Dedp Bulacan PDF

DIVISION
EDUCATION
DEVELOPMENT
PLAN
FY 2022 - 2028
Published by the
Department of Education Schools Division of Bulacan
2022. All rights reserved
Concept and Layout
Planning and Research Section
Division IT Technical Team
Book Cover Design
Christopher Rey San Jose
Photos
DepEd Tayo Bulacan FB Page, Schools
and other DepEd Personnel who allowed their photos
to be used as materials in this report
2022-2028
FOREWORD
Even before COVID-19 struck and caused problems to millions of families, the education
sector has been confronted with growing education issues which sadly worsen because of the
challenges brought about by the health crisis. DepEd officials firmly believe that students must
not take learning for granted. In times of crises and sudden changes, having access to education
should be valued. Aside from the fact that it is a main human right, it also impacts the other
human rights that we have. Likewise, more children, youth, and adults cannot get a leg up and
are thus left behind due to unfair access to learning. Moving forward, such issues can lead to
worse long-term effects. In its effort to make education more relevant to the needs of local
communities, the Department of Education (DepEd) has instituted a local planning process on
the division level to produce what is called the Division Education Development
Plan (DEDP). DepEd documents describe the DEDP as “the main vehicle through which the
division can effectively and efficiently manage education services in the province or city.”
The Schools Division of Bulacan delightfully presents the Division Education Development
Plan (FY 2022–2028) which displays the current data, programs, strategies, interventions, major
outputs along with the performance targets of the Division to address learning gaps and ensure
the delivery of quality education while fostering creativity and preserving the Bulakenyo culture
to serve as the foundation in the transition to Education 4.0.
The DEDP was prepared based on careful analysis of relevant educational data and a series
of discussions with several stakeholders. It is the six-year plan for basic education of SDO
Bulacan to meet the challenge of delivering quality education and to fairly deal with the
disturbing issues on the learners' academic performance. The Learning Recovery Plan (LRP) for
basic education is a major component of the DEDP which aims to focus on the immediate
impact of the pandemic on learning and to recuperate from the learning losses observed from
the students. The said long-term plan has incorporated innovative and appropriate
research-based strategies to manage the challenges of delivering
quality education, address the learning losses, implement pertinent
programs,
and warrant a proactive and reactive governance, management, and
systems.With great aspirations, may the DEDP serve as a blueprint in
honing holistically developed Bulakenyo learners who are deemed as
citizens of the world.May they be the so-called global citizens who
acceptdiversity, respect individuality , and take an active
role in making our world more peaceful and sustainable.
Bulakenyo learners deserve to have access to quality,
relevant and liberating basic education.
One Goal, One DepEd Bulacan!
ROWENA T. QUIAMBAO, CESE

Assistant Schools Division Superintendent
Officer-in-charge
Office of the Schools Division Superintendent
2022-2028
The Bulakenyo learners are at the core of SDO Bulacan Division
Education Development Plan (DEDP). They are envisioned to be holistically
developed in basic education, acquiring 21st century skills that will enable
them to manage oneself, build connections, inquire, innovate, stay nimble,
and serve beyond self. They must take pride in identity and culture as
Bulakenyos and aspire for lifelong learning, competitiveness, economic
prosperity, socio-political stability, unity in diversity, flourishing, and
sustainability by upholding the core values: Maka-Diyos, Maka-tao,
Makakalikasan, at Makabansa.
The DEDP goal which is anchored to DepEd’s vision is for all Bulakenyo
learners to be able to realize their full potential and be productive members
of the society. The DEDP results framework aims to ensure that learners
have the physical, cognitive, socio-emotional, and moral preparation for
civic participation and engagement in post-secondary opportunities in their
local, national, and global communities by focusing on:
1. Access: All school-age children, out-of-school youth, and adults have

access to relevant basic learning opportunities
2. Equity: Disadvantaged school-age children and youth, and adults benefit
from appropriate equity initiatives
3. Quality: Learners complete basic education having attained all learning
standards that equip them with the necessary skills and attributes to
pursue their chosen paths
4. Resiliency & Well-Being: Learners are resilient and aware of their rights
and have the life skills to protect themselves and their rights.
Achieving the intermediate outcomes requires Enabling Mechanisms that
are efficient, nimble, and resilient for governance and management
processes. The Enabling Mechanisms will allow the Division to achieve the
results through the right policies and standards, systems and processes,
human resource professional development, and partnerships.
SDO Bulacan DEDP 2022 – 2028 provides a strategic roadmap for the
Division to improve the delivery of quality education to all Bulakenyo
learners though the “BULAKENYO” flagship program. It is carefully
designed to address the immediate impacts of the pandemic to the teaching
and learning process. It aims to address the learning losses and intensify
the learning gains. It focuses on improving the foundational and lifelong
learning skills of the Bulakenyo learners as well as their resilience and
health as they actively participate in the teaching and learning process. All
learners including the disadvantaged and marginalized ones must be
provided with appropriate learning resources and strategies to develop their
full potential by acquiring the necessary literacy, numeracy, and science
skills. These may be achieved by maintaining an enabling environment that
promotes collaborative, adaptive, responsive, and efficient governance,
management, and systems.
2022-2028
Various strategic interventions, projects, programs, and major outputs are
set to fully realize the goals of the DEDP in the next six years. These are the
following:
• Bulakenyo Learners
• Intensify the implementation of inclusive and equitable education
for all learners in every key stage, special programs through
Special Education Program, Indigenous People Education
Program, Madrasah Education Program, Multigrade Education
Program and Alternative Learning System.
• Contextualize the curriculum and learning materials at the
school level to provide equitable and appropriate learning
opportunities for all learners.
• Strengthen the Career Guidance Program and ensure that all
Bulakenyo learners demonstrate the DepEd Core Values
• Implement the different activities programs and projects in
different learning areas to guarantee advancement in the
academic performance of the Bulakenyo learners
• Enhance the implementation of Youth Formation Program, Core
Values Development, Character Formation and Career Guidance
Program
• Bulakenyo Teachers
• Conduct research to continuously address the identified learning
gaps and implement accelerated learning and enrichment of
instructional delivery
• Increase the competencies of teachers and DRRM coordinators in
disaster management
• Upskill and reskill teaching and non-teaching personnel
• Bulakenyo Schools
• Heighten school-community partnership
• Improve and maintain school facilities to ensure proper
distribution of crucial resources
• Fortify the delivery of school health services
With reference to the DEDP’s enabling mechanisms, SDO Bulacan
compels to serve the Bulakenyo learners with an education that
CARES – collaborative, accelerating, responsive, empowering and
strategic governance and management system. It is with high hope
that through the Division’s flagship program “BULAKENYO,” all
Bulakenyo learners will be heading to the right path and be global
citizens who are ready to face the realities of life.
2022-2028
FOREWORD…………………………………………………………………………….........……………. 4
EXECUTIVE SUMMARY………………………………………………………………….........……….. 5
RATIONALE.............................................................................................................. 6
BACKGROUND ......................................................................................................... 17
OPERATIONAL FRAMEWORKS
• Education 4.0 Framework………………………………………………......…………………. 21
• BEDP Results Framework................................................................................. 21
• The Filipino Learner Framework........................................................................ 21
• Rapid Learning Recovery Framework……………….............................................. 22
• DepEd-DOH Shared Responsibility Principle..................................................... 22
• National Learning Recovery Framework............................................................ 22
• Region III REDP Framework.. ............................................................................ 23
• DepEd Bulacan Learning Recovery Framework................................................. 23
DASHBOARD
• Quality of Basic Education Provision.................................................................
• Access................................................................................................................ 24
• Equity................................................................................................................ 31
• Quality............................................................................................................... 34
• Resiliency and Well-Being.................................................................................. 47
• Governance........................................................................................................ 52
SWOT ANALYSIS................................................. ...................................................... 89
KEY CHALLENGES
• Access............................................................................................................... 95
• Equity................................................................................................................ 95
• Quality.............................................................................................................. 96
• Resiliency and Well-Being.................................................................................. 97
• Governance....................................................................................................... 98
KEY CHALLENGES WITH INTERMEDIATE OUTCOMES

• BULAKENYO FLAGSHIP PROGRAMS..............................................................
• Access..............................................................................................................
• Equity................................................................................................................
• Quality..............................................................................................................
• Resiliency and Well-Being..................................................................................
• Governance.......................................................................................................
STRATEGIES, INTERVENTIONS, AND MAJOR OUTPUTS

• Pillar 1 Access....................................................................................................
• Pillar 2 Equity....................................................................................................
• Pillar 3 Access….................................................................................................
• Pillar 4 Resiliency and Well-Being.....................................................................
• Governance........................................................................................................
PERFORMANCE TARGETS
• Access................................................................................................................
• Equity................................................................................................................
• Quality...............................................................................................................
• Resiliency and Well-Being..................................................................................
IMPLEMENTATION PLAN
INTERFACING OF FUNCTIONAL DIVISIONS..............................................................
DIVISION EDUCATION DEVELOPMENT PLAN...........................................................
ANALYSIS AND MANAGEMENT OF RISKS.................................................................
COMMUNICATION PLAN............................................................................................
TABLE
TITLE PAGE NO.
NO.
1 Comparative Data on Enrollment – Key Stage 1-4
2 Comparative Data on Enrolment – Inclusive Education
3 Comparative Data on Enrolment – Special Programs
4 Net Enrolment Rate
5 Gross Enrolment Rate
6 Repetition Rate
7 School Leaver Rate
8 Transition Rate
9 Cohort Survival Rate
10 Promotion Rate
11 ALS Passers of Accreditation and Equivalency
12 Children with Disabilities
13 Completion Rate
International Assessment Programme for International
14
Student Assessment (PISA)
Consolidated EGRA Report in English for Grades 1-3 SY
15
2021-2022
Consolidated EGRA Report in Filipino for Grades 1-3 SY
16
2021-2022
17 Project All Numerates (PAN) Grade 1 Numeracy Data
NAT Grade 6 MPS by Subject Areas (Division, Regional,
20
National) SY 2016-2017
NAT Grade 10 MPS by Subject Areas (Division, Regional,
21
National) SY 2016-2017
NAT Grade 12 Proficiency Level by Subject Areas SY 2017-
22
2018 & 2018-2019
23 Regional Diagnostic Assessment Results
24 SHS Exits
25 Academic Performance of Learners in Multigrade
26 SpEd Program (Elementary and Secondary)
27 Academic Performance of ALS Learners
28 Passers of Accreditation and Equivalency
29 Academic Performance of IpED
30 Promotion Of Learners In Madrasah
31 School Contingency Plans For Disaster Resilience
32 Coordinators Trained In First Aid
33 Vaccination Status: Learners
34 Vaccination Status: Personnel
35 Report On Psychosocial/ Psychological Support
36 Textbooks
37 Inventory Of Teachers, School Heads, And Other Personnel
38 Crucial Resources Ratio
39 Filled and Unfilled Positions (Teaching)
40 Filled and Unfilled Positions (Non-Teaching)
TABLE
TITLE PAGE NO.
NO.
41 Filled and Unfilled Positions
42 Learning Modalities Implemented-Public Schools
43 Learning Modalities Implemented-Private Schools
44 Financial Accomplishments
Data on Approved Research Proposals and Completed
45
Research (Non-Funded)
46 Policy Research Program (Funded)
47 Policy Research Program (Funded) By Theme
48 Policy Research Program (Funded) Grant Amount
49 Partnership and Collaboration
50 Total Private Donations
Proportion Of Eligible Private Schools Receiving Government
51
Assistance (ESC, TSS, SHS VP, INSERVICE TRAININGS)
Proportion Of Private School Teachers Receiving Government
52
Assistance (JHS-TSS TEACHER SALARY SUBSIDY)
53 Percentage Of Private Schools With Recognition And Permit
54 Percentage Of Private Schools With Recognition And Permit
55 Key Challenges – ACCESS
56 Key Challenges – EQUITY
57 Key Challenges – QUALITY
58 Key Challenges – RESILIENCY AND WELL-BEING
59 Key Challenges – GOVERNANCE
60 Strategies, Intervention, and Major Outputs - Pillar 1
64 Strategies, Intervention, and Major Outputs - Governance
65 Enrolment Forecast
66 RESILIENCY AND WELL-BEING
67 Implementation Plan – QUALITY
68 Implementation Plan – ACCESS & EQUITY
69 Implementation Plan – RESILIENCY AND WELL-BEING
70 Implementation Plan – GOVERNANCE
71 Monitoring and Evaluation, and Adjustment – ACCESS
72 Monitoring and Evaluation, and Adjustment – EQUITY
73 Monitoring and Evaluation, and Adjustment – QUALITY
Monitoring and Evaluation, and Adjustment – RESILIENCY
74
AND WELL-BEING
75 Monitoring and Evaluation, and Adjustment – GOVERNANCE
76 RISK MANAGEMENT
77 COMMUNICATION PLAN
FIGURE NO. TITLE PAGE NO.
1 Education Framework 4.0
2 BEDP Results Framework
3 The Filipino Learner Framework
4 The RAPID Learning Recovery Framework
5 DepEd-DOH Shared Responsibility Framework
6 National Learning Recovery Framework
7 Region III REDP Framework
8 SDO Bulacan Educational Development Plan Framework
9 Comparative Data on Enrolment – Key Stage 1-4
10 Comparative Data on Enrolment – Inclusive Education
11 Comparative Data on Enrolment – Special Programs
12 Net Enrolment Rate
13 Gross Enrolment Rate
14 Repetition Rate
15 School Leaver Rate
16 Transition Rate
17 Cohort Survival Rate
18 Promotion Rate
19 ALS Passers Accreditation and Equivalency
20 4Ps Recipients (Elementary)
21 4Ps Recipients (Secondary)
22 Completion Rate
23 International Assessment Programme for International Student
(PISA)
24 NAT Grade 12 Proficiency Level
25 SHS Exits
26 SPED Program (Elementary and Secondary)
27 Enrolment of Madrasah for S.Y. 2022-2023
28 Reported Cases on Child Protection
29 School Based Management
30 OPCRF Ratings of Division
31 OPCRF Ratings of Schools

32 Professional Development
33 Trained Personnel
34 Career Stages of Teachers
35 Career Stages of School Heads
FIGURE PAGE
TITLE
NO. NO.
36 Capacity Buildings Conducted
37 Priority Improvement of Teachers
38 Comparison of the Number of Trainings of the Teachers per Domain
39 Comparison of the Number of Trainings of the School Heads per Domain
40 Master Teacher Competencies
41 Inventory of Needs
42 Inventory of Teachers
43 Inventory of SLMs through Downloaded Funds from the Central Office
44 Inventory of Locally Produced SLMs per Quarter
45 Inventory of Available Gadgets (Desktop)
46 Inventory of Available Gadgets (Desktop Virtual Terminal)
47 Inventory of Available Gadgets (Laptop)
48 Inventory of Available Gadgets (Chromebook)
49 Inventory of Available Gadgets (Tablet)
50 Total Number of Available Units
51 Learning Modalities Implemented (Public Schools)
52 Learning Modalities Implemented (Private Schools)
53 Wash In Schools Program
54 Wash Facilities
55 Number of Functional Libraries
56 Inventory of Laboratories, Workshops, HE, IA and Administration Buildings
57 Proportion of Schools with Internet Connectivity
58 Electrical Supply
59 Water Supply
60 Customer Feedback Report
61 Policy Research Program (Funded)
62 Systems Inventory
63 Certification ISO 9001:2015
64 Quality Management System
65 Division Monitoring Evaluation
66 Learning and Development
67 HRIS: Performance Management Flow
68 Generated Resources
69 Proportion of Schools with Functional School Governing Council
70 SWOT: Access
FIGURE NO. TITLE PAGE NO.
71 SWOT: Equity
72 SWOT: Quality
73 SWOT: Resiliency and Well-Being
74 SWOT: Governance
75 SWOT: Governance
76 SWOT: Governance
77 Key Challenges: Access
78 Bulacan Early Registration Report for S.Y. 2022-2023
79 Key Challenges: Equity
80 Key Challenges: Quality
81 Key Challenges: Resiliency and Well-Being
82 Performance Targets - Net Enrolment Rate: Kinder
83 Performance Targets - Net Enrolment Rate: Elementary
84 Performance Targets - Net Enrolment Rate: Junior High
85 Performance Targets - Net Enrolment Rate: Senior High
86 Performance Targets – School Leaver Rate: Elementary
87 Performance Targets – School Leaver Rate: Junior High
88 Performance Targets – School Leaver Rate: Senior High
89 Performance Targets – Completion Rate: Elementary
90 Performance Targets – Completion Rate: Junior High
91 Performance Targets – Completion Rate: Senior High
92 Performance Targets – Baseline Data: Filipino
93 Performance Targets – Baseline Data: Araling Panlipunan
94 Performance Targets – Baseline Data: English
95 Performance Targets – Baseline Data: Mathematics
96 Performance Targets – Baseline Data: Science
97 Performance Targets – Baseline Data: MAPEH
98 Performance Targets – Baseline Data: ESP
99 Performance Targets – Baseline Data: EPP/TLE/TVL
100 Interfacing Functional Divisions
2022-2028
2022-2028
The Global Learning Crisis Before Covid 19
Just before the COVID-

More than 617 19 epidemic, according to a
million children report from the United Nations
and adolescents are Educational, Scientific and
not achieving Cultural Organization
minimum proficiency
levels (MPLs) in reading (UNESCO), approximately 617
and mathematics. million children and adolescents
worldwide do not meet minimum
proficiency levels in reading and
260 mathematics, indicating "a
million
children and youth were learning crisis" that may
not in school even before jeopardize the achievement of
the pandemic-driven global development goals.
school disruptions.
260 million kids still
don't attend elementary or
secondary education.
In East and South-

eastern Asia where the
Philippines belong, the number
Nearly 800 million
adults were illiterate of school-age
children/adolescents not
achieving minimum proficiency
levels were 43 million in 2015.
According to the UN, there are currently around 800 million illiterate adults in the
globe, and nearly 260 million children do not attend school.Two-thirds of the world's
illiterate population, or 496 million people, are women, and 67% of all adult illiterates live
in just 10 nations, with India having the greatest percentage.
According to newly released

statistics in this study, the rate of 57% of children in low- and
middle-income
learning poverty worldwide in 2019
countries were living
was even greater than previously in learning poverty
estimated: 57 percent of kids in low- (2019).
and middle-income countries
experienced learning poverty, and 58
percent of kids worldwide experienced
it.
According to the World Bank, UNESCO, UNICEF, UK
government Foreign Commonwealth and Development Office (FCDO),
USAID, and the Bill & Melinda Gates Foundation, the learning crisis
has worsened since the epidemic caused the largest shock to
education and learning in documented history.
Education Crisis In The Philippines (Pre-Pandemic)
Of an estimated 8
Of an estimated 4 million children and
million (13%) In the Philippines, 63% of
adolescents (8%)
primary school aged
children out-of-school
were girls before COVID-
19
of pre-primary school age out of lower secondary school

of school in the EAP region, age out of school in the
the largest share live in the EAP region, most of them
Philippines, Indonesia and are in Myanmar, the
Cambodia. Philippines and Thailand.
Source: UNICEF East Asia and Pacific Regional Office, 2019. Learning Against the Odds:
Source: UNICEF, UNESCO, 2021
Evidence and Polices to Support All Out-of-School Children and Adolescents in East Asia
and Pacific
Around 35 million children and teenagers in the East Asia and Pacific (EAP1)
region were still living there in 2017.unenrolled (UIS, 2019). Of these, 4 million (13% of
them) were preschoolers.7 million people were of primary school age (4 percent of 6 year
old) as of the official primary entry age.8 million people (or 8% of 12 to 14-year-olds) were
of lower secondary school age (ages 8 to 11), and another 16 million (or 19% of those
aged 15 to 17) were upper secondary school age.
Enrollment Rate Completion Rate
Lower-secondary
Net enrollment rate in Completion rate in the completion rate in the
primary school elementary Philippines
in the Philippines is was 97.2 % and slightly

measurably above average lower in the secondary was over 80%, and 78% in
for all Lower-Middle- (JHS) at 88.4% in 2018 the upper-secondary.
Income Countries (LMICs). (EBIS, DepEd)
Source: UNESCO, UNICEF, 2021. Situation Analysis on the Effects of and Responses to COVID-19 Source: UNESCO Institute for Statistics
on the Education Sector in Southeast Asia Database
In 2018, school leaver rate in the secondary (JHS) was 3.4 and a mere 0.5 in the
elementary. (EBIS, DepEd). More than 10% do not complete compulsory education
(lower-secondary) in the Philippines.
Boys are less likely to attend primary school in the Philippines. Boys are
particularly likely to be over-age for their grade in several countries, including the
Philippines, a risk factor for dropping out.
2022-2028
Effects of the Pandemic on Education
DepEd Bulacan
Net Enrollment rate (NER) in all key stages increased from SY 2020-2021 to SY
2022.
61.21%
Net Enrollment rate (NER) in all key
stages increased from SY 2020-2021 2021-2022
to SY 2022. 54.60%
2020-2021
Grade 11 to Grade 12 89.35%
2021-2022
82.94%
2020-2021
2021-2022
95.64%
2020-2021
2021-2022
74.17%
2020-2021
Kindergarten
During the pandemic, completion rate of learners in the division decreased from
SY 2019-2020 to SY 2020-21 by as much as
Elementary
12.37% JHS
11.34%
SHS School leavers in JHS sharply increased by
8.04%
4.56% from SY 2019-2020 to SY 2021-2022.
2.71%
of elementary learners in
the division are school
leavers. (SY 2020-2021)
7.58%
of learners in the SHS are
school leavers. (SY 2020-
2021)
Source: USAID, EDC, Accenture. 2021. The impact of COVID-19 on opportunities for out-of-school
youth in the Philippines
Figure 1
Figure 2
Figure 3
The Filipino learners are envisioned to be holistically developed in basic education,

acquiring 21st century skills that will enable them to manage oneself, build connections,
inquire, innovate, stay nimble, and serve beyond self.
They must take pride in Filipino national identity and nationhood and aspire for
lifelong learning, competitiveness, economic prosperity, socio-political stability, unity in
diversity, flourishing, and sustainability by upholding the core values: Maka-Diyos,
Maka-tao, Makakalikasan, at Makabansa.
Figure 4
Figure 5
Figure 6
2022-2028
Figure 7
Figure 8
• Enrollment by Key Stage, Special
Programs, Inclusive Education
•
NER/GER/Retention Rate/Repetition
Rate/School Leaver Rate/Transition
Rate/Cohort Survival Rate
•
Participation Rate of OSC and OSY
•
ALS Completion Rate
Figure 9
Table 1
Note: Generally, enrollment in Public Basic Education constantly increased amidst the pandemic while enrollment in K-10 in the private
schools, SUCs, and LUCs decreased. A significant number of transferees from private to public schools were registered. However, the
increase in enrollment in SHS is very evident. This is due to the assistance provided by the government to private schools.
According to the aforementioned figures, the Key Stages 1-4 for enrollment in
public basic education constantly increased, specifically in the S.Y. 2021–2022 with
306,469 in Key Stages 1 and 2; 159,973 in Key Stage 3; and 40,910 in Key Stage 4 as
compared to the S.Y. 2020–2021 with 297,548 enrollees for the public in the Key
Stages 1 and 2; 151,224 in Key Stage 3; and 34, 418 in the Key Stage. This shows that
despite the aftermath of the pandemic, public schools, through their teachers and
learning modalities and support, deliver quality education to Filipino students.
However, enrollment in private basic education, SUCs, and LUCs fell drastically.
From 30, 556 enrollees in Key Stages 1 and 2, it became 30,254; from 38, 529 in Key
Stage 3, it became 35,996; and finally, from 35,850 in Key Stage 4, it became 37,756.
Enrollment in private basic education declined as some private schools closed and a
large number of students dropped out of public schools due to parents' financial
insecurity as a result of the pandemic. It is relative to SUCs and LUCs, which are in
Key Stage 3 in S.Y. 2020–2021 form 141, it became 93 for S.Y. 2021-2022. Meanwhile,
in Key Stage 4, there is a significant increase that happened from S.Y. 2018-2019 up
to S.Y. 2021-2022.
MADRASAH
LAST MILE
GRADE
MULTI-
IPED
SPED
ALS
Note: The enrolment in inclusive

education is characterized by
slight decrease during the first
year of the pandemic. The figure
2018-2019 9,177 986 1,321 84 bounced back with 13,891
learners in the second year of the
2019-2020 8,367 536 1,024 1,418 97 0 pandemic as school heads
intensified their advocacy of the
2020-2021 7,822 623 1,213 1,489 68 0 programs.
2021-2022 8,179 624 1,368 1,378 95 2,247
Table 2
Figure 10
The comparative data on enrollment
9,000
in inclusive education shows that during 8,500
8,000
the first year of the pandemic, specifically 7,500
the School Year 2019-2020, the figure 7,000
6,500
shows a slight decrease in enrollment in 6,000
5,500
ALS and Multi-Grade. Meanwhile, a 5,000
4,500
significant increase happened in SPED 4,000
3,500
and MADRASAH. 3,000
2,500
Significantly, the School Year 2021– 2,000
1,500
2022 gained a large number of enrollees 1,000
500
under Inclusive Education. Among the 0
programs, the ALS program ranked the
highest in terms of enrollment, with
8,179. followed by the Last Mile with non-
enrollees from School Years 2019-2020 2018-2019 2019-2020
2020-2021 2021-2022
and 2020-2021, with now 2,247 in the
The cooperating schools, through their school
School Year 2021-2022. Also, an increase
heads and teachers, initiated constant and
in enrollment is observed in SPED with
relevant advocacy of the programs through their
1,378 enrollees and in Multi Grade with
official school Facebook Page and strong
1,368. Lastly, the Madrasah ranked least
partnerships with various stakeholders, resulting
with 95 enrollees, which is better
in a significant increase in enrollees across six
compared with S.Y. 2020–2021, with only
programs under inclusive education.
68 enrollees.
TVE STE SSES FL ARTS SPORTS

Note: Tech-Voc Ed continues to lead in attracting
learners with an upward trend among the
six special curricular programs. STE program
1,986
2018-2019 16,528 10,516 456 441 335 came next low, far behind. Enrollment in
the remaining four programs shows fluctuation
2019-2020 16,722
2,005
11,583 408 457 362 during the three years.
17,000
16,000
2,525
2020-2021 17,734 10,685 328 799 270 15,000
14,000
3,094 13,000
2021-2022 17,818 8,875 481 482 321
12,000
11,000
Table 3 10,000
9,000
The table presents the comparative 8,000
data on the enrollment of the TVE, STE, 7,000
6,000
SSES, FL, ARTS, and Sports. Among the 5,000
special programs of SDO Bulacan, TVE got 4,000
3,000
the highest number of enrollees from S.Y. 2,000
2018-2019 with 16, 528; S.Y. 2019-2020 1,000
0
with 16, 722; S.Y. 2020-2021 with 17,734; TVE STE SSES FL ARTS SPORTS
and S.Y. 2021-2022 with 17, 818.
2018-2019 2019-2020 2020-2021 2021-2022
Figure 11
The significant role of technical and
vocational education in the pursuit of skills Meanwhile, there is a significant increase in
development is valued by students. It was the number of enrollees from 2,525 in S.Y.
followed by SSES with 8,875 enrollees in 2020–2021 to 3,094 enrollees, which may
S.Y. 2021–2022. However, it has shown a contribute to an increase in the number of
significant decline as compared to S.Y. approved schools that are allowed to offer
2020–2021 with 10,685 and S.Y. 2019–2020 STE programs. However, the FL,
with 11,583. with 481 enrolled; arts,
This may require the curriculum with 482 enrolled; and
planners to revisit the program by training sports with 321 enrolled,
the contributory factors to a got the lowest rates among
decreasing number of enrollees. the six programs of
special education.
2022-2028
SY 2018-19
SY 2019-20
SY 2020-21
SY 2021-22
KEYSTAGE
Note: Generally, enrollment in Public Basic
Education constantly increased amidst the
pandemic while enrollment in K-10 in the private
schools, SUCs, and LUCs decreased. A significant
number of transferees from private to public KINDER 80.86% 67.13% 74.17% 82.93%
schools were registered. However, the increase in
enrollment in SHS is very evident. This is due to
1&2 97.38% 99.12% 95.64% 96.66%
the assistance provided by the government to
private schools.
3 83.10% 85.82% 82.94% 89.35%
4 52.77% 51.69% 54.60% 61.21%
Table 4
120.00
The data above depict SDO Bulacan's
100.00 net enrolment rate over the four critical
stages. It demonstrates consistent growth
80.00 in the enrolment rate in S.Y. 2021-2022,
with Kinder Garten at 82.93%, Key Stages
60.00
1 and 2 at 96.66%, Key Stage 3 at
40.00 89.35% , and Key Stage 4 at 61.21% . This
increased significantly for S.Y. The School
20.00 Year 2021-2022 can be ascribed to school
initiatives, projects, and programs that
0.00
KINDER 1&2 3 4 encourage parents to enroll their children
SY 2018-19 SY 2019-20 SY 2020-21 SY 2021-22 in school by ensuring students' safety and
Figure 12 welfare.
SY 2018-19
SY 2019-20
SY 2020-21
SY 2021-22
KEYSTAGE
Note: Gross Enrolment Rate

KINDER 116.47% 94.51% 100.39% 109.50% shows the general level of
participation in basic
1&2 104.23% 104.25% 99.97% 101.68% education of learners in all-
ages.
3 99.00% 100.94% 97.21% 103.97%
4 70.95% 74.79% 77.58% 88.36%
Table 5
The figures above displayed the gross 120

enrolment rate in SDO Bulacan in various
100
grade levels, regardless of age. There is a
large perception difference between the four 80
critical stages. Kindergarten received the
highest percentage of 109.50% in School 60
Year 2021-2022. Key Stage 3 came in second
with 103.97% . Meanwhile, key stage 40
3 received 101.68% , while
key stage 4 received the 20
lowest percentage of
0
88.36% . KINDER 1&2 3 4
SY 2018-19 SY 2019-20 SY 2020-21 SY 2021-22
Figure 13
3.00%
SY 2018-19
SY 2019-20
SY 2020-21
SY 2021-22
KEYSTAGE
2.00%
KINDER 0.25% 1.38% 1.59% 1.11%

1.00%
1&2 .77% 2.13% 2.06% 2.00%
3 NDA NDA 1.52% 1.47% 0.00%

KINDER 1&2 3 4
SY 2018-19 SY 2019-20 SY 2020-21 SY 2021-22
4 0.25% 1.38% 1.59% 1.11%
Figure 14
Table 6
Note: Repetition Rate determines the magnitude of pupils/students who repeat a grade/year level.
The results reflect a decrease in the magnitude of students' rate of repetition in the four
key stages. From 1.59% to 1.11% in the Kinder Garten; 2.06% to 2.00% in Key Stages 1 and 2;
and 1.52% in School Year 2020-2021 to 1.47% in School Year 2021-2022. Finally, key stage 4
received 1.11% in School Year 2021-2022, a low percentage as compared to School Year 2020-
2021, which received 1.59%.
SY 2018-19
SY 2019-20
SY 2020-21
SY 2021-22
Note: The transition rate in Key Stages 1 & 2 is very high

KEYSTAGE since SY 2018-2019 which is 98.98% with a slight
decrease in SY 2021-2022 with 97.07%. Transition
Rate in Key Stage 3 steadily increases from SY 2018-
2019 with 93.81% to 96.59% in SY 2020-2021,
however, in SY 2021-2022 amidst the pandemic it
1&2 0.14% 0.13% 0.04% 2.71% dropped to 88.80%. On the other hand, the transition
rate in Key stage 4 increased by 0.20% in SY 2021-
3 3.70% 2.95% 1.87% 6.43% 2022.
4 NDA NDA 4.90% 7.58%
Table 7
The figures presented the School 8.00%

Leaver Rate of SDO Bulacan in 4
7.00%
consecutive school years. Since S.Y. 2018-
2019, the transition rate in crucial stages 1 6.00%
and 2 has been extremely high at 98.98% , 5.00%
and in S.Y. 2021-2022 with 97.07%. The 4.00%
Transition Rate in the Key Stage steadily
3.00%
increases in the S.Y. 2018-2019, the
2.00%
percentage ranged from 93.81% to 96.59% .
2020-2021. However, in S.Y. 2021-2022, it 1.00%
fell to 88.80% . In contrast, the transition 0.00%
rate in Key Stage 4 increased by 0.20% in 1&2 3 4
SY 2018-19 SY 2019-20 SY 2020-21 SY 2021-22
S.Y. 2021-2022.
Figure 15
2022-2028
SY 2019-20
SY 2018-19
SY 2020-21
SY 2021-22
Note: The transition rate in Key Stages 1 & 2 is very high
since SY 2018-2019 which is 98.98% with a slight decrease in KEYSTAGE
SY 2021-2022 with 97.07%. Transition Rate in Key Stage 3
steadily increases from SY 2018-2019 with 93.81% to 96.59%
in SY 2020-2021, however, in SY 2021-2022 amidst the
pandemic it dropped to 88.80%. On the other hand, the
1&2 98.93% 100.06% 99.91% 97.07%
transition rate in Key stage 4 increased by 0.20% in SY 2021-
2022.
3 93.81% 95.34% 96.59% 88.80%
4 NDA 52.77% 89.30% 89.50%

Table 8
110.00%
The figures depicted the Transition
100.00% Rate of SDO Bulacan throughout four
90.00% consecutive school years. Since S.Y.2018-
80.00% 2019, the transition rate in Key Stages 1
70.00% and 2 has been extremely high. With a
modest reduction in S.Y., 2018-2019
60.00%
received 98.98%. 2021-2022 with 97.07%.
50.00% From S.Y., the transition rate in Key Stage
40.00% 3 has continuously increased. In the S.Y.
30.00% 2018-2019, the percentage ranged from
20.00% 93.81% to 96.59% . 2020-2021. In S.Y.,
however, During the pandemic of 2021-
10.00%
1&2 3 4 2022, it fell to 88.80%. In contrast, the Key
Stage transition rate increased by 0.20% in
SY 2018-19 SY 2019-20 SY 2020-21 SY 2021-22
S.Y. 2021-2022.
Figure 16
SY 2018-19
SY 2019-20
SY 2020-21
SY 2021-22
KEYSTAGE
Figure 17
110.00%
100.00%
1&2 99.52% 99.44% 99.73% 87.39%
90.00%
80.00%
3 89.77% 91.69% 92.56% 81.94%
70.00%
60.00%
4 NDA NDA 76.83% 67.19%
50.00%
Table 9 40.00%
Note: The Cohort Survival Rate computes the percentage 30.00%
of a cohort of pupils/students who are able to reach
20.00%
Grade VI/Grade 10/Grade 12.
10.00%
1&2 3 4
SY 2018-19 SY 2019-20 SY 2020-21 SY 2021-22
The Cohort Survival Rate is shown in the figures above. It shows that the
cohort survival rate for the four key stages is lower in School Year 2021-2022
than in the preceding School Year.
SY 2018-19
SY 2019-20
SY 2020-21
SY 2021-22
Note: The promotion rate in Key Stages 1 & 2 is also
KEYSTAGE very high with 99.52% - 99.73% for three consecutive
school years. However, in SY 2021-2022 it dropped
down to only 87.39%. Similarly, in Key Stage 3 the
promotion rate steadily increases from SY 2018-2019
with 89.77% to 93.56% in SY 2020-2021, but, in SY
1&2 99.52% 99.44% 99.73% 87.39%
2021-2022 it declined to 81.94%. Likewise, the
promotion rate in Key stage 4 decrease from 76.83% to
3 89.77% 91.69% 92.56% 81.94%
only 67.19% om SY 2021-2022.
4 NDA NDA 76.83% 67.19%
Table 10
110.00%
100.00%
For three consecutive school
years, the promotion rate in Key 90.00%
Stages 1 and 2 is quite high, 80.00%
ranging from 99.52% to 99.73% . 70.00%
However, it fell to 87.39% between
60.00%
S.Y. 2021-2022. Similarly, the
50.00%
promotion rate in Key Stage 3
steadily increases from S.Y. S.Y. 40.00%
Table
2018-2019: 89.77% to 93.56% 30.00%
2020-2021. Meanwhile, in S.Y. 20.00%
2021-2022, it fell to 81.94% .
10.00%
Furthermore, the promotion rate in 1&2 3 4
the Key Stage falls from 76.83% to SY 2018-19 SY 2019-20 SY 2020-21 SY 2021-22
only 67.19% S.Y. 2021-2022. Figure 18
Figure 19
80%
70% 59% 56%
60% 51%
50%
40%
30%
20%
SY 2019-2022 SY 2020-2021 SY 2021 - 2022
LEVEL ENROLMENT PASSERS PERCENTAGE
SY 2019-2022 8,367 4,982 59%
Table 11
SY 2020-2021 7,822 4,449 56%
SY 2021-2022 9,056 4,581 51%
Note: The table reflects the data of the passers of accreditation and equivalency of ALS. This shows that S.Y. 2019-20 has the highest
percentage of passers with 59% (4,982 out of 8,367).
The data above indicate the ALS passers of accreditation and

equivalence from S.Y. 2019-2020 to S.Y. 2021-2022. Notably, the S.Y.
2021-2022 had the highest enrolment of 9,056, as compared with the
7, 822 enrollees in S.Y. 2020-2021 and the 8,367 enrollees in S.Y.
2019-2020. However, got the lowest proportion at 51%, down from
56% in S.Y. 2020-2021, with the biggest proportion of 59% in S.Y.
2019-2020.
2022-2028
• 4Ps Recipients
• Children with Disabilities
4Ps RECIPIENTS (ELEMENTARY)
SCHOOL TOTAL
YEAR TOTAL ENROLMENT %
MALE FEMALE
2018-2019 2,323 2,158 4,481 246,122 1.82
2019-2020 1,184 1,164 2,348 283,453 0.83
2020-2021 1,050 983 2,033 297,548 0.68
2021-2022 1,148 1,069 2,217 306,469 0.72
Note: SY 2018-2019 had the most number of 4Ps recipients in the

elementary level with a total of 4,481. The number decreased by
Figure 20 almost 50% in the succeeding school years during the height of the
pandemic.
The figure above shows the summary of 4Ps Recipients in Elementary

from SY 2018 to 2022. According to the data, there are 1,133,592 total enrollees
from SY 2018 to 2022. During the 2018-2019 school year, there are a total of
246,122 enrolled students, 4,481 or approximately 1.82% of whom are 4Ps
beneficiaries; 2,323 (51.84%) are male and 2,158 (48.16%) are female. During the
school year 2019-2020, there are a total of 283,453 enrollees, with 2,348 (0.83%)
of them being 4Ps beneficiaries. They are made up of 1,184 (50.42% ) male and
1,164 (49.57% ) female. During the 2020-2021 school year, enrolled students
reach 297,548 and 2,033 (0.68%) of those students are 4Ps beneficiaries and this
is composed of 1050 (51.65% ) male and 983 (48.35%) female. During the current
school year 2021-2022, 306,469 students are enrolled and 2,217 (0.72%) of the
current students are 4Ps beneficiaries and they are composed of 1,148
(51.78% ) male and 1,069 (48.22) female.
Based on the data presented above, total enrollment increases by 15.16%
from SY 2018-2019 to SY 2019-2020, while 4Ps beneficiaries decrease by
48.05% . Total enrollment increases by 4.97% from SY 2019-2020 to 2020-2021,
while 4Ps beneficiaries decrease by 13.4%. Enrollment increases by 2.99% from
SY 2020-2021 to SY 2021-2022, while 4Ps beneficiaries increase by 9.05%.
4Ps RECIPIENTS (SECONDARY)

The figure above
shows the summary of
SCHOOL 4Ps Recipients in
YEAR TOTAL
MALE FEMALE Secondary from SY 2018
2018-2019 2,840 3,298 6,138 to 2022. According to the
2019-2020 2,455 2,734 5,189 data, there are a total of
2020-2021 2,963 3,305 6,268 24,807 4Ps beneficiaries
2021-2022 3,461 3,751 7,212
from SY 2018 to 2022.
During SY 2018-
Figure 21 2019, 6,138 are listed as
Note: There are more 4Ps recipients in the secondary level compared to the elementary. It
had a slight decrease in SY 2019-2020 but continued to increase in the succeeding 4Ps beneficiaries; 2,840
school years. (46.27%) are male and
3,298 (53.73% ) are female. While there are almost 5,189 4Ps beneficiaries during
SY 2019-2020 and this is composed of 2,455 (47.31% ) male and 2,734 (52.69%)
female. While 6,268 are 4Ps beneficiaries during SY 2020-2021 and 2,963
(47.27%) are male and 3,305 (52.73) are female. And for the last school year 2021-
2022, there are 7,212 4Ps beneficiaries; 3461 (47.99%) are male and 3,751
(52.01% )
are female.
The data above shows 15.46% decrease in 4Ps beneficiaries
from the SY 2018-2019 to 2019-2020. During SY 2019-2020 to
2020-2021 beneficiaries increase by 20.79% and the beneficiaries
during SY 2020 -2021 to 2021-2022 increase by 15.06% .
2022-2028
Children with Disabilities
OC/ CHSP OH
INTELLECTUAL
IMPAIRMENT
DISABILITY
DISABILITY
CEREBRAL
DISORDER
LEARNING
BP/ ADHD
DISABILITY
IMPAIRED
VISUALLY
HEARING
SPEECH
OTHER
PALSY
GDD
MR /
MIH
DS
AU
TOT
AL
SY 2018-
19 198 180 36 289 27 57 10 235 32 39 129 85 61 1,378
SY 2019-
20 214 194 39 312 29 62 11 254 35 42 139 92 66 1,489
SY 2020-
21 204 185 37 297 28 59 10 242 33 40 132 88 63 1,418
SY 2021-
22 240 218 44 350 33 69 12 285 39 47 155 104 74 1,670
Table 12
Note: The number of children with disabilities who are being honed and taken care of by various
schools in the Division reaches up to 1,670 in SY 2021-2022 from 1,378 in SY 2018-2019. This
shows our full support to DepEd’s inclusive education.
The graph above depicts a summary of Children with Disabilities from 2018
to 2022. The table shows the number of children with various disabilities.
The additional number of 292 children with disabilities is shown as
presented to the data for the SY 2021-2022 with 1670 in comparison with the 1,
378 listed for SY 2018-2019.
There are recorded 1,378 children with disabilities during SY 2018-2019
and the following are the breakdown of each: 198 for learning disability, 180 having
hearing impairment, 36 as visually impaired, 289 for MR/intellectual disabilities,
27 MIH, 57 BP/ADHD, 10 OC/CHSP OH, 235 AU, 32 for speech disorder, 39
cerebral palsy, 129 DS, 85 GDD, and 61 other disabilities.
For the SY 2019-2020, 1,489 students are recorded that have disabilities;
214 learning disability, 194 hearing impairment, 39 visually impaired, 312
MR/intellectual disabilities, 29 MIH, 62 BP/ADHD, 11 OC/CHSP OH, 254 AU, 35
speech disorder, 42 cerebral palsy, 139 DS, 92 GDD, and 64 other disabilities.
For the next SY 2020-2021, 1,418 students are recorded that have
disabilities; 204 learning disability, 185 hearing impairment, 37 visually impaired,
297 MR/intellectual disabilities, 28 MIH, 59 BP/ADHD, 10 OC/CHSP OH, 242 AU,
33 speech disorder, 40 cerebral palsy, 132 DS, 88 GDD, and 63 other disabilities.
Lastly, there are 1,670 children listed during SY 2021-2022 that have
disabilities; 240 learning disability, 218 hearing impairment, 44 visually impaired,
350 MR/intellectual disabilities, 33 MIH, 69 BP/ADHD, 12 OC/CHSP OH, 285 AU,
39 speech disorder, 47 cerebral palsy, 155 DS, 144 GDD, and 74 other disabilities.
• Completion Rate
• International Assessment - PISA/SEA-
PLM/TIMMS
• EGRA,NAT
• Regional Diagnostic Assessment Test
2022 (K-12)
• SHS Graduates/SHS Exits

Completion Rate
100
90
80 Note: During the pre-pandemic period,
the Completion Rate both in
70 Elementary and Junior High School
were high. It had a tremendous
60 decrease in SY 2020-2021.
50
SY 2017-18 SY 2018-19 SY 2019-20 SY 2020-21
1&2 3 4
Figure 22
KEYSTAGE SY 2017-18 SY 2018-19 SY 2019-20 SY 2020-21

1&2 99.16 99.19 99.38 87.01
3 89.28 91.43 92.56 81.22
4 73.14 65.10
Table 13
SDO Bulacan has continuously uphold its mission of bringing education with superior quality
towards its learners. One of its indicators is the Completion Rate. Completion rate shows the
percentage of students who has successfully finished or completed their relevant level of education.
For the past three school years beginning 2017, our division has maintained its high completion rate
both in Elementary and Junior High School. However, due to the unforeseen turn of events brought
by the global health crisis, a tremendous increase in the completion rate was recorded across all key
stage areas. In Key stage 1 and 2 (Elementary), there was significant drop of 12.37% in the
completion rate from 99.38% in SY. 2019-2020 down to 87.01% in SY 2020-2021. Similarly, for key
stage 3 (Junior High School), 11.34% drop in completion rate was reported from 91.43% in SY. 2019-
2020 down to 81.22% in SY 2020-2021. Furthermore, an 8.04% drop in completion rate was
recorded in key stage 4 (Senior High School) from 73.14% in SY. 2019-2020 down to 65.10% in SY
2020-2021. These data imply that several learners have chosen to cease schooling primarily due to
the impact of the global health crisis. Nevertheless, SDO Bulacan, together with its teaching force and
stakeholders, continuously exhausting all means to bring these learners back to school regardless of
learning modalities.
International Assessment Programme for International Student Assessment (PISA)
Figure 23
80
60
40 Note: Reading achieved the highest
average score (MPS) among the three (3)
20 learning areas covered by the
simulation, involving 100 fifteen-year-
0 old students from three (3) participating
Reading Mathematics Science secondary schools. Students at the
private school obtained the highest
Dr. Felipe De Jesus NHS (38) overall MPS. However, none of the 3
schools attained the target 75% MPS.
San Pedro
Smarties Academy of SM (20)
SCHOOLS THAT PARTICIPATED

Smarties
Dr. Felipe De San Pedro
Subject Academy of SM Average
Jesus NHS (38) NHS (42)
(20)
Reading 61.23 61.19 66.60 63.00
Mathematics 40.35 36.77 53.02 43.38
Science 49.71 48.74 73.53 57.32
Average 50.43 48.9 63.38 54.56
Table 14
Assessing the acquired key knowledge and skills needed in becoming meaningful
contributors and functional citizens is one of the hallmarks of PISA or Programme for
International Student Assessment. In 2018, our country joined the survey which esteemed
to determine the proficiency level of learners aged 15 years old specifically on reading,
mathematics, and science. The results thereby revealed that Filipino learners aged 15
scored lower that the most of the participating countries in reading, mathematics, and
science. Unfortunately, the results revealed that 80 % of Filipino learners did not meet a
minimum reading competency.
As one of the participating divisions in the PISA 2018, SDO Bulacan involved 80
participants from public schools specifically from Dr. Felipe de Jesus NHS in Plaridel,
Bulacan and San Pedro National High School in Hagonoy, Bulacan with 38 and 42 student
participants correspondingly. 20 participants were taken from private school, named
Smarties Academy of Sta. Maria in Sta. Maria Bulacan, thereby comprising a total of 100
student participants. The learning areas covered for the PISA simulation are Reading,
Mathematics, and English.
The results of the PISA simulation test as revealed by TABLE 14 has shown that
learners from the private school obtained the highest overall mean percentage score (MPS)
of 63.38. Also, it can be seen from the same table that among the three learning areas
covered, Reading garnered the highest average followed by English and Mathematics with
averages of 63.00, 43.38, and 57.32 respectively. Despite the efforts exerted by the
participating schools, none of the three attained the target 75% of MPS. The results
from the simulation does not deviate from the results obtained in the national
standard. Hence, appropriate strategies and interventions are
considered to meet the standards set by the department.
2022-2028
Table 15. Consolidated EGRA Report in English for Grades 1-3 SY 2021-2022
Total Number of Literate Pupils in the Components of EGRA in

Component/Skills English
Grade 1 % Grade 2 % Grade 3 % Average Rank
Book and Print
35,214 77.42 30,147 76.03 39,822 82.59 78.68 1
Knowledge
Phonetic Awareness 26,719 58.75 23,197 58.5 29,815 61.84 59.70 2
Alphabetic Knowledge 24,703 54.31 22,131 55.81 32,875 68.18 59.43 3
Decoding Skills 25,887 56.92 22,139 55.83 30,846 63.97 58.91 4
Spelling and Reading
23,141 50.88 20,450 51.57 23,119 47.95 50.13 5
Rate
Reading Accuracy 18,424 40.51 16,460 41.51 19,723 40.91 40.98 7
Listening Comprehension
17,586 38.66 16,375 43.82 19,047 39.50 40.66 8
Skills
Dictation/Spelling Skills 18,441 40.54 17,417 43.93 19,128 39.67 41.38 6
Note: The consolidated EGRA report in English shows that among the components/skills, Book and Print Knowledge ranks 1st in
all three Grade levels while Listening Comprehension Skills lands on the last spot which must be further improved.
One way of ensuring the delivery of quality education is through the utilization of
the result of Early Grade Reading Assessment as per DepEd Order No 57 s. 2015. This
assessment is given to Grades 1-3 to gauge the effectiveness of Mother Tongue Based-
Multilingual Education (MTB-MLE) in the reading and writing proficiency both in English
and in Filipino. Learners are gauged among different subtasks or components which are
Book and Print Knowledge, Phonetic Awareness, Alphabetic Knowledge, Decoding Skills,
Spelling and Reading Rate, Reading Accuracy, Listening Comprehension Skills, and
Dictation/Spelling Skills.
Table 15 shows the Consolidated EGRA Report in English in Key stage 1 for SY
2021. The table revealed that a great number of Grade 1 -3 learners in SDO Bulacan
possess high levels of literacy in Book and Print Knowledge. In average, 78.68% of learners
from Grades 1-3 has achieved mastery on the said component. It was then followed by
Phonetic Awareness with 59.70% of learners that has shown mastery. However, Listening
Comprehension Skills got the lowest number of learners who have shown mastery of the
subtask/component at 40.66% average from Grades 1-3. It can also be seen from the table
that the lowest percentage of literate pupils falls under Listening Comprehension Skills
notably in Grade 1 with 38.66%. The data reveals that despite the use of MTB-MLE in
teaching learners literacy in English, still only a handful has possessed the needed
foundational skills. There is a great number of learners who experience difficulties in
listening and understading the passages or text being read. Moreso, other subcomponents
aside from Book and Print Knowledge have less than 60% of learners who achieved
functional literacy. This data indicates a call for intensification of the programs and
projects of the division together with its schools in improving student’s reading and writing
skills.
Table 16. Consolidated EGRA Report in Filipino for Grades 1-3 SY 2021-2022
Total Number of Literate Pupils in the Components of EGRA in

Component/Skills Filipino
Grade 1 % Grade 2 % Grade 3 % Average Rank
Book and Print Knowledge 36,386 80.00 32,440 81.81 31,135 85.00 82.47 1
Phonetic Awareness 28,199 62.00 24,923 62.86 23,809 65.00 63.44 3
Alphabetic Knowledge 29,109 64.00 25,714 64.85 24,908 68.00 65.77 2
Decoding Skills 27,744 61.00 24,527 61.86 23,076 63.00 62.10 4
Spelling and Reading Rate 19,102 42.00 17,406 43.90 16,483 45.00 43.74 5
Reading Accuracy 17,283 38.00 15,428 38.91 15,384 42.00 39.73 6
Listening Comprehension
16,373 36.00 14,637 36.91 14,285 39.00 37.39 7
Skills
Dictation/Spelling Skills 15,519 35.00 14,241 35.92 17,839 37.00 35.70 8
Note: The consolidated EGRA report in Filipino shows that Book and Print Knowledge also ranks 1st in all three Grade levels while Dictation/Spelling Skills
ranks the last.
Similar with the results in EGRA Report in English, Book and Print Knowledge
ranked first in the Consolidated EGRA Report in Filipino for Keystage 1 SY 2021-2022 of
SDO Bulacan as reflected on Table 16. In average, 82.47% of learners from Grades 1-3
showed literacy rate on the said component. This is remarkably higher as compared to the
English which is the second language. Meanwhile, Dictation/Spelling skills ranked the
lowest number of literate pupils in key stage 1 with only 35.70% of learners showing
literacy. It can be denoted from the result that most of the learners have difficulties in
writing correct word spelling following the mechanics of print, spacing, direction of text,
capitalization, and punctuation in Filipino.
Table 17. Project All Numerates (PAN) Grade 1 Numeracy Data

Grade 1 SY 2019-2020 SY 2020-2021 SY 2021-2022
Non-Numerates 1,794 3.85% 5,969 15.25% 2,978 6.59
Nearly Numerates 12,670 27.19% 20,999 53.65% 16,936 37.50
Numerates 32,135 68.91% 12,173 31.10% 25,241 55.89
TOTAL 46,599 39,141 45,155
Note: The table shows Grade 1 Project All Numerates (PAN) results from S.Y. 2019-20 to S.Y. 2021-22, it was reflected that higher percentage of 15.25 % for
non-numerates in S.Y. 20-21 likewise high percentage of nearly numerates appeared in the same S.Y., Moreover, among the three school years, numerates
appeared to be the highest in in S.Y. 2019-20 and the lowest is in the year 2020-21. As to the comparison of the three classifications, S.Y. only in school
year 2020-21 got numerates less percentage as compared with the nearly and non-numerates.
Not only language literacy, but also numeracy level has been continuously
monitored and assessed at SDO Bulacan guided by Regional Memorandum No. 027 s.
2021 through the administration of contextualized pre-test and post-test assessment tools
of Project All Numerates (PAN). This project aims to determine the numeracy level of
learners and to utilize the results for research and policy recommendation for the
improvement of
instruct and performance in Mathematics.
The data shows from Table 17 that in Grade 1 for the past three school years S.Y.
2019-2020 revealed the highest number of numerates at 68.91%. The next year, a great
drop in the number of numerates was recorded with a difference of 37.81% from
the previous school year. Likewise, S.Y. 2020-2021 showed the highest
number of non-numerates at 15.25% leaving mostly half of the learners
as nearly numerates. Nonetheless, the number of numerates bounced back
from 31.10% in S.Y. 2020-2021 to 55.89% As such, it can be noted that
the numeracy level of learners in Grade 1 have declined at its peak
specially during the time of lockdowns and initial implementation of distance
learning modalities
Grade 2 SY 2019-2020 SY 2020-2021 SY 2021-2022

Non-Numerates 1,270 2.98% 6,192 12.85% 2,233 5.42
Nearly Numerates 12,918 30.25% 28,010 58.13% 15,263 37.02
Numerates 28,371 66.67 13,984 29.02% 23,731 57.56
TOTAL 42,559 48,186 41,227
Note: The figure presents the data of grade 2 in project all numerates. It appeared that percentage of numerates in S.Y. 2019-20
(66.67%) and S.Y. 2021-22 (57.56%) are higher as compared to nearly numerates and non-numerates of the same school years.
However, nearly numerates (58.13%) is the highest in terms of percentages as compared to numerates and non-numerates in S.Y.
2020-21
Grade 3 SY 2019-2020 SY 2020-2021 SY 2021-2022

Non-Numerates 967 2.64% 4,663 10.51% 2,127 4.43
Nearly Numerates 9,553 26.08 25,404 57.25% 16,415 34.21
Numerates 26,109 71.28% 14,307 32.24% 29,440 61.35
TOTAL 36,629 44,374 47,982
Note: The figure presents the data of grade 3 in project all numerates. It appeared that percentage of numerates in S.Y. 2019-20
(71.28%) and S.Y. 2021-22 (61.35%) are higher as compared to nearly numerates and non-numerates of the same school years.
However, nearly numerates (57.25%) is the highest in terms of percentages as compared to numerates and non-numerates in S.Y.
2020-21
Similar trends can be seen from Table 18 and Table 19 showing the numeracy level
of Grade 2 and Grade 3 learners respectively. Higher numbers of learners falling under
numerates can be seen on S.Y. 2019-2020 which declined during S.Y. 2020-2021 and then
regained at S.Y. 2021-2022.
Table 20. NAT Grade 6 MPS by Subject Areas (Division, Regional, National)
SY 2016-2017
Subject Areas Division MPS Regional MPS National MPS

Filipino 56.78 54.60 53.41
Mathematics 34.17 34.60 34.75
English 40.33 39.38 40.37
Science 31.40 30.60 30.94
Araling Panlipunan 44.18 41.24 40.30
Average 41.37 40.08 39.95
Note: It is evident that among the five subject areas, Filipino has the highest MPS in the Division, Regional and National Level
followed by Araling Panlipunan. It must also be noted that learners need more improvement in Science and Mathematics as
shown in the low MPS results in all three levels.
National Achievement Test (NAT) has consistently been used as determinant of academic
performance and standing of our learners in 5 subject areas namely Filipino, Mathematics, English,
Science, and Araling Panlipunan. The latest result of Grade 6 NAT can be seen on Table 20. As
revealed by the Table, Grade 6 learners in the division of Bulacan garnered the highest MPS result in
Filipino at 56.78% followed by Araling Panlipunan at 44.18%. It appeared that learners need more
support and improvement in Science and Mathematics due to its low MPS results. Despite achieving
the lowest MPS in Science in our division with 31.40%, it is still significantly higher as compared to
the regional and national MPS of 30.60% and 30.94% respectively. Likewise, it is evident from the
Table that SDO Bulacan Grade 6 learners are at par with the other learners in the region and
the entire country with an averaged MPS result of 41.37% which is slightly higher than the
regional and national MPS at 40.08% and 39.95% consecutively.
Table 21. NAT Grade 10 MPS by Subject Areas (Division, Regional, National)
SY 2016-2017
Subject Areas Division MPS Regional MPS National MPS
Filipino 53.10 51.54 52.59
Mathematics 36.16 35.70 37.30
English 44.45 43.44 46.01
Science 34.51 34.00 35.68
Araling Panlipunan 48.44 46.75 48.81
Average 43.33 42.29 44.08
Note: Filipino remains to have the highest MPS in the Grade 10 NAT Results in the Division, Regional and National Level. Still
even in the Secondary level, learners need more academic improvement in Mathematics and Science which had the low MPS.
Data on NAT Results for Grade 10 as revealed by Table 21 shows that Filipino
consistently remained with the highest MPS result at 53.10% in our division and is higher
than the regional and national MPS. Correspondingly, Science and Mathematics still
reaped the lowest MPS with 34.15% and 36.16% respectively. Furthermore, our division
has performed lower than the national performance by average of 43.33% vis a vis 44.08% ;
but considerably higher than the performance of the region with 42.29% MPS results. This
indicates that our division has progressively strived to be competitive in terms of academic
achievement and has constantly engaged in programs and projects to help learners achieve
superior academic performance.
NAT Grade 12 Proficiency Level by Subject Areas

SY 2017-2018 & 2018-2019
60 Figure 24
40 Note: The Grade 12 NAT Results in

two consecutive school years show
20 that Media & Information Literacy
0 has the highest MPS with 47.87 &
44.97 respectively. Mathematics
Mathematic
Information
Science
Philosophy
Humanities
Communicat
Studies
Media and
Social
Language
Literacy
and Science remain to have the

and
ion
lowest MPS even in the Senior

s
High School.
SY 2017-2018 MPS SY 2018-2019 MPS
Subject Area SY 2017-2018 MPS SY 2018-2019 MPS

Science 31.26 32.11
Philosophy 37.09 34.89
Humanities 37.05 33.60
Media and Information Literacy 47.87 44.97
Mathematics 29.60 27.91
Language and Communication 38.61 41.63
Social Studies 36.23 36.82
Average 36.71 36.45
Table 22
Meanwhile, the results of Grade 12 National Achievement Test for SY 2017-2018

and 2018-2019 as shown in Table 22, reveals that there is a slight decline of 0.11%
in the average MPS between those two years of assessment which is quite
unapportioned. It highly evident that most of Senior High School students
excel in Media and Information Literacy for two consecutive years with
47.87% and 44.97% respectively. Meanwhile, Language and
Communication follows the lead at 38.61% and 41.63%. Still and all, SHS
students has performed low in Science and Mathematics.
Comparing the different national achievement test for Grade 6, Grade 10, and
Senior High School, Mathematics and Science has been consistent for having low MPS
scores. This is backed up by the results revealed by international assessment for
mathematics and science, the Trends in International Mathematics and Science Study in
2019. Most of the Filipino Grade 4 participants scored the lowest among the 58
participating countries with 297 in mathematics and 249 in science. This implies that the
congrous results among the international and local assessments should be ruminated to
come up with relevant measures, projects and programs to sustain and boost academic
achievement.
Table 23. Regional Diagnostic Assessment Results

Key Stage
Learning Area
1 2 3 4
English 37.95 30.98 5.30 8.52
Mathematics 27.46 9.95 1.25 2.99
Science 45.58 1.18 8.55
Filipino 28.80 25.76 10.59 12.08
Araling Panlipunan 36.69 33.96 30.96 32.95
Music, Arts, PE & Health 42.23 51.37 1.98 12.33
Edukasyon sa Pagpapatao 59.01 25.76 48.72 10.43
EPP / TLE 21.05 11.59 15.67
Note: The Regional Diagnostic Assessment Results for this school year show that in Keystages 1 & 3 Edukasyon sa Pagpapakatao
has the highest MPL of 59.01 and 48.72 respectively, while MAPEH is the highest MPL with 51.37 in Keystage 2 and Araling
Panlipunan 32.95 in Keystage 4. On the other hand, the learning area with the lowest MPL in all keystages is Mathematics.
Aside from the varied international and national academic tests held to gauge
learners’ academic achievement and progress, SDO Bulacan adhered to the administration
of Regional Diagnostic Assessment (RDA) thru Regional Memorandum No. 504 s. 2022
which aims to assess the competencies attained by learners as they return to face to face
learning modality. This assessment also aims to help teachers, administrators, and top
management personel to identify the present strengths, weaknesses, knowledge level, and
skills set of learners after enduring two years of continued learning during the pandemic.
In the conduct of RDA, learners were given the diagnostic tool across the eight learning
areas. Results are then reported by the number of Minimum Proficiency Level (MPL) as well
as Most and Least Mastered Competencies. The minimum proficiency level is measured by
the number of learners who has achieved 60% or more correct answers. Based on the
collated results of RDA in SDO Bulacan as presented in Table __, the learning area with the
highest number of learners with minimum level of proficiency is Edukasyon sa
Pagpapakatao (ESP) at key stage 1 with 59.01% of learners for S.Y. 2021 -2022. However,
Mathematics came with the lowest MPL across all key learning areas with the lowest MPL
of 1.25% on key stage 3. It is also evident that in key stage 3, learners have low MPL of less
than 10% in English, MAPEH, Science, and Math with 5.30%, 1.98%, 1.48% , and 1.25%
respectively. Whereas for key stage 4, learning areas with low MPL of less than 10% are
Science, English, and Mathematics with 1.98% , 1.48%, and 1.25%. The data implies that a
great number of learners have not reached the desired number of correct items across all
learning areas on their previous grade level. Hence, there are learners who have not fully
mastered the competencies intended to them on their previous level. In addition,
intensification of projects and programs to strenghten mastery of competencies must be
seen across all learning areas with focus on English, Mathematics, and Science.
SHS Exits
Higher Middle Entrepreneu Not in any

Employed
Education Skills r Exit
67.83 19.93 5.31 4.91 2.02
Figure 25
Note: Many SHS graduates in the Division about 67.83% enter college and seek higher education while 19.93% are employed after
graduation. 5.31% are in Middle Skills while 4.91% are entrepreneurs. Unfortunately, there is still a small portion of 2.02% who
are not in any SHS exit.
Table 24. SHS Exits

SY 2018-2019 SY 2019-2020 SY 2020-2021
EXITS TOTAL AVE
Graduate % Graduate % Graduate %
Higher
8,308 64.64 9575 70.40 10,450 68.22 28333 67.83
Education
Employed 2.706 21.05 2632 19.35 2,986 19.49 8324 19.93
Entrepreneur 785 6.11 519 3.82 746 4.87 2050 4.91
Middle Skills 795 6.19 635 4.67 788 5.14 2218 5.31
Not in Any Exit 259 2.02 240 1.76 347 2.27 846 2.03
TOTAL 12,853 13,601 15,317 41,771
Note: Majority of the SHS graduates pursue Higher Education for the past three school years with an average of 67.83%. 19.93% of
the SHS graduates opted to be employed, some 4.91% became entrepreneurs while 5.31% of the learners have middle
skills. 2.02% were not classified in any SHS exits.
With the aim of the K to 12 program to successfully prepare and guide learners to be ready
in all aspects of life, SDO Bulacan has guaranteed to provide avenues for the learners to
pursue higher education, employment, attainment and practice of middle level skills, and
entrepreneurship. Figure 25 shows the average percentage of SHS Exit pathways chosen
by learners from S.Y. 2018-2019 to S.Y. 2020-2021. The highest portion of SHS graduates
entered college and seek higher education with 67.83% . S.Y. 2019-2020 gained highest
percentage of higher education exits at 70.40% . Those who have not decided to pursue
higher education have chosen other exit points. 19.93% of them decided to apply for jobs
in different fields with their SHS diploma to instantly help their families by earning for a
living. Meanwhile, 5.31% of learners have chosen to develop their skills through trainings
and earning national certificates and become meaningful contributors of the workforce
instead of pursuing four-year courses. 4.91% of the SHS graduates has engaged into
entrepreneurship making use of their abilities to earn profit and engage in varied forms
of businesses. Sadly, 2.02% of SHS graduates are not to be found in any exits.
Table 25. Academic Performance of Learners in Multigrade
Literacy Literacy
Numeracy Science Skills
(English) (Filipino)
Level School Year
2019- 2020- 2019- 2020- 2019- 2020- 2019- 2020-
2020 2021 2020 2021 2020 2021 2020 2021
Kinder Early Childhood Care and Development Checklist
Grade 1 62.51 51.37 63.85 50.19 57.69 50.14 NA NA
Grade 2 64.27 52.82 65.32 51.63 59.54 52.47 NA NA
Grade 3 63.65 53.61 64.81 52.42 57.38 52.89 ----- -----
Note: The table above shows the academic performance of learners in multigrade in key stage 1, As to English subject, in S.Y. 19-
20, Grade 2 has the highest academic performance of 64.27, while in S.Y. 2020-21 grade 3 has the highest percentage with
53.61%. In terms of Filipino subject, in S.Y. 2019-20, Grade 2 has the highest percentage of academic performance while the next
S.Y. grade 3 has the edge over the other with 52.42%. Lastly, in terms of numeracy, during S.Y. 19-20, grade 2 has the highest
percentage in academic performance, while in the S.Y. 20-21, grade 3 likewise got the highest.
In support with the strengthened inclusive education program of the Department of

Education, SDO Bulacan has sustainably supported accessible education for our learners
through Multigrade Education, Special Education, Alternative Learning System, Indigenous
Peoples Education, and Madrasah. Quality education among these programs has been
ensured and secured by the teachers and administrators of the division to meet the
competencies desired for every Filipino learners.
One of the inclusive programs is the Multigrade Education. For the past 2 years,
there was a decline in the Literacy level both in English and Filipino and in Numeracy in
Grades 1-3 from S.Y. 2019-2020 and S.Y. 2020-2021. This data reveals that the academic
performance of learners in Multigrade was not spared by the effects of global health crisis.
As presented by Table 25, Grade 1 learners in S.Y. 2020-2021 scored 51.37 in English
Literacy, 50.19 in Filipino Literacy, and 50.14 in Numeracy. Highest herewith is English
Literacy. Also, it can be seen from the same Table that Grade 2 learners in S.Y. 2020-2021
obtained 52.82, 51.63, and 52.47 in English Literacy, Filipino Literacy, and Numeracy
consecutively. Most of the learners in Grade 2 have higher performances in English
Literacy. Among all the other grade levels, Grade 3 has the highest performance in English
Literacy, Filipino Literacy, and Numeracy with 53.61, 52.42, and 52.89. English Literacy
has been consistently high across the 3 key stage areas.
SpEd Program (Elementary and Secondary)
100%
Note: The table presents the data on the
SPED program, as compared, percentage of
learners in the mainstream in the
consecutive years, secondary has the edge 80%
over the elementary. In S.Y. 2018-19,
elementary has 28.66% while secondary
has 97.45%. S.Y. 2019-20, elementary has
60%
28.82% while secondary has 76.41%, S.Y.
2020-21, ,elementary has 24.77% while
secondary has 92.47% and lastly, S.Y.
2021-22, elementary has 27.35% while 40%
secondary has 90.63%. It can also be
observed that in elementary, S.Y. 2019-20
has the highest mainstream percentage
while in secondary, S.Y. 2018-19 has the 20%
highest percentage of learners in
the mainstream.
0%
2018 - 2019 2019 - 2020 2020 - 2021 2021 - 2022
Elementary Secondary
Figure 26
Elementary Secondary
Total Number of Total Number of
Number Learners in Number Learners in
Percentage Percentage
of the of the
Enrolment Mainstream Enrolment Mainstream
2018 - 2019 1,525 437 28.66% 157 153 97.45%
2019 - 2020 1,638 472 28.82% 165 149 76.41%
2020 - 2021 1,494 370 24.77% 146 135 92.47%
2021 - 2022 1,503 411 27.35% 160 145 90.63%
Table 26
SDO Bulacan has continuously served our learners with special educational needs.
Table __ shows that for the past four school years the percentage in the number of
elementary SpEd learners enrolled in the mainstream has decrease from 28.82% in S.Y.
2019-2020 to 24.77% in S.Y. 2020-2021. However, in S.Y. 2021-2022, enrollees of SpEd
Learners in mainstream increased by 2.58% from 24.77% to 27.35% . On the other hand,
the highest number of secondary SpEd learners who have been introduced to mainstream
classes is attributed on S.Y. 2018-2019 with 97.45% while S.Y. 2019-2020 got the lowest
percentage. The data presented implies that prior the pandemic the number of SpEd in
mainstream schools are generally high. Due to the implementation of limited face to face
classes, there has been an increase in the number of enrollment.
Table 27. Academic Performance of ALS Learners

SY 2019-2020 SY 2020-2021 SY 2021-2022
Level
Enrolment PA Passer Enrolment PA Passer Enrolment PA Passer
NA (No PA
1.Basic Literacy
126 NA 60 Assessment 73 9
Program (BLP
Conducted)
2. A&E Elementary
1,244 519 1,173 566 1,484 575
Level
3. A&E Junior High
6,997 4463 6,589 3,883 7,499 4,387
School Level
NA (No PA
4. ALS Senior High
NA NA NA Assessment NA NA
School
Conducted)
TOTAL 8,367 4,982 7,822 4,449 9,056 4,581
Note: The table reveals that the highest enrolment appeared in S.Y. 2021-22 with 9,056 enrollees, however the highest number of PA passers belong to the
S.Y. 2019-20 with 4,982 passers. As to level
Through Alternative Learning System, SDO Bulacan has unceasingly provided out-
of-school youth and adults (OSYA) to acquire literacy skills, both fundamental and
practical, and to gain access to educational tracks leading to the same degree of
educational attainment as their school-aged peers. It was revealed from the Table __ that
for the past three school years S.Y. 2021-2022 regained the number of enrollees in ALS
with 15.77% increase from 7,822 in 2020-2021 to 9,056 in 2021-2022. This can be traced
from the strong mobilization and campaign of the division in reaching out to our OSYA
learning. Perhaps, the pandemic has also encouraged our learners on the hardships of
economic situations, thus, igniting the desire of these learners to gain an equal advantage
with others through education.
However, despite the increased number of enrollment, there is a downward trend on
the percentage of passers in the ALS program. Table __ presents the passing percentage
of ALS learners in Accreditation and Equivalency from S.Y. 2019-2022 to
S.Y. 2021-2022. From 59% in S.Y. 2019-2022, the number of passers
significantly decreased to S.Y. 2020-2021 with 56% and with 51% in S.Y.
2021-2022. This declivity calls for mitigation methods to prevent further
depreciation of passing percentage for ALS learners. Strengthening of
programs to develop ALS learners with the right skills, knowledge,
and attitude ought to be on the lists of priorities.
Table 28. Passers of Accreditation and Equivalency
60%
Note: Data show that there is an
55%
increase on the number of
enrollment while the number of
50%
passers decreases every school
year from59% to 56% to 51% in
45%
SY 2021-2022.
2019-2022 2020-2021 2021-2022
LEVEL ENROLMENT PASSERS PERCENTAGE

SY 2019-2022 8,367 4,982 59%
SY 2020-2021 7,822 4,449 56%
SY 2021-2022 9,056 4,581 51%
Table 29. Academic Performance of IpED
Literacy (English) Literacy (Filipino) Numeracy Science Skills

Level 2019- 2021- 2019- 2021- 2019- 2021- 2019- 2021-
2020 2022 2020 2022 2020 2022 2020 2022
Kinder (Early Childhood Care and Development) Checklist Non-Graded
Grade 1 61.23* 50.20* 63.56* 51.09* 58.17** 50.31** N/A N/A
Grade 2 60.92* 52.39* 67.32* 50.61 58.53** 51.66** N/A N/A
Grade 3 62.48** 52.71** 71.25* 54.74 59.80* 51.78* 79.65 77.30
76.72**
Grade 4*** 83.15*** 79.23*** 84.76*** 79.43*** 78.27*** 77.32*** 78.52***
*
76.61**
Grade 5*** 82.67*** 79.41*** 83.86*** 78.37*** 78.63*** 76.77*** 79.67***
*
77.83**
Grade 6*** 83.42*** 78.69*** 83.52*** 79.11*** 78.82*** 77.68*** 79.89***
*
72.31 6.87 10.15 65.56*** 68.87*** 64.20*** 79.43 77.11
MEAN
6.87 10.15 4.67 2.32
ECCD Checklist for Kindergarten only, no grades required.

*Literacy (English & Filipino) – EGRA
**Project All Numerates
***General Weighted Average
Note: The Academic Performance IpED was presented in the table which shows that Science has the highest mean of 79.43 in year
2019-20, likewise in year 2021-22, Science has also the highest mean with 77.11%.
Likewise, our Indigenous People Education learners showed a declined academic

performance based on a comparative analysis between S.Y. 2019-2020 and S.Y. 2021-2022
in their Literacy both in English and Filipino, Numeracy, and Science Skills from Grades 1-
6. These data were taken from the Early Grade Reading Assesment results and Project All
Numerates results. The onset of lockdowns and lack of face to face learning modalities may
have significantly impacted the learning of our learners including our native and ethnic
learners.
Table 29 reflects the Academic Performance of IpEd learners. The Table shows that
in S.Y. 2021-2022 Science skills obtained the highest mean of 77.11% than
Numeracy skills, English Literacy, and Filipino Literacy
Table 30. Promotion of Learners in Madrasah
SY 2019-2020 SY 2020-2021 TOTAL

Level
Enrolment Promoted Total Enrolment Promoted Total Total %
1 19 19 100 19 19 100 38 100
2 20 20 100 14 14 100 34 100
3 27 27 100 19 19 100 46 100
4 24 24 100 25 25 100 49 100
5 12 12 100 7 7 100 19 100
6 9 9 100 9 9 100 18 100
Total 111 111 100 93 93 100 204 100
Note: Consistently, the Promotion of learners in Madrasah from SY 2019-2020 to SY 2020-2021 is 100%.
Answering to the call of inclusive education, SDO Bulacan has maintained

consistent support to Muslim learners by providing available schools and teachers to
cater their educational needs.
As shown by the data on Table 30, there is a 100% promotion rate of learners
from S.Y. 2019-2020 to S.Y. 2020-2021. This denotes that all enrolees for Madrasah has
successfully completed their intended level of education despite the adverse effects of the
global health crisis. Furthermore, quality in education delivery in Madrasah education led
to more enrolees. For S.Y. 2022-2023 as reflected by Figure __, 405 learners had enrolled
comprising of 217 males and 188 females. This is significantly higher than the previous
enrolment data over the past 3 years. The new implementing schools for Madrasah
Education also contributed to encourage learners to be at school. The learners and
parents have vested their trust in SDO Bulacan in providing them quality and responsive
and inclusive education.
Enrollment for SY 2022 – 2023

(with new implementing schools)
The Figure presents the enrolment of

Madrasah for the school year 2022-
23. This reflects that male is 217 and
female is 188. The total enrolment is
405.
Figure 27
• Child Protection Program
• DRRM
• Mental Health Support
• Vaccination
Child Protection Program
Data gathered
on child protection
revealed that the
number of cases
reported by schools
in Child Abuse,
CAR, CICL, and
Child Labor
decreased.
Furthermore, the
number of incidents
reported on Bullying
and Teenage
Pregnancy
increased.
Figure 28
In securing a safe learning and child-friendly environment, SDO Bulacan ensures that
all schools under its jurisdiction promote a zero-tolerance policy for any act of child abuse,
exploitation, violence, discrimination, bullying, and other forms of abuse and are equipped with
Child Protection Programs and Policies which aim to protect and promote the right of all
children to accessible and high-quality education.
Reported Cases on Child Protection bared that there is a decline in Incidents of Child
Abuse, Causes Involving Children at Risk (CAR), Children in Conflict with the Law (CICL), and
Child Labor; however, an increase of 30% (SY 2020-2021: 47 reported cases to SY 2021-2022:
61 reported cases) in Incidents of Bullying and 80 % increase (SY 2020-2021: 121 reported
cases to SY 2021-2022: 218 reported cases) on Teenage pregnancy have been evident.
All public elementary and secondary schools SDO Bulacan

in SDO Bulacan are child-friendly schools and crafted one (1)
implements Child Protection Program and Policy localized policy
which aims to protect and promote the right of all entitled Online Safe
Booklet: Online
children to accessible and quality education. Safeguarding
Policy Under the
New Normal
prepared and
In preparation for validated by the
officers of
unfortunate events, SDO Bulacan elementary and
secondary school
crafted one localized policy entitled heads, and
“Online Safe Booklet: Online Education Program
Supervisor -
Safeguarding Policy under New Guidance
Normal”
New Normal” which can be used as a basis and guide in treating
reported cases regarding Child Protection Program. This localized policy
has been carefully crafted, scrutinized, and successfully validated by the
officers of elementary secondary school heads, and Education Programs
Supervisor-Guidance. An online Safe Booklet Copy can be downloaded.
Online Safe Booklet Copy: Figure 29
https://drive.google.com/file/d/1qwJziRlzGhmlKfpV9JbZfFI3W7cB1YHu/view?usp=sharing
Disaster Risk Reduction and Management
Table 31. SCHOOL CONTINGENCY PLANS FOR DISASTER RESILIENCE
School Contingency Plans for Disaster Resilience are well-prepared by the 442 elementary schools, 94 secondary schools and 3 ]stand-
alone schools in unforeseen situations like earthquake, fire, typhoon, flood and even COVID-19 outbreak. 120 elementary schools, 15
secondary schools and 1 stand-alone school are in flood-prone areas.
According to the Philippine Institute of Volcanology and Seismology, Bulacan is

susceptible to earthquakes since it is located near the West Valley Fault System, an
earthquake generator that can generate an earthquake of magnitude 7.2. Moreover,
communities in Bulacan are also exposed to severe flooding because of subsidence and rising
sea levels brought on by climate change.
School Contingency Plans for Disaster Resilience are meticulously designed by 442
elementary schools, 94 secondary schools, and 3 standalone schools in preparation for
unforeseen circumstances such as earthquakes, fire, typhoons, floods, and the Covid-19
outbreak. It has been observed that 120 elementary schools, 15 secondary schools, and 1
stand-alone school are located in flood-prone areas. Thus, the school contingency plan had
been tested, implemented, and had been proven effective.
Table 32. COORDINATORS TRAINED IN FIRST AID
The 33 DRRM District Coordinators and 36 Secondary EDDIS Coordinators are all trained in occupational first aid and are all
accredited instructors in first aid by the PDRRMO
Preparation does not only end in planning alone, it also requires training on
personnel that will play a crucial role in times of disaster. In line with this, the 33 DRRM
District Coordinators and 36 Secondary EDDIS Coordinators are all trained in occupational
first aid and are all accredited instructors in first aid by Provincial Disaster Risk
Reduction Management Office (PDRRMO).
Vaccination
Table 33. VACCINATION STATUS: LEARNERS
Despite the all the vaccination drives and campaigns done, the number of unvaccinated learners is higher compared to the
vaccinated learners.
As part of its efforts to promote minimum public health standards, Vaccination drives
and campaigns against COVID-19 had been conducted to ensure health safety and lower the
chance of getting infected and spreading Covid 19. However, it has been evident that 77 % of
5-11-year-olds (215,485 pupils) and 36 % of 12-18-year-olds (59,129 students) remained
unvaccinated. Vaccination status is not a requirement in attending in-person classes however
it is noted that the protection of students' safety and wellbeing is further increased by
vaccination, combined with the stringent health and safety procedures followed in schools in
accordance with the regulations of DepEd and DOH.
Table 34. VACCINATION STATUS: PERSONNEL
The Vaccination Status shows a great number of vaccinated teaching and non-teaching personnel, however, a resistance on taking
booster shot is also evident.
On the other hand, the Vaccination status of teaching and non-teaching personnel
both in public and private schools has been remarkably successful with 99% of teaching
and 100% of non-teaching personnel being classified as fully vaccinated. However, among
those who are fully vaccinated, 59 % of teaching personnel and 66% of non-
teaching personnel in public schools received the first booster shot while
21% of teaching personnel and 0% of non-teaching personnel in private
schools received the first booster shot.
Mental Health Support
Table 35. REPORT ON PSYCHOSOCIAL/ PSYCHOLOGICAL SUPPORT
The table shows the various activities conducted to ensure mental health and wellness of learners and school personnel as
adaptive ways to combat personal, mental and global threat during the pandemic.
Being exposed to extremely distressing events such as COVID-19 pandemic may put
learners under a lot of emotional strain that may have a long-term negative impact on their
mental and psychological well-being. With the aim of helping the learners, various activities
such as Stress Management Seminars, Psychological Support, and Online Kumustahan were
conducted to ensure mental health and awareness of both learners and school personnel and
boost adaptive ways to combat personal, mental, and global threats during the pandemic. As
shown in the illustration, 536 schools and 3, 211 learners participated in Online Stress
Management Seminars, 536 schools and 511 learners were provided with Psychological
Support and 10 schools, and 619 learners participated in Online Kumustahan Sessions.
• School-Based Management
SCHOOL-BASED MANAGEMENT
Figure 29
Data from SY 2019-2020 and 2020-2021 revealed that there was a little movement in the levels of performance
due to strict quarantine protocols. In 2021 there were 10 schools that passed the regional accreditation. A notable
increase in the present data of 2021-2022 is highlighted - 12.21% in level 2 and 12.23% in level 3 for the
elementary level and 15.74% in level 2 and 17.89% in level 3 for the secondary level. Accreditation of 10 schools
by the RO became an inspiration of all schools of the SDO to embrace SBM and make it as their way of life in
leadership and governance.
The data shows an increased level of performance both in the elementary and
secondary schools for the Level 3 accreditation conducted by the Regional Office. In
elementary schools, from 310 accredited schools in SY 2019-2020, it became 333 and 387 in
SY 2020-2021 and SY 2021-2022 respectively. This indicates an increase of 12.23% despite
the challenges brought by the new normal setup in the education sector. For Level 2, there is
an improvement of 12.21% with 107, 104, and 50 schools from three consecutive school
years. There are 8 schools that remain in Level 1 in SY 2019-2020 and 5 schools from SY
2020-2022.
For the accreditation of secondary schools, 17.89% is the increase in Level 3 which is
manifested in the trends from SY 2019-2022, in which there are 49, 52, and 85 schools
respectively, have enhanced their performance level. On the other hand, 15.74% is the
recorded improvement in Level 2 from the three consecutive school years. There remain in
Level 1 in SY 2021-2022 are 7 schools, with a slight increase from 18 in SY 2019-2020 and 9
thereafter.
• OPCRF Ratings of Division and Schools
• Professional Developments
• Career Stages of Teachers TEPT and
PST
• Competency of MTs
OPCRF Ratings of Division
Figure 29
Note: Consistently, the OPCRF Ratings of the Division for FY 2018 up to FY 2021 is 5.00 except in FY 2019 which is 4.98.
Such perfect OPCRF ratings illustrate the Division’s commitment to be of service to people.
The commitment of the Division of Bulacan to actualize the national goal in

education of the country is depicted in its OPCRF ratings from fiscal years 2018-2021.
Except in 2019 wherein, the Division is rated 4.98, a rating of 5.00 is given for the rest of
the years. Because of this, the whole organization is continuing its endeavor toward
quality service for the students, the institution, and for the country.
95.33% 98.51% 98.90% 98.92%
536 538 538 538

schools schools schools schools
4.67% 1.49% 1.10% 1.08%
SY 2018-2019 SY 2019-2020 SY 2020-2021 SY 2021-2022

Figure 31 Source of data: Division Planning Officer and OPCRF Data submission as of August 2022
Note; In SY 2018-2019, 95.33% of the schools in the Division have 4.50-5.00 OPCRF rating while 4.67% have 3.50-4.49
OPCRF rating. In the succeeding years from 2019 to 2022, 98.51 – 98.92% of the schools have 4.50-5.00 while
around 1.49 – 1.08% have 3.50-4.49% OPCRF rating.
The OPCRF ratings of the Division of Bulacan in four fiscal years are manifestations of
the good performance of its schools. Hence, it is notable that the great majority of the schools
got an Outstanding rating. In SY 2018-2019, 95.33% of 536 schools were Outstanding while
the remaining percentage has a rating within 3.50-4.49. In SY 2019-2020, 98.51% of 538
schools were also Outstanding, and the same applies to SY 2020-2022 with 98.90% and
98.92% respectively. Within the said school years, the schools whose
assessment is Very Satisfactory were trimmed down in number as reflected in
1.49% , 1.10%, and 1.08% in the respective school years. To conclude, there
is a remarkable trend of increase each year which indicates the hard work and
exemptional effort by the school administrators.
Professional Development
Figure 32 Implementation of the approved Professional

Development Plan for teachers, school leaders and
Schools Division Office non-teaching personnel in accordance with the
procedures and standards of the Learning and
Development System.
Conduct NEAP-accredited training, Monitoring the
School Heads / Leaders conduct of L & D at the school level
Sustain professional development interventions for

teaching (IPBT, LAC and InSeT), teaching-related
Teaching Personnel and non-teaching personnel through needs-based
assessment
Conduct of consultation with medical

Non- Teaching Personnel professionals in crafting training-workshop that is
Gender Equality, Disability and Social Inclusion
(GEDSI) -Friendly
Source of data: OPCRF Data submission as of

August 2022
Note: In terms of professional development, the Schools Division Office ensures the implementation of the
approved Professional Development Plan for teachers, school leaders and non-teaching personnel. NEAP
accredited trainings were conducted for school heads and school leaders. Professional developments
interventions for teaching personnel were sustained through needs-based assessment. Consultations with
medical professionals were also conducted in crafting training workshops for non-teaching personnel.
The school administrators, teachers, and non-teaching personnel are

continuously honed to become effective in their own field through professional
development training and programs delivered by the Division of Bulacan. The
implemented Professional Development Plan for these professionals is according to the
procedures and standards of the Learning and Development System. Likewise, NEAP-
accredited training is conducted and at the same time, there is a monitoring of L&D at
the school. The school-based IPBT, LAC and In-Service training are appropriately
conducted through needs-based assessment. There is also an open approach of
consultation with medical professionals to come up with programs that are Gender
Equality, Disability and Social Inclusion (GEDSI)-friendly.
Figure 33
There are about 16, 123
teachers and 1,741 non-teaching
personnel who underwent
professional training. As specified,
there were24 (83%) out of 29 sets
of training were conducted and
completed through School
Learning Action Cell which
accounted for 538 schools.
Note: Over-all, 24 out of 29 trainings were completed and 538 schools conducted the School Learning
Action Cell for continuous professional development giving a total of 16, 123 trained teachers and 1,741
trained non-teaching personnel.
Career Stages of Teachers
Source of data:
IPCRF Data
submission as of 0-3 years in service Teacher I-III Master Teacher I-II
August 2022
11.56% 81.95% 6.49%
1,543 10,934 866

Figure 34 teachers teachers teachers
Note: For SY 2021-2022, 11.56% or 1,543 are classified as beginning teachers. They are in service for 0-3
years. Majority of the teachers in the Division are proficient teachers. 81.95% or 10, 934 are Teacher I – Teacher
III. While the 866 Master Teachers I and II are the remaining 6.49% who belong to the highly proficient teachers.
The composition of teachers in the Division of Bulacan is according

to their career stages. For the School Year 2021-2022, there are 1,543
(11.56%) beginning teachers who are in the service for 0-3 years, while the
proficient teachers are comprised of 10,934 (81.95%) who have the
designation of Teacher I-III. The 866 (6.49%) teachers are highly proficient
and are referred to as Master Teachers I-II.
Career Stages of School Heads
Officer-In- Principal I-II Principal III Principal IV
Charge/
Head Teachers
Figure 35 51.3% 32.5% 9.4% 6.9%
306 194 56 41
School Heads School Heads School Heads School Heads
Source of data: Training Needs Assessment (TNA)for School Heads submission as of August 2022
Note: Based on the data gathered from the Training Needs Assessment for School Heads for SY 2021-2022, majority
of the schools in the Division is led by Officer-in-charge/Head Teachers which is 51.3% or 306 school heads. 32.5%
or 194 are Principal I – II, 9.4% or 56 school heads are Principal III and only 6.9% or 41 school heads are classified
as Principal IV.
The school administrators in the Division of Bulacan are

classified into four. The greatest number of administrators belong to
Officer-in-Charge/ Head Teacher with 306 or 51.3%. There are 194 or
32.5% of Principal I-II, 56 or 9.4% School Heads are Principal III and 41
or 6.9% are Principal IV. These numbers are based on the report
submitted in the SY 2021-2022.
Capacity Buildings Conducted
NUMBER OF CAPACITY NUMBER OF

BUILDING CONDUCTED TEACHERS
TRAINED
2020 300
2021 36 700
Figure 36
Note: Due to the need for NEAP accreditation, less training on curriculum concerns was provided during FY 2021.
Various capacity building activities are performed to strengthen the

internal and external relationships of the organization, its agents, and the
community. In 2020, there were 52 conducted that trained 300 teachers,
while there were 36 in 2021 with 700 teacher-participants. In comparison,
there was a decline in the latter year because of the strict compliance with
NEAP-accredited training and programs.
Figure 37
The trend of the graph shows the priority improvement of teachers

in attending training. For the Curriculum Year 2020, the emphasis is given
to Curriculum and Planning, which in the two succeeding years, has
declined. Content Knowledge and Pedagogy remains the second priority for
the years 2020 and 2021 but significantly dropped in 2022. The
Community Linkages and Professional Engagement eases in 2021 but
almost the same in the curriculum year 2020 and 2022. On the other
hand, there is a drastic increase in the importance of the following
domains in three consecutive years: Learning Environment, Diversity of
Learners, Assessment and Reporting, and Personal Growth and
Professional Development.
Comparison of the Number Trainings of the Teacher per Domain
Note: The graph shows the

Figure 38 number of trainings attended by
the teachers for CY 2020-
2022. In CY 2020 and CY 2021,
most of the trainings were
focused on the domains of
content knowledge and pedagogy
and curriculum and planning
while the domain on learning
environment had the least
number of
trainings. Conversely, in CY
2022 training on personal growth
and professional development
was given the top most priority.
The trend of the graph shows the priority improvement of teachers in

attending training. For the Curriculum Year 2020, the emphasis is given to
Curriculum and Planning, which in the two succeeding years, has declined.
Content Knowledge and Pedagogy remains the second priority for the years
2020 and 2021 but significantly dropped in 2022. The Community Linkages
and Professional Engagement eases in 2021 but almost the same in the
curriculum year 2020 and 2022. On the other hand, there is a drastic increase
in the importance of the following domains in three consecutive years: Learning
Environment, Diversity of Learners, Assessment and Reporting, and Personal
Growth and Professional Development.
Comparison of the Number Trainings for School Heads per Domain
Note: The table shows the

trainings conducted for
school head. In CY 2020
and CY 2021, Domain 1 or
Leading Strategically was
given more emphasis,
followed by Domain 4
Developing Self and
Others. In CY 2022, Domain
4 was the focused of the
trainings and almost have
equal number of trainings
were conducted for the other
4 domains.
Figure 39
For Curriculum Years 2020 and 2021, the highlight of the training for the School
Heads was the domain for Leading Strategically, which in 2022 declined. Developing
Self and Others was highly given to the School Heads but slowly lessened in the
following two years. Conversely, much of the trainings are focused on the following
domains in three consecutive Curriculum Years: Managing School Operations and
Resources, Focusing on Teaching and Learning, and Building Connections.
Master Teacher Competencies
Model and support colleagues in the proficient use of
Mother Tongue, Filipino and English to improve teaching
and learning.
1 Content Knowledge and Pedagogy
Exhibit effective practices to faster learning environments
that promote fairness, respect and care to encourage
2 Learning Environment learning.
Develop and apply teaching strategies to address
3 Diversity of Learners effectively the needs of learners from indigenous groups.
Review with colleagues, teacher and learner feedback to

4 Curriculum and Planning plan, facilitate, and enrich teaching practice.
Apply skills in the effective communication of learner

5 Assessment and Reporting
needs, progress and achievement to key stakeholders,
including parents/guardian.
6 Community Linkages & Professional Exhibit commitment to and support teachers in the
Engagement implementation of school policies and procedures to
7 Personal Growth and Professional foster harmonious relationship.
Development
Initiate professional reflections and promote learning
opportunities with colleagues to improve practice.
Figure 40
There are 7 KRAs that the Master Teachers must accomplish each
school year. Along with this KRAs are the competencies that they should
establish and perform to carry out their duties. The master teachers serve as
models of expertise in the field of teaching who are competent enough to lead
the teachers and the school as providers of quality learning.
• Textbook/Classroom/Teacher/School
Heads/Personnel Inventory/Needs
• Crucial Resources Ratio
• Filled and Unfilled Positions
• Learning Resources (Modules,DCP, SME, TVL)
• Learning Modalities
• WinS (WatSan)
• No of Functional Libraries/Teachers Faculty Room/
Laboratory/Workshop
• Proportion of Schools with Internet Connectivity,

• Electrical /Water Supply
Table 36. Textbooks
SY 2021-2022
Agricultural
Filipino
Science
English
Homeroom
Economics
Health
Industrial
Guidance
EPP/TLE
EPP/TLE
EPP/TLE
EPP/TLE
Grade
Music
Level
MTB-
Math
MLE
Arts
ESP
Home
Arts
Arts
PE
AP
ICT
Note: The data showed
1 59435 49144 6199 71753 0 0 0 66985 0 0 0 0 - - - - that there are still gaps
in the provision. The
2 44163 46817 6043 41500 0 42638 0 39552 0 0 0 0 - - - - lack of textbooks is most
pronounced in senior
3 86006 79557 5569 84180 83228 52433 0 86216 0 0 0 0 - - - - high school students in
MTB-MLE, MAPEH, EPP
4 45328 45493 6589 46334 46941 46645 - - 0 0 0 0 0 0 0 0 TLE, Homeroom
Guidance, and
5 55762 53429 5307 55449 55434 55762 - - 0 0 0 0 0 0 0 0 specialized subjects. No
books for students with
6 0 0 0 48785 0 39101 - - 0 0 0 0 0 0 0 0 special needs. There are
limited supplementary
Communicat
Industrial
Information
Science
Homeroom
Filipino
Technology
English
Guidance
Economics
Health
Music
Grade
Level
Math
Arts
Home
ESP
materials, and lesson
Arts
PE
ions
AP
&
exemplars account for
the most supplementary
7 59435 18701 2789 26438 32984 16969 - - - - - 0 - -
materials. Hence,
8 24472 0 2584 32114 26243 26251 - - - - - 0 - - providing a training
9 30731 29296 4671 22243 41387 34951 - - - - - 0 0 0 development program for
teachers on developing
10 21733 23002 0 8927 22150 22435 - - - - - 0 0 0 Learning Resources is a
CORE SUBJECT
SPECIALIZED
SPECIALIZED
SPECIALIZED
must to produce LRs

SUBJECT
SUBJECT
SUBJECT
SUBJECT
APPLIED
HUM MS
STEM
ABM
that would serve as

SLRs.
11 0 0 0 0 0 - - - - - - 0 - 0
12 0 0 - 0 - - - - - - - 0 - 0
Textbooks are essential to students’ learning as these serve as one of their

repositories of knowledge. However, based on the accounted data for School Year 2021-
2022, there were still lapses in the provisions of textbook distribution. In Grade 1,
there were no textbooks in ESP and Science. The latter was also lacking in Grade 2.
Grade 6 students had not received any textbooks in Filipino, English, AP, and Science.
There were none in MAPEH, EPP, and Homeroom Guidance for all Grade 1-6 students.
In secondary, there were no textbooks in English and AP for Grade 8 and Grade
10 respectively. Textbook provisions in Homeroom Guidance, MAPEH, Home
Economics, ICT, and Industrial Arts were not evident from Grades 7-10. Unfortunately,
the Senior High School students have no textbook references in all their subjects which
should be addressed immediately. In response, teachers are trained to craft well-
written supplementary materials and learning resources to bridge this gap in
textbooks.
Inventory of Classrooms Figure 41
Note: Majority of
the classrooms
Elementary
Junior Senior
RATIO NEEDS
allocated since School Year High High Total
2016 to 2020 School School
were only
1:40 2,608
completed on 20 2018 – 2019 6,774 2,597 1,027 10,398
21. Insufficient
classrooms in 2019 – 2020 6,800 2,962 1,102 10,864 1:41 2,305
the Elementary,
Junior
School
High
and
2020 – 2021 6,964 3,238 1,106 11,308 1:41 716
Senior High
School must still 2021 – 2022 7,603 4,225 1,070 12,898 1:38 120
be addressed.
One of the goals of the Education Department is to provide sufficient
classrooms to every public school to attain the standard ratio, and therefore
facilitate effective and convenient instruction and learning for teachers and
students. In the Division of Bulacan, this is somehow improved as shown in the
figures on the number of classrooms from School Year 2018-2022. In each school
year, there are additional classrooms from Elementary to Senior High School that
slowly suffice the number of students. There are 829 additional classrooms in the
Elementary from 2018-2022, 1,628 are added to Junior High School, and for the
Senior High School, there are 43 newly built classrooms. In all, 2,500 classrooms
are created to narrow the gap of classroom shortage. Apparently, these are not
enough to accommodate all the students based on the standard ratio. For the ratio
of 1:40, there should be 2,608 classrooms, 2,305 for 1:41, 716, and 120 for 1:41
and 1:38 respectively.
Inventory of Teachers
Figure 42
Note: Despite the increase in number every year,

there is still an enormous shortage on the number
of teachers from elementary to senior high school.
Teachers are the key agents in transforming education for the good and
well-being of the students. Their insufficient number in the institution would
mean derailing the teaching and learning process. Based on the data from the
SY 2018-2022, there are only 247 additional teachers in Elementary, while 160
are added in the Secondary, and 183 in Senior High Schools. This is far from
the actual teachers that should be added to the field to comply with the
recommended ratio of teachers to students. For the ratio of 1:32, there are
about 1,186 needed, 1,510 for 1:29, and 559 teachers have to be recruited to
achieve 1:34. This concern is critical to the attainment of quality education and
has to be prioritized to sustain better learning.
Table 37. Inventory of Teachers, School Heads, and other Personnel
Related Teaching,
Teaching, and Non-teaching
personnel are what made up
the Division of Bulacan to
Related Teaching function as one united
Teaching
Personnel
SCHOOL
Teaching
YEAR
organization. The related

Non-
EPS II
Principal
Counselor
Guidance
SEPS
Teachers
PSDS
EPS
Head
teaching personnel are the

Principal, PSDS, EPS, SEPS,
2018-
383 33 13 4 7 27 340 15,364 731 Guidance Counselor, and
2019
2019–
Head Teachers. The teaching
382 33 11 4 8 29 363 15,649 742 personnel are the ones giving
2020
2020– instructions in the classroom
369 33 11 4 8 28 287 15,931 764
2021 while the non-teaching are
2021–
355 33 12 4 7 32 397 16,069 916
those who assist the teachers
2022 and the school in clerical
Note: The table shows the data on the inventory of teachers, school
heads and other personnel from SY 2018-2019 to SY 2021-2022. The
work.
number of principals decreases every year from 383 in 2018 to 355 in According to the
2022. The number of PSDS, EPS, SEPS and EPS II are the same while
the number of guidance counselors and head teachers continuously record, the number of PSDS
increases. Similarly, the number of teaching and non-teaching from the SY 2018-2022
personnel also increases every year, reaching up to 16,069 teachers
and 916 non-teaching personnel in 2022. remains the same which is
33, while there were 13 EPS in 2018-2019 but reduced to 11 in the two
succeeding years and became 12 in 2021-2022. Of these numbers, there were 7
with a designation of EPS II in 2018-2019, 8 in 2019-2021 and 7 a year
thereafter. Four SEPS remain the number within the indicated school years.
A decline of 28 Principals is evident in four years’ time, while an increase
of 5 in Guidance Counselors and 57 in Head Teachers are noted. There are 705
recruited teaching personnel within the four school years and 185 added to
non-teaching personnel.
Table 38. Crucial Resources Ratio
Note: The table shows the number of crucial

resources needed in the Elementary, Junior HS Teachers Classrooms Seats
and Senior HS levels. Clearly, there is a
shortage of 3,255 teachers, 3,141 classrooms
and 173,633 seats in all three levels.
Ratio Needs Ratio Needs Ratio Needs
The consolidated data
clearly determines Elementary 1:32 1,186 1:40 2,305 1:1.44 112,460
that 3,255 teachers Junior High
School 1:29 1,510 1:37 716 1:1.56 51,369
are needed for
Elementary, Junior Senior High 1:34 559 1:36 120 1:1.23 9,804
School
High School, and
Senior High School to comply with the indicated ratio of teachers to students. In terms
of classroom shortage, 3,141 should be constructed to accommodate the
recommended number of students per classroom. Lastly, there is an enormous seat
shortage of 173,633. These are the crucial human and non-human resources that
need immediate action to attain the goal of producing proactive students who will be
the assets of the country.
Table 39. Filled and Unfilled Positions (Teaching)

TEACHING 2018 2019 2020 2021 2022
Number of
Number of
Number of
Number of
Number of
Position
Position
Position
Position
Position
Unfilled
Unfilled
Unfilled
Unfilled
Unfilled
Filled
Filled
Filled
Filled
Filled
Elementary 9399 9177 162 9403 9291 112 9499 9137 362 9501 9241 80 9510 9432 78
Junior High 5287 5139 148 5319 5233 86 5381 5310 71 5493 5426 67 5506 5408 98
Senior High 1061 1048 13 1149 1125 24 1191 1167 24 1251 1222 29 1399 1342 57
OSDS 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
CID 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
SGOD 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
TOTAL: 15,687 15,364 323 15,871 15,649 22 16,071 15,614 457 16,245 16,069 176 16,415 16,182 233
Note: The table shows the number of filled and unfilled teaching positions from 2018 to
2022. In 2022, the Elementary Level has 9,432 filled and 78 unfilled teaching positions. In
Junior HS, there are 5,408 filled and 98 unfilled positions while in Senior HS, there are 1,342
filled and 57 unfilled teaching positions. In total, there are 16,415 teaching positions in 2022,
16, 182 of which are filled while 233 are unfilled.
The SDO Bulacan adheres to the guidelines set by the Civil Service in the
hiring process to ensure that the qualification standards for the positions are met.
The Division continues to employ teachers who are devoted to the profession,
responsible to act on duties, and competent for the holistic transformation of the
students toward lifelong learning. Teachers serve as the faces of the education
institution because they carry on the accountability of honing the students’ future;
hence, they should be adept in the content-knowledge, equipped with skills in
response to what society needs, and have values to uplift the morale of the students,
education institution, and the profession itself.
Table 40. Filled and Unfilled Positions (Non-Teaching)
NON- number of filled and
2018 2019 2020 2021 2022 unfilled non-teaching
TEACHING
positions from 2018 to
Number of 2022. The total number of
Number of
Number of
Number of
Number of
positions constantly
Position
Position
Position
Position
Position
Unfilled
Unfilled
Unfilled
Unfilled
Unfilled
increases every year from
Filled
Filled
Filled
Filled
Filled
820 in 2018 to 1,037 in
2022. In the Elementary
Level there are 408 filled
and 18 unfilled positions, in
Elementary 293 277 16 159 155 4 331 156 175 426 397 29 426 408 18 Junior HS, there are 273
filled and 22 unfilled
Junior High 234 228 6 328 300 28 291 280 11 296 274 22 295 273 22 positions while in Senior
HS, there are 146 filled and
Senior High 156 152 4 162 160 2 162 155 7 162 145 17 162 146 16 16 unfilled non-teaching
positions in 2022. In the
OSDS 38 35 3 53 47 6 53 45 8 53 49 4 53 50 3 Schools Division Office,
there are 50 filled positions
CID 51 51 0 51 48 3 51 49 2 52 52 0 52 49 3 and 3 unfilled positions in
OSDS, 49 filled and 3
SGOD 48 45 3 49 48 1 49 47 2 49 49 0 49 49 0
unfilled positions in CID
while all 49 positions in the
TOTAL: 820 788 32 802 758 44 937 732 205 1,038 966 72 1,037 975 62
SGOD are filled. For 2022,
all 43 job order positions
JOB ORDER 45 45 0 45 45 0 43 43 0
are also filled.
The data in the table shows the number of positions, the filled ones, and the
unfilled positions from 2018-2022. It is notable that from 2020-2022, the number of
positions in Elementary increases, while in Junior High School and Senior High School,
there is a minimal trend of changes from 2018-2022. On the other hand, there are no
significant changes in the OSDS, CID, and SGOD positions in the Division Office.
In 2022, out of 426 positions in Elementary, 18 are unfilled. In Junior High
School, 22 are unfilled in 295 positions and 16 are vacant in 162 positions in Senior High
School. In the area of OSDS, of 53 positions 3 are unoccupied, while in CID there are 3
vacant from 52 positions.
Table 41. Filled and Unfilled Positions

Note: The table summarizes the number Number of
of filled and unfilled positions from 2018 Year Positions Filled Unfilled
to 2022. The total number of positions
for the last 5 years increases, from 2018 17,414 16,913 501
17,414 in 2018 to 18,399 in 2022. The
highest number of filled positions is 2019 17,562 17,166 396
17,944 in 2022 and the lowest is in
2018 with 16,913 filled positions. On
2020 17,942 17,137 805
the other hand, the highest number of 2021 18,226 17,820 406
unfilled positions is 805 in 2020 and the
lowest is in 2019 with 396 unfilled 2022 18,399 17,944 455
positions.
The Table summarizes the total number of positions and the number of filled
and vacant positions from 2018-2022. There were 985 added positions from 17,414
in 2018 to 18,399 in 2022. This is to entail an additional workforce who are tasked
to correspond to various works in the institution. From the number of positions in
2022, 17,944 of them are already manned but the remaining 455 are unoccupied.
Within these 5 years, the highest number of unfilled positions was in 2020 with 805.
This can be attributed to the surge of pandemic that caused immobility of personnel
due to restrictions.
Inventory of Available SLMs through Downloaded Funds
from the Central Office
SY 2021-2022
KINDER GRADE 1 GRADE 2 GRADE 3 GRADE 4 GRADE 5 LAS
Note: As prioritized, the
kindergarten pupils
were provided with
complete SLM. Only
the Kindergarten level
meets the 1:1 SLM-
pupil ratio. The rest of
the grade levels have
41,190 pupils 43,235 pupils 37,911 pupils 45,834 pupils 42,105 pupils 36,380 pupils No 1:2 SLM-pupil ratio
2,346,712 402,050copies 309,380 copies SDO and 1:4 for Grades 11-
347,903 copies 332,175 copies 328, 311 copies
copies Production 12. There's a great
1:3ratio 1:3ratio 1:3 ratio 1:3ratio 1:3ratio need for SLMs in
1:1 ratio
Grades 11 and 12 to
GRADE reduce the ratio of 1:4.
GRADE 6 GRADE 7 GRADE 8 GRADE 9 GRADE 10 Gadgets
11&12 The SDO did not
procure learning
activity sheets (LAS),
and the printing was
delegated to some
secondary schools.
There were only 399
units of gadgets
69 pieces for 10
37,638 pupils 39,009 students 41,890 students 39,781 students 38,834 students 34,444 students schools of Doña distributed to 10
346,355 copies 309,320 copies 378,212 copies Remedios schools of DRT and
271,989 copies 248,170 copies 229,240 copies
1:3ratio Trinidad District Carlos F. Gonzales
1:3ratio 1:3 ratio 1:3 ratio 1:3 ratio 1:4 ratio and CFGNHS. National High School.
Figure 43
The figures detail the utilization of Self-Learning Modules from Kinder to Senior
High School in the SY 2021-2022. Among the grade level, the priority is evident in the
1:1 ratio of SLMs to 41,190 Kinder pupils. From Grades 1-10, the ratio of SLMs is 1:3,
while in Senior High School it is 1:4. No procurement is done by the SDO Bulacan for
the Learning Activity Sheets. Alternatively, there are 399 units of gadgets distributed to
10 schools in Doña Remedios Trinidad (DRT) and to Carlos F. Gonzales High School to
aid students in their learning.
Inventory of Available Locally Produced SLMs per Quarter
(Elementary, JHS, SHS) SY 2021-2022
The collaborative KINDER GRADE 1 GRADE 2 GRADE
3
GRADE 4 GRADE 5
effort of curriculum
planners, school
administrators, and teachers
has produced locally crafted
SLMs per quarter in
41,190 pupils 43,235 pupils 37,911 pupils 45,834 pupils 42,105 pupils 36,380 pupils
Elementary, Junior High 41,190 copies 43,235 copies 37,911 copies 45,834 42,105 copies 36,380 copies
School, and Senior High 1:1ratio 1:1ratio 1:1ratio copies 1:1ratio 1:1ratio
School in the SY 2021-2022. 1:1ratio
Based on the presented GRADE 6 GRADE 7 GRADE 8 GRADE GRADE 10 GRADE 11 &
figures, there is a 1:1 ratio of 9 12
learning materials from

Kinder to Grade 10, except in
Grade 11 and 12 which both
have a 1:2 ratio. Despite
uncertainties brought about 37,638 pupils 39,009 pupils 41,890 pupils 39,781 pupils 38,834 pupils 34,444 pupils
by the pandemic and the 37,638 copies 39,009 copies 41,890 copies 39,781 copies 38,834 copies 17,222 copies
1:1ratio 1:1ratio 1:1ratio 1: 2 ratio
1:1ratio 1:1ratio
adjustments in embracing
distance learning, the SDO Figure 44
Bulacan competently Note: The ratio of 1:1 SLM to learners in terms of locally produced SLMs
responds to the learning was achieved in elementary and Junior High School, while the 1:2 SLM to
materials needed by the learner ratio in Senior High School. These accomplishments were achieved
due to the collaborative effort of SDO officials, school heads, teachers,
students. parents, and LGUs.
Inventory of Available Gadgets
SY 2021-2022
Desktop 9 A total of 3,062 units of
3,037
available gadgets are received and
used by the schools in Bulacan.
Coming from the DCP package has a
11 total of 3,037, 5 from the DOST, 9
3,062 from DICT, and 11 units are
5 donated. None is procured by the
0 Division.
Figure 45
Note: The illustration shows the inventory of available gadgets in SY 2021-2022. There is a
total of 3,062 units, 3,037 of which is from DCP, 5 units from DOST, 9 units from DICT and 9
units from donation. Desktop Virtual Terminal
Based on the inventory 2
4,008
report in SY 2021-2022, there
are 4,010 available gadgets from
which 4,008 are from the DCP
package and 2 are from the
0
DICT. 4,010
0
0
Figure 46
There are 4,228 available

Laptop 0
3,074 gadgets based on the
inventory in SY 2021-
2022. 3,074 of them are
4,228 1,180 from the DCP package,
34 from the DOST, and
1,180 came from
34 donations.
0
Figure 47
In the Chromebook
0
inventory of 0
gadgets in
SY 2021-
2022, all 96 96 96
units came
from 0
donations. Figure 48
Tablet 0
0 Of the 1,269 available
0 gadgets in SY 2021-
2022, 1,183 came
1,26 1,183
from donations and 86
9 are procured by the
SDO Bulacan.
0
86
Figure 49
Inventory of Available Gadgets
SY 2021-2022 The 12,725 total
Total Number of Units: units of gadgets
12,725 11 available for use
10,119
in different
schools are DCP
Figure 50 which are 10, 119
2,470 units, 11 from the
DICT, 39 from the
DOST, coming
39
from donation is
86 2,470, and 86
Note: A total of 12,725 units of gadgets are available in different
schools which were provided by different agencies like DCP, DICT and from Division
DOST. There are also gadgets which are Division procured and 2,470 procured.
were availed through donation.
The pandemic
enormously affects
the education
system which has
caused it to shift
into different
modalities. Due to
Figure 51
rigid restrictions,
Note: 68.77% of the public schools
face-to-face is in the Division implemented Pure
modular modality, 5.02%
impossible in SY implemented modular with online
2021-2022. The distance learning modality, 25.47%
had modular augmented by DepEd
shift into pure and only 4 schools implemented
Radio-based instructions as a form
modular was of distance learning modality. Table 42
implemented by 370 (68.77% ) public schools while 27 (5.02% ) schools employed

Modular Online. Modular augmented by DepEd (TV and Radio Kapitolyo) was
utilized by 137 (25.47%) schools and the remaining 4 (0.74%) schools used Radio-
Based Instruction. The schools identified the most appropriate modality to act on
the learning needs of students and delivered the lesson in the most effective
means. Meanwhile, in the post-pandemic SY 2022-2023, all 539 public schools go
back to face-to-face classes.
During the strike of

the pandemic, 2
learning modalities
were practiced by
private schools.
88.82% or 302 of
them were shifted to
Modular with Online
Figure 52 while 38 or 11.18%
Meanwhile, 11.18% of the private used Pure Modular.
schools implemented pure
modular learning modality while In the current SY
88.82% opted to implement
modular with online distance
2022-2023, all 340
learning modality where private schools are
synchronous and asynchronous
classes were conducted. conducting classes
face to face.
Table 43
Wash in Schools Wash in Schools Program
(WinS) Program
in SDO Bulacan
reflects its good
practice as it gets
a three-star
rating in terms of
facilities and
system upgrades.
Two stars are
rated in hygiene
Figure 53
education,
improved sanitation, and low-cost use of water treatment. One star is for daily
supervised group handwashing with soap, while no report is recorded for the
schools with no WASH infrastructure.
Note: In SY 2021-2022, out of
Wash Facilities 442 Elementary schools, only 3
are classified having 3-star
Wash facilities, 112 are 2-star
level, 2 are 1-star level while 325
schools do not have any star
level wash facilities. In the
Secondary schools, 79 schools
have no star level wash facilities,
22 are 2-star level and only 1
school is classified with 3-star
wash facilities.
Figure 54
Elementary and Secondary schools comply with the Education
Department's directives to have wash facilities on the premises. However,
according to the report on the star level of the schools in SY 2021-2022, out of
442 elementary schools, 325 have no star level. On the other hand, 3 of them
were given a three-star rating, 112 were at the two-star level, and 2 schools were
one-star level.
In secondary in the same school year, from 102 schools, 79 are non-star.
No school attains the one-star, while 22 schools are two-star level, and one
receives a three-star.
Number of Functional Libraries
The school library serves as the
repository and depository of
learning and knowledge both for
teachers and students. It is the
Figure 55
avenue where reading resources
are invested for knowledge
development. However, based on
the data on the number of
functional libraries in the public
schools in Bulacan, there are
only 3 available library hubs, 54
libraries in the elementary and
50 in the secondary. These
figures show the gap in
Note: The data revealed several gaps in the number of existing
prioritizing the utilization of libraries. Most rooms are intended for academic classrooms. There is a
need for a strong library program that is adequately staffed, resourced,
libraries that could help and funded. Research shows that collaborative relationships between
classroom teachers and school librarians significantly impact learning,
students develop the habit of particularly in planning instructional units, resource collection
reading and in discovering the development, and the provision of professional development for
teachers. A print-rich environment leads to more reading, and free
unknown. Hence, a voluntary reading is the best predictor of comprehension, vocabulary
growth, spelling and grammatical ability, and writing style.
comprehensive library program
must be addressed.
Inventory of Laboratories, Workshops, HE, IA and
Administration Buildings
Figure 56 There is a decline in the
number of laboratories,
workshops, HE, IA, and
Administration buildings
from 2019-2022. From 93
laboratories in 2019-2021,
they became 80 in 2022. In
the latter year, there was also
a drop of 95 in the
workshops, HE, and IA from
its count of 462. The
administrative buildings
reported a decrease of 37
from 592. The recorded
decrease is due to
Note: A number of old buildings are being condemned
each year where the ancillary rooms are being housed
condemned old buildings
since academic classrooms are being prioritized to be where the ancillary rooms
housed on newly constructed buildings. are being housed.
Proportion of Schools with Internet

Connectivity Internet connectivity
supports innovative
teaching and learning
and helps accomplish
administrative work
easily and accurately.
SDO Bulacan embraces
the goal of digitalization
in education. There are
438 (81.41%) schools
with internet
connectivity while 100
Figure 57
(18.59%) have none. The
Note: Majority of the schools had internet connectivity while the
remaining schools uses mobile data due to unavailability of service Division of Bulacan
provider in their area due to terrain and weak signal. Internet continues its effort to
connectivity was primarily used for administrative functions rather
than for teaching and learning processes. In order to embrace connect digitally all its
education 4.0, schools must be provided with internet infrastructure to public schools to adhere
support the teaching and learning processes.
to education 4.0.
In SY 2021-2022, Electrical Supply

there were 523
schools with on-grid
electrical supply while
15 have no electricity.
These schools are in
areas that are not yet
reached by
the electrical grid and
are only relying on
solar energy as their
source of power.
Figure 58
Note: The 15 schools without electrical supply are located on areas that are not yet
reached by the electrical grid and are solely relying on solar energy as electrical
power source.
Water Supply
Figure 59
Note: The 25 schools without water supply only rely on water delivery, shallow well or surface water as
primary water source. These areas are not yet reached by any water supply system infrastructure.
The percentage of schools without water supply is 4.65 which means that 25
have no water supply and rely only on delivery, shallow well, or surface water as
their primary source, while 513 schools do have one.
• Customer Feedback/Client
Satisfaction
• Financial Accomplishments
• Research
• Systems Inventory
• PIR/ISO/QMS
Hindi
Kasiya-siya Kasiya-siya
1.71% 0.27%
(32) (5)
Reliability Assurance
Lubhang Kasiya- Unknown (Maasahan) (Pagtitiwala)
siya 0.05%
97.97% (1)
(1883)
Outcome (Resulta
Responsiveness
ng Serbisyo)
(Pagtugon)
TOTAL NO. OF CF:1871

Hindi CY: 2019 TOTAL NO. OF CF: 0
Customer Feedback
Kasiya-siya Kasiya-siya CY: 2020 (LOCKDOWN)
0.97% 0.11%
(18) (2)
Report
Based on DepEd Citizen Charter 2020 Reliability Assurance
Lubhang Kasiya- Unknown (Maasahan)
siya (Pagtitiwala)
0.0% 4.75
98.92% (0) 4.76
VS VS
(1833)
Responsiveness Outcome
(Pagtugon) (Resulta ng
4.79 Serbisyo)
VS 4.75
Figure 60 VS
TOTAL NO. OF CF:1853
CY: 2018 TOTAL NO. OF CF:1854
CY: 2021
Note: The customer feedback report in the above illustration. A total of 1,853 customer feedback was received in CY 2018, 1871
customer feedback in 2019 and 1,854 in 2021. It can be noted that no customer feedback was received in 2020 due to lockdown
imposed amidst the pandemic.
Customer feedback plays a significant role in providing excellent services to all our
clients. It helps us determine if our clients are satisfied with the provided service and
allows us to detect areas where we should improve. On this note, SDO Bulacan is loyal to
its commitment to excellent service and promoting harmonious relationships among their
clienteles and stakeholders. The Division of Bulacan ensures that every feedback takes into
consideration and necessary actions are applied by properly addressing our clients'
concerns, sentiments, and opinions.
The table shows Customer Feedback Report for the past four consecutive
curriculum years. In 2018, a total of 1,853 customers' feedback received 1,833 customers
or 98.92% expressed their high satisfaction feedback to the services they received from the
division, 18 customers, or 0.97% of the total percentage expressed their satisfaction, while
only 2 or 0.11% of the whole were not satisfied. The trend continues to CY 2019, where
1,871 customer feedback received. 97.97% of the total expressed their high satisfaction
feedback, only 32 customers or 1.71% expressed their satisfaction comments, while 0.25%
has expressed unsatisfied feedback. It also be noted that no customers feedback was
received in 2020 due to the imposed lockdown amidst the pandemic. On the other hand,
during CY 2021, SDO Bulacan received 1,854 customers feedback. It can be reflected that
from the given data that the average percentage of each component is 4.7% .
Table 44. Financial Accomplishments
One of the best practices that SDO Bulacan can be proud of is its outstanding
financial accomplishment. For the past consecutive years, the division has committed to
provide excellent services, accountability and transparency. Its commitment and compliant
with regulations in properly handling office finances ensures that all its departments stay
on track.
The table shows the Financial Accomplishments of the Division of Bulacan in terms
of adjusted appropriations, total obligations, total disbursements, and unobligated
allotments. The data reveals that from FY 2018, 99.1% is the total percentage allotted for
fund' utilizations while, 96.9% is the percentage of disbursement. In FY 2019, there's no
significant difference of utilization percentage, which is 99.4 % while 98.6% disbursement.
It is almost the same in FY 2020, 99.3% utilization and 96.6% disbursement with a
difference of 2% from the previous year. On the other hand, the data shows that in FY
2021, 99.7% is the utilization and 98.5% for disbursement. It is very evident how the
department effectively manages its finances.
SDO Bulacan never stops learning and finding ways to improve the quality of
education in the community by providing means and various innovative ways to help every
learner, teacher, employee, stakeholder, and other members of the organization. To
continuously achieve progress, innovations and conducting research fuels the organization
to ensure outstanding solutions and excellent ideas related to different areas.
In this regard, the Division of Bulacan offers equal opportunities to every teacher,
employee, and other members of the organization to create innovations and present their
scientific and creative ideas through research proposals, either non-funded or under Policy
Research Program (Funded) by the Department of Education.
Table 45. Data on Approved Research Proposals and Completed Research (Non-
Funded)
No. of Approved Research
FY No. of Completed Research
Proposals
2018 36 36
2019 55 45
2020 46 51
2021 47 51
The data in the table shows the number of approved research proposals and
completed research (non-funded) from FY2018 to FY 2021. In 2018, 36 research proposals
were approved and completed while 55 research proposals (non-funded) were approved in
2019 and only 45 were completed. It indicates that 10 out of 55 approved research
proposals did not complete. In 2020, a total of 46 research proposals were submitted and
approved, and 51 research works were completed, while in 2021, a total of 47 non-funded
research proposals were approved, and 51 research were completed.
The presented numbers of individuals from this report may not suggest high active
participation from the members in doing such a laborious process however, it opens doors
of opportunities and creates possibilities. As a result, the department offers free assistance
and provide all possible helps they can extend to every member of the organization. The
Division of Bulacan envisions that in years to come, many educators will actively
participate in this endeavor.
Table 46. Policy Research Program (Funded)
No. of Research
No. of Research
Grant Year Proposals
Proposals Approved
Completed
2015 2 2 Note: The table shows the
number of research which are
2016 2 2
funded from 2015-2021 under
2017 15 15
the Policy Research Program
2018 9 9 Fund. A total of 61 research
2019 11 11 proposals were approved and
2020 15 15 completed.
2021 7 7
2022
Total 61 61
Financial aid and assistance in conducting research are one of the concerns that
researchers from the division are considering. Thus, the division finds its way to help and
ease researchers with these dilemmas. The Policy Research Program (Funded) becomes the
solution to this concern. Undeniably, the financial aid and assistance provided by the
division serve as the driving force for hardworking researchers and educators to continue
their quest for learning and innovations through research. As shown in the table, from
2015-2021, 61 research proposals were approved and completed under the Policy
Research Program Fund. In the years 2015 and 2016, the division of Bulacan 2017 and
2020 became SDO Bulacan glorious years since a total of 30 research proposals were
approved and completed. This fact reflects the organization's long-term commitment and
dedication to the service.
Figure. Policy Research Program (Funded)

Type of Research
TYPE OF RESEARCH
12 11
10 9 Since 2015, action and applied

research are funded through
8 the Policy Research Program
Fund. In 2020, 11 applied
6 5 5 research are funded while 9
4 4 action research are funded in
4 2019. Overall, 61 research
2 2
2 1 1 1 1 proposals are approved and
0 0 completed from 2015-2021.
0
2015 2016 2017 2018 2019 2020 2021 2022
APPLIED ACTION
Figure 61
The table above shows the data on types of research under the Policy Research
Program (Funded) of the Division of Bulacan. Since 2015, action and applied research, two
of the most common types of research funded through the Policy Research Program. 2019
was considered to be the most active year of the division, as 9 action research were
approved and funded under the PRP. On the other hand, lots of researchers focused in
conducting applied research in 2020. In fact, 11 applied research were funded in the said
year. Overall, 61 research proposals were approved and completed from 2015-2021.

By Theme
Teaching
Child Governanc Inclusive
and HRD DRRM GAD
Protection e Education
Learning
2015 2
2016 1 1
2017 12 1 2
2018 6 3
2019 9 2
2020 6 1 6 2
2021 5 2
2022
Total 41 1 15 4 0 0 0
Percentage 67.21% 1.64% 24.59% 6.56% 0.00% 0.00% 0.00%
Note: From 2015-2021, a total of 41 research focusing on teaching and learning are funded, conducted, and completed, 1 research
in 2020 about child protection, 15 research on HRD and 4 research about governance.
To improve the quality of service and for aiming a much better community. The
Policy Research Program (Funded) covers various themes according to the needs of every
department within the organization. It is to make sure that every sector of the organization
is taken care of properly. Teaching and Learning, Child Protection, HRD, Governance,
DRRM, Inclusive Education, and GAD are the common themes they can concentrate in.
Based on the statistics, from 2015-2021 a total of 41 research (67.21%) focusing on
teaching and learning were funded, conducted, and completed, while 1 research work
(1.64%) in 2020 focused on child protection, 15 research (24.59%) on HRD, and 4 research
(6.% 6%) about governance. However, it is still a quest for Bulakenyo researchers to focus
on three other themes DRRM, Inclusive Education, and GAD. Perhaps, the said themes will
be the main focus of research in the coming years. The Division of Bulacan envisions that
more research will be proposed, conducted, and approved in the areas related to DRRM,
Inclusive Education, and GAD for the succeeding years.
Grant Amount
Grant Year Total Grant Amount Note: The table shows the total
2015 ₱24,000.00 grant amount of the Policy
2016 ₱24,000.00 Research Program Fund from
2017 ₱196,000.00 2015-2021 which is
2018 ₱66,000.00 P483,000.00. 2017 has the
2019 ₱63,000.00 biggest grant amount of
2020 ₱77,000.00 P196,000.00 while in 2015 &
2021 ₱33,000.00 2016 the grant amount is
P24,000.00 each for only 4
2022 research are conducted in the
Total ₱483,000.00 said period.
The table shows the total grant amount of the Policy Research Program Fund from
2015-2021. The Division of Bulacan has allotted total amount of P483,000.00. It is very
noticeable that the Year 2017 received the biggest grant amount of P196, 000.00 while the
years 2015 and 2016 received the smallest funding of P24,000.00 respectively, mainly
because only 4 research were conducted in the said period. In 2018, the division granted a
P66,000.00 fund for those chosen researchers, while P63,000.00 was allotted in 2019. The
amount worth P77,000.00 awarded to deserving researchers in 2020, and
P33,000.00 intended in 2021. The data manifested that the Division of Bulacan only
invested in well-planned research. Research which are worthy and beneficial studies which
we can learn something. The Division of Bulacan always looks forward to the success of
our division in the region.
Undeniably, SDO Bulacan treasures every research proponent who is willing to

devote their time and effort to conduct research for the benefit of the entire community.
For that reason, the division is also extending its open arms to spend for their worthy
studies to recognize their untiring effort and dedication.
Research funding is available for those researchers who passed the quality
assurance check by the division. It is to ensure that their research works are of high
quality for the benefit of the entire populace of the community.
Systems Inventory

number of crucial resources
Transaction needed in the Elementary,
Monitoring Junior HS and Senior HS
HRIS levels. Clearly, there is a
shortage of 3,255 teachers,
3,141 classrooms and 173,633
seats in all three levels.
Portal Job Application
Recruitment Figure 62
PIR/ISO
Certification
ISO 9001:2015
Note: The Division had its ISO

accreditation, and this ISO
Certification simply proves
how this office offers quality
service to all its clienteles. Figure 64
Consequently, International Organization for Standardization (ISO) certification

establishes credibility and trust among consumers, stakeholders, and other educational
partners. In addition, ISO certification guarantees the entity meets global standards for
business, especially in trade situations. The SDO Bulacan ISO Certification proves how it
offers quality service to all its clientele. Furthermore, this develops excellent standards to
ensure quality, safety, efficiency, services, and systems.
QMS
Note: A manual for Quality

Management System was
developed in July 2022.
Figure 65
Quality Management System (QMS) helps coordinate and direct organization’s

activities to meet clientele and regulatory requirements to improve its effectiveness and
efficiency. To adhere to the objectives of QMS the Division of Bulacan developed a manual
for Quality Management System in July 2022. Through this, SDO will have proper
guidelines for an effective system in achieving quality policies and objectives. Furthermore,
it can also be of help to demonstrate accountability to stakeholders and communities.
Figure. Division Monitoring Evaluation
and Adjustment/Program Implementation Review
Figure 65
Note: In 2019, Division monitoring and evaluation was conducted to 99.86% of the programs, projects and activities and technical
assistance was initiated to address the 0.14 gap. In 2020, 96.27% was monitored and evaluated while the gap reaches 3.73%
because mobilization was restricted due to the implementation of community quarantine. In 2021, 98.27% were monitored and
evaluated. Adjustment was made and technical assistance was given to address the 1.73 gap.
The Division Monitoring Evaluation and Adjustment is essential for knowing

whether an education sector plan actually being implemented or not. Collecting,
monitoring, analyzing and evaluating information are some of the responsibilities of DMEA.
Their roles act as significant agent to help and assist the Department of Education to learn
lessons for policy and planning in the future.
In 2019, Division monitoring and evaluation was conducted to 99.86% of the
programs, projects and activities and technical assistance was initiated to address the 0.14
gap. In 2020, 96.27% was monitored and evaluated while the gap reaches 3.73% because
mobilization was restricted due to the implementation of community quarantine. In 2021,
98.27% were monitored and evaluated. Adjustment was made and technical assistance
was given to address the 1.73 gap.
Division Monitoring Evaluation and Adjustment / Program Implementation Review
design are critical to ensure that information is used to inform decision-making, make
appropriate adjustments, and report to stakeholders and decision-makers.
A virtual focus group discussion was

conducted last October 2021 to examine
and make the necessary adjustments in
the implementation of PRIME-HRM
Figure 66
Figure. HRIS: Performance Management Process Flow
DepEd Bulacan will soon be

digitized in terms of
recruitment and job
application upon the
completion of the Human
Resource Information System
(HRIS)
Figure 67
Partnerships and Linkages
• Physical and Percentage increase of

the financial contribution of partners
• Proportion of schools with functional

Schools Governing Council
Table 49. Partnership and Collaboration
STAKEHOLDER 2018 2019 2020 2021

Private / External Note: The table shows the number of
30 21 43 16
Partners partnership and collaboration of the
National Gov’t Division among the private and external
4 5 5 5 partners, national government agencies,
Agencies provincial government, and local
Provincial government units. A total of 40
1 3 3 1
Government partnership and collaboration
materialized in 2018, 36 in 2019, 57 in
Local Gov’t Units 5 7 6 21 2020 and 43 in 2021.
Total 40 36 57 43
Partnership and collaboration with various private and public sectors play a crucial
role in the continuous development and progress of organization's endeavors.
The table shows the number of partnerships and collaborations of SDO Bulacan
among the private and external partners, national government agencies, provincial
government, and local government units. A total of 40 partnerships and collaborations
materialized in 2018, 36 in 2019, 57 in 2020, and 43 in 2021. The presented data reflects
that SDO Bulacan created strong ties and partnership among various group of people,
company and other individuals from the community.
Generated Resources
Note: The data illustrate the

number of generated resources
for Brigada Eskwela from 2018
to 2021. Before the pandemic
there was a tremendous
resources generated from
various education partners with
188,106,370.76 in 2019.
Although there was a decrease
in 2020 due to the pandemic,
an upsurge in the resources
generation was evident in 2021.
Figure 68
Brigada Eskwela open the line for collaboration and deeper partnership between
parents, the teachers, local governments and entire community. In addition, it is also an
avenue for generating resources that will help for the improvement of school facilities that
will create a safe learning environment for the learners, teaching and non-teaching
personnel, and community for the achievement of quality basic education.
Therefore, for the whole organization to function and to keep its stability, it needs to
be more aware about the usage and consumption of their resources. The data illustrate the
number of generated resources for Brigada Eskwela from 2018 to 2021. Before the
pandemic there was a tremendous resources generated from various education partners
with total amount 188,106,370.76 in 2019. Although there was a decrease in 2020 due to
the pandemic, an upsurge in the resources generation was evident in 2021.
Table 50. Total Private Donations
2018-2019 2019-2020 2020-2021 2021-2022
Leaning
46,698,715.40 89,215,898.15 613,568.45 62,606,748.82
Environment
Note: The total private donations from
Learning Support 27,875,658.78 45,120,671.25 672,156.25 28,511,521.92 SY 2018-2019 to SY 2021-2022 are
Health and presented in the table above in terms of
9,808,549.44 18,678,921.10 50,273,963.18 19,069,771.77
Nutrition learning environment, learning support,
Reading Program 3,701,834.41 12,898,054.80 15,245,372.90 6,288,095.47 health and nutrition, reading program,
training and development, direct
Training and
3,291,125.72 3,879,215.23 4,791,363.45 5,732,900.00 assistance, assistive learning devices
Development
and assistive learning devices for
Direct Assistance 2,538,077.48 1,245,178.15 375,258.00 932,987.00
students with special needs. SY 2019-
Assistive 2020 had the largest amount of private
5,875,764.67 15,190,678.25 4,056,879.15 4,056,879.15
Learning Devices donations but in SY 2020-2021 there
Assistive was a tremendous decrease in donation
Learning Devices primarily due to the pandemic.
2,009,818.70 1,877,753.83 217,781.40 508,812.22
for Students with
Special Needs
TOTAL 101,799,544.67 188,106,370.76 76,246,342.78 135,233,176.12
Community linkages and support from private individuals and institutions are vital
for a public organization to grow and prosper. Private donations are considered to be one of
the lifelines for the continuity of the organization's various programs. Furthermore, it leads
the way to develop more programs related to the learning environment, learning support,
health and nutritions, reading program, training and development, and direct assistance.
Programs related to Learning environments received the highest donations from private
partners from SY 2018-2019 to SY 2019-2020 and SY 2021-2022. However, a sudden
decrease in donations for SY 2020-2021 where Health and Nutrition became the main
priority due to the pandemic. The data reveals that Learning Environment and Health
Nutrition are two leading areas where most donations were given. On the other hand, the
area for assistive learning devices for students with special needs received the lowest
amount of donations and was placed as the least priority.
Proportion of schools with functional Schools Governing Council

Note: 100% of the schools in the Division both in the
Elementary and Secondary level have functional
School Governing Council (SGC) which is the overall
coordinating body of all committees, associations, and
organizations in the schools that shall translate the
principle of shared governance enshrined in RA 9155
and contribute in strengthening the implementation of
Figure 69 School-Based Management.
To maintain a healthy relationship, proper management, and coordination between

the school and community, School Governance Council has to perform its significant roles
and play its part. As a result, schools from the Division of Bulacan are continuously doing
their share to keep their SGC visible and functional. Providing a forum for parents,
students, teachers, educators, community stakeholders, and the school head to work
hand-in-hand toward continuous improvement of student learning outcomes is the primary
advocacy of all schools in the division. The result shows that 100% of the schools in the
Division of Bulacan both at the Elementary and Secondary levels have a functional School
Governing Council (SGC).
• Proportion of eligible private schools
receiving government assistance (ESC,
TSS, SHS VP, Inservice Trainings)
• Proportion of private school teachers

and learners receiving government
assistance
• Percentage of private schools

with recognition and permit
Table 51. PROPORTION OF ELIGIBLE PRIVATE SCHOOLS RECEIVING GOVERNMENT
ASSISTANCE (ESC, TSS, SHS VP, INSERVICE TRAININGS)
Proportion of
Eligible Private Schools
receiving Government
Assistance thru FAPE-
PEAC with total no. of
Junior High Schools in
SDO Bulacan from 2019-
2020 to 2021-2022 and
the actual no. of ESC
certified Junior High Proportion of Eligible Private Schools receiving Government Assistance thru FAPE-PEAC
Schools and corresponding with total no. of Junior High Schools in SDO Bulacan from 2019-2020 to 2021-2022 and
the actual no. Of ESC Certified Junior High Schools and corresponding Percentage and the
Percentage and the total total no. Recipient learners.
no. recipient learners.

From School Year 2019-2022, the total number of ESC Certified Junior High Schools
in SDO Bulacan is 187 while 184 from SY 2020-2021 and 183 from SY 202_ - 202. It is very
evident that every school year there’s a decrease in the total number of ESC Certified Junior
High School in SDO Bulacan, this probably because of the long lasting effect of the pandemic.
In relation with this data, it is also observable that there’s a drastic change with the total
number of enrolment from Grades 7-10 based on the LIS. The sudden change happened in
the SY 2020-2021 from 83.26% to 78.53% but the year that follows it slowly increased with
the percentage which is 92.71% .
Table 52. PROPORTION OF PRIVATE SCHOOL TEACHERS

RECEIVING GOVERNMENT ASSISTANCE
(JHS-TSS TEACHER SALARY SUBSIDY)
Proportion of
Eligible Private Schools
receiving Government
Assistance thru FAPE-
PEAC with total no. of
Junior High School in
SDO Bulacan from 2019-
2020 to 2021-2022 and
the actual no. ESC
Certified Junior High
Proportion of Eligible Private Schools receiving Government Assistance thru FAPE-PEAC
with total no. Of Junior High Schools in SDO Bulacan from 2019-2020 to 2021-2022 and Schools and
the actual no. Of ESC Certified Junior High Schools and corresponding average no. Of
Teachers Salary Subsidy Recipients these are JHS Teachers teaching full-time in the
corresponding Average
Junior High School Department of their schools with Professional License as Teachers. no. of Teachers Salary
Subsidy Recipients these
are JHS Teachers teaching full-time in the Junior High School Department of their schools
with Professional license as teachers.
This consolidated data shows the total number of Junior High Schools in SDO
Bulacan and the number of ESC Certified Junior High Schools from SY 2019-SY2020 up to
SY 2021-2022. From SY 2019-2020, 132 were ESC Certified JHS Schools out of 187 JHS
Schools, and 752 Private School Teachers were identified as TSS Recipients compared to 130
ESC Certified JHS
Schools out of 184 JHS from SY 2020-2021 with 758 TSS Recipients. It is very
noticeable that despite the decrease in the number of ESC Certified JHS Schools and from
lessened 3 schools from its total it still managed to increase with 6 TSS recipients. In SY
2021-2022, a drop of 1 JHS School from its 184 total in the previous year but an increase of
8 ESC Certified JHS Schools thus, this School Year managed to provide 766 TSS Recipients.
The data also reveals that 6 is the average number of TSS teachers per school.
Table 53. PERCENTAGE OF PRIVATE SCHOOLS WITH RECOGNITION AND PERMIT
The role of private

schools in education has
always been apparent in
the Division of Bulacan.
We can't hide the fact
that private schools have
an enormous impact on
nation-building as they
cater to the educational
needs of most Senior
Proportion of Eligible Private Schools receiving Government Assistance thru FAPE-PEAC
High School students in with total no. Of Junior High Schools in SDO Bulacan from 2019-2020 to 2021-2022 and
the community. Thus, the actual no. Of ESC Certified Junior High Schools and corresponding average no. Of
Teachers Salary Subsidy Recipients these are JHS Teachers teaching full-time in the
the SDO Bulacan is Junior High School Department of their schools with Professional License as Teachers.
doing
x
its share to
by recognizing and providing them with the necessary permits to operate.
According to the statistics, there are 161 Senior High Schools in SDO Bulacan from SY
2019-2020, 132 SHS Schools with QVRs equivalent to 70.59% comprising 38, 744 total
enrollments based on LIS. An additional number of SHS schools were added in SY 2020-2021
from 161 from the previous school year to 184 but lessened with 2 SHS schools with QVRs. It
is also evident a sudden drop in the number of enrollments for SHS students based on LIS.
On the other hand, SY 2021-2022 shows good improvement as additional 8 more SHS
schools with QVRs added to the list. As a result, the total number of enrollments for SHS has
increased from 37, 118 from the previous SY to 39,696.
Table 54. PERCENTAGE OF PRIVATE SCHOOLS

WITH RECOGNITION AND PERMIT
The table shows the number of private schools with recognition and permit from SY 2019-2020 to SY 2021-2022. The total number of private
schools in the Division decreases from 349 in 2019 to 334 in 2021. Nine schools are given special permit/recognition on Special programs. In
2021, the number of schools with government permit to operate Kindergarten program dropped to 28 schools while schools with government
recognition reaches 310 or 99.10%. In the same SY, 46 schools have government permit to operate Elementary while 331 have government
recognition. There are 24 schools with government permit to operate Junior HS and 215 or 64.37% have government recognition. Finally,
Only Schools with Government Permit and Recognition on Special Programs such as
SPEd, Special Science Curriculum, etc. from Kindergarten up to Senior High School are
allowed by DepEd to operate and provide services among learners they are catering. Close-
monitoring, strict implementation and program evaluation may be tedious and tiring for the
monitoring and evaluating team but not for the Division of Bulacan to make sure that these
permitted and recognized schools are heading in the right track.
The table shows the number of private schools with recognition and permits from SY
2019-2020 to SY 2021-2022. According to the record, the total number of private schools in
the division decreased from 349 in 2019 to 334 in 2021. Nine schools received special
permit/recognition for Special programs. In SY 2021-2022, the number of schools with
government permits to operate Kindergarten dropped to 28 schools from 42 schools during
the previous SY 2020-2021, while schools with government recognition reached 310 (99.10%)
from 268 or (77.68%)of the previous SY 2020-2021. In the same SY 2021-2022, 46 schools
have a government permit to operate Elementary while 331 schools have government
recognition. On the other hand, 24 schools with government permits to operate Junior HS,
and 215 (64.37% ) have government recognition. Finally, 148 (44.31%) schools have a
government permit to operate Senior HS in 2021-2022. The data manifested that the School
Year 2021-2022 is continuously moving forward as more private schools with recognition and
permit are thriving after the first two years of pandemic.
ACCESS
Presented above
is the SWOT analysis
for the access domain.
It shows that the
strengths of the SDO
Bulacan in ensuring
quality and equitable
education are: 1. high
net enrollment rate in
elementary; 2. high
gross enrollment rate in
elementary; 3. high
gross enrollment in the
ALS program; 4. high
gross enrollment in
inclusive education; and Figure 70
5. intensive mapping of OSAs and OSYs in the division. These strengths of the SDO Bulacan
contribute meaningfully to the well-implemented K–12 curriculum and to ensuring the
attainment of the DepEd’s vision and mission. Meanwhile, after thorough scrutinization of
relevant data, it found that the weaknesses of the SDO Bulacan are: 1. a high percentage of
school dropouts; 2. a low completion rate in JHS and SHS; 3. school-less barangays,
especially in JHS and SHS; and 4. a high number of unvaccinated students. These concerns
require immediate action by initiating appropriate programs and projects and constant
monitoring and evaluation. Despite the determined problems, the following served as
opportunities and ways to lessen the stench of the SDO Bulacan. These are: 1. supportive
local government units; and 2. strong public-private partnerships. These may be properly
utilized in making decisions and plans to better improve the practices and implementations of
SDO Bulacan on various projects and programs centered on the improvement of the service of
the agency to its constituents. Lastly, the threats that must be included in the contingency
plan are the following: 1. Existence of COVID-19; 2. Land dispute between schools and heirs;
3. Non-availability of buildable space for classrooms Prioritizing these issues to address is
pivotal to making sure that the SDO Bulacan will properly implement its plans and programs.
EQUITY
The Division of
Bulacan is proud in its
accomplishment of
providing teachers
who are trained on
special education who
are assigned in SPED
classes and the
availability of
makeshift classrooms
for IPED learners.
On the other
hand, the office is
struggling in its
limited number of the
following:
Figure 71
SPED teacher items to accommodate different types of SPED learners, teachers accepting
teaching assignment in IPED schools, and the schools offering SPED program.
Meanwhile, stakeholders’ engagement on the IPED program implementation and
literacy volunteers for IPED schools are considered as the opportunities that the division is
facing.
Lastly, the following are considered as the threats in delivering its services: limitations
in construction of school building for IPED schools due to location, weather conditions and
terrain that exposes IPED teachers to risks and possibility of armed conflicts in IPED schools’
locations.
QUALITY
As part of the
strategic planning to
improve the quality of
education and to stay
ahead of the
educational trends,
SWOT Analysis
(Strengths, Weaknesses,
Opportunities, Threats)
was conducted. Results
showed that the
provision of different
curricular programs to
meet the needs of
different types of
learners is the strength
Figure 71 or the best practice of
the quality domain. These programs include SCP, SPED, Madrasah, IpED, ALS, accreditation,
and equivalency. On the contrary, the weaknesses identified were the failure of learners to
meet the minimum required proficiency level of the PISA Simulation Test for Junior High
School and the need of learners in Key Stage 1 to undergo remediation in English and Filipino
reading skills and numeracy skills in Mathematics. Despite these, the Division of Bulacan
views the Brigada Pagbasa as an opportunity to address learners' reading skills as the
program has been intensified in the school year 2022-2023 and is expected to be given more
focus in the next school years. On the other hand, mismatch in career opportunities and
employability of Senior High School graduates, together with the sustainability of their
entrepreneurial career and pandemic-driven learning losses are viewed as threats which could
serve as baseline data for future intervention programs and innovations to improve the quality
of education.
RESILIENCY AND WELL-BEING

SDO Bulacan has been an impeccable example of success in Resiliency and Well-
Being. According to a SWOT analysis, SDO Bulacan has strong points in the following areas:
Localized child protection policy. Availability of data on child protection cases as a result of
reporting, Enhanced RADAR reporting system. Trained DRRM coordinators on the provision
of Psychological First Aid, Sustainability of School-Based Feeding Program Funds from the
National Office. The Division Office is actively trying to reduce the number of reported child
protection cases, promote immunization among students, and provide efficient coordination of
communication among the Central Office (CO), Regional Office (RO), and Schools Division
Office (SDO).
With all of these, an
opportunity to secure
active engagement of
external stakeholders
can be achieved. With
these, SDO Bulacan
continues to be diligent
and responsive in
effectively addressing
the weaknesses and
threats that have been
foreseen to be relevant
to changing norms.
Figure 72
GOVERNANCE
The remarkable
hard work and unity of
education leaders,
teachers, and
administrative
personnel are truly the
manifestation of
dedication to fulfill the
educational goals of the
SDO Bulacan during
the pandemic’s new
learning setup. The
challenges brought
about by the pandemic
also become
opportunities to utilize
localized resources, The
Figure 74
remarkable hard work
and unity of education leaders, teachers, and administrative personnel are truly the
manifestation of dedication to fulfill the educational goals of the SDO Bulacan during the
pandemic’s new learning setup. The challenges brought about by the pandemic also become
opportunities to utilize localized resources, integrate technology, and employ the talent and
skills of people in the field so that learning continues despite adversities. It is the incessant
mission of SDO Bulacan to provide the whole community with highly skilled and competent
students who are ready to face the demands of post-pandemic education.
The SWOT analysis details the collaborative effort of the organization in determining
the key aspects of education in the most unexpected situation. It is shown that SDO Bulacan
has strong areas in education leaders and teaching force who are highly competent,
dedicated, distinguished, and highly proficient. These people are the education front liners
who have the toughest responsibility in transforming the teaching and learning process. It is
also notable the quality management system of the organization, the availability of quality-
assured learning materials, the existing and functional Adopt-a-School program and related
partnerships, and
rapport relationships
within and among
employees. Another
highlight of this report
is the opportunities to
utilize the suitable
modality for learning
access, the engagement
of parents to become
para-teachers, the
participation and strong
support of LGUs to the
undertakings of SDO,
comprehensive training
for school leaders,
teachers, and personnel
Figure 75
and partnerships with

private sectors. With
these strengths and
opportunities, SDO
Bulacan envisions to
overcome the
weaknesses and threats
and proactively turning
them into opportunities
to render services in the
most efficient ways.
Figure 76
Table 55
Challenges Bases
• Number of public JHS and • BEIS

SHS in remote barangays
• No more buildable space for • School Site Development Plan
classroom construction
• Vaccinated learners • Data on number of vaccinated
learners
• Vaccinated teachers • Data on number of unvaccinated
teachers
The table above presents the key challenges in the access domain. Based on
the BEIS, there are a number of public JHS and SHS in remote barangays that
need to be prioritized in terms of allocation of learning resources, capacity building
focusing on innovation and research, and health support. In terms of construction,
SDO Bulacan is facing problems with available buildable space for classroom
construction, as reflected in the School Site Development Plan. This is an important
concern as the students need to have a conducive learning environment to be
actively engaged in the teaching-learning process. For the time being, there are still
unvaccinated learners and teachers, according to the data on number of
unvaccinated learners and teachers. Continued encouragement of teachers and
students to be vaccinated is highly encouraged, as it is a necessity in the
implementation of face-to-face learning mode.
Challenges Table 56
Bases
• No. of 4Ps recipients • DSWD listing of SPED recipients,

data on no. of recipients of 4Ps in
the elementary and JHS
• No. of SPED teachers • SPED Enrollment, Crucial
Resources (teachers)
• No. of teachers assigned to • Crucial resources (teachers),
IPED schools FGD with Division IPED focal
persons and IPED teachers
• Classroom requirements for • Crucial resources (Inventory of
IPED learners classrooms), FGD with Division
IPED focal persons and IPED
teachers
With its flagship program of equitable distribution of services and

resources, the Division of Bulacan is facing the following challenges:
a. Based on DSWD listing of SPED recipients, the number of 4Ps recipients in
elementary is 0.72% lesser than the last school year while 4Ps in Junior High
School (JHS) increases by 944 compared to the previous SY 2020-2021;
b. The number of SPED teachers as the crucial resources on the SPED
enrollment;
c. The limited number of teachers assigned to IPED school; and
d. The number of classrooms as a requirement for IPED learners.
Challenges Table 57 Bases
• Proficiency Levels • Reading Assessment in English

-Reading skills in English and and Filipino
Filipino (Key Stages 1-4) • Project All Numerate (PAN) Results
-Numeracy skills in • Report of Learning Outcomes in
Mathematics (Key Stages 1- 4) Science
-Basic Science skills • PISA Simulation Result
(Key Stages 1-4)
• Assessment • Inventory of teacher-made
• Assessment Tools
• Division Test bank
• Standardization of assessment tool
across all subject areas in different
levels
• Computer based assessment
• Content Mastery • Results of Classroom Observation
• Reports on most and least learned
MELCs
• Identification of level in the
Bloom’s Taxonomy
• Curriculum Exits of SHS • Tracer Study results
Graduates
• Mechanism on the proper • Results of Classroom Observation
implementation of Learning (CO), Focus Group Discussion,
Delivery in face-to-face classes online ‘Kumustahan’
• Identification of issues and
concerns on the implementation
of learning delivery in face-to-face
classes
The Key Challenges identified in the Quality domain include proficiency

levels in various learning areas such as the reading skills in English and Filipino,
numeracy skills in mathematics, and basic science skills. These challenges exist in
all Key Stages. To resolve these challenges, their bases or the programs that target
proficiency levels shall be enhanced according to the learners' needs. These bases
include the reading assessment in English and Filipino, Project All Numerates
(PAN), report of learning outcomes in Science, and PISA Simulation Result.
Another challenge is the assessment which was based on assessment tools,
Division test bank, standardization of assessment tools across all subject areas in
different levels and computer-based assessment. Assessment is a vital part of
education it determines if the objectives or goal of learning are met. In addition,
providing valid and reliable assessment tools allows teachers to truly measure
students' learning which could serve as a basis in remediation or enhancement.
Content mastery and mechanisms on the proper implementation of learning
delivery in face-to-face classes are also some of the challenges in the Quality
Domain which was determined through the results of classroom observation,
reports on most and least learned MELCs, identification of level in Bloom's
Taxonomy, and identification of issues and concerns on the implementation of
learning delivery in face-to-face classes. Because the teacher is the key factor in
classroom learning, there is a need to intensify intervention programs in this area.
Lastly, the Tracer Study Results showed a need to enhance students'

learning experience to enhance the curriculum exits of Senior High School
Graduates. DepEd Bulacan targets high education and employment rates among its
graduates, thus, higher quality of education is required.
Challenges Table 58 Bases
• Reported cases on child • Number of schools

protection concerns implementing Child Protection
Policy
• Consolidated Report on Child
Protection Cases
• Number of teachers/DRRM • Data on trained first aid
coordinators trained in First
Aid with accreditation by • Data on PFA providers
PDRRMO
• Mental Health - Provision • Mental Health Program

Psychological Support to Accomplishment
Teachers, Personnel and
Learners
• COVID-19 cases among • COVID-19 Report of Cases
teachers, learners, and
personnel
• Number of Unvaccinated • Vaccination Status Report

Teachers, Learners, and
Personnel
• Beneficiaries of the SBFP • Nutritional Status Report on
SY 2020-2021, and 2021-
2022
• Cooperation of parents on • Report on Deworming and
releasing of consents to Vaccination
learners for the basic
school-based deworming
and vaccination
• Support and priority given • Participation of schools on
by the school heads and health programs as reflected
authorities on the on accomplishment reports
implementation of school
health programs
In yielding to the prescribed standards to sustain the delivery of quality

education through appropriate, timely, and relevant programs, projects, and
activities and overcoming challenges through unity and collaborative teamwork and
education. SDO Bulacan scrutinized its strategies and identified the key factors
crucial in promoting resiliency among learners, teachers, and personnel.
In support of Resiliency and Well-being, Pillar 4 has highlighted eight challenges

that must be addressed. These are the following:
• Reported cases on child protection concerns. According to reported cases, an

increase in incidents of bullying and teenage pregnancy has been evident.
• Number of teachers / DRRM coordinators trained on First Aid with
accreditation by PDRRMO.
• Mental Health: Provision of Psychosocial Support to Teachers, Personnel, and
Learners.
• Covid-19 cases among teachers, learners, and personnel
• Number of Unvaccinated Teachers, Learners, and Personnel. 77 % of 5-11-year-
olds (215,485 pupils) and 36 % of 12-18-year-olds (59,129 students) remained
unvaccinated. Resistance to receiving booster shots among teaching and non-
teaching personnel has been observed.
• Beneficiaries of SBFP
• Cooperation of parents on releasing consents to learners for basic school-based
deworming and vaccination.
• Support a priority given by the school heads and authorities on the
implementation of school health programs.
Table 57
Challenges Bases
• Adoption of policy guidelines • Policy guidelines on moratorium

in SBM with changes in the of SBM Database of SBM level of
existing principles and practice
indicators
• Sustainability of SBM level of • Database on existing level of
practice practice
• Performance of teachers • IPCRF Rating
• PPST Domains targeted aligned

with teachers’ needs • E-SAT
• PPSSH Domains targeted • OPCRF Rating

based on school heads’ needs
• Number and type of trainings • Database of trainings conducted

conducted
• Distribution of crucial • Inventory Report on SLMs,

resources Textbooks, LR Situation Report
• Ratio of non-teaching • Data on 2023 Forward Estimates
personnel to schools
• Ratio of teaching personnel to
learners
• Buildable space/lot among • SDO Inventory on Physical
schools Facilities
Table 59
Challenges Bases
• Remote places with difficulty on • SDO Inventory on Physical

the access of Facilities
internet/water/electrical
supplies
• Non-participative clients in terms • Data on Customer
of feedbacking/client satisfaction Feedback/Client Satisfaction
• Financial • 2022 GAA

Requirements/Allocation
• Non-automated business • Data on Customer
processes Feedback/Client Satisfaction
• Sustainability of Stakeholders’ • Number of Existing Partnership
Engagement in Learning Support with Private and Public Sectors
• Data on Brigada Eskwela
• Regular Assistance/Consultation • Donations/Supports of LGU and
of Partners/Stakeholders to Adopt a School Program
Establish Potential Partnership • Partnership with Public and
Private sectors
• Mobilize Resources • Advocacy Campaigns/Programs
in School
• Result of Assessment among • The results of the National

Private Schools Achievement Test (NAT) and the
National Career Assessment
Examination (NCAE).
• Number of ESC Grantees and • LIS and PEAC-VMS
SHS-QVR (Qualified Voucher
Recipients)
• Mismatch of SHS Graduates • Data of Exit Assessments and

College Readiness Test Results
• No. of accredited Private • GPR3 Assessment Result, LIS and
Schools with ESC Certifications PEAC-VMS
(Due to lack of Licensed
Professional Teachers in
private schools, Licensed
Guidance Counselors, Licensed
Librarians, and duly
educationally qualified private
schools’ school heads)
The stated key challenges in SDO Bulacan are supported by thorough assessments
in the various areas of school management and operations. There are four areas of
focus that arise from the data:
1. School Administration and Transactions

2. Performance of Teachers and their Resources
3. Stakeholders’ Engagement
4. Report on Private Schools.
The next phase of school operations is the recovery from the lapses and gaps in
the overall functions of the organization which affects the quality of teaching and
learning. For the challenges in school administration and transactions, the
emphasis is given to the policies that govern the SBM and the latter’s level of
practice and sustainability, financial allocation, mobilization of resources,
managing the teaching and non-teaching personnel, access to education in remote
places, and manual implementation of business transactions. The school leaders
are tasked to perform with utmost accuracy and responsibility to duly act on these
challenges for the betterment of rendering services to the school community.
Meanwhile, there are demands on the performance of teachers in the current

recovery stage and in the coming years which has something to do with their
expertise and personal and professional growth that will hone their mastery and
skills. The teachers are the primary catalysts in the learning recovery stage
because of their significant roles in the teaching and learning process. They should
be armed with moral support, sufficient and quality-assured resources, and
inclusive training. In this connection, it cannot be denied the enormous
importance of the stakeholders’ participation in education. However, their
sustained engagement with school undertakings becomes a challenge because of
economic factors that could affect potential partnerships and learning support.
Private schools are the partners of government in accommodating students and

in giving them quality learning. Among the challenges of this institution are the
results of their assessment, their financial grant, and certifications. SDO Bulacan
is committed to provide assistance both to public and private schools in all aspects
of their operations to assure that quality education continues.
Figure 77
LIST OF PROGRAMS AND PROJECTS
Early Registration
Every school year, SDO Bulacan joins DepEd in the early preparation
for the incoming class opening through the Early Registration usually held
during the last quarter of the school year. All incoming Kindergarten, Grades
1, 7 and 11 learners in all public and private schools shall simultaneously
pre-register to allow the Department to make necessary plans and
preparations for the incoming school year. Daily Early Registrations update is
being encoded and monitored in the Learner Information System (LIS) facility.
The Modified Basic Education Enrollment Form is utilized to facilitate the
registration of learners.
Figure 78
In the context of a public health emergency or crisis, enrolment is done

remotely in high-risk areas under heightened public health alert levels where
health and safety protocols must be strictly observed.
Balik Eskwela Campaign Drive
To ensure that learners from public and private schools especially those
who have dropped out from school are properly enrolled, SDO Bulacan holds
Oplan Balik-Eskwela Campaign Drive. The campaign drive is an avenue to
address parents’ and learners’ problems, queries and other concerns.
Clarifying school policies, projects and programs relevant to the opening of
classes are also some of its major goals.
Schools within the division are
instructed to provide help desks,
hotlines, school emails, contact numbers
of focal persons, school social media
accounts for a better and more open
communication with enrollees and
guardians. Enrolment Forms may be
accessed online or hard copies may be
acquired from the enrolment boxes in
schools or in the barangay offices.
With the help of the Local Government Units, the schools do their best to do a
mapping to locate specially the out of school youths within the community and
encourage them to re-enroll. Other partner agencies such as the Department of
Health (DOH), Department of Social Welfare and Development (DSWD), Department of
the Interior and Local Government (DILG) and other stakeholders are also tapped to
extend their support and provide guidelines on health, safety, peace and order.
Alternative Learning System

The Alternative Learning System (ALS) is an equivalent education and learning
system in the Philippines that provides opportunities for out-of-school youth and
adult (OSYA) learners to develop basic and functional literacy skills, and to access
equivalent pathways to complete basic education.
It aims to empower OSYA learners to continue learning in a manner, time and
place appropriate to their preference and situations, and for them to achieve their
goals of improving their quality of life and becoming productive contributors to society.
Schools Division Office of Bulacan, ALS is

extensively implemented as part of the
inclusive education, , in as much as children
in the official school age who are not enrolled
in elementary or secondary school due to
special cases such as economic, geographic,
political, cultural, or social barriers, including
learners with disabilities or special conditions,
indigenous peoples, children in conflict with
the law, learners in emergency situations, and
other marginalized sectors are being catered
and addressed. At these times, most of the
school districts in the entire division are
implementing the program in all
aforementioned special cases to give them
access to basic quality education.
Through the active collaboration of the SDO Bulacan with the Local Government
Units and other stakeholders, the ALS program is tremendously in its high peak of
implementation.
Special Education Program
One indication of SDO Bulacan’s

commitment to promote Inclusive
Education is its active implementation of
the Special Education Non-Graded
Program to school-aged children with
special needs. This program is offered to
children who have been previously
assessed and certified by licensed
Developmental Pediatricians to need
special education.
Through this program, children
with Autism, Intellectual Disability,
Cerebral Palsy, Hearing Impairment,
Visual Challenges, and other special
cases, are provided with opportunities to
learn and nurture the talents bestowed
upon them.
SPED Non-Graded learners are taught

knowledge and skills according to their needs and
within their capabilities to enable them to
participate effectively in the society. They may be
handled by the SPED teacher individually or in
small groups, depending on their cases. They are
taught life skills that enable them to develop
independence in some aspects of life, including
but not limited to taking care of themselves and
their environment.
SPED Non-Graded Program also offers The

Transition Program that provides the SPED
learners the opportunity to take active involvement
at home, in the society and even at work.
The SPED Program also offers opportunities for the SPED learners to learn and study
in mainstream Graded classes. As some school-aged children may have special needs, some
of them are also capable of learning in mainstream classes. SDO Bulacan assures that
these children are accepted and welcomed in mainstream classes where further learning and
nurturing are provided to them. These SPED learners attending mainstreamed classes also
report to their SPED teacher for continuous guidance, nurturing and assessment of their
progress in school.
Indigenous People Education Program
SDO Bulacan is one with the

DepEd family in recognizing the culture,
values and traditions of our Filipino
brothers and sisters belonging to
Indigenous communities. Adhering to
DepEd Order No. 62, s. 2011 on the
Institutionalization of Indigenous People
Education Program, SDO Bulacan
strives to reach out to the Indigenous
People in our province to provide them
quality education enriched with their
own culture, values and traditions.
Multigrade Education Program
The Multigrade Program in

Philippine Education (MPPE) is one of
the DepEd programs that promotes
Inclusive Education by reaching out to
the learners even in the far-flung barrios
and remote areas. As there are learners
affected by geographical barriers or low
school population, SDO Bulacan ensures
that the right to education of every child
is upheld by providing them access to
education. Multigrade schools in SDO
Bulacan offer the same quality of
education delivered in Monograde
Schools. With two-three teachers, a
multigrade school strives to keep school-
aged children in school and promote
literacy. With this program, SDO
Bulacan ensures that education is
accessed by everyone, even those residing
in mountainous areas, islands or coastal
areas.
MADRASAH Education Program
The Madrasah Education Program (MEP) is

a response to the needs of our Muslim brothers
and sisters to learn Arabic and Muslim Culture and
Values in school. Recognizing the importance of
Arabic language in their prayer life and the need to
develop the Muslim culture and values among our
Muslim learners, SDO Bulacan advocates the
implementation of MEP in schools with at least
fifteen (15) Muslim learners.
Recently, SDO Bulacan has opened the
MEP in ten public elementary schools to cater to
the needs of the growing Muslim population in
Bulacan.
Recently, SDO Bulacan has opened the MEP in ten public elementary schools to cater
to the needs of the growing Muslim population in Bulacan.
Flexible Learning Options
Department of Education - SDO Bulacan has been offering flexible learning options
(FLOs), which it defines learning interventions and pathways that are responsive to the needs,
context, circumstances, and diversity of learners.
The DepEd Bulacan provides various learning
delivery options in order not only to meet the needs of
various learners cognizant of their contexts and
capabilities but also allow flexibilities in their
education in terms of how content is taught, where to
study, when to study and how to measure their
learning. Delivery of learning can be provided through
direct teachers’ provision of instructions, content
delivery using instructional resources
(modules/online) and learners study independently
with planned scheduled engagement with the DepEd
teachers; others are using TV, radio, printed
resources, and learners also study independently with
scheduled engagement with the mobile teachers.
Alternative Delivery Mode
Alternative delivery modes (ADMs) offer solutions that may help learners outside of
the regular school system acquire the needed basic education competencies and life skills.
The learning delivery modalities preferred
by parents and learners are MDL (Print),
Blended Learning, and ODL. The learning
delivery modalities included in "Others" are
MDL (Digital), TV-Radio Based Instruction and
Homeschooling. These ADMs are intensified in
the SDO Bulacan to primarily give access and
opportunities to learners needing these
schemes.
Figure 79
The Basic Educational Facilities Fund

(BEFF) is an annual budget of the Department of
Education for its School Building Program which
covers the improvement and maintenance of
school facilities. It shall be utilized for the
provision of classroom and workshop buildings,
replacement of old and dilapidated buildings,
provision of furniture, repair and rehabilitation of
classrooms, including heritage
buildings, as well as water and
sanitation facilities, and
electrification. Moreover, the School
Building Program under BEFF of the
Department Education aims to
address the classroom gaps in high
priority schools nationwide.
Distribution of Crucial Resources . SDO Bulacan works to provide all students

with the resources required to create the kind of experiences they need to meet rigorous
academic expectations and succeed in our fast-changing information and technology-
based society. Raising achievement for all and closing the gaps, is clearly possible with
the equitable allocation and smart use of resources. To attain equity and create equitable
learning experiences for all learners, the Division warrants equal distribution of teachers,
non-teaching personnel and even equal distribution of learning materials in all schools in
Bulacan in the next six years. Students who come to school with greater needs require
greater resources to reach the same high learning outcomes. Providing more funds is
inadequate — resources must be organized in strategic ways that accelerate student
learning. There is a need to identify when students are denied the resources they need to
succeed, then school and systems leaders, advocates, and policymakers can have a clear,
fact-based discussion about what needs to change to provide resource equity. Proper
allocation of resources must be done to ensure and attain equity in all the elementary and
secondary schools in the Division of Bulacan.
QUALITY
Figure 80
Pillar 3, Quality, has its three flagship programs and these are given through letters
K-E-N in completing the word Bulakenyo: letter K stands for Kindling the core values of
DepEd – Maka-Diyos, Makatao, Makabansa and Makakalikasan, letter E stands for
Enhancing instructions through digital technology thus introducing Education 4.0 and
letter N stands for Nurturing the learners with 21st century skills to become productive,
and globally competitive Filipino citizens.
With its flagship programs, the goal is to ensure quality education for all learners
across grade levels equipped with competencies in literacy, numeracy, scientific skills,
technical-vocational skills, and other curricular competencies.
The intermediate outcome is for Bulakenyo learners to acquire literacy, numeracy,

science and 21st century skills and to develop positive character to succeed in their choice
of career.
With the strategy of intensifying the implementation of literacy, numeracy, and life-
skills programs across disciplines, the key challenges are proficiency levels, assessment,
content mastery and curriculum exits of SHS graduates.
This pillar has different programs and projects that will cater for the next 6 years
and these are the following:
PROJECT ARALING PANLIPUNAN _21ST @ E4.0 (Project AP_21st@E4.0)
This flagship program of SDO – Bulacan focuses on K to 12 Araling Panlipunan

programs and projects that are geared toward developing 21st century skills of the learners
aligned to Education 4.0
This Project covers the following (1) Ensuring implementation of K to 12 AP

curriculum with technological support (2) Developing digitized quality assessment like
written and performance-based test (formative and summative Test) (3) Integrating and
development of learning materials for contextualization and localization of curriculum to
adhere to DepED values, makaDiyos, makatao, makakalikasan at makabansa accessible to
Bulacan website.
Here are the different projects and programs in Araling Panlipunan:
❑ PROJECT ARPAN – implementation of the K to 12 Araling Panlipunan MELCs

curriculum anchored on the K to12 pedagogies such as Constructivism, Collaboration,
Integrative Teaching, Inquiry-based and Reflective Thinking. Ensure that all learning
plans like Daily Lesson Log/Plan aligned in the Budget of Work and the K to 12 MELCs
are implemented with the use of ICT system and tools.
❑ PROJECT AP@21st – continuous development of classroom assessment in both written

and performance-based examination (formative and summative test) by providing
capacity building, item analysis, development and quality-assured test item banks and
assessment evaluation and monitoring using ICT system and tools which is accessible to
DepED Bulacan website.
❑ PROJECT BAYANI ( BAyaning Bulakenyo,

YAmang pamana at kultura at NIngning ng
kasaysayan) – integration of contextualization and
localization of curriculum in K to 12 Araling
Panlipunan. Partnership with the stakeholders
particularly the program of Provincial Government
of Bulacan – Provincial History, Arts, Culture and
Tourism Office (PHACTO).
❑ SINEliksik Bulacan Program was conceptualized in view of the need to provide

additional learning materials in line with the emphasis on localization and
contextualization under the K to 12 Curriculum as well as reference materials to enrich
the Bulacanian collection in public libraries on Bulacan’s history, arts and culture.
At present, there are 35 research hubs among central schools
and in the Bulacan Provincial Library, and this will progress
to include other non-central schools and secondary schools,
libraries and museums in the province. Full integration to the
curriculum will be implemented in partnership with the
Department of Education through the SINELIKSIK BULACAN
SA ESKWELAHAN Program, which was launched last August
26, 2022.
The program is composed of three (3) components namely: Pagtuturo, Pagsasanay, and
Paligsahan to achieve three (3) goals for students’ history and heritage education:
Pagkamulat, Pagpapahalaga and Pagkilos.
PROJECT in FILIPINO
“Obra Ko, Gabay Mo” is a compendium of Obras written by Talentadong Guro in

the province of Bulacan. Their Obras serve as spring of Panitikang Bulakenyo. It was an
output of Pansangay na Proyektong Obra Ko, Gabay Mo, pursuant to Memorandum
Pansangay Blg. 174, s. 2020. The core objective of this project is to gather authentic
literary composition of various genre within the province of Bulacan. It consists of
Tula, Kuwentong Pambata, Bugtong, Sanaysay, Anekdota, Pabula, Alamat, Balagtasan,
Talumpati, Tanaga, Spoken Poetry, Maikling Kuwento and Tugmang de Gulong.
Furthermore, its intention is to enhance the competency of bulakenyo learners in Filipino
preserving its culture towards digital system of education.
The literary works reflect the efforts of

the teacher-writers in ensuring that they are
aligned to the most essential learning
competencies needed by the learners, and
that they may certainly be used as learning
materials. All the literary works were quality
assured and validated under the supervision
of Dr. Anastacia N. Victorino, DEPS in
Filipino.
It is envisioned that the Obra Ko, Gabay Mo

project will:
1. serve as an instrument for learners to
master the curriculum competencies while
continuously nurturing their love and
appreciation of Panitikang Bulakenyo;
2. function as a tool in honing the learners’
reading skills;
3. provide an avenue to foster positive values
among Bulakenyo learners; and
4. be utilized by teachers in developing
SLMs, SLKs, LAS and others.
Project BBK: Development of 21st Century Skills @ E 4.0
Basa nang Basa is a flagship program in Filipino of SDO-Bulacan that is aligned to

Education 4.0 and which focuses on the development of reading skills and enhancement of
21st Century skills of every learner.
This program extends to the following aspects:

1. Developing of the reading comprehension of every learner through localized,
contextualized, and indigenized print and non-print materials which adhere to the core
values of DepEd.
2. Enhancing the 21st century skills ok K to 12 Curriculum through the help of
technology; and
3. Developing computer-assisted assessment in learning.
The different programs and projects in Filipino:
❑ Project BBK (Basa nang Basa tungo sa Komprehensiyon) aims to promote the love
for reading of every learner and required every reading teacher to have mastery in the
Big Six of Reading.
❑ Project ECARP (Every Child a Reader Program) aims for non-zero readers through the
use of different interventions in reading.
❑ Project 10Bs (Bawat Batang Bulakenyo Bumabasa, Bumibigkas, bumibilang,

Bumabalangkas, Bumabalanse, Bumubuo at Bumabati) aims to develop the 21st
century skills of every learner using different pedagogies in K to 12 Curriculum and
through the help of technology (DM No. 341, s. 2022).
School learners
Project 5 Bs: Bawat Batang Bulakenyo Bihasang Bumabasa in the English Learning
Area
Attuned to the objectives of the Division Memorandum

No. 092 s. 2022 that pertains to the implementation of the 5Bs
(Bawat Batang Bulakenyo Bihasang Bumabasa), teachers from
the English Area of the entire Schools Division Office of
Bulacan collaboratively work together with other curriculum
areas. Teachers, individuals, groups, community volunteers
and other stakeholders hep each other to advocate the love for
reading among learners for it is believed that sharing a common
goal and commitment to make Bawat Batang Bulakenyo
Bihasang Bumabasa will lead to its victory and success. English
Area
The initiatives of the SDO Bulacan with its commitment
to provide quality and independent readers start with its
implementation and administration of EGRA (Early Grade
Reading Assessment) for Grades 1-3, Phil-IRI (Philippine Informal Reading Inventory) for
Grades 4-6, and a pilot implementation are made possible for the Junior High School and
Senior High . All activities focus on word recognition, oral/reading fluency and accuracy,
comprehension, analysis, and critical thinking for a life-long learning.
To attain the aforesaid initiatives, the 5Bs program has the following objectives:
1. Implement intensively the EGRA and Phi-IRI processes and procedures;
2. Improve students’ reading competencies—Junior High School and Senior High School—
through witty creative non-fiction texts that utilize language teaching approaches and
certain entertaining literary styles;
1. Provide a reading kick-starter to students—basically to get them into the habit of
reading fiction and non-fiction;
2. Develop critical thinking and creative thinking as the essays in the book will serve as
texts subject to close analysis or critical review; and function as a reference for
developing LMs, SLKs, CIPs, and ARs; and
3. Establish the start of producing books within public schools that promote the joy of
reading academic texts.
PROJECT ALL NUMERATES towards Education 4.0 (PAN 4.0) in Mathematics Learning
Area
Despite many changes in the curriculum,

the goals of Mathematics as learning area at the
basic education level remains the same: to
provide opportunities for individuals to develop
skills and attitudes needed for effective
participation in everyday living and prepare them
for further education and the world of work so
that they make worthwhile contributions to the
society at large” (Pascua, 1993).
To align Education 4.0 that focuses on

online assessments, robotics, Artificial
Intelligence (AI), big data, Virtual Reality (VR),
Augmented Reality (AR), and virtual
environments is considered to be the innovation
of 21st century skills specifically, critical
thinking, communication, collaboration, problem
solving skills and digital literacy, the
Mathematics learning area concentrates on
PROJECT ALL NUMERATES@E4.0 (PAN 4.0) in
which the primary objective is to produce capable
learners in the field of Mathematics in terms of
their numeracy skills.
Primarily, this flagship program of the Mathematics area aims to enhance the
Mathematical abilities of all learners in the terms of the four fundamental operations and
problem-solving skills which lead in uplifting the critical thinking skills of the learners as
part of HOTS. The project also gives technical knowledge to the learners to utilize on-line
assessment through teachers’ assistance. The PAN 4.0 has the following objectives,
specifically:
• Diagnose the learners’ numeracy skills on fundamental and essential competencies

through division-wide pretest to all grades 1 to 7 learners;
• Train learners of capable schools to accomplish the test through on-line platform
available;
• Develop intervention plans appropriate to the identified least learned competencies;
• Encourage teachers to consider the results as the baseline of continuous improvement
programs;
• Obtain learners’ profile in terms of output;
• Monitor intervention program implementation;
• Assess learners’ progress through division-wide posttest; and
• Develop sustainability plan for numerates and continuation of intervention program for
the nearly and non-numerates.
Aside from Project All Numerates there are other inclusive projects that support Project All
Numerates 4.0 (PAN 4.0) for implementation in 2022-2028 and these are the following:
❑ Project APAW/APAD@E4.0 (Project A Problem A Week/Project A Problem A

day@E4.0). This project aims to enhance learners’ ability in dealing with problem-
solving likewise to develop learners’ critical thinking through answering basic to
complex problems on different math competencies and the mathematical problem is
sent to the learners through flipped classroom.
❑ Project OBFAD @ E4.0(Project One Basic Fact A Day @E4.0). This project aims to
enhance learners’ ability in dealing basic number-fact reflexes in Mathematics to be
employed by the teachers.
❑ Project GLEAM @E4.0 (Project Guiding Learners in Enhancing Ability in

Mathematics @E4.0). This project provides technical guidance to learners by assisting
the learners to enhance their knowledge in Mathematics through developed or crafted e-
activities or virtual educational games.
❑ Project IAC @E4.0 (Project Integration Across Curriculum @ Ed4.0). This project
targets to utilize the other curriculum competencies in the classroom discussion as
reflected in the teachers’ lesson log and vice versa. This is not a simple integration using
one part of the lesson but also to incorporate other competencies in most parts of the
lesson if not entire.
PROJECTS in TLE LEARNING AREA
PROJECT PAG-ASA (Pagtatanim ay Alamin Gulay ay Anihin Sustansiya Ating

lasapin) is a continuous improvement project initiated by the Curriculum and
Implementation Division-SDO Bulacan under the supervision of Dr. Joel I. Vasallo,
Education Program Supervisor for EPP/TLE/TVL.
The key customers of this project are the learners who are taking Agricultural Crops
Production specialization in the whole division. This aims to enhance Agri-Crop learners in
TLE/TVE/TVL through a Project Home-Based activity applying Pag-Asa system.
The Pag-Asa system carries through entrusting the seedlings to the caretakers who will
provide all the facilities and medium for planting vegetable crops. Moreover, vegetable
production will be observed and monitored for record keeping purposes. ROI or return of
investment will be the part basis of attaining the objective of the project.
Due to limited space in the school premises, the team finalizes to use the home-
based project of growing vegetable crops. The home-based project’s main objective is to
apply and enhance learner’s competency in Agricultural Crop Production NC II particularly
growing vegetables at home applying Pag-Asa system.
It is envisioned that the Project PAG-ASA will:
a. serve as an instrument to enhance the
competencies of learners in the application of
growing vegetable crops even at home;
b. hone the learners’ skills in growing vegetable crops
that can be used for family consumption and future
business venture;
c. develop the values of resourcefulness, diligence,
sense of responsibility, and love of nature among
students; and
d. develop good attitude of students towards
Agriculture Project.
PROJECT PA-IWI (Paghahayupa’y Arali’t Itaguyod para sa Wastong Impormasyon) is a
continuous project for sustainable farming in support to the curricular programs
spearheaded by Dr. Joel I. Vasallo, Education Program Supervisor in EPP/TLE/TVE of
CID-SDO Bulacan. The beneficiaries of this are SPTVE learners who specialize Animal
Production (Poultry-Chicken) in Technical and Vocational Education through Home-Based
project.
The Pa-Iwi system is the traditional Paalaga system in which a poultry or livestock
owner entrusts their animals to a caretaker if they have the facilities. After the maturity
period of the poultry or livestock, the total amount being earned once the animals are sold
will be divided between the owner and the caretaker.
TechVoc Schools can utilize their trust fund as capital of their income generating
projects. The learners are provided by chicks as their stocks but they need to provide
house/pen, feeds, and proper management until it reaches its required age and ready for
market.
The primary goal of this project is

to apply and enhance learner’s
competency in rearing poultry-chicken at
home applying Pa-iwi system.
Specifically, SPTVE-Animal
Production learners will:
a. provide a real-life experience in
rearing poultry-chicken;
b. develop and enhance their skills and
talents in rearing and managing
poultry-chicken;
c. utilize strategies in marketing the
meat product produced from their
home-based project; and
d. realize the importance of poultry
industry and need to be sustained
Project ATM (Asset Tagging Management). SDO Bulacan is considered as one of the
largest public educational institutions in the country in terms of its enrollees with more
than five hundred thousand learners as population. With this number, the department
ensures and provides adequate technical tools and equipment to support learner’s
development.
To equip the needs of the school

personnel, teachers, learners, and stakeholders
in terms of technology advancement, the
teaching-learning process should enhance and
meet the challenges of the 21st century and
DepEd is also responding to the TVL-LTE backlog
of public schools. As one of the many recipients
of this program, schools in Deped-Bulacan has
been receiving various quantity of different TVL-
LTE packages every school year. The numerous
TVL tools and equipment are considered as
school properties and the school heads, property
custodians and their respective coordinators
together with their laboratory managers/teachers
are responsible in maintaining the said tools and
equipment.
The manual process of managing the asset of the school properties oftentimes causes a lot
of problems such as unidentified custody, inaccurate data, and no proper tagging of tools
and equipment.
The Project ATM or Project Asset Tagging Management can address these recurring
problems that hinder the proper inventory and tracking system of this institution. In
addition, it would easily identify the custodian of the tools and equipment, prevent the
items from misplacing, missing, avoiding the loss of assets and allow a transparency and
accountability for the property. Through the use of this innovation, schools and offices will
have a systematized process in asset tagging and record keeping.
This asset tagging is only a portion of the whole asset management concept which will be
developed in our division. Part of this innovation idea includes proper project proposal and
budget request review, integration of computer-generated forms and template, real-time
asset inventory update, optimization, and monitoring of usage of school assets, and
inclusion of all the tools, equipment, and all asset inventory of the school and offices.
Project ATM intends to:

• synergize all schools and offices in DepEd-Bulacan in ensuring the proper
implementation of asset management system;
• systematize the flow of monitoring, identification, tracking and controlling of assets
particularly tools and equipment; and
• ensure awareness and accountability on all DepEd personnel the crucially of asset
management.
PROJECT CompETENCE (Competence

Expressed Through Extensive National
Certification Eligibility) is focused on
eligibility as concrete evidence of one’s
competence over one’s career path. This
project compels to enable people who have
the skills and potentials to obtain a National
Certification (NC) from the Technical
Education and Skills Development Authority
(TESDA) through a non-profit endeavor
designed to uplift the productivity and life
skills of learners by training and leading
them into taking the NC assessment on
SHS-TVL specialization through the
assistance provided by various stakeholders.
This project applies to all Secondary Schools with Grades 11 and 12 Technical-
Vocational Livelihood Track-learners. The need to conduct this project is caused by the fact
that from the very start of offering TVL, it is clearly reported that NC Assessment is just a
voluntary option of SHS-TVL learners.
The project is envisioned for six (6) years of implementation and intervention, and it is
expected that it will produce 100% passers on TESDA National Certification on the
learner’s chosen specialization.
PROJECT 1MORE(1 Municipality, One Rural Farm School for Education 4.0) is a
project supporting the establishment of Rural Farm Schools in all municipalities in the
province of Bulacan as per Regional Memorandum No. 426, s. 2022.
Republic Act (RA) No. 10618 is entitled An Act Establishing Rural Farm School as
Alternative Delivery Mode of Secondary Education, otherwise known as Rural Farm School
Act.
The Rural Farm School (RFS) program aims to
provide a facilitative and experiential learning
on the core subjects of the K to 12 curriculum
that is focused on agri-fisheries and is designed
to address the needs of children in rural,
agricultural and fishing communities.
Specifically, the RFS intends to provide integral

formation or personal development on human,
social, moral, spiritual, and professional
development with a life project that focused on
family enterprise project for learners and
families in the rural communities and an agent
of rural development focused on social
economic, political and human development.
The RFS program follows the core competencies of the K to 12 Basic Education Curriculum
for Junior and Senior High School. In addition to these core competencies, adds-on
curriculum as identified by the local family farm or rural association and community as
their learning needs can be categorized into themes/topics. It emphasizes on agri-fishery,
forestry, farm entrepreneurship, community development, education for sustainable
development, and other community specific topics.
The alternance system of formation or other alternative delivery modes as approved

by the DepEd may be used in the curriculum implementation of the RFS program.
Assessment of student learning shall be in accordance with the existing guidelines of the
DepEd.
Presently, SDO Bulacan has launched three (3) pilot school implementers of the
program and these are: Sapang Bulac HS at DRT, Angat NHS at Angat, and Gabihan HS in
the Municipality of San Ildefonso last November 2, 2022.
Project Mabuting Asal, Matuwid na Buhay@ESP 4.0
With the flagship program of SDO-Bulacan in developing learners who are not only
Maka-Diyos, Makatao, Makakalikasan and Makabansa but also for them to be empathetic,
smart, alert, strong, kind and brave digital citizens. Edukasyon sa Pagpapakatao (EsP) is
deemed itself responsible for producing graduates who are not only technologically savvy
but also with a heart capable of love, respect, understanding, and a lot more of the human
values needed to co-exist in a fast- changing technological society.
This project’s goal is to ensure

the following:
1. Implement EsP K-12 Curriculum
and is at par with modern
technology the Department of
Education has to offer;
2. Develop digital assessment such as
formative and summative;
3. Develop learning contextualized,
localized teaching and materials
digital and in print; and
4. Develop self-paced digital learning
materials.
Below are the programs and projects of Edukasyon sa Pagpapakatao:
❑ Project (MYMO) Mind Your Manners Online is a series of capacity-building seminar

aims at developing responsible, global digital citizen through integration of Education
4.0, a desired approach to learning that aligns itself with the fourth industrial
revolution.
❑ MYMO is a project that aims at producing learners who are not only adept in use of
modern technology but also to be empathetic digital citizens as well. The project will
utilize the BIA or the Be Internet Awesome Website Service through SDO Bulacan ICT
personnel and resource persons for teacher’s capacity building.
❑ Project AKDA or Activity, Knowledge, Dependable, Authorship is a project gears

towards the continuous development of LRMDS quality-assured and validated teaching
and learning materials, NEAP accredited trainings, capacity building, seminar-
workshops and as well as the production of quality-assured evaluative materials like
interactive quiz, summative and formative, and other tests. The project also aims to
develop video lessons and digital instructional materials designed to be completed at the
student’s own pace, that will be accessible in the Division of Bulacan LRMDS portal. A
self-paced learning is a process where students can complete learning tasks at a speed
that is customized to their personal levels of mastery. This means they may take longer
with material they struggle with, skip topics that cover material they already know, or
repeat topics as needed (Bray & McClaskey, 2010).
PROJECT SCIENCE CONTENT AND PROCESS SKILLS (PRO-SCIE4.0) TOWARDS

Education 4.0
The Science Framework for Philippine Basic Education Science that is clearly
defined by the Department of Science and Technology-Science Education Institute (DOST-
SEI, 2011) is both content and process. Science content and Science process are
intertwined. The value of Science processes is to advance content or the body of
knowledge. Without content, students will have difficulty utilizing the Science process
skills. Science processes cannot exist in a vacuumhe but they are learned in context.
To align with Program CoRE @ Education 4.0 (Content enhancement and

development of learning resources, Remediation, Enrichment and intensification
through assessment and technical assistance) of the Curriculum Implementation
Division in all learning areas, the Science learning area focuses on its flagship project
known as Project Science Content And Process Skills. Basically, the project aims to
strengthen the scientific, technological and environmental literacy of learners by means of
various pedagogical interventions and strategies as well as HOTS-based assessment.
Specifically, PRO-SCIE4.0 aims to:

1. monitor and evaluate the program implementation of the regular and special Science
curriculum;
2. establish learners’ profile in Science towards enhancement of content and process
skills;
3. departmentalize Science assessment in all key stages through online test item bank;
4. obtain profile of Science teachers as to their trainings in teaching Science as a learning
area;
5. capacitate Science teachers on content and assessment strategies with emphasis on
design thinking, familiarization with educational technologies, and Structure of
Observed Learning Outcomes (SOLO) taxonomy that will help learners develop critical
thinking skills;
6. reassess Science learning resources that are ICT-based;
7. provide professional opportunities and recognition of Science teachers; and
8. craft policy recommendations in the implementation of regular and special Science
curricular programs (i.e., Special Science Elementary Schools, Science Technology and
Engineering in JHS, and Science Technology Engineering and Mathematics in SHS).
Inclusive of PRO-SCIE4.0 are the following projects for implementation in 2023-2028:
❑ Project Basic Science Skills

(Pro-Basic@E4.0) – This project
entails mastery of the learners
across key stages on the key
concepts of measurement that
includes: a) significant figures;
b) scientific notation: c)
rounding-off numbers; d)
conversion of units in Metric
and English systems of
measurement; e) familiarization
with laboratory resources and
their uses. This project aims to
enhance the scientific
knowledge and understanding
of the learners.
❑ Cross-Specialization in Science Teaching (Cross-Specs@E4.0) – This project includes

pedagogical interventions and strategies that are intended to capacitate teachers in their
non-major subject in science (i.e., General Science, Biology, Chemistry, and Physics)
considering that in the K-12 Curriculum these four fields of specialization are taught
across grade levels. Moreover, this undertaking includes preparation of prototype daily
lesson plans in 5Es framework for the elementary and 7Es framework for the secondary
levels.
❑ Project Scientific Research Skills (Scie-Research@E4.0) – This project showcases the

annual Science and Technology Fair that promotes scientific investigation and scientific
writing among learners across grade levels. It is a problem/project-based learning that
is geared towards the development of their 21st century skills namely critical thinking,
communication skills, creativity, problem solving, perseverance, collaboration,
information literacy, technology skills, and digital literacy. Moreover, this is particularly
intended for Special Curricular Programs in Science like the SSES, STE, and STEM.
❑ Project Environmental Education (Pro–Environment@E4.0) – This project supports

the Youth for Environment in Schools Organization (YES-O) in elementary and
secondary schools. In line with the finalization of the Environmental Education Program
Policy for Curriculum and Instruction across the Bureaucracy, Pro–Environment@E4.0
focuses on responsible stewardship of nature (i.e.Makakalikasan) as one of the core
values of DepEd.
❑ Project Laboratory Resources Management (Pro-Lab Management@E4.0) – This is

aligned with the DepEd’s procurement of learning tools and equipment for Science and
Mathematics (DepEd Order No. 020, s.2022) to enhance the quality of teaching and
learning Science and Mathematics subjects through hands-on and minds-on authentic
learning experiences. As an offshoot of this project, an online laboratory resources
management system will be designed and implemented to leverage technology in
education. The Pro-Lab Management@E4.0 will use technology to improve the
monitoring and evaluation of laboratory learning tools and equipment inventory,
optimize Science laboratory operations to maximize teaching and learning, and develop
scientific inquiry and technological skills among learners.
PROJECT SWAC
Before the start of the pandemic, the club’s flagship program is Project School
Waste Assortment Corner or Project SWAC. This project is encouraged and instilled in
every classroom on campus. However, due to the constraints of the pandemic, the project
was turned into HWAC or Home-based Assortment Corner. In this program, waste
segregation is encouraged among the students of San Miguel National High School. The
waste in their homes is separated into Biodegradables from Non-Biodegradables.
This program aims to promote and support solid waste management among the
students, especially in their homes and to foster environmentalism among families and
individuals. The practice of the 3Rs: Reduce, Reuse and Recycle is promoted among the
participating young environmentalists. Specifically, this program aims to:
a. segregate wastes and reduce the amount of trash that needs processing;
b. observe the cleanliness and orderliness of the environment;
c. promote environmentalism among the students and faculty; and
d. encourage students in practicing 3Rs at home.
COLLECTION OF EMPTY BOTTLES
Plastic pollution has been a consistent and persistent problem that has been
afflicting communities in the municipality. Many plastic wastes are littered in the streets
and some are not even recycled and are immediately thrown in landfills. The Collection of
Empty bottles is a program in which students in every classroom are encouraged to collect
their plastic empty bottles which are then converted into cash that will become funds for
the club and its activities. The pandemic hindered this collection and now, students are
encouraged to separate plastic bottles and send them to proper authorities that recycle
plastic bottles.
This project aims to raise awareness of the current situation of plastic pollution in
the area. Students are encouraged to be part of the solution and practice solid waste
management in their homes. Specifically, this project aims to:
a. minimize garbage at home and convert the trash into cash;
b. the cleanliness and orderliness of the school despite this pandemic;
c. encourage students to practice solid waste management at home; and
d. minimize plastic pollution in our community.
ENVIRO-STAR LANTERN MAKING CONTEST
The Enviro-Star Lantern Making Contest is a program conducted by the YES-O

Club of SMNHS and held at the end of every year. This is in line with the holidays
especially Christmas season and its aim is to promote resourcefulness, eco-friendliness,
and patronage of sustainable and renewable materials in art making. Participants are
tasked to make a lantern made from recycled and indigenous materials.
This contest aims to advocate environmental sustainability by recycling and

repurposing waste into something new – into an art form. Above all, it emphasizes the
advocacy behind the activity which is to learn how to lessen the garbage in school, home,
and community. Specifically, this project aims to:
a. develop students’ talent and skill in lantern making using recycled materials;
b. help minimize the use of non-biodegradable materials;
c. encourage resourcefulness and patronage of sustainable materials; and
d. lessen and repurpose non-biodegradable waste into artwork.
CLEAN-UP DRIVE
One of the main goals of the

YES-O club of SMNHS is to maintain
the cleanliness and orderliness of the
community. Especially during the
pandemic, vectors of diseases and
illnesses have been fostered and it is a
threat to the well-being of students.
This program, Clean-up Drive, aims to
encourage the student- body to clean
and organize their homes which can
easily be done without the need for
complicated steps and instruments.
This program’s objective is to get rid of vectors of diseases that might pose a potential
threat to the health of individuals and promote sustainable practices and encourage eco-
friendly choices. Specifically, this program aims to:
a. prevent the spread of vectors of diseases that may arise due to dirty environment;
b. maintain the cleanliness and orderliness of the school despite the pandemic;
c. encourage environmentalism among the student body and the school faculty; and
d. promote eco-friendly practices that can be done in the comfort of their homes.
YES-O GARDEN (SEEDBANK AND
NURSERY)
One of the club’s priorities is

to instill environmentalism not only
at school but also in local
communities. The YES-O Garden is a
project that aims to foster eco-
friendliness among students,
teachers, parents, and local
stakeholders. The garden is
decorated with ornamental plants as
well as seedlings of fruit-bearing
plants and vegetables.
With the garden, the club and the school will be able to benefit from it as a source of
seedlings, fruits, and vegetables for the students, the school, and the community.
This project is conceptualized to foster the importance of gardening among the

students and ignite their passion for gardening at school. Gardening is also meant to
kindle the student’s love for mother nature and teach them the steps needed to recreate
the garden at home. Specifically, this project aims to:
a. establish the YES-O Garden with seed bank and nursery;
b. observe the cleanliness and orderliness of the environment;
c. foster environmentalism among the student body and the school faculty; and
d. promote gardening as a means of environmentalism in school.
COMMUNITY PLANTREE
As a youth-led organization, one of our advocacies is to help our community be

environment-friendly and enact practices that would benefit them in their everyday lives
and help conserve nature in the process. YES-O’s Community PlanTree is a project that
aims to distribute seedlings from various groups and stakeholders in our school. This is an
outreach program that aims to help families and local communities. Through donations,
seedlings are provided by the club – ranging from ornamental plants to vegetables and
fruits like eggplants, tomatoes, and papayas.
The project’s main goal is to distribute

plants and seedlings to local communities
and beneficiaries in San Miguel, Bulacan,
as well as raise awareness about the tree
planting advocacy, which aims to plant
more seedlings and trees in our
environment. This project is carried out in
celebration of World Environment Day.
Specifically, this project aims to:
a. distribute plants and seedlings to local

communities and beneficiaries in San
Miguel, Bulacan;
b. raise awareness about the tree planting advocacy which aims to plant more seedlings
and trees in our environment;
c. foster environmentalism among the students and members of the local community;
d. aid in the everyday living of beneficiaries through eco-friendly means; and
e. promote sustainable planting of indigenous and native plants and trees in the province.
Project TIBIM (Teacher Interactive Board In Music)
School Peer coaching as suggested by Department of Education (DepEd) is designed

to assist teachers in gaining new skills and knowledge in teaching. It focuses on creating
learning environments that enable them to increase their instructional skills effectively.
As part of the peer coaching activity in school, the innovation Project TIBIM
(Teacher Interactive Board In Music) is initiated to come up with an instructional material
that will guide teachers to teach Music lessons with confidence and expertise.
Project TIBIM is a user’s friendly and interactive instructional material that will help
Grade 9 MAPEH teachers to understand learning competencies in the first quarter. It
contains informative PowerPoint slides that allow teachers manipulate, explore and interact
with images, information and sample music in the Medieval, Renaissance and Baroque
Period.
KATUTUBONG AWIT SA LALAWIGAN NG BULACAN: Resource Book of Localized

Teaching Material for MAPEH Teachers
Education in the Philippines is based on a foundation of cultural heritage. Cultural

heritage in education has a good impact on several aspects and it develops appreciation
and understanding of history and culture while nurturing a sense of belongingness,
identity, and community participation.
Moreover, culture has an impact on how we perceive the world, our society, and
how we communicate with one another. Being a part of a culture has an impact on how we
learn, remember, communicate, and act. As a result, learning and teaching approaches are
strongly influenced by culture. In line with this, the Department of Education (DepEd)
emphasized that culture and history are essential aspects of basic education and should be
taught to 21st century learners with great emphasis on good morals and character.
Furthermore, folk songs are said to be the reflection of society and a great part of
our cultural heritage. Learning folk songs and putting them into practice means of
preserving our culture and national identity, which is valuable to everyone, particularly in
the field of education, where incorporating folk songs into the music curriculum can be a
strategy for achieving national development goals.
In accordance with this, Mr. Marquez T. Cartel, former EPS in MAPEH of Division of
Bulacan, conducted a research on the various Bulacan folk songs. The compiled folk songs
were transcribed into music sheets and recorded digitally. This compilation of folk songs
has finally been completed and is ready to be shared with the public so that everyone can
benefit from the unique culture of our province, Bulacan.
The purposes of the Resource Book of Localized Teaching Material for MAPEH Teachers
are:
a. publish the compilation Bulacan Folk Songs through demonstration and presentation;
b. create consciousness, respect, and love for our cultural heritage, specifically the folk
songs of Bulacan through a symposium; and
c. adopt teaching and learning support material for the promotion of Bulacan folk songs
in the field of education.
“BULACAN FOLK DANCES” (MGA KATUTUBONG SAYAW SA LALAWIGAN NG
BULACAN): Resource Book of Localized Teaching Material for MAPEH Teachers
Bulacan Folk Dances, a resource book of localized teaching material for MAPEH
teachers, is conceived to truly appreciate the cultural heritage of the province, to rediscover
and preserve it, to discover the origins of Bulacan, and to promote local tourism through
folk dances.
This book is a painstaking collection of unpublished folk dances from different

places in Bulacan. Folk dance, as a performing art, plays a vital role in our society.
Dancers gain artistic experience and present it through their creative performances, which
the audience enthusiastically responds with. It is also an avenue of learning as it develops
communication skills, critical thinking skills, problem solving techniques, and kinesthetic
abilities. Just like any dance, folk dance can be utilized in formal and non-formal
education since dance allows participants to tackle a wide variety of themes and deal
effectively with almost all kinds of human behavior. Dance integrates mental, physical,
emotional, social, and spiritual aspects of learning.
Fostering familiarity with the indigenous folk dances of Bulacan can be of great
help in promoting cultural awareness of the young generation. The long forgotten native
folk dances can be revived and made part of the curriculum thus, giving our learners the
opportunity to enjoy and appreciate local dances. Incorporating the contents of this book
with its thrust for localization and contextualization will develop among the youth love for
folk dance. In addition, it will instill in their young minds’ lessons in patriotism and deep
appreciation of Bulacan’s culture. Hopefully, it will enable the youth to balance their
modern, westernized ways with genuine appreciation of the culture of Bulacan, their
beloved and blessed home.
The following are purposes of this book:

a. publish the unpublished folk dances of the Bulacan province;
b. give a copy to every public school in the Division of Bulacan, Local Government Office,
and other concerns for the dissemination of the study;
c. provide learning material in teaching folk dances in the Physical Education component
of MAPEH curriculum; and
d. promote cultural heritage of Bulacan.
The following are pictures showing different folk dances:
a. BALSENG PANYO
The Magical World of Kindergarten 4.0 Project
The 21st Century Education is the generation where learners are provided with
necessary skills to adopt to the new world of technology and to assist them to grow
confidently in using those skills in their quest for learning.
Children who are 5 in age can learn all about the world around them using
exploration, and figuring out how it works. Their enthusiasm for learning always gets the
best of them at this age, which aids them in their learning process in figuring out what the
world contains.
The project MABALAGHANG DAIGDIG sa Kindergarten under Kindergarten

Education Program (KEP) and the flagship Program of SDO Bulacan will serve as a tool in
promoting and directing the young learners toward Education 4.0. Various activities will be
conducted which are aligned to the programs, projects and activities, vision, mission, and
core values of the Department of Education.
This project will also visualize the following:

• use of modern technology in teaching kindergarten pupils;
• adapt the use of gadgets and ICT facilities in facilitating learning;
• create videos that will aid the teachers in the delivery of learning;
• address the needs of teachers in the 21st century education; and
• face the challenges brought by the 4th Industrial Revolution in Education or the
Education 4.0
RESILIENCY AND WELL-BEING
Figure 81
The pillar of Resiliency and Well-Being has its two flagship programs and these are
given by letters Y and O. The first flagship program under letter Y is to yield to the
prescribed standards to sustain the delivery of quality services through appropriate, timely,
and relevant programs, projects, and activities, while the next program is given through
letter O that stands for overcoming challenges through unity and collaborative teamwork for
quality management system.
With its flagship programs, the goal is to ensure access, equity, and inclusion in
education through support to the learning environment of school-aged population through
the implementation of programs, projects, and activities in Key Stages 1 to 4.
The intermediate outcome is for Bulakenyo learners to acquire literacy, numeracy,
science and 21st century skills and to develop positive character to succeed in their choice
of career.
With the strategy of enhancing programs for learners’ growth and development
through Youth Formation and Child Protection Programs, DRRM, and School Health
Services, the key challenges are reported cases on child protection, protection of
psychological support to teachers, personnel and learners and COVID-19 cases among
teachers, learners, and personnel.
Below is a program that will cater for the next 6 years and this is:
OK sa DepEd
SDO Bulacan implemented OKD (Oplan Kalusugan sa DepEd) and this is a total
package of several health and nutrition programs designed to maintain and improve the
health of school children through the prevention and control of diseases, the promotion of
health-related knowledge, attitudes, skills and practices. It highlights six flagship programs,
namely, the School–Based Feeding Program
(SBFP), complemented by other nutrition
support programs; Medical, Dental, and
Nursing Services, including the School
Dental Health Program (SDHCP); Water,
Sanitation, and Hygiene (WASH) in
Schools (WinS) Program; Adolescent
Reproductive Health; National Drug
Education Program (NDEP) supported by
comprehensive tobacco control; and the
School Mental Health Program.
The program aims the following:
a. The provision of basic primary health, nutrition and dental services to learners to allow
them to achieve their full educational potential;
b. The practice of healthier behavior among school personnel and learners that they can do
on their own; and
c. The strengthening of linkages with health providers and the local governments for child
and adolescent health services.
Packaged delivery of health services includes the following:

a. School-Based Feeding Program (SBFP), complemented by other nutrition support
programs like Nutritional assessment, canteen monitoring, and nutrition education;
b. Medical, Dental, and Nursing Services, including the School Dental Health Program
(SDHCP) it includes activities such as health assessment of learners, teachers and
personnel, health and education, visual and auditory screening, management of
ailments, referral and follow up and wellness activities;
c. Water, Sanitation, and Hygiene (WASH) in Schools (WinS) Program which includes
helminthiasis control, menstrual health management, hygiene practices, and
development of Adolescent Reproductive Health;
d. National Drug Education Program (NDEP) supported by comprehensive tobacco
control and universal precaution om substance use curricula; and
e. School Mental Health Program- it includes provision of psychological support,
provision of Psychological First Aid and Mental Wellness.
The 58 school health section personnel are assigned to different district-areas of

assignment to provide these basic services in year-round basis for proper reporting,
management and provision technical assistance aiming for a healthy SDO-Bulacan.
Disaster Risk Reduction and Management Program in DepEd was
institutionalized as per Deped Order No. 37 s. 2015, also known as the Comprehensive
Disaster Risk Reduction and Management in Education Framework. This is to guide DRRM
efforts in the basic education sector towards resilience-building in offices and schools, and
to ensure that quality education is continuously provided and prioritized even during
disasters and/or emergencies. This Framework shall institutionalize DRRM structures,
systems, protocols, and practices in DepEd offices and schools. Further, this shall provide
common understanding and language in the implementation of DRRM in basic education at
all levels. Earthquake Drills, School Hazard Watching and Mapping, School Planning,
Coordinator`s Capacity Building are some of the programs being implemented in DRRM.
Furthermore, Project KALAKBAY, “Kalamidad ay Labanan para sa Kaligtasan ng mga Bata
at mga Bayan ng Bulacan” will be launched to support the DRRM programs and projects at
the same time to recognize schools implementing the said projects.
Under this framework, Earthquake drills, School Hazard Watching and Mapping, School
Contingency Planning, Coordinator`s Capacity Building are some of the programs being
implemented in DRRM
It is envisioned that the safety programs and projects will:
1. turn the school gaps and vulnerabilities into capacities.
2. instill disaster preparedness among our young learners.
3. Provide basic training in disaster preparedness like BLS-CPR, disaster management,
Incident command
RADAR Reporting and Monitoring
RADAR Reporting, Monitoring, and Technical Assistance support the DRRM’s culture
of safety, reducing risks, and ensuring learning continuity. It comprises safe learning
facilities and disaster risk management as part of resilience in education.
This is a way to recognize schools, coordinators, and advocates for the best DRRM
Implementation. Technical assistance is also provided to them in case of any disaster that
may happen, ensuring the safety of all the people concerned as well as the entire
community.
Psychosocial and Mental Health
As the former President Rodrigo Roa Duterte officially signed the Republic Act No.
11036 or the Mental Health Law of 2018, June 21. This law provides every citizen to have
positive mental health and with this all schools in the Division of Bulacan see to it that
every learner has positive psychosocial and mental health through different activities that
schools provide for.
Schools provide a Mental Health and Psychosocial Support (MHPSS) in every subject
area that could give learners the following :
a. Realize their full potential;
b. Cope with the stresses of life;
c. Work productively; and
d. Make meaningful contributions to their communities
MHPSS has different core principles, and these are: human rights and equity,
participation, do no harm to others, building on available resources and capacities,
integrated support system, and multilayered support.
The Division of Bulacan ensures that all learners promote psychosocial well-being by
telling them to:
a. Recognize that crisis occurs when sudden and/or adverse circumstances affect a
person’s ordinary life;
b. Feel that something is wrong and that is okay;
c. Engage in healthy activities that you enjoy and find relaxing;
d. Gather facts minimize fear;
e. Draw on the skills that have helped in the past to manage previous crisis/ adversities,
and use these skills to manage this present one;
f. Shift perspectives away from number of deaths toward number of recoveries;
g. Say words that are one’s uplifting and encouraging.
With the aid of the DEDP’s enabling mechanism through governance, thee
SDO commits to serving Bulakenyo learners with an education that CARES-
Collaborative, Accelerating, Responsive, Empowering, an Strategic governance and
management system. The loops and interactions in the frameworks are adaptive to
the system features of the SDO‘s goals.
In support of the implementation of programs and projects under four (4)
pillars of Intermediate Outcomes (IOs), SDO Bulacan is geared towards aggressive
reforms for quality, thus the different functional units will take the initiatives in the
implementation of the following projects and activities.
YOUTH FORMATION
1. Student Government Program (SGP)
The Student Government Program

is one of the flagship programs of the Youth
Formation Unit handled by the Project
Development Officers I – Youth Formation
Coordinators of the School Governance and
Operations Division (SGOD). This program includes the implementation of student
leadership activities and the establishment of the
Supreme Pupil Government (SPG) in elementary
schools and the Supreme Student Government
(SSG) in secondary schools. The recommended
activities in this program are the following: (1)
student leadership formation activities; (2) peer
coaching/tutorial activities; (3) core values
advocacy; (4) awareness campaigns on youth
issues; and (5) other youth-related activities.
The Student Government Program aims to
recognize the significant contribution of the SPG
and SSG in nation-building which starts in school, enabling the learners to become
highly skilled individuals who are responsible, hardworking, enterprising,
persevering, value-driven, and culturally rooted.
It is envisioned that the Student Government Program will:
1. empower the youth imbued with the values of Maka-Diyos, Maka-Tao,
Makakalikasan, and Makabansa;
2. mold and encourage learners to be proactive members of society;
3. empower students to strive for excellence in academics, leadership, and social
responsibility; and
4. serve, protect and promote the rights and welfare of every student.
2. National Greening Program (NGP)
The National Greening Program is one of the programs

of the Youth Formation Unit handled by the Project Development
Officers I – Youth Formation Coordinators of the School
Governance and Operations Division (SGOD). This program
includes the implementation of environment-related activities
and the establishment of the Youth for Environment in Schools
Organization (YES-O) and Gulayan sa Paaralan in schools.
The recommended activities in this
program are the following: (1) greening
activities – planting, growing, and caring for
trees/mangroves; (2) environment information
and education advocacy; (3) conservation of
resources – water, biodiversity, and power
supply; (4) clean-up drives; (5) ecological solid
waste management; (6) outreach programs –
adopt a river/estero, and adopt a community; (7) promotion of local eco-tourism; (8)
eco-festival; (9) PlanTito and PlanTita of the Day; (10) School Inside
a Garden (SIGA); (11) planting of vegetables, trees, and ornamental
plants; and (12) feeding program (from the harvested vegetables in
Gulayan sa Paaralan).
The National Greening Program focuses on the DepEd core
value Makakalikasan which aims to encourage learners and
teachers to live up to and answer the urgent call for the
preservation and conservation of the environment by implementing
sustainable activities to instill a greener way of life among learners
and teachers.
It is envisioned that the National Greening Program will:
1. make learners and teachers aware of the current state of the
environment as well as the prevailing issues and concerns;
2. encourage community participation and initiative in
environmental and ecological movements and actions;
3. develop environmental values, skills, and attitudes; and
4. establish support systems to protect and conserve the
environment.
3. Barkada Kontra Droga (BKD) Program
The Barkada Kontra Droga Program is one

of the programs of the Youth Formation Unit
handled by the Project Development Officers I –
Youth Formation Coordinators of the School
Governance and Operations Division (SGOD). This
program includes the implementation of activities
about preventive drug education and the
establishment of the Barkada Kontra Droga (BKD)
organization in secondary schools.
The recommended activities in this program are the following: (1) orientation
seminars/webinars, and symposium on Anti-Illegal Drugs and Barkada Kontra
Droga; (2) drug prevention campaigns – signages, murals, bulletin board “BKD
Corner”, Facebook/Infomercials; (3) poster making contests; (4) slogan making
contests; (5) jingle making contests; (6) short film making contests (7) capacity
building and series of training; (8) life skills and livelihood programs; and (9) other
activities related to preventing drug abuse and use.
The Barkada Kontra Droga (BKD)
aims to make learners be at the forefront
of a comprehensive and student-centered
campaign against the effects of Illegal Drug
Use among students which is in full
support of the government’s strong
campaign against drugs.
Together with partner

agencies: the Philippine National
Police (PNP) and Dangerous Drug
Board (DDB) and the Provincial
Government of Bulacan, it is
envisioned that the Barkada Kontra
Droga (BKD) will:
1. inform and educate learners about the dangers and disastrous effects of drug
abuse;
2. promote awareness and intervention to drug abuse and its related issues; and
3. prevent drug abuse and use among learners thru the development of desirable
values, attitudes, and practices.
SPORTS DEVELOPMENT
For a long time, different sports activities have played a very crucial role in
our education and have also made huge opportunities for student-athletes. While
several learners play sports out of pure pleasure, little do they know that there are
various benefits to these extracurricular activities, as well. Participation in several
athletics and sports activities is highly beneficial for learners in school. Not only do
they develop their physical and mental health but also their intrapersonal skills
such as teamwork and sportsmanship.
Athletics/Sports Clubs in schools under the umbrella of SDO-Bulacan aim
in developing a positive attitude towards different forms of sports and teach them
how athletics promote health and wellness.
The activities that will help them achieve the objectives of sports
development are: 1. training of student-athletes; 2. series of symposia tackling the
importance of sports; 3. inter-school sports competitions or athletic meets; 4.
seminars about sportsmanship; and 5. other sports-related activities.
These activities will hone the physical fitness and skills of the Bulakenyo
learners by developing them comprehensively and fostering their inclination for
sports. In addition, the activities under this program will help widen their physical
capacities and self-discipline.
SOCIAL MOBILIZATION AND NETWORKING
1.The Adopt a School Program (ASP) and Brigada Eskwela
The Adopt-A-School Program (ASP) and Brigada
Eskwela are programs that aim to encourage
volunteerism and public-private partnerships while
also addressing resource gaps in public schools by
strengthening partnerships with local communities.
Adopt-A-School refers to a program where a private
entity agrees to extend assistance to a public school in a particular aspect of its
educational program within an agreed-
upon period, while Brigada Eskwela
promotes collaboration and resilience in
basic education. They envision a deeper
and more meaningful collaboration between
parents, teachers, local governments, and
the entire community through these
programs, to create a safe learning
environment.
Technical assistance among school heads and ASP/BE coordinators is
provided as part of mentoring and coaching during the monitoring of the said
programs. The best practices of each school are shared, especially in sustaining
their partnership in supporting the school’s needs.
2. Enhancement of Partnership Program Implementation and Creation of
Donor Community through Establishing Collaboration among LGUs, NGOs,
Private Sectors, and Alumni
Enhancement of Partnership Program
Implementation and Creation of Donor
Community through Establishing Collaboration
among LGUs, NGOs, Private Sectors, and Alumni
are programs that highlight the acquisition and
the generation of various resources from the
internal and external stakeholders, and the
distribution of resources to target beneficiaries.
These intensify the various partnership programs
through monitoring and evaluation.
The activities of these programs are
monitored, and data banking is utilized to
ensure the acquisition and various resources
are well-distributed to the beneficiaries who
need the said donations most based on their
needs. Through the collaboration among the
LGUs, NGOs, private sectors, and alumni,
these programs would not be possible without
their unceasing support for the schools.
3. Enhancement Program of Youth Partnership and Linkages
Enhancement Program of Youth Partnership

and Linkages is a program that strengthens
partnership engagement through the signing of a
Memorandum of Agreement (MOA) and
Memorandum of Understanding (MOU) between the
Division and its partners. The activities of this
program involve the conduct of meetings between
parties, MOA/MOU signing between parties,
acceptance, and distribution of donations, and
recognition day of partners. With this, it assures the
Youth Partners Convergence that they are also part
of the Division’s program.
In connection, the Social and Mobilization

Networking checks the MOA/MOU and secures that
the two parties are accountable for their duties and
responsibilities as partners. The MOA/MOU is
notarized, and the unit will keep safe this copy.
HUMAN RESOURCE AND DEVELOPMENT

1. Gender Sensitivity in the Educational Setting
In line with the DepEd’s mandate to ensure access
to quality basic education for all and through its
Gender-Responsive Basic Education Policy (DepEd
Order #32, s. 2017), SDO Bulacan commits to
integrate the principles of gender equality, gender
sensitivity, non-discrimination, and human rights,
in the provision and governance of basic education.
Gender awareness is more analytical and
critical since it clarifies issues about gender disparities and gender issues. Our
education system needs to be gender-sensitive and gender friendly. And one of the
best possible strategies to minimize gender discrimination in society is to promote
gender awareness at all levels of society.
Schools can play an important role in
inculcating gender sensitivity in the etiquette and
manners of students. It is necessary to create a
gender-responsive school in which the academic,
social and physical environment and its
surrounding community take into account the
specific needs of girls and boys. Hence, a
detailed action plan with a definite road map is
required in the school curriculum to achieve gender
equality.
The activity aims to orient on the

importance of Gender Sensitivity as it
clarifies issues about gender disparities
and gender issues primarily in our
education system, which it always
needs to become gender sensitive and
gender friendly. In addition, it plans to
create the best possible strategies to
minimize gender discrimination at all
levels in our society.
Specifically, this undertaking intends to:
a. Enhance appreciation and knowledge of
GAD.
b. Develop an understanding of basic gender
concepts and their application to the long-term
implementation of programming and
initiatives.
c. Have significantly increased their
receptiveness and support for the social
economic and political empowerment of
women.
d. Prepare school GAD Plan and Budget for 2023
e. Cascade the training to other GAD focal persons in all EDDISes both Elementary
and Secondary.
2. EARLY DETECTION OF MEN AND WOMEN'S HEALTH ISSUES
The Department of Education

recognizes the necessity to keep our
teaching and non-teaching personnel
healthy and resilient considering that their
physical well-being has a significant impact
on the delivery of services, especially during
this time of the COVID-19 pandemic.
Pursuant to the DepEd Memo 22, s.
20 l5 entitled Annual Physical Examination
of DepEd Employees (Teaching and Non-
Teaching personnel} and as per RA 11223
or the Universal Health Care Act and its
Implementing Rules and Regulations, all
teaching and non-teaching personnel are
required to undergo an Annual Physical
Examination.
The Schools Division of Bulacan in
its 3rd year of implementing its advocacy of
ensuring that personnel of the division
office are healthy and fit to perform their
assigned tasks and functions, the Human
Resource and Development Section
proposed to conduct the activity in July
2022.
This activity aims to:
1. ensure that all employees are

physically fit to perform their assigned
tasks and functions.
2. detect common illnesses and
potentially life-threatening diseases
before symptoms arise.
3. INDUCTION PROGRAM FOR BEGINNING TEACHERS
Schools worldwide use induction

programs to support new teachers in their
first years of teaching by way of
contributing to their sense of well-being
and professional development (Partlow,
2006). A good induction program
addresses the important issues and
transitions from being a preservice teacher
to being a teacher and sets the tone for a
teacher’s personal and professional
identity (Ryan, 2018). It should assist the beginning teacher to understand their
responsibilities to students, the public, and the
profession. Beginning teachers need to continue
to develop their own personal and professional
philosophy as to what it means to be a
professional teacher.
This activity aims to:
a. present the accomplishments and/or best
practices as per the targets set by the
coursebook
b. discuss the consolidated impressions and
various concerns as determined by the
mentors and mentees
c. address issues and concerns on the
implementation of the Induction Program
for Beginning Teachers (IPBT)
d. provide the needed technical assistance.
4. NEAP-PDP TRAINING FOR TEACHERS AND SCHOOL LEADERS
In compliance with DepEd Order No. 001, s. 2020, Guidelines for NEAP
Recognition of Professional Development Programs and Courses for Teachers and
School Leaders, the Department of Education (DepEd), through the National
Educators Academy of the Philippines (NEAP), is committed to the professional
growth and lifelong learning of its teachers and school leaders as a key foundation
to the upgrading of the quality of basic education.
The training to be given will address development needs using various
platforms and modalities that include formal training and workplace learning that
will be provided to all levels.
It aims:
• to ensure that all programs and courses, whether internally or externally
provided, are aligned, and integrated into the wider NEAP professional
development program, the Recognition process should be put in place.
• support teachers and school leaders in their professional learning throughout
their careers, especially as it relates to strategic directions of DepEd.
• ensure that high-quality professional development programs are provided to
teachers and school leaders.
• recognize and value prior learning and existing skills and knowledge.
• encourage all teachers and school leaders to take responsibility to improve
their professional practice and to continue to learn.
PLANNING AND RESEARCH
1. Research Festival
Since 2019, the Division Research
Festival has been a yearly activity organized
by the Planning and Research Unit to
provide an opportunity for researchers
(teaching, teaching-related, and non-
teaching personnel) of the division to share
their research findings. Moreover, this serves
as an avenue for discussion on how the
division may be able to utilize the outputs of
completed research in improving learning
outcomes and governance processes in the
division. During the conduct of this activity,
several oral and poster presenters are
allowed to showcase and present their
completed research while participant
observers are given a chance to witness and
learn from among the best in the specific
subject matter.
2. Research Caravan
The Research Caravan serves as a
mechanism for the Schools Division
Research Committee (SDRC) to provide
technical assistance and coaching on
research to its teaching, teaching-related
and non-teaching personnel. In the said
activity, the Planning and Research Unit
of the SGOD gathers participants from
all the educational districts to conduct
in-depth coaching on research. Coaching
covers discussions on the culture of
research in basic education, preparation
of proposals, problem identification,
development of interventions and
research instruments, as well as
conducting research.
SCHOOL MANAGEMENT MONITORING AND

EVALUATION
School-Based Management is the strategy to improve education by

transferring significant decision-making authority to all schools in the school
division office. SBM provides the internal and external stakeholders greater control
over the education process by giving them responsibility for decisions about the
budget, personnel, and curriculum. Through the involvement of teachers, parents,
and other community stakeholders, SBM can create more effective learning
environments for children.
The DepEd Memorandum No. 75, s 2022 or the moratorium on the SBM Validation
never stop the schools to improve their operation in all aspects of leadership,
curriculum, accountability, and management of resources “para sa bata, para sa
bayan” and more so, focus on improvement on a curriculum about learning loss due
to pandemic.
This program envisioned to-

1. positively affect teachers' commitment to the teaching profession and student’s
academic achievements and negatively affects their commitment to the school
and students' social well-being.
2. address improvements in the learning outcomes through effective leadership in
schools.
3. empower school heads and teachers to manage and appropriately respond to
learning needs and issues in their respective communities.
Quality Assurance Monitoring and Evaluation of Training – SDO Bulacan is

committed in ensuring the quality delivery of all DepEd training programs and
promoting transparency and accountability in governance and operation. Hence,
quality assurance monitoring and evaluation of training promote and protect
accountability and transparency in the division by ensuring compliance with
standards in the delivery of training towards achieving outputs and results by
assessing, assuring quality, and monitoring and evaluating training to obtain
accurate, timely, and relevant information that serves as the basis for decision-
making and continuous improvement in the delivery of training and development.
Furthermore, the following tasks are undertaken as part of the quality assurance
monitoring and evaluation:
1. Assessment
• Manage the operationalization of the national assessment framework in the
SDO by implementing processes and tools or developing them as needed.
• Oversee the implementation of the assessment program among schools.
2. Quality Assurance
• Manage a quality management system to ensure quality education planning,
quality-assured processes for program and project implementation, and quality
control of education outcomes
• Develop evaluative criteria and standards on the implementation of all

education programs – instructional and non-instructional.
• Quality assure the systems and processes in the SDO comply with standards
and guidelines on:
- The establishment, operation, conversion, separation, integration,
accreditation, and management of both public and private schools and
learning centers (LCs).
- In coordination with the RFTA, the provision of technical assistance to the
schools
- Implementation of division-based INSET programs & other services of the
NEAP
• Conduct research studies and policy reviews on regional standards and
programs
3. M&E
• Manage a Division Monitoring, Evaluation, and Adjustment (DMEA) strategy
following its M&E system framework
• Develop processes and tools for monitoring services to support basic
education and organizational performance
• Submit quarterly and annual reports on the monitoring and evaluation
results along with:
a. Education programs and projects
b. Education services
c. Education resources
d. Organizational effectiveness
e. Organizational support
ORGANIZATIONAL EFFICACY
PROGRAM TO INSTITUTIONALIZE MERITOCRACY AND EXCELLENCE IN
HUMAN RESOURCE MANAGEMENT (PRIME-HRM)
SDO Bulacan is on its way to the accreditation of the Program to

Institutionalize Meritocracy and Excellence in Human Resource Management
(PRIME-HRM). It is a mechanism that empowers government agencies by
developing their human resource management competencies, systems, and
practices toward HR excellence. PRIME-HRM entails greater engagement not just
of the human resource management officer (HRMO) but also of the officials and
the rank-and-file employees of the agency.
Human resource management (HRM) is the practice of recruiting, hiring,

deploying, and managing an organization's employees. HRM is often referred to
simply as human resources (HR). A company or organization's HR department is
usually responsible for creating, putting into effect, and overseeing policies
governing workers and the relationship of the organization with its employees.
The role of HRM practices is to manage the people within a workplace to

achieve the organization's mission and reinforce the culture. When done
effectively, HR managers can help recruit new professionals who have the skills
necessary to further the company's goals as well as aid with the training and
development of current employees to meet objectives.
HUMAN RESOURCE INFORMATION SYSTEM (HRIS)
SDO Bulacan is on its way to the introduction of the Human Resource

Information System (HRIS). It is a system that is used to collect and store data on
an agency’s personnel, from teaching related to non-teaching staff. It encompasses
the basic functionalities needed for end-to-end Human Resources Management
(HRM). It is a system for recruitment, performance management, learning &
development, to retirement.
Centrally, the HRIS holds employee information. A wide range of employee
data is then easily accessible, in one system, such as but not limited to:
• Record-keeping. An HRIS is a record-keeping system that keeps track of

changes to anything related to employees. The HRIS can be seen as the single
source of truth when it comes to personnel data.
• Compliance. Some data is collected and stored for compliance reasons. This
includes material for the identification of employees in case of theft, fraud, or
other misbehaviors, first contact information in case of accidents, citizens
identification information for the tax office, and expiration dates for mandatory
certification. All this information can be stored in the HRIS. Data must be stored
safely and securely.
• Efficiency. Having all this information stored in one place not only benefits
accuracy but also saves time.
• HR strategy. The HRIS permits the tracking of data required to advance the HR
and business strategy. Depending on the priorities of the organization, different
data will be essential to track.
• Self-Service HR. A final benefit is an ability to offer self-service HR to employees

and managers. This enables employees to manage their affairs. When done right,
the HRIS can offer a good employee experience.
Because an HRIS encompasses all the functionalities of HR, all separate

functionalities are part of the system. These functionalities include:
• Applicant Tracking System (ATS). This software handles all the agency’s
recruiting needs. It tracks candidate information and resumes, enables
recruiters to match job openings to suitable candidates from the agency’s
application pool, and helps in guiding the hiring process.
• Payroll. Payroll automates the pay process of employees. Contractual data and
information on new hires are often entered into this system – sometimes
combined with time & attendance data – and at the end of the month, payment
orders are created.
• Benefits administration. Another functionality of the HRIS is benefits
management. Employee benefits are an important aspect of compensation and
are also managed in this system. More advanced systems offer an employee self-
service model for employee benefits.
• Training. Learning and development are key elements when it comes to
employee management. This allows HR to track the qualification, certifications,
and skills of the employees, as well as an outline of available courses for agency
employees.
• Performance management. Performance management is a key part of managing
people. Performance ratings are generated once or multiple times a year by the
direct manager or peers of the employee.
• Succession planning. Creating a talent pipeline and having replacements
available for key roles in the organization is another key component of an HRIS.
• Employee self-service. Employee self-service has already been mentioned.
Organizations are focusing increasingly on having employees and their direct
supervisors manage their data. Requests like holidays can be asked for by the
employee him/herself. After approval, these are then immediately saved into the
system (and registered to track for payroll and benefits purposes).
QUALITY MANAGEMENT SYSTEM
DepEd Schools Division of Bulacan operates beyond the limits of excellence

towards the maximum development of the potential of every Filipino learner to
enable him/her to compete in a global community based on Christian tenets as
Maka-Diyos, Maka-Bansa, Maka-Tao at Maka-Kalikasan." The commitment to
continue to provide "Total Quality Basic Education Services" to the youth with
special skills and interests through formal, informal, and non-formal channels, for
maximum development of their potential, values, and attitudes to enable them to
participate successfully as functional citizens in a literate, just and humane
society is being realized through the Quality Management System with a scope
“Provision of Educational Services of SDO Bulacan”.
This complies with DepEd Memorandum No. 14, s. 2022 on the DepEd
Quality Management System Manual and Processes and Work Instructional
Manual.
Through an audit, documented in the report, it was verified that the
management system fulfills the requirements of the following standard of ISO
9001: 2015; thus, the ISO certifies the Department of Education- School Division
of Bulacan for its quality management system. This was validated last 2018 on
May 29th and ended on 2021 May 28th with Certification Registration No.
50500546 QM15. To continue to carry this management system, the Office crafted
the SDO QMS Manual and on the process of crafting the Procedures and Work
Instructions Manual (PAWIM) by conducting planning meetings at least twice a
year.
Project SUSTAIN: Staff Upskilling thru Supervision & Technical Assistance

Initiative
Technical Assistance is considered necessary to ensure the effective and

efficient implementation of programs, activities, and projects. It is one of the key
professional activities provided by the Schools Division of Bulacan to all public and
private schools as they move toward the realization of their objectives. This is done
by giving support and guidance in identifying, analyzing, and finding appropriate
and relevant interventions to improve service to clientele.
As stipulated in RA 9155 otherwise known as the “Governance of Basic
Education Act of 2001,” SDO-Bulacan is mandated not only to provide field
leadership in the enforcement of standards but more importantly to provide
technical support and assistance to ensure continuous improvement in
instructional and administrative leadership and management.
SDO-Bulacan’s Technical Assistance (TA) initiative is aligned with the
department’s vision and mission and the Basic Sector Reform Agenda (BESRA),
which has better specified the roles and responsibilities of the various levels of the
department in support of School-Based Management. The people in this division
believe they are responsible for the growth and development of the organization
based on its targets and needs.
This TA process is developed as a guide for the proper and systematic
implementation of technical assistance in leading, guiding, monitoring, evaluating,
and assessment towards effective School-Based Management. Furthermore,
provides clear procedures, guidelines, tools, and a suggested structure for
implementing the TA process based on its framework. It also focuses on how the
concept of technical assistance helps the practices associated with the teaching-
learning situations, as well as leading and managing schools and different
departments (Finance, Supply, Human Resources, etc.) to bridge the gaps in
Curriculum Implementation, school administration, and supervision.
Table 60. PILLAR 1: ACCESS
GOAL: Ensure inclusive and equitable quality education for all learners in every key stage,
special programs, including the most marginalized and vulnerable (SpEd-NG, IPEd,
Madrasah, Multigrade, ALS).
STRATEGIC DIRECTIONS
STRATEGIES INTERVENTIONS MAJOR OUTPUTS
Intensify Inclusive Education Bringing all Bulakenyo/
Program to establish relevant school-aged children to
and liberating education where quality learning environment
learners access programs (Flagship Program)
responsive to their needs and
consistent with their interests Conduct intensive mapping of High Participation Rate
and aptitudes. learners who moved out from
schools through the ALS
Program.
Expand the implementation of Increased and sustained
● Indigenous Peoples enrolment rate of Inclusive
Education (IPEd) Education Program
● Special Education
Program
● Multigrade Education
● Madrasah Education
Program
● Flexible Learning Options
− Alternative Delivery
Modes (ADM)
− Alternative Learning
Systems (ALS)
− Education in Emergencies
(EiE)
Bolster inclusive and equitable All school-age children, out-of-
quality education for all school youth and adults
learners in every key stage, attended and participated in
special programs, including the relevant basic learning
most marginalized and opportunities.
vulnerable through Special
Education Program (SpeEd),
Indigenous People Education
Program (IPED), Madrasah
Education Program (MEP),
Multigrade Education Program,
Alternative Learning System
(ALS)
Uniting internal and external
stakeholders towards
inclusive education for all
(EFA) (Flagship Program)
Contextualization of the Quality assured contextualized
curriculum and learning learning resources at the school
materials at the school level level are available.
Provide opportunities for Increased participation to
learners to create, learn and curricular and non-curricular
share what they know in both activities of the differently
curricular and non-curricular abled learners, adult,
activities indigenous group, and other
learners.
Provide equitable and Provided equitable and

appropriate learning appropriate learning
opportunities for all learners opportunities in curricular
to facilitate active and non-curricular programs.
participation and shared
responsibility and
accountability in the
teaching-learning process
Provide equitable fund Received equitable fund

allotment to support the allotment for SpED,
needs of all learners in SSES/STE, Madrasah,
every Key Stage, IPEd programs and
marginalized and projects.
vulnerable learners
Table 61. PILLAR 2: EQUITY
GOAL: Ensure inclusive and equitable quality education for all learners in every key stage,
special programs, including the most marginalized and vulnerable (SpEd-NG, IPEd,
Madrasah, Multigrade, ALS).
Intensify Inclusive Education Leveraging lifelong
Program to establish relevant learning opportunities and
and liberating education where equitable distribution of
learners access programs services and resources.
responsive to their needs and (Flagship Program)
consistent with their interests
and aptitudes.
Strengthen capabilities of Improved learners’
schools with learners catering performance level among
SpEd-NG, IPEd, Muslim, schools catering SpEd – NG,
Multigrade, and ALS. IPED, Muslim, Multigrade,
and ALS.
Intensify schools’ capacity to Improved remedial reading

provide remediation program strategies of teachers.
for SpEd-NG, IPEd, Muslim,
Multigrade, and ALS
Improve the SDO’s database Improved and updated SDO’s
system for SpEd-NG, IPEd, database system for inclusive
Muslim, Multigrade, and ALS education.
Heighten school-community Strengthened stakeholders’

partnership that will provide relationships.
livelihood skills training
program for SpEd-NG, IPEd,
and ALS learners.
Improve the SDO’s capacity to Improved monitoring and

monitor and evaluate and evaluating system for tracking
track learners of SpEd-NG, learners of SpEd-NG, IPED,
IPEd, Muslim, Multigrade, Muslim, Multigrade and ALS.
and ALS
Conduct intensive mapping of Conducted intensive mapping

learners who moved out from of learners that results to
schools through the ALS increased ALS enrolment.
Program.
Conduct intensive mapping Conducted intensive mapping

for out of school children/out of out of school children.
of school youth to engage in
school through different
learning modalities (open high
school, night high school,
homeschool, MISOSA, and
others).
Enhance program Implemented enhanced

implementation for special program for special children
program especially for with disabilities.
children with disabilities.
Enhance program Implemented enhanced

implementation for learners program for learners who are
who are 4Ps recipients to 4Ps recipients.
keep them in schools.
Addressing resource gaps

for learning environment
improvement. (Flagship
Program)
Implement the Basic Well implemented BEFF

Educational Facilities Fund Program.
(BEFF) to improve and
maintain school facilities
such as classroom and
workshop buildings,
replacement of old and
dilapidated buildings,
provision of furniture, repair,
and rehabilitation of
classrooms, including
heritage buildings, as well as
water and sanitation facilities,
and electrification.
Distribute crucial resources Proper distribution of crucial

to provide all students with resources among schools
the resources required to within the division.
create the kind of experiences
they need to meet rigorous
academic expectations. The
SDO warrants equal
distribution of teachers, non-
teaching personnel and even
equal distribution of learning.
Reinforce production of Utilized 100% of

contextualized, localized and contextualized, localized and
quality-assured learning quality-assured learning
materials. materials
Strengthen the production of Utilized 100% of

contextualized, localized and contextualized, localized and
quality-assured learning quality-assured learning
materials materials
Table 62. PILLAR 3: QUALITY
GOAL: Ensure quality education for all learners across grade levels equipped with
competencies in literacy, numeracy, scientific skills, technical-vocational skills, and other
curricular competencies.
Intensifying the Kndling the core values of
implementation of literacy, DepEd - Maka-Diyos,
numeracy, and life-skills Makatao, Makabansa at
programs across Maka kalikasan (Flagship
Program)
disciplines.
Strengthen the Career Enhanced Career Guidance
Guidance Program (CGP) Program implementation
where learners demonstrate
the competencies of being
Maka-Diyos, Makatao,
Makabansa at Maka-
Kalikasan through
Obtain profile of SHS learners Defined SHS Learners’ Profile
as a result of the career on Preferred Curriculum Exits
guidance and counseling in
relation to their preferred
curriculum exits
Provide concrete assistance to Well implemented Career

graduating students in their guidance and counseling to
chosen curriculum exit (i.e. SHS graduates
admission and scholarship for
college students; employment
referrals to partners and
stakeholders; referral to
partners and stakeholders for
provision of
capital/entrepreneurial
opportunities.
Enhancing instructions
through digital technology
thus introducing Education
4.0 (Flagship Program)
Strengthen the Increased literacy rate of 60%

implementation of 5Bs MPL.
Program (Bawat Batang
Bulakenyo Bihasang Increased reading level from
Bumabasa) through: frustration to instructional
1. Review the program and from instructional to
implementation independent
guidelines. Quarterly Progress Reports
2. Establish the learners’ on the following:
reading profile. -Learners’ Literacy Profile
3. Departmentalize English -Assessment Results on the
and Filipino in Key Implementation of 5Bs
Stages 1 and 2 -Profile of Reading Teachers
4. Obtain profile of reading -Trainings for Reading
teachers (trainings on Teachers
teaching reading) -Quality-assured
5. Recapacitate reading contextualized reading
teachers materials for different types of
6. Reassess and enhance learners
localized reading -Localized and contextualized
materials policies on Reading Teachers
7. Monitor and evaluate 5Bs and implementation of 5Bs
reading program; and -Awarding of Certificate of
8. Assess program outcomes Recognition to the Best
and preparation of policy Reading Teacher
recommendations.
9. Localize policy on tenure
and grade/advisory
assignment of Reading
teachers (to be assigned
to Grade 1 Advisers)
10. Provide professional
opportunities and
Recognition of Reading
Teachers
Strengthen the Quarterly Progress Reports on

implementation of Project the following:
GLEAM through: -Learners’ Numeracy Profile
1. Review the program -Assessment Results
implementation -Implementation of Project
guidelines GLEAM
2. Establish learners’ -Profile of Mathematics
numeracy profile Teachers
3. Departmentalize -Trainings for Mathematics
Mathematics in Key Teachers
Stages 1 and 2 -Quality-assured
4. Obtain profile of contextualized Mathematics
Mathematics teachers learning materials
(trainings on teaching -Localized and contextualized
math) policies on Mathematics
5. Recapacitate of Key Teachers and implementation
Stages I to 4 of Project GLEAM
Mathematics teachers
6. Reassessment of
Mathematics learning
materials
7. Monitor and evaluate of
Project GLEAM
8. Assess program
outcomes and
preparation of policy
recommendation
9. Localize policy on tenure
and grade/advisory
assignment of
Mathematics teachers
(to be assigned to Grade
2 Advisers)
opportunities and
Recognition of
Mathematics Teachers
Escalate the level of Increased the level of MPL in

implementation of Project All Mathematics by 60%
Numerates (PAN)
1. Review the guidelines of
the program
implementation.
2. Conduct close M&E on
the effects of
intervention taken.
3. Analyze the result of
M&E.
4. Prepare the necessary
action based on the
results of analysis.
Strengthen the Quarterly Progress Reports on

implementation of Project the following:
Basic Science Skills -Learners’ Science
1. Review the program Competencies Profile
implementation -Assessment Results
guidelines -Implementation of Project
2. Establish learners’ profile Basic Science Skills
in Science -Profile of Science Teachers
3. Departmentalize Science -Trainings for Science
in Key Stages 1 and 2 Teachers
4. Obtain profile of Science -Quality-assured
teachers (trainings on contextualized Science
teaching science) learning materials
5. Recapacitate Key Stage I -Localized and contextualized
Science teachers (Grade policies on Science Teachers
3) and implementation of Project
6. Capacity Building on Basic Science Skills
Content, Strategies,
Assessment and
Research for Science
Teachers in all key stages
7. Reassessment of Science
learning materials
8. Monitor and evaluate the
Science program
9. Assess the outcome and
preparation of policy
recommendation
10. Localize the policy on
tenure and
grade/advisory
assignment of Science
teachers (to be assigned
to Grade 3 Advisers)
opportunities and
Recognition of Science
Teachers
Integrate the development of Improved literacy, numeracy,
literacy, numeracy, and and science skills by 60%.
science skills in AP, EsP,
MAPEH and TLE
1. Revisit of contents in
English, Filipino, Science,
AP, EsP, MAPEH and TLE
2. Prepare a list of learning
competencies in AP, EsP,
MAPEH and TLE where
learning competencies of
English, Filipino and
Science could be
integrated
3. Monitor and evaluate the
effects of integration
done.
4. Analyze the result and
prepare action to be
taken based on the result
of M&E
Strengthen the Increased level of MPL in

implementation of MAPEH MAPEH by 60% gradually
PPAs through
1. Conduct series of Sustain the championship of
capacity buildings for DepEd Bulacan in Sport
MAPEH teachers Meets and other MAPEH-
2. Sustain the participation related competitions for 6
in MAPEH-related years onwards
programs and activities
(Palaro, NFOT, NAM,
NAMCYA)
3. Intensify the
implementation of the
Special Program in Sports
and Special Program in
the Arts
1. Strengthen the Increased level of MPL in AP

implementation of Araling by 60%
Panlipunan PPAs
2. Update the guidelines of
the AP curriculum
implementation
1. Strengthen the Increased level of MPL in EPP

implementation of /TLE by 60%
EPP/TLE/TVL PPAs
the EPP/TLE/TVL
curriculum
implementation.
3. Conduct series of
upskilling for
EPP/TLE/TVL teachers
4. Sustain the participation
in EPP/TLE/TVL-related
programs and activities
(GPP/NFOT-
Technolympics)
5. Intensify the
implementation of the
Special Program for
Technical Vocational
Education
Enhance Values Education Increased level of MPL in EsP

Literacy by 60%
1. Strengthen the
implementation of
Edukasyon sa
Pagpapakatao PPAs
the ESP curriculum
implementation.
Nurturing the learners with

21st century skills to
become productive, and
globally competitive
Filipino citizens
Strengthen classroom and Improved teachers’

performance- based competencies in the
assessment practices preparation of quality
through: classroom-based assessment
1. Formulate guidelines in to improve the performance of
the preparation of learners.
omnibus standardized
unified learners’ Division Unified Learners’
assessment tools Assessment Tools (DULAT)
2. Develop division unified
learners’ assessment Computer-Based Assessment
tools results
3. Establish the Computer-
Based Assessment
4. Utilize omnibus
standardized unified
learners’ assessment
tools
5. Intensify data collection
and monitoring process
on learners’ learning
status.
6. Conduct research on the
effect of division unified
learners’ assessment on
learners’ academic
performance.
Implement Accelerated Accelerated Learning and

Learning and Enrichment of Enrichment of instructional
Instructional Delivery delivery implementation
through:
1. Content Enhancement
2. Remediation Program
3. Reinforcement Program
Table 63. PILLAR 4: RESILIENCY AND WELL-BEING

GOAL: Ensure access, equity, and inclusion in education through support to the learning
environment of school-aged population by means of the implementation of programs, projects,
and activities in Key Stages 1 to 4.
1. Enhance programs for Yielding to the prescribed
learners’ growth and standards to sustain the
development through Youth delivery of quality services
Formation and Child through appropriate,
Protection Programs timely and relevant
programs, projects, and
activities. (Flagship
Program)
Enhance the school Youth formation and child

implementation of: protection programs were
• Youth Formation Programs implemented which promoted
(Student Government the welfare, safety and
Program / National holistic development of
Greening Program) learners who are value-driven,
• Core Values Development career-oriented, culturally
(Maka-Diyos, Makatao, rooted and socially
Makalikasan, Makabansa) responsible.
• Character Formation Selected appropriate course
(Development of Love of among senior high school
God, Love of Self, Love of graduates.
Family, and Love of Decreased mismatch of
Environment) college graduates and the
• Career and Guidance workforce.
Programs Increased awareness on Child
• Localized Child Protection Protection Policy.
Policy
Enhance the competencies of • Recognized accredited
teachers/ DRRM DRRM Coordinators as
Coordinators in disaster first aid trainers
management through: • Recognized DRRM
• Conduct of First Aid Coordinators as PFA
training with providers
accreditation • Increased awareness on
• Conduct more PFA DO’s and Don’ts before,
training workshops during and after
• Assess and evaluate the different calamities.
conduct of school drills • Improved DRRM
for disaster and risk program implementation
management
• Intensify the reporting
schools during and after
the disaster
• Heighten SDO’s DRRM
Implementation among
schools
Intensify the delivery of Basic health services are

school health services by provided to learners,
strengthening the teachers, and personnel
implementation of towards attainment of
• Friendly School System optimum health.
• Disaster Preparedness
and Response Program
• School Based Feeding
Program
• Water, Sanitation, and
Hygiene in Schools
(WinS)
• Mental Health
• Adolescent Reproductive
Health Education
Program (ARH)
• National Drug
Education Program
(NDEP)
• School-Based Feeding
Program
• Medical, Dental, Nursing
Services and Mental
Health Program
Rigid Assessment among all Updated health status

learners, teaching, and non- records of learners, teaching
teaching personnel on their and non-teaching personnel
health status. as a result of rigid
assessment.
Consolidation and evaluation Evaluated the outcomes of
on outcomes of assessment of health assessment of
learners, teaching, and non- learners, teaching, and non-
teaching personnel. teaching personnel.
Development of ways to Developed strategies,

ensure improvement of programs, and activities to
learners and personnel with improve the health status of
findings on assessment. learners, teaching and non-
teaching personnel.
Table 64. GOVERNANCE

1. Provide Technical Craft and implement Schools with SBM levels 1
Assistance among schools responsive and effective and 2 Practice will be
with School-Based technical assistance plan that upgraded to SBM Level 3
Management (SBM) levels 1 will help school heads Practice.
and 2 Practice improve and sustain the SBM
level of practice.
2. Strengthen and improve Enhance the conduct of Teaching and non-teaching

the program implementation learning and development personnel are competent in
on teaching and non-teaching activities through: the delivery of their expected
• Train teachers on content services
learning and development
and pedagogy and non-
programs (Personnel teaching personnel on
Upskilling and Reskilling) business processes
through NEAP accredited
training and seminars to
improve quality and
relevance
• Monitor and assess
teaching and non-teaching
personnel performances
through Philippine
Professional Standards for
Teachers (PPST), and
Teacher Induction Program
(TIP)
3. Develop leadership Strengthen the Competent school heads and

program for department implementation of Education supervisors equipped with
heads, school heads and Human Resource managerial and leadership
supervisors Development Program skills.
through Program Expenditure
Classification (PREXC),
Philippine Professional
Standards for Supervisors
(PPSS).
4. Strengthen Welfare Strengthen the Enhanced Human Resource
Program for DepEd personnel implementation of: Management Development
• Improve the Plan which includes:
implementation of • Gawad Galing Kawani
PRAISE program, GAD Educational Research
activities, scholarship • Gender Equality,
program, and other Disability and Social
welfare programs for Inclusion-GEDSI-Friendly
personnel. training-workshops for
• Intensify linkages/ teaching and non-
partnerships with various teaching personnel.
education partners which • Scholarship Grants for
will augment employees' Optimal Professional
professional development, Development of Teachers
including scholarships to • Intensified Health and
achieve educational Wellness Programs that
requirements. promote employees’
welfare.
5. Strengthen the coaching Implement a functional Strengthened professional

and mentoring program and coaching and mentoring development interventions for
provision of technical program based on the TA teaching (IPBT, LAC and
assistance plan. InSeT), teaching-related and
non-teaching personnel
through needs-based
assessment through coaching
and mentoring program.
6. Recompute crucial Redeploy excess teachers in Equitable distribution of

resources requirement for schools with identified teaching personnel
teachers shortage of teachers
7. Deload teaching personnel Hire additional non-teaching Improved teachers’

from ancillary services personnel (LGU-funded) assignment and teaching
loads.
8. Strengthen the Improve the implementation More fund allocation from the
implementation of Basic of inputs program National Government for the
Education Inputs Programs • Improvement/ construction of classrooms,
Acquisition of School laboratories, workshops, and
Sites electrical supply system
• Basic Education Facilities
(Construction and Repair)
• Provision/Development of
Textbooks, modules, and
other instructional
materials (SLMs, video
lessons)
• Computerization Program
• Learning Tools and
Equipment
• Establishment and
Submission of requests
for construction of new
classrooms, laboratories,
workshops, and electrical
supply system.
9. Enhance teachers’ Conduct capacity building Availability of Localized

competencies in the activities on Development, Learning Resources and
development of locally redevelopment, and established local repository of
produced learning materials evaluation of locally produced quality assured LRs
materials.
10. Modernize education Organizational efficacy and Basic quality services are
management and governance effectiveness through: delivered among schools and
toward organizational efficacy • Establish Human stakeholders through effective
and effectiveness Resource Development and efficient processes.
Systems (Recruitment,
Selection and
Placement) through
HRMPSB Manual,
PRIME HRM, and
PRAISE
• Maximize budget MOOE
utilization
• Establish an automated
and modernized system
for Human Resource
(HRIS)/ Training and
Development (L&D)
LRMS, M&E,
Procurement and
Finance
• Enhance the
implementation of
▪ AuRA - Authority,
Responsibility and
Accountability
▪ TRansparency
Mechanism
▪ Integrity in all business
processes through QMS
▪ Communication System
▪ Active, Participative
Transparent, non-
corrupt servant and
transformational
leadership
11. Strengthen and sustain Activities are to undertake: • Enhanced guidelines on
stakeholders’ engagement • Intensify and enhance partnership
the review and • Positive impact of
monitoring of the stakeholders’
various partnership engagement on
programs education as a result of
• Conduct research on the the research conducted
impact of stakeholders’ • Increased donations
engagement on whether cash, kind, or
education manpower services
• Conduct convergence • Establishment of the
activities with Bulakenyong
stakeholders Mapagmahal Facebook
• Recognize and page and newsletter
appreciate the SDO’s
stakeholders and
partners through
Bulakenyong
Mapagmahal FB page
and newsletter and
annual recognition
ceremonies
12. Engage stakeholders from Implementation of Parent- Stakeholders’ improved

private and public sectors in Teacher Collaboration from support in curriculum
learning support public and private sectors for
Learning Recovery
13. Provide Technical Conduct of Capacity Building Increased numbers of PEAC-

Assistance on the policies and among schools’ heads and ESC Accredited Schools,
guidelines in the PEAC-LIS Coordinators on the Teacher Salary Subsidy
implementation of GASPTE policies and guidelines in the Beneficiaries, and SHS-
Program. implementation GASPTE Qualified Voucher Recipients
Program.
14. Increase the number of Provide technical assistance Increased numbers of private
Schools with Government on the implementation of schools with Government
Recognitions (Kindergarten to policies, procedures, and Recognition
Junior High School) guidelines on the
requirements/business
processes for private schools
Performance Targets
ACCESS
Enrolment Forecast Table 65
SCHOOL ELEM JHS SHS GRAND
YEAR K 1 2 3 4 5 6 NG 7 8 9 10 11 12 TOTAL
SY 21-22 45,732 45,483 39,651 48,216 44,141 38,235 39,339 1,341 38,544 40,834 38,901 38,387 19,910 18,818 497,532
SY 22-23 45,983 40,087 48,746 44,627 38,656 39,772 1,384 39,575 41,927 39,942 39,414 21,498 20,319 508,165
46,235
SY 23-24 46,744 46,489 40,528 49,283 45,117 39081 40,209 1,419 40,635 43,049 41,011 40,469 23,212 21,939 519,185
SY 24-25 47,258 47,001 40,974 49,825 45,614 39,511 40,652 1,449 41,722 44,201 42,108 41,552 24,930 23,563 530,358
SY 25-26 47,778 47,518 41,425 50,373 46,115 39,945 41,099 1,474 42,838 45,384 43,235 42,664 26,650 25,189 541,686
SY 26-27 48,303 48,040 41880 50,927 46,623 40,385 41551 1,494 43,985 46,598 44392 43,806 28,383 26,826 553,193
SY 27-28 48,835 48,569 42,341 51,487 47,136 40,829 42,008 1,512 45,162 47,845 45,580 44,978 30,142 28,489 564,913
Note: Based on the total enrolment in SY 2021-2022 which has a grand total of 497,532 learners from kindergarten to Grade 12, the enrolment forecast for SY 2027-2028
is 564,913 learners in all three levels.
The table above shows the enrolment forecast for the Elementary, Junior High, and Senior High
School levels from the School Year 2021–2022 to the School Year 2027–2028. Based on the total
enrolment in School Year 2021–2022, which was 497,532 students from the Kindergarten level to
Grade 12, the enrolment prediction for School Year 2027–2028 is 564,913 students across all three
levels.
An increasing number of enrollees is expected to reach its peak as the SDO Bulacan, through
its competent superintendent and full-forced educational leaders are zealous to implement various
projects and programs centered on literacy that will encourage parents to enroll their children in
school. As a result, the national government's goal of having all Filipino children become educated
and well-rounded professionals will be fulfilled. This would inspire all SDO Bulacan schools, under
the direction of school principals and with the active participation of teachers and staff, to devise
ways to encourage students to continue and pursue their studies.
Net Enrolment Rate (Kinder) Net Enrolment Rate (Elementary)
86.00% 100.00%
84.00%
82.00% 95.00%
80.00%
78.00% 90.00%
76.00% Figure 83
74.00% 85.00%
SY SY SY24 SY SY SY
72.00% Figure 82 22-23 23-24 -25 25-26 26-27 27-28
70.00% FORECASTED 96.39% 96.15% 95.90% 95.65% 95.41% 95.16%
SY SY SY SY SY SY
22-23 23-24 24-25 25-26 26-27 27-28 TARGET 97.49% 97.79% 98.09% 98.39% 98.69% 99.00%
FORECASTED 73.85% 74.42% 75.05% 75.67% 76.29% 76.29%
Note: The forecasted Net Enrolment Rate in the Elementary Level for SY 2022-2023 is
TARGET 76.11% 77.89% 79.66% 81.44% 83.22% 85.00% 96.39% down to 96.16% in SY 2027-2028 while the target enrolment is from 97.49% to
Note: The forecasted Net Enrolment Rate in Kindergarten for SY 2022-2023 is 99.00%.
73.85% to 76.29% in SY 2027-2028 while the target enrolment is from 76.11%
to 85.00%. It can be gleaned from the table that the
projected net enrollment rate in elementary will
It can be gleaned from the table that the
increase from the School Year 2022–2023 to
projected net enrollment rate in the Kindergarten
School Year 2027–2028. In the School Year 2022-
level will increase from the School Year 2022–2023
2023, the targeted net enrolment rate is 97.49%
to School Year 2027–2028. In the School Year
from the forecasted value of 96.39%, seemingly
2022-2023, the targeted net enrolment rate is
related to School Year 2023-2024 with the
76.11% from the forecasted value of 73.85%,
forecasted rate of 96.15% to 97.79%; School Year
seemingly related to School Year 2023-2024 with
2024-2025 is 95.90% to 98.09% ; School Year
the forecasted rate of 74.42% to 77.89%; School
2025-2026 is 95.65% to 98.39% ; School Year
Year 2024-2025 is 75.05% to 79.66% ; School Year
2026-2027 is 95.41% to 98.69%; and in School
2025-2026 is 75.67% to 81.44%; School Year
Year 2027-2028 is 95.16% to 99.00%.
2026-2027 is 76.29% to 83.22% ; and in the
School Year 2027-2028 is 76.29% to 85.00% . In the elementary level, the anticipated net
enrollment rate for SY 2022-2023 is 96.39%,
Summing up, a growing projectile rate in the
decreasing to 96.16% in the School Year 2027-
Kindergarten level is predicted for School Year
2028, with a goal enrollment rate of 97.49% to
2022-2023 is 73.85% to 76.29% in School Year
99.00%. This means that in the School Year 2027-
2027-2028, with a target enrolment rate of 76.11%
2028, there will be a nearly 100% net enrolment
to 85.00%. A nearly 10% rate must be achieved in
rate in elementary, implying that all children in
kindergarten, as this critical stage serves as the
Bulacan will have access to quality education,
primary opportunity for children to establish their
particularly at the elementary level, where
study habits.
fundamental skills will be acquired and honed.
Net Enrolment Rate (Junior HS) It can be gleaned from the table that the
projected net enrollment rate at the Junior High
Figure 84
100.00% School level will slightly increase from the
School Year 2022–2023 to the School Year
2027–2028. In the School Year 2022-2023, the
targeted net enrolment rate is 96.45% from the
forecasted value of 96.14%, seemingly related to
School Year 2023-2024 with the forecasted rate
of 96.09% to 96.56% ; School Year 2024-2025 is
95.00% 96.05% to 96.67%; School Year 2025-2026 is
96.01% to 96.78%; School Year 2026-2027 is
95.96% to 98.89% ; and in the School Year
2027-2028 is 95.92% to 97.00%.
In the Junior High School level, the

anticipated net enrollment rate for SY 2022-
2023 is 96.14% to 95.92% in the School Year
90.00%
2027-2028, with a goal enrollment rate of
96.45% to 97.00%. This means that in the
School Year 2027-2028, there will be a slight
increase in the enrolment rate in Junior High
School, implying that through the various
projects and programs of SDO Bulacan,
students are encouraged to pursue their studies
85.00% in high school. Thus, SDO Bulacan put greater
SY SY SY SY SY SY
22- 23- 24- 25- 26- 27- efforts into making various programs related to
23 24 25 26 27 28
inclusive education accessible to all.
FORECASTED 96.14% 96.09% 96.05% 96.01% 95.96% 95.92%
TARGET 96.45% 96.56% 96.67% 96.78% 96.89% 97.00%
Note: The forecasted Net Enrolment Rate in Junior HS for SY

2022-2023 is 96.14% to 95.92% in SY 2027-2028 while the
target enrolment is from 96.45% to 97.00%.
Net Enrolment Rate (Senior HS)
The table shows that the predicted net 90.00% Figure 85
enrolment rate in Senior High School will
significantly increase from the School Year
2022-2023 to School Year 2027-2028. In the
School Year 2022-2023, the targeted net
enrolment rate is 70.20% from the forecasted
value of 67.04%, seemingly related to School 80.00%
Year 2023-2024 with the forecasted rate of
67.96% to 73.16% ; School Year 2024-2025 is
68.88% to 76.12% ; School Year 2025-2026 is
69.79% to 79.08% ; School Year 2026-2027 is
70.71% to 82.04%; and in the School Year
2027-2028 is 71.63% to 85.00% . 70.00%
In the Senior High School level, the

anticipated net enrollment rate for SY 2022-
2023 is 67.04% , increasing to 71.63% in
School Year 2027-2028, with a goal
enrollment rate of 70.20% to 85.00%. This 60.00%
SY SY SY SY SY SY
means that the rate of enrolment in Senior 22-23 23-24 24-25 25-26 26-27 27-28
FORECASTED 67.04% 67.96% 68.88% 69.79% 70.71% 71.63%
High School will increase by over 10% in the
TARGET 70.20% 73.16% 76.12% 79.08% 82.04% 85.00%
school year 2027-2028, meaning that
initiatives and programs, as well as relevant Note: The forecasted Net Enrolment Rate in Senior HS for SY
strands, must be empowered to entice 2022-2023 is 67.04% to 71.63% in SY 2027-2028 while the
students to pursue their education in SHS. target enrolment is from 70.20% to 85.00%.
The line graph presents the forecasted and School Leaver Rate (Elementary)
target school leaver rate at the Elementary level in
SDO Bulacan. It is stated that the target school 10.00%
leaver rate in the School Year 2022-2023 is only 9.00%
2.15%, which is a little higher compared to the
forecasted rate of 1.09% . Seemingly related to 8.00%
School Year 2023-2024 with the target rate of
7.00%
1.87, which is also higher that the forecasted rate
of 1.45% . Still, the two consecutive school years 6.00%
are still affected by the impact of the pandemic,
which may cause students to leave school. 5.00%
However, for School Year 2024-2025 to School 4.00%
Year 2027-2028, a decrease rate of school leavers
is expected. For School Year 2024-2025, the target 3.00%
rate is 1.59% from the forecasted rate of 1.80%,
2.00%
which is followed by the School Year 2025-2026
with 2.00% down to 1.31% ; School Year 2026- 1.00%
2027 with 2.50% down to 1.03% ; and School Year Figure 86
2027-2028 with 2.80% down to 0.75% . 0.00%
SY SY SY SY SY SY
Notably, the anticipated Elementary School 22- 23- 24- 25- 26- 27-
Leaver Rate for School Year 2022-2023 is 1.09% to 23 24 25 26 27 28
2.80% in School Year 2027-2028, while the goal FORECASTED 1.09% 1.45% 1.80% 2.00% 2.50% 2.80%
School Leaver Rate is 2.15% down to 0.75%. TARGET 2.15% 1.87% 1.59% 1.31% 1.03% 0.75%
Ensuring that students receive a high-quality Note: The forecasted School Leaver Rate in the Elementary Level
education has the potential to minimize the school for SY 2022-2023 is 1.09% to 2.80% in SY 2027-2028 while the
target School Leaver Rate is from 2.15% down to 0.75%.
dropout rate in SDO Bulacan.
School Leaver Rate (Junior HS)

The line graph depicts the forecasted and
target school leaver rate in SDO Bulacan at the
10.00% Junior High School level. It is stated that the
9.00% target school leaver rate in the School Year
8.00% 2022-2023 is only 5.59%, a little lower as
7.00% compared to the 5.95% forecasted rate.
6.00%
Seemingly related to School Year 2023-2024
with the forecasted rate of 5.79% down to 5.17%
5.00%
target rate; School Year 2024-2025 is 5.63%
4.00%
down to 4.75%; School Year 2025-2026 is
3.00% 5.48% down to 4.33% ; School Year 2026-2027
2.00% is 5.32% down to 3.91% ; and School Year 2027-
1.00% Figure 87
2028 is 5.16% down to 3.50%
0.00%
SY SY SY SY SY SY Notably, the anticipated School Leaver Rate
22-23 23-24 24-25 25-26 26-27 27-28
FORECASTED 5.95% 5.79% 5.63% 5.48% 5.32% 5.16%
in Junior High School level for the School Year
TARGET 5.59% 5.17% 4.75% 4.33% 3.91% 3.50%
2022-2023 is forecasted at 5.95% , falling to
5.16% in School Year 2027-2028, whereas the
Note: The forecasted School Leaver Rate in Junior HS for SY
target School Leaver Rate is only 3.50% .
2022-2023 is 5.95% down to 5.16% in SY 2027-2028 while the
School Leaver Rate (Senior HS)
The line graph displays the projected and
target school leaver rate at the Senior High School 10.00%
9.00%
level in SDO Bulacan. It is stated that the target 8.00%
school leaver rate in the School Year 2022-2023 is 7.00%
6.00%
only 6.84% , a little lower as compared to the 5.00%
7.08% forecasted rate. Seemingly related to the 4.00%
3.00%
School Year 2023-2024 with the forecasted rate of 2.00%
6.92% down to 6.47% target rate; School Year 1.00% Figure 88
0.00%
2024-2025 is 6.76% down to 6.10% ; School Year SY SY SY SY SY SY
2025-2026 is 6.59% down to 5.73% ; School Year 22- 23- 24- 25- 26- 27-
23 24 25 26 27 28
2026-2027 is 6.43% down to 5.36%; and School FORECASTED 7.08% 6.92% 6.76% 6.59% 6.43% 6.27%
Year 2027-2028 is 6.27% down to 5.00% TARGET 6.84% 6.47% 6.10% 5.73% 5.36% 5.00%
The anticipated School Leaver Rate in Senior
High School for the School Year 2022-2023 is Note: The forecasted School Leaver Rate in Senior HS for SY
7.08%, falling to 6.27% in School Year 2027-2028, 2022-2023 is 7.08% down to 6.27% in SY 2027-2028 while the
whereas the desired School Leaver Rate is 5.00%.
EQUITY
The graph above
shows the forecasted
and target Completion
Rate of Elementary from
SY 2022-2023 to 2027-
2028. During the SY
Figure 89 2022-2023, the
forecasted data is
87.93% while the target
data is 89.29% . For the
next SY 2023-2024, the
forecasted data will be
data will rise to 90.43%.
Meanwhile, the forecasted data will go up to 88.86% while the target data will reach 91.57%
for the SY 2024-2025. The forecasted data will continue to rise on 89.32% while the target
data will be 92.71% for the SY 2025-2026. The rise of percentage for the forecasted data will
be 89.79% while the target data will become 93.85% . And for the SY 2027-2028, the
forecasted data will be 90.25% while the target data will be 95.00% .
The graph above

shows the forecasted
and target Completion
Rate of Junior High
School from SY 2022- Figure 90
2023 to 2027-2028. For
this SY 2022-2023, the
forecasted data is
data is 83.44% . For the
next SY 2023-2024, the
forecasted data will be Note: The forecasted Completion Rate in Junior HS for SY 2022-2023 is 82.20% to 84.66% in SY 2027-2028
while the target Completion Rate is from 83.44% to 89.00%.
84.55%. During the SY
2024-2025, the forecasted data will be 83.18% while the target data will increase in 85.66%.
For the SY 2025-2026, the forecasted data will be 83.68% while the target data will be in
86.77% . During the SY 2026-2027, the forecasted data will be in 84.17% while the target data
will be in 87.88%. And for SY 2027-2028, the forecasted data will be 84.66% while the target
data will increase in 89.00%.
The graph above shows
the forecasted and
Figure 91 target Completion Rate
of Senior High School
from SY 2022-2023 to
2027-2028. The data
above demonstrates
that the target data is
significantly higher than
the forecasted data.
During the SY 2022-
2023, the forecasted
data is in 66.87% while
the targeted data is in 70.78% . For the SY 2023-2024, the forecasted data will increase to
67.76% while the target will increase in 73.62%. After two school years, for 2024-2025, the
forecasted rate will be in 69.54% while the target data will increase in 79.31. For SY 2026-
2027, forecasted data will increase by 70.43% while the target data will increase in 82.15%.
During the SY 2027-2028, the forecasted data will increase in 71.32 while the target data will
increase in 85.00% .
QUALITY
Through the impeccable dedication and commitment of SDO Bulacan to deliver
education with highest standards and quality to its Bulakenyo youth, the division has
clearly illustrated its desired performance targets for the pillar Quality. The consistent and
gradual increase in the LAEMP from the baseline data taken from the learner’s
competencies in SY 2021-2022 through the Regional Diagnostic Assessment is prioritized.
This is vividly pictured from the well planned and crafted strategies and interventions per
learning area. Faithfully, from the office of Curriculum Implementation Division, achieving
these targets is not superficial but rather possible through the united and shared passion
of all its members.
FILIPINO
1 28.80
75.00
KEYSTAGE
2 25.76 55.00
3 10.59 35.00
Figure 92
4 12.08 15.00
2022- 2023- 2024- 2025- 2026- 2027-
BASELINE DATA 2023 2024 2025 2026 2027 2028
(MPL) Key Stage 1 30.20 38.60 45.80 52.50 55.75 60.90
Key Stage 2 28.50 35.45 41.70 49.75 56.80 60.80
Key Stage 3 18.90 29.00 37.65 45.50 53.70 60.20
Key Stage 4 19.65 28.30 35.65 46.60 53.80 60.10
Note: The graph above presents the baseline data (Result from the RDA of learners from their 2021-22 competencies) of the key stage 1 to 4 of the subject
Filipino. The figure above shows that key stage 1 has the highest percentage of LAEMPL of 28.80%, key stage 3 got the lowest with 10.59%. The figure
above also reflects the graph of the target projection of the RDA results which starts from S.Y. 2022-23 up to S.Y. 2027-2028. After the six consecutive school
years, the division of Bulacan is expected to have 60.90%, 60.80%, 60.20% and 60.10% for key stage 1 to key stage 4 respectively.
In the learning area, Filipino, the figure __ shows that key stage 1 has the highest
percentage of LAEMPL of 28.80% , key stage 3 got the lowest with 10.59% . It also reflects
the graph of the target projection of the RDA results which starts from S.Y. 2022-23 up to
S.Y. 2027-2028. After six consecutive school years, the division of Bulacan is expected to
have 60.90% , 60.80% , 60.20% and 60.10% for key stage 1 to key stage 4 respectively. As
such, focus on the assessments and intervention projects/activities such as EGRA, Phil Iri,
Project 5Bs, and others performance sustaining programs will lead to the achievement of
the specified performance targets.
ARALING PANLIPUNAN
70.00
1 36.69
KEYSTAGE
2 33.96 50.00
3 30.96
Figure 93
30.00
4 32.95 2022- 2023- 2024- 2025- 2026- 2027-
2023 2024 2025 2026 2027 2028
BASELINE DATA Key Stage 1 38.69 40.20 45.80 52.50 55.75 61.00
(MPL) Key Stage 2 35.50 38.20 43.80 49.75 56.80 60.80
Key Stage 3 33.75 38.20 43.80 48.50 53.70 61.00
Key Stage 4 35.00 38.20 43.20 48.20 53.80 60.10
Araling Panlipunan. The figure above shows that key stage 1 has the highest percentage of LAEMPL of 36.69%, key stage 3 got the lowest with 30.69%. The
figure above also reflects the graph of the target projection of the RDA results which starts from S.Y. 2022-23 up to S.Y. 2027-2028. After the six consecutive
school years, the division of Bulacan is expected to have 61.00%, 60.80%, 61.00% and 60.10% for key stage 1 to key stage 4 respectively.
For Araling Panlipunan, a consistent result across all key stage areas is evident
ranging from 30.96 % to 36.69 % as presented by figure __. key stage 1 has the highest
percentage of LAEMPL of 36.69%, key stage 3 got the lowest with 30.69%. The figure above
also reflects the graph of the target projection of the RDA results which starts from S.Y.
2022-23 up to S.Y. 2027-2028. After the six consecutive school years, the division of
Bulacan is expected to have 61.00% , 60.80%, 61.00% and 60.10% for key stage 1 to key
stage 4 in Araling Panlipunan respectively.
ENGLISH
80.00
1 37.95 60.00
KEYSTAGE
2 30.98 40.00
Figure 94
20.00
3 5.30
0.00
2022- 2023- 2024- 2025- 2026- 2027-
4 8.52 2023 2024 2025 2026 2027 2028
(MPL) Key Stage 2 35.24 39.41 43.75 48.28 54.46 63.52
Key Stage 3 15.23 21.47 26.84 38.46 45.78 60.01
Key Stage 4 17.56 29.46 33.47 42.68 51.46 60.12
English. The figure above shows that key stage 1 has the highest percentage of LAEMPL of 37.95%, key stage 3 got the lowest with 5.30%. The figure above
also reflects the graph of the target projection of the RDA results which starts from S.Y. 2022-23 up to S.Y. 2027-2028. After the six consecutive school
years, the division of Bulacan is expected to have 65.21%, 63.52%, 60.01% and 60.12% for key stage 1 to key stage 4 respectively.
On the right/left shows the performance targets of English learning area. It can be
seen that key stage 1 has the highest percentage of LAEMPL of 37.95%, key stage 3 got the
lowest with 5.30% . Similar with other learning areas, key stage 3 or Junior High School
have the projected highest adjustment for the increase in the MPL. The figure also reflects
the graph of the target projection of the RDA results which starts from S.Y. 2022-23 up to
S.Y. 2027-2028. After the six consecutive school years, the division of Bulacan is expected
to have 65.21% , 63.52% , 60.01% and 60.12% for key stage 1 to key stage 4 respectively.
Like in Filipino learning area, strengthening the assessments and intervention
projects/activities such as EGRA, Phil Iri, Project 5Bs, and others performance sustaining
programs will lead to the achievement of the specified performance targets. Emphasis on
literacy is of grave importance as well.
MATHEMATICS
70.00
1 27.46
50.00
KEYSTAGE
2 9.95 Figure 95
30.00
3 1.25
10.00
2022- 2023- 2024- 2025- 2026- 2027-
4 2.99 2023 2024 2025 2026 2027 2028
Key Stage 1 33.79 40.13 46.46 52.79 59.13 65.46
BASELINE DATA
(MPL) Key Stage 2 18.71 27.47 36.23 44.98 53.74 62.50
Key Stage 3 11.18 21.12 31.05 40.98 50.92 60.85
Key Stage 4 12.73 22.47 32.22 41.96 51.70 61.44
Note: The graph above presents the baseline data (Result from the RDA of learners from their 2021-22 competencies) of the key stage 1 to 4 of the
subject Mathematics. The figure above shows that key stage 1 has the highest percentage of LAEMPL of 27.46%, key stage 3 got the lowest with 1.25%.
The figure above also reflects the graph of the target projection of the RDA results which starts from S.Y. 2022-23 up to S.Y. 2027-2028. After the six
consecutive school years, the division of Bulacan is expected to have 65.46%, 62.50%, 60.85% and 61.44% for key stage 1 to key stage 4 respectively.
In Mathematics, it was identified that key stage 1 has the highest percentage of
LAEMPL of 27.46%, key stage 3 got the lowest with 1.25% in the baseline data. Figure _
reflects the graph of the target projection of the RDA results which starts from S.Y. 2022-
23 up to S.Y. 2027-2028. After the six consecutive school years, the division of Bulacan is
expected to have 65.46% , 62.50%, 60.85% and 61.44% for key stage 1 to key stage 4
respectively. A focused attention on the implementation of various activities and
programas such as Project GLEAM (Guiding Learners in Enhancing Abilities in
Mathematics) and the school-based PAN program is esteemed to contribute in the projected
increase of performance among learners.
SCIENCE
80
1 ---- 60
KEYSTAGE
2 43.58 40
Figure 96
20
3 1.48
0
2022- 2023- 2024- 2025- 2026- 2027-
4 8.55 2023 2024 2025 2026 2027 2028
Key Stage 1
BASELINE DATA (MPL)
Key Stage 2 47.10 50.62 54.14 57.66 61.18 64.70
Key Stage 3 11.38 21.28 31.19 41.09 50.99 60.89
Key Stage 4 17.46 26.37 35.28 44.18 53.09 62.00
subject Science. The figure above shows that key stage 2 has the highest percentage of LAEMPL of 43.58%, key stage 3 got the lowest with 1.48%. The
figure above also reflects the graph of the target projection of the RDA results which starts from S.Y. 2022-23 up to S.Y. 2027-2028. After the six
consecutive school years, the division of Bulacan is expected to have 65.46%, 62.50%, 60.85% and 61.44% for key stage 2 to key stage 4 respectively.
On the ___ shows the performance targets in Science. it is evident that key stage 2
has the highest percentage of LAEMPL of 43.58%, key stage 3 got the lowest with 1.48% in
the baseline data. The figure also reflects the graph of the target projection of the RDA
results which starts from S.Y. 2022-23 up to S.Y. 2027-2028. After the six consecutive
school years, the division of Bulacan is expected to have 64.70% , 60.89%, 62.00% for key
stage 2 to key stage 4 respectively. It is highly assumed that the intensification of the
implementation of Project Basic Science Skills can resolve the disparity on the key stages
and can help learners meet the desired performance targets.
MUSIC, ARTS, PE & HEALTH

80.00
1 21.12 60.00
KEYSTAGE
2 37.55 40.00
Figure 97
20.00
3 1.98
0.00
4 12.33 2022- 2023- 2024- 2025- 2026- 2027-
2023 2024 2025 2026 2027 2028
(MPL) Key Stage 2 42.18 46.82 51.45 56.08 60.72 65.35
Key Stage 3 11.79 21.60 31.42 41.23 51.04 60.85
Key Stage 4 20.52 28.70 36.89 45.08 53.26 61.45
subject MAPEH. The figure above shows that key stage 2 has the highest percentage of LAEMPL of 51.4%, key stage 3 got the lowest with 2% . The figure
above also reflects the graph of the target projection of the RDA results which starts from S.Y. 2022-23 up to S.Y. 2027-2028. After the six consecutive
school years, the division of Bulacan is expected to have 65.46%, 62.50%, 60.85% and 61.44% for key stage 1 to key stage 4 respectively.
For the learning area MAPEH, as presented on figure __, After the six consecutive
school years, the division of Bulacan is expected to have 64.50% , 65.35%, 60.85% and
61.45% for key stage 1 to key stage 4 respectively.The figure also shows that key stage 2
has the highest percentage of LAEMPL of 37.55%, key stage 3 got the lowest with 1.98%.
The figure above also reflects the graph of the target projection of the RDA results which
starts from S.Y. 2022-23 up to S.Y. 2027-2028.
EDUKASYON SA PAGPAPAKATAO
1 59.01 75.00
KEYSTAGE
55.00
2 25.76
35.00 Figure 98
3 48.72
15.00
4 10.43 2022- 2023- 2024- 2025- 2026- 2027-
2023 2024 2025 2026 2027 2028
(MPL) Key Stage 2 33.96 42.16 50.36 58.56 66.76 75.00
Key Stage 3 53.09 57.46 61.83 66.20 70.57 75.00
Key Stage 4 20.35 30.27 40.19 50.11 60.03 70.00
subject ESP. The figure above shows that key stage 1 has the highest percentage of LAEMPL of 59.01%, key stage 4 got the lowest with 10.43%. The
figure above also reflects the graph of the target projection of the RDA results which starts from S.Y. 2022-23 up to S.Y. 2027-2028. After the six
consecutive school years, the division of Bulacan is expected to have 75% in all key stage.
Meanwhile, in ESP, The projected increase in performance is 75% in key stages 1-3
and 70% in keystage 4. As presented on figure __ It was evident from the baseline data
that key stage 1 has the highest percentage of LAEMPL of 59.01% while key stage 4 got the
lowest with 10.43%.
EPP/TLE/TVL
90
1 ---- 70
KEYSTAGE
2 21.05 50
Figure 99
30
3 11.59
10
4 15.67 2022- 2023- 2024- 2025- 2026- 2027-
2023 2024 2025 2026 2027 2028
BASELINE DATA Key Stage 1
(MPL) Key Stage 2 29.21 37.37 45.53 53.69 61.85 70.01
Key Stage 3 20.49 29.39 38.29 47.19 56.09 64.25
Key Stage 4 23.89 32.11 40.33 48.55 56.77 64.9
subject EPP/TLE/TVL. The figure above shows that key stage 2 has the highest percentage of LAEMPL of 21.05%, key stage 3 got the lowest with
11.59%. The figure above also reflects the graph of the target projection of the RDA results which starts from S.Y. 2022-23 up to S.Y. 2027-2028. After
the six consecutive school years, the division of Bulacan is expected to have 61.85%, 56.09% and 56.77% for key stage 2 to key stage 4 respectively.
For EPP/TLE/TVL it is expected that after the six consecutive school years, the
division of Bulacan is expected to have 70.01% , 64.25% and 64.90% for key stage 2 to key
stage 4 respectively in the said learning area. It was also evident that key stage 2 has the
highest percentage of LAEMPL of 21.05% , key stage 3 got the lowest with 11.59% in the
baseline data.
Table 66. RESILIENCY AND WELL-BEING
Long-term reforms and development strategies are needed for the basic education
sector to respond to the fast-changing demands of the local and global environment.
Indicators on resilience and wellbeing have been developed in light of the growing capacity to
meet contemporary difficulties and ensure the well-being of students, teachers, and
personnel. As evident in the illustration, the performance targets of SDO Bulacan regarding
Resiliency and Well-Being have been gradually increasing in the next six years.
INTERFACING OF FUNCTIONAL DIVISIONS
Figure 100
The Curriculum Implementation Division (CID) office contributes strategically and

technically to the full implementation of the articulated basic education curriculum, enforcing
curriculum standards, localizing and indigenizing the curriculum to suit the conditions and
context of the locality, and guaranteeing access to high-quality and diverse learning
resources. This oversees the CID team's efforts to implement the curriculum in the schools
division and to offer technical support to the schools in accordance with the curriculum and
learning management.
The primary function of School Governance and Operations Division (SGOD) is to
support and capacitate all schools and learning centers in ensuring a positive learning
environment that adheres to quality standards of governance and operations. This office
supports the management of the schools division with strategic direction, technical input, and
accountability for the organizational success of the schools division as well as for the effective
and efficient administration and operation of the schools and learning centers. It also directs
and oversees the efforts of the team that will assist in making sure that the Schools Division
has the resources, technical support, and is able to implement long-term projects and
programs to support schools in creating and managing conducive learning environments and
guaranteeing learner readiness.
The Office of the Schools Division Superintendent (OSDS) leads in the development
and implementation of the division's education development plans (DEDPs), programs, and
standards (consistent with the national educational policies, plans, and standards), forging
partnerships and networking with education stakeholders, as well as by ensuring access to,
promoting equity in, and continuously improving the quality of basic education in the schools
division under his care.
The interfacing functional divisions aim to formulate outputs, programs, projects, and
activities that will benefit schools and learning centers within the division. In addition, with
the integration of ICT and system automation, the quality management system (QMS) will
ameliorate in terms of human resource information system, business processes, client
satisfaction, and good governance. As with the harmonious interaction between and among
these functional divisions, the Schools Division of Bulacan intends to commit to the success
of its flagship program called BULAKENYO.
• DIVISION EDUCATION DEVELOPMENT
PLAN
SDO BULACAN DEDP FRAMEWORK
Figure 101
For the longest time, education has been our most effective equalizer, but the
onslaught of the pandemic made us realize that we live in a VUCA world that is unpredictable.
It is true that the COVID-19 pandemic has produced the greatest disruption in the history of
our education system, and it is evident that the continuity of learning during school closures
has become an issue for our government. Various ways and means were carefully planned
and crafted and as our country progressively shifts back to the traditional way of teaching
and learning, the Schools Division of Bulacan continuously addresses learning poverty
brought about by this global health crisis.
The outcomes will be improved by programs that are created to address the symptoms
of learning poverty. Armed with the goal of providing Bulakenyo learners quality basic
education through inclusion, fairness, standard-based, flexible, and child-friendly learning
environments toward holistic development and its sector outcome for Bulakenyo learners to
acquire literacy, numeracy, science, and 21st-century skills and developed positive character
to succeed in their choice of career, the SDO’s intermediate outcomes are guided by the
following four (4) pillars in achieving its BULAKENYO flagship program:
1. Access
✓ Bringing all Bulakenyo school-aged children to quality learning environment;
✓ Uniting all concerned internal and external stakeholders toward inclusive
Education For All (EFA)
2. Equity
✓ Leveraging lifelong learning opportunities and equitable distribution of services and
resources
✓ Addressing learning gaps and resources deficiency to further enhance learning
environment
3. Quality
✓ Kindling the DepEd core values of Maka-Diyos, Makabansa, Makatao, at
Makakalikasan to learners, teachers, schools, and nonteaching personnel
✓ Enhancing teaching-learning strategies through computer-aided instruction,
assignments, and information technology
✓ Nurturing 21st century skills among learners to become productive and globally
competitive Filipino citizens
4. Resiliency and Well-being
✓ Yielding to the prescribed standards to sustain the delivery of quality education
through appropriate, timely, and relevant programs, projects, and activities
✓ Overcoming challenges through unity and collaborative teamwork for quality
education
With the aid of the DEDP’s enabling mechanism through governance, the SDO
commits to serving Bulakenyo learners with an education that CARES—collaborative,
accelerating, responsive, empowering, and strategic governance and management system. The
loops and interactions in the framework are adaptive to the system features of the SDO’s
goals.
Table 71. ACCESS
Table 72. EQUITY
Different offices in the Division of Bulacan are accounted to their duties in

delivering the Inclusive Education Program and some of these offices are:
Curriculum and Implementation Division (CID) and School Governance and
Operation Division (SGOD).
These offices are in -charge in inclusive basic learning opportunities and in
receiving appropriate quality education by increasing the participation rate of
disadvantage school-aged children, youth, and adult; they are also in charge of
categorizing the disabled children and youth who are enrolled in Special Education
program; and they are also on eye to the disadvantage students on equal access to
education.
With some of their functions, it is resulted to achieve 100% accomplishment
of the following: disadvantage school-age children, youth and adult have benefited
from equity initiatives, monitoring of SPED, monitoring on equal access to
education among disadvantage learners and mapping of children with disabilities.
Table 73. QUALITY
Filipino English
Components Baseline Target Baseline Target
Book and Print
82.27% 85% 78.68% 80%
Knowledge
Phonemic
63.29% 75% 59.70% 75%
Awareness
Alphabetic
65.62% 75% 59.43% 75%
Knowledge
Decoding
61.95% 75% 58.91% 75%
Skills
Spelling and
43.63% 75% 50.13% 75%
Reading Rate
Reading
69.64% 75% 40.98% 75%
Accuracy
Listening
Comprehension 37.30% 75% 40.65% 75%
Skills
Dictation and
Listening 35.97% 75% 41.38% 75%
Skills
Non- Nearly
Numerates Numerates Numerates
Baseline Target Baseline Target Baseline Target
Gr. 1
15.25% 10% 53.65% 15% 31.10% 75%
Gr. 2
12.85% 10% 58.13% 15% 29.02% 75%
Gr. 3
10.51% 5% 57.25% 20% 32.24% 75%
Table 74. RESILIENCY AND WELL-
BEING
To ensure accurate communication with a target audience and to make it

possible for the SDO to monitor and immediately respond to problems or worries
affecting the efficiency with which programs are delivered and their effectiveness,
Monitoring, Evaluation and Adjustment will serve as a guide whether the targets
are being properly addressed, progress indicators and accountable personnel. In
line with this, the SDO will be able to keep track of the programs and provide
interventions immediately if needed.
Table 75. GOVERNANCE
Table 76. RISK MANAGEMENT
Planning is a pivotal process in order to set goals and develop strategies to accomplish
goals. Perhaps careful planning will not guarantee a smooth flow of outlined tasks. After
careful analysis and investigation within SDO Bulacan, a set of institutional risks were
identified. Indicated below are highly impactful risks and their respective mitigation
strategies:
• The need to craft implementation policies/issuances to support local practices,
operations, and needs of SDOs in some areas of the curriculum. Local practices,
operations, and needs of SDOs should be supported through the formulation and provision
of guidelines and policy recommendations to CO.
• Inadequate capacity for making the curricula responsive to learners and market
requirements. Training for supervisors, school heads, and teachers will capacitate them in
making responsive curricula for learners and the market.
• Possible COVID-19 surge in the province. There is a need for proper coordination with
the DOH Provincial Chapter and RHU and further sustenance of the School Health
Section’s massive information campaigns on COVID-19 prevention and the monitoring of
the health and wellness of personnel and learners. Proper coordination may rectify the
effects of a possible surge.
• Lack of funds to support and sustain PPAs included in the DEDP. Determining priority
PPAs can support and sustain the inadequacy of funds. Mobilizing school resources and
maximizing the use of SEF would also support PPAs indicated in the DEDP. Planning is a
crucial part as it can optimize the use of resources.
Moreover, other identified risks with their mitigation strategies are the following:
• Negligence of schools to sustain safe operations. Schools should practice continuous
monitoring of safe operations in all sectors.
• Possible occurrence of natural calamities. Proper coordination between the school
and the municipal and barangay DRRM official will help mitigate possible severe effects.
Table 77. COMMUNICATION PLAN
Communication is the lifeblood of an organization so to ensure the smooth and
accurate flow of communications within the school’s division, a well-crafted communication
plan was produced.
The communication plan’s target audience attended a training-workshop that seeks to

equip District Information Officers (DICs) and School Information Officers (SICs) necessary
skills in journalism and video editing which will then be utilized in their respective station in
terms of creating content for their school’s official social media page. The activity will make
them adept social media managers of their schools’ official pages. The training-workshop was
successfully scheduled last April through a hybrid modality. It is manifested in the activity
that as the world progress towards digitalization, various modes of delivery can be applied to
disseminate information.
In light of the current status of the country, the pandemic has indeed taught
educators that information dissemination to a larger audience is possible. This is through the
utilization of various online and offline platforms that work well in the division. The
dissemination of significant insights would involve channels like the DepEd Tayo Bulacan
YouTube Channel, DepEd Tayo Radyo Eskwela, and Bulakenyong Mapagmahal E-Newsletter,
to be done quarterly the entire year.
Communication Communication Target Activity/ Time Responsible

Message Budget
Problem Objective Audience Channel Frame Person
Lack of To establish a District TRUTH Discuss the INSET Training- Division

knowledge about strong Information AND DepEd (Before Worksho information
the DepEd Social understanding Officers TRUST: Social Media the p on officers
Media Policy. about the DepEd Policy opening DepEd
Social Media School Credible of Social
Policy. Information DepEd classes.) Media
Coordinator Updates, Policy
s Reliable
To Contexts,
localize/create DepEd and Designated A 3-day P
Division Social Personnel Inspiring information capacity 400,000
Media Policy (Teaching Bulakenyo officers and building
and non- Stories! coordinators.
teaching
personnel.)
Students
Parents
Content posting To understand Students, Facebook Review Year None Division

(The DepEd Tayo and practice parents, and Community Facebook round Information
Social Media content posting other Standard Community Officers and
Policy and align to the stakeholders and Deped Standard, Content
Facebook DepEd Tayo and Tayo Data Privacy moderators
Community Facebook Comm Content Act, and
Standard) unity Standard. posting Deped Social
Media Policy TRUTH Media Policy
AND
TRUST:
Credible
DepEd
Updates,
Reliable
Contexts,
and
Inspiring
Bulakenyo
Stories!
Communication Communication Target Activity/ Time Responsible
Message Budget
Problem Objective Audience Channel Frame Person
Updates on the To inform Teachers, DepEd Tayo Create content Year- None Division
latest programs teachers, students, Bulacan about DepEd round Information
and projects of students, parents, Talks ( A 5- Tayo Bulacan (Three Officers and
SDO Bulacan parents, and and other minute live Talks to four Content
(SDO Bulacan other stakehold interview to Live via DepEd episodes moderators
BE-LRP) stakeholders ers SDO Tayo Bulacan per ICTS units
about the latest personnel) and cross- quarter.)
programs and share to all
projects of the District and
Department of School FB
Education Pages
and SDO
Bulacan.
Lack of virtual To capacitate District Strengtheni Online April P Division

capacity building district Informatio ng DIOs and Training- 2022 350,000. Information
in district and information n Officers SICs Workshop 00 Officers,
school FB Page officers and and competencie Proposed District
management. school School s in creating topics: Information
information Informatio content for Officers,
coordinators in n posting. -News writing School
managing and Coordinat -Feature Information
creating content ors Writing Coordinators
for their FB page. -Captioning and Invited
-Video editing Speakers
-Picture
editing
-Press Release
Azevedo, J.P. et al. 2021. Will every child be able to read by 2030? Defining
learning poverty and mapping the dimensions of the challenge. World Bank
Education Global Practice, UNESCO Institute for Statistics.
Department of Education. (2022, May 30). DepEd Order No. 024, s. 2022 – Adoption
of the Basic Education Development Plan 2030. https://www.deped.gov.ph/wp-
content/uploads/2022/05/DO_s2022_024.pdf
Coram International. 2018. Situation analysis of children in the Philippines. United
Nations Childrens’ Fund, Philippines.
Garbe, A. et al. 2020. COVID-19 and remote learning: Experience of parents with
children during the pandemic. American Journal of Qualitative Research, 4(3), 45-
65. https://doi.org/10.29333/ajqr.org
Geronimo, M. 2021. Creeping Out from the Penumbra of the COVID 19 Pandemic in
Education: A Call for Resilience, Unity and Cooperation. Schools Division of
Bulacan.
Gumafelix, L. 2021. New Partnership in Science Teaching: Parents-Teacher. Schools
Division of Bulacan.
Collaboration in Teaching Science. Schools Division of Bulacan

Hanover Research. (2020, December). Best practices for learning loss recovery.
Hanover Research. (2021, July). Sustaining learning loss recovery.
Organisation for Economic Co-operation and Development (OECD). (2021,
September). The state of global education 18 months into the pandemic.
Philippine Statistics Authority. (2020, March). SDG Watch Philippines.
United Nations. (2020, August). Education during COVID-19 and beyond. Policy
Brief.
UNESCO. (2021, June). UNESCO Covid-19 education response. Education Sector
issue note.
UNESCO Institute for Statistics. (2017, September). Fact Sheet No. 46, More than
one half of children and adolescents are not learning worldwide.
UNESCO, UNICEF, World Bank. 2021. The state of the global education crisis: A
path to recovery.
UNICEF. 2021. Preventing a lost decade: Urgent action to reverse the devastating
impact of COVID-19 on children and young people.
UNICEF East Asia and the Pacific. Learning recovery: Post-Covid 19, a review of
literature from East Asia and Pacific on strategies for tackling the learning crisis.
UNICEF Philippines, Department of Education, Australian Council for Educational
Research (ACER) and SEAMEO-INNOTECH. 2021. Philippines Early Childhood
Education, Kindergarten to Grade 4 Longitudinal Research. Summary Report.
UNICEF Regional Office for South Asia. 2020. Guidance on distance learning
modalities to reach all children and youth during school closures (Focusing on
low- and no-tech modalities to reach the most marginalized).
UNICEF, UNESCO. 2021. Rapid Situation Analysis of Responses to and Effects of
COVID-19 on the Education System Southeast Asia, Sub-regional report.
UNICEF, UNESCO. (2021, October). Situation analysis on the effects of and
response to COVID-19 on the education sector in Southeast Asia (Sub-regional
report).
UNICEF, UNESCO, World Bank. 2022. Where are we in education recovery?
USAID, Education Development Center, Accenture. The impact of COVID-19 on
opportunities for out-of-school youth in the Philippines. An Opportunity 2.0
Research Report.
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student well-being recovery plan: Planning Guide 2021 for school districts, tribal
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2022-2028

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DIVISION

One Goal, One DepEd Bulacan!

ROWENA T. QUIAMBAO, CESE

1. Access: All school-age children, out-of-school youth, and adults have

SWOT ANALYSIS................................................. ...................................................... 89

KEY CHALLENGES WITH INTERMEDIATE OUTCOMES

STRATEGIES, INTERVENTIONS, AND MAJOR OUTPUTS

31 OPCRF Ratings of Schools

Just before the COVID-

In East and South-

According to newly released

of pre-primary school age out of lower secondary school

Enrollment Rate Completion Rate

in the Philippines is was 97.2 % and slightly

4.56% from SY 2019-2020 to SY 2021-2022.

The Filipino learners are envisioned to be holistically developed in basic education,

Note: The enrolment in inclusive

TVE​ STE​ SSES​ FL​ ARTS​ SPORTS​

4 52.77% 51.69% 54.60% 61.21%

Note: Gross Enrolment Rate

4 70.95% 74.79% 77.58% 88.36%

The figures above displayed the gross 120

KINDER 0.25% 1.38% 1.59% 1.11%

3 NDA NDA 1.52% 1.47% 0.00%

Note: The transition rate in Key Stages 1 & 2 is very high

4 NDA NDA 4.90% 7.58%

The figures presented the School 8.00%

4 NDA 52.77% 89.30% 89.50%

SY 2019-2022 8,367 4,982 59%

SY 2021-2022 9,056 4,581 51%

The data above indicate the ALS passers of accreditation and

2018-2019 2,323 2,158 4,481 246,122 1.82

2019-2020 1,184 1,164 2,348 283,453 0.83

2020-2021 1,050 983 2,033 297,548 0.68

2021-2022 1,148 1,069 2,217 306,469 0.72

Note: SY 2018-2019 had the most number of 4Ps recipients in the

The figure above shows the summary of 4Ps Recipients in Elementary

4Ps RECIPIENTS (SECONDARY)

• SHS Graduates/SHS Exits

KEYSTAGE SY 2017-18 SY 2018-19 SY 2019-20 SY 2020-21

SCHOOLS THAT PARTICIPATED

Total Number of Literate Pupils in the Components of EGRA in

Total Number of Literate Pupils in the Components of EGRA in

Table 17. Project All Numerates (PAN) Grade 1 Numeracy Data

Grade 2 SY 2019-2020 SY 2020-2021 SY 2021-2022

Table 19. Project All Numerates (PAN) Grade 3 Numeracy Data

Grade 3 SY 2019-2020 SY 2020-2021 SY 2021-2022

Subject Areas Division MPS Regional MPS National MPS

NAT Grade 12 Proficiency Level by Subject Areas

40 Note: The Grade 12 NAT Results in

and Science remain to have the

lowest MPS even in the Senior

SY 2017-2018 MPS SY 2018-2019 MPS

Subject Area SY 2017-2018 MPS SY 2018-2019 MPS

Meanwhile, the results of Grade 12 National Achievement Test for SY 2017-2018

Table 23. Regional Diagnostic Assessment Results

Higher Middle Entrepreneu Not in any

67.83 19.93 5.31 4.91 2.02

Table 24. SHS Exits

TVE STE SSES FL ARTS SPORTS