Division of Negros Oriental Welcome. First Congressional District 1.Canlaon City 2.Vallehermoso 3.La Libertad 4.Jimalalud 5.Tayasan 6.Ayungon 7.Bindoy

Division of Negros Oriental

Welcome

Republic of the PhilippinesRegion VII, Central Visayas

Dumaguete City

20122013

DIVISION OF NEGROS ORIENTAL

First

CongressionalDistrict

1. Canlaon City 2. Vallehermoso3. La Libertad4. Jimalalud5. Tayasan6. Ayungon7. Bindoy8. Manjuyod

23 School Districts

Third Congressional

District

1. Bacong2. Valencia3. Dauin4. Zamboanguita5. Siaton East6. Siaton West7. Sta. Catalina

South8. Sta. Catalina

North9. Basay

SecondCongressional

District

1. Mabinay 12. Mabinay 23. Pamplona4. Amlan5. San Jose6. Sibulan

Province of Negros Oriental

Basic Information

The third largest island in the Philippines Became a politico-military province in 1856 A royal decree executed by Gov. General Valerino Weyler on Jan. 1, 1890 divided the provinces of Negros Oriental and Negros Occidental Dumaguete city was made the first capital Siquijor became a part of Negros Oriental in 1892 Was reorganized by the U.S. and a civil government established with Demetrio Larena as governor Was liberated by combined Filipino and American Troops with the local Negrosanon guerillas attacking the Japanese on August 6, 1945. Occupies the South-Eastern half of the island while Negros Occidental comprise the North –Western half. Has a total land area of 5,402.30 km


Basic Information

Topography is characterized by low, grooved mountain ranges which is mostly lie close to the shoreline Negros Oriental has a tropical climate with 2 climatic conditions Is subdivided into 19 municipalities and 6 cities which are further subdivided into 557 barangays. Divided into 3 legislative districts, each represented by a congressman. First district with 2 cities and 7 municipalities Second district with 3 cities and 5 municipalities, third district with 1 city and municipalities Has a total population of 1,266,666 Population density is 208 persons per sq.km No. 9 among the 15 poorest provinces in the Philippines and the only poor province in the Visayas All municipalities and cities are beneficiaries of the government 4 Ps-Pantawid Pamilyang Pilipino Program


Basic Information

Cebuano is the main language of the province, spoken by 95% of the population

In 2012, the province registered as 7.3% malnutrition rate, the lowest among the provinces in Central Visayas

with 6 community primary hospitals, 5 district hospitals, 1 provincial hospital and 2 private hospitals Got a 80 M funding assistance from DOH for the new outpatient department of NOPH which is nearing completion

Created surgical mobile team for free surgical and medical mission to a total of more than 1 thousand residents


Basic Information

350 Brgy Health Scholars, 3,782 Brgy. Health Workers, 40 MHO/CHO/ACHO, 63 Public Health Nurse, 428 Rural Health Midwives, 56 Rural Sanitary Inspectors, 13 Public Health Dentist, 13 Dental Aides and 30 Medical Technologists attending to the health needs 557 barangays 52 new classrooms were completed using solely provincial government funds Expanded scholarship coverage of program 800 scholars in various NORSU campuses on top of the scholars for the school of medicine and allied health courses Has also added the number of Educators-Co-Mentors from 400 to 543 to address the shortage of teachers Has 23 school districts with 477 public elementary schools, and 127 public secondary schools with 17 private secondary and 20 elementary schools.


Basic Information

has 1 state university with 5 expansion campuses, 3 private universities and 7 Colleges Province Literacy Rate is 91.43% in 2006 has an average Human Development Index of 0.524 Life expectancy at birth is 68.2 years which is lower by 3.8 years than the national standard. Agriculture is the major industry with palay, corn, coconut, mango and banana as primary crops, livestock raising which includes carabao, cattle, chicken, duck, goat and forest industry Fishing is the main source of income for coastal areas Negros Oriental is emerging as a technological center in Central Philippines with its growing business process outsourcing (BPO) and other technology-related industries. Notable tourist destination in the Visayas


Basic Information

Sources of income are derived from local employment, business industries and remittances from Negrenses working abroad Has 60 commercial, government an rural banks Main transportation are big buses Has sea ports & domestic airport All municipalities can be reached through mobile phones, telephones and even through internet Powered by Green Core Power Plant previously National Power Corporation. Has sufficient supply of potable water in almost all of its municipalities Total Internal Revenue Allotment of 1,060,465,608.00 The province ranked 5th among identified top 10 performing provinces.

Manufacturing Firms:

Fertilizer Plants, Sugar Central, Rice and Corn Mills, Food Processing Plants

Principal Economic Activities:

Agriculture, Fishery, Forestry, Micro-manufacturing, Stone Craft and Arti-facts, Cottage industry

Agricultural Crops:Sugarcane, Rice, Corn, Fruits, Vegetables,

Banana, Root Crops

NOAHBacong, Neg. Or.

BAIS, NEGROS OR.

EXTERNAL ASSESSMENT/

ANALYSIS

FACTORS DATA THREATS OPPORTUNITIES

SOCIAL Third largest island in the Philippines

Occupies half of the island Land area of 5,402.30 sq.km

High risk of truancy and

dropout due to distance and

terrain from home to school

More overage children entering

Grade I

Substandard infrastructure

buildings due to difficulty of

transporting materials and

M&E

Creation of extension schools

Adoption of ADM

More ALS learners

Recipient of government

assistance and intervention

programs

Maximizing local resources


SOCIAL Poverty incidence: 45.3% (year 2012) Total Population: 1,266,666 Population Density: 208 persons per sq.km. Population growth rate:

1.31% (Year 2000-2010) number 9 among the 15 poorest provinces in the Philippines & the poorest in Central Visayas Cebuano is the main language of the province spoken by 95% of the population Can speak & write Tagalog and English

High incidence of dropouts,

absenteeism, malnutrition and

child labor

Early marriage

More foreign assisted projects

Chance of government intervention

programs

Easier business communication

lines


SOCIAL Has a tropical climate with 2 climatic conditions

Unpredictable climate condition

Crop production highly affected resulting to less

food supply

Hazardous to safety of teachers

and learners

Chances for government assistance


SOCIAL 7.3% malnutrition rate, the lowest among the provinces in Central Visayas

6 - community primary hospitals, 5 - district hospitals, 1 - provincial hospital and 2 - private hospitals

Literacy rate: 91.43% (as of 2006)

Average Human Development Index of 0.524

Life Expectancy at birth: 68.2 years which is lower than the national standards of 72

Less appreciation for blue collared

job

Young growing kids prone to vices

Teachers opt to retire before 65

years old

Healthy community

More abled people and more taxes for

the government

More Business Processing

Outsourcing companies

New breed of teachers hired


SOCIAL

HEALTH

6 - Government hospitals2 - Private Hospitals21 - Rural Health Units

350 - Brgy Health Scholars, 3,782 - Brgy. Health Workers, 40 - MHO/CHO/ACHO, 63 - Public Health Nurse, 428 - Rural Health Midwives, 56 - Rural Sanitary Inspectors, 13 - Public Health Dentist, 13 - Dental Aides and 30 – Medical Technologists attending to the health needs

557 barangays

Insufficient number of

medical practitioner

Less access to health services

Poor quality of medical services

Affordable, accessible to most

Chances for medical items for the

province

appreciation of para-medical practitioners


SOCIAL Proportion of urban population: 33.1 (CY 3013 Monthly update Neg. Or. Quick Stat)

Poverty Threshold and incidence of the province was 41.9% in 2009 which is above the national poverty incidence of 22.3%Severity of Povertyhas decreased by 4.2% in the year 2009

High poverty incidence in the

province compared to the

national

Poverty Alleviation

Program- 4Ps recipient

Food Threshold and Subsistence Incidence


POLITICAL Has 3 legislative districts, each represented by a congressman

6 cities & 19 municipalities

All municipalities and cities are beneficiaries of Pantawid Pamilyang Pilipino Program (4Ps)

Recipient of 80 M funding assistance from DOH for the OPD of Neg. Or. PH

Different party affiliation

Total dependency

Unreasonable spending

Cong district priority concerns are addressed

Increased participation and decreased dropout

Expanded health service


POLITICAL Has created surgical mobile team for free surgical and medical mission

Political agenda Bringing health services closer to people


POLITICAL 52 new classrooms completed using provincial gov’t. funds

Expanded scholarship coverage program

Increased number of Educator Co-Mentors

Has 1 State University with 5 expansion campuses, 3 private universities and 7 colleges

Political agenda

Accessibility to school facility afforded to learners

More opportunities for poor and deserving students

Shortage of teachers addressed

Accessibility to tertiary education


POLITICAL • 6 Schools Divisions,

• Total IRA : 1,060,465,608

• Fifth among the identified top 10 performing provinces

• One Town One Product (OTOP )

Unequal distribution as to priority

programs and projects

Manageable coverage

Funding for projects

Justifiable utilization of resources: People, Physical

and PesoMore Business opportunities

Local entrepreneurial practices

Establish community-based local business environment


ECONOMIC Agriculture is the major industry with Palay, Corn, Coconut, Mango and Banana as primary crops

Livestock raising which include carabao, cattle, goat, duck & chicken

With forest industry

Emerging as a technological center in central Phils. with its growing BPO and other technology-related industries

No support on farm to

market roads

Illegal logging

Health and wellness of

people

High incidence of prostitution,

broken families and

underemployment

Increase food production

Increase business opportunity

Decrease unemployment


ECONOMIC Notable tourist destination

has 60 commercial/govt., and rural banks

Sufficient supply of potable water

More Filipinas marrying old

foreigners

Targets for robbery and

holdups

More local revenue generated

more financial and work opportunities


TECHNOLOGICAL All municipalities and cities can be reached through mobile phones, telephones and even through internet

Presence of Energy Development Corporation and Green Core Power Plant Corporation

Sugar Mills, Rice Mills, Stone Craft Production

Prone to cyber crime

Air & water pollution

Hazardous to health

High incidence of child labor

Easy access to communication

Reduced power cost near power plant

Increase job opportunities


TECHNOLOGICAL Network of roads

Main transportation: big busses, boats, fast ferries and plane

Has sea ports and a domestic airport

Easy access for escape of bad

elements

Easy access to all parts of the

province

Easy transport of Farm products

INTERNAL ASSESSMENT

OUR CORE VALUES

27

FACTORS DATA WEAKNESS STRENGTHS

LEVEL 1

EVALUATING SCHOOL DIVISION

OUTPUTS AND OUTCOMES

29 Private schools : 5 Preschools13 Elementary17 Secondary

477 Public Elem. Schools127 Public Sec. Schools

Fast turnover of teachers due toLower salaries

than those in the public schools

Disparity on the number of

secondary and elementary

schools

Strong partnership in the delivery of education services

Presence of schools per municipality


LEVEL 1



Public Elementary:Gross Enrolment rate: 111.22Participation Rate: 87.2522% of enrollees are overage in the elem.

Public Secondary:Gross Enrolment Rate: 63.06Participation Rate: 41.94and 33.48% overage in the secondary level

For SY 2013-14, kindergarten enrolment has increase as a result of massive education campaign

Difficult terrain, insurgency,

poverty, hampered some learners to be in

school on appropriate age

Difficulty of 5 year old Children

from far flung areas to go to

school

More effective Balik-eskwela campaign and

Education Advocacy

Maximized institutionalization

of Kindergarten Program


LEVEL 1



Graduation rate: increase of 0.29% in the elem and .79% in sec.

Promotion rate: increase of 1.65% Elem and 1.83% Sec.

Transition rate: decrease of 0.76% elem and 2.48% Sec.

Cohort Survival rate: increase of 4.37 % Elem and 1.54% Sec.

Completion rate: increase of 3.88% and 22.09 Sec.

Dropout rate: average of 5.09 sec. and average 0.92 % in the Elem. in the past 3 years.

Decreasing Transition Rates for elementary and secondary

levels; high dropout rate

against the target of 0.

Increasing Graduation,

promotion, cohort and completion

rates


LEVEL 1



Achievement rate in the NAT Gr. VI increased by 1.89%

Achievement rate in the NAT Year IV increased by 1.93%

Achievement in NAT still far from

the national target of 75% for sec. and 85% for

elem.

Increasing academic

performance in both elem. and

sec.


LEVEL 1



Profile of Grade 8 enrollees in terms of residence location:(N=14,300 private & public)Within the barangay: 42.90%From other Barangay: 42.50%From the Poblacion: 10.17%From other places: 4.43%

If not all barangays have

senior high school then SHS

will be inaccessible by

most of the students

Most learners in grade 8 will go to

public senior high schools


LEVEL 1



94.41% of Grade 8 learners opted to study in public schools while 5.40% opted to be in private schools

53.89% of grade 8 students want to take Academic Track31.04% on TechVoc,13.64% on Sports & Arts

Data of Gr. 8 learners in terms for basis for choosing a track:65.03% - own interest21.98% - parents decision11.11% - future employment opportunity1.35%- peer or friends interest0.53% -Others

Low absorptive capacity of

public schools to cater the senior

high school students

Insufficient Number of teachers to handle the

different tracks

Incapacity of parents to

support chosen track of learners

Teachers will become NC 2

qualifiers

With available teachers with competence/ specialization

High completion since choice of

track is based on own interest


LEVEL 2

EVALUATING ORGANIZATIONAL

COMPETENCIES AND CAPABILITIES

Out of secondary 2,056 teachers both National and locally paid, 32 or 1.5% are in the beginning stage in SBM level of practice. 772 or 38% in the developing stage, 655 or 32% in the experience stage and 597 or 29% in the Expert stage.

Out of 127 secondary schools, 51 0r 40% of secondary school heads, occupy Head Teacher / Principal Items per Plantilla of Personnel

Presence of secondary

teachers who need trainings.

Lack of items for School Heads

Higher percentage of competent

teachers.

Well functioning secondary school heads regardless of their positions, ie. TICs, HTs and

ESPs/SSPs


LEVEL 2



Pupil teacher ratio of 37:1

Specialization: 970 out of 1697 secondary school teachers have specialization/ major

Supervisory position: Out of 17 EPS, 5 or 23% completed Doctor’s degree & 17 have specialization/majorOut of 20 PSDS, 6 completed Doctor’s degree

TPR not reflective on the school level

. There are still schools with high

TPR

a mismatch on subject taught and

specialization by 10.1 %

Lacks PSDS Items

Division Level TPR is ideal

57% of secondary school teachers

with specialization

Competent EPSs and PSDSs


LEVEL 2



Number of secondary teachers with specialized skills:409 out of 1697 or 24%

No. of public schools that will offer SHS:(N= 63 out of 127 Sec. Schs.)Academic: 33Techvoc: 60Sports & Arts: 5(some schools will offer 2 or more tracks)

Insufficient teachers with

specialized skills for SHS

SHS will be inaccessible to 50.39% of the

total number of schools

With initial number of

teachers capable to handle SHS


LEVEL 3

EVALUATING THE UTILIZATION OF

RESOURCES

121 Master Teachers 1 & 2 in the elementary with a deficit of 270 and a short of 306 in the secondary

No. of Classrooms: 4,800Requirement: 4,841Actual Shortage: 731 Excess classrooms in some schools cannot offset the shortages of other schools due to their nature of firmaments.

Lack of items:Teachers, Master Teachers, school

Heads, PSDS & ASDS

Insufficient number of

classrooms and furniture; high

number of dilapidated

buildings

Properly deployed personnel

Most buildings are concrete and with presentable and quality furniture


LEVEL 3

EVALUATING THE UTILIZATION OF

RESOURCES

For SHS, 283 more classrooms are needed by 63 schools , 11,999 furniture, 231 laboratory/shop rooms

Identified teacher needs of the initial identified sec. schs. will offer SHS: 432 teachers

Total funds for 2012: Php . 2,914,261,559.84

Uncertainty of availability of

funds/resources

Uncertainty of item grants before

2016

Insufficient funds to finance all programs and

projectsFluctuating SEF

allocation

with buildable space and some

equipment in SEDIP schools

With future applicants for the

senior high schools

Increasing overall budget for education


LEVEL 4

EVALUATING MANAGEMENT

PROCESSES

Organizing: Restructured organization

Each district has assigned EPS as district consultant

Bookkeepers and Disbursing officers assigned to different secondary schools for effective financial management

Strong implementation of

RA 9155

strong linkage and participation of all

stakeholders


LEVEL 4


PROCESSES

All schools have SIP, AIP and APP

98.96% elementary schools belong to SBM level 1 91.38% secondary schools belong to SBM level 1

Out of 127 secondary schools 59 or 46 % have items

Out of 477 elementary schools, 329 or 68.97% have items.

With a high number of schools run by TICs, lack of school head items

Fast turn-over leading to

inconsistent management

process in some schools

Strong implementation of

RA 9155

strong linkage and participation of all

stakeholders

Highly-managed schools regardless

of position


LEVEL 4


PROCESSES

Staffing and Rewarding:

Created a Division Selection and Promotion Committees and sub- committee, District Selection Committee and School Committee

Performing teachers were given due recognition during Teachers’ Day

Biases in the selection process

Transparency in the selection and

promotion of personnel

Teachers are motivated to perform their

best.


LEVEL 4


PROCESSES

Regular conduct of PAST and PESA

Regular evaluation of school –self rating on SBM levels of practice

Tool not properly validated

Inadequate knowledge of school administrators in the

preparation and implementation of

Action Research

Apt tracking of personnel

performance

13Schools as APPES awardees

2 schools Hall of Famer


LEVEL 5

EVALUATING THE 4 MANAGEMENT

FUNCTIONS

17 EPSs and 4 division coordinators are assigned to handle special programs and projects

Lack of funding for some special

programs & projects

Some parents insist to enroll

late their children

With competent personnel to

handle special programs &

projects

Massive enrolment and balik-eskwela

campaign


LEVEL 5

EVALUATING THE 4 MANAGEMENT

FUNCTIONS

Number of schools with internet connectivity :Elem: 14 out of 477 or 2.94%Sec.: 101 out of 127 or 79.53%

Some hinterland HS have no

electricity & no internet

connection

Majority of the Sec. Schs. are internet

connected and ready to offer ICT

for SHS


LEVEL 6

EVALUATING TEAMS AND INDIVIDUALS

Regular conduct of Executive Conference for all personnel , Teacher Induction Program for newly hired teachers, weekly conference of all division office personnel

PES (Elem) Out of 3598 teachers 2 or 0.05% rated US, 11 or 0.31% rated S, 3583 or 99.58% VS and 2 or .05% rated O

PES (Sec.) Out of 1361, 3 or .22% rated S, 1352 or 99.63% rated VS and 2 or .15% rated O

PES open to biases in rating

PBB incongruence

with the individual

performance based on PES

Well informed personnel

Highly performing teaching and non-

teaching personnel based

on PES


LEVEL 7

EVALUATING PHYSICAL FACILITIES

AND SET-UP, WORKING

CONDITIONS AND ENVIRONMENTAL SURROUNDINGS

Classroom Shortage: Kinder & Elem.- 475Secondary- 256

Water & Sanitation Shortage:Kinder & Elem: 1244Secondary: 492

Furniture Shortage:Kinder & Elem: 20,311Secondary: 1,331

Most Secondary schools have internet connectivity

Excess classrooms, WATSAN

cannot offset the shortage

Most classrooms need repair

Slow speed in internet

connection

With remarkable buildable spaces

Most building s are permanent

Easy access to information and communication


LEVEL 7

EVALUATING PHYSICAL FACILITIES

AND SET-UP, WORKING

CONDITIONS AND ENVIRONMENTAL SURROUNDINGS

50% of Grade 8 learners are commuting to school everyday

Incapacity of most parents to finance needs

of children

Increase parental engagement


LEVEL 8


AFFILIATIONS ALLIANCES AND

LINKAGES

Tendency of schools to become

dependent of dole outs

Available local industries,

alliances, linkages and affiliations


LEVEL 8


AFFILIATIONS ALLIANCES AND

LINKAGES

Affiliations:BSP, GSP, Philhealth, PagIBIG

Linkages:EDC, LGU, Phil. Army, Lending Institutions, Corporate Foundations: Coca-cola, Pepsi, Shell, Petron, SMART, Globe, SACEDA, etc.Alliances:CHED, TESDA, TEIs, HEIs, ABK

Uncertain aid sustainability

ResourceAssistance


LEVEL 9

EVALUATING LEADERSHIP

Outstanding leadership of SDS per CESPES Evaluation

Lack of actually-working ASDS

considering the size of the division.

Highly competent leader


LEVEL 10

EVALUATING STRATEGIC FIT OR

VSOP CONSISTENCY

Vision, Strategy, Organizational

Structures and People Competencies (VSOP)

100% of regular teachers are full-time

Transparency problem of school

heads on Fiscal Management

School Heads and teachers need

training on fiscal management

Systems are in placed; strategies

applied are at work in field

STRENGTHS:

1. Strong partnership with all stakeholders2. Presence of schools per municipality3. Increased Literacy rate4. Functional ADM5. Higher Percentage of competent teachers6. Ideal Division TPR 7. Presence of SST with specialization8. Competent EPS and PSDS9. Properly deployed personnel10. Increasing overall National budget for education11. Maximized utilization of available resources12. Highly- managed schools regardless of position

WEAKNESSES1. Fast turnover of teachers in the private schools. 2. Disparity on the number of secondary and elementary schools3. Difficult terrain, insurgency, poverty, hampered some learners to be in

school on appropriate age4. Difficulty of 5 year old children from flung areas to go to school5. Decreasing transition rates for elementary and secondary levels ; high

dropout rate against the target of 0.6. Achievement in NAT still far from the national target of 75% for sec. and

85% for the elem.7. If not all barangays have senior high school then SHS will be inaccessible

by most of the students.8. Low absorptive capacity of public schools to cater the seniror high school

students9. Insufficient number of teachers to handle the different tracks for SHS.10. Incapacity of parents to support chosen track of learners11. Presence of secondary teachers who need trainings12. TPR not reflective on the school level .

13. Lack of items: Teachers, MTs, SH, PSDS & ASDS14.Insufficient number of classrooms and furniture, high number of dilapidated buildings15. Uncertainty of availability of funds/resources16. Insufficient funds to finance all programs and projects 17. Fluctuating SEF allocation18.Fast turn-over leading to inconsistent management process in some schools19. Biases in the selection process20. Passive attitude of parents on early enrolment21. Some hinterland HS have no electricity and no internet connection22. Incapacity of most parents of finance needs of children23. Tendency of schools to become dependent of dole outs24. Transparency problem of school heads of fiscal management

WEAKNESSES

1. Creation of extension schools2. Utilization of local resources3. More foreign assisted projects4. Chance of government intervention programs5. Easier business communication lines6. Healthy community 7. More business processing outsourcing companies8. Chances for medical items for the province appreciation of para medical practitioners9. Poverty Alleviation Program (4 Ps recipient)10. Congressional district priority concerns are addressed11. Expanded health service

OPPORTUNITIES:

OPPORTUNITIES:

12. Accessibility to school facility afforded to learners13. More scholarship opportunities for poor and deserving students14. Accessibility to tertiary education15. More business and employment opportunities16. Local entrepreneurial practices17. Increase food production18. Decrease unemployment19. More local revenue generated20. Easy transport of Farm products

1. High risk of truancy and dropout due to distance and terrain from home to school2. More overage children entering Grade I3.Substandard infrastructure buildings due to difficulty of transporting materials and M&E4.High incidence of absenteeism, malnutrition and child labor5.Unpredictable climate condition6.Less appreciation for blue collared job7.Young growing kids prone to vices8. Insufficient number of medical practitioner9. Poor quality of medical services10. High poverty incidence in the province compared to the national11. Political agenda12. Unequal distribution as to priority programs and projects13. High incidence of prostitution, broken families and underemployment14. Prone to cyber crime15. Air and water pollution16. Threatened safety and security of the populace

THREATS

IA

EA

1) Strong partnership with all stakeholders2) Presence of schools per municipality3) Increased Literacy rate4) Functional ADM5) Higher Percentage of competent teachers6) Ideal Division TPR 7) Presence of SST with specialization8) Competent EPS and PSDS9) Properly deployed personnel10) Increasing overall National budget for education11) Maximized utilization of available resources12) Highly- managed schools regardless of position

1. Creation of extension schools2. Utilization of local resources3. More foreign assisted projects4. Chance of government intervention programs5. Easier business communication lines6. Healthy community 7. More business processing outsourcing companies8. Chances for medical items for the province appreciation of

para medical practitioners9. Poverty Alleviation Program (4 Ps recipient)10. Congressional district priority concerns are addressed11. Expanded health service12. Accessibility to school facility afforded to learners13. More scholarship opportunities for poor and deserving

students14. Accessibility to tertiary education15. More business and employment opportunities16. Local entrepreneurial practices17. Increase food production18. Decrease unemployment19. More local revenue generated20. Easy transport of Farm products

1. Well implemented Programs and Projects

STRENGTHS TO EXPLOIT OPPORTUNITIESSTRENGTHS

OPPORTUNITIES

IA

EA

1. Fast turnover of teachers in the private schools. 2. Disparity on the number of secondary and elementary schools3. Difficult terrain, insurgency, poverty, hampered some learners

to be in school on appropriate age4. Difficulty of 5 year old children from flung areas to go to school5. Decreasing transition rates for elementary and secondary levels ;

high dropout rate against the target of 0.6. Achievement in NAT still far from the national target of 75% for sec.

and 85% for the elem.7. If not all barangays have senior high school then SHS will be inaccessible

by most of the students.8. Low absorptive capacity of public schools to cater the senior high school

students9. Insufficient number of teachers to handle the different tracks for SHS.10. Incapacity of parents to support chosen track of learners11. Presence of secondary teachers who need trainings12. TPR not reflective on the school level .


para medical practitioners9. Poverty Alleviation Program (4 Ps recipient)10. Congressional district priority concerns are addressed11. Expanded health service12. Accessibility to school facility afforded to learners13. More scholarship opportunities for poor and deserving students14. Accessibility to tertiary education15. More business and employment opportunities16. Local entrepreneurial practices17. Increase food production18. Decrease unemployment19. More local revenue generated20. Easy transport of Farm products

1. Open a Secondary school in every barangay (W2 vs. O1)

2. Strengthen linkage and partnership with all stakeholders to improve delivery of education services

( W3,4,5,6 vs. O3,4,7,10,12,13,19)

Table 1. HOW DO WE OVERCOME WEAKNESSES TO EXPLOIT OPPORTUNITIES

WEAKNESSES

OPPORTUNITIES

IA

EA

13. Lack of items: Teachers, MTs, SH, PSDS & ASDS14. Insufficient number of classrooms and furniture, high number of dilapidated buildings15.Uncertainty of availability of funds/resources16.Insufficient funds to finance all programs and projects17.Fluctuating SEF allocation18.Fast turn-over leading to inconsistent management process in some schools19.Biases in the selection process20.Passive attitude of parents on early enrolment21.Some hinterland HS have no electricity and no internet connection22.Incapacity of most parents of finance needs of children23.Tendency of schools to become dependent of dole outs24.Transparency problem of school heads of fiscal management


para medical practitioners9. Poverty Alleviation Program (4 Ps recipient)10. Congressional district priority concerns are addressed11. Expanded health service12. Accessibility to school facility afforded to learners13. More scholarship opportunities for poor and deserving

students14. Accessibility to tertiary education15. More business and employment opportunities16. Local entrepreneurial practices17. Increase food production18. Decrease unemployment19. More local revenue generated20. Easy transport of Farm products

1.Provide access by opening schools to densely populated hinterlands (W 1-6 vs. T1,2,4)

2. Offer Senior High School in every barangay (W7,8,9,10,11,12,vs. T 7,13,14)

Table 2. HOW DO WE OVERCOME WEAKNESSES TO EXPLOIT OPPORTUNITIESWEAKNESSES

OPPORTUNITIES

IA

EA

1. Strong partnership with all stakeholders2.Presence of schools per municipality3.Increased Literacy rate4.Functional ADM5.Higher Percentage of competent teachers6.Ideal Division TPR 7.Presence of SST with specialization8.Competent EPS and PSDS9.Properly deployed personnel10.Increasing overall National budget for education11.Maximized utilization of available resources12.Highly- managed schools regardless of position

1. High risk of truancy and dropout due to distance and terrain from home to school

2. More overage children entering Grade I3. Substandard infrastructure buildings due to difficulty of

transporting materials and M&E4. High incidence of absenteeism, malnutrition and child labor5. Unpredictable climate condition6. Less appreciation for blue collared job7. Young growing kids prone to vices8. Insufficient number of medical practitioner9. Poor quality of medical services10. High poverty incidence in the province compared to the

national11. Political agenda12. Unequal distribution as to priority programs and projects13. High incidence of prostitution, broken families and

underemployment14. Prone to cyber crime15. Air and water pollution16. Threatened safety and security of the populace

1. Increased school performance (S1 vs. T1,2,3,4,7,12,13,14,15,16)2. Improved Medical Services (S1 vs. T8,9)3. Healthy and safe environment (S1,12 vs. T13,-16)4. Equitable distribution of resources (S 10,11 vs. T12)

How do we use strengths to counteract threats?

THREATS

WEAKNESSES

OBJECTIVES1) Increase participation rate. (REACH)2) Reduce dropout rate & Increase Retention Rate

(RESPONSIVENESS)3) Increase academic performance. ( RATINGS)4) Produce K to 12 graduates who are either ready

to college or to be employed. (RETURNS)5) Establish Public Private Partnership

(REVENUES)6) Institutionalized and sustained the operations

of SBM Systems (RECOGNITION)

We dream of Filipinoswho passionately love their country

and whose competencies and values enable them to realize their full potential

and contribute meaningfully to building the nation.

As a learner-centered public institution,the Department of Educationcontinuously improves itself

to better serve its stakeholders.63

OUR VISION

To protect and promote the right of every Filipino to quality, equitable, culture-based, and complete basic education where:

64

OUR MISSION

> Students learn in a child-friendly, gender-sensitive, safe, and motivating environment

> Teachers facilitate learning and constantly nurture every learner > Administrators and staff, as stewards of the institution, ensure an enabling and supportive environment for effective learning to happen.

> Family, community, and other stakeholders are actively engaged and share responsibility for developing life-long learners.

KRA 1 - REACH

PERFORMANCE INDICATORS

EFA 2016 2012

GapsTARGETS

Targets Accomplishments 2013-2014

2014-2015

2015-2016

Gross Enrolment Rate 122.93 111.22 11.71 114.64 117.57 120.50

Net Enrolment Rate 100.00 87.25 12.75 90.44 93.63 96.82

ELEMENTARYIncrease participation rate


EFA 2016 2012Gaps

TARGETS


2014-2015

2015-2016

Gross Enrolment Rate 115.79 63.06 52.73 76.24 89.42 102.61

Net Enrolment Rate 93.33 41.94 51.39 64.24 77.09 89.94

SECONDARY

KRA 2 - RESPONSIVENESS


EFA 2016 2012

Gaps

TARGETS

2013-2014

2014-2015

2015-2016

Targets Accomplishments

ELEMENTARY

Completion Rate 82.52 72.55 9.97 75.05 77.55 80.05Cohort Survival Rate 86.76 74.93 11.83 77.88 80.83 83.78

School Leaver Rate 1.01 6.08 5.07 4.81 3.54 2.27

Dropout Rate 1.01 1.05 0.04 1.04 1.03 1.02

SECONDARY

Completion Rate 100.00 70.20 29.80 77.65 8.51 92.55Cohort Survival Rate 83.90 73.02 10.88 75.74 78.46 81.18

School Leaver Rate 2.00

Dropout Rate 1.01 4.67 3.66 3.75 2.83 1.91

Reduce dropout rate

KRA 3 - RATINGS


EFA 2016 2012 Gaps

TARGETS

2013-2014 2014-2015 2015-2016

Achievement Rate

Overall 85.00 74.29 10.71 76.97 79.65 82.33

English 85.00 72.52 12.48 75.64 78.76 81.88

Filipino 85.00 73.97 11.03 76.73 79.49 82.25

Science 85.00 73.14 11.86 76.11 70.08 82.05

Math 85.00 76.62 8.38 78.72 80.82 82.92

HEKASI 85.00 75.20 9.80 77.70 80.20 82.70

Increase academic performanceELEMENTARY

KRA 3 - RATINGS


EFA 2016 2012

Gaps

TARGETS

2013-2014

2014-2015

2015-2016

Targets Accomplishments

Achievement Rate

Overall 75.00 53.81 21.19 59.11 64.41 69.71 English 75.00 58.14 16.86 62.36 66.58 70.80 Filipino 75.00 58.49 16.51 62.62 66.75 70.88 Araling Panlipunan

75.00 61.58 13.42 64.94 68.30 71.66

Math 75.00 51.98 23.02 57.74 63.50 69.26 Science 75.00 43.07 31.93 51.05 59.03 67.01 Critical thinking 75.00 40.32 34.68 49.02 57.72 66.42

SECONDARY

Increase academic performance

KRA 4 - RETURNS


2018Gaps

TARGETS

Targets Accomplishments 20172018

2018-2019

2019-2020

Percentage of K to 12 graduates who specialize Tec-voc Programs

Percentage of K to 12 with NC certificate

75.00

75.00

75.00

75.00

Produce K to 12 graduates who are either ready to college or to be employed.

KRA 5 - REVENUES


2016Gaps

TARGETS


2016-2017

2017-2018

Number of school-based linkages establish by school per year

Establish linkages between schools and stakeholders.

KRA 6 - RECOGNITION


EFA 2016 2012

Gaps

TARGETS


2014-2015

2015-2016

Number of schools Level III of SBM practices

Improve the SBM Level of practice of schools from Level 1 to higher levels

STRATEGIES, PROGRAMS,

TASKS, RESOURCES

SPATRESINCREASE PARTICIPATION RATESTRATEGIES PROGRAMS ACTIVITIES TASKS

RESOURCESPEOPLE PHYSICAL PESO

1. Child find Oplan Balik-Eskwela

Campaign through :

Media, Streamers &

Pulong –pulong sa barangay,

home visits

Linking with stake-

holders

Conduct family

mappingTrack

SHs, teachers, learners, parents, stake-

holders

Campaign materials

EBEIS Early Enrolment

forms, MOA

MOOE and donations

from stake-holders

2. Inclusion of all children in the basic education

Inclusive education

Early RegistrationCoordination

with other line agencies

Enrolling all

pupils/students

regardless of abilities

and capabilitie

s


holders

Campaign materials

EBEIS Early Enrolment

forms, MOA

School/local MOOE

SPATRESINCREASE PARTICIPATION RATE

STRATEGIES PROGRAMS ACTIVITIES TASKSRESOURCES

PEOPLE PHYSICAL PESO

4. Maximizing use of Education resources

Adopt-a-school

Tap for donors

Providing school

supplies and other education

al materials


holders

School Supplies

Local School MOOE

5. Intensify school organizations

Student Government

Interest groupings

Identifying the

multiple intelligenc

e of students

SHs, teachers, learners, parents,

School facilities

Local School MOOE

SPATRESDECREASE DROPOUT RATE & INCREASE RETENTION RATE



1. Advocacy DORP Orientation & Trainings,

Reproduction of modules to

recipient schools

Technical Assistance

School Heads Teachers &

Students with ADM

Modules MOOE

2. E-SARDO Tracking

DORP

Orientation E-SARDO Data

Gathering

Data gathering

DORP , SBM Coordinator, PO,

DORP & ICT Coordinators, SH

Training materialsLaptopsInternet

connection

SBM funds

3. Modular/ Home study

ADMMISOSAOHSPHome StudyPEPTA&E

ADM guidelines

Identification of

implementing

schools

DORP , SBM Coordinator, School Heads

Students/pupils

ADM GuidelineModules

National/local funds

SPATRESDECREASE DROPOUT RATE & INCREASE RETENTION RATESTRATEGIES PROGRAMS ACTIVITIES TASKS

RESOURCES


4. School Initiated Interventions

DORP Home visits Technical Assistance

Teachers , Guidance

Counselors & School Heads

Visitation tool

Local funds

5. Linkage with internal and external stakeholders

Adopt-a-School

FGD Identify and link needs of

schools to external

stakeholders

School Heads, DORP

Coordinators

Letters, brochures

Local funds

ALS Dropouts from formal

school transferred

to ALS


Teachers, SH, ALS & DORP Coordinators

Documents Local funds

Feeding Program

Breakfast feeding

Coordinating with Health Personnel

SH, Teachers, Parents, Health

Personnel

Food for breakfastCooking utensils

School/ Private funds

SPATRESINCREASE ACADEMIC PERFORMANCE



1. Close supervision of teachers

NAT Classroom Observations

Observation , Monitoring,

follow-upMentoring

Instructional Leaders

Observation sheets,

Local MOOE

2. Capability Building

INSET Training School-based training

Teachers, SH, EPS,

PSDS

Training Design

School MOOE

3. Identification of least learned competencies

NAT Analyzing of results of test

results

Listing of least learned

skills

Teachers and SH,

CORCertificate of Rating

School MOOE

SPATRESINCREASE ACADEMIC PERFORMANCE



4. Maximizing contact hours with students

Time on Task Intensive supervision

Submission of classroom

program

Teachers & School Heads

Class program School MOOE

5. Unified Testing

Periodic Test Testing Making of unified test questions

Teachers, School Heads,

PSDS, EPS

Test materials Local MOOE

6. Feedbacking

M&E FGD, Observations

Technical assistance

Teachers, School Heads,

PSDS, EP

Observation Sheets

School/local MOOE

7. Intensive review

NAT Off hours review

MOCK NAT

Making of parallel

questions

Teachers, School Heads

Review materials

School MOOE



Advocacy GASTPE Campaign Technical Assistance

EPS Private SH

Supplies & materialstransportation

Local MOOE

Recognition of Private Schools

Evaluation, validation of documents


EPS Private SHInspection Team

Documents Private School Funds

Senior High School

FGD Technical Assistance

Private School Administrator & owners

IRR on RA 10355 Private School Funds

Senior High School

Assessment of facilities & Human Resources


EPS Private SHInspection Team

Documents Local & Private funds

SPATRESPRODUCE K TO 12 GRADUATES WHO ARE EITHER READY TO COLLEGE OR TO BE EMPLOYED

SPATRESEstablish Public Private Partnership



1. Advocacy Adopt –a-School

Situational Analysis

Information dissemination of DepED Div. Of Neg Or.

SDS, ASDS, PO, EPS, PSDS, SH

DocumentsProgram of WorkProject proposals

Local Funds

2. Involvement of Stakeholders in DepED Strategic Plan

Adopt-a-SchoolSenior High School

Orientations & Workshop

Invitations, Meetings,FGD

SDS, ASDS, PO, EPS, PSDS, SH

Documents, Presentations, Project Proposals

Local Funds

3. Acknowledgement/ Recognition of Assistance provided

Adopt-a-School Recognition Programs, Giving of Certificate of recognition

SDS, ASDS, EPS, PSDS, SH, DO personnel

Certificates, Plaques

Local funds

SPATRESIMPROVE SBM LEVEL OF PRACTICE OF SCHOOLS TO HIGHER LEVELS


PEOPLE PHYSICAL PESO1. Advocacy SBM

AssessmentConference Workshop for EPS & PSDS

Determine levels of practice

EPS, PSDSSH both Elem.& H.S.

DepED Order 83 s. 2012 & 20, 2013

SBM MOOE

2. Coaching & Mentoring

SBM Assessment

FocusedGroup Discussion

Feedback Session

EPS, PSDSSH both elem.& H.S.

DepED Order 83 s. 2012 & 20, 2013

SBM MOOE

3. INSET SBM Assessment & accreditation


Data Gathering & Utilization

SBM Coord. & Task Force School Heads & Stakeholdes

Supplies & MaterialsTransportationTraining Design

SBM MOOE

SPATRESIMPROVE SBM LEVEL OF PRACTICE OF SCHOOLS TO HIGHER LEVELS



4. Monitoring & Evaluation

Validation of Data & Accreditation

School visits Validate report

School Heads & Stakeholders, SBM Team

M & E Templates

Monthly reports

SBM MOOE

5. Sustainability of SBM practices

SBM Best Practices

Prepare SBM portfolio

Documentation

SBM Team

Supplies & materials Compilation of documentary evidence

SBM MOOE

Senior High School Data

Who are our learners?Grade 7 students of SY 2012-13 will be the first Gr 11 students in 2016-17. They are now in Grade 8.

84

SY 2016 SY 2017

Based on 2012 enrollment data, 93 % of HS students are in public schools

85

Based on 2012 enrollment data, 93% & only 7% % of HS students are in public schools

86

Public Enrolment: 51,881Private Enrolment: 3,724

Types of Schools:a) Schools with no Annex - b) Schools with Annex c) Schools with Special Programs: 2 d) Schools with TechVoc Curricula:

Actual and Projected Enrollment for Region VII, NEGROS ORIENTAL, Negros Oriental

Actual and Projected Enrollment for Region VII, NEGROS ORIENTAL, Negros Oriental

By 2017, Division of Negros Oriental should expect around 16,083 Grade 7 students in both public and private secondary schools

Track Preference Public Secondary Schools who will offer SHS

Cong. District

TrackNo. of

SchoolsAcademic Tech.

VocSports &

Arts

First 12 14 5 14Second 10 19 2 20Third 19 23 8 29

Total 41 56 15 63Percentage 65% 89% 24%

Track Preference

Specific Strand Preference - ACADEMIC Public Secondary Schools who will offer SHS

Academic Strands

No. of School/s per Congressional District

TOTALFirst Second Third

Business 1 1 4 6Humanities 1 0 0 1Education 8 9 14 31Social Science 1 0 1 2Science Tech. 1 2 10 13Engineering 0 0 3 3Math 1 0 5 6Journalism 0 0 1 1Nursing 0 1 0 1

ACADEMIC PREFERENCES

Specific Strand Preference – TECH/VOCPublic Secondary Schools who will offer SHS

Tech-Voc-Live Strands


TotalFirst Second Third

Garment 4 7 5 16Food Tech 11 12 14 37Beauty Care 4 5 8 17Hotel, Resort, etc. 1 0 9 10Care giving 0 2 1 3Mechanical Techno. 5 4 6 15Civil Technology 1 3 10 14Electrical Tech. 4 3 5 12Agriculture 6 8 10 24Fisheries 5 0 5 10ICT 9 12 12 33

TECHNICAL-VOCATIONAL PREFERENCES

Specific Strand Preference – ARTS & SPORTSPublic Secondary Schools who will offer SHS

Arts & Sports Strands


TotalFirst Second Third

Theater Arts 0 0 1 1

Visual Arts 0 0 1 1

Dance 2 0 1 3

Sports 2 2 6 10

ARTS & SPORTS PREFERENCES

Identified Needs Public Secondary Schools who will offer SHS

Cong. District Teachers Classrooms Furniture

Laboratory /Shop Rooms

First 130 69 3,993 66

Second 193 118 5,357 81

Third 208 167 6,611 134

Total 531 354 15,961 281