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Swot Analysis

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32 views

Swot Analysis

Uploaded by

Isa Gragasin
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Pillar 1: K to 12 Curriculum

❖ Quality of Learning Outcomes and Learning Delivery Modalities


Strengths
1. Availability of quality assured learning resources.
2. At least 90% of the schools are using their radio and TV-based stations.
3. School-based RBI
4. Numerous teacher-initiated instructional interventions and innovations during the ADMs proven
effective per research findings.
5. Presence of CID-responsive PAPS such as Project SMART, SIMPLE, SHINE, READKIDS,
REGALO, KASALO, PRAYER WATCH, etc. to support quality, access, and resiliency and well-
being.
Weakness
1. Unsatisfactory literacy levels of learners in English (shown by the growing number of non and
frustration readers), low numeracy and proficiency levels in Mathematics at all Key Stages.
2. Absence of standardized assessment tools in the division meant to measure learning loss and gaps.
3. Assessment results not sufficiently reflecting actual learning due to issues of academic dishonesty
during the 2-year ADM implementation.
4. Difficulties of teachers in applying the pedagogical and other skills in learning recovery.

Opportunities
1. Opportunities to foster the development of resiliency and well-being of learners across learning
areas.
2. Opportunities to strengthen home-school partnerships to support learning recovery.
3. Provision of funds for the purchase of learning resources for learning recovery.
4. Strong external stakeholders in curriculum delivery through school RTVBIs

Threats
1. Resurgence of COVID-19 pandemic which may affect curriculum delivery and implementation of
PAPs
2. Change and redirection of educational agenda by the next administration

Pillar 2: Support to the Learning Environment


❖ Access, Equity and Inclusion in Education
Strengths
1. Increased enrolment due to annual conduct of Early Enrolment Registration.
2. Enrolment concerns of learners are addressed due to technical assistance given to LIS/BEIS
Coordinators.
3. Availability of standardized evaluation and monitoring tool for SBM.
4. Professionally equipped school heads and teachers
5. Improved facilities and work areas in the School

Weakness
1. Updating of learners status in the LIS are delayed due to unstable or no Internet connections of
schools in the far flung areas.
2. Lack of doctors and nurses to cover the number of schools
3. Teachers are still adjusting to the immediate switch to distance education.
4. Maintenance of School Facilities
Opportunities
1. Stakeholders involvement in the mapping of school age children.
2. Central Office provides the public schools with appropriate technologies for the LIS and enrollment
concerns through computerization program.
3. Strong partnerships with school personnel and other health partners ( private and local sectors) in the
delivery of health services and implementation of health programs
4. Strong commitment and resilient health personnel.
5. Innovative programs and projects,output from the conduct of research, regular monitoring and
evaluation of health and nutrition programs that can improve the health status of learners.
6. Increasing numbers of NGO’s, Government Agencies, Local Government Units, Religious
organization, and youth organizations who are actively participating in improving the conditions of
our schools indicate an increasing awareness of the responsibility of the whole community to
education.
7. Active participation of PTAs in the improvement of the teaching-learning conditions in our schools.
8. Strong coordination between local government units and DepEd schools in the promotion of
education agenda and provision of education services and needs

Threats

1. Teachers are hesitant to go out for mapping because they are afraid of getting infected by the virus.
2. Inadequate budget for program due to transition of administration of our country.
3. Health and occupational hazards encountered in the practice of duties and responsibilities during
pandemic.
4. Insufficient funds to create items to handle special health programs in the school level example
nutritionist, canteen managers, cooks to unload teachers of the multifarious tasks assigned to them so
they can focus on teaching
5. New strains/variants as factors for the surge

Pillar 3: Upskilling and Reskilling of Personnel


❖ Quality of Teachers, School Heads and Supervisors
Strengths
1. Continuous online training of school leaders and teachers personally and professionally
2. Large number of personnel who attended professional development program/courses
3. Provides quality access to education through seminars and trainings
4. Teachers and School Leaders trained cascade the acquired knowledge and skills from the learning
and development programs to school level.

Weakness

1. Limited number of personnel trained due to insufficient fund


2. Lack of Professional Program Development Program/Course recognized by NEAP
3. Coordination and Willingness of program implementers to propose professional development
program and courses

Opportunities
1. Accessible training through online learning
2. Further research could be conducted to establish the importance of learning and development –
particularly the reskilling and upskilling of teachers and school leaders
3. Continues partnership with the external program provider of professional development
program/course recognized by NEAP.

Threats
1. Learning and Development Programs are limited to certain levels of personnel
2. Volatile learning environment
3. Data Privacy through Google Forms

Pillar 4: Engagement of Stakeholders for Support and Collaboration


❖ Responsive Engagement for Education
Strengths
1. Increasing number of new stakeholders and forged partnerships; Increasing number of sustained
partnerships
2. Emerging utilization of DepEd Partnerships Database System (DPDS)
Partnership Project (SYMPLE) - Supporting Young Minds Potential to Learn the Essentials; Project
SHINE (School-Home Integration of RTV/BI in the New Normal Education) Aral Tarlakhenyo; Project
TABLET (Technology Application to Boost Lifelong Skills and Enhance learning among Tarlaqueño
learners); Essential Health Care Program (Kits for Kids); Project VILE , RBI
Weakness
1. Continued need for enabling resources to support learning recovery in the Basic Education programs:
Kindergarten to Grade 12 (K to 12), Special Education (SpEd), Madrasah/ ALIVE, Indigenous
Peoples Education (IPEd), Alternative Learning System (ALS), Special Program for the Arts,
Journalism, Sports, Foreign Languages, Science Technology and Engineering (STE), and Special
Science in Elementary Schools (SSES)
Opportunities
1. Strong public-private partnership with education stakeholders: 1
2. Partnership Project (SYMPLE) - Supporting Young Minds Potential to Learn the Essentials; Project
SHINE (School-Home Integration of RTV/BI in the New Normal Education) Aral Tarlakhenyo;
Project TABLET (Technology Application to Boost Lifelong Skills and Enhance learning among
Tarlaqueño learners); Essential Health Care Program (Kits for Kids); Project RISE (Radio-based
Instruction to Strengthen Excellence and Empowerment among learners); Vaccination of the
community).
Threats
1. Slowed physical mobility of resources from time to time, due to the limitations brought about by
community health protocols on areas with rising number of COVID-19 cases
2. Potential “donor fatigue” for some external partners

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