1. 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)

2. 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

3. 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 / 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.

4. 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

5. 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

6. 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

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

8. 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

9. RESEARCH THEMES TEACHING AND LEARNING CHILD PROTECTION
HUMAN RESOURCE DEVELOPMENT
GOVERNANCE

10. 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

11. 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

12. 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

13. 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

14. 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

15. 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

16. 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)

17. 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

18. 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

19. 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

20. HUMAN RESOURCE DEVELOPMENT
Teacher Qualifications and Hiring
Career Development
Incentives

21. 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

22. 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

23. 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

24. 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

25. 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

26. 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

27. 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
Incentives

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

29. GOVERNANCE
Planning
Finance
Program Management
Transparency & Accountability
Evaluation

30. - Standards and policies
GOVERNANCE
Planning
- Standards and policies
Evaluation

31. 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

32. 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

33. 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

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

35. 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

36. 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

37. 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

38. 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

39. 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

40. 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