PROBLEM TREE ANASLYSIS ON ISSUES AND CHALLENGES

BEDP Pillar/EM Core/Main Problem Causes Effects

ACCESS Low Net Intake Rate Low birth rates or aging Reduce net intake rate
population Increase dropout rates
Families are moving out of the
area
Socioeconomic barriers
Low Enrollment Rate  Proximity and  Reduce enrollment rate
convenience, many  Decreased community
students attend engagement

Barangay Poblacion
schools due to siblings
already enrolled.
 Multigrade vs.
monograde, parents
prefer central schools'
focused instruction.
 Accessibility, motorcycle
ownership and passable
roads facilitate travel to
central schools.
 Inadequate outreach
program/strong
campaign

Dropout  Family problems  Increased number of

 Learners’ behavior or dropouts
 poor interest towards  Family problem create an
learning unstable and stressful
 Transfer of residency environment, making it
difficult for students to
focus on their studies
 Lack of engagement can
lead to frustration both
the learner and teacher,
potentially resulting in a
negative feedback loop
that fuels
disengagement.
 Moving away from
familiar friends,
teachers, and support
system can lead to
feeling of isolation and
loneliness, impacting a
learners’ well-being and
motivation
Multigrade Classes  Low student population  Teachers face the
 Nearby to central school challenge of providing
appropriate instruction
and materials for
students at different
developmental levels
 Teachers may have
difficulty giving
individual attention to all
students, especially
when catering to a wide
range of learning needs
 Differences in maturity
 levels and learning
abilities between
students in multigrade
classroom can
sometimes lead to social
dynamics that are
challenging to manage

QUALITY Poor Independent Reading  Lack of interest and  Reduced vocabulary and
motivation: Learners language skills
may not find reading  Lower reading
comprehension
enjoyable or engaging,
 Limited knowledge base
leading to a lack of  Decreased academic
motivation to pick up a performance
book.  Limited cognitive
 Difficult to decode words development
and comprehend text,  Reduced social and
discouraging them from emotional growth
engaging in independent
reading
 Learners face numerous
distractions, including
social media, video
games, and televisions
which can compete for
their attention and time,
reducing the time they
dedicate to reading

Low level of proficiency in Major  Lack of basic skills in  Low proficiency in major
 learning areas areas like phonics, learning areas can lead
decoding, or number to academic difficulties,
sense may struggle to including poor grades,
acquire more advanced difficulty keeping up with
concepts in major classmates, and a sense
learning areas. This can of frustration with
create a cycle of school.
difficulty where they fall  Lower Self-Esteem and
further behind as they Confidence: Struggling
progress through school with learning can
 Students lack negatively impact a
engagement in learning student's self-esteem
or lack of intrinsic and confidence, leading
motivation may struggle to a sense of inadequacy
to develop proficiency. and a reluctance to take
This can be due to a lack on new challenges
of interest in the subject  Increased Risk of Social
matter, a feeling of and Emotional Issues:
disconnection from Students who struggle
school, or a lack of academically may be
support from teachers more likely to experience
and parents social and emotional
difficulties, including
anxiety, depression, and
behavioral problems

RESILIENCY AND Malnutrition  Poverty and Food  Children who are sick
Insecurity: A lack of from malnutrition-related
WELL-BEING access to sufficient and illnesses are often
nutritious food is a major unable to attend school,
contributor to leading to absenteeism
malnutrition, especially and lower academic
in low-income performance. This can
 households. Poverty have a significant impact
limits families' ability to on their education and
purchase diverse and future opportunities
balanced diets, often  Malnutrition can result in
forcing them to rely on deficiencies of essential
cheap, calorie-dense vitamins and minerals,
foods that lack essential leading to a range of
nutrients health problems. These
 Poor food choices, include anemia (iron
limited knowledge of deficiency), vitamin A
nutrition, and cultural deficiency (leading to
practices that restrict vision problems), iodine
certain food groups can deficiency (affecting
contribute to thyroid function), and
malnutrition. This can zinc deficiency
include a lack of variety (impacting growth and
in the diet, excessive immune function)
consumption of  Malnutrition can
processed foods, and negatively impact
inadequate intake of cognitive function,
fruits, vegetables, and affecting learning,
whole grains memory, and overall
brain development. This
can have long-term
consequences for
educational attainment
and future opportunities
Inadedquate Disaster  Limited Resources:  Student Safety:
Preparedness - Insufficient funding for - Increased risk of
disaster preparedness injuries, fatalities, and
equipment, supplies, and psychological trauma for
training. students during a
- Lack of access to disaster.
 essential resources like - Difficulty in providing
first-aid kits, adequate care and
communication devices, support to students
and emergency shelters. affected by disasters.
- Inadequate  School Operations:
infrastructure (e.g., safe - Disruption of school
evacuation routes, activities, loss of
secure buildings, teaching time, and
accessible emergency damage to school
exits). property.
- Poor Communication - Difficulty in resuming
and Coordination: - Lack normal operations after
of clear communication a disaster.
channels for - Community Impact:
disseminating - Strain on community
information and warnings resources and services
to staff, students, and due to the school's lack
parents. of preparedness.
- Inadequate - Difficulty in providing
coordination among support to families and
school staff, local students affected by
authorities, and disasters.
emergency responders. -  Reputational Damage:
Limited involvement of - Negative perception of
parents and the the school's ability to
community in disaster protect students during
preparedness planning. emergencies.
 Lack of Leadership and - Loss of trust and
Commitment: - confidence from parents
Insufficient commitment and the community.
from school
administrators and staff
to prioritize disaster
 preparedness.
- Lack of clear
leadership and
responsibility for
coordinating disaster
preparedness efforts.
- Inadequate
communication and
collaboration between
school leadership and
other stakeholders.
GOVERNANCE Poor WatSan Facilities  Insufficient Funding:  Contaminated water and
Schools in under- inadequate sanitation
resourced communities facilities are major
or those facing budget contributors to
cuts may lack the waterborne diseases like
financial resources to diarrhea, cholera,
maintain and upgrade typhoid fever, and
facilities, purchase dysentery. These
necessary equipment, illnesses can lead to
and provide adequate dehydration,
learning materials. This malnutrition, and even
is particularly true for death, especially among
primary schools, which young children
often receive less  Children who are sick
funding than secondary from waterborne
schools illnesses are often
 limited access to unable to attend school,
infrastructure may lack leading to absenteeism
essential amenities like and lower academic
running water, and performance. This can
proper sanitation have a significant impact
systems. This can make on their education and
 it difficult to provide future opportunities
students with a safe and 
healthy learning
environment

Landownership dispute between  Absence of documents  Disruption to School

the landowner and LGU about such deed of donation or Operations:
the school land written agreements Landownership disputes
 Unclear Title or can disrupt the normal
Boundaries: One of the functioning of a school.
most common causes of This could involve delays
landownership disputes in construction projects,
is ambiguity in the legal restrictions on the use of
documentation of the school grounds, or even
property. This could the temporary closure of
involve unclear the school.
descriptions of the  A school may lose its
boundaries, conflicting property due to a
claims of ownership, or landownership dispute.
missing or incomplete This could involve a
records. forced sale of the land, a
court ruling in favor of
another party, or the
abandonment of the
property due to legal
challenges.
 Landownership disputes
can damage a school's
reputation, making it
difficult to attract
students, staff, and
community support.
Unsafe Learning Environment  -Physical Infrastructure  Difficulty in creating a
Issues: positive and supportive
- Deteriorating buildings learning environment.
with structural problems,  Negative perception of
unsafe electrical wiring, the school and its ability
or hazardous materials. to provide a safe
- Inadequate ventilation, learning environment.
lighting, or sanitation 
facilities.
- Lack of proper security
measures, such as
fences, gates, or security
personnel.
 Lack of Safety
Procedures and Training:
- Absence of clear safety
protocols for
emergencies, accidents,
or violence.

Lack of Stakeholders  Time Constraints and  Limited School

Participation Scheduling Conflicts: - Resources:
Busy schedules and - Reduced access to
conflicting commitments volunteers, financial
among stakeholders, support, and other
making it difficult to resources crucial for
dedicate time to school school success.
activities. - Lack of - Difficulty in
flexibility in scheduling implementing innovative
events and meetings to programs and projects
accommodate due to limited funding
stakeholder availability and support.
 Decreased School
 Performance:
- Lower student
achievement, increased
dropout rates, and a
decline in overall school
performance.
 Weakened School-
Community
Relationships:
- Reduced sense of
community and
belonging among
stakeholders.
- Difficulty in building
trust and fostering
positive relationships
between the school and
the community.