Professional Documents
Culture Documents
Chapter 1
Introduction
At this pace of our changing society and economy a lot of challenges should be
addressed especially by educators who are being asked to do more with fewer resources
due to evolving technologies and ongoing shifts in global economy and in ASEAN
importance in the government and its ultimate goal is to provide its people an access to a
our educational system which is not only timely, but long overdue. Other countries like
university education depending on the track. Philippines is the last country in Asia, and
one of only three countries (the two others are Angola and Djibouti) left with, a 10-year
pre-university cycle around the world. To improve the quality of workmanship and
The new curriculum intends to alleviate our economic level for providing better
job opportunities and wider option for the graduates because it is found to be the
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adequate period for learning under basic education. It is also a standard for recognition of
students and/or professionals abroad (i.e. the Bologna Process for the European Union
and the Washington Accord for the United States). The new curriculum is one possible
Curriculum, is mandated by the law recognized as Republic Act 10533 otherwise known
as Enhanced Basic Education Act of 2013. The program covers Kindergarten and 12
years of basic education (six years of primary education, four years of Junior High
School, and two years of Senior High School (SHS) to provide sufficient time for
mastery of concepts and skills, develop lifelong learners, and prepare graduates for
Grade 1 and Grade 7 (High School Year 1) was implemented in SY 2012-2013 and will
progress in the succeeding school years. Grade 11 (HS Year 5) will be introduced in SY
program such as lack of government budget, teachers, classrooms, school supplies as well
as facilities. Senator Trillanes believes that the problem doesnt depend in the curriculum
nor with the length of years of Basic Education Program. He believes that the Basic
Education Curriculum is not the problem since there are OFWs who are in demand
because of their skills, they will not be looked-for if we are not satisfying the
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requirements of employers overseas. He likewise said that he, along with other public
officials, were products of the 10-year basic education program and that they turned out
fine. According to Trillanes lack of teachers, backlog of classrooms and other basic
KNOWN AS
Enhanced Basic Education Act of 2013 (RA 10533) a Mandatory Review should be
conducted at the end of School Year 2014-2015, but Obama said in one of his speech
Change will not come if we wait for some other person or some other time. We are the
ones we've been waiting for. We are the change that we seek The action should be done
now especially that Grade 9 was implemented in the school year 2014-2015 and the full
implementation of Senior High School will be done next school year 2016-2017.
Among all these issues the major concern here is how can we fill the gaps and
how much will K to 12 costs? According to the DepEd, an estimated 150 billionPhp will
be needed to procure all resources and close the gaps in basic education. This amount
would cover hiring of 103,599 more teachers, building of 152,569 new classrooms,
procurement of 95.6 million more books and 13.2 million seats (DepEd Briefer, 2010). In
a document entitled Financial Forecast for the K to 12 Model provided by the DepEds
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Office of Administration and Finance, the preliminary estimated capital cost of the
The initial implementation of the new curriculum started since 2012 but planning
and preparations for next grade level especially senior high schools are still on going.
Currently the new curriculum is on its fourth year of operation nationwide but only few
changes are apparent as of end of school year 2014-2015. A lot of plans and statement
had been said but what is really the current situation? What is the Status of Compliance
Initially six pilot schools were identified to offer SHS namely Marinduque National
High School in Boac, Landy National High School in Sta Cruz, Buenavista National
High School, and Matuyatuya National High School but at present there are 27 public
schools that will offer SHS Program. The selected schools and initial programs like tracks
List of Senior High School Providers in the Division of Marinduque as of December 2015
equipped with the 21st century skills for lifelong learning, however how can we produce
quality graduates if problem about teachers, classroom, books, seats and other learning
facilities still exist. The success of the program still depends on strict execution of plans
Enhanced Basic Education Act would give the education department the real picture of
This paper will assess the status of compliance of selected secondary schools in
Republic Act No. 10533 otherwise Known As Enhanced Basic Education Act Of 2013
(RA 10533)
1.1. teachers
1.2. classrooms
1.4. seats
libraries and library hubs, and sports, music, arts and workshops needs;
2. What actions are made to comply with the standard and fill the gap?
3. How effective are the actions made by the school heads in addressing the
gaps?
Education Program after its three years of implementation in the Division of Marinduque.
Education Act of 2013.The aspects that will look into are the (a) teachers; (b)
classrooms; (c) textbooks; (d) seats; (e) toilets; and (f) Other learning facilities including,
computer and science laboratories, libraries and library hubs, sports, music, arts and
workshops needs, which are important in the implementation of the program. The study
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will only cover the Status of Compliance from 2012 up to March 2015 as stated in the
mandatory review.
School Administration. The result of the study will guide the school
administrators in designing an effective strategy and interventions in filling the gap in the
present situations.
determine how they might improve courses and/or programs through changes in
into the planning cycle for curriculum development and review, assessment results can
provide a powerful rationale for securing support for curricular and other changes.
Students- The result of the study will help the students in their choice of strands
to take up in senior high school based on the available resources and capability of the
different schools. Most importantly, this study is a tool that leads to a continuous cycle to
must know what the problems of the school are. They should understand what is
teachers, youth leaders. They will be motivated to help and create a community
environment that supports childrens enjoyment of their right to quality education and
other rights.
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Government Agencies who are concerned with the development of young minds
specially the Department of Education which continuously shapes the countrys future. In
this study, the agency is benefited for it will gain wisdom in providing quality service to
program.
Other Researchers. This study will add to the growing body of information in the
field of educational research. The result of the study will serve as a guide of other
researches for the new education curriculum together with the improvement.
Chapter 2
Act, Section 14 also known as Mandatory Evaluation and Review,. By the end of School
Year 2014-2015, the DepED shall conduct a mandatory review and submit a midterm report to
closing the following current shortages: (a) teachers; (b) classrooms; (c) textbooks; (d) seats; (e)
toilets; and (f) other shortages that should be addressed. This will also include (f ) teachers
welfare and training profiles; (g) adequacy of funding requirements; and (h) other learning
facilities including, but not limited to, computer and science laboratories, libraries and library
curriculum as all the experience a leaner has at school under the guidance of the teacher. To him
the teacher plays a vital role in translating curriculum objectives. The dictionary of education
institution through its total institutional programmers designed to achieve the prescribed
objectives.
Curriculum Implementation
Implementation is an interaction between those who have created the program and those
who are in charged to deliver it. Adamu in his blog cited Alonsabe cited Sarason (2009), the
main reason for the failure is the lack of understanding of the culture of the school Successful
implementation of curriculum requires understanding the power relationships, the traditions, the
roles and responsibilities of individuals in the school system. Implementers (whether they be
teachers, principals, and education officers) should be well-versed with the contents of the
curriculum. Education officers) should be well-versed with the contents of the curriculum.
The success of the implementation of the curriculum also depends on its resources. In
implementing the curriculum the prescribed subjects should be thought however it will not be
possible and it will not be offered due to lack of teachers, workshops for practical works and
further notes that there were teachers whos delivery is usually theorized because of lack of
competence on the part of the teacher or due to lack of equipment, thus students graduate
Fajardo (2012) and TV patrol news (May 30, 2014) similarly states that aside from the
education system, important issues must also be addressed. Secondary and elementary public
schools especially in metro manila are still congested they adopts 2 to 3 shifts of classes per day
to deal with the shortage in classrooms. North Fairview High School in Quezon City applies
weekend classes where in student will only come to school every Saturday and Sunday the
subjects thought for 5 days will only be discuss for two days. Teacher to student ratio is also
problematic as many schools have 1:70-95 ratio. Also, not all schools applies schools have a 1:1
problems as possible reasons for low quality of education and low competency of students and
graduates. Moreover, reasons for these may also include personal circumstances the students are
in. For instance, the Philippines Midterm Progress Report on the Millennium Development
non-school factors that contributed to the low or non-participation and completion of the school-
age children. These include: social conditions such as poverty which force children to work;
family-related factors such as children of broken families where parents work abroad; parents
attitude towards education, especially those who have not undergone schooling; and children in
Teachers
Theoretical Constructs Eisner & Vallance (1974), Schubert (1986), Tanner & Tanner
(1995), McNeil (1996), discuss the relationship between a teachers beliefs and his/her
decisions about the curriculum. Quality and quantity of teaching staff to meet the expectations
of pupils and the society is another impediment. Teachers are the most important human
resource in curriculum implementation since they are the ones who adopt and implement the
ideas and aspirations of the designers. This implies that success of the curriculum depends on
OWEN, J. G. (1968) cited that teachers are the front liner of every curriculum they play
a very important part in the success of every program. No matter how good a program is the
possibility of success is zero without them. Every individual involved in public education brings
with them a set of beliefs as to the very nature and purpose of education.
According to the Data Projection Tool Annex B the number of required teachers come
from total classroom requirement which is derived from the number of students by grade/year
level in a given School Year. The standard ratio of 5:3 is used in computing the required
teacher.
Formula:
( )( 5)
Number of required teachers = 3
Example:
(50)( 5)
Number of required teachers = 3 = 83.3383
From the actual computation:
(50.4)( 5)
Number of required teachers = = 84
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To ensure that the enhanced basic education program meets the demand for quality
teachers and school leaders, the DepEd, CHED, and TESDA shall conduct teacher education
be initiated, conducted and evaluated regularly throughout the year to ensure constant upgrading
of teacher skills. Teacher education and training programs shall include, but shall not be limited
to:
DepEd teachers who will implement the enhanced basic education curriculum but have
not undergone pre-service education that is aligned with the enhanced basic education
curriculum shall be trained to meet the content and performance standards of the K to 12
education curriculum. The DepEd shall ensure that private educational institutions shall be
Standard Facilities.
Classrooms
The standard classroom to student ratio (CSR) in the Philippines is one classroom for
every 45 students as prescribed by Republic Act 7880 entitled An Act Providing For the Fair
and Equitable Allocation of the Department of Education, Culture and Sports' Budget for
Capital Outlay." The prescribed classroom size for a classroom student ratio of 1:45 is about 7m
by 7m for rural areas or a 7m x 9m classroom for suburban areas. The 7m x 9m classroom shall
also be the standard size for all public secondary schools, regardless of location and class size.
For a class of 45 students, this classroom size is believed to provide a conducive environment
for learning and where a teacher could interact freely with his/her students and exercise order
and control.
According to data projection tool of DepEd the Classrooms requirements for Grades 11-
12 in Public Senior High Schools is forty. The minimum standard for SHS classrooms is 40
Formula:
Projected JHS Enrolment SY 20162017
number of required classrooms = 40
Example:
2016
number of required classrooms = 40 = 50.450
The minimum furniture and equipment requirements for a regular classroom are:
FURNITURE QUANTITY
Tablet Armchairs with all wood/or non-wood based materials 50 units
Teachers Table with chair 1 set
Chalkboard, framed, wall type with ledge 4 ft. x 8 feet) 3 units
Teachers cabinet 1 unit
Hand washing facility 1 unit
Drinking jar/container, with faucet 1 unit
Water pail 1 unit
Divan (with storage space for cleaning materials) 1 unit
Trash can 1 unit
QUANTITY
FURNITURE
Filing/Storage cabinet 1 unit
DepED Forms Rack 1 unit
Utility box 1 unit
Chart stand 1 unit
First Aid Cabinet 1 unit
are produced according to the demands of educational institutions. Although most textbooks are
only published in printed format, many are now available as online electronic books.
The production and development of locally produced teaching and learning materials
shall be encouraged. The approval of these materials shall be devolved to the regional and
The library holdings shall be adequate to meet the curricular, instructional, research, and
recreational needs of its clientele. The collection shall consist of up-to-date and relevant books,
serials, pamphlets, documents and non-book materials, and electronic resources (used with
computers). The provision of textbooks is not the responsibility of the library but a maximum of
five (5) copies of frequently used materials shall be provided. In the matter of reserve books, a
provision of at least one copy for every twenty-five (25) students is deemed sufficient.
Seats
According to the Educational Facilities Manual of DEPED revised 2007 classroom must
have 50 sets of armchair that only means to determine the standard required seats multiply the
number of required classroom by fifty.
Toilets
In the report of Bolido (2012) in Philippine daily Inquirer cited that the toilet-pupil ratio
is 1:55 in the elementary level and 1:93 in high school, based on statistics from the Department
of Educations Basic Education Information System. And that is literally one toiletnot one
room with several cubicles. The numbers alone in this report indicate the sad state of sanitation
facilities in Philippine public schools.The numbers are lower than the global standards set by the
World Health Organization (WHO) and United Nations Childrens Fund (Unicef) of 1:50 for
males (if urinals are present) and 1:25 for females, and even lower than the norm set by the
Philippine Sanitation Code, which is also 1:50 for boys and 1:30 for girls.
Library Standard
Human resources
For the first 500 students: One full time professional librarian and two full time clerical
staff. For every additional 1000 students: 1 additional full time professional librarian and I full
Physical facilities
learning. In order to produce quality Education and to we should equip our students improve in
the field Science and Technology, both teachers and students should always be prepared in
globally competent in the modern world of technology advances. It should be maintained and
Facilities is the responsibility of educators in every state to ensure that every child had
access to a quality education in school facilities that provide an educational setting that was
suited for teaching and learning. Implementing policies that resulted in high quality, high-
performing, well-designed and maintained school facilities had a direct and indirect impact on
the teaching and learning process (BEST, 2005). There was a growing research literature that
there is a relationship between student achievement and the conditions of school buildings
(Buckley, Schneider, & Shang, 2004a; Earthman, 2002; Lemasters, 1997; Lewis, 2000; Filardo,
The school facilities consist of all types of buildings for academic and non-academic
activities, equipment for academic and non- academic activities, areas for sports and games,
Others include furniture and toilet facilities, lighting, acoustics, storage facilities and
parking lot, security, transportation, ICT equipment, cleaning materials, food services, and
Gandhis position learning can take place under the trees diminishes the importance of
physical environment. Outdoor learning may be a viable expedient for newly emerging country,
but for country elsewhere indicates that the no building actions is unsatisfactorily for an
emerging industrial and political power, particularly more schools are located in noisy urban
neighborhoods. Thus it leads to poor attendance and those who attend are inclined to have poor
academic performance.
Stoner, Freeman and Gilbert (1996) described the environment of an organization as all
elements relevant to its operation and they include direct and indirect action elements. School
facilities, constitute thPe major components of both direct and indirect action elements in the
environment of learning. Several studies have shown that a close relationship exists between the
children receive bears direct relevance to the availability or lack thereof of physical facilities
and overall atmosphere in which learning takes place.Knezevich (1975, p.563) emphasized that
the physical needs are met through provision of safe structure, adequate sanitary facilities, a
balanced visual environment, appropriate thermal environment, and sufficient shelter space for
his work and play. His emotional needs are met by creating pleasant surroundings, a friendly
Facilities are materials designed to serve specific purposes. In the school system, there
are multiplicity of facilities, which facilitate teaching and learning. They are used;(1) To
illustrate concepts(2) Provide opportunity for firsthand experience(3) For experimentation and
thoughts(6) For observation and inquiry(7) For development of scientific attitudes and skills(8)
Computer/Computer Laboratory
Moreno (2009) cited that to exploit innovations and trends to achieve educational goals
the institution must provide ICT literacy. Technology has become global standard all over the
world even in developing countries like Philippines. A classroom equipped with IT will bring
about more students equipped with 21st century skills like independent, experiential, reflective,
The ratio of students to instructional computers with Internet access was computed by
dividing the total number of students in public schools by the total number of instructional
computers with or without Internet access in all public schools (i.e., including schools with no
Internet access). In 2001, the ratio of students to instructional computers with Internet access in
public schools was 5.4 to 1, an improvement from the 12.1 to 1 ratio in 1998, when it was first
measured. According to many experts the level of access corresponds to the 4 to 5 students-per-
computer ratio is considered more reasonable for effective use of computers in schools
Mapacpac (2012) mentioned in a report that to cultivate the spirit, teamwork, unity,
discipline, and excellence sports activities should be conducted and actively participated by the
environment for educational growth. They shall be developed and planned extensively
not only for the sole purpose of an improved physical education program but also for the
1. Volleyball Court
2. Softball Diamond
3. Baseball Diamond
4. Jumping Pit
5. A standard track oval with a distance of 400 meters or less
6. Basketball Court
7. Gymnastics Floor Area
8. Football Field
9. Swimming Pool
10. Taekwondo
11. Archery
12. Boxing
13. Dart
14. Arnis
15. Sipa
16. Sepak Takraw
17. Badminton
18. Table tennis
Basic Equipment for Locomotor Skills Development and Introductory Sports Skill
Acquisition
1. Drawing Stick (Wand)
2. Rattan Hoop
3. Bean Bag
4. Bench
5. Rope
6. Whistles
7. Colored Chalk
8. Tape Measure
9. Hurdles
10. Dama Set
11. Jigsaw Puzzle
12. Chess Set
13. Tape recorder set and set of tapes of music of different time signature
14. Scrabble Set
15. Balance Beam
16. Sungkaan
17. Chinese Checker Set
18. Stop Watch
19. Horizontal Ladder
In planning and developing playground areas, provisions shall be considered for their
use by the community as well as for recreation purposes during off-school hours. Trends in
physical education programs require more space as well as greater variety of space designs for
playground areas. Spontaneous play shall be emphasized to a greater degree than the more
Budget plays an important part in the implementation of the curriculum. The teachers
group is demanding that the government allocates six percent of the countrys Gross Domestic
Product (GDP) to education, amounting to P884.6 billion ($20 billion). The group said that to
follow the UN standards, the government should allot at least P590 billion ($13 billion) more to
basic education. However, the average share of DepEds budget from the GDP is only 2.2
percent.
The group also lambasted the increase in the budget of DepEds GASTPE (Government
Assistance to Students and Teachers to Public Education) program. According to Castro, for this
year, the government targets to allocate P7 billion ($165 million) for one million grantees.
Conceptual Framework
It is very important for every Filipino citizen to know the real and current Level of
implementation of the new curriculum will serve as our superhighway to compete globally. The
success of the program doesnt depend only with the government nor with the education
administrators, its triumph lies on every one of us. Even an ordinary individual plays an
important role by just being informed and being an informer can be a big help. The success of
the program within one community can be a big help, successful graduates means opportunity,
Knowing the Status of Compliance and assessing it using standards to determine the
gaps will result to a higher probability of success. If we will be able to determine the gaps then
each one of us should work hand in hand to achieve the full realization of the program.
INPUT PROCESS OUTPUT
Figure 1. Conceptual
The Conceptual Paradigmas shown in Figure 1 illustrates the independent and dependent
Paradigm
variables that will be used in the study. To determine the present Status of Compliance of the
Implementation of K to 12 Enhance Basic Education Program the researcher uses data including
teacher, classroom, textbooks, seats, toilets, participation, retention rate, completion, rate
teachers welfare and training profiles adequacy of funding requirements and learning facilities.
Definition of Terms
by test results or marks given by the teacher based from the criteria such as: periodical test,
Gap. A Pertains with the difference between the standard and the actual. Positive Gap
Gap Analysis A process through which the researcher compares the actual
Gap Rate. Absolute value of the Percentage of the gap in relation to the standard.
Gap Analysis. This refers to the breaking down of ideas into small particles to be studied
critically.
K to 12. Letter K refers to kindergarten and 12 refers to the additional two (2) years
in the basic education. It is the additional years after fourth years in secondary schooling.
specific perception of the teachers with regards to the affectivity of the actions made by the
schools heads in addressing the gaps in the given provisions in the Mandatory Review.
Status of Compliance. Descriptive value of the gap rate. Classified as Not Complied,
Initially Complied, Partially Complied Fully Complied and Exceeds the Standards.
Initially Complied. The absolute value of gap rate is between 50.5%- 98.5 %
Partially Complied. The absolute value of gap rate is between 50.5%- 99.5 %
Department of Education which is essentials for the development of the department as well as
the learners.
Depending on the breadth, depth and scope of competency, a qualification may fall under
National Certificate Level I, II, III, or IV. A required training to teach Tech-Voc Strands.
Rationale. Denote the underlying principle of a certain program. In this study it refers to
Sources. Refers to the basis and foundation where the K 12 program was been known
to the parents of Grade VII students. This can be through media such as television, radio,
Theories. Are principles or idea made in writing that is applicable in different times and
Workshop.A training facility, must be of concrete structure. Based on the class size of
25 students/trainees, the space requirements for the teaching/learning and circulation areas
Regulations provided by TESDA and varies accordingly with the Qualification under the
RESEARCH METHODOLOGY
Research Design
Data Triangulation was used as a data analysis approach to cross-check findings from
multiple sources. The triangulation approach began with identifying important issues from the
review of related literature. Methodological Triangulations will be used to interpret and analyze
sufficient data related to the study since this involves the use of multiple qualitative and/or
quantitative methods to study the program. This will give a vivid description about the Status of
Division of Marinduque.
Research Locale
MIMAROPA, particularly in the six identified big schools for each municipality that will offer
the Piloting of Senior High School Program namely: Marinduque National High School in
Boac, Buenavista National High School inBuenavista, Landy National High School-Sta
andMogpogNational Comprehensive High Schoolin Mogpog. These schools are selected not
only because they will offer early implementation program but they also represent the different
The map above shows the forty five public secondary schools and private schools in the
Division of Marinduque. The map also shows a legend of the five selected Senior High School
The figure shows the location of identified public schools that will offer Pilot Senior
high school or SHS Early Implementation in the Division of Marinduque which also represents
The choice of locale is due to the concern of the researcher to determine the Initial
Implementation of K to 12. The Input data are just basic requirements of the curriculum but its
very essential since this will be a baseline and it will help the institution to determine the gap. If
basic requirements cannot be closed how much more the needed tools, materials and
equipments for the SHS program especially that Piloting will be done next school year 2015.
Among forty five Secondary schools in the division the researcher will only use six
identified secondary schools that will offer pilot senior high school for the purpose of this study.
The six identified schools represents each municipality in the Division or Province of
Marinduque. The respondents of the study were six school heads and selected 30 % of the
teachers of each selected schools in the division. Teachers were selected using simple random
sampling
Research Instruments
The research instruments used in the study was researcher-made questionnaires and can
be verified using the EBEIS. There were three sets of questionnaires used in the study. The first
questionnaire designed by the researcher was used to elicit information from the school heads
regarding actual inventory of the Provisions of the Mandatory Review. This information was
used to determine the actual, standard and gap for each provision. The second questionnaire was
used to elicit information about the interventions or actions made by the school heads in filling
the gaps or shortages. The third and the last questionnaires were for secondary
The first question in the statement of the problem will be answered using checklist
wherein the respondent will only answer the questions by checking the corresponding answer.
The items included in question number one are number of classrooms; textbooks; seats and
toilets.
The EBEI is a form that will be answered by school head that consist of the questions
regarding books, chairs number of teachers (can be retrieve online) and inventory of facilities,
At the start of the study, the researcher delivered a letter of request to conduct a study to
the Division office and principals of the identified high schools within the division. After the
documents produced within the group, self-analysis, results from activities undertaken off- or
Statistical Treatment
The data collected from the study were tabulated, counted and tallied. The gap rates
were obtained by getting the difference between the standard and the actual. Positive gap
indicates that there is a shortage and negative gap indicates surplus.Frequency and percentage
were used in order to come up with the result of the study. Information and response was
processed and subjected to statistical treatment wherein the Arithmetic Mean of the aggetevial
This chapter describes the analysis of data followed by the discussion of the research
findings. The data were gathered organized and processed using scientific methods to obtain the
required information. The discussion of the results are presented and arranged according to the
Mandatory Review provisions as to the actual, standard and gap per teachers, classrooms,
textbooks, seats, toilets other learning facilities including, computer and science laboratories,
libraries and library hubs, and sports, music, arts and workshops needs.
Table 1
Number of
Teachers Gap Level of
Rate Compliance
Name of School Standard Actual Gap
Bognuyan National High School 35 35 0 0.0% Fully complied
Buenavista National High School 42 35 -7 16.0% Partially Complied
Landy National High School 27 23 -4 13.8% Partially Complied
Marinduque National High School 127 117 -10 7.6% Partially Complied
Matuyatuya National High School 22 20 -2 7.7% Partially Complied
Mogpog National Comprehensive High School 20 19 -1 5.0% Partially Complied
As of March 2015
Table 1 shows the Status of Compliance of teachers in the six (6) selected schools in the
Division of Marinduque. The schools were assessed based on the gap rate in relation to the
with thirty five (35) secondary school teachers. The standard required teachers fitted for their
enrollment is forty two (42) which results to seven (7) gaps equivalent to 16 %gap rate. This is
due to budget constraints since the plantilla item was not enough. The enrollment in School
Year 2014-2015 reaches to 1,016. The enrollment is continuously increasing due to some
students who opt to enroll in Buenavista NHS despite the fact that there are Barangay High
Schools or annexes available in their area like Buenavista NHS -Sihi Annex, Buenavista NHS
Buenavista NHS -Daykitin Annex, Buenavista NHS -Bagacay Annex, Buenavista NHS
Buenavista -NHS Lipata Annex and Yook National High School. When parents were asked
about their school preference and the reason the common answer given was: they want their
children to experience to commute to the town proper and they wanted to have a different
environment.
It is a common factor that shortages are getting bigger mostly in some urban centers.
And the reason is migration or centralization. The centralization of the population is the reason
why in the rural areas classrooms are becoming less and less occupied.
The school has two (2) programs viz. Science Class and Regular Class or K to 12 Basic
Education Program therefore the specialization of teachers must also be considered. They
Ranked second highest gap rate is Landy National High School with twenty three (23)
secondary school teachers. The standard required teachers fitted for their enrollment is twenty
seven (27) resulted to four (4) gaps equivalent to 13.8 %. This is due to budget constraints, the
plantilla item was not enough. The increase in the enrollment from 521 in year 2011 and 588 in
2014 which is equivalent to 67. The school has three (3) programs, namely Special Education
(SPED), Science Class and Regular class, also known as K to 12 Basic Education Curriculum
hence the students cannot just be merged and the specialization of teachers must also be
considered.
Ranked third highest gap rate is Matuyatuya National High School with twenty (20)
secondary school teachers. The standard required teachers fitted for their enrollment is twenty
two (22) resulted to two (2) gaps equivalent to 7.6 % gap. This is due to budget constraints.
Three new teacher items arrived in School Year 2014-2015 but still not enough to fill the gap.
The increase in the enrollment from 470 in SY 2011-2012 and 516 in SY 2013-2014 which is
equal to 46. This makes the school a larger school, with 251 more students than the average
school and 303 more students than the average school in Torrijos. The increase in the
Ranked fourth highest gap rate is Marinduque National High School with one hundred
seventeen (117) secondary school teachers. The standard required teachers fitted for their
enrollment is one hundred twenty seven (127) resulted to ten (10) gaps equivalent to 7.6 % gap
rate. This is due to an increase in the enrollment from 3055 in the school year 2013-2014 to
3276 school year 2014-2015 which is about 221 students. New teacher item arrived, but still not
enough to fill the gap. Marinduque NCHS is the biggest school in the Division of the
Marinduque.
Since Boac is the Capital of Marinduque it is expected that they have the largest
enrollment in the whole province. The common factor is that shortages located in are getting
bigger mostly in some urban centers. And the reason is a migration or centralization. The
centralization of the population is the reason why in the rural area classrooms is becoming less
and less occupied. The school has two (2) programs viz. Science Class and Regular Class or K
Ranked fifth highest gap rate is Mogpog National Comprehensive High School with
nineteen (19) secondary school teachers. The standard required teachers fitted for their
enrollment is twenty (20) resulted to one (1) gap equivalent to 5 %. This is due to decrease in
the enrollment from 579 in the school year 2008-2009 to 508 in the school year 2014-2015,
which is about 71. One plantilla item borrowed by Ilaya National High School was returned to
the school. Based on the record the number of teachers in the school was just enough since the
average class size was just 37 and the bigger class size is 50. Despite of the decrease in the
enrollment the school principal does not allow teachers to be transferred to other schools that
needs additional teachers, hence they maintain to have a small gap in the teacher provision.
Ranked sixth is Bognuyan National High School thirty-five (35) secondary school
teachers which is also equal to the standard required teachers (35) fitted for their enrollment
resulted with no gap. It is the only school among the six selected respondents that was able to
comply with the standard. It is one of the oldest school and very much established. It has fiscal
autonomy hence the needs can be addressed easily through proper planning.
The problems with the shortages of teachers, classrooms, textbooks, seats, and toilets are
not yet resolved all over the country and this is also true in the Division of Marinduque.
Before the start of the classes last June 2013 more than 50 teachers were hired in the
secondary schools but there were still numbers of volunteer teachers or locally paid teachers in
the division as of year 20. The Junior High School started last June 2012 but some modules or
work text arrived before the end of second quarter for school year 2013 -2014.
Table 2.
Status of Compliance for Classroom
Number of
Gap
Classroom Level of Compliance
Rate
Name of School Standard Actual Gap
Bognuyan National High School 21 19 2 10% Partially complied
Buenavista National High School 25 22 3 12% Partially complied
Landy National High School 16 15 1 6% Partially complied
Marinduque National High School 76 70 6 8% Partially complied
Matuyatuya National High School 13 14 -1 0% Exceeds
Mogpog National Comprehensive High School 12 14 -2 0% Substantially Exceeds
As of March 2015
Table 2 displays the Status of Compliance of classroom in the six (6) selected schools in
the Division of Marinduque. The schools were ranked accordingly based on the gap rate in
relation to the actual and the standard number of classroom based on the enrollment.
Ranked first is Buenavista National High School (Buenavista NHS) with 22 available
instructional rooms. The standard required rooms fitted for their enrollment is twenty five (25)
resulted to three (3) gaps equivalent to 12 %. This is due to budget constraints, no additional
funds were given and aside from that they shared the budget with the annexes. The school has
no buildable space that is why in the initial planning it was not selected as one of the SHS
provider instead it was Daykitin National High School. The school has no strong link with the
stakeholders. They were able to asked support from the Philippine Chinese Chamber of
.Ranked second highest gap rate was Bognuyan National High School with nineteen
(19) available instructional rooms. The standard required rooms fitted for their enrollment is
twenty one (21) resulted in a gap of two (2) or equivalent to 10%. This is due to no available
funds. Since the school has no buildable space they divided the standard classroom into two.
Despite of the small area the school was able to receive additional classroom in the school Year
2014-2015. The school had tried to look for other sources and still working on it.
Ranked third highest gap rate is Marinduque National High School with seventy (70)
instructional rooms. The standard required classrooms fitted for their enrollment is twenty seven
(27) resulted to four a gap of six (6) equivalent to 8%. This is due to budget constraints, no fund
available. No buildable space available. Fire gutted 18-room, 2-story building on August 2007,
although it was replaced but not enough for their increasing enrollment.
Ranked second highest gap rate was Landy National High School with fifteen (15)
available instructional rooms. The standard required rooms fitted for their enrollment is sixteen
(16) resulted in a gap of two (1) or equivalent to 6%. This is due no additional budget was
given. The school has no buildable space available, but the school has strong linkages with the
stakeholders, particularly with their alumni hence the maintenance of their classrooms is not a
Tie on Rank 5.5 were Matuyatuya National High School and Mogpog National High
School. They met the standard and even surpass to that standard with an excess of 1 and 2
rooms consecutively.
Matuyatuya NCHS has 14 instructional rooms, the standard required classrooms fitted
Mogpog NCHS has 14 instructional rooms, the standard required classrooms fitted for
This is because Matuyatuya NHS has 2 new buildings, one from DEPED and the other
one donated by the LGU. Mogpog National Comprehensive High School has buildings
Employment thru the reactions made by the Parent Teachers Association; one reason for the
different trends in the enrolment it yield different results, shortage for Buenavista NHS and
These records imply that there are still huge gaps in the classroom. Information
gathered, exposed that shortages still distresses Deped Division of Marinduque. The result is
Despite of the Deped claims several reports showed that there were schools which
classrooms are jam-packed with students. ACT Teachers Party Rep. Antonio Tinio in 2013
reported that during his morning visit in some Quezon City public schools, he observed that the
standard classroom was divided into two, school corridors were converted into makeshift
classrooms, some classrooms have no blackboards and chairs, other facilities such as covered
courts are converted into classrooms, chairs are still lacking and some students were relegated to
the home study program. The situation of schools in the Division of Marinduque is not far from
other Divisions.
According to IBON Foundation the severe lack of education facilities inevitably reflects
on Filipino students poor performance. The results of the National Achievement Test (NAT)
for elementary supposedly showed improved students performance from previous years, but
with a low achievement rate of 68% in school year 2009-2010 and 68.9 MPS in SY 2012-2013
percentage score was still 6 percentage points away from the targeted 75 percent
NAT results in the secondary level show even poorer performance with a 45.6% in
school year 2009-2010 and 51.4 MPS in SY 2012-2013 achievement rate. The national mean
percentage score was 23 percentage points away from the set target.
Table 3
Number of Learning
Materials
Gap
Gap Level of Compliance
Name of School Standard Actual Rate
Bognuyan National High School 12,495 4,918 -7,577 60.64% Initially complied
Buenavista National High School 15,240 5,435 -9,805 64.34% Initially complied
Landy National High School 9,780 4,193 -5,587 57.13% Initially complied
Marinduque National High School 45,705 15,896 -29,809 65.22% Initially complied
Matuyatuya National High School 7,740 2,919 -4,821 62.29% Initially complied
Mogpog National Comprehensive High School 7,125 3,186 -3,939 55.28% Initially complied
As of March 2015
Table 3 shows the Status of Compliance of learning materials among six selected
schools in the Division of Marinduque they were ranked accordingly based on the gap rate in
relation to actual and standard number of textbooks and the number of subjects and enrollment.
Ranked first is Marinduque National High School with 15,896 available learning
materials, the standard required learning materials fitted for their enrollment is 45,705
resultedto a gap of 29,809 equivalent to 65.22 %. This is because Marinduque NHS is the
biggest school in the Division with an enrollment of 3047. It is expected that they have a huge
gap. The supplies of the books come from the central office school administrator lacks control
Rank third is aMatuyatuya National High School with 2,919 available learning
materials; the standard required learning materials fitted for their enrollment is 7,740 resulted in
a gap 4,821 equivalent to 62.29%. Matuyatuya NHS was not able to receive the complete
learning materials for all subjects same situation with other school. The learning materials for
Actions made by the School Head to comply with the classroom gap.
Rank fourth is a Bognuyan National High School with 4,918 available learning
materials; the standard required learning materials suited for their enrollment is 12,495 resulted
in a gap 7,577 equivalent to 60.64%. Bognuyan NHS was not able to receive the complete
learning materials, especially for Grade Seven, same situation with other school.
Ranks fifth is Landy National High School with 4,193 available learning materials, the
standard required learning materials fitted for their enrollment is 9,780 resulted in a gap 5,587
equivalent to 57.13%. Landy NHS was not able to receive the complete learning materials for
all subjects same situation with other school. The Landy NHS school used the school resources
to produce additional copies of learning materials like their own internet connection and printer.
learning materials, the standard required learning materials fitted for their enrollment is 7,125
resulted to a gap 3,939 equivalent to 55.28% gap rate. This is because to it has the smallest
enrollment of 475; the school has its own photocopy machine and printer which is used for the
reproduction of the learning materials like curriculum guide and teaching guide. If there were
only one copy or no hard copy available, teachers can request few copies for the students and
for themselves.
In the Division of Marinduque the only available modules are TLE, Mathematics 8,
Science 8, EdukasyonsaPagpapakato 8, and Music 8. The teachers spent so much money from
their pocket to photocopy the learning materials for their students or sometimes they copy every
of LakanDula High Schools Music, Arts, Physical Education and Health (MAPEH)
department, said the lack of learning materials, facilities and manpower were among the
problems teachers are facing in the implementation of K to 12. He said that the problem with K
to 12 is the distribution or delivery of Learning Materials because of that teacher's shoulder the
saannamankukuninngmgateachersangperakundisasarilinilangbulsa? He added
Table 4
Number of Seats
Level of
Name of School Gap Gap Rate
Standard Actual Compliance
Bognuyan National High School 1050 840 -210 20.00% Partially complied
Buenavista National High School 1250 1047 -203 16.24% Partially complied
Landy National High School 800 450 -350 43.75% Initially complied
Marinduque National High School 3800 3201 -599 15.76% Partially complied
Matuyatuya National High School 650 483 -167 25.69% Partially complied
Mogpog National Comprehensive High School 600 650 +50 Exceeds
As of March 2015
Table 4 uncover the Status of Compliance of seats among six selected schools in the
division of Marinduque they were ranked accordingly based on the gap rate in relation to actual
Ranked first is Landy National High School with 450 available seats, the standard
required seats for their enrollment is 800 resulted to a gap of 350 corresponding to 43.75 %.
This is because chairs really need replacement; their available chairs are just being repaired.
There was an increased in the enrollment, from 521 in year 2011 and 588 in 2014 but no
additional supply of chairs arrived. They split the big class and puts additional classroom to
make the class size smaller, since the standard number of chairs is fifty pieces per classroom.
The needed chairs based on the enrollment are not projected properly. The procedure on
required seats for their enrollment is 650 resulted to a gap of 350 corresponding to 43.75 %.
This is due to the increase in the enrollment from 167 in SY 2011-2012 to 516 in SY 2014-
2015. With the present enrollment this makes the school a larger school, with 251 more students
than the average school in Marinduque and 303 more students than the average school in
Torrijos. Other chairs are not recorded to receive additional chairs for the preparation of
Rank third is Bognuyan National High School with 483available seats, the standard
required seats for their enrollment is 650 resulted to a gap of 350 Since the school has a higher
enrollment they also need more chairs. The computation of the standard number of chairs
Rank fifth is Marinduque National High School with 483 available seats, the standard
required seats for their enrollment is 650 resulted to a gap of 350 corresponding to 43.75 %.
This is a little lower compared to enrollment. The school acquires chairs through MOOE. The
School Head noted that the gaps were basically because there were no additional budget.
Table 5.1
Status of compliance are rated based on the gap and gap rate in relation to actual and standard
Two schools were not able to comply with the standard for toilet. Marinduque National
High School ranked first with a gap of 22 at 35.7 % because of very large enrolment. The
projects of stakeholders were diverted into other projects such as speech laboratory, computer
Mogpog National Comprehensive High School Ranked second highest gap rate with a
gap of one (1) with 6.6% rate. This is because it is not the top priority of advisers and
stakeholders such as PTA, due to lack of water supply. Only Grade nine and Grade seven
The remaining four schools namely Bognuyan National High School, Buenavista
National High School, Landy National High School and Matuyatuya National High School
were able to comply with the standards. In Landy National High School all classrooms has its
own comfort room, most of them were project of stakeholders such as PTA and alumni. Alumni
plays important role in the progress of Landy NHS they visits or communicate with the school
Table 5.2.
schools; the Status of compliance are rated based on the gap and gap rate in relation to actual
and standard number of toilets, urinals and hand washing facilities. The gap rate in all schools
were more than 50% and the levels of compliance were just Initially Complied.
This proves that the result is the same as the report of Bolido (2012) in Philippine daily
Inquirer cited that the toilet-pupil ratio is below the Global Standards
Table 5.3.
Table 6
Number of Hand
Gap Level of
Name of School Washing Facility
Rate Compliance
Standard Actual Gap
Mogpog National Comprehensive High School 3 5 -2 37% Partially complied
Matuyatuya National High School 2 5 -3 61% Initially complied
Marinduque National High School 10 30 -20 67% Initially complied
Landy National High School 2 7 -5 69% Initially complied
Bognuyan National High School 2 8 -6 76% Initially complied
Buenavista National High School 2 10 -8 80% Initially complied
As of March 2015
Table 5.3 revealed that all schools have enormous gap with urinals because the toilets
are shared toilets same goes thru with hand washing facility they use lavatory instead. This only
Elementary Schools it was stated that the Philippines is not lacking in policies regarding health
and sanitation. However, the implementation of such policies on a national level remains weak,
sporadic, and inconsistent. DepEd currently implements a toilet pupil ratio (TPR) incompatible
with the standard set forth in the Implementing Rules and Regulations (IRR) of the Sanitation
Code (PD 856). The IRR specifies a TPR of at least 1 toilet bowl per 49 male students and 1
toilet bowl and 1 lavatory per 29 female students. The Department of Health (DOH) does not
monitor the implementation of PD 856 in public schools, nor does it properly disseminate new
provisions. Neither are toilets were prioritized as important educational facilities by the LGUs
that are tasked to enforce PD 856. Instead, it is the principals, teachers, parents, donor agencies,
and volunteers from civil society groups that play an active role in improving public school
infrastructure through programs. Not all of these programs, however, supports the construction
According to IBON Foundation Shortages are still blatant. There is a shortage of more
than 150,000 water and sanitation facilities which is the same situation with the six selected
schools.
Table 6
Number of Computer
Gap Level of
Laboratory
Rate Compliance
Name of School Standard Actual Gap
Landy National High School 12 1 -11 92% Initially complied
Buenavista National High School 5 1 -4 80% Initially complied
Matuyatuya National High School 4 1 -3 75% Initially complied
Mogpog National Comprehensive High School 3 1 -2 70% Initially complied
Marinduque National High School 3 1 -2 70% Initially complied
Bognuyan National High School 2 1 -1 52% Initially complied
As of March 2015
Table 6 shows the Status of Compliance of computer laboratory among six selected
schools; they were rank accordingly as to the gap rate in relation to actual and standard number
of computer laboratory based on the enrollment and curriculum offering. Each of the six schools
Rank First is Marinduque National High School with 1 computer laboratory, the
92 %. This is due to its very large enrollment. As expected it is the biggest school with only one
huge amount of budget and there is no available fund. Each schools in the division was only
given fifty (50) sets of computer good for one laboratory only. MOOE cannot be used to
purchase computer units since it is considered as capital outlay: the procedure on procurement
of computer took quite long. The process of acquiring computer lab/computer is a very tedious
process. It requires counterpart of the school and PTA such as laboratory room (tables, grills,
air-condition unit etc). The school first received computer from Department of Trade and
Industry but they were not able to maintain it. The school has fast internet connection since it is
located in Boac. Most of its student are digital natives especially those who were born in
computer laboratory, the standard required laboratory for their enrollment is 5 resulted to a gap
computer units. With the registration of 475 and with only one computer laboratory the school
really needs additional computer units and laboratory. Mogpog NCHS also offers Computer
Hardware Servicing that requires computer units and IT workshop. One computer laboratory is
not enough to cater all students. Before the implementation of K to 12 the school teaches
Computer subject for Third Year and Fourth year but at presents it is only use for Computer
Hardware Servicing (CHS) Workshop. The MOOE cannot be used to purchase computer units
since it is considered as capital outlay. The procedure on procurement of computer took quite
long. The process of acquiring computer lab or computers is a very tedious process. The school
used only the old computer units donated by the Department of Trade Industry and Commission
on Information and Communication Technology. The computer units really need replacement or
Another problem of the school is the internet access. The speed given by We Are IT
Philippines Incorporated (WIT) is just 54 kbps hence only one computer can access the internet
because of its very low bandwidth. This only implies that the students and teachers have
teachers and the students have to pay their own internet access to obtain the resources needed.
Students from of Mogpog NCHS from different Barangays need to go to the town proper to
have their research works or computer related assignments. This only means that aside from
computer rentals the parents need to shoulder transportation cost which is additional burden for
the family.
Rank third is Buenavista National High School with 1 computer laboratory, the
%. This is due to its enrollment. With the enrollment of 1016 and with only one computer
laboratory the school really needs additional computer units. The school has no available fund.
MOOE cannot be used to purchase computer units since it is considered as capital outlay. The
administration cannot withstand the cost of technical service for the maintenance of computers.
The procedure on procurement of computer took quite long. The process of acquiring computer
lab or computers is a very tedious process. It requires counterpart of the school and PTA such as
laboratory room (tables, grills, air-condition unit etc). One computer laboratory is not enough to
accommodate all students. Only First Section and Science Classes were able to have computer
class.
Tie on rank four point five (4.5) are Bognuyan National High School and Landy
National High School with 1 computer laboratory, the standard required laboratory for their
enrollment is 3 resulted to a gap of two (2) gaps or equivalent to 70%. This is because both
schools have no available fund. One computer laboratory is not enough to cater all students.
Only first section and science classes were able to have computer subject. MOOE cannot be
used to purchase computer units since it is considered as capital outlay. The procedure on
procurement of computer took quite long. It is a very long process and requires counterpart of
the school and PTA such as laboratory room (tables, grills, air-condition unit etc). Landy NHS
also offers Computer Hardware Servicing that requires computer units and IT workshop.
Rank sixth is Matuyatuya National High School with 1 computer laboratory, the
standard required laboratory for their enrollment is 3 resulted to a gap of two (2) gaps or
equivalent to 52%. Even though Matuyatuya NHS ranked last the gap rate are still high and it
has the same situation with all secondary schools in the Division.
Table 7.
Table 7 shows the Status of Compliance of Science Laboratory among six selected
schools, they were rank accordingly as to the gap rate in relation to actual and standard number
of computer laboratory based on the enrollment and curriculum offering. Mogpog National
Comprehensive High School and Marinduque National High School were the only two schools
they were not able to comply with the standard. Mogpog NCHS ranked first with 100% gap
rate because it is the only school that has no Science Laboratory; it is the youngest school
among the selected schools. The instructional room of Grade 10 was used as stockroom/science
Marinduqe NHS ranked number two with 67 % because with the enrollment of the
school it really requires at least three science labs. No buildable space. Lack of funds no
additional budget was given. One laboratory is not enough for their big population of students.
On the contrary the computer laboratory of Marinduque National High School is the most
sophisticated science lab and has the latest equipment and materials all over Marinduque. As the
biggest school in the division and since they will offer Academic Track with Science
Technology Engineering and Mathematics (STEM) strand putting additional science laboratory
First, sough the support of the stakeholder to obtain the building and JAICA granted
their request. Second, sough the support of alumni for materials. Laboratory tables, chairs and
demo table were donated by Mr. Rodolfo Mascarenas in the Year 2014 for the science lab.
Third, used the excess room as the target science laboratory, hence the excess room became
one.
Four schools were able to comply with the standard with the help of its stakeholders
with zero gap Bognuyan National High School, Buenavista National High School, Landy
Landy National High School has a standard size laboratory with standard equipment,
tables and chairs it was acquired through the Secondary Education Development Program
(SEDP). The School Head converted the science classrooms as Chemistry Room, Physics
Room, Biology Room each rooms are equipped with basic materials and tools needed for the
specific subjects like convertible/multifunctional board and other modeling devices the funds
The three remaining schools namely Bognuyan National High School, Buenavista
National High School, Landy National High School and Matuyatuya National High School
Table 8.
Table 9 shows the Status of Compliance of Library and Library Hub among six selected
schools as to the gap rate in relation to actual and standard number of library and library hub.
All schools were able to comply with library and library hub because each school has one
library and only one library hub is required for the entire division this was already provided by
Sports Facilities
Table 7.1.
The schools with the highest gap rate were Bognuyan National High School,
Buenavista National High School, Landy National High School, Matuyatuya National High
School, Mogpog National Comprehensive High School. The school has no standard sports
facility they only provide improvise court for each sports as needed arise especially during
Intramural or Cluster Meet. The only available are balls and net for sports namely volleyball,
sepak, table tennis and basketball. For softball ball, bat and incomplete set of gloves sometimes
Ranked last was Marinduque National High School it has twelve (12) out of (19) sports
facilities. They were able to comply in almost all facility provisions specifically Volleyball
Court, Softball Diamond, Baseball Diamond, Taekwondo, Boxing Arnis, Sipa, SepakTakraw,
Badminton, and Table tennis. They still lack Jumping Pit, a standard track oval with a distance
of 400 meters or less, gymnastics floor area, football field, swimming pool and archery despite
of the fact that it is the biggest and first established secondary school in Marinduque.
Marinduque NHS is one of the oldest schools since it was founded in the year 1914 but still the
Table 9.2.
schools namely Bognuyan National High School, Buenavista National High School, Landy
National High School, Matuyatuya National High School, Mogpog National Comprehensive
High Schoolwere not able to comply. The schools have no music room and no available music
instruments and materials. Only one school were able to comply with the music room.
Table 9.3.
The school with no gap rate is Marinduque National High School it is the only school
that has music and arts room, However the music and art room are also used as regular
Marinduque National High School is the only school in the Division that has a speech
laboratory.It is equipped with all high tech tools and equipment which were all donated by
MNHS Batch 1977. However the music and art room were just convertedthese were not the
standard facility the rooms are also used as a regular instructional room. Marinduque NHS has
School, Landy National High School, Matuyatuya National High School, Mogpog National
Comprehensive High Scho ol have no art room and no available instruments and materials.
Table 10
Table 10 shows the Status of Compliance of workshop needs; the Status of compliance
are rated based on the gap and gap rate in relation to actual and standard number of workshop
facilities.
The table shows that Mogpog National Comprehensive HighSchoolhas the highest gap
rate withno (0) available workshop. The standard required workshop for the number of students
and curriculum offering is (40) which results to forty (40) gaps equivalent to 100% gap rate.
This is due to budget constraints, no available facilities were put up. The school offered Six
different qualifications or specialization under the TechVoc/TVL strands for Junior High
School. For Grade 9 and 10 the school offers Computer System Servicing, Contact Center
Services, Housekeeping, Food (Fish) Procesing, Cookery and Shielded Metal Art Works. Each
qualificationhas different required workshops and prescribed in the training regulation from the
Bognuyan National High School and Buenavista National High School obtained the
second hihest gap ratewithone (1) available workshop. The standard required workshop for the
number of students and curriculum offering is (62) which results to sixty one (61) gaps
equivalent to 99% gap rate. This is due to budget constraints, no available facilities were put up.
The only available in the school is the Home Economics Room (HE) which can be used as one
laboratory.
Ranked fourth highest gap rate is, Marinduque National High School withfour (4)
available workshop. The standard required workshop for the number of students and curriculum
offering is (163) which results to forty (159) gaps equivalent to 98% gap rate. This is due to
budget constraints, no available facilities were put up. The school has Home Economics Room
Ranked fifth highest gap rate isLandy National High School withone (1) available
workshop The standard required workshop for the number of students and curriculum offering
is (30) which results to forty (29) gaps equivalent to 97% gap rate. This is due to budget
constraints. The school has canteen and HE they have a very functional TLE laboratory which
generates big income. They produced bread and pastry products which is profitable. Hey
Ranked sixth isMatuyatuya National High School withone (1) available room that can
be converted into four workshops. The standard required workshop for the number of students
and curriculum offering is (12) which results to forty (8) gaps equivalent to 70% gap rate. This
is due to budget constraints. The school was able to have one new room donated by the
The schools offered four different qualifications under the TechVoc/TVL strands. Each
qualifications have different required workshop prescribed in the training regulation from the
Technical Education and Skills Development Authority (TESDA). The shortages in needed
workshop are not different from other provisions. This is totally afar from the message of the
Philippine President Benigno (Pinoy) Aquino Jr. mentioned in State of the Nation Address last
In an article published in deped.gov.ph, datedJune 26, 2015 Secretary Br. Armin Luistro
FSC shared the triumphs of the education reform in a formal gathering of partners and
stakeholders held in Cebu City. He presented the current situation of the K to 12 roll-out, such
as the decrease of out-of-school children and the departments update on the basic inputs --
learner materials, school seats, teacher hiring, classroom construction, among others. He also
explained the Senior High School (SHS) Program and the vital role of the industry partners in
It is true that there were additional teachers and learning materials arrived but these are
not enough to fill the gap. Teachers and modules are not enough to provide quality education.
The required workshop needs were based from the tracks strands and qualification offered by
the school. In the given report the buildings being built were just for classroom and not for
Tech-Voc workshops.
2. ACTIONS MADE BY THE SCHOOL HEADS IN ADDRESSING THE GAPS BASED ON
TEACHERS PERCEPTION
Table 11.
Actions Made by the School Heads to Comply with the Teachers Gap
Table11 shows the actions made by the School Heads to comply with the teachers gap.
Data revealed that common actions to the problems were requesting additional teachers from the
Division Office, being persistent to follow up request, including the request to the Annual
Budget and School Improvement Plan and distributing the excess load to available teachers
resulting to overloading.
Actions made by the School Head to comply with the teachers gap.
First, every year the School Head requested teachers from the Division Office and
follow up request persistently. Second, the principal included the request to the annual budget
and annual procurement plan. Third, maintain a bigger class size, with an average of 46 per
class. Fourth, the subjects were distributed among the teachers that resulted to six to seven
Actions made by the School Head to comply with the teachers gap.
In order to address the gap or shortages of teachers the School Head of Landy
First, every year the School Head requested teachers from the Division Office and
follow up request persistently they received two (2) additional teachers for the School Year
2014-2015 but still not sufficient to meet the gaps. Second, the principal included the request to
the annual budget and annual procurement plan. Third, the administrator distributed the excess
Actions made by the School Head to comply with the teachers gap.
In order to address the gap or shortages of teachers the School Head ofMatuyatuya
First every year the School Head requested teachers from the Division Office this
resulted in three (3) additional teachers for the School Year 2014-2015 but still not sufficient to
meet the gaps. Second introduced proper projection and follow up request from the Division
Office. Third revision of School Programs has made in order to address Overlapping of works
and schedule.
In order to address the gap or shortages of teachers the School Head of Marinduque
school requested by the Division Office and received seven (7) additional teachers for the
School Year 2014-2015. The items were already included in the table, but still not sufficient to
meet the gaps. Second, distributed the students to available classrooms and teachers, bigger
class size of 47. Third, requested from the Division Office and included additional teacher item
In order to address the gap or shortages of teachers the School Head of Mogpog
First, every year the School Head requested teachers from the Division Office and
follow up request persistently by lobbying request. Second, instead of dividing grade 8 classes
into four they just maintain three sections with the biggest class size of 50 to avoid overload of
subjects. Third, took the item borrowed by Ilaya National High School. Fourth minimizes the
break time to meet the eight subject periods schedule per day for a more convenient schedule
In order to address the gap or shortages of teachers the School Head of Matuyatuya
First every year the School Head requested additional teachers from the Division.
Generally, each school received the plantilla item from the Division Office (DO) except
for the Marinduque National High School since it is the biggest school with complete
administrative and promotional staff which is responsible for hiring processes. The DO selects
and hires the teachers. The School Head s can request and follow-up for additional teachers,
but the decision and approval still lie in the hands of the Division Superintendent.
The most common reasons as to the Status of compliance of teachers per school were
proven in a study of Mkandawire S. B. (2010) one of the impediments in implementing the new
curriculum is the shortage of teachers. We cannot deny the fact that human resource in
curriculum implementation is very important since they are the ones the adopt and implement
the ideas and aspirations of the designers. This implies that the success of the curriculum
depends on the teachers (Okello and Kagoire 1996). A sufficient supply of trained teachers is,
Mateo, DepEd assistant secretary, said that the shortage is due to the lack of budget for the
When a school does not have enough teachers, the few are overstretched/overloaded; in
the case of high schools, for example, where there is specialization in terms of teaching
subjects, some subjects are taught by Non Major because of trained teachers in those subjects
are not available; this also results in multiple subject preparation for teachers hence they are
overworked which in return affects their capacity to teach effectively. Such hindrances are also
In an article Malipot stated that in a policy paper published on October 5 in time for
2014 World Teachers Day (WTD) celebration, UNESCO, said that chronic lack of trained
teachers remains a challenge in achieving the Education For All (EFA) goals and without
Despite of the press released of DEPED that there will be no shortages in the end of SY
2014-2015 a shortage of more than 200,000 classrooms and 100,000 teachers faces students in
elementary and high schools this coming school year 20152016 with the implementation of the
In an article published in Manila Standard on May 21, 2015, Kabataan Party-list Rep.
Terry Ridon said that with over 21 million basic education students in all Statuss expected to
enroll for school year 2015-2016, the Philippines will still need a total of 209,539 classrooms,
Table 12.
Actions Made by the School Heads to Comply with the Classroom Gap.
Table12 shows the actions made by the School Heads to comply with the Classroom
Gap. Data revealed that the common practices of school heads were coordinating properly with
the PTA Officers and members for projects, included in the School Improvement Plan and
Senior High School Projection Tool for budgeting, requested additional classroom from the
Division Office, distributed the student to available classroom resulting to bigger class size.
Actions made by the School Head to comply with the gap for seats.
In order to address the gap or shortages of the seats School Head of Bognuyan
National High School introduced these strategies:
First, requested chairs from DEPED and included chairs in the Annual Procurement
Plan. Second repaired chairs.
Rank fourth is Buenavista National High School with 483 available seats, the standard
required seats for their enrollment is 650 resulted to a gap of 350 corresponding to 43.75 %. The
school only borrowed excess chairs from other annexes like Sihi Annex. Some of their chairs
are not in good condition like lacking strips of wood no arm chairs etc.
In order to address the gap or shortages of the seats School Head of Landy National
High School introduced these strategies:
First Requested chairs from DEPED through the annual procurement plan. Second,
repaired some chairs through the assistance of the PTA. Third used the income from the
canteen to buy other needs of the school such as chairs.
The shortages of chairs become plastic gap because those chairs which were repaired
and bought outside MOOE were not included in the inventory.
Actions made by the School Head to comply with the gap for seats.
In order to address the gap or shortages of the seats School Head of Matuyatuya
National High School introduced these strategies:
First, requested chairs from DEPED and included chairs in the Annual Procurement
Plan. Second repaired chairs.
In order to address the gap or shortages of the seats School Head of Buenavista
National High School introduced these strategies:
First, requested chairs from DEPED and included chairs in the Annual Procurement
Plan. Second repaired chairs.Third borrowed chairs from Sihi Annex.
In order to address the gap or shortages of the seats School Head of Marinduque
National High School introduced these strategies:
First, requested chairs from DEPED and included chairs in the Annual Procurement
Plan. Second, asked the support of parents to repair chairs . Third presented the problems to the
stakeholders through meetings and Alumni Homecoming the alumni granted their request.
Table 13.
Actions Made by the School Heads to Comply with the Learning Materials Gap.
The table 13 shows the actions made by the School Heads to comply with the learners
materials gap. Data exposed that the common practices of school heads were allows teachers to
search online based on the curriculum guide, utilizing their own internet connection and printer
donated by the alumni, encourages students to photocopy the learning materials or module if
needed; allows teachers to use the available copies issued by DEPED and acquire additional
photo copies as projects of students; supports the used of multimedia tools and equipment in the
classrooms; supports teachers to use Manila Paper or blackboard to copy important information
from the teachers guide or learners materials; and motivates teachers and students towards
independent learning by giving advance topics to their students as assignment.
These actions made by the school heads only shows that teachers were all involve. The
teachers play important role in the learning process and in finding resources especially with
regards to educational materials.
In order to address the gap or shortages of learning material the School Head ofLandy
First, allowed teachers to search online based on the curriculum guide, utilizing their
Third, encouraged teachers to use technology like laptops to show important information
advance topics to their students as assignment. Many students in Landy NHS have their own
laptop and internet connection, therefore students research the topic on their own.
Fifth, make use of substitute reference like old textbooks that contains the same
In order to address the gap or shortages of classroom the School Head of Matuyatuya
First, allowed teachers to use the available copy issued during the training and a few
Third, teachers made use of technology like laptops and projectors to show important
information or activities to their students. Fourth, permits teachers to use a substitute reference
like old textbooks that contains the same competencies. Fifth, permitted the used by other
available reference like old textbooks. Sixth, supports the used of multimedia tools and
In order to address the gap or shortages of the learning materials School Head of
Second, reminded teachers to use ICT by searching online for the topics or lessons based
Third, advised teachers used technology like laptops to show important information or
Fourth, permitted the used by other available reference like old textbooks.
Fifth, encouraged students and teacher to adopt independent learning using technology
Sixth, supports the used of multimedia tools and equipment in the classrooms.
In order to address the gap or shortages of classroom the School Head of Mogpog
First, advised teachers to use the photocopier in the school to have additional copies of
learning materials. That is for free since the operational cost and the machine were from the
Second, motivates and acknowledge the initiative of the teachers in finding available
resources like borrowing materials from other Division and photocopy it.
Third, inspired teachers to utilize and maximized the use of technology by being a good
example and providing the technology by purchasing printers, LCD projectors. LED large
Fourth, supports the concepts of diversity among learners by the used of multimedia
tools and equipment in the classrooms and other learning activities suited for learners.
Fifth, supports the needs of the teachers by providing enough supplies of Manila paper,
Sixth, solicited the support of NGO to acquire reference books. Childrens International
granted the requested books of the School Head of Mogpog NCHS which is about 20,000 pcs
or one truck. The transportation expenses of the books were shouldered by the Division office
of Marinduque. Some books were distributed to other schools. The donated books were not part
of the inventory and it can only use as a substitute or additional reference, hence it cannot fill
the gap since there are specific books for each curriculum or subjects.
It is noticeable that there is a massive gap for the textbooks or learning materials in all
selected schools with an average of 60.82 % gap rate. During the time of study and after the
third year of implementation the learning materials of Grade 7 are not yet complete there are no
modules for English Grade 7 to 9. There are no available learners' materials (LM) for TLE 9 and
10, the teachers/trainers are encouraged to make their own LM. The percentage of gap rate is
very much close to one another. During seminars and trainings, teacher shares the same burden
like they shoulder the cost of printing and photocopy of materials needed for their lessons.
Teachers bought a laptop and internet modem to find the required resources. Based on the
curriculum guide, teachers search online for the topics or lessons and pay the expenses on their
own. They are using old reference materials or any materials that can be used as substitute
The most common reasons as to the Status of compliance of the School Head per
school were also stated in the reports in Philippine Daily Inquirer. During the school year 2013-
2014, the workbooks for Lakan Dula High School in Tondo, Manila, arrived during the 3rd and
4th quarters. Before these arrivals, teachers had to photocopied materials and distribute these to
their students. The unavailability of learning materials is just one of the problems still hounding
the countrys new basic education program, K to 12, in the three years of its implementation.
Yen Paunan, a Grade 7 Filipino teacher at Caloocan High School, said they are utilizing
Kayumanggi, a textbook used in the previous curriculum, in their classes due to the absence
of reference materials from DepEd. This situation is very similar to the schools in the Division
of Marinduque.
In the same article Dr. Elvin Uy, K to 12 program coordinators of the Department of
Education, admitted that there have been delays in the past in the delivery of learning materials
such as activity sheets and modules for the students. Last year, they were targeting to deliver
them during the first week of classes but they still failed. Uy admitted that there were really
Table 14. Actions Made by the School Heads to Comply with the Seats Gap.
Actions Buenavista Bognuyan Landy Marinduq Matuyatu Mogpog
NHS NHS ue NHS ya NHS NCHS
1. Presents the problems to the stakeholders
through meetings and Alumni Homecoming
to ask support for the project
2. Requests chairs from DEPED
3. Repairs damaged chairs thru as a project
or as a requirement.
4. Repairs some chairs through the
assistance of PTA.
5. Requests for additional chairs is included in
the Annual Procurement Plan
6. Borrows chairs from other school
The table 14 shows the actions made by the School Heads to comply with the teachers gap.
Actions made by the School Head to comply with the gap for seats.
In order to address the gap or shortages of the seats School Head of Bognuyan
First, requested chairs from DEPED and included chairs in the Annual Procurement Plan.
Rank fourth is Buenavista National High School with 483 available seats, the standard
required seats for their enrollment is 650 resulted to a gap of 350 corresponding to 43.75 %. The
school only borrowed excess chairs from other annexes like Sihi Annex. Some of their chairs
are not in good condition like lacking strips of wood no arm chairs etc.
In order to address the gap or shortages of the seats School Head of Landy National
First Requested chairs from DEPED through the annual procurement plan. Second,
repaired some chairs through the assistance of the PTA. Third used the income from the canteen
The shortages of chairs become plastic gap because those chairs which were repaired and
Actions made by the School Head to comply with the gap for seats.
In order to address the gap or shortages of the seats School Head of Matuyatuya
First, requested chairs from DEPED and included chairs in the Annual Procurement Plan.
First, requested chairs from DEPED and included chairs in the Annual Procurement
Plan.
In order to address the gap or shortages of the seats School Head of Marinduque
First, requested chairs from DEPED and included chairs in the Annual Procurement
Plan.
Second, asked the support of parents to repair chairs . Third presented the problems to
the stakeholders through meetings and Alumni Homecoming the alumni granted their request.
Table 15
Actions Made by the School Heads to Comply with the Sanitation Facility Gap.
Table 15 shows the actions made by the School Heads to comply with the Sanitation
Facility Gap. Data exposed that presenting the problems to the stakeholders through meetings
and Alumni Homecoming to ask support for the project is very effective The actions provided
by the School Heads were basically the same they utilize stake holders to generate funds and put
sanitation facilities.
Table 16.
Actions Made by the School Heads to Comply with the Computer Laboratory Gap.
Actions Made by the School Heads to Buenavis Bognuya Landy Marinduq Matuyatu Mogpog
Comply with the Computer Laboratory Gap. ta NHS n NHS NHS ue NHS ya NHS NCHS
1. Makes the necessary preparations to have
computer laboratory for the incoming sets of
computer
2. Request computers to support ICT
Integration from different Local Government
and other National Government Agencies
3. Used the old computer laboratory as the
counterpart of the school.
4. Provides short but meaningful hands-on
exercises by using relevant and up to date
software such as Power Director and
others.
5. Divides the TLE subjects class into two
groups to maintain 1:1 ratio of student to
computer inside the lab
6. Offer Computer subjects for all Grade 9 and
Grade 10 students to ensure that all
students are ICT Literate before going to
College
7. Uses the computer fee for the maintenance
and other expenses related to ICT
maintenance.
8. Selected students like Science Class were
only given Computer subjects
Table 16 shows the actions made by the School Heads to comply with the Sanitation
Facility Gap. The information provided by the school heads were made the necessary
preparations to have computer laboratory for the incoming sets of computer, requested
computers to support ICT Integration from different Local Government and other National
Government Agencies. The actions once again prove that stake holders are important partners in
In order to address the gap or shortages of the computer laboratory and access to
technology School Head of Marinduque National High School introduced these strategies:
First, requested computer units from DepEd. Received new E-classroom Package with
latest software such as Microsoft Office 2013 and with the required specification.
Third, limits the use of computer laboratory. The new Computer laboratory is being used
by the Junior High School TechVoc/TVL Track such as Contact Center Services (CCS) and
Computer Hardware Servicing (CHS). It is also use for Basic Computer for the Science Class
and Grade 7 and 8 Exploratory subjects in ICT under Technology and Livelihood Education
subject. However other students who do not belong to any of these will not be able to use
Fourth, placed six sets of computer with internet connection in the library which can be
used by students during their library period in order for them to have access to information and
Fifth, acknowledged the effort of the teachers in using the available resources in the
vicinity or at home to encourage students for their research work. The location of the school is
very strategic for the access of information through Internet because there is several internet
providers available which offers fastest connection unlike other schools. There are many
internet shops or kiosks that offer computer services with a very reasonable price and
sometimes offer student promo like 2+1 which means there is a free one (1) hour for every two
hours rental.
Sixth, took advantage of the characteristics of the students being digital natives
especially those who were born in municipal areas of Boac, thus the school staff particularly
the teachers used this as an advantage to equip their students with Media and Information
Literacy skills.
Seventh, recognized the effort of teachers who still consumed their own salary to
provide the needed technology for their students like bringing their own laptop and buying or
In order to address the gap or shortages of the Computer Laboratory And Access To
these strategies:
First, Strengthen linkages with stakeholders. Mogpog NCHS received 10 units from
Department of Trade Industry during the school year 2001-2002 and 21 units from Commission
on Information and Communication Technology in the school year 2007-2008. Even the units
are a little bit old maintenance of computers is one of key factor why the school has 14 available
workstation or computers as of the start of school year 2015. The rest of the non-functional
computer units are being used for computer assembly and disassembly.
Second, requested computer units and was granted with a complete set of E-classroom
Third, made the necessary preparations for the incoming sets of computer. Acquiring
computers and computer laboratory requires collaborative effort and partnership with all stake
holders hence the School Head prepared for their counterpart such as Laboratory room,
computer tables, mono chairs, sufficient lighting, windows and doors with iron grills, proper
electrical wirings with circuit breaker and proper electrical grounding, standard electrical outlets
Fourth the School Head coordinated with the Barangay Captain for the assistance of
Barangay Officials for security mechanism and assigned one Barangay Police as Security at
night.
Fifth, found donor for two stand fan and still looking for stakeholders or linkages for the
air-condition unit. The stand fan or air-condition unit are requirements for laboratory to
Sixth, acknowledged the initiative of the ICT Coordinator who maintains and trouble
Seventh, executed the following measures to answer the need to have ICT Integration
and 21st Literacy skills the school particularly Basic Computer skills:
i. For the old curriculum known as Revised Basic Education Curriculum (RBEC),
administrator divided TLE subject for the Third and the Fourth year students into
two clusters the Computer Class and Cookery Class. They have to attend both
computer literate.
hours a week computer class for Grade 7 and Grade 8. This serve as special class
guide; teachers/trainers cannot just alter the content and competencies. Although
Track Specialized subjects for Grade 9 to 12 they still opt to provide computer class.
School Head encouraged teachers to support ICT Integration Program of the Division
Office not just by using technology in teaching but by reinforcing skills by integrating the
In order to address the gap or shortages of the computer laboratory and access to
technology School Head of Buenavista National High School introduced these strategies:
First, requested computer units and was granted with a complete set of E-classroom
Second, made the necessary preparations for the incoming sets of computer.such as
Laboratory room, computer tables, mono chairs, sufficient lighting, windows and doors with
iron grills, proper electrical wirings with circuit breaker and proper electrical grounding,
Third, obtained a strong linkage with Philippine Long Distance Telephone Company
(PLDT). PLDT provided an opportunity for trainings and seminars. The School Head and
ICT Coordinator of BNHS together with other ICT Coordinator of other schools were able to
attend a three days free training program in Networking and Fundamental Operations in
Computer. They were also able to attend a Pay tribute to teachers in Manila courtesy of PLDT
Fourth, the School Head together with BNHS Supreme Student Government (SSG)
conducted a signature campaign entitled Star Ng Pasko 2014. This project helped the school
acquire Multimedia Package. They were able to procure a sound system, microphone and
multimedia player which can help students to develop their Multimedia Literacy and address
Diversity of Learners.
Fifth, received an Acer LED projector a donation from their Alumna, which completes
Sixth, executed the following measures to answer the need to have ICT Integration:
i. To provide students with the Basic Computer skills the administrator scheduled
Computer Subject for the Science Class and Fourth year classes for four days a
week.
ii. Took advantage on the available resources aside from WIT, like 3G technologies
where internet connection is quite good and fast. Students who live in central or
downtown areas have better chances to acquire gadgets such as laptop, smart
phones, modem or pocket Wi-Fi they have a choice to look for other internet
provider but due to availability of funds the administration together with the
teachers just provide students activities that will engage them to use their computer
skills.
iii. The administration and the parents made an agreement that students can bring their
own gadgets like laptops especially during computer class. The parents and the
teachers are willing to shoulder their own expenses for the accessibility of the
technology. This is one of the reasons why most of the students and teachers are
In order to address the gap or shortages of the computer laboratory and access to
technology School Head of Bognuyan National High School introduced these strategies:
First, requested computer units from DepEd. Their request was granted but not yet
delivered. Second, solicits support of different stakeholders for other materials needed for the
computer laboratory. Third, conducted consultation and planning with school officials and
personnel to solicit ideas and support to solve problems. Fourth, scheduled regular meeting with
Fifth, involve stakeholders on relevant school activities to solicit more supports. Sixth,
used the computer fee for the maintenance and other expenses related to computer. Seventh,
executed the following measures to answer the need to have ICT Integration:
i. For Basic Computer skills the administrator scheduled Computer Subject for the
Science Classes and Fourth year classes for four days a week.
ii. Provided short but meaningful hands-on exercises by using relevant and up to date
In order to address the gap or shortages of the computer laboratory and access to
technology the School Head of Landy National High School introduced these strategies:
Second, solicited support of different stakeholders for other materials needed for the
computer laboratory as a result they received 11 computer units from Department of Education
Third, asked the support of alumni and received one HP printer from them.
Fourth, executed the following measures to answer the need to have ICT Integration:
i. Scheduled Computer Subjects for all Grade 10 students and Grade 8 Science class.
iii. Allowed students to bring their own laptop and other gadgets for their school
Integration.
Fifth, acknowledge the effort of teachers who shoulder their own expenses to access
technology in order for them to provide meaningful learning experience for the students.
Sixth, acknowledge the support of the stakeholders specially the parents in proving the
In order to address the gap or shortages of the computer laboratory and access to
technology the School Head of Matuyatuya National High School introduced these
strategies:
Third, executed the following measures to answer the need to have ICT Integration:
i. Scheduled Computer class for TLE Exploratory subjects Grade 7 and Grade 8. They
stakeholders
societys efforts to teach its current and emerging citizens valuable knowledge and skills around
computing and communications devices. ICT is the heart and hands of education in this
generation.
connection, software that operates them, applications that run on them and systems that are built
with them. Without these tools learning process will not be realistic since these are the
Students should know how are they deployed, assembled, managed and maintained to create
productive outputs or systems. How they are used in specific business and industry settings.
They should understand the underlying science and technologies behind them and how might
ICT curriculum standards for K-12 schools in the Philippines will serve as a framework
for technology integration in various academic content area instructions from kindergarten
through grade 12, function as a guide for curriculum decisions by providing student
performance expectations in the areas of knowledge, skills and attitudes, and provide examples
of classroom activities and instructional strategies utilizing ICT that will guide teachers as they
As the data disclosed there is very huge gap in Computer Facilities. Even all schools
have internet access the bandwidth is not enough to provide the services and speed needed to be
able to use the technology efficiently. This data is justified by the research conducted by Tinio
In order to address the gap or shortages of the science laboratory and access to
technology the School Head of Mogpog National Comprehensive High School introduced
these strategies:
Second, realigned MOOE fund to purchase the needed construction materials for the
science lab.
Third, used the excess room as the target science laboratory, hence the excess room
became one.
In order to address the gap or shortages of the science laboratory and access to
technology the School Head of Marinduque National High School introduced these
strategies:
Table 17.
Actions Made by the School Heads to Comply with the Science Laboratory Gap
Table 17 shows the actions made by the School Heads to comply with the computer
laboratory gap. Since only two were not able to comply with Science Laboratory few actions
were taken.
Table 18
Actions Made by the School Heads to Comply with the Gap in Sports Facilities and Equipment
Table 19 provides the data on the actions made by the School Heads to comply with the
sports music room gap.
Data exposed Uses MOOE fund to purchase the needed sports materials is effective
with aggetivial equivalent of 3.41 while soliciting donation from private individual got the
lowest registered aggitivial equivalent of 2.45 which is effective.
Table 20.
Actions Made by the School Heads to Comply with the Gap in Arts Room
b. Alumni
c. Municipal (LGU)
d. NGO
e. Private Individual
Table 20 contains the results of actions made by the School Heads to comply with the
gap in arts room. Results indicates that Arts Room is not at the top priority of the School Heads.
Table 21.
Actions Made by the School Heads to Comply with the Gap in Workshops
gaps forworkshops.
In order to address the gap or shortages of the Educational Facilities the School Head
First, strengthen linkages and open communication with the alumni. Second, promotes
the products in the school canteen for additional income, which can be used for the procurement
of materials. Third, supports the activities of the TLE teachers specifically in Foods to be more
innovative, productive and income generated. Fourth, used MOOE to purchased materials.
In order to address the gap for Educational Facilities the School Head of Bognuyan
First, strengthen linkages and open communication with the alumni. Second, looked for
other sources by looking for linkages outside Marinduque.Third, used MOOE for purchased
materials.
In order to address the gap or shortages of the Educational Facilities the School Head
First, strengthen linkages and open communication with the alumni and stakeholders for
possible donations. Second, looked for other sources by looking for linkages outside
Marinduque. Third, used MOOE to purchased materials. Fourth, conducted income generated
In order to address the gap or shortages of the science laboratory and access to
technology the School Head of Marinduque National High School introduced these
strategies:
First, strengthened linkages and maintained an open communication with the alumni.
Second, they conduct yearly anniversary or reunion for their alumni and this promotes
partnership between them. Their alumni always support their needs the evidences are visible
with their facilities. Third, scheduled different activities like to promote camaraderie and
partnership among its stakeholders. Fourth engaged Alumni in meetings and decision making.
Almost all school do not have sports facilities for educational development and this is
due to no available funds. Schools depend only with its stakeholders as it is being enforced to
In order to address the gap or shortages for the needed workshop the School Head of
Bognuyan National High School and Buenavista National High School introduced these
strategies:
In order to address the gap for educational facilities the School Heads of all the six
schools have implemented the same strategies since they were advised to strengthen
Effectiveness of Actions Made by the School Heads to Comply with the Teachers Gap
Actions Made by the School Buenavista Bognuyan Landy Marinduque Matuyatuya Mogpog MEAN
Heads to Comply with the NHS NHS NHS NHS NHS NCHS Effectiveness
Teachers Gap
1) Requests additional 3.80 3.69 4.18 3.68 4.00 3.20 3.80 Very Effective
teachers from the Division
Office
2) Always persistent to follow 3.71 3.23 3.73 3.59 3.58 3.00 3.53 Very Effective
up request.
3) Introduces proper 3.69 3.31 4.00 3.52 3.40 3.00 3.51 Very Effective
projection.
4) Includes the request to the 3.47 3.23 3.70 3.52 3.10 3.20 3.40 Effective
Annual Budget and School
Improvement Plan.
5) Revises the School 3.44 3.31 3.90 3.33 3.00 3.00 3.35 Effective
Programs in order to
address overlapping of
works and schedule.
6) Distributes the excess load 3.48 2.69 3.82 3.27 2.82 2.80 3.20 Effective
to available teachers
resulting to overloading.
7) Minimizes the break time to 3.50 3.23 3.50 3.10 3.09 1.80 3.15 Effective
meet the eight periods per
day.
8) Takes the item borrowed 3.60 2.75 3.00 3.28 2.91 3.00 3.09 Effective
by other school
9) Maintains the bigger class 2.98 3.00 3.00 2.55 2.86 2.40 2.84 Effective
size.
Table 22 shows the actions made by the School Heads to comply with the teachers gap.
Data revealed that requesting additional teachers from the Division Office is very effective with
aggetivial equivalent of 3.8, while maintaining bigger class size got the lowes registered
aggitivial equivalent of 2.84 which is effective.
This only proves that under normal condition and in all process, still the needed item or
shortage should be address to the Division Office as a standard operating procedures and
protocols. At the least the decissio in filling the gap is still vested on the proper appointing
authority.
Table 23.
Effectiveness of actions Made by the School Heads to Comply with the Classroom Gap.
actions Made by the School
Buenavista Bognuyan Landy Marinduque Matuyatuya Mogpog
Heads to Comply with the MEAN Effectiveness
NHS NHS NHS NHS NHS NCHS
Classroom Gap
1. Coordinates properly with
the PTA Officers and 3.83 3.62 4.30 4.27 3.91 3.40 3.99 Very Effective
members for projects.
2. Includes in the School
Improvement Plan and
Senior High School 3.87 3.54 4.36 4.00 3.64 4.20 3.90 Very Effective
Projection Tool for
budgeting.
3. Proper coordination with
stakeholders thru report
and regular PTA meeting 3.85 3.54 4.27 4.05 3.64 3.00 3.83 Very Effective
and asking 100 %
support.
4. Asks the support or
donation from of different
stakeholders like
Philippine Chamber of
3.36 3.23 3.91 3.73 3.45 4.20 3.82 Very Effective
Commerce and
Industries, and
government agencies like
DPWH and DOLE
5. Requests additional
classroom from the 3.52 3.38 3.09 3.55 3.36 3.40 3.40 Effective
Division Office
6. Requests additional
classroom from the
Division Office thru 3.71 3.25 3.00 3.45 3.55 3.25 3.35 Effective
Parent Teacher
Associations.
7. Sends letter and
resolution to linkages like
private companies in 3.35 3.23 2.91 3.45 3.45 2.80 3.24 Effective
Manila as for possible
donations.
8. Distributes the excess
load to available
3.53 2.92 3.36 3.27 2.91 3.20 3.20 Effective
classroom resulting to
bigger class size.
9. Always follow up request
from different companies 3.26 3.00 2.64 3.00 3.09 2.60 2.94 Effective
in Manila.
10. Split or divided two
2.96 2.92 3.00 2.38 2.60 1.40 2.62 Effective
classrooms
Table 23 shows the actions made by the School Heads to comply with the Classroom
Gap. Data revealed that coordinating properly with the PTA officers and member for projects
registerd as Very Effective with aggetivial equivalent of 3.99, while Spliting or dividing two
classrooms got the lowes registered aggitivial equivalent of 2.62 which is effective.
This only implies that Parent Teacher Association plays an important role in School
development programs. They immediately act or give remedy on problems. Splitting or dividing
classroom into two has the lowest equivalent rate since it has a negative effect on the learners.
Table 24.
Effectiveness of Actions Made by the School Heads to Comply with the Textbook Gap.
Actions Made by the School Buenavista Bognuyan Landy Marinduque Matuyatuya Mogpog MEAN Effectiveness
Heads to Comply with the NHS NHS NHS NHS NHS NCHS
Textbook Gap.
1. Appropriate and give 4.01 3.77 4.00 4.05 3.91 4.20 3.97 Very Effective
enough school supplies
like manila paper, marker
and ink, paper, pencil and
other needed materials
as support to the
teachers to use substitute
2. Allows teachers to use 3.60 3.08 4.00 4.18 3.64 3.60 3.76 Very Effective
the photocopier in the
school to have additional
copies of learning
materials
3. Allows teachers to search 3.77 2.92 3.55 4.86 3.00 3.00 3.73 Very Effective
online based on the
curriculum guide, utilizing
their own internet
connection and printer
donated by the alumni.
4. Encourages students to 3.73 3.00 4.18 4.09 3.55 3.00 3.72 Very Effective
photocopy the learning
materials or module if
needed.
5. Allows teachers to use 3.74 3.15 4.09 4.05 3.55 3.20 3.70 Very Effective
the available copies
issued by DEPED and
acquire additional photo
copies as projects of
students
6. Supports the used of 3.83 3.31 4.00 3.90 3.36 3.25 3.69 Very Effective
multimedia tools and
equipment in the
classrooms.
7. Supports teachers to use 3.75 3.33 3.64 3.77 3.45 3.40 3.61 Very Effective
Manila Paper or
blackboard to copy
important information
from the teachers guide.
8. Motivates teachers and 3.80 3.31 3.82 3.77 3.45 3.00 3.59 Very Effective
students towards
independent learning by
giving advance topics to
their students as
assignment.
9. Supports the concepts of 3.69 3.46 4.09 3.45 3.55 2.80 3.54 Very Effective
diversity among learners
by the used of multimedia
tools and equipment in
the classrooms and other
learning activities suited
for learners.
10. Strengthen linkages to 3.45 3.33 3.64 3.27 3.18 3.00 3.30 Effective
different stakeholders for
other possible book
donors.
11. Asks the help of Children 3.58 3.00 3.64 3.23 3.36 3.20 3.29 Effective
International for
donations of books as
reference materials
12. Motivates and 3.54 3.25 3.18 3.55 2.73 3.40 3.28 Effective
acknowledges the
initiative of the teachers
in finding available
resources like borrowing
materials from other
Division and photocopy it.
13. Solicits support from 3.41 3.08 3.36 3.59 3.00 2.80 3.27 Effective
stakeholders to acquire
additional reference
books.
The table 23 shows the actions made by the School Heads to comply with the teachers
gap. Data revealed that Appropriating and giving enough school supplies like manila paper,
marker and ink, paper, pencil and other needed materials as support to the teachers to use
substitute is very effective with aggetivial equivalent of 3.97, while Solicits support from
stakeholders to acquire additional reference books.got the lowest registered aggitivial
equivalent of 3.27 which is effective.
The result shows that the huge shortages in textbook proves that DEPED cant provide
the needed materials due to the different constraints like budget and mode of delivery. This
situation initiated the teachers and the school head to used alternative actions.
Table 24.
Effectiveness Actions Made by the School Heads to Comply with the Seats Gap.
Actions Made by the Buenavista Bognuyan Landy Marinduque Matuyatuya Mogpog MEAN Effectiveness
School Heads to Comply NHS NHS NHS NHS NCHS
with the Seats Gap.
1. Presents the problems to 3.62 3.54 3.82 3.73 3.55 3.00 3.61 Very Effective
the stakeholders through
meetings and Alumni
Homecoming to ask
support for the project
2. Requests chairs from 3.61 3.69 3.82 3.68 3.27 3.20 3.59 Very Effective
DEPED
3. Repairs damaged chairs 3.51 3.46 3.45 3.86 3.55 4.00 3.54 Very Effective
thru as a project or as a
requirement.
4. Repairs some chairs 3.45 3.38 3.45 3.52 3.45 2.60 3.41 Effective
through the assistance of
PTA.
5. Requests for additional 3.64 3.23 3.50 3.62 2.82 3.20 3.35 Effective
chairs is included in the
Annual Procurement Plan
6. Borrows chairs from other 3.13 2.42 2.70 2.19 2.45 2.40 2.48 Somewhat
school Effective
The table 24 shows the actions made by the School Heads to comply with the teachers
gap. Data exposed that presenting the problems to the stakeholders through meetings and
Alumni Homecoming to ask support for the project is very effective with aggetivial equivalent
of 3.61, while Borrows chairs from other school got the lowest registered aggitivial equivalent
of 2.48 which is somewhat effective.
The data affirmed that the Stakeholders like Alumni as proven by experience play
partners in achieving the goal or projects in every public school. Borrowing chairs form other
school is considered somewhat effective since it is not practiced by the school heads and not
long time or permanent solution to the gap.
Table 25
Effectiveness of Actions Made by the School Heads to Comply with the Sanitation Facility Gap.
Table 25 shows the actions made by the School Heads to comply with the Sanitation
Facility Gap. Data exposed that presenting the problems to the stakeholders through meetings
and Alumni Homecoming to ask support for the project is very effective with aggetivial
equivalent of 3.74, while Uses income from Canteen to buy the appropriate materials for
sanitation facility got the lowest registered aggitivial equivalent of 3.13 which is effective.
The data strongly implies that the Stakeholders like Alumni as proven by experience
play partners in achieving the goal or projects in every public school. In almost all schools their
sanitation facilities were basically from donations of alumni and parents.
Table 26. Actions Made by the School Heads to Comply with the Computer Laboratory
Gap.
Actions Made by the School
Buenavista Bognuyan Landy Marinduque Matuyatuya Mogpog
Heads to Comply with the MEAN Effectiveness
NHS NHS NHS NHS NHS NCHS
Computer Laboratory Gap.
1. Makes the necessary
preparations to have
computer laboratory for Very
4.22 3.67 4.30 3.55 4.00 3.40 3.92
the incoming sets of Effective
computer
2. Request computers to
support ICT Integration
from different Local
Very
Government and other 4.11 3.50 3.90 3.36 3.95 3.20 3.76
Effective
National Government
Agencies
alumni who have family members who have also graduated from their alma mater, are good
donor prospects (Okunade and Berl, 1997; Wunnava and Lauze, 2001; Clotfelter, 2003a;
Holmes, 2008). After graduating, alumni who attend university events more frequently,
specifically reunions, are also more likely to contribute financially compared to alumni who are
The information gathered also proves that the the National budget is not enough to cater
the ICT needs of the schools.
Table 27.
Actions Made by the School Heads to Comply with the Science Laboratory Gap
4. Solicits donations from different 3.67 3.67 3.90 3.27 4.00 2.60 3.70 Very
Stakeholders like Alumni Effective
5. Uses MOOE fund to purchase 3.56 3.42 3.67 3.55 3.86 3.20 3.65 Very
the needed construction Effective
materials for the science lab.
6. Uses the excess room as the 3.56 3.25 3.75 3.27 3.71 3.60 3.29 Effective
target Science Laboratory
Table 27 shows the actions made by the School Heads to comply with the computer
laboratory gap.
Data exposed that Soliciting donations from different Stakeholders like Alumni is very
effective with aggetivial equivalent of 3.70, while Uses the excess room as the target Science
Laboratory got the lowest registered aggitivial equivalent of 3.29 which is effective.
Table 28 Actions Made by the School Heads to Comply with the Gap in Sports Facilities and
Equipment
Actions
Matuyatuya
Landy NHS
Effectivene
Buenavista
Marinduqu
Bognuyan
Mogpog
ss
e NHS
MEAN
NCHS
NHS
NHS
NHS
1. Uses MOOE fund to purchase the 3.34 3.42 3.45 3.68 3.70 3.25 3.49 Effective
needed sports materials
2. Solicits donation from different
Stakeholders
a. PTA 3.29 3.42 3.33 3.86 3.14 3.00 3.46 Effective
b. Alumni 3.04 3.42 3.50 3.65 3.25 2.75 3.36 Effective
c. Municipal (LGU) 3.17 3.25 3.33 3.47 3.13 3.00 3.25 Effective
d. NGO 2.98 3.25 3.33 3.26 2.75 3.00 3.11 Effective
e. Private Individual 3.07 3.25 2.60 3.17 2.86 2.67 3.00 Effective
Table 28 pertains to the actions made by the School Heads to comply with the sports
facilities and equipment gap.
Data exposed Uses MOOE fund to purchase the needed sports materials is very
effective with aggetivial equivalent of 3.49 while soliciting donation from private individual
got the lowest registered aggitivial equivalent of 3.00 which is effective.
Table 29.
Actions Made by the School Heads to Comply with the Gap in Music Room
Effectivene
Landy NHS
Marinduqu
Matuyatuy
Bognuyan
ss
e NHS
a NHS
MEAN
NCHS
NHS
NHS
Uses MOOE fund to purchase the needed 3.61 2.92 3.64 3.57 3.27 3.40 3.41 Effective
sports materials
Solicits donation from different Stakeholders
PTA 3.58 3.00 3.64 3.23 3.36 3.20 3.30 Effective
Alumni 3.41 3.08 3.36 3.59 3.00 2.80 3.29 Effective
Municipal (LGU) 3.54 3.25 3.18 3.55 2.73 3.40 3.28 Effective
NGO 3.45 3.33 3.64 3.27 3.18 3.00 3.27 Effective
Private Individual 2.67 2.69 2.00 2.58 2.78 2.00 2.45 Somewhat Effective
Table 29 provides the data on the actions made by the School Heads to comply with the
sports music room gap.
Data exposed Uses MOOE fund to purchase the needed sports materials is effective
with aggetivial equivalent of 3.41 while soliciting donation from private individual got the
lowest registered aggitivial equivalent of 2.45 which is effective.
Table 30.
Actions Made by the School Heads to Comply with the Gap in Arts Room
Matuyatu
Buenavis
que NHS
Bognuya
Effective
Mogpog
Marindu
ya NHS
ta NHS
n NHS
MEAN
NCHS
Comply with the Gap in Arts Room
Landy
ness
NHS
Used MOOE fund to purchase the 3.13 3.31 3.22 3.55 3.27 2.75 3.28 Effective
needed materials
Solicits donation from different
Stakeholders like
PTA 2.72 3.00 3.17 3.20 3.22 2.50 3.02 Effective
Alumni 2.95 2.85 3.00 3.19 3.11 2.50 2.98 Effective
Municipal (LGU) 2.66 3.08 3.00 2.95 2.89 2.50 2.88 Effective
NGO 2.74 2.62 3.00 3.00 2.67 2.50 2.77 Effective
Private Individual 2.67 2.69 2.00 2.58 2.78 2.00 2.55 Effective
Table 30 contains the results of actions made by the School Heads to comply with the
gap in arts room.This shows that using MOOE fund to purchase the needed sports materials is
very effective with aggetivial equivalent of 3.28 while soliciting donation from private
Table 21. Actions Made by the School Heads to Comply with the Gap in Workshops
Actions
Effectiveness
Marinduque
Landy NHS
Matuyatuya
Buenavista
Bognuyan
Mogpog
MEAN
NCHS
NHS
NHS
NHS
NHS
2. Used MOOE fund to purchase 3.67 3.50 3.50 3.27 3.67 2.75 3.53 Very Effective
the needed materials
Solicits donation from different Stakeholders like
f. PTA 3.38 3.25 3.40 3.11 3.40 2.50 3.30 Effective
g. Alumni 3.29 3.17 3.60 3.22 3.37 2.50 3.29 Effective
h. Municipal (LGU) 3.43 3.08 3.40 2.67 3.11 2.50 3.09 Effective
i. NGO 3.00 3.25 3.40 2.89 3.05 2.50 3.09 Effective
j. Private Individual 3.13 3.17 3.00 2.78 3.00 2.00 3.04 Effective
Table 21 contains the results of actions made by the School Heads to comply with the
gap workshops.
The data revealed that Uses MOOE fund to purchase the needed sports materials is very
effective with aggetivial equivalent of 3.53 while soliciting donation from private individual
Based on the survey result the school MOOE is being utilized to procure the needed
materials and truly serve its purpose but the amount is not enough to fill the entire gap. Even
thou the used MOOE perceived as effective it is still constrained due to some limitations like
the maximum amount of materials or tools to be purchased should not exceed 10,000 php.
In general despite of the existing gaps, the perception of the teachers was mostly very
effective since the actions took placed and implemented. According to the respondents the
reasons of the high rate were that the problems were addressed even though the main problems
were not fully solved. Teachers commitments to provide service are very high because they are
willing to sacrifice in order to address the gap. For them the actions provided are better than to
This chapter presents the summary of findings, conclusions and recommendations based
on the data analyzed in the previous chapter. Some limitations have been identified.
Schools in the Division of Marinduque when relates to RA 10533 Rule IX, Section 14 also
It aims to determine the result of the of assessment about the Status of compliance of six
selected schools in relation to Mandatory Review provisions as to the actual, standard and gap
per teachers, classrooms, textbooks, seats, toilets other learning facilities including, computer
and science laboratories, libraries and library hubs, and sports, music, arts and workshops
needs.
The results exposed that there were enormous gaps in all provisions except library and
library hub. In spite of the fact that each school meets the standard number of library required
but the regular manpower such as librarian and other materials were not met.
Teachers
1. For the actions made by the School Heads to comply with the teachers data revealed that
requesting additional teachers from the Division Office is very effective.
Classroom
2. For the actions made by the School Heads to comply with the Classroom Gaprevealed that
coordinating properly with the PTA officers and member for projects registered as Very
Effective.
Textbook
3. For the actions made by the School Heads to comply with the textbookgap revealedthat
appropriating and giving enough school supplies like manila paper, marker and ink, paper,
pencil and other needed materials as support to the teachers as substitute learning materials
registered as very effective.
Seats
4. For the actions made by the School Heads to comply with the seats gap, presenting the
problems to the stakeholders through meetings and Alumni Homecoming to ask support for
the project is found to be very effective.
Sanitation Facilities
5. Among the actions made by the School Heads to comply with the Sanitation Facility Gap.
Data exposed that presenting the problems to the stakeholders through meetings and Alumni
Homecoming to ask support for the project is very effective.
Learning Facilities
6. The study shows that among the actions made by the School Heads to comply with the
different learning facilities like laboratories, libraries and library hubs, sports room, music
room, arts room and workshops needs, presenting the problems to the stakeholders through
meetings and Alumni Homecoming to ask support for the project revealed as very effective.
In almost all schools their sanitation facilities were basically from donations of alumni and
parents.
CONCLUSION
The result of assessment about the leveStatusl of compliance of selected schools when
relate to Mandatory Review provisions as to the actual, standard and gap per Teachers
classrooms, textbooks, seats, sanitation facilities, other learning facilities including, computer
and science laboratories, libraries and library hubs, and sports, music, arts and workshops needs
including actions made by the school heads in addressing the gaps are found to be inadequate.
RECOMMENDATION
In view of the conclusion drawn from the findings of this study, the following
Administrator
The gaps in different provision must be address properly. The School Heads may direct
the concerns or problems to the proper authority and may strengthen its linkages to the different
stakeholders like Parents Teacher Association, alumni and Local Government Unit. Public
information may be one of the actions to the enormous gaps among all provision. If they have
suggestion and clarification, they may give factual information especially to the parents and
Teachers
In order to address or solve the gaps especially in facilities and equipment the teachers
may also support the aim of the school by tapping alumni parents and other stakeholder for
particularly about the updates of the curriculum offering maybe necessary since they serve as
the battery of the program. Their awareness may help them to get ready and make possible
partners. The given gaps in the different provision may serve as an information vehicle to
achieve the common goal and that is to promote quality education among the youth or future
labor force.
The informations and findings on this study may be published for public information
that may lead to awareness and involvement specially parents other stakeholders and DEPED
employees.
The educational system in the Philippines is not a standalone body. The success of the
new curriculum lies in the hands of everyone. Linkagesmay play an important part in the
success of the curriculum it is one of the best alternative in bloating shortages in the
implementation of K to 12 Curriculum.
The future researchers may conduct a study regarding the actual implementation of the
after two years of the first implementation or after the first batch of graduates of Senior High
School Program. They may facilitate a study on how to address the right tracking of courses
base on the interest of student, needs of the different agencies, local and global institutions, and
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Suggestions:
Appendix C. Questionnaire for Teachers perception for the affectivity of actions made to
comply with the gap
Name: ___________________________________School: ____________________________Position_____________
Actions made by the School Heads to comply with the Sanitation Facility Highly Very Somewhat
Gap. Effective Effective Effective Effective Ineffective
Presents the problems to the PTA through meetings and request to them as their
project.
Presents the problems to the Alumni and asked for possible donations
Charges materials and labor from MOOE
Uses income from Canteen to appropriate sanitation
Actions made by the School Heads to comply with the Computer Highly Very Somewhat
Laboratory Gap. Effective Effective Effective Effective Ineffective
Solicits support from different LGU and other National Government Agencies
Makes the necessary preparations to have computer laboratory for the incoming
sets of computer.
Used the old computer laboratory as the counterpart of the school.
Uses the computer fee for the maintenance and other expenses related to ICT
maintenance.
Provides short but meaningful hands-on exercises by using relevant and up to
date software such as Power Director and others.
Divides the TLE subjects class into two groups to maintain 1:1 ratio of student to
computer inside the lab
Offers Computer subjects for Grade 9 and Grade 10 only
Computer subjects were only offered for Science Class
Actions made by the School Heads to comply with the Science Laboratory Highly Very Somewhat
Gap Effective Effective Effective Effective Ineffective
Solicits donation from different Stakeholders like Alumni
Realigns MOOE fund to purchase the needed construction materials for the
science lab.
Uses the excess room as the target Science Laboratory
Actions made by the School Heads to comply with the Gap Highly Very Somewhat
Sports Facilities and Equipment Effective Effective Effective Effective Ineffective
Solicits donation from different Stakeholders
Uses MOOE fund to purchase the needed sports materials
Solicits donation from different Stakeholders like
a Municipal (LGU)
b Alumni
c PTA
d NGO
e Private Individual
Actions made by the School Heads to comply with the Highly Very Somewhat
Gap n Music Room, Arts Room, Workshop Effective Effective Effective Effective Ineffective
Solicits donation from different Stakeholders
Uses MOOE fund to purchase the needed sports materials
Solicits donation from different Stakeholders like
a Municipal (LGU)
b Alumni
c PTA
d NGO
e Private Individual
Appendix D. Project Proposal for Urinals
I. PROJECT DESCRIPTION
Project Title: (Waterless Urinals)
Type of Project: Health and Sanitation
Project Beneficiaries: Students and Community
Budget Requirement: 20, 000.00 php
An education facility plays an important role in the life of students. School Sanitation and Hygiene
Education (SSHE) is a very attractive issue not only from the political but also from a social perspective.
It is based on the premise that children have a right to basic facilities such as school toilets, safe drinking
water, clean surroundings and information on hygiene. If these conditions are created, children come to
school, enjoy learning, learn better and take back to their families concepts and practices on sanitation and
hygiene. In this way, investment in education is more productive. Such conditions have an even greater
positive outcome for girls who often stay away from or drop out of schools which do not have toilet
facilities.
In most cases sanitation facilities problem always goes with the ample water supply. Hence this
proposal suggest for the use of Waterless Urinals. The project is one such solution for schools especially
for low or no water supply. This concept links human waste to food security, recognizing the value of
treated human waste for fertilizer or it is an efficient way to harness these resources. The collected urine,
simply needs about a month of storage before application to consumable crops.
V. IMPLEMENTING GROUP
I. Orientation and Meeting with the Myra R. Ramos LCD Projector and March 2016
Planning PTA Officers Rafael Marciano Sound System
II. Construction (as PTA Officers and Myra R. Ramos Construction April to
Part of Brigada Parents Rafael Marciano Supplies May 2016
Eskwela)
III. Training for Meeting with the Myra R. Ramos June 8,
students PTA Officers Rafael Marciano 2016
Proponent:
Images of Proposed___________________
Waterless Urinals
MYRA R.
RAMOS
Appendix E. Full text of REPUBLIC ACT NO. 10533 Enhanced Basic Education Act of
2013
Begun and held in Metro Manila, on Monday, the twenty-third day of July, two thousand twelve.
AN ACT ENHANCING THE PHILIPPINE BASIC EDUCATION SYSTEM BY STRENGTHENING ITS CURRICULUM AND
INCREASING THE NUMBER OF YEARS FOR BASIC EDUCATION, APPROPRIATING FUNDS THEREFOR AND FOR
OTHER PURPOSES
Be it enacted by the Senate and House of Representatives of the Philippines in Congress assembled:
SECTION 1. Short Title. This Act shall be known as the Enhanced Basic Education Act of 2013.
SEC. 2. Declaration of Policy. The State shall establish, maintain and support a complete, adequate, and integrated system of education
relevant to the needs of the people, the country and society-at-large.
Likewise, it is hereby declared the policy of the State that every graduate of basic education shall be an empowered individual who has
learned, through a program that is rooted on sound educational principles and geared towards excellence, the foundations for learning
throughout life, the competence to engage in work and be productive, the ability to coexist in fruitful harmony with local and global
communities, the capability to engage in autonomous, creative, and critical thinking, and the capacity and willingness to transform others and
ones self.
For this purpose, the State shall create a functional basic education system that will develop productive and responsible citizens equipped
with the essential competencies, skills and values for both life-long learning and employment. In order to achieve this, the State shall:
(a) Give every student an opportunity to receive quality education that is globally competitive based on a pedagogically sound curriculum that
is at par with international standards;
(b) Broaden the goals of high school education for college preparation, vocational and technical career opportunities as well as creative arts,
sports and entrepreneurial employment in a rapidly changing and increasingly globalized environment; and
(c) Make education learner-oriented and responsive to the needs, cognitive and cultural capacity, the circumstances and diversity of learners,
schools and communities through the appropriate languages of teaching and learning, including mother tongue as a learning resource.
SEC. 3. Basic Education. Basic education is intended to meet basic learning needs which provide the foundation on which subsequent
learning can be based. It encompasses kindergarten, elementary and secondary education as well as alternative learning systems for out-of-
school learners and those with special needs.
SEC. 4. Enhanced Basic Education Program. The enhanced basic education program encompasses at least one (1) year of kindergarten
education, six (6) years of elementary education, and six (6) years of secondary education, in that sequence. Secondary education includes
four (4) years of junior high school and two (2) years of senior high school education.
Kindergarten education shall mean one (1) year of preparatory education for children at least five (5) years old as a prerequisite for Grade I.
Elementary education refers to the second stage of compulsory basic education which is composed of six (6) years. The entrant age to this
level is typically six (6) years old.
Secondary education refers to the third stage of compulsory basic education. It consists of four (4) years of junior high school education and
two (2) years of senior high school education. The entrant age to the junior and senior high school levels are typically twelve (12) and sixteen
(16) years old, respectively.
Basic education shall be delivered in languages understood by the learners as the language plays a strategic role in shaping the formative
years of learners.
For kindergarten and the first three (3) years of elementary education, instruction, teaching materials and assessment shall be in the regional
or native language of the learners. The Department of Education (DepED) shall formulate a mother language transition program from Grade 4
to Grade 6 so that Filipino and English shall be gradually introduced as languages of instruction until such time when these two (2) languages
can become the primary languages of instruction at the secondary level.
For purposes of this Act, mother language or first Language (LI) refers to language or languages first learned by a child, which he/she
identifies with, is identified as a native language user of by others, which he/she knows best, or uses most. This includes Filipino sign
language used by individuals with pertinent disabilities. The regional or native language refers to the traditional speech variety or variety of
Filipino sign language existing in a region, area or place.
SEC. 5. Curriculum Development. The DepED shall formulate the design and details of the enhanced basic education curriculum. It shall
work with the Commission on Higher Education (CHED) to craft harmonized basic and tertiary curricula for the global competitiveness of
Filipino graduates. To ensure college readiness and to avoid remedial and duplication of basic education subjects, the DepED shall
coordinate with the CHED and the Technical Education and Skills Development Authority (TESDA).
To achieve an effective enhanced basic education curriculum, the DepED shall undertake consultations with other national government
agencies and other stakeholders including, but not limited to, the Department of Labor and Employment (DOLE), the Professional Regulation
Commission (PRC), the private and public schools associations, the national student organizations, the national teacher organizations, the
parents-teachers associations and the chambers of commerce on matters affecting the concerned stakeholders.
The DepED shall adhere to the following standards and principles in developing the enhanced basic education curriculum:
(e) The curriculum shall use pedagogical approaches that are constructivist, inquiry-based, reflective, collaborative and integrative;
(f) The curriculum shall adhere to the principles and framework of Mother Tongue-Based Multilingual Education (MTB-MLE) which starts from
where the learners are and from what they already knew proceeding from the known to the unknown; instructional materials and capable
teachers to implement the MTB-MLE curriculum shall be available;
(g) The curriculum shall use the spiral progression approach to ensure mastery of knowledge and skills after each level; and
(h) The curriculum shall be flexible enough to enable and allow schools to localize, indigenize and enhance the same based on their
respective educational and social contexts. The production and development of locally produced teaching materials shall be encouraged and
approval of these materials shall devolve to the regional and division education units.
SEC. 6. Curriculum Consultative Committee. There shall be created a curriculum consultative committee chaired by the DepED Secretary
or his/her duly authorized representative and with members composed of, but not limited to, a representative each from the CHED, the
TESDA, the DOLE, the PRC, the Department of Science and Technology (DOST), and a representative from the business chambers such as
the Information Technology Business Process Outsourcing (IT-BPO) industry association. The consultative committee shall oversee the
review and evaluation on the implementation of the basic education curriculum and may recommend to the DepED the formulation of
necessary refinements in the curriculum.
SEC. 7. Teacher Education and Training. To ensure that the enhanced basic education program meets the demand for quality teachers
and school leaders, the DepED and the CHED, in collaboration with relevant partners in government, academe, industry, and
nongovernmental organizations, shall conduct teacher education and training programs, as specified:
(a) In-service Training on Content and Pedagogy Current DepED teachers shall be retrained to meet the content and performance
standards of the new K to 12 curriculum.
The DepED shall ensure that private education institutions shall be given the opportunity to avail of such training.
(b) Training of New Teachers. New graduates of the current Teacher Education curriculum shall undergo additional training, upon hiring, to
upgrade their skills to the content standards of the new curriculum. Furthermore, the CHED, in coordination with the DepED and relevant
stakeholders, shall ensure that the Teacher Education curriculum offered in these Teacher Education Institutes (TEIs) will meet necessary
quality standards for new teachers. Duly recognized organizations acting as TEIs, in coordination with the DepED, the CHED, and other
relevant stakeholders, shall ensure that the curriculum of these organizations meet the necessary quality standards for trained teachers.
(c) Training of School Leadership. Superintendents, principals, subject area coordinators and other instructional school leaders shall
likewise undergo workshops and training to enhance their skills on their role as academic, administrative and community leaders.
Henceforth, such professional development programs as those stated above shall be initiated and conducted regularly throughout the school
year to ensure constant upgrading of teacher skills.
SEC. 8. Hiring of Graduates of Science, Mathematics, Statistics, Engineering and Other Specialists in Subjects With a Shortage of Qualified
Applicants, Technical-Vocational Courses and Higher Education Institution Faculty. Notwithstanding the provisions of Sections 26, 27 and
28 of Republic Act No. 7836, otherwise known as the Philippine Teachers Professionalization Act of 1994, the DepED and private education
institutions shall hire, as may be relevant to the particular subject:
(a) Graduates of science, mathematics, statistics, engineering, music and other degree courses with shortages in qualified Licensure
Examination for Teachers (LET) applicants to teach in their specialized subjects in the elementary and secondary education. Qualified LET
applicants shall also include graduates admitted by foundations duly recognized for their expertise in the education sector and who
satisfactorily complete the requirements set by these organizations: Provided, That they pass the LET within five (5) years after their date of
hiring: Provided, further, That if such graduates are willing to teach on part-time basis, the provisions of LET shall no longer be required;
(b) Graduates of technical-vocational courses to teach in their specialized subjects in the secondary education: Provided, That these
graduates possess the necessary certification issued by the TESDA: Provided, further, That they undergo appropriate in-service training to be
administered by the DepED or higher education institutions (HEIs) at the expense of the DepED;
(c) Faculty of HEIs be allowed to teach in their general education or subject specialties in the secondary education: Provided, That the faculty
must be a holder of a relevant Bachelors degree, and must have satisfactorily served as a full-time HEI faculty;
(d) The DepED and private education institutions may hire practitioners, with expertise in the specialized learning areas offered by the Basic
Education Curriculum, to teach in the secondary level; Provided, That they teach on part-time basis only. For this purpose, the DepED, in
coordination with the appropriate government agencies, shall determine the necessary qualification standards in hiring these experts.
SEC. 9. Career Guidance and Counselling Advocacy. To properly guide the students in choosing the career tracks that they intend to
pursue, the DepED, in coordination with the DOLE, the TESDA and the CHED, shall regularly conduct career advocacy activities for
secondary level students. Notwithstanding the provisions of Section 27 of Republic Act No. 9258, otherwise known as the Guidance and
Counselling Act of 2004, career and employment guidance counsellors, who are not registered and licensed guidance counsellors, shall be
allowed to conduct career advocacy activities to secondary level students of the school where they are currently employed; Provided, That
they undergo a training program to be developed or accredited by the DepED.
SEC. 10. Expansion of E-GASTPE Beneficiaries. The benefits accorded by or the Expanded Government Assistance to Students and
Teachers in Private Education Act, shall be extended to qualified students enrolled under the enhanced basic education.
The DepED shall engage the services of private education institutions and non-DepED schools offering senior high school through the
programs under Republic Act No. 8545, and other financial arrangements formulated by the DepED and the Department of Budget and
Management (DBM) based on the principles of public-private partnership.
SEC. 11. Appropriations. The Secretary of Education shall include in the Departments program the operationalization of the enhanced
basic education program, the initial funding of which shall be charged against the current appropriations of the DepED. Thereafter, the amount
necessary for the continued implementation of the enhanced basic education program shall be included in the annual General Appropriations
Act.
SEC. 12. Transitory Provisions. The DepED, the CHED and the TESDA shall formulate the appropriate strategies and mechanisms needed
to ensure smooth transition from the existing ten (10) years basic education cycle to the enhanced basic education (K to 12) cycle. The
strategies may cover changes in physical infrastructure, manpower, organizational and structural concerns, bridging models linking grade 10
competencies and the entry requirements of new tertiary curricula, and partnerships between the government and other entities. Modeling for
senior high school may be implemented in selected schools to simulate the transition process and provide concrete data for the transition
plan.
To manage the initial implementation of the enhanced basic education program and mitigate the expected multi-year low enrolment turnout for
HEIs and Technical Vocational Institutions (TVIs) starting School Year 2016-2017, the DepED shall engage in partnerships with HEIs and
TVIs for the utilization of the latters human and physical resources. Moreover, the DepED, the CHED, the TESDA, the TVIs and the HEIs
shall coordinate closely with one another to implement strategies that ensure the academic, physical, financial, and human resource
capabilities of HEIs and TVIs to provide educational and training services for graduates of the enhanced basic education program to ensure
that they are not adversely affected. The faculty of HEIs and TVIs allowed to teach students of secondary education under Section 8 hereof,
shall be given priority in hiring for the duration of the transition period. For this purpose, the transition period shall be provided for in the
implementing rules and regulations (IRR). SEC. 13. Joint Congressional Oversight Committee on the Enhanced Basic Educational Program
(K to 12 Program). There is hereby created a Joint Oversight Committee to oversee, monitor and evaluate the implementation of this Act.
The Oversight Committee shall be composed of five (5) members each from the Senate and from the House of Representatives, including
Chairs of the Committees on Education, Arts and Culture, and Finance of both Houses. The membership of the Committee for every House
shall have at least two (2) opposition or minority members.
SEC. 14. Mandatory Evaluation and Review. By the end of School Year 2014-2015, the DepED shall conduct a mandatory review and
submit a midterm report to Congress as to the status of implementation of the K to 12 program in terms of closing the following current
shortages: (a) teachers; (b) classrooms; (c) textbooks; (d) seats; (e) toilets; and (f) other shortages that should be addressed.
The DepED shall include among others, in this midterm report, the following key metrics of access to and quality of basic education: (a)
participation rate; (b) retention rate; (c) National Achievement Test results; (d) completion rate; (e) teachers welfare and training profiles; (f)
adequacy of funding requirements; and (g) other learning facilities including, but not limited to, computer and science laboratories, libraries
and library hubs, and sports, music and arts.
SEC. 15. Commitment to International Benchmarks. The DepED shall endeavor to increase the per capita spending on education towards
the immediate attainment of international benchmarks.
SEC. 16. Implementing Rules and Regulations. Within ninety (90) days after the effectivity of this Act, the DepED Secretary, the CHED
Chairperson and the TESDA Director-General shall promulgate the rules and regulations needed for the implementation of this Act.
SEC. 17. Separability Clause. If any provision of this Act is held invalid or unconstitutional, the same shall not affect the validity and
effectivity of the other provisions hereof.
SEC. 18. Repealing Clause. Pertinent provisions of Batas Pambansa Blg. 232 or the Education Act of 1982, Republic Act No. 9155 or
the Governance of Basic Education.
Act of 2001, Republic Act No. 9258, Republic Act No. 7836, and all other laws, decrees, executive orders and rules and regulations contrary
to or inconsistent with the provisions of this Act are hereby repealed or modified accordingly.
SEC. 19. Effectivity Clause. This Act shall take effect fifteen (15) days after its publication in the Official Gazette or in two (2) newspapers
of general circulation.
Pursuant to Section 16 of Republic Act No. 10533, entitled An Act Enhancing the Philippine Basic Education System by Strengthening Its
Curriculum and Increasing the Number of Years for Basic Education, Appropriating Funds Therefor and for Other Purposes, otherwise known
as the Enhanced Basic Education Act of 2013, approved on May 15, 2013, and which took effect on June 8, 2013, the Department of
Education (DepEd), the Commission on Higher Education (CHED), and the Technical Education and Skills Development Authority (TESDA),
hereby issue the following rules and regulations to implement the provisions of the Act.
Section 1. Title. These rules and regulations shall be referred to as the Implementing Rules and Regulations (IRR) of the Enhanced Basic
Education Act of 2013 (Republic Act No. 10533).
Section 2. Scope and Application. The provisions of this IRR shall primarily apply to all public and private basic educational institutions and
learning centers. This IRR shall also apply to Higher Education Institutions (HEIs), Technical-Vocational Institutions (TVIs), duly recognized
organizations acting as Teacher Education Institutions (TEIs), and foundations.
Section 3. Declaration of Policy. This IRR shall be interpreted in light of the Declaration of Policy found in Section 2 of the Act.
Section 4. Definition of Terms. For purposes of this IRR, the following terms shall mean or be understood as follows:
(a) Act refers to Republic Act No. 10533, entitled An Act Enhancing the Philippine Basic Education System by Strengthening Its Curriculum
and Increasing the Number of Years for Basic Education, Appropriating Funds Therefor and for Other Purposes, otherwise known as the
Enhanced Basic Education Act of 2013.
(b) Learning Center refers to a physical space to house learning resources and facilities of a learning program for out-of-school youth and
adults. It is a venue for face-to-face learning activities and other learning opportunities for community development and improvement of the
peoples quality of life. This may also be referred to as Community Learning Center authorized or recognized by the DepEd.
(c) Learner refers to a pupil or student, or to a learner in the alternative learning system.
(d) Mother Language or First Language (L1) refers to the language or languages first learned by a child, which he/she identifies with, is
identified as a native language user of by others, which he/she knows best, or uses most. This includes Filipino sign language used by
individuals with pertinent disabilities. The regional or native language refers to the traditional speech variety or variety of Filipino sign language
existing in a region, area or place.
(e) Non-DepEd Public School refers to a public school offering basic education operated by an agency of the national government other
than the DepEd, or by a local government unit.
Section 5. Basic Education. Pursuant to Section 3 of the Act, basic education is intended to meet basic learning needs which provides the
foundation on which subsequent learning can be based. It encompasses kindergarten, elementary, and secondary education as well as
alternative learning systems for out-of-school learners and those with special needs under Section 8 of this IRR.
Section 6. Enhanced Basic Education Program. For purposes of this IRR and pursuant to Section 4 of the Act, the enhanced basic
education program encompasses at least one (1) year of kindergarten education, six (6) years of elementary education, and six (6) years of
secondary education, in that sequence. Secondary education includes four (4) years of junior high school and two (2) years of senior high
school education. The enhanced basic education program may likewise be delivered through the alternative learning system.
Kindergarten Education is the first stage of compulsory and mandatory formal education which consists of one (1) year of preparatory
education for children at least five (5) years old as a prerequisite for Grade 1.
Elementary Education refers to the second stage of compulsory basic education which is composed of six (6) years. The entrant age to this
level is typically six (6) years old.
Secondary Education refers to the third stage of compulsory basic education. It consists of four (4) years of junior high school education and
two (2) years of senior high school education. The entrant age to the junior and senior high school levels are typically twelve (12) and sixteen
(16) years old, respectively.
The DepEd may allow private educational institutions flexibility in adopting the program provided that they comply with the DepEd-prescribed
minimum standards consistent with the Act.
Section 7. Compulsory Basic Education. It shall be compulsory for every parent or guardian or other persons having custody of a child to
enroll such child in basic education, irrespective of learning delivery modes and systems, until its completion, as provided for by existing laws,
rules and regulations.
Section 8. Inclusiveness of Enhanced Basic Education. In furtherance of Section 3 of the Act, inclusiveness of enhanced basic education
shall mean the implementation of programs designed to address the physical, intellectual, psychosocial, and cultural needs of learners, which
shall include, but shall not be limited to, the following:
8.1. Programs for the Gifted and Talented. These shall refer to comprehensive programs for the gifted and talented learners in all levels of
basic education.
8.2. Programs for Learners with Disabilities. These shall refer to the comprehensive programs designed for learners with disabilities which
may be home-, school-, center- or community-based.
8.3. Madrasah Program. This shall refer to the comprehensive program using the Madrasah curriculum prescribed by the DepEd, in
coordination with the Commission on Muslim Filipinos, for Muslim learners in public and private schools.
8.4. Indigenous Peoples (IP) Education Program. This shall refer to the program that supports education initiatives undertaken through
formal, non-formal, and informal modalities with emphasis on any of, but not limited to, the key areas of: Indigenous Knowledge Systems and
Practices and community history; indigenous languages; Indigenous Learning System (ILS) and community life cycle-based curriculum and
assessment; educational goals, aspirations, and competencies specific to the Indigenous Cultural Community (ICC); engagement of elders
and other community members in the teaching-learning process, assessment, and management of the initiative, recognition and continuing
practice of the communitys ILS; and the rights and responsibilities of ICCs.
8.5. Programs for Learners under Difficult Circumstances. This shall refer to the timely and responsive programs for learners under
difficult circumstances, such as, but not limited to: geographic isolation; chronic illness; displacement due to armed conflict, urban
resettlement, or disasters; child abuse and child labor practices.
Section 9. Acceleration. Acceleration of learners in public and private basic educational institutions shall be allowed, consistent with DepEd
rules and regulations.
Section 10. Basic Education Curriculum Development. In the development of the Basic Education Curriculum, the DepEd shall be guided
by the following:
10.1. Formulation and Design. Pursuant to Section 5 of the Act, the DepEd shall formulate the design and details of the enhanced basic
education curriculum. The DepEd shall work with the CHED and TESDA to craft harmonized basic, tertiary, and technical-vocational
education curricula for Filipino graduates to be locally and globally competitive.
10.2. Standards and Principles. The DepEd shall adhere to the following standards and principles, when appropriate, in developing the
enhanced basic education curriculum:
(a) The curriculum shall be learner-centered, inclusive and developmentally appropriate;
(e) The curriculum shall use pedagogical approaches that are constructivist, inquiry-based, reflective, collaborative and integrative;
(f) The curriculum shall adhere to the principles and framework of Mother Tongue-Based Multilingual Education (MTB-MLE) which starts from
where the learners are and from what they already know proceeding from the known to the unknown; instructional materials and capable
teachers to implement the MTB-MLE curriculum shall be available. For this purpose, MTB-MLE refers to formal or non-formal education in
which the learners mother tongue and additional languages are used in the classroom;
(g) The curriculum shall use the spiral progression approach to ensure mastery of knowledge and skills after each level; and
(h) The curriculum shall be flexible enough to enable and allow schools to localize, indigenize and enhance the same based on their
respective educational and social contexts.
10.3. Production and Development of Materials. The production and development of locally produced teaching and learning materials shall
be encouraged. The approval of these materials shall be devolved to the regional and division education unit in accordance with national
policies and standards.
10.4. Medium of Teaching and Learning. Pursuant to Sections 4 and 5 of the Act, basic education shall be delivered in languages
understood by the learners as language plays a strategic role in shaping the formative years of learners.
The curriculum shall develop proficiency in Filipino and English, provided that the first and dominant language of the learners shall serve as
the fundamental language of education. For Kindergarten and the first three years of elementary education, instruction, teaching materials,
and assessment shall be in the regional or native language of the learners. The DepEd shall formulate a mother language transition program
from the mother/first language to the subsequent languages of the curriculum that is appropriate to the language capacity and needs of
learners from Grade 4 to Grade 6. Filipino and English shall be gradually introduced as languages of instruction until such time when these
two (2) languages can become the primary languages of instruction at the secondary level.
10.5. Stakeholder Participation. To achieve an enhanced and responsive basic education curriculum, the DepEd shall undertake
consultations with other national government agencies and other stakeholders including, but not limited to, the Department of Labor and
Employment (DOLE), the Professional Regulation Commission (PRC), private and public schools associations, national student organizations,
national teacher organizations, parents-teachers associations, chambers of commerce and other industry associations, on matters affecting
the concerned stakeholders.
Section 11. Curriculum Consultative Committee. Pursuant to Section 6 of the Act, a Curriculum Consultative Committee shall be created,
to be chaired by the DepEd Secretary or his/her duly authorized representative, and with members composed of, but not limited to, a
representative each from the CHED, TESDA, DOLE, PRC, the Department of Science and Technology (DOST), and a representative from
business chambers such as the Information Technology Business Process Outsourcing (IT-BPO) industry association. The Consultative
Committee shall oversee the review and evaluation of the implementation of the enhanced basic education curriculum and may recommend to
the DepEd the formulation of necessary refinements in the curriculum.
Section 12. Teacher Education and Training. To ensure that the enhanced basic education program meets the demand for quality teachers
and school leaders, the DepEd, CHED, and TESDA shall conduct teacher education and training programs, in collaboration with relevant
partners in government, academe, industry, and non-governmental organizations. Such professional development programs shall be initiated,
conducted and evaluated regularly throughout the year to ensure constant upgrading of teacher skills. Teacher education and training
programs shall include, but shall not be limited to:
12.1. In-service Training on Content and Pedagogy. DepEd teachers who will implement the enhanced basic education curriculum but
have not undergone pre-service education that is aligned with the enhanced basic education curriculum shall be trained to meet the content
and performance standards of the enhanced basic education curriculum.
The DepEd shall ensure that private educational institutions shall be given the opportunity to avail of such training.
12.2. Training of New Teachers. New graduates of the Teacher Education curriculum not aligned with the enhanced basic education
curriculum shall undergo additional training, upon hiring, to upgrade their competencies and skills to the content and performance standards
of the new curriculum. Furthermore, the CHED, in coordination with the DepEd and relevant stakeholders, shall ensure that the Teacher
Education curriculum offered in these TEIs will meet the necessary quality standards for new teachers. Duly recognized organizations acting
as TEIs, in coordination with the DepEd, CHED, and other relevant stakeholders, shall ensure that the curriculum of these organizations
meets the necessary quality standards for trained teachers.
For purposes of this subparagraph, the term duly recognized organizations acting as TEIs refers to organizations, other than schools or
HEIs, contracted out by the DepEd during the transition and for a fixed period, to provide teacher training for purposes of retooling the
graduates of the Teacher Education curriculum, and only in such areas where there is a shortage of trained teachers.
12.3. Training of School Leadership. Superintendents, principals, subject area coordinators, and other instructional school leaders shall
likewise undergo workshops and training to enhance their skills on their roles as academic, administrative, and community leaders.
12.4. Training of Alternative Learning System (ALS) Coordinators, Instructional Managers, Mobile Teachers, and Learning
Facilitators. ALS coordinators, instructional managers, mobile teachers, and learning facilitators shall likewise undergo workshops and
training to enhance their skills on their roles as academic, administrative, and community leaders.
Section 13. Hiring of Other Teachers. Notwithstanding the provisions of Sections 26, 27 and 28 of Republic Act No. 7836, otherwise known
as the Philippine Teachers Professionalization Act of 1994, the DepEd and private educational institutions shall hire, as may be relevant to
the particular subject:
13.1. Graduates of science, mathematics, statistics, engineering, music and other degree courses needed to teach in their specialized
subjects in elementary and secondary education with shortages in qualified applicants who have passed the Licensure Examination for
Teachers (LET). They shall also include graduates admitted by foundations duly recognized for their expertise in the education sector and
who satisfactorily complete the requirements set by these organizations; Provided, That they pass the LET within five (5) years after their date
of hiring; Provided, further, That if such graduates are willing to teach in basic education on part-time basis, the provisions of LET shall no
longer be required.
The term foundations, as used in this section, refers to non-stock, non-profit organizations, which are not operating as educational
institutions, contracted out by the DepEd for a fixed period, to provide volunteers to teach in basic education in areas where there is a
shortage of qualified teachers. The DepEd shall issue the guidelines and procedures for selection and eligibility of these organizations.
13.2. Graduates of technical-vocational courses to teach in their specialized subjects in the secondary education; Provided, That these
graduates possess the necessary certification issued by TESDA; Provided, further, That they undergo appropriate in-service training to be
administered by the DepEd or HEIs at the expense of the DepEd. The DepEd shall provide administrative support to private educational
institutions for the in-service training of their teachers on the enhanced basic education curriculum.
13.3. Faculty of HEIs to teach in their general education or subject specialties in secondary education; Provided, That the faculty must be a
holder of a relevant Bachelors degree, and must have satisfactorily served as a full-time HEI faculty;
13.4. The DepEd and private educational institutions may hire practitioners, with expertise in the specialized learning areas offered by the
enhanced basic education curriculum, to teach in the secondary level: Provided, That they teach on part-time basis only. For this purpose, the
DepEd, in coordination with the appropriate government agencies, shall determine the necessary qualification standards in hiring these
experts.
Section 14. Reasonable Supervision and Regulation. As a matter of policy laid down in Article XIV, Section 5(1) of the 1987 Philippine
Constitution, the State recognizes the complementary roles of public and private institutions in the educational system and shall exercise
reasonable supervision and regulation of all educational institutions.
Section 15. Issuance and Revocation of Permits and/or Recognition of Private Senior High Schools. The DepEd shall regulate the
offering of senior high school in private educational institutions. Private educational institutions may only offer senior high school when so
authorized by the DepEd. The DepEd shall prescribe the guidelines on the issuance and revocation of permits and/or recognition of senior
high schools.
Section 16. Specializations in Private Senior High School. Private educational institutions may offer specializations in senior high school
that are essential to the economic and social development of the nation, region or locality. Local planning in the development of educational
policies and programs shall be encouraged consistent with the State policy to take into account regional and sectoral needs and conditions.
Section 17. Career Guidance and Counseling Programs. Consistent with Section 9 of the Act, to properly guide the students towards
becoming productive and contributing individuals through informed career choices, the DepEd, in coordination with the DOLE, TESDA, CHED,
PRC, NYC, industry associations, professional associations, and other relevant stakeholders, shall pursue programs that expose students to
the world and value of work, and develop the capability of career counselors and advocates to guide the students and equip them with the
necessary life skills and values.
Section 18. Career Advocacy Activities. Career advocacy activities refer to activities that will guide secondary level students in choosing
the career tracks that they intend to pursue. Career advocacy activities involve provision of career information and experiences, advising,
coordinating and making referrals, and may include, but are not limited to, career talks, career and job fairs, parents orientations, and
seminar-workshops on career decision-making.
Section 19. Career Advocates. Notwithstanding the provisions of Section 27 of Republic Act No. 9258, otherwise known as the Guidance
and Counseling Act of 2004, career advocates shall be allowed to conduct career advocacy activities for secondary-level students of the
schools where they are currently employed; Provided, That they undergo appropriate capacity building programs developed and implemented
by the DepEd, in coordination with the DOLE, TESDA, CHED, PRC, NYC, student organizations, industry associations, guidance and
counseling associations, professional associations, and other relevant stakeholders.
Career advocacy may be conducted by career advocates and peer facilitators. Consistent with Section 9 of the Act, career advocates refer to
career and employment guidance counselors who are not registered and licensed guidance counselors. Career advocates include homeroom
advisers and teachers of all learning areas who will implement career advocacy activities. Peer facilitators are secondary-level students
trained to assist career advocates in implementing career advocacy activities.
(a) Integrate career concepts in the curriculum and undertake teaching in relevant learning areas;
(b) Conduct career assessments;
(c) Conduct regular career advocacy activities;
(d) Conduct continuous professionalization and capacity building of guidance counselors, career advocates, and peer facilitators;
(e) Develop or accredit training programs on career advocacy;
(f) Establish a career advocacy unit and provide adequate office space in high schools; and
(g) Designate guidance supervisors at the division level and career advocates at the school level.
RULE VI. E-GASTPE BENEFICIARIES AND OTHER FINANCING ARRANGEMENTS WITH PRIVATE EDUCATIONAL INSTITUTIONS
AND NON-DEPED PUBLIC SCHOOLS
Section 21. Expansion of E-GASTPE Beneficiaries. Pursuant to Section 10 of the Act, the DepEd shall develop programs of assistance
that will extend the benefits accorded by Republic Act No. 8545, or the Expanded Government Assistance for Students and Teachers in
Private Education Act, to qualified students enrolled in senior high school.
Section 22. Criteria for Assistance to Qualified Students. The programs of assistance shall be made available primarily to students who
completed junior high school in public schools, taking into account the income background and financial needs of students, available
capacities of public, private and non-DepEd public schools in the locality, socio-economic needs of regions, overall performance of private and
non-DepEd public schools, as well as geographic spread and size of the student population.
The programs of assistance may also be made available to students who completed junior high school in private educational institutions,
whether these students are E-GASTPE beneficiaries or not, subject to compliance with the qualifications and guidelines to be determined by
the DepEd.
Section 23. Forms and Amount of Assistance. The forms of assistance that may be provided by the DepEd may include any of the
following:
(a) A voucher system, where government issues a coupon directly to students to enable them to enroll in eligible private educational
institutions or non-DepEd public schools of their choice under a full or partial tuition or schooling subsidy;
(b) Education Service Contracting (ESC), where the government enters into contracts with private educational institutions or non-DepEd
public schools to shoulder the tuition and other fees of high school students who shall enroll in private high schools under this program;
(c) Management contracts, where government enters into contractual arrangements with private educational institutions or non-DepEd public
schools to manage the day-to-day operations of public schools under agreed performance targets;
(d) Forms of assistance provided under Republic Act No. 8545; and
(e) Other forms of financial arrangements consistent with the principles of public-private partnership.
The DepEd shall take into account the ability of program beneficiaries to cover tuition differentials, if any, in setting the amount of the voucher,
ESC, or other forms of assistance. The amount of assistance to be given by the government shall not exceed the determined per student cost
in public schools.
Section 24. Participating Schools. Private educational institutions, non-DepEd public schools, and other potential providers of basic learning
needs that may be authorized to offer senior high school are eligible to participate in programs of assistance, as may be applicable, under the
E-GASTPE program and other financial arrangements formulated by the DepEd and DBM based on the principles of public-private
partnership. The continued participation of said providers in the E-GASTPE program and other financial arrangements is subject to their
meeting minimum requirements and standards, including student performance, as determined by the DepEd.
To promote partnership and greater cooperation between public and private educational institutions, government will take into account
existing and potential capacities of private educational institutions in expanding public school capacity.
Section 25. Implementation Mechanisms. The DepEd may enter into contractual arrangements or establish new mechanisms for the
design, administration, and supervision of programs of assistance or aspects thereof, subject to the approval of the appropriate government
agencies. For this purpose, the DepEd shall:
(a) Issue the appropriate guidelines for the implementation of the programs of assistance;
(b) Ensure transparency and accountability in the implementation of the programs of assistance;
(c) Implement information and advocacy programs to inform the general public and ensure greater participation and availment of the programs
of assistance; and
(d) Undertake periodic reviews of the program features and make adjustments, as necessary, to ensure the successful, effective and
sustainable implementation of the program. The program features shall include, among others, amount of subsidy, number of grantees,
eligibility requirements, and performance of participating schools.
Section 26. Funding Requirement. The budgetary requirement of the programs under this Rule shall be ensured by the national
government.
The DepEd shall encourage private and corporate donors to support the programs of assistance in this section under the framework of
Republic Act No. 8525, entitled, An Act Establishing An Adopt-A-School Program, Providing Incentives Therefor, And For Other Purposes,
and other relevant laws and policies.
Section 27. Timeframe. The DepEd shall implement the programs provided in this Rule no later than the start of School Year 2016-2017.
Section 28. Additional Beneficiaries. The DepEd may develop similar programs of assistance for kindergarten and elementary pupils and
alternative learning system learners in accordance with specific objectives, taking into account the need and capacities of public and private
educational institutions.
RULE VII. TRANSITORY PROVISIONS
Section 29. Private Basic Educational Institutions Transition to the Enhanced Basic Education Program. The DepEd shall ensure the
smooth transition of private elementary and high schools in the country that are not aligned with the enhanced basic education program.
Private educational institutions or a group thereof shall develop their plans detailing how to transition from their current basic education
system to the enhanced basic education program. The DepEd shall provide the appropriate guidelines on the evaluation of the transition
plans.
Private educational institutions offering twelve (12) to thirteen (13) years of basic education prior to the enactment of this Act shall submit to
the DepEd their transition plans within twelve (12) months from the effectivity of this IRR, subject to the guidelines that will be issued by the
DepEd.
Section 30. Implementation Mechanisms and Strategies. Pursuant to Section 12 of the Act, the DepEd, CHED and TESDA shall formulate
the appropriate strategies and mechanisms needed to ensure smooth transition from the existing ten (10) years basic education cycle to the
enhanced basic education program. The strategies may cover, among others, changes in physical infrastructure, human resource,
organizational and structural concerns, bridging models linking secondary education competencies and the entry requirements of new tertiary
curricula, and partnerships between the government and other entities. Modeling for Senior High School (SHS) may be implemented in
selected schools to simulate the transition process and provide concrete data for the transition plan following the guidelines set by the DepEd.
The results of the SHS modeling program may be considered in the nationwide implementation of the SHS program in School Year 2016-
2017.
30.1. Partnerships with HEIs and TVIs. To manage the initial implementation of the enhanced basic education program and mitigate the
expected multi-year low enrolment turnout for HEIs and TVIs starting School Year 2016-2017, the DepEd shall engage in partnerships with
HEIs and TVIs for the utilization of the latters human and physical resources, and issue relevant guidelines on such partnerships. Moreover,
the DepEd, CHED, TESDA, TVIs and HEIs shall coordinate closely with one another to implement strategies that ensure the academic,
physical, financial, and human resource capabilities of HEIs and TVIs to provide educational and training services for graduates of the
enhanced basic education program to ensure that they are not adversely affected. The faculty of HEIs and TVIs allowed to teach students of
secondary education under Section 8 of the Act, shall be given priority in hiring for the duration of the transition period.
30.2. Financing Framework for State Universities and Colleges During the Transition Period. The CHED and DBM shall review the
financing policy framework for State Universities and Colleges in light of the Act with the end in view of optimizing the use of government
resources for education, the results of which shall be covered by a joint administrative issuance.
30.3. Effects of Initial Implementation of the Enhanced Basic Education Program on Industry Human Resource Requirements. The
DOLE, CHED, DepEd, TESDA and PRC, in coordination with industry associations and chambers of commerce, shall develop a contingency
plan, not later than the start of School Year 2015-2016, to mitigate the effects of the enhanced basic education program with respect to a
potential reduction or absence of college graduates to meet the human resource requirements of industry. The plan shall contain mitigation
strategies for industries to adjust their employment policies as deemed necessary and expedient, and may include the adoption of other
relevant programs or appropriate qualifications.
Section 31. Labor and Management Rights. In the implementation of the Act, including the transition period, the rights of labor as provided
in the Constitution, the Civil Service Rules and Regulations, Labor Code of the Philippines, and existing collective agreements, as well as the
prerogatives of management, shall be respected. The DOLE, DepEd, CHED and TESDA shall promulgate the appropriate joint administrative
issuance, within sixty (60) days from the affectivity of this IRR, to ensure the sustainability of the private and public educational institutions,
and the promotion and protection of the rights, interests and welfare of teaching and non-teaching personnel.
For this purpose, the DOLE shall convene a technical panel with representatives from the DepEd, CHED, TESDA and representatives from
both teaching and non-teaching personnel organizations, and administrators of the educational institutions.
Section 32. Transition Period. The transition period shall be reckoned from the date of the approval of this IRR until the end of School Year
2021-2022.
Section 33. Joint Congressional Oversight Committee on the Enhanced Basic Education Program. The Joint Congressional Oversight
Committee created under Section 13 of the Act shall be composed of five (5) members each from the Senate and from the House, including
Chairs of the Committees on Education, Arts and Culture, and Finance of both Houses. The membership of the Committee for every House
shall have at least two (2) opposition or minority members.
Section 34. Mandatory Evaluation and Review. By the end of School Year 2014-2015, the DepEd shall conduct a mandatory review and
submit a midterm report to Congress as to the status of implementation of the Enhanced Basic Education Program in terms of closing the
following current shortages: (a) teachers; (b) classrooms; (c) textbooks; (d) seats; (e) toilets; (f) other shortages that should be addressed.
The DepEd shall include among others, in this midterm report, the following key metrics of access to and quality of basic education: (a)
participation rate; (b) retention rate; (c) National Achievement Test results; (d) completion rate; (e) teachers welfare and training profiles; (f)
adequacy of funding requirements; and (g) other learning facilities including, but not limited to, computer and science laboratories, libraries
and library hubs; and sports, music and arts.
Section 35. Commitment to International Benchmarks. The DepEd shall endeavor to increase the per capita spending on education
towards the immediate attainment of international benchmarks. Towards this end, the DepEd shall seek to:
a) engage local government units to efficiently use the special education fund and other funds to advance and promote basic education;
b) implement programs that will enhance private sector participation and partnership in basic education; and
c) propose an annual budget allocation in accordance with these goals. The DepEd shall further develop a multi-year spending plan to ensure
that the UNESCO-prescribed standards on education spending are attained.
Section 36. Appropriations. Pursuant to Section 11 of the Act, the initial funding for the operationalization of the Enhanced Basic Education
Program shall be charged against the current appropriations of the DepEd. Thereafter, such sums which shall be necessary for the continued
implementation of the enhanced basic education program shall be included in the annual General Appropriations Act.
Section 37. Implementing Details. The DepEd, CHED and TESDA may issue such policies and guidelines as may be necessary to further
implement this IRR.
Section 38. Amendment. Amendments to this IRR shall be jointly promulgated by the DepEd Secretary, CHED Chairperson, and TESDA
Director-General.
Section 39. Separability Clause. Should any provision of this IRR be subsequently declared invalid or unconstitutional, the same shall not
affect the validity and effectivity of the other provisions.
Section 40. Repealing Clause. Pursuant to Section 18 of the Act, rules and regulations implementing the pertinent provisions of Batas
Pambansa Bilang 232 or the Education Act of 1982, Republic Act No. 9155 or the Governance of Basic Education Act of 2001, Republic
Act No. 9258, Republic Act No. 7836, and all other laws, decrees, executive orders and rules and regulations, contrary to or inconsistent with
the provisions of the Act are deemed repealed or modified accordingly.
Section 41. Effectivity Clause. This IRR shall take effect fifteen (15) days after its publication in the Official Gazette or in two (2) newspapers
of general circulation.
This IRR shall be registered with the Office of the National Administrative Register at the University of the Philippines Law Center, UP Diliman,
Quezon City.