Harmonization in the Formulation of
Strategic Plans
Matrose P. Galarion, PhD.
Chief Education Supervisor
Policy, Planning and Research Division
Objective
This virtual meeting aims to ensure all educational
development plans that will be produced for a term as
applicable per governance level – the Basic Education
Development Plan (BEDP) 2030, Regional Education
Development Plan (REDP), Division Education
Development Plan (DEDP), and the School Improvement
Plan (SIP) – are harmonized, relevant, systemic, and
systematic.
DEPARTMENT OF EDUCATION REGION III
Legal Bases
• Republic Act (RA) 9155 or the Governance of
Basic Education Act of 2001 mandates that the
Department of Education (DepEd) shall have authority,
accountability, and responsibility to formulate a national basic
education plan. In the same manner, regional offices, school
division offices, and schools are mandated to formulate their
respective development plans anchored on the national plan.
• RA 10533 or the “Enhanced Basic Education
Act of 2013” declares that 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, hence, reiterating the need for the development of
basic education plans.
DEPARTMENT OF EDUCATION REGION III
Operationalization Framework
Regional Education Development Plan 2022-2028 DepEd RO III 167
How Are We Going to Harmonize Our
Strategic Plans with the Policy?
DEPARTMENT OF EDUCATION REGION III
Formulation of Strategic Plans
Education development plans of the regions, school division offices and
schools including its operating units shall be aligned with the overall
results framework of BEDP 2030. The four Pillars: ACCESS, EQUITY,
QUALITY, RESILIENCY and WELL-BEING, highlight the major
outcomes the basic education sector hopes to achieve. However, the
result of the situation analysis shall determine the priorities of each
governance level which may vary among regions, School divisions and
schools depending on the gravity of the challenges. This means that if
based on the situation analysis, the major challenge is on quality, not
much on other pillars, the plan shall be towards addressing the quality
problems but without losing sight of more specific issues identified at
the local level. Resource mobilization shall be aligned to where the
priorities are.
DEPARTMENT OF EDUCATION REGION III
Realigning the Pillars with the Intermediate Outcomes
Pillar 1: ACCESS
Pillar 2: EQUITY
Pillar 3: QUALITY
Pillar 4:RESILIENCY and
WELL-BEING
GOVERNANCE
(Enabling Mechanism)
DEPARTMENT OF EDUCATION REGION III
Formulation of Strategic Plans
Strategic Planning Process
DEPARTMENT OF EDUCATION REGION III
Our Dashboard
❖ Our data in our Dashboard will be
reorganized according to the
4 Pillars (IOs) Access, Equity, Quality,
Resiliency, and Well-Being
and Enabling Mechanism Governance
DEPARTMENT OF EDUCATION REGION III
Our Dashboard
❖ Our data in our Dashboard will be
reorganized according to the
4 Pillars (IOs) Access, Equity, Quality,
Resiliency, and Well-Being
and Enabling Mechanism Governance
DEPARTMENT OF EDUCATION REGION III
Pillar 1: Access (Data Required)
* Data must be at least 4 years
• Enrollment by Key Stage, Special Programs,
Inclusive Education
• NER/GER/Retention Rate/Repetition Rate/School
Leaver Rate/Transition Rate/Cohort Survival Rate
• Participation Rate of OSC and OSY
• ALS Completion Rate
DEPARTMENT OF EDUCATION REGION III
Pillar 2: Equity (Data Required)
• Proportion of learners (OSC and OSY) in the
situation of disadvantage
• 4Ps Recipients
• Children with Disabilities
• Any data that will describe the situations of
disadvantaged/vulnerable learners
DEPARTMENT OF EDUCATION REGION III
Pilar 3: Quality of Basic Education (Data Required)
• Completion Rate
• International Assessment - PISA/SEA-PLM/TIMMS
• EGRA
• NAT
• Regional Diagnostic Assessment Test 2022 (K-12)
• SHS Graduates/SHS Exits
• Any data to describe quality may be included.
DEPARTMENT OF EDUCATION REGION III
Pillar 4:Resiliency and Well-Being (Data Required)
• Child Protection Program
• DRRM
• Mental Health Support
• Vaccination
DEPARTMENT OF EDUCATION REGION III
Governance (Data Required)
EM 1
• SBM
EM 2
• OPCRF Ratings of Division and Schools
• Professional Developments
• Career Stages of Teachers TEPT and PST
• Competency of MTs
EM 3
• Textbook/Classroom/Teacher/School Heads/Personnel
Inventory/Needs
• Crucial Resources Ratio
• Filled and Unfilled Positions
DEPARTMENT OF EDUCATION REGION III
Governance (Data Required)
• Learning Resources (Modules,DCP, SME, TVL)
• Learning Modalities
• WinS (WatSan)
• No of Functional Libraries/Teachers Faculty
Room/Laboratory/Workshop
• Proportion of Schools with Internet Connectivity,
Electrical /Water Supply
DEPARTMENT OF EDUCATION REGION III
Governance (Data Required)
EM 4
• Customer Feedback/Client Satisfaction
• Financial Accomplishments
• Research
• Implementation Guidelines
• Systems Inventory
• PIR/ISO/QMS
EM 5
Partnerships and Linkages
• Physical and Percentage increase of the financial contribution of partners
• Proportion of schools with functional Schools Governing Council
EM 6
• Proportion of eligible private schools receiving government assistance (ESC, TSS, SHS VP, Inservice
Trainings)
• Proportion of private school teachers and learners receiving government assistance
• Percentage of private schools with recognition and permit
DEPARTMENT OF EDUCATION REGION III
Area of Focus per Governance Level
DEPARTMENT OF EDUCATION REGION III
Alignment of Roles and Responsibilities of Governance levels
Shall primarily focus on formulation and enforcement of national policies, plans, education
standards, assessment of learning outcomes, conducting studies and research, program
development, human resource management, Monitoring and Evaluation; alignment and
CENTRAL
synchronicity of policy, programs, standards, and partnership building.
Shall focus on policy implementation, monitoring and evaluation, conduct of regional studies
and research, human resource management, development of education projects that will
REGIONresolve unique education issues in the region, quality assurance, ensure synchronicity of
programs, projects, and activity implementation and building partnership.
Shall focus on efficient policy and plan implementation, equitable and efficient deployment
SCHOOL and utilization of resources, human resource management, progress monitoring, providing
DIVISIONtargeted technical support to schools and learning centers, ensure synchronicity of activities
and building partnership.
DISTRICTShall focus on Providing professional and instructional advice and support to the school heads and
teachers/facilitators of schools and learning centers and curriculum and instructional supervision.
SCHOOL/Shall focus on school plan and curriculum implementation, creation of ideal learning
environment, resource management, teacher professional development, improvement of
CLCS instruction, classroom assessment and building local partnership.
Conducting Situation Analysis
▪ Organize at least Four (4) year actual historical performance per item
▪ Analyze the key performance indicators (KPIs), identify area of focus that would be
needing more attention
▪ Determine the group within high and low performance. Do Pareto Analysis
▪ Determine the reasons or factors for the performance with focus on curriculum support
system such as teachers, learning environment, assessment, leadership,
instructional supervision, technical assistance, school-based management, and
managing stakeholders, and partners.
▪ Review past programs and initiatives implemented related to access, equity, quality and
resiliency as well as in governance and determine which contributed to the high and low
performance.
▪ Prepare projections on the KPIs for the next 6 years.
▪ Package the report ready for the conduct of the strategic planning.
▪ For new schools which do not have historical data, the focus should be on
characterizing the current situation in the school in terms of the curriculum
support system. Targets shall be aligned with the SDO with consideration of the schools’
own analysis of the current situation.
DEPARTMENT OF EDUCATION REGION III
Conducting In-depth Situation Analysis
• The Planning Team may opt to conduct field validation and
workshops. This will allow them to perform a more
phenomenological and qualitative assessment of the client’s
practices, capabilities, and capacity to efficiently manage the
curriculum support system which include (i) teachers, (ii) learning
environment, (iii) assessment, (iv) leadership, (v) instructional
supervision, (vi) technical assistance, (vii) school-based
management, and (viii) managing stakeholders and partners.
• Conduct SWOT Analysis
DEPARTMENT OF EDUCATION REGION III
Identifying Key and Immediate Challenges
• Key challenges are barriers which need to be addressed to achieve the desired learning
outcomes. Moreover, key challenges may be further categorized to (1) short-term or
immediate challenges and (2) medium-term which may be addressed during the
implementation. In doing so, planning teams may refer to the BEDP phases of
implementation:
• Phase 1 – Short term (2022-2025): Response to the immediate impacts of the pandemic on
learning and participation and address issues on quality of basic education
• Phase 2 – Medium-term (2026-2030): Sustaining gains, introducing innovations, and
evaluating policies and programs
• Challenges shall be grouped according to the following themes: Access, Equity, Quality,
Resiliency and Well-being, and Governance. Likewise, it shall be noted that this does not
mean that the Planning Team shall identify challenges in each pillar. The identification of
key and immediate challenges will still depend on the real context and priorities in the
respective regions, divisions, and schools.
DEPARTMENT OF EDUCATION REGION III
Formulation of Strategic Directions
and its alignment across Levels
❖ Objectives setting and targeting (KPIs). Includes defining the desired outcomes
for learners in the next six years. Include targets on enrollment, and learners’
performance and achievements; and desired outcomes on governance or desired
organization performance.
❖ Defining the Strategic Directions. Involves identifying priority key stage/s,
school segments, geographical areas, target groups, and programs and projects
that will provide the most impact to learners’ access to quality basic education;
❖ Strategy, Initiative, and Intervention Identification. Alignment of strategies to
BEDP based on the context of governance level and identification of initiatives and
interventions per strategic direction. (Example, if school or division x has an access
challenge and the strategy cited in BEDP is applicable to the content of the said
school or division, they may use the same strategy and define initiative/s and
intervention/s appropriate to their need and mandate. They may also identify
additional strategy/ies including their interventions if necessary). Strategies must
be arranged according to priorities.
DEPARTMENT OF EDUCATION REGION III
Key Performance Indicators
DEPARTMENT OF EDUCATION REGION III
Key Performance Indicators
DEPARTMENT OF EDUCATION REGION III
Preparing the Financial Plan
❖ Upon formulating the strategies and targets which will address the identified
challenges, planning teams shall re-convene and supplement such with a
financial plan detailing the respective pillar it belongs to, the intermediate
outcome to which it contributes, the output and its performance indicator,
baseline performance, physical and financial targets in a given year for six (6)
years.
❖ Planning teams may come up with reasonable estimates (ballpark figures) that
are based on the existing planning and cost parameters.
❖ After the formulation of the 6-year estimate, the Planning Team shall prepare the
succeeding Annual Plan using the standard template for Work and Financial Plan.
This shall outline the one (1) year plan from January to December. Regional Offices and
Schools Division Offices may use the WFP template which can be processed and
downloaded from the Program Management Information System (PMIS). Schools shall
have the same format, however, pending the roll-out of the PMIS for schools,
kindly use the offline template
DEPARTMENT OF EDUCATION REGION III
Analyzing and Managing Risks
❖ Risk Analysis is a process that helps the
organization identify and manage potential
problems that could undermine key initiatives or
programs. Risk analysis requires careful thinking
and brainstorming by planning teams to identify the
possible threats that the organization may face, and
then estimate the likelihood that these threats will
materialize, as well as its impact to the
implementation of the program.
DEPARTMENT OF EDUCATION REGION III
Writing the Development Plan
DEPARTMENT OF EDUCATION REGION III
DEPARTMENT OF EDUCATION REGION III
School Improvement Plan
30
Proposed School Improvement Structure
I. DepEd’s Vision, Mission, and Core Values Articulation of DepEd vision, mission, and core
values on how these will influence the school’s ways
of doing things.
II. School’s Current Situation
a. Introducing the School Description of the school which may include but not
limited to i. size of school, ii. curriculum offering iii.
location and catchment areas, iv. environment and
socio-economic condition, v. physical environment,
vi.
immediate community, and vii. linkages.
b. School Performance on Access Shows the following:
i. enrolment trends (minimum of 4 years historical
data)including its analysis,
ii. historical data on a) community intake rate (5-
year-old children located in the catchment areas) for
the elementary level, b) simple drop-out rate, c)
school leaver rate, and d. transition rates,
Proposed School Improvement Structure
iii. good performing and problematic KPIs (identified per
grade or key stage) and corresponding causes (best
practices and bottlenecks -internal or external
factors),
iv. analysis of the strengths or weaknesses of past
interventions or programs/projects/activities in
relation to access and
v. Foreseeable problems if problematic KPIs are not
acted upon
c. School Performance on Quality i. Reading Proficiencies/Competencies – a) present and
describe the level of reading competencies of all
learners, b) show the group of high and low
performers, c) provide an explanation of causes (internal
Or external factors), iv. Explain the strength or
Weaknesses of past interventions or
Programs/projects/activities in relation to reading v.
Discuss potential problems if performance issues are
Not addressed (if necessary).
Proposed School Improvement Structure
ii. Learning Standards/Performance – a) present and
Describe the latest performance in the National
Achievement Test by Subject by group/grade, b)
Show the group/grade level in high and low
Performance, c) provide an explanation of causes
(internal or external factors), iv. Explain the strength
Or weaknesses of past interventions or
Programs/projects/activities or practice in relation
To reading v. discuss potential problems if
Performance issues are not addressed (if necessary).
The school may also discuss the performance of regional
and division tests (if available), awards and recognition,
performance in ILSAs (International Large-Scale
Assessments) (if the school has participated)
d. School concerns on Equity and Inclusion Analysis of issues on inclusion programs or initiatives.
Specifically, this section will cover learners in
disadvantaged sectors like learners with disabilities,
working children and youth, street children, children in
conflict, indigenous people’s etc.
Proposed School Improvement Structure
This section will:
i. identify and describe these learners in disadvantaged
sector.
ii. describe the challenges they are face in accessing
basic education
iii. explain the strength or weaknesses of past
interventions or programs/projects/activities or
practice in relation to reading
iv. discuss potential problems if performance issues are
not addressed (if necessary).
e. School concerns on Resilience and Well-being Analysis of nutritional status of learners, incidence of
bullying, school hazards, mental and psychosocial
condition including security and peace and order
situation
f. School concerns on Governance May include school resources analysis on human
resources, school resources, and development
prospects. Basic ratios may be presented and teacher
performance, SBM practice, and partnerships, among
others. Discuss in this section the governance issues
encountered by the school for the last 3 years.
Proposed School Improvement Structure
g. Other Unique concerns It may include very unique issues that are not captured
in the 4 pillars.
III. School Improvement Plan School Strategic Plan
a.Key Performance Indicators (targets) 6-year realistic targets on access, equity, quality,
resilience, well-being, and governance per item __.
b. Strategies/school strategic directions Priorities that the schools must focus to address key
and immediate challenges and harnessing
opportunities in the next six years.
c. Key Interventions These are specific actions that school will undertake to
accomplish identified strategies. These may be in a form
of nationally driven programs and projects, locally
initiated interventions to address unique conditions, and
specific activities designed to address short-term issues.
This shall be converted into output statement.
Proposed School Improvement Structure
IV. Financial Plan The financial plan provides resources to the key
interventions.
a. Six Year Indicative Financial Plan School Strategic Plan which outlines school financial
priorities in a 6-year cycle. Should include goals, outcomes,
strategies, and outputs for the next 6 years.
b. Year 1 Annual Improvement Plan Plan execution document using the standard template for
Work and Financial Plan. This outline the one (1) year plan
of the school from January to December.
V. School Monitoring and Evaluation and Adjustments A systematic process for collection, collation, and analysis
(SMEA) of key education data and information that will allow the
SGC to determine the progress of SIP implementation
based on targets. The main objective of the SMEA is to
facilitate decision-making for a more relevant and
responsive delivery of basic education services at the
school level.
a. M&E (monitoring & evaluation) Strategies May include tools, info systems and templates
identified in DO 44 and other new templates may be
useful. The main reference will be the School Report
Card (SRC)
Proposed School Improvement Structure
b.M&E Activities May include SMEA culmination, regular
Program Implementation Review (PIR).
Could be monthly, quarterly, semi-annual,
and annual.
V. Risk Management Plan These must include the registry of
identified Risks, its description and the
strategic solutions to mitigate the impact of
each identified risk.
VI. Communication Plan A plan on how to properly communicate
the school’s desired outcomes, strategic
priorities, and proposed strategies to all
employees and stakeholders for awareness
and transparency.
Recommended Division Planning Committee
Chair: Schools Division Superintendent
Co-Chair: Assistant Schools Division Superintendents (to be designated by the SDS)
Members: Chief of SGOD and heads of its units, Chief of CID and heads of its units, all
subject supervisors, selected district supervisors, selected school heads, Alim/Ulama
representative, IP representatives, and other relevant stakeholders such as Local
Government Units (LGUs)
Optional Members: Technical staff from each Functional Division
Technical Secretariat
Lead: School Governance and Operations Division (SGOD Chief, Planning Officer, SEPS in
Planning and Research )
Members: Office of the Schools Division Superintendent – Finance unit (Budget unit/section)
and Curriculum and Instruction Division (CID)
Recommended School Planning Committee
Chair: School Head
Members: Student representative, teacher representative, parent representative, Barangay/LGU
representative, member of BDRRMC, member of School Child Protection Committee, Representative from
the School Governance Council (SGC) and other relevant stakeholders
Optional Members: Non-Government Organization (NGO) representative, Alim/Ulama representative, IP
representatives, Arabic Language and Islamic Values Education (ALIVE) teachers,
and school alumni Technical Secretariat
Lead: Designated Planning Coordinator for the formulation of SIP
and AIP
Members: Designated finance officer, Designated Planning Officer, BEIS Coordinator. For implementing units
(IUs), disbursing officer and senior bookkeeper shall participate as members of the technical secretariat
Note: In multi-cultural settings, IP and Muslim representation should be considered. In this regard, any of
the abovementioned members (e.g. a parent who is an IP or Muslim) may also serve as the IP or Muslim
representative
REDP/DEDP/SIP MEA
Strategies
DEDP,
SIP
Regional Education Development Plan 2022-2028 DepEd RO III 174
Plan Appraisal
Plan Appraisal
Leadership and ownership
A. Leadership and Participation •
• Participatory process
• Capacity Development
Evidence-based sector analysis
B. Soundness and Relevance •
• Relevance of Policies and Programs
• Soundness of the Financial Framework
• Soundness of the Action Plan
C. Equity, Efficiency and Learning • Robustness and relevance of the strategies
• Transformational Strategies
in Basic Education • M and E Frameworks
D. Coherence • Coherence among the strategies, programs, and
activities
• Comprehensive costing aligned with the budget
• Coherence of M and E Indicators
E. Feasibility, Implementability, • Financial Feasibility
• System Capacity Development
Monitorability
• Governance and Accountability
• Risks to implementation and the mitigation of risks
• Robustness of the M and E Framework
Appraising the Development Plan
❖ The appraisal process is divided into two distinct but related stages.
First, is a technical review of the strategies designed to ensure that
the proposed programs and projects are relevant, feasible and
implementable.
❖ And second, management review of the education plan. The review
shall determine if the plans are strategic enough to achieve the
directions and targets established in the DepEd planning framework.
This is where targets and strategies shall be validated, discussed,
agreed and finalized.
DEPARTMENT OF EDUCATION REGION III
Communicating the Development Plan
❖ After approval and acceptance of the strategic plans, each
governance level shall properly communicate the education plans
including desired outcomes, strategic priorities, and proposed
strategies to all employees and stakeholders for awareness and
transparency. This activity aims to ensure that all DepEd
implementers and partners are well apprised of the objectives and
targets, strategic directions, strategies, and organization
arrangements.
DEPARTMENT OF EDUCATION REGION III
WAYS FORWARD
• October 21, 2022 – Submission of DEDP PPT
Presentation
• October 26-27, 2022 – SDS Presentation of DEDPs
• October 28 - November 10, 2022 – Finalization of
Book Form of DEDP
• November 11, 2022 – Submission of soft and
hardcopy of Final Report 2016-2021 and DEDP
2022-2028
• Submission of SIPs to the Division must not be later than
November 30, 2022
DEPARTMENT OF EDUCATION REGION III
“Methods may change but the
mission remains the same.”
---Francis Kong
Thank you!
