RESEARCH-MEPA-

Technical Assistance
Framework
 SESSION OBJECTIVES
• At the end of the session, the participants are
expected to:

a. Explain the relevance of building a culture of

research in schools to the full institutionalization
of MEPA;
b. Explain the significant framework of Research,
MEPA and Technical Assistance to the new
DepEd Rationalized Structure; and
c. Develop deeper understanding on the importance
of Research-MEPA-Technical Assistance
Framework in enhancing governance of basic
education services.
 ACTIVITY: Self-Assessment
Direction: Assess how is the culture of Research, M&E and TA in your
organization, using the following rating scale: 1 – Developing ; 2 – Maturing; 3 –
Advanced .
No. INDICATORS Rating
A. Research Culture
1. A good number of personnel conduct Action Research based on the 1 2 3
Research Agenda.
2. The researches conducted are presented through forum/congress 1 2 3
and research journal.
B Monitoring & Evaluation
3. The inclusion of Research in the M&E system (MEPA) has already 1 2 3
been established at all levels and units.
4. The M&E Results are utilized in decision-making, plan adjustment
and policy directions.
C. Technical Assistance
5. Technical Assistance is evidence-based (M&E Results, Research).

6. Varied TA mechanisms are institutionalized (LAC Session, LPP, etc.)

Total Score
Level of Competence
How is your assessment result?
Directions:
1. Sum-up the total score and divide it by 6.
2. Determine your level of culture of Research, M&E and TA in your
organization based on the table below:

Range Descriptive Interpretation

Rating
1.0-1.49 Developing There is a moderate level of culture of
Research, M&E and TA in your organization;
it needs to be strengthened further.

1.50-2.49 Maturing There is a high level of culture of Research,

M&E and TA in your organization; a little
enhancement is needed to strengthen it.

2.50-3.0 Advanced Congratulations! There is a very high level of

culture of Research, M&E and TA in your
organization; you are aligned with the
rationalized structure of the dept.
 ANALYSIS
1. How did you find the activity?
2. What is the level of culture of
Research, M&E and TA in your
organization ?
3. What facilitating/hindering factors
contributed for having such level?
4. Which specific mechanism among the
three (3) do you need assistance more?
5. Why is your organization need to have
high level of culture in all these
mechanisms/systems?
 RESEARCH LEGAL BACKGROUND
Legal Basis: Rule III, Section 3.2, par. 1, No. 5 of the IRR of
RA 9155 stipulates the regional mandate of “Undertaking
research projects and developing and managing
region-wide projects which may be funded through
official development assistance and/or funding
agencies.”

Regional Policy:
• Region Memorandum No. 78, S. 2011: 2nd Research Congress cum
Regional Awarding Ceremony
• Region Memorandum No. 513, s. 2012: 3rd Regional Research cum
School-Based Management Congress & Launching of Project
SOCCSKSARGENT
• Region Memorandum No. 297, s. 2013: 4th Regional Research cum
School-Based Management Congress and 1st Communication Festival
(ComFest)
• Region Memorandum No. 245, s. 2012: Revitalizing Classroom
Structuring cum CFSS
DEPED XII INTEGRATED RESEARCH FRAMEWORK
Improve access and quality basic education through a culture of research.

INPUT PROCESS OUTPUT

Issues / Problems Affecting Attainment of EFA School-Based Research
/MDG: Action Research Journal as
* Access * Quality basis for
* Governance Regional Policy
Directions &
District Research
Formulation
Forum towards
BESRA Key Result Thrusts: effective:
* QATAME
KRT 1: School-Based Management
KRT 2: Teacher Education & Development
Division Research
KRT 3: Quality Assurance & Learning Conference
Effective
Support
Implementation
KRT 4: Complimentary Assistance of of
Pre-school & ALS Regional Research SBM - K to 12
KRT 5: Institutional Culture of Change – Congress Basic Education
ICT Program
& Organizational Development
National Research
Sources of Research Agenda Congress
on Kto 12 EFA / MDG
• Educational Policy Issues (EFA/MDG/BESRA) Education
• 15 PAPs & Other Milestones

F E E D B A C K
DepEd XII INTEGRATED REGIONAL
MEPA OPERATIONAL FRAMEWORK
• SCHOOL MONITORING EVALUATION & PLAN
ADJUSTMENT (SMEPA)
SMEPA • School Quality Management Team (QMT ) - Monthly

• DIVISION MONITORING EVALUATION & PLAN

ADJUSTMENT (DMEPA)
DMEPA • Division QMT – Quarterly (4th week of March, June, Sept., December)

• REGIONAL MONITORING EVALUATION & PLAN ADJUSTMENT

(RMEPA)
• CLMD, QuAAD, PPRD, HRTD, ESSD, FTAD – Quarterly (1st week of April, July, Oct. 2014 & Jan.
RMEPA 2015)

• CENTRAL OFFICE MONITORING EVALUATION & PLAN

ADJUSTMENT (COMEPA)
COMEPA
The MEPA PHASES
• Monthly Review: End of Month
• Duration: One day
• Focus on Operational Concerns (OC) based on Themes & AIP Review
• School-Researches relevant to the themes can be presented
SMEPA • OC will be inputs to District Report by PSDS
• Participants: SQMT (SPT, SGC, BLGU)

• Quarterly Review: End of the 3rd month of every Quarter

• Duration: 1-2 days (1st day: PSDS; 2nd day: Division M&E Team)
• Focus on Major PPAs vis-a-vis Themes thru PSDS Report of Schools'
OC
• Participants: Division QMT Team, Program Coordinators, PSDS
DMEPA • Outputs: Agenda on Technical Assistance (TA) & Policy Directions
(PD) as inputs to RMEPA

• Quarterly Review: 1st week of the following month of the next Quarter
• Duaration: 2 days (1st day: SDOs; 2nd day: Region M&E Team
• Focus on Major PPAs vis-a-vis Themes
• Participants: Division/Region QMT Teams, Regional Program Coordinators
RMEPA • Outputs: Agenda on Technical Assistance TA & Policy Directions (PD) as
inputs to CO-MEPA
 SCHOOLS DIVISION OFFICE IN THE RS

Key Result Areas

1. Division Strategic Planning
2. Hiring, Recruitment and Promotion of Personnel
(teaching and non-teaching) Implementation of
Education Agenda and Policies
3. Implementation of Education Agenda and Policies
4. Management of Curriculum Implementation
5. Provision of Instructional Supervision
6. Building Communities of Practice
 SCHOOLS DIVISION OFFICE IN THE RS
KRAs Major Outputs
 Division DEDP Team and SIP Committee Formed
1. Division and sustained
Strategic
 Division Review and Appraisal Committee Report
Planning
 DEDP Periodic Implementation Review
 Division Strategic Planning System
 Comprehensive Strategic Plans(DEDP and SIPs)
2. Hiring,
 Updated eBEIS Needs Analysis
Recruitmen
t and  Registry of Qualified Applicants
Promotion  Implementation Standards per HR System
of  Division Teacher Induction Program
Personnel
 Matrix of Promotion, Transfers & Reassignments
(teaching and
of Personnel (Designation Orders ,Special Orders)
non-teaching)
 SCHOOLS DIVISION OFFICE IN THE RS
KRAs Major Outputs
3.  Disseminated / Monitored implementation of
Implementation DepED Orders, Memos, Letters& other Issuances
of Education  Division Plan to Implement the Education Agenda
Agenda and and Policies to achieve MDG & EFA goals
Policies  Division Policies anchored to CO,RO policies
and/or Division Needs
 Standards for the Implementation of Education
Agenda and Policies
 Division Plan towards Supervision ofDivision
operations and educational programs
implementation
 M & E Systems, Mechanisms and Tools for
Division Operations, Programs and Projects
 Management & Monitoring Plan for and Report
on the distribution of Nat’l funds and LGU
allotment to schools and LCs
 SCHOOLS DIVISION OFFICE IN THE RS
KRAs Major Outputs
3.  Implementation Performance Evaluation Systems &
Implementation Mechanisms of Personnel (Staff Devt, Physical &
of Education Fiscal)
Agenda and  Sustained or Improved personnel performance
Policies  Quarterly Performance review of Division
Operations /Conduct of Division Monitoring,
Evaluation and Adjustment (DMEA)
 Monthly conduct of Division Executive Committee
 Conduct of Coordination Meetings among units,
sections and division chiefs
 HRD Plan for all Division Personnel (Teaching and
Non-Teaching)
 Reports on Progress and Results
Implementation and Monitoring of Division
Operations, programs and Projects
 Strengthened level of governance and operation
(leadership and management transparency,
accountability and responsibility)
 SCHOOLS DIVISION OFFICE IN THE RS
KRAs Major Outputs
4. Management  Monitoring Reports on the Implementation
of Curriculum of Basic Education Curriculum(K to 12) and
Implementation other support educational programs
 Localized curriculum materials and programs
 Localized curriculum delivery relevant to the
schools/LCs condition in the division
 Reports on the outcomes or on the
evaluation of results of the implementation
of the curriculum
 Recommendations for the improvement of the
curriculum and its implementation
 SCHOOLS DIVISION OFFICE IN THE RS
KRAs Major Outputs
5. Provision  Standards and Processes on Instructional
of Supervision
Instructional  Continuing implementation of the Instructional
Supervision Leaders Development Program for school heads
 Continuing Professional Development of Teachers
in the Division; Annual INSET Plan for teachers
 Updated Profile of Teachers’ Instructional Needs
(NCBTS-TSNA)
 Monthly Supervisory Reports by School Heads
and Division Supervisors
 Quarterly Performance review of Division
Implementation of their Instructional
Supervision Plan
 Capacitated School Instructional Leaders
 SCHOOLS DIVISION OFFICE IN THE RS

KRAs Major Outputs

6. Building  Continuing D/SLAC Program
Communitie
 Benchmarked, Documented and Shared
s of Practice
Practices found Effective
 Division Summit of Effective Practices
 Division Awards & Incentive Program or
System for Effective Performance and
Practices for Individuals and Units
 INTERACTION AMONGST SDO OFFICES: IMPLICATION TO SMEPA CUM ACTION RESEARCH
SDS OFFICE
SGOD - HRD Manage and support the core technical offices
Professional Development of SDO Staff

CID - IS
Give Qualitative Info
CID - DS SGOD – SM,ME
Obtain Quantitative info (qualitative)
Give Needs Info

SGOD – P&R
Instructional Observations
School data (quantitative)
Supervision

Professional TA on Social & Identify

Development SCHOOLS Resource Mob. needs

Support SGOD - SocM

SGOD - HRD
TA on service to
Learning Learners
Environment Stat on Learners’
SGOD - SHN health issues
SGOD - EF
Stat of T-L Environment
 SCHOOL RESEARCH AGENDA
OF PAG-ASA NHS
Issues & Research Research Problem Research Research
Concerns Title Method / Tools Proponents
SBM SBM 1. What is the school’s profile in terms Quantitative: •SPT
Assessment Assessment of the following KPIs: * Document • SGC
is now the of PNHS: 1.1 Access (Enrolment Rate); Analysis
basis in the Basis for an 1.2 Efficiency (Drop-out Rate); and - Percentage
formulation Enhanced 1.3 Quality (NAT)? * Survey
of the TA Implementa- 2. What are the factors affecting the -Weighted Mean
Plan of the tion school’s KPIs?
SGOD of 2.1 Internal Factors; and
SDO. 2.2 External Factors? Qualitative:
3. What is its SBM Level of practice in • SWOT Analysis
terms of the following principles: - Thematic
3.1 Leadership and Governance; Analysis
3.2 Curriculum and Instruction; • Observation
3.3 Performance Accountability; and – Observation
3.4 Resource Management? Tools
4. What are the facilitating and • Discussion
hindering factors affecting the SBM - FGD Guide
level of practice? Questionnaire
5. Based on the foregoing results of the - Thematic
study, how can the SBM Level of Analysis
practice be enhanced?
 SCHOOL RESEARCH AGENDA
OF PAG-ASA NHS
Issues & Research Research Problem Research Research
Concerns Title Method / Tools Proponents
The Drop- Assessment 1. What is the drop-out profile of Pag- Quantitative: Grade Level
out Rate is of DORP of asa NHS as segmented by: * Document Chairmen
fluctuating Pag-asa 1.1 Geographical location; Analysis
for the last NHS: Basis 1.2 Grade level; - Percentage
three for an 1.3 Gender, and * Survey
school Enhanced 1.4 Age? -Weighted Mean
years: 5.40, Implementa- 2. What is the level of effectiveness of
3.5, 6.0 tion Plan DORP in terms of the following program
components: Qualitative:
2.1 Attainment of objectives; •FGD Guide
2.2 Strategies, and Questionnaire
2.3 Stakeholders support? - Thematic
3. Which of the following contributory Analysis
factors affect the school performance in
drop-out rate?
3.1 Family-related,
3.2 Individual-related,
3.3 Community-related and
3.4 School-related?
4. What are the innovations initiated
and challenges encountered by
stakeholders in their DORP
implementation
 SCHOOL RESEARCH AGENDA
OF PAG-ASA NHS
Issues & Research Research Problem Research Research
Concerns Title Method /
Tools
Proponents

There is a Senior 1. Based on internal assessment, what is the current Quantitative:

profile of PNHS in terms of:
•SPT
need to High * Document
1.1 Learners Profile for SY 2016-17 Analysis
• SGC
establish School 1.1.1 Number of Projected Learners;
SHS by - Percentage
Readiness 1.1.2 Distance from home to school; and
* Survey
2016 1.1.3 Interest of specialization?
Assess- -Weighted Mean
since 1.2 Resource Requirements based on the proposed
PNHS is ment: SHS Track:
the only Basis for 1.2.1 Teachers; Qualitative:
secondary the 1.2.2 Classrooms; •FGD Guide
school in 1.2.3 Facilities, Materials and Equipments; and Questionnaire
Proposed
1.2.4 Buildable Space?
the Opera- - Thematic
2. Based on external assessment, what is the
munici- tional Plan current profile of PNHS in terms of:
Analysis
pality. 1.1 Educational Institutions support
of Pag-asa
1.1.1 HEIs;
NHS
1.1.2 TVIs; and
1.1.3 SUCs?
1.2 Potential Industry Partners & Other
Stakeholders
1.2.1 Support for Academic Track; and
1.2.2 Support for Tech Voc Track?
3. Based on the foregoing results of the study, how
can the SHS Operational Plan be designed?
 SCHOOL RESEARCH AGENDA
OF PAG-ASA NHS
Issues & Research Research Problem Research Research
Concerns Title Method /
Tools
Proponents
To be In-depth 1. What are the teaching strategies Quantitative: •SPT
responsive Analysis of employed by teachers in developing * Document • Department
and Analysis Heads
relevant the student’s HOTS?
-Percentage
with the Instructio- 2. What is the level of competence of -Weighted Mean
demands of nal teachers in terms of the following:
time, the
school Supervis- 2.1 Facilitating Skills; Qualitative:
needs to ory Report: 2.2 Art of questioning; • Interview
have Basis for 2.3 Classroom management; and Guide
Teachers
Teachers 2.4 Assessment (KPUP)? Questionnaire
Professio-
nal Profes- 3. What are the training needs of the - Thematic
Develop- Analysis
sional teachers based on the supervision
ment
Program Develop- conducted?
ment 4. Based on the in-depth analysis of the
Program Instructional Supervision Report, how
can the Teachers Professional
Development Program be designed?
 SCHOOL RESEARCH AGENDA
OF BAYANIHAN NHS
Issues & Research Research Problem Research Research
Concerns Title Method /
Tools
Proponents

With the Assessment 1. What is the level of implementation of Quantitative: •SPT

full of the Early the following TVL specializations: * Document • Department
Implemen- Analysis Heads
support 1.1 Beauty Care;
of the tation of -Percentage
1.2 Electricity; and -Weighted Mean
stake- SHS at
1.3 Food and Beverage?
holders, Bayanihan
the 2. What are the challenges encountered Qualitative:
NHS:
school is by teachers in the implementation in • FGD /
Challenges,
one of the terms of: Interview Guide
Innovations
early & 2.1 Curriculum and Instruction; Questionnaire
imple- 2.2 Facilities, Equipment and - Thematic
Directions
Menters Materials; and
Analysis
of SHS
2.3 Assessment?
for this
SY 2014- 3. What are some innovations employed
2015 by the school?
4. Based on the foregoing results of the
study, what policy directions can be
formulated to further improve the SHS
impmentation?
A. Technical Assistance Needs Assessment Stage
1. For RO-TA: Assess Inputs from DEDP Implementation Results, QAA-M&E Report, BEIS Data
(Quantitative & Qualitative)
2. For DO-TA: Assess Inputs from SBM Readiness Assessment Results, School AIP Implementation
Results, BEIS Data, (Quantitative and Qualitative) , QAA-M&E Report

G. Progress/Annual Report to Management Stage

1. Consolidation of progress/summative results
2. Analysis of TA results
3. Preparation of Quarter/Annual Report
F. Evaluation of
TA Stage
1. Discuss with
E. Adjustment of D. Feedback target group
B.Planning Quarter Plan / 1. Discuss with the
Stage Targets target group Accomplishme
1. Prioritize quarter progress nt vis.
1. Discuss results Performance
assessed TA of “Stage D” 2. Adjust
performance Targets
Needs per with the team 2. Discuss with
DO/School 2. Adjust TA Plan targets
group over-all
2. Establish results vis. TA
agreements on Plan
(performance) 3. Prepare inputs
targets C. Implementation Stage
to Annual
3. Prepare the TA 1. Execute the TA Plan /Intervention Report
Plan per 2. Conduct Progress Monitoring
DO/School 3. Analysis: Team Discussion on Progress
Monitoring Results and Planning for
Technical Assistance
Feedback
Process Framework
TA Structure in the SDO

CID SGOD PSDS

Cluster of Schools
RESEARCH-MEPA-TA FRAMEWORK

Research MEPA

TA