Elementary Education Division 1.

MTB-MLE PROGRAM

Involves the implementation of the Mother-Tongue Multilingual Education curriculum to primary grades in public Elementary School APPES.

accreditation program for public elementary schools to help raise the academic performance of schools who submit for evaluation ALIVE Program/MADRASAH.

The inclusion of Arabic Language Islamic Values Education in Public Elementary Schools.

Special Science in ES

Reading Recovery

Multigrade e-Impact

Combination of 2-3 classes 2.

UNIVERSAL KINDERGARTEN

All 5-yr old children must be in kinder in all public schools 3.

SPECIAL EDUCATION PROGRAM

Education for all differently abled kids should be properly attended to in SPED schools/centers 4.

ICT/DCP

Distribution of e-classroom packages for instruction purposes 5.

DISTANCE LEARNING PROGRAM

A training utilizing modular & on-line system

6.

AWARDS & INCENTIVES PROGRAM 7.

NCBTS/SBM

Monitoring all programs & project of the Elementary Division

Secondary Education Division

1.

PROJECT BICOL (Benchmarking of Instructional Competencies for Optimum Learning)

Secondary Education Development project aims to address the gaps along student achievement, staff development and the overall management of the divisions in the region. Specially, it aims to improve school performance and student achievement, enhance school heads' instructional leadership and improve administration and supervisory management of the divisions.

English: RECALL (Rejuvenating English Curriculum Towards the Advancement of Language and Literature)

Science and Technology : RESCUE (Revitalizing Science Curriculum to Uplift Education)

Mathematics: MEAN-SD ( Math Enhancement and Numeracy Skills Development)

Filipino: AKLAT : (Akademikong Kakayahan sa Pilipino Linagin, Alamin at Tayain)

Araling Panlipunan : LEADS ( Leadership Enhancement Activities for Development of Students)

Technology & Livelihood Education: LIFE (Livelihood Intervension for Future Entrepreneurship)

Values Education: MORAL (Meaningful Oppurtunities to Revitalize Attributes of Learners)

MAPEH: CHASM B (Cultural & Health Awareness for Sound Mind and Body)

SAME-DO 2.

SPED (Special Education Program) 3.

ESC/EVS 4.

SPA (Special in the Arts) 5.

SPS (Special Programs in Sports) 6.

DORP (Drop-out Reduction Program) 7.

EASE (Easy and Affordable Secondary Education) 8.

Open High School Program 9.

Enrich Technology & Vocational 10.

ICT (Information Communication Technology) 11.

Students Leadership Training 12.

SBM (School-Based Management) 13.

NCBTS (National Competency-Based Teacher Standards) 14.

ESEP (Engineering Science Education Program) 15.

SPJ (Special Program in Journalism) 16.

SPFL (Special Program in Foreign Language) 17.

Regional Festival of Talents 18.

RAT (Regional Achievement Test) 19.

Scholarships

20.

INSETS (In-service Trainings)

Alternative Learning System 1.

Basic Literacy Program (BLP)

The BLP is an intensive community-based learning intervention for illiterate out-of-school children, youth and adults.

1.1 Family Basic Literacy Program a basic literacy program wherein a literate family member(s) serve as a basic literacy facilitator aimed at making the non literate family members become basically literate or upgrade their literacy skills.

1.2 Mobile Teacher Program an ALS program where specialized teacher called the mobile teacher live among the people in remote barangays of the country to conduct intensive community based training for the illiterate out-of-school youth and adults who are willing to learn basic literacy skills and continuing education. 2.

Accreditation and Equivalency Program (A&E)

Is a certification of learning for out-of-school youth and adults aged 11 years old and above for elementary and 15 years old and above in secondary who are unable to go to or have dropped out of the formal school. It is comparable to an elementary and secondary education of the formal school system.

2.1 Balik-Paaralan para sa Out-of-school Adults (BP-OSA) - is a non formal education Program for the elementary and secondary level of out-of-school youth and adults delivered in selected elementary and secondary schools by elementary and secondary schools teachers serving as Instructional Managers (IMs).

2.2 Radio-Based Instruction (RBI) is an alternative delivery mode of Alternative Learning Systemaccreditation and Equivalency (A&E) that uses radio broadcast through the local community radio stations.

2.3 eSkwela Project is an eLearning Center, a formal structure set up for out of school youth and adults. It aims to provide the disadvantage with useful education opportunities to help reduce the digital divide and enhance their capacity to become successful participants in global and knowledge-based economy. 3.

Indigenous Peoples Education Project (IP)

The Indigenous People Education Project is an ALS project that addresses the immediate needs, interests, and aspirations of the Indigenous Peoples (IPs) through the implementation of culturallyappropriate and rights-based ALS programs/projects. 4.

Informal Education (InfED)

InfEd is an education activity that addresses the special needs and interest of the marginalized and other interest groups of learners, making use of the life skills approach for personal development.

SPECIAL PROJECT

ALS for Differently Abled Persons (ALS DAP)

The ALS-DAP is a special project that delivers ALS programs to differently-abled out-of-school youth and adults through specialized approaches, e.g. sign language and Braille.

Arabic Language and Islamic Values Education (ALIVE)

The ALIVE in ALS Program aims to improve the quality of life of Muslim out-of-school youth and adults through ALS, thereby contributing the peace efforts of the government. Livelihood and entrepreneurship training and support network are included in the program, in coordination with the Technic al Education.

Health and Nutrition Unit

SCHOOL HEALTH PROGRAM 1.

Medical Service

The program airs to promote, protect and maintain the health status of pupils/students and school personnel through the provision of various health services in the school and inculcation of desirable values and behaviour. 2.

Dental Service

Dental service in an integral component of the school health and nutrition program giving priority attention to the prevention, early detection, prompt treatment of dental diseases and the promotion of dental health of the school populace.

2.1 Sodum Flouride Mouthrinsing Program (SFMP)

In the Philippines, where there is a lack of community water supplies, mouthrinsing with 0.2% sodium flouride solution among institutionalised population groups, like school children, will appreciably reduce the incidence of dental decay. Hence, the DepEd, through the Health and Nutrition Center (HNC) is continuously implementing the Sodium Flouride Mouthrinsing Project (SFMP) to reduce the prevalence of tooth decay among the children. It is practical, easy to apply, safe, economical, and has shown positive and effective results. 3.

Nursing Service

School nursing is a type of community health nursing that focuses on the promotion of health and wellness of the pupils/students and teaching and non-teaching personnel of the school. School nurse are expected to perform activities like: school visitation, school health survey, putting-up of a functional clinic, health and nutritional assessment, referral of cases, school plant inspection, attendance to emergency cases, health counselling, orgnaizing/reactivating school-community health council, establishing data bank on health education activities. They also assist young people to make choices for a healthy lifestyle, reduce risk taking behaviour and focus on issues such as the prevention of drug and

substance abuse, teenage pregnancy, sexually transmitted infections, malnutrition, communicable and non-communicable diseases. 4.

Expanded Universal Medical/Dental Check-Up Program (UMDCP) for All Grades I-III Pupils

In consonance with the Schools First Inititie, the Univesal Medical and Detal Check-up (UMDC) was first implemented last SY 2005-2006 as a major activity of the National School Health Maintenance Drive for the elementary level to underscore the need to promote good health and nutrition among children. The project aimed to examine all pre-schoolers in DepEd supervised pre-schools and Grades I-III pupils in public elementary schools to be undertaken by school health and nutrition personnel and volunteer private/public health professionals affiliated with medical association and organizations nationwide. While before, physical examination of school children was conducted by school health personnel all year round, with UMDC, such examination was done during the 1st 3 months of the school year, thereby devoting the remaining 7 months for health interventions/management of identified ailments foun among the children. 5.

School-Based TB Prevention and Control Program - DepED-GSK Healthy Lungs Project

The TCP laban sa TB complements the existing TB Control Program by way of educating the children and teachers through Teacher-Child-Parent Approach guides and workbook had been distributed to all schools covering Grades V teachers and student. The modules contain preventive messages and used on strategies to carry over teaching in the classrooms to thehouse. 6.

Oral Health Education "Bright Smiles, Bright Futures" Program

The "BSBF" Program is a global oral health education program being implemented in Europe and other Asian Countries. In the Philippines, the program was piloted in Region IV, Batangas Division, of which results showed the effectiveness of the program in oral health promotion. The program aims to enhance the oral health education component of school dental health program through the integration of four

(4) basic dental concepts in the elementary school curriculum; limit snacking sweet and sticky foods; use of toothpaste with fluoride; proper toothbrushing, and regular visit to the dentist. Support instructional materials were developmed through the financial support of CPPI and has been used by the teachers in Grades I-III. The school dentists in the other hand provided dental services to the recipients of the program. 7.

School-Based AIDS Education Program

School-Based AIDS Education Program is a practical and massive information dissemination campaign on the risks of acquired immune deficiency syndrome or AIDS as an attemp to reduce chances of infection/contamination. This project was conceptualized as an approach to prevent the spread of HIV infection in view of the fact that no vaccine or treatment has been developed yet despite unprecedented global research efforts. Instructional materials have been developed to facilitate in the integration of HIV and AIDS prevention concepts/messages in Health and Science VI (elementary level) and Makabayan (secondary). 8.

Psycho-Social Intervention Project

The Psycho-Social Intervention project is designed to prepare school health personnel with the knowledge and skills to conduct psycho-social intervention activities and train other school personnel on crisis management. This cadre of trained DepEd personnel will ensure that necessary intervention activities are sustained in the armed conflict areas; and more importantly, they will be ready to mobilized when similar disastrous events happen in their areas of responsibility. 9.

Traditional and Alternative Health Care (TAHC)

The Health and Nutrition Center in collaboration with the Philippine Institute of Traditional and Alternative Health Care (PITAHC) embarks on the use of herbal medicines and other alternative health care modalities in the management and treatment of common ailments among school children and

personnel in the schools. Traditional and alternative health care services such as herbal medicine preparation and message therapy are integrated in the service delivery component of the total and nutrition program. The use of tried and tested herbal plants are intensified in the schools, thus, the need for funds to purchase skin oitments, anti-cough syrups, antipyretic medicines, etc. will be minimized.

SCHOOL NUTRITION PROGRAM 1.

Breakfast Feeding Program (BFP)

The Breakfast Feeding Program Project (BFP) is a response to the problem of "short-term-hunger syndrome" among public elementary school children who go to school without having breakfast. It provides breakfast meal in the form of fortified instant noodles and fortified biscuits in the school for a total of 120 days during the school year. The feeding activity is utilized as a venue for health and nutrition education and values development. 2.

Food for School Program (FSP)

Food for School Program seeks to rescue poor families from hunger and undernutrition. It is a food subsidy package for young learners who belong to poor families. It provides daily ration of one (1) kilo of rice to identified families through the child. As long as the child goes to school everyday, the family is assured of staple food on their table. 3.

The Teacher-Child-Parent (TCP) Approach to School Health and Nutrition Program (SHNP)

The TCP Approach to school health and nutrition utilizes an innovative relay system to strengthen the carry-over of learning's the child has mastered in school to the home, thus, promoting the sharing of

messages and skills with the other members of the family. Under this scheme, health and nutrition messages presented in the classroom are relayed through the children to the parents who are expected to eventually put these messages into practice at home. Home activities are designed in TCP modules, guides and workbooks to assure the participation of parents/family in health and nutrition experiences. This approach to learning is done through cirricular and co-corricular activities. 4.

Applied Nutrition Program

The Applied Nutrition Program (ANP) is a self-help supplementary feeding endeavor that is jointly undertaken by the school and the community. It focuses on the improvement of the nutritional status of below normal cases on Grade I to VI pupils, through the provision of indigenous food supplements side by side with the development of positive health and nutrition values.

One of the important components of ANP is the Food Production otherwise known as "Gulayan sa Paaralan" Project. It aims to raise the level of public consciousness on the health and nutritional dimension as well as economic benefits of establishing school, household and community garden. Established school gardens to serve as the food basket/main source of commodities to sustain supplementary feeding; thus intensifying production of selected varieties of fruits and vegetables that are rich sources of protein, calories vitamins and minerals to improve nutrition.

Food and nutrition needs of school children have been given priority concern by the government in response to the findings that hunger and malnutrition affect their academic performance. The emphasis in malunggay is simply due to the line of benefits it offers to improve health and nutrition. Researches proved that malunggay is one of the most nutritious vegetables having 4x the calcium in milk, 3x the potassium in bananas and 3/4 the iron in spinach, 7x the Vit. C in oranges and 2x the protein in milk.

Recently, the Department of Education in coordination with the Food and Nutritional Research Institute, conducted a 2-week workshop on the development and standardization of malunggay-based recipes for in-school feeding. A total of 41 malunngay recipes were developed and a recipe book is now being finalized for dissemination to the field. It also include a 30-day cycle menu in schools through the home economics teachers and school canteen teachers as guide in the preparation of meals, snacks and drink concoction for school feeding. Recepes were developed by selected nutritionist-dietitians and writers

from various regions of the country. The cost per serving is affordable, ranging from P4.00 to P15.00 only.

SPECIAL PROGRAMS AND PROJECTS 1.

National Drug Education Program

NDEP is an educational endeavor aimed to raise the consciousness of elementary and secondary students on the perils of use of illicit drugs. It has been designed to enable all sectors to work collaboratively with the school system as the core, thereby unifying all sectoral endeavors. Support instructional modules have been developed, and printed and distributed to the schools. The program has five (5) components, namely: (a) Curriculum and Instruction; (b) Co-curricular and Ancillary Services; (c) Staff Development; (d) Parent Education and Community Outreach; and (e) Monitoring, Research and Evaluation.

NDEP is anchored on RA 9165, other wise known as "Comprehensive Dangerous Drugs Act" of 2002, specifically in Article IV, Section 42-45 of the Law 2.

Teachers Halth Welfare Enhancement Program Through Provision of Annual Health Examination and Free Simple Diagnostic Tests

The school health personnel shall conduct health examination and health profiling of all teachers and non-teaching personnel. The findings will be recorded in the Teacher's Health Record. Personnel found during the examination to be at risk of certain diseases or with early signs and symptoms of diseases are further screened by the school medical officers and nurses through the use of diagnostic tools such as glucose meter for diabetes, hemoglobin color scale for anemia, otoscope/audiometer for hearing impairment, Snellen's chart for visual acuity, etc. Dental examination is conducted by the school dentists. All teachers who are diagnosed to suffer from ailments shall be referred to government hospitals/clinics for further confirmatory tests and treatment. Simple/Mild cases will be manged by the

school health personnel in the school. Counselling will be undertaken for behavior modification to those in need such as the teachers who smoke, drink alcoholic beverages, are obese, hypertensive or under stress, etc. The health record will be used for 5 years. The health profile/data of each teacher will always be available when needed.

Some diagnostic tools such as stethoscopes, sphygmomanometers, glucose and urine strips, Snellen's Charts and otoscopes are provided in the school clinic as well as the Teacher's Health Record and CSC Form 86. ECG machines and other equipment/supplies as deemed necessary may be purchased from SHNP savings at the regional/division offices or sourced from LGUs, NGOs or from local school board/IRA funds. 3.

Health Promoting Schools (HPS)

The Helth Promoting Schools (HPS) Approach has become a universal phenomenon for the past decades. It emerged from the Health Promotion Concept, and isone of the components of the Child Friendly School System (CFSS) jointly implemented by UNICEF and the Department of Education. The project started in 1999 and is continuously expanding due to positive responses and promising results in the field.

Initially, the project involved 131 pilot elementary schools from 25 pilot division (20 provinces and 5 cities) nationwide. In the year 2000, Training of Trainors on Health Promoting Schools was conducted by the Health and Nutrition Center, in cooperation with UNICEF to selected Regionald and Division Health and Nutrition Personnel and Education Supervisors and Principals of the pilot schools. After the training, all of them were able to conduct echo training in their respective divisions. Every year the HPS coverage exapnds to other schools so that more schools benefit from the project.

In our desire to involve more schools, the HNC and UNICEF had developed a HPS Training Manual which serves as a guide to school health and nutrition personnel and school administrators in making their schools health promoting.

Physical Facilities Unit

ROGRAMS AND PROJECTS REGIONAL PHYSICAL FACILITIES UNIT

I. School Building Program (SBP) DepED Implemented The School Building Program (SBP) being implemented by the Department of Education includes the following: a. Basic Educational Facilities Fund (BEFF) A program implemented to address the classroom, water and sanitation facilities and furniture requirements of the schools belonging to the red and black zones of Basic Education Information System (BEIS), as well as the repair and rehabilitation of classrooms and other heritage buildings. The GabaldonBEFF is divided into three areas namely: 1. Red and Black School Building Program (School Buildings for Areas Experiencing Acute Classroom Shortage) Equitably distributed to all legislative districts as computes from the updates Basic Education Information System (BEIS). 2. Toilet, Repair and Gabaldon (TRG) Priorities are made for the repair and rehabilitation of school buildings including typhoon- damages school buildings, construction and repair of toilet and water facilities, restoration of Gabaldon and other heritage type school buildings and other priority and/or completion such as but not limited to structurally unsafe building. 3. School Furniture Program (SFP) Equal distribution to all legislative districts in accordance with the actual need determined from the recent BEIS data specifically school furniture analysis. b. Quick Response Fund (QRF) School Building Program

Uses the standby fund included in the Department of Education (DepED) budget exclusively appropriated for the repair, rehabilitation, reconstruction, or replacement of school buildings and facilities affected by the calamities such as fire, typhoons or floods, earthquake or earthquake fires, and others to normalize the situation as quickly as possible. c. Kindergarten School Building Program A school building program created to support the Department of Educations effort to institutionalize Early Childhood Education. d. Tech- Vocational School Building Program A program for the Construction of New Multipurpose Laboratory Workshops/Facilities for Arts and Trades, Agriculture and Fishery Schools intended for technical vocational schools. II. Regular School Building Program (RSBP)- DPWH Implemented School Building Program implemented by Department of Public Works and Highways allocation of which is by legislative district in accordance with the allocation criteria mandated under RA 7880 or Roxas Law otherwise known as Fair and Equitable Allocation of the DECS Budget for Capital Outlay. III. Construction/Repair/Rehabilitation of Regional and Division Offices/Regional Educational Learning Centers (RELC) This is under the Special Programs and Projects where allocation where given to the regional offices and division offices for the repair/rehabilitation of their offices and construction of the division offices. IV. Learning Resource and Management Development Center (LRMDC) This is an Australian Aid grant through the support for Philippine Basic Education Reforms Project (SPHERE).

V. School Based Repair and Maintenance Scheme (SBRMS) Preventive maintenance of the regiona/division offices and school facilities. This maybe a long or short term plan to prolong the useful life of school building and itscomponents thereby preserving government investments. The minimum amount is P 10,000.00 and the maximumamount is P 100,000.00 for the respective school recipients. VI. School Sites Department of Education is implementing efforts to process the school sites ownership or be titled under the Department of Education.