1. REGIONAL MONITORING, EVALUATION AND PLAN ADJUSTMENT FOR THE END OF CALENDAR YEAR 2012
1.0 INTRODUCTION
The Regional Monitoring, Evaluation and Adjustment (RMEPA) is a periodic monitoring and evaluation of
the progress of the region in its delivery of education services as well as its performance as an organization.
This is done purposely to provide regional management and technical / functional divisions information on the
implementation and achievement of regional programs, adjust approaches and strategies that will ensure proper
allocation and equitable distribution, easy access, effective and optimal use of Education Resources in the
divisions and schools and establish information as basis for determining appropriate approach / strategy to:
improve organizational performance in fulfillment of the Regional mandate and strengthen collective actions to
service better the divisions and schools within the accountability of the Region.
The RMEA as a strategy promotes the participation of the various functional as well as administrative units
of the region in all the M&E processes with the end-point of obtaining information for the regional
management to make decisions on adjusting its work plans and strategies
The lead functional division to conduct quarterly RMEA is the Quality Assurance and Accountability Division
with the participation of the various functional as well as administrative units of the region with the end-point
of obtaining information for the regional management to make decisions on adjusting its work plans and
strategies.
The conduct of the End of Year RMEA is guided by the Regional M & E Framework that specifies the focal
areas to be monitored as shown in Figure 1 below:
Regional M&E Framework
Regional Focal
Areas
Delivery of
Support Services
for B.E
Programs &
Projects
Education
Resource
Organizational
Performance
Org .
Effectiveness
Org Resource
Support
Figure 1
1

2. The present Framework shall serve as a roadmap towards bringing the region to a culture of quality and
accountability as an organization.
1.0. SCOPE
With the implementation framework of the system now in place and accepted by the Regional Management,
an important part of the process is its implementation. The End of Year RMEA was conducted on January
7- 8, 2013 and quantitative and qualitative information per RO unit were gathered, analyzed, interpreted
and to be presented to the Regional Management. But prior to the actual conduct of the RMEA, there was
Pre-RMEA conducted on January 3 - 4, 2013. Annual Work Planning of every functional division/RO unit
was done in the following day of the RMEA on January 9, 2013.
The End of year RMEA covers the intermediate results of the four areas for CY 2012 namely:
• Education Programs & Projects are curricular and non-curricular interventions to promote student
learning outcomes
Funds for Programs and projects are being used for regional monitoring and evaluation purposes.
• Education Resources cover both human and non-human resources such as financial e.g. value for
money.
• Organizational Effectiveness which pertains to individual, team and organizational
effectiveness of the region. Outputs achieved per individual RO Unit and those co-implemented
by at least 2 or more RO units, implementation issues of each regional unit/functional division
regarding work plan implementation, institutional issues that involves multiple functional divisions
and lessons learned are tracked down.
• Organizational Resource Support concerns mainly with availability and adequacy of resource
requirements for the region to carry out its mandate efficiently and effectively. This includes the
analysis of how the region best optimizes its financial, human and organizational capabilities in
performing its functions by individual units and as a team.
2.0. METHODOLOGY
Methodology of MEA follows three phases of work.
Pre-Work
2

3. During the Pre-work activity on January 3-4, 2013 at DepED Conference Room, Cebu City, all Chiefs,
Internal M & E of every RO unit and QAAD personnel and in every RO unit convened and did actual data
collection on quantitative and qualitative information on Physical Accomplishments. Tools were given for
efficient data collection.
In plenary during the Pre-RMEA, the following instructions were given for the simultaneous division/unit
group work:
 Each functional division/unit must have a designated official documenter
 Based on the accomplished FD/Unit Output Matrix in Table 1-A, each FD computed the division/unit’s
physical accomplishment using the Table 1-B on Programs and Projects, Table 1-C on FDs Physical
Accomplishment, Table 1-D on Budget and Finance and Admin.
 In plenary, consolidation of the functional division /unit physical accomplishment using Table 1-E was
done.
 Each FD reported the balance of physical outputs and identified reasons for variance using Table 1-F.
 Then, every FD has to identified the value added contributions using the Table 1-H
See annexes for the copy of the outputs of the various RO units.
Another set of templates for the Annual Accomplishment of each Functional Division and Support Division
were given to the Internal M & E. Physical Accomplishments from Quarter 1 to Quarter 4 as well as the
major contributions of each Functional Division and Support Division were documented.
Specific End-of Year information from the different focal areas were provided by the following FDs/RO Units:
Focal Area Information In-charge
A. Programs & Projects 1. Accomplishments of P/Ps
2.Regional Education Outcomes by MFO
FDs
PPRD
B. Education Resource 1. Accounting of Region Sub-Aros
2.Allocation, Distribution and Utilization of
Education Resources to Divisions
BFD
RMSPPD / BEIS
C. Organizational
Effectiveness
Annual Physical Outputs of FDs
Issues
Lessons learned
QAAD
D. Organizational Resource
Support
1.Status of Utilization of Resources for FDs
2.Issues
Lessons Learned
BFD
3

4. E. Educational Outcomes Regional Performance Indicators PPRD
RMEA Proper
The actual conduct of RMEA took place on January 7- 8, 2013 at the DepED Ecotech Center, Cebu City.
The quantitative and qualitative information gathered during the Pre-RMEA were validated by the all
members of the RO Units before the actual reporting.
Day 1 of the RMEA proper was reporting by all Chiefs of the RO Units on their accomplishments, balances,
value added contributions, issues, lessons learned and proposed recommendations. They were made to
identify the outputs that can be considered as their technical assistance made to the Schools Division
Offices.
The quantitative and qualitative information gathered were consolidated, analyzed and interpreted and
presented by Dr. Marcial Degamo, Chief of Quality Assurance and Accountability Division to the top
management for actions and adjustments. Inputs from the Technical Advisers of SEMIT were noted down.
Post RMEA
Post RMEA includes adjustment of plans by every functional division/support division and report writing by the
members of the QAAD. The findings and proposed recommendations are presented to the regional management
through REXECOM for actions and decisions.
4.0 Findings
4.1. Education Programs & Projects
To improve learning outcomes, the Region has been implementing several programs and projects. Some of
these are the Alternative Learning System Accreditation and Equivalency Test (ALS A&E Test),
Strengthening Technical-Vocational Education Program (STVEP), Drop-out Reduction Program (DORP),
Special Programs for Foreign Language (SPFL), Regional Schools Press Conference Program (RSPC),
Modified In-School and Off-School Approach (MISOSA), and MADRASAH Program Implementation.
4

5. To ensure quality implementation of these programs and projects, it is the task of the Regional Program
Coordinators to consistently conduct monitoring on the progress of implementation making sure that
appropriate technical assistance are provided and interventions are made in order to address challenges.
Table 1 shows the details of the planned outputs and actual accomplishments made in the implementation
of the Region’s Programs and Projects. It is clearly shown that seven program coordinators were able to
monitor the implementation of the different programs and projects in 2012.
Table 1
Status of Regional Programs & Projects’ Physical Accomplishments
Name Of Program/
Projects
(By FD/Admin & BFD)
Targets
(No. of Planned Outputs
Per Quarter)
Physical Accomplishments
(No. of Outputs Achieved
To Date)
% Accomplished Vs.
Targets
1.ALS A&E Test 19 Division Monitored
• Visually impaired
takers
• A&E Test takers
19 Division Monitored
• Visually impaired
takers
• A&E Test takers
100
2.STVEP 4 Tech/Voc Schools
Monitored
4 Tech/Voc Schools
Monitored :
• Toledo
• Abellana
• Subangdaku
• Talisay
100
3.DORP 19 Divisions Monitored 19 Divisions Monitored 100
4.MISOSA 19 Divisions Monitored 19 Divisions Monitored 100
5.SPFL Monitored and facilitated
the Immersion to French
Language
4 teachers
Monitored and facilitating
the Immersion to French
Language
4 teachers 100
6.RSPC Monitored the conduct of
RSPC
1 1 100
7. Madrasah Monitor & Evaluate the
implementation of
MADRASAH in the
identified schools in the
DOs
4 Schools 4 Schools
100
Table 2 shows the details of the monitoring done by the Regional Coordinators and the technical assistance
they provided to the beneficiaries or recipients of the programs and projects in the field.
5

6. Monitoring activities done has enabled the Region to determine the number of beneficiaries of ALS BPOSA
and ALS A&E. Note also that technical assistance provided include fast tracking of distribution of Science
Instructional Materials to selected school recipients through DepED-VECO project and conduct of planning
conferences so that there would be (1) smooth implementation of STVEP in a few schools and (2) efficient
utilization of SBM grants.
Table 2
Number of Learners Served in ALS BPOSA, ALS A&E, and DEPED-VECO SSMS,
and Technical Assistance Given to the Recipients of STVEP and SBM
NAME OF
PROGRAM/
PROJECTS (By
FD/Admin & BFD)
TARGETS
(No of Planned Outputs per
quarter)
PHYSICAL ACCOMPLISHMENTS
(No of outputs achieved to date)
%
ACCOMPLISHED
VS. TARGETS
1. ALS BPOSA
ALS A&E
Number of Learner served
• 1254
Number of A&E registrants
• 538
Number of Learner served
• 1254
Number of A&E registrants
• 538
100
2. DepED-VECO
SSMs
Distributed 100 Copies of
Supplementary Materials per
Grade Level for the VECO
franchised divisions
• Cebu
• Cebu City
• Lapulapu City
• Naga City
• Mandaue City
• Toledo City
Distributed 100 Copies of
Supplementary Materials per
Grade Level for the VECO
franchised divisions
• Cebu
• Cebu City
• Lapulapu City
• Naga City
• Mandaue City
• Toledo City
100
3. MTB-MLE 4-Day Regional TOT on Oral
Language Development and the
Pedagogical Aspect of Using
MTB-MLE
• 94 teachers
4-Day Regional TOT on Oral
Language Development and the
Pedagogical Aspect of Using MTB-
MLE
• 91 teachers
97
4. STVEP 4 Tech/Voc Schools given
assistance
4 Tech/Voc Schools given
assistance
• Toledo
• Abellana
• Subangdaku
• Talisay
100
5. SBM
Hold Planning conference with
SBM Coordinators and Task
Force in preparation for the
Regional SBM Conference
57 Participants (Phase I)
57 Participants
(Phase I)
100
6

7. Conduct the 1st
RO VII SBM
Conference with RD, ARD, SDS,
ASDS, SBM Coordinators , SBM
Task Force & EPS 1 223
participants
(Phase I)
180 Participants
(Phase I)
.81
266 Participants
(Phase II)
266 Participants
(Phase II)
100
Other important details like specific issues and concerns and corresponding technical assistance provided
are presumed to be submitted directly to the Central Office for these were not mentioned during the conduct
of quarterly RMEAs and in the first End-of-Year RMEA in 2012.
4.2 On Education Resources
To update the Region on the status of Education Resources in 2012, the Policy Planning and Research
Division (PPRD) presented data on the physical and human resource needs of the schools by level whereas
the Budget and Finance Division (BFD) presented a detailed annual report on the status of utilization of the
financial resources received from the Central Office.
Table 3 shows the needs of the schools in the Region for teachers, classrooms, and seats. These needs are
determined using enrolment data and planning standards for each education resource at specific levels of
basic education.
It is clearly shown in Table 3 that the Region had provided only 11% of the number of teachers needed in
schools so that at the end of 2012, the Region still needed almost ten thousand teachers—around half of
that number was needed by the secondary schools and the other half subdivided almost equally by the
kindergarten and elementary schools.
Table 3
Status of Education Resource Needs of Schools in the Region
Education
Resources
Education Resource Needs of Schools
Kindergarten Elementary Secondary Total
August2012
Intervention
EndOf2012
August2012
Intervention
EndOf2012
August2012
Intervention
EndOf2013
August2012
Intervention
EndOf2013
Teacher 2,652 310 2,342 2,682 378 2,304 5,335 518 4,817 10,669 1,206 9,463
7

8. Classroom 2,235 – – 2,177 – – 2,133 – – 6,545 1,720 4,825
Seat
(Desk &
Armchair)
– –
66,28
1
2,177 – – – – 2,133 – – 70,591
Classrooms built to address classroom needs were not clearly categorized in Table 3 as to which level they
were given.
It can be noted from Table 3 that the largest need for seats was at the Kindergarten level. It implies that
parents and/or other stakeholders provided for the seats to more than sixty thousand kindergarten pupils in
the Region. PPRD’s report also on seat needs did not clearly show the number of seats procured in 2012.
Note that Table 3 generally shows the performance of the Region in terms of governance.
Regional Educational Financial Resources
The Region received 43 funds from the Central Office in 2012 in the total amount of almost 155 million
pesos. The Region has utilized around 95% of the total financial resource received for the year.
The Region completely utilized 22 funds (99% to 100% utilization) received from the Central Office. One
likely reason that these funds were utilized is that 18 of these funds were received in the first half of the year
giving the concerned Functional Divisions (FDs) sufficient time to implement the programs and projects the
said funds were intended for.
Table 4 shows that out of 43 funds received, nine funds were not utilized. Of these unutilized funds only one
was received at the first half of the year and five were received at the fourth quarter of the year. The date
Sub-ARO of each fund was received likely contributed to the failure in utilizing the said funds.
Table 4
Financial Resource of the Region in 2012
Particulars
Date
Received
FDs
Responsible
UTILIZATION
Amount
Received &
Released
Amount
Utilized
% of
Utilization
(Balance)
1
To cover deficiency in
clothing/ uniform
allowance CY 2012
11/27/12 BFD 104,000.00 104,000.00 100.00 -
2
Funding Requirements
for 4th Tranche
Compensation
Adjustment (SSL 3) - PS
8/23/12 BFD 1,956,000.00 1,956,000.00 100.00 -
8

9. 3
Funding Requirements
for 3rd Tranche
Compensation
Adjustment (SSL 3) - PS
5/17/12 BFD 2,831,000.00 2,831,000.00 100.00 -
4
Funding Requirements
for 3rd Tranche
Compensation
Adjustment (SSL 3) -
RLIP
5/17/12 BFD 313,000.00 313,000.00 100.00 -
5
Funding Requirements
for 4th Tranche
Compensation
Adjustment (SSL 3) -
RLIP
8/23/12 BFD 203,000.00 203,000.00 100.00 -
6
Financial Assistance for
regional participation to
the 2012 Palarong
Pambansa
3/16/12 RMSPPD 5,286,670.00 5,286,670.00 100.00 -
7
Financial assistance for
the participation of the
differently-abled to the
2012 Palarong
Pambansa
5/20/12 RMSPPD 136,432.00 136,432.00 100.00 -
8
To cover expenses for
the conduct of Capacity
Building for Grade 1
Teachers
5/20/12 CLMD
16,004,000.0
0
16,004,000.0
0
100.00 -
9
Snacks and lunch of
participants on the
conduct of NAMCYA
Regional Competition
Workshop
9/28/12 RMSPPD 15,000.00 15,000.00 100.00 -
10
Financial assistance on
the conduct of Regional
Level S & T Fair
10/18/12 CLMD 60,000.00 60,000.00 100.00 -
11
Abm Not Needing
Clearance Portion - CO
1/3/12 680,000.00 680,000.00 100.00 -
12
To cover the
procurement of school
furniture under the CY
2012 BEFF (15%
regional office allocation)
8/8/12 RMSPPD 9,550,995.56 9,550,995.56 100.00 -
13
To cover expenses for
the construction of
Preschool building with
toilet and furniture
05/20/12 RMSPPD 2,397,447.00 2,397,447.00 100.00 -
14
To cover expenses for
the construction of
Preschool building with
toilet and furniture
05/20/12 RMSPPD 41,755,039.50 41,755,039.50 100.00 -
15 Expenses for board &
lodging of participants
and training staff on the
conduct of
Training/Workshop on
08/08/12 BFD 412,800.00 412,800.00 100.00 -
9

10. the Application of BMS
16
To cover monitoring fund
of Regional ALIVE
Coordinators
09/15/12 FED 84,000.00 84,000.00 100.00 -
17
To cover terminal leave
benefits of Mr. Danilo
Villadolid
2/8/12 BFD 821,944.00 821,943.25 100.00 0.75
18
To cover the terminal
leave benefits of
Diomedes Balingcasag
8/22/12 BFD 17,755.00 17,754.12 100.00 0.88
19
Abm Not Needing
Clearance Portion - PS
1/3/12 BFD 31,174,000.00 31,170,000.00 99.99 4,000.00
20
Abm Not Needing
Clearance Portion -
Repair & Maintenance
1/3/12 BFD 1,843,500.00 1,842,000.00 99.92 1,500.00
21
Financial Assistance On
The Conduct Of Pre-
Regional And Regional
Meets
3/16/12 RMSPPD 1,200,000.00 1,198,454.34 99.87 1,545.66
22
Abm Not Needing
Clearance Portion - RLIP
1/3/12 BFD 2,869,000.00 2,860,000.00 99.69 9,000.00
23
Abm Not Needing
Clearance Portion -
MOOE
1/3/12 BFD 25,852,000.00 23,595,305.71 91.27 2,256,694.29
24
To cover expenses for
the conduct of Capacity
Building for Grade 1
Teachers
5/20/12 CLMD 7,386,795.00 6,656,676.61 90.12 730,118.39
25
To cover the provision of
Program Support Fund to
the regional office in
connection with the
allocation of SBM Grants
to various elementary
and secondary schools
12/22/11 FED 2,880,911.00 2,461,720.33 85.45 419,190.67
26
Financial assistance for
the operation of Open
HS Program - Dropout
Reduction Program
(OHSP-DORP)
09/11/12 CLMD 400,000.00 325,000.00 81.25 75,000.00
27
Subsidy to cover the
operation of the Open
High School Program-
Dropout Reduction
Program (OHSP-DORP)
2/8/2012 CLMD 400,000.00 309,721.00 77.43 90,279.00
28
Conduct of Regional
Orientation on the Basic
Education Information
System (BEIS) Data
Gathering System SY
2012-2013
05/20/12 PPRD 61,200.00 37,254.00 60.87 23,946.00
29 To cover expenses for
the development of
learner's materials (LMs)
11/30/12 CLMD 1,034,320.00 548,961.00 53.07 485,359.00
10

11. and teacher's guide
(TGs)
30
Board & lodging,
materials & internet
service expenses on the
Orientation on the Pb. &
Priv. Profiles, SUCs Lab
Schools & Data
Collection and Updating
of Public Schools LIS SY
2012-2013
09/15/12
PPRD/
CLMD
210,300.00 103,217.75 49.08 107,082.25
31
Board/Lodging &
purchase of supplies for
the conduct of Division
Orientation/ Briefing of
School Recipient for
Batch 7 VisMin cluster
DepED Computerization
Program e-classroom
pack for elem
09/11/12 CLMD 474,000.00 180,533.00 38.09 293,467.00
32
Expenses on the conduct
of Annual DepED-DPWH
National Consultative
Conference
04/23/12 RMSPPD 176,400.00 49,812.00 28.24 126,588.00
33
Conduct of various
SEMIT activities from
Sept-Dec 2012
11/30/12 PPRD 3,060,823.50 671,457.47 21.94 2,389,366.03
34
Monitoring and
Evaluation Subsidy Fund
for Regional and Division
Tech/Voc/TLE
Officials/Supervisors
6/13/12 CLMD 189,000.00 31,440.00 16.63 157,560.00
35
Financial asst. re
Regional Search for the
2012 National Literacy
Awards of Regional
Selection Committee and
other LCC related
activities
04/23/12 CLMD 25,000.00 - - 25,000.00
36
Monitoring of School
Based Feeding Program
10/30/12 RMSPPD 30,000.00 - - 30,000.00
37
Financial assistance to
Selected Divisions for the
Expansion of the ALS
Mobile Library Project
9/15/12 CLMD 60,000.00 - - 60,000.00
38
Financial assistance for
the augmentation of
travelling allowance of
regional Health
Personnel
11/30/12 RMSPPD 159,200.00 - - 159,200.00
39
Implementation of Every
Child A Reader Program
10/30/12 CLMD 160,000.00 - - 160,000.00
40 Financial assistance for
the conduct of Regional
Training of School Paper
9/28/12 PPRD 465,500.00 - - 465,500.00
11

12. Adviser/ Campus
Journalists and Regional
Schools Press
Conference
41
To cover the
administrative and
engineering overhead
cost on the procurement
of school furniture &
fixtures
8/8/12 RMSPPD 4,592.83 - - 4,592.83
42
To cover the
administrative and
engineering overhead
cost on the procurement
of school furniture &
fixtures
8/8/12 RMSPPD 33,517.50 - - 33,517.50
43
Conduct of LRMDS
Orientation and
Advocacy Program to
Elem and Sec Schools
and CLCs
11/30/12 CLMD 269,475.00 - - 269,475.00
- 163,048,617.89 154,670,634.64 94.86 8,377,983.25
4.3 Organizational Effectiveness
Physical Accomplishments
Table 5 highlights the end-of-year actual physical accomplishments of outputs targeted or planned at the
start of 2012.
Upon accounting the physical accomplishments of the Region, it can be seen from Table 5 that the Region
accomplished almost 99% of the 546 planned outputs for 2012. The Region attained this accomplishment
amidst issues like inadequacies in personnel and office equipment and unprecedented tasks that had to be
prioritized as these were mandated by the Central Office such as outputs in relation to K to 12 Curriculum
Implementation.
Table 5
Status of Annual Physical Accomplishments of Functional/Support Divisions
FD/SD Targets Accomplished % of Accomplishment
T&DD 47 46.93 99.85
PPRD 121 120.65 99.71
FED 41 40.84 99.61
BFD 80 79.58 99.48
RMSPPD 65 64.10 98.62
QAAD 58 57.00 98.28
12

13. CLMD 89 86.42 97.10
Adm 45 43.59 96.87
Regional Performance 546 539.11 98.69
The reason behind the number of accomplished outputs that are in two decimal places is that it is agreed in
the Region that even if an output like a provision of technical assistance like capability building is
successfully delivered, an accomplishment of that output is not 100% if the number of required participants
is not met. Hence, only a fraction of the output is considered in order that Functional Divisions ensure quality
of participation in every undertaking that they pursue.
All Functional and Support Divisions (FDs/SDs) except Quality Assurance and Accountability Division
(QAAD) and Curriculum and Learning Management Division (CLMD) had accomplished all planned outputs.
QAAD was not able to deliver a capability building program Training of Trainers for School Monitoring
Evaluation and Assessment because a joint preparation of the Program Design and Resource Package of
the said program was not yet finalized. CLMD, on the other hand, had to prioritize on preparing learning
guides and teaching guides for the K to 12 Curriculum so that they were not able to finalize their Regional
Curriculum Learning Matrix in 2012.
The FDs and SDs of the Region underwent continuous improvement in conducting RMEA especially in
(1) describing planned outputs, (2) differentiating planned outputs from performance/success indicators,
(3) setting content and process standards, and (4) counting accomplishments.
The reason that the number of planned outputs of PPRD is more than a hundred is because each monthly
or quarterly report was individually counted.
One positive effect of efficiency in setting content and process standards is that Functional Divisions and
Support Divisions do not mention overlapping/conflicting activities anymore as one of their implementation
issues because instead of expecting individual participants to come to capability building programs, they
only require representatives of teams or Functional Divisions.
Another important insight of the Region in the regular conduct of RMEA is that aside from the original
targets set at the start of the year, FDs and SDs make some adjustments every after Progress M&E,
Quarterly RMEA, by (1) dropping some planned outputs because of reliable and valid reasons and (2)
crafting new outputs in the form of technical assistance that are deemed indispensable to address issues
and challenges that they meet as they do monitoring activities in the field.
13

14. From the physical accomplishments of the Region, here is a list of major contributions to Regional
Effectiveness by Functional Division:
• Policy Planning and Research Division
 Ensuring efficiency of Division Data Management , Planning and Budgeting by capacitating
the Division Offices on the following:
 Updating e-BEIS
 Preparation of BARs and BEDs
 Use of the e-BEIS in Budget Preparation
 Budget Preparation
 Use of Guidelines of DepED Order 12 & 37 s. 2012
 Ensuring equitable distribution of teacher items through the following:
 Issuance of a regional memorandum requiring Division appointing authorities to
comply DepED Order 50 s. 2003
 Enter into an agreement with Civil Service not to attest or affirm appointments without
certification of deployment from regional office
 Validation on the request authority to fill up newly created/vacant positions based on
RQA, ranking & supporting documents by issuing authority to fill up and certification
of deployment
 Conduct validation workshops on the validation of the filling-up of items with SDSs,
POs, AOs, RFTAT member (Regional EPS), SHs from OUs/IUs
 Ensuring approval of Regional Budget Proposal by providing Report Cards to Congressman,
Governors and Mayors regarding the status of existing crucial resources and needs.
• Curriculum and Learning Management Division
 Crafted and produced the following:
 Curriculum and Learning Management Division Strategic Plan
14

15.  Regional Program Framework for Curriculum Localization/Contextualization and
Implementation Plan
 Regional Curriculum Learning Matrix (RCLM)
 MISOSA and DORP training resource package
 Spearheaded the K to 12 Mass Training of Teachers on Curriculum Implementation for Grade
One and Grade Seven
 Monitored the K to 12 Curriculum Implementation
 Facilitated the production of the following Instructional Materials:
 34 MTB-MLE Big Books for Grade One Pupils
 Teacher-Developed Science Instructional Materials
 MTB_MLE materials for Grade 3 Pilot School Implementers
 Grade Two Lesson Guides for Pilot MTB-MLE Implementers
 Identified ALS crucial needs and undertook actions steps
 Facilitated in the Assessment and Review of the Senior High Schools pilot implementation
 Reviewed, Evaluated, Edited/Quality Assured, Uploaded, and Published Instructional Materials
at LRMDS Portal
• Training and Development Division
 Capacitated all Division T & D Teams, Regional Key Personnel, and SDSs and ASDSs on
T and D systems
 Facilitated the Training of Grade 1 and Grade 7 Teachers and Elementary and Secondary
School Heads on the K to 12 program
• Resource Mobilization Special Programs and Projects
 Researched Unpublished Folk Songs (4) and Folk Dances (6)
 Conducted Refresher course in all Sports events to MAPEH Supervisors / Coaches and
Officiating Officials
 Conducted Training of Trainors on HIV and AIDS Education and Prevention in the Workplace
 Conducted Regional Workshop on How to Open School for the Arts (4 schools divisions)
• Quality Assurance and Accountability Division
 Rolled out QMS CBs 1, 2, & 3 to institutionalize Quality Management System in the Region
 Spearheaded the conduct of regular and on-time Regional Monitoring and Evaluation
Adjustment (RMEA)
15

16.  Established a system in processing applications of public and private schools
 Helped improve regional planning practices through M&E
Implementation Issues
Table 6 shows that almost 50% of the 69 issues raised in 2012 from the first to fourth quarter were resolved.
Some issues that recur every quarter, twice or thrice within the year were deemed to have possible solution
whereas one proposed resolution to a recurring issue was perceived as less likely to get implemented.
Many of the issues that recur refer to repair, maintenance or replacement of defective or malfunctioning
office equipment that are addressed each quarter but still recur because of regular breakdown of these
equipment like printer, photocopying machine and the like.
Table 6
Total Number of Implementation Issues Raised in 2012
REGIONAL UNIT
number of issues
presented to the
management
number of issues
resolved
issues that are
recurring with
possible solution
recurring issue/s
that may have no
solution
QAAD 14 6 5 0
CLMD 11 4 2 0
RMSPPD 15 6 9 0
FED 5 3 1 0
TDD 10 5 2 0
PPRD 6 5 1 0
ADMIN 2 1 1 0
BFD 6 1 1 1
TOTAL 69 31 22 1
Table 7 shows the details of issues that recur in the Fourth Quarter of 2012 and issues raised in the fourth
quarter. One of the most common issues is lack of technical personnel especially in T&DD, RMSPPD, and
CLMD.
Table 7
Implementation Issues Raised in 2012
FD/SD CATEGORY ISSUES THAT RECUR RAISED IN PROPOSED CAN IT BE
RESOLVED?
16

17. RESOLUTIONS
Q
1
Q
2
Q
3
Q
4
DONE
YES
MAYBE
BFD Inst'l
Delayed submission of Form 7
and monthly & quarterly reports
from the field
1 1 1 1
Web-based form 7
reporting/ submission
1
BFD Inst'l Monthly lapsing of NCA 1 1 1 1
Make representations/
recommendations for
quarterly lapsing of
NCAs instead of monthly
1
QAAD
Envi/
Infra
Needs LCD to facilitate refining
QMS CB session guides and
PowerPoint presentations
1 1 1 1
Request from the
Regional Management
1
QAAD Inst'l
Delayed submission by FDs/
SDs of M&E Data (Physical
Output Matrices and Qualitative
Data) during RMEA
1 1 1 1
Constant follow up and
request from FD/SD
chiefs for prompt
submission of M&E Data
1
RMSPPD Tech'l
Lack of professional & technical
Staff for PFU
1 1 1 1
Provision of additional
manpower or deployment
of personnel from other
units to RMSPPD
1
RMSPPD Tech'l
Unfilled vacant positions of HNU
– Medical Officer/ Nurse,
Education Supervisor II-TLE/
HELE, Reclassification of ND I
to II
1 1 1 1
Filling-up of vacant items
and Reclassification
1
TDD Tech'l
Greater demands for T&D
services at present vis-à-vis very
limited number of personnel
1 1 1 1
Request the RD to detail
T&D personnel from the
Schools Divisions to the
RO
1
CLMD Tech'l
Insufficiency of Personnel with
specialization on TLE, ALS, and
APEH
1 1 1
Time management and
Request for additional
personnel
1
CLMD
Envi/
Infra
Out-of-order photocopying
machine
1 1 1
Replacement/repair of
photocopying machine
1
CLMD
Envi/
Infra
No LCD to use during trainings
and other related activities
1 1 1
Request for placement
and/or procurement of
LCD and copying
machine
1
FED No Comfort Room for FED 1 1 1 Follow up Regional
Management 1
RMSPPD
Envi/
Infra
Photocopier always malfunctions
and repair (oftentimes delayed)
is not long-lasting/efficient
1 1 1
Request for heavy duty
copier as replacement.
1
QAAD
Envi/
Infra
Photocopier always malfunctions
and repair (oftentimes delayed)
is not long-lasting
1 1
Request for a
replacement of a heavy-
duty copier
1
17

18. QAAD
Envi/
Infra
Purchase Request submitted
specifying the replacement of 3
chargers of QAAD laptops (2 HP
and 1 Lenovo) not yet acted
(Only 1 is provided)
1 1
Request from the
Regional Management
1
QAAD
Envi/
Infra
Defective printer (staff use)
returned for repair/replacement
not returned/ replaced yet (Chief
already has a printer so only
printer for staff use is lacking)
1 1
Request for prioritization
of this request
1
QAAD
Envi/
Infra
Telephone always out-of-order
and requests for repair not
immediately acted
1 1
Request from the
Regional Management
1
QAAD
Envi/
Infra
Telephone no access for long
distance calls
1 1
Request for access that
is limited only to the
numbers of the 19
schools divisions and
Central Office (arrange
with Tel Co.)
1
QAAD Inst'l
Information on current RO
activities is not readily available
to every RO personnel (esp.
those who are on travel)
because of non-posting of
memoranda pertaining them on
the website
1 1
Request for the posting
of memoranda about
activities that only involve
Regional Personnel
1
RMSPPD Inst'l Delayed processing of Billing 1 1
Assistance from SDS to
monitor processing of
billing 1
RMSPPD Financial Delayed release of SARO 1 1
Prompt release of SARO
by concerned agency
(hopefully in 2013)
1
RMSPPD
Envi/
Infra
Inaccessibility and Unavailability
of School sites
1 1
Thorough assessment of
sites before inclusion to
priority list to avoid
realignment & delay
1
RMSPPD
Envi/
Infra
Inadequate electronic and
mechanical equipment for staff
( laptops, net books)
1 1
Provision of needed
electronic & mechanical
equipments.
1
RMSPPD Tech'l
Logistic support for technical
personnel`s mobility
1 1
Provision of Logistic
support for technical
personnel`s mobility (c/o
SDSs) 1
RMSPPD Tech'l
The need for training of the Staff
on Resource Mobilization &
Management and TOT of core
persons of 19 field Divisions on
RM & M
1 1
Conduct of training (CB)
of RMSPPD Staff & TOT
of Field Division`s core
persons by consultants
1
RMSPPD
Envi/
Infra
Unrepairable computer desktop 1 1
Provision of computer
desktop 1
18

19. CLMD Tech'l
Instructional materials for
uploading and publishing need
review due to non-compliance to
K to 12 competencies and
standards.
1 1
Review and redevelop
materials for alignment to
K to 12
1
CLMD
Envi/
Infra
Exhausted computer memory
causing slow performance
1 1
Request for an external
hard drive
1
BFD Tech'l
Delayed action of program
coordinators on SARO’s
received
1 1
Coordinators to
immediately submit
plans/programs (for
which the SARO is
intended for) when
memo is sent/when
reminded/when followed
up
1
PPRD Tech'l
No reports of the Quarterly
Accomplishments and Status of
the PAPs Implementation from
the Schools Divisions and FD In-
charge of the PAPs
1 1
Request for copies of
reports to be furnished to
PPRD
1
BFD Inst’l
Late submission of vouchers for
payments and budgetary
requests.
1
Strictly implement the
deadlines for submission
of claims for payment
and budgetary requests.
1
QAAD Inst'l
Delay in submission of DTR
because of delayed return of
approved leave charged to
COCs earned
1
Request for an improved
processing of
applications for leave
1
QAAD Inst'l
QAAD keeps furnishing copies
of memoranda and RMEA tools
because FDs misplace/overlook
them.
1
Request for the posting
of memoranda about
activities on the website
that only involve
Regional Personnel
1
RMSPPD
Envi/
Infra
Telephone no access for long
distance calls
1
Request for access that
is limited only to
telephone nos. of
Schools Divisions and
Central Office (arrange
with the Tel. Co.)
1
RMSPPD Financial
No financial support for the
Cultural Show during CVIRAA
1
Request from the
Regional Management
1
TDD Inst'l
Non-attendance of some target
participants
1
Strictly implement the
participants confirmation
slip
1
Lessons Learned
In carrying out outputs, the lessons learned by the Functional and Support Divisions from the factors that
facilitate and hinder output accomplishments are the following:
19

20. • Quality Assurance and Accountability Division and other FDs/SDs
 Timely planning contributes to successful implementation of set priorities.
 Consultation, coordination, engagement, and collaboration with other chiefs and members
of other functional divisions create an individual and collective productivity.
• Curriculum and Learning Management Division
 Teamwork leads to successful accomplishment of goals.
 Careful planning leads to the attainment of excellent outputs.
 Time management is essential in the accomplishment of the desired output.
 Setting quality time and establishing agreement are vital so that planned activities are
carefully pursued.
 Consistent monitoring and follow-up contribute to the attainment of the desired outputs.
 Life is nothing without prioritization.
• Resource Mobilization Special Programs and Projects Division
 Performance shall be enhanced and quality outcome shall be successfully achieved with
timely planning and implementation.
 Sharing and giving extra mile of sacrifices always lead us to a successful program
implementation.
• Training and Development Division
 Working on track with the plan leads to peak performance.
 Strong and sustained partnership lead to collaboration.
• Policy Planning and Research Division
 Timely coordination with Division Planning Officers results to the following:
 prompt submission of desired required reports
 efficiency,
 effectiveness, and
 efficacy
• Budget and Finance Division
20

21.  Creating awareness of individual and organizational responsibility and accountability
ensures on-time submission of required financial reports.
• Field Effectiveness Division
 Functional Division Members should be fully aware of Functional Division Work Plan of
every quarter.
 Being and keeping informed of funds for programs and projects and their timelines ensure
timely attainment of outputs.
4.4 Education Resource Support
Figure 1 shows that the Region, as of November 2012, had utilized around 91% of its almost 26 million
pesos Maintenance and Other Operating Expenses (MOOE). The data in the figure implies that it is most
likely that the Region shall have exhausted its total MOOE for 2012 considering that the report available
during the conduct of End-of Year RMEA was only until November 2012.
Figure 2
Status of Utilization of 2012 Regional MOOE
As of November 2012
21

22. Total MOOE for 2012: P25, 852,000.00
Notice in Figure 1 that the Region spent almost 5.5 million for Printing and Binding. This amount was used
to pay the reproduction and distribution of the last administration of Regional Achievement Test in March
2012. This amount can already be used for other expenses in 2013 because implementation of Regional
Achievement Test is already discouraged.
Among the MOOE expenditures, it is utilization of MOOE on Travel and Training that there is data by
Functional Division (FD) and Support Division (SD). See Figure 2. Of the almost two million pesos utilized
for travel and training in 2012, it is the CLMD, BFD, and Administrative Division that incurred the highest
expense. On the other hand, the Office of the Assistant Regional Director, T&DD, and FED had the lowest
expense on travel and training.
The underlying reason that FED had low expense on Travel could be the decreased number of Technical
Assistance (TA) visits that the Regional Field Technical Assistance Teams (RFTATs) held during the year.
TA visits were minimized because most Functional Divisions (FDs) gave more focus on rolling out their
respective systems like Quality Management System (QMS) for the QAAD, T&D System for T&DD, SBM
Monitoring for FED, Planning and Budgeting Systems for PPRD and BFD, and Management of K to 12
Curriculum Implementation for the CLMD considering that SEMIT ends in June 2013.
Figure 2
Utilization of 2012 Regional MOOE for Travel & Training
As of November 2012
Total MOOE Spent for Travel and Training: P1, 988,537.37
22

23. 4.5 Education Outcomes
Regional Performance Indicators
• Access
Access Indicators shown in Table 8 shows that Gross Enrolment Rate and Transition Rate of Secondary
Level decreased in the School Year 2011-2012. Likewise, Transition Rate of Elementary also decreased.
Although other Access Indicators have been increasing in School Year 2010-’11 and 2011-’12, they still fall
below the planning standards except the Gross Enrolment Rate of Elementary Level.
Table 8
Education Outcome under Access
Performance
Indicators
Level of
Education
2009-
2010
2010-
2011
2011-
2012
Remarks
Difference between
2010-'11 & 2011-'12
Gross Enrolment Rate
Kindergarten 67.14 79.58 93.69 Increasing 14.11
Elementary 94.07 104.2 108.2 Increasing 4.03
Secondary 65.85 66.68 66.59 Fluctuating -0.09
Net Enrolment Rate
Kindergarten 57.01 76.98 81.44 Increasing 4.46
Elementary 76.09 84.77 89.16 Increasing 4.39
Secondary 42.68 43.97 44.71 Increasing 0.74
Apparent Intake Rate Elementary 121.9 131.02 143.4 Increasing 12.42
Net Intake Rate Elementary 51.61 61.01 72.68 Increasing 11.67
Transition Rate
Elementary 98.26 103.95 97.61 Fluctuating -6.34
Secondary 99.35 105.06 93.32 Fluctuating -11.74
• Efficiency
Cohort Survival Rate, Retention Rate, and Completion Rate, as shown in Table 9, had not improved in
2012.
Table 9
Education Outcome under Efficiency
INDICATORS
ELEMENTARY SECONDARY
SY
2010-
2011
SY
2011-
2012
Remarks
SY
2010-
2011
SY
2011-
2012
Remarks
Cohort Survival
Rate
93.34 77.65 Decreased by 16.81% 81.62 64.47 Decreased by 21.01%
Repetition
Rate
5.21 4.85 Decreased by 6.91% 6 4.63 Decreased by 22.83%
23

24. Drop Out Rate 1.59 1.29 Decreased by 18.87% 6.13 5.32 Decreased by 13.21%
Retention Rate 99.33 87.75 Decreased by 11.66% 98.32 89.05 Decreased by 9.43%
Completion
Rate
93.34 77.65 Decreased by 16.81% 81.62 64.47 Decreased by 21.01%
Graduation
Rate
96.16 96.69 Increased by 0.55% 93.12 93.95 Increased by 0.89%
• Quality
Table 10 shows that Elementary level decreased in performance in Filipino, Mathematics, and HeKaSi so
that the overall performance of the Region in the National Achievement Test decreased also. Although
Regional Performance in English and Science decreased, overall performance of the Region in the
Secondary Level still increased. However, the achievement rate of the Region in all subjects, whether
elementary or secondary, still fall below the 75% proficiency level.
Table 10
Comparative Academic Performance of the Region
Mean Percentage Score in the National Achievement Test
INDICATORS
ELEMENTARY SECONDARY
SY
2010-
2011
SY
2011-
2012
Remarks
SY
2010-
2011
SY
2011-
2012
Remarks
Regional 66.13 65.99 Decreased by 0.14 49.26 51.98 Increased by 2.72
English 63.45 65.88 Increased by 2.43 49.26 42.01 Decreased by 7.25
Filipino 75.45 67.75 Decreased by 7.7 48.80 53.09 Increased by 4.29
Science 56.35 65.64 Increased by 9.29 57.17 42.78 Decreased by 14.39
Math 67.24 66.50 Decreased by 0.74 40.87 68.74 Increased by 27.87
Hekasi/Aral Pan 68.15 64.19 Decreased by 3.96 43.05 55.54 Increased by 6.28
Another quality indicator is the Alternative Learning System Accreditation and Equivalency (ALS
A&E) Results. Table 11 shows that more than 50% of the ALS A&E Takers in the School Year
2011-2012 passed the test.
Table 11
ALS 2011-2012 A & E Results
24

25. Level Takers Passers %
Elementary 2,071 1,361 65.72
Secondary 14,732 8,136 55.23
TOTAL 16,803 9,497 56.52
5. 0 General Statements
Education Programs and Projects
The efficiency and effectiveness of the Regional Education Programs and Projects can best be determined
by looking at the comprehensive details of implementation of work plans, regular M&E and TA Reports of
the Program Coordinators of Regional Programs and Projects.
Education Resources
Success in governance such as in the provision of basic education resources to the field—teachers,
classrooms, and seats--contributes to the improvement of access to, efficiency in and quality of education.
Prompt release of funds, transparency on the availability of funds, and dedication ensure success in the
implementation of assigned programs and projects.
Organizational Effectiveness
Quarterly RMEA, End-of-Year RMEA, regular REXECOM meetings and RFTAT conferences are avenues
that provide objective information on the status of performance of each Functional or Support Division in
particular and the whole Region in general.
Provision of technical assistance in the conduct of RMEA propels Functional and Support Divisions to write
quality plans that enable them to carry out quality outputs.
Quality M&E ensures that quality is maintained by the Functional and Support Divisions in discharging their
accountabilities.
Education Resource Support
25

26. Effective management of MOOE minimizes if not eradicates repair and maintenance issues on office
equipment like printer, computer, photocopying machine, telephone, and fax machine.
Education Outcomes
There must be underlying reasons why Access, Efficiency, and Quality Indicators of Regional Performance
are decreasing or falling below planning standards.
6.0 Recommendations
Education Programs and Projects
1. Program Coordinators of Regional Programs and Projects should report the details of implementation of
prepared annual work plans and keep and submit M&E and TA Reports, including qualitative data that can
be used to determine the efficiency and effectiveness of programs and projects in improving learning
outcomes.
2. Program Coordinators should manage efficiently and maximize the use of support funds to ensure quality
implementation of these programs and projects, and maximize expected results.
Education Resources
1. The schools, schools divisions and the Region should keep consistent and comprehensive data on
education resources —teachers, classrooms, seats, textbooks, learning guides and teaching guides.
2. Program Coordinators of Regional Programs and Projects should prepare annual work plans at the start
of the year so that outputs to be carried out are already determined even if support funds for these programs
and projects are not received yet.
3. Regional Program Coordinators should collaborate with Division counterparts in preparing work plans that
support the release of SARO.
4. The Central Office should release funds to the Regions promptly.
Organizational Effectiveness
Member of the REXECOM take Quarterly RMEA, End-of-Year RMEA, regular REXECOM meetings and
RFTAT conferences as priorities in order to ensure sustainability of strategies taught by STRIVE project and
improvement of practices in planning, in M&E, resolving issues, celebrating promising practices, and in
providing technical assistance to the field.
FED is encouraged to spearhead the conduct of pre- and post-RFTAT conferences before and after
conducting TA or M&E visits to Division Offices.
The REXECOM can come up with standards and guidelines to follow in conducting RFTAT visits to the field.
Chiefs of Functional and Support Divisions ensure that with the help of the Internal M&E Team, there is
prompt submission of adjusted work plans, physical output matrices, and means of verification of
accomplished outputs.
Functional and Support Divisions carry over unaccomplished outputs in 2013 such as follows: (1) validation
and advocacy of CLMD’s RCLM taking into consideration the Intellectual Property Rights, and (2) Training
of Trainers for SMEA.
26

27. Functional and Support Divisions keep track of the outputs and their timelines to ensure prompt delivery of
these outputs and submission of required reports to the Central Office.
Functional and Support Divisions maximize the benefits of competency-based delegation of responsibilities
and division of assignments.
Functional and Support Divisions report at the End-of-Year RMEA the sustainability measures they’ve
implemented in carrying out outputs and delivery of services.
Functional and Support Divisions include all outputs inherent in that division to be able to keep track of the
implementation of these accountabilities like the information on (1) the clientele’s use of the LRMDS portal;
(2) the number of Region VII DepEd personnel’s request for stoppage of payroll deduction; and (3) the
details of the distribution of instructional materials—textbooks, work books, learning and teaching guides—
to school divisions.
Representatives of Functional and Support Divisions to other Functional Divisions’ activities discuss
comprehensively the concepts and skills learned to fellow team members through echo conference,
mentoring or coaching.
Regional personnel adopt transparency and honesty as strategies that guarantee quality outputs and
services.
Regional personnel observe protocol to ensure harmonious relationship with management and colleagues.
Regional personnel adhere to DepED policies, guidelines, rules and regulations to ensure quality services.
Regional personnel maintain cleanliness and orderliness of the Regional Office through 5S.
Regional personnel serve clients with a smile.
Education Resource Support
The Region adopts a long-term solution to repair, maintenance, and inadequacy issues of office equipment
like printer, computer parts, photocopying machine, and telephone.
Education Outcomes
The RFTATs perform their TA accountabilities by doing the following: (1) gather and analyze data from
schools divisions on why performance indicators on access, efficiency, and quality fall below standards;
(2) write a TA plan to address low performance indicators; (3)provide technical assistance, and (4) conduct
M&E.
The Region through REXECOM can formulate policy on RFTAT to be approved by the Regional
Management.
27