RESEARCH AGENDA Basic Education DepEd Order No. 39, s. 2016 The Department ensures that all its action are informed by sound and relevant evidence from research. The Department’s research thrusts are geared towards supporting its mission “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 lifelong learners. Actions by the Department are informed by sound and relevant evidence from research. Evaluation research can draw lessons from the past and existing education programs and identify ways to improve them. Policy studies can define problems and generate possible solutions. Social experiments can compare the effects of school interventions, and weed out ineffective from promising ones. DepEd Order No. 39, s. 2016 (10 June 2016)

REGIONAL RESEARCH POLICY DISSEMINATING REGIONAL RESEARCH POLICY Guidelines Followed by the Division DIVISION MEMORANDUM NO. 11, s.2013 SUBMISSION OF PROJECT PROPOSAL ON ACTION RESEARCHES,CURRICULUM INNOVATIONS AND INCOME GENERATING PROJECTs Regional memorandum no. 144, s. 2015 REGIONAL RESEARCH POLICY Division Memorandum No. 100, s.2015 DISSEMINATING REGIONAL RESEARCH POLICY Vision: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. Mission: 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 lifelong learners. DepEd Order No. 13, series of 2015 established a policy development process within the Department. To enforce the crucial role of research in DepEd, the Order also created the PRD under Planning Service. Consistent with the DepEd’s legal mandate to undertake “national educational and research studies”, the PRD is tasked, among others, to conduct, support and manage empirical studies, and thereby promote evidence based decision and policy making at various levels of the Department

CONTEXT DepEd Mission and Vision DepEd Order No. 13, s. 2015 Policy Development Process Promotes evidence-based policy formulation supported by research. DepEd Order No. 43, s. 2015 / DepEd Order No. 4, s 2016 Vision: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. Mission: 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 lifelong learners. DepEd Order No. 13, series of 2015 established a policy development process within the Department. To enforce the crucial role of research in DepEd, the Order also created the PRD under Planning Service. Consistent with the DepEd’s legal mandate to undertake “national educational and research studies”, the PRD is tasked, among others, to conduct, support and manage empirical studies, and thereby promote evidence based decision and policy making at various levels of the Department Revised Basic Education Research Fund (BERF) Guidelines Supports DepEd Order 13 through providing mechanisms for conducting research.

NEW STANDARD Regional memorandum no. 48, s. 2016 revised guidelines in conducting research based on the basic education research fund standards Vision: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. Mission: 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 lifelong learners. DepEd Order No. 13, series of 2015 established a policy development process within the Department. To enforce the crucial role of research in DepEd, the Order also created the PRD under Planning Service. Consistent with the DepEd’s legal mandate to undertake “national educational and research studies”, the PRD is tasked, among others, to conduct, support and manage empirical studies, and thereby promote evidence based decision and policy making at various levels of the Department

PURPOSE The research agenda seeks to: Build on gains from existing research Generate new knowledge on less explored but priority fields of basic education Systematically focus the DepEd’s attention to relevant education issues; and Maximize available resources for research within and outside the Department Previous research

In the conduct of research GUIDING PRINCIPLES In the conduct of research EXCELLENCE Relevant and researchable Appropriate research methods Logical, coherent, and evidence-based findings INTEGRITY High ethical standards Honest and accurate in the collection, analysis, and reporting of data OPENNESS Collaborative research work Multi-disciplinary perspectives Truthful and timely dissemination of research results

RESEARCH THEMES Conceptual Framework To be revised based on the ongoing formulation of the M&E Framework Theme with sub-categories

RESEARCH THEMES Conceptual Framework Access Quality Governance VISION MISSION Students Teachers Administrators Family, Community & Staff & Other Stakeholders TARGET OUTCOMES Access Quality Governance DEPED’S ACTIONS Evidence-based Policies, Plans, Programs, Activities RESEARCH AGENDA Teaching & Child Human Resource Governance Learning Protection Development DRRM Inclusive Education GAD To be revised based on the ongoing formulation of the M&E Framework Theme with sub-categories

RESEARCH THEMES TEACHING AND LEARNING CHILD PROTECTION HUMAN RESOURCE DEVELOPMENT GOVERNANCE

TEACHING AND LEARNING Instruction Assessment Learning Outcomes Learning outcomes are achieved through a process that maximizes the abilities and potentials of teachers and all kinds of learners Implementation, best practices, facilitating and hindering factors in three sub-areas: instruction, assessment and learning outcomes Teaching and learning process What happens in the classroom Themes for action research

TEACHING AND LEARNING Instruction - Enhancing teaching of the new K to 12 curriculum - Honing well-rounded learners - Implementation of MTB-MLE Learning outcomes are achieved through a process that maximizes the abilities and potentials of teachers and all kinds of learners Implementation, best practices, facilitating and hindering factors in three sub-areas: instruction, assessment and learning outcomes Teaching and learning process What happens in the classroom Themes for action research

TEACHING AND LEARNING Instruction What teaching and learning strategies can teachers apply to ensure inclusive learning? What factors affect the teacher’s delivery of the curriculum? Individual learning styles Multiple intelligences Inclusive education Child-centered approach Resources and materials Emerging good practices Various subjects (English, Science, Math, etc) High order thinking skills Spiral progression Class size Contact time Materials and resources Four major themes with sub-categories Research questions are general

TEACHING AND LEARNING Instruction How can electronic gadgets and other forms of information and communication technology (ICT) be effectively used to enhance the teaching-learning process? What role does language play in the teaching-learning process? Computerization ICT classrooms Electronic tablets Cost-benefit analysis Issues and concerns Mother tongue Multi-lingual education Emerging good practices Issues and concerns Evaluation

TEACHING AND LEARNING Assessment - Further study on the details and implementation of the K to 12 Assessment Framework Learning outcomes are achieved through a process that maximizes the abilities and potentials of teachers and all kinds of learners Implementation, best practices, facilitating and hindering factors in three sub-areas: instruction, assessment and learning outcomes Teaching and learning process What happens in the classroom Themes for action research

TEACHING AND LEARNING Learning Outcomes Understanding what drives achievement of learning outcomes - Assessing and comparing the progress of learners across subjects, grade levels and geographical regions Learning outcomes are achieved through a process that maximizes the abilities and potentials of teachers and all kinds of learners Implementation, best practices, facilitating and hindering factors in three sub-areas: instruction, assessment and learning outcomes Teaching and learning process What happens in the classroom Themes for action research

TEACHING AND LEARNING Learning Outcomes How does the achievement of expected learning outcomes vary per region and/or division including ARMM? What factors within the education system affect the achievement of learning outcomes? Specialization Training Experience Materials Class size Language Assessment Resources Governance Regional and division variation Role of leaders (Director, Superintendent, Supervisors, and Principals) Geographic, political, and economic factors)

CHILD PROTECTION In-depth studies on bullying, teen-age pregnancy, addictive behaviors, and child labor Prevalence Effectiveness of previous interventions Potential of new approaches to protect learners

CHILD PROTECTION How can DepEd help reduce the incidence of teenage pregnancy and still provide attractive learning options for those involved? How can DepEd best prevent bullying? Types Prevalence Effects Policies Programs Implementation Factors Reproductive health education Supportive environment Policies Programs Implementation

CHILD PROTECTION How can DepEd effectively help reduce addiction among its students and staff? How can DepEd best support victims of child abuse? Smoking Drugs Alcohol Gambling Gaming Policies Programs Implementation Child labor Physical and verbal abuse

HUMAN RESOURCE DEVELOPMENT Teacher Qualifications and Hiring Career Development Incentives

HUMAN RESOURCE DEVELOPMENT Teacher Qualifications and Hiring - teachers’ existing qualifications and competency requirement vis-a vis-needs of the K to 12 and special education programs - Ways to upgrade pre-service preparation DepEd’s role in providing continuous quality training

HUMAN RESOURCE DEVELOPMENT Teacher Qualifications and Hiring What teacher qualifications and competencies are required to effectively deliver each of the subjects of the K to 12 Curriculum? What qualifications and competencies are required for teaching in specialized basic education programs? Career Development Inclusive education IP education Special education Muslim education Alternative Learning System Alternative Delivery Modes NCBTS Various subjects (English, Science, Math, etc) Years of experience Specialization Academic skills Interpersonal skills Incentives

HUMAN RESOURCE DEVELOPMENT Teacher Qualifications and Hiring How can pre-service teacher education be improved to develop teachers who can effectively deliver the K to 12 Curriculum? What are the issues and challenges in hiring public school teachers and how can these be addressed? Career Development Localization law Ranking system Natural vacancies Planned positions NOSCA Political influence Competition between public and private sector Emigration and/or foreign contractual work Teacher Education Institutions Core courses Non-core but important courses New courses Incentives

HUMAN RESOURCE DEVELOPMENT Career Development - Examine various dimensions of and determinants of professional growth of teaching and non-teaching personnel - Validate challenges to personnel movement and progression

HUMAN RESOURCE DEVELOPMENT Career Development How can public sector hiring, retention, assessment, development, promotion, and recognition be enhanced to support DepEd employees in different career stages in support of the implementation of the K to 12 Program? What kind of capacity building activities are necessary and most effective in improving the work performance of teachers and other DepEd personnel? Overall training program Specialized training program Selection process Training strategy Practical application Monitoring and evaluation Feedback and redesign Career path Personal considerations Quota system Item reclassification Mentoring Training Further study Patronage and corruption Incentives

HUMAN RESOURCE DEVELOPMENT Incentives Nature and effectiveness of existing employee incentives Monetary and non-monetary strategies e.g. non traditional mechanisms to keep personnel motivated to perform well

HUMAN RESOURCE DEVELOPMENT Incentives What is the most appropriate incentive structure for all kinds of DepEd employees? Career Development Professionalization Salary Benefits Incentives Non-cash compensation Protection and safeguards Grievance Salary Grade 10-11-12-13 Incentives

Transparency & Accountability GOVERNANCE - Ensure that structure, systems and processes contribute to the successful achievement of basic education outcomes Transparency & Accountability Evaluation

GOVERNANCE Planning Finance Program Management Transparency & Accountability Evaluation

- Standards and policies GOVERNANCE Planning - Standards and policies Evaluation

GOVERNANCE Planning How can DepEd effectively and efficiently determine its requirements for critical education resources for schools, community learning centers, and other special programs? How can DepEd improve its overall planning process? Planning standards Responsiveness and flexibility Typologies and classifications Critical resources Teachers Classrooms Furniture Textbooks Equipment Water and sanitation Hygiene facilities Operating budget Disasters Timeframe Requirements Participation Consolidation Efficient and effective way allocation, computation

GOVERNANCE Finance Evaluation - Balance efficiency in the budget releases with government budget and accounting requirements - Examine the negative effects of poor financial management to intended beneficiaries Evaluation

GOVERNANCE Finance How can DepEd improve its process for the efficient acquisition and disbursement of program and project funds, consistent with applicable government issuances on budgeting and accounting? How does financial performance affect key stakeholders in DepEd? Policies and practices Issues and challenges Timeframe Budget defense and Complete Staff Work Budget execution Evaluation and policy amendment Fund managers Intended beneficiaries Accountability Conscientiousness

GOVERNANCE Program Management Evaluation - Focuses on how to best develop, implement, monitor and evaluate programs, projects and activities Evaluation

GOVERNANCE Program Management How effective is DepEd’s brand of program management and how can it be further improved? Program and project development Operational efficiency Coordination and provision of technical assistance Monitoring and feedback Capability building Personnel selection Support structures and processes

Transparency and Accountability GOVERNANCE Transparency and Accountability - Incorporate in the budget process accountability for the achievement of target and outcomes - Determine how mechanisms such as the bulletin board and grievance procedures promote transparency and accountability in schools Transparency and Accountability Evaluation

Transparency & Accountability GOVERNANCE Transparency & Accountability What practices promote transparency and accountability in school operations? How can schools effectively address grievances from teachers, learners, parents, and the community? Accounting and auditing rules and regulations Procurement law Transparency Board Implementing units Fiscal autonomy Manpower and resource requirements Policies and practices Nature / types Issues and challenges Resolution

Transparency and Accountability GOVERNANCE Evaluation - Determine if the undertaking produced its intended result in the best way possible so that decisions can be made at the appropriate stages of the project cycle. Transparency and Accountability Evaluation

GOVERNANCE Evaluation How effective have selected DepEd policies been in meeting their stated objectives? How effective have key DepEd programs, projects, and activities been in meeting their stated objectives? Human Resource Training and Development Fund Every Child A Reader Program Multi-grade schools Regional Science High Schools Special Science Elementary Schools Science, Technology, Engineering, and Math Program Strengthened Technical-Vocational Education Program Adopt-a School Program Library Hub MTB-MLE Alternative Delivery Modes School-based initiatives implemented in various versions in different divisions RA 9155 Private school engagement Private sector partnerships Contextualize Localize customize

GOVERNANCE Evaluation How can DepEd fully benefit from the abundance of evaluation outputs and expertise from within and outside the Department? Research utilization Partnerships and joint undertakings Issues and concerns Roles and responsibilities Capability building Incentives