1. Revisiting The New Roles and Structures of the RO and SDO in the RSP: Challenges and Prospects
Two years after the rationalization plan in DepEd has been approved for implementation, our region is by far among the first – if not the first region to make some big leaps towards the implementation of the program. I would like to think that just as the other regions are still halfway with the new structure, region 12 is already leading towards completing it.

2. Entry Points of Change People Technology Structure Tasks Knowledge
By Dr. Harold Leavitt
Knowledge
Skills
Efficiency
Productivity
Hierarchy
Relationships
Communication patterns
Coordination
People
Technology
Structure
Tasks
“aids / facilitates the people to perform the Tasks”
Let me just say that the primary cause or reason for the rationalization program that our department has just undergone is CHANGE. So others say that the only permanent thing in this world is change. But what is change? What are the different entry points for change?
Tasks:
Relevance
Benefits
Goals
Yield
Productivity

3. External Factors Driving Change
Technological
Economic
Political
Social

4. Internal Factors Driving Organizational Change
Values
Leadership
Mission
Strategic Goals
Vision
ORGANIZATION

5. The Boiled Frog
If you put a frog in cold water and slowly heat it, the frog will eventually let itself be boiled to death. We, too, will not survive if we don’t respond to the radical way in which the world is changing.
-Charles Handy
“The Age of Unreason”

6. We need to Change
Start here. Link with the previous activity.

7. DepEd Order No. 53, s Approval and Implementation of the 2013 DepEd Rationalization Program DepEd Order No. 50, s Guidelines on the Recruitment, Selection and Placement of Personnel Pursuant to the DepEd Rationalization Program under EO 366 s

8. Goals of DepED’s Rationalization
MORE EFFICIENT & EFFECTIVE
CENTRAL OFFICE
Agenda-setting, policy-making, research, standards formulation, over-all leadership
RE-ENGINEERED
REGIONAL OFFICE
Field leadership in the enforcement of standards, Technical support service hub for divisions
RE-ENGINEERED
SCHOOLS DIVISION OFFICE
For DepED to focus on its core business, there is a need to reiterate the goals of the DepED rationalization plan in relation to the different organization levels of the department. The goals are as follows:
Have a more efficient and effective central office that focuses on policy-making, standards-setting and over-all leadership of the department
Have a re-engineered regional office that focuses on localization of policies, quality assurance and on being the technical support hub of its divisions
-Have a re-engineered division office that focuses on field leadership and supervision to better support our schools in delivering our education services to the learners
Core competence in field leadership and supervision
HIGH PERFORMING SCHOOLS
High EFA performance results.
Effective management of schools & LCs

9. Organizational Functions
Central office
Set overall education agenda, directions and policies
Formulate systems and standards for national adoption
Perform investment programming
Articulate national frameworks to guide the organization in the performance of its core functions and the provision of support
Oversee quality assurance and performance accountability
Build Partnerships with GOs & NGOs
Organizational Functions
(basic reference: RA 9155)
Region Office:
Set Regional agenda, directions and policies
Localize curriculum
Adapt to or adopt standards
Manage Quality Assurance
Provide technical assistance to Divisions
Manage program
investment and equitable allocation of resources
Establish and manage partnerships
Division/District Office:
Implement education agenda and policies
Manage curriculum implementation;
Provide Instructional supervision
Build communities of schools and LCs
Give technical assistance to schools/LCs
Execute equitable distribution of resources
Establish and manage partnerships
School/LC
Take accountability for learner outcomes
Implement the curriculum
Provide equitable opportunities for all learners in the community
Create an environment conducive to teaching & learning
Lead & manage school &
its resources
Establish and manage
linkages with
stakeholders

10. Clustering of Offices: Strands
CURRICULUM AND INSTRUCTION
Ensure continuous improvement of the curriculum;
actively seeking and understanding the “learner” to develop the appropriate delivery systems;
provision of learning resources and ensuring quality
EDUCATION GOVERNANCE AND OPERATIONS
Ensure capacity of the organization to continuously improve and be strategic in managing the environment for which “teaching and learning” takes place
STRATEGIC MANAGEMENT
Enable the organization to focus on long-term directions and interface with the internal and external environment
LEGAL AND LEGISLATIVE AFFAIRS
Enhance capacity of the organization to deal with legal matters and be proactive in moving forward its legislative agenda
FINANCE AND ADMINISTRATION
Ensure efficiency to support the organization as a whole to focus on its core business and thus attain its targets

11. FEATURES OF THE STRUCTURES
Focus is “Support to the schools”
Clustering of Offices to major strands of service objectives and key functions
Process-oriented Organization – derived from functions
Appropriate proportion of the various types of positions:
Key positions
Technical positions
Support To Technical
Administrative

12. Target improvement in Staff Distribution

13. REGIONAL OFFICE Purpose & KRAs

15. Mandate per RA 9155 The Department of Education shall
protect and promote the right of all citizens to qualify basic education, and
take appropriate steps to make such education accessible to all.
The Department of Education shall establish, maintain, and support a complete, adequate, and integrated system of basic education relevant to the needs of the people and society.
It shall establish and maintain a system of free and compulsory public education in the elementary level and free public education in high school level.
All educational institutions shall inculcate patriotism and efficiency.
The Department of Education :
shall take into account Regional and sectoral needs and conditions and
shall encourage local planning in the development of educational policies and programs.

16. Regional Office: Purpose & KRAs
To ensure equitable access to quality and relevant basic education in the Region by:
developing informed and responsive policies and plans,
managing effectively the localized curriculum and learning resources,
assuring quality performance,
providing appropriate and timely technical assistance to schools divisions, and
sustaining effective education support services and partnership with stakeholders
KRA 1: Regional Policies, Plans, and Education Support Systems KRA 2: Curriculum Localization KRA 3: Human Resource Development KRA 4: Quality Assurance KRA 5: Technical Assistance KRA 6: Partnership Building KRA 7: Organizational Performance

17. Regional Office: KRAs
Direction and Policies Issuance
Regional and Educational Strategic Plan
Researches on Educ. Governance
Enhanced Education Support Systems
KRA 1: Regional Policies, Plans, and Education Support Systems
Localized and Indigenized Curriculum and Instruction
Localized and Indigenized Learning
Resources and Instructional Materials
Research Studies on Curriculum Management
KRA 2: Curriculum Localization
HRD Policies, Plans and Programs
Search, Recruitment and Selection System Implemented
Professional Dev. Prog. Implemented
Career Dev. Strategies Implemented
Performance Management System Implemented
Employee Welfare Provided
Succession and Exit Programs Implemented
KRA 3: Human Resource Development
Quality Assurance
Quality assurance Mechanism and Tools
M&E System
Assessment Reports
 Human Resource Development
 Technical Assistance
 Technical Assistance Plans crafted
Technical Assistance Interventions designed, implemented and Evaluated
Best Practices recognized and sustained
Partnership Building
 Support of Educational Stakeholders
Linkages and Partnership
 Organizational Performance
 Conduct of regular (at least monthly) regional management team meetings
Performance Management implemented and results of which applied to other HRM systems

18. Regional Office: KRAs KRA 4: Quality Assurance
Quality assurance Mechanism and Tools
Assessment Reports
M&E System
KRA 4: Quality Assurance
Technical Assistance Plans crafted
Best Practices recognized and sustained
Technical Assistance Interventions designed, implemented and Evaluated
KRA 5: Technical Assistance
Support of Educational Stakeholders
Linkages and Partnership
KRA 6: Partnership Building
Conduct of regular (at least monthly) regional management team meetings
Performance Management implemented and results of which applied to other HRM systems
KRA 7: Organizational Performance

19. SCHOOLS DIVISION OFFICE Purpose & KRAs

21. Schools Division Office in the RS
As frontline office of the Department for the management of basic education delivery, the Schools Division Office (DO)
provides instructional leadership to schools and learning centers which are the direct implementers of educational programs for learner development.
This is carried out through
a strategic division education plan in consideration of the needs and concerns of the division, districts, schools and learning centers and aligned with the regional education development plans
Purpose:
The Schools Division Office supports schools and learning centres and enables them to deliver accessible and quality education to the community it serves, by:
implementing education plans and policies,
monitoring implementation of curriculum standards and
providing instructional supervision and/or technical assistance and
building communities of good practices,
ensuring equitable distribution and allocation of resources while establishing linkages among educational stakeholders

22. Schools Division Office in the RS
Key Result Areas
Division Strategic Planning
Hiring, Recruitment and Promotion of Personnel (teaching and non-teaching) Implementation of Education Agenda and Policies
Implementation of Education Agenda and Policies
Management of Curriculum Implementation
Provision of Instructional Supervision
Building Communities of Practice

23. Continuum of Service
Set Curriculum Standards and Design Curriculum
Implement / Direct delivery to Clients
CO: responsible for designing and engineering the national standards and minimum requirements of the BE curriculum to ensure relevance to the long term needs of the country.
RO: works with Regional agencies and education stakeholders to define a localized curriculum responsive to the needs and aspirations of the region and communities they serve
SDO and District manages and supervises the implementation of the basic education curriculum and ensures that minimum requirements are met and exceeded.
Schools and LCs implement the localized curriculum and innovate within the bounds of the standards set.

24. Connecting Offices for Curriculum & Instruction
CENTRAL Office
REGION Office
BCD- Spec. Cur. Prog. Div.
BCD- Cur. Stds. Division
SD Office
CLMD
+ LRMD
BEA- Ed. Res. Division
BEA- Ed. Asses. Division
CID
QAAD
BLD- Student Incl. Div.
BLD- Tchng. & Lrng. Div.
SGOD
S M, M & E
Planning & Res.
Educ. Facilities
HRD
Soc. Mob.
School Health & Nutrition
BLR- QA Div.
BLR- LR Prod. Division
HRDD
R-NEAP
BLSS – Sch. Health Div.
BLSS – Sch. Sports Div
BLSS - Youth Formation Div.
ESSD

25. Continuum of Service
Develop QA philosophy / Set quality, policy guides for QM, QA and M&E
Implement Total Quality Management
CO: Responsible for developing the philosophy, setting standards, providing policy guidelines for quality management and quality assurance and monitoring systems.
RO:
Performs oversight function
QA the systems and processes as per standards and guidelines set
Provides TA to the SDOs in the implementation of the desired systems
SDO and District:
Implement QM system to support delivery of BE services
Manage implementation of standards and policies on governance of schools & LCs
Determine & M&E educ. outcomes, services and resources
Schools and LCs:
Implement the TQM system and enforce standards set.
M&E the SIP implementation
Assess learners’ progress and utilize appropriate data to improve the Teaching-Learning outcomes

26. BCD + BLD + BLR + BEA + BLSS
Connecting Offices
For Quality Management
CENTRAL Office
REGION Office
BCD + BLD + BLR + BEA + BLSS
SD Office
CLMD
+ LRMD
CID
BHROD-OED
BHROD-SED
QAAD
SGOD
S M, M & E
Planning & Res.
Educ. Facilities
HRD
Soc. Mob.
School Health & Nutrition
Organizational and School standards, policies and frames
PS PPD
PS – PPRD
PS – EMIS
PPRD
ESSD
AS - EFD
HRDD
R-NEAP
NEAP-QD

27. Continuum of Service
Provide policy guides; Develop and monitor organization systems
Implement School-based Systems
CO: Responsible for providing policy guidelines, organization systems development and monitoring (e.g. Planning System, Human Resource Development, etc).
RO: Provide oversight, monitors and evaluates, and provides technical assistance to the SDOs in the implementation of the systems
SDO and District:
Ensure that schools are able to practice school-based management, get the support from stakeholders and from the organization, and operate efficiently and effectively.
Schools and LCs:
Implement the school-based systems
Implement school-based professional development programs for teachers and staff

28. ISSUES and CONCERNS Acceptance of new tasks by the personnel
Eligibility of applicants to the RAT created items
- mismatch of skills to
qualification standards
- no eligibility
3. Cross-functionality of divisions
- Overlapping of functions
- “Turfing”

29. Issues and Concerns
4. “Comfort zones” 5. Political intervention or influence

30. Ways Forward Capability building - institutionalization of functions
Setting up of standards (region, SDO)
Establishment of an integrated organizational structure
…..and…

31. DEPED REGION XII will have One message. One character. One direction.
It is a must….
DEPED REGION XII will have One message. One character. One direction.

32. BACKGROUND: LEGAL BASIS
DepEd Memorandum No. 4, s. 2014:
“…schools, individuals, corporations, foundations or organizations, which fall within Categories A, B or C, may signify their intention to offer Senior High School.”

33. BACKGROUND: LEGAL BASIS
Category A - private schools which have been granted recognition by DepEd to offer secondary education (Years I-IV) - at least Level II accreditation by any of the accrediting agencies under the FAAP

34. BACKGROUND: LEGAL BASIS
Category B - Non-DepEd schools which have been issued a permit or government recognition by TESDA (any training course) and CHED (any higher education program) Non-DepEd schools with at least Level II accreditation by any of the accrediting agencies under FAAP
- Non-DepEd schools that have been granted at least Bronze accreditation status by the Asia Pacific Accreditation & Certification Commission

35. BACKGROUND: LEGAL BASIS
CATEGORY C - other individuals, corporations, foundations or organizations duly recognized by the SEC

36. BACKGROUND: LEGAL BASIS
REGION MEMORANDUM NO. 133, s. 2015
created regional and division SHS for Private Schools Validating Teams
capacitated the division teams in evaluating required documents in the application to offer SHS
REGION ADVISORY NO. 34, s. 2015
Three (3) regional teams conducted on-site validation of private schools that have applied to offer SHS
On-going; started July 21, 2015

37. Number of Private & Non-DepEd Schools Visited
Cotabato Division - 21 Kidapawan City - South Cotabato - 23 Koronadal City - 18 Tacurong City - 8 Sultan Kudarat - 15 Cotabato City - 7 General Santos City - Sarangani - 15

38. General Findings
Except for 2-3 private /non-DepEd schools in every division, all private schools are SHS-ready (met basic requirements)
Notre Dame schools have on-going construction of classrooms, laboratories in preparation for their track offerings

39. General Findings
3. Teachers identified to teach in SHS are qualified; are undergoing/will undergo retooling (2nd semester, 2016 summer) 4. Schools intend to hire on part-time basis private practitioners (CPAs, Engineers, college professors), retired DepEd personnel

40. General Findings
5. Private / Non-DepEd schools found to be not SHS-ready have deficiencies in:
School site - not owned by the school
Not enough laboratories as required for STEM; no library)
Proposed classrooms: hazardous to users; not standard size, no room for simulation, not fitted for the track being offered

41. General Findings
Teacher Qualification: no units of specialization; NC II certificate does not match the track or strand being planned to offer
Documents: some branches only copied the documents of the mother school; incomplete documentation (list of proposed teachers, MOA)

42. NEXT STEPS
1.Completion of deficiencies in documents by concerned schools 2. Meeting of division coordinators for SHS, private schools, TLE 3. Private Schools Summit on SHS (done) 4. Issuance of Provisional Permit 5. Pre-Enrolment for SHS

43. Deadline for Private Schools applying for SHS – Aug. 30, 2015 Sept
Deadline for Private Schools applying for SHS – Aug. 30, 2015 Sept. 1-9, 2015 – on-site validation Early Enrolment – Sept 14-19, 2015 ??? Action Plan for SHS in Private Schools Objective – Activity – Date – Persons - MOV Involved