List of Programs and Project Implementation Status

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Department of Education MAJOR PROJECTS, PROGRAMS & ACTIVITIES STATUS OF IMPLEMENTATION As of February 2020 Part I. Introduction

Our Schools For FY 2019, DepEd manages 61,946 schools.

Table 1: DepEd Type of Schools per School Year (SY)

CLASSIFICATION

Public Private SUCs/LUCs PSO Total

SY

2018 SY 2019

SY

2018 SY 2019

SY

2018 SY 2019

SY

2018 SY 2019 SY 2018 SY 2019

Elementary School 37,928 37,628 7,475 7,282 7 6 - - 45,410 44,916

Junior High School

(JHS) 1,622 1,511 299 267 52 46 - - 1,973 1,824

Senior High School (SHS) 204 216 1,092 1,119 110 85 - - 1,406 1,420

JHS with SHS 6,177 6,391 890 913 102 96 - - 7,169 7,400

Integrated School (Kinder to G10) 683 961 2,004 2,004 9 8 5 9 2,701 2,973

Integrated School (Kinder to G12) 411 481 2,803 2,873 29 30 15 20 3,257 3,384

Total Schools 47,025 47,188 14,652 14,458 309 271 20 29 61,916 61,946

Sources: LIS SY 2018-2019 Generated as of December 10, 2018 and LIS SY 2019-2020 Generated as of January 5, 2020

For SY 2019-2020 DepEd has a total of 619,946 schools which is 0.05% higher than the previous year. The table above compares the composition of all schools, both public and private offering the basic education curriculum between school year 2018-2019 and school year 2019-2020.

Our Leaners DepEd serves 28 Million learners.

Table 2: DepEd Official Enrollment Figures for SY 2018-2019 & SY 2019-2020

LEVEL

ENROLLMENT

PUBLIC PRIVATE SUCs/LUCs PSO TOTAL

SY 2018 SY 2019 SY 2018 SY 2019 SY

2018 SY 2019 SY 2018

SY 2019

SY 2018 SY 2019

Kindergarten 2,110,675 1,791,076 296,266 250,811 1,517 1,088 1,324 1,770 2,409,782 2,044,745

Grade 1 to 6 12,007,577 12,010,674 1,240,532 1,256,476 10,299 9,109 6,851 11,702 13,265,259 13,287,961

Junior High

School 6,840,249 7,004,355 1,421,817 1,439,507 54,229 53,107 4,332 6,681 8,320,627 8,503,650

Senior High School 1,599,637 1,766,818 1,339,951 1,357,882 82,268 67,702 985 1,633 3,022,841 3,194,035

Sub-Total (Formal) 22,558,138 22,572,923 4,298,566 4,304,676 148,313 131,006 13,492 21,786 27,018,509 27,030,391

ALS (Non-

Formal) - - - - - - - - 823,013 739,872

TOTAL 22,558,138 22,572,923 4,298,566 4,304,676 148,313 131,006 13,492 21,786 27,841,522 27,770,263

Sources: LIS SY 2018-2019 as of August 31, 2019 and LIS SY 2019-2020 Generated as of January 5, 2020 (preliminary)

For FY 2019-2020, DepEd served 2,044,745 kindergarten, 13,287,961 grade 1 to 6 8,503,650 junior high school, and 3,194,035 senior high school learners. The total enrollment of 27,030,391 learners in

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formal education is slightly higher than the previous year by 0.04%. The total enrollment for grade 1 to 6, junior high school, and senior high school has also significantly increased its enrollment by 0.17%, 2.20%, and 5.66% respectively. There has been a significant decrease in number of kindergarten learners by 15%. The decrease in enrollment is due to the stringent implementation of an age requirement for kindergarten. The total enrollment for non-formal education also had a significant decrease of 10.10% compared to the previous year. All the same, the FY 2019-2020 enrollment for both formal and non-formal basic education has a total of 27,770,263 learners which is 0.26% lower than the previous year. This decrease is due to the significant decrease in the number of enrollees in kindergarten and in ALS. Part II. STATUS OF IMPLEMENTATION OF MAJOR PROGRAMS, PROJECTS AND ACTIVITIES1

EDUCATION POLICY DEVELOPMENT PROGRAM

Policy and Research Program The Policy and Research Program includes activities for three key areas: (1) policy development

(2) research management (3) sector monitoring and evaluation

Key deliverables are capacity building of DepEd personnel across governance levels ensuring that policies, programs, and activities in DepEd are designed using results from research and M&E. The Policy and Research Program also includes the Basic Education Research Fund (BERF), a funding mechanism for DepEd researchers which is managed by the region. DepEd personnel may avail of this grant provided that they are qualified based on the issued guidelines (DO 16, s. 2017). 2018 Physical Accomplishment In 2018, DepEd formulated, reviewed, and issued 43 policies, exceeding its original target by 43%.

Performance/ Output Indicator

Funding Year

Physical Accomplishment

Target Actual Percentage

number of policies formulated, reviewed, and issued

2018 30 43 143%

Other Funding Year

_ _ _

In terms of education researches completed, DepEd exceeded its target, with 652 out of 90.


Funding Year



number of education researches completed

2018 90 652 724%

Other Funding Year

_ _ _

1 All figures under financial accomplishments are in thousand pesos. Source: FY 2019 SAAODB as of September 30, 2019

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In 2018, 86 proposed policies were reviewed, exceeding accomplishment target by 187%.


Funding Year



number of proposed policies reviewed

2018 30 86 287%

Other Funding Year

_ _ _

2018 Financial Accomplishment The DepEd Policy and Research Program obligated 45,689 at 66%, and a total of 34,058 or 49% was disbursed from the total allocation of 69,468.

Funding Year

Authorized Appropriation

Obligation Obligation Rate

Disbursement Disbursement Rate

2018 69,468 45,689 66% 34,058 49%

2019 Physical Accomplishment Deped formulated, reviewed, and issued a total of 38 policies, accomplishing 76% of its target.


Funding Year



number of policies formulated, reviewed, and issued

2019 50 38 76%

Other Funding Year

_ _ _

In 2019, with an assumption that Regional Offices can produce 50 policies, the target was raised to 126 Education Researches from an initial target of 90 in 2018. DepEd accomplished 1,543 education researches exceeding the target of 126 at a percentage of 1,225%.


Funding Year



number of education researches completed

2019 126 1,543 1,225%

Other Funding Year

_ _ _

DepEd also exceeded its target in terms of proposed policies reviewed, reaching 97 or 162% of the original target of 60.


Funding Year



number of proposed policies reviewed

2019 60 97 162%

Other Funding Year

_ _ _

2019 Financial Accomplishment The DepEd Policy and Research Program obligated 15,701 at 23%, and a total of 10,491 or 15% was disbursed from the total allocation of 69,468.

Funding Year




2019 69,468 15,701 23% 10,491 15%

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BASIC EDUCATION INPUTS PROGRAM

Basic Education Facilities (BEF)

The Basic Education Facilities (BEF) is an annual budget of the Department for its School Building Program, which covers the improvement and maintenance of school facilities. It shall be utilized for the provision of classroom, workshop buildings, replacement of old dilapidated buildings, provision of furniture, repair and rehabilitation of classrooms, including water and sanitation facilities and

electrification. The following are the components of the Basic Education Facilities (BEF)

1. Construction of School Buildings 2. Provision of School Furniture 3. Classroom Repair and Rehabilitation 4. Upgrading of School Electrical Connections

Target beneficiaries are elementary and secondary schools nationwide. Below are the accomplishments of the BEF Program per component:

Name of PAP: Basic Education Facilities – Classroom Building Construction


Funding Year Physical Accomplishment

Target Actual %

Number of new classrooms constructed

TOTAL 108,436 31,907 29%

FY 2018 28,000 608 2%

Other Funding Year 80,436 31,299 39%

For Classroom Building Construction, DepEd has built a total of 31,907or 29% of the 108,436 target new classrooms. For the current funding year FY 2018, from the original GAA target of 28,000 it was revised to 4,344. Out of the total revised target, there are 2,474 classrooms that are on-going construction. Using the other funding years, there is a total target of 80,436 new classrooms. Of which, 46,746 classrooms are in on-going construction status, 602 classrooms for mobilization, 1,631 classrooms have not yet started, and 158 classrooms were reverted. Overall,

Name of PAP: Basic Education Facilities – School Furniture



Target Actual %

Number of sets of school furniture delivered TOTAL 225,991 85,475 38%

FY 2018 81,201 0 0%


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For School Furniture, DepEd has delivered a total of 85,475 or 38% of the 225,991 targeted sets of school furniture. For the current funding year FY 2018, the revised target is 30,406 sets that are currently on-going delivery. For the other funding years: FY 2017 Fund: Armchair and Teacher's Tables & Chair Set: 43,591 sets are on-going delivery, 5,658 sets of armchairs have not yet been procured due to failure of bidding in Region IV-B & NCR; transferred to PS-DBM, Science Laboratory Table & Stools: 131 sets are on-going delivery, Workshop table and stools: 546 sets are on-going delivery; 546 sets have not been procured due to failed bidding in Regions IV-B and IX. Kindergarten Seats: 921 sets are on-going delivery; 299 sets not procured due to failed biddings in Regions IV-B and IX FY 2016 Fund: Armchair and Teacher's Table and Chair Set: 6,407 sets are on-going delivery; 1,216 sets not procured due to failed bidding in Region VI (43M) fund was transferred to Central Office for PWD use.

Name of PAP: Basic Education Facilities – Classroom Repair and Rehabilitation



Target Actual %

Number of classrooms repaired / rehabilitated

TOTAL 45,606 32,699 72%

FY 2018 20,385 9,351 46%


For Repair and Rehabilitation, DepEd has repaired and rehabilitated a total of 32,699 classrooms or 72% of the 45,606 targeted classrooms. For the current funding year FY 2018, there are 10,239 classrooms that are on-going repair, 140 classrooms that are undergoing procurement, 260 classrooms that have not yet started repairs, and 1 classroom was reverted. For the other funding years before FY 2018, there are still 1,019 classrooms that are on-going repair, 752 classrooms that have not yet started repairs, and 102 classrooms were reverted.

Name of PAP: Basic Education Facilities – Workshop and Laboratory Buildings



Target Actual %

Number of workshops/ laboratories constructed

TOTAL 13,494 2,105 16%

FY 2018 5,913 8 0%


For Workshop and Laboratory Buildings, DepEd has constructed a total of 2,105 TVL classrooms or 16% of the 13,494 targeted TVL classrooms. For the current funding year FY 2018, out of the 6,079 TVL Batch 1 target, only 2,251 TVL targets are to be (or were constructed) constructed this (or in) 2018 where 2,663 TVL are on-going construction, 125 TVL are under procurement, and 3,283 TVL are for mobilization. For the other funding years before FY 2018, there are still 5,377 TVL classrooms that are

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on-going construction, 77 TVL classrooms that have not yet started construction, and 30 TVL classrooms were reverted.

Name of PAP: Basic Education Facilities – Upgrading of School Electrical Connections



Target Actual %

Number of school sites with upgraded electrical connections/ energized

TOTAL 4,728 1,611 34%

FY 2018 2,398 261 11%


For the Upgrading of School Electrical Connections, DepEd has energized and upgraded a total of 1,611 school sites or 34% of the 4,728 targeted school sites. This FY 2018, out of the 1,776 targeted sites to be upgraded, only 1,103 sites were targeted to be upgraded where 810 sites are on-going; 555 sites are undergoing procurement; 142 sites are not yet started; 6 sites are reverted. For the other funding years before FY 2018 there are still 775 classrooms that are on-going electrification, and 205 classrooms were reverted. FY 2018 Financial Accomplishment

Funding Year




FY 2018 Current

30,973,016 7,688,620 25% 2,062,283 7%

All figures are in thousand pesos.

Based on the FY 2018 as of December 31, 2018 SAAODB, a total amount of PhP7,688,620 was obligated or 25% while a total amount of PhP2,062,283 was disbursed or 7% of the annual allotment of PhP30,973,016. FY 2019 Physical Accomplishment

Name of PAP: Basic Education Facilities – Classroom Building Construction



Target Actual %

Number of new classrooms constructed

TOTAL 66,021 35,052 53%

FY 2019 4,110 180 4%


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For FY 2019 Classroom Building Construction, DepEd has built a total of 35,052 or 29% of the 66,021 targeted new classrooms. For the current funding year FY 2019, there are 3,033 classrooms on-going construction; 397 classrooms that have not yet started but were procured, and 500 are not being implemented by DPWH due to site issues. Using the other funding years before FY 2019 there are 27,039 classrooms on-going construction.

Name of PAP: Basic Education Facilities – School Furniture



Target Actual %

Number of school seats delivered

TOTAL 7,269,489 6,326,536 87%

FY 2019 37,500 6,258 17%

Other Funding Year

7,231,989 6,320,278 87%

In 2019, DepEd has delivered a total of 6,326,536 or 87% of the 7,269,489 targeted school seats. For the current funding year FY 2019, the revised target is 37,500 school seats. Out of this total target 6,258 has been delivered while the remaining are in still in an on-going delivery. Status for the other funding years: FY 2018 Fund: 391,100 of 2-Seater Table & Chair (T&C) with 8,502 sets of Teacher's Table & Chair (TTC) for delivery. FY 2017 Fund: 413,806 armchairs with 9,243 sets of TTC & 1,966 set of working T&S for delivery. FY 2016 Fund: 33,795 armchairs with 751 sets of TTC for BARMM had No Submission of Status; 69,995 armchairs with 1,577 sets of TTC lapsed SARO; 3,015 armchairs with 131 sets of TTC undergoing procurement (contract was terminated – Region XI).

Name of PAP: Basic Education Facilities – Classroom Repair and Rehabilitation



Target Actual %

Number of classrooms repaired / rehabilitated

TOTAL 45,116 10,548 23%

FY 2019 33,364 2,037 6%


For FY 2019 Repair and Rehabilitation, DepEd has repaired and rehabilitated a total of 10,548 classrooms or 23% of the 45,606 targeted classrooms. For the current funding year FY 2018, there are 14,245 classrooms that are on-going repairs while 5,779 classrooms and 11 classrooms were reverted. The increase in physical target is due to the actual budget computation based on the program of works. For the other funding years before FY 2018 there are still 3,281 classrooms that are on-going repairs.

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Name of PAP: Basic Education Facilities –Workshop and Laboratory Buildings



Target Actual %

Number of workshops/ laboratories constructed

TOTAL 12,714 7,876 62%

FY 2019 1,320 0 0%


For FY 2019 Workshop and Laboratory Buildings, DepEd has constructed a total of 7,867 TVL classrooms or 62% of the 12,714 targeted TVL classrooms. For the current funding year FY 2018, there are 1,200 TVL classrooms that are on-going construction. For the other funding years before FY 2018 there are 3,518 TVL classrooms that are on-going construction.

Name of PAP: Basic Education Facilities –Upgrading of School Electrical Connections



Target Actual %

Number of school sites upgraded with electrical connections/ energized

TOTAL 4,873 1,913 39%

FY 2019 2,398 45 2%


For the Upgrading of School Electrical Connections, DepEd has energized and upgraded a total of 1,611 school sites or 34% of the 4,728 targeted school sites. For the current funding year FY 2018, the revised target is 1,710 and there are 703 sites ongoing upgrades; 565 sites are undergoing procurement; and 163 sites have not yet started upgrading. Decrease in the number of Physical Targets was due to the difference between the proposed allocation versus the approved budget. For the other funding years before FY 2018, there are still 746 sites ongoing upgrades while 88 sites are undergoing procurement. An increase in physical target was due to additional batches. Additional batches of 227 sites were accommodated since the approved budget was bigger than the proposed allocation. Financial Accomplishment

Funding Year Authorized Appropriation



TOTAL 32,856,341 9,009,562 27% 2,472,153 8%

FY 2019 Current 30,973,016 7,688,620 25% 2,062,283 7%

Other Funding Year 1,883,325 1,320,942 70% 409,870 22%


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As of September 30, 2018 SAAODB, the FY 2019 3rd Quarter SAAODB, had a total amount of PhP9,009,652 or 27% obligated while a total amount of PhP2,472,153 or 8% was disbursed out of the annual allotment of PhP32,856,341.

Textbooks and Other Instructional Materials. This program aims to provide public schools and learning centers quality text-based learning resources aligned with the K to 12 curriculum as primary bases or supplement to teaching and learning processes. The following are the aspects in the provision of Textbooks and Other Instructional

Materials:

Development of Learning Resources (LRs)

Quality Assurance of LRs

Printing and Delivery of LRs

Monitoring and Evaluation

Capability Building

Support to Operations

Accomplishments in the year ending in December 2018 Included in the FY 2018 Learning Resources (LRs) targets are Kindergarten, Elementary, and Junior High School learners.

FY 2018 Physical Accomplishment

Name of PAP: Textbooks and Other Instructional Materials

Performance/Output Indicator

Funding Year

Physical Target Physical Accomplishment

GAA Target Revised Target Actual % Accomplished

Number of textbooks and Instructional/ Learning Materials procured for printing and delivery

TOTAL 38,593,080 81,115,960 15,705,221 19%

FY 2018 38,593,080 30,775,240 15,705,221 51%

TX & IMs/LMs 38,593,080 26,862,240

Activity Sheets 3,913,000

FY 2017 Transferred to DBM-PS

50,340,720

0%

For FY 2018, Textbooks and Other Instructional Materials targeted a total of 38,593,080 LRs, 11.73M LRs were included in DBM-PS due to contextualization and CG realignment. And the remaining balance of 15M LRs for G4 and G10 was awarded last December 2019. While the 50M LRs for FY 2017 Fund that was transferred to DBM-PS was procured and awarded last 2019 and it is to be delivered before SY 2020-2021.

All figures are in thousand pesos. Source: 3rd quarter SAAODB Accomplishments in the year ending in December 2019 Learning Resources (LRs) for FY 2019 fund is intended for Kindergarten, Grade 1 & OSY. Below are the accomplishments of LRs Program per level:

2018 Financial Accomplishment




FY 2018 Current Php 2,990,831 Php 1,041,727 35% Php 108,254 10%

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FY 2019 Physical Target vs. Physical Accomplishment by Region

Region

Physical Target, FY 2019* Actual

Activity Sheets

(AS)

A&E Modules

Total Kinder AS Grade 1

English AS A&E

Modules Total

NCR 532,764 192,000 724,764 184,527 168,159 570,538 923,224

RO I 278,797 153,000 431,797 100,989 83,227 357,554 541,770

RO II 208,130 125,500 333,630 74,740 62,223 374,618 511,581

CAR 97,595 136,000 233,595 32,776 28,840 326,744 388,360

RO III 619,578 270,000 889,578 228,512 188,248 566,114 982,874

RO IV-A 746,890 270,000 1,016,890 288,791 234,541 509,392 1,032,724

RO IV-B 222,422 66,500 288,922 75,953 67,666 275,552 419,171

RO V 433,427 163,500 596,927 150,489 132,573 923,036 1,206,098

RO VI 252,337 191,000 443,337 157,371 131,738 500,386 789,495

RO VII 635,042 220,500 855,542 165,725 132,446 429,918 728,089

RO VIII 311,062 123,500 434,562 109,708 95,346 499,280 704,334

RO IX 254,467 76,000 330,467 90,621 80,174 244,742 415,537

RO X 322,196 153,000 475,196 111,627 100,289 408,746 620,662

RO XI 311,286 104,500 415,786 113,738 90,531 533,092 737,361

RO XII 305,585 165,500 471,085 110,894 91,012 463,888 665,794

CARAGA 193,234 194,000 387,234 65,645 58,601 418,384 542,630

ARMM 319,443 85,500 404,943 92,703 100,154 256,434 449,291

CO Buffer 169,103 169,103 10,191 8,732 18,923

TOTAL 6,213,357 2,690,000 8,903,357 2,165,000 1,854,500 7,658,418 11,677,918

* GAA Original Target FY 2019 Physical Accomplishment

Name of PAP: Textbooks and Other Instructional Materials


Funding Year Physical Target / Accomplishment

Target Actual %

Number of textbooks and Instructional/ Learning Materials procured for printing and delivery

TOTAL 76,990,751 36,167,757 46.98%

FY 2019 **11,677,918 11,677,918 100.00%

FY 2018 14,972,113 14,960,113 99.92%

FY 2017 Transferred to DBM-PS

50,340,720 9,529,726

18.93%

**Revised Target The revised target from 8.9M to 11.68M copies was because the number of sets of Activity Sheets and A&E Modules were included in the original target. This was awarded with RTA last December 2019. This was obligated and NTP last January 2020 and is awaiting the signing of the contract. The delivery of LRs is for SY 2020-2021. Continuing Funds: For the remaining FY 2018 Fund, out of the 14,972,113 TX/IMs copies to be procured, only 14,960,133 TX/IMs copies was awarded last December 2019 with ORS and is awaiting for signing of contract.

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Printing and delivery will commence from February to June 2020. ALS Curriculum of 12,000 copies was deferred procurement. For FY 2017 Fund Transferred to DBM-PS, out of the 50,340,720 TX/IMs copies to be procured, only 9,529,726 TX/IMs copies was awarded in the 3rd quarter of 2019 with Notice of Award, and is on-going printing which is to be delivered before SY 2020-2021.

All figures are in thousand pesos. Source: 3rd quarter SAAODB DepEd Computerization Program

This program aims to improve the quality of education by providing public schools with appropriate technologies that would enhance the teaching-learning process and meet the challenges of the 21st century in terms of technological advancement. Additionally, the program shall also provide new E-Classroom packages to each

public elementary school, junior high school, and senior high school including the un-energized schools.

Asstipulated in DepEd Order 78, S. 2010 or the Guidelines on the Implementation of the DepEd Computerization Program (DCP), the recipient schools shall be selected on the basis of the following basic criteria:

1. Must have on-site, stable, and continuous supply of electricity and preferably with telephone facilities (for those without electricity in secondary schools an alternative computer laboratory package shall be provided);

2. Must have at least one (1) teacher assigned to handle Computer Education classes, to manage the computer laboratory and willing to be trained on lab management including hardware fundamentals and servicing;

3. Must have at least one (1) teacher for each subject of English, Science, and Math who are specialists in their areas and willing to be trained on pedagogy-technology and to echo training to their colleagues;

4. Must have the capacity to mobilize counterpart support from other stakeholders in the community for needed structures / facilities;

5. Must have never been a recipient of computers from other programs such as the DTI’s-PCs for Public Schools Projects, CICT’s-iSchools Project, etc. unless the equipment are due for replacement and augmentation; and

6. Must have strong partnership with other stakeholders to ensure sustainability of the program. Accomplishments in the year ending in December 2018. Included in the FY 2018 DCP target recipients are Kindergarten, Elementary, Junior High School, Senior High School public schools, and ALS Mobile Teachers.


Name of PAP: DepEd Computerization Program



Target Target Actual % Accomplished

Number of ICT Packages delivered

TOTAL 81,953 46,380 57%

FY 2018 4,268 0 0%


2019 Financial Accomplishment




TOTAL Php3,793,017 Php 112,472 3% Php 69,958 62%

FY 2019 Current 1,844,499 35,440 2% 25,669 72%

FY 2018 Continuing 1,948,518 77,032 4% 44,289 57%

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For FY 2018, DCP targeted a total of 4,268 ICT Packages but were not able to deliver while the other funding years’ target is on an on-going delivery to its recipient schools. Additionally, ICT packages from the FY 2018 Fund intended for SHS and FY 2015 packages for un-energized schools were transferred to and are for procurement through DBM-PS. In total, out of the 77,685 ICT packages, 46,380 have been delivered to recipient schools and booking up.

The table above shows the financial accomplishments of the Computerization Program FY 2018 and Other Funding Year. Despite some challenges, DCP posed a 13% obligation rate and was able to disburse 97% of its obligated allotment. Accomplishments in the year ending in December 2019. For FY 2019, DCP targeted a total of 3,827 ICT packages intended for public schools in the elementary and secondary level. Below is the regional breakdown of target by grade level.

FY 2019 Target Breakdown

Region Grade Level

Grades 4-6 JHS SHS Total

Region I 14 126 0 140

Region II 43 116 60 219

Region III 98 182 0 280

Region IV-A 358 223 0 581

Region IV-B 11 156 63 230

Region V 25 131 0 156

Region VI 104 145 0 249

Region VII 47 194 0 241

Region VIII 10 114 72 196

Region IX 104 150 77 331

Region X 24 95 79 198

Region XI 31 102 0 133

Region XII 19 240 0 259

CARAGA 64 68 54 186

ARMM 59 123 54 236

CAR 3 84 16 103

NCR 25 64 0 89

Grand Total 1,039 2,313 475 3,827


Name of PAP: DepEd Computerization Program




Number of ICT Packages delivered

TOTAL 14,342 8,523 59%

FY 2019 3,827 0 0%


FY 2018 Financial Accomplishment

Funding Year




FY 2018 Current

8,647,590 1,160,875 13% 1,122,091 97%


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The table above shows the physical accomplishment. Since 2018 budget validity was extended until 2019, DCP was able to deliver 81% or 8,523 out of 10,515 of its backlog targets. FY 2019 targets were also procured but failed to be delivered to its recipient schools. Overall, DCP posed a 59% physical accomplishment of its FY 2019 and other funding year targets.

The table above shows the FY 2019 Current and other funding year’s financial accomplishments of the Computerization Program. With the goal to catch-up on the program’s previous years’ backlogs and despite some challenges with procurement, DCP posed a 66% obligation rate of the continuing budget and a 15% disbursement rate. For FY 2019, due to the delay in the approval of the FY 2019 General Appropriations Act (GAA), DCP was only able to pose a 1% obligation rate and an 83% disbursement rate but it is to be noted that these obligation and disbursement rates are only based on the 3rd Quarter SAAODB.

Science & Math Equipment (LTE-SME) This program aims to provide complete packages of science and mathematics equipment to public schools in order to address the lack of equipment and comply with the requirements of the K to 12 curriculum.

Accomplishments in the year ending in December 2018. LTE-SME targeted public schools in the elementary and secondary level.


Name of PAP: Learning Tools and Equipment – Science & Math Equipment




Number of Equipment distributed (SME Package)

TOTAL 67,889 40,254 59%

FY 2018 3,183 0 0%


In FY 2018, LTE-SME had a total of 67,889 SME packages including the 64,706 backlogs funded by the previous years. Out of the total target for FY 2018 and other funding year, SME distributed 40,254 SME package or 59% physical accomplishment.

The table above shows the financial accomplishments of the LTE-SME FY 2018 and Other Funding Year. The program posed a 91% obligation rate and was able to disburse 2% of its total obligated allotment.


Funding Year




FY 2019 Current

4,365,103 29,041 1% 24,124 83%

Other Funding Year

7,486,714 4,951,078 66% 734,236 15%


Financial Accomplishment




FY 2018 Current 3,199,904 2,922,791 91% 51,491 2%


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Accomplishments in the year ending in December 2019. For FY 2019, LTE-SME target beneficiaries are public Junior High Schools nationwide. Table 1. FY 2019 Physical Accomplishment




Number of Equipment distributed (SME Package)

TOTAL 41,893 17,568 42%

FY 2019 2,371 0 0%


In 2019, LTE-SME was able to distribute 17,568 complete SME packages to schools. All these packages came from the previous years’ backlogs. It ended 2019 with the total FY 2019 targets still in procurement and for contracting. Overall, LTE-SME posed a 42% physical accomplishment.

Above is the financial accomplishment of LTE-SME incurred in the 2019. However, it is to be noted that the obligation and disbursement rates are based on the 3rd Quarter SAAODB.

Technical-Vocational Equipment (TLE) LTE-TVL aims to provide schools with Technical-Vocational Packages that are specific to its specializations offered and compliant to the standards of the K to 12 Curriculum

Accomplishments in the year ending in December 2018.

This program’s target beneficiaries are public senior high schools nationwide.

New School Personnel Positions This program is dedicated towards ensuring an improved proportion of the number of teachers to the number of learners, enhanced learning, and eased workload of its personnel given the increasing enrolment levels in public schools nationwide.

The beneficiaries of this program are the schools and learners catering to their needs by ensuring optimal proportion of teacher-learner ratio. In 2018, DepEd filled-up a total of 63,168 teaching positions out of 81,000 created teaching items in all regions, accomplishing 78% of the physical target. Apart from this, 22,986 out of 33,748 teaching items were filled-up from previous funding years 2016-2017.

Table 2. Financial Accomplishment




FY 2019 Current 2,124,461 0 0% 0 0%

Other Funding Year

1,690,462 248,411 15% 61,000 25%


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Please refer to the table below

Name of PAP New School Personnel Positions


Funding Year



Number of newly-created teaching positions filled up

2018 81,000 63,168 78%

Other Funding Year

33,748 22,986 68%

A total amount of 28,102,049 or 72% out of the total appropriated budget of 39,157,116 was utilized in FY2018 Please refer to the table below

Funding Year




2018 39,157,116 29,616,189 76% 28,102,049 72%

As of December 2019, 6,882 or 69% out of 10,000 created teaching positions were filled-up. While 17,562 or 66% of the 26,714 carry-over items from 2016-2018 were filled-up. Please refer to the table below

Name of PAP New School Personnel Positions


Funding Year



Number of newly-created teaching positions filled up

2019 10,000 6,882 69%

Other Funding Year

26,714 17,562 66%

DepEd obligated a total of 4,243,496 or 13% and disbursed a total of 3,701,459 or 11% of 32,191,953 appropriated funds for the FY 2019. Please refer to the table below

Funding Year




2019 32,191,953 4,243,496 13% 3,701,459 11%

Inclusive Education Program

Inclusive Education is the core principle of the K to 12 Basic Education Program. This promotes the right of every Filipino to quality, equitable, culture-based, and complete basic education. Through inclusive education, all Filipinos will realize their full potential and meaningfully contribute to building the nation. The principle of inclusion promotes institutional sensitivity and

responsiveness nature, situation, and realities of our country’s learners and directs the Department to proactively address these through the curriculum and other interventions such as:

1. Multigrade Education Program 2. Special Education Program (SPED) 3. Madrasah Education Program 4. Indigenous People’s Education Program (IPEd)

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5. Flexible Learning Options (FLO) a. Alternative Learning System (ALS) b. Alternative Learning System – Education Skills and Training

While inclusivity directed towards all our learners, specific target beneficiaries vary per program.

Multigrade Education Program This funding support for multigrade schools aims to improve the teachers’ teaching competence and the learning performance of the pupils in multigrade schools where the enrolment does not warrant the organization of monograde classes. Strengthening the implementation of the Multigrade Education Program in the

Philippines is one of the viable mechanisms for increasing access to quality elementary education.

Special Education (SPED) Program This Special Education Program specifically aims to enhance access and upgrade the quality of SPED programs and services, as well as to raise the efficiency education services directed towards all recognized SPED Centers for elementary and secondary schools with classes for learners with special needs.

Through the program, support funds are provided to the field to ensure the inclusion of Learners with Special Educational Needs into the school system by providing adequate and appropriate support mechanisms and accommodations that would cater to their unique conditions and needs.

Madrasah Education Program The Madrasah Education Program aims to provide Muslim learners with the appropriate and relevant educational opportunities while recognizing their cultural context and unique purposes for participating in the K to 12 Program offerings. This program also intends to integrate content and competencies in the curriculum

which are relevant and of interest to Muslim learners.

Indigenous People’s Education (IPEd) Program The Indigenous People’s Education (IPEd) Program is DepEd’s response to the right of Indigenous People (IP) to basic education that is responsive to their context, respects their identities, and promotes their indigenous knowledge,

skills, and other aspects of their cultural heritage. Additionally, the IPEd Program supports the realization of the K to 12 Basic Education Curriculum, which subscribes to the following standards and principles that are: inclusive, culture-sensitive, and flexible enough to enable and allow schools to localize, indigenize, and enhance based on the community’s educational and social context.

Flexible Learning Options: Alternative Learning System (ALS) A program aimed at providing an alternative path of learning for out-of-school youth and adults who are basically literate but have not completed 10 years of basic education as mandated by the Philippine Constitution. Through this program,

school dropouts will be able to complete elementary and secondary education outside the formal system. With its version 2.0, it aims to provide opportunities for Out-of-School youth and adult (OSYA) learners to develop basic and functional literacy skills and to access equivalent pathways in completing basic education.

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Flexible Learning Options: Alternative Learning System – Education Skills and Training The Alternative Learning System (ALS) Integrated Education and Skills Training Program modified the regular ALS program by integrating Technical-Vocational Training and other skills training. The program will utilize existing DepEd expertise, particularly from the remaining technical high schools and select Senior High Schools, and leverage partnerships with SUCs, LGUS, private sector, and CSOs, to provide the technical-vocational and other skills training components attuned to the demands and opportunities of the local community and the country. The ALS Integrated Education and Skills Training Program aims to produce ALS completers that are not only able to catch up with basic academic education, but have also acquired technical competencies suitable for immediate employment. Flexible Learning Options: Alternative Delivery Mode (ADM) Alternative Delivery Mode is under the umbrella of the Flexible Learning Options. It gives access to education for learners who are enrolled in the formal school and because of various reasons cannot regularly attend school. It aims to save these learners from dropping out of school because of difficult circumstances. This will also serve as the learning avenue of learners whose classes are suspended for various reasons. This program also aims to deliver formal education through non-formal instruction to school-aged children who cannot regularly report to school and to those who are on emergencies (i.e, man-made or natural) by all elementary and secondary (JHS and SHS) schools. The following table shows the performance of the Department of Education in the implementation of the inclusion programs as described above (see next page): FY 2018 and FY 2019 ACCOMPLISHMENTS

Program Performance/ Output Indicator

Funding Year

Physical Financial (in Thousand Pesos)

Target Actual % Allotment Obligation %

Multigrade Number of Schools offering multigrade

FY 2019 1,317 1,293 98.18% 26,201 14,633* 55.85%

FY 2018 8,379 1,317 15.72% 83,026 68,318 82.11%

SPED

Number of schools offering SPED **(public, combined mono and multigrade)

FY 2019 8,523 0 0% - - -

FY 2018 12,449 8,524 68.47% - - -

Madrasah Number of schools offering ALIVE

FY 2019 4,887 4,418 90.40% 359,863 200,591* 55.74%

FY 2018 1,660 4,355 262.35% 505,000 474,100 93.88%

IPED

Number of schools offering IPEd **(public, combined mono and multigrade)

FY 2019 3,025 3,034 100.30% 130,433 11,160* 8.56%

FY 2018 33,365 39,994 119.87% 130,433 112,644 86.36%

FLO

Number of Community Learning Centers (CLC) offering ALS Program

FY 2019 34,752 26,889 77.37% 707,316 82,849* 11.71%

FY 2018 34,770 25,804 74.31% 533,436 452,973 84.92%

Note: FY 2019 Obligation is based on the 3rd Quarter (3Q) SAAODB, hence, will still be updated.

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SUPPORT TO SCHOOLS AND LEARNERS PROGRAM

The School-Based Feeding Program is intended to address short-term hunger and under nutrition by providing hot meals to undernourished (severely wasted and wasted) Kinder-Grade 6 learners in all divisions, covering a period of 120 days. The meal provided must meet 1/3 of the Recommended Energy and Nutrient Intakes (RENI) for children per Phil. Dietary Reference Intake (PDRI).

Mandated by RA 11037 “An Act Institutionalizing a National Feeding Program for Undernourished Children in Public Day Care, Kindergarten and Elementary Schools to combat Hunger and Undernutrition among Filipino children and Appropriating Funds therefor” as one of the components of the National Feeding Program, this is intended for undernourished public school children from kindergarten to grade six(6) that includes the provision of at least one (1) fortified meal for a period of not less than one hundred twenty (120) days in a year. Mandated also by RA 11037, in coordination with other national government agencies, this is for the incorporation of fresh milk and fresh milk-based food products in the fortified meals and cycle menu in accordance with RA 8172 as one of the components of the National Feeding Program. The feeding program of the Department also aims to contribute in the improvement of classroom attendance of target beneficiaries to more than 85% per annum, and encourage learners to go schools every day. Table below shows the definition of a malnourished children:

Accomplishments in the year ending in December 2018. Included in the FY 2018 School-Based Feeding Program (SBFP) targets are Undernourished (severely wasted, wasted & stunted) Kinder to Grade 6 Public School learners. Over 19% of the targeted learners or 33,979 beneficiaries benefited in the program as supported by the DepEd Order No. 39, series of 2017 titled Operational Guidelines on the Implementation of School-Based Feeding Program for SYs 2017-2022


Name of PAP: School Based Feeding Program


Funding Year


Target Actual % Accomplished

Number of Learners benefited from feeding

TOTAL

FY 2018 1,823,443 2,163,222 119%

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School-Based Feeding Program (SBFP) for FY 2018-2019 List of Beneficiaries based on DepEd Order No. 15, series of 2018

Region / Division

Total Number Kinder to Grade 6

PPAN - Kinder SW/W

Total Number of

Beneficiaries

Total Financial Requirements

NCR 169,872 169,872 366,923,520

Region I 90,079 90,079 194,570,640

Region II 44,932 3,129 48,061 103,811,760

CAR 6,736 10,261 16,997 36,713,520

Region III 158,609 3,909 162,518 351,038,880

Region IV-A 267,215 267,215 577,184,400

Region IV-B 81,022 32,648 113,670 245,527,200

Region V 161,534 85,042 246,576 532,604,160

Region VI 173,492 49,578 223,070 481,831,200

Region VII 120,313 30,918 151,231 326,658,960

Region VIII 93,164 35,928 129,092 278,838,720

Region IX 72,787 30,221 103,008 222,497,280

Region X 73,702 34,671 108,373 234,085,680

Region XI 77,620 77,620 167,659,200

Region XII 83,402 61,815 145,217 313,668,720

ARMM 76,628 70,227 146,855 317,206,800

CARAGA 40,824 12,654 53,478 115,512,480

Grand Total 1,791,931

461,001 2,252,932 4,866,333,120

About 91% of the program fund where disbursed of the 94% obligated amount.





FY 2018 Current 5,302,319 4,989,543 94% 4,532,578 91%


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Accomplishments in the year ending in December 2019. For FY 2019, DepEd targeted with an increase of 1% from FY2018 beneficiaries to benefit the feeding program where in supported by the DepEd Order Nos. 18 and 36, series of 2019 titled Guidelines on the Implementation of School-based Feeding Program-Milk Feeding Program Component which aims to support the SBFP by providing fresh milk as supplement to the hot meals given to children beneficiaries in schools. This will eventually develop milk-drinking habit among the beneficiaries and is intended to help improve their nutritional status, classroom attendance and school performance.


Name of PAP: School Based Feeding Program


Funding Year



Number of Learners benefited from feeding

TOTAL

FY 2019 1,836,793 1,740,612 95%

For FY 2019, SBFP

FY 2019 School-Based Feeding Program Regional Breakdown For FY 2019, a total of 1,740,612 learners benefited from School-Based Feeding Program of the 1,836,793 target beneficiaries or 95% of actual beneficiaries. This program primarily aims to improve classroom attendance and aid in improving the nutritional status of its beneficiaries.

Region / Division PPAN - Kinder SW/W

Total G1-6 (Less the Kinder in

PPAN Areas only

Total Physical

Financial

NCR 144,089 144,089 311,232

Region I 93,715 93,715 202,424

Region II 384 40,000 40,384 87,229

CAR 1,715 10,577 12,292 26,551

Region III 238 144,515 144,753 312,666

Region IV-A 263,316 263,316 568,763

Region IV-B 11,471 74,278 85,749 185,218

Region V 27,720 147,368 175,088 378,190

Region VI 20,474 146,999 167,473 361,742

Region VII 9,963 134,682 144,645 312,433

Region VIII 9,168 92,478 101,646 219,555

Region IX 6,803 73,143 79,946 172,683

Region X 5,785 76,370 82,155 177,455

Region XI 84,896 84,896 183,375

Region XII 19,863 78,737 98,600 212,976

ARMM 9,963 48,910 58,873 127,166

CARAGA 2,497 56,676 59,173 127,814

Grand Total 126,044 1,710,749 1,836,793 3,967,473





FY 2018 Current 5,272,649 2,477,193 47% 2,193,691 86%


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Government Assistance and Subsidies The program aims to improve access to quality secondary education through government extension of financial assistance to deserving elementary school graduates who wish to pursue their secondary education in private schools. This can be attained through: 1. The Education Service Contracting Program (ESC) which aims to democratize and

improve access to quality education by extending financial assistance (in the form of a tuition subsidy) to qualified elementary school graduates who wish to pursue secondary education in a private school. 2. The Senior High School Voucher Program (SHS VP) which is a mechanism that will provide financial assistance to senior high school students who shall enroll in non-DepEd schools which will offer SHS, including private JHSs, private higher education institutions (HEIs), state and local colleges and universities (SUCs and LUCs), and technical-vocational institutions (TVIs). 3. The Joint Delivery Voucher will optimize TVL learning by allowing SHS students enrolled in public schools to avail of vouchers and take their TVL specializations in eligible partner institutions from either private or non-DepEd public SHSs, as well as TVIs, offering their desired specializations. Accomplishments in the year ending in December 2018. In 2018, DepEd targeted a total of 2,889,198 grantees to be provided with financial assistance through Government Assistance and Subsidies. Out of this target, 1,007,230 are intended for ESC grantees, 1,655,972 for SHS Voucher grantees, and 155,996 for JVP grantees.


Component Performance/ Output

Indicator


Target Actual %

Accomplished

Education Service Contracting (ESC)

Number of Grantees 1,077,230 1,042,665 97%

Senior High School Voucher (SHS Voucher)


Joint Delivery Voucher Program (JDVP)

Number of Grantees 155,996 83,634 54%

Total Number of Grantees 2,889,198 2,396,101 83%


Component Authorized

Appropriation Obligation

Obligation Rate

Disbursement Disbursement

Rate


10,673,583 10,673,579 100% 9,325,995 87%


14,434,634 14,417,460 100% 12,724,417 88%


1,159,960 1,130,074 97% 10,940 1%

TOTAL 26,268,177 26,221,113 99.8% 22,061,352 84%


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In FY 2018, both ESC and SHS Voucher posed a 100% obligation rate, and a 87% and 88% disbursement rate respectively. While the JDVP was able to obligate 97% of its total allotment, it was only able to disburse 1% of its total obligation. Nonetheless, GAS posed a 99.8% obligation rate and a 84% disbursement rate collectively. Accomplishments in the year ending in December 2019. For 2019, DepEd targeted 1,101,102 ESC grantees, 1,314,376 SHS Voucher grantees, and 70,000 JDVP grantees. Overall, GAS has a total of 2,485,388 grantees to be provided with financial assistance

Table 1. FY 2019 Physical Accomplishment

Component Performance/Output

Indicator


Target Actual %

Accomplished






Number of Grantees 70,000 88,933 127%

Total Number of Grantees 2,485,388 2,425,198 98%

The table above shows the GAS target breakdown by component. In 2019, GAS was able to support 2,425,198 grantees or 98% of its total annual target.

Table 5. FY 2019 Financial Accomplishment

Component Authorized

Appropriation Obligation

Obligation Rate

Disbursement Disbursement

Rate


10,673,583 4,650,034 44% 1,171,215 25%


20,287,671 10,803,497 53% 8,360,516 77%


1,159,960 2,597 0.2% 2,385 92%

TOTAL 32,121,214 15,456,128 48% 9,534,116 62%

All figures are in thousand pesos. In FY 2019, GAS was able to obligate 48% of its total allotment and disburse 62% of its total obligation. It is to be noted that this financial accomplishment report is based only on the 3rd Quarter SAAODB.

EDUCATION HUMAN RESOURCE DEVELOPMENT PROGRAM

Human Resource Training Development /Organizational and Professional Development for Non-School Personnel This program is dedicated to supporting human resource development and training

programs. More specifically, it aims to make the department responsive to the organizational needs and manpower requirements by developing appropriate skills and attitudes of its personnel.

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The Department issued DepEd Order No. 21, series of 2018 aims to promote and support the professional development and career growth of personnel in schools and learning centers as well as teaching personnel who are performing managerial, supervisory, and administrative functions at the schools’ division (SDO), regional (RO), and central offices (CO). A. HRTD for Personnel in Schools and Learning Centers

1. Description

Capacity building initiatives and interventions that develop individual competencies and values

Focused on instructional leadership and teaching & teaching-related functional competencies

Recognizes the application of different learning methodologies such as structured & experiential learning experiences and coaching & mentoring

2. Target beneficiaries

Teaching and Teaching-related Personnel in the CO, RO, SDO including Schools Division Superintendents (SDSs) and Assistant Schools Division Superintendents (ASDs)

School and Learning Centers’ Personnel including School Heads 3. Training Components

Teacher Quality Improvement (Teacher Induction Program, Career Pathways Program, Specialized Programs, Scholarship Programs)

School Leaders Quality Improvement (School Heads Development Program, District and Supervisors Development Program, Superintendent Leadership Program)

Program Support (Policy, Planning and Research, HRD Program Management, NEAP Operations)

B. HRTD for Organizational and Professional Development for Non-School Personnel (OPDNSP) Description

1. Initiatives and interventions that strengthen organizational and office effectiveness in the areas of performance improvement, quality management, governance, structure, systems, processes, resource management, and organizational culture

2. Capacity building initiatives and interventions that develop individual competencies and values

3. Focused on core, managerial leadership and non-teaching functional competencies 4. Recognizes the application of different learning methodologies such as structured &

experiential learning experiences and coaching & mentoring C. Training Components

1. Organizational Development

• Programs, projects, or activities across the Central Office, Regional Offices, Schools Division Offices, and Schools & Learning Centers related to performance improvement, quality management, governance, structure, systems, processes, resource management, and organizational culture

• Supports organizational and office effectiveness through the development, implementation, and monitoring & evaluation of relevant Human Resource and Organizational Development (HROD) policies, systems, standards, processes, and tools

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2. Professional Development (Functional)

• L&D-related activities that are designed, developed, implemented, and monitored & evaluated by non-school-based divisions or offices

• Addresses the non-teaching functional competency needs of employees

3. Professional Development (Core and Leadership)

• L&D-related activities that are centrally designed, developed, implemented, and monitored & evaluated by a non-school-based L&D focal office

• Addresses the core and leadership competency needs of DepEd employees and key functional groups such as, but not limited to, the Personnel Development Committee (PDC)

4. OPDNSP Fund Management

• Regular and day-to-day operational activities necessary to manage the fund effectively

and efficiently such as, but not limited to, those related to fund planning, implementation, and monitoring & evaluation (M&E)

Accomplishments in the year ending in December 2018. For 2018, under the Education Human Resource Development programs of the department, almost 297,494 teachers and 6,398 teaching-related personnel benefitted from the various training programs focused on curriculum and professional development. This has always been a part of the priorities of the Department of Education, to strengthen the human resource development of competencies and skills of DepEd personnel across all levels of governance.


Name of PAP: Education Human Resource Development Program


Funding Year



Number of teachers and teaching-related staff trained

TOTAL

FY 2018 90,415 303,892 12%

Based on DepEd’s FY 2018 Annual Report

Personnel 2018

Teachers trained 297,494

Teaching-related personnel trained

6,398

Page 25 of 26

Regional Breakdown on the numbers of teachers trained for FY 2018.

OFFICE NO. OF TEACHERS

TRAINED

Central Office 77,010

Region

1 27,824

2 9,265

3 31,227

4a 26,779

4b 13,844

5 1,138

6 14,422

7 32,004

8 18,870

9 5,990

10 2,649

11 9,128

12 1,399

13 13,824

ARMM -

CAR 7,978

NCR 4,143

Total 297,494

Pursuant to the goals of the Department of providing every Filipino with access to quality basic education, the corresponding cost is shown below aimed towards the continuing professional development of its workforce:

Accomplishments in the year ending in December 2019. Primarily, our teachers and school leaders have been the front liner service providers in the delivery of basic education. Physical accomplishment, regional breakdown, and the corresponding financial costs are shown below: FY 2019 Physical Accomplishment

Name of PAP: Education Human Resource Development Program


Funding Year



Number of teachers and teaching-related staff trained

TOTAL

FY 2019 95,000 247,966 261%





FY 2018 Current 3,400,549 2,855,614 84% 2,290,364 80%


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Regional Breakdown for FY 2019 Number of Teachers and School Leaders Trained ( which have been reported as of date)

Region Teachers School Leaders

Target Accomplishment Target Accomplishment

Central Office 30,334 28,307 1066 868

1 20,053 20,238 3,407 3,395

2 23,508 23,388 3,049 2,783

4A 184 208 637 618

4B 3,035 3,035 108 108

5 6,240 5,737 1,303 1,283

6 48,280 48,340 4,187 4,190

7 35,197 34,537 1969 1,770

8 17,679 16,816 4,718 4,784

10 19,486 18,937 3,076 3,057

13 (CARAGA) 23,342 21,477 2,509 2,492

CAR 574 574 1,024 1,024

TOTAL 227,912 221,594 27,053 26,372

Table 4. Financial Accomplishment




FY 2019 Current 1,923,567 660,551 34% 466,481 71%

Other Funding Year( FY 2018)

3,400,549 2,855,614 84% 2,290,364 80%


Documents

List of Programs and Project Implementation Status