DEPARTMENT OF
EDUCATION
ENHANCED STRATEGIC
MANAGEMENT PLAN
VISION
We dream of Filipinos
who passionately love their country
and whose values and competencies
enable them to realize their full potential
and contribute meaningfully to building the nation.
As a learner-centered public institution,
the Department of Education
continuously improves itself
to better serve its stakeholders.
MISSION
To protect and promote the right of every Filipino to quality, equitable, culture-based, and
complete basic education where:
Students learn in a child-friendly, gender-sensitive, safe, and motivating
environment
Teachers facilitate learning and constantly nurture every learner
Administrators and staff, as stewards of the institution, ensure an enabling and
supportive environment for effective learning to happen
Family, community, and other stakeholders are actively engaged and share
responsibility for developing life-long learners
MANDATE
The Department of Education was established through the Education Decree of 1863
as the Superior Commision of Primary Instruction under a Chairman. The Education agency
underwent many reorganization efforts in the 20th century in order to better define its
purpose vis a vis the changing administrations and charters. The present day Department
of Education was eventually mandated through Republic Act 9155, otherwise known as the
Govbernance of Basic Education act of 2001 which establishes the mandate of this agency.
The Department of Education (DepEd) formulates, implements, and coordinates
policies, plans, programs and projects in the areas of formal and non-fromal basic
education. It supervises all elementary and secondary education institutions, including
alternative learning systems, both public and private; and provides for the establishment
and maintenance of a complete, adequate, and integrated system of basic education
relevant to the goals of national development.
CORE VALUES
Maka-Diyos
Maka-tao
Makakalikasan
Makabansa
TARGETED OUTCOMES
Outcome A.1: Every Filipino has access to complete basic education
Provide necessary basic education inputs (Policy and Tool across Key Stages)
Provide affirmative action to learners with special needs and/or learners in special
circumstances
Engage the private sector in broadening opportunities for basic education
Utilize technology in expanding reach of basic education services
Outcome A.2. Every Filipino graduate of complete basic education is prepared for further
education and the world of work
Ensure that a learner-centered curriculum is implemented
Provide relevant instructional materials and equipment
Improve quality of instruction and professional development of teachers
STRATEGIC DIRECTIONS
The Strategic Plan of the Department of Education (DepEd) provides that by 2022, we will
have a nation-loving and competent lifelong learners able to respond to challenges and
opportunities through quality, accessible, relevant and liberating K to 12 Program delivered
by a modern, professional, pro-active, nimble, trusted and nurturing DepEd. Hence, the
subsequent goals:
Expand Access to Basic Education
Improve Quality and Relevance
Modernize Education Management & Governance
Source: DepEd Strategic Plan/Direction (2017-2022)
RATIONALIZATION PROGRAM
These reform areas are the key steps being undertaken by the Department towards
K to 12 Basic Education Program Implementation. This represents the full service delivery
of quality education for all. All these reform areas are moving forward simultaneously, and
are being championed by the Executive Committee.
(There is no sequencing because these are all happening parallel to each other and
are all important)
1. Enhanced Curriculum – covers the phased implementation of the K to 12
curriculum until full implementation by SY 2017-2018 when we roll out Grades 6 and
12. K to 12 aims to produce holistically developed graduates with 21st century skills.
The curriculum is contextualized and responds to learners’ needs.
2. Resource Gaps & PPP – DepED aims to close input gaps by 2013, based on the
2010 commitments. PPP has been a main strategy in ensuring this.
3. Legislative Agenda – to date, we have passed the law for Universal Kindergarten
and the Enhanced Basic Education Act of 2013 (K to 12 law) has been approved by
both houses and only needs the signature of the President.
4. Partnerships – fixing the education system is an endeavour, not only of DepED,
but also its stakeholders and all Filipinos. It is crucial for DepED’s success in
providing quality education to have effective stakeholder management and strategic
partnerships.
5. Information, Communications, & Technology (ICT) – we aim to equip all
schools with ICT capability and use it in the Department for efficiency and better
service delivery. It is a key strategy for the Department to achieve access and
quality.
6. Improving the Strategic Planning Process – this is a shift from budget-based
planning to strategic planning to ensure sustainability and continuous development
for the Department.
7. Results-based Performance Management System – to ensure quality service
delivery, DepEd staff must be measured in terms of performance and actual results.
8. Training and Development – building capacity in the Department for various
levels of the organization supports the different reform areas, and ultimately,
develops itself as a learning organization.
9. Employee Welfare – we must ensure the welfare of DepEd employees through
basic timeliness in salary delivery, incentives, and career progression, among others.
10. Rationalization Plan – restructuring the Department to a function-based structure
with the necessary staffing requirement.
11. SBM-PASBE – School-based Management (SBM) and the Philippine Accreditation
System for Basic Education (PASBE) provides the assessment tools, grants,
accreditation, and capability-building to effectively decentralize the system. In effect,
processes and decision-making are done with better context and efficiency.
12. Child Protection Policy – through DepED Order No. 40 s. 2012, we have
institutionalized making our schools child-friendly through the Child Protection Policy
principles and the creation of a Child Protection Committee in every school.
13. Disaster Risk Reduction Management (DRRM) – disasters must be treated as
a normal occurrence given recent events, and this ensures the resilience and quick
response of our systems.
14. Total Quality Management – quality assurance and continuous improvement
must be standard behavior across the Department–from our schools and among all
offices.
15. Culture, Change Management, and Communications – an integrated approach
in shaping behavior and communicating reforms effectively in the Department is
necessary for the proper management of change.
All these reform areas are rooted in the philosophy of having a child- and community-
centered education system (ACCESs). In everything we do, we always prioritize the learners
and how we are of better service to them.
EXECUTIVE ORDER NO. 366, S. 2004
The EO 366 review seeks to fulfill the purposes of:
Focusing government efforts and resources on its vital/core services; and
Improving the quality and efficiency of government services delivery by
eliminating /minimizing overlaps and duplications, and improving agency
performance through the rationalization of service delivery and support systems
providing options and incentives for government employees who may be affected by
the rationalization of the functions and agencies of the executive branch.
In 2006, the DepED submitted its Rationalization Plan to the Department of Budget and
Management (DBM) in line with EO 366.
Since DBM had not yet given any feedback on the approval of the 2006 DepEd RAT plan,
The new management team saw the need to review the plan vis-à-vis strategic directions
and changes in the department in the past years. Thus in 2010, DepED recalled the 2006
submitted plan for further review.
DBM approved the request for review and gave the following guidelines:
Have the same or lower number of positions as compared to its filled items at the
start of the rationalization effort in 2005.
Not exceed the Personnel Services (PS) level of the department at the start of the
rationalization effort in the aforesaid year
The rationalization should be based on the core functions of the department
It is important to note that the rationalization plan is not about rationalizing the people, or
lessening the no. of people in the department. Rather, the RAT plan is about rationalizing
the FUNCTIONS, so that the department can focus on its core business – EDUCATION.
SCOPE OF DEPED’S RATIONALIZATION
INCLUDED NOT INCLUDED
Central Office Units DepED – ARMM
16 regional offices Schools
206 schools division office (SDO) proper Attached agencies
Casuals/contractual employees with appointment attested by CSC and COS (GAA-MOOE
funded by GAA funded)
COS (foreign-funded)
For DepED to focus on its core business, there is a need to reiterate the goals of the
DepED rationalization plan in relation to the different organization levels of the department.
The goals are as follows:
Have a more efficient and effective central office that focuses on policy-making,
standards-setting and over-all leadership of the department
Have a re-engineered regional office that focuses on localization of policies, quality
assurance and on being the technical support hub of its divisions
Have a re-engineered division office that focuses on field leadership and supervision
to better support our schools in delivering our education services to the learners
THE RATIONALIZED DEPED ORGANIZATIONAL
STRUCTURES
CENTRAL OFFICE FUNCTIONS:
Set overall education agenda, directions and policies
Formulate systems and standards for national adoption
Perform investment programming
Articulate national frameworks to guide the organization in the performance of its
core functions and the provision of support
Oversee quality assurance and performance accountability
Build Partnerships with GOs & NGOs
REGIONAL OFFICE FUNCTIONS:
Set Regional agenda, directions and policies
Localize curriculum
Adapt to or adopt standards
Manage Quality Assurance
Provide technical assistance to Divisions
Manage program investment and equitable allocation of resources
Establish and manage partnerships
DIVISION/DISTRICT OFFICE FUNCTIONS:
Implement education agenda and policies
Manage curriculum implementation
Provide Instructional Supervision
Build communities of schools and LCs
Give technical assistance to schools/LCs
Execute equitable distribution of resources
Establish and manage partnerships
SCHOOL/LC FUNCTIONS:
Take accountability for learner outcomes
Implement the curriculum
Provide equitable opportunities for all learners in the community
Create an environment conducive to teaching and learning
Lead and manage school and its resources
Establish and manage linkages with stakeholders
This was the result of the CMT review and analysis of RA 9155 to clarify the mandates and
core functions of each level in the department.
Central office – setting of policies, standards, guidelines and programs for national
adoption
Regional office – adopting or adapting the national policies and programs to address the
context and needs of the region; ensuring that standards are being followed
Division office – supervises the implementation of the set policies and programs in the
schools and learning centers; provides technical support to the schools and LCs
Schools/LCs – frontline services of the dept; accountable for education and learner
outcomes
FEATURES OF THE STRUCTURES
Following the 5 strands, how do the DepEd structures look like after the review?
The existing structure is client-based, meaning the bureaus, for example, are tasked to
serve specific groups (BEE, BSE, etc.). The new structure is process-based, (curriculum,
learning delivery, etc.) which allows for flexibility to adjust and accommodate changes in
the future. This lessens, if not totally eliminates, the need for ad-hoc committees and task
forces.
Focus is “Support to the schools”
Clustering of Offices to major strands of service objectives and key functions
Process-oriented Organization – derived from functions
Appropriate proportion of the various types of positions:
Key positions
Technical positions
Support To Technical
Administrative
CLUSTERING OF OFFICES: STRANDS
CURRICULUM AND Ensure continuous improvement of the curriculum;
INSTRUCTION actively seeking and understanding the “learner” to
develop the appropriate delivery systems; provision of
learning resources and ensuring quality
Ensure capacity of the organization to continuously
EDUCATION GOVERNANCE
improve and be strategic in managing the environment
AND OPERATIONS
for which “teaching and learning” takes place
Enable the organization to focus on long-term directions
STRATEGIC MANAGEMENT
and interface with the internal and external environment
Enhance capacity of the organization to deal with legal
LEGAL AND LEGISLATIVE
matters and be proactive in moving forward its legislative
AFFAIRS
agenda
FINANCE AN Ensure efficiency to support the organization as a whole
ADMINISTRATION to focus on its core business and thus attain its targets
Based from the core organizational functions, the CMT also identified the themes or strands
common to all levels which became the basis for developing the org structures
Curriculum and instruction – functions include development and delivery of the
curriculum; development and production of learning resources to support the delivery and;
development and administration of tools and processes to assess the quality and
effectiveness of the curriculum
Governance and ops – functions include provision of services to directly support and
protect the delivery of basic education services; looking after the welfare and development
of the human resource; and ensuring that organization processes, systems, structure and
plantilla management are constantly reviewed and enhanced to effectively support the
dept’s goals and mandate
Strategic management – functions include policy development, planning, provision of
ICT-enabled solutions, engaging stakeholders through partnerships and linkages; and
managing the communications and public relations matters of the dept
Legal and legislative affairs – <self-explanatory>
Finance and administration – functions include management of finances and finance-
related matters; provision of administrative services
These five strands can be found in all levels whether these are done by just one office or by
more than one office; usually integration of offices starts at the regional level.
DepEd REGIONAL OFFICE CHARTS AND
FUNCTIONS
Description of the Re-engineered Regional Office
It works with the local government units and educational stakeholders to develop a policy
framework that reflects the needs, opportunities and aspirations of the regional community.
It provides over-all field leadership to Schools Divisions by setting regional policy directions,
standards and strategies consistent with the national framework for the development and
management of programs and projects relevant to the socio-cultural context of the region.
Thus, it is responsible and accountable for building a community of Schools Divisions and
their continuous development in order to create a collective effort to achieve the region’s
goals.
SCHOOLS DIVISION OFFICE CHARTS AND
FUNCTIONS
Description of the Schools Division Office
As frontline office of the Department for the management of basic education delivery, the
Schools Division Office (SDO)
provides instructional leadership to schools and learning centers which are the direct
implementers of educational programs for learner development.
This is carried out through
a strategic division education plan in consideration of the needs and concerns of the
division, districts, schools and learning centers and aligned with the regional
education development plans
