1. Division of City Schools City of Mandaluyong
FY 2014
Plan and Budget

2. Our Location
Located at the approximate geographical centre of Metro Manila, Mandaluyong City is called "Tiger City of the Philippines", "Metro Manila's Heart", and the "Shopping Mall Capital of the Philippines.
Its population is approximately 331,944. 
It is the 2nd smallest city in the Philippines.

3. OUR VISION
We dream of Filipinos who passionately love their country and whose competencies and values 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 improve itself to better serve its stakeholders.

4. OUR MISSION Core Values
To protect and promote the right of every Filipino to qualify, 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, endure an enabling and supportive environment for effective learning to happen.
Family, community, and other stakeholders
are actively engaged and share
responsibility of developing life-
life-long learners.
Core Values
Maka-Dios
Maka-tao
Makakalikasan
Makabansa

5. Schools: Public-22 Private: 32
Basic Inputs
Learners
Schools: Public Private: 32
11 Regular Elementary Schools
4 regular High Schools
6 Integrated Schools
1 National Special School with 13 Units (JFMS)
Enrolment
Kinder
Elementary
Secondary
SPED Non-Graded
ALS
SUCS (RTU H.S.)
Grand Total
Public
4,184
30,977
18,900
406
1520
606
56,593
Private
2,382
8,731
8,324
134
19,571
Total
6,566
39,708
27,224
540
76,164

6. Special Curricular Programs
Schools
Special Science Elementary School
Engineering and Science Education Program(ESEP
Special Science High School
SPED Non-Graded
Open High School
Dona Pilar C. Gonzaga E.S
Mataas Na Paaralang Neptali A. Gonzales
City of Mandaluyong Science High School
Isaac Lopez Integrated School,
Eulogio Rodriguez Integrated
School, Nueve De Febrero E.S.
Jose Fabella Memorial School
Mandaluyong High School,
Mataas Na Paaralang Neptali A.
Gonzales,
Isaac Lopez Integrated School

7. BASIC INPUTS Classroom - 999: Elementary (635) – 1:55.37
Secondary (364) – 1:51.92
Teachers – 1,653:
Elementary (1,009) – 1:30.70
Secondary (644) _ 1:29.35
Teaching Related and Non-TeachingNon Teaching - 469:
National (124)
Local (345)

8. BASIC INPUTS Seats – 34,673: Elementary(29,477) – 1:1.9
Secondary (17,040) – 1:1.11
Textbooks – 291,550:
Elementary (169,638) – 1:0.93
Secondary (86,288) – 1:0.73
Watsan-811
Elementary (528) – 58.67
Secondary (283) – 66.78

9. External Analysis Matrix

10. E C O N M I 9,821 New Business Registrants
Area
DATA
OPPORTUNITIES
THREATS E C O N M I
9,821 New Business Registrants
4 billion increase of income in business
18.38% increase business income in 2012
35 total giant companies/investors ( B Projected Revenue)
Php 95 million for housing ( 549 families beneficiaries) projected household pop 339,769
Mandaluyong City has its own share of factories and industries and a central business district. Hence, higher revenues.
More new investments rising along Shaw Boulevard
More funds for school support on infrastructures, facilities and other services
Descent housing for the community , hence, better and healthy home environment for the learners m

11. Area
DATA
OPPORTUNITIES
THREATS E C O N M I
1, ha land area is 1.77% of the 636 sq km total land area of Metro Manila
Approx. 100 ha of Welfare Ville Compound is open and unproductive land area
Income classification : First Class
Available space for construction of Athletic/Playground/Multi-Purpose Facilities or School Buildings
Economically vibrant
Opportunity for possible financial support for the school through business establishments.
Limitation in expansion for economic and educational activities.
Limited buildable space for school and other important school facilities
Prone for informal settling and squatting thus, result to congestion and high turn-over of migrant learners m

12. Area
DATA
OPPORTUNITIES
THREATS S O C I A L
1 SUC, 31 basic education private schools, 3 private universities, computer schools, night school
(20 )CCTV Cameras in Strategic Areas
(1) Central Emergency Command and Control Center Office
(3) Base communication network connecting all emergency response department
9 of 27 barangays are thickly populated with increasing migration rate
Project TEACH for Inclusive Education-Galing Pook Awardee
Potential partners for K to 12 and other educational endeavour
Low crime rate due to the presence of peace and order facilities and infrastructure
Ensured safety environment among school children
Strong support for SPED children
More chances of occurrence of pupil/ student at risk

13. Area
DATA
OPPORTUNITIES
THREATS S O C I A L
100 plus major stakeholders and benefactors; about 100 non-government organizations
Every Saturday Pamahalaan sa Pamayanan ( Provision of eyeglasses; relief goods, wheelchairs, etc)
Yearly cultural and tourism activities (PASKUHAN SA Tiger City; Labandero Festival, etc.)
Potential linkages with private stakeholders (Greenfield District, Phil-Asia Foundation, Kabisig-Kalahi, Sea Oil Phils, Rotary Club) and organizations.
Families of school children are direct beneficiaries of the services
Opportunities for poor families and small –scale businessmen and entrepreneur to earn
Revenues channelled to Child-Friendly Projects of the city
Non- regulation of school participation resulting to disruption of classes

14. Area
DATA
OPPORTUNITIES
THREATS S O C I A L
Awardee:
Twice NCR Awardee as Most Child -Friendly City
2011 Presidential National awardee for Most Child Friendly City
2010 Nutrition Awardee (Green Banner Award Hall- Famer)
Best Quality of Life Awardee according to AIM
All 27 barangays have functional health centers, a City Medical Center, Lying-in Maternity Hospital and 3 private hospitals; Ciara Marie Foundation.
Conducive for business and other economic activities and peaceful living condition.
Improved educational services
More health services and benefits are addressed especially in the grass root level in the community

15. P O L I T C A (2) Major political parties : Liberal; Lakas-Campi)
AREAS
DATA
OPPORTUNITIES
THREATS P O L I T C A
(2) Major political parties : Liberal; Lakas-Campi)
Existence of about non-government organizations
Congressman is the majority floor leader of Congress
Organized Micro Small and Medium Enterprise Development Council of Mandaluyong City
The Sangguniang Panlunsod is active.
Political harmony among politicians and LGUs despite different political persuasion hence, strong LGU to various programs and projects for schools
Freedom to organize is observed
A number of NGOs can be tapped for the programs like Adopt a School Program
More opportunities to fund major projects/ constructions related to schools
Potential partners for K to 12
Enactment of the City Ordinances for the welfare of the people is ensured.
Different political persuasion of few barangay leaders may result to compromise school support

16. P O L I T C A E2G2 – for efficient and ethical good governance
AREAS
DATA
OPPORTUNITIES
THREATS P O L I T C A
E2G2 – for efficient and ethical good governance
Rank 1 in fastest process in approving property registration
(345) city-paid personnel deployed in school
Provide efficient and effective governance or government services. Breakthrough in local governance. (“All information you want at your finger tips”)
School related Information are easily accessible and relevant.
Information can be utilized for effective strategic planning of the school.
More investment and revenues to come which means increase of income in the city that redound to accessible educational resources .
Available support staff of the schools
Information gathered through the system maybe used for personal gain or interest.
Mismatched deployment of city-paid personnel

17. AREA
DATA
OPPORTUNITIES
THREATS E C O L G I A
(11) Barangays with Waste Management through Materials Recovery Facilities
Mandaluyong is situated along EDSA and Shaw Boulevard
4th City in the world to use Lithium Battery Operated E-Trikes
Create by-products for economic benefits of families of school children : (BIODIESEL PROGRAM and ORGANIC FERTILIZER
The City is accessible to investors
Less populated service roads in the city and comfortable transport mode for school children
The City is situated along central EDSA which exposes the population to pollution
Improper disposal of busted lithium batteries can be a health hazard

18. AREA
DATA
OPPORTUNITIES
THREATS E C O L G I A
Partially flat on its southwest; mostly rolling with gentle rocky slopes in the rest of the area; with lowest point lies in inland that cause flooding;
Underground canal along San Francisco Street with Flood Pumping Station
The land area is only ha.
Soil formation is conducive for construction of high-rise buildings and multi storey school buildings.
Quick subsiding of flood water
Five (5) barangays (including City Hall compound) are easily flooded
Four (4) schools are along the creek and the Pasig River
Limited ecological programs like tree planting or other greening activities

19. T E C H N O L G I A E2G2 Database System (Citizen’s Database)
Area
DATA
OPPORTUNITIES
THREATS T E C H N O L G I A
E2G2 Database System (Citizen’s Database)
(50 ) Centers Business Process Out Sourcing
(21) schools have WIFI/internet connectivity; all government offices with communication facilities available; at least one of each household has mobile phone
Political leaders are technology-savvy
“All City information needed at your fingertips”
Employment opportunities for on-the job training accessibility
Wide access of WIFI/Internet connectivity
Facilitate quick and efficient communication among the school personnel/departments
Easy access of information among the schools children and personnel
Strong support of local leaders to school ICT programs and projects
It is an online system that might be prone to hacking and other cyber crimes.
Unregulated operation of gaming centers, internet café, social network site and other multi media devices are distractions to students
Cyber-bullying
Unregulated access to content and sites in the internet
Source: 2012 State of the City Address of Honorable Mayor Benjamin C. Abalos, Jr.

20. Internal Analysis Matrix

21. Area
Data
Strength
Weaknesses
Basic Inputs
Teacher: Pupil ratio
Teachers’ Profile
Elementary (1,009) – 1:30.70
Secondary (644) – 1:29.66
50% of teachers (high knowledge but low attitude)
104 Elem and 79 HS teachers (low attitude and low knowledge)
The teacher-pupil ratio has improved for the last 3 years. It’s within the national planning standard.
Based on the profile of teachers as to knowledge, competency, commitment and attitude 50% of the teachers belong to the high knowledge but low attitude and sad to say that 104 elem. teachers and 79 H.S teachers have low attitude and low knowledge
The division will strive to develop a more comprehensive assessment profiling tool for teachers and side by side redesign training programs based on assessment results.

22. Area Data Strengths Weaknesses
Student: Classroom
Elementary (635) – 1:55.37
Secondary (364) – 1:51.92
MAHES to open , June 2015
(Legislated)
(8) Elem. Schools have I shift classes and
(5) H.S.
50% of the HS have speech lab,
100% of the schools have computer lab, and science lab
The Division has school building program based on requirements and needs. Majority of the classrooms are within specifications/
standards.
Additional school will open by June, 2015
Eleven schools have one shift classes.
Students have opportunities for hand-on application of learnings. It can be added that a good number of schools have either speech lab, computer lab or science lab.
Some classrooms intended for instruction are utilized for other purposes with the aim of improving ancillary services (e.g. guidance, clinic, library and canteens). However, management does not allow 3 shift in any of the schools

23. Area Data Strength Weaknesses
Pupil: Seat
Elementary (29,477)
1:1.9
Secondary (12,916)– 1:1.11
Student-seat ratio is within planning standards and based on needs.
In the elementary level there is a need to strengthen the maintenance and safekeeping of furniture since the figure in has decreased.
No provision for left-handed students
Textbooks
Elem:
(169,638) :079
HS:
(86,288)
1: 0.73
The figures show that textbook pupil ratio is almost 1:1 and all textbooks are approved by IMCS. These are supplemented by references and workbooks procured by the local school board.
The division has a functional library hub.
The schools have to improve their own library holdings and facilities.

24. Hand washing areas are available.
Data
Strength
Weaknesses
Watsan
Pupil: Toilet Ratio
Elem: (528)-58.67
HS: (283)
66.78
There is an on going construction and repair of toilets in 17 schools. The facilities are compliant with to specifications/standards. Water supply is ensured for toilets and lavatories. Drinking water is provided by MWSS.
Hand washing areas are available.
Watsan facilities do not meet the standard ratio . The Division does not accept 1-storey toilet facilities due to lack of buildable space. However, all buildings have provisions for WatSan Facilities.

25. Area Data Strengths Weaknesses Gross Enrolment Rate Elem: 113.17%
Gross Enrolment Rate - indicates that there are students who are either underage or over-age across all grade/year levels. It implies that there is a significant number of repeaters, ‘balik-paaralan’, transferees in both levels. Efforts must be exerted to ensure survival of learners during the year and that they should not leave school without completing learning cycle.
Net Enrolment Rate
Elem:96.80%
HS: 91.19%
Net Enrolment Rate – Almost all school-age children are in school in elementary level.
However, in high school, almost 8% are not in school. It implies that learning environment is not so attractive to high school students to remain. However, they should not be neglected. Thus, alternative learning system should be considered in the planning of the school program and projects.
Furthermore, the division has 5 schools catering to the need of 406 Non-Graded SPED learners which is supported by Project TEACH. This project is funded by the local school board.

26. Area
Data
Strengths
Weaknesses
Access
Gross /Apparent
Intake Rate %
Apparent Intake Rate indicates that there are students who are either underage or overage in Grade I. It means that a significant number of students are repeaters and entered school at an older age. The underage are near below the cut-off date.
Since there are repeaters there’s a need to look into the competencies of grade I teachers as well as the readiness of the 6 year old kids.
Net Intake Rate
68.79%
Net Intake Rate is below the planning standard and has been erratic for three years. This implies that there should be more effort to capture or arrest the school-age children to enter school within the age level. Like the grade I level, the figure implies there are also repeaters in grade 2 to 6. Hence, there is a need to look into the various factors that may affect learning.

27. Area
Data
Strengths
Weaknesses
Proficiency
Cohort Survival Rate
Elem:
HS:
Elementary cohort survival in the public is 84.29% while the private schools attained only 75.83, the decrease is attributed to the closure of private schools this year.
Completion Rate
Elem:
HS:
Elementary completion rate has improved
Completion rate in public secondary is and the decreasing trend is also attributed to the completion rate in private schools which is
School Leaver Rate
Elem:
HS:
For the last three years, the elementary school leaver is decreasing
School leaver rate for secondary needs to be worked out

28. Area
Data
Strengths
Weaknesses
School Leaver Rate
Elem:
HS:
For the last three years, the elementary school leaver is decreasing
School leaver rate for secondary needs to be worked out
Drop-out Rate
Elem
H.S
The drop-out rate is continuously decreasing

29. Area Data Strengths Weaknesses Quality NAT 3
The NAT achievement level in Grade 3, Grade 6 and Fourth Year are: 42.02; and MPS are all below the national standard of 75%.
Subjects taught in Science have the lowest MPS. English Reading and Science have the lowest achievement rate in Grade 3. It means that the reading proficiency level is not satisfactory.
English Reading
Filipino Reading
English Grammar
Filipino Grammar
Science
Mathematics
MPS
38.92
46.18
38.20
43.51
40.36
42.14
41.74
42.87
40.78
45.66
43.75
39.53
41.43
42.02

30. Area Data Strengths Weaknesses NAT 6
In grade 6, mathematics got the lowest MPS. Most probably math is the least preferred subject among students and/or teachers need to improve mathematics instruction.
Filipino
Mathematics
English
Science
Hekasi
MPS
61.30
46.54
53.66
52.64
51.17
53.06
63.47
50.44
53.69
51.10
53.85
54.51

31. In Year 4 Science and Critical Thinking got the lowest MPS.
Area
Data
Strengths
Weaknesses
Quality
NAT Year 4
In Year 4 Science and Critical Thinking got the lowest MPS.
It can now be seen that one of major factors affecting the quality of learning is the level of knowledge, competence, attitude and commitment of teachers.
Filipino
Araling Panlipunan
Mathematics
Science
English
Critical Thinking
MPS
52.34
55.08
42.62
39.12
52.92
51.65
48.81
60.96
63.57
44.58
40.82
57.43
42.46
53.05

32. Others
Curriculum
The schools are using the Enhanced Basic Education Curriculum (K to 12) Program in Grades 1, 2,7 & 8 . Teachers are used in utilizing standardized curriculum, contextualized to local, national and local situations. However, the needs and profile of learners must be given due consideration.
Instruction/
Methodology
Based on supervisory reports of principals and supervisors, most of the teachers are using teacher-centered learning approaches rather than child-centered. In Pilot sections teachers are using ICT Enhanced Instruction. It can be assumed that teacher-centered learning approaches contributed to the low performance level of the school children
B. Learning Resources
The schools have access to different kinds of resources like books, general references, workbooks and other teaching devices and equipment as revealed in the inventory of properties. However, teachers have to be encouraged to use of the available resources in the library hub and laboratories without fear of damages and losses.
C. Learning Environment
Since classrooms are of standard size and classroom pupil ratio is ideal the learning environment is considered conducive. Classroom are equipped with light and air ventilation facilities. School grounds are well-kept because of the availability of utility and maintenance workers deployed by the LGU.

33. ORGANIZATIONAL STRUCTURE

34. The Division Office proper will implement the approved RAT Plan of DepED as per guidelines.
Organizations. The Division has a recognized PTA, Teachers and Non-teaching Federations, Principals and Supervisors organizations. These are holding meetings regularly with the Division head as an adviser.
System Mechanism. Personnel Section, Records, Supply, Cashier, Budget and Accounting and Auditing Section, Planning, School Health and Nutrition Section, Division Personnel Selection Board, Grievance Machinery and Administrative Procedure in Handling Cases and the Division Bids and Awards Committee are in placed.
Management Systems. Adoption of automated data-based systems like, LIS are installed.
Downloading of MOOE. 100 % to all schools
SEF. The annual SEF budget of 322 M is readily available.
Major Challenges. Upgrading of the NAT Performance

35. AWARDS AND RECOGNITION
The Division has been winning in school curricular activities like in sports, journalism, science and mathematics .The schools are also active in school programs and other cultural activities. However, the challenge is to balance all gains to a better learning outcome as measured by the National Achievement Tests (NAT).

36. STRATEGIC OPTIONS The SWOT Matrix
S-O (How can strengths be employed to take advantage of the opportunities)
Partnership with local government and private business owners, Rotary Club/civic/people organization for better resource programming ( for classroom facilities, seats, toilets, textbooks, etc)
Enhancement of human development support system on new trends in learning for instructional leaders
Customization of teachers’ training 
Creation of more attractive learning environment to add value
W-O (How can weaknesses be overcome to take advantage of or exploit the opportunities
Collaboration with local government for capability development of teachers and for performance-based incentives as rewards
Operationalization of Grass-root based initiatives of all schools for instructional support system
Expansion of coverage for ALS programs
Linkage with businesses and industries for tech-voc specialization/courses in preparation to K to 12 (grades 11 and 12)
Enhancement of SBM practices with stakeholders
Installation of results-based performance management system by linking it to local school board
S-T (How can strengths be used to counteract threats in order to take advantage/exploit the opportunities?)
Exploitation of available ICT facilities in every school
Enhancement of digital literacy among teachers
Provision of Alternative Delivery Mode of learning, e.g. Open High School; and Tech-Voc specialized courses in every secondary school.
Enhancement of human resources deployed by the local school board
Enhancement of non-partisan division and school leadership for harmonious relationship with barangay officials
W-T (How can weaknesses be overcome to counteract threats and take advantage the opportunities?)
Rationalization of the utilization of SEF budget;
Redefining of collaboration framework with LGU’s, NGO’s and other interest groups;
Collaboration with private schools for the roll-out of K to 12
Improvement of data-based management systems
Operationalization of competency assessment and profiling of teachers to address performance gaps
Enhancement of learner-centered materials through school board and congressional initiative

37. Indicative Division Targets
INDICATOR
2011 (Actual)
2012
2013
2014
2015
2016
Ave % inc. to meet the target
2016 PDP Target
ELEMENTARY
Gross/Apparent Intake Rate
Region
121.29%
117.03%
112.78%
108.52%
104.26%
100.00%
-4.26%
Mandaluyong
130.65
126.39
122.13
117.87
113.61
100
-4.26
Net Intake Rate
62.04%
69.63%
77.23%
84.82%
92.41%
7.59%
67.09
69.75
 77.50
 85.00
 92.50
100 
Gross Enrolment Rate
Region
104.25%
105.40%
106.55%
107.70%
108.85%
110.00%
1.15%
Mandaluyong
116.72
117.72%
118.72%
119.72
120.72
 121.72
 1.00
Net Enrolment Rate
90.72%
92.57%
94.43%
96.29%
98.14%
100.00%
1.86%
99.62

38. Indicative Division Targets
INDICATOR
2011 (Actual)
2012
2013
2014
2015
2016
Ave % inc. to meet the target
2016 PDP Target
ELEMENTARY
Cohort Survival Rate
Region
86.26%
88.61%
89.96%
90.00%
95.00%
98.00%
2.35%
86.76%
Mandaluyong
100
 100
100 
 0.49
Completion Rate
83.06%
85.45%
87.84%
90.22%
92.00%
2.39%
99.42
 100.
School Leaver Rate
2.93%
1.76%
1.17%
0.59%
0.00%
-0.59%
0.10
 0.09
 0.08
 0.07
 0.06
0.05
 0.01

39. Indicative Division Targets
INDICATOR
2011 (Actual)
2012
2013
2014
2015
2016
Ave % inc. to meet the target
2016 PDP Target
SECONDARY
Gross Enrolment Rate
Region
98.43%
98.74%
99.06%
99.37%
99.69%
100.00%
0.31%
Mandaluyong
120.17
 120.48
 121.1
 121.42
121.72
0.31
Net Enrolment Rate
78.00%
81.00%
84.00%
87.00%
90.00%
93.00%
3.00%
93.34%
89.95
 92.95
95.95
 98.95
 100
100
3.00

40. Indicative Division Targets
INDICATOR
2011 (Actual)
2012
2013
2014
2015
2016
Ave % inc. to meet the target
2016 PDP Target
SECONDARY
Cohort Survival Rate
Region
84.47%
85.58%
86.68%
87.79%
89.00%
90.00%
1.11%
83.91%
Mandaluyong
92.87
 93.98
 95.09
 96.20
 97.31
98.42
Completion Rate
79.08%
81.26%
83.45%
85.63%
86.00%
2.18%
89.32
91.50
93.68
95.86
98.04
100
2.18
School Leaver Rate
5.77%
4.91%
4.06%
3.21%
2.00%
1.50%
-0.85%
2.97
2.67
2.37
2.07
 1.77
1.47
0.30

41. NAT Division Indicative Targets by Subject Area
2011 (Actual)
2012
2013
2014
2015
2016
Ave % inc. to meet the target
2016 PDP Target
READING ENGLISH - Grade 3
Region
42.8
49.24
55.68
62.12
68.56
75.00
6.44
Mandaluyong
38.92
49.25
55.69
62.50
68.60 75
READING FILIPINO - Grade 3 
50.68
55.54
60.41
65.27
70.14
4.86
46.18
55.80
61.00
65.50
70.50
ENGLISH GRAMMAR - Grade 3 
42.07
48.66
55.24
61.83
68.41
6.59
38.20
48.75
55.65
62.00
68.50
FILIPINO GRAMMAR - Grade 3 
48.25
53.60
58.95
64.30
69.65
5.35
43.51
53.65
59.00
65.00
70.00
SCIENCE - Grade 3  
42.44
48.95
55.46
61.98
68.49
6.51
40.36
49.00
MATH - Grade 3  
43.75
50.00
56.25
68.75
6.25
42.14
51.00
57.00
62.75
68.80
TOTAL TEST - Grade 3 
45.17
51.14
57.10
63.07
69.03
5.97
41.74
51.24
57.35
63.29
69.15

42. NAT Division Indicative Targets by Subject Area
2011 (Actual)
2012
2013
2014
2015
2016
Annual % inc. to meet the target
2016 PDP Target
MATH - Grade 6
Region
51.99
56.59
61.19
65.80
70.40
75.00
4.60
Mandaluyong
46.54
57.00
61.25
65.90
70.50
ENGLISH - Grade 6 
56.80
60.44
64.08
67.72
71.36
3.64
53.66
60.60
64.50
67.80
71.75
SCIENCE - Grade 6 
56.63
60.30
63.98
67.65
71.33
3.67
52.64
60.80
64.00
67.75
FILIPINO - Grade 6 
64.61
66.69
68.77
70.84
72.92
2.08
61.30
67.00
69.00
71.00
73.00
HEKASI - Grade 6 
55.38
59.30
63.23
67.15
71.08
3.92
51.17
60.00
63.75
67.50
71.50
TOTAL TEST - Grade 6 
57.08
60.66
64.25
67.83
71.42
3.58
53.06
61.08
67.99
71.70

43. NAT Division Indicative Targets by Subject Area
2011 (Actual)
2012
2013
2014
2015
2016
Ave inc. to meet the target
2016 PDP Target
ARALING PANLIPUNAN – HS
Region
55.91
59.73
63.55
67.36
71.18
75.00
3.82
Mandaluyong
55.08
60.00
63.75
67.50
71.50
MATH - HS 
43.89
50.11
56.33
62.56
68.78
6.22
42.62
50.50
56.75
62.75
68.85
SCIENCE - HS 
39.14
46.31
53.48
60.66
67.83
7.17
39.12
46.50
53.75
60.75
68.00
ENGLISH - HS  
53.20
57.56
61.92
66.28
70.64
4.36
52.92
57.75
62.00
66.50
70.80
FILIPINO - HS  
53.13
57.50
61.88
66.25
70.63
4.37
52.34
58.00
67.00
71.00
CRITICAL THINKING - HS  
50.53
55.42
60.32
65.21
70.11
4.89
51.65
55.50
65.75
70.50
TOTAL TEST – HS
49.32
54.46
59.59
64.73
70.00
5.14
48.81
54.71
59.83
65.04

44. Strategies/PAPs ACCESS
1. Put in place grass root-based initiatives of all
schools instructional support system
K to 12 Basic Education Program;
SBM ACCESs;
School Health and Feeding Program;
Early Enrolment;
Brigada Eskwela; Adopt-A-School;
Universal Kindergarten Program;
Peace Education; Child Protection Policy,
Inclusive Education/SPED
Work with the private schools for the implementation of K to 12
Training;
M&E activities
Widen coverage for ALS programs
Launching of other livelihood programs and
functional literacy program
4. Install Alternative Delivery Mode of learning
Open High School;
Dynamic Learning Program;
Voc-Tech specialization courses in every secondary school.

45. ACCESS Strategies/PAPs
5. Strengthen partnership with local government, congressional district office and private business owners, Rotary Club/civic/people organization for better resource programming (facilities, seats, toilets, textbooks)
SBM ACCESs;
Adopt-a-School Program;
Kindergarten Program,
Tech-Voc Program
6. Acquire learner-centered materials through school board and congressional initiative
Whole Brain Learning - Self- Mastery Learning
Child-Centered Learning System;
7. Exploit available ICT facilities in every school
ICT Enhanced Instruction;
Knowledge Channel

46. QUALITY Strategies/PAPs
1. Put in place human development support system on new trends in learning and legal management for instructional leaders
Whole Brain Learning - Self-mastery Learning,
Child-Centered Learning System;
2. Practice competency assessment and profiling of teachers to address performance gaps
Competency-Based Assessment;
Performance-Based Assessment;
Research and Development
3. Strengthen collaboration with local government/congressional district office for capability development of teachers and for performance- based incentives
ICT Training for Teachers ;
Performance-Based Incentives System;
SSES and ESEP;
SPA; SPS;
Scouting

47. QUALITY Strategies/PAPs
4. Improve assessment of current levels of SBM practice of schools, including quality of SIP/AIP and and implementation status
SBM/ PASBE
5. Link with businesses and industries for tech-voc
specialized courses in preparation to K to 12 (Senior HS)
On-the-job Training Program for Senior High School
6 Improve learning competencies in Math, Science, English and reading
NCR to SOAR;
Teacher Quality Circle;
Summer Reading and Science Camp;
School-based INSET;
ECARP;
MTAP and other math interventions
Journalism
Science interventions
7. Foster non-selective/non-partisan relationship with barangay officials
SBM- ACCESs
8. Customize trainings of teachers
Customized Training for Teachers;
Scholarship Program;
GAD Integration

48. Strategies/PAPs EFFICIENCY 1. Widen coverage for ALS programs
Launching of other livelihood programs and functional literal program
2. Expand implementation of Alternative Delivery Mode of learning,
Open High School;
Tech-Voc specialization in every secondary school.
3. Create attractive learning environment to add value
Search for Most Creative Learning Environment
Child-Friendly School System

49. GOVERNANCE Strategies/PAPs
1. Rationalize the utilization of SEF budget
Conduct of regular consultative meetings with political leaders and LSB
for alignment of programs and projects;
Implementation of the Joint Circular of DBM, DepEd, DILG and COA
2. Redefine collaboration framework with LGU’s, NGO’s and other interest groups
Conduct of coordination meetings with LGU’s, Congressional District Office;
NGO’s and other interest groups;
SBM ACCESs
3. Retool human resources deployed by the local school board and LGU
Capacity Building Program on Frontline Service Management;
Basic English for Non-Teaching Personnel;
Skills-Based Training
4. Install results-based performance management system
Roll-Out on RPMS
5. Complete the data-based management systems and other mechanisms
EBEIS, LIS, AMIS; HRIS; FMIS; LRMDS; eNGAS, Internal Audit System;
6. Upgrade of Level SBM practices with stakeholders
SBM ACCESs;
Acquisition, Improvement, Titling and Survey of School Sites
7. Foster non-partisan division and school leadership for harmonious relationship
with barangay officials

50. Budget Allocation Allotment GAA 2011 GAA 2012 GAA 2013
Proposed 2014 Budget PS
397,500,000
417,381,000
528,717,000
602,403,000
MOOE
37,115,000
42,641,000
46,926,000
57,910,000
PS (% of increase) 5%
26.67%
13.94%
MOOE (% of Increase)
14.89%
10.05%
14.71%
The 13.94% (Php 73,686,000) increase in PS is due to the additional 132 items for deployment this 2013 and the opening of our newly legislated school this School Year The 23.41% (Php 10,984,000) increase in MOOE represents the inclusion of 11 out of the 15 identified PAPs in the proposed budget of the Division.
Note: Proposed Budget SEF Php 330,000,000.00

51. 15 Identified PAPs with corresponding DepEd Orders
PARTICULARS PS
MOOE CO
Total Appropriation
Support to Special Science Elementary School  (5)
375
1,875
2. Support to Engineering and Science Education Program High Schools (5)
164
820
3. Support to Secondary Schools with Special Program for Arts & Sports SPA and SPS (2)
500
1,000
4. Support to SPED Centers/Schools  (4)
2,000
5. Every Child A Reader Program (ECARP) (17)
* NCR to SOAR
* Summer Reading and Science Camp
* Early Reading and Math Assessment
1,899
198
1,085
3,182
6. Alternative Learning Systems (ALS)
* BLP and A&E
* AGAP/GAM
*ALS Unified Contracting Scheme
* BP OSA
116, , , ,000
611
7. Implementation of the Alternative Delivery Mode Program
* Open high school (9)
* Dynamic Learning Program (5)
* Whole Brain Learning (15)
 584
175
4,675
5,434
8. Implementation of the Redesigned Technical-Vocational High School Program (5)
1,109
5,545
9.. School Based Management (SBM) Installation & Support (17)
1,300
10. Human Resource Training and Development Including Teacher's   Training, Scholarship & Fellowship Grants and Capacity building for Non- teaching Personnel
10,622
11. School Health and Nutrition Program (23)
4,642
TOTAL -
Php 37,031

52. Programs/Activities/Projects (PAPs)
Proponents/
Implementers
Proposed Budget/Source
Locally- Funded
SEF
School Fund
1. Special Science Elem School
(SSES)
(Php 1,875,000)
Dona Pilar Gonzaga Elementary School
Highway Hills Integrated School
Mandaluyong Elementary School
Hulo Elementary School
Eulogio Rodriguez Integrated School
Php 375,000
375,000
2. Engineering and Science Special School (ESEP)
(Php 820,000)
Mataas Na Paaralang Neptali A. Gonzales
Andres Bonifacio Integrated School
Highway Hills Integrated School,
Mandaluyong High School
164,000
3. Special Program for the Arts and Sports
(SPA/SPS)
(Php 1,000,000)
Highway Hills Integrated School (SPA)
Eulogio Rodrigues Integrated School (SPS)
500,000
4. Special Education
(SPED)
(Php 2,000,000)
Isaac Lopez Integrated School
Pedro P. Cruz Elementary School
Nueve de Febrero Elementary School

53. Programs/Activities/Projects (PAPs)
Proponents/
Implementers
Proposed Budget/Source
Locally- Funded
SEF/ CONG
School Fund
5. Every Child a Reading Program (ECARP)
(Php 3,180,500)
NCR to SOAR ( 23 Schools)
Summer Reading and Science Camp (23 schools)
Early Reading and Math Assessment (19 Schools)
Php 1,898,525
197,500
1,084,475
SEF
6. Alternative Learning System
(ALS)
(php 611,000)
BLP and A&E
AGAP/GAM
ALS Unified Contracting Scheme
BP OSA
116,000
150,000
220,000
125,000
7. Alternative Delivery Mode (ADM)
(php 5,434,050)
Open High School (9 HS)
Dynamic Learning Program (DLP):
- DPCGES; PPCES; FPJES;ERIS( HS);HHIS (HS)
c. Whole Brain Learning: ( 9 ES & 6 HS)
583,875
175,000
4,675,175
with SEF/
cong
initiative
8. Redesign Tech-Voc High School Prog (STVEP)
(php 5,545,000)
a. MHS
b. ABIS
c. BJNHS
d. ILIS
e. MPNAG
1,109,000
Cong.. initiative

54. Programs/Activities/Projects (PAPs)
Proponents/
Implementers
Proposed Budget/Source
Locally- Funded
SEF/ CONG
School Fund
9. School-Based Management (SBM)
(php 1,292,118)
a. SBM-recipient schools
b. Non-recipient Schools
May also use MOOE
if needed
MOOE

55. Programs/Activities/Projects (PAPs)
Proponents/
Implementers
Proposed Budget/Source
Locally- Funded
SEF/ CONG
School Fund
10. Human Resource Training and Development Including Teacher’s Training, Scholarship & Fellowship Grants and Capacity building for Non-Teaching Personnel
(HRTD)
(php (10,621,850)
ALS Teachers’ Training Program (41 x 5 x 7,700)
78,375
312,000
SEF/
Cong
Initiative
2. Scholarship (30 teachers php 25,000)
750,000

56. Programs/Activities/Projects (PAPs)
Proponents/
Implementers
Proposed Budget/Source
Locally- Funded
SEF/ CONG
School Fund
10. Human Resource Training and Development Including Teacher’s Training, Scholarship & Fellowship Grants and Capacity building for Non-Teaching Personnel
(HRTD)
(php(php 10,621,850)
Php 770,000
SEF/
Cong
Initiative

57. Programs/Activities/Projects (PAPs)
Proponents/
Implementers
Proposed Budget/Source
Locally- Funded
SEF/ CONG
School Fund
10. Human Resource Training and Development Including Teacher’s Training, Scholarship & Fellowship Grants and Capacity building for Non-Teaching Personnel
(HRTD)
(php(php 10,621,850)
php 758,725
SEF/
Cong
Initiative
Research and Development
- Training/workshop on the conduct of research
- Research on Authentic Assessment of Students
16,225
575,000
Php 591,225
6. Completion of Database Management Systems
- Retooling/training of personnel in-charge of the database management system (7 systems x 23 schools; 7 division in-charge; 23 principals) (191 x Php 275 x 7days)
367,675

58. Programs/Activities/Projects (PAPs)
Proponents/
Implementers
Proposed Budget/Source
Locally- Funded
SEF/ CONG
School Fund
10.Human Resource Training and Development Including Teacher’s Training, Scholarship & Fellowship Grants and Capacity building for Non-Teaching Personnel
(HRTD)
(php 10,621,850)
7. Monitoring and Evaluation and TAs (Quarterly)
736,200.00

59. Programs/Activities/Projects (PAPs)
Proponents/
Implementers
Proposed Budget/Source
Locally- Funded
SEF/ CONG
School Fund
11. School Health and Nutrition Program
(Php.
4,607,205 )
1. Health Assessment Program (23 schools)
2. Gulayan sa Paaralan / Food Always in the Home (FAITH) / Bio-intensive Gardening (BIG) (Urban Gardening)
ECO - Saver
1,150,000
4,642,205
SEF
MOOE

60. In Summary:
This Division is convinced that we will be able to reach our desired destiny. We will be guided by the paradigm that if we want change, we must do things differently. Unlearning of learning that does not work anymore and discovering new learning is said to be the greatest knowledge.
We continue to push our aspirations and cling to our faith that DepEd Mandaluyong can be the best of what it can be for 2014 and beyond.
So, help us God.
DepEd Mandaluyong
Dr. EVANGELINE P. LADINES, OIC-Schools Division Superintendent
Dr. NERISSA L. LOSARIA, OIC-Asst. Schools Division Superintendent
Dr. ALYN G. MENDOZA, Education Program Supervisor
Miss. KRIZEL A. TAYAG, Accountant
Mrs. MA. DELMA A. ABRINGE- Planning Officer II