•
•
•
•
•
•
•
•
Title
Vision, Mission, and Core Values
Map of the Division
Situational Analysis (SWOT Analysis)
 External Environment (Opportunities and Threats)
a. FY 2015 Regular Plan
b. FY 2015 SHS Implementation Plan
 Internal Environment (Strengths and Weaknesses)
a. FY 2015 Regular Plan
b. FY 2015 SHS Implementation Plan
Division Indicative Targets
Strategies, Programs, Projects & Activities
FY 2015 Division Proposed Budget
Integrating SHS Implementation
Concluding Statement
Our Vision
We dream of Filipinos who passionately love their country
and whose competencies and values enable them to realize their full
potential and contribute meaningfully to building the nation.
We are learner-centered public institution, that continuously
improves itself to pursue its mission.
Our Mission
To protect and promote the right of every Filipino to quality, equitable,
culture-based, and complete basic education where:
• students learn in a child-friendly, gender-sensitive, safe and motivating
environment
• teachers facilitate learning and constantly nurture
every learner
• administrators and staff, as stewards of the institution, ensure an enabling
and supportive environment for effective learning to happen
• family, community, and other stakeholders are actively engaged and share
responsibility for developing
life-long learners.
• Located north of Manila, the City of
Malabon has a population of 353,337
as of 2010
• It is primarily a residential and
industrial town and is one of the most
densely populated cities in the
metropolis
• It has a total land area of 19.714 square
kilometers
• The thriving City is bounded on the
west and southwest by the City of
Navotas, on the north by the City of
Valenzuela, and on the east and
southeast by Caloocan City. These
four cities mentioned were formerly
known as the CAMANAVA area.
Area
Data
Opportunities
The city is one of the most densely
populated cities in the metropolis
(22,506 per square kilometer, an
increase of 4.28% in 2000)
Source: 2010 Census of Population
S
O
C
I
A
L
As of June 2009, there are about
27,202 families in the city who live in
informal dwellings.
(www.malabon.gov.ph)
Monetary support from
4Ps of DSWD (12% of
the total student
population are
beneficiaries)
City Ordinance No. 07-2006 Extending
the Benefits of Developer and
Beneficiaries of Socialized Housing
Projects (728 families)
Will help reduce the
problem on informal
dwellers assuring the
schools that they will
permanently reside in
Malabon
In 2010, the school age population
(5-24 years old) represents 39.59% of
the total household population. (10.1%
are not attending formal education, 5%
of which is due to economic reasons:
they have to work, followed by high
cost of education and housekeeping)
Threats
Migration/ Relocation of
families from one city to
another affects participation,
drop-out, enrolment rate (more
than 2,000 recorded
transferred out pupils and
students)
Residents are not paying real
estate taxes thereby
hampering increase in
revenues from real properties
(8% of the total revenues)
Education of children is least
prioritized in some households
since the priority is the
procurement of basic survival
needs
Area
Data
Simple Literacy Rate of 99.14% is
relatively high
S
O
C
I
A
L
Opportunities
Willing parents have
the capacity to assist
their children in their
studies
Prevalence of households with makeshift
houses is extremely high.
• Backlog of housing units – 4,119
(NSO, 2000)
Percentage of children below normal
weight is 10%
Threats
Limited time of parents to
tutor their children because
they opt to work.
Affects quality of education
because the households are
not conducive to learning
(with premise that learning
should be reinforced in the
home)
•
•
School feeding
programs
NGO sponsored
feeding programs
Nutritional status of children
affect participation rate in
schools
Area
E
C
O
N
O
M
I
C
Data
Opportunities
Major economic activity:
•
•
•
•
There are 532 registered
industrial establishments, 170 of
which are producing food
products
There are 1,344 registered
commercial establishments
The demand for skilled
workers is high
The business
(especially food) will
help increase revenue
(e.g. tourism and tax
revenues, 12.77%
increase in local tax
revenues from 20102011,
(www.malabon.gov.ph)
Commercial
establishments/ owners
are potential partners in
education
• The number of school
leavers increases due to
availability of jobs that does
not require completion of
education
• The presence of malls,
internet cafes contribute to
the increases in the number
of drop-out and truancy
• An increase in the Tax
Revenue will increase the
allotment for SEF
• The amount allotted for SEF
is largely being utilized/
allotted for utility workers
and watchmen and less on
educational programs.
•
• Malabon, is an Internal Revenue
Allotment dependent City –
(56.81% of its total budget,
Php482,982,627 comes from IRA)
Threats
Area
E
C
O
N
O
M
I
C
Data
Opportunities
The city is known in the country as one of
the fishing capitals in the metropolis
(bulungan / consignacion)
• There are several job
opportunities
There are 25 registered fishing vessels
Threats
• Thriving underground
economy affects potential
increase in the annual
income of the city
(workers, vendors in
consignacions are not
paying taxes)
• The actual business
registration is 70%,
30% are not registered
Unemployment rate is 10%
Underemployment rate is high (30%)
• Poverty rate increases
(18-23% as of 2010)
The city is among the cities/municipalities
with most loans
(http.//www.blgs.gov.ph/lgpmsv2/appshom
e/report/rpt_eSLDR.php?frmldLgu=101&fr
mldDcfCode=6) Local Governance
Performance Management System
• Funds will be realigned to
pay debts thereby
decreasing budget
allotment/allocation which
may include education and
health
Area
P
O
L
I
T
I
C
A
L
Data
Opportunities
LGUs highly supports the education
sector
• There is an assurance that SEF will
be wisely utilized
• Priority projects are being funded
• Additional funds from the general
funds are being given for
educational projects
LGU has strong public-private
partnerships
(http://newsinfo.inquirer.net/breakingnews/
metro/view/20101205-307144/PPPprojects-in-PBSP-Malabon-forum-oncorporate-citizenship)
• Will help in addressing other
problems including
infrastructure/housing, early
childhood education, disaster risk
reduction
• Funds intended for the above
mentioned projects may be
realigned to education and health
There is a strong collaboration between
the city mayor and the house
representative
The political divide is not evident
• Funds from both offices can be
combined to sponsor big projects
• There is coordination between the
two offices so duplication of
projects are avoided
Threats
Area
E
C
O
L
O
G
I
C
A
L
Data
Opportunities
Threats
Poor air quality due to the presence of polluting
industries (1 industry have no pollution control
facilities)
Pupils leave school due to health
problems
Marine resources are at risk due to poor coastal
water quality (There are solid waste heaps along
rivers and waterways, mangrove area is below
50% of the original)
Quality time with parents is reduced
because fathers travel far to fish
(nearby rivers/seas are polluted)
There are dumpsites in the City (83.84%
collection of waste out of which, only 26.62%
were recovered)
There are 18 rivers and waterways
There are 80 fishponds within the city
Soil type:
• 6 Barangays - hydrosoil (1-2 storey building)
• 7 Barangays - prensa soil (1-4 storey building)
(Source: Bureau of Soils, Philvolcs)
On-going waste
management program
Help increase family’s
standard of living
Increase air pollution
Children collects recyclable
materials in dumpsites
Contribute to the increase in
incidence of flood
The cost of construction of building
increases because it requires
Geotechnical and structural
Engineering analysis and design
Earthquake risk is high
Area
E
C
O
L
O
G
I
C
A
L
Data
The city is considered as the Local Venice,
due to year long floods (high tide or rainfall)
and gradual sinking due to ground water
extraction. There are 11 industries with deep
well (Study conducted by Ateneo School of
Governance)
(out of 21 barangays, only 3 are not affected
by floods)
Opportunities
Threats
• Number of migrant families increases due
to physical condition
• Number of school days reduced
• Floods and evacuees cause the
destruction of school facilities
• Decrease in the number of investors
thereby affecting annual income
(Commercial establishments decreased
by 9% in 2010 and industrial by 4%)
• Big amount is utilized in road and
drainage rehabilitation (e.g. Road and
Drainage Improvement.
2,843.15 meters of roads
were upgraded
527.10 meters of canals
were rehabilitated)
thereby depriving other sectors of
additional fund for infrastructure,
programs and projects
http://malaboncity.blogspot.com/
Area
Data
The City has a functional website
(www.malabon.gov)
T
E
C
H
N
O
L
O
G
I
C
A
L
Opportunities
• Easy access to information
The City hall has internet connectivity
The City hall has installed software programs to
ensure efficiency in the utilization of funds
There is an increasing number of internet cafes in
barangays (56 registered citywide)
• Responsible utilization of
fund is ensured
• Easy internet access for all
(competition has reduced the
cost of internet rental)
There are internet cafes situated near schools
City Ordinance Regulating the Establishment and
Operation of Internet Cafes or Computer Rental
Shops/ Computer Gaming Shops or Games in
the City of Malabon and Providing Penalties
thereof.
Threats
• The problem on truancy will
be reduced
• Unwise use of internet which
may cause inefficient
services
• Students attention to studies
is divided because of
“addiction” to online games
• There is no control on the
sites being visited by
students which presents risk
• It affects student’s/pupil’s
value system
Data
Opportunities
A. Data on Colleges/Universities
•
Existing local/private
universities & techvoc schools to absorb
G11 students in the
academic & tech-voc
livelihood tracks
Funding Requirements
GASTPE availability
•
Sports and
Arts & Designs tracks
enrollees will be
accommodated by
HEIs in other nearby
cities
No school for Sports and
Arts & Designs
# of HEIs
State Universities & Colleges
0
Local Government Universities & Colleges (CMU)
1
Private Universities
(DLSU-GAUF) (Arellano U)
2
Special Universities
0
Technical & Vocational Institutes
Public - (CMPI)
Private - (St. Amatiel) (I Learn) (St. Catherine)
4
B. Data on Businesses/ Industries
Industrial establishment
532
Commercial establishment
1,344
Threats
Enough establishments to
provide OJT programs
Number proportion of
trainees and offered job
trainings
HEI
Tracks to Offer for
Senior High School
No. of Teachers
w/ NC II or
Specialized
Training
No. of
Available
Facility
Absorptive
Capacity
City of Malabon
University (CMU)
Academic
29
38
1,500
Arellano University
Academic
Tech-Voc
37
13
500
De La Salle Araneta
University
Academic
Tech-Voc
Sports/Arts & Design
43
18
700
Program to Offer for SHS
No. of Teachers w/
Specialization
No. of
Classrooms
Dressmaking NCII
2 (NCII/NTTC holder)
1
*can cope w/10students per session
Hairdressing
1 (NCII/NTTC holder)
1
*can cope w/10students per session
Electrical Installation & Maintenance NC II
1 (NCII/NTTC holder)
1
*can cope w/25students per session
Ref & Aircon NC II
1 (NCII/NTTC holder)
1
*can cope w/25students per session
Automotive Servicing
1 (NCII/NTTC holder)
1
*can cope w/20students per session
Computer Hardware Servicing
1 (NCII/NTTC holder)
1
*can cope w/20students per session
Small Engine Servicing (Motorcycle)
1 (NCII/NTTC holder)
1
*can cope w/10students per session
Welding (SMAW)
Lathe Machine Operation
Facilities
Equipment
*can cope w/10students per session
***10 students @ per session
Fashion Apparel
Electronic
Cellphone Repair
Masonry
Carpentry
Plumbing
***20 students @ per session
Program to Offer for SHS
Number of Faculty
with NCII
Number of Available Facility
Bread and Pastry NCII
1
2
Commercial Cooking NCII
1
3
Food and Beverage Services NCII
1
3
Food and Beverage Services NCIII
1
1
Bartending NCII
1
2
Housekeeping NCII
2
1
Hardware Servicing NCII
1
3
Consumer Electronics NCII
1
1
Programming NCIV
1
2
Shielded Metal Arc Welding NCII
1
3
Gas Metal Arc Welding NCII
1
3
Program
to Offer for
SHS
Number
of Faculty
with NCII
Number of
Available
Classrooms
Facilities/
Furniture
(sq.m.)
Equipment
Computer
Hardware
Servicing NCII
3
2
6x5
Computer w/peripherals
Computer tables & chair (ergonomic)
Internet subscription
Uninterruptible Power Supply (UPS)
Server
Hub / Switch
Modem
Fax machine
PC Video camera
External CD writer
External zip drive
Scanner
Printers
Flash disk/ memory stick
Consumer
Electronics
Servicing NCII
2
2
9x7
Multimeter
ESD free work bench w/mirror backto-back/one-sided
High grade magnifying glass w/lamp
High voltage probe
Infrared
Multi-testers (analog/digital)
Oscilloscope
PC Computer
Power supply variables
Signal generator-AF/RF
Step-down transformer
TV pattern generator
Variable power supply
Work bench
Board for rework
Bookkeeping
NC III
3
3
6x5
Computer/ Laptop
LCD projector
Programming
NC IV
3
3
8x5
PC Packages
Overhead projector
Program
to Offer for
SHS
Number
of Faculty
with NCII
Number of
Available
Classrooms
Facilities/
Furniture
(sq.m.)
Equipment
Bartending NC
II
2
3
9x6
Icebin
Speed rail/rack (speed wheel)
Electric blender
Electric mixer
Underbar refrigerator
Multi-layered refrigerator
Wine chiller
Coffe maker/ percolator
Electric glass brushes
Draft beer dispenser (mock)
Mechanical glass washer
Spill mat
Food &
Beverage NC II
2
3
9x6
Dining chair
Tray stand
Waiter station cabinet
Finishing
Course for Call
Center
3
3
8x5
Computer w/peripherals
Ergonomic computer tables &
chairs
Internet subscription
Telephone
Headset
UPS
Server
Hub – 26 port
Fax machine
Voice recorder
PC video camera
Automotive
Servicing NC II
3
2
8x10
Box wrench
Socket wrench
Pliers
Screw driver
Wire stripper
Mechanic’s hammer
Apron
Goggle
Glove
Torque wrench
Feeler gauge
Battery tester
Hydrometer
Dial gauge
Bore gauge
Micrometer caliper
Program to Offer for SHS
Number of Faculty
with NCII
Number of Available Facility
Computer Hardware Servicing NC II
6
2
Consumer Electronics Servicing NC II
1
1
Bartending NC II
2
1
Food & Beverages Services NC II
2
1
Front Office Service NC II
1
1
Housekeeping NC II
1
1
Finishing Course for Call Center Agent NC II
1
1
Bookkeeping NC III
1
1
Graphics Design NC III
1
1
Programming NC IV
1
1
Private HEIs
Absorptive Capacity
De La Salle Araneta Univeristy
700
Arellano University
500
Public HEIs
Absorptive Capacity
City of Malabon University
1,500
Public TVIs
Absorptive Capacity
City of Malabon Polytechnic
Institute (CMPI)
400
Public TVIs
Absorptive Capacity
St. Catherine Institute of
Technology
200
College of St. Amatiel
300
i-Learn
200
Data
TEXTBOOKS
Book Pupil Ratio
ranging from
Strengths
• Well-established internal and
external linkages that help
provide the needed
supplementary materials
Weaknesses
•
ES - 1:1 to 1:1.53
HS – 1:1 to 1: 4.53
Watsan Facilities
Bowl Pupil Ratio
ES - 1:144
HS – 1 : 278
Yearly decrease in the number of
textbooks, instructional materials due
to man-made and natural disasters
(fire and flood)
ES : 256,256 (loss 27,723 )
HS: 113,828 (loss 11,584)
•
•
•
Appreciable improvement of
water and sanitation facilities
in 37 schools
Public-Private partnership led
to the construction of water
facilities in 5 schools via
“Planet Water” through World
Vision
On-going construction of toilet
facilities – 71 toilet bowls for
elem and 13 for HS
•
Needs 731 bowls to achieve the ideal
bowl pupil ratio of 1:60
Area
Data
a.
A
C
C
E
S
S
Gross Enrolment Rate
SY 2010-2011
ES – 112.96%
HS – 89.08%
SY 2011-2012
ES – 113.21%
HS – 89.51%
SY 2012-2013
ES – 109.78%
HS - 87.38%
b. NET Enrolment Rate
SY 2010-2011
ES – 96.68%
HS – 68.25%
SY 2011-2012
ES – 98.43%
HS – 73.10%
SY 2012-2013
ES – 95.84%
HS - 72.64%
Strengths
Weaknesses
ES
•
Accept all new
entrants/ transferees
regardless of age due
to the fact that age is
not a limiting factor for
admission
HS
•
10.49% of
schoolchildren are not
enrolled (regardless of
age) due to poverty
incidence (23%)
Source: malabon.gov.ph
ES/HS
• Fluctuating NER
•
Early employment
due to poverty
Poverty incidence – 23%
Source: malabon.gov.ph
•
Weak parental
involvement in the
child’s education as
evident during parent
consultation
(ES – 67.36%; HS – 66.88%)
Data
TEACHERS
Teacher Pupil Ratio
ES - 1:41
HS – 1:30
Strengths
Weaknesses
•
Decreased supply of competent teachers.
(only 70-80 % of the teacher applicants meet
the 50 % minimum requirements per DepEd
Order # 12, s. 2012)
•
Low reading comprehension & logical
reasoning skills of the teachers
Within the National Standards
TEPT / PSTSM
TT – 54.04%
PT – 49.61%
CLASSROOMS
Classroom Pupil Ratio
ES – 1:96
HS – 1:126
(single shift)
•
SEATS
Seat Pupil Ratio
ES - 1: 1
HS – 1:1
•
•
•
Linkages with LGU resulted to the
construction of ECCD building in ESES
and MES (2013)
22 ES and 4 HS have buildable space
On-going construction in Malabon ES
(10 classrooms), Imelda ES (9
classrooms) & Tonsuya ES (9
classrooms) [2013]
•
Adequate number of seats for double
shift classes.
•
•
All 37 schools observe double shifts such that
instructional time becomes insufficient
Old/dilapidated buildings were not replaced
(34 dilapidated buildings for elementary and 11
for secondary)
Seat to Pupil Ratio still hinders single shift
classes
Area
Data
•
NAT
Q
U
A
L
I
T
Y
E
F
F
I
C
I
E
N
C
Y
a.
Strengths
SY 2010-2011
ES – 67.20%
HS – 43.51%
SY 2011-2012
ES – 53.14% (III)
60.81% (VI)
HS – 46.18%
SY 2012-2013
ES - 56.41% (III)
- 65.13% (VI)
HS - 51.33%
Cohort Survival Rate
Appreciable increase in
MPS, both elementary
and secondary levels
Weaknesses
•
Not met the 75% MPS
target
•
Weak parental
involvement in the
child’s education as
evident during parents
consultations
(ES – 67.36%; HS – 66.88%)
•
SY 2012-2013
ES – 67.85% (pub/pvt)
HS – 78.81%
The Survival rate is
fluctuating as most
pupils’ family are rent
dwellers
Area
Data
Weaknesses
•
b. School Leaver
E
F
F
I
C
I
E
N
C
Y
Strengths
SY 2010-2011
ES – 4.91%
HS – 6.68%
SY 2011-2012
ES – 6.95%
HS – 6.60%
SY 2012-2013
ES – 7.74%
HS - 7.77%
•
•
Poor attendance
monitoring
Absence of licensed
guidance counselor
that weakens school
support system
Weak parental
involvement in the
child’s education as
evident during parents
consultations
(ES – 67.36%; HS – 66.88%)
•
Poverty incidence – 23%
Source: malabon.gov.ph
(HS)
• Students opt to
earn a living due to
poverty (23% poverty
incidence)
Source:
malabon.gov.ph
Area
E
F
F
I
C
I
E
N
C
Y
Data
c. Completion Rate
SY 2010-2011
ES – 75.86%
HS – 77.62%
SY 2011-2012
ES – 80.01%
HS – 76.94%
SY 2012-2013
ES – 65.36%
HS – 73.79%
MOOE Utilization
G
O
V
E
R
N
A
N
C
E
CY 2010
39,505,869.32
CY 2011
51,763,244.41
CY 2012
47,158,422.65
LRMDS
85% of the 79 million pesos budget from the
Local School Board (LSB) is allotted for
Personnel Services.
Strengths
Weakness
•
Weak parental involvement
in the child’s education as
evident during parents
consultations
•
Students opt to earn a living
as stevedores, pedicab
drivers, peddlers, et.al. due
to poverty
(23% poverty incidence)
(ES – 67.36%; HS – 66.88%)
• Weak internal audit
mechanism (MOOE
utilization, work outputs)
• Division Learning Resource
Management and
Development System
(LRMDS) needs
improvement
• Limited resources (financial
and human)
Area
Data
Strengths
Weaknesses
Number of Awards Received:
a. by school staff
G
O
V
E
R
N
A
N
C
E
SY 2009-2010
0
SY 2010-2011
0
SY 2011-2012
1 - Regional
b. by students
SY 2009-2010
15 – Regional
SY 2010-2011
5 - National
15 - Regional
SY 2011-2012
14 - Regional
c. by teachers
SY 2009-2010
15 – Regional
SY 2010-2011
15 - National
11 – Regional
SY 2011-2012
14 - Regional
d. by school
SY 2009-2010
3 – Regional
SY 2010-2011
1 - Regional
SY 2011-2012
1 - National
• Delivery of special
programs: Special
Program for Foreign
Language, Tech-Voc,
Science and
Engineering, Special
Program for the Arts
• Appreciable support
system by the city,
division and schools
(utilization of SEF,
MOOE and local school
funds)
• Weak screening
scheme of potential
contestants
• Limited training time
Data
Strengths
Projected Enrolment for SHS (SY2016 & SY 2017)
Student Enrolment
Public Private
Total
Total SHS learners, SY 2016
3,897
1,447
5,344
SHS 1
3,897
1,447
5,344
72.9%
27.1%
100.0%
Total SHS learners, SY 2016
7,162
2,723
9,886
SHS 1
3,786
1,343
5,128
SHS 2
3,376
1,381
4,757
72.5%
27.5%
100.0%
3,897
3,265
1,447
1,277
5,344
4,542
Percent enrolled
Percent enrolled
Incremental enrolment
Additional learners for SHS by 2016
Additional learners for SHS by 2017
Ref: SHS Projection Tool
• Students with
desire to
pursue SHS
exceeded the
projected
enrolment
Academic 2,450
Tech-voc 881
Sports & Arts 1,111
Total – 4,442
Weaknesses
Data
Strengths
Projected Enrolment for SHS (SY 2016 & SY 2017) based on
60%- 40% Public-Private Scenario
Student Enrolment
Public Private Total
Total SHS learners, SY 2016
3,206
2,138
5,344
SHS 1
3,206
2,138
5,344
60.0%
40.0%
100.0%
Total SHS learners, SY 2016
5,931
3,954
9,886
SHS 1
3,077
2,051
5,128
SHS 2
2,854
1,903
4,757
60.0%
40.0%
100.0%
3,206
2,725
2,138
1,817
5,344
4,542
Percent enrolled
Percent enrolled
Incremental enrolment
Additional learners for SHS by 2016
Additional learners for SHS by 2017
Ref: SHS Projection Tool
• Projected
enrolment
will be
accommodated
by public and
private HSs,
TVIs & HEIs
Weaknesses
Data
Strengths
Weaknesses
Number of Public and Private High
Schools
Public High School
Annexes
Integrated Sch
7
2
3
Private High School
18
Total
30
• 4 out of 12 public high
schools will offer SHS
• 11 out of 18 private high
schools can offer SHS
Enrolment SY 2013-2014 (G8)
Public High School
5,608
Private High School
1,588
Total
7,196
Schools with Buildable Space
1. MNHS
2. TNHS (Acacia)
3. Potrero NHS
4. Panghulo NHS
• 7,196 will be
accommodated by public
and private HS, TVIs &
HEIs
• Met the minimum
requirements for the
construction of
classrooms by 2015
No school can
accommodate enrolees for
Sports and Arts & Design
tracks
Data
Strengths
Weaknesses
Students Preferences
Public
Private
Total
Academic
2,450
953
3,403
Tech-Voc
881
317
1,198
Sports
Arts & Design
1,111
216
1,327
Undecided
1,166
102
1,268
Total
5,608
1,588
7,196
• Potential SHS enrolees
will be accommodated by
public and private HSs,
TVIs & HEIs
School Preference
Respondents
Public
Private
Undecided
Students from
Public Schools
4,410
137
1,061
Students from
Private School
0
1,588
0
Number of Schools With Capacity to
Offer Three (3) Tracks
Public
Private
0
1
• 4 public high schools
have buildable space to
accommodate SHS
students
One school has the
capacity to offer three
(3) tracks
Data
Strengths
Weaknesses
Data on Number of Teachers
Public
Number of Teachers
Number of Teachers w/
Advanced Training on SHS
Strands w/Three (3) Tracks
Private
705
NCII – 22
350
Total
1,055
CMU- 29
AU- 37
DLSU-43
• Enough potential SHS
teachers (Tech-voc &
HEIs)
• Funds available to
hire potential SHS
teachers
Data on Number of Senior High School Facilities
Public
(4)
Number of Instructional
Rooms
Number of NonInstructional Rooms
Toilets (bowls)
Private
(11)
Total
41
33
74
8
40
48
78
25
103
•
Shortage of 57
instructional & 8
non-instructional
rooms (public
schools)
Data
Data on Equipment/
Tools/Materials
Strengths
Public
(4)
Private
(11)
71
268
339
Speech Lab Equipment
0
72
72
Cooking and baking equipment
4
1
5
Bartending tools
0
1
1
Hotel/housekeeping tools
0
0
0
Sewing machines
6
29
35
Welding machine and tools
1
3
4
Carpentry tools
4
2
6
Refrigeration and Air
conditioning
0
8
8
Electronics
3
0
3
Caregiving equipment
0
0
0
Computers
Weaknesses
Total
Strong interest
of School
Administrators
to offer different
SHS tracks/
strands
Insufficient
facilities/equipment/ tools
for Sports, and Arts &
Design tracks
Public Schools with Capacity to Offer SHS
School
MNHS
Academic
Food Trade
Electricity
Internet Computing Fundamental
Entrepreneurship
•
•
•
Panghulo NHS
Santiago Syjuco
Memorial School
Sports/ Arts &
Design
Science, Technology,
Engineering, Mathematics
(STEM)
MNHS – Tech
Voc Annex
TNHS – Acacia
Annex
Tech-Voc
Humanities, Education,
Social Sciences (HESS)
Science, Technology,
Engineering, Mathematics
(STEM)
Business, Accountancy,
Management (BAM)
Commercial Cooking
Computer Hardware Servicing
Music & Arts
Private High Schools with Capacity to Offer SHS
School
1. De La Salle Araneta University
Academic
STEM
BAM
HESS
2. Higher Ground Baptist Academy
/
3. Immaculate Conception Parochial
School
/
4. Jose Rizal High School
BAM
HESS
5. Phil. Buddhist Seng Guan Memorial
Institute
6. Probex School Inc.
Tech-Voc
Sports/ Arts & Design
Food Technology
/
/
/
/
STEM
BAM
HESS
7. Salvador Araneta Memorial Institute
/
8. Seibo College Foundation Inc.
/
9. St. Michael Learning Center
/
10. St. Therese of the Child Jesus
Academy
/
11. The Potter & Clay
/
/
 Close coordination with Chamber of Commerce and Rotarians (private
sector & industries) in support to the implementation of the Senior High
School Curriculum.
 No school can accommodate 1,327 enrolees for Sports and
Arts & Design tracks.
 Shortage of 57 instructional & 8 non-instructional rooms (public schools)
for the projected enrolment of 9,886 students for Grades 11 and 12
in SY 2016-2017.
 Shortages in equipment, materials and facilities for sports, technology,
and technical and vocational areas.
S-O ( How can strengths be
employed to take advantage of the
opportunities?)
STRATEGIC OPTIONS
 Enhance stakeholders’
participation to basic
education.
 Sustain and enrich the existing
programs in preparation for the
Phased Rollout of K to 12
W-O ( How can weaknesses be overcome to
take advantage of or exploit the
opportunities?)
STRATEGIC OPTIONS

Improve quality of instruction and
learning management

Utilize technology to make education
accessible to all types of learners and
to upgrade quality of instruction

Strengthen instructional leadership

Establish educational management
standards to strengthen the
organization
S-T ( How can strengths be used
to counteract threats in order to
take advantage / exploit the
opportunities?)
W-T ( How can weaknesses be
overcome to counteract threats
and take advantage / exploit the
opportunities ? )
STRATEGIC OPTIONS
 Ensure the participation of
school-age children.
 Provide a more conducive
learning environment.
 Intensify linkage with other
external stakeholders
STRATEGIC OPTIONS
 Provide education needs of
learners in special
circumstances/ inclusive
education
 Develop environment
protection consciousness
S-O ( How can strengths be
employed to take advantage of the
opportunities?)
W-O ( How can weaknesses be
overcome to take advantage of or
exploit the opportunities?)
STRATEGIC OPTIONS
• Intensify linkage with
industries/commercial
establishments
STRATEGIC OPTIONS
• Establish educational
management standards to
strengthen the organization of
public and private schools
S-T ( How can strengths be used to
counteract threats in order to take
advantage / exploit the
opportunities?)
W-T ( How can weaknesses be
overcome to counteract threats and
take advantage / exploit the
opportunities ? )
STRATEGIC OPTIONS
• Intensify linkage with
industries/commercial
establishments
STRATEGIC OPTIONS
• Intensify the quality of
instruction and learning
management
2013
Targets
Indicator
Gross/ Apparent Intake Rate
Net Intake Rate
Gross Enrolment Rate
Net Enrolment Rate
Cohort Survival Rate
Completion Rate
School Leaver Rate
REG.
DIV.
ACTUAL 2013
REG.
DIV.
ACTUAL 2013
REG.
DIV.
ACTUAL 2013
REG.
DIV.
ACTUAL 2013
REG.
DIV.
ACTUAL 2013
REG.
DIV.
ACTUAL 2013
REG.
DIV.
ACTUAL 2013
117.03%
130.40%
2014
2015
2016
2017
2017 PDP
Targets
112.78%
112.78%
108.52%
108.52%
104.26%
104.26%
100.00%
100.00%
77.23%
77.23%
84.82%
84.82%
92.41%
92.41%
100.00%
100.00%
106.55%
113.95%
107.70%
114.30%
108.85%
114.65%
110.00%
115.00%
94.43%
99.06%
96.29%
99.37%
98.14%
99.69%
100.00%
100.00%
100.00%
89.96%
89.96%
90.00%
90.00%
95.00%
95.00%
98.00%
98.00%
86.76%
87.84%
87.84%
90.22%
90.22%
92.00%
92.00%
95.00%
95.00%
1.76%
1.76%
1.17%
1.17%
0.59%
0.59%
0.00%
0.00%
57.10%
61.88%
63.07%
66.26%
69.03%
70.63%
75.00%
75.00%
75.00%
64.25%
66.99%
67.83%
69.32%
71.42%
72.16%
75.00%
75.00%
75.00%
131.20%
69.63%
74.37%
73.87%
105.40%
113.60%
109.78
92.57%
98.74%
95.84%
88.61%
85.72%
67.85%
85.45%
83.01%
65.36%
2.35%
3.35%
7.74%
National Achievement Test
Grade 3
Grade 6
REG.
DIV.
ACTUAL 2013
REG.
DIV.
ACTUAL 2013
51.14%
57.51%
56.41%
60.66%
63.65%
63.66%
Indicator
REG.
Gross Enrolment Rate
DIV.
ACTUAL 2013
REG.
Net Enrolment Rate
DIV.
ACTUAL 2013
REG.
Cohort Survival Rate
DIV.
ACTUAL 2013
REG.
Completion Rate
DIV.
ACTUAL 2013
REG.
School Leaver Rate
DIV.
ACTUAL 2013
REG.
National Achievement Test DIV.
Year IV
ACTUAL 2013
2013
Targets
98.74%
93..61%
87.38%
81.00%
77.01%
72.64%
85.58%
83.39%
78.81%
81.26%
79.55%
73.79%
4.91%
5.58%
7.77%
54.46%
51.94%
51.33%
2014
2015
2016
2017
2017 PDP
Target
99.06%
99.06%
99.37%
99.37%
99.69%
99.69%
100.00%
100.00%
84.00%
84.00%
87.00%
87.00%
90.00%
90.00%
93.00%
93.00%
93.34%
86.68%
86.68%
87.79%
87.79%
89.00%
89.00%
90.00%
90.00%
83.91%
83.45%
83.45%
85.63%
85.63%
86.00%
86.00%
90.00%
90.00%
4.06%
4.06%
3.21%
3.21%
2.00%
2.00%
1.50%
1.50%
59.59%
59.59%
64.73%
64.73%
70.00%
70.00%
75.00%
75.00%
75.00%
2013
Targets
Subject Area
2014
2015
2016
2017
Ave.
2017 PDP
increment
Target
GRADE 3
READING ENGLISH
READING FILIPINO
ENGLISH GRAMMAR
FILIPINO GRAMMAR
SCIENCE
MATH
TOTAL TEST
REG.
DIV.
ACTUAL 2013
REG.
DIV.
ACTUAL 2013
REG.
DIV.
ACTUAL 2013
REG.
DIV.
ACTUAL 2013
REG.
DIV.
ACTUAL 2013
REG.
DIV.
ACTUAL 2013
REG.
DIV.
ACTUAL 2013
49.24
55.11
55.36
55.54
59.90
53.75
48.65
52.40
59.09
53.60
58.98
56.97
48.95
57.49
57.81
50.00
57.51
57.78
51.14
57.51
56.41
55.68
60.08
62.12
65.06
68.56
70.03
75.00
75.00
6.44
4.97
75.00
60.41
63.67
65.27
67.45
70.14
71.22
75.00
75.00
4.86
3.78
75.00
55.24
58.05
61.83
63.70
68.41
69.35
75.00
75.00
6.59
5.65
75.00
58.95
62.99
64.30
66.99
69.65
71.00
75.00
75.00
5.35
4.00
75.00
55.47
61.87
61.98
66.24
68.49
70.62
75.00
75.00
6.51
4.38
75.00
56.25
61.88
62.50
66.26
68.75
70.63
75.00
75.00
6.25
3.75
75.00
57.10
61.88
63.07
66.26
69.03
70.63
75.00
75.00
5.97
4.37
75.00
2013
Targets
Subject Area
2014
2015
2016
2017
Ave.
increment
2017 PDP
Target
61.19
64.43
65.80
67.95
70.40
71.48
75.00
75.00
4.60
3.52
75.00
64.08
65.66
67.72
68.77
71.36
71.89
75.00
75.00
3.64
3.11
75.00
63.98
66.88
67.65
69.58
71.33
72.29
75.00
75.00
3.67
2.71
75.00
68.77
69.49
70.84
71.33
72.92
73.16
75.00
75.00
2.08
1.84
75.00
63.23
65.98
67.15
68.99
71.08
71.99
75.00
75.00
3.92
3.01
75.00
64.34
66.49
67.89
69.32
71.45
72.16
75.00
75.00
3.55
2.84
75.00
GRADE 6
MATH
ENGLISH
SCIENCE
FILIPINO
HEKASI
TOTAL TEST
REG.
DIV.
ACTUAL 2013
REG.
DIV.
ACTUAL 2013
REG.
DIV.
ACTUAL 2013
REG.
DIV.
ACTUAL 2013
REG.
DIV.
ACTUAL 2013
REG.
DIV.
ACTUAL 2013
56.59
60.90
61.05
60.44
62.54
62.24
60.30
64.17
60.20
66.69
67.66
69.98
59.30
62.98
64.82
60.78
63.65
63.66
2013
Targets
Subject Area
2014
2015
2016
2017
Ave.
increment
2017 PDP
Target
61.92
62.92
66.28
66.95
70.64
70.97
75.00
75.00
4.36
4.03
75.00
70.25
52.15
71.84
59.77
73.42
67.38
75.00
75.00
1.58
7.62
75.00
53.48
52.04
60.66
59.70
67.83
67.35
75.00
75.00
7.17
7.65
75.00
62.33
61.43
66.56
65.96
70.78
70.48
75.10
75.00
4.22
4.52
75.00
51.95
59.02
59.63
64.34
67.32
69.67
75.00
75.00
7.68
5.33
75.00
60.32
57.83
65.21
63.55
70.11
69.28
75.00
75.00
4.89
5.72
75.00
59.40
57.71
64.60
63.47
69.80
69.24
75.00
75.00
5.20
5.76
75.00
YEAR 4
ARALING PANLIPUNAN
MATH
SCIENCE
FILIPINO
ENGLISH
CRITICAL THINKING
TOTAL TEST
REG.
DIV.
ACTUAL 2013
REG.
DIV.
ACTUAL 2013
REG.
DIV.
ACTUAL 2013
REG.
DIV.
ACTUAL 2013
REG.
DIV.
ACTUAL 2013
REG.
DIV.
ACTUAL 2013
REG.
DIV.
ACTUAL 2013
57.56
58.90
63.27
68.67
44.54
44.62
46.31
44.39
38.38
58.11
56.91
60.63
44.26
53.69
52.60
55.42
52.10
39.50
54.21
51.94
51.33
OUTCOME 1: ACCESS TO BASIC EDUCATION
Develop mechanisms to
ensure the participation of
school-age children.
Utilize technology to make
education accessible to all
types of learners.
Provide education needs of
learners in special
circumstances (Inclusive
Education).
•
•
•
•
•
•
•
“Halika na sa Eskwela”
Program (Early egistration
Campaign,
Project CLEaR (CLasses’
Early Resumption)
Parent-Teacher-Community
Collaboration Program
(Parent Involvement
Seminar, PTC Summit)
Scholarships (GASTPE,
Petron, World Vision,et.al)
•
•
e-Learning Program
(Development of Interactive
Curriculum for Better
Learning, Establishment of
Division e-Learning Center)
Internet Connectivity in
Schools as Learning Tool
(Training of e-Learning
teachers on online lessons)
Functional Computer
Laboratory (Computer
Literacy Project for High
School Students)
SPED (SPED Olympics)
ALS Programs (Family
Mapping, Advocacy
Campaign, Social
Mobilization, Training for
ALS Instructional Managers
and DALCs
OUTCOME 2: EFFICIENCY
Enhance stakeholders’
participation to basic
education.
Provide education needs of learners
in special circumstances.
•
•
Alternative Delivery Modalities
[Project S.M.I.L.E. – Stay-at-home
Modular Instruction for Learning
Effectiveness, Utilization of MISOSA
(Modular In-School, Off-School
Approach) and Open High School
Modules, “4 Days In, 1 day Out”
Project]
DORP – Dropout Reduction
Program (Guidance Counseling
Activities, Home visitations)
•
•
Family Day
Parent involvement seminartraining
OUTCOME 3: QUALITY EDUCATION
Intensify the quality of instruction and learning management.
• Reading & Numeracy Skills Programs
(Back-to-Basic Math Project, Library on
Wheels, Readsters Project)
• Science Laboratory Enhancement Program
(Installation of state-of-the-art Science
Laboratories for ES and HS, Project
J.A.Y.E. - Join and Achieve Yearning for
E-Bio, Training for Preparation of Strategic
Intervention Materials (SIM))
• Contest Training Program (Skills
Enhancement for Teacher-Trainers in
various learning areas )
• Sports Clinic ( Boxing, Table Tennis, Chess,
Badminton)
• Year-Round Unified Demonstration
Teaching Festival
• Contextualization of the Curriculum (Reengineering Budget of Work)
• Values Formation for Teachers (Project
H.E.A.R.T. – Humane, Exemplary, and
Righteous Teachers)
• Action Research (Search for Best
Researchers)
• Monitoring and Evaluation System
(Intensified Quota Supervision)
• Reproduction / acquisition of learning
materials
• Feeding Program
• Training on the development of classroom
instruction skills
OUTCOME 3: QUALITY EDUCATION
Sustain and enrich the
existing programs in
preparation for the
Phased Rollout
of K to 12.
Utilize technology to
upgrade quality of
instruction.
Provide a more
conducive learning
environment
• Special Programs
(Journalism, Foreign
Language, Arts,
Science and
Engineering, TechVoc)
• Festival of Talents
(Tech-Voc)
• “e-Studyante ng
ika-21 Siglo”
(ICT Training and
Application)
• Computer-Assisted
Instruction
• Development of
Division Website
(learning materials
accessible and
downloadable
through the
website)
• Provision of
Laboratories /
Equipment
• School Building
Program
(Replacement and
Additional
Classrooms)
• Construction of
WatSan Facilities
• Child-Friendly
Environment / Child
Protection Policy
(Brigada Eskwela,
A Day In School
Project)
Develop environment
protection
consciousness
• Waste
Management
Education
• Gulayan Sa
Paaralan
(Eco-Friendly
Schools)
• Eco-Savers (tree
planting, clean and
green, recycling)
OUTCOME 4: GOVERNANCE
Establish educational
management standards to
strengthen the
organization.


Strategic Planning and
Budgeting for School
Administrators
Communication, Records
Management, Selection,
and Promotion (Division
Guidelines/Policies)
Intensify linkages with external
stakeholders for a more
effective and efficient system of
governance.


SEF for Priority Programs &
Projects (zero in on LSB
teachers)
Public – Private Linkages and
Convergence with Barangays
/ City Government (conduct
of summits, conferences on
establishing partnerships for
effective and efficient
governance and provision of
education needs of learners)
Strengthen
instructional leadership.
•
•
•
Capability-Building Program for
School Administrators
Enhancement Program for
Department Heads & Master
Teachers as Instructional Leaders
(English, Math & Science)
Contiguous Supervision and Fast
track of Communications and
Services (transfer of District
Supervisors’ Offices to the Division
Office to expedite communications
and services, foster stronger
teamwork, and at the same time
minimize energy consumption and
reduce need for personnel/staff)
SENIOR HIGH SCHOOL
CAPACITY PLANNING
•
•
•
•
•
Survey to learners/parents/private schools
Early Enrolment Campaign
Assist private schools in the establishment of SHS
Intensify linkage with industries/commercial establishments
- Meeting with members of Chamber of Commerce & Rotarians
Community cluster
SENIOR HIGH SCHOOL
COMPETENCY PLANNING
Establish educational management
standards to strengthen the organization
of public and private schools
•
Training for SHS teachers
Intensify the quality of instruction and
learning management
•
Strengthen Career Guidance
programs
RESOURCE MOBILIZATION PLANNING
Establish educational management
standards to strengthen the organization
of public and private schools
•
Ensure sufficient allocation of EVS –
GASTPE (Resource)
Intensify the quality of instruction and
learning management
•
•
Acquisition of equipment and tools for
Tech-voc (Resource)
Purchase of learning materials for the
different tracks and strands (Resouce)
FY 2014
FY 2015
Reg
PS
MOOE
CO
Total
SHS
Total
Increase
(amount)
Increase
(%)
683,177,000
718,078,004
47,385,916
765,463,920
82,286,920
12%
46,315,000
49,438,000
31,171,600
80,609,600
34,294,600
74%
74,100,000
74,100.00
74,100,00
100%
729,492,000
920,173,520
MOOE
CO
80,609,600
74,100,000
PS
765,463,920
•
REASON FOR INCREASE
PS
– 123 teachers for K - G10
–
290 Teacher 1 items
MOOE IMPLEMENTATION OF VARIOUS PAPs
1. Support to SPED Centers
2. Implementation of ADM
3. ALS
4. Basic Education Madrasah
5. SBM Installation and Support
6. HR Training and Development
7. School Health and Nutrition
( Regular Plan)
Php 542,000
Php 1,000,000
Php 200,000
Php 100,000
Php 1,900,000
Php 4,000,000
Php 200,000
Php 7,942,000
•
REASON FOR INCREASE
“Education is simply the soul of a
society as it passes from one
generation to another.”
– G. K. Chesterson
The Division of Malabon City
Planning
Team
pledges
its
commitment to be the front liners
in the continuous crusade to
promote equal access to quality
education and to put a prime on
our society’s most important asset
– the Filipino schoolchildren.
DIVISION OF MALABON CITY PLANNING TEAM
DR. MAURO C. DE GULAN, ASDS and OIC-SDS
Ms. Ma. Gail C. Garcia, Education Program Supervisor
Ms. Sheryll T. Gayola, Education Program Supervisor
Mrs. Rufina D. Cuan, Education Program Supervisor
Dr. Melody P. Cruz, Public Schools District Supervisor
Ms. Lea M. Villalobos, Accountant
Mr. Federico M. Calderon Jr., Planning Officer