REGIONAL EDUCATION DEVELOPMENT PLAN
2015-2019
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REGIONAL EDUCATION DEVELOPMENT PLAN
2015-2019
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REGIONAL EDUCATION DEVELOPMENT PLAN
2015-2019
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REGIONAL EDUCATION DEVELOPMENT PLAN
2015-2019
TABLE OF CONTENTS
I.
II.
BACKGROUND
What We Must Build On
Where We are Now
1
1-2
TRENDS and PERFORMANCES
2-32
A. Access to Basic Education
A.1 Elementary Education
Net Enrolment Ratio
Cohort Survival Rate
Completion Rate
School Leaver Rate
4
4-6
6-7
8
A.2 Secondary Education
Net Enrolment Ratio
Cohort Survival Rate
Completion Rate
School Leaver Rate
8-9
9-10
10
11
Promote Gender Equality
Literacy Rate
12-14
15
B. Quality of Learning and Management
National Achievement Test Results, Grade 3
National Achievement Test Results, Grade 6
National Achievement Test Results, Year 4
III.
SITUATIONAL ANALYSIS
15-20
20-25
26-33
32-48
Where We Want to Go: Mission, Vision, Core Values
Goals and Objectives
49-56
How We Will Get There: Strategies and Interventions
57-62
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REGIONAL EDUCATION DEVELOPMENT PLAN
2015-2019
TABLE OF CONTENTS
List of Tables
Table
Table
Table
Table
Table
1
2
3
4
5
Table 6
Table 7
Table 8
Table 9
Table 10
Table 11
Table 12
Table 13
Table 14
Table 15
Table 16
Table 17
Table 18
Table 19
Table 20
Table 21
Table 22
Table 23
Table 24
Table 25
Table 26
Table 27
Table 28
Table 29
Table 30
Table 31
Table 32
Table 33
Total 34
Total 35
Table 36
Table 37
Table 38
Table 39
Table 40
Table 41
Total Enrolment of Public and Private Schools for all levels in SY 2011-2012 to 2013-2014
Total Number of Drop-outs from Grade 1 to 3 by Division for SY 2013-2014
Total Number of Drop-outs from Grade 4 to 6 by Division for SY 2013-2014
Total Number of Drop-outs from Grade 7 to 10 by Division for SY 2013-2014
Gender Parity Index of Key Education Indicators in Public and Private Elementary and Secondary Education, By
Sex, Region XII, SYs 2011-2012-2013-2014
Gender Parity Index (GPI) of Key Education Indicators, Elementary Level (Public and Private), By Division,
Region XII, SY 2012-2013 and SY 2013-2014
Gender Parity Index (GPI) of Key Education Indicators, Secondary Level (Public), By Division, Region XII,
SY 2012-13 and SY 2013-14
Literacy Rate of Population 10-64 Years Old, Region XII, CY 2008
Number of Schools by Quartile in Grade 3 – English Reading for SY 2013-2013
Number of Schools by Quartile in Grade 3 – English Grammar for SY 2013-2013
Number of Schools by Quartile in Grade 3 – Science for SY 2013-2013
Grade 3 Mathematics National Achievement Test (NAT) MPS by Division SY 2011-2012 to SY
2013-2014
Number of Schools by Quartile in Grade 3 – Mathematics for SY 2013-2014
Grade 3 NAT results in Filipino Reading and Grammar by Division for SY 2013-2014
Number of Schools by Quartile in Grade 3 – Filipino Reading and Grammar by Division
for SY 2013-2014
Number of Schools by Quartile NAT in Grade 6 – English for SY 2013-2014
Number of Schools by Quartile in Grade 6 – Science for SY 2013-2014
Grade 6 Mathematics National Achievement Test (NAT) MPS by Division SY 2011-2012
to SY 2013-2014
Grade 6 National Achievement Test (NAT) by Learning Area SY 2012-2013 and SY 2013-2014
Number of Schools by Quartile in Grade 6 by Division for SY 2013 – 2014
MPS in Grade 6 NAT by Division for SYs 2011-2012 to 2013 – 2014
Number of Schools by Quartile for Grade 6 – Filipino by Division for SY 2013-2014
MPS in Grade 6 – Araling Panlipunan by Division for SYs 2011-2012 to 2013-2014
Number of Schools by Quartile in Grade 6 – Araling Panlipunan by Division for SY 2013-2014
Number of Schools by Quartile in Year 4 – English by Division for SY 2013-2014
Year 4 Mathematics National Achievement Test (NAT) MPS by Division SY 2011-2012 to SY 2013-2014
Year 4 National Achievement Test (NAT) MPS by Learning Area SY 2012-2013 and SY 2013-2014
Number of by Quartile in Year 4 – Mathematics for SY 2013 – 2014
Number of Schools by Quartile in Year 4 – Science for SY 2013-2014
Number of Schools by Quartile Year 4 – Filipino by Division for SY 2013-2014
Number of Schools by Quartile in Year 4 – Araling Panlipunan for SY 2013-2014
Total Number of Elementary Schools by Division for SYs 2011-2012 to 2013-2014
Total Number of Secondary Schools by Division for SYs 2011-2012 to 2013-2014
Total Number of CCT/4Ps Recipients in Public Elementary Schools in SYs 2011-2012
to 2013-2014
List of Inter-Agency/Organization Collaboration
Flood Prone Areas of Region XII
Landslide Prone Areas in Region XII
Areas Vulnerable to Volcanic Hazards
Areas Vulnerable to Erosion
Total number of Learners living far from school by division
Number of Internet Cafes in City Divisions as of 2013
List of Figures
Figure
Figure
Figure
Figure
Figure
Figure
Figure
Figure
Figure
Figure
Figure
Figure
Figure
1
2
3
4
5
6
7
8
9
10
11
12
13
Net Enrolment Ratio for Elementary, SY 2011-2012 to 2013-2014
Cohort Survival Rate for Elementary, SY 2011-2012 to 2013-2014
Completion Rate for Elementary, SY 2011-2012 to 2013-2014
School Leaver Rate for Elementary, SY 2011-2012 to 2013-2014
Net Enrolment Ratio, Secondary Level, by Division, SYs 2011-2012 to 2013-2014
Cohort Survival Rate, Secondary Level, by Division, SYs 2011-2012 -2014
Completion Rate, Secondary Level, by Division, SYs 2011-2012 -2014
School Leaver Rate, Secondary Level, by Division, SYs 2011-2012 -2014
National Achievement Test (NAT) Results, Grade 3, by Division, SYs 2012-2013 to 2013-2014
National Achievement Test (NAT) Results, Grade 6, SYs 2012-2013 to 2013-2014
National Achievement Test, Year 4, by Division, SYs 2011-2012 to 2013-2014
Establishments in SOCCSKSARGEN
Poverty Threshold of Region 12 – 1st Semester
List of Map
Map 1
Conflict-Affected Areas in Region 12, 2009-2012
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REGIONAL EDUCATION DEVELOPMENT PLAN
2015-2019
I. BACKGROUND
What We Must Build On
Forging a commitment with the global community way back in 2005 to provide quality
education to all children has helped set directions for the Department of Education. Targets
were set, strategies were formulated and support systems were built giving focus on increasing
access to basic education, improving the holding power of schools and enhancing the quality
of learning so as to attain these goals by 2015. The urgent call to centralize all efforts in
supporting the education reform agenda to address resource shortages, promote inclusive
education, ensure effective teaching and learning in basic education, including Kindergarten,
and strengthen the system of good governance became a global concern, collectively called the
EFA Goals.
To help achieve these desired education outcomes, the Department of Education
Region XII has renewed its commitment to be more innovative and strategic in facing all
educational challenges that continuously deter it from going towards excellence – the only
direction SOCCSKSARGEN is pursuing as one region. This will be concretized by redirecting
the imperatives of “what” and “how” the services have to be delivered to the learners and by
purposely implementing relevant programs, activities, and projects that would create an
impact and life-long learning to the diverse learners of this region, especially now that the
implementation of the K to 12 Basic Education Curriculum has already been started.
Thus, region XII needs to establish and rationalize its educational system that
would deliver basic education services to learners in the most effective, efficient and
collaborative ways to ensure that every learner in SOCCSKSARGEN has access and a
graduate of complete basic education and prepared for further education and the
world of work or entrepreneurship.
Where We Are Now
For several years now, DepEd-Region XII or SOCCSKSARGEN has been
working hard on maximizing its resources in order to close the gaps in performance
that had consistently pulled the region down in comparison to the performance of the
other regions throughout the country. Gradually, through the leadership of the
different regional directors who had been with Region XII, our key performance
indicators have started taking off from the stagnation it was nailed at years ago.
Although creative strategies and inclusive initiatives need to be established to
improve the region’s over-all education performance - especially now that the 2015
targets for EFA and MDG are nearing the set deadline, Region XII has recently posted
an evident improvement in terms of providing access to basic education and in
increasing achievement rate as shown in the 2014 National Achievement Test results
for elementary and secondary levels.
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Having exceeded more than its target, the SY 2013-2014 National Achievement
Test result for Grade 6 elementary is considered one of the major accomplishments of
the region in terms of academic performance. It posted a notable increase of 2.90%
from 73.42% of SY 2012-2013 to 76.32% in SY 2013-2014. However, a minimal
increase of only 2.27% is recorded in Grade 3 for this school year, falling short of its
target by 4.52%.
A significant leap of 3.46% has been registered for the secondary in the 20132014 NAT, from 50.56% of SY 2012-2013 to this year’s 54.02%. The Year 4 NAT
result gained the highest increase; however, it is still identified as one of the major
challenges for it is yet to realize its target.
In terms of access, the result of cohort survival rate in elementary is still far
from realizing the EFA target of 86.76% by SY 2015-2016, although it exhibited a
huge increase of 7.47% from 67.44% of SY 2012-2013 to 74.91% in SY 2013-2014. A
noteworthy gain of 7.53% in the elementary completion rate has been recorded from
66% of SY 2012-2013 to 73.53% of SY 2013-2014.
In spite of these improvements, the current state of education in Region XII is
still a cause of concern considering that:
a. 80 out of 100 Elementary
b.
c.
d.
e.
f.
and 50 out of 100 Secondary school-age
pupils/students are enrolled in schools;
80 out of 100 Elementary and 70 out of 100 Secondary pupils/students are
able to survive in Grade 6 and 4th year, respectively ;
90 out of 100 Grade 4 pupils advanced to Grade 5 and 90 out of 100 Grade 6
pupils continued to Grade 7;
5 out of 100 Elementary and 8 out of 100 secondary learners are leaving from
school;
70 out of 100 Elementary and 70 out of 100 Secondary pupils/students are
able to complete basic education within the required years of schooling; and
18.98 increase is needed to reach 75 mean percentage score in Year 4
achievement test.
To ensure better access, this region has strengthened mechanisms in making
education inclusive and flexible by providing a wide-variety of alternative modalities
that will cater to the unique needs of the learners to keep them in school and
complete the cycle of education.
II.
TRENDS AND PERFORMANCES
What We Have Now
A. Access to Basic Education
This section would show that every Filipino learner has the right to avail of
basic education. For the last three years, there is a continuous demand for basic
education in this region as the number of the learning population grows. From SY
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REGIONAL EDUCATION DEVELOPMENT PLAN
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2011-2012 to SY 2013-2014, the total enrolment for all levels increased from
1,058,226 to1,076,419.
Table 1: Total Enrolment of Public and Private Schools for all levels
in SYs 2011-2012 to 2013-2014
KINDERGARTEN
REGION/DIVISION
Region XII
ELEMENTARY
SECONDARY
20112012
20122013
20132014
20112012
20122013
20132014
20112012
20122013
20132014
111,271
114,799
114,529
657,170
662,590
663,579
289,785
293,193
298,311
North Cotabato
35,173
37,447
34,923
182,837
181,795
178,999
76,524
77,027
76,337
Sarangani
15,218
15,211
14,487
91,154
90,951
92,400
30,765
32,075
34,055
South Cotabato
19,842
18,866
20,088
106,874
109,492
114,028
46,258
47,900
49,855
Sultan Kudarat
12,930
13,806
14,425
99,013
99,463
98,153
37,678
37,308
39,424
Cotabato City
4,768
4,923
5,132
37,348
37,467
37,818
23,027
22,327
22,525
12,158
13,460
14,113
82,339
83,662
82,054
41,177
42,234
42,081
Kidapawan City
3,755
3,869
4,000
19,385
20,227
20,608
11,567
11,660
11,409
Koronadal City
4,558
4,571
4,767
23,928
24,793
25,049
14,077
14,129
14,222
Tacurong City
2,869
Source of Data: DepEd EBEIS
2,646
2,594
14,292
14,740
14,470
8,712
8,533
8,403
General Santos City
Significant improvements can be observed in the number of Kindergarten
enrollees in a span of three years, increasing by 3,258 from 111,271 to 114,529.
Elementary enrolment, on the other hand, doubled the growth of the total number of
kindergarten learners, having an increase of 6,409, from 657,170 to 663,579. Finally,
the secondary enrolment posted the highest increase in all levels, with the addition of
8,526 secondary learners to SY 2013-2014 enrolment from SY 2011-2012.
The succeeding tables show the performance indicators of the basic education
sector captured from the key performance indicators in the elementary and secondary
levels from school years 2011-2012 to 2013-2014.The trend analysis of the identified
indicators will offer education stakeholders information on how efficient and effective
this region performs in terms of access and efficiency intended for plan adjustment
and policy direction.
A.1 Elementary Education
A.1.1Net Enrolment Ratio (NER) in both Public and Private Elementary Education
The net enrolment ratio (NER) of the elementary level indicates the enrolment
in primary education of the official primary school age-group (6-11) expressed in
percentage of the corresponding population.
Figure 1 shows the NER of the region and of the individual divisions for the
past three school years.
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REGIONAL EDUCATION DEVELOPMENT PLAN
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Figure1: Net Enrolment Ratio for Elementary, by Division, SYs 2011-2012
to 2013-2014
DIVISION
REGION
120
100
120
100
80
60
40
20
0
80
60
40
20
0
2011-2012 2012-2013 2013-2014
REGION 85.83 83.99 83.01
Cotabato General Kidapawan Koronadal
City
Santos City
City
City
2011-2012 56.17
86.92
101.95
98.96
2012-2013 51.75
85.06
104.41
100.37
2013-2014 48.37
81.55
108.48
101.36
North
Cotabato
92.54
Sarangani
85.88
South
Cotabato
91.93
Sultan
Kudarat
76.21
Tacurong
City
114.80
89.88
88.48
83.54
92.62
74.95
114.77
83.31
96.35
73.62
112.38
Source of Data: DepEd XII
The participation of school-age elementary learners (6-11) exhibited a
decreasing trend. A total of 2.82% downshift was recorded from SY 2011-2012 to SY
2013-2014.This means that a total of 110,513 school-age population of 6-11 years
old (61,090 males and 49,423 females) are not enrolled in schools. It needs
elementary schools to work harder to attain its MDG targets of 98.00% for SY 20152016.
A.1.2 Cohort Survival Rate for Grade 6
The Cohort Survival Rate (CSR) for Grade 6 indicates the percentage of the
cohort of pupils/students who are able to reach Grade 6. This reflects the internal
efficiency and holding power of elementary schools to keep their children in school.
Figure 2: Cohort Survival Rate for Elementary, by Division, SYs 2011-2012
to 2013-2014
DIVISION
REGION
100
80
100
80
60
40
20
0
2011-2012 2012-2013 2013-2014
REGION 65.85 67.44 74.91
60
40
20
0
Cotabato General Kidapawan Koronadal North Sarangani South
City Santos City City
City
Cotabato
Cotabato
2011-2012 65.09
80.10
74.35
84.22
62.69
59.48
63.40
2012-2013 66.39
83.60
86.45
91.38
64.85
58.25
66.70
2013-2014 79.16
76.88
85.90
94.20
67.49
75.63
86.96
Sultan
Kudarat
62.91
Tacurong
City
83.46
59.39
92.43
65.98
80.04
Source of Data: DepEd XII
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REGIONAL EDUCATION DEVELOPMENT PLAN
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The CSR for Grade 6 in Region XII displayed an improvement of 7.47% percent
from 67.44 percent of SY 2012-2013 to 74.91 percent of SY 2013-2014, showing a
total of 9.06% increase from the last three (3) school years. For SY 2013-2014, Region
XII exceeded its target of 73.36% with its increase of 1.55% from the previous CSR. In
spite of this, schools still need to provide enabling mechanisms to keep all learners in
school and complete the cycle of education.
As shown in Figure 3, the Division of Tacurong City exhibited a decline of
12.39 percent from 92.43 percent from SY 2012-2013 to 80.04 percent of SY 20132014. A decrease in CSR was also revealed in General Santos City - 6.72 percent and
Kidapawan City – 0.55 percent in the same school years.
Increase in CSR for Grade 6 was observed in the divisions of South Cotabato,
Sarangani, Cotabato City, Sultan Kudarat, Koronadal City, and North Cotabato. The
highest increase in CSR was experienced in South Cotabato having increased 20.26
percent from 66.7 percent to 86.96 percent in the same period.
A.1.3 Grades 1- 3 Drop-out
For SY 2013-2014, a total of 20,699 or 6% out of 351,741 Grades 1 to 3 pupils
dropped out from schools. The three (3) divisions that have the least number of dropouts are the cities of Koronadal, Kidapawan and Tacurong; while the divisions that
need priority of concerns are the provinces of Cotabato, Sultan Kudarat and
Sarangani.
Table 2: Total Number of Drop-outs from Grades 1 to 3 by Division for SYs 20112012 to 2013-2014
Division
SY 2011-2012
SY 2012-2013
SY 2013-2014
Cotabato City
122
262
926
General Santos City
279
423
1413
Kidapawan City
135
210
705
Koronadal City
118
202
690
North Cotabato
1,246
2093
7126
Sarangani
639
1004
3377
South Cotabato
211
382
1317
Sultan Kudarat
964
1448
4828
45
83
287
3,759
6,107
20,669
Tacurong City
Region Total:
Source of Data: DepEd EBEIS
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A.1.4 Grades 4- 6 Drop-out
A total of 38,990 or 15% out of 257,100 pupils dropped out from schools in
Grades 4-6 for SY 2013-2014. The three (3) divisions having the least number of
drop-outs are the cities of Koronadal, Tacurong and Kidapawan; while divisions
which need priority of concerns in terms of keeping their children in school are the
big provincial divisions of North Cotabato, Sultan Kudarat and Sarangani as shown
on the table below.
Table 3: Total Number of Drop-outs from Grades 4 to 6 by Division for SYs 20112012 to 2013-2014
Division
SY 2011-2012
SY 2012-2013
SY 2013-2014
Cotabato City
140
524
1,712
General Santos City
144
846
2,682
Kidapawan City
75
420
1,335
Koronadal City
84
404
1,296
North Cotabato
847
4186
13,405
Sarangani
365
2008
6,389
South Cotabato
171
764
2,463
Sultan Kudarat
484
2896
9,172
38
166
536
2,348
12,214
38,990
Tacurong City
Region Total:
Source of Data: DepEd EBEIS
A.1.5 Elementary Completion Rate
Elementary completion rate refers to the percentage of Grade 1 entrants who
completed/finished Grade 6 after six years of study in elementary education. For SY
2013-2014 the completion rate exhibited an increase of 7.53 percentage points for the
last two (2) school years having a result of 66 percent in SY 2012-2013 to 73.53
percent of SY 2013-2014. Although there is an evident increase for the last three (3)
school years, still a huge gap of 9.47percentage points needs to be bridged to attain
its target. This implies the need to strengthen the working mechanisms of the
educational system to retain pupils enrolled in grade 1 five years ago to complete
their elementary schooling.
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REGIONAL EDUCATION DEVELOPMENT PLAN
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Figure 3: Completion Rate for Elementary, by Division, SYs 2011-2012 to 20132014
DIVISION
REGION
100
80
100
80
60
40
20
0
2011-2012 2012-2013 2013-2014
REGION 63.36 66.00 73.53
60
40
20
0
Cotabato General Kidapawan Koronadal North Sarangani South
City Santos City City
City
Cotabato
Cotabato
2011-2012 63.81
79.39
71.77
82.62
60.82
56.57
61.70
2012-2013 61.50
82.50
83.49
90.26
63.94
56.98
65.22
2013-2014 78.25
76.54
84.47
92.84
66.00
74.00
85.72
Sultan Tacurong
Kudarat
City
56.55
82.34
57.99
92.43
63.85
79.22
Source of Data: DepEd XII
An improvement in the completion rate of elementary schools was recorded in
the divisions of South Cotabato, Sarangani, Cotabato City, Sultan Kudarat,
Koronadal City, North Cotabato and Kidapawan City from SY 2012-2013 to SY 20132014. The decrease was registered in the cities of Tacurong and General Santos in the
same school year.
The provincial divisions of Sultan Kudarat, North Cotabato and Sarangani
posted the lowest completion rate for SY 2013-2014.
A.1.6 School Leaver Rate
School Leaver Rate is the EFA measure of the dropout rate. It covers both
pupils/students who do not finish a particular grade/year level as well as those who
finish, but fail to enroll in the next grade/year level the following school year.
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REGIONAL EDUCATION DEVELOPMENT PLAN
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Figure 4: School Leaver Rate for Elementary, by Division, SYs 2011-2012 to
2013-2014
DIVISION
REGION
12
10
12
10
8
6
4
2
0
2011-2012 2012-2013 2013-2014
REGION 8.59 7.94 5.82
8
6
4
2
0
Cotabato General Kidapawan Koronadal North Sarangani South
City Santos City City
City
Cotabato
Cotabato
2011-2012 9.01
4.72
6.22
3.57
9.56
10.51
9.17
2012-2013 8.66
3.82
3.40
1.62
8.54
10.46
8.12
2013-2014 5.09
5.22
3.25
1.22
7.71
5.49
3.00
Sultan
Kudarat
9.73
Tacurong
City
3.70
10.54
1.26
8.32
4.42
Source of Data: DepEd XII
For SY 2013-2014, Region XII posted a decrease of 2.12 percent in School
Leaver Rate for elementary level. South Cotabato posted a decrease of 5.12 percent,
with its 8.12 percent of the same school year lower compared to school year 20112012. Decrease in SLR was also evident in Sarangani Province, Cotabato City, Sultan
Kudarat, Koronadal City, North Cotabato and Kidapawan City. Tacurong City
recorded a 3.16 increase from its previous year’s 1.26 percent to 4.42 in school year
2013-2014.
Although the divisions of Sultan Kudarat, North Cotabato, Sarangani, and
Cotabato City displayed a slight decrease in SLR, these divisions posted the highest
number of learners leaving schools.
A. 2 Secondary Education
A.2.1 Net Enrolment Ratio
Region XII’s NER for secondary level showed a slight decrease of 0.06 percent
from 50.09 percent of SY 2012-2013 to 50.03 of SY 2013-2014.The NER results
displayed an erratic trend for the last three school years from SY2011-2012 to SY
2013-2014. Apparently, there is a gradual increase in NER for Sarangani, even if it
posted the lowest NER from SY 2011-2012 to 2013-2014. While Tacurong City
exhibited the highest NER of more than 89 percent for SY 2013-2014, its trend for the
last three school years is consistently declining.
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REGIONAL EDUCATION DEVELOPMENT PLAN
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Figure 5: Net Enrolment Ratio, Secondary Level, by Division, SYs 2011-2012 to
2013-2014
REGION
DIVISION
120
120
100
80
60
40
20
0
2011-2012 2012-2013 2013-2014
REGION 50.04 50.09 50.03
100
80
60
40
20
0
Cotabato General Kidapawan Koronadal North Sarangani South
City Santos City City
City
Cotabato
Cotabato
2011-2012 55.56
58.13
76.12
72.80
47.67
38.95
51.27
2012-2013 50.09
58.69
69.23
74.29
47.45
39.98
52.41
2013-2014 44.36
57.67
69.19
75.10
46.37
41.67
54.72
Sultan
Kudarat
41.04
Tacurong
City
95.34
39.78
94.22
41.94
89.71
Source of Data: DepEd XII
Moreover, a total of 217,514 school-age population of 12-15 years old –
120,671 males and 96,843 females are considered out-of-school youth.
North Cotabato posted the highest number of out-of-school youth for SY 20132014, having a total of 61,951 – 34,603 males and 27, 348 females followed by Sultan
Kudarat with the total of 39,042 out-of-school youth – 21,725 males and 17,317
females. Sarangani Province also posted a total of 33,426 out-of-school youths –
28,519 males and 14,907 females.
A.2.2 Cohort Survival Rate for Year 4
The cohort survival rate was recorded highest during SY 2011-2012 reaching
to 83.41 percent in Tacurong City and the lowest was 65.47 percent in Sultan
Kudarat for SY 2012-2013. Region XII’s CSR showed an increasing trend for the last
three school years from SYs 2011-2012 to 2013-2014 which posted a total increase of
2.68 percent.
Sultan Kudarat displayed the highest gains of 16.50 percentage points from
SY 2012-2013 to SY 2013-2014, followed by Cotabato City having an increase of
13.48 percentage points in the same period. Likewise, a minimal increase was
revealed in the divisions of Sarangani, South Cotabato and Tacurong City. The lowest
CSR was experienced in North Cotabato for SY 2013-2014, which also posted the
highest decrease of 5.62 percentage points in the same period.
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REGIONAL EDUCATION DEVELOPMENT PLAN
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Figure 6: Cohort Survival Rate, Secondary Level, by Division, SYs 2011-2012 to
2013-2014
DIVISION
REGION
100
80
100
80
60
40
20
0
60
40
20
0
2011-2012 2012-2013 2013-2014
REGION 74.45 75.14 77.13
Cotabato General Kidapawan Koronadal North Sarangani South
City Santos City City
City
Cotabato
Cotabato
2011-2012 76.86
82.81
75.76
75.87
72.80
66.91
75.09
2012-2013 72.60
83.35
80.17
78.68
76.29
68.41
78.71
2013-2014 86.08
77.99
75.95
76.76
70.67
73.95
82.15
Sultan
Kudarat
70.40
Tacurong
City
83.41
65.47
75.30
81.97
78.00
Source of Data: DepEd XII
A.2.3 Completion Rate for Year 4
As shown in the figure below, Completion Rate significantly increased to 74.17
percent for SY 2013-2014 from 71.76 percent during SY 2012-2013. Region XII
revealed an increasing trend for the last three (3) school years and initially gained a
total of 4.96 percent. Sultan Kudarat exhibited the highest gains of 19.40 percent and
considered the highest in SY 2013-2014 with 81.97 percent CR. Kidapawan City
recorded the biggest decrease of 6.25 percentage points based from 78.43 percent of
SY 2012-2013 to 72.18 percent for SY 2013-2014. North Cotabato and the cities of
General Santos and Koronadal also displayed a decrease in the same period.
Figure 7: Completion Rate, Secondary Level, by Division, SYs 2011-2012 to
2013-2014
DIVISION
REGION
100
80
100
80
60
40
20
0
2011-2012 2012-2013 2013-2014
REGION 69.21 71.76 74.17
60
40
20
0
Cotabato General Kidapawan Koronadal North Sarangani South
City Santos City City
City
Cotabato
Cotabato
2011-2012 69.94
77.87
69.31
70.61
67.77
62.46
71.31
2012-2013 66.75
78.27
78.43
74.93
73.41
65.64
76.40
2013-2014 79.65
73.28
72.18
74.19
67.78
71.22
79.96
Sultan
Kudarat
62.94
Tacurong
City
80.12
62.57
71.22
81.97
75.58
Source of Data: DepEd XI
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A.2.4 School Leaver Rate
The school leaver rate in secondary education recorded a slight decrease by
0.81 percent from 9.34 percent of SY 2012-2013 to 8.53 of SY2013-2014. The SLR of
the region displayed a descending trend for the last three school years from SY 20112012 to SY 2013-2014. The highest rate of dropouts in SY 2013-2014 for high school
was posted in North Cotabato with 11.14 percent.
Figure 8: School Leaver Rate, Secondary Level, by Division, SYs 2011-2012 to
2013-2014
DIVISION
REGION
14
12
10
14
12
10
8
6
4
2
0
8
6
4
2
0
2011-2012 2012-2013 2013-2014
REGION 9.61 9.34 8.53
Source of Data: DepEd XII
Cotabato General Kidapawan Koronadal North Sarangani South
City Santos City City
City
Cotabato
Cotabato
2011-2012 8.60
6.40
8.90
9.33
10.27
12.80
9.36
2012-2013 9.12
6.11
6.93
8.14
8.85
12.07
7.87
2013-2014 5.39
7.98
9.02
8.82
11.14
9.95
6.59
Sultan Tacurong
Kudarat
City
11.19
6.24
13.35
9.03
4.68
8.06
*Public Schools only
A.2.5 Grade 7 – Year 4 Drop-Outs
For SY 2013-2014, there is a total of 4,844 or 1.86% of 260,128 Grade 7 to Year 4
students who dropped-out from schools. The three (3) divisions having the least
number of school dropouts are the cities of Tacurong, Kidapawan and Cotabato; while
divisions which need priority of concerns having the most number of dropouts are the
following: North Cotabato, Sultan Kudarat and South Cotabato as shown on the table
below:
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Table 4: Total Number of Drop-outs from Grades 7 to Year 4 by Division for SYs
2011-2012 to 2013-2014
Division
Cotabato City
General Santos City
Kidapawan City
Koronadal City
North Cotabato
Sarangani
South Cotabato
Sultan Kudarat
Tacurong City
Region Total:
Total Number of Drop-outs from Grades 7 to Year 4
SY 2011-12
SY 2012-13
SY 2013-14
177
71
7
1,297
1124
263
467
283
215
638
703
317
3,501
3340
1853
1,079
744
205
1,815
1531
859
1,479
791
990
277
256
135
10,730
8,843
4,844
Source: DepEd EBEIS
A.2.6 Promote Gender Equality
Education for All aims to achieve the goal of gender equality and women
empowerment to eliminate gender disparity in primary and secondary education, at
all levels by 2015. Gender Parity Index (GPI) is the indicator particularly utilized to
quantify the extent of attaining the target. The GPI is the ratio of female to male
values of an indicator. It denotes progress towards gender equity and the level of
opportunities available for females relative to those available for males. It is also a
significant indicator to determine the level of the empowerment of women in society.
As such, a Gender Parity Index of 1.0 reveals gender equality gleaned
necessary to support equal access and opportunity to education. A GPI greater than
1.0 signifies a greater disparity in favor of females, i.e, there is a higher proportion of
females than males. A value less than 1.0 indicates that proportionately fewer women
have access to available opportunities.
To provide specific features on gender parity indices, the following aspect
discusses the GPI of key education indicators of gross and net enrolment ratios, and
cohort survival rate for both public and private elementary and secondary schools
from SYs 2011-2012 and 2013-2014. Region XII’s GPIs of key education indicators
cover both public and private elementary and secondary levels for Sys 2012-2013 and
2013-2014 as shown in Table 2.
For SY2013-2014, the gross enrolment ratio gender parity indices in public
and private elementary schools in Region XII are equivalent to 0.99 in favor of boys.
This denotes that a higher proportion of boys than girls have accessed and attended
schools. On the other hand, the secondary level education exhibited gender parity
indices of 1.02 for SY 2012-2013and 1.10 for SY 2013-2014 in favor of girls, which
means that for the last two (2) school years more girls than boys have attended
school. For the net enrolment ratio, the gender parity indices for the two (2) school
years were more than 1.0, except for elementary in SY 2012-2013. The data reveals
that more girls than boys of school age population are enrolled in secondary schools
for SYs 2012-2013and 2013-2014.
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At the regional level, cohort survival rates and gender parity indices for both
levels are more than 1.0 for SYs 2012-2013 and 2013-2014. These show that more
girls than boys reached grade six and fourth year high school, respectively.
Table 5: Gender Parity Index of Key Education Indicators in Public and Private
Elementary and Secondary Education, By Sex, Region XII, SYs 2011-2012 to
2013-2014
School Year and
Education Level
Gross
Enrolment
Ratio
(GER)
Gender
Parity
IndexGER
Net
Enrolment
Ratio
(NER)
Gender
Parity
IndexNER
Cohort
Survival
Rate
(CSR)
Gender
Parity
IndexCSR
SY 2011-2012
Elementary
Total
Male
Female
105.49%
105.20%
105.79%
1.01
85.83%
84.21%
87.55%
1.04
63.36%
58.19%
69.17%
1.11
Total
Male
Female
70.85%
68.46%
73.29%
1.07
50.31%
45.70%
55.01%
1.20
74.45%
69.61%
79.27%
1.11
83.99%
84.43%
83.56%
0.99
67.44%
62.75%
72.67%
1.11
Secondary
SY 2012-2013
Elementary
Total
Male
Female
104.15%
106.45%
101.82%
0.96
Secondary
Total
69.77%
Male
Female
69.20%
70.32%
50.09%
1.02
46.75%
53.32%
75.14%
1.14
71.22%
78.98%
1.09
SY 2013-2014
Elementary
Total
Male
Female
102%
102.37%
101.60%
0.99
83.01%
81.77%
84.34%
1.03
74.91%
70.66%
79.66%
1.09
Secondary
Total
Male
Female
68.54%
65.38%
71.76%
1.10
50.03%
45.11%
55.04%
1.22
77.13%
72.19%
82%
1.10
Source: Basic Education Information System (BEIS) Regional Data Bulletin; DepEd 12
The nine (9) divisions of this region posted a gender parity index of less than
1.0 for gross enrolment ratio, which reveals that more boys attended public and
private elementary schools for SYs 2012-2013, however, it showed slight
improvement in SY 2013-2014 for the divisions of North Cotabato, Sultan Kudarat
and Cotabato City having a GPIs of more than 1.0. The Net Enrolment Ratio gender
parity indices were above 1.0 except for the cities of Koronadal and Tacurong and the
province of South Cotabato for SY 2013-2014, thus demonstrating a minimal gender
disparity, with boys generally benefiting a comparative advantage over girls at the
public and private elementary schools. However, there was a wider range of gender
disparity (GPIs were more than 1.0) at the secondary level, with girls having a greater
advantage over boys. Higher gender disparity in accessing to secondary education
was specifically observed across the provinces and cities for SY 2013-2014.
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REGIONAL EDUCATION DEVELOPMENT PLAN
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Table 6: Gender Parity Index of Key Education Indicators, Elementary Level
(Public and Private), By Division, Region XII, SY 2011-2012 to SY 2013-2014
Province/City
Region XII
Cotabato City
General Santos
City
Gross Enrolment
Ratio
Net Enrolment Ratio
Cohort Survival Rate to
Grade 6
201112
201213
201314
201112
201213
201314
201112
201213
201314
1.01
1.03
0.96
0.99
0.99
1.03
1.09
1.02
0.91
1.05
1.11
1.10
1.11
0.88
1.04
1.06
1.10
1.10
1.08
1.05
0.99
1.02
0.94
0.99
1.06
0.96
1.02
Kidapawan City
1.02
0.99
0.99
1.07
1.05
1.04
1.15
1.07
1.06
Koronadal City
0.95
0.93
0.95
0.98
0.96
1.00
1.11
1.06
1.07
North Cotabato
1.02
0.98
1.01
1.05
1.02
1.05
1.14
1.12
1.11
Sarangani
1.02
0.98
1.00
1.06
1.02
1.05
1.12
1.16
1.09
South Cotabato
0.99
0.95
0.96
1.03
0.99
1.00
1.12
1.08
1.06
Sultan Kudarat
1.00
0.98
1.01
1.06
1.02
1.05
1.10
1.13
1.12
Tacurong City
0.97
0.96
0.98
1.00
0.99
1.00
1.04
1.07
1.11
Source: Basic Education Information System (BEIS) Regional Data Bulletin DepED 12
Table 7: Gender Parity Index of Key Education Indicators, Secondary Level
(Public), By Division, Region XII, SY 2011-12 to SY 2013-2014
Region XII
Gross Enrolment
Ratio
20112012 2013
12
-13
-14
1.01
1.02 1.10
Cotabato City
1.10
0.96
1.15
1.13
0.99
1.21
Cohort Survival Rate to
Year 4
20112012201312
13
14
1.11
1.09
1.10
1.08
1.02
1.11
General Santos City
1.03
0.95
1.04
1.12
1.03
1.11
1.12
1.10
1.11
Kidapawan City
1.00
0.96
1.03
1.15
1.08
1.14
1.16
1.12
1.15
Koronadal City
1.03
1.02
1.08
1.16
1.14
1.17
1.20
1.18
1.23
North Cotabato
1.06
1.01
1.10
1.23
1.18
1.27
1.13
1.07
1.10
Sarangani
1.16
1.17
1.30
1.31
1.14
1.07
1.07
South Cotabato
1.05
1.06
1.21
1.21
1.09
1.13
1.09
Sultan Kudarat
1.11
1.14
1.25
1.21
1.09
1.11
1.07
Tacurong City
1.05
1.03
1.14
1.12
1.04
1.20
1.15
Province/City
1.10
1.02
1.07
1.03
Net Enrolment Ratio
201112
2012
-13
201314
1.04
1.14
1.22
1.26
1.15
1.22
1.11
Source: Basic Education Information System (BEIS) Regional Data Bulletin DepED 12
The results of School Years 2012-2013 and 2013-2014 revealed a trend that
there were higher ratio discrepancies of school children surviving to Grade 6 favorably
to girls across provinces and cities. More girls finished Grade 6 than boys. The
Secondary level schools experienced a huge gap across provinces and cities, wherein
a higher proportion of girls reach fourth year high school than boys; moreover
Koronadal City exhibited the highest GPI of 1.23 for SY 2013-2014 higher than 1.20
GPI of Tacurong City in SY 2012-2013, particularly.
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REGIONAL EDUCATION DEVELOPMENT PLAN
A.2.7
2015-2019
Literacy Rate
The 2008 Functional Literacy, Education and Mass Media Survey (FLEMMS)
revealed that among the population aged 10-to 64 years old, females (87.01 percent)
literacy rate was almost the same as that of the males (87.05 percent) in Region XII.
They are able to read, write and understand a simple message in any dialect (simple
literacy). Moreover, functionally literate females (who can at least read, write,
compute and/or comprehend) also outnumbered males in the region.
Table 8: Literacy Rate of Population 10-64 Years Old, Region XII, CY 2008
Literacy Level
Simple Literacy
Functional Literacy
Male
87.05
No data
Female
87.01
No data
Both Sexes
87.03
78.3
Source: 2008 Functional Literacy, Education and Mass Media Survey (FLEMMS)
B. Quality of Learning and Management
The focus of this region is not only bringing children to school, but also
improving the quality of education services and keeping it equitable to all Filipinos as
well; hence, the need to improve the quality of learning in this region remains a
challenge as it targets a 75% in NAT by 2016, particularly in Grade 3 and Year 4.
B.1 ELEMENTARY
Figure 9: National Achievement Test (NAT) Results, Grade 3, SYs 2011-2012 to
2013-2014
DIVISION
REGION
100
80
100
80
60
40
20
0
2011-2012 2012-2013 2013-2014
REGION 62.19 65.21 67.48
60
40
20
0
Cotabato General Kidapawan Koronadal North Sarangani South
City Santos City City
City
Cotabato
Cotabato
2011-2012 61.64
55.67
48.73
45.04
65.64
65.93
67.32
2012-2013 67.15
66.10
46.21
44.03
69.27
64.96
70.04
2013-2014 67.42
64.69
47.22
53.56
70.23
70.73
72.99
Sultan
Kudarat
58.93
Tacurong
City
54.34
59.83
61.94
63.05
66.46
Source: NETRC
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REGIONAL EDUCATION DEVELOPMENT PLAN
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The regional mean percentage score in Grade 3 showed an increasing trend
from SY 2011-2012 to SY 2013-2014. A total increase of 5.29 percentage points was
gained in both periods. An increasing trend is also noticeable in the divisions of
Cotabato City, North Cotabato, South Cotabato, Sultan Kudarat and Tacurong City.
South Cotabato posted the highest MPS of 72.99 percent in SY 2013-2014,
however, it falls short of 2.01 percent to achieve its target of 75 percent.
Likewise, Sarangani and North Cotabato showed a significant increase in SY
2013-2014 and exceeded the regional MPS.
During the same school year, Koronadal City exhibited the highest gains of
9.54 percentage points increase for the last two school years. Except General Santos
City, all divisions revealed an increase in SY 2013-2014.
Tables 9 to 11, 13,15,16,17, 20, 22, 24 to 25, and 28-31 disclose the number
of schools by quartile. The range of MPS from 76-100 is quartile 1 indicates Superior,
quartile 2 ranging from 51-75 - Upper Average, quartile 3 ranging from 26-50 - Lower
Average, and quartile 4 ranging from 0-25 - Poor.
Table 9: Number of Schools by Quartile in Grade 3 – English Reading for SY 20132014
Division
Cotabato City
General Santos City
Kidapawan City
Koronadal City
North Cotabato
Sarangani
South Cotabato
Sultan Kudarat
Tacurong City
Region
0-25
26-50
51-75
76-100
0
0
0
1
4
1
1
2
0
9
3
9
31
15
85
46
23
79
2
293
5
58
22
27
344
128
169
195
16
964
20
8
0
1
188
75
100
42
6
441
Source: NETRC NETRC
The results for Grade 3 especially in Reading confirm that pupils still need a
lot of help in developing their skills in reading, particularly in getting the main idea of
the selection, perceiving the cause and effect relationship, predicting outcomes and
distinguishing facts from fantasy in the selection that they read. Not having been
exposed to the types of questions being asked in the national test also pulled down
the pupil performance.
This situation could have been contributory to the thirteen (13) schools
distributed in the divisions of Koronadal City, North Cotabato, Sarangani, South
Cotabato and Sultan Kudarat falling under the “Poor” category in terms of the MPS.
These 13 schools will be considered the priority schools in the region’s attempt to
improve performance.
The province divisions, except for Sultan Kudarat, performed well in Grade 3
Reading considering the fact that these divisions are commonly the recipients of
foreign-aided projects e.g. EQuALLS2, Save The Children International…where
teachers were trained, instructional materials provided and physical facilities
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REGIONAL EDUCATION DEVELOPMENT PLAN
2015-2019
repaired. However, the bulk of schools of these province divisions are still grouped in
(the second and third quartile) 26-50 and 51-75 MPS. The region needs to exert effort
in lifting all these schools toward the mastery quartile by 2016.
Table 10: Number of Schools by Quartile in Grade 3 – English Grammar for SY
2013-2014
Division
Cotabato City
General Santos City
Kidapawan City
Koronadal City
North Cotabato
Sarangani
South Cotabato
Sultan Kudarat
Tacurong City
Region
0-25
0
0
1
0
2
3
3
4
0
13
26-50
3
5
30
13
76
28
17
72
3
247
51-75
12
35
20
19
249
84
110
154
7
691
76-100
13
30
2
12
294
135
163
88
14
751
Source: NETRC
Generally, all divisions performed better in Grade 3 Grammar compared to
Reading with the three province divisions – Sarangani, North Cotabato and South
Cotabato posting the top three highest mean percentages. However, the thirteen
schools that got very low MPS in grammar (0-25%) also belong to these divisions with
the addition of Kidapawan City and Sultan Kudarat. Technical assistance by the
region as much as by the divisions concerned must be focused on these identified
schools so that there will be more schools belonging to the quartile 4 by 2016.
Table 11: Number of Schools by Quartile in Grade 3 – Science for SY 2013-2014
Division
MPS
0-25
26-50
51-75
76-100
Cotabato City
66.71
1
4
14
9
General Santos City
68.83
0
7
42
21
Kidapawan City
42.38
6
34
13
0
Koronadal City
58.74
2
13
22
7
North Cotabato
72.17
7
68
247
299
Sarangani
71.91
3
28
103
116
South Cotabato
74.13
1
13
137
142
Sultan Kudarat
62.36
16
58
168
76
Tacurong City
73.52
0
2
10
12
Region
65.63
36
227
756
628
Source: NETRC
The table shows that Kidapawan City is the division with the lowest MPS
(42.38) or below average, while the rest of the eight divisions ranged from 58.74 to
74.13 – all still below the targeted MPS of 75%.
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REGIONAL EDUCATION DEVELOPMENT PLAN
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However, the increase of the MPS score to 65.63 from the previous year was
contributed by a number of schools in the divisions of North Cotabato, Sarangani and
South Cotabato having scored 76-100% in their MPS.
Table 12: Grade 3 Mathematics National Achievement Test (NAT) MPS by
Division SY 2011-2012 to SY 2013-2014
Division
Cotabato City
Gen. Santos City
Kidapawan City
Koronadal City
North Cotabato
Sarangani
South Cotabato
Sultan Kudarat
Tacurong City
Overall MPS
2011-2012
63.22
57.33
49.72
46.16
71.07
70.18
70.80
62.31
55.36
67.03
2012-2013
71.29
69.63
45.98
44.33
76.38
69.89
75.82
63.86
66.47
70.71
2013-2014
68.52
65.12
44.74
51.88
72.82
73.07
75.29
64.54
64.65
69.82
MPS Inc/Dec
-2.77
-4.52
-1.24
7.55
-3.56
3.18
-0.53
0.68
-1.83
-0.90
Source: NETRC
For the past three school years, the performance of the region in Grade 3
Mathematics shows a fluctuating trend. The cities of Cotabato, General Santos,
Tacurong and provinces of Cotabato and South Cotabato failed to maintain their last
year’s increasing performance. Out of nine divisions, the three divisions of Koronadal,
Sarangani and Sultan Kudarat have improved their performance. Although there is a
minimal increase from last year performance, Koronadal City and Sultan Kudarat still
are at the bottom with Kidapawan City as the lowest. South Cotabato incurred a
decrease of 0.53, yet it occupies the top spot and the only division that posted an
MPS of more that 75%.The regional performance in Grade 3 Mathematics shows a
decrease of 0.90.
Table 13: Number of Schools by Quartile in Grade 3 – Mathematics
for SY 2013-2014
Division
MPS
0 - 25
26 - 50
51 - 75
76 – 100
Total # of
Schools
Cotabato City
Gen. Santos City
68.52
65.12
0
0
5
11
14
36
9
23
28
70
Kidapawan City
44.74
0
37
15
1
53
Koronadal City
51.88
0
16
19
9
44
North Cotabato
72.82
1
69
248
303
621
Sarangani
73.07
4
32
90
124
250
South Cotabato
75.29
1
20
106
166
293
Sultan Kudarat
64.54
4
69
169
76
318
Tacurong City
64.65
0
1
14
9
24
Region
69.82
10
260
711
720
1701
Source: NETRC
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REGIONAL EDUCATION DEVELOPMENT PLAN
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Out of 1701 elementary schools, only 10 (1%) fall under Quartile 4 and 260
(15%) in Quartile 3. The divisions of Sultan Kudarat and North Cotabato having the
most number of schools belonging to Quartiles 1 and 2 will be the priority divisions of
the region in providing technical assistance in improving their performance and
learning outcomes.
Table 14: Grade 3 NAT results in Filipino Reading and Grammar by Division for
SY 2013-2014
Division / Region
Filipino Grade 3:
Reading
Filipino Grade 3:
Grammar
MPS SY 2013-2014
MPS SY 2013-2014
69.99
65.87
49.80
55.61
71.09
71.45
74.28
64.72
67.99
63.90
63.45
45.46
51.66
65.82
66.73
69.63
61.00
63.94
Cotabato City
General Santos City
Kidapawan City
Koronadal City
North Cotabato
Sarangani
South Cotabato
Sultan Kudarat
Tacurong City
Source: NETRC
The overall MPS of Filipino Grade 3 in Reading (68.75) and Grammar (64.32) are
still way below Mastery Level (ML). Generally, the table below shows that no SDO has
reached ML; hence, all of them are priorities in terms of technical assistance but
most of the assistance shall be focused on the bottom divisions which are
consistently pulling down the regional performance in both Reading and Grammar Kidapawan, Koronadal and Sultan Kudarat. On the other hand, the top three
performing divisions that need to be recognized are South Cotabato, Sarangani and
North Cotabato.
Analyzing by quartile as to the number of schools per division, the Grade 3 pupils
are performing well in Filipino 3 Reading having 648 out of 1,701 or 38% of schools
reached Mastery Level (ML); while only 447 or 26% of schools achieved ML in Filipino
Grammar as shown on the table below:
Table 15: Number of Schools by Quartile in Grade 3 – Filipino Reading and
Grammar for SY 2013-2014
Division / Region
Cotabato City
General Santos City
Kidapawan City
Koronadal City
North Cotabato
Sarangani
South Cotabato
Sultan Kudarat
Tacurong City
Filipino Grade 3: Reading
760-25
26-50
52-75
100
0
1
16
11
0
5
49
16
0
29
23
1
0
15
22
7
0
82
269
270
0
30
116
104
1
19
122
151
78
77
1
162
0
2
11
11
Filipino Grade 3: Grammar
0-25
0
0
0
0
3
3
3
0
26-50
4
10
41
19
109
42
27
88
52-75
21
42
12
18
334
126
169
166
0
2
15
76-100
3
18
0
7
175
79
97
61
7
Source: NETRC
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REGIONAL EDUCATION DEVELOPMENT PLAN
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Figure 10: National Achievement Test (NAT) Results, Grade 6, SYs 2011-2012 to
2013-2014
DIVISION
REGION
100
80
100
80
60
40
20
0
60
40
20
0
2011-2012 2012-2013 2013-2014
REGION 71.51 73.42 76.32
Source of Data: DepEd XII
*Public Schools Only
Cotabato General Kidapawan Koronadal North Sarangani South
City Santos City City
City
Cotabato
Cotabato
2011-2012 63.81
71.59
66.00
61.55
79.26
73.43
70.22
2012-2013 70.86
75.25
61.04
64.09
79.78
74.90
73.24
2013-2014 75.46
78.98
68.69
70.42
82.13
78.46
74.20
Sultan
Kudarat
63.78
Tacurong
City
71.28
65.14
72.11
67.50
74.15
** Public and Private Schools
The SY 2013-2014 NAT regional MPS for Grade 6 posted an increase of 4.81
percent from 71.51 percent of SY 2011-2012 to 76.32 percent for SY 2013-2014 and
was able to gain 1.32 percent more than the target of 75 percent in the same period.
There was an increase in the NAT results for Grade 6 across the provinces and cities
of this region. Although, far behind the set target of 75 MPS, Kidapawan City
exhibited a huge increase of 7.65 percent from 61.04 percent of SY 2012-2013 to
68.69 percent in SY 2013-2014. Likewise, the divisions of North Cotabato, General
Santos City and Sarangani Province are above the regional MPS, while Sultan
Kudarat posted the lowest MPS in the same period.
The divisions of Cotabato City, General Santos City, North Cotabato and
Sarangani have already achieved the Philippine Development Plan target of 75 MPS
as early as SY 2013-2014.
Table 16: Number of Schools by Quartile in Grade 6 – English for SY 2013-2014
Division
0-25
26-50
51-75
76-100
Cotabato City
1
12
20
19
General Santos City
0
8
34
54
Kidapawan City
0
6
37
21
Koronadal City
0
9
19
30
North Cotabato
0
17
137
449
Sarangani
0
11
90
141
South Cot.
0
28
137
159
Sultan Kudarat
1
55
163
78
Tacurong City
0
4
12
18
Region
2
150
649
969
Source: NETRC
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REGIONAL EDUCATION DEVELOPMENT PLAN
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With an MPS of 68.11%, only the division of Sultan Kudarat showed a below-70%
performance as the other eight divisions scored from 70.81 (Kidapawan City) to 82.75
(North Cotabato). This can be attributed to the fifty (50) schools out of the 297 in
Sultan Kudarat that showed poor performance (with only 26-50% MPS) same with
the 160 schools that scored 50-75%.
A total of 756 elementary schools shared by the nine divisions still belong to the
quartile 3 (26-50% MPS) and quartile 2 (51-75%).
The divisions of North Cotabato (82.75%), General Santos City (79.59), Sarangani
(79.50) and Tacurong City (76.94) attained Mastery Level. Out of 1770 elementary
schools, 969 are in Quartile 4 or have reached the mastery level.
Table 17: Number of Schools by Quartile in Grade 6 – Science for SY 2013-2014
Division
MPS
0-25
26-50
51-75
76-100
Cotabato City
74.16
1
18
20
13
General Santos City
78.57
1
15
33
48
Kidapawan City
62.92
0
13
35
16
Koronadal City
70.13
0
13
20
24
North Cotabato
80.09
0
31
168
404
Sarangani
76.88
0
18
102
122
South Cotabato
71.22
0
54
143
128
Sultan Kudarat
62.53
0
86
169
41
Tacurong City
70.12
1
6
19
9
Region
73.94
3
254
709
805
Source: NETRC
Eight hundred five (805) out of 1771 schools in Region XII belong to the
quartile 1 or having the MPS of 76-100% bringing Grade VI Science performance in
the above average level or 73.94.
Table 18: Grade 6 Mathematics National Achievement Test (NAT) by Division
SYs 2011-2012 to SY 2013-2014
Division
Cotabato City
Gen. Santos City
Kidapawan City
Koronadal City
North Cotabato
Sarangani
South Cotabato
Sultan Kudarat
Tacurong City
Overall MPS
2011-2012
2012-2013
2013-2014
62.63
68.51
66.74
57.02
82.82
77.35
72.88
64.71
71.04
74.19
73.81
78.81
68.97
67.05
79.50
73.98
73.82
67.20
72.88
74.52
77.68
78.03
71.45
70.50
86.20
82.66
78.12
70.83
77.78
79.75
MPS
Inc/Dec
3.87
-0.78
2.48
3.46
6.70
8.68
4.31
3.63
4.90
5.23
Source: NETRC
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REGIONAL EDUCATION DEVELOPMENT PLAN
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The regional performance in Grade 6 Mathematics has been consistently
improving as it reached the Superior Level (MPS 76 – 100) in the SY 2013 – 2014
National Achievement Test with an increase of 5.23. North Cotabato posted the
highest mean percentage score of 86.60 with an increase of 6.70 from the previous
performance. All divisions recorded an increase except General Santos City. Although
Gen. Santos City did not register an increase, its 78.03 is still within the Superior
Level.
Table 19: Grade 6 National Achievement Test (NAT) by Learning Area for SY
2012-2013 and SY 2013-2014
Learning Area
Filipino
Araling Panlipunan
Mathematics
Science
English
2012-2013
74.52
74.77
74.52
72.00
70.54
MPS
2013-2014
Increase
79.42
4.91
71.63
-3.14
79.75
5.23
73.68
1.68
77.15
6.61
% Increase
6.18
-4.38
6.56
2.28
8.57
Source: NETRC
Table 19 shows the SY 2013–2014 National Achievement Test by learning area.
It reveals that Mathematics ranks first among the subjects tested. Schools that
performed better in Grade 6 Mathematics have established the learners’ strong
foundation in the four fundamental operations.
The result of the test reveals that in all learning competencies Grade 6
Mathematics pupils were moving towards mastery. This is partly the result of the
periodic tracking of learning competencies and the peer mentoring program
undertaken by the schools to improve students’ performance.
Table 20: Number of Schools by Quartile in Grade 6 by Division for SY 2013 –
2014
15
76 100
20
Total # of
Schools
52
12
31
53
96
0
7
20
37
64
70.50
2
15
13
28
58
North Cotabato
86.20
1
23
85
494
603
Sarangani
82.66
0
10
50
182
242
South Cotabato
78.12
0
35
89
201
325
Sultan Kudarat
70.83
0
33
160
104
297
Tacurong City
77.78
0
4
8
22
34
Region
79.75
5
154
471
1141
1771
Division
MPS
0 - 25
26 - 50
51 - 75
Cotabato City
77.68
2
15
General Santos City
78.03
0
Kidapawan City
71.45
Koronadal City
Source: NETRC
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REGIONAL EDUCATION DEVELOPMENT PLAN
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The data reveals that 1141 (64%) schools out of 1771 are in Quartile 1
(Superior Level) and only 5 (almost 0.28%) schools in Quartile 4. Generally, it is
easier to reach the target MPS of 80 the fact that only 159 (9%) of the schools are in
the 2 lower quartiles. The efforts of the region are now geared towards bringing the
performance of these schools to higher quartiles. Benchmarking and adopting the
best practices of the higher performing schools can be employed to improve their
performance.
Table 21: MPS in Grade 6 NAT by Division for SYs 2011-2012 to 2013 – 2014
Division / Region
SY 2011-2012
63.81
71.59
66.00
61.55
79.26
73.43
70.22
63.78
71.28
Cotabato City
General Santos City
Kidapawan City
Koronadal City
North Cotabato
Sarangani
South Cotabato
Sultan Kudarat
Tacurong City
Filipino Grade 6
SY 2012-2013
70.86
75.25
61.04
64.09
79.78
74.90
73.24
65.14
72.11
SY 2013-2014
78.58
83.81
76.41
76.40
83.82
79.59
77.48
72.75
77.01
Source: NETRC
The overall MPS of Filipino Grade 6 (79.63) has reached above Mastery Level (ML).
The table above shows that all SDOs have reached ML except Sultan Kudarat
Division (72.75); hence, it is the priority of concern. The divisions of North Cotabato,
General Santos City and Sarangani’s best practices need to be replicated in other
schools to improve learning outcome.
Analyzing by quartile as to the number of schools per division as shown in the
table below, the Grade 6 pupils are performing well in Filipino 6 having 1,071 out of
1,771 or 60% of elementary schools have reached Mastery Level (ML); while only 700
or 40% of schools are below the mastery level which should be the focus of concern in
terms of interventions.
Table 22: Number of Schools by Quartile in Grade 6 – Filipino by Division for SY
2013-2014
Division
0-25
26-50
52-75
76-100
Cotabato City
General Santos City
Kidapawan City
Koronadal City
North Cotabato
Sarangani
South Cotabato
Sultan Kudarat
0
0
0
0
0
0
0
0
30
34
27
28
137
83
129
178
Tacurong City
Source: DepEd NETRC
0
4
0
0
2
3
6
11
13
2
18
62
37
28
463
153
185
106
19
13
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REGIONAL EDUCATION DEVELOPMENT PLAN
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Looking into the trends of Filipino NAT result, the majority of schools failed to
teach well the following LLCs:








Nagagamit sa pangungusap ang mga panghalip, pang-uri, pandiwa, pang-abay,
pangatnig, pang-angkop, pang-ugnay at panlapi; ang angkop na pangungusap
para sa sitwasyon (uri ng pangungusap ayon sa gamit); grapikong pantulong sa
pag-unawa ng teksto; ang panipi at kuwit sa tuwirang sinabi ng tauhan.
Natutukoy ang kahulugan ng salita (kasingkahulugan o kasalungat); pangunahing
kaisipan at mahalagang detalye sa binasa; paksang diwa, sanhi at bunga sa
kwento
Nailalarawan ang katangian ng tauhan batay sa kilos o pananalita
Napagsusunod-sunod ang mga pangyayari sa kwento.
Nakapagbibigay ng palagay sa maaaring kalabasan ng mga pangyayari batay sa
ikinikilos ng tauhan.
Nasusuri ang mga detalye na nagpapaliwanag sa pangunahing diwa.
Napupunan nang wasto ang pormularyong pampaaralan tulad ng ID at kard na
pang-aklatan.
Naisasalin (transcode) nang pasulat ang mga impormasyong ipinahihiwatig ng
mga grapikong pantulong sa teksto.
Table 23: MPS in Grade 6 – Araling Panlipunan by Division for SYs 2011-2012 to
2013-2014
Division / Region
Cotabato City
General Santos City
Kidapawan City
Koronadal City
North Cotabato
Sarangani
South Cotabato
Sultan Kudarat
Tacurong City
SY 2011-2012
60.98
69.03
64.41
59.50
78.10
73.75
69.00
65.06
71.91
Araling Panlipunan Grade 6
SY 2012-2013
SY 2013-2014
69.58
70.98
74.40
74.89
61.75
61.85
63.77
62.34
80.71
77.77
76.58
73.69
73.95
69.35
68.29
63.25
73.12
68.92
Source: NETRC
With the overall MPS of 71.62, Araling Panlipunan 6 result is the lowest among all
the subjects tested in Grade 6 level. Out of the 9 SDOs, only North Cotabato has
achieved Mastery Level. Generally, the divisions which need priority of concerns as
shown on the table below are: Kidapawan City, Koronadal City, and Sultan Kudarat.
Analyzing by quartile as to the number of schools per division and shown on the
table below, the Grade 6 pupils are performing dismally in AP 6 having only 686 out
of 1,771 or 39% of elementary schools reaching Mastery Level (ML). The 1,085 or 61%
of schools are below the mastery level should be the focus of concerns in terms of
interventions.
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REGIONAL EDUCATION DEVELOPMENT PLAN
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Table 24: Number of Schools by Quartile in Grade 6 – Araling Panlipunan by
Division for SY 2013-2014
Division
Region XII
Cotabato City
General Santos City
Kidapawan City
Koronadal City
North Cotabato
Sarangani
South Cotabato
Sultan Kudarat
Tacurong City
0-25
5
2
0
0
0
0
2
0
1
0
Araling Panlipunan Grade 6
26-50
51-75
245
835
20
20
21
35
13
43
19
28
32
211
10
128
51
168
67
186
8
16
76-100
687
10
41
8
11
356
102
106
43
10
Source: NETRC
Scrutinizing the trends of the AP 6 NAT result, the majority of schools failed to
teach well the following LLCs:









Naipagmamalaki ang kinalalagyan at katangiang pisikal ng Pilipinas.
Nabibigyang halaga ang pagbabagong naganap sa pamumuhay ng mga Pilipino
sa Panahon ng mga Español.
Napapahalagahan ang uri ng pamumuhay ng mga unang Pilipino.
Nabibigyang halaga ang kalagayan ng pamumuhay ng mga Pilipino sa
panahon ng ikatlong Republika.
Naipagkakapuri ang mga mamamayang Pilipino at ang pagiging kabilang ng
mga ito sa bansang Pilipinas
Napahahalagahan ang mga hangganan at ang matalinong pagpapasya sa
paggamit at pangangalaga ng likas na yaman.
Napahahalagahan ang bahaging ginagampanan ng pamahalaan at
mamamayan para sa kabutihan ng bansa.
Napahahalagahan ang pagpapanatili ng kalayaan ng isang bansa.
Nakikilala ang mga palatandaan ng kaunlaran ng bansa.
Almost all of these competencies (8/9 or 89%) are categorized into the affective
domain which means that these competencies contain essential topics in enhancing
sense of nationalism and patriotism among learners. As such, this is a crucial issue
that needs to be given utmost concern in terms of upgrading teachers’ competencies
on content and pedagogy. The low MPS in NAT implies that pre-requisite skills on the
cognitive aspect weren’t fully developed based on the principles of learning:
“Internalization on the essence of appreciation occurs when there is a high level of
cognition and awareness.” Apparently, a regional in-depth analysis of these LLCs that
led to the formulation of intervention programs wasn’t initiated to possibly address
this problem.
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REGIONAL EDUCATION DEVELOPMENT PLAN
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Figure 11: National Achievement Test, Year 4, by Division, SYs 2011-2012 to –
2013-2014
DIVISION
REGION
80
60
80
60
40
40
20
20
0
0
2011-2012 2012-2013 2013-2014
REGION 47.98 50.56 54.02
Cotabato General Kidapawan Koronadal North Sarangani South
City Santos City City
City
Cotabato
Cotabato
2011-2012 40.88
47.17
54.17
51.03
49.01
54.86
46.09
2012-2013 47.08
53.90
57.47
45.78
48.74
55.25
51.76
2013-2014 48.23
56.07
60.92
52.22
54.36
58.17
52.32
Sultan
Kudarat
43.92
Tacurong
City
54.05
45.78
51.99
51.71
53.60
Source of Data: DepED XII
For secondary level, the performance of students in the National Achievement
Test for the past three school years had shown an increasing trend having an MPS of
54.02 percent in SY 2013-2014. In SY 2011-2012 it posted an MPS of 47.98 percent
and increased to 50.56 percent for SY 2012-2013. Although the division of Cotabato
City showed an increase of 1.15 percent from SY 2012-13 to SY 2013-14, it also got
the lowest MPS of 48.23 percent in the same school year. For SY 2013-2014, all
divisions experienced increase from the previous performance that lead to the
increase of the regional MPS.
Table 25: Number of Schools by Quartile in Year 4 – English by Division for SY
2013-2014
Division
0-25
26-50
51-75
76-100
Cotabato City
1
12
18
1
General Santos City
0
6
35
4
Kidapawan City
0
6
22
0
Koronadal City
0
6
10
0
North Cotabato
0
55
134
5
Sarangani
0
19
42
12
South Cotabato
0
28
69
3
Sultan Kudarat
1
31
44
1
Tacurong City
1
2
11
0
Region
3
165
385
26
Source: NETRC
The results for Year 4 English reveal that there is an increasing trend in all the
divisions for the last three years, although the region still falls short of its target of
75% and still way below the mastery level. It is also noted that out of 20 least learned
competencies, only four are moving towards mastery level; the rest are is in the
average level. This condition could have been attributed to the three private schools
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REGIONAL EDUCATION DEVELOPMENT PLAN
2015-2019
in the “Poor” category in terms of MPS and 71 schools majority of which are private
schools in the “Lower Average” category. To raise then the learning outcomes in Year
4 English, the region shall direct its efforts to the private schools in terms of
curriculum review and development particularly in the alignment of learning
competencies. The priority divisions are Sultan Kudarat, Tacurong City and Cotabato
City.
On the other hand, greater number of schools (385) in the nine (9) divisions
belong to the “Upper Average” Quartile, 51-75 MPS. This can be ascribed to the fact
that these schools observed Engaged Time-on-Task, made use of Differentiated and
ICT-Based Instruction, Learning Partnership Program, focused on the Least Learned
Competencies in their Remedial Instruction, conducted Periodical tracking of the
budgeted learning competencies and patterned periodical examinations to NAT types
of questions. Subsequently, the region shall focus its initiatives to elevate these
schools to the “Superior” Quartile by 2016 more so that only 26 schools out of 579
secondary schools in the region are in Quartile 1, 76-100 MPS.
Table 26: Year 4 Mathematics National Achievement Test (NAT) MPS by Division
for SYs 2011-2012 to 2013-2014
Division
Cotabato City
Gen. Santos City
Kidapawan City
Koronadal City
North Cotabato
Sarangani
South Cotabato
Sultan Kudarat
Tacurong City
Overall MPS
Source: NETRC
2011-2012
52.48
64.32
70.34
65.05
63.99
2012-2013
42.80
50.63
53.73
40.95
45.09
2013-2014
46.08
57.02
66.87
48.73
55.88
MPS Inc/Dec
3.29
6.39
13.15
7.78
10.79
58.61
60.48
65.40
4.92
60.78
58.61
62.68
61.74
51.03
43.38
55.07
48.68
50.41
54.89
59.67
55.98
-0.62
11.51
4.61
7.30
For the last three years, the performance of Region XII for Year 4 Mathematics
shows a fluctuating trend as shown in Table 26. However, the regional MPS of 55.98
in SY 2013-2014 presented an increase of 7.30 from 48.68 in SY 2012-2013. Except
South Cotabato, the rest of the divisions registered an increase with Kidapawan City,
Sultan Kudarat and North Cotabato having the highest gains. It is also evident that
Sarangani Division has sustained its increasing performance while South Cotabato
performance has been deteriorating as evidenced by its decreasing trend for the last
three years.
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REGIONAL EDUCATION DEVELOPMENT PLAN
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Table 27: Year 4 National Achievement Test (NAT) MPS by Learning Area SY
2012-2013 and SY 2013-2014
Learning Area
MPS
2012-2013
2013-2014
Increase
% Increase
Filipino
55.45
54.82
-0.63
-1.14
Araling Panlipunan
56.94
57.66
0.72
1.27
Mathematics
48.68
55.98
7.30
15.00
Science
42.90
46.43
3.53
8.22
English
52.57
58.73
6.16
11.72
Source: NETRC
In SY 2013 – 2014 results, Mathematics ranks third with English as rank 1
followed by Araling Panlipunan. Out of the five learning areas, Mathematics has the
biggest increase of 7.30 compared to English and Araling Panlipunan which only have
6.16 and 0.72 respectively.
The following are the top ten LLC’s out of 27 learning competencies tested in
Year 4 Mathematics.










Find the roots of quadratic equation by completing the squares
Solve simple logarithmic equations
Calculate the different measures of variability relative to the given set of data,
grouped or ungrouped range
Given a quadratic function, determine the axis of symmetry
Find the zeros of polynomial functions of degree greater than 2 by Factor
Theorem
Given a quadratic function, determine the highest or lowest point (vertex)
Solve problems involving linear functions
Find the measure of Central Tendency using grouped/ungrouped data
(Median)
Find the zeros of polynomial functions of degree greater than 2 by Synthetic
Division
Given f(x) = mx +b, determine the following, x and y intercepts
Most of the LLCs in Mathematics are new topics in fourth year and were not
covered in the lower year Mathematics curriculum.
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REGIONAL EDUCATION DEVELOPMENT PLAN
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Table 28: Number of Schools by Quartile in Year 4 – Mathematics for SY 2013 –
2014
Division
MPS
0 - 25
26 - 50
51 - 75
76 - 100
Cotabato City
General Santos
City
Kidapawan City
46.08
6
18
7
1
Total # of
Schools
32
57.02
0
21
14
10
45
66.87
2
8
12
6
28
Koronadal City
48.73
1
10
4
1
16
North Cotabato
55.88
10
81
80
23
194
Sarangani
65.40
1
25
24
23
73
South Cotabato
50.41
8
43
43
6
100
Sultan Kudarat
54.89
7
39
22
9
77
Tacurong City
59.67
1
2
8
3
14
Region
55.98
36
247
214
82
579
Source:
Almost one-half (247) of the high schools in the region are in Quartile 3 which
is below average. These schools need to have an increase of at least 37 to reach the
mastery level. This poses a greater challenge to the region in improving its
performance in Year 4 Mathematics. Further, the region has to give priority to schools
belonging to Quartile 4 needing support and assistance to improve their performance.
Table 29: Number of Schools by Quartile in Year 4 - Science for SY 2013-2014
Division
Cotabato City
General Santos City
Kidapawan City
Koronadal City
MPS
40.21
46.40
48.16
42.71
0-25
6
1
1
0
26-50
22
33
18
14
51-75
4
9
9
0
76-100
0
2
0
2
North Cotabato
46.19
7
131
55
1
Sarangani
52.11
2
43
23
5
South Cotabato
46.99
4
62
34
0
Sultan Kudarat
43.63
6
55
16
0
Tacurong City
46.43
1
9
4
0
Region
Source: NETRC
45.87
28
387
154
10
The mean percentage score of 45.87 in Science Year 4 is below average.
Sarangani is the only division that has shown an above average performance of 52.11
while the other eight divisions have scores ranging from 40.21 to 48.16.
Sixty seven percent or 387 out of 579 secondary schools belong to quartile 3 in
Year 4 science performances, which means that more than half of the total number of
secondary schools obtained below average scores. Thus, the region needs to employ
strategies that would improve the 28 or 5% secondary schools belonging to quartile 4.
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REGIONAL EDUCATION DEVELOPMENT PLAN
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Below are the identified LLCs based on the result:







Explain different kinds of eyesight defects / and how lenses correct these
defects
Given an angle of incidence and indices of refraction of two materials, illustrate
the path of a light ray incident on the boundary (Snell’s Law)
Describe the effects of the application of nuclear radiation on living things
and the environment
Apply Ohm’s Law to series and parallel circuits.
Describe how radio signals are generated, transmitted and received.
Compare the transmission of sound through air with its transmission through
solids, liquids, and a vacuum.
Explain how the information superhighway has influenced the affairs of daily
living.
Table 30: Number of Schools by Quartile in Year 4 – Filipino for SY 2013-2014
Division
Region XII
Cotabato City
General Santos City
Kidapawan City
Koronadal City
North Cotabato
Sarangani
South Cotabato
Sultan Kudarat
Tacurong City
MPS
55.20
50.32
58.74
63.52
55.87
55.55
55.49
53.09
51.09
53.15
0-25
1
1
0
0
0
0
0
0
0
0
26-50
209
15
7
3
5
56
28
42
48
5
51-75
364
14
37
25
11
137
45
58
29
8
76-100
5
2
1
0
0
1
0
0
0
1
Source: NETRC
The table shows that all SDOs have not reached the mastery level in Filipino Year
4. The three (3) divisions as priority of concerns are South Cotabato, Sultan Kudarat
and Cotabato City.
The number of schools in a quartile reveals that Year 4 students are not
performing well, having only 5 out of 579 or 0.86% of secondary schools reaching
mastery level; while 574 or 99.14% of schools are below the mastery level which
should be the focus of major concerns in terms of interventions.
Common to these schools are the following LLCs:



Natutukoy ang mga bahaging nagpapahayag ng mga talinghaga; larawang-diwa;
pagpapatungkol; ang layunin ng akda gaya ng pagtuturo at ng pagpapaliwanag;
orihinal na pinanggalingan ng paniniwala; at mga ideya na nakapaloob sa akda.
Nasasabi ang bigkas ng salita ayon sa kahulugan ng matalinghaga at ng
kasingkahulugan at iba pa.
Nalilinaw ang istruktura ng banghay ng akda batay sa kasukdulan; wakas;
nangyayari sa sarili, pamayanan at daigdig.
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REGIONAL EDUCATION DEVELOPMENT PLAN





2015-2019
Naiisa-isa ang mga kaisipan gaya ng kabuluhan ng edukasyon; pamamalakad sa
pamahalaan; pagmamahal sa bayan; karapatang pantao; at ng paninindigan sa
prinsipyo.
Nakikilala ang mga bahagi ng akda na nagpapakita ng pagkamakapangyarihan
ng tao batay sa kanyang kilos, at sa kanyang paniniwala.
Nakikilatis ang tauhan batay sa pakikitungo sa ibang tauhan.
Nakabubuo ng sariling pagwawakas sa akda.
Nailalahad ang papel ng tao bilang bahagi ng isang lipunan.
Table 31: Number of Schools by Quartile in Year 4 - Araling Panlipunan for SY
2013-2014
Division
Cotabato City
MPS
0-25
51.87
0
General Santos City
Kidapawan City
Koronadal City
61.32
65.24
57.63
0
0
0
North Cotabato
58.43
Sarangani
59.03
South Cotabato
Sultan Kudarat
Tacurong City
26-50
14
51-75
9
18
21
9
361
76-100
0
3
0
4
6
27
137
1
8
8
0
38
38
8
56.32
54.30
0
0
63
63
34
2
54.20
0
34
9
9
2
0
Source: NETRC
With the overall MPS of 57.04 for SY 2013-2014, AP Year 4 NAT result is the
highest among all subjects tested. But since it is below Mastery Level, it depicts a
general picture of a low quality of instruction. All the nine (9) SDOs have not reached
Mastery Level. The three divisions that need to be prioritized are Sultan Kudarat,
Tacurong City and Cotabato City.
Analyzing by quartile as to the number of schools per division, the Year 4
students have very dismal performance in AP having 27 out of 578 or 5% of
secondary schools only that reached Mastery Level (ML); while the rest of 551 or 95%
of schools are below the mastery level which should be the focus of concerns in terms
of major strategic interventions.
Examining the trends of AP Year 4 NAT results, the majority of schools failed to
teach well the following LLCs:
 Nasusuri ang ekonomiks bilang agham panlipunan ng mga rehiyon, kahalagahan
ng yamang tao at mga yamang-likas sa Asya.
 Nasusuri ang kaibahan ng kagustuhan (wants) sa pangangailangan (needs)
bilang batayan sa pagbuo ng matalinong desisyon.
 Nasusuri ang mga epekto ng pag-aanunsyo sa pagkunsumo.
 Nasusuri ang mga salik (factors) ng produksyon bilang batayan sa matalinong
paggamit ng mga ito.
 Nasusuri ang mga salik na nakaapekto sa demand.
 Nasusuri ang mga salik ng produksyon na nakaapekto sa suplay.
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REGIONAL EDUCATION DEVELOPMENT PLAN
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 Naipapahayag ang damdamin ukol mahalagang papel ng entreprenyursip sa
ekonomiya at sa produksyon.
 Nauuri ang pinagkunang-yaman ng Pilipinas.
 Natataya ang uri, dami, kalidad at kahalagahan ng lakas-paggawa (labor force)
ng pagkakaroon ng produkto at mataas na kalidad na antas ng produksyon.
 Nakikilala ang mga palatandaan ng kakapusan bilang isang suliraning
panlipunan.
It can be drawn that most of these LLCs lead to the development of higher
order thinking skills. Apparently, teachers underutilize or might not have employed
brain-based learning strategies to develop HOTS. In addition to this, no research has
been conducted in determining factors affecting the students’ acquisition of HOTS in
AP subject. It can also be concluded that Technology or Computer-based teaching
strategies have not been fully explored at teaching these LLCs. It should be noted that
these competencies contain essential topics in enhancing sense of nationalism and
patriotism among learners; a crucial issue that needs to be given utmost concern in
terms of upgrading teachers’ competencies on the content and pedagogy. Finally, it is
obvious that a regional in-depth analysis of the Least Learned Competencies (LLC)
that would lead to the formulation of intervention programs was not initiated, to
possibly address the problem.
III. SITUATIONAL ANALYSIS
The accomplishments of Region XII in terms of CSR, achievement rate for
elementary and SLR in secondary can be attributed to the following internal
facilitating factors:
A. Access
Strict compliance to DepEd Order No. 41, s. 2012 which emphasizes the
“No collection policy” during the opening of classes. To reinforce and ensure wide
dissemination and compliance to this issuance, the region deployed all regional,
division and district education program supervisors to monitor the extent of the
implementation in the schools.
Institutionalized child-friendly schools with emphasis on child protection
policy. DepEd Order 40, series 2012, directed the creation of school-based child
protection committee composed of parents and local government officials provided an
enabling mechanism to establish child-friendly schools.
School mapping or house-to-house tracking of children not yet enrolled.
The divisions strengthened school mapping featuring the involvement of other
stakeholders like local government officials and non-government organizations.
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REGIONAL EDUCATION DEVELOPMENT PLAN
Intensified Early Registration involving multi-stakeholders
Intensified Early Registration every 3rd Saturday of January and
activities through community/barangay mapping, advocacy campaign
caravan. The data gathered shall be an input to the next year
budgeting, particularly the computation of resource allocation.
2015-2019
participation.
pre-enrolment
and education
planning and
The cascading of MEPA technology down to school levels in terms of
finding strategic interventions to address problems on dropouts has helped the
schools to proactively address problems with dropouts through a very effective
Dropout Reduction Program (DORP). The technology helps identify barriers and
bottlenecks of existing programs that keep all children to school.
Using the mechanism wherein a certain EPS is adopting a particular
district and providing technical assistance to schools vis-à-vis their needs pertaining
to problems with dropouts and absenteeism.
School Heads (SHs) showed creativity in attracting enrollees or they
adopted various strategies to mobilize community/various sectors in the advocacy.
Their creativity and resourcefulness helped attract more learners to enroll.
Implementation of flexible learning options and specialized curriculum
like Special Education, IP and Muslim Education. The schools implemented
specialized curriculum with greater importance on the learning needs and styles of
the learners towards inclusive education.
Prioritization of SBM Grants to increase pupils/students participation
rate. To maximize the utilization of SBM grants, innovative mechanisms and
programs are focused to bring school-age learners into the school system.
Elementary schools have innovative ways to improve their holding power
of pupils by actively engaging their stakeholders like the SGC, PTA, partners
through process approach.
Elementary schools have ideal classroom : student, teacher : student and
textbook : student ratio and adequate IMs. The ideal ratio of textbooks is
observable in most of the schools.
The 95% of schools have functional ancillary services, with security
guards, committed Teacher In-Charge (TIC), and inspired teachers due to
promotion. Ancillary Services address pupils’ needs. The presence of security guard
adds up to pupils feeling of being secured. With committed TIC, educational services
are delivered well and with motivational incentives through promotion inspired
teachers to work productively.
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REGIONAL EDUCATION DEVELOPMENT PLAN
2015-2019
B. Quality
Engaged Time-on-Task (EToT). Maximum observation of EToT is critical in
accomplishing desired competencies.
Enhancement or Reinforcement of Special Curricular Programs like
Science and Technology Engineering, Special Education, Special Program for the Arts,
Special Program for Sports, Regional Science High School, TechVoc, ECARP, IPEd,
Muslim Education, Multigrade, and Campus Journalism,
Maximized Learning Partnership Program (LPP). Its utilization and
expansion in all other learning areas support the continuing professional
development of teachers and serves as mechanism that focuses on the learning goals
specifically on the least learned competencies.
Utilization of effective teaching strategies such as Higher Order Thinking
Skills, ICT-based instruction, multiple intelligences, cooperative learning,
differentiated instruction and reflective teaching.
Budgeted Learning Competencies (BLC). Teachers have sense of directions
and scope of lessons is taught and proper intervention can be made within a specific
time frame.
Functional library, E-classroom package and internet connection for
research purposes. Aside from books, internet as an information highway provides
enormous historical events available in any form (text, video, audio) which can help
students understand complex topics.
Contextualization of lessons based on the culture, tradition, beliefs and
local literary pieces in the community. Areas with IPs and Muslims have enormous
IKSPs that can be used in the customization or contextualization of lessons
particularly in MTB-MLE.
Maximized MEPA Technology in threshing out bottlenecks and barriers of
programs implemented to improve teaching-learning. Proven to be effective, its
institutionalization cascading down to school (SMEPA), which can be done monthly
can truly thresh out bottlenecks and barriers of programs implemented to improve
teaching-learning.
C. Governance
Maximized MEPA Technology in threshing out bottlenecks and barriers of
programs implemented to improve teaching-learning. Proven to be effective, its
institutionalization cascading down to school (SMEPA), which can be done monthly
can truly thresh out bottlenecks and barriers of programs implemented to improve
teaching-learning.
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REGIONAL EDUCATION DEVELOPMENT PLAN
2015-2019
Implementation of Learning Partnership Program. This program builds the
capacity of host schools to share their strong practices with other schools and to
continue strengthening their own practices. It provides support to partner schools in
learning systems, structures, and strategies to strengthen particular areas of
practice. It also strengthens system-wide knowledge sharing about strong practices in
order to improve student outcomes.
Implementation of SBM-PASBE. The implementation of School-based
Management Philippine Accreditation System for Basic Education in Region XII
provides opportunity for schools with potential to improve the quality of their
organizational practices and learning outcomes through continuing self-assessment
and peer review. It will also strengthen school partnership with the national
organization of private and public elementary and secondary school heads to facilitate
the accreditation of deserving schools.
Building Partnership/Resource Mobilization. Region XII initiated to build
partnership with education partners to ensure prioritization and judicious investment
of programs and projects to provide the schools needing assistance such as basic
education resources, capability building and feeding program.
NGOs/CSO and LGUs involvement in planning and budgeting process like
Grassroots Participatory Budgeting
Maximum utilization of EBEIS and LIS in strengthening planning and
budgeting processes. The region maintains a database of education statistics, sector
performance indicators and profile of public and private schools, learning centers and
other education service providers. This web-based system is designed to enhance
information management at all levels of the education system (school, division, region
and national levels) through streamlined processes and use of information and
communication technologies. It aims to deliver relevant and accurate information to
school heads, education managers, policy makers and various stakeholders of the
education system. The Learners Information System is an online facility that
provides for the registration of learners enrolled in public schools. Since its
installation, the LIS has allowed the Department to generate the total public school
enrolment based on the actual registration of learners.
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REGIONAL EDUCATION DEVELOPMENT PLAN
2015-2019
Implementation of Budget Monitoring System and Electronic Financial
Reporting System. This system facilitates the preparation, review, consolidation and
submission of other financial reports to the Department of Budget and Management
(DBM) and other oversight agencies within the prescribed deadline.This will improve
the region’s efficiency in terms of data entry, SAROs received and issued, Registry of
Allotment & Obligations , Prior Year’s Obligation and Disbursements. It will allow the
region/divisions and implementing units to generate reports the easiest and fastest
way such as Financial Accountability Reports (FARs), Statement of Allotments,
Obligations and Balances (SAOB) and Status of Utilization by SARO/ABM/SubSARO.
Institutionalization of Project Program on Awards and Incentives for
Service Excellence. Region XII implemented the project PRAISE to encourage
creativity, innovativeness, efficiency, integrity and productivity in the public service
by recognizing and rewarding officials and employees, individually or in groups for
their suggestions, inventions, superior accomplishments and other personal efforts
which contribute to the efficiency, economy, or other improvements in government
operation, or for other extraordinary acts or services in the public service.
Monthly updating of Electronic Personal Services Itemization and
Plantilla of Personnel
Maximum Utilization of Effective Communication Systems such as DepEd
XII website, social networks, newsletter, and radio program
Implementation of Succession Planning at 3rd Level Positions. NEAP R-XII
established mechanisms (regionally-initiated policies and standards) to ensure that
the candidates for third level positions are developed and prepared for the nature of
work.
Institutionalization of Research-based policy directions, particularly on the
implementation of Special Curricular Programs
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REGIONAL EDUCATION DEVELOPMENT PLAN
2015-2019
However, there are still identified gaps or bottlenecks that hinder the region in
fully achieving its targets. The need to address the identified hindering factors shall
be given priority to increase the low performance key performance indicators.
A. Access
Nine percent or 158 out of 1712 Elementary schools are Primary Schools. The
completion rate will definitely increase and drop-out will be minimized if these
primary schools would become complete elementary schools.
Table 32: Total Number of Elementary Schools by Division for SYs 2011-2012 to
2013-2014
2011-2012
Division
Cotabato City
General Santos City
Kidapawan City
Koronadal City
North Cotabato
Sarangani
South Cotabato
Sultan Kudarat
Tacurong City
Region Total:
ES
PS
CS
21
1
5
50
2
49
2012-2013
Total
#of
Schools
2013-2014
Total #
of
Schools
ES
PS
CS
27
22
1
5
16
68
50
2
4
53
48
Total #
of
Schools
ES
PS
CS
28
18
1
9
28
16
68
51
1
16
68
5
53
48
5
53
38
2
4
44
38
2
4
44
38
2
4
44
504
85
39
628
525
70
40
635
523
71
42
636
190
32
16
238
206
19
16
241
214
14
16
244
247
25
17
289
251
25
17
293
263
14
17
294
227
72
22
321
225
73
23
321
243
55
23
321
5
24
19
5
24
19
5
24
128
1692
1384
131
1707
1417
137
1712
19
1345
219
192
158
Source: DepEd EBEIS
Of the total number of 2168 elementary and secondary schools, only 456
or 21% comprise secondary schools which greatly affects accessibility for secondary
students. Add to this the fact that there are 1,149 barangays in Region XII and this
implies that there are 693 of barangays without secondary schools
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REGIONAL EDUCATION DEVELOPMENT PLAN
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Table 33: Total Number of Secondary Schools by Division for SYs 2011-2012
to 2013-2014
Division
Cotabato City
General Santos City
Kidapawan City
Koronadal City
North Cotabato
Sarangani
South Cotabato
Sultan Kudarat
Tacurong City
Region Total:
Secondary Schools
2011-2012
2012-2013
15
15
26
26
21
23
2013-2014
15
26
24
7
7
7
149
63
63
52
159
65
76
52
164
80
81
52
6
402
7
430
7
456
Mismatch on the hiring of teachers vis-à-vis the need of the school
especially in Indigenous People (IP) community- dominated schools. This
particularly refers to the MTB-MLE implementation where teachers who are assigned
to teach it are not proficient in the identified mother tongue. This is due to very
limited IP applicants and if ever there are, they are not prioritized in the hiring since
they belong to the lower bracket (C/D) in the Registry of Qualified Applicants (RQA).
Consequently, it leads to IP schools having non-IP teachers teaching MTB-MLE.
585 Elementary TICs handling schools in far-flung areas are
inexperienced to manage schools. It boils down to the kind of training provided to
TICs. It is aggravated by the absence of appropriate policy on School Heads
deployment. Non-principal passers are being deployed in spite of the availability of
passers because of the refusal of passers to accept the assignment.
Transfer of trained Multi-Grade (MG) teachers to non-Multi-Grade schools
leaving the MG schools with new untrained teachers. It continues to occur due to
the absence of policy as to the number of years that a trained MG teacher should stay
in school. Non-continuity of training program for MG teachers also aggravated the
problem.
Delayed downloading of ADM funds and issuance of guidelines on the
utilization of program support to the recipient Schools Division Offices are hindering
factors in the full implementation of ADM, thus it resulted to inappropriate utilization
of ADM funds. Apparently, the regional office failed to provide TA to such SDOs on
this issue.
Distance Learning Program as a mechanism to cater to students living in
far-flung areas is not fully implemented.
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REGIONAL EDUCATION DEVELOPMENT PLAN
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Twenty-three out of 1,712 elementary schools have full-fledged Guidance
Counselors to provide guidance to early graders having problem on adjustment.
Most schools only have designated Guidance Counselors (GCs) who have no units or
adequate training in guidance counseling. It implies that absence of competent
guidance counselors seemingly contributes to the increase of drop-outs among early
graders.
Home Visitation (HV) to PARDOS living far away from schools as one of
the mechanisms of DORP has not been maximized. This may be attributed to lack
of institutional support and established systems.
The accomplishments of Region XII in terms of CSR, achievement rate for
elementary and SLR in secondary can be attributed to several facilitating external
factors:
A. Socio-Political Interventions
Implementation of CCT /4 Ps Project (DSWD). The increasing number of
learners benefiting the 4Ps/CCT project of the Department of Social Welfare and
Development provided an opportunity for children to avail schooling.
Table 2 displays the total number of CCT/4Ps recipients by division for the
past three school years.
Table 34: Total Number of CCT/4 Ps Recipients in Public Elementary Schools in
SY 2011-2012 to 2013-2014
Division
SY 2011-2012
SY 2012-2013
SY 2013-2014
Cotabato City
7,637
8,995
11,697
General Santos City
6,254
7,833
12,311
56
2,624
2,940
Koronadal City
0
3,587
4,284
North Cotabato
37,414
68,200
76,163
Sarangani
22,527
31,492
36,167
South Cotabato
13,559
30,544
38,584
Sultan Kudarat
30,899
37,324
41,967
3
1,713
1,915
Kidapawan City
Tacurong City
Sub-Total:
118,349
192,312
226,028
Region - Total
118,349
192,312
226,028
Source of Data: Deped EBEIS
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REGIONAL EDUCATION DEVELOPMENT PLAN
2015-2019
The continuing increase in number of CCT/4 Ps recipients indicates that there
will be more learners interested to enter school.
Getting full LGU Support. Their strong partnership with their respective LGUs
helped them through an increased SEF allocation to provide scholarship for
learners and also provision of school supplies and feeding program. The Special
Education Fund of the local government units has scholarship for poor and deserving
children as one of its priorities
The following are the specific programs/projects/activities that local officials in
SOCCSKSARGEN pledges to support:
• Career Development Program for SHS graduates;
• Financial support for National Competency Accreditation;
• Investment in public education by prioritizing the provision of basic
educational inputs (Classroom, Teachers, Textbooks, Furniture, WatSan;
• Prioritization of SEF to be utilized for educational inputs, and Capacity
Building Programs for Teachers;
• Establishment of Tech-voc Hub;
• Provision of school supplies and consumables for pupils/students; and
• Provision of scholarship for poor but deserving pupils/students.
(Source: SHS Education Summit)
B. Inter-Agency/Organization Collaboration
Strengthening
partnership
and
resource
mobilization
with
HEIs/TVIs/NGAs/NGOs and CSOs. Their establishment of partnership with
government, non-government and civil-society organizations provided support
particularly on basic needs of schools like teachers, classrooms, and furniture
especially in the preparation for the Senior High School implementation.
Existence of proactive universities which are willing to provide technical
assistance to schools in terms of research, curriculum development and capability
building can be of great help if there is a strong partnership with DepEd in terms of
providing regularly Research Agenda to HEIs and to ensure the utilization of
researches as input in improving teaching practices; avail possible assistance in
curriculum development and capability building.
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REGIONAL EDUCATION DEVELOPMENT PLAN
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Table 35: List of Inter-Agency/Organization Collaboration
CSOs/NGOs/NGAs
TESDA
Collaboration and Support
To help increase number of DepED Assessors (NC II) by
providing free
training
courses. It shall also provide
the following:
• Technical-Vocational Livelihood (TVL) Track Apprenticeship
Scheme;
• Enhancing SHS thru Institution-based Training
• Scholarship for Teachers;
• Developing Competency Certification & Techvoc Information
System; and
• Assurance of a Quality Techvoc System vis-à-vis Philippine
Qualification Framework (PQF).
TVET Institutions To provide opportunities for partnership with public secondary
Convergence
schools
DOST
To formulate and upgrade a compendium of S&T manpower
needs in the Philippines
CHED
To organize TWG for Senior HS & proposed Consultation with
HEIs. Collaboration shall be made through:
• Creation of Partnership in terms of providing Technical
Assistance to SHS’s Offering the Academic Track;
• Highly rationalized systems of continuously improving
quality and standardized SHS curriculum;
• Effective, transparent and efficient management system
towards organizational development; and
• Design a comprehensive support mechanisms to SUCs,
HEIs, TEIs, Private Colleges & Universities for SHS Modeling
(SY 2014-2015) & Early Implementation (SY 2015-2016)
DTI and DOLE
To provide extension services for job opportunities for graduates
of SHS. This will establish partnership in terms of:
• Devising a strong SHS-Industry linkages through Public
Private Partnership;
• Technical Assistance & Funding Support for the Promotion
of Entrepreneurship; and
• Innovative curriculum support programs for a responsive
implementation of ABM strand.
•
•
•
•
DOST
•
In partnership with DOLE, this region shall engage on:
Development of effective system in the formulation of
policies, standards and procedures on productive manpower
resources, development, utilization and allocation;
Operational responsive vocational guidance and testing
system in aid of proper human resources allocation;
Labor Market Information System in aid of proper
manpower and development planning & Supervision of
private sector participation in the recruitment and
placement of SHS graduates; and
Establishment of a machinery for the effective allocation of
manpower resources for maximum employment and
placement of SHS graduates in the disadvantaged groups
and communities
To provide Technical Assistance to the Region to:
Design an Information System and Databank on Science
and Technology;
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REGIONAL EDUCATION DEVELOPMENT PLAN
•
•
•
DA
•
•
DOT
•
•
•
NEDA
2015-2019
Offer Technical Assistance to SHS’s Offering Science &
Technology, Engineering and Mathematics (STEM) Track;
Strengthen
Scientific
technological
research
and
development & Technological capabilities through manpower
training, infrastructure and institution-building, and
Technical Assistance for the promotion and development of
Indigenous Technology and adaptation & innovation of
suitable imported technology
Developing a functional Apprenticeship Scheme &
Institution-based Training on SHS - Technical-Vocational
Livelihood (TVL) Track (Agri-Fishery)
Aligning agency’s Technical Assistance on Trainers
Training of Teachers, Comprehensive Scholarship Program
for Agriculture & Fishery for qualified and interested
students (IPs), Institutionalizing Edible Landscaping
particularly in IP schools.
Devising an Integrated statistical databank on the tourism
industry of Region XII to provide a research-based data on
economic conditions and trends relating to tourism and
travel;
Operationalizing an Integrated Local Tourism Development
Plans as input to SHS planning; and
Technical Assistance & Funding Support to potential SHs
for Tourism Development, producing products based on
Brand Substance, and Capability Building on Tourismrelated jobs.
Nurturing a culture of providing updated Regional
Development Plan and Public Investment Program as inputs
to SHS Strategic Plans
• Establishing partnership scheme for SHSs to connect with
industries
• Developing information sharing system of Industry Priority
Cluster Analysis for SHS Planning & Market Scoping
• Advancing effective SHS support mechanisms for RDC
endorsement
To office mobile facilities for SHS training
To provide basic educational inputs and scholarship
To conduct career guidance to both parents and students
To provide IMs and training for teachers
To supply WASH facilities, provide capability building and IMs
to conduct peace building activities and construction and repair
of classrooms
To conduct school and community-based DRR program,
Education in
Emergency (EIE)
To provide classrooms, install water system and solar light,
provide
teachers training for literacy and numeracy
support
To provide food, shelter, education and medicines
To conduct training of teachers, support child protection policy,
provide supplemental IMs and educational facilities
To provide WASH facilities and classroom construction
•
STI
LGU
LGU PESO
Save the Children
UNICEF
ICAN
CFSI
MinConSP
Plan International
World Vision
MAHINTANA
Foundation
Source: SHS Partnership and NGOs Covergence
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REGIONAL EDUCATION DEVELOPMENT PLAN
2015-2019
C. Industry Partnership
The presence of local industries, business establishments and multinational companies in Region XII open wider opportunities for the schools to
establish partnerships for their implementation of the Senior High School.
Figure 12: Establishments in SOCCSKSARGEN
The low educational key performance indicators can be aggravated by various
barriers and bottlenecks affecting the schools in achieving their targets and desired
outcomes. This region needs to work collaboratively with the community to ensure
that all school-age children are enrolled in child-friendly schools, completed the full
cycle of basic education and mastered the required learning competencies.
A. Geological Hazards Affecting Region XII
In Region XII, occurrences of flood, landslide, earthquake, tsunami and
volcanic eruption, ground failure/land subsidence and erosion have been recorded. In
barangays where flooding occurs during the rainy season, classes are often disrupted.
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REGIONAL EDUCATION DEVELOPMENT PLAN
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The following tables show identified municipalities in Region XII as disaster
prone areas:
Table 36: Flood Prone Areas of Region XII
Province/City
North Cotabato
Sultan Kudarat
South Cotabato
Sarangani
Municipality/Specific Areas
Tulunan, M’lang, Matalam, Kabacan, Pikit, Aleosan,
Midsayap, Alamada, Libungan, Pigcawayan
Isulan
Areas that are located near the riverbanks of Allah river and Banga
River in Barangay Kolambog, Bambad, Dansuli, Kalawag III, Impao,
Mapantig, Kenram and Sampao.
Sitio Kamanga of Barangay Laguilayan
Esperanza, Lambayong, Lebak
Santo Nino and Norala
Low lying areas along the valleys
Tupi
National Highway along Barangay Kablon, Barangay Cebuano
Lutayan
Barangays of Lutayan Proper, Mamali, Maindang, and Bayasong
Tantangan
Along the National Highway between New Iloilo and Bukay Pait,
Barangay Cabuling
Banga, Surallah, T’boli
Alabel
Barangay Maribulan and in some areas of Barangay Poblacion.
Glan, Malapatan, Kiamba, Maitum
Koronadal City
Barangay of Poblacion, Saravia and Carpenter Hill
Kidapawan City
Sitios of Barangay Ilomavis and Ginatilan
General Santos
City
Cotabato City
Sitio Minanga of Barangay Buayan
Purok 23 of Barangay Bula
Barangay Dadiangas North, East
Purok 7 of Barangay Katangawan
Along Santiago Boulevard near GenSan Public Market
Areas near the Rio Grande de Mindanao, Rio Grande de Tamontaka,
Tarbung, Matampay, Miwaruy, Manday, Lugay-lugay, Bagua and
Kalanganan Rivers, and Pagalamatan Creek
Source: Geohazard Assessment of Region XII, MGB XII
Table 37: Landslide Prone Areas in Region XII
Province/City
Municipality/Specific Areas
North Cotabato
Municpalities of Alamada and Makilala
Isulan, Sultan
Kudarat
70% to 85 % slopes upstream of Cabilanan, Kakal River and
Buluan Creek. Also, the barangays on the eastern part of
Isulan.
Santo Niño and
Norala,
and Lake Sebu,
South
Cotabato
Malungon,
Sarangani
Along the mountain slopes of east Norala.
Nagpan Barangay Center and the road leading to Alkikan.
Source: Geohazard Assessment of Region XII, MGB XII
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REGIONAL EDUCATION DEVELOPMENT PLAN
Alabel, Sarangani
Sitio Siman of Barangay Paraiso
Koronadal City
At the ridge of Roxas Mountain Range at Sitio Acub,
Barangay San Isidro.
Kidapawan City
Steep slopes upstream of Marbel river and Matingao Creek.
General Santos
City
Steep Slopes along Saboay river, Silway river and Buayan river.
Central and southwestern part of the city.
Colina Hill is a potential risk to mass movement and
subsidence.
Cotabato City
2015-2019
Source: Geohazard Assessment of Region XII, MGB XII
Table 38: Areas Vulnerable to Volcanic Hazards
Province/City
North Cotabato
Cotabato City
Potential Volcanic Hazard
Ash fall in case of violent eruptions of active volcanoes. Mt Apo
is a dormant strato volcano.
Low risk area to effects of direct volcanic eruptions. Risk to
flooding from breaching Lake Maughan if Mt. Parker erupts.
Lutayan, Sultan
Kudarat
Ash fall and lahar flooding
South Cotabato
All areas within the province are susceptible to ash falls while
low lying areas along valleys are prone to volcanic mudflows
and flooding.
General Santos
City
Malungon,
Sarangani
Susceptible to ash falls, volcanic mudflows and flooding.
Susceptible to ash falls.
Susceptible to ash fall, volcanic mudflows and flooding.
Source: Geohazard Assessment of Region XII, MGB XII
Table 39: Areas Vulnerable to Erosion
Province/City
North Cotabato
Sultan Kudarat
South Cotabato
Sarangani
Municipality
Alamada, Libungan, Banisilan, Carmen, Antipas, Magpet,
President Roxas, Arakan, Tulunan, Makilala
Colombio, Lutayan, Esperanza, Lebak, Kalamansig, West
Isulan, Ninoy Aquino, Bagumbayan
Tampakan, Tantangan, Banga, Tupi, Polomolok, Lake Sebu,
T’boli
Maasim, Malungon, Alabel, Malapatan, Glan and Maitum
Source: Geohazard Assessment of Region XII, MGB XII
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REGIONAL EDUCATION DEVELOPMENT PLAN
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The distance of home to school is another factor that contributes to the decrease
of enrolment. The table below presents the total number of learners living far from
school.
Table 40: Total number of learners living far from school by division
Division
Cotabato City
General Santos City
Kidapawan City
Koronadal City
North Cotabato
Sarangani
South Cotabato
Sultan Kudarat
Tacurong City
Grand-Total:
Male
1,556
1,117
708
329
9,802
8,039
6,415
5,026
229
33,221
Female
1,652
1,122
599
369
9,607
7,442
5,937
4,833
215
31,776
Total
3,208
2,239
1,307
698
19,409
15,481
12,352
9,859
444
64,997
Source of Data: DepEd EBEIS
Distance of home from school leads to problem on absenteeism affecting
students’ academic performance. It is aggravated by poor road networks, bridges,
transportation due to treacherous terrain and swerving rivers. Even teachers
assigned in far-flung areas find difficulties as regards stress affecting adversely their
teaching performance.
B. Addressing the Poverty Situation
Most students/pupils in school with very low MPS are considered incomepoor – leading to child labor and problem on malnutrition. The Municipalities
with high poverty incidence: NSCB (2003) Sen. Ninoy Aquino with 63.63 percent;
Columbio (55.19%); Lutayan (49.27%); Malapatan (66.37%); and T’boli with 66.50
percent. These municipalities are home to indigenous peoples of Mindanao such as
Dulangan Manobo in Sen. Ninoy Aquino; Manobo and Bl’aan in Columbio; Tiboli in
T’boli, and Bl’aan in Malapatan Sarangani. The rest of the other poorest
municipalities in the region are: Lake Sebu, Maasim, Palimbang, Bagumbayan,
Kalamansig and Esperanza.
Among the provinces in Region XII, South Cotabato posted the highest poverty
threshold at PhP 9,797 in the first half of 2012. The highest increase in poverty
threshold was noted in Cotabato Province at 22.5% from 2009. A family of five (5) in
Region XII needed a monthly income of at least PhP 7,702 to stay out of poverty.
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REGIONAL EDUCATION DEVELOPMENT PLAN
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Figure 13: Poverty Threshold of Region 12 – 1st Semester
Poverty Threshold, Region 12
12,000
10,000
8,000
8,969
7,321
9,303
9,797
8,642
8,508
8,439
7,890
10,168
9,172
6,446
6,000
4,000
2,000
-
North Cotabato
Sarangani
2009
South Cotabatob/
Sultan Kudarat
Cotabato City
2012
Poverty is a complex perennial problem affecting adversely learners’ academic
performance; hence, only systemic solution can address this.
C. Peace and Order Situation
Peace and order situation in conflict areas caused disruption of classes.
Schools located in areas regularly disrupted by atrocities brought about by armed
conflict are usually low performing. Though this perennial problem is very complex,
we can still initiate some long term interventions through education.
Map 1: Conflict-Affected Areas in Region 12, 2009-2012
Conflict-affected Areas in Region XII, 2009-2010
15 out of the 20
Poorest Municipalities
in Region XII are
Conflict-Affected
Areas
Sultan Kudarat (8)
Kalamansig, Palimbang,
Esperanza, Sen. Ninoy
Aquino, Bagumbayan,
Lambayong, Lutayan,
Columbio
Cotabato Province
(3)
Pikit, Banisilan,
Midsayap,
Arakan
Source: OPAPP
(MILF-affected communities; Peace
Agreement areas, target barangays under
Kalayaan sa Barangay Program
Sarangani
(4)
Maitum, Kiamba,
Maasim, Malapatan
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REGIONAL EDUCATION DEVELOPMENT PLAN
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D. Onset of Technology
The proliferation of internet cafés near schools in urban divisions encouraged
pupils/students to escape classes for online gaming. This will become a threat and
leads to online addiction among students. Classes that do not employ ICT-Based
Instruction appear to be boring to students who are technologically-inclined, hence
they would rather go to internet cafes for more fun.
Table 41: Number of Internet Cafes in City Divisions as of 2013
City Divisions
General Santos City
Koronadal City
Tacurong City
Kidapawan City
Cotabato City
Number of Internet Cafes
79
27
8
12
11
Source: Division Report
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REGIONAL EDUCATION DEVELOPMENT PLAN
2015-2019
Where We Want To Go: Mission, Vision, Core Values
and Objectives
A. 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
continuously improves itself to better serve its stakeholders.
of
Education
B. Mission
To protect and promote the right of every Filipino to quality, equitable, culturebased, and complete basic education where:
•
•
•
•
Students learning a child-friendly, gender-sensitive, safe and motivating
environment;
Teachers facilitate learning and constantly nurture every learner;
Administrator and staff, as stewards of the institution, ensure an enabling and
supportive environment for effective learning to happen ; and
Family, community, and other stakeholders are actively engaged and share
responsibility for developing life-long learners.
C. Core Values:




Maka-Diyos
Makatao
Makakalikasan
Makabansa
D. Goal
Access:
Increase participation rate (net enrollment ratio) of elementary to 98
and secondary to 93.
Quality: Improve academic performance in elementary to 90 and secondary to
75.
Governance: Improve effective, efficient and collaborative delivery of basic
education services to learners.
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REGIONAL EDUCATION DEVELOPMENT PLAN
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D.1 Strategic Objectives:
Access
Net Enrolment Rate (NER)
Increase gains in participation rate of 21.53% for kindergarten, 16.99% for
elementary, and 42.97% for secondary by 2019.
Cohort Survival Rate (CSR)
Reduce dropouts among Grades I-III pupils from 18,395 to 0.
Reduce dropouts among Grades IV-VI pupils from 15,085 to 0.
Reduce dropouts among Grade VII-Year IV pupils from 19,446 to 0.
Quality:
Reading 3
Improve regional performance in Reading Grade 3 from 64.81 to 75.
•
Reduce number of schools belonging to Quartile 4 (0-25; Poor) from 9 to
0. (Baseline: North Cotabato – 4; Sultan Kudarat – 2; Koronadal – 1;
Sarangani – 1; South Cotabato – 1)
•
Reduce number of schools belonging to Quartile 3 (26-50 MPS; Average)
from 290 to 0. (Baseline: North Cotabato-85; Sultan Kudarat-77;
Sarangani-46; Kidapawan City-31;South Cotabato-23; Koronadal City15; General Santos City-8; Cotabato City-3; Tacurong City-2)
•
Reduce number of schools belonging to Quartile 2 (51-75 MPS; Upper
Average) from 975 to 97. (Baseline: North Cotabato-344; Sultan Kudarat195; South Cotabato-169; General Santos City-54; Sarangani-46;
Koronadal City-27; Kidapawan City-22; Cotabato City-20; Tacurong City16)
•
Increase number of schools belonging to Quartile 1 (76-100 MPS;
Mastery) from 426 to 1,530. (Baseline: North Cotabato-188; South
Cotabato-100; Sarangani-75; Sultan Kudarat-42; General Santos City-9;
Tacurong City-6; Cotabato City-5; Koronadal City-1; Kidapawan City-0)
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REGIONAL EDUCATION DEVELOPMENT PLAN
2015-2019
English/Grammar 3
Improve regional performance in Grade 3 Grammar from 70.23 to 75.
•
Reduce number of schools belonging to Quartile 4 (0-25; Poor) from 13
to 0. (Baseline: Sultan Kudarat-4; South Cotabato-3; Sarangani-3;
North Cotabato-2; Kidapawan City-1)
•
Reduce number of schools belonging to Quartile 3 (26-50 MPS; Average)
from 248 to 0.(Baseline: North Cotabato-76; Sultan Kudarat-72;
Kidapawan City-30; Sarangani-29; South Cotabato-17; Koronadal City13; General Santos City-5; Cotabato City-3; Tacurong City-3)
•
Reduce number of schools belonging to Quartile 2 (51-75 MPS; Upper
Average) from 690 to 10. (Baseline: North Cotabato-249; Sultan
Kudarat-154; South Cotabato-110; Sarangani-84; General Santos City35;Kidapawan City-20; Koronadal City-19; Cotabato City-12; Tacurong
City-7)
•
Increase number of schools belonging to Quartile 1 (76-100 MPS;
Mastery) from 751 to 1,692. (Baseline: North Cotabato-294; South
Cotabto-163;Sarangani-135; Sultan Kudarat-88;General Santos City-30;
Tacurong City-14; Cotabato City-13; Koronadal City-12; Kidapawan
City-2)
English 6
Improve regional performance in Grade 6 English from 77.15 to 90.
•
Reduce number of schools belonging to Quartile 4 (0-25 MPS; Poor)
from 2 to 0.(Baseline: Sultan Kudarat-1; Cotabato City-1)
•
Reduce number of schools belonging to Quartile 3 (26-50 MPS; Average)
from 142 to 0.(Baseline: North Cotabato-76; Sultan Kudarat-72;
Kidapawan City-30; Sarangani-29; South Cotabato-17; Koronadal City13; General Santos City-5; Cotabato City-3; Tacurong City-3)
English Year 4
Improve regional performance in English Year 4 from 58.59 to 75.
•
Reduce number of schools belonging to Quartile 4 (0-25) (Poor) from 3
to 0.(Baseline: Sul. Kudarat: 1; Tacurong City: 1 and Cotabato City: 1)
•
Reduce number of schools belonging to Quartile 3 (26-50) from 165 to
0.(Baseline:Sarangani: 19; South Cot: 28; Sul. Kudarat: 31; Tacurong City:
2; GSC: 6; Cotabato City: 12; Kidapawan City: 6; Koronadal City: 6; and
North Cot: 55)
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REGIONAL EDUCATION DEVELOPMENT PLAN
•
2015-2019
Reduce number of schools belonging to Quartile 2 (51-75) from 385 to
0.(Baseline:Sarangani: 42; South Cot: 69; Sul. Kudarat: 44; Tacurong City:
11; GSC: 35; Cotabato City: 18; Kidapawan City: 22; Koronadal City: 10;
and North Cot: 134)
Mathematics 3
Improve regional performance in Grade 3 Mathematics from 69.82 to
80
•
Reduce the number of schools belonging to Quartile 4 (0-25) from 10
to 0. (Baseline:Cotabato City = 0 ; General Santos = 0; Kidapawan City = 0;
Koronadal City = 0; North Cotabato = 1; Sarangani = 4; South Cotabato = 1;
Sultan Kudarat = 4; Tacurong City = 0)
•
Reduce the number of schools belonging to Quartile 3 (26-50) from 260
to 0.(Baseline:Cotabato City = 15 ; General Santos = 11; Kidapawan City =
37; Koronadal City = 16; North Cotabato = 69; Sarangani = 32; South
Cotabato = 20; Sultan Kudarat = 69; Tacurong City = 1)
•
Reduce the number of schools belonging to Quartile 2 (51-75) from 711
to 544.(Baseline:Cotabato City = 14 ; General Santos = 36; Kidapawan City
= 15; Koronadal City = 19; North Cotabato = 248; Sarangani = 90; South
Cotabato = 106; Sultan Kudarat = 169; Tacurong City = 14)
Mathematics 6
Improve regional performance in Grade 6 Mathematics from 79.75 to
85
•
Reduce the number of schools belonging to Quartile 4 (0-25) from 5 to
0. (Baseline:Cotabato City = 2 ; General Santos = 0; Kidapawan City = 0;
Koronadal City = 2; North Cotabato = 1; Sarangani = 0; South Cotabato = 0;
Sultan Kudarat = 0; Tacurong City = 0)
•
Reduce the number of schools belonging to Quartile 3 (26-50) from 154
to 0.(Baseline:Cotabato City = 15 ; General Santos = 12; Kidapawan City =
7; Koronadal City = 15; North Cotabato = 23; Sarangani = 10; South Cotabato
= 35; Sultan Kudarat = 33; Tacurong City = 4)
•
Increase the number of schools belonging to Quartile 2 (51-75) from
471 to 212.(Baseline:Cotabato City = 15 ; General Santos = 31; Kidapawan
City = 20; Koronadal City = 13; North Cotabato = 85; Sarangani = 50; South
Cotabato = 89; Sultan Kudarat = 160; Tacurong City = 8)
•
Increase the number of schools belonging to Quartile 1 (76-100) from
1141 to 1559.(Baseline:Cotabato City = 20 ; General Santos = 53;
Kidapawan City = 37; Koronadal City = 28; North Cotabato = 494; Sarangani
= 182; South Cotabato = 201; Sultan Kudarat = 104; Tacurong City = 22)
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REGIONAL EDUCATION DEVELOPMENT PLAN
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Mathematics Year 4
Improve regional performance in Year 4 Mathematics from 55.98 to75
•
Reduce the number of schools belonging to Quartile 4 (0-25) from 36
to 0. (Baseline:Cotabato City = 6 ; General Santos = 0; Kidapawan City = 2;
Koronadal City = 1; North Cotabato = 10; Sarangani = 1; South Cotabato = 8;
Sultan Kudarat = 7; Tacurong City = 1)
•
Reduce the number of schools belonging to Quartile 3 (26-50) from 247
to 0.(Baseline:Cotabato City = 18 ; General Santos = 21; Kidapawan City =
8; Koronadal City = 10; North Cotabato = 81; Sarangani = 25; South Cotabato
= 43; Sultan Kudarat = 39; Tacurong City = 2)
•
Increase the number of schools belonging to Quartile 2 (51-75) from
214 to 301.(Baseline:Cotabato City = 7 ; General Santos = 14; Kidapawan
City = 12; Koronadal City = 4; North Cotabato = 80; Sarangani = 24; South
Cotabato = 43; Sultan Kudarat = 22; Tacurong City = 8)
•
Increase the number of schools belonging to Quartile 1 (76-100) from
82 to 278. (Baseline:Cotabato City = 1 ; General Santos = 10; Kidapawan
City = 6; Koronadal City = 1; North Cotabato = 23; Sarangani = 23; South
Cotabato = 6; Sultan Kudarat = 9; Tacurong City = 3)
Science 3
Improve regional performance in Science Grade 3 from 68.04 to 75.
•
Reduce number of schools belonging to Quartile 4 MPS of 0 to 25 (poor)
from 36 to 0.
•
Reduce number of schools belonging to Quartile 3 MPS of 26 to 50 (below
average) from 227 to 0.
•
Reduce number of schools belonging to Quartile 2 MPS of 51 to 75 (upper
average) from 756 to 170.
•
Increase number of schools belonging to Quartile 1 MPS of 76 to 100
(superior) from 682 to 1531.
Science 6
Improve regional performance in Science Grade VI from 73.94 to 80.
•
Reduce number of schools belonging to Quartile 4 MPS of 0 to 25 (poor)
from 3 to 0.
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REGIONAL EDUCATION DEVELOPMENT PLAN
2015-2019
•
Reduce number of schools belonging to Quartile 3 MPS of 26 to 50 (below
average) from 254 to 0.
•
Reduce number of schools belonging to Quartile 2 MPS of 51 to 75 (upper
average) from 709 to 127.
•
Increase number of schools belonging to Quartile 1 MPS of 76 to 100
(superior) from 805 to 1645.
Science Year 4
Improve regional performance in Science Year 4 from 46.15 to 75.
•
Reduce number of schools belonging to Quartile 4 MPS of 0 to 25 (poor)
from 28 to 0.
•
Reduce number of schools belonging to Quartile 3
average) from 387 to 29 .
•
Reduce number of schools belonging to Quartile 2 MPS of 51 to 75 (upper
average) from 154 to 116.
•
Increase number of schools belonging to Quartile 1
(superior) from 10 to 434.
of 26 to 50
(below
MPS of 76 to 100
Filipino 3
Improve regional performance in Filipino Grade 3
Reading from 68.75 to 76 and Grammar 64.32 to 76.
•
Reduce number of schools belonging to Quartile 4 (0-25): Filipino Grade 3
Reading - from 2 to 0; Grammar – from 9 to 0.
•
Reduce number of schools belonging to Quartile 3 (26-50): Filipino Grade 3
Reading - from 261 to 0; Grammar- from 342 to 0.
•
Reduce number of schools belonging to Quartile 2 (51-75): Filipino Grade 3
Reading - from 790 to 263; Grammar- from 903 to 351.
•
Increase number of schools belonging to Quartile 1 (76-100) Reading - from
648 to 1,438; Grammar- from 447 to 999.
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REGIONAL EDUCATION DEVELOPMENT PLAN
2015-2019
Filipino 6
Improve regional performance in Filipino Grade 6 from 79.63 to 85.
•
Reduce number of schools belonging to Quartile 4 (0-25): Filipino Grade 3
Reading - from 2 to 0; Grammar – from 9 to 0.
•
Reduce number of schools belonging to Quartile 3 (26-50): Filipino Grade 3
Reading - from 261 to 0; Grammar- from 342 to 0.
•
Reduce number of schools belonging to Quartile 2 (51-75): Filipino Grade 3
Reading - from 790 to 263; Grammar- from 903 to 351.
•
Increase number of schools belonging to Quartile 1 (76-100) Reading - from
648 to 1,438; Grammar- from 447 to 999.
Filipino Year 4
Increase regional performance in Filipino Year 4 from 55.20 to 76.
•
Reduce number of school belonging to Quartile 4 (0-25) from 1 to 0.
•
Reduce number of schools belonging to Quartile 3 (26-50) from 209 to 0.
•
Reduce number of schools belonging to Quartile 2 (51-75) from 364 to 155.
•
Increase number of schools belonging to Quartile 1 (76-100) from 5 to 369.
Araling Panlipunan Grade 6
Improve regional performance in Araling Panlipunan Grade 6 from 71.62 to
80.
•
Reduce number of schools belonging to Quartile 4 (0-25) from 5 to
0.(Baseline: Cotabato City: 2; Sarangani: 2; Sultan Kudarat: 1)
•
Reduce number of schools belonging to Quartile 3 (26-50) from 245 to 0.
(Baseline: Cotabato City: 20; General Santos City: 21;Kidapawan: 13;
Koronadal: 19; North Cotabato: 32; Sarangani: 10; South Cotabato: 51;
Sultan Kudarat: 67; and Tacurong: 8)
•
Reduce number of schools belonging to Quartile 2 (51-75) from 835 to
209.Baseline:Cotabato City (20);General Santos City (35);Kidapawan (43);
Koronadal (28);North Cotabato (211); Sarangani (128); South Cotabato
(168);Sultan Kudarat (186); and Tacurong (16)
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REGIONAL EDUCATION DEVELOPMENT PLAN
2015-2019
Araling Panlipunan Year 4
Improve regional performance in Araling Panlipunan 4 from 57.04
to 76.
•
Reduce number of schools belonging to Quartile 3 (26-50) from 190 to 0.
(Baseline: Cot. City: 14; GSC: 9; Kidapawan: 4; Koronadal: 6; N. Cot.:
49; Sarangani: 27; South Cot: 35; Sul. Kud: 41; and Tacurong: 5).
•
Reduce number of schools belonging to Quartile 2 (51-75) from 361 to
190. (Baseline: Cotabato City: 18; GSC: 32; Kidapawan: 21; Koronadal:
9; North Cot.: 137; Sarangani: 38; South Cot: 63; Sultan Kud: 34; and
Tacurong: 9).
•
Increase number of schools belonging to Quartile 1 (76-100) from 27 to
171. (Baseline: Cot. City: 18; GSC: 32; Kidapawan: 21; Koronadal: 9;
North Cot.: 137; Sarangani: 38; South Cot: 63; Sultan Kud: 34; and
Tacurong: 9).
Governance:
Improve School-based Management level of practice of schools
To improve SBM level of practice for elementary schools from 23% (364)
to 30% (514) for Level 2 and from 7% (111) to 20% (342) for Level 3
To increase the number of SBM level of practice of secondary schools
from 25% (86) to 30% (161) for Level 2 and from 4% (15) to 20% (108) for Level 3
Improve absorptive capacity of fund utilization and program
management of all Special Curricular Programs at all levels.
At the end of every School Year, recipient schools and program support
fund of the divisions shall have achieved 100% utilization and program
implementation.
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REGIONAL EDUCATION DEVELOPMENT PLAN
2015-2019
How We Will Get There: Strategies and Intervention
Every Filipino has access to complete basic education
“Sa SOCCSKSARGEN, lahat na kabataan,nasa dekalidad na
paaralan”
Strategy 1: Strengthen Research-based Innovative Access Programs
DORP, ADM, DRRM, IPEd, Madrasah Ed. Multigrade, Home-based
Kindergarten, Senior High School, Child-Friendly School System,
Alternative Learning System, and Computerization Program.
Number
1.1
1.2
1.3
1.4
1.5
1.6
1.7
1.8
1.9
1.10
1.11
Program
Research-based Innovative Program on DORP
Action Research on ADM
Action Research on DRRM
Action Research on IPEd highlighting IKSP towards the
development of culturally sensitive IMs
Research-based on Madrasah Education
Research-based on Multigrade
Action Research on the Impact of Home-based Kindergarten
Action Research on Senior High School
Research-based on Child-Friendly School System
Action research on Computerization Program its Impact on
the Development of High Order Thinking Skills
Action Research on Innovative mechanism of Alternative
Learning System
Strategy 2: Enhancement of Inter-Agency/Organization/Market
Industry Alliance through Partnership Accountability System
Number
2.1
Partnership
PAS Model to intensify resource mobilization for effective
Brigada Eskwela Implementation
2.2
Standardized advocacy materials for effective communication
strategy
Standardized process of effective stakeholder engagement
(SGC, PTA, CSOs, and LGUs)
Strengthen DepEd-LGU partnership in mainstreaming
Text2Teach Technology with the remaining 38 municipalities
and 4 cities
2.3
2.4
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REGIONAL EDUCATION DEVELOPMENT PLAN
2015-2019
Strategy 3: Reinforcement of relevant Access Policies on DORP,
ADM, DRRM, IPEd, Madrasah Ed. Multigrade, Home-based
Kindergarten, Early Registration, Community Mapping, Child
Protection Policy, Senior High School, Child-Friendly School System,
Abot-Alam, and Computerization Program.
Number
Policy
3.1 Policy Research on DepEd Order 41, series 2012 for
Reinforcement of “No Collection Policy”
3.2 Policy Research on DepEd Order 40, series 2012 for
Reinforcement of Child Protection Policy
3.3 Policy Formulation to Institutionalize Community Mapping or
House to House Tracking of Children Not yet Enrolled in
School with stakeholder involvement
3.4 Reinforcement of Early Registration with inclusion of
Innovative Practices through Multi-Stakeholders Participation
3.5 Reinforcement of Policies on Child Protection Policy and
Home-based Kindergarten
3.6 Policy Research on IP Education, Madrasah, Multigrade, CFSS
3.7 Policy Formulation to Support Senor High School
Implementation
3.8 Reinforcement of DepEd Order 17, s. 2014 on Abot-Alam
employing innovative mechanism through stakeholder
involvement
3.9 Reinforcement of Policy on Distance Learning Program to cater
pupils/ students living in far flung areas
3.10 Policy formulation in institutionalizing classroom-based
guidance and counseling to address the problem of
adjustment by early graders.
3.11 Reinforcement of Policy on DRRM particularly on disaster
susceptible areas
3.12 Formulation of Policy in the implementation of Education in
Emergency
Strategy 4: Setting-up Access Systems: Database Information
System, Strategic Model Framework, Quality Assurance and
Monitoring & Evaluation Systems
Number
System
4.1 Institutionalization of MEPA technology at all levels
4.2 Strategic Model on the Effective Implementation of Adopt a
School/District/Division mechanism
4.3 Strategic
model
of
institutional
support
and
an
implementation system on Home Visitation as a mechanism
to save PARDOs living far from school
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REGIONAL EDUCATION DEVELOPMENT PLAN
2015-2019
Every Filipino graduate of complete basic education is prepared for
further education and the world of work
“Bawat gradweyt ng SOCCSKSARGEN handa sa trabaho, negosyo ,
kolehiyo at mundo”
Quality
Strategy 1. Institutionalization of Research-based Intervention Program
on Quality
1.1
Reinforcement and Enhancement of Research-based Innovative
Intervention in the implementation of Special Curricular Programs
like STE, SPED, TechVoc, SPA/SPS, RSHS, ECARP, IP and Muslim
Ed, Multigrade and Campus Journalism
Strategy 2: Development of inclusive, relevant and culturally sensitive
curriculum
Number
2.1
2.2
Curriculum
Formulation of standards on curriculum contextualization and
indigenization based on IKSPs
Formulation of norms and standards on the integration of IKSPs
in the curriculum
Strategy 3: Continuous Improvement through Functional Capability
Building Program
Number
Program
3.1
Institutionalization Framework of Enhance Learning Partnership
Program
3.2
Capability Building Program (RToT) on Effective Teaching Strategies
such as HOTS, ICT-Based Instruction, Cooperative Learning, Multiple
Intelligences, Differentiated Instruction and Reflective teaching
3.3
Formulation and Implementation of Strategic Model in the
institutionalization of LAC sessions at all levels.
3.4
Capability Building Program for (585) TICs on Effective School
Management and Instructional Supervision
Strategy 4: Formulation of relevant policies on Whole School Reading
Program, Classroom-based Assessment, ICT-based Instruction, Peace
Education
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REGIONAL EDUCATION DEVELOPMENT PLAN
Number
4.1
4.2
4.3
4.4
4.5
4.6
2015-2019
Policy
Reinforcement of Engaged Time-on-Task Policy to accomplish
teaching of desired competencies
Formulation of relevant policy on Whole School Reading Program,
Classroom-based Assessment, ICT-based Instruction, MTB-MLE,
Multigrade, IP and Muslim Education.
Reinforcement of policy on utilization of the K to 12 and RBEC
competencies among Private Schools
Policy Review on hiring IP teacher Applicants in relation to MTBMLE implementation
Policy Formulation on the transfer of Multigrade Teachers to nonmultigrade schools
Policy Formulation on the institutionalization of Peace Education
Strategy 5: Upgrading Systems for the improvement of Quality Instruction:
Database Information Learning Resource Materials, Model Frameworks,
Technical Assistance Scheme
Number
5.1
5.2
5.3
5.4
System
Digitization of Budgeted Learning Competencies to be uploaded to
the LRMDS for easy access
Formulation of standards in the maximum utilization of Eclassroom package, and internet connectivity
Maximization of MEPA technology for quality instruction
Formulation of sustainability mechanism framework for the 106
Text2Teacher recipient schools
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REGIONAL EDUCATION DEVELOPMENT PLAN
2015-2019
Delivery of basic education services to learners is effective, efficient and
collaborative
“Tambayayong para sa Edukasyon ”
Governance
Strategy 1: Establishment of Effective Systems on Good Governance of Basic
Education Services
Number
1.1
1.2
System
Intensification of Stakeholders Support System
Judicious and Transparent Resource Management
(Human, Materials, Money, Time, Machine)
Systems
1.2.1. Implementation of Program Management Information System for
Financial Transparency of all Nationally-funded Programs (SBM, BEFF,
Abot-Alam, IP and Muslim Ed, TechVoc, STE, SPED, Multigrade,
National Greening Program
1.2.2 Involvement of NGOs, CSOs, and LGUs in GPB
1.2.3 Institutionalization of eFRS in financial reporting in all levels
1.3
1.4
1.2.4 Strengthening NEAP-R for effective implementation of T&D
System, Competency Assessment and Succession Planning for School
Heads, Supervisors and 3rd level positions
Setting-up Quality Management System through SBM-PASBE
Framework
Effective Knowledge Management and Reward Systems
1.4.1 Establishment of Quarterly Data Information Inventory System
1.4.2 Institutionalization of project PRAISE in all levels
1.4.3 Institutionalization of monthly updating of Electronic Personal
Services Itemization and Plantilla Services
1.4.4 Implementation of Effective Communication Systems such as
School/District/SDOs official website, newsletter and social network
1.4.5 Strategic framework on effective utilization of research findings to
address problems, improve existing practices and systems towards
efficient service delivery.
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REGIONAL EDUCATION DEVELOPMENT PLAN
2015-2019
Strategy 2: Continuous Improvement through MEPA in all levels
Number
Area
3.1
Effective utilization of MEPA results, feedback and agreements to
strengthen integrated interfacing of schools/SDOs/RO for effective TA
system, program design adjustment and policy formulation and review
3.2
Regional Strategic Framework on Tracking Mechanisms of all Nationallyfunded PPAs
3.3
Establishment of External Stakeholders Mechanism to increase
Collective Accountability for Equitable and Judicious Distribution of
Resources
Strategy 3: Formulation of Relevant Policies for Good Governance
Number
Policy
6.1
Formulation of Policy on Redeployment and Redistribution of Excess
Resources (teacher, textbooks, furniture, computers) for equitable
distribution of resources
6.2
Formulation of Regional Policy in the institutionalization of MEPA
technology at all levels and units
6.3
Reinforcement of policy on 85% attendance of CCT/4 Ps recipients
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REGIONAL EDUCATION DEVELOPMENT PLAN
2015-2019
LIST OF DEPED XII OFFICIALS AND EMPLOYEES INVOLVED
IN THE FORMULATION OF REDP
STRATEGIC PLANNING CONTENT AND PROCESS CUM WRITESHOP ON THE
FORMULATION OF REGIONAL EDUCATION DEVELOPMENT PLAN (REDP)
June 9-11, 2014 at the Sun City Suites, General Santos City
July 11-13, 2014 @ The Farm, Carpentil Hill, City of Koronadal
REDP PLANNING COMMITTEE
Chair : DR. ALLAN G. FARNAZO, CESO IV
OIC-Regional Director
Technical Working Group:
Fatima Ilon-Adza, Al Hadja
Ma. Lourdes Sanchez
Melinda S. Rivera
Heria S. Abpi
Macario O. Ontal
Shirley S. Bulosan, Ed. D.
Pancho Balawag
Sarida A. Matug
Sylvia Vivian Galang
Atty. Sittie Macasayon
Glenn A. Bisnar, DM
Luz Lalli L. Ferrer
Kathrine H. Lotilla
Jeanette N. Delima
Chief AO, Admin
Chief AO, Finance
Chief, ESSD (RemSED)
Chief, HRTD (TDD)
Chief, CLMD (CID)
OIC- Chief PPRD
Asst. Chief, QuAAD/Brigada Eskwela
Asst. Chief HRTD/ALIVE / Madrasah
Med. Officer IV Health & Nutrition
Legal Officer III Legal
REPS, SBM/M&E Coordinator
REPS Head-Secretariat/English Elem.
SEPS Planning
Regional Accountant
MEMBERS:
Gilda Orendain
Gerardo O. Magno
Joelina Guillermo
Walid Abdullah
Norman S. Valeroso
Rogelio Radaza
Napoleon Gio
Magdaleno Duhilag
Johnny A. Sumugat
Agney Taruc
Marianela Angeles
Joelita Aguilar
Corona Dilangalen
Suzanne Berba
Felina S. Mendoza
Shirley Saur
Mudin Bantas
Rasul Sinarimbo
Alan Ebuna
Ma. Zeldine B. Nadela
REPS TLE/ GAD/Guidance
REPS Engl-Sec/SPJ/SPFL
REPS EsP (Elem)
REPS EPP
REPS Science-ST&EP / SPED-Sec
REPS Math
REPS Private Schools
REPS Tech-Voc/Sports
REPS ALS/PRIME
REPS AP/Peace Educ/FLO/DRRM
REPS MAPEH/SPA
REPS EsP (Sec)
REPS Science/SSES
REPS SPED-Elem
REPS Preschool/Multigrade
REPS GPB/Secretariat
AO IV HRMO
AO IV Records
AA II Supply
EPS-II Secretariat
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REGIONAL EDUCATION DEVELOPMENT PLAN
Roselou Hornido
Rey Gallardo
Edwin Montilla
Shiela Reyes
Mark Jefferson Montano
Samsudin Paraid
Aldwin Opre
Utiak S. Tua
Ulysses Laruya
2015-2019
EPS-II Secretariat
EPS-I Secretariat
ADA Cashier
ADA PSU
AA II Secretariat
ADA Secretariat
ADA I Secretariat
ADA III Reproduction Officer
Graphic Artist
CONDUCT OF REGIONAL FOCUS GROUP DISCUSSION (FGD)
FOR THE FORMULATION OF THE 2014 REGIONAL
EDUCATION DEVELOPMENT PLAN (REDP)
July 8, 2014
The participants to be identified by the SDSs are the Personnel of the following
Divisions who shall be grouped according to KPIs: ASDSs, Division Planning
Officers, EPS who are Division Coordinators of SBM, PreSchool, ADM, ALS,
Testing and School Heads (1Elem & 1 Sec)
ASDSs
Sarangani – Diosdado Ablanido, Donna S. Panes
GSC – Mario Bermudez
South Cotabato – Leo Huliganga
Koronadal City – Mario Madrero
Tacurong City – Dr. Meilrose Peralta
Sul. Kudarat- Dr. Ruth Estacio
Cotabato City – Edgar Sumapal, Al Hadj
Kidapawan City – Dr. Natividad Ocon
Cotabato Province – Miguel Fillalan, Jasmin Isla
Education Program Supervisors
Division
Sarangani
Gen. Santos City
South Cotabato
Koronadal City
Tacurong City
Sul. Kudarat
Cotabato City
Kidapawan City
Cotabato Province
SBM Coordinators
Juliet Lastimosa
Dr. Felly Maru
Delia Mabalot
Mayflor Romualdo
Ismael Ambalgan
Emily Enolpe
Remegio Orias
Dr. Rolando Mauricio
ALS Coordinators
Jennifer Mabalot
Jesus De Gracia, Jr.
Fatima Ma-aya
Jane Sullivan
Dr. Julie Lumogdang
Education Program Supervisors
Division
Sarangani
Gen. Santos City
South Cotabato
Pre-School Coordinators
Juliet Lastimosa
Milrose Caseres
ADM Coordinators
Editha Paraguas
Enrique dela Cruz
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REGIONAL EDUCATION DEVELOPMENT PLAN
Koronadal City
Tacurong City
Sul. Kudarat
Cotabato City
Kidapawan City
Cotabato Province
2015-2019
Prima Roullo
Ninfa Ortizo
Estrelita Tan
Alma Belarmino
Elpidio Daquipil
Randy Porras
Fatima Ma-aya
Belinda Distor
Arnel Alcosaba
Marcelina S. Gagabi
Education Program Supervisors
Division
Sarangani
Gen. Santos City
South Cotabato
Koronadal City
Tacurong City
Sul. Kudarat
Cotabato City
Kidapawan City
Cotabato Province
Testing
Benjamin Apiado
Sairah Hong
Dr. Evelyn Tacderan
Dr. Roberto Montero
Division Planning Officers
Division
Sarangani
Gen. Santos City
South Cotabato
Koronadal City
Tacurong City
Sul. Kudarat
Cotabato City
Kidapawan City
Cotabato Province
Bualan Y. Abid, Jr.
Armida O. Sendico
Christopher T. Frusa
John Gregory G. Jabido
Ernie P. Pama
Rodrigo O. Viduya
Ronnie R. Almia
Cherrie Anne M. Galanto
Felicitas C. Jayag
School Heads
Division
Sarangani
Gen. Santos City
South Cotabato
Koronadal City
Tacurong City
Sul. Kudarat
Cotabato City
Kidapawan City
Cotabato Province
Elementary
Secondary
Fe Bancale
Arlen Apacible
Prima Roullo
Rona Bred
Rima magdayao
Estrelita Tenezo
Marissa Bernaldez
Serinel Trompeta
Freddie Delantar
Dr. Eskak Delna
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REGIONAL EDUCATION DEVELOPMENT PLAN
2015-2019
Regional Management Committee Meeting on August 6, 2014
at Kling National High School, Kiamba, Sarangani Division
Presentation of REDP SWOT Analysis and Proposed Actions
SDSs
Sarangani – Isagani dela Cruz, CESO V
GSC – Gildo Mosqueda, CEO VI
South Cotabato – Crispin A. Soliven, Jr.
Koronadal City – Leonardo Balala
Tacurong City – Romelito G. Flores, CESE
Sul. Kudarat- Dr. Raphael C. Fontanilla, CESO VI
Cotabato City – Concepcion F. Balawag, Al Hadja
Kidapawan City – Dr. Kahar H. Macasayon, Al Hadj, CESO VI
Cotabato Province – Omar A. Obas, CESO VI
SECRETARIAT’S WRITESHOP ON THE PREPARATION
OF REDP 5-YEAR MASTER PLAN
July 9-11, 2014, @ The Farm @ Carpenter Hill, City of Koronadal
August 13-15, 2014, Sun City Suites, Gen. Santos City
The Team is composed of the following:
a. Luz Lalli L. Ferrer – Head, Secretariat
b. Dr. Glenn A. Bisnar – Assistant
c. Lourdes Sanchez – Member
d. Norman Valeroso – Member
e. Shirley G. Saur – Member
f. Magdaleno Duhilag, Jr. – Member
g. Gilbert Barrera – Member
h. Mark Jefferson Montano – Staff/IT
i. Samsudin Paraid – Staff/IT
j. Roselou Hornido – Staff/IT
k. Aldwin Opre – Staff/IT
l. Kathrine H. Lotilla – SEPS/Reg’l Planning Officer
m. Dr. Shirley S. Bulosan – Focal person
n. Dr. Allan G. Farnazo, CESO IV – Consultant
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REGIONAL EDUCATION DEVELOPMENT PLAN
2015-2019
REGIONAL QUALITY ASSURANCE PANEL
November 17-19, 2014 @ The Farm, Carpenter Hill, City of Koronadal
November 28-29, 2014, R-NEAP XII, General Santos City
Chairperson
-
Crispin A. Soliven, Jr.
OIC, Schools Division Superintendent
Vice-chair
(Internal)
-
Vice-Chair
(External)
Isagani S. Dela Cruz, CESO V
Schools Division Superintendent
-
Noel L. Quiratman
ARD, NEDA XII
Members:
Policy and Systems -
Gildo G. Mosqueda, CEO VI
Schools Division Superintendent
Edgar S. Sumapal
OIC-Asst. Schools Division Superintendent
Edwin Antipuesto – ICAN
Programs, Operations
and Targets
Romelito G. Flores
OIC-Asst. Schools Division Superintendent
Natividad P. Ocon
OIC-Asst. Schools Division Superintendent
Helen L.Vestal – NEDA XII
Joan S. Santos – UNICEF
Partnership and
External Affairs
Omar A. Obas, CESO VI
Schools Division Superintendent
Donna S. Panes
OIC-Asst. Schools Division Superintendent
Ronald Cabalquinto – Save the Children
Marietta Moulder - Program Director,MINCONSPI
-
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REGIONAL EDUCATION DEVELOPMENT PLAN
2015-2019
Page 73