PPSSH DOMAIN

1
LEADING STRATEGICALLY
STRAND 5:
PROGRAM DESIGN AND IMPLEMENTATION
Program – a group of clear, related, complementary
activities that are intended to achieve a desired outcome
among the target group(s).
In the community services sector, the scale of a
program can vary. A program may deliver a specific
service (e.g. researching the links between employment
and inequality) or a broader collection of related services
(e.g. a youth employment program that provides wrap-
around supports including housing, counselling and
employment opportunities).
Martha McGuire, C.E. https://www.unitedwaygt.org/file/Program-Desig-Development-Resources.pdf
A program should not focus:
■ Too narrowly on only one activity of a program (e.g.
providing transportation supports when those transportation
supports are actually part of a broader community-
connection program for seniors); or
■ So broadly that it is difficult to understand the relationship
between the activities, target population and intended
outcomes (e.g. identifying all youth-related activities as one
program, even though they are actually distinct programs
with different activities and intended outcomes).
Martha McGuire, C.E. https://www.unitedwaygt.org/file/Program-Desig-Development-Resources.pdf
Program components – the elements that make up a
program including strategy, principles, activities and
outputs.

Program design and development – a process that an

organization uses to develop a program. It is most often an
iterative process involving research, consultation, initial
design, testing and redesign. A program design is the plan
of action that results from that process.

Martha McGuire, C.E. https://www.unitedwaygt.org/file/Program-Desig-Development-Resources.pdf

Program components – the elements that make up a
program including strategy, principles, activities and
outputs.

Program design and development – a process that an

organization uses to develop a program. It is most often an
iterative process involving research, consultation, initial
design, testing and redesign. A program design is the plan
of action that results from that process.

Martha McGuire, C.E. https://www.unitedwaygt.org/file/Program-Desig-Development-Resources.pdf

Program design is the process that an organization uses
to develop a program. It is most often an iterative
process involving research, consultation, initial design,
testing and redesign.
A program design is the plan of action that results from
that process.
Gargani, John. Blog about program design and evaluation, http://evalblog.com/program-design-
and-evaluation-abrief-description/.
https://www.fin.gov.nt.ca/sites/fin/files/
appendix_a_program_design_and_planning_manual.pdf
https://www.theclassroom.com/write-program-proposal-
2533.html
What are logic models used for?
To help the team think through the process
To identify key elements and expectations of your project
To indicate what resources you have to use and show how you will
use them
To clarify and state assumptions
To link various elements of a project
To promote understanding
To guide progress and help you stay on track
To provide a framework to plan, implement monitor and evaluate
your project
What are the elements of a logic model?
Goals / Objectives
Inputs / Resources
Activities / Strategies
Outputs / Short-term results
Outcomes / Individual success indicators
Impacts / Large-scale success indicators
Measures / Qualifiers
2. Collect and analyze important contextual
information develop a manageable way to collect
contextual information. Focus groups, stakeholder
interviews and some basic online research can
elicit valuable data. A simple context information
chart or checklist can be effective in collecting and
organizing data.
 Department of Education

Programs and Projects Status of Implementation

As of September 2020

LIST OF PROGRAMS AND PROJECTS

Policy and Research Program
 aims to strengthen evidence-based decision-making through the
oversight, promotion, and conduct of policy development, research, and
sector monitoring and evaluation.
 supports activities under three key result areas:
(1) Policy Development
(2) Research Management
(3) Sector Monitoring and Evaluation
 includes the Basic Education Research Fund (BERF), a funding
mechanism for DepEd researchers (DO 16, s. 2017).
BASIC EDUCATION INPUTS PROGRAM
Basic Education Facilities (BEF)
 an annual budget of the Department for its School Building
Program, which covers the improvement and maintenance of
school facilities. It shall be utilized for the provision of classroom,
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)
BASIC EDUCATION INPUTS PROGRAM
Basic Education Facilities (BEF)

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. Upgrading of School Electrical Connections
BASIC EDUCATION INPUTS PROGRAM

Textbooks and Other Instructional Materials

 aims to provide public schools and learning centers quality
text-based learning resources aligned with the K to 12
curriculum as primary bases or supplement to teaching and
learning processes.
BASIC EDUCATION INPUTS PROGRAM

Textbooks and Other Instructional Materials

The following are the aspects in the provision of Textbooks
and Other Instructional Materials:
 Development of Learning Resources (LRs)
 Quality Assurance of LRs
 Printing and Delivery of LRs
 Monitoring and Evaluation
 Capability Building
 Support to Operations
BASIC EDUCATION INPUTS PROGRAM
Computerization 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.
 provides New E-Classroom packages to each public
elementary school, junior high school, and senior high
school including the un-energized schools.
BASIC EDUCATION INPUTS PROGRAM
Learning Tools and Equipment - Science and Math Equipment
(LTE-SME)
 aims to provide public schools and learning centers with
complete and efficient sets of Science and Mathematics
Equipment that complies with the requirements set by the K
to 12 Curriculum.
BASIC EDUCATION INPUTS PROGRAM

New School Personnel Positions

 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.
III. INCLUSIVE EDUCATION PROGRAM

Multigrade Education

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.
III. INCLUSIVE EDUCATION PROGRAM

Special Education (SPED)

 aims to enhance access and upgrade the quality of SPED
programs and services, as well as to raise the efficiency of
education services directed towards all recognized SPED
Centers for elementary and secondary schools with classes
for learners with special needs.
III. INCLUSIVE EDUCATION PROGRAM

Madrasah Education
 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.
 intends to integrate content and competencies in the
curriculum which are relevant and of interest to Muslim
learners.
III. INCLUSIVE EDUCATION PROGRAM

Indigenous Peoples Education (IPEd)

 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.
 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 .
 III. INCLUSIVE EDUCATION PROGRAM

 Alternative Learning System (ALS)

 aimed at providing an alternative path of learning for the 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.
III. INCLUSIVE EDUCATION PROGRAM

Alternative Delivery Mode (ADM)

 under the umbrella of the Flexible Learning Options. It gives
access to education for learners who are enrolled in the formal
school and for various reasons cannot regularly attend school.
 aims to save these learners from dropping out of school because
of their difficult circumstances.
 This will also serve as the learning avenue of the learners whose
classes are suspended for various reasons.
 A program designed 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.
III. INCLUSIVE EDUCATION PROGRAM

Alternative Learning System- Education Skills and Training (ALS-

EST) – FLEXIBLE LEARNING OPTION
 modifies the regular ALS program by integrating Technical-
Vocational Training and other skills training.
 utilizes existing DepEd expertise, particularly from 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.
IV. SUPPORT TO SCHOOLS AND LEARNERS PROGRAM

School-based Feeding Program

 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).
IV. SUPPORT TO SCHOOLS AND LEARNERS PROGRAM

School-based Feeding Program

Mandated by RA 11037 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.
 .
IV. SUPPORT TO SCHOOLS AND LEARNERS PROGRAM

School-based Feeding Program

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.
IV. SUPPORT TO SCHOOLS AND LEARNERS PROGRAM

Government Assistance and Subsidies

 aims to improve access to quality secondary education
through government extension of financial assistance to
deserving elementary school graduates who wish to pursue
their secondary education in private schools. This can be
attained through:
1. The Education Service Contracting Program (ESC)
which aims to democratize and improve access to quality education
by extending financial assistance (in the form of a tuition subsidy)
to qualified elementary school graduates who wish to pursue
secondary education in a private school
IV. SUPPORT TO SCHOOLS AND LEARNERS PROGRAM

Government Assistance and Subsidies

1. The Education Service Contracting Program (ESC) which

aims to democratize and improve access to quality education by
extending financial assistance (in the form of a tuition subsidy) to
qualified elementary school graduates who wish to pursue
secondary education in a private school
Education Service Contracting Program (ESC) based on DO
no. 20 s. 2017
IV. SUPPORT TO SCHOOLS AND LEARNERS PROGRAM

Government Assistance and Subsidies

Education Service Contracting Program (ESC)

The ESC grant covers four years of junior high school starting
from Grade 7. If grantees are enrolled in delivery modes where junior
high school extends beyond four years, the grant will only cover four
years. No new ESC grants are awarded at higher grade levels. The
grants will carry-over to the next school year if the grantee is
promoted to the next grade level and enrolls in an ESC-participating
JHS. No maintaining grade is required of grantees within a school
year. The grant is terminated if a grantee does any one of the
following:
IV. SUPPORT TO SCHOOLS AND LEARNERS PROGRAM

Government Assistance and Subsidies

Education Service Contracting Program (ESC)

The grant is terminated if a grantee does any one of the
following:
 Drops out for non-health reasons in the middle of the school year;
 Does not reenroll the following school year;
 Fails to be promoted to the next grade level or is retained at the same grade level;
 Is suspended for more than two (2) weeks, dismissed or expelled by the school for
disciplinary reasons;
IV. SUPPORT TO SCHOOLS AND LEARNERS PROGRAM

Government Assistance and Subsidies

Education Service Contracting Program (ESC)

The grant is terminated if a grantee does any one of the
following:
 Transfers to a non-ESC-participating JHS Transfers to another ESC-
participating JHS are allowed. In cases when the applicable subsidy amount of the
releasing school is different from that of the accepting school, the accepting school
will be paid the lower of the two applicable subsidy amounts.
IV. SUPPORT TO SCHOOLS AND LEARNERS PROGRAM

Government Assistance and Subsidies

Education Service Contracting Program (ESC)

Grantees who drop out due to prolonged illness, accident,
force majeure, or death of a parent or guardian may be reinstated in
the ESC program, provided they submit relevant documents to
PEAC. The documents to be submitted are to support their claim
i.e. for illness, a medical certificate issued by a licensed medical
doctor.
IV. SUPPORT TO SCHOOLS AND LEARNERS PROGRAM

Government Assistance and Subsidies

2. The Senior High School Voucher Program (SHS VP)

 a mechanism that will provide financial assistance to senior
high school students who shall enroll in non-DepEd schools
which will offer SHS, including private JHSs, private higher
education institutions (HEIs), state and local colleges and
universities (SUCs and LUCs), and technical-vocational
institutions (TVIs).
IV. SUPPORT TO SCHOOLS AND LEARNERS PROGRAM

Government Assistance and Subsidies

3. The Joint Delivery Voucher

 aims to optimize TVL learning by allowing SHS students
enrolled in public schools to avail of vouchers and take their
TVL specializations in eligible partner institutions from either
private or non-DepEd public SHSs, as well as TVIs, offering
their desired specializations.
PHILIPPINE EDUCATIONAL PLACEMENT TEST (PEPT)
DESCRIPTION:
An examination designed for learners in special
circumstances to determine their appropriate grade level in the
formal school system. The result of PEPT will allow learners to
access or resume schooling and obtain certification of completion
by grade level in the DepEd formal system. OBJECTIVES: • To
establish that students have met learning standards for specific
grade levels
DEPED ORDER NO. 31, S. 2018

COMPREHENSIVE SEXUALITY EDUCATION (CSE) – is a curriculum-

based of teaching and learning about cognitive, emotional, physical
and social aspects of sexuality that is scientific, and-and-
developmentally appropriate, culturally and gender responsive, and
with rights-based approach. It aims to equip the learners with
knowledge, skills, attitudes and values that will empower them to
realize their health, well-being and dignity.
 DEPED ORDER NO. 28, s. 2018
POLICY GUIDELINES ON OPLAN KALUSUGAN SA DEPARTMENT OF EDUCATION

Convergence of DepEd’s Health and Programs

DepEd launches the Oplan Kalusugan sa Department of Education (OK
sa DepEd)which is a convergence of DepEd’s health programs, plans, policies,
and activities for their effective and efficient implementation at the school
level, in partnership with various stakeholders.
OK sa DepEd shall focus on DepEd’s major school and nutrition
programs specifically the School-Based Feeding Program (SBFP), National
Drug Education Program (NDEP), Adolescent Reproductive Health Education
(ARH), Water, Sanitation, and Hygiene (WASH) in Schools (WinS), and Medical,
Dental and Nursing Services.
 DEPED ORDER NO. 28, s. 2018
POLICY GUIDELINES ON OPLAN KALUSUGAN SA DEPARTMENT OF EDUCATION

National Drug Education Program (NDEP)–a comprehensive

educational program which provides for a holistic approach to the
problem of drug abuse. It is designed to enable all sectors to work
collaboratively with the school system as the core, thereby,
unifying all sectoral endeavors.
 DEPED ORDER NO. 28, s. 2018
POLICY GUIDELINES ON OPLAN KALUSUGAN SA DEPARTMENT OF EDUCATION

Adolescent Reproductive Health Education (ARH)–a program that

aims to strengthen DepEd’s delivery of its mandates under the
Responsible Parenthood and Reproductive Health Act of 2012 (R.A.
No. 10354) through a guidance and counselling program by
enhancing capacities of licenced guidance teachers and selected
personnel and development of a referral network to service
providers of all RPRH concerns.
EARLY LANGUAGE LITERACY AND NUMERACY PROGRAM (ELLN)

In DepEd Order No. 12, Series of 2015, the Department

recognizes that the foundation of learning is in a child's early
language, literacy, and numeracy skills. These skills, according to
DepEd, do not develop naturally, and thus require careful planning
and instruction. There is thus, a need, for children to have access
to age-appropriate and culturally-sensitive materials to help them
develop the habits of reading, speaking, writing, and counting.
BASIC EDUCATION SCHOOL LEARNING
CONTINUITY PLAN IN THE LIGHT OF
COVID 19 PANDEMIC
LEGAL BASIS: D.O. NO. 12, S. 2020
BE-LCP (Basic Education Learning Continuity Plan)
• a package of education interventions that will respond
to basic education challenges brought about by COVID
19.

• In developing the BE-LCP, DepEd engaged internal and

external stakeholders for inputs in the design of a
learning delivery strategy and operational direction that
ensures the health, safety, and well-being of all learners,
teachers, and personnel of the Department.
BE-LCP Principles:
a. Protest the health, safety, and well-being of
learners, teachers, and personnel and prevent the further
transmission of COVID 19;

b. Ensure learning continuity through K-12

curriculum adjustments, alignment of learning materials,
deployment of multiple learning delivery modalities,
provision of corresponding training for teachers and
school leaders, and proper orientation of parents,
guardians of learners;
BE-LCP Principles:

c. Facilitate the safe return of teaching and non-teaching

personnel and learners to workplaces and schools/CLCs, taking into
consideration the scenarios projected by the Department of Health
(DOH) and the Inter-Agency Task Force for the Management of
Emerging Infectious Diseases in the Philippines (IATF),
complemented by other credible sources, and balanced with DepEd
own risk assessments;
BE-LCP Principles:
d. Be sensitive to equity considerations and concerns, and
endeavor to address them the best we can; and

e. Link and bridge the BE-LCP to the DepEd’s pivot to quality

and into the future of education, under the frameworks of Sulong
Edukalidad and Future’s thinking in Education.
KEY ELEMENTS OF LEARNING STRATEGIES

 Streamlining of the K-12 curriculum into the

Most Essential Learning Competencies (MELCs)

 Allowing of multiple learning delivery modalities

4 PILLARS OF SULONG EDUKALIDAD
1. K-12 curriculum review and update
2. Improving the Learning Environment
3. Teachers’ upskilling and reskilling
4. Engagement of stakeholders for support and
collaboration
These pillars will be implemented with emphasis on
INNOVATION, AGILITY, and SYNERGY.
Sulong Edukalidad, BE-LCP, and the futures of the
Philippine education are united by our goals for and
with every learner: agency and self-actualization, work
readiness, and responsible citizenship. Thus, it is
important that the BE-LCP shall be guided by the
following learning principles:
 life-long
 life-wide
 life-deep
 life-wise
MOST ESSENTIAL LEARNING COMPETENCIES (MELCs)
The MELCs are defined as the competencies that a learner needs in order
to continue to subsequent grades, and ultimately to have a successful life. The
characteristics of the MELCs are:
a. It is aligned with national standards or frameworks, such as, for example,
“holistic Filipino learners with 21st Century skills.”
b. They connect the content to higher concepts across content areas.
c. They are applicable to real-life situations.
d. They are important for students to acquire, even if a student drops out
from school.
e. They cannot be expected to be ordinarily learned by students if not taught
in school.
 A word that may describe an essential learning
competency is “endurance,” that is, it remains with
learners long after a test or unit of study is completed, or
it remains useful beyond a single test or unit of study.
Examples of such learning competencies include
research skills, reading comprehension, writing, map
reading, and hypothesis testing, which are essential in
many professions and in everyday life.
LEARNING DELIVERY MODALITY (LDM)
The learning delivery modalities that schools can adopt may be one
or a combination of the following, depending on the COVID-19 restrictions
and the particular context of the learners in the school or locality.

1. Face-to-face. This refers to a learning delivery modality where the

students and the teacher are both physically present in the classroom, and
there are opportunities for active engagement, immediate feedback, and
socioemotional development of learners. In areas under the Moderate and
High-risk severity grading, this is not possible. However, there are learners
with disabilities whose conditions require face-to-face instruction. This will
be the subject of further discussion within DepEd, with partners, and with
parents.
2. Distance learning. This refers to a learning delivery modality where learning takes
place between the teacher and the learners who are geographically remote from
each other during instruction. This modality has three types:
A. Modular Distance Learning (MDL),

Modular Distance Learning involves individualized instruction that allows

learners to use SLMs in print or digital format, whichever is applicable in the context
of the learner, and other learning resources like learner’s materials, textbooks,
activity sheets, study guides, and other study materials. Learners access electronic
copies of learning materials on a personal computer (PC), tablet PC, or
smartphone. CDs, DVDs…
B. Online Distance Learning
ODL features the teacher as facilitator, engaging learners' active participation
through the use of various technologies accessed through the internet while they
are geographically remote from each other during instruction. The internet is used to
facilitate learner-teacher and peer-to-peer communication. Online learning allows
live synchronous instruction.
It requires participants to have a good and stable internet connection. It is
more interactive than the other types of distance learning and the responses are in
real-time. The learners may download materials from the internet, complete and
submit assignments online, and attend webinars and virtual classes. This is
practiced effectively by using a Learning Management System or related
technologies. The DepEd Commons and DepEd Learning Resource (LR) Portal fall
in this category.
C. TV/Radio-Based Instruction
TV/RBI utilizes SLMs converted to video lessons for Television-
Based Instruction and SLMs converted to radio scripts for Radio-Based
Instruction.

Distance learning modality is most viable for independent learners,

and learners supported by periodic supervision of parents or guardians.
The challenge will be in dealing with learners not capable of independent
learning. This is the subject of further discussion within DepEd, and with
partners and parents.
3. Blended Learning
This refers to a learning delivery that combines face-to-
face with any or a mix of online distance learning, modular
distance learning, and TV/Radio-based Instruction. Blended
learning will enable the schools to limit face-to-face learning,
ensure social distancing, and decrease the volume of people
outside the home at any given time.
Critical for implementation will be the production of the
needed teacher’s and learner’s learning materials (DepEd LR
Portal and DepEd Commons will be maximized), as well as the
support of media institutions like TV and radio stations.
4. Homeschooling
This is an ADM that aims to provide learners with
quality basic education that is facilitated by qualified parents,
guardians, or tutors who have undergone relevant training in
a home-based environment.
It allows families to educate according to their personal
faith, philosophy, and values, and to adjust learning
schedules around family schedules and circumstances.
Oplan Balik Eskwela
The Oplan Balik Eskwela (OBE) is an annual
program to ensure that learners are enrolled and
able to attend the school on the first day of classes.
It is a mechanism to address problems, queries, and
other concerns commonly encountered by the
public at the start of the school year.