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2022 Brigada Eskwela Best Implementing School Award

Brigada Eskwela Logo Theme Background

The Department of Education (DepEd), through the External Partnerships Service (EPS), shall implement the Brigada Eskwela (BE) Program in time for the preparation for the opening of classes for School Year (SY) 2022-2023 on August 22, 2022 pursuant to DepEd Order (DO) No. 034, s. 2022 titled School Calendar and Activities for the School Year 2022-2023. The different components of Brigada Eskwela Program shall be implemented starting August 1 to 26, 2022 for its Brigada Eskwela sa Paghahanda and shall continue with the year-round implementation of Brigada Eskwela Plus and Brigada Pagbasa.

2022 Brigada Eskwela Best Implementing School Award

To give due recognition to schools whose efforts in the implementation of the Brigada Eskwela program are exemplary, the DepEd shall be awarding the Brigada Eskwela Best Implementing Schools Award based on the following guidelines:

The Schools Division Offices (SDOs) through the Social Mobilization and Networking Section (SocMob) under the School Governance and Operations Division (SGOD) shall recognize all elementary and secondary schools that implemented BE through the awarding of a Certificate of Recognition on their compliance with these implementation guidelines and on engaging partners to participate in the implementation of the Brigada Eskwela in the Division and School levels.

The search for the 2022 Brigada Eskwela Best Implementing Schools shall be based on the framework relative to the new normal endemic phase situation. This includes the engagement of stakeholders and addressing problems, queries, and other concerns in preparation for the start of classes in the prescribed mode of learning delivery. All BE activities should highlight partnership initiatives that complement with DepEd’s initiatives in preparing schools for the opening of classes.

The table below shows the general criteria in selecting the Best Brigada Eskwela Implementing Schools. The Regional Offices (ROs) are encouraged to create their regional rubrics in line with the general criteria considering their context and plans to expand the program support that may be provided by stakeholders.

General Criteria

Brigada Eskwela School Preparation Effort

This pertains to the preparation effort of the school to ensure cleanliness, sanitation, wash in schools, compliance to health protocols, school safety and disaster preparedness and conducive learning center.
Brigada Eskwela Partnerships Engagement

This pertains to the kind/impact of partnership engagement activities, which may be measured in terms of the number of learners/teaching and non- teaching personnel who benefited from the activity (ies).
Brigada Eskwela Impact to School Performance

This pertains to impact to access, in terms of improvement of Learning Centers, impact to enrollment and participation and Overall School Academic Performance based on the recent performance indicators.
Brigada Eskwela Resources Generated

This pertains to the resources generated to the Brigada Eskwela implementation. This shall be based on the prevailing market value of the items donated and shall reflect the equivalent of the volunteer man hours generated from the partnership activity(ies).
Bayanihan effort to support the Brigada Eskwela implementation

This shall reflect the impact of Brigada Eskwela in terms of community participation and level of awareness on education programs. This shall also include the response of the community to volunteer to Brigada Pagbasa and Home Learning Spaces Program.

National Special Awards

Aside from the traditional Best Brigada Eskwela Implementing Schools Award, the ROs shall also identify one (1) elementary and one (1) secondary public school for the National Special Awards for the following categories:

Brigada Pagbasa Advocacy Award

Brigada Pagbasa collaboration with partners and stakeholders40%
Brigada Pagbasa volunteerism (reading tutor and learners)40%
Provision/Production of reading materials and resources20%

Functional Home Learning Spaces Award

Involvement of School in the Development of Home Learning Spaces25%
Partners Involvement in the Development of Home Learning Spaces25%
No. of Beneficiaries of the Program25%
Resources generated from the Program/Activities25%

Retained Categories

Similar to the past conducts of the Brigada Eskwela Best Implementing Awards, the following categories shall be retained:

Elementary Level

CategoryNumber of Teachers (National)Number of Teachers (NCR)
Small School9 and below40 and below
Medium School10 — 2941 — 80
Large School30 — 5081 — 120
Mega School51 and above121 and above

Secondary Level

CategoryNumber of Teachers (National)Number of Teachers (NCR)
Small School15 and below40 and below
Medium School16 — 3041 — 80
Large School31 — 5081 — 120
Mega School51 and above121 and above
Note: Integrated School (Kindergarten to Grade 12) may choose which level they intend to participate in the selection.

The Schools Division Superintendent (SDS), with the assistance of the SGOD and the Division Partnership Focal Person (DPFP), shall be allowed to exercise their sound discretion as to how to allocate the scores to be received by the Brigada Eskwela implementing schools based on the aforementioned general criteria.

All Brigada Eskwela Awards at the SDO level shall be reported to the RO through the Education Support Services Division (ESSD). The ESSD shall select their regional level awards and submit the list of awards and awardees to the EPS at the Central Office (CO).

The SDOs and ROs may conduct their Brigada Eskwela Awards starting January 2023 using the downloaded Program Support Funds (PSF) on Building Partnership and Linkages Program (BPLP) or local funds.

Mark Anthony Llego

Mark Anthony Llego, hailing from the Philippines, has made a profound impact on the teaching profession by enabling thousands of teachers nationwide to access crucial information and engage in meaningful exchanges of ideas. His contributions have significantly enhanced their instructional and supervisory capabilities, elevating the quality of education in the Philippines. Beyond his domestic influence, Mark's insightful articles on teaching have garnered international recognition, being featured on highly respected educational websites in the United States. As an agent of change, he continues to empower teachers, both locally and internationally, to excel in their roles and make a lasting difference in the lives of their students, serving as a shining example of the transformative power of knowledge-sharing and collaboration within the teaching community.

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