This article provides the teachers with overarching and organizing framework and principles in the delivery of services of the Department of Education (DepEd). It should enable the teachers to align their efforts to realize the DepED’s Mandate, Vision, Mission, and strategic thrust and direction.
Table of Contents
What is the DepEd Vision, Mission, Mandate and Core Values (VMV)?
What is the DepED Mandate?
- The DepEd Mandate
- “The State shall protect and promote the right of all citizens to quality education at all levels, and shall take appropriate steps to make such education accessible to all.”
- (Article 14, Section 1 of the Philippine Constitution)
- The Department of Education (DepEd) formulates, implements, and coordinates policies, plans, programs and projects in the areas of formal and non-formal 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.
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.
What does the DepEd Vision mean?
“We dream of Filipinos who passionately love their country …”
Our vision is more than just the end-goal of a plan. It is a dream, a wish, a prayer – what we fervently hope for and what we diligently work towards. By envisioning, we begin to fulfill our mandate and responsibilities as a teacher and do our duty as Filipinos. We want to develop learners who are true citizens and patriots, who have a strong desire to serve their country and work for its betterment.
…and whose values and competencies enable them to realize their full potential…
We can do two things:
Inculcate the values and develop the necessary competencies deemed necessary and desirable to ensure a lifelong learning.
…and contribute meaningfully to building the nation…
Because as a learner-centered institution we want them to know how to improve themselves and realize their dreams, while keeping in mind and heart their love for the country and care for fellowmen, maximizing the endowment of skills and talents, not for selfish gain, but to contribute to building a nation every Filipino deserves.
As a learner-centered public institution…
As stated in our mandate, the Department of Education (DepEd), “shall protect and promote the rights of all citizens to quality education at all levels, and shall take appropriate steps to make such education accessible to all”.
In all our decisions and actions, we put the Filipino learner first. In the end, our most important stakeholders are our learners…
…the Department of Education continuously improves itself……to better serve its stakeholders.”
Just like our students, we do not stop learning. We constantly seek to be better, both as individuals and as an organization.
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
What does the DepEd Mission mean?
Section 17 under Article II of the 1987 Constitution mandates the State to give priority to education, science and technology, arts, culture, and sports to foster patriotism and nationalism, accelerate social progress, human liberation, and development.
“As a learner-centered public institution…”
The Department of Education is the government agency that formulates, implements, and coordinates policies, plans, programs, and projects in areas of formal and non-formal basic education. In all our decisions and actions, we put the Filipino learner first.
“..the Department of Education continuously improves itself..”
Just like our students, we do not stop learning. We constantly seek to be better, both as an institution and as individuals.
How can we serve our learners better?
“..to better serve its stakeholders.”
Through time, our learners have changing needs and the Department must adapt and be better to serve them better.
A closer look at our DepEd Mission in action
A closer look at being an organization that embodies our DepEd Core Values
“To protect and promote the right of every Filipino to quality, equitable, culture based, and complete basic education where:”
As stated in the 1987 Philippine Constitution, our mission states our duty as stewards of education to protect and promote the right of all citizens.
How do we fulfill our mission as the Department of Education in delivering quality, equitable, culture-based, and complete basic education?
“Students learn in a child-friendly, gender-sensitive, safe, and motivating environment”
Do we provide our learners a child-friendly, gender-sensitive, safe and motivating environment?
“Teachers facilitate learning and constantly nurture every learner”
Do our teachers ensure the development of each uniquire learner?
“Administrators and staff, as stewards of the institution, ensure an enabling and supportive environment for effective learning to happen”
Do our policies, systems, processes, and behaviors 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”
Do we actively practice shared governance of basic education with the entire community in developing all Filipinos?
DepEd Core Values
A closer look at being an organization that embodies our DepEd Core Values
Republic Act No. 8491 states that our national Motto shall be “MAKA-DIYOS, MAKA-TAO, MAKAKALIKASAN AT MAKABANSA.”
In adopting these as our 4 core values, what does it mean to be “Maka-Diyos”, “Maka-tao”, “Makakalikasan”, and “Makabansa” in the context of the Department of Education?
What does the DepEd Core Values mean?
|Core Values||Behavior Statements||Indicators|
|Maka-Diyos||Expresses one’s spiritual beliefs while respecting the spiritual beliefs of others||Engages oneself in worthwhile spiritual activities|
Respects sacred places
Respects religious beliefs of others
Demonstrates curiosity and willingness to learn about other ways to express spiritual life
|Shows adherence to ethical principles by upholding truth||Tells the truth|
Returns borrowed things in good condition
Demonstrates intellectual honesty
Expects honesty from others
Aspires to be fair and kind to all
Identifies personal biases
Recognizes and respects one’s feelings and those of others
|Maka-Tao||Is sensitive to individual, social, and cultural differences||Shows respect for all|
Waits for one’s turn
Takes good care of borrowed things
Views mistakes as learning opportunities
Upholds and respects the dignity and equality of all including those with special needs
Volunteers to assist others in times of need
Recognizes and respects people from different economic, social, and cultural backgrounds.
|Demonstrates contributions toward solidarity||Cooperates during activities|
Recognizes and accepts the contribution of others toward a goal
Considers diverse views
Accepts defeat and celebrates others’ success
Enables others to succeed
Speaks out against and prevents bullying
|Makakalikasan||Cares for the environment and utilizes resources wisely, judiciously, and economically||Shows a caring attitude toward the environment|
Practices waste management
Conserves energy and resources
Takes care of school materials, facilities, and equipment
Keeps work area in order during and after work
Keeps one’s work neat and orderly
|Makabansa||Demonstrates pride in being a Filipino; exercises the rights and responsibilities of a Filipino citizen||Identifies oneself as a Filipino|
Respects the flag and national anthem
Takes pride in diverse Filipino cultural expressions, practices, and traditions
Promotes the appreciation and enhancement of Filipino languages
Abides by the rules of the school, community, and country
Enables others to develop interest and pride in being a Filipino
|Demonstrates appropriate behavior in carrying out activities in the school, community, and country||Manages time and personal resources efficiently and effectively|
Perseveres to achieve goals despite difficult circumstances
Conducts oneself appropriately in various situations
DepEd 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
DepEd’s 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)
DEPED 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)
- 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.
- 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.
- 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.
- 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.
- 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.
- 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.
- Results-based Performance Management System – to ensure quality service delivery, DepEd staff must be measured in terms of performance and actual results.
- 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.
- Employee Welfare – we must ensure the welfare of DepEd employees through basic timeliness in salary delivery, incentives, and career progression, among others.
- Rationalization Plan – restructuring the Department to a function-based structure with the necessary staffing requirement.
- 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.
- 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.
- 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.
- Total Quality Management – quality assurance and continuous improvement must be standard behavior across the Department–from our schools and among all offices.
- 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
|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 funded by GAA||COS (GAA-MOOE 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
DepEd 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
DepEd 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
DepEd 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
DepEd 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
Clustering of Offices: Strands
|CURRICULUM AND INSTRUCTION||Ensure continuous improvement of the curriculum; |
actively seeking and understanding the “learner” to develop the appropriate delivery systems; provision of learning resources and ensuring quality
|EDUCATION GOVERNANCE AND OPERATIONS||Ensure capacity of the organization to continuously improve and be strategic in managing the environment for which “teaching and learning” takes place|
|STRATEGIC MANAGEMENT||Enable the organization to focus on long-term directions and interface with the internal and external environment|
|LEGAL AND LEGISLATIVE AFFAIRS||Enhance capacity of the organization to deal with legal matters and be proactive in moving forward its legislative agenda|
|FINANCE AN ADMINISTRATION||Ensure efficiency to support the organization as a whole 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 Central Office Charts and Functions
Department of Education
Central Office Organization Chart (before R.A. 9155)
as of January 2005
Department of Education
Approved Organizational Structure
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.
DepEd 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
Glossary of Terms
- DepEd’s Mandate – obligation enforced by law
- Vision – an aspirational description of what an organization would like to achieve or accomplish. It is intended to serve as a clear guide for choosing current and future courses of action.
- Mission – a declaration of an organization’s core purpose and focus that is normally unchanged over time.
- Values – are the principles the Department adheres to in pushing the programs into action.
- Strategic Direction – a course of action that leads to the achievement of organizational goals.