

programs implemented to improve teaching-learning. Proven to be effective, its

institutionalization cascading down to school (SMEPA), which can be done monthly

can truly thresh out bottlenecks and barriers of programs implemented to improve

teaching-learning.

C. Governance

Maximized MEPA Technology in threshing out bottlenecks and barriers of

programs implemented to improve teaching-learning. Proven to be effective, its

institutionalization cascading down to school (SMEPA), which can be done monthly

can truly thresh out bottlenecks and barriers of programs implemented to improve

teaching-learning.


Implementation of Learning Partnership Program. This program builds the capacity of host schools to share their strong practices with other schools and to continue strengthening their own practices. It provides support to partner schools in learning systems, structures, and strategies to strengthen particular areas of practice. It also strengthens system-wide knowledge sharing about strong practices in order to improve student outcomes. Implementation of SBM-PASBE. The implementation of School-based

Management Philippine Accreditation System for Basic Education in Region XII

provides opportunity for schools with potential to improve the quality of their

organizational practices and learning outcomes through continuing self-assessment

and peer review. It will also strengthen school partnership with the national

organization of private and public elementary and secondary school heads to facilitate

the accreditation of deserving schools.

Building Partnership/Resource Mobilization. Region XII initiated to build

partnership with education partners to ensure prioritization and judicious investment

of programs and projects to provide the schools needing assistance such as basic

education resources, capability building and feeding program.

NGOs/CSO and LGUs involvement in planning and budgeting process like

Grassroots Participatory Budgeting

Maximum utilization of EBEIS and LIS in strengthening planning and

budgeting processes. The region maintains a database of education statistics, sector

performance indicators and profile of public and private schools, learning centers and

other education service providers. This web-based system is designed to enhance

information management at all levels of the education system (school, division, region

and national levels) through streamlined processes and use of information and

communication technologies. It aims to deliver relevant and accurate information to

school heads, education managers, policy makers and various stakeholders of the

education system. The Learners Information System is an online facility that

provides for the registration of learners enrolled in public schools. Since its

installation, the LIS has allowed the Department to generate the total public school

enrolment based on the actual registration of learners.


Implementation of Budget Monitoring System and Electronic Financial

Reporting System. This system facilitates the preparation, review, consolidation and

submission of other financial reports to the Department of Budget and Management

(DBM) and other oversight agencies within the prescribed deadline.This will improve

the region’s efficiency in terms of data entry, SAROs received and issued, Registry of

Allotment & Obligations , Prior Year’s Obligation and Disbursements. It will allow the

region/divisions and implementing units to generate reports the easiest and fastest

way such as Financial Accountability Reports (FARs), Statement of Allotments,

Obligations and Balances (SAOB) and Status of Utilization by SARO/ABM/Sub-

SARO.

Institutionalization of Project Program on Awards and Incentives for

Service Excellence. Region XII implemented the project PRAISE to encourage

creativity, innovativeness, efficiency, integrity and productivity in the public service

by recognizing and rewarding officials and employees, individually or in groups for

their suggestions, inventions, superior accomplishments and other personal efforts

which contribute to the efficiency, economy, or other improvements in government

operation, or for other extraordinary acts or services in the public service.

Monthly updating of Electronic Personal Services Itemization and

Plantilla of Personnel

Maximum Utilization of Effective Communication Systems such as DepEd

XII website, social networks, newsletter, and radio program

Implementation of Succession Planning at 3rd Level Positions. NEAP R-XII

established mechanisms (regionally-initiated policies and standards) to ensure that

the candidates for third level positions are developed and prepared for the nature of

work.

Institutionalization of Research-based policy directions, particularly on the

implementation of Special Curricular Programs


However, there are still identified gaps or bottlenecks that hinder the region in

fully achieving its targets. The need to address the identified hindering factors shall

be given priority to increase the low performance key performance indicators.

A. Access

Nine percent or 158 out of 1712 Elementary schools are Primary Schools. The

completion rate will definitely increase and drop-out will be minimized if these

primary schools would become complete elementary schools.

Table 32: Total Number of Elementary Schools by Division for SYs 2011-2012 to

2013-2014

Division

2011-2012 Total #of

Schools

2012-2013 Total # of

Schools

2013-2014 Total # of

Schools

ES PS CS ES PS CS ES PS CS

Cotabato City 21 1 5 27 22 1 5 28 18 1 9 28

General Santos City 50 2 16 68 50 2 16 68 51 1 16 68

Kidapawan City 49

4 53 48

5 53 48

5 53

Koronadal City 38 2 4 44 38 2 4 44 38 2 4 44

North Cotabato 504 85 39 628 525 70 40 635 523 71 42 636

Sarangani 190 32 16 238 206 19 16 241 214 14 16 244

South Cotabato 247 25 17 289 251 25 17 293 263 14 17 294

Sultan Kudarat 227 72 22 321 225 73 23 321 243 55 23 321

Tacurong City 19

5 24 19

5 24 19

5 24

Region Total: 1345 219 128 1692 1384 192 131 1707 1417 158 137 1712

Source: DepEd EBEIS

Of the total number of 2168 elementary and secondary schools, only 456

or 21% comprise secondary schools which greatly affects accessibility for secondary

students. Add to this the fact that there are 1,149 barangays in Region XII and this

implies that there are 693 of barangays without secondary schools


Table 33: Total Number of Secondary Schools by Division for SYs 2011-2012

to 2013-2014

Division Secondary Schools

2011-2012 2012-2013 2013-2014


General Santos City 26 26 26



North Cotabato 149 159 164

Sarangani 63 65 80

South Cotabato 63 76 81

Sultan Kudarat 52 52 52

Tacurong City 6 7 7

Region Total: 402 430 456

Mismatch on the hiring of teachers vis-à-vis the need of the school

especially in Indigenous People (IP) community- dominated schools. This

particularly refers to the MTB-MLE implementation where teachers who are assigned

to teach it are not proficient in the identified mother tongue. This is due to very

limited IP applicants and if ever there are, they are not prioritized in the hiring since

they belong to the lower bracket (C/D) in the Registry of Qualified Applicants (RQA).

Consequently, it leads to IP schools having non-IP teachers teaching MTB-MLE.

585 Elementary TICs handling schools in far-flung areas are

inexperienced to manage schools. It boils down to the kind of training provided to

TICs. It is aggravated by the absence of appropriate policy on School Heads

deployment. Non-principal passers are being deployed in spite of the availability of

passers because of the refusal of passers to accept the assignment.

Transfer of trained Multi-Grade (MG) teachers to non-Multi-Grade schools

leaving the MG schools with new untrained teachers. It continues to occur due to

the absence of policy as to the number of years that a trained MG teacher should stay

in school. Non-continuity of training program for MG teachers also aggravated the

problem.

Delayed downloading of ADM funds and issuance of guidelines on the

utilization of program support to the recipient Schools Division Offices are hindering

factors in the full implementation of ADM, thus it resulted to inappropriate utilization

of ADM funds. Apparently, the regional office failed to provide TA to such SDOs on

this issue.

Distance Learning Program as a mechanism to cater to students living in

far-flung areas is not fully implemented.


Twenty-three out of 1,712 elementary schools have full-fledged Guidance

Counselors to provide guidance to early graders having problem on adjustment.

Most schools only have designated Guidance Counselors (GCs) who have no units or

adequate training in guidance counseling. It implies that absence of competent

guidance counselors seemingly contributes to the increase of drop-outs among early

graders.

Home Visitation (HV) to PARDOS living far away from schools as one of

the mechanisms of DORP has not been maximized. This may be attributed to lack

of institutional support and established systems.

The accomplishments of Region XII in terms of CSR, achievement rate for elementary and SLR in secondary can be attributed to several facilitating external factors:

A. Socio-Political Interventions

Implementation of CCT /4 Ps Project (DSWD). The increasing number of

learners benefiting the 4Ps/CCT project of the Department of Social Welfare and

Development provided an opportunity for children to avail schooling.

Table 2 displays the total number of CCT/4Ps recipients by division for the

past three school years.

Table 34: Total Number of CCT/4 Ps Recipients in Public Elementary Schools in SY 2011-2012 to 2013-2014

Division SY 2011-2012 SY 2012-2013 SY 2013-2014

Cotabato City 7,637 8,995 11,697

General Santos City 6,254 7,833 12,311

Kidapawan City 56 2,624 2,940

Koronadal City 0 3,587 4,284

North Cotabato 37,414 68,200 76,163

Sarangani 22,527 31,492 36,167

South Cotabato 13,559 30,544 38,584

Sultan Kudarat 30,899 37,324 41,967

Tacurong City 3 1,713 1,915

Sub-Total: 118,349 192,312 226,028

Region - Total 118,349 192,312 226,028 Source of Data: Deped EBEIS


The continuing increase in number of CCT/4 Ps recipients indicates that there

will be more learners interested to enter school.

Getting full LGU Support. Their strong partnership with their respective LGUs

helped them through an increased SEF allocation to provide scholarship for

learners and also provision of school supplies and feeding program. The Special

Education Fund of the local government units has scholarship for poor and deserving

children as one of its priorities

The following are the specific programs/projects/activities that local officials in SOCCSKSARGEN pledges to support: • Career Development Program for SHS graduates;

• Financial support for National Competency Accreditation;

• Investment in public education by prioritizing the provision of basic educational inputs (Classroom, Teachers, Textbooks, Furniture, WatSan;

• Prioritization of SEF to be utilized for educational inputs, and Capacity Building Programs for Teachers;

• Establishment of Tech-voc Hub;

• Provision of school supplies and consumables for pupils/students; and

• Provision of scholarship for poor but deserving pupils/students. (Source: SHS Education Summit)

B. Inter-Agency/Organization Collaboration

Strengthening partnership and resource mobilization with

HEIs/TVIs/NGAs/NGOs and CSOs. Their establishment of partnership with

government, non-government and civil-society organizations provided support

particularly on basic needs of schools like teachers, classrooms, and furniture

especially in the preparation for the Senior High School implementation.

Existence of proactive universities which are willing to provide technical

assistance to schools in terms of research, curriculum development and capability

building can be of great help if there is a strong partnership with DepEd in terms of

providing regularly Research Agenda to HEIs and to ensure the utilization of

researches as input in improving teaching practices; avail possible assistance in

curriculum development and capability building.


Table 35: List of Inter-Agency/Organization Collaboration

CSOs/NGOs/NGAs Collaboration and Support

TESDA To help increase number of DepED Assessors (NC II) by providing free training courses. It shall also provide the following: • Technical-Vocational Livelihood (TVL) Track Apprenticeship

Scheme; • Enhancing SHS thru Institution-based Training • Scholarship for Teachers; • Developing Competency Certification & Techvoc Information

System; and • Assurance of a Quality Techvoc System vis-à-vis Philippine

Qualification Framework (PQF).

TVET Institutions Convergence

To provide opportunities for partnership with public secondary schools

DOST To formulate and upgrade a compendium of S&T manpower

needs in the Philippines

CHED To organize TWG for Senior HS & proposed Consultation with HEIs. Collaboration shall be made through: • Creation of Partnership in terms of providing Technical

Assistance to SHS’s Offering the Academic Track; • Highly rationalized systems of continuously improving

quality and standardized SHS curriculum; • Effective, transparent and efficient management system

towards organizational development; and • Design a comprehensive support mechanisms to SUCs,

HEIs, TEIs, Private Colleges & Universities for SHS Modeling (SY 2014-2015) & Early Implementation (SY 2015-2016)

DTI and DOLE To provide extension services for job opportunities for graduates of SHS. This will establish partnership in terms of: • Devising a strong SHS-Industry linkages through Public

Private Partnership; • Technical Assistance & Funding Support for the Promotion

of Entrepreneurship; and • Innovative curriculum support programs for a responsive

implementation of ABM strand. In partnership with DOLE, this region shall engage on:

• Development of effective system in the formulation of policies, standards and procedures on productive manpower resources, development, utilization and allocation;

• Operational responsive vocational guidance and testing system in aid of proper human resources allocation;

• Labor Market Information System in aid of proper manpower and development planning & Supervision of

private sector participation in the recruitment and placement of SHS graduates; and

• Establishment of a machinery for the effective allocation of manpower resources for maximum employment and placement of SHS graduates in the disadvantaged groups and communities

DOST To provide Technical Assistance to the Region to: • Design an Information System and Databank on Science

and Technology;


• Offer Technical Assistance to SHS’s Offering Science & Technology, Engineering and Mathematics (STEM) Track;

• Strengthen Scientific technological research and development & Technological capabilities through manpower training, infrastructure and institution-building, and

• Technical Assistance for the promotion and development of Indigenous Technology and adaptation & innovation of suitable imported technology

DA • Developing a functional Apprenticeship Scheme & Institution-based Training on SHS - Technical-Vocational Livelihood (TVL) Track (Agri-Fishery)

• Aligning agency’s Technical Assistance on Trainers Training of Teachers, Comprehensive Scholarship Program for Agriculture & Fishery for qualified and interested students (IPs), Institutionalizing Edible Landscaping particularly in IP schools.

DOT • Devising an Integrated statistical databank on the tourism industry of Region XII to provide a research-based data on economic conditions and trends relating to tourism and travel;

• Operationalizing an Integrated Local Tourism Development Plans as input to SHS planning; and

• Technical Assistance & Funding Support to potential SHs for Tourism Development, producing products based on Brand Substance, and Capability Building on Tourism-related jobs.

NEDA • Nurturing a culture of providing updated Regional Development Plan and Public Investment Program as inputs to SHS Strategic Plans

• Establishing partnership scheme for SHSs to connect with industries

• Developing information sharing system of Industry Priority Cluster Analysis for SHS Planning & Market Scoping

• Advancing effective SHS support mechanisms for RDC endorsement

STI To office mobile facilities for SHS training

LGU To provide basic educational inputs and scholarship

LGU PESO To conduct career guidance to both parents and students

Save the Children To provide IMs and training for teachers

UNICEF To supply WASH facilities, provide capability building and IMs

ICAN to conduct peace building activities and construction and repair of classrooms

CFSI To conduct school and community-based DRR program, Education in Emergency (EIE)

MinConSP To provide classrooms, install water system and solar light, provide teachers training for literacy and numeracy support

Plan International To provide food, shelter, education and medicines

World Vision To conduct training of teachers, support child protection policy, provide supplemental IMs and educational facilities

MAHINTANA Foundation

To provide WASH facilities and classroom construction

Source: SHS Partnership and NGOs Covergence


C. Industry Partnership

The presence of local industries, business establishments and multi-national companies in Region XII open wider opportunities for the schools to establish partnerships for their implementation of the Senior High School.

The low educational key performance indicators can be aggravated by various barriers and bottlenecks affecting the schools in achieving their targets and desired outcomes. This region needs to work collaboratively with the community to ensure that all school-age children are enrolled in child-friendly schools, completed the full cycle of basic education and mastered the required learning competencies.

A. Geological Hazards Affecting Region XII

In Region XII, occurrences of flood, landslide, earthquake, tsunami and

volcanic eruption, ground failure/land subsidence and erosion have been recorded. In barangays where flooding occurs during the rainy season, classes are often disrupted.

Figure 12: Establishments in SOCCSKSARGEN


The following tables show identified municipalities in Region XII as disaster prone areas:

Table 36: Flood Prone Areas of Region XII

Source: Geohazard Assessment of Region XII, MGB XII Table 37: Landslide Prone Areas in Region XII

Source: Geohazard Assessment of Region XII, MGB XII

Province/City Municipality/Specific Areas

North Cotabato Tulunan, M’lang, Matalam, Kabacan, Pikit, Aleosan, Midsayap, Alamada, Libungan, Pigcawayan

Sultan Kudarat

Isulan

Areas that are located near the riverbanks of Allah river and Banga

River in Barangay Kolambog, Bambad, Dansuli, Kalawag III, Impao,

Mapantig, Kenram and Sampao.

Sitio Kamanga of Barangay Laguilayan Esperanza, Lambayong, Lebak

South Cotabato

Santo Nino and Norala

Low lying areas along the valleys

Tupi

National Highway along Barangay Kablon, Barangay Cebuano

Lutayan

Barangays of Lutayan Proper, Mamali, Maindang, and Bayasong Tantangan

Along the National Highway between New Iloilo and Bukay Pait,

Barangay Cabuling

Banga, Surallah, T’boli

Sarangani

Alabel

Barangay Maribulan and in some areas of Barangay Poblacion. Glan, Malapatan, Kiamba, Maitum

Koronadal City Barangay of Poblacion, Saravia and Carpenter Hill

Kidapawan City Sitios of Barangay Ilomavis and Ginatilan

General Santos

City

Sitio Minanga of Barangay Buayan

Purok 23 of Barangay Bula

Barangay Dadiangas North, East

Purok 7 of Barangay Katangawan

Along Santiago Boulevard near GenSan Public Market

Cotabato City

Areas near the Rio Grande de Mindanao, Rio Grande de Tamontaka,

Tarbung, Matampay, Miwaruy, Manday, Lugay-lugay, Bagua and Kalanganan Rivers, and Pagalamatan Creek

Province/City Municipality/Specific Areas

North Cotabato Municpalities of Alamada and Makilala

Isulan, Sultan

Kudarat

70% to 85 % slopes upstream of Cabilanan, Kakal River and

Buluan Creek. Also, the barangays on the eastern part of

Isulan.

Santo Niño and

Norala, and Lake Sebu,

South

Cotabato

Along the mountain slopes of east Norala.

Malungon,

Sarangani Nagpan Barangay Center and the road leading to Alkikan.



Table 38: Areas Vulnerable to Volcanic Hazards


Table 39: Areas Vulnerable to Erosion


Alabel, Sarangani Sitio Siman of Barangay Paraiso

Koronadal City At the ridge of Roxas Mountain Range at Sitio Acub,

Barangay San Isidro.

Kidapawan City Steep slopes upstream of Marbel river and Matingao Creek.

General Santos

City

Steep Slopes along Saboay river, Silway river and Buayan river.

Central and southwestern part of the city.

Cotabato City Colina Hill is a potential risk to mass movement and

subsidence.

Province/City Potential Volcanic Hazard

North Cotabato Ash fall in case of violent eruptions of active volcanoes. Mt Apo

is a dormant strato volcano.

Cotabato City Low risk area to effects of direct volcanic eruptions. Risk to

flooding from breaching Lake Maughan if Mt. Parker erupts.

Lutayan, Sultan

Kudarat Ash fall and lahar flooding

South Cotabato

All areas within the province are susceptible to ash falls while

low lying areas along valleys are prone to volcanic mudflows and flooding.

General Santos

City Susceptible to ash falls, volcanic mudflows and flooding.

Malungon,

Sarangani

Susceptible to ash falls.

Susceptible to ash fall, volcanic mudflows and flooding.

Province/City Municipality

North Cotabato Alamada, Libungan, Banisilan, Carmen, Antipas, Magpet,

President Roxas, Arakan, Tulunan, Makilala

Sultan Kudarat Colombio, Lutayan, Esperanza, Lebak, Kalamansig, West Isulan, Ninoy Aquino, Bagumbayan

South Cotabato Tampakan, Tantangan, Banga, Tupi, Polomolok, Lake Sebu,

T’boli

Sarangani Maasim, Malungon, Alabel, Malapatan, Glan and Maitum


The distance of home to school is another factor that contributes to the decrease

of enrolment. The table below presents the total number of learners living far from

school.

Table 40: Total number of learners living far from school by division

Division Male Female Total

Cotabato City 1,556 1,652 3,208

General Santos City 1,117 1,122 2,239

Kidapawan City 708 599 1,307


North Cotabato 9,802 9,607 19,409

Sarangani 8,039 7,442 15,481

South Cotabato 6,415 5,937 12,352

Sultan Kudarat 5,026 4,833 9,859


Grand-Total: 33,221 31,776 64,997 Source of Data: DepEd EBEIS

Distance of home from school leads to problem on absenteeism affecting

students’ academic performance. It is aggravated by poor road networks, bridges,

transportation due to treacherous terrain and swerving rivers. Even teachers

assigned in far-flung areas find difficulties as regards stress affecting adversely their

teaching performance.

B. Addressing the Poverty Situation

Most students/pupils in school with very low MPS are considered income-poor – leading to child labor and problem on malnutrition. The Municipalities with high poverty incidence: NSCB (2003) Sen. Ninoy Aquino with 63.63 percent; Columbio (55.19%); Lutayan (49.27%); Malapatan (66.37%); and T’boli with 66.50 percent. These municipalities are home to indigenous peoples of Mindanao such as Dulangan Manobo in Sen. Ninoy Aquino; Manobo and Bl’aan in Columbio; Tiboli in T’boli, and Bl’aan in Malapatan Sarangani. The rest of the other poorest municipalities in the region are: Lake Sebu, Maasim, Palimbang, Bagumbayan, Kalamansig and Esperanza.

Among the provinces in Region XII, South Cotabato posted the highest poverty

threshold at PhP 9,797 in the first half of 2012. The highest increase in poverty

threshold was noted in Cotabato Province at 22.5% from 2009. A family of five (5) in

Region XII needed a monthly income of at least PhP 7,702 to stay out of poverty.


Source: OPAPP

(MILF-affected communities; Peace

Agreement areas, target barangays under

Kalayaan sa Barangay Program

Conflict-affected Areas in Region XII, 2009-2010

15 out of the 20

Poorest Municipalities

in Region XII are

Conflict-Affected

Areas

Cotabato Province (3)

Pikit, Banisilan, Midsayap,

Arakan

Sarangani(4)

Maitum, Kiamba, Maasim, Malapatan

Sultan Kudarat (8)Kalamansig, Palimbang,

Esperanza, Sen. NinoyAquino, Bagumbayan, Lambayong, Lutayan,

Columbio

Figure 13: Poverty Threshold of Region 12 – 1st Semester

Poverty is a complex perennial problem affecting adversely learners’ academic performance; hence, only systemic solution can address this.

C. Peace and Order Situation

Peace and order situation in conflict areas caused disruption of classes.

Schools located in areas regularly disrupted by atrocities brought about by armed

conflict are usually low performing. Though this perennial problem is very complex,

we can still initiate some long term interventions through education.

Map 1: Conflict-Affected Areas in Region 12, 2009-2012

7,321 7,890

8,439 8,508 9,172 8,969 9,303

9,797

8,642

10,168

-

2,000

4,000

6,000

8,000

10,000

12,000

North Cotabato Sarangani South Cotabatob/ Sultan Kudarat Cotabato City

Poverty Threshold, Region 12

2009 2012

6,446


D. Onset of Technology

The proliferation of internet cafés near schools in urban divisions encouraged

pupils/students to escape classes for online gaming. This will become a threat and

leads to online addiction among students. Classes that do not employ ICT-Based

Instruction appear to be boring to students who are technologically-inclined, hence

they would rather go to internet cafes for more fun.

Table 41: Number of Internet Cafes in City Divisions as of 2013

City Divisions Number of Internet Cafes

General Santos City 79

Koronadal City 27

Tacurong City 8

Kidapawan City 12

Cotabato City 11 Source: Division Report


Where We Want To Go: Mission, Vision, Core Values and Objectives

A. Vision We dream of Filipinos who passionately love their country and whose competencies and values enable them to realize their full potential and contribute meaningfully to building the nation. As a learner-centered public institution, the Department of Education continuously improves itself to better serve its stakeholders.

B. Mission To protect and promote the right of every Filipino to quality, equitable, culture-based, and complete basic education where:

• Students learning a child-friendly, gender-sensitive, safe and motivating environment;

• Teachers facilitate learning and constantly nurture every learner; • Administrator and staff, as stewards of the institution, ensure an enabling and

supportive environment for effective learning to happen ; and • Family, community, and other stakeholders are actively engaged and share

responsibility for developing life-long learners.

C. Core Values:

Maka-Diyos

Makatao

Makakalikasan

Makabansa

D. Goal

Access: Increase participation rate (net enrollment ratio) of elementary to 98

and secondary to 93.

Quality: Improve academic performance in elementary to 90 and secondary to

75.

Governance: Improve effective, efficient and collaborative delivery of basic

education services to learners.


D.1 Strategic Objectives:

Access

Net Enrolment Rate (NER) Increase gains in participation rate of 21.53% for kindergarten, 16.99% for elementary, and 42.97% for secondary by 2019.

Cohort Survival Rate (CSR) Reduce dropouts among Grades I-III pupils from 18,395 to 0. Reduce dropouts among Grades IV-VI pupils from 15,085 to 0. Reduce dropouts among Grade VII-Year IV pupils from 19,446 to 0.

Quality:

Reading 3

Improve regional performance in Reading Grade 3 from 64.81 to 75.

• Reduce number of schools belonging to Quartile 4 (0-25; Poor) from 9 to 0. (Baseline: North Cotabato – 4; Sultan Kudarat – 2; Koronadal – 1; Sarangani – 1; South Cotabato – 1)

• Reduce number of schools belonging to Quartile 3 (26-50 MPS; Average)

from 290 to 0. (Baseline: North Cotabato-85; Sultan Kudarat-77; Sarangani-46; Kidapawan City-31;South Cotabato-23; Koronadal City-15; General Santos City-8; Cotabato City-3; Tacurong City-2)

• Reduce number of schools belonging to Quartile 2 (51-75 MPS; Upper Average) from 975 to 97. (Baseline: North Cotabato-344; Sultan Kudarat-195; South Cotabato-169; General Santos City-54; Sarangani-46; Koronadal City-27; Kidapawan City-22; Cotabato City-20; Tacurong City-16)

• Increase number of schools belonging to Quartile 1 (76-100 MPS; Mastery) from 426 to 1,530. (Baseline: North Cotabato-188; South Cotabato-100; Sarangani-75; Sultan Kudarat-42; General Santos City-9; Tacurong City-6; Cotabato City-5; Koronadal City-1; Kidapawan City-0)


English/Grammar 3 Improve regional performance in Grade 3 Grammar from 70.23 to 75.

• Reduce number of schools belonging to Quartile 4 (0-25; Poor) from 13

to 0. (Baseline: Sultan Kudarat-4; South Cotabato-3; Sarangani-3; North Cotabato-2; Kidapawan City-1)

• Reduce number of schools belonging to Quartile 3 (26-50 MPS; Average) from 248 to 0.(Baseline: North Cotabato-76; Sultan Kudarat-72; Kidapawan City-30; Sarangani-29; South Cotabato-17; Koronadal City-13; General Santos City-5; Cotabato City-3; Tacurong City-3)

• Reduce number of schools belonging to Quartile 2 (51-75 MPS; Upper Average) from 690 to 10. (Baseline: North Cotabato-249; Sultan Kudarat-154; South Cotabato-110; Sarangani-84; General Santos City-35;Kidapawan City-20; Koronadal City-19; Cotabato City-12; Tacurong City-7)

• Increase number of schools belonging to Quartile 1 (76-100 MPS; Mastery) from 751 to 1,692. (Baseline: North Cotabato-294; South Cotabto-163;Sarangani-135; Sultan Kudarat-88;General Santos City-30; Tacurong City-14; Cotabato City-13; Koronadal City-12; Kidapawan City-2)

English 6

Improve regional performance in Grade 6 English from 77.15 to 90.

• Reduce number of schools belonging to Quartile 4 (0-25 MPS; Poor) from 2 to 0.(Baseline: Sultan Kudarat-1; Cotabato City-1)

• Reduce number of schools belonging to Quartile 3 (26-50 MPS; Average)

from 142 to 0.(Baseline: North Cotabato-76; Sultan Kudarat-72; Kidapawan City-30; Sarangani-29; South Cotabato-17; Koronadal City-13; General Santos City-5; Cotabato City-3; Tacurong City-3)

English Year 4

Improve regional performance in English Year 4 from 58.59 to 75.

• Reduce number of schools belonging to Quartile 4 (0-25) (Poor) from 3 to 0.(Baseline: Sul. Kudarat: 1; Tacurong City: 1 and Cotabato City: 1)

• Reduce number of schools belonging to Quartile 3 (26-50) from 165 to 0.(Baseline:Sarangani: 19; South Cot: 28; Sul. Kudarat: 31; Tacurong City: 2; GSC: 6; Cotabato City: 12; Kidapawan City: 6; Koronadal City: 6; and North Cot: 55)


• Reduce number of schools belonging to Quartile 2 (51-75) from 385 to

0.(Baseline:Sarangani: 42; South Cot: 69; Sul. Kudarat: 44; Tacurong City: 11; GSC: 35; Cotabato City: 18; Kidapawan City: 22; Koronadal City: 10; and North Cot: 134)

Mathematics 3

Improve regional performance in Grade 3 Mathematics from 69.82 to

80

• Reduce the number of schools belonging to Quartile 4 (0-25) from 10 to 0. (Baseline:Cotabato City = 0 ; General Santos = 0; Kidapawan City = 0; Koronadal City = 0; North Cotabato = 1; Sarangani = 4; South Cotabato = 1; Sultan Kudarat = 4; Tacurong City = 0)

• Reduce the number of schools belonging to Quartile 3 (26-50) from 260 to 0.(Baseline:Cotabato City = 15 ; General Santos = 11; Kidapawan City = 37; Koronadal City = 16; North Cotabato = 69; Sarangani = 32; South Cotabato = 20; Sultan Kudarat = 69; Tacurong City = 1)

• Reduce the number of schools belonging to Quartile 2 (51-75) from 711

to 544.(Baseline:Cotabato City = 14 ; General Santos = 36; Kidapawan City = 15; Koronadal City = 19; North Cotabato = 248; Sarangani = 90; South Cotabato = 106; Sultan Kudarat = 169; Tacurong City = 14)

Mathematics 6

Improve regional performance in Grade 6 Mathematics from 79.75 to 85

• Reduce the number of schools belonging to Quartile 4 (0-25) from 5 to

0. (Baseline:Cotabato City = 2 ; General Santos = 0; Kidapawan City = 0; Koronadal City = 2; North Cotabato = 1; Sarangani = 0; South Cotabato = 0; Sultan Kudarat = 0; Tacurong City = 0)



• Increase the number of schools belonging to Quartile 2 (51-75) from

471 to 212.(Baseline:Cotabato City = 15 ; General Santos = 31; Kidapawan City = 20; Koronadal City = 13; North Cotabato = 85; Sarangani = 50; South Cotabato = 89; Sultan Kudarat = 160; Tacurong City = 8)




Mathematics Year 4

Improve regional performance in Year 4 Mathematics from 55.98 to75

• Reduce the number of schools belonging to Quartile 4 (0-25) from 36 to 0. (Baseline:Cotabato City = 6 ; General Santos = 0; Kidapawan City = 2; Koronadal City = 1; North Cotabato = 10; Sarangani = 1; South Cotabato = 8; Sultan Kudarat = 7; Tacurong City = 1)






82 to 278. (Baseline:Cotabato City = 1 ; General Santos = 10; Kidapawan City = 6; Koronadal City = 1; North Cotabato = 23; Sarangani = 23; South Cotabato = 6; Sultan Kudarat = 9; Tacurong City = 3)

Science 3 Improve regional performance in Science Grade 3 from 68.04 to 75.

• Reduce number of schools belonging to Quartile 4 MPS of 0 to 25 (poor)

from 36 to 0.

• Reduce number of schools belonging to Quartile 3 MPS of 26 to 50 (below

average) from 227 to 0.

• Reduce number of schools belonging to Quartile 2 MPS of 51 to 75 (upper


• Increase number of schools belonging to Quartile 1 MPS of 76 to 100

(superior) from 682 to 1531.

Science 6

Improve regional performance in Science Grade VI from 73.94 to 80.


from 3 to 0.


• Reduce number of schools belonging to Quartile 3 MPS of 26 to 50 (below






Science Year 4

Improve regional performance in Science Year 4 from 46.15 to 75.


from 28 to 0.

• Reduce number of schools belonging to Quartile 3 of 26 to 50 (below

average) from 387 to 29 .





Filipino 3

Improve regional performance in Filipino Grade 3

Reading from 68.75 to 76 and Grammar 64.32 to 76.

• Reduce number of schools belonging to Quartile 4 (0-25): Filipino Grade 3

Reading - from 2 to 0; Grammar – from 9 to 0.

• Reduce number of schools belonging to Quartile 3 (26-50): Filipino Grade 3 Reading - from 261 to 0; Grammar- from 342 to 0.


Reading - from 790 to 263; Grammar- from 903 to 351.

• Increase number of schools belonging to Quartile 1 (76-100) Reading - from 648 to 1,438; Grammar- from 447 to 999.


Filipino 6

Improve regional performance in Filipino Grade 6 from 79.63 to 85.


Reading - from 2 to 0; Grammar – from 9 to 0.



• Increase number of schools belonging to Quartile 1 (76-100) Reading - from 648 to 1,438; Grammar- from 447 to 999.

Filipino Year 4

Increase regional performance in Filipino Year 4 from 55.20 to 76.

• Reduce number of school belonging to Quartile 4 (0-25) from 1 to 0.

• Reduce number of schools belonging to Quartile 3 (26-50) from 209 to 0.


• Increase number of schools belonging to Quartile 1 (76-100) from 5 to 369.

Araling Panlipunan Grade 6

Improve regional performance in Araling Panlipunan Grade 6 from 71.62 to

80.


0.(Baseline: Cotabato City: 2; Sarangani: 2; Sultan Kudarat: 1)


(Baseline: Cotabato City: 20; General Santos City: 21;Kidapawan: 13;

Koronadal: 19; North Cotabato: 32; Sarangani: 10; South Cotabato: 51;

Sultan Kudarat: 67; and Tacurong: 8)


209.Baseline:Cotabato City (20);General Santos City (35);Kidapawan (43);

Koronadal (28);North Cotabato (211); Sarangani (128); South Cotabato

(168);Sultan Kudarat (186); and Tacurong (16)


Araling Panlipunan Year 4

Improve regional performance in Araling Panlipunan 4 from 57.04

to 76.


(Baseline: Cot. City: 14; GSC: 9; Kidapawan: 4; Koronadal: 6; N. Cot.:

49; Sarangani: 27; South Cot: 35; Sul. Kud: 41; and Tacurong: 5).


190. (Baseline: Cotabato City: 18; GSC: 32; Kidapawan: 21; Koronadal:

9; North Cot.: 137; Sarangani: 38; South Cot: 63; Sultan Kud: 34; and

Tacurong: 9).

• Increase number of schools belonging to Quartile 1 (76-100) from 27 to

171. (Baseline: Cot. City: 18; GSC: 32; Kidapawan: 21; Koronadal: 9;

North Cot.: 137; Sarangani: 38; South Cot: 63; Sultan Kud: 34; and

Tacurong: 9).

Governance:

Improve School-based Management level of practice of schools

To improve SBM level of practice for elementary schools from 23% (364)

to 30% (514) for Level 2 and from 7% (111) to 20% (342) for Level 3

To increase the number of SBM level of practice of secondary schools

from 25% (86) to 30% (161) for Level 2 and from 4% (15) to 20% (108) for Level 3

Improve absorptive capacity of fund utilization and program

management of all Special Curricular Programs at all levels.

At the end of every School Year, recipient schools and program support

fund of the divisions shall have achieved 100% utilization and program

implementation.


How We Will Get There: Strategies and Intervention

Every Filipino has access to complete basic education

“Sa SOCCSKSARGEN, lahat na kabataan,nasa dekalidad na

paaralan”

Strategy 1: Strengthen Research-based Innovative Access Programs

DORP, ADM, DRRM, IPEd, Madrasah Ed. Multigrade, Home-based

Kindergarten, Senior High School, Child-Friendly School System,

Alternative Learning System, and Computerization Program.

Number Program

1.1 Research-based Innovative Program on DORP

1.2 Action Research on ADM

1.3 Action Research on DRRM

1.4 Action Research on IPEd highlighting IKSP towards the development of culturally sensitive IMs

1.5 Research-based on Madrasah Education

1.6 Research-based on Multigrade

1.7 Action Research on the Impact of Home-based Kindergarten

1.8 Action Research on Senior High School

1.9 Research-based on Child-Friendly School System

1.10 Action research on Computerization Program its Impact on the Development of High Order Thinking Skills

1.11 Action Research on Innovative mechanism of Alternative Learning System

Strategy 2: Enhancement of Inter-Agency/Organization/Market

Industry Alliance through Partnership Accountability System

Number Partnership

2.1 PAS Model to intensify resource mobilization for effective Brigada Eskwela Implementation

2.2 Standardized advocacy materials for effective communication strategy

2.3 Standardized process of effective stakeholder engagement (SGC, PTA, CSOs, and LGUs)

2.4 Strengthen DepEd-LGU partnership in mainstreaming

Text2Teach Technology with the remaining 38 municipalities and 4 cities


Strategy 3: Reinforcement of relevant Access Policies on DORP,

ADM, DRRM, IPEd, Madrasah Ed. Multigrade, Home-based

Kindergarten, Early Registration, Community Mapping, Child

Protection Policy, Senior High School, Child-Friendly School System,

Abot-Alam, and Computerization Program.

Number Policy

3.1 Policy Research on DepEd Order 41, series 2012 for Reinforcement of “No Collection Policy”

3.2 Policy Research on DepEd Order 40, series 2012 for Reinforcement of Child Protection Policy

3.3 Policy Formulation to Institutionalize Community Mapping or House to House Tracking of Children Not yet Enrolled in School with stakeholder involvement

3.4 Reinforcement of Early Registration with inclusion of Innovative Practices through Multi-Stakeholders Participation

3.5 Reinforcement of Policies on Child Protection Policy and Home-based Kindergarten

3.6 Policy Research on IP Education, Madrasah, Multigrade, CFSS

3.7 Policy Formulation to Support Senor High School Implementation

3.8 Reinforcement of DepEd Order 17, s. 2014 on Abot-Alam employing innovative mechanism through stakeholder involvement

3.9 Reinforcement of Policy on Distance Learning Program to cater pupils/ students living in far flung areas

3.10 Policy formulation in institutionalizing classroom-based guidance and counseling to address the problem of adjustment by early graders.

3.11 Reinforcement of Policy on DRRM particularly on disaster susceptible areas

3.12 Formulation of Policy in the implementation of Education in Emergency

Strategy 4: Setting-up Access Systems: Database Information

System, Strategic Model Framework, Quality Assurance and

Monitoring & Evaluation Systems

Number System

4.1 Institutionalization of MEPA technology at all levels

4.2 Strategic Model on the Effective Implementation of Adopt a

School/District/Division mechanism

4.3 Strategic model of institutional support and an implementation system on Home Visitation as a mechanism to save PARDOs living far from school


Every Filipino graduate of complete basic education is prepared for

further education and the world of work

“Bawat gradweyt ng SOCCSKSARGEN handa sa trabaho, negosyo ,

kolehiyo at mundo”

Quality

Strategy 1. Institutionalization of Research-based Intervention Program

on Quality

1.1 Reinforcement and Enhancement of Research-based Innovative Intervention in the implementation of Special Curricular Programs like STE, SPED, TechVoc, SPA/SPS, RSHS, ECARP, IP and Muslim Ed, Multigrade and Campus Journalism

Strategy 2: Development of inclusive, relevant and culturally sensitive

curriculum

Strategy 3: Continuous Improvement through Functional Capability

Building Program

Number Program

3.1 Institutionalization Framework of Enhance Learning Partnership Program

3.2 Capability Building Program (RToT) on Effective Teaching Strategies such as HOTS, ICT-Based Instruction, Cooperative Learning, Multiple Intelligences, Differentiated Instruction and Reflective teaching

3.3 Formulation and Implementation of Strategic Model in the institutionalization of LAC sessions at all levels.

3.4 Capability Building Program for (585) TICs on Effective School Management and Instructional Supervision

Strategy 4: Formulation of relevant policies on Whole School Reading

Program, Classroom-based Assessment, ICT-based Instruction, Peace

Education

Number Curriculum

2.1 Formulation of standards on curriculum contextualization and indigenization based on IKSPs

2.2 Formulation of norms and standards on the integration of IKSPs in the curriculum


Number Policy

4.1 Reinforcement of Engaged Time-on-Task Policy to accomplish teaching of desired competencies

4.2 Formulation of relevant policy on Whole School Reading Program, Classroom-based Assessment, ICT-based Instruction, MTB-MLE, Multigrade, IP and Muslim Education.

4.3 Reinforcement of policy on utilization of the K to 12 and RBEC competencies among Private Schools

4.4 Policy Review on hiring IP teacher Applicants in relation to MTB-MLE implementation

4.5 Policy Formulation on the transfer of Multigrade Teachers to non-multigrade schools

4.6 Policy Formulation on the institutionalization of Peace Education

Strategy 5: Upgrading Systems for the improvement of Quality Instruction:

Database Information Learning Resource Materials, Model Frameworks,

Technical Assistance Scheme

Number System

5.1 Digitization of Budgeted Learning Competencies to be uploaded to the LRMDS for easy access

5.2 Formulation of standards in the maximum utilization of E-classroom package, and internet connectivity

5.3 Maximization of MEPA technology for quality instruction

5.4 Formulation of sustainability mechanism framework for the 106 Text2Teacher recipient schools


Delivery of basic education services to learners is effective, efficient and

collaborative

“Tambayayong para sa Edukasyon ”

Governance

Strategy 1: Establishment of Effective Systems on Good Governance of Basic

Education Services

Number System

1.1 Intensification of Stakeholders Support System

1.2 Judicious and Transparent Resource Management Systems

(Human, Materials, Money, Time, Machine) 1.2.1. Implementation of Program Management Information System for Financial Transparency of all Nationally-funded Programs (SBM, BEFF, Abot-Alam, IP and Muslim Ed, TechVoc, STE, SPED, Multigrade, National Greening Program 1.2.2 Involvement of NGOs, CSOs, and LGUs in GPB 1.2.3 Institutionalization of eFRS in financial reporting in all levels 1.2.4 Strengthening NEAP-R for effective implementation of T&D System, Competency Assessment and Succession Planning for School Heads, Supervisors and 3rd level positions

1.3 Setting-up Quality Management System through SBM-PASBE Framework

1.4 Effective Knowledge Management and Reward Systems 1.4.1 Establishment of Quarterly Data Information Inventory System 1.4.2 Institutionalization of project PRAISE in all levels 1.4.3 Institutionalization of monthly updating of Electronic Personal Services Itemization and Plantilla Services 1.4.4 Implementation of Effective Communication Systems such as School/District/SDOs official website, newsletter and social network 1.4.5 Strategic framework on effective utilization of research findings to

address problems, improve existing practices and systems towards efficient service delivery.


Strategy 2: Continuous Improvement through MEPA in all levels

Number Area

3.1 Effective utilization of MEPA results, feedback and agreements to strengthen integrated interfacing of schools/SDOs/RO for effective TA system, program design adjustment and policy formulation and review

3.2 Regional Strategic Framework on Tracking Mechanisms of all Nationally-funded PPAs

3.3 Establishment of External Stakeholders Mechanism to increase Collective Accountability for Equitable and Judicious Distribution of Resources

Strategy 3: Formulation of Relevant Policies for Good Governance

Number Policy

6.1 Formulation of Policy on Redeployment and Redistribution of Excess Resources (teacher, textbooks, furniture, computers) for equitable distribution of resources

6.2 Formulation of Regional Policy in the institutionalization of MEPA technology at all levels and units

6.3 Reinforcement of policy on 85% attendance of CCT/4 Ps recipients


LIST OF DEPED XII OFFICIALS AND EMPLOYEES INVOLVED IN THE FORMULATION OF REDP

STRATEGIC PLANNING CONTENT AND PROCESS CUM WRITESHOP ON THE FORMULATION OF REGIONAL EDUCATION DEVELOPMENT PLAN (REDP)

June 9-11, 2014 at the Sun City Suites, General Santos City July 11-13, 2014 @ The Farm, Carpentil Hill, City of Koronadal

REDP PLANNING COMMITTEE

Chair : DR. ALLAN G. FARNAZO, CESO IV OIC-Regional Director

Technical Working Group:

Fatima Ilon-Adza, Al Hadja Chief AO, Admin

Ma. Lourdes Sanchez Chief AO, Finance

Melinda S. Rivera Chief, ESSD (RemSED)

Heria S. Abpi Chief, HRTD (TDD)

Macario O. Ontal Chief, CLMD (CID)

Shirley S. Bulosan, Ed. D. OIC- Chief PPRD

Pancho Balawag Asst. Chief, QuAAD/Brigada Eskwela

Sarida A. Matug Asst. Chief HRTD/ALIVE / Madrasah

Sylvia Vivian Galang Med. Officer IV Health & Nutrition

Atty. Sittie Macasayon Legal Officer III Legal

Glenn A. Bisnar, DM REPS, SBM/M&E Coordinator

Luz Lalli L. Ferrer REPS Head-Secretariat/English Elem.

Kathrine H. Lotilla SEPS Planning

Jeanette N. Delima Regional Accountant

MEMBERS:

Gilda Orendain REPS TLE/ GAD/Guidance

Gerardo O. Magno REPS Engl-Sec/SPJ/SPFL

Joelina Guillermo REPS EsP (Elem)

Walid Abdullah REPS EPP

Norman S. Valeroso REPS Science-ST&EP / SPED-Sec

Rogelio Radaza REPS Math

Napoleon Gio REPS Private Schools

Magdaleno Duhilag REPS Tech-Voc/Sports

Johnny A. Sumugat REPS ALS/PRIME

Agney Taruc REPS AP/Peace Educ/FLO/DRRM

Marianela Angeles REPS MAPEH/SPA

Joelita Aguilar REPS EsP (Sec)

Corona Dilangalen REPS Science/SSES

Suzanne Berba REPS SPED-Elem

Felina S. Mendoza REPS Preschool/Multigrade

Shirley Saur REPS GPB/Secretariat

Mudin Bantas AO IV HRMO

Rasul Sinarimbo AO IV Records

Alan Ebuna AA II Supply

Ma. Zeldine B. Nadela EPS-II Secretariat


Roselou Hornido EPS-II Secretariat

Rey Gallardo EPS-I Secretariat

Edwin Montilla ADA Cashier

Shiela Reyes ADA PSU

Mark Jefferson Montano AA II Secretariat

Samsudin Paraid ADA Secretariat

Aldwin Opre ADA I Secretariat

Utiak S. Tua ADA III Reproduction Officer

Ulysses Laruya Graphic Artist

CONDUCT OF REGIONAL FOCUS GROUP DISCUSSION (FGD) FOR THE FORMULATION OF THE 2014 REGIONAL

EDUCATION DEVELOPMENT PLAN (REDP) July 8, 2014

The participants to be identified by the SDSs are the Personnel of the following Divisions who shall be grouped according to KPIs: ASDSs, Division Planning Officers, EPS who are Division Coordinators of SBM, PreSchool, ADM, ALS, Testing and School Heads (1Elem & 1 Sec) ASDSs Sarangani – Diosdado Ablanido, Donna S. Panes GSC – Mario Bermudez South Cotabato – Leo Huliganga Koronadal City – Mario Madrero Tacurong City – Dr. Meilrose Peralta Sul. Kudarat- Dr. Ruth Estacio Cotabato City – Edgar Sumapal, Al Hadj Kidapawan City – Dr. Natividad Ocon Cotabato Province – Miguel Fillalan, Jasmin Isla Education Program Supervisors

Division SBM Coordinators ALS Coordinators

Sarangani

Gen. Santos City Juliet Lastimosa

South Cotabato Dr. Felly Maru

Koronadal City Delia Mabalot Jennifer Mabalot

Tacurong City Mayflor Romualdo Jesus De Gracia, Jr.

Sul. Kudarat Ismael Ambalgan Fatima Ma-aya

Cotabato City Emily Enolpe

Kidapawan City Remegio Orias Jane Sullivan

Cotabato Province Dr. Rolando Mauricio Dr. Julie Lumogdang

Education Program Supervisors

Division Pre-School Coordinators ADM Coordinators

Sarangani

Gen. Santos City Juliet Lastimosa Editha Paraguas

South Cotabato Milrose Caseres Enrique dela Cruz


Koronadal City Prima Roullo

Tacurong City Ninfa Ortizo Randy Porras

Sul. Kudarat Fatima Ma-aya

Cotabato City Estrelita Tan Belinda Distor

Kidapawan City Alma Belarmino Arnel Alcosaba

Cotabato Province Elpidio Daquipil Marcelina S. Gagabi

Education Program Supervisors

Division Testing

Sarangani Benjamin Apiado

Gen. Santos City

South Cotabato

Koronadal City

Tacurong City Sairah Hong

Sul. Kudarat

Cotabato City Dr. Evelyn Tacderan

Kidapawan City Dr. Roberto Montero

Cotabato Province

Division Planning Officers

Division

Sarangani Bualan Y. Abid, Jr.

Gen. Santos City Armida O. Sendico

South Cotabato Christopher T. Frusa

Koronadal City John Gregory G. Jabido

Tacurong City Ernie P. Pama

Sul. Kudarat Rodrigo O. Viduya

Cotabato City Ronnie R. Almia

Kidapawan City Cherrie Anne M. Galanto

Cotabato Province Felicitas C. Jayag

School Heads

Division Elementary Secondary

Sarangani

Gen. Santos City Fe Bancale Estrelita Tenezo

South Cotabato Arlen Apacible

Koronadal City Prima Roullo

Tacurong City Rona Bred Freddie Delantar

Sul. Kudarat Rima magdayao Dr. Eskak Delna

Cotabato City

Kidapawan City Marissa Bernaldez Serinel Trompeta

Cotabato Province


Regional Management Committee Meeting on August 6, 2014 at Kling National High School, Kiamba, Sarangani Division Presentation of REDP SWOT Analysis and Proposed Actions

SDSs Sarangani – Isagani dela Cruz, CESO V GSC – Gildo Mosqueda, CEO VI South Cotabato – Crispin A. Soliven, Jr. Koronadal City – Leonardo Balala Tacurong City – Romelito G. Flores, CESE Sul. Kudarat- Dr. Raphael C. Fontanilla, CESO VI Cotabato City – Concepcion F. Balawag, Al Hadja Kidapawan City – Dr. Kahar H. Macasayon, Al Hadj, CESO VI Cotabato Province – Omar A. Obas, CESO VI

SECRETARIAT’S WRITESHOP ON THE PREPARATION

OF REDP 5-YEAR MASTER PLAN July 9-11, 2014, @ The Farm @ Carpenter Hill, City of Koronadal

August 13-15, 2014, Sun City Suites, Gen. Santos City The Team is composed of the following: a. Luz Lalli L. Ferrer – Head, Secretariat b. Dr. Glenn A. Bisnar – Assistant c. Lourdes Sanchez – Member d. Norman Valeroso – Member e. Shirley G. Saur – Member f. Magdaleno Duhilag, Jr. – Member g. Gilbert Barrera – Member h. Mark Jefferson Montano – Staff/IT i. Samsudin Paraid – Staff/IT j. Roselou Hornido – Staff/IT k. Aldwin Opre – Staff/IT l. Kathrine H. Lotilla – SEPS/Reg’l Planning Officer m. Dr. Shirley S. Bulosan – Focal person n. Dr. Allan G. Farnazo, CESO IV – Consultant


REGIONAL QUALITY ASSURANCE PANEL November 17-19, 2014 @ The Farm, Carpenter Hill, City of Koronadal

November 28-29, 2014, R-NEAP XII, General Santos City

Chairperson - Crispin A. Soliven, Jr. OIC, Schools Division Superintendent Vice-chair (Internal) - Isagani S. Dela Cruz, CESO V

Schools Division Superintendent Vice-Chair (External) - Noel L. Quiratman

ARD, NEDA XII Members: Policy and Systems - Gildo G. Mosqueda, CEO VI

Schools Division Superintendent Edgar S. Sumapal

OIC-Asst. Schools Division Superintendent Edwin Antipuesto – ICAN

Programs, Operations Romelito G. Flores and Targets OIC-Asst. Schools Division Superintendent Natividad P. Ocon OIC-Asst. Schools Division Superintendent Helen L.Vestal – NEDA XII Joan S. Santos – UNICEF

Partnership and - Omar A. Obas, CESO VI

External Affairs Schools Division Superintendent

Donna S. Panes OIC-Asst. Schools Division Superintendent Ronald Cabalquinto – Save the Children Marietta Moulder - Program Director,MINCONSPI

regional education development plan …depedroxii.org/download/learning-resources/download...page 7...

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