General Objectives

In the Planning Worksheet, write the corresponding General Objectives in C

column 4 for the identified PIAs. Ensure that these objectives are SMART H
and responsive to the PIAs.
A
There are processes involved prior to the conduct of the actual Root Cause P
Analysis (RCA), like the conduct of FGDs and interviews with learners and
other stakeholders, and analysis of specific school process involved in the T
assigned PIA to identify storm clouds and area of focus. These are not E
required to be included in this Section, but shall be part of the Annexes of
the SIP. R
Key and Immediate General Objectives Strategies (comes
DEPED Intermediate Challenge (from the Project from BEDP) 2
Outcomes Workplan)

Intermediate Outcome (IO) #1: All school-age children, out-of-school youth, and adults
accessed relevant basic learning opportunities
 Improve access to
universal
IO 1.1: All five-year- kindergarten
education
old children in school To reduce the dropout
Non-zero dropout rate rate from 1% to 0%
from SY 2022 to 2028.
 Improve capacity
IO1.2 - All learners to retain learners
will stay in school in schools

and finish key stage

IO1.3 - All learners
transition to the next
key stage
IO1.4- All out-of-
school children and
youth participate in
and complete formal
or non-formal basic
education learning
opportunities
Intermediate Outcome (IO) #2. School-age children and youth, and adults in situations of
disadvantage benefited from appropriate equity initiatives
IO2.1 - All school- Inclusion of learners To include learners  Provide an
with learning with learning inclusive,
age children and disabilities to regular disabilities to regular
effective,
youth and adults in classes classes
culturally
situations of responsive,
gender-sensitive,
disadvantage are and safe learning
participating in basic environment to
learning respond to the
situations of
opportunities and disadvantage
receiving appropriate
quality education
(SPED Schools)
Intermediate Outcome (IO) #3. Learners complete K-12 basic education having attained all
learning standards that equip them with the necessary skills and attributes to pursue their
chosen paths
IO3.1 - Learners
attained Stage 1
learning standards of  Assess learning
fundamental reading outcomes at each
key stage
and numeracy skills transition and for
IO3.2 - Learners learners in
attain Stage 2 situations of
disadvantage
(Grade 6) learning To elevate the
standards of literacy literacy and  Align resource
numeracy skills of all provision with key
& numeracy skills Low Literacy and
learners from under stage learning
Numeracy Skills of
and apply 21st Learners
standard to meet the standards
standard as to grade
century skills to level by SY 2027-  Strengthening
various situations 2028 consultations on
IO3.3 -Learners curriculum,
instruction, and
attain Stage 3 assessment
(Grades 7-10)
learning standards of
literacy & numeracy
skills and apply 21st
century skills to
various situations
IO3.4 - Learners
attain Stage 4
(Grades 11-12)
learning standards
equipped with
knowledge and 21st
century
competencies
developed in their
chosen core, applied
and specialized SHS
tracks
IO 3.5 - Learners in
the Alternative
Learning System
attain certification as
Elementary or Junior
High School
completers
Intermediate Outcome (IO) #4. Learners are resilient and know their rights and have the life
skills to protect themselves and claim their education rights from DepEd and other duty-
bearers to promote learners’ well-being
IO4.1 Learners are
served by a
Department that
adheres to a rights-
based education
framework at all
levels
IO4.2 Learners are  Protect learners
and personnel
safe and protected, from death,
and can protect injury, and harm
brought by
themselves from natural and
risks and impacts human-induced
from natural and hazards
human-induced To maintain 0%  Ensure learning
hazards Compromise safety and reported case of continuity in the
wellness of teachers harmed and unwell aftermath of a
and laearners learners and teachers disaster or
by SY 2027-2028 emergency
IO4.3 Learners have
the basic physical,  Protect education
investments from
mental, and the impacts of
emotional fortitude to natural and
cope with various human-induced
hazards
challenges in life

Enabling Mechanism: Governance and Management

Enabling Mechanism
#1. Education
leaders and
managers practice
participative and
inclusive
management
processes
Enabling Mechanism  Ensure human
#2. Strategic human resources in all
resource governance levels
To intensify the are sufficient,
management development of resilient,
Staff Development
enhanced for teaching and non- competent, and
teaching staff
continuing continuously
improving
professional
development and
opportunities
Enabling Mechanism Provision and To provide standard  Ensure ideal
Maintenance of school learning environment learning
#3. Investments in buildings and other for learners and environment are
basic education learning facilities & teachers in place and
equipment adequate and
provide learners with appropriate
the ideal learning learning resources
environment for learners are
provided
Enabling Mechanism
#4. Improve and
modernize internal
systems and
processes for a
responsive and
efficient financial
resource
management
Enabling Mechanism
#5. Key stakeholders Limited Stakeholders
To strengthen  Strengthen active
Stakeholders collaboration with
actively collaborate Participation
Participation key stakeholders
to serve learners
better
Enabling Mechanism
#6. Public and
private education
operate under a
dynamic and
responsive
complementarity
framework
Planning Worksheet

Key and TIME FRAME

Intermedia
Immedia
te GENERAL SY SY SY SY SY SY
te Strategy Root Cause
Outcomes OBJECTIVES 22-23-24- 25- 26- 27-
Challeng
alignment 23 24 25 26 27 28
es
All school-
age
children,
youth and
Improve Financial crisis,
Non- adults To reduce
capacity to transfer of
Zero accessed drop-out rate
Drop- retain residence, distance, / / / / / /
relevant from 1% to
out learners in health, poverty &
basic 0% by 2028
Rate schools child labor
learning
opportuni
ties (P1-
IO1-S3)

All school-
age
children,
youth and Improve
capacity to Financial crisis,
adults To reduce
retain transfer of
accessed number of
Absente learners in residence, distance, / / / / / /
eism relevant absentee
schools health, poverty &
basic learners
child labor
learning
opportuni
ties (P1-
IO1-S3)

All school-
age
children, Align
Low
Literacy youth and curriculum Absenteeism,
and adults and To increase Academic
Numera accessed instruction literacy rate Performance, Poor
cy Skills methods / / / / / /
relevant of learners by Study Habits During
of basic in all 2028 the time of
Learner learning subjects pandemic
s opportuni
ties (P1-
IO1-S3)

Limited Efficient, Ensure all To strengthen Poor Attendance / / / / / /

Stakeho agile and education stakeholders’
lders resilient leaders participation
Particip governanc and in a school
ation e and managers related
managem practice activities
ent participati
ve, ethical,
 and
inclusive
processes managem
ent
processes

Learners
complete
K-12 basic
education
having
Strengthe
attained
ning
all
consultati
learning
ons on
Provisio standards
curriculum To provide
n of that equip Non-existence of
, school ID to / / / / / /
School’s them with school ID System
instruction learners
ID the
, and
System necessary
assessmen
skills and
t
attributes
to pursue
their
chosen
paths

Learners
complete
K-12 basic Strengthe
education n
having competen
attained ce of
all teachers
learning and
standards instruction
that equip al leaders To participate Pre-selected
Staff
Develop them with on teachers on participants, conflict / / / / / /
ment the curriculum seminars of schedule
necessary ,
skills and instruction
attributes , and
to pursue assessmen
their t
chosen
paths

Facilitie To provide Lack of Facilities, / / / / / /

s Learners Protect safe and Complete opening
- are learners conducive
 Classro resilient
om and know
Constru their
ction rights,
- and have
Procure
the life
ment of and
skills to
Sports personnel
Equipm protect
from
ent themselve
death,
-Science s and
injury, and
Laborat claim learning
harm
ory their environment
brought of JHS Curriculum
-Library education for teachers
by natural
Hub -related and learners
-ICT and
rights
Room human-
from
-Clinic induced
DepEd
-Home hazards
and other
Econom
duty-
ics
bearers to
Room &
Equipm promote
ent learners’
-Multi- well-being
purpose
Hall

Provisio / / / / / /
n and Learners Protect To maintain
Mainte are learners and upgrade Regular
nance resilient and school system Maintenance
of and know personnel operation
Electric their from services
al, rights, death,
Water
and have injury, and
&
the life harm
Washin
g skills to brought
Facilitie protect by natural
s, themselve and
Drainag s and human-
e claim induced
System their hazards
and education
Waste -related
Manage rights
ment from
System DepEd
and other
duty-
bearers to
promote
learners’
 well-being

Learners
are
resilient
and know
their
rights,
Protect
and have
learners
Provisio the life
and
n and skills to
Mainte personnel
protect
nance from
themselve
of death,
s and To maintain
school injury, and
claim and upgrade
building harm / / / / / /
their school system Regular
s and brought
education operation Maintenance
other by natural
learning -related services
and
facilities rights
human-
& from
induced
equipm DepEd
hazards
ent and other
duty-
bearers to
promote
learners’
well-being

Putting- To protect Insufficient DRRM / / / / / /

up Learners Protect learners’ and equipment and
addition are learners personnel facilities
al resilient and well-being
structur and know personnel
es their from
rights, death,
-
and have injury, and
Covere
the life harm
d Walk
- skills to brought
Paveme protect by natural
nt themselve and
s and human-
claim induced
their hazards
education
-related
rights
from
 DepEd
and other
duty-
bearers to
promote
learners’
well-being

Inclusio To include Presence of learners / / / / / /

n of Provide Policies learners with with learning
learners an and learning disabilities
with inclusive, standards disabilities to
learning effective, for safe regular
disabili culturally and classes
ties to responsiv accessible
regular
e, gender- learning
classes
sensitive, environme
and safe nts for
learning LWDs
environm developed
ent to and
respond intensified
to the
situations Customize
of d learner
disadvant support
age services
appropriat
e for
LWDs, Last
Mile
School
learners,
Muslim
learners
(experienc
ing
marginaliz
ation),
learners
who
experienc
e
calamities,
and
children in
conflict
areas are
in place