THE BASIC EDUCATION

MONITORING AND EVALUATION

FRAMEWORK (BEMEF)

August 17-18, 2022

DepEd EcoTech Center, Lahug, Cebu City
 Pre-Test

https://bit.ly/PreTestBEMEF
or scan the QR code

DEPARTMENT OF EDUCATION 2
 THE BASIC EDUCATION
MONITORING AND EVALUATION
FRAMEWORK (BEMEF)

August 17, 2022

 PRAYER
Father God, thank You for allowing us today to
gather and be able to share our knowledge and time
with one another in this activity.

We pray that you would deepen our

comprehension, broaden our thinking, and guide us
in understanding of what we are about to discuss
today. Bless our colleagues in DepEd as we work
for better quality education amidst the pandemic
and as we transition to the face-to-face classes.

May You bestow Your blessings after this activity, so

that we may be able to perform our roles and
responsibilities, in the spirit of your love and
generosity.

Amen.
DEPARTMENT OF EDUCATION 4
Welcome Remarks

DEPARTMENT OF EDUCATION 5
 What’s
in your
bag?

● Select a thing in your bag that is very important to you.

● State your name and region.
● Share a reason why is that thing important to you.
● Select other regional delegates to introduce themselves.

DEPARTMENT OF EDUCATION 6
Leveling off

DEPARTMENT OF EDUCATION 7
● Objective: Determine the current status of the M&E
mechanisms in your respective region
● Guide questions:
○ What are your current M&E initiatives?
○ How do you implement any M&E initiatives within your
region?
○ What are the challenges encountered in implementing
M&E?

DEPARTMENT OF EDUCATION 8
 MECHANICS

● The QAD reps will be arranged into groups but will work per
region to produce their output. Groupings are as follows:

Group Regions Facilitators

Group 1 CARAGA, III, NCR, VIII Kat, Lia

Group 2 II, I, CAR, IX MC, Aireen

Group 3 MIMAROPA, VII, XI Law, Raissa

Group 4 V, CALABARZON, VI Evelyn, Aivan

Group 5 XII, BARMM, X Mariel, Annavie

 MECHANICS
● Using the metacards provided, participants per
region shall assess their current M&E initiatives by
answering and/or providing inputs on the following:
– What are your current M&E initiatives?
– How do you implement any M&E initiatives
within your region?
– What are the challenges encountered in
implementing M&E?
● After accomplishing the activity, participants shall
do the gallery walk to observe and gain insights
on the outputs of the other groups.
● Maximum of 30 minutes shall be allotted for the
activity.
DEPARTMENT OF EDUCATION 10
 Example

What are your How do you What are the

current M&E implement the challenges
initiatives? M&E? encountered?

Region 1 Initiative 1 Process 1 Challenge 1

Initiative 2 Process 2 Challenge 2
Region 10 Initiative 1 Process 1 Challenge 1
Initiative 2 Process 2 Challenge 2
Region 7 Initiative 1 Process 1 Challenge 1
Initiative 2 Process 2 Challenge 2

DEPARTMENT OF EDUCATION 11
 Activity Objectives
The activity aims to:
● orient the QAD about the BEMEF guidelines,
particularly
– discuss/clarify the details and/or provisions of
BEMEF
● develop the policy implementation and M&E
plans of the region

DEPARTMENT OF EDUCATION 12
 Indicative Program of Activities
Day 1: August 17, 2022 - Orientation and Workshop
Activity
Pre-test

AM Preliminaries
Session Leveling off: Assessment of M&E initiatives

Orientation Proper: Discussion of BEMEF guideline

Agency Performance Matrix and Indicators
Orientation Proper: Continuation of discussion of BEMEF guidelines
○ M&E Mechanism
Orientation Proper: Continuation of discussion of BEMEF guideline
○ Operationalizing the conduct of M&E
○ M&E System per Governance Level
PM ○ Roles and Responsibilities of Offices
Session ● Brief Discussion of Implementation Plan
● Presentation of BEMEF guideline Implem plan (national level)
● Presentation of mechanics for workshop 1
Workshop 1: Developing the regional BEMEF Implementation plan

DEPARTMENT OF EDUCATION 13
 Indicative Program of Activities
Day 2: August 18, 2022 - Continuation of Workshop
Activity
Management of Learning (MOL)
Finalization of Workshop Output 1
AM ● Presentation of regional implementation plan (per region; voluntary,
Session max of 3 presenters and/or regions)
● Open forum
● Presentation of M&E plan (national level)
● Presentation of mechanics for workshop 2
Workshop 2: Developing the regional M&E plan
Management of Learning (MOL)
Continuation of Workshop 2: Crafting of M&E plan (regional level)
● Presentation of regional M&E plan
PM ● Open Forum
Session ● Post test
● Completion of activity evaluation
● Closing activity
● Reminders

DEPARTMENT OF EDUCATION 14
Questions from the registration form

• What is the scope of BEMEF?

• How to contextualize BEMEF into different PPAs which
are aligned with our KRAs?
• Why is Completion Rate under the pillar Quality?
• What would be the changes of BEMEF in this time of
pandemic?
• What will be the mechanism for the Program
Implementation Review (PIR)?

DEPARTMENT OF EDUCATION 15
 Outline of Presentation

• Scope of BEMEF
• Objectives
• Guiding Principles
• BEMEF and Performance Indicators
• M&E Mechanism
• M&E System per Governance Level
• Roles and Responsibilities of Offices
• References

DEPARTMENT OF EDUCATION
Basic M&E Concepts

DEPARTMENT OF EDUCATION 17
 Basic M&E Concepts

• Theory of Change
• Monitoring
• Evaluation
• Indicators
• Input
• Output
• Outcome
• Goal / Impact

DEPARTMENT OF EDUCATION
 THE BASIC EDUCATION
MONITORING AND EVALUATION
FRAMEWORK (BEMEF)
SCOPE OF BEMEF

The Basic Education Monitoring and

Evaluation Framework (BEMEF) along
with the structures and mechanisms,
shall be adopted and implemented by
all DepEd operating units in all
governance levels. It identifies
DepEd operating units with
oversight M&E functions and
articulates the M&E processes that
shall be performed at each governance
level.
 OBJECTIVE(S)

The Department establishes the BEMEF to ensure that the

agency’s plans, policies, systems and processes are geared
towards the achievement of organizational outcomes.

This Framework sets the performance measures for the

agency where all operating units are expected to contribute.
This framework shall also guide DepEd bureaus, services,
regional and schools division offices, schools, and learning
centers in developing their respective M&E plan. Lastly, it
shall define the roles and responsibilities of DepEd
operating units in the M&E system and processes.
 GUIDING PRINCIPLES

IMPROVED DEVELOPMENT-
UNDERTAKEN
GOVERNANCE ORIENTED ETHICALLY

UTILIZATION- METHODOLOGICALLY- OPERATIONALLY- SHARED

ORIENTED SOUND AND APPROPRIATE EFFECTIVE RESPONSIBILITY
 Theory of Change (ToC)

• An ongoing process of reflection to

explore change and how it happens -
and what it means in a particular context,
sector, and/or group of people.

• A theory of change is a road map of

where we are going (results) and how we
are getting there (process).

DEPARTMENT OF EDUCATION
 Theory of Change (ToC)

Causal Hypothesis

Question: How do I expect results to be

achieved?

Answer: If (inputs) produce (outputs), this

should lead to (outcomes) which will ultimately
contribute to the (goal).

DEPARTMENT OF EDUCATION
 Theory of Change (ToC)

Source: Innovations for Poverty Action Theory of Change lecture slides

DEPARTMENT OF EDUCATION
 Theory of Change (ToC)

Source: Innovations for Poverty Action Theory of Change lecture slides

DEPARTMENT OF EDUCATION
 Theory of Change (ToC)

Source: Innovations for Poverty Action Theory of Change lecture slides

DEPARTMENT OF EDUCATION
 Theory of Change (ToC)

Source: Innovations for Poverty Action Theory of Change lecture slides

DEPARTMENT OF EDUCATION
 Check for understanding

This component of a Theory of Change

refers to direct products of program
activities/inputs and may include services
delivered by the program.

A. Input
B. Output
C. Outcome
D. Goal

DEPARTMENT OF EDUCATION 29
 Basic Education M&E Framework
GOAL
All Filipinos are able to realize their full potential and
contribute meaningfully to a cohesive nation

SECTOR OUTCOME
Basic education Filipino learners have the physical, cognitive, socio-emotional
and moral preparation for civic participation and engagement in post-secondary
opportunities in their local, national and global communities

INTERMEDIATE OUTCOMES

QUALITY RESILIENCY AND

ACCESS EQUITY
Learners complete WELL-BEING
All school-age Disadvantaged
K-12 basic education Learners are resilient and
children, school-age
having attained all know their rights, and
out-of-school children and youth,
learning standards that have the life skills to
youth, and adults and adults
equip them with the protect themselves, claim
accessed relevant benefited from
necessary skills and their rights and respect
basic learning appropriate equity
attributes to pursue others’ rights as
opportunities initiatives
their chosen paths productive Filipino citizens

ENABLING MECHANISMS-GOVERNANCE
Efficient, nimble and resilient governance and
management processes
 BEMEF Intermediate Outcomes (IOs) and
Enabling Mechanisms (EMs)

● The IO represents what the DepEd as an

organization endeavors the learners to be while
inside the basic education system in terms of
access and quality.
● EM defines the necessary governance structure
in terms of leadership investments, management
systems, partnerships, and external relations that
will ensure the effective, efficient, and responsive
delivery of basic education needs of the learners.
The EMs shall create the enabling conditions
needed to achieve the IOs.

DEPARTMENT OF EDUCATION
 Intermediate Outcomes

IO#1: All school-age Ensured that all learners, regardless of sex,

children, religion, geography, financial disposition,
out-of-school youth, have access to and are encouraged to
and adults accessed attend schools and learning centers. This
relevant basic ensures that schools and learning facilities are
learning made accessible to all types of learners.
opportunities

DEPARTMENT OF EDUCATION 32
 Intermediate Outcomes
IO#2: Ensured that School age children and youth, and
adults who are most vulnerable and disadvantaged in
School-age terms of access to learning as indicated in the
children and eligibility of learners: indigent children, out-of-school
youth, and youth, distressed individuals and families, including
internally displaced personas (IDPs), low resourced
adults in students, abandoned and neglected children,
situations of street children, children of former rebels, children
disadvantaged living in conflict-affected areas and vulnerable
communities (CVAS), children with disabilities,
benefited from children from Geographically Isolated and
appropriate Disadvantaged Areas (GIDA) have access to schools,
equity initiatives learning centers, and all education resources and
facilities. This ensures that no child and youth is
left behind in the education system and reach
their full potential as active members of their
communities and the Philippine society.

DEPARTMENT OF EDUCATION 33
 Intermediate Outcomes

IO#3: Learners Programs and initiatives aimed at ensuring

complete K-12 learners benefit from their completion of the
basic education basic education cycle and from any other
having attained all educational interventions, and are learning/
learning standards gaining knowledge are implemented. It
that equip them recognizes that attendance to school and
with the necessary learning centers is not sufficient to deliver quality
skills and basic education.
attributes to
pursue their
chosen paths

DEPARTMENT OF EDUCATION 34
 Intermediate Outcomes

IO#4: Learners are All learners in adverse contexts recover and

resilient and know even thrive and exercise their rights. Learners
their rights and potentially exposed to hazards, shall have the
have the life skills capacity to adapt. This adaptation means
to protect resisting or changing in order to reach and
themselves and maintain an acceptable level of functioning
claim their and structure.
education rights
from DepEd and
other duty-bearers
to promote
learners’
well-being

DEPARTMENT OF EDUCATION 35
 Enabling Environment
EM#1: Education Improved capacity on participative and
leaders and inclusive management processes of
managers practice education leaders and managers. It ensured
participative and that design and implementation of
inclusive professional development program are
management relevant and appropriate to the required
processes skills and competencies.

EM#2: Human Meet the sufficient human resource

resources in all requirements at all governance levels. Ensure
governance levels that the professional development
are sufficient, standards, employee welfare and benefits
resilient, competent, standards are responsive to the demands
and continuously of quality, inclusive, and rights-based
improving education.
DEPARTMENT OF EDUCATION 36
 Enabling Environment
EM#3: Investments Sufficient provision and equitable distribution
in basic education of education resources. It also recognizes the
provide learners gaps and immediate measures that need to
with the ideal be considered in prioritizing resources in the
learning midst of competing education priorities to
environment achieve equity and impact.

EM#4: Improve and Enhance people's capacity, functional and

modernize internal leadership competencies, internal systems
systems and and processes to efficiently and effectively
processes for a deliver basic education services.
responsive and
efficient financial
resource
management

DEPARTMENT OF EDUCATION 12
 Enabling Environment
EM#5: Key Ensure the collaborative engagement with
stakeholders key stakeholders to achieve basic education
actively collaborate goals. This will be delivered through functional
to serve learners mechanisms to make partnership building and
better linkages more strategic and aligned to DepEd
priorities.

EM#6: Public and Reinforce the role of private education to

private education complement the implementation of the basic
operate under a education curriculum.
dynamic and
responsive
complementarity
framework

DEPARTMENT OF EDUCATION 12
 Check for understanding

Which of the following is NOT one of the

M&E guiding principles in BEMEF policy?

A. Development-oriented
B. Sectoral-initiated
C. Undertaken ethically
D. Methodologically-sound and appropriate

DEPARTMENT OF EDUCATION 39
 Check for understanding
Which intermediate outcome (IO) ensures that no child
and youth is left behind in the education system and
reach their full potential as active members of their
communities and the Philippine society?

A. Access
B. Quality
C. Resiliency and Well-being
D. Equity

DEPARTMENT OF EDUCATION 40
DEPARTMENT OF EDUCATION 41
Developing BEMEF Performance
Indicators

DEPARTMENT OF EDUCATION 42
 What is an indicator?

• Indicators are signposts of change

along the path to development. They
describe the way to track intended
results and are critical for monitoring
and evaluation.
DEPARTMENT OF EDUCATION
Why is it important to specify the
indicators?

DEPARTMENT OF EDUCATION
What are your challenges in
determining the indicators?

DEPARTMENT OF EDUCATION
 Indicators
• The process of formulating indicators should
begin with the following questions:
• How can we measure that the expected
results are being achieved?
• What type of information can demonstrate a
positive change?
• What can be feasibly monitored with given
resource and capacity constraints?

UNDP M&E Handbook 2009

DEPARTMENT OF EDUCATION
 Indicators
• (Continuation) The process of formulating
indicators should begin with the following
questions:
• Will timely information be available for the
different monitoring exercises?
• What will the system of data collection be
and who will be responsible?
• Can national systems be used or
augmented?
• Can government indicators be used?

UNDP M&E Handbook 2009

DEPARTMENT OF EDUCATION
 Indicators

Criteria in establishing indicators

DEPARTMENT OF EDUCATION
Indicators

Source: Kusek & Rist, Ten Steps, 2004, 109

DEPARTMENT OF EDUCATION
 Indicators

▪ statistical measures that

measure results in terms
of:
• Number
• Percentage
Quantitative • Rate
Indicators • Ratio

Source: UNDP PME Handbook, 2009

DEPARTMENT OF EDUCATION
 Indicators
▪ reflect people’s judgements,
opinions, perceptions and attitudes
towards a given situation or subject
▪ include changes in sensitivity,
satisfaction, influence, awareness,
understanding, attitudes, quality,
perception, dialogue or sense of
well-being

Qualitative ▪ measure results in terms of:

• Compliance with…
Indicators • Quality of…
• Extent of…
• Level of…

Source: UNDP PME Handbook, 2009

DEPARTMENT OF EDUCATION
 DepEd Performance Indicators

● The Agency Performance matrix enumerates

and articulates the agency performance
indicators that shall measure DepEd’s
organizational performance.
● This includes the description, frequency of
data reporting, data disaggregation, and
data source for each IO performance
indicator, and includes the description,
frequency of data reporting, data
disaggregation, and accountable offices for
each EM performance indicator

DEPARTMENT OF EDUCATION 52
 DepEd Performance Indicators

● The implementation of these indicators will be

divided into three tiers which are as follows:
○ Tier 1 indicators are those that are readily
available in our current information systems
and administrative data.
○ Tier 2 indicators are those currently under
development and/or with ongoing policy
initiatives.
○ Tier 3 indicators are those that are yet to be
developed.

DEPARTMENT OF EDUCATION 53
 IO#1: All school-age children, out-of-school youth, and
adults accessed relevant basic learning opportunities

Performance Description Frequency Disaggregated by Data Source Tier

Indicators of Data
Reporting
Net Enrollment NER refers to the Annual -Governance level CO: PS 1
Rate (NER) ratio of the (national, region,
RO: PPRD
enrolment for the division)
age group SDO: SGOD
-Level of education:
corresponding to
Elementary,
the official school
Secondary,
age in the
Kindergarten; Grade
elementary/
1-6; Grade 7-10;
secondary level to Grade 11-12
the population of
the same age -Sex (male, female)
group in a given -Gender parity index
year. Also known for NER
as Participation
Rate. -Sector (Public and
Private Schools)

DEPARTMENT OF EDUCATION 54
 EM #1. Education leaders and managers practice participative
and inclusive management processes

Performance Description Frequency Disaggregated Accountable Tier

Indicators of Data by Office
Reporting
Proportion of School-Based Management To be To be developed CO: BHROD 2
schools (SBM) is a DepEd thrust that developed
RO: FTAD
achieving the decentralizes decision-making
ideal SBM level from the Central Office and field SDO: SGOD
of practice offices to individual schools to School: School
enable them to better respond Head
to their specific education
needs.
SBM standards and
assessment tools are guided by
DepEd’s Vision, Mission and
Core Values. SBM practice is
ascertained by the existence of
structured mechanisms,
processes, and practices in all
indicators.
Description of computation: To
be developed

DEPARTMENT OF EDUCATION 55
Agency Performance Matrix
(refer to DO 29, s. 2022)

DEPARTMENT OF EDUCATION 56
 Access:
IO#1: All school-age children,
out-of-school youth, and adults
accessed relevant basic learning
opportunities

DEPARTMENT OF EDUCATION 57
 IO#1: All school-age children, out-of-school youth, and
adults accessed relevant basic learning opportunities

Performance Description Frequency Disaggregated by Data Source Tier

Indicators of Data
Reporting
Net Enrollment NER refers to the Annual -Governance level CO: PS 1
Rate (NER) ratio of the (national, region,
RO: PPRD
enrolment for the division)
age group SDO: SGOD
-Level of education:
corresponding to School: School
Elementary,
the official school Head
Secondary,
age in the
Kindergarten; Grade
elementary/
1-6; Grade 7-10;
secondary level to Grade 11-12
the population of
the same age -Sex (male, female)
group in a given -Gender parity index
year. Also known for NER
as Participation
Rate. -Sector (Public and
Private Schools)

DEPARTMENT OF EDUCATION 58
 IO#1: All school-age children, out-of-school youth, and
adults accessed relevant basic learning opportunities

Performance Description Frequency Disaggregated by Data Source Tier

Indicators of Data
Reporting
Gross GER refers to the Annual -Governance level CO: PS 1
Enrollment total enrollment in (national, region,
RO: PPRD
Rate (GER) a given level of division)
education, SDO: SGOD
-Level of education:
regardless of age, School: School
Elementary,
as a percentage of Head
Secondary,
the population who
Kindergarten; Grade
according to the
1-6; Grade 7-10;
national Grade 11-12
regulations should
be enrolled at this -Sex (male, female)
level (i.e., age -Gender parity index
6-11 for for GER
elementary and
12-15 for -Sector (Public and
secondary) Private Schools)

DEPARTMENT OF EDUCATION 59
 IO 1.1. All five-year-old children in school

Performance Description Frequency Disaggregated by Data Source Tier

Indicators of Data
Reporting
Net Intake Rate NIR refers to the Annual -Governance level CO: PS 1
(NIR) percentage of the (national, region,
RO: PPRD
population at the division)
official elementary SDO: SGOD
-Sex (male, female)
school-entrance School: School
age who are new -Sector (Public and
Head
entrants in the first Private Schools
grade of -Gender parity index
elementary for NIR
education, and
who are of the
same age. Also
known as the
Percentage of
five-year old in
school

DEPARTMENT OF EDUCATION 60
 IO 1.2: All learners will stay in school and finish
key stages
Performance Description Frequency Disaggregated by Data Source Tier
Indicators of Data
Reporting
Retention Rate RR refers to the Annual -Governance level CO: PS 1
(RR) percentage of (national, region,
RO: PPRD
enrollees in the division)
elementary/secon SDO: SGOD
-Level of education:
dary level in a School: School
Elementary,
given school year Head
Secondary,
who continue to
Kindergarten; Grade
be in school the
1-6; Grade 7-10;
following year Grade 11-12
-Sex (male, female)
-Sector (Public and
Private Schools
-Gender parity index
for RR

DEPARTMENT OF EDUCATION 61
 IO 1.2: All learners will stay in school and finish
key stages
Performance Description Frequency Disaggregated by Data Source Tier
Indicators of Data
Reporting
Dropout Rate DR refers to the Annual -Governance level CO: PS 1
(DR) percentage of (national, region,
RO: PPRD
pupils/students who division)
leave school during SDO: SGOD
-Level of education
the year for any School: School Head
(Elementary, Junior
reason as well as
High School, Senior
those who complete
High School)
the previous
grade/year level but -Sex (male, female)
fail to enroll in the -Sector (Public and
next grade/year Private Schools
level the following
school year to the -Gender parity index
total number of for DR
pupils/students
enrolled during the
previous school
year

DEPARTMENT OF EDUCATION 62
 IO 1.3: All learners transition to the next key
stage
Performance Description Frequency Disaggregated by Data Source Tier
Indicators of Data
Reporting
Transition Rate TR refers to the Annual -Governance level CO: PS 1
(TR) percentage of (national, region,
RO: PPRD
learners who division)
graduate from one SDO: SGOD
-Level of education
level of education School: School
(Primary to
and move on to Head
intermediate;
the next higher
elementary to
level
secondary)
-Kinder to Grade 1;
Grade 3 to 4; Grade
6 to 7; Grade 10 to
11
-Sex (male, female)
-Sector (Public and
Private Schools)
-Gender parity index
for TR

DEPARTMENT OF EDUCATION 63
 IO 1.4: All out-of-school children & youth participate in and
complete formal or non-formal basic education learning
opportunities

Performance Description Frequency Disaggregated by Data Source Tier

Indicators of Data
Reporting
Participation Out of school To be To be developed CO: PS 3
Rate of children (OSC) is developed
RO: PPRD
Out-of-school defined as persons
children (OSC) aged 6-14 years SDO: SGOD
and who are not School: School Head
Out-of-school attending school
youth (OSY) while out-of-school
youth refers to
persons aged 15-30
years who are not
attending school,
have not finished
any college or
post-secondary
course, and are not
working

Description of
computation: To be
developed
DEPARTMENT OF EDUCATION 64
 IO 1.4: All out-of-school children & youth participate in and
complete formal or non-formal basic education learning
opportunities

Performance Description Frequency Disaggregated by Data Source Tier

Indicators of Data
Reporting
ALS Percentage of Annual - Governance level CO: BAE 1
Completion Alternative (national, region,
RO: CLMD
Rate Learning System division,
(ALS) learners school/learning SDO: CID
who completed center)
either elementary
- Sex (male, female)
or secondary level
in accordance with - Level of education
the requirements (Basic Literacy, A&E
elementary, A&E
secondary)
- Program provider
(DepEd delivered,
DepEd procured,
DepEd partners)

DEPARTMENT OF EDUCATION 65
 Equity:
IO #2: School-age children and youth,
and adults in situation of disadvantage
benefited from appropriate equity
initiatives

DEPARTMENT OF EDUCATION 66
 IO #2: School-age children and youth, and adults in
situation of disadvantage benefited from appropriate equity
initiatives
Performance Description Frequency of Disaggregated Data Source Tier
Indicators Data Reporting by

Proportion of Transition rate refers To be developed To be developed CO: PS 3

learners in to the percentage of
RO: PPRD
situation of learners who
disadvantage graduate from one SDO: SGOD
transition to next level of education School: School
key stage and move on to the Head
next higher level
Description of
-ELEMENTARY:
computation: To be
% Disparity in
developed
transition rate
- SECONDARY:
% Disparity in
transition rate

*Learners in situation of disadvantage refers to the who are most vulnerable and disadvantaged in terms of access to
learning as indicated in the eligibility of learners: indigent children, out-of-school youth, distressed individuals and
families, including internally displaced personas (IDPs), low resourced students, abandoned and neglected children,
street children, children of former rebels, children living in conflict-affected areas and vulnerable communities (CVAS),
children with disabilities, Children from Geographically Isolated and Disadvantaged Areas (GIDA)

DEPARTMENT OF EDUCATION 67
 IO 2.1: All school-age children and youth and adults in situations
of disadvantage are participating in basic learning opportunities
and receiving appropriate quality education

Performance Description Frequency Disaggregated by Data Source Tier

Indicators of Data
Reporting
Retention rate To be developed To be To be developed CO: PS 3
of learners in developed
RO: PPRD
situation of
disadvantage SDO: SGOD
School: School Head

DEPARTMENT OF EDUCATION 68
 IO 2.1: All school-age children and youth and adults in situations
of disadvantage are participating in basic learning opportunities
and receiving appropriate quality education

Performance Indicators Description Frequency of Disaggregated by Data Tier

Data Reporting Source

Percentage of learners in To be To be developed To be developed CO: BEA 3

situations of disadvantage developed
RO: CLMD
(disaggregated by group)
achieved at least the SDO: CID
minimum level of
proficiency in (a) functional
literacy, (b) numeracy, and
(c) 21st century skills
Reading literacy: % of
learners with at least the
minimum level of
proficiency
Numeracy: % of learners
with at least the minimum
level of proficiency
21st century skills: % of
learners with at least the
minimum level of
proficiency
DEPARTMENT OF EDUCATION 69
 Quality:
IO #3: Learners complete K-12 basic
education having attained all learning
standards that equip them with the
necessary skills and attributes to
pursue their chosen paths

DEPARTMENT OF EDUCATION 70
 IO #3: Learners complete K-12 basic education having attained all
learning standards that equip them with the necessary skills and
attributes to pursue their chosen paths

Performance Description Frequency of Disaggregated by Data Tier

Indicators Data Reporting Source

Completion Rate (CR) CR refers to Annual - Governance level CO: PS 1

the percentage (national, region,
RO: PPRD
of first grade division)
level entrants SDO: SGOD
- Level of education:
in a level of School:
Elementary,
education who School Head
Secondary,
graduate the
Kindergarten; Grade
level
1-6; Grade 7-10;
(elementary or
Grade 11-12
secondary) in
accordance - Sex (male, female)
with the - Sector (Public and
required Private Schools)
number of
years of study - Per program
(IPEd, SPED,
Madrasah, Special
Interest Programs)
-Gender parity index
for CR

DEPARTMENT OF EDUCATION 71
 IO 3.1: Learners attained Stage 1 learning standards of
fundamental reading and numeracy skills

Performance Description Frequency of Disaggregated by Data Tier

Indicators Data Reporting Source

Percentage of learners Refers to the Annual - Governance level CO: BEA 1

attaining at least the number of (national, region,
RO: CLMD
minimum level of learners attaining division, school)
proficiency in Reading at least the SDO: CID
- Level of education:
and Listening minimum level of
Elementary,
comprehension increased proficiency in
Secondary,
Reading and
Percentage of learners Kindergarten; Grade
listening
achieving at least the 1-6; Grade 7-10;
comprehensions
minimum level of Grade 11-12
over the total
proficiency in
number of - Sex (male, female)
-English learners. - Learning area:
-Filipino English, Filipino,
Mother Tongue
-Mother Tongue (except
(except Tagalog),
Tagalog)
Numeracy/Math
-Numeracy
- Sector: Public and
Private Schools
Proficiency in reading and listening comprehensions include the proficiency in English, Filipino, Mother Tongue (excluding
Tagalog) and numeracy
DEPARTMENT OF EDUCATION 72
 IO 3.2: Learners attain Stage 2 (Grade 6) learning standards of
literacy & numeracy skills and apply 21st century skills to
various situations

Performance Description Frequency of Disaggregated by Data Tier

Indicators Data Reporting Source

Percentage of learners Refers to the Annual - Governance level CO: BEA 1

attaining at least the number of Grade (national, region,
RO: CLMD
minimum level of 6 learners division)
proficiency in Stage 2 attaining at least SDO: CID
- Sex (male, female)
literacy and numeracy the minimum
standards level of - Sector (Public and
proficiency in Private Schools
Stage 2 literacy
and numeracy
standards over
the total number
of Grade 6
learners

DEPARTMENT OF EDUCATION 73
 IO 3.3: Learners attain Stage 3 (Grades 7-10) learning standards
of literacy & numeracy skills and apply 21st century skills to
various situations

Performance Description Frequency of Disaggregated by Data Tier

Indicators Data Reporting Source

Percentage of G10 Refers to the Annual - Governance level CO: BEA 1

learners attaining at least number of Grade (national, region,
RO: CLMD
the minimum level of 10 learners division)
proficiency in Stage 3 attaining at least SDO: CID
- Sex (male, female)
literacy and numeracy the minimum
standards level of - Sector (Public and
proficiency in Private Schools
Stage 3 literacy
and numeracy
standards over
the total number
of Grade 10
learners

DEPARTMENT OF EDUCATION 74
 IO 3.4: Learners attain Stage 4 (Grades 11-12) learning standards
equipped with knowledge and 21st century competencies
developed in their chosen core, applied, and specialized SHS

Performance Description Frequency of Disaggregated by Data Tier

Indicators Data Reporting Source

Percentage of Grade 12 Refers to the Annual - Governance level CO: BEA 1

learners attaining at least number of Grade (national, region,
RO: CLMD
the minimum level of 12 learners division)
proficiency in Stage 4 attaining at least SDO: CID
- Sex (male, female)
SHS core areas the minimum
level of - Sector (Public and
proficiency in Private Schools
Stage 4 SHS
core areas over
the total number
of Grade 12
learners

DEPARTMENT OF EDUCATION 75
 IO 3.5: Learners in the Alternative Learning System attain
certification as Elementary or Junior High School completers

Performance Description Frequency of Disaggregated by Data Tier

Indicators Data Reporting Source

ALS A&E passing rate Refers to the Annual - Governance level CO: BAE 1
percentage of ALS (national, region,
RO: CLMD
learners who division,
passed the school/learning center) SDO: CID
Accreditation &
- Level of Education
Equivalency (A&E)
(A&E elementary, A&E
test
Junior High School,
A&E Senior High
School)
- Sex (male, female)
- Program provider
(DepEd delivered,
DepEd procured,
DepEd partners)
- ALS Delivery Mode
(Modular, Home
Tutorial, 1-2 Meetings
per week)

DEPARTMENT OF EDUCATION 76
 Resiliency and Well-being:
IO #4: Learners are resilient and know
their rights, and have the life skills to
protect themselves, claim their rights
and respect others’ rights as
productive Filipino citizens

DEPARTMENT OF EDUCATION 77
 IO #4: Learners are resilient and know their rights, and have the
life skills to protect themselves, claim their rights and respect
others’ rights as productive Filipino citizens

Performance Description Frequency of Disaggregated by Data Tier

Indicators Data Reporting Source

Learners satisfaction To be developed To be developed To be developed CO: Child 3

rating on Rights in
Rights-based Education
Education (RbE) Desk –
Legal Affairs;
Child
Protection
Unit;
DRRMS;
BLSS

DEPARTMENT OF EDUCATION 78
 Check for understanding
Your office at the Central Office wants to explore the
transition rate in Region 11 to understand its
relationship to the access programs in DepEd. Which
functional office should you reach out to to request for
the data?
A. Policy, Planning, and Research Division of Region 11
B. Bureau of Education Assessment
C. Planning Service
D. Office of the Secretary

DEPARTMENT OF EDUCATION 79
 Check for understanding
In your regional office, if you want to explore the
transition rate in your region to understand its
relationship to the access programs in DepEd. Which
functional office should you reach out to to request for
the data?
A. Policy, Planning, and Research Division
B. Curriculum Learning and Management Division
C. Planning Service-EMISD
D. SGOD

DEPARTMENT OF EDUCATION 80
 Enabling Mechanisms
(EM)-Governance
Efficient, nimble and resilient
governance and management
processes

DEPARTMENT OF EDUCATION 81
 EM #1. Education leaders and managers practice participative
and inclusive management processes

Performance Description Frequency Disaggregated Accountable Tier

Indicators of Data by Office
Reporting
Proportion of School-Based Management To be To be developed CO: BHROD 2
schools (SBM) is a DepEd thrust that developed
RO: FTAD
achieving the decentralizes decision-making
ideal SBM level from the Central Office and field SDO: SGOD
of practice offices to individual schools to School: School
enable them to better respond Head
to their specific education
needs.
SBM standards and
assessment tools are guided by
DepEd’s Vision, Mission and
Core Values. SBM practice is
ascertained by the existence of
structured mechanisms,
processes, and practices in all
indicators.
Description of computation: To
be developed

DEPARTMENT OF EDUCATION 82
 EM #2. Human resources in all governance levels are sufficient,
resilient, competent, and continuously improving

Performance Description Frequency of Disaggregated Accountable Tier

Indicators Data Reporting by Office

Proportion of The OPCRF is To be developed To be developed CO: BHROD 2

offices across accomplished by the
governance levels head of office and
with at least reflects office
satisfactory in the commitments and
Office performance.
Performance
Description of
Commitment and
computation: To be
Review Form
developed
(OPCRF)

DEPARTMENT OF EDUCATION 83
 EM #3. Investments in basic education provide learners with the
ideal learning environment

Performance Description Frequency Disaggregated Accountable Tier

Indicators of Data by Office
Reporting
Proportion of Proportion of schools with Annual - Governance level CO: Physical 1
schools and ideal ratio refers to the (national, region, facilities
community number of schools with ideal division, school) Division
learning centers ratio on the requirements for (classroom);
- Level of
(CLCs) achieving classroom, teachers,
education: Planning
ideal ratio on: LRs/LMs, seats, Science
Elementary, Service
and Math equipment,
-Classroom Secondary, (teachers); BLR
multimedia package over the
-Teachers Kindergarten;
total number of DepEd (textbooks);
Grade 1-6; Grade
-Learning schools.
7-10; Grade11-12 Procurement
resources and Ideal ratio for classroom, Office
learning materials teachers, LRs/LMs, seats, - Sector (Public
(LRs and LMs) and Private (Seats, Science
Science and Math and
Schools)
-Seats Equipment, multimedia
Math
-Science and Math package shall be based on
the planning standards set Equipment);
equipment
by the Department. ICTS (ICT
-Multimedia
package package/eclass
room)

DEPARTMENT OF EDUCATION 84
 EM #3. Investments in basic education provide learners with the
ideal learning environment

Performance Description Frequency Disaggregated Accountable Tier

Indicators of Data by Office
Reporting
Proportion of Percentage of schools Annual - Governance level CO: ICTS 1
schools with: (elementary and secondary) (national, region, (internet);
with division, school)
-Connection to Physical
electricity -connection to electricity - Level of facilities
education: (electricity)
-Connection to -connection to internet
Elementary,
internet
-WatSan facility Secondary,
-Water and Kindergarten;
-Water source
Sanitation Grade 1-6; Grade
(WatSan) facility over the total number of 7-10; Grade 11-12
schools in that level
- Water source

DEPARTMENT OF EDUCATION 85
 EM #3. Investments in basic education provide learners with the
ideal learning environment

Performance Description Frequency Disaggregated Accountable Tier

Indicators of Data by Office
Reporting
Proportion of To be developed To be To be developed To be 3
schools with: developed determined
-functional library
-faculty’s/teachers
room

DEPARTMENT OF EDUCATION 86
 EM #3. Investments in basic education provide learners with the
ideal learning environment

Performance Description Frequency Disaggregated Accountable Tier

Indicators of Data by Office
Reporting
Proportion of IQR is a measure of Annual - Governance level CO: PS 1
SDOs achieving inequality in the distribution (national, region,
ideal interquartile of teachers. It compares division, school)
ratio (IQR) pupils/students with the most
- Level of
favorable teacher-student
*on teacher education (Kinder;
ratios with groups of
deployment G1-G6, G7-G10,
students whose schools
G11-G12)
have the most unfavorable
teacher-student ratios.
A national IQR in both
elementary and secondary
education greater than 2
indicates that the most
favored pupils/students have
teacher ratios twice better
than the least favored.

DEPARTMENT OF EDUCATION 87
 EM #4. Improve and modernize internal systems and processes for
a responsive and efficient financial resource management

Performance Description Frequency Disaggregated Accountable Tier

Indicators of Data by Office
Reporting
Client To be developed To be To be developed CO: PS 3
satisfactory rating developed
RO: QAD
of DepEd offices’
respective SDO: SGOD
stakeholders
(internal &
external)

DEPARTMENT OF EDUCATION 88
 EM #5. Key stakeholders actively collaborate to serve learners
better

Performance Description Frequency Disaggregated Accountable Tier

Indicators of Data by Office
Reporting
Percentage To be developed To be To be developed CO: Finance 3
increase of developed Service, PMS,
financial and EPS
contribution of
development
partners (i.e.,
international and
local partners)
Proportion of To be developed To be To be developed CO: BHROD 2
schools with developed
functional School
Governing
Council (SGC)

DEPARTMENT OF EDUCATION 89
 EM #6. Public and private education operate under a dynamic
and responsive complementarity framework

Performance Description Frequency Disaggregated Accountable Tier

Indicators of Data by Office
Reporting
Proportion of Government assistance To be To be developed CO: Private 2
eligible private refers to the Government developed Education
schools receiving Assistance to Students and Office
government Teachers in Private
assistance Education or GASTPE. The
GASTPE program includes
the
-Education Service
Contracting (ESC)
-Teachers’ Salary Subsidy
(TSS)
-Senior High School Voucher
Program (SHS VP)
-In-Service Training (INSET)
Research
Description of computation:
To be developed

DEPARTMENT OF EDUCATION 90
 EM #6. Public and private education operate under a dynamic
and responsive complementarity framework

Performance Description Frequency Disaggregated Accountable Tier

Indicators of Data by Office
Reporting
Proportion of Teachers’ Salary Subsidy To be To be developed CO: Private 2
teachers in private (TSS) is a developed Education
schools receiving Office
GASTPE program wherein
teacher subsidy
an annual salary subsidy is
given to licensed teachers in
ESC-participating JHSs.
These teachers are called
TSS recipients.
Description of computation:
To be developed

DEPARTMENT OF EDUCATION 91
 EM #6. Public and private education operate under a dynamic
and responsive complementarity framework

Performance Description Frequency Disaggregated Accountable Tier

Indicators of Data by Office
Reporting
Percentage of Recognition comes after the To be To be developed CO: Private 2
recognized establishment of a private developed Education
schools or schools educational institution. Office
with recognition Recognition presumes an
existing school and refers to the
authorization granted by the
Department for the school to
conduct educational programs
or operations. The grant of
recognition for schools shall be
based on its satisfactory
operation during the school
year, without any deficiencies in
instruction, administration
and/or management and on full
compliance with the prescribed
requirements of the course15
Description of computation: To
be developed

DEPARTMENT OF EDUCATION 92
DEPARTMENT OF EDUCATION 93
DEPARTMENT OF EDUCATION 94
 THE BASIC EDUCATION
MONITORING AND EVALUATION
FRAMEWORK (BEMEF)

August 17, 2022

DEPARTMENT OF EDUCATION 96
Monitoring and Evaluation (M&E)
Mechanism

DEPARTMENT OF EDUCATION 97
 Think-Pair-Share

• How do you Look for a Share with the

collect data whole group you
partner to talk
in your M&E and your
initiatives?
about your partner’s
• What are the answer. practices
challenges in
collecting the
data?

DEPARTMENT OF EDUCATION 98
 Monitoring and Evaluation

• Monitoring explains the efficiency and effectiveness of

operations while evaluation provides information on the
benefits achieved
• Monitoring results provide bases for critical
management decisions such as resource allocation or
realignment, target setting, remedial/corrective actions
or strategy development.
• Evaluation results provide valuable lessons and
insights that can be used by managers in crafting
strategic decisions for the future such as in designing
organizational changes or future programs and/or
projects.

DEPARTMENT OF EDUCATION
 Theory of Change (ToC)

Source: Innovations for Poverty Action Theory of Change lecture slides

DEPARTMENT OF EDUCATION
 Theory of Change (ToC)

Source: Innovations for Poverty Action Theory of Change lecture slides

DEPARTMENT OF EDUCATION
 Types of M&E

• Monitoring
• Results Evaluation
• Process Evaluation

DEPARTMENT OF EDUCATION
 Types of M&E

Monitoring
• A systematic and objective assessment of an
on-going implementation of plans, programs,
projects, and major activities.
• Aims to steer implementation as efficiently as
possible based on empirical facts determined through
verifiable assessment process, systematic observation
and documentation.
• Also determines any adjustment of plans and
activities needed to achieve the committed targets.
• Monitoring may be done on a weekly, monthly, or
quarterly basis depending on the M&E Plan.

DEPARTMENT OF EDUCATION
 Types of M&E

DepEd Monitoring
• The Program Management Information System
(PMIS) is one of the mechanisms in doing monitoring
and currently the official source of data on programs,
projects and activities (PPAs) from planning to
implementation.
• In support of monitoring and evaluation, Program
Implementation Review (PIR) is established as the
reporting platform. The PIR is conducted on a
quarterly basis to report the accomplishments of
outputs in terms of efficiency, and corresponding
utilization of the budget.

DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION 105
DEPARTMENT OF EDUCATION 106
 Types of M&E

Results Evaluation
• This is an evaluation approach that focuses on
measuring the realization of results.
• It seeks to assess the outcomes and changes
brought about by program or project interventions.
• Findings from this type of evaluation are used as the
baseline situation for the next planning cycle.

DEPARTMENT OF EDUCATION
 Types of M&E

Results Evaluation
• Did the program succeed in helping teachers to use
ICT in teaching and learning process?
• Was the program more successful with certain groups
of people than with others?
• What aspects of the program did participants find gave
the greatest benefit?

DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION 109
 Types of M&E

Process Evaluation
• Determines the effectiveness and efficiency of the
implementation processes and systems.
• This could be conducted at any phase of the plan
implementation and could be combined with other
types of monitoring.
• Through this evaluation, issues and challenges in
program, project, and activity deliveries can be
addressed.

DEPARTMENT OF EDUCATION
 Types of M&E

Process Evaluation
• What were specific interventions put into place by the
program to fight the problem being tackled? Did the
interventions work or not — and how and why?
• What were the kinds of problems encountered in
delivering the program — were there enough
resources from the beginning to do it well? Was it well
managed? Were staff trained or educated to the right
level of the program design? Is there skill at facilitating
the program processes from beginning to end? Was
there adequate support to the program?

DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION 112
DEPARTMENT OF EDUCATION 113
DEPARTMENT OF EDUCATION 114
 Check for understanding
CLMD of Region VIII aims to determine the extent of
implementation of limited F2F class to identify best
practices, issues and areas for improvement. What
types of M&E will they use?

A. Monitoring of outputs
B. Process Evaluation
C. Results Evaluation
D. All of the above

DEPARTMENT OF EDUCATION 115

Operationalizing the Conduct of
M&E

DEPARTMENT OF EDUCATION 116

How do you prepare for the
conduct of M&E?

DEPARTMENT OF EDUCATION 117

 Questions from the registration

• How to craft the Regional M&E Plan?

• What the M&E tools to be used in monitoring the
different PPAs?
• Are there updated M&E tools/templates?
• Does DepEd CO will provide the standardized M&E
tools to the participants?
• What mechanisms shall be used to operationalize the
Regional M&E based on BEMEF?

DEPARTMENT OF EDUCATION 118

 Operationalizing the M&E

• In operationalizing the conduct of M&E, all operating

units are required to develop M&E Plans for their
respective education plans, programs, and policies.
• The M&E Plan is a document that provides guidance
on the purpose and process of conducting monitoring
and evaluation of any programs, policies, projects,
office mandates, and activities.
• The M&E plan contains four (4) core M&E processes.

DEPARTMENT OF EDUCATION
 M&E CORE PROCESSES

I. Establishment II. Data

of Purpose and Collection and
Scope Management

IV. Information
III. Data Dissemination,
Analysis Reporting, and
Utilization
 M&E CORE PROCESSES

I. Establishment of Guide Questions

• What should you be
Purpose and Scope monitoring and
evaluating?
• What are the
Reference point for the corresponding
M&E system, guiding key indicators?
decisions such as
informational needs,
methodological approaches,
capacity building and
allocation of resources.
 M&E CORE PROCESSES
Sample: Core Process 1 of BEMEF
123
 M&E CORE PROCESSES

Guide Questions
II. Data Collection and • What are the possible
Management sources of data?
• Who (office/personnel) is
responsible in data
Collection or gathering of collection?
relevant data to be • How frequent will you
managed for analysis. It collect this data?
involves processes and • Who are the possible users
systems for how a of the data (internal and
project/program will
external) and what are the
systematically and reliably
store, manage and access possible uses of these
M&E data. data?
 M&E CORE PROCESSES
Sample: Core Process 2 of BEMEF
 M&E CORE PROCESSES

Guide Questions
III. Data Analysis • How will you process and
analyze the data that you
have collected?
• Who are responsible in data
Process of converting collected analysis?
(raw) data into usable • How often do you conduct
information. It Involves looking
for trends, clusters or other data analysis?
relationships between different
types of data, assessing
performance against plans and
targets, forming conclusions,
anticipating problems and
identifying solutions and best
practices.
 M&E CORE PROCESSES
Sample: Core Process 3 of BEMEF
 M&E CORE PROCESSES

IV. Information Guide Questions

• To whom will you
Dissemination, communicate the M&E
Reporting, and results? (identifying
Utilization type of
stakeholder/audience
• How will you
The most visible part of communicate the
the M&E system. results? What are
Collected and analyzed communication /
data is presented as reporting strategies will
you employ?
information for use of key • When do you report
stakeholders. M&E results?
 M&E CORE PROCESSES
Sample: Core Process 4 of BEMEF
 M&E Core Processes

• The development of tools for data

collection/requirements shall be guided by the
M&E Plan to be established per program, policy, and
plan.

DEPARTMENT OF EDUCATION
M&E SYSTEM PER GOVERNANCE
LEVEL

DEPARTMENT OF EDUCATION 131

 Questions from reg form

• How to harmonize the current M&E systems at the

school and SDOs with the implementation of
BEMEF?
• What other technical support may QAD can be
deliver?
• What are my roles to help BEMEF succeed with its
goals?
• What is/are the fundamental rule/s of QAD in the
adoption of BEMEF in the region?

DEPARTMENT OF EDUCATION 132

 M&E SYSTEM PER GOVERNANCE
LEVEL
• The M&E system shall serve as an integrating
mechanism across governance levels and within
operating units of the Department.
• This shall provide the DepEd’s decision-makers with
evidence-based information on the applicability and
feasibility of formulation and implementation of policies,
programs, projects, and major activities in the
Department.

DEPARTMENT OF EDUCATION 133

 M&E SYSTEM PER GOVERNANCE
LEVEL
• The vertical integration
National (Central Office)
of the M&E system
across governance
levels is the systematic Regional Office
alignment of development
and implementation of
Schools Division Office
basic education plans,
policies, programs,
projects, major activities, School Level
and M&E processes from
national to region, region
to school division, and
school division to school
level and vice versa.
DEPARTMENT OF EDUCATION 134
 M&E SYSTEM PER GOVERNANCE
LEVEL
• The horizontal integration of the M&E system within
governance levels shall align the development and
implementation processes of basic education plans,
policies, programs, projects, major activities, and M&E
processes among operating units in a particular
governance level.

National (Central Office)/

Regional/SDO/School

Office/ Unit Office/ Unit Office/ Unit Office/ Unit

DEPARTMENT OF EDUCATION 135

 M&E SYSTEM PER GOVERNANCE
LEVEL
• BEMEF shall enable each office to come up with a
more holistic and integrated analysis of their entire
governance situation.
• To make the M&E system functional, all DepEd
operating units across governance levels shall
conduct the M&E of their respective basic education
plans, policies, programs, projects, and major activities
in accordance to BEMEF and corresponding standards.

DEPARTMENT OF EDUCATION 136

 M&E SYSTEM PER GOVERNANCE LEVEL

M&E System
National ❑ defines the scope of DepEd M&E system
M&E system ❑ includes continuous review and enhancements
of performance indicators that shall ensure that
needs of all learners are addressed
Regional ❑ ensures the effective, efficient, and inclusive
M&E system implementation of all education policies &
programs and achievement of desired outcomes
❑ provides the policy makers and implementers
with timely and appropriate feedback on the
implementation of DepEd policies, programs, and
delivery systems
 M&E SYSTEM PER GOVERNANCE LEVEL
M&E System
School ❑ focuses on determining effectiveness and
Division M&E inclusiveness of schools in providing basic education
system services
❑ serves as a mechanism for reflection on the SDO’s
capacity to provide timely and needs-based basic
education support services to schools
School M&E ❑ makes teaching and learning process more
system learner-centered and school-based management more
effective and inclusive
❑ provides the platform for shared governance in
developing, implementing, and sustaining effective
inclusive schools
❑ provides school heads, teachers, non-teaching staff,
and communities with critical insights, lessons, and
timely information on the performance of all learners
 M&E SYSTEM PER GOVERNANCE
LEVEL
National M&E System shall:
• Establish a results-based M&E at all levels;
• Provide the mechanism for the horizontal integration of
bureaus, services and other operating units at the
national level;
• Ensure vertical integration of the M&E systems in the
region, school division, and school;
• Define the processes for validating outcomes and
accomplishments. This includes design of M&E work
processes, identification of the information needs of
internal and external stakeholders, report requirements,
and process for collecting and capturing data and
information;

139
 M&E SYSTEM PER GOVERNANCE
LEVEL
National M&E System shall:
• Ensure the integration of M&E results in development
policies, programs and plans, preparation of the agency’s
financial requirements and distribution of resources;
• Facilitate exchange of information, practices, insights,
lessons and issues between and among operating units
and external stakeholders;
• Facilitate the implementation of third party evaluation of
DepEd programs and projects;
• Link M&E results to the organizational and individual
performance; and
• Ensure that BEMEF is supportive of the achievement of
DepEd goals and outcomes.

140
M&E SYSTEM PER GOVERNANCE
LEVEL
Regional M&E System shall:
• Establish a results-based M&E at the regional level;
• Ensure the horizontal integration of M&E activities of the
different operating units in the region;
• Strengthen vertical integration to link M&E systems
between region, school division and school;
• Ensure that M&E standards and processes are
implemented at the regional level;
• Evaluate the impact, effectiveness, and efficiency of
education policies and programs in the region;

141
M&E SYSTEM PER GOVERNANCE
LEVEL
Regional M&E System shall:

• Facilitate exchange of information, practices, insights,

lessons and issues between and among operating units
and external stakeholders;
• Provide feedback to CO on the regional M&E results
particularly on issues with implications for national policies
and programs;
• Ensure the integration of M&E results in developing local
programs and plans, and customizing national education
strategies and policies; and
• Link M&E results to the organizational and individual
performance.

142
M&E SYSTEM PER GOVERNANCE
LEVEL
SDO M&E System shall:
• Establish a results-based M&E at the school division level;
• Strengthen the link of M&E systems between SDO and
schools;
• Ensure the integration of M&E initiatives of SDO operating
units;
• Monitor the effective and efficient implementation of
education policies and programs;
• Ensure that M&E standards and processes are
implemented at the SDO and school levels;

143
M&E SYSTEM PER GOVERNANCE
LEVEL
SDO M&E System shall:
• Facilitate exchange of information, practices, insights,
lessons and issues between and among operating units
and external stakeholders;
• Provide feedback to RO on the SDO M&E results;
• Ensure the integration of M&E results in developing local
education plans and programs, and in implementing
national education policies and systems both at the SDO
and school levels;
• Provide M&E technical support and capacity building
intervention to schools; and
• Link M&E results to the organizational and individual
performance.

144
M&E SYSTEM PER GOVERNANCE
LEVEL
School M&E System shall:
• Ensure the periodic conduct of M&E in all school
operations and processes in accordance with existing
standards;
• Track operational bottlenecks and issues to update,
calibrate, and differentiate response every school year
and regularly examine and customize teaching strategies;
• Formalize interface between and among school head,
teachers, and non-teaching staff to discuss operational
issues and challenges;

145
M&E SYSTEM PER GOVERNANCE
LEVEL
School M&E System shall:
• Facilitate participation of learners, communities, and other
key stakeholders in the exchange of information,
practices, insights, lessons and issues;
• Maintain records of M&E results and integrate such in the
preparation of SIP, OPCRF, and other school projects and
programs;
• Report to the SDO the M&E results for appropriate
technical support; and
• Link M&E results to the organizational and individual
performance.

146
 Check for understanding

It Involves looking for trends, clusters or other

relationships between different types of data,
assessing performance against plans and targets,
forming conclusions, anticipating problems and
identifying solutions and best practices.

A. Purpose and Scope

B. Data Collection and Management
C. Data Analysis
D. Utilization, Dissemination, and Reporting

147
Roles and Responsibilities of
Offices

DEPARTMENT OF EDUCATION 148

 Theory of Change (ToC)

Source: Innovations for Poverty Action Theory of Change lecture slides

DEPARTMENT OF EDUCATION
 Theory of Change (ToC)

Source: Innovations for Poverty Action Theory of Change lecture slides

DEPARTMENT OF EDUCATION
 ROLES AND RESPONSIBILITIES OF
OFFICES
M&E Overall Lead Process Owner Responsible Offices
System

National Secretary Planning Service All operating units

Regional Quality Assurance

Regional All operating units
Director Division

Schools Governance
School School Division
and Operations All operating units
Division Superintendent
Division

All personnel and

School School Head School Head stakeholders in the
school
 OVERALL LEAD
SCHOOLS
REGIONAL
SECRETARY DIVISION SCHOOL HEAD
DIRECTOR SUPERINTENDENT

● formulate ● develop regional ● develop and ● the authority,

national basic education implement accountable, and
educational plans, standards, division responsible for
policies, plans, programs, education ensuring that
standards, projects, and development information
programs, major activities plans and generated from
projects, and ● customize programs; the school M&E
major national ● implement system is used in
activities; education national the development
● assess strategies and education and
national policies policies and implementation of
learning ● assess regional systems at the plans, programs,
outcomes learning SDO and school projects, and
outcomes major activities to
make the school
more effective
and inclusive
 OVERALL LEAD
SCHOOLS
REGIONAL
SECRETARY DIVISION
DIRECTOR SUPERINTENDENT

● Lead the institutionalization of the basic education national/regional and

SD M&E system;
● Provide decisions and directions on national/regional/SD education
issues and matters arising from various M&E activities such as national
PIRs, stakeholders’ forum, inter-agency meetings, among others;
● Communicate education concerns to other national/regional/SD offices
and other development partners during meetings, fora, or conferences;
● Approve educational policies (for national M&E system) and program
recommendations (for national and regional M&E systems) from internal
and external stakeholders based on evidences presented such as
completed researches, national statistics, among others; and
● Determine additional performance indicators and other adjustments
in the national M&E plan as necessary.
 OVERALL LEAD

SCHOOL HEAD

● Lead the institutionalization of the school M&E system;

● Provide decisions and directions on school issues and matters
arising from various M&E activities such as school PIRs, stakeholders’
forum, inter-agency meetings, among others;
● Communicate school concerns to the school division office during
meetings, fora, or conferences;
● Oversee the conduct of M&E activities in the school and ensure that
these are according to established standards;
● Engage different stakeholders in the conduct of school M&E
activities such as the members of the School Planning Team (SPT),
School Governance Council (SGC), among others;
 OVERALL LEAD

SCHOOL HEAD

● Conduct quarterly Program Implementation Review (PIR) in the

school to track physical and financial accomplishments and assess the
progress of implementation of plans, programs, projects, and major
activities;
● Maintain records of M&E results and integrate such in the preparation
of SIP/AIP, OPCRF, and other school programs, projects, and major
activities;
● Develop M&E plan for their respective School improvement plan;
● Prepare school M&E reports for dissemination to internal and external
stakeholders such as the School Report Card (SRC), Transparency
Board, Learning Action Cells (LAC), among others;
● Determine additional performance indicators and other adjustments
in the school M&E plan as necessary.
 PROCESS OWNER
PLANNING Quality Assurance School Governance and SCHOOL
SERVICE Division Operations Divisions HEAD

● Oversee and manage the conduct of M&E of all operating units within
their governance level and ensure that they are adhering to established
standards;
● Review and provide input to the M&E plan of DepEd offices
● Maintain a national/regional/SD database facility to ensure that data
and information gathered from M&E activities are properly managed;
● Consolidate and analyze M&E reports from central and
regional/regional and SD/ SD operating units and school for the
preparation of national/regional/SD reports to be disseminated to internal
and external stakeholders;
● Lead the conduct of quarterly Program Implementation Review (PIR)
among central and regional operating units/ regional and SD operating
units/ SD operating units and schools to track physical and financial
accomplishments and assess the progress implementation of plans,
programs, projects, and major activities
 PROCESS OWNER
PLANNING Quality Assurance School Governance and
SERVICE Division Operations Divisions

● Oversee and provide assistance in the conduct of evaluations on

DepEd’s programs, projects, and major activities; and,
● Provide technical assistance and capacity building support to central
and regional operating units/ regional and SD operating units/ SD
operating units and schools on the management and conduct of M&E
within their respective M&E systems.
 RESPONSIBLE OFFICE
ALL PERSONNEL
ALL CENTRAL ALL REGIONAL ALL SCHOOLS DIVISION AND
OFFICE UNITS OFFICE UNITS STAKEHOLDERS IN
OFFICE UNITS
THE SCHOOL

▪ All operating units of the Department from the national, regional,

school division, and school levels responsible to conduct M&E
▪ Establishes results-oriented and evidence-based M&E within
their respective offices
▪ Adheres to the established M&E standards in performing M&E
activities and processes
▪ Partakes in strengthening the horizontal and vertical
integration of M&E system by engaging other operating units
during development of local education plans and programs,
implementation of national education policies and systems, and
M&E
 RESPONSIBLE OFFICE
ALL PERSONNEL
ALL CENTRAL ALL REGIONAL ALL SCHOOLS DIVISION AND
OFFICE UNITS OFFICE UNITS STAKEHOLDERS IN
OFFICE UNITS
THE SCHOOL

▪ Develop M&E plan for their respective education plans, programs, and
policies
▪ Provides feedback, insights, lessons, and other issues gathered from
their respective M&E activities to relevant operating units
▪ Participates in M&E initiatives such as PIRs, periodic reporting of
accomplishments of plans and PAPs, submission of O/IPCRF, among
others
▪ Applies M&E results in improving office and individual performance
 REFERENCES

● Amerasinghe, Nihal. (2015). “Design, Appraisal, and Management of

Sustainable Development Projects”. Manila: Asian Institute of
Management
● DepEd Order No. 88, s. 2010. 2010 Revised Manual of Regulations for
Private Schools in Basic Education
● DepEd Order No. 02, s. 2015. Guidelines on the Establishment and
Implementation of the Results-Based Performance Management System
(RPMS) in the Department of Education
● DepEd Order No. 44, s. 2015. Guidelines on the Enhanced School
Improvement Planning (SIP) Process and the School Report Card (SRC)
● DepEd Order No. 52, s. 2015. New Organizational Structures of the
Central, Regional, and SDOs of the Department of Education
● DepEd Order No. 52, s. 2016. Data Collection of Basic Education
Statistics in the Learner Information System and Enhanced Basic
Education Information System for Beginning of School Year 2016-2017
● DepEd Order No. 11, s. 2021. Guidelines on the operationalization of
Program Management Information System (PMIS)
 REFERENCES

● DepEd Order No. 50, s. 2021. Creation of the Education Program

Management Office
● Department of Education-Department of Health (DepEd-DOH) Joint
Memorandum Circular (JMC) No. 01, s. 2021. Operational Guidelines on
the Implementation of Limited Face-to-Face Learning Modality
● International Federation of Red Cross and Red Crescent Societies. 2011.
Project/programme monitoring and evaluation (M&E) guide. Accessible at
https://www.ifrc.org/document/projectprogramme-monitoring-and-evaluati
on-guide
● National Economic and Development Authority and Department of
Budget and Management (NEDA-DBM) Joint Memorandum Circular
(JMC) No. 2015-01. National Evaluation Policy Framework of the
Philippines
● National Budget Circular (NBC) No. 565, s. 2016. Adoption of a
Results-Based Monitoring, Evaluation and Reporting Policy
 REFERENCES

● Philippine Statistics Authority (PSA). Demographic and Social Statistics.

Accessible at psa.gov.ph
● Republic Act (RA) No. 8044. The Youth in Nation-Building Act. An act
creating the National Youth Commission, Establishing a National
Comprehensive and Coordinated Program on Youth Development,
Appropriating Funds Therefore, and for Other Purposes
● Republic Act (RA) No. 9155. “An Act Instituting a Framework of
Governance for Basic Education, Establishing Authority and
Accountability, Renaming the Department of Education, Culture and
Sports as the Department of Education, and for Other Purposes”
● United Nations Development Programme (UNDP). (2009). “Handbook on
Planning, Monitoring and Evaluating for Development Results”. USA:
UNDP
OPEN FORUM
 WORKSHOP 1:
Developing the Implementation
plan
POLICY
DEVELOPMENT
PROCESS
DO 13, s. 2015
Establishing a Policy
Development Process in the
Department of Education
 AGENDA
SETTING

POLICY AGENDA
• Proponent unit conducts policy
analysis
• PRD* reviews contents of draft POLICY
DO FORMULATION
ExeCom reviews draft policy
• PD-PAS** reviews language
and style of draft DO
POLICY OPTIONS
• Secretary approves/signs DO
• PD-PAS** assigns number and
publishes signed DO POLICY
• Uploads signed DO to the ADOPTION
DepEd website based on
appropriate category

POLICIES
• DepEd implementers
undertake activities to carry out
policy
• Proponent unit undertakes POLICY
progress monitoring IMPLEMENTATION
• PRD undertakes policy
compliance monitoring

POLICY OUTPUTS
• Proponent unit, in
coordination with PRD,
conducts policy evaluation POLICY
REVIEW

POLICY
 Policy Implementation Plan
S

A policy implementation plan shows how

each item in a policy will be implemented
in practice. This type of matrix can be used
for the implementation of national or
organizational policies.

Source: tooldev, n.d.

 Theory of Change (ToC)

Source: Innovations for Poverty Action Theory of Change lecture slides

DEPARTMENT OF EDUCATION
 Theory of Change (ToC)

Source: Innovations for Poverty Action Theory of Change lecture slides

DEPARTMENT OF EDUCATION
 Theory of Change (ToC)

Source: Innovations for Poverty Action Theory of Change lecture slides

DEPARTMENT OF EDUCATION
 MECHANICS

● The QAD reps will be arranged into groups but will work per
region to produce their output. Groupings are as follows:

Group Regions Facilitators

Group 1 CARAGA, III, NCR, VIII Kat, Lia

Group 2 II, I, CAR, IX MC, Aireen

Group 3 MIMAROPA, VII, XI Law, Raissa

Group 4 V, CALABARZON, VI Evelyn, Aivan

Group 5 XII, BARMM, X Mariel, Annavie

 MECHANICS

● Each region will accomplish the Implementation plan template.

Using the template at https://bit.ly/QADWorkshopOutputs,
each region shall identify the following in light of the roles &
responsibilities of their office (as an M&E oversight office) in the
implementation of the BEMEF guideline:
○ Critical Action/Activities
○ Responsible/Accountable Unit
○ Timeframe
○ Estimated Budget
○ Budget Source
Note: The scope of the IMPLAN shall be from 2022 to 2023
● Once the workshop output has been finalized, participants shall
upload/update their output through the same link.
● Participants shall be asked to present voluntarily. Each presenter
shall be given max. of 5 minutes to share their workshop output.
 BEMEF Implementation Plan

Sample: https://bit.ly/BEMEFImplan
Presentation of Workshop
Output 1 and Open Forum

DEPARTMENT OF EDUCATION 175

 THE BASIC EDUCATION
MONITORING AND EVALUATION
FRAMEWORK (BEMEF)

August 17-18, 2022

DepEd EcoTech Center, Lahug, Cebu City
 WORKSHOP 2:
Developing the M&E plan
 Operationalizing the M&E

• In operationalizing the conduct of M&E, all operating

units are required to develop M&E Plans for their
respective education plans, programs, and policies.
• The M&E Plan is a document that provides guidance
on the purpose and process of conducting monitoring
and evaluation of any programs, policies, projects,
office mandates, and activities.
• The M&E plan contains four (4) core M&E processes.

DEPARTMENT OF EDUCATION
 M&E CORE PROCESSES

I. Establishment II. Data

of Purpose and Collection and
Scope Management

IV. Information
III. Data Dissemination,
Analysis Reporting, and
Utilization
 MECHANICS

● WIth the same groupings, each region shall develop their M&E
plan. With the template provided through the same link
https://bit.ly/QADWorkshopOutputs, each region shall determine
the following:
○ Core process 1 content
○ Core process 2 content
○ Core process 3 content
○ Core process 4 content
Note: Ensure consistency of components of implementation and
M&E plans. Revise the former if necessary
● Once the workshop output has been finalized, participants shall
upload/update their output through the same link.
● Participants shall be asked to present voluntarily. Each presenter
will be given max. of 8 minutes to share their workshop output.
 BEMEF M&E Plan

Sample: https://bit.ly/BEMEFMEPlan
Presentation of Workshop
Output 2 and Open Forum

DEPARTMENT OF EDUCATION 182

We value your feedback!
https://bit.ly/PostFeedbackBEMEF

183
Synthesis and Next Steps

DEPARTMENT OF EDUCATION 184

 Notes on Implementation and M&E Planning
- Objective statement should be presented based on the
parameters of the hierarchy of objectives i.e outcome should reflect
the behavioral change and the final client, output should focus on
the product or service to be produced
- Critical Actions: Major activities should lead to the achievement of
the output.
- Timeline: Specify the target month/date for completion of the
activity.
- Timeframe: Refrain from using “as the need arises” if this can be a
recurring activity to check the status and challenges of the
implementation.
- Identify possible interventions for the anticipated implementation
challenges.

DEPARTMENT OF EDUCATION
 Notes on Implementation and M&E Planning

- Indicators: one measure on the same indicator

could be sufficient i.e. percentage, frequency,
ratio; alignment to policy objectives; Focus on
the final output i.e. determine if indicator is a
result of an activity or sets of activities; clear
equation/computation
- Data requirements: be specific i.e. number of
…; should correspond to indicator; Quanti and
quali data requirements, counting of activities
and admin documents i.e. M&E conducted and
issued memo;
- Cross check implementation plan
DEPARTMENT OF EDUCATION
 Notes on Implementation and M&E Planning

- Communication: include a more technical level

platform to present and discuss M&E results;
include CO; report to your clients; explore
various forms of communication;
- Timeline: be more specific on recurring activities
i.e. every 3rd Friday of the month

DEPARTMENT OF EDUCATION
 NEXT STEPS

● Mapping of PS-PRDD and QAD initiatives in

implementing the BEMEF policy
● Provide necessary assistance to QAD in the
preparation for the implementation of the BEMEF
● Provide assistance in the regional policy roll-out
○ Issuance of DM for the downloading of fund for the
roll-out
○ Provide TA during the roll-out
● Conduct of Kumustahan session with PPRD and
QAD
● Continue providing CapB relative to M&E
● Development of M&E operations manual
● Provide support and assistance to operating units in
developing the M&E plan
 Thank you!
Policy Research and Development Division, Planning Service
[email protected]
(02) 8 635 3976