Welcome
Division of Negros Oriental
2012
2013
Republic of the Philippines
Region VII, Central Visayas
DIVISION OF
NEGROS ORIENTAL
Dumaguete City
23 School
Districts
First
Congressional
District
1.
2.
3.
4.
5.
6.
7.
8.
Canlaon City
Vallehermoso
La Libertad
Jimalalud
Tayasan
Ayungon
Bindoy
Manjuyod
Third
Congressional
District
1.
2.
3.
4.
5.
6.
7.
8.
9.
Second
Congressional
District
1.
2.
3.
4.
5.
6.
Bacong
Valencia
Dauin
Zamboanguita
Siaton East
Siaton West
Sta. Catalina South
Sta. Catalina North
Basay
Mabinay 1
Mabinay 2
Pamplona
Amlan
San Jose
Sibulan
Province of Negros Oriental
Basic Information
 The third largest island in the Philippines
 Became a politico-military province in 1856
 A royal decree executed by Gov. General Valerino Weyler on
Jan. 1, 1890 divided the provinces of Negros Oriental and
Negros Occidental
 Dumaguete city was made the first capital
 Siquijor became a part of Negros Oriental in 1892
 Was reorganized by the U.S. and a civil government
established with Demetrio Larena as governor
 Was liberated by combined Filipino and American Troops
with the local Negrosanon guerillas attacking the
Japanese on August 6, 1945.
 Occupies the South-Eastern half of the island while Negros
Occidental comprise the North –Western half.
 Has a total land area of 5,402.30 km
Province of Negros Oriental
Basic Information
 Topography is characterized by low, grooved mountain ranges
which is mostly lie close to the shoreline
 Negros Oriental has a tropical climate with 2 climatic conditions
 Is subdivided into 19 municipalities and 6 cities which are
further subdivided into 557 barangays.
 Divided into 3 legislative districts, each represented by a
congressman. First district with 2 cities and 7
municipalities Second district with 3 cities and 5
municipalities, third district with 1 city and municipalities
 Has a total population of 1,266,666
 Population density is 208 persons per sq.km
 No. 9 among the 15 poorest provinces in the Philippines and
the only poor province in the Visayas
 All municipalities and cities are beneficiaries of the government
4 Ps-Pantawid Pamilyang Pilipino Program
Province of Negros Oriental
Basic Information
 Cebuano is the main language of the province, spoken by
95% of the population
 In 2012, the province registered as 7.3% malnutrition rate, the
lowest among the provinces in Central Visayas
 with 6 community primary hospitals, 5 district hospitals,
1 provincial hospital and 2 private hospitals
 Got a 80 M funding assistance from DOH for the new
outpatient department of NOPH which is nearing completion
 Created surgical mobile team for free surgical and medical
mission to a total of more than 1 thousand residents
Province of Negros Oriental
Basic Information
 350 Brgy Health Scholars, 3,782 Brgy. Health Workers, 40
MHO/CHO/ACHO, 63 Public Health Nurse, 428 Rural
Health Midwives, 56 Rural Sanitary Inspectors, 13 Public
Health Dentist, 13 Dental Aides and 30 Medical
Technologists attending to the health needs 557 barangays
 52 new classrooms were completed using solely provincial
government funds
 Expanded scholarship coverage of program
 800 scholars in various NORSU campuses on top of the
scholars for the school of medicine and allied health courses
 Has also added the number of Educators-Co-Mentors from
400 to 543 to address the shortage of teachers
 Has 23 school districts with 477 public elementary schools,
and 127 public secondary schools with 17 private
secondary and 20 elementary schools.
Province of Negros Oriental
Basic Information
 has 1 state university with 5 expansion campuses, 3 private
universities and 7 Colleges
 Province Literacy Rate is 91.43% in 2006
 has an average Human Development Index of 0.524
 Life expectancy at birth is 68.2 years which is lower by 3.8 years
than the national standard.
 Agriculture is the major industry with palay, corn, coconut,
mango and banana as primary crops, livestock raising
which includes carabao, cattle, chicken, duck, goat and
forest industry
 Fishing is the main source of income for coastal areas
 Negros Oriental is emerging as a technological center in
Central Philippines with its growing business process
outsourcing (BPO) and other technology-related industries.
 Notable tourist destination in the Visayas
Province of Negros Oriental
Basic Information
 Sources of income are derived from local employment, business
industries and remittances from Negrenses working abroad
 Has 60 commercial, government an rural banks
 Main transportation are big buses
 Has sea ports & domestic airport
 All municipalities can be reached through mobile phones,
telephones and even through internet
 Powered by Green Core Power Plant previously National Power
Corporation.
 Has sufficient supply of potable water in almost all of its
municipalities
 Total Internal Revenue Allotment of 1,060,465,608.00
 The province ranked 5th among identified top 10 performing
provinces.
Principal
Economic
Activities:
Manufacturing
Firms:
Fertilizer Plants, Sugar
Central, Rice and Corn Mills,
Food Processing Plants
BAIS, NEGROS OR.
Agriculture,
Fishery, Forestry,
Micro-manufacturing,
Stone Craft and Artifacts, Cottage
industry
NOAH
Bacong, Neg. Or.
Agricultural Crops:
Sugarcane, Rice, Corn, Fruits, Vegetables,
Banana, Root Crops
EXTERNAL
ASSESSMENT/
ANALYSIS
FACTORS
SOCIAL
DATA
THREATS
OPPORTUNITIES

Third largest island in the
Philippines
Creation of
extension schools


Occupies half of the island
Land area of 5,402.30 sq.km
High risk of
truancy and
dropout due to
distance and
terrain from home
to school
Adoption of ADM
More ALS learners
More overage
children entering
Grade I
Recipient of
government
assistance and
intervention
programs
Substandard
infrastructure
buildings due to
difficulty of
transporting
materials and
M&E
Maximizing local
resources
FACTORS
SOCIAL







DATA
THREATS
OPPORTUNITIES
Poverty incidence: 45.3%
(year 2012)
Total Population: 1,266,666
Population Density: 208
persons per sq.km.
Population growth rate:
1.31% (Year 2000-2010)
number 9 among the 15
poorest provinces in the
Philippines & the poorest in
Central Visayas
Cebuano is the main
language of the province
spoken by 95% of the
population
Can speak & write Tagalog
and English
High incidence of
dropouts,
absenteeism,
malnutrition and
child labor
More foreign
assisted projects
Early marriage
Chance of
government
intervention
programs
Easier business
communication
lines
FACTORS
SOCIAL
DATA

Has a tropical climate with 2
climatic conditions
THREATS
OPPORTUNITIES
Unpredictable
climate condition
Chances for
government
assistance
Crop production
highly affected
resulting to less
food supply
Hazardous to
safety of teachers
and learners
FACTORS
DATA
SOCIAL
 7.3% malnutrition rate, the
lowest among the provinces
in Central Visayas
Healthy community

More abled people
and more taxes for
the government



THREATS
6 - community primary
hospitals,
5 - district hospitals,
1 - provincial hospital and
2 - private hospitals

Literacy rate: 91.43% (as of
2006)
Less appreciation
for blue collared
job

Average Human
Development Index of 0.524
Young growing
kids prone to vices

Life Expectancy at birth: 68.2
years which is lower than the
national standards of 72
Teachers opt to
retire before 65
years old
OPPORTUNITIES
More Business
Processing
Outsourcing
companies
New breed of
teachers hired
FACTORS
DATA
THREATS
OPPORTUNITIES
Insufficient
number of
medical
practitioner
Affordable,
accessible to most
Less access to
health services
Chances for medical
items for the
province
SOCIAL
HEALTH
6 - Government hospitals
2 - Private Hospitals
21 - Rural Health Units
350 - Brgy Health Scholars,
3,782 - Brgy. Health Workers,
40 - MHO/CHO/ACHO,
63 - Public Health Nurse,
428 - Rural Health Midwives,
56 - Rural Sanitary Inspectors,
13 - Public Health Dentist,
13 - Dental Aides and
30 – Medical Technologists
attending to the health needs
557 barangays
Poor quality of
medical services
appreciation of
para-medical
practitioners
FACTORS
DATA
SOCIAL
Proportion of urban population:
33.1
(CY 3013 Monthly update Neg. Or.
Quick Stat)
Poverty Threshold and incidence
of the province was 41.9% in
2009 which is above the national
poverty incidence of 22.3%
Severity of Poverty
has decreased by 4.2% in the
year 2009
Food Threshold and Subsistence
Incidence
THREATS
OPPORTUNITIES
High poverty
incidence in the
province
compared to the
national
Poverty
Alleviation
Program
- 4Ps recipient
FACTORS
POLITICAL
DATA
THREATS
OPPORTUNITIES

Has 3 legislative
districts, each
represented by a
congressman
Different party
affiliation
Cong district priority
concerns are addressed

6 cities & 19
municipalities

All municipalities
and cities are
beneficiaries of
Pantawid Pamilyang
Pilipino Program
(4Ps)
Total dependency
Increased participation and
decreased dropout

Recipient of 80 M
funding assistance
from DOH for the
OPD of Neg. Or. PH
Unreasonable
spending
Expanded health service
FACTORS
POLITICAL
DATA

Has created surgical
mobile team for free
surgical and medical
mission
THREATS
OPPORTUNITIES
Political agenda
Bringing health services
closer to people
FACTORS
POLITICAL
DATA
THREATS
OPPORTUNITIES

52 new classrooms
completed using
provincial gov’t.
funds

Expanded
scholarship
coverage program

Increased number of
Educator CoMentors
Shortage of teachers
addressed

Has 1 State
University with 5
expansion
campuses, 3 private
universities and 7
colleges
Accessibility to tertiary
education
Accessibility to school facility
afforded to learners
Political agenda
More opportunities for poor
and deserving students
FACTORS
POLITICAL
DATA
•
6 Schools
Divisions,
•
Total IRA :
1,060,465,608
•
•
Fifth among the
identified top 10
performing
provinces
One Town One
Product (OTOP )
THREATS
OPPORTUNITIES
Manageable coverage
Unequal distribution
as to priority
programs and
projects
Funding for projects
Justifiable utilization of
resources: People, Physical
and Peso
More Business opportunities
Local entrepreneurial
practices
Establish community-based
local business environment
FACTORS
DATA
ECONOMIC 
Agriculture is the major
industry with Palay, Corn,
Coconut, Mango and Banana
as primary crops
 Livestock raising which
include carabao, cattle, goat,
duck & chicken
THREATS
OPPORTUNITIES
No support on
farm to market
roads
Increase food
production
Illegal logging
Increase business
opportunity
 With forest industry
 Emerging as a technological
center in central Phils. with
its growing BPO and other
technology-related industries
Health and
wellness of
people
High incidence
of prostitution,
broken
families and
underemploy
ment
Decrease
unemployment
FACTORS
ECONOMIC
DATA

Notable tourist destination

has 60 commercial/govt.,
and rural banks
 Sufficient supply of potable
water
THREATS
OPPORTUNITIES
More Filipinas
marrying old
foreigners
More local revenue
generated
Targets for
robbery and
holdups
more financial and work
opportunities
FACTORS
TECHNOLOGICAL
DATA

All municipalities and
cities can be reached
through mobile
phones, telephones
and even through
internet

Presence of Energy
Development
Corporation and
Green Core Power
Plant Corporation
 Sugar Mills, Rice
Mills, Stone Craft
Production
THREATS
OPPORTUNITIES
Prone to cyber
crime
Easy access to
communication
Air & water
pollution
Reduced power cost
near power plant
Hazardous to
health
High incidence of
child labor
Increase job
opportunities
FACTORS
TECHNOLOGICAL
DATA

Network of roads
 Main transportation:
big busses, boats,
fast ferries and plane
 Has sea ports and a
domestic airport
THREATS
OPPORTUNITIES
Easy access for
escape of bad
elements
Easy access to all
parts of the
province
Easy transport of
Farm products
INTERNAL
ASSESSMENT
OUR CORE VALUES
Maka-Diyos
Maka-kalikasan
Makatao
Makabansa
27
FACTORS
DATA
WEAKNESS
STRENGTHS
LEVEL 1
EVALUATING
SCHOOL DIVISION
OUTPUTS AND
OUTCOMES
29
5
13
17
Private schools :
Preschools
Elementary
Secondary
477 Public Elem. Schools
127 Public Sec. Schools
Fast turnover of Strong partnership
teachers due to
in the delivery of
Lower salaries
education services
than those in the
public schools
Disparity on the
number of
secondary and
elementary
schools
Presence of
schools per
municipality
FACTORS
DATA
WEAKNESS
STRENGTHS
LEVEL 1
Public Elementary:
Gross Enrolment rate: 111.22
Participation Rate: 87.25
22% of enrollees are overage
in the elem.
Difficult terrain,
insurgency,
poverty,
hampered some
learners to be in
school on
appropriate age
More effective
Balik-eskwela
campaign and
Education
Advocacy
EVALUATING
SCHOOL DIVISION
OUTPUTS AND
OUTCOMES
Public Secondary:
Gross Enrolment Rate: 63.06
Participation Rate: 41.94
and 33.48% overage in the
secondary level
For SY 2013-14, kindergarten
enrolment has increase as a
result of massive education
campaign
Difficulty of 5
Maximized
year old Children institutionalization
from far flung
of Kindergarten
areas to go to
Program
school
FACTORS
DATA
LEVEL 1
Graduation rate: increase of
0.29% in the elem and .79% in
sec.
EVALUATING
SCHOOL
DIVISION
OUTPUTS AND
OUTCOMES
Promotion rate: increase of
1.65% Elem and 1.83% Sec.
Transition rate: decrease of
0.76% elem and 2.48% Sec.
Cohort Survival rate: increase
of 4.37 % Elem and 1.54%
Sec.
Completion rate: increase of
3.88% and 22.09 Sec.
Dropout rate: average of 5.09
sec. and average 0.92 % in the
Elem. in the past 3 years.
WEAKNESS
STRENGTHS
Decreasing
Increasing
Transition Rates
Graduation,
for elementary promotion, cohort
and secondary
and completion
levels; high
rates
dropout rate
against the target
of 0.
FACTORS
DATA
WEAKNESS
STRENGTHS
Achievement rate in the NAT
Gr. VI increased by 1.89%
Achievement in
NAT still far from
the national
target of 75% for
sec. and 85% for
elem.
Increasing
academic
performance in
both elem. and
sec.
LEVEL 1
EVALUATING
SCHOOL DIVISION
OUTPUTS AND
Achievement rate in the NAT
OUTCOMES
Year IV increased by 1.93%
FACTORS
DATA
WEAKNESS
STRENGTHS
If not all
barangays have
senior high
school then SHS
will be
inaccessible by
most of the
students
Most learners in
grade 8 will go to
public senior
high schools
LEVEL 1
Profile of Grade 8 enrollees in
EVALUATING terms of residence location:
SCHOOL
(N=14,300 private & public)
DIVISION
Within the barangay: 42.90%
OUTPUTS AND From other Barangay: 42.50%
OUTCOMES
From the Poblacion: 10.17%
From other places: 4.43%
FACTORS
LEVEL 1
EVALUATING
SCHOOL
DIVISION
OUTPUTS AND
OUTCOMES
DATA
94.41% of Grade 8 learners opted
to study in public schools while
5.40% opted to be in private
schools
53.89% of grade 8 students want to
take Academic Track
31.04% on TechVoc,
13.64% on Sports & Arts
Data of Gr. 8 learners in terms for
basis for choosing a track:
65.03% - own interest
21.98% - parents decision
11.11% - future employment
opportunity
1.35%- peer or friends interest
0.53% -Others
WEAKNESS
STRENGTHS
Low absorptive
capacity of
public schools to
cater the senior
high school
students
Teachers will
become NC 2
qualifiers
Insufficient
Number of
teachers to
handle the
different tracks
With available
teachers with
competence/
specialization
Incapacity of
High completion
parents to
since choice of
support chosen track is based on
track of learners
own interest
FACTORS
DATA
WEAKNESS
STRENGTHS
LEVEL 2
Out of secondary 2,056
teachers both National
and locally paid, 32 or
1.5% are in the
beginning stage in SBM
level of practice. 772 or
38% in the developing
stage, 655 or 32% in the
experience stage and
597 or 29% in the Expert
stage.
Presence of
secondary
teachers who
need trainings.
Higher percentage
of competent
teachers.
EVALUATING
ORGANIZATIONAL
COMPETENCIES AND
CAPABILITIES
Out of 127 secondary
schools, 51 0r 40% of
secondary school heads,
occupy Head Teacher /
Principal Items per
Plantilla of Personnel
Lack of items for
School Heads
Well functioning
secondary school
heads regardless
of their positions,
ie. TICs, HTs and
ESPs/SSPs
FACTORS
LEVEL 2
DATA
WEAKNESS
STRENGTHS
Pupil teacher ratio of
37:1
TPR not reflective Division Level TPR
on the school level
is ideal
. There are still
schools with high
TPR
Specialization: 970 out
of 1697 secondary
school teachers have
specialization/ major
a mismatch on
57% of secondary
subject taught and
school teachers
specialization by with specialization
10.1 %
EVALUATING
ORGANIZATIONAL
COMPETENCIES AND
CAPABILITIES
Supervisory position:
Out of 17 EPS, 5 or 23%
completed Doctor’s
degree & 17 have
specialization/major
Out of 20 PSDS, 6
completed Doctor’s
degree
Lacks PSDS Items
Competent EPSs
and PSDSs
FACTORS
DATA
WEAKNESS
STRENGTHS
Number of secondary
teachers with
specialized skills:
409 out of 1697 or 24%
Insufficient
teachers with
specialized skills
for SHS
With initial
number of
teachers capable
to handle SHS
LEVEL 2
EVALUATING
ORGANIZATIONAL
COMPETENCIES AND
CAPABILITIES
No. of public schools
that will offer SHS:
(N= 63 out of 127 Sec.
Schs.)
Academic: 33
Techvoc: 60
Sports & Arts: 5
(some schools will offer
2 or more tracks)
SHS will be
inaccessible to
50.39% of the
total number of
schools
FACTORS
LEVEL 3
EVALUATING THE
UTILIZATION OF
RESOURCES
DATA
WEAKNESS
STRENGTHS
121 Master Teachers 1
& 2 in the elementary
with a deficit of 270
and a short of 306 in
the secondary
Lack of items:
Teachers, Master
Teachers, school
Heads, PSDS &
ASDS
Properly deployed
personnel
No. of
Classrooms: 4,800
Requirement: 4,841
Actual Shortage: 731
Excess classrooms in
some schools cannot
offset the shortages of
other schools due to
their nature of
firmaments.
Insufficient
number of
classrooms and
furniture; high
number of
dilapidated
buildings
Most buildings are
concrete and with
presentable and
quality furniture
FACTORS
DATA
WEAKNESS
STRENGTHS
LEVEL 3
For SHS, 283 more
classrooms are needed by
63 schools , 11,999
furniture, 231
laboratory/shop rooms
Uncertainty of
availability of
funds/resources
with buildable
space and some
equipment in
SEDIP schools
Identified teacher needs
of the initial identified
sec. schs. will offer SHS:
432 teachers
Uncertainty of
item grants before
2016
With future
applicants for the
senior high
schools
Total funds for 2012: Php .
2,914,261,559.84
Insufficient funds
to finance all
programs and
projects
Fluctuating SEF
allocation
EVALUATING THE
UTILIZATION OF
RESOURCES
Increasing overall
budget for
education
FACTORS
LEVEL 4
EVALUATING
MANAGEMENT
PROCESSES
DATA
WEAKNESS
STRENGTHS
Organizing:
Restructured
organization
Strong
implementation of
RA 9155
Each district has
assigned EPS as district
consultant
strong linkage and
participation of all
stakeholders
Bookkeepers and
Disbursing officers
assigned to different
secondary schools for
effective financial
management
FACTORS
DATA
LEVEL 4
All schools have SIP, AIP
and APP
EVALUATING
MANAGEMENT
PROCESSES
WEAKNESS
STRENGTHS
Strong
implementation of
RA 9155
98.96% elementary
schools belong to SBM
level 1
91.38% secondary
schools belong to SBM
level 1
strong linkage and
participation of all
stakeholders
With a high
Out of 127 secondary
number of schools Highly-managed
schools 59 or 46 % have run by TICs, lack of schools regardless
items
school head items
of position
Out of 477 elementary
schools, 329 or 68.97%
have items.
Fast turn-over
leading to
inconsistent
management
process in some
schools
FACTORS
LEVEL 4
EVALUATING
MANAGEMENT
PROCESSES
DATA
WEAKNESS
STRENGTHS
Staffing and Rewarding:
Created a Division
Selection and Promotion
Committees and subcommittee, District
Selection Committee and
School Committee
Performing teachers were
given due recognition
during Teachers’ Day
Transparency in
the selection and
promotion of
personnel
Biases in the
selection process
Teachers are
motivated to
perform their
best.
FACTORS
DATA
WEAKNESS
STRENGTHS
LEVEL 4
Regular conduct of PAST
and PESA
Tool not properly
validated
Apt tracking of
personnel
performance
Inadequate
knowledge of school
administrators in the
preparation and
implementation of
Action Research
13 Schools as
APPES
awardees
EVALUATING
MANAGEMENT
PROCESSES
Regular evaluation of
school –self rating on
SBM levels of practice
2 schools Hall of
Famer
FACTORS
DATA
WEAKNESS
STRENGTHS
Lack of funding
for some special
programs &
projects
With competent
personnel to
handle special
programs &
projects
LEVEL 5
EVALUATING THE 4
MANAGEMENT
FUNCTIONS
17 EPSs and 4 division
coordinators are
assigned to handle
special programs and
projects
Some parents
Massive enrolment
insist to enroll
and balik-eskwela
late their children
campaign
FACTORS
DATA
WEAKNESS
STRENGTHS
Number of schools with
internet connectivity :
Elem: 14 out of 477 or
2.94%
Sec.: 101 out of 127 or
79.53%
Some hinterland
HS have no
electricity & no
internet
connection
Majority of the
Sec. Schs. are
internet connected
and ready to offer
ICT for SHS
LEVEL 5
EVALUATING THE 4
MANAGEMENT
FUNCTIONS
FACTORS
DATA
LEVEL 6
Regular conduct of Executive
Conference for all personnel ,
Teacher Induction Program for
newly hired teachers, weekly
conference of all division office
personnel
EVALUATING
TEAMS AND
INDIVIDUALS
WEAKNESS
STRENGTHS
Well informed
personnel
PES (Elem) Out of 3598
teachers 2 or 0.05% rated US,
11 or 0.31% rated S, 3583 or
99.58% VS and 2 or .05% rated
O
PES open to
biases in rating
PES (Sec.) Out of 1361, 3 or
.22% rated S, 1352 or 99.63%
rated VS and 2 or .15% rated O
PBB
incongruence
with the
individual
performance
based on PES
Highly performing
teaching and nonteaching
personnel based
on PES
FACTORS
DATA
WEAKNESS
STRENGTHS
Excess
classrooms,
WATSAN
cannot offset
the shortage
With remarkable
buildable spaces
LEVEL 7
EVALUATING
PHYSICAL FACILITIES
AND SET-UP,
WORKING
CONDITIONS AND
ENVIRONMENTAL
SURROUNDINGS
Classroom Shortage:
Kinder & Elem.- 475
Secondary- 256
Water & Sanitation
Shortage:
Kinder & Elem: 1244
Secondary: 492
Most building s
are permanent
Most
classrooms
need repair
Furniture Shortage:
Kinder & Elem: 20,311
Secondary: 1,331
Most Secondary schools
have internet connectivity
Slow speed in
internet
connection
Easy access to
information and
communication
FACTORS
DATA
WEAKNESS
STRENGTHS
50% of Grade 8 learners
are commuting to school
everyday
Incapacity of
most parents to
finance needs
of children
Increase parental
engagement
LEVEL 7
EVALUATING
PHYSICAL FACILITIES
AND SET-UP,
WORKING
CONDITIONS AND
ENVIRONMENTAL
SURROUNDINGS
FACTORS
DATA
WEAKNESS
STRENGTHS
Tendency of
schools to
become
dependent of
dole outs
Available local
industries,
alliances, linkages
and affiliations
LEVEL 8
EVALUATING
ORGANIZATIONAL
AFFILIATIONS
ALLIANCES AND
LINKAGES
FACTORS
LEVEL 8
EVALUATING
ORGANIZATIONAL
AFFILIATIONS
ALLIANCES AND
LINKAGES
DATA
Affiliations:
BSP, GSP, Philhealth,
PagIBIG
Linkages:
EDC, LGU, Phil. Army,
Lending Institutions,
Corporate Foundations:
Coca-cola, Pepsi, Shell,
Petron, SMART, Globe,
SACEDA, etc.
Alliances:
CHED, TESDA, TEIs,
HEIs, ABK
WEAKNESS
STRENGTHS
Uncertain aid
sustainability
Resource
Assistance
FACTORS
DATA
WEAKNESS
STRENGTHS
Outstanding leadership
of SDS per CESPES
Evaluation
Lack of actuallyworking ASDS
considering the
size of the
division.
Highly competent
leader
LEVEL 9
EVALUATING
LEADERSHIP
FACTORS
DATA
WEAKNESS
STRENGTHS
Transparency
problem of school
heads on Fiscal
Management
Systems are in
placed; strategies
applied are at
work in field
LEVEL 10
EVALUATING
STRATEGIC FIT OR
VSOP CONSISTENCY
Vision, Strategy,
Organizational
Structures and People
Competencies (VSOP)
100% of regular
teachers are full-time
School Heads and
teachers need
training on fiscal
management
STRENGTHS:
1. Strong partnership with all stakeholders
2. Presence of schools per municipality
3. Increased Literacy rate
4. Functional ADM
5. Higher Percentage of competent teachers
6. Ideal Division TPR
7. Presence of SST with specialization
8. Competent EPS and PSDS
9. Properly deployed personnel
10. Increasing overall National budget for education
11. Maximized utilization of available resources
12. Highly- managed schools regardless of position
WEAKNESSES
1.
2.
3.
Fast turnover of teachers in the private schools.
Disparity on the number of secondary and elementary schools
Difficult terrain, insurgency, poverty, hampered some learners to be in
school on appropriate age
4. Difficulty of 5 year old children from flung areas to go to school
5. Decreasing transition rates for elementary and secondary levels ; high
dropout rate against the target of 0.
6. Achievement in NAT still far from the national target of 75% for sec. and
85% for the elem.
7. If not all barangays have senior high school then SHS will be inaccessible
by most of the students.
8. Low absorptive capacity of public schools to cater the seniror high school
students
9. Insufficient number of teachers to handle the different tracks for SHS.
10. Incapacity of parents to support chosen track of learners
11. Presence of secondary teachers who need trainings
12. TPR not reflective on the school level .
WEAKNESSES
13. Lack of items: Teachers, MTs, SH, PSDS & ASDS
14. Insufficient number of classrooms and furniture, high number
of dilapidated buildings
15. Uncertainty of availability of funds/resources
16. Insufficient funds to finance all programs and projects
17. Fluctuating SEF allocation
18. Fast turn-over leading to inconsistent management process in
some schools
19. Biases in the selection process
20. Passive attitude of parents on early enrolment
21. Some hinterland HS have no electricity and no internet
connection
22. Incapacity of most parents of finance needs of children
23. Tendency of schools to become dependent of dole outs
24. Transparency problem of school heads of fiscal management
OPPORTUNITIES:
1.
2.
3.
4.
5.
6.
7.
8.
Creation of extension schools
Utilization of local resources
More foreign assisted projects
Chance of government intervention programs
Easier business communication lines
Healthy community
More business processing outsourcing companies
Chances for medical items for the province appreciation
of para medical practitioners
9. Poverty Alleviation Program (4 Ps recipient)
10. Congressional district priority concerns are addressed
11. Expanded health service
OPPORTUNITIES:
12. Accessibility to school facility afforded to
learners
13. More scholarship opportunities for poor and
deserving students
14. Accessibility to tertiary education
15. More business and employment opportunities
16. Local entrepreneurial practices
17. Increase food production
18. Decrease unemployment
19. More local revenue generated
20. Easy transport of Farm products
THREATS
1. High risk of truancy and dropout due to distance and terrain from home to
school
2. More overage children entering Grade I
3. Substandard infrastructure buildings due to difficulty of transporting
materials and M&E
4. High incidence of absenteeism, malnutrition and child labor
5. Unpredictable climate condition
6. Less appreciation for blue collared job
7. Young growing kids prone to vices
8. Insufficient number of medical practitioner
9. Poor quality of medical services
10. High poverty incidence in the province compared to the national
11. Political agenda
12. Unequal distribution as to priority programs and projects
13. High incidence of prostitution, broken families and underemployment
14. Prone to cyber crime
15. Air and water pollution
16. Threatened safety and security of the populace
STRENGTHS TO EXPLOIT OPPORTUNITIES
1) Strong partnership with all stakeholders
2) Presence of schools per municipality
3) Increased Literacy rate
4) Functional ADM
5) Higher Percentage of competent teachers
6) Ideal Division TPR
7) Presence of SST with specialization
8) Competent EPS and PSDS
9) Properly deployed personnel
10) Increasing overall National budget for education
11) Maximized utilization of available resources
12) Highly- managed schools regardless of position
IA
EA
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
Creation of extension schools
Utilization of local resources
More foreign assisted projects
Chance of government intervention programs
Easier business communication lines
Healthy community
More business processing outsourcing companies
Chances for medical items for the province appreciation of
para medical practitioners
Poverty Alleviation Program (4 Ps recipient)
Congressional district priority concerns are addressed
Expanded health service
Accessibility to school facility afforded to learners
More scholarship opportunities for poor and deserving
students
Accessibility to tertiary education
More business and employment opportunities
Local entrepreneurial practices
Increase food production
Decrease unemployment
More local revenue generated
Easy transport of Farm products
O
P
P
O
R
T
U
N
I
T
I
E
S
1. Well implemented Programs and
Projects
S
T
R
E
N
G
T
H
S
Table 1. HOW DO WE OVERCOME WEAKNESSES TO EXPLOIT OPPORTUNITIES
1. Fast turnover of teachers in the private schools.
W
2. Disparity on the number of secondary and elementary schools
3. Difficult terrain, insurgency, poverty, hampered some learners
E
to be in school on appropriate age
A
4. Difficulty of 5 year old children from flung areas to go to school
5. Decreasing transition rates for elementary and secondary levels ;
K
high dropout rate against the target of 0.
N
6. Achievement in NAT still far from the national target of 75% for sec.
and 85% for the elem.
E
7. If not all barangays have senior high school then SHS will be inaccessible
S
by most of the students.
8. Low absorptive capacity of public schools to cater the senior high school S
students
E
9. Insufficient number of teachers to handle the different tracks for SHS.
S
10. Incapacity of parents to support chosen track of learners
11. Presence of secondary teachers who need trainings
12. TPR not reflective on the school level .
IA
EA
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
Creation of extension schools
Utilization of local resources
More foreign assisted projects
Chance of government intervention programs
Easier business communication lines
Healthy community
More business processing outsourcing companies
Chances for medical items for the province appreciation
of
para medical practitioners
Poverty Alleviation Program (4 Ps recipient)
Congressional district priority concerns are addressed
Expanded health service
Accessibility to school facility afforded to learners
More scholarship opportunities for poor and deserving students
Accessibility to tertiary education
More business and employment opportunities
Local entrepreneurial practices
Increase food production
Decrease unemployment
More local revenue generated
Easy transport of Farm products
O
P
P
O
R
T
U
N
I
T
I
E
S
1. Open a Secondary school in every barangay (W2 vs.
O1)
2. Strengthen linkage and partnership with all
stakeholders to improve delivery of education
services
( W3,4,5,6 vs. O3,4,7,10,12,13,19)
Table 2. HOW DO WE OVERCOME WEAKNESSES TO EXPLOIT OPPORTUNITIES
13.
14.
15.
16.
17.
18.
IA
19.
20.
21.
EA
22.
23.
24.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
Creation of extension schools
Utilization of local resources
More foreign assisted projects
Chance of government intervention programs
Easier business communication lines
Healthy community
More business processing outsourcing companies
Chances for medical items for the province appreciation of
para medical practitioners
Poverty Alleviation Program (4 Ps recipient)
Congressional district priority concerns are addressed
Expanded health service
Accessibility to school facility afforded to learners
More scholarship opportunities for poor and deserving
students
Accessibility to tertiary education
More business and employment opportunities
Local entrepreneurial practices
Increase food production
Decrease unemployment
More local revenue generated
Easy transport of Farm products
O
P
P
O
R
T
U
N
I
T
I
E
S
Lack of items: Teachers, MTs, SH, PSDS & ASDS
Insufficient number of classrooms and furniture, high number
of dilapidated buildings
Uncertainty of availability of funds/resources
Insufficient funds to finance all programs and projects
Fluctuating SEF allocation
Fast turn-over leading to inconsistent management process
in some schools
Biases in the selection process
Passive attitude of parents on early enrolment
Some hinterland HS have no electricity and no internet
connection
Incapacity of most parents of finance needs of children
Tendency of schools to become dependent of dole outs
Transparency problem of school heads of fiscal management
W
E
A
K
N
E
S
S
E
S
1. Provide access by opening schools to
densely populated hinterlands
(W 1-6 vs. T1,2,4)
2.
Offer Senior High School in every
barangay (W7,8,9,10,11,12,vs. T 7,13,14)
How do we use strengths to counteract threats?
Strong partnership with all stakeholders
2. Presence of schools per municipality
3. Increased Literacy rate
4. Functional ADM
5. Higher Percentage of competent teachers
6. Ideal Division TPR
7. Presence of SST with specialization
8. Competent EPS and PSDS
9. Properly deployed personnel
10. Increasing overall National budget for education
11. Maximized utilization of available resources
12. Highly- managed schools regardless of position
1.
IA
EA
1. High risk of truancy and dropout due to distance and terrain
from home to school
2. More overage children entering Grade I
3. Substandard infrastructure buildings due to difficulty of
transporting materials and M&E
4. High incidence of absenteeism, malnutrition and child labor
5. Unpredictable climate condition
T
6. Less appreciation for blue collared job
H
7. Young growing kids prone to vices
8. Insufficient number of medical practitioner
R
9. Poor quality of medical services
E
10. High poverty incidence in the province compared to the
A
national
11. Political agenda
T
12. Unequal distribution as to priority programs and projects
S
13. High incidence of prostitution, broken families and
underemployment
14. Prone to cyber crime
15. Air and water pollution
16. Threatened safety and security of the populace
1. Increased school performance
(S1 vs. T1,2,3,4,7,12,13,14,15,16)
2. Improved Medical Services
(S1 vs. T8,9)
3. Healthy and safe environment
(S1,12 vs. T13,-16)
4. Equitable distribution of resources
(S 10,11 vs. T12)
W
E
A
K
N
E
S
S
E
S
OBJECTIVES
1) Increase participation rate. (REACH)
2) Reduce dropout rate & Increase Retention Rate
(RESPONSIVENESS)
3) Increase academic performance. ( RATINGS)
4) Produce K to 12 graduates who are either ready
to college or to be employed. (RETURNS)
5) Establish Public Private Partnership
(REVENUES)
6) Institutionalized and sustained the operations
of SBM Systems (RECOGNITION)
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.
As a learner-centered public institution,
the Department of Education
continuously improves itself
to better serve its stakeholders.
63
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.
64
KRA 1 - REACH
Increase participation rate
ELEMENTARY
EFA 2016
PERFORMANCE
INDICATORS
2012
TARGETS
Gaps
Targets
Accomplishments
Gross Enrolment
Rate
122.93
111.22
Net Enrolment Rate
100.00
87.25
EFA 2016
2012
20132014
20142015
20152016
11.71
114.64
117.57
120.50
12.75
90.44
93.63
96.82
SECONDARY
PERFORMANCE
INDICATORS
TARGETS
Gaps
Targets
Accomplishments
Gross Enrolment Rate
115.79
63.06
Net Enrolment Rate
93.33
41.94
20132014
20142015
20152016
52.73
76.24
89.42
102.61
51.39
64.24
77.09
89.94
KRA 2 - RESPONSIVENESS
Reduce dropout rate
EFA
2016
2012
Targets
Accomplishments
Completion Rate
82.52
Cohort Survival
Rate
PERFORMANCE
INDICATORS
TARGETS
Gaps
20132014
20142015
20152016
72.55
9.97
75.05
77.55
80.05
86.76
74.93
11.83
77.88
80.83
83.78
School Leaver Rate
1.01
6.08
5.07
4.81
3.54
2.27
Dropout Rate
1.01
1.05
0.04
1.04
1.03
1.02
Completion Rate
100.00
70.20
29.80
77.65
8.51
92.55
Cohort Survival
Rate
83.90
73.02
10.88
75.74
78.46
81.18
School Leaver Rate
2.00
Dropout Rate
1.01
4.67
3.66
3.75
2.83
1.91
ELEMENTARY
SECONDARY
KRA 3 - RATINGS
Increase academic performance
ELEMENTARY
TARGETS
PERFORMANCE
INDICATORS
EFA 2016
2012
Gaps
2013-2014 2014-2015 2015-2016
Achievement
Rate
Overall
85.00
74.29
10.71
76.97
79.65
82.33
English
85.00
72.52
12.48
75.64
78.76
81.88
Filipino
85.00
73.97
11.03
76.73
79.49
82.25
Science
85.00
73.14
11.86
76.11
70.08
82.05
Math
85.00
76.62
8.38
78.72
80.82
82.92
HEKASI
85.00
75.20
9.80
77.70
80.20
82.70
KRA 3 - RATINGS
Increase academic performance
SECONDARY
PERFORMANCE
INDICATORS
EFA 2016
TARGETS
2012
Gaps
20132014
20142015
20152016
Targets
Accomplishments
Overall
75.00
53.81
21.19
59.11 64.41
69.71
English
75.00
58.14
16.86
62.36 66.58
70.80
Filipino
75.00
58.49
16.51
62.62 66.75
70.88
Araling
Panlipunan
75.00
61.58
13.42
64.94 68.30
71.66
Math
75.00
51.98
23.02
57.74 63.50
69.26
Science
75.00
43.07
31.93
51.05 59.03
67.01
Critical thinking
75.00
40.32
34.68
49.02 57.72
66.42
Achievement
Rate
KRA 4 - RETURNS
Produce K to 12 graduates who are either ready to
college or to be employed.
PERFORMANCE
INDICATORS
Percentage of K to 12
graduates who
specialize Tec-voc
Programs
Percentage of K to 12
with NC certificate
2018
Targets
TARGETS
Accomplishments
Gaps
2017
2018
75.00
75.00
75.00
75.00
20182019
20192020
KRA 5 - REVENUES
Establish linkages between schools
and stakeholders.
PERFORMANCE
INDICATORS
Number of schoolbased linkages
establish by school
per year
2016
Targets Accomplishments
TARGETS
Gaps
20152016
20162017
20172018
KRA 6 - RECOGNITION
Improve the SBM Level of practice of schools
from Level 1 to higher levels
EFA
2016
2012
PERFORMANCE
INDICATORS
Gaps
Targets
Number of schools
Level III of SBM
practices
TARGETS
Accomplishments
20132014
20142015
20152016
STRATEGIES,
PROGRAMS,
TASKS,
RESOURCES
SPATRES
INCREASE PARTICIPATION RATE
STRATEGIES
PROGRAMS
ACTIVITIES
TASKS
1. Child find
Oplan BalikEskwela
Campaign
through :
Media,
Streamers &
Pulong –
pulong sa
barangay,
home visits
Linking
with
stakeholders
2. Inclusion of
all children in
the basic
education
Inclusive
education
Early
Registration
Coordination
with other line
agencies
Conduct
family
mapping
Track
Enrolling
all
pupils/stu
dents
regardless
of abilities
and
capabilitie
s
RESOURCES
PEOPLE
PHYSICAL
PESO
SHs,
teachers,
learners,
parents,
stakeholders
Campaign
materials
EBEIS Early
Enrolment
forms, MOA
MOOE and
donations
from stakeholders
SHs,
teachers,
learners,
parents,
stakeholders
Campaign
materials
EBEIS Early
Enrolment
forms, MOA
School/local
MOOE
SPATRES
INCREASE PARTICIPATION RATE
STRATEGIES
PROGRAMS
4. Maximizing
use of
Education
resources
Adopt-aschool
5. Intensify
school
organizations
Student
Government
ACTIVITIES
RESOURCES
TASKS
PEOPLE
PHYSICAL
PESO
Tap for
donors
Providing
school
supplies
and other
education
al
materials
SHs,
teachers,
learners,
parents,
stakeholders
School
Supplies
Local School
MOOE
Interest
groupings
Identifyin
g the
multiple
intelligenc
e of
students
SHs,
teachers,
learners,
parents,
School
facilities
Local School
MOOE
SPATRES
DECREASE DROPOUT RATE & INCREASE RETENTION
RATE
STRATEGIES
1. Advocacy
2.
E-SARDO
Tracking
PROGRAMS
ACTIVITIES
TASKS
DORP
Orientation &
Trainings,
Reproduction
of modules to
recipient
schools
DORP
3. Modular ADM
/ Home study MISOSA
OHSP
Home Study
PEPT
A&E
RESOURCES
PEOPLE
PHYSICAL
PESO
Technical
Assistance
School Heads
Teachers &
Students with
ADM
Modules
MOOE
Orientation ESARDO Data
Gathering
Data
gathering
DORP , SBM
Coordinator, PO,
DORP & ICT
Coordinators, SH
Training
materials
Laptops
Internet
connection
SBM funds
ADM
guidelines
Identificati
on of
implement
ing
schools
DORP , SBM
Coordinator,
School Heads
Students/pupils
ADM
Guideline
Modules
National/
local funds
SPATRES
DECREASE DROPOUT RATE & INCREASE RETENTION RATE
STRATEGIES
PROGRAMS
DORP
4. School
Initiated
Interventions
5. Linkage
with internal
and external
stakeholders
Adopt-aSchool
ALS
Feeding
Program
ACTIVITIES
TASKS
Home visits
RESOURCES
PEOPLE
PHYSICAL
PESO
Technical
Assistance
Teachers ,
Guidance
Counselors &
School Heads
Visitation
tool
Local funds
FGD
Identify and
link needs of
schools to
external
stakeholders
School Heads,
DORP
Coordinators
Letters,
brochures
Local funds
Dropouts
from formal
school
transferred
to ALS
Technical
Assistance
Teachers, SH,
ALS & DORP
Coordinators
Documents
Local funds
Breakfast
feeding
Coordinating
with Health
Personnel
SH, Teachers,
Parents, Health
Personnel
Food for
breakfast
Cooking
utensils
School/
Private
funds
SPATRES
INCREASE ACADEMIC PERFORMANCE
STRATEGIES
PROGRAMS
1. Close
supervision of
teachers
NAT
2. Capability
Building
INSET
3.
Identification
of least
learned
competencies
NAT
ACTIVITIES
RESOURCES
TASKS
PEOPLE
PHYSICAL
PESO
Classroom
Observations
Observation ,
Monitoring,
follow-up
Mentoring
Instruction
al Leaders
Observation
sheets,
Local MOOE
Training
School-based
training
Teachers,
SH, EPS,
PSDS
Training
Design
School MOOE
Analyzing of
results of test
results
Listing of
least learned
skills
Teachers
and SH,
COR
Certificate
of Rating
School MOOE
SPATRES
INCREASE ACADEMIC PERFORMANCE
STRATEGIES
PROGRAMS
ACTIVITIES
TASKS
RESOURCES
PEOPLE
PHYSICAL
PESO
4. Maximizing
contact hours
with students
Time on Task
Intensive
supervision
Submission
of classroom
program
Teachers &
School
Heads
Class program
School
MOOE
5. Unified
Testing
Periodic Test
Testing
Making of
unified test
questions
Teachers,
School
Heads,
PSDS, EPS
Test materials
Local MOOE
6.
Feedbacking
M&E
FGD,
Observations
Technical
assistance
Teachers,
School
Heads,
PSDS, EP
Observation
Sheets
School/local
MOOE
7. Intensive
review
NAT
Off hours
review
MOCK NAT
Making of
parallel
questions
Teachers,
School
Heads
Review
materials
School
MOOE
SPATRES
PRODUCE K TO 12 GRADUATES WHO ARE EITHER
READY TO COLLEGE OR TO BE EMPLOYED
STRATEGIES PROGRAMS ACTIVITIES
Advocacy
TASKS
RESOURCES
PEOPLE
PHYSICAL
PESO
GASTPE
Campaign
Technical
Assistance
EPS
Private SH
Supplies &
materials
transportation
Local
MOOE
Recognition of
Private Schools
Evaluation,
validation of
documents
Technical
Assistance
EPS
Private SH
Inspection
Team
Documents
Private
School
Funds
Senior High
School
FGD
Technical
Assistance
Private
School
Administrat
or &
owners
IRR on RA 10355
Private
School
Funds
Senior High
School
Assessment of
facilities &
Human
Resources
Technical
Assistance
EPS
Private SH
Inspection
Team
Documents
Local &
Private
funds
SPATRES
Establish Public Private Partnership
RESOURCES
STRATEGIES
PROGRAMS
ACTIVITIES
TASKS
1. Advocacy
Adopt –aSchool
Situational
Analysis
Information
dissemination
of DepED Div.
Of Neg Or.
SDS, ASDS,
PO, EPS,
PSDS, SH
Documents
Program of
Work
Project
proposals
Local
Funds
2. Involvement of
Stakeholders in
DepED Strategic Plan
Adopt-a-School
Senior High
School
Orientations &
Workshop
Invitations,
Meetings,
FGD
SDS, ASDS,
PO, EPS,
PSDS, SH
Documents,
Presentation
s, Project
Proposals
Local
Funds
3.
Acknowledgement/
Recognition of
Assistance provided
Adopt-a-School
Recognition
Programs,
Giving of
Certificate of
recognition
SDS, ASDS,
EPS, PSDS,
SH, DO
personnel
Certificates,
Plaques
Local
funds
PEOPLE
PHYSICAL
PESO
SPATRES
IMPROVE SBM LEVEL OF PRACTICE OF SCHOOLS TO
HIGHER LEVELS
STRATEGIES
PROGRAMS
ACTIVITIES
TASKS
RESOURCES
PEOPLE
PHYSICAL
PESO
1. Advocacy
SBM
Assessment
Conference
Workshop for
EPS & PSDS
Determine
levels of
practice
EPS, PSDS
SH both
Elem.& H.S.
DepED
Order 83 s.
2012 & 20,
2013
SBM
MOOE
2. Coaching &
Mentoring
SBM
Assessment
Focused
Group
Discussion
Feedback
Session
EPS, PSDS
SH both
elem.& H.S.
DepED
Order 83 s.
2012 & 20,
2013
SBM
MOOE
3. INSET
SBM
Technical
Assessment & Assistance
accreditation
Data
Gathering
&
Utilization
SBM Coord.
& Task Force
School Heads
&
Stakeholdes
Supplies & SBM
Materials
MOOE
Transportat
ion
Training
Design
SPATRES
IMPROVE SBM LEVEL OF PRACTICE OF SCHOOLS
TO HIGHER LEVELS
RESOURCES
STRATEGIES
PROGRAMS
ACTIVITIES
4. Monitoring
& Evaluation
Validation of
Data &
Accreditation
School visits
5.
Sustainability
of SBM
practices
SBM Best
Practices
Prepare SBM
portfolio
TASKS
Validate
report
Document
ation
PEOPLE
School
Heads &
Stakehold
ers, SBM
Team
PHYSICAL
M&E
Templates
PESO
SBM
MOOE
Monthly
reports
SBM Team Supplies &
materials
Compilation
of
documentar
y evidence
SBM
MOOE
Senior High School Data
Who are our learners?
Grade 7 students of SY 2012-13 will be the first Gr 11
students in 2016-17. They are now in Grade 8.
SY 2012
SY 2013
SY 2014
SY 2015
SY 2016
SY 2017
84
Based on 2012 enrollment data, 93 % of HS
students are in public schools
85
Based on 2012 enrollment data, 93% & only 7% % of
HS students are in public schools
Public Enrolment: 51,881
Private Enrolment: 3,724
Types of Schools:
a) Schools with no Annex b) Schools with Annex
c)
Schools with Special Programs: 2
d) Schools with TechVoc Curricula:
86
Actual and Projected Enrollment for Region VII, NEGROS
ORIENTAL, Negros Oriental
Actual and Projected Enrollment for Region VII, NEGROS
ORIENTAL, Negros Oriental
By 2017, Division of Negros Oriental should expect around
16,083 Grade 7 students in both public and private
secondary schools
Track Preference
Public Secondary Schools who will offer SHS
Track
Cong.
District
Academic
Tech.
Voc
Sports &
Arts
Total
12
10
19
41
14
19
23
56
5
2
8
15
Percentage
65%
89%
24%
First
Second
Third
No. of
Schools
14
20
29
63
Track Preference
Specific Strand Preference - ACADEMIC
Public Secondary Schools who will offer SHS
Academic
Strands
Business
Humanities
Education
Social Science
Science Tech.
Engineering
Math
Journalism
Nursing
No. of School/s per
Congressional District
First
Second
Third
1
1
8
1
1
0
1
0
0
1
0
9
0
2
0
0
0
1
4
0
14
1
10
3
5
1
0
TOTAL
6
1
31
2
13
3
6
1
1
ACADEMIC PREFERENCES
Specific Strand Preference – TECH/VOC
Public Secondary Schools who will offer SHS
Tech-Voc-Live
Strands
No. of School/s per
Congressional District
Total
First
Second
Third
Garment
4
7
5
Food Tech
11
12
14
Beauty Care
4
5
8
Hotel, Resort, etc.
1
0
9
Care giving
0
2
1
Mechanical Techno.
5
4
6
Civil Technology
1
3
10
Electrical Tech.
4
3
5
Agriculture
6
8
10
Fisheries
5
0
5
ICT
9
12
12
16
37
17
10
3
15
14
12
24
10
33
TECHNICAL-VOCATIONAL PREFERENCES
Specific Strand Preference – ARTS & SPORTS
Public Secondary Schools who will offer SHS
Arts & Sports
Strands
No. of School/s per
Congressional District
First
Second
Third
Total
Theater Arts
0
0
1
1
Visual Arts
0
0
1
1
Dance
2
0
1
3
Sports
2
2
6
10
ARTS & SPORTS PREFERENCES
Identified Needs
Public Secondary Schools who will offer SHS
Cong.
District
Laboratory
Teachers Classrooms Furniture /Shop
Rooms
First
130
69
3,993
66
Second
193
118
5,357
81
Third
208
167
6,611
134
531
354
15,961
281
Total