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DIVISION OF ZAMBOANGA CITY

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Presentation on theme: "DIVISION OF ZAMBOANGA CITY"— Presentation transcript:

1 DIVISION OF ZAMBOANGA CITY
STRATEGIC DIRECTION

2 DepEd Strategic Directions (2017-2022)
Expand Access to Basic Education Improve Quality and Relevance Modernize Education Management & Governance Automate core systems and processes (e-Governance) Improve Procurement and Finance System Accelerate Research & Dev’t Improve DepEd Independence from interference Improve Human Resource and Development Expand coverage of Inclusion Programs Expand access to Secondary Education Provide non-classroom facilities in remote and isolated schools Improve Partnership building and linkages Maintain ideal ratios of basic education inputs Improve Quality of Teachers Expand the use of Technology for Learning Enrich curricula to address cross-cutting issues and foster critical thinking towards Liberating Basic Education By 2022, we will have nation-loving and competent lifelong learners able to respond to challenges and opportunities through quality, accessible, relevant and liberating K to 12 Program delivered by a modern, professional, pro-active, nimble, trusted and nurturing DepEd TEAM VISION STRATEGIC GOAL OBJECTIVES (Strategies)

3 DepEd Strategic Directions (2017-2022)
TEAM VISION By 2022, DepEd is a modern, professional, pro-active, nimble, trusted and nurturing institution delivering quality, accessible, relevant and liberating K to 12 Education, enabling our learners to be nation-loving, resilient and competent lifelong learners Expand Access to Basic Education Improve Quality and Relevance Modernize Education Management & Governance STRATEGIC GOAL By 2022, 75% of ES and 95% of HS are capable to offer inclusion programs By 2022, number of secondary schools is increased by 25%. By 2022, 50% of identified remote schools are given non-classroom facilities. By 2022, DepEd partnership systems and processes is transformed into a “one-stop-shop” center. By 2022, 98% of Schools achieved ideal ratio on Classroom, Seats, Teachers, WATSAN, Textbooks, Tools & equipment. By 2022, 90% of teachers are trained on both content and pedagogy. By 2022, 100% schools with electricity are provided with ICT package and teachers are trained on the use of technology. By 2022, basic education curricula is fully enriched with cross-cutting issues (GAD, GC, Sexuality Ed, Climate Change, Peace and Devt., appreciation of Culture and History) By 2022, Information System for Learner, School, HR, Learning Resources, M&E, Assessment and Finance are fully in-placed and automated. By 2022, Procurement Process is fully automated and modernized By 2022, 100% of DepEd policies and program are researched based. By 2022, DepEd M&E system is fully in-placed and automated across all levels. By 2022, Training and Development system is in-placed and implemented. STRATEGIC OBJECTIVES (Strategies)

4 DepEd Strategic Directions (2017-2022)
Expand Access to Basic Education STRATEGIC GOAL By 2022, 75% of ES and 95% of HS are “one-stop-shop” enabled By 2022, number of secondary schools is increased by 25%. By 2022, 50% of identified remote schools are given non-classroom facilities. By 2022, DepEd partnership systems and processes is transformed into a “one-stop-shop” center. STRATEGIC OBJECTIVES (Strategies)

5 DepEd Strategic Directions (2017-2022)
Improve Quality and Relevance STRATEGIC GOAL By 2022, 98% of Schools achieved ideal ratio on Classroom, Seats, Teachers, WATSAN, Textbooks, Tools and equipment. By 2022, 90% of teachers are trained on both content and pedagogy. By 2022, 100% schools with electricity are provided with ICT package and teachers are trained on the use of technology. By 2022, basic education curricula is fully enriched with cross-cutting issues (GAD, GC, Sexuality Ed, Climate Change, Peace and Devt., appreciation of Culture and History) STRATEGIC OBJECTIVES (Strategies)

6 DepEd Strategic Directions (2017-2022)
Modernize Education Management & Governance STRATEGIC GOAL By 2022, Information System for Learner, School, HR, Learning Resources, M&E and Finance are fully in-placed and automated. By 2022, Procurement Process is fully automated and modernized By 2022, all DepEd policies and program are researched based. By 2022, DepEd M&E system is fully in-placed and automated across all levels. By 2022, Training and Development system is in-placed and implemented. STRATEGIC OBJECTIVES (Strategies)

7 CHALLENGES Low Secondary (JHS) Participation rate (62.56%)
An average of 37% of the JHS school-aged population are not in school.

8 CHALLENGES Low Completion rate (Elem 80.24/Sec 77.05)
An average of 20% of the Grade 1 entrants did not complete elementary education. An average of 23% of the Grade 7 entrants did not complete Junior High School.

9 CHALLENGES Low NAT MPS (Elem 64.74/Sec 45.54)
Performance is below the 75 threshold in all subject areas in both levels.

10 INTERVENTION Other CHALLENGES
38 (18%) of the schools are multigrade or with combination classes. 11% (19) of the schools are still not recipient of the computer package. Strengthen Multigrade Education and deploy additional teachers to those whose enrolment warrants. Additional provision of Hardship Allowance for teachers. Prioritized 19 schools in the proposed computerization program

11 INTERVENTION Other CHALLENGES
13% (29) of the schools are still unenergized. 10% (21) are island schools. Prioritize 29 schools in electrification project and procurement of alternative source of power (solar panel, generator set, etc) Strengthen linkage with stakeholders on the provision of motorized boats. Additional provision of Hardship Allowance for teachers. Regular monitoring and instructional supervision Strengthen coordination with Task Force for security

12 INTERVENTION Other CHALLENGES Only 14% (31) are offering SPED program
19% (38,775) of the learners (Elem & JHS) are IPs. Expansion of schools offering SPED classes from 31 to 35. Hiring of additional SPED major teachers. Conduct training of SPED teachers but Non-SPED majors Prioritize/fasttrack indigenization of learning materials to cater to the different IP groups. Establish exclusive IP schools Expand coverage of IPEd

13 INTERVENTION Other CHALLENGES
35% (70,148) of the learners (Elem & JHS) are Muslims 18% (39) of the schools are managed by TICs Expansion coverage of Madrasah Education in public schools. Provision for additional ALIVE teachers. Training of ALIVE teachers on lesson planning Prioritize Reclassification of teaching and teaching related positions. Training of Teacher In-Charge on Instructional Supervision

14 Not all barangays have Secondary Schools
Other CHALLENGES INTERVENTION Not all barangays have Secondary Schools Establishment of more Secondary Schools. -Latap IS -Mampang NHS -Guiwan NHS -Putik NHS, -Tumaga NHS -Lunzuran NHS -Tugbungan NHS -Licomo NHS) -Sinoropan NHS -Lapaz NHS

15 Donated Projects from External Stakeholders without MOA.
Other CHALLENGES INTERVENTION Donated Projects from External Stakeholders without MOA. No processing of Tax Incentive/Exemption due to non-compliance of documents Strengthen partnership with external stakeholders Strict compliance of MOA/MOU/DOD/DOA before project implementation. Compliance of documents for tax exemption

16 SBFP and MOOE Liquidation
Other CHALLENGES INTERVENTION SBFP and MOOE Liquidation Issue demand letters and promissory note to principals concerned

17 Accurate training needs of teachers, SDO personnel and school heads
Other CHALLENGES INTERVENTION Accurate training needs of teachers, SDO personnel and school heads Accurate contact number and names of school heads and teachers Request for OPCRF profile Get from registration for training and ask PSDS and school heads

18 INTERVENTION Submission of AIP is not on time (40% of school heads)
Other CHALLENGES INTERVENTION Submission of AIP is not on time (40% of school heads) Extent of implementation of projects is below standard Monitoring and evaluation tools were not utilized properly Strengthen compliance of AIP submission Provide technical assistance on project implementation Orient on the utilization of ME tools

19 INTERVENTION Submission of AIP is not on time (40% of school heads)
Other CHALLENGES INTERVENTION Submission of AIP is not on time (40% of school heads) Extent of implementation of projects is below standard Monitoring and evaluation tools were not utilized properly Strengthen compliance of AIP submission Provide technical assistance on project implementation Orient on the utilization of ME tools

20 SCIENCE CURRICULUM CHALLENGES
INTERVENTION SCIENCE CURRICULUM IMPLEMENTATION IS BELOW STANDARD --The required knowledge and skills to be learned for the grade level are just partially met. Review Curriculum Provide continuous retooling on the following : a. Unpacking of learning competencies b. Pedagogical skills c. Lesson Planning 3. Modelling sessions ( classroom-based) in teaching process for a more meaningful tech. assistance

21 SCIENCE CURRICULUM CHALLENGES
INTERVENTION --Faulty teaching process ( 65%) ( non-alignment of CIA curriculum-instruction-assessment --Poor assessment practice ( 65% ) --Inadequate processing skills(65%) 4.Regular class observation and coaching sessions with the identified teachers by the Science Supervisor/School Heads / Department Heads /Teacher-Mentors with teachers in need of assistance.

22 Other CHALLENGES INTERVENTION Lack of full support of school heads, dept. head, advisers and subject teachers to the concerned qualified athletes Limited schedule of training from the start of the SY in school-based level Convening school heads, concerned officials in establishing policies in support to student-athletes Plan for training schedule in school-based level (sports program)

23 INTERVENTION Other CHALLENGES
Improper/incorrect use of DLL, DLP and Curriculum Guide for ArPan (simplification and content by grading period) Insufficient submission of correct instructional materials to be uploaded in the LRMDS portal Limited registrants on the use of LRMDS portal Intensify close monitoring and supervision Conduct reevaluation/reorientation/training/monitoring on then utilization of LRMDS Portal

24 INTERVENTION Other CHALLENGES
Conceptual understanding of mathematical problem to real world situation-skills that relate to math computation and reasoning Lack of mathematical research in classroom setting Conduct trainings/ monitoring on conceptual understanding Requiring one mathematical research per school

25 INTERVENTION Other CHALLENGES
Lack of teachers’ competency in teaching music Weaknesses in music curriculum and pedagogy Conduct trainings/ monitoring on teachers’ skills in in teaching music

26 INTERVENTION Other CHALLENGES
Incorrect format of instructional materials in Filipino Submission of Strategic Intervention Materials in Filipino

27 INTERVENTION Other CHALLENGES
Insufficient in-service trainings for MEP teachers on the teaching pedagogy No mentoring program for MEP volunteer teachers Conduct in-service training on teaching pedagogy for MEP teachers Empowering MTs in school for school-based mentoring program for MEP volunteer teachers

28 INTERVENTION Other CHALLENGES
Reconcile and update data of employees despite the limited resources (database on compensation and benefits of DepEd employees) Close monitoring of updated employees’ data and information Close coordination and collaboration with school principals and records incharge

29 DESIRED OUTCOME (KPI) Indicators Baseline Targets 2015 2016 2017 2018
2019 2020 2021 2022 By 2022, proportion of School Aged population participating in basic education increased (Net Enrolment Ratio)  Elementary 88.07% 88.71% 89.35% 89.98% 90.62% 91.26% 91.90% 92.54% Junior High School 62.56% 63.79% 65.02% 66.25% 67.48% 68.71% 69.94% 71.17% By 2022, proportion of Learners who enrolled in Grade 1/Grade7 completing Levels of Education increased (Completion Rate) 78.61% 79.27% 79.92% 80.58% 81.24% 81.89% 82.55% 83.21% 77.05% 77.76% 78.48% 79.19% 79.90% 80.61% 81.33% 82.04% Senior High School  75%.00 78.00%   80.00% 85%.00  90.00%  95.00% 

30 DESIRED OUTCOME (KPI) Indicators Baseline Targets 2015 2016 2017 2018
2019 2020 2021 2022 By 2022, Grade 6 NAT MPS score increased from to 72.81 Elementary 64.74 65.89 67.04 68.20 69.35 70.50 71.65 72.81 By 2022, Year 4 NAT MPS score increased Junior High School 45.54 47.38 49.22 51.05 52.89 54.73 56.57 58.41 Senior High School No Baseline Yet

31

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