245

Pillar No. 2 Equity

School-age children and youth, and adults in situations of disadvantage
benefited from appropriate equity initiatives
SIO#2.1- All school-age children and youth and adults in situations of disadvantage are participating in inclusive basic
learning opportunities and receiving appropriate quality education

Strategy #1 Strategy #2 Strategy #3 Strategy #4 Strategy #5

Improve program management and service Provide an inclusive, effective, Improve gender-sensitive Enhance DepEd platforms for Promoted partnerships to benefit
delivery culturally responsive, gender- contextualized curriculum and learning resources education for learners in situations
sensitive and safe learning learning delivery of disadvantage
• Coordination with LGUs and barangay officials environment to respond to the • Standards, processes, and protocols
on data gathering and analysis towards explicit situations of disadvantage • Standards, processes and protocols for the contextualization of learning • Communication and advocacy
solutions to identified barriers to education for the contextualization of the resources for inclusive education plans for inclusive education are
implemented • Policies and standards for safe and curriculum, and learning delivery for implemented implemented
• Mechanism for the enrollment of pre-identified accessible learning environments for inclusive education developed and • DepEd ICT platforms and facilities • Partnership with external providers of
children with disabilities in Kindergarten between learners with different learning needs implemented with accessibility features for inclusive inclusive education forged
and among ECCD, DSWD, NGOs, and DepEd are implemented • Programs to address gender- education are provided • Standards and protocols for the
implemented • Contextualized rural farm schools disparities among children are • Standards, processes, and protocols engagement of stakeholders in
• Ten-year Program Assessment of IPEd completed established developed and implemented for the contextualization of the support of inclusive education
• Baseline information on the needs of all types of • One Community Learning Center curriculum, learning delivery, and formulated
learners in disadvantage completed (CLC) per barangay established learning resources for IPEd (for both • Involvement of the community in
• Policies, standards and program management on • Inclusive Learning Resource Center formal and ALS) formulated the implementation of the different
programs responsive to the needs of all types of established learning modalities
learners are developed and implemented • Learner support services appropriate
• Learning and Development Plan for the capacity for learners with different learning
development of personnel involved in IPEd needs implemented
implemented
• Rights-based and culture-sensitive planning
and M&E at various governance levels for IPEd
formulated and implemented
• Governance Framework and partnership
mechanisms for IPEd across governance levels
developed and implemented
• Program approaches and strategies for various
typologies of IPEd implementing schools
formulated and implemented
• Teaching, non-teaching, implementers and
stakeholders trained on inclusive education
• Program approaches and strategies for various
typologies of IPEd-implementing schools
formulated and implemented
• M&E policy and mechanism on inclusive education
developed and implemented
 Pillar No. 3 Quality
Learners complete K-12 basic education having attained all learning standards that equip them with
necessary skills and attributes and are confident to pursue their chosen paths

IO#3.1-Learners attain Stage 1 (K-Grade • IO#3.2- Learners attain Stage 2 (Grades IO#3.3- Learners attain Stage 3 (Grades IO#3.4- Learners attain Stage 4 (Grades • IO#3.5- Learners in the Alternative
3) learning standards of fundamental 4-6) learning standards in required 7-10) learning standards of literacy, 11-12) learning standards equipped Learning System attain certification
reading & numeracy skills to provide literacy & numeracy skills apply 21st numeracy skills and apply 21st century with knowledge and 21st century skills as Elementary or Junior High School
basis for success in the remaining century skills to various real-life skills to various real-life situations developed in chosen core, applied and completers
learning stages situations specialized SHS tracks

Strategy #1 Stage #2 Stage #3 Stage #4 Strategy #5

Ensure alignment of the curriculum, Align resource provision with key stage Assess learning outcomes at each key Strengthen the competence of teachers Ensure alignment of curriculum,
instruction, and classroom assessment learning standards stage transition and for learners in and instructional leaders in areas such instruction, and assessment with
methods in all learning areas • Learning resources for learning situations of disadvantage as content knowledge and pedagogy/ current and emerging industry and
• Curriculum guides reflecting the standards reflecting the socio- • Revised National Assessment instructrion, curriculum and planning, global standards
socio-emotional and 21st century emotional and 21st century skills Framework developed and responding to learner diversity, and • Policy, platforms, and mechanism
skills including the appropriate provided implemented assessment and reporting for consultations on curriculum,
learning approaches and assessment • System for the management of • Revised assessment programs • Professional development programs instruction, and assessment
are developed, disseminated and learning resources developed and with design, tools, administration for teachers developed and developed and implemented
implemented implemented procedures, and guidelines implemented in identified priority • Policy on alignment of TEI
• Sustainable Development Goals • System for quality assurance of developed and implemented areas such as but not limited to: curriculum and school curriculum
and human rights, including but not learning resources developed and • Mechanisms for aggregation of • Socio-emotional and 21st century issued and implemented
limited to children’s rights, integrated implemented classroom assessment for division- skills • Policies and mechanisms for tertiary
in relevant subjects as early as Stage • Researches on curriculum standards, wide-learning assessments in place • Learning approaches and learning schools on providing the results of
1 and until Stage 4 learning management, and learning and operational modalities college readiness assessments of
• Policies and curriculum standards on resources and services completed • Predictive models using assessment • Assessment SHS graduates established
Good Manners and Right Conduct and disseminated results developed and appropriate • Program management on curricular,
(GMRC) and Values Education issued • Guidelines on safe use of technology trainings implemented co-curricular and extra curricular
and implemented in the teaching and learning process • System for monitoring Philippine • Professional development programs
• Policies, standards, and program formulated and implemented Qualifications Framework (PQF) level for instructional leaders (MTs, SHs,
management on curricular, 1(JHS Certificates) and Level 2 (SHS PSDS, EPS) to support teacher PD
co-curricular and extra curricular Diploma) in the qualifications registry on various priority areas
activities developed and (including the National Comptency
implemented Standards) established
• Analytical reports on the results
of national and international
assessments completed and
disseminated
246
 Pillar No. 4 Learners’ Empowerment and Resilience
247

Learners are resilient and aware of their rights to and in education are respected, protected, fulfilled and
promoted while being aware of their responsibilities as individuals and as members of society

IO#4.1-Learners are served by a Department IO#4.2-Learners are safe and protected, and can IO#4.3- Learners have the basic physical, mental,
that adheres to a rights-based education protect themselves, from risks and impacts from and emotional fortitude to cope with various
framework at all levels natural and human induced hazards challenges in life
Strategies & Outputs

Strategy #1 Strategy #2 Strategy #3 Strategy #4 Strategy #5 Strategy #6 Strategy #7 Strategy #8

Integrate children’s and Ensure that learners know Protecting learners and Ensure learning continuity in Protect education Provide learners with basic Nurturing and protecting Promoting learners’ physical
learners’ rights in the design their rights and have the life personnel from death injury, the aftermath of a disaster or investments from the health and nutritional learners’ mental and and emotional development
of all DepEd policies, plans, skills to claim their education- and harm brought by natural emergency impacts of natural and services psychosocial health • School sports and fitness
programs, projects, processes related rights from DepEd and and human-induced hazards • Internal and external human-induced hazards • Guidelines on health • Study on effects of development program
and systems other duty-bearers to promote • DepEd personnel and partners for response, • Risk assessment data and safety of learners student workloads, framework developed
• Laws, policies, plans, learners capacitated on rehabilitation, and for DRRM, CCAM, and school personnel, deadlines and other • Standards for school
learners’ well-being, while
rules and regulations, providing MHPSS recovery mobilized and peacebuilding including prevention of learning activities sports and competition
also being aware of their programs developed and
contracts, programs, • ESD, DRRM, CCAM, • Access to relevant established COVID-19 developed completed
responsibilities as individuals responses, rehabilitation, and implemented • Teachers trained in implemented
projects and activities and peacebuilding • DRRM, Peacebuilding,
and as members of society competencies in the K to and recovery-related and Climate change- • Post COVID-19 tracking handling learners • Teaching and non-
containing commitments
• Child rights education 12 curriculum integrated datasets from schools related programs, of learners’ health and experiencing mental teaching DepEd personnel
towards children’s rights
(CRE) in the enhanced K • Personnel and enhanced projects, and activities nutrition conditions in and psychosocial health trained on after school
according to rights-based
to 12 curriculum, extra- or stakeholders capacitated • Information, education, (PPAs), and budget schools implemented issues sports program
education framework
co-curricular programs, on DRRM, CCAM, and and communication in DepEd offices and • Health personnel • DepEd personnel and • Partnership on schools
implemented
learning environment and peacebuilding (IEC) materials in the schools annual plans and program learners capacitated on sports programs
• Rights-based education
culture of the school, • Safety and emergency aftermath of a disaster developed coordinators trained providing MHPSS established
(RBE) framework adopted
learning center, and supplies and equipment or emergency developed • DRRM, CCAM, and on management of
and implemented
other learning modalities provided to DepEd offices and disseminated peacebuilding policies risky behavior and child
• Standards and
integrated and schools • Guidelines on immediate implemented in DepEd protection issues
mechanisms on child
• Learning resources on response interventions offices and schools • Schools’ health
protection developed and
children’s and learners’ for learning continuity • Functional DRRM facilities including
implemented
rights in education utilized developed Teams organized in all WASH and clinics
• M&E mechanism
• Mechanisms on • MHPSS interventions, governance levels provided
on rights-based
learners’ participation on including referral • DRRM, CCAM, • School-community
education framework
education and children’s mechanisms, for and peacebuiliding coordination
and legal obligations
rights developed and learners and personnel researches published mechanisms for health
& commitments
implemented affected by disasters and • Regular programs and safety of learners
on children’s rights
• Child protection emergencies are provided for structural and in schools established
implemented
committee in schools • DepEd inter-agency non-structural hazard • Policies, guidelines,
• Child Rights in
established Comprehensive prevention and and standards
Education Desk (CREDe)
institutionalized Rehabilitation and mitigation measures on prevention of
• DepEd personnel and Recovery Plan (CRRP) for implemented COVID-19, health
stakeholders trained on disaster and emergency & nutrition, and
child rights/RBE developed adolescent health
• Positive discipline • Regions, divisions, & development
measures implemented in and schools equipped implemented
schools and community in leading multi-
• CPU and CPC structures stakeholder groups for
are established the implementation of
• Child protection policies response, rehabilitation,
implemented and recovery
• Major repair and
reconstruction of
infrastructure and
replacement of non-
infrastructure damages
due to disasters/
and emergencies for
rehabilitation and recovery
• Feedback and
accountability
mechanisms for
learners on emergency
interventions established