BASIC EDUCATION DEVELOPMENT PLAN 2030
Results Physical Target
Baseline Frequency
Statement / Means of Responsible M&E
(SY 2019- Phase 01 Phase 02 of Data
Key Performance Verification Body Strategy
2020) (2022- (2026- Collection
Indicator
2026) 2030)
2. Incidence of OOSC & OSY
ELEMENTARY
Planning Annual
Out-of-school rate 2.10% 2.00% 1.50% EBEIS Annually
Service Implementation
Review (AIR)
JUNIOR HIGH SCHOOL Planning Mid-Term
4.70% 4.00% 3.00% EBEIS Annually
Out-of-school rate Service Review (MTR)
Outcome
SENIOR HIGH SCHOOL Planning Evaluation (OE)
9.10% 6.00% 4.00% EBEIS Annually
Out-of-school rate Service
IO1.1- All five-year-old children in school
Quarterly
Program
Implementation
3. Percentage of five-year-
Planning Review (QPR)
olds in school - Net Intake 63.43% 99% 100% EBEIS Annually
Service
Rate (NIR)
Annual
Implementation
Review (AIR)
IO1.2 - All learners will stay in school and finish key stages
4. Percentage of enrollees (Elem, JHS, SHS) in a given school year who continue to be in school the following school
year- Retention Rate
ELEMENTARY - Planning
98.94% 98% 98.50% EBEIS Annually Quarterly
Retention Rate Service
Program
Implementation
JUNIOR HIGH SCHOOL - Planning Review (QPR)
94.63% 96% 97% EBEIS Annually
Retention Rate Service
Annual
Implementation
Review (AIR)
SENIOR HIGH SCHOOL - Planning
94.53% TBD 100% EBEIS Annually
Retention Rate Service
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Results Physical Target
Baseline Frequency
Statement / Means of Responsible M&E
(SY 2019- of Data
Key Performance Phase 01 Phase 02 Verification Body Strategy
2020) Collection
Indicator (2022- (2026-
2026) 2030)
5. Percentage of currently enrolled learners but did not finish/complete the school year – Dropout Rate (DR)
Quarterly
ELEMENTARY - Planning
1.07% 0% 0% EBEIS Annually Program
Dropout Rate Service
Implementation
Review (QPR)
JUNIOR HIGH SCHOOL Planning
2.42% 0.63% 0% EBEIS Annually
-Dropout Rate Service Annual
Implementation
SENIOR HIGH SCHOOL Planning Review (AIR)
0.66% 0% 0% EBEIS Annually
Dropout Rate Service
IO1.3 - All learners transition to the next key stage
6. Percentage of K/G6/G10 completers proceeded to next key stage - Transition Rate
KINDERGARTEN
Planning
- Transition Rate 98.12% 99% 100% EBEIS Annually
Service
(K to Grade1)
Quarterly
ELEMENTARY
Planning Program
- Transition Rate 97.37% 98% 100% EBEIS Annually
Service Implementation
(Grade 3 to Grade 4)
Review (QPR)
Annual
ELEMENTARY
Planning Implementation
- Transition Rate 95.53% 97% 99% EBEIS Annually
Service Review (AIR)
(Grade 6 to Grade 7)
JUNIOR HIGH SCHOOL -
Planning
Transition Rate 96.91% 98% 99% EBEIS Annually
Service
(Grade 10 to Grade 11)
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BASIC EDUCATION DEVELOPMENT PLAN 2030
Results Physical Target
Baseline Frequency
Statement / Means of Responsible M&E
(SY 2019- Phase 01 Phase 02 of Data
Key Performance Verification Body Strategy
2020) (2022- (2026- Collection
Indicator
2026) 2030)
IO1.4- All out-of-school children and youth participate in and complete formal or non-formal basic education
learning opportunities
7. Percentage of OSC and OSY who returned to school or participated in ALS – Participation Rate of OSC and OSY
*Baseline
OUT-OF-SCHOOL Quarterly
to be *to be Planning
CHILDREN - TBD TBD Annually Program
established developed Service
Participation Rate Implementation
Review (QPR)
*Baseline Annual
OUT-OF-SCHOOL YOUTH- to be *to be Planning Implementation
TBD TBD Annually Review (AIR)
Participation Rate established developed Service
8. Percentage of completers in ALS- completed session -ALS
*Baseline Bureau of
OUT-OF-SCHOOL
to be *to be Alternative
CHILDREN - TBD TBD Annually
established developed Education
Completed Sessions - ALS
(BAEd) Quarterly Program
Implementation
*Baseline Bureau of Review (QPR)
OUT-OF-SCHOOL
to be *to be Alternative
YOUTH - TBD TBD Annually
established developed Education Annual
Completed Sessions - ALS
(BAEd) Implementation
Review (AIR)
*Baseline Bureau of
OUT-OF-SCHOOL
to be *to be Alternative
CHILDREN - TBD TBD Annually
established developed Education
Completed Sessions - ALS
(BAEd)
All indicators of the BEDP will be disaggregated by gender, learners in situation of disadvantage, regions and provinces, and types of schools,
whenever possible.
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