A Critical Analysis of Deped Order No. 26, Series of 2015 Entitled: "Learner Information System (Lis) and Enhanced Basic Education

University of Makati
College of Education
Department of Graduate Studies
West Rembo, Makati City
A Critical Analysis of DepEd Order No. 26, series of 2015

Entitled: “Learner Information System (LIS) and Enhanced Basic Education
Information System (EBEIS) Updating for Beginning of School Year (BoSY)
2015-2016, dated June 26, 2015
I. OVERVIEW
DepEd Order No. 26, series of 2015 is related to the global theme “Monitoring and
Coordinating Education Development.” It was set to inform and guide all people concerned
in the monitoring and coordinating matters pertaining to the Basic Education Information
System and the Learners Information System.
II. TREND / TOPIC DEVELOPMENT

A. Background / What is the DepEd Order about?
DepEd Order No. 26, s.2015 contains directives on the implementation of the
Learner Information System for the School Year 2015 – 2016. It includes the steps
/ procedures for the concerned personnel to follow as well as the timeline to be
observed.
B. Rationale / Objectives of the DepEd Order
This DepEd Order No.26, s.2015 aims to establish accurate and reliable
registries of learners and schools which will ensure availability of data and
information needed for planning and budgeting, allocation of resources and
setting operational targets to provide access to complete quality basic education.
C. The Global / National Problem Being Addressed by the DepEd Order

The DepED order No.26, s.2015 addresses the global and national concerns on
monitoring of progress under the Education for All (EFA). It includes the
monitoring of the six EFA goals such as the (1) Early Childhood Care and Education,
(2) Universal and Primary Education, (3) Youth and Adult Skills, (4) Adult Literacy,
(5) Gender Equality, and (6) Quality of Education. Monitoring of these goals is
necessary so that the governing bodies will know how close or far they are in the
achievement of such goals. Consequently, they will also know what and where to
do more if they know the specifics.
Our country is one with the UNESCO in implementing projects and programs
towards the achievement of the EFA Goals. That is why we adhere to monitor
every statistics pertaining to our educational system to be able to respond to the
coordination mechanisms set by UNESCO.
D. Implementing Guidelines (How the trend: i.e., program, policy, project is carried
out)
The DepEd Order No.26, s.2015 is anchored with the implementing guidelines
of the Learners Information System through the Basic Education System (BEIS).
The Basic Education Information System (BEIS) maintains a database of education
statistics, sector performance indicators and profile of public and private schools,
learning centers and other education service providers. It is a web-based system
designed to enhance information management at all levels of the education
system (school, division, region and national levels) through streamlined processes
and use of information and communication technologies. It aims to deliver
relevant and accurate information to school heads, education managers, policy
makers and various stakeholders of the education system. The BEIS aims to
achieve the following objectives:
 Improve the collection of data from the schools and field offices and
efficiently render delivery of data/information to various stakeholders.
 Support information requirements for planning, quality assurance,
monitoring & evaluation and other decision-making activities at all levels of
the education system.
 Provide a venue for sharing, using and reusing knowledge within DepEd
through improving access to data/information.
III. EXPECTED OUTCOMES OF THE DEPED ORDER WHEN SUCCESSFULLY IMPLEMENTED

1. To the Filipino Learners
The successful implementation of this DepEd Order would benefit primarily
the Filipino learners. Each of them would be properly accounted.
 The budget coming from the National Government given to schools in
the form of MOOE will be proportionally allocated since one of the
bases of the issuance of the MOOE is the number of learners officially
enrolled in the Learners Information System (LIS). Therefore, there will
be no overfunded schools or otherwise.
 Learners’ data such as their basic profile and other information about
them are kept intact and secured since only their class advisers can
access, viewed and modify their online files. All modifications and
updates done by the class adviser is properly recorded by the system.
 Every student be it in public or in private school is issued their unique
Learner Reference Number which they will use as their identification
number from kindergarten up to secondary level, and eventually be
used up to their college level.
 Facilities in the LIS for students who are transferring in/out of the
school made it easier for the students and the contracting schools to
monitor the process since they can do it online.
2. To Philippine Society
Before the onset of the Basic Information System and the Learner Information
System, school data were gathered and analyzed manually. I couldn’t imagine the
long wait when data was gathered in every school at the start of the school year
only to reach DepEd NCR for analysis at the end of the school year or worst even
after the end of the school year. And unfortunately, data entry errors and lack of
coordination led to conflicting statistics. And the increasing volume of work led to
processing delays.
With the advent of technology, in the year 2002, the New Computerized
System was developed and further improved up to this time. Their advocacy is to
gather and analyze the year’s data within the year.
As a response to UNESCO’s call, we take part in the UNESCO Global Monitoring
Report by submitting the country’s data on education. The following are the data
gathered at the start of every school year:
 School statistical data and information which include travel details from
school to district and division
 Pupil / Student Data
 Age Profile
 Classes by Shift
 Pupils / Students with special needs
 Enrolment in kindergarten
 Student data by program
Data gathered at the end of the school year:
 Pupils / Students data
 Causes of drop-outs
 Instructional and non-instructional rooms including funding source
 Instructional rooms needing repair
 Data on school furniture
Unlike other technology challenged countries, ours is able to submit data to
UNESCO, thus, our country is able to take part in the world’s statistics on
education.
3. To World Community
Our country, Philippines, is one of the impoverished countries in the world. In
terms of our educational system, however we want to claim that we perform
better than some of our neighboring countries, we have yet to improve a lot
because as reflected in the global statistical data, we are still outperformed by the
majority. And we are yet far from being developed.
With the data that we provide in the UNESCO, it would be easier for the
organization to help us improve our weak areas and further strengthen our strong
points.
IV. ROLES OF EDUCATIONAL MANAGERS IN THE SUCCESSFUL IMPLEMENTATION OF THE

DEPED ORDER
The educational managers or the School Heads of public and private elementary and
secondary schools offering pre-elementary, elementary and/or secondary education shall be
responsible for ensuring prompt, complete and accurate filling-up of the BEIS data gathering
forms using the regular BEIS and the LIS modes.
CLOSURE
They say “A picture is worth a thousand words” but I can say that statistical data when
orderly and accurately presented can tell even more. Through these data, when cast off in
education, one can clearly see the eminence of the situation, the strength and weak points of
the system. Consequently, it can be our basis for our succeeding actions.
Our government needs to make sound investments in providing good quality
education. Policies that enhance teacher professionalism and motivation should be given
priority. Teachers should be supported with relevant and inclusive curriculum content that
improves learning, allowing low achievers to catch up. Sufficient appropriate learning
resources, especially textbooks, need to be provided to all. It should adopt appropriate
teacher deployment policies in underserved areas. Sufficient school time of good quality, in
which teachers and pupils are actively engaged in learning activities, is vital.
These are just some of the concerns that when addressed will surely transpire to a
statistics that is more pleasant to look at:
 learners’ low retention and dropout rates,
 high passing rates,
 great number in ALS and Abot-Alam Enrollment,
 teachers as well as school facilities and equipment are equitably deployed in
schools nationwide
And our country is just lucky to have online facilities like the LIS and EBEIS which
indeed help us in monitoring such data, where progress and development can easily be
tracked.
Prepared by: Lilibeth G. Antoya

EdM 512: Current Trends, Issues and Problems in Education
UNIVERSITY OF MAKATI
College of Education
Department of Graduate Studies
West Rembo, Makati City
Monitoring and Coordinating Education Development

(A Current Trend in World Education)
A Topic Presentation Map
I. OVERVIEW
World condition / global issue / theme that relates to the topic / trend to be
presented.
UNESCO set 6 EFA goals and 12 strategies intended to achieve such goals at Dakar
Senegal during the World Education Forum in 2000. UNESCO initiated the EFA Global
Monitoring Reports in response, to monitor progress, highlight remaining gaps and provide
recommendations for the global sustainable development agenda to follow in 2015.
II. Trend / Topic Development

II.A Background / What is the DepEd Order about?
DepEd Order No. 26, s.2015 contains directives on the implementation of the
Learner Information System for the School Year 2015 – 2016. It includes the steps
/ procedures for the concerned personnel to follow as well as the timeline to be
observed.
II.B Rationale / Objectives of the EFA Global Monitoring Report
The Global Monitoring Report aims to take stock of whether the world
achieved the EFA goals and stakeholders upheld their commitments to implement the
agenda. Second, it intends to explain possible determinants of the pace of progress
and whether a direct link can be established between the strategies’ implementation
and the achievement of the goals, or lack thereof. Finally, it hopes to learn, in
particular to identify key messages for shaping a post-2015 global education agenda.
II.C How the trend i.e., program, policy, project is carried out
The EFA Global Monitoring Report (GMR) has monitored progress on an almost
annual basis towards the EFA goals, and the two education related Millennium
Development Goals (MDGs), since 2002. The web-based data gathering techniques
used by different countries made it easier for the GMR to gather information. This
GMR has particular significance as it provides a complete assessment of progress since
Dakar towards the target date for reaching the Dakar Framework’s goals.
II.D The World Problem/s, Need/s, Gap/s Being Addressed by the Topic/Trend
This trend sees to it that the member countries are monitored in terms of the
status of the students. The trend singles out the countries that need assistance when
it comes to uplifting the education for all campaign. This would also be a way of
identifying the countries that need education program intensification. The bottom line
here is making students stay where they are supposed to stay in the educational
arena. To alleviate poverty means to increase the percentage of the literacy rate of
the member countries to uplift the morale of the individuals.
II.E. Implications of the World Trend/topic to Philippine Education
“No child should be left behind.”

Our country is committed to adhere to every way it can through the
Department of Education to bring all the children of school age to school and to have
quality education. Various programs are being implemented to further improve our
education system, to provide competitive graduates be it from the regular class or
from any other classes with special needs, and to respond to the global trends. As we
device and implement programs for the enhancement of our education system, it is
very important that we stringently conduct the proper monitoring of the outcomes.
The results would serve as our guide that would lead us to a better, more responsive
quality education.

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University of Makati

A Critical Analysis of DepEd Order No. 26, series of 2015

II. TREND / TOPIC DEVELOPMENT

C. The Global / National Problem Being Addressed by the DepEd Order

III. EXPECTED OUTCOMES OF THE DEPED ORDER WHEN SUCCESSFULLY IMPLEMENTED

IV. ROLES OF EDUCATIONAL MANAGERS IN THE SUCCESSFUL IMPLEMENTATION OF THE

Prepared by: Lilibeth G. Antoya

Monitoring and Coordinating Education Development

A Topic Presentation Map

II. Trend / Topic Development

“No child should be left behind.”

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