T HE BASIC EDUCATION
MONITORING AND EVALUATION
FRAMEWORK (BEMEF)
Policy Research and Development Division
Planning Service
BASIC EDUCATION
MONITORING AND
EVALUATION
FRAMEWORK
(BEMEF)
DO 29, s.
2022
2
S C O P E O F B E M EF
The Basic Education Monitoring and
Evaluation Framework (BEMEF) along
with the structures and mechanisms,
shall be adopted and implemented by
all DepEd operating units in all
governance levels. It identifies
DepEd operating units with
oversight M&E functions and
articulates the M&E processes that
shall be performed at each
governance level.
O B J E C T I V E (S)
The Department establishes the BEMEF to ensure that the
agency’s plans, policies, systems and processes are geared
towards the achievement of organizational outcomes.
This Framework sets the performance measures for the
agency where all operating units are expected to contribute.
This framework shall also guide DepEd bureaus, services,
regional and schools division offices, schools, and learning
centers in developing their respective M&E plan. Lastly, it
shall define the roles and responsibilities of DepEd
operating units in the M&E system and processes.
GUIDING PRINCIPLES
IMPROVED
GOVERNANCE
UTILIZATIONORIENTED
DEVELOPMENTORIENTED
METHODOLOGICALLYSOUND AND APPROPRIATE
OPERATIONALLYEFFECTIVE
UNDERTAKEN
ETHICALLY
SHARED
RESPONSIBILITY
Check for understanding
Which of the following is NOT one of the
M&E guiding principles in BEMEF policy?
A. Development-oriented
B. Sectoral-initiated
C. Undertaken ethically
D. Methodologically-sound and appropriate
DEPARTMENT O F EDU CAT ION
6
Theory of Change (ToC)
DEPARTMENT O F EDU CAT ION
7
Theory of Change (ToC)
• An ongoing process of reflection to
explore change and how it happens and what it means in a particular context,
sector, and/or group of people.
• A theory of change is a road map of
where we are going (results) and how we
are getting there (process).
DEPARTMENT O F EDU CAT ION
Theory of Change (ToC)
Causal Hypothesis
Question: How do I expect results to be
achieved?
Answer: If (inputs) produce (outputs), this
should lead to (outcomes) which will ultimately
contribute to the (goal).
DEPARTMENT O F EDU CAT ION
Theory of Change (ToC)
Source: Innovations for Poverty Action Theory of Change lecture slides
DEPARTMENT O F EDU CAT ION
Theory of Change (ToC)
Source: Innovations for Poverty Action Theory of Change lecture slides
DEPARTMENT O F EDU CAT ION
Theory of Change (ToC)
Source: Innovations for Poverty Action Theory of Change lecture slides
DEPARTMENT O F EDU CAT ION
Theory of Change (ToC)
Source: Innovations for Poverty Action Theory of Change lecture slides
DEPARTMENT O F EDU CAT ION
Check for understanding
1. The immediate results of program activities. This term
relates to the direct products or deliverables of program
activities, such as counselling sessions completed, the
people reached and the materials were distributed. This
refers to an:
a. Input
b. Output
c. Outcome
d. Impact / Goal
DEPARTMENT O F EDU CAT ION
Revised Version by PS-PRD
Check for understanding
2.The intermediate changes that a program effects on target
audiences or populations, such as change in knowledge,
attitudes, beliefs, skills, behaviors, access to services, and
policies. This refers to an:
a. Input
b. Output
c. Outcome
d. Impact / Goal
DEPARTMENT O F EDU CAT ION
Revised Version by PS-PRD
LET’sTRYTHE
TheoryofChange
DEPARTMENT O F EDU CAT ION
16
EXERCISE/PRACTICE
Activity Instructions
● Complete the Theory of Change of Mother TongueBased Multilingual Education (MTB-MLE) by filling
out the boxes of appropriate objective statements.
● You can select the objective statements from the
provided metacards and list them down under their
corresponding TOC component.
● Take note: draw arrows help you establish the causal
relationship/s of the objectives under the components!
● You can accomplish this activity together with your
teammates.
● This activity is for 20 minutes.
DEPARTMENT O F EDU CAT ION
EXERCISE/PRACTICE
The Context
Problem and program intervention
Problem: Low literacy rates among Filipino learners
Program intervention: Mother Tongue-Based Multi-Lingual Education
(MTB-MLE)
● Designed to be learner-centered education from early levels
(Kindergarten to Grade 3)
● Previous studies have shown that students who learn using their
mother tongue language gained higher learning outcomes compared
● Using students’ first language as medium of instruction facilitates the
learning of academic content and the learning of all other languages
in the later grades
● Strengthens the development of the appropriate cognitive and
reasoning skills
DEPARTMENT O F EDU CAT ION
MTB-MLE
Objectives
a. Translated curriculum guide and teaching guide
b. K-3 students can read in and comprehend in the MT
c. Development of mother tongue (MT) textbooks and localized resources
d. Reduced absenteeism
e. Teachers trained in the MT
f. Improved LAPG, ELLNA, NAT scores
g. Greater class participation
h. Reduced dropout
i. Training of teachers to teach in the MT
j. K-3 classes taught in the MT
k. K-3 students can write in the MT
l. Translation of curriculum guide and teaching guide to MT
m. MT textbooks and localized resources produced
n. Improved reading scores; higher comprehension scores
o. K-3 students can compute in MT
DEPARTMENT O F EDU CAT ION
Inputs/Activities
Outputs
Outcomes
Goal
Situation/Context Analysis:
Low literacy rates among Filipino learners; studies have shown that students who learn using their mother
tongue language gain higher learning outcomes
Suggested Answer
DEPARTMENT O F EDU CAT ION
Inputs/Activities
Outputs
Outcomes
Development of
mother tongue (MT)
textbooks and
localized resources
MT textbooks and
localized resources
produced
K-3 classes taught in
the MT
Training of teachers
to teach in the MT
Translation of
curriculum guide and
teaching guide to MT
Teachers trained in
the MT
Translated
curriculum guide and
teaching guide
Goal
K-3 students can
write in the MT
Improved reading
scores; higher
comprehension
scores
K-3 students can read
in and comprehend
in the MT
Improved LAPG,
ELLNA, NAT scores
K-3 students can
compute in MT
Reduced dropout
Reduced
absenteeism
Greater class
participation
Situation/Context Analysis:
Low literacy rates among Filipino learners; studies have shown that students who learn using their mother
tongue language gain higher learning outcomes
Basic Education M&E Framework
GOAL
All Filipinos are able to realize their full potential and
contribute meaningfully to a cohesive nation
SECTOR OUTCOME
Basic education Filipino learners have the physical, cognitive, socio-emotional
and moral preparation for civic participation and engagement in post-secondary
opportunities in their local, national and global communities
INTERMEDIATE OUTCOMES
ACCESS
All school-age
children, out-ofschool youth, and
adults accessed
relevant basic
learning
opportunities
EQUITY
Disadvantaged
school-age
children and youth,
and adults
benefited from
appropriate equity
initiatives
QUALITY
Learners complete K12 basic education
having attained all
learning standards that
equip them with the
necessary skills and
attributes to pursue
their chosen paths
RESILIENCY AND
WELL-BEING
Learners are resilient and
know their rights, and
have the life skills to
protect themselves, claim
their rights and respect
others’ rights as
productive Filipino citizens
ENABLING MECHANISMS-GOVERNANCE
Efficient, nimble and resilient governance and
management processes
Check for understanding
Which intermediate outcome (IO) ensures that no child
and youth is left behind in the education system and
reach their full potential as active members of their
communities and the Philippine society?
A. Access
B. Quality
C. Resiliency and Well-being
D. Equity
E. All of the above
DEPARTMENT O F EDUCATION
24
BASIS FOR THE CONDUCT OF BEMEF
ORIENTATION
Based on the Needs Assessment Results on Philippine
Professional Standards for Schools Heads (PPSSH) Of SDO
Laguna, under Domain 1 – Leading Strategically, the need
for designing supplemental monitoring and evaluation
tools following standard processes and the need to utilize
available monitoring and evaluation processes and tools
to promote learner achievement fall first (Rank 1) and
second (Rank 2) in the priority indicators. This means that
there is an urgent need to capacitate School Heads in
terms of monitoring and evaluation of present and future
PPAs.
DEPARTMENT O F EDUCATION
25
BEMEF IMPLEMENTATION PLAN TEMPLATE
DEPARTMENT O F EDUCATION
26
BEMEF MONITORING & EVALUATION PLAN
TEMPLATE
DEPARTMENT O F EDUCATION
27
Performance Indicators
DEPARTMENT O F EDUCATION
28
What is an indicator?
• Indicators are signposts of change along
the path to development. They describe
the way to track intended results and are
critical for monitoring and evaluation.
DEPARTMENT O F EDU CAT ION
How do you formulate the
indicators of the program
you implement?
DEPARTMENT O F EDU CAT ION
Indicators
• The process of formulating indicators should
begin with the following questions:
• How can we measure that the expected
results are being achieved?
• What type of information can demonstrate a
positive change?
• What can be feasibly monitored with given
resource and capacity constraints?
UNDP M&E Handbook 2009
DEPARTMENT O F EDU CAT ION
Indicators
• (Continuation) The process of formulating
indicators should begin with the following
questions:
• Will timely information be available for the
different monitoring exercises?
• What will the system of data collection be and
who will be responsible?
• Can national systems be used or augmented?
• Can government indicators be used?
UNDP M&E Handbook 2009
DEPARTMENT O F EDU CAT ION
Indicators
Criteria in establishing indicators
DEPARTMENT O F EDU CAT ION
Indicators
Source: Kusek & Rist, Ten Steps, 2004, 109
DEPARTMENT O F EDU CAT ION
Indicators
Quantitative
Indicators
▪ statistical measures that
measure results in terms
of:
• Number
• Percentage
• Rate
• Ratio
Source: UNDP PME Handbook, 2009
DEPARTMENT O F EDU CAT ION
Indicators
Qualitative
Indicators
▪ reflect people’s judgements,
opinions, perceptions and attitudes
towards a given situation or subject
▪ include changes in sensitivity,
satisfaction, influence, awareness,
understanding, attitudes, quality,
perception, dialogue or sense of
well-being
▪ measure results in terms of:
• Compliance with…
• Quality of…
• Extent of…
• Level of…
Source: UNDP PME Handbook, 2009
DEPARTMENT O F EDU CAT ION
DepEd Performance Indicators
● The Agency Performance matrix enumerates
and articulates the agency performance
indicators that shall measure DepEd’s
organizational performance.
● This includes the description, frequency of
data reporting, data disaggregation, and
data source for each IO performance
indicator, and includes the description,
frequency of data reporting, data
disaggregation, and accountable offices for
each EM performance indicator
DEPARTMENT O F EDUCATION
37
Monitoring and Evaluation (M&E)
Mechanism
DEPARTMENT O F EDUCATION
38
Monitoring and Evaluation
•
•
•
Monitoring explains the efficiency and effectiveness of
operations while evaluation provides information on the
benefits achieved
Monitoring results provide bases for critical
management decisions such as resource allocation or
realignment, target setting, remedial/corrective actions
or strategy development.
Evaluation results provide valuable lessons and
insights that can be used by managers in crafting
strategic decisions for the future such as in designing
organizational changes or future programs and/or
projects.
DEPARTMENT O F EDUCATION
Types of M&E
• Monitoring
• Results Evaluation
• Process Evaluation
DEPARTMENT O F EDUCATION
Types of M&E
Monitoring
•
•
•
•
A systematic and objective assessment of an ongoing implementation of plans, programs, projects,
and major activities.
Aims to steer implementation as efficiently as
possible based on empirical facts determined through
verifiable assessment process, systematic observation
and documentation.
Also determines any adjustment of plans and
activities needed to achieve the committed targets.
Monitoring may be done on a weekly, monthly, or
quarterly basis depending on the M&E Plan.
DEPARTMENT O F EDUCATION
Types of M&E
DepEd Monitoring
•
•
The Program Management Information System
(PMIS) is one of the mechanisms in doing monitoring
and currently the official source of data on
programs, projects and activities (PPAs) from planning
to implementation.
In support of monitoring and evaluation, Program
Implementation Review (PIR) is established as the
reporting platform. The PIR is conducted on a
quarterly basis to report the accomplishments of
outputs in terms of efficiency, and corresponding
utilization of the budget.
DEPARTMENT O F EDUCATION
DEPARTMENT O F EDUCATION
43
DEPARTMENT O F EDUCATION
44
Types of M&E
Results Evaluation
•
•
•
This is an evaluation approach that focuses on
measuring the realization of results.
It seeks to assess the outcomes and changes
brought about by program or project interventions.
Findings from this type of evaluation are used as the
baseline situation for the next planning cycle.
DEPARTMENT O F EDUCATION
Types of M&E
Results Evaluation
Sample questions to ask…
•
•
•
Did the program succeed in helping teachers to use
ICT in teaching and learning process?
Was the program more successful with certain groups
of people than with others?
What aspects of the program did participants find
gave the greatest benefit?
DEPARTMENT O F EDUCATION
DEPARTMENT O F EDUCATION
61
Types of M&E
Process Evaluation
•
•
•
Determines the effectiveness and efficiency of the
implementation processes and systems.
This could be conducted at any phase of the plan
implementation and could be combined with other
types of monitoring.
Through this evaluation, issues and challenges in
program, project, and activity deliveries can be
addressed.
DEPARTMENT O F EDUCATION
Types of M&E
Process Evaluation
Sample questions to ask…
•
•
What were specific interventions put into place by the
program to fight the problem being tackled? Did the
interventions work or not — and how and why?
What were the kinds of problems encountered in
delivering the program — were there enough
resources from the beginning to do it well? Was it well
managed? Were staff trained or educated to the right
level of the program design? Is there skill at facilitating
the program processes from beginning to end? Was
there adequate support to the program?
DEPARTMENT O F EDUCATION
Example
DEPARTMENT O F EDUCATION
50
DEPARTMENT O F EDUCATION
51
DEPARTMENT O F EDUCATION
52
Check for understanding
CLMD of Region 1 aims to determine the extent of
implementation of limited F2F class to identify best
practices, issues and areas for improvement. What
types of M&E will they use?
A. Monitoring of outputs
B. Process Evaluation
C. Results Evaluation
D. All of the above
DEPARTMENT O F EDUCATION
53
Operationalizing the C onduct of
M&E
DEPARTMENT O F EDUCATION
54
69
How do you prepare for the
conduct of M & E ?
DEPARTMENT O F EDUCATION
70
Operationalizing the M&E
•
•
•
In operationalizing the conduct of M&E, all operating
units are required to develop M&E Plans for their
respective education plans, programs, and policies.
The M&E Plan is a document that provides guidance
on the purpose and process of conducting monitoring
and evaluation of any programs, policies, projects,
office mandates, and activities.
The M&E plan contains four (4) core M&E processes.
DEPARTMENT O F EDUCATION
BEMEF MONITORING & EVALUATION PLAN
TEMPLATE
DEPARTMENT O F EDUCATION
58
M&E CORE PROCESSES
I. Establishment
of Purpose and
Scope
II. Data
Collection and
Management
III. Data
Analysis
IV. Information
Dissemination,
Reporting, and
Utilization
M&E CORE PROCESSES
I. Establishment of
Purpose and Scope
Reference point for the
M&E system, guiding key
decisions such as
informational needs,
methodological approaches,
capacity building and
allocation of resources.
Guide Questions
• What should you be
monitoring and
evaluating?
• What are the
corresponding
indicators?
M&E CORE PROCESSES
Sample: Core Process 1 of BEMEF
M&E CORE PROCESSES
II. Data Collection and
Management
Collection or gathering of
relevant data to be
managed for analysis. It
involves processes and
systems for how a
project/program will
systematically and reliably
store, manage and access
M&E data.
Guide Questions
• What are the possible
sources of data?
• Who (office/personnel) is
responsible in data
collection?
• How frequent will you
collect this data?
• How will you organize and
store the collected data?
• Who are the possible users
of the data (internal and
external) and what are the
possible uses of these
data?
M&E CORE PROCESSES
Sample: Core Process 2 of BEMEF
M&E CORE PROCESSES
III. Data Analysis
Process of converting collected
(raw) data into usable
information. It Involves looking
for trends, clusters or other
relationships between different
types of data, assessing
performance against plans and
targets, forming conclusions,
anticipating problems and
identifying solutions and best
practices.
Guide Questions
• How will you process and
analyze the data that you
have collected?
• Who are responsible in data
analysis?
• How often do you conduct
data analysis?
M&E CORE PROCESSES
Sample: Core Process 3 of BEMEF
M&E CORE PROCESSES
IV. Information
Dissemination,
Reporting, and
Utilization
The most visible part of
the M&E system.
Collected and analyzed
data is presented as
information for use of key
stakeholders.
Guide Questions
• To whom will you
communicate the M&E
results? (identifying
type of
stakeholder/audience
• How will you
communicate the
results? What are
communication /
reporting strategies will
you employ?
• When do you report
M&E results?
M&E CORE PROCESSES
Sample: Core Process 4 of BEMEF
M&E Core Processes
•
The development of tools for data
collection/requirements shall be guided by the
M&E Plan to be established per program, policy, and
plan.
DEPARTMENT O F EDUCATION
M&E S Y ST EM PER G O V E R N AN CE
LEVEL
DEPARTMENT O F EDUCATION
69
M&E S Y STE M PER G O V E R N A N CE
LEVEL
•
•
The M&E system shall serve as an integrating
mechanism across governance levels and within
operating units of the Department.
This shall provide the DepEd’s decision-makers with
evidence-based information on the applicability and
feasibility of formulation and implementation of policies,
programs, projects, and major activities in the
Department.
DEPARTMENT O F EDUCATION
70
M&E S Y STE M PER G O V E R N A N CE
LEVEL
•
The vertical integration
of the M&E system
across governance
levels is the systematic
alignment of development
and implementation of
basic education plans,
policies, programs,
projects, major activities,
and M&E processes from
national to region, region
to school division, and
school division to school
level and vice versa.
DEPARTMENT O F EDUCATION
National (Central Office)
Regional Office
Schools Division Office
School Level
71
M&E S Y STE M PER G O V E R N A N CE
LEVEL
•
The horizontal integration of the M&E system within
governance levels shall align the development and
implementation processes of basic education plans,
policies, programs, projects, major activities, and M&E
processes among operating units in a particular
governance level.
National (Central Office)/
Regional/SDO/School
Office/ Unit
Office/ Unit
Office/ Unit
DEPARTMENT O F EDUCATION
Office/ Unit
72
M&E SYSTEM PER GOVERNANCE LEVEL
M&E System
❑ defines the scope of DepEd M&E system
National
M&E system ❑ includes continuous review and enhancements
of performance indicators that shall ensure that
needs of all learners are addressed
Regional
❑ensures the effective, efficient, and inclusive
implementation of all education policies &
M&E system
programs and achievement of desired outcomes
❑provides the policy makers and implementers
with timely and appropriate feedback on the
implementation of DepEd policies, programs, and
delivery systems
M&E SYSTEM PER GOVERNANCE LEVEL
M&E System
School
❑ focuses on determining effectiveness and
Division M&E
inclusiveness of schools in providing basic education
system
services
❑ serves as a mechanism for reflection on the SDO’s
capacity to provide timely and needs-based basic
education support services to schools
School M&E
system
❑ makes teaching and learning process more learnercentered and school-based management more effective
and inclusive
❑ provides the platform for shared governance in
developing, implementing, and sustaining effective
inclusive schools
❑ provides school heads, teachers, non-teaching staff,
and communities with critical insights, lessons, and
timely information on the performance of all learners
M&E SYSTEM PER GOVERNANCE
LEVEL
National M & E System shall:
• Establish a results-based M&E at all levels;
• Provide the mechanism for the horizontal integration of
bureaus, services and other operating units at the
national level;
• Ensure vertical integration of the M&E systems in the
region, school division, and school;
• Define the processes for validating outcomes and
accomplishments. This includes design of M&E work
processes, identification of the information needs of
internal and external stakeholders, report requirements,
and process for collecting and capturing data and
information;
75
M&E SYSTEM PER GOVERNANCE
LEVEL
National M & E System shall:
• Ensure the integration of M&E results in development
policies, programs and plans, preparation of the agency’s
financial requirements and distribution of resources;
• Facilitate exchange of information, practices, insights,
lessons and issues between and among operating units
and external stakeholders;
• Facilitate the implementation of third party evaluation of
DepEd programs and projects;
• Link M&E results to the organizational and individual
performance; and
• Ensure that BEMEF is supportive of the achievement of
DepEd goals and outcomes.
76
M&E SYSTEM PER GOVERNANCE
LEVEL
Regional M&E System shall:
• Establish a results-based M&E at the regional level;
• Ensure the horizontal integration of M&E activities of the
different operating units in the region;
• Strengthen vertical integration to link M&E systems
between region, school division and school;
• Ensure that M&E standards and processes are
implemented at the regional level;
• Evaluate the impact, effectiveness, and efficiency of
education policies and programs in the region;
77
M&E SYSTEM PER GOVERNANCE
LEVEL
Regional M&E System shall:
• Facilitate exchange of information, practices, insights,
lessons and issues between and among operating units
and external stakeholders;
• Provide feedback to CO on the regional M&E results
particularly on issues with implications for national policies
and programs;
• Ensure the integration of M&E results in developing local
programs and plans, and customizing national education
strategies and policies; and
• Link M&E results to the organizational and individual
performance.
78
M&E SYSTEM PER GOVERNANCE
LEVEL
S D O M&E System shall:
• Establish a results-based M&E at the school division level;
• Strengthen the link of M&E systems between SDO and
schools;
• Ensure the integration of M&E initiatives of SDO operating
units;
• Monitor the effective and efficient implementation of
education policies and programs;
• Ensure that M&E standards and processes are
implemented at the SDO and school levels;
79
M&E SYSTEM PER GOVERNANCE
LEVEL
S D O M&E System shall:
• Facilitate exchange of information, practices, insights,
lessons and issues between and among operating units
and external stakeholders;
• Provide feedback to RO on the SDO M&E results;
• Ensure the integration of M&E results in developing local
education plans and programs, and in implementing
national education policies and systems both at the SDO
and school levels;
• Provide M&E technical support and capacity building
intervention to schools; and
• Link M&E results to the organizational and individual
performance.
80
M&E SYSTEM PER GOVERNANCE
LEVEL
School M&E System shall:
• Ensure the periodic conduct of M&E in all school
operations and processes in accordance with existing
standards;
• Track operational bottlenecks and issues to update,
calibrate, and differentiate response every school year
and regularly examine and customize teaching strategies;
• Formalize interface between and among school head,
teachers, and non-teaching staff to discuss operational
issues and challenges;
81
M&E SYSTEM PER GOVERNANCE
LEVEL
School M&E System shall:
• Facilitate participation of learners, communities, and other
key stakeholders in the exchange of information,
practices, insights, lessons and issues;
• Maintain records of M&E results and integrate such in the
preparation of SIP, OPCRF, and other school projects and
programs;
• Report to the SDO the M&E results for appropriate
technical support; and
• Link M&E results to the organizational and individual
performance.
82
Roles and Responsibilities of
Offices
DEPARTMENT O F EDUCATION
96
ROLES AND RESPONSIBILITIES OF
OFFICES
M&E
System
Overall Lead
Process Owner
Responsible Offices
National
Secretary
Planning Service
All operating units
Regional
Regional
Director
Quality Assurance
Division
All operating units
School
Division
School Division
Superintendent
Schools Governance
and Operations
All operating units
Division
School
School Head
School Head
All personnel and
stakeholders in the
school
ROLES AND RESPONSIBILITIES OF
OFFICES
M&E
System
Overall Lead
Process Owner
Responsible Offices
National
Secretary
Planning Service
All operating units
Regional
Regional
Director
Quality Assurance
Division
All operating units
School
Division
School Division
Superintendent
Schools Governance
and Operations
All operating units
Division
School
School Head
School Head
All personnel and
stakeholders in the
school
OVERALL LEAD
REG IONAL
DIRECTOR
SECRETARY
●
●
formulate
national
educational
policies, plans,
standards,
programs,
projects, and
major
activities;
assess
national
learning
outcomes
●
●
●
develop regional
basic education
plans, standards,
programs,
projects, and
major activities
customize
national
education
strategies and
policies
assess regional
learning
outcomes
SCHOOLS
DIVISION
SUPERINTENDENT
●
●
develop and
implement
division
education
development
plans and
programs;
implement
national
education
policies and
systems at the
SDO and school
SCHOOL HEAD
●
the authority,
accountable, and
responsible for
ensuring that
information
generated from
the school M&E
system is used in
the development
and
implementation of
plans, programs,
projects, and
major activities to
make the school
more effective
and inclusive
OVERALL LEAD
SECRETARY
REGIONAL
DIRECTOR
SCHOOLS
DIVISION
SUPERINTENDENT
● Lead the institutionalization of the basic education national/regional and
SD M&E system;
● Provide decisions and directions on national/regional/SD education
issues and matters arising from various M&E activities such as national
PIRs, stakeholders’ forum, inter-agency meetings, among others;
● Communicate education concerns to other national/regional/SD offices
and other development partners during meetings, fora, or conferences;
● Approve educational policies (for national M&E system) and program
recommendations (for national and regional M&E systems) from internal
and external stakeholders based on evidences presented such as
completed researches, national statistics, among others; and
● Determine additional performance indicators and other adjustments
in the national M&E plan as necessary.
OVERALL LEAD
SCHOOL
HEAD
● Lead the institutionalization of the school M&E system;
● Provide decisions and directions on school issues and matters
arising from various M&E activities such as school PIRs, stakeholders’
forum, inter-agency meetings, among others;
● Communicate school concerns to the school division office during
meetings, fora, or conferences;
● Oversee the conduct of M&E activities in the school and ensure that
these are according to established standards;
● Engage different stakeholders in the conduct of school M&E
activities such as the members of the School Planning Team (SPT),
School Governance Council (SGC), among others;
OVERALL LEAD
SCHOOL
HEAD
● Conduct quarterly Program Implementation Review (PIR) in the
school to track physical and financial accomplishments and assess the
progress of implementation of plans, programs, projects, and major
activities;
● Maintain records of M&E results and integrate such in the preparation
of SIP/AIP, OPCRF, and other school programs, projects, and major
activities;
● Develop M&E plan for their respective School improvement plan;
● Prepare school M&E reports for dissemination to internal and external
stakeholders such as the School Report Card (SRC), Transparency
Board, Learning Action Cells (LAC), among others;
● Determine additional performance indicators and other adjustments
in the school M&E plan as necessary.
PROCESS OWNER
PLANNING
SERVICE
Quality Assurance
Division
School Governance and
Operations Divisions
SCHOOL
HEAD
● Oversee and manage the conduct of M&E of all operating units within
their governance level and ensure that they are adhering to established
standards;
● Review and provide input to the M&E plan of DepEd offices
● Maintain a national/regional/SD database facility to ensure that data
and information gathered from M&E activities are properly managed;
● Consolidate and analyze M&E reports from central and
regional/regional and SD/ SD operating units and school for the
preparation of national/regional/SD reports to be disseminated to internal
and external stakeholders;
● Lead the conduct of quarterly Program Implementation Review (PIR)
among central and regional operating units/ regional and SD operating
units/ SD operating units and schools to track physical and financial
accomplishments and assess the progress implementation of plans,
programs, projects, and major activities
PROCESS OWNER
PLANNING
SERVICE
Quality Assurance
Division
School Governance and
Operations Divisions
● Oversee and provide assistance in the conduct of evaluations on
DepEd’s programs, projects, and major activities; and,
● Provide technical assistance and capacity building support to
central and regional operating units/ regional and SD operating units/ SD
operating units and schools on the management and conduct of M&E
within their respective M&E systems.
RESPONSIBLE OFFICE
ALL CENTRAL
OFFIC E UNITS
ALL R EGIONAL
OFFICE UNITS
ALL SCHOOLS DIVISION
OFFICE UNITS
ALL PERSONNEL
AND
STAKEHOLDERS IN
THE SCHOOL
▪ All operating units of the Department from the national, regional,
school division, and school levels responsible to conduct M&E
▪ Establishes results-oriented and evidence-based M&E within
their respective offices
▪ Adheres to the established M&E standards in performing M&E
activities and processes
▪ Partakes in strengthening the horizontal and vertical
integration of M&E system by engaging other operating units
during development of local education plans and programs,
implementation of national education policies and systems, and
M&E
RESPONSIBLE OFFICE
ALL CENTRAL
OFFIC E UNITS
ALL R EGIONAL
OFFICE UNITS
ALL SCHOOLS DIVISION
OFFICE UNITS
ALL PERSONNEL
AND
STAKEHOLDERS IN
THE SCHOOL
▪ Develop M&E plan for their respective education plans, programs, and
policies
▪ Provides feedback, insights, lessons, and other issues gathered from
their respective M&E activities to relevant operating units
▪ Participates in M&E initiatives such as PIRs, periodic reporting of
accomplishments of plans and PAPs, submission of O/IPCRF, among
others
▪ Applies M&E results in improving office and individual performance
Submission of Implementation Plan and M&E Plan
Deadline:
Division Level
February 24, 2023
Regional Level
March 01, 2023
DEPARTMENT O F EDUCATION
96
THANK YOU!
DEPARTMENT O F EDUCATION
96