Programs and Projects Status of Implementation...Armchair and Teacher's Tables & Chair Set: 43,591 sets are on-going delivery, 5,658 sets of armchairs have not yet been procured due

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Department of Education

Programs and Projects Status of Implementation

As of September 2020

PART I. INTRODUCTION

Our Schools

For FY 2019, DepEd manages 61,923 schools.

Table 1: DepEd Type of Schools per School Year (SY)

CLASSIFICATION

Public Private SUCs/LUCs PSO Total

SY 2018- 2019

SY 2019- 2020

SY 2018- 2019

SY 2019- 2020

SY 2018- 2019

SY 2019- 2020

SY 2018- 2019

SY 2019- 2020

SY 2018- 2019

SY 2019- 2020

Elementary School 37,928 37,628 7,475 7,282 7 6 0 0 45,410 44,916

Junior High School (JHS) 1,622 1,511 299 267 52 46 0 0 1,973 1,824

Senior High School (SHS) 204 216 1,092 1,119 110 85 0 0 1,406 1,420

JHS with SHS 6,177 6,391 890 913 102 96 0 0 7,169 7,400

Integrated School (Kinder to G10) 683 961 2,004 1,991 9 8 5 9 2,701 2,969

Integrated School (Kinder to G12) 411 481 2,803 2,863 29 30 15 20 3,257 3,394

Total Schools 47,025 47,188 14,652 14,435 309 271 20 29 61,916 61,923 Sources: BEIS SY 2019-2020 (Q&A FY 2020, as of September 2020)

For SY 2019-2020 DepEd has a total of 61,923 schools which is 0.01% higher than the previous year.

The table above compares the composition of all schools, both public and private offering the basic

education curriculum between school year 2018-2019 and school year 2019-2020.

Page 2 of 42

Our Learners

DepEd serves 28 Million learners.

Table 2: DepEd Official Enrollment Figures for SY 2018-2019 & SY 2019-2020

LEVEL

ENROLLMENT

PUBLIC PRIVATE SUCs/LUCs PSO TOTAL

SY 2018 SY 2019 SY

2018 SY 2019

SY 2018

SY 2019

SY 2018

SY 2019

SY 2018 SY 2019

Kindergarten

2,110,675

1,791,076

296,266

250,811 1,517 1,088

1,324

1,770

2,409,782

2,044,745

Grade 1 to 6

12,007,577

12,010,674

1,240,532

1,256,476

10,299 9,109

6,851

11,702

13,265,259

13,287,961

Junior High School

6,840,249

7,004,355

1,421,817

1,439,507

54,229

53,107

4,332

6,681

8,320,627

8,503,650

Senior High School

1,599,637

1,766,818

1,339,951

1,357,882

82,268

67,702 985

1,633

3,022,841

3,194,035

Sub-Total (Formal)

22,558,138

22,572,923

4,298,566

4,304,676

148,313

131,006

13,492

21,786

27,018,509

27,030,391

ALS (Non-Formal) - - - - - - - -

823,013 759,723

TOTAL 22,558,

138 22,572,

923 4,298,

566 4,304,

676 148,3

13 131,0

06 13,4

92 21,7

86 27,841,

522 27,790,

114

Sources: LIS/EBEIS SY 2019-2020 (Q&A FY 2020, as of September 2020)

For FY 2019-2020, DepEd served 2,044,745 kindergarten, 13,287,961 grade 1 to 6, 8,503,650 junior

high school, and 3,194,035 senior high school learners. The total enrollment of 27,030,391 learners in

formal education is slightly higher than the previous year by 0.04%. The total enrollment for grade 1

to 6, junior high school, and senior high school has also significantly increased its enrollment by 0.17%,

2.20%, and 5.66% respectively. There has been a significant decrease in number of kindergarten

learners by 15%. This is due to the stringent implementation of an age requirement for kindergarten.

The total enrollment for non-formal education also had a significant decrease of 7.69% compared to

the previous year. The FY 2019-2020 enrollment for both formal and non-formal basic education has

a total of 27,790,114 learners which is 0.18% lower than the previous year. This decrease is due to the

significant decrease in the number of enrollees in kindergarten and in ALS.

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PART II. STATUS OF IMPLEMENTATION OF PROGRAMS AND PROJECTS

I. EDUCATION POLICY DEVELOPMENT PROGRAM

Policy and Research Program

The Policy and Research Program includes activities for three key areas:

(1) policy development

(2) research management

(3) sector monitoring and evaluation

Key deliverables are capacity building of DepEd personnel across governance levels ensuring that

policies, programs, and activities in DepEd are designed using results from research and M&E.

The Policy and Research Program also includes the Basic Education Research Fund (BERF), a funding

mechanism for DepEd researchers which is managed by each region. DepEd personnel may avail of

this grant if they are qualified based on the issued guidelines (DO 16, s. 2017).

FY 2018 Physical Accomplishment

In 2018, DepEd formulated, reviewed, and issued 43 policies, exceeding its original target by 43%.

Name of PAP Policy and Research Program

Performance/ Output Indicator

Funding Year

Physical Accomplishment

Target Actual % Accomplished

Number of policies formulated, reviewed, and issued

FY 2018 30 43 143%

In terms of education researches completed, DepEd exceeded its target with 652 out of 90.



Funding Year



Number of education researches completed

FY 2018 90 652 724%

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In 2018, 86 proposed policies were reviewed, exceeding accomplishment target by 187%.



Funding Year



Number of proposed policies reviewed

FY 2018 30 86 287%


DepEd formulated, reviewed, and issued a total of 38 policies, accomplishing 76% of its target.


Performance/Output Indicator

Funding Year




FY 2019 50 38 76%

In 2019, with an assumption that Regional Offices can produce 50 policies, the target was raised to

126 Education Researches from an initial target of 90 in 2018. DepEd accomplished 1,543 education

researches exceeding the target of 126 at a percentage of 1,225%.



Funding Year




FY 2019 126 1,543 1,225%

DepEd also exceeded its target in terms of proposed policies reviewed, reaching 97 or 162% of the

original target of 60.



Funding Year




FY 2019 60 97 162%


In 2020, DepEd formulated, reviewed, and issued 16 policies, or 53% as of June 30, 2020.



Funding Year

Physical Accomplishment (as of June 30, 2020)



FY 2020 30 16 53%

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In terms of education researches completed, DepEd will be completing its target of 510 researches

by the end of 2020.



Funding Year




FY 2020 510 0 0%

In 2020, 41 or 59% of the targeted proposed policies were reviewed in June 2020.



Funding Year




FY 2020 70 41 59%

Financial Accomplishment

Current Fund

Continuing Fund

All figures are in million pesos. Sources: FY 2018-2019 DepEd SAAODB and FY 2020 Central Office FAR-1 as of August 27, 2020.

For FY 2020, he DepEd Policy and Research Program obligated Php 1 Million at an obligation rate of

7.69%, and a total of Php 49,000.00 or 49% was disbursed from the total allocation of Php 13

Million.

Year Adj Appro

Adj Allot

Oblig Oblig Rate

Disb Disb Rate

FY 2018 1,521 1,521 1,415 93.00% 1,370 96.83%

FY 2019 1,840 1,840 1,780 96.69% 1,746 98.12%

FY 2020 13 13 1 7.76% 0.49 3.65%

Year Adj Appro

Adj Allot

Oblig Oblig Rate

Disb Disb Rate

FY 2018 - - - - - -

FY 2019 24 24 13 56.39% 8 62.05%

FY 2020 17 17 1 3.12% 0.04 0.26%

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II. BASIC EDUCATION INPUTS PROGRAM

Basic Education Facilities (BEF)

The Basic Education Facilities (BEF) is the annual budget of the Department for its

School Building Program, which covers the improvement and maintenance of school

facilities. It is utilized for the provision of classrooms, workshop buildings,

replacement of old dilapidated buildings, provision of furniture, repair and

rehabilitation of classrooms, including water and sanitation facilities, and electrification.

The following are the components of the Basic Education Facilities (BEF):

1. Construction of School Buildings

2. Provision of School Furniture

3. Classroom Repair and Rehabilitation

4. Construction of Workshop and Laboratory Buildings

5. Upgrading of School Electrical Connections

Target beneficiaries are elementary and secondary schools nationwide. Below are the

accomplishments of the BEF Program per component:


Name of PAP Basic Education Facilities – Classroom Building Construction


Funding Year



Number of new classrooms constructed

TOTAL 108,436 31,907 29%

FY 2018 28,000 608 2%

Other Funding Year 80,436 31,299 39%

For Classroom Building Construction, DepEd has built a total of 31,907 or 29% of the 108,436 targeted

new classrooms. For the current funding year FY 2018, from the original GAA target of 28,000, it was

revised to 4,344. Out of the total revised target, there are 2,474 classrooms that are on-going

construction. Using the other funding years, there is a total target of 80,436 new classrooms. Of which,

46,746 classrooms are on-going construction, 602 classrooms are for mobilization, 1,631 classrooms

have not yet started construction, and 158 classrooms were reverted.

Name of PAP Basic Education Facilities – School Furniture


Funding Year



Number of sets of school furniture delivered

TOTAL 225,991 85,475 38%

FY 2018 81,201 0 0%


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For School Furniture, DepEd has delivered a total of 85,475 or 38% of the 225,991 targeted sets of

school furniture. For the current funding year FY 2018, the revised target is 30,406 sets that are

currently on-going delivery. For the other funding years:

FY 2017 Fund:

Armchair and Teacher's Tables & Chair Set: 43,591 sets are on-going delivery, 5,658 sets of armchairs

have not yet been procured due to failure of bidding in Region IV-B & NCR; transferred to PS-DBM,

Science Laboratory Table & Stools: 131 sets are on-going delivery, Workshop table and stools: 546 sets

are on-going delivery; 546 sets have not been procured due to failed bidding in Regions IV-B and IX.

Kindergarten Seats: 921 sets are on-going delivery; 299 sets not procured due to failed biddings in

Regions IV-B and IX.

FY 2016 Fund:

Armchair and Teacher's Table and Chair Set: 6,407 sets are on-going delivery; 1,216 sets not procured

due to failed bidding in Region VI and (43M) fund was transferred to Central Office for PWD use.

Name of PAP Basic Education Facilities – Classroom Repair and Rehabilitation


Funding Year



Number of classrooms repaired / rehabilitated

TOTAL 45,606 32,699 72%

FY 2018 20,385 9,351 46%


For Repair and Rehabilitation, DepEd has repaired and rehabilitated a total of 32,699 classrooms or

72% of the 45,606 targeted classrooms. For the current funding year FY 2018, there are 10,239

classrooms that are on-going repair, 140 classrooms that are undergoing procurement, 260

classrooms that have not yet started repairs, and 1 classroom was reverted. For the other funding

years before FY 2018, there are still 1,019 classrooms that are on-going repair, 752 classrooms that

have not yet started repairs, and 102 classrooms that were reverted.

Name of PAP Basic Education Facilities – Workshop and Laboratory Buildings


Funding Year



Number of workshops/ laboratories constructed

TOTAL 9,832 2,105 21%

FY 2018 2,251 8 0%


For Workshop and Laboratory Buildings, DepEd has constructed a total of 2,105 TVL classrooms or

16% of the 13,494 targeted TVL classrooms. For the current funding year FY 2018, out of the 6,079

TVL Batch 1 target, only 2,251 TVL targets pushed through in 2018 where 2,663 TVL are on-going

construction, 125 TVL are under procurement, and 3,283 TVL are for mobilization. For the other

funding years before FY 2018, there are still 5,377 TVL classrooms that are on-going construction, 77

TVL classrooms that have not yet started construction, and 30 TVL classrooms were reverted.

Page 8 of 42

Name of PAP Basic Education Facilities – Upgrading of School Electrical Connections


Funding Year



Number of school sites with upgraded electrical connections/ energized

TOTAL 3,560 1,611 45%

FY 2018 1,230 261 21%


For the Upgrading of School Electrical Connections, DepEd has energized and upgraded a total of 1,611

school sites or 34% of the 4,728 targeted school sites. For FY 2018, out of the 1,776 targeted sites,

only 1,103 sites were targeted to be upgraded where 810 sites are on-going; 555 sites are undergoing

procurement; 142 sites are not yet started; 6 sites were reverted. For the other funding years before

FY 2018 there are still 775 classrooms that are on-going electrification, and 205 classrooms were

reverted.




Funding Year




TOTAL 66,021 35,052 53%

FY 2019 4,110 180 4%


For FY 2019 Classroom Building Construction, DepEd has built a total of 35,052 or 53% of the 66,021

targeted new classrooms. For the current funding year FY 2019, there are 3,033 classrooms on-going

construction; 397 classrooms that have not yet started but were procured, and 500 that are not being

implemented by DPWH due to site issues. Using the other funding years before FY 2019 there are

27,039 classrooms on-going construction.



Funding Year



Number of sets of school furniture delivered

TOTAL 871,181 623,992 72%

FY 2019 43,200 3,129 7%


For School Furniture, DepEd has delivered a total of 623,993 or 72% of the 871,181 targeted sets of

school furniture. For the current funding year FY 2019, the revised target is 43,200 and 15,625 are on-

going delivery. For the other funding years:

FY 2018 Fund: 195,550 sets of 2-Seater Table & Chair (T&C) with 8,502 sets of Teacher's Table & Chair

(TTC) are for delivery

Page 9 of 42

FY 2017 Fund: 413,806 armchairs with 9,243 sets of TTC and 1,966 sets of working T&S are for delivery

FY 2016 Fund: 33,795 armchairs with 751 sets of TTC for BARMM had No Submission of Status; 69,995

armchairs with 1,577 sets of TTC lapsed SARO; 3,015 armchairs with 131 sets of TTC undergoing

procurement (contract was terminated – Region XI). Armchair and Teacher's Table and Chair Set:

6,407 are on-going delivery; 1,216 sets were not procured due to failed bidding in Region VI, (43M)

Fund transferred to Central Office for PWD use.



Funding Year




TOTAL 45,116 10,548 23%

FY 2019 33,364 2,037 6%


For FY 2019 Repair and Rehabilitation, DepEd has repaired and rehabilitated a total of 10,548

classrooms or 23% of the 45,116 targeted classrooms. For the current funding year FY 2019, there are

14,245 classrooms that are on-going repairs while 5,779 classrooms and 11 classrooms were reverted.

The increase in the physical target was due to the actual budget computation based on the program

of works. For the other funding years before FY 2019 there are still 3,281 classrooms that are on-going

repairs.

Name of PAP Basic Education Facilities –Workshop and Laboratory Buildings


Funding Year




TOTAL 12,714 7,876 62%

FY 2019 1,320 0 0%


For FY 2019 Workshop and Laboratory Buildings, DepEd has constructed a total of 7,876 TVL classrooms or 62% of the 12,714 targeted TVL classrooms. For the current funding year FY 2019, there are currently 1,200 TVL classrooms that are on-going construction. For the other funding years before FY 2019 there are 3,518 TVL classrooms that are on-going construction.

Name of PAP Basic Education Facilities –Upgrading of School Electrical Connections


Funding Year




TOTAL 4,185 1,913 45%

FY 2019 1,710 45 2%


Page 10 of 42

For the Upgrading of School Electrical Connections, DepEd has energized and upgraded a total of 1,913

school sites or 45% of the 4,185 targeted school sites. For the current funding year FY 2019, the revised

target is 1,710 and there are 703 sites ongoing upgrades; 565 sites are undergoing procurement; and

163 sites have not yet started upgrading. The decrease in the number of Physical Targets was due to

the difference between the proposed allocation versus the approved budget. For the other funding

years before FY 2019, there are still 746 sites ongoing upgrades while 88 sites are undergoing

procurement. An increase in the physical target was due to additional batches. Additional batches of

227 sites were accommodated since the approved budget was greater than the proposed allocation.




Funding Year




TOTAL 36,693 10,418 28%

FY 2020 5,074 - 0%


For FY 2019 Classroom Building Construction, DepEd has built a total of 10,418 or 28% of the 36,693

targeted new classrooms. For the current funding year FY 2020, there are 1,083 classrooms on-going

construction; 2,364 classrooms that are under procurement, and 1,627 are not yet started. Using the

other funding years before FY 2020 there are 20,637 classrooms on-going construction and 564 under

that are under procurement.



Funding Year



Number of school seats delivered

TOTAL 3,511,989 626,132 18%

FY 2020 1,954,538 - 0%

Other Funding Year 1,557,451 626,132 40%

For School Furniture, DepEd has delivered a total of 626,132 or 18% of the 3,511,989 targeted school

seats. For the current funding year FY 2020, the fund allotment was offered to Bayanihan to Heal as

One Act to augment government expenditure in line with the national state of emergency brought by

COVID-19 situation. Using the other funding years before FY 2020, there are 931,319 school seats due

for delivery.



Funding Year




TOTAL 41,881 16,451 39%

FY 2020 18,576 49 0%


Page 11 of 42

For FY 2020 Repair and Rehabilitation, DepEd has repaired and rehabilitated a total of 16,451

classrooms or 39% of the 41,881 targeted classrooms. For the current funding year FY 2020, there are

only 49 classrooms that were repaired while 53 classrooms that are on-going repair, 2,334 classrooms

that are under procurement and 14,138 classrooms have not yet started repairs while 2,002

classrooms will be included in the next batch of repair and rehabilitation. For the other funding years

before FY 2020 there are still 5,461 classrooms that are ongoing repair and 1,442 classrooms that are

under procurement.

Name of PAP Basic Education Facilities –Workshop and Laboratory Buildings


Funding Year




TOTAL 3,706 526 14%

FY 2020 100 - 0%

Other Funding Year 3,606 526 15%

For FY 2020 Workshop and Laboratory Buildings, DepEd has constructed a total of 526 TVL classrooms

or 14% of the 3,706 targeted TVL classrooms. For the current funding year FY 2020, there are 100 TVL

classrooms that are to be constructed. For the other funding years before FY 2020 there are 3,050

classrooms that are ongoing constructions and 30 classrooms that are under procurement.

Name of PAP Basic Education Facilities –Upgrading of School Electrical Connections


Funding Year Physical Accomplishment


Number of school sites upgraded with electrical connections/ energized

TOTAL 3,237 683 21%

FY 2020 966 - 0%

Other Funding Year 2,271 683 30%

For the Upgrading of School Electrical Connections, DepEd has energized and upgraded a total of 683

school sites or 21% of the 3,273 targeted school sites. For the current funding year FY 2020 the 966

sites are in various stages of implementation. For the other funding years before FY 2020, there are

1,339 sites ongoing upgrades, 212 sites that are under procurement and 37 sites not yet started.


Current Fund

Year Adj Appro

Adj Allot

Oblig Oblig Rate

Disb Disb Rate

FY 2018 16,897 16,895 15,012 88.85% 7,832 52.17%

FY 2019 14,073 14,073 12,255 87.09% 5,760 47.00%

FY 2020 9,535 9,034 1,673 18.52% 405 24.23%

Page 12 of 42

Continuing Fund


As of August 27, 2020, Central Office FAR-1, a total amount of PhP 1.7B or 19% was obligated while a

total amount of PhP 405M was disbursed out of the annual allotment of PhP9.03B. A total of PhP 4.8B

of the FY 2020 Current Fund was offered to Bayanihan to Heal as One Act.

SARO was released from DBM last week of July 2020. EFD submitted the documents for issuance of

sub-allotment release orders to DepEd Regional Offices for release this August 2020. Once sub-AROs

are received by the RO/SDOs, contracts can now be finalized resulting to increase in obligation.

Textbooks and Other Instructional Materials

The program aims to provide public schools and learning centers quality text-based

learning resources aligned with the K to 12 curriculum for primary bases or as a

supplement to teaching and learning processes.

Through this program, the Department shall establish the necessary standards to guide the local

textbook industry towards the development of quality text-based learning resources aligned with the

K to 12 curriculum. These learning resources shall be provided to public schools and learning centers

as the primary or supplementary bases to the teaching and learning process.

The following are the components of the Textbooks and Other Instructional Materials:

Manuscripts procured Textbooks and Other IMs procured for printing and delivery Textbooks and Other IMs printed and delivered Review and Evaluation of LRs


Included in the FY 2018 Learning Resources (LRs) targets are Kindergarten, Elementary, and Junior

High School learners.

Name of PAP Textbooks and Other Instructional Materials


Funding Year


GAA Target

Revised Target

Actual % Accomplished

Number of textbooks and

TOTAL 38,593,080 81,115,960 15,705,221 19%

FY 2018 38,593,080 30,775,240 15,705,221 51%

Year Adj Appro

Adj Allot

Oblig Oblig Rate

Disb Disb Rate

FY 2018 - - - - - -

FY 2019 1,883 1,883 1,713 90.95% 1,146 66.92%

FY 2020 898 898 484 53.92% 24 4.88%

Page 13 of 42

Instructional/Learning Materials procured for printing and delivery

TX & IMs/LMs

38,593,080 26,862,240

Activity Sheets

3,913,000

FY 2017 Transferred to DBM-PS

50,340,720 0%

For FY 2018, Textbooks and Other Instructional Materials targeted a total of 38,593,080 LRs, 11.73M

LRs were included in DBM-PS due to contextualization and CG realignment. And the remaining balance

of 15M LRs for G4 and G10 was awarded last December 2019. While the 50M LRs for FY 2017 Fund

that was transferred to DBM-PS was procured and awarded last 2019 and it is to be delivered before

SY 2020-2021.


Learning Resources (LRs) for FY 2019 fund is intended for Kindergarten, Grade 1 & OSY. Below are the

accomplishments of LRs Program per level:

FY 2019 Physical Target vs. Physical Accomplishment by Region

Region

Physical Target, FY 2019* Actual

Activity

Sheets (AS)

A&E

Modules Total Kinder AS

Grade 1

English AS

A&E

Modules Total

NCR 532,764 192,000 724,764 184,527 168,159 570,538 923,224

RO I 278,797 153,000 431,797 100,989 83,227 357,554 541,770

RO II 208,130 125,500 333,630 74,740 62,223 374,618 511,581

CAR 97,595 136,000 233,595 32,776 28,840 326,744 388,360

RO III 619,578 270,000 889,578 228,512 188,248 566,114 982,874

RO IV-A 746,890 270,000 1,016,890 288,791 234,541 509,392 1,032,724

RO IV-B 222,422 66,500 288,922 75,953 67,666 275,552 419,171

RO V 433,427 163,500 596,927 150,489 132,573 923,036 1,206,098

RO VI 252,337 191,000 443,337 157,371 131,738 500,386 789,495

RO VII 635,042 220,500 855,542 165,725 132,446 429,918 728,089

RO VIII 311,062 123,500 434,562 109,708 95,346 499,280 704,334

RO IX 254,467 76,000 330,467 90,621 80,174 244,742 415,537

RO X 322,196 153,000 475,196 111,627 100,289 408,746 620,662

RO XI 311,286 104,500 415,786 113,738 90,531 533,092 737,361

Page 14 of 42

RO XII 305,585 165,500 471,085 110,894 91,012 463,888 665,794

CARAGA 193,234 194,000 387,234 65,645 58,601 418,384 542,630

ARMM 319,443 85,500 404,943 92,703 100,154 256,434 449,291

CO Buffer 169,103 169,103 10,191 8,732 18,923

TOTAL 6,213,357 2,690,000 8,903,357 2,165,000 1,854,500 7,658,418 11,677,918

* GAA Original Target

Name of PAP Textbooks and Other Instructional Materials


Funding Year



Number of textbooks and Instructional/ Learning Materials procured for printing and delivery

TOTAL 76,990,751 36,167,757 46.98%

FY 2019 **11,677,918 11,677,918 100.00%

FY 2018 14,972,113 14,960,113 99.92%


50,340,720 9,529,726 18.93%

**Revised Target

The revised target from 8.9M to 11.68M copies was because the number of sets of Activity Sheets and

A&E Modules were included in the original target. This was awarded with RTA last December 2019.

This was obligated and NTP last January 2020 and is awaiting the signing of the contract. The delivery

of LRs is for SY 2020-2021.

Continuing Funds:

For the remaining FY 2018 Fund, out of the 14,972,113 TX/IMs copies to be procured, only 14,960,133

TX/IMs copies was awarded last December 2019 with ORS and is waiting for signing of contract.

Printing and delivery will commence from February to June 2020. ALS Curriculum of 12,000 copies

was deferred procurement.

For FY 2017 Fund Transferred to DBM-PS, out of the 50,340,720 TX/IMs copies to be procured, only

9,529,726 TX/IMs copies was awarded in the 3rd quarter of 2019 with Notice of Award, and is on-going

printing which is to be delivered before SY 2020-2021.


Mid-year Accomplishments, as of June 30, 2020

Learning Resources (LRs) for FY 2020 fund is intended for Kindergarten and Grade 1 Activity Sheets,

and Grade 4, 9, and 10 LRs. Below are the targets and accomplishments of LRs Program per level:

Page 15 of 42

FY 2020 Physical Target

Region GAA Target

Revised Target

Kinder AS Grade 1

AS Grade 4

EsP Grade 9

AP Grade 9

EsP Grade 10

MA Total

NCR

986,228

184,554

178,067

178,869

189,515

189,515

170,774

1,091,294

RO I

507,803

86,731

94,965

94,135

95,340

95,340

86,765

553,276

RO II

355,287

65,584

73,074

70,145

61,301

61,301

54,168

385,573

CAR

159,487

29,988

31,962

32,668

27,078

27,078

24,724

173,498

RO III

1,087,625

209,451

218,554

207,340

193,394

193,394

174,425

1,196,558

RO IV-A

1,369,481

269,155

275,301

254,063

249,867

249,867

220,239

1,518,492

RO IV-B

361,890

71,485

74,335

72,395

65,847

65,847

56,838

406,747

RO V

717,605

144,291

140,000

138,466

140,292

140,292

119,786

823,127

RO VI

796,378

139,292

152,526

155,614

155,118

155,118

131,802

889,470

RO VII

793,093

157,326

153,338

154,062

145,434

145,434

128,186

883,780

RO VIII

519,877

100,062

101,286

99,742

100,193

100,193

86,309

587,785

RO IX

405,748

90,874

85,863

81,381

76,070

76,070

61,743

472,001

RO X

490,224

111,421

108,630

104,787

84,855

84,855

69,511

564,059

RO XI

512,179

108,085

104,794

106,513

95,661

95,661

79,889

590,603

RO XII

484,586

104,563

103,083

100,284

85,729

85,729

70,772

550,160

RO XIII

313,047

62,712

64,332

63,835

57,558

57,558

49,781

355,776

ARMM

342,420

109,990

90,153

81,039

38,543

38,543

33,317

391,585

CO proper

52,106

1,386

1,728

1,983

1,455

1,455

1,631

9,638

TOTAL

10,255,064

2,046,950

2,051,991

1,997,321

1,863,250

1,863,250

1,620,660

11,443,422

Page 16 of 42

Name of PAP: Textbooks and Other Instructional Materials


Funding Year Physical Target / Accomplishment

Target Actual %

Number of textbooks and Instructional/ Learning Materials procured for printing and delivery

TOTAL 54,877,704 0 0.00%

FY 2020 10,255,064 0.00%

FY 2019 3,811,646 0.00%

FY 2018


40,810,994 0.00%

Current Fund: A total of Php759 Million for Kindergarten and Grade 1 English Activity Sheets, Gr. 4 and Gr. 10 LRs are undergoing procurement. Gr. 10 Math, English, & EsP was changed to Gr. 9 AP, EsP and Gr. 10 Music and Arts. Continuing Funds:

For FY 2019, the 3.8 million copies of LRs was intended for Recipe Book, 4 MINIMA, and CCP Encyclopedia was deferred and was realigned to LCP Funds. For the remaining FY 2018 Fund, 14.67 million LRs are on-going delivery. For FY 2017 Fund Transferred to DBM-PS:

• Gr. 2 & 8 are for revision of subject areas to be printed; • Gr. 8 English, Filipino, Math, and EsP are ongoing delivery by Vibal; • Basa Leveled Reader, Kinder TG & Gr. 3 EsP are waiting for price quotation from the supplier; • Gr. 3 AP is ongoing delivery; • A&E and BLLM, BAC V are waiting for price quotation from supplier; • Braille software & equipment were disqualified in the post-qualification. 9 units of

portable Braille Display delivered; and • Manipulative toys 4 lots delivered. 3 Lots awarded to Nikka Trading on going delivery and

2 lots awarded to Asia Prime delivered.


Current Fund

Year Adj Appro

Adj Allot

Oblig Oblig Rate

Disb Disb Rate

FY 2018 2,990 2,990 1,042 34.84% 108 10.39%

FY 2019 1,844 1,844 99 5.39% 66 66.13%

FY 2020 931 931 4 0.45% 1 15.05%

Page 17 of 42

Continuing Fund


PhP 1 Billion (Continuing Funds) was allotted for the development of SY 2020 Quarter 3 and

Quarter 4 Self-Learning Modules with private publishers. Ongoing engagement with private

publishers.

A total of PhP 759 Million (Current Fund) for Kinder and Grade 1 Activity Sheets and Grades 4, 9, and

10 LRs is undergoing procurement.

Science & Math Equipment (LTE-SME)

This program aims to provide complete packages of science and mathematics

equipment to public schools in order to address the lack of equipment and

comply with the requirements of the K to 12 curriculum.


LTE-SME targeted public schools in the Junior High School and Senior High School key stages.

FY 2018* Physical Accomplishment

Name of PAP: Learning Tools and Equipment – Science & Math Equipment

Performance/

Output

Indicator

Funding Year


Target

(a)

Actual, Packages % Accomplished

d/a Complete**

(b)

Incomplete

(c)

Total

(d)

Number of Equipment distributed (SME Package)

TOTAL 67,889 33,070 15,213 48,283 71%

FY 2018

(GAA Target) 3,183 0 0 0 0%

Other Funding

Year 64,706 33,070 15,213 48,283 75%

*Data was obtained from BAR 2018

**Complete means that all suppliers in the project have already had 100% completion of the SME Packages distribution while

incomplete means that there are suppliers that have on-going implementation of their respective contracts.

Year Adj Appro

Adj Allot

Oblig Oblig Rate

Disb Disb Rate

FY 2018 - - - - - -

FY 2019 1,949 1,949 910 46.70% 93 10.24%

FY 2020 1,640 1,640 208 12.67% 1 0.27%

Page 18 of 42

As of year ending December 2018, the total LTE-SME target is 67,889 packages including the 64,706

packages funded by the previous years. As shown in the table above, total accomplishment is

composed of complete and incomplete actual packages delivered. Hence, there has been 75%

completion in SME Projects in other funding years while a 71% accomplishment as to the total

targets which includes the current year.

On the other hand, FY 2018 project was issued Notice of Award in December 2018. Hence, no

accomplishment was yet to be accounted during the year ending 2018.


For FY 2019, LTE-SME target beneficiaries are public Junior High Schools nationwide.

FY 2019* Physical Accomplishment

Name of

PAP:

Learning Tools and Equipment – Science & Math Equipment

Performance

/Output

Indicator

Funding Year


Target

(a)


d/a Complete**

(b)

Incomplete

(c)

Total

(d)


TOTAL 41,893 17,568 10,037 27,605 66%

FY 2019

(GAA Target) 2,371 0 0 0 0%

Other Funding

Year 39,522 17,568 10,037 27,605 70%

*Data was obtained from BAR 2019, Quarter 4

**Complete means that all suppliers in the project have already had 100% completion of the SME Packages distribution while incomplete

means that there are suppliers that have on-going implementation of their respective contracts.

As of year ending December 2019, the total LTE-SME target is 41,893 packages including the 39,522

packages funded by the previous years. The current year FY 2019 GAA target is 2,371 and still on

procurement process with issuance of Resolution to Award as the last activity, hence no delivery was

made. As shown in the table above, total accomplishment is composed of complete and incomplete

actual packages delivered. Hence, there has been 70% completion in SME Projects in other funding

years while it decreases to 66% accomplishment due to additional targets for the current year FY

2019 with no deliveries yet.


LTE-SME 2020 target beneficiaries are Public Junior High Schools nationwide, categorized in to two as:

a) Last Mile Schools and b) Regular JHS as shown in the table below with the Regional Breakdown

(Recipient School) and Number of Packages.

Page 19 of 42

LTE-SME 2020 Target Beneficiary Regional Breakdown

REGION

LAST MILE JR. HIGH

SCHOOLS

REGULAR JR. HIGH

SCHOOLS

TOTAL

NUMBER OF

JUNIOR HIGH

SCHOOLS

TOTAL

NUMBER

OF SME

PACKAGES

NO. OF

SCHOOLS

NO. OF SME

PACKAGES

NO. OF

SCHOOLS

NO. OF SME

PACKAGES

Region 1 17 28 24 72 41 100

Region 2 33 48 27 81 60 129

Region 3 21 33 64 195 85 228

Region 4A 90 124 72 221 162 345

Region 4B 135 226 18 54 153 280

Region 5 69 117 70 214 139 331

Region 6 57 110 58 179 115 289

Region 7 107 181 60 183 167 364

Region 8 70 108 50 152 120 260

Region 9 63 93 23 75 86 168

Region 10 22 42 32 98 54 140

Region 11 27 56 29 87 56 143

Region 12 42 61 22 68 64 129

CARAGA 34 42 19 60 53 102

ARMM 38 52 15 46 53 98

CAR 98 117 5 15 103 132

NCR 0 0 37 140 37 140

Total 923 1,438 625 1,940 1,548 3,378

However, due to unprecedented events brought by the National Health Emergency due to Covid-

19 Project. The funds for FY 2020 was then re-aligned to support the Basic Education Learning

Continuity Plan. Hence, the FY 2020 Physical Accomplishment yielded more on the previous years.

LTE-SME 2020* Physical Accomplishment

Name of PAP: Learning Tools and Equipment – Science & Math Equipment

Performance/

Output

Indicator

Funding Year


Target

(a)


d/a Complete**

(b)

Incomplete

(c)

Total

(d)


TOTAL 42,404 18,418 5,646 24,064 57%

FY 2020

(GAA Target) 3,378 - - -

Re-aligned to

support BE-LCP.

Other Funding

Year 42,404 18,418 5,646 24,064 57%

*Data was obtained from BAR 2020, Quarter 2.

**Complete means that all suppliers in the project have already had 100% completion of the SME Packages distribution while incomplete

means that there are suppliers that have on-going implementation of their respective contracts.

Page 20 of 42

As of 2nd Quarter of FY 2020, the total LTE-SME target is 45,995 packages including the funded by

the previous years. There is no additional target since the FY 2020 funds was not procured due to

operational issues brought by COVID-19 pandemic and it was re-aligned to support BE-LCP.

Moreover, the FY 2019 unutilized funds were re-aligned to BE-LCP. Overall, LTE-SME posed a 57%

physical accomplishment.

Learning Tools and Equipment – Technical-Vocational Equipment (LTE-TVL)

LTE-TVL is one of the major programs of the Department that aims to provide the

necessary tools and equipment to Technical Vocational and High Schools according

to the specializations offered and in compliance with the K to 12 program.

In the development of the Basic Education Curriculum, also known as the K to 12 Program under

Republic Act 10533 the DepEd shall be guided by the following:

Section 10.1. Formulation and Design. Pursuant to Section 5 of the Act, the DepEd shall formulate the

design and details of the enhanced basic education curriculum. The DepEd shall work with the CHED

and TESDA to craft harmonized basic, tertiary, and technical-vocational education curricula for Filipino

graduates to be locally and globally competitive.

The LTE-TVL program supports the implementation of the K to 12 curriculum by providing the

appropriate and necessary learning resources to Public Senior High Schools offering TVL

specializations.


These program’s target beneficiaries are public senior high schools nationwide.

Regional Breakdown of Technical-Vocational Livelihood Packages

Region SHS**

Beneficiaries Original Target

Packages Financial*

I 104 334 34,044

II 54 183 183,024

III 159 468 468,062

IV-A 111 390 390,051

IV-B 50 210 210,027

V 127 441 441,058

VI 112 376 376,050

VII 138 497 97,066

VIII 65 254 254,033

IX 39 163 163,021

X 69 246 46,032

XI 57 260 60,034

XII 115 284 84,037

CARAGA 66 187 87,024

Page 21 of 42

ARMM 25 74 74,009

CAR 33 97 97,012

NCR 41 136 36,018

TOTAL 1,365 4,600 4,600,612 * All figures are in thousand pesos.

** SHS Beneficiaries were selected from the BEIS list of SHS offering TVL Specializations

nationwide. Priority is given to non-recipients of previous TVL projects.

Name of PAP: Learning Tools and Equipment – Technical-Vocational Livelihood


Funding Year


Target Actual, Packages

% Accomplished Incomplete Complete Total

Number of Equipment distributed (TVL Package)

TOTAL 28,908 457 0 457 1.6%

FY 2018 9,069 457** 0 457 5%

Other Funding

Years 19,839 0 0 0% 0%

**estimated based on disbursement

FY 2018 Physical Accomplishment shows that as of year ending December 2018, the total LTE-TVL

target are 28,908 packages including the 19,839 packages funded by the previous years. As shown in

the table above, total accomplishment is composed of complete and incomplete actual packages

delivered. Hence, there was a 5% accomplishment in the current year funding (2018). However,

projects under other funding years has no accomplishment rate since conduct of market survey was

the last activity of PS-DBM for the year ending 2018. Overall, LTE-TVL posed a 1.6% total

accomplishment in the year ending 2018.


These program’s target beneficiaries are senior high schools nationwide.

Table 1: FY 2019 Regional Breakdown of Technical-Vocational Livelihood Packages

Region SHS**


Packages Financial*

I 43 92 48,563

II 32 51 26,293

III 154 449 241,625

IV-A 108 297 170,351

IV-B 69 182 97,938

V 48 104 52,946

VI 247 864 479,232

VII 103 173 97,157

VIII 94 265 159,351

IX 59 146 96,652

X 102 307 161,791

XI 78 189 116,723

Page 22 of 42

XII 18 53 32,766

CARAGA 133 133 82,700

ARMM 50 50 28,990

CAR 22 37 14,517

NCR 48 155 84,984

TOTAL 1,322 3,547 1,992,581 * All figures are in thousand pesos.

** SHS Beneficiaries were selected from the BEIS list of SHS offering TVL Specializations

nationwide. Priority is given to non-recipients of previous TVL projects.



Funding Year





TOTAL 35,596 2,658 0 2,658 7%

FY 2019 6,688 0 0 0 0%

Other Funding

Years 28,908 2,658 0 2,658 9%

As of year ending December 2019, the total LTE-TVL target are 35,596 packages including the 28,908

packages funded by the previous years. As shown in the table above, total accomplishment is

composed of complete and incomplete actual packages delivered. Hence, there was a 9%

accomplishment in the other year funding with 2,658 actual incomplete packages delivered.

For FY 2019 (current), the status of the Central Office procurement of the LTE-TVL packages as of year

ending December 2019 are as follows: 5 lots have ongoing contract implementation, 3 lots ongoing

procurement and 4 lots for rebid. No delivery was made by the end of December 2019.

For Other Funding Years, the project status as of year ending December 2019 are as follows: for the

Central Office procured goods: the lots for Sewing Machine and Accessories and Mass Production

items have ongoing contract implementation; and the Lot for ICT-TVL equipment, out of 1,045

packages, 642 incomplete packages have been delivered. For RO and SDO/IU Procurement, 2,016

packages delivered were computed based on disbursement and yet to be validated. Thus, comprising

2,658 actual incomplete packages distributed in the year ending 2019.

For FY 2016-2017 PS-DBM procurement, as of December 2019, the Mass Production Lot has ongoing

contract implementation, but no delivery yet.

Overall, LTE-TVL posed a 6% total accomplishment in the year ending 2019.

Page 23 of 42


For FY 2020, LTE-TVL target beneficiaries are public senior high schools nationwide.

FY 2020 Regional Breakdown of Technical-Vocational Livelihood Packages

Region SHS**


Packages Financial*

I 11 28 16,564

II 27 46 23,201

III 71 117 61,213

IV-A 45 71 32,662

IV-B 30 46 30,298

V 46 90 47,202

VI 76 154 70,491

VII 102 176 94,618

VIII 32 57 30,994

IX 15 22 11,383

X 14 34 7,329

XI 23 37 23,529

XII 31 38 18,602

CARAGA 21 36 20,544

ARMM 15 24 10,968

CAR 17 36 14,531

NCR 43 188 80,766

TOTAL 619 1,200 594,893 * All figures are in thousand pesos.

**SHS recipient schools were selected from the List of Schools in EBEIS.

It composes of all sections from Grades 11 to 12 in each recipient school.

Priority is given to non-recipient schools from the previous project



Funding Year





TOTAL 36,738 4,959 0 4,959 13%

FY 2020 1,142 0 0 0 0%

Other Funding

Years 35,596 4,959 0 4,959 14%

FY 2020 Physical Accomplishment shows that as of year ending December 2020, the total LTE-TVL

target are 36,738 packages including the 35,596 packages funded by the previous years. As of 2nd

quarter of fiscal year 2020, the 2020 current and 2019 continuing funds were realigned to BE-LCP

due to operational issues brought about by the pandemic.

Updates on other funding years of LTE-TVL projects:

Page 24 of 42

For FY 2019 funds, as September 30, 2020, 8 lots of LTE-TVL packages have ongoing contract

implementation.

For FY2018, Lots for Sewing Machine and Accessories and Mass Production items are ongoing

contract implementation but no delivery yet. ICT-TVL equipment, 1,045 incomplete packages of

1,045 packages have been delivered. For RO and SDO/IU Procurement, 3,914 incomplete packages

delivered was computed based on disbursement and yet to be validated. Thus, comprising a total of

4,959 actual incomplete packages distributed as of FY 2020 second quarter reporting.

For Other Funding Year (FY2016-2017 PS-DBM procurement), as of December 2019, Mass

Production Lot has ongoing contract implementation, but no delivery yet.

Financial Accomplishment Note: Combined financial report for both Science and Math Equipment (LTE-SME) and Technical-Vocational

Livelihood Equipment (LTE-TVL)

Current Fund

Year Adj Appro

Adj Allot

Oblig Oblig Rate

Disb Disb Rate

FY 2018 7,801 7,801 4,998 64.08% 284 5.68% FY 2019 4,117 4,117 1,139 27.67% - - FY 2020 - - - - - -


Continuing Fund

Year Adj Appro

Adj Allot

Oblig Oblig Rate

Disb Disb Rate

FY 2018 - - - - - - FY 2019 2,824 2,824 1,198 42.41% 489 40.80% FY 2020 1,045 1,045 955 91.39% - -


As of August 27, 2020 Central office FAR-1, a total amount of PhP 955 million or 91% was obligated

and the remaining 90M unobligated is used for the implementation of projects to support the Basic

Education – Learning Continuity Plan (BE-LCP). For fiscal year 2020, A total of PhP 2,708 million

current and PhP 1,933 million continuing fund was offered to Bayanihan to Heal as One Act due to

operational issues brought by the pandemic.

Page 25 of 42

DepEd Computerization Program

This program aims to improve the quality of education by providing public schools with appropriate technologies that would enhance the teaching-learning process and meet the challenges of the 21st century in terms of technological advancement. Additionally, the program shall also provide new E-Classroom packages to each public elementary school, junior high school,

and senior high school including the un-energized schools. As stipulated in DepEd Order 78, S. 2010 or the Guidelines on the Implementation of the DepEd Computerization Program (DCP), the recipient schools shall be selected based on the following basic criteria:

1. Must have on-site, stable, and continuous supply of electricity and preferably with telephone facilities (for those without electricity in secondary schools an alternative computer laboratory package shall be provided); 2. Must have at least one (1) teacher assigned to handle Computer Education classes, to manage the computer laboratory and willing to be trained on lab management including hardware fundamentals and servicing; 3. Must have at least one (1) teacher for each subject of English, Science, and Math who are specialists in their areas and willing to be trained on pedagogy-technology and to echo training to their colleagues; 4. Must have the capacity to mobilize counterpart support from other stakeholders in the community for needed structures/facilities; 5. Must have never been a recipient of computers from other programs such as the DTI’s-PCs for Public Schools Projects, CICT’s-iSchools Project, etc. unless the equipment is due for replacement and augmentation; and 6. Must have strong partnership with other stakeholders to ensure sustainability of the program.


Included in the FY 2018 DCP target recipients are Kindergarten, Elementary, Junior High School, Senior High School public schools, and ALS Mobile Teachers.

Name of PAP DepEd Computerization Program


Funding Year



Number of ICT Packages delivered

TOTAL 81,953 46,380 57%

FY 2018 4,268 0  0%


For FY 2018, DCP targeted a total of 4,268 ICT Packages but was not able to deliver while the other funding years’ target is on-going delivery to its recipient schools. Additionally, ICT packages from the FY 2018 Fund intended for SHS and FY 2015 packages for un-energized schools were transferred to and are for procurement through DBM-PS. In total, out of the 77,685 ICT packages, 46,380 have been delivered to recipient schools and booking up. FY 2019 Physical Accomplishment

Page 26 of 42

For FY 2019, DCP targeted a total of 3,827 ICT packages intended for public schools in the elementary and secondary level. Below is the regional breakdown of target by grade level.

FY 2019 Target Breakdown

Region Grade Level

Grades 4-6 JHS SHS Total

Region I 14 126 0 140

Region II 43 116 60 219

Region III 98 182 0 280

Region IV-A 358 223 0 581

Region IV-B 11 156 63 230

Region V 25 131 0 156

Region VI 104 145 0 249

Region VII 47 194 0 241

Region VIII 10 114 72 196

Region IX 104 150 77 331

Region X 24 95 79 198

Region XI 31 102 0 133

Region XII 19 240 0 259

CARAGA 64 68 54 186

ARMM 59 123 54 236

CAR 3 84 16 103

NCR 25 64 0 89

Grand Total 1,039 2,313 475 3,827

Name of PAP DepEd Computerization Program


Funding Year




TOTAL 14,342 8,523 59%

FY 2019 3,827 0 0%


The table above shows the physical accomplishment. Since 2018 budget validity was extended until 2019, DCP was able to deliver 81% or 8,523 out of 10,515 of its backlog targets. FY 2019 targets were also procured but failed to be delivered to its recipient schools. Overall, DCP posed a 59% physical accomplishment of its FY 2019 and other funding year targets.


Page 27 of 42

For FY 2020, DCP revised its target from 33,414 ICT packages to 36,679 ICT packages as of September 2020. Below is the regional breakdown of DCP for FY 2020 based on GAA and the revised target as of September 2020.

FY 2020 Target Breakdown Region Physical Target based

on GAA

Revised Target as of

September 2020

CAR 466 1,501

REGION I 1,201 2,340

REGION II 1,673 2,071

REGION III 3,245 2,996

REGION IV-A 4,501 2,900

REGION IV-B 1,005 1,919

REGION V 2,086 3,126

REGION VI 3,013 3,296

REGION VII 2,289 3,057

REGION VIII 1,313 3,419

REGION IX 2,267 2,069

REGION X 1,611 2,054

REGION XI 1,558 1,751

REGION XII 1,437 1,837

CARAGA 1,254 1,677

NCR 3,486 666

ARMM 1,009 -

TOTAL: 33,414 36,679

Name of PAP: DepEd Computerization Program





TOTAL 41,509 5,938 14%

FY 2020 33, 414 0 0%

Other Funding Year

FY 2019 3,827 0 0%

FY 2018 4,268 5,938 139%

The table above shows the physical accomplishment of DepEd Computerization Program (DCP) for the

FY 2020 Current Fund and other funding year. For FY 2020, the DCP was able to deliver 5,938 packages

from its 2018 funds which was higher to its 4,268 target ICT packages. Currently, 3,765 ICT packages

out of 3,827 target ICT packages from the 2019 funding year are on-going delivery inspection. For the

2020 current fund, the DCP has 33,414 targeted ICT packages which were on-going for pre-

procurement.


Page 28 of 42

Current Fund

Continuing Fund


Based on the latest CO FAR-1, DCP’s obligation rate is 28% due to delays in the implementation caused by the COVID-19 pandemic. However, the FY 2020 Procurement Documentary requirements were submitted to the DepEd Central Office – ProcService for processing and evaluation as early as February 2020.

New School Personnel Positions

This program is dedicated towards ensuring an improved proportion of the number

of teachers to the number of learners, enhanced learning, and eased workload of

its personnel given the increasing enrolment levels in public schools nationwide.

The beneficiaries of this program are the schools and learners catering to their needs by ensuring

optimal proportion of teacher-learner ratio.


In 2018, DepEd filled-up a total of 63,168 teaching positions out of 81,000 created teaching items in

all regions, accomplishing 78% of the physical target. Apart from this, 22,986 out of 33,748 teaching

items were filled-up from previous funding years 2016-2017.

Name of PAP New School Personnel Positions


Funding Year



Number of newly-created teaching positions filled up

TOTAL 81,000 63,168 78%


Year Adj Appro

Adj Allot

Oblig Oblig Rate

Disb Disb Rate

FY 2018 8,662 8,662 1,174 13.55% 1,135 96.64%

FY 2019 4,386 4,283 3,935 91.87% 86 2.18%

FY 2020 4,821 4,821 1,433 29.72% 7 0.50%

Year Adj Appro

Adj Allot

Oblig Oblig Rate

Disb Disb Rate

FY 2018 - - - - - -

FY 2019 7,487 7,487 6,141 82.02% 3,035 49.43%

FY 2020 296 296 4 1.52% 1 25.32%

Page 29 of 42


As of December 2019, 6,882 or 69% out of 10,000 created teaching positions were filled-up. While

17,562 or 66% of the 26,714 carry-over items from 2016-2018 were filled-up.



Funding Year




TOTAL 10,000 6,882 69%



As of September 2020, 1,911 or 19.82% out of 9,640 created teaching positions were filled-up. While

2,806 or 22.89% of the 12,257 carry-over items from 2016-2019 were filled-up.






TOTAL 9,640 1,911 20%



Current Fund


III. INCLUSIVE EDUCATION PROGRAM

Year Adj Appro

Adj Allot

Oblig Oblig Rate

Disb Disb Rate

FY 2018 41,675 30,833 29,616 96.05% 28,102 94.89%

FY 2019 33,615 30,287 29,053 95.93% 27,495 94.64%

FY 2020 475 0 0 0.00% 0 0.00%

Page 30 of 42

Inclusive Education Program

Inclusive Education is the core principle of the K to 12 Basic

Education Program. This promotes the right of every Filipino to

quality, equitable, culture-based, and complete basic education.

Through inclusive education, all Filipinos will realize their full

potential and meaningfully contribute to building the nation.

The principle of inclusion promotes institutional sensitivity and responsiveness nature, situation, and

realities of our country’s learners and directs the Department to proactively address these through

the curriculum and other interventions such as:

1. Multigrade Education Program

2. Special Education Program (SPED)

3. Madrasah Education Program

4. Indigenous People’s Education Program (IPEd)

5. Flexible Learning Options (FLO)

a. Alternative Learning System (ALS)

b. Alternative Learning System – Education Skills and Training

While inclusivity directed towards all our learners, specific target beneficiaries vary per program.

Multigrade Education Program

This funding support for multigrade schools aims to improve the teachers’ teaching

competence and the learning performance of the pupils in multigrade schools

where the enrolment does not warrant the organization of monograde classes.

Strengthening the implementation of the Multigrade Education Program in the

Philippines is one of the viable mechanisms for increasing access to quality elementary education.

Special Education (SPED) Program

This Special Education Program specifically aims to enhance access and upgrade

the quality of SPED programs and services, as well as to raise the efficiency

education services directed towards all recognized SPED Centers for elementary

and secondary schools with classes for learners with special needs.

Through the program, support funds are provided to the field to ensure the inclusion of Learners with

Special Educational Needs into the school system by providing adequate and appropriate support

mechanisms and accommodations that would cater to their unique conditions and needs.

Page 31 of 42

Madrasah Education Program

The Madrasah Education Program aims to provide Muslim learners with the

appropriate and relevant educational opportunities while recognizing their cultural

context and unique purposes for participating in the K to 12 Program offerings.

This program also intends to integrate content and competencies in the curriculum which are relevant

and of interest to Muslim learners.

Indigenous People’s Education (IPEd) Program

The Indigenous People’s Education (IPEd) Program is DepEd’s response to the right

of Indigenous People (IP) to basic education that is responsive to their context,

respects their identities, and promotes their indigenous knowledge, skills, and other

aspects of their cultural heritage.

Additionally, the IPEd Program supports the realization of the K to 12 Basic Education Curriculum,

which subscribes to the following standards and principles that are: inclusive, culture-sensitive, and

flexible enough to enable and allow schools to localize, indigenize, and enhance based on the

community’s educational and social context.

Flexible Learning Options: Alternative Learning System (ALS)

A program aimed at providing an alternative path of learning for out-of-school

youth and adults who are basically literate but have not completed 10 years of

basic education as mandated by the Philippine Constitution. Through this program,

school dropouts will be able to complete elementary and secondary education outside the formal

system.

With its version 2.0, it aims to provide opportunities for Out-of-School youth and adult (OSYA) learners

to develop basic and functional literacy skills and to access equivalent pathways in completing basic

education.

Flexible Learning Options: Alternative Learning System – Education Skills and Training

The Alternative Learning System (ALS) Integrated Education and Skills Training Program modified the

regular ALS program by integrating Technical-Vocational Training and other skills training. The

program will utilize existing DepEd expertise, particularly from the remaining technical high schools

and select Senior High Schools, and leverage partnerships with SUCs, LGUS, private sector, and CSOs,

to provide the technical-vocational and other skills training components attuned to the demands and

opportunities of the local community and the country.

The ALS Integrated Education and Skills Training Program aims to produce ALS completers that are not

only able to catch up with basic academic education but have also acquired technical competencies

suitable for immediate employment.

Flexible Learning Options: Alternative Delivery Mode (ADM)

Alternative Delivery Mode is under the umbrella of the Flexible Learning Options. It gives access to

education for learners who are enrolled in the formal school and because of various reasons cannot

Page 32 of 42

regularly attend school. It aims to save these learners from dropping out of school because of difficult

circumstances. This will also serve as the learning avenue of learners whose classes are suspended for

various reasons.

This program also aims to deliver formal education through non-formal instruction to school-aged

children who cannot regularly report to school and to those who are on emergencies (i.e, man-made

or natural) by all elementary and secondary (JHS and SHS) schools.

The following table shows the performance of the Department of Education in the implementation of

the inclusion programs as described above (see next page):

FY 2018 and FY 2019 ACCOMPLISHMENTS

Program Performance/

Output Indicator

Funding

Year

Physical Financial

(in Thousand Pesos)

Target Actual % Allotmen

t

Obligatio

n %

Multigrad

e

Number of

Schools offering

multigrade

FY 2019 1,317 1,293 98.18% 26,201 14,633* 55.85%

FY 2018 8,379 1,317 15.72% 83,026 68,318 82.11%

SPED

Number of

schools offering

SPED **(public,

combined mono

and multigrade)

FY 2019 8,523 0 0% - - -

FY 2018 12,449 8,524 68.47% - - -

Madrasah

Number of

schools offering

ALIVE

FY 2019 4,887 4,418 90.40% 359,863 200,591* 55.74%

FY 2018 1,660 4,355 262.35% 505,000 474,100 93.88%

IPED

Number of

schools offering

IPEd

**(public,

combined mono

and multigrade)

FY 2019 3,025 3,034 100.30% 130,433 11,160* 8.56%

FY 2018 33,365 39,994 119.87% 130,433 112,644 86.36%

FLO

Number of

Community

Learning Centers

(CLC) offering ALS

Program

FY 2019 34,752 26,889 77.37% 707,316 82,849* 11.71%

FY 2018 34,770 25,804 74.31% 533,436 452,973 84.92%

Note: FY 2019 Obligation is based on the 3rd Quarter (3Q) SAAODB, hence, will still be updated.

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IV. SUPPORT TO SCHOOLS AND LEARNERS PROGRAM

School-based Feeding Program The School-Based Feeding Program is intended to address short-term hunger and under nutrition by providing hot meals to undernourished (severely wasted and wasted) Kinder-Grade 6 learners in all divisions, covering a period of 120 days. The

meal provided must meet 1/3 of the Recommended Energy and Nutrient Intakes (RENI) for children per Phil. Dietary Reference Intake (PDRI). Mandated by RA 11037 “An Act Institutionalizing a National Feeding Program for Undernourished Children in Public Day Care, Kindergarten and Elementary Schools to combat Hunger and Undernutrition among Filipino children and Appropriating Funds therefor” as one of the components of the National Feeding Program, this is intended for undernourished public school children from kindergarten to grade six (6) that includes the provision of at least one (1) fortified meal for a period of not less than one hundred twenty (120) days in a year. Mandated also by RA 11037, in coordination with other national government agencies, this is for the incorporation of fresh milk and fresh milk-based food products in the fortified meals and cycle menu in accordance with RA 8976, the Philippine Food Fortification Act of 2000. The implementation of the School-Based Feeding Program (SBFP) for SY 2020-2021 aims to address hunger and encourage learners to enroll, to contribute to the improvement of their nutritional status, provide nourishment for their growth and development and help boost their immune system, and enhance and improve their health and nutrition values. Table below shows the definition of an undernourished children:


Included in the FY 2018 School-Based Feeding Program (SBFP) targets are Undernourished (severely wasted, wasted & stunted) Kinder to Grade 6 Public School learners. Over 19% of the targeted learners

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or 33,979 beneficiaries benefited in the program as supported by the DepEd Order No. 39, series of 2017 titled Operational Guidelines on the Implementation of School-Based Feeding Program for SYs 2017-2020.

Name of PAP School Based Feeding Program


Funding Year



Number of Learners benefited from feeding

TOTAL

FY 2018 1,823,443 2,163,222 119%


From the beneficiaries of FY 2018, DepEd targeted an increase of 1% in beneficiaries to benefit from the feeding program which is supported by the DepEd Order Nos. 18 and 36, series of 2019 titled Guidelines on the Implementation of School-based Feeding Program-Milk Feeding Program Component which aims to support the SBFP by providing fresh milk as a supplement to the hot meals given to children beneficiaries in schools. This will eventually develop a milk-drinking habit among the beneficiaries and is intended to help improve their nutritional status, classroom attendance, and school performance.

Name of PAP School Based Feeding Program


Funding Year



Number of Learners benefited from feeding

TOTAL

FY 2019 1,836,793 1,740,612 95%

FY 2019 Regional Breakdown

For FY 2019, a total of 1,740,612 learners benefited from School-Based Feeding Program of the 1,836,793 target beneficiaries or 95% of actual beneficiaries. This program primarily aims to improve classroom attendance and aid in improving the nutritional status of its beneficiaries.

SBFP Regional Breakdown and Allocation, SY 2018-2019

No. Region / Division PPAN - Kinder SW/W

Total Physical

Financial

NCR 0 169,872 366,923,520

Region I 0 90,079 194,570,640

Region II 3,129 44,932 103,811,760

CAR 10,261 6,736 36,713,520

Region III 3,909 158,609 351,038,880

Region IV-A 0 267,215 577,184,400

Region IV-B 32,648 81,022 245,527,200

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Region V 85,042 161,534 532,604,160

Region VI 49,578 173,492 481,831,200

Region VII 30,918 120,313 326,658,960

Region VIII 35,928 93,164 278,838,720

Region IX 30,221 72,787 222,497,280

Region X 34,671 73,702 234,085,680

Region XI 0 77,620 167,659,200

Region XII 61,815 83,402 313,668,720

ARMM 70,227 76,628 317,206,800

CARAGA 12,654 40,824 115,512,480

220 Grand Total 461,001 1,791,931 4,866,333,120

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FY 2020 Regional Breakdown

Region Physical Target Revised Target

NCR 150,870 149,920

RO I 79,114 75,531

RO II 40,234 38,186

CAR 10,629 10,433

RO III 152,967 156,981

RO IV-A 250,374 247,607

RO IV-B 80,884 83,760

RO V 177,536 166,324

RO VI 162,326 163,384

RO VII 118,538 122,710

RO VIII 94,297 89,095

RO IX 71,081 66,441

RO X 84,837 99,580

RO XI 77,240 75,679

RO XII 110,325 102,103

RO XIII 51,957 59,742

ARMM 108,256

TOTAL 1,821,465 1,707,476


Current Fund

Continuing Fund


Year Adj Appro

Adj Allot

Oblig Oblig Rate

Disb Disb Rate

FY 2018 5,295 5,295 4,990 94.24% 4,533 90.84%

FY 2019 4,834 4,834 3,821 79.04% 3,540 92.64%

FY 2020 237 237 0.88 0.37% 0.19 21.32%

Year Adj Appro

Adj Allot

Oblig Oblig Rate

Disb Disb Rate

FY 2018 - - - - - -

FY 2019 305 305 242 79.25% 211 87.08%

FY 2020 0.16 0.16 0 0.00% 0 0.00%

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Actual Feeding (Food and Milk) shall start in September 2020. Given the shortened number of feeding days from 120 days to 60 days, the revised target of 1,775,349 learners (originally 1,821,465 GAA Target) will be doubled to 3,550,698 learners under the food component or Nutritious Food Packs (NFP) and shall cover secondary beneficiaries that are among stunted learners, pupils-at-risk-of-dropping-out (PARDOs), Indigenous Peoples, and those coming from indigent families. The Milk Feeding days shall be shortened from 60 days to 50 days with a target of 1,775,349 learners.

V. EDUCATION HUMAN RESOURCE DEVELOPMENT PROGRAM

Human Resource Training Development /Organizational and Professional

Development for Non-School Personnel

This program is dedicated to supporting human resource development and training

programs. More specifically, it aims to make the department responsive to the organizational needs and manpower requirements by developing appropriate skills and attitudes of its personnel. The Department issued DepEd Order No. 21, series of 2018 which aims to promote and support the professional development and career growth of personnel in schools and learning centers as well as teaching personnel who are performing managerial, supervisory, and administrative functions at the schools’ division (SDO), regional (RO), and central offices (CO).

A. HRTD for Personnel in Schools and Learning Centers

1. Description

Capacity building initiatives and interventions that develop individual competencies and values

Focused on instructional leadership and teaching & teaching-related functional competencies

Recognizes the application of different learning methodologies such as structured & experiential learning experiences and coaching & mentoring

2. Target beneficiaries

Teaching and Teaching-related Personnel in the CO, RO, SDO including Schools Division Superintendents (SDSs) and Assistant Schools Division Superintendents (ASDs)

School and Learning Centers’ Personnel including School Heads 3. Training Components

Teacher Quality Improvement (Teacher Induction Program, Career Pathways Program, Specialized Programs, Scholarship Programs)

School Leaders Quality Improvement (School Heads Development Program, District and Supervisors Development Program, Superintendent Leadership Program)

Program Support (Policy, Planning and Research, HRD Program Management, NEAP Operations)

B. HRTD for Organizational and Professional Development for Non-School Personnel (OPDNSP) Description

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1. Initiatives and interventions that strengthen organizational and office effectiveness in the areas of performance improvement, quality management, governance, structure, systems, processes, resource management, and organizational culture

2. Capacity building initiatives and interventions that develop individual competencies and values

3. Focused on core, managerial leadership and non-teaching functional competencies 4. Recognizes the application of different learning methodologies such as structured &

experiential learning experiences and coaching & mentoring C. Training Components

1. Organizational Development • Programs, projects, or activities across the Central Office, Regional Offices, Schools

Division Offices, and Schools & Learning Centers related to performance improvement, quality management, governance, structure, systems, processes, resource management, and organizational culture

• Supports organizational and office effectiveness through the development, implementation, and monitoring & evaluation of relevant Human Resource and Organizational Development (HROD) policies, systems, standards, processes, and tools

2. Professional Development (Functional)

• L&D-related activities that are designed, developed, implemented, and monitored & evaluated by non-school-based divisions or offices

• Addresses the non-teaching functional competency needs of employees

3. Professional Development (Core and Leadership) • L&D-related activities that are centrally designed, developed, implemented, and

monitored & evaluated by a non-school-based L&D focal office • Addresses the core and leadership competency needs of DepEd employees and key

functional groups such as, but not limited to, the Personnel Development Committee (PDC)

4. OPDNSP Fund Management • Regular and day-to-day operational activities necessary to manage the fund effectively

and efficiently such as, but not limited to, those related to fund planning, implementation, and monitoring & evaluation (M&E)


Personnel 2018

Teachers trained 297,494

Teaching-related personnel trained

6,398

EDUCATION HUMAN RESOURCE DEVELOPMENT

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In 2018, under the Education Human Resource Development programs of the department, 297,494 teachers and 6,398 teaching-related personnel benefitted from the various training programs focused on curriculum and professional development. This has always been a part of the priorities of the Department of Education, to strengthen the human resource development of competencies and skills of DepEd personnel across all levels of governance.

Name of PAP Education Human Resource Development Program




Number of teachers and teaching-related staff trained

TOTAL

FY 2018 90,415 303,892 12%

Based on DepEd’s FY 2018 Annual Report

Regional Breakdown on the numbers of teachers trained for FY 2018.

OFFICE NO. OF TEACHERS

TRAINED

Central Office 77,010

Region 1 27,824

2 9,265

3 31,227

4a 26,779

4b 13,844

5 1,138

6 14,422

7 32,004

8 18,870

9 5,990

10 2,649

11 9,128

12 1,399

13 13,824

ARMM -

CAR 7,978

NCR 4,143

Total 297,494


Primarily, our teachers and school leaders have been the front liner service providers in the delivery of basic education. Physical accomplishment, regional breakdown, and the corresponding financial costs are shown below:

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TOTAL

FY 2019 95,000 247,966 261%

Regional Breakdown for FY 2019

Number of Teachers and School Leaders Trained (which have been reported as of date)

Region Printing Training

Target Cost Target Cost

Central Office 30,334 28,307 1066 868

1 20,053 20,238 3,407 3,395

2 23,508 23,388 3,049 2,783

4A 184 208 637 618

4B 3,035 3,035 108 108

5 6,240 5,737 1,303 1,283

6 48,280 48,340 4,187 4,190

7 35,197 34,537 1969 1770

8 17,679 16,816 4,718 4,784

10 19,486 18,937 3,076 3,057

13 (CARAGA) 23342 21477 2509 2492

CAR 574 574 1,024 1,024

TOTAL 227,912 221,594 27,053 26,372







TOTAL

FY 2019 150,000 0 0%

Due to the continued quarantine, which prohibits any face to face activities, the program must adjust their activities to comply with the health and safety protocols.

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Current Fund

Continuing Fund


Due to the continued community quarantine, no face-to-face activity may be conducted. Some activities have been deferred/cancelled but its original fund was realigned to BE-LCP and Specialized PD programs for teachers and school leaders. NEAP is recalibrating the budget estimates of all PAPs based on OUF/Planning Service

recommendations where programs/courses that have been deferred/cancelled due to the current

Year Adj Appro

Adj Allot

Oblig Oblig Rate

Disb Disb Rate

FY 2018 3,419 3,419 2,875 84.09% 2,309 80.32%

FY 2019 1,944 1,940 1,592 82.04% 1,290 81.08%

FY 2020 1,115 1,112 16 1.40% 6 37.26%

Year Adj Appro

Adj Allot

Oblig Oblig Rate

Disb Disb Rate

FY 2018 - - - - - -

FY 2019 544 544 444 81.56% 318 71.70%

FY 2020 187 187 2 1.24% 1 60.65%

Documents

Programs and Projects Status of Implementation...Armchair and Teacher's Tables & Chair Set: 43,591 sets are on-going delivery, 5,658 sets of armchairs have not yet been procured due