Republic of the Philippines

Department of Education
Region V
SCHOOLS DIVISION OF CAMARINES SUR

November 8,2021

GUIDELINES ON THE OPERATIONALIZATION OF THE CONTEXUTALIZED LEARNING

AND DEVELOPMENT SYTEM FOR SDO CAMARINES SUR

I. RATIONALE

Human resource is considered as the most important resource in the

organization. The organization is expected to take care of its people and is
accountable to their professional development, regardless of their religion, status,
gender, ability and capability. Thus, every employee in an organization should be
given equal opportunity for learning and development.

The Schools Division Office of Camarines Sur situated at San Jose, Pili,
Camarines Sur is one of the very large divisions in the country with 19,271
personnel serving 424,252 learners all around the province. With the demands on
the competencies needed by each employee and in every job group ranging from
casual employees to teaching and non-teaching personnel , middle managers,
school heads, utility workers and all, there is the need to help them grow
professionally through the operationalization of the L&D System.

The SDO of Camarines Sur, though there are efforts of providing trainings in its
employees has apparently no localized policy on L&D. Policies being cascaded by
the national and regional offices, and other in placed training development
initiatives of the human resource are primarily considered in providing the training
to its employees. Along this context, employees just solely rely on what are given to
them rather than what they actually need.

The operationalization of the L&D system to SDO Camarines Sur shall seek to
successfully achieve the following objectives:

a. determine the learning and development needs of all teaching and non-
teaching personnel of SDO Cam Sur as basis for identifying
intervention towards improving the quality of performance.
b. provide direction to planning and designing learning intervention and
activities to close competency gaps, improve performance and achieve
educational goals

1
 c. identify and map propose activities and their implementation
requirements to address priority needs as specified in the learning and
development needs analysis report.
d. identify context responsive L&D interventions that will address all SDO
Cam Sur employees learning needs.
e. conceptualize and map out elements of the specific programs or
interventions that will address the enabling objectives of the L&D.
f. provide processes for formulating and ensuring comprehensiveness of
various design elements such as formal learning (face to face), LAC
session, virtual trainings, etc.
g. provide processes for identifying, conceptualizing, producing and
evaluating quality and responsive resource package based on the L&D
intervention designs.
h. Provide processes and standards for implementing the various tasks
before, during and after the conduct of a responsive L&D interventions.

II. Scope

The Learning and Development system shall be operationalized to all public

elementary, secondary schools, learning centers, and all functional offices of SDO
Camarines Sur. The L&D shall cover the following subsystems:

Subsystem- I Governance and Enabling Mechanism (GEM)

Subsystem- II Learning and Development Needs Assessment (LDNA)
Subsystem –III Learning and Development Program Planning (LDPP)
Subsystem- IV Learning and Development Program Designing (LDPD)
Subsystem V Learning and Development Resource Package
Development (LDRPD)
Subsystem VI Learning and Development Program Delivery (LDPD)
Subsystem VII L&D Quality Assurance

III. Definition of Terms and Acronyms

ACRONYMS

APPD Annual Plan for Professional Development

BEST Basic Education Sector Transformation
CO Central Office
CO-SPPD Central Office Strategic Plan for Professional Development
CoP Community of Practice
CPD Continuing Professional Development
DEDP Division Education Development Plan
DepEd Department of Education
DO Department Order
DO-SPPD Division Office Strategic Plan for Professional Development
GEM Governance and Enabling Mechanisms
GEDSI Gender Equality, Disability, and Social Inclusion

2
IDP Individual Development Plan
IPCRF Individual Performance Commitment and Review Form
JEL Job-embedded Learning
LAC Learning Action Cell
L&D Learning and Development
LDD Learning and Development Program Delivery
LDNA Learning and Development Needs Assessment
LDP Learning and Development Planning
DepEd Department of Education
DO Department Order
DO-SPPD Division Office Strategic Plan for Professional Development
EPD Employees Professional Development
GEM Governance and Enabling Mechanisms
GEDSI Gender Equality, Disability, and Social Inclusion
IDP Individual Development Plan
IPCRF Individual Performance Commitment and Review Form
JEL Job-embedded Learning
LAC Learning Action Cell
L&D Learning and Development
LDD Learning and Development Program Delivery
LDNA Learning and Development Needs Assessment
LDP Learning and Development Planning
LDPD Learning and Development Program Design
LDRPD Learning and Development Resource Package Development
LRMDS Learning Resource Management and Development System
LSP Learning Service Provider
MC Memorandum Circular
M&E Monitoring and Evaluation
NCBSSH National Competency-based Standards for School Heads
NEAP National Educators Academy of the Philippines
NEAP-RO National Educators Academy of the Philippines- Regional
Office
OPCRF Office Performance Commitment and Review Form
PAL Peer-assisted Learning
PDC Personnel Development Committee
PMG Program Management Group
PPST Philippine Professional Standards for Teachers
QAD Quality Assurance Division
QAME Quality Assurance and Monitoring and Evaluation
RO Regional Office
RO-SPPD Regional Office Strategic Plan for Professional Development
RPMS Results-based Performance Management System
3
 SDO Schools Division Office
SDO-SPPD Schools Division Office Strategic Plan for Professional
Development
S-SPPD School Strategic Plan for Professional Development
SIP School Improvement Plan
TA Technical Assistance
WAP Workplace Application Project
WDO Workplace Development Objectives
WFP Work and Financial Plan

Part IV. Policy Statement

Subsystem- I Governance and Enabling Mechanism (GEM)

A. Definition
Governance and Enabling Mechanisms (GEM) is the subsystem that establishes
the policies and standards, structure and staffing, roles and responsibilities,
budgets, and other support elements for managing and overseeing the Learning
and Development (L&D) System for SDO Employees Professional Development
(EPD).

B. Purpose
This subsystem defines the organizational arrangements and accountability in
every L&D subsystem that ensures equal opportunity and active participation of
women and men in the Personnel Development Group (PMG) and Program
Management Group (PMG). It also ensures the provision of necessary financial and
other support for effective and efficient implementation of the L&D System for EPD.

C. Elements
The GEM subsystem consists of ten elements that work together to create the right
conditions for the L&D system to function effectively and efficiently. These include:
i) Policies, ii) Structure, Functions, Roles and Responsibilities in EPD, iii)
Capability Building for L&D Implementers, iv) Technical Assistance, v) Recognition,
vi) System Audit, vii) Partnership Management, viii) Budget, ix) DepEd Operational
Resource Management, and, x) Information System.

1. Policies
In the conduct of EPD, the school and SDO functional units shall be guided by the
set of principles, guidelines, processes, procedures, and standards that govern the
L&D functions to maintain consistency of practices across the DepEd bureaucracy,
quality of outputs, sustainability of gains and outcomes, and compliance with
existing rules and regulations. It shall adhere to relevant DepEd policies on
professional development programs for school heads, teachers, and non-teaching

4
personnel. The DepEd policies on EPD shall be consistent with relevant
Memorandum Circulars (MC) of the Civil Service Commission (CSC).

2. Structure, Functions, Roles and Responsibilities

The school L&D implementers include the school head, Personnel Development
Committee (PDC), Program Management Group(PMG), learning modality groups,
and teachers. The timely and adequate technical assistance provided by the
Schools Division Office (SDO) through the School Governance and Operations
Division (SGOD) and the Curriculum and Implementation Division (CID) plays a
major role in the successful implementation of the school L&D system.

The SDO PDC and PMG include , Assistant Schools Division Superintendent and the
Learning and Development team of the PRIME HRM.

1Following are links on policy issuances from DepEd, CSC and DBM related to
EPD:
https://www.deped.gov.ph/category/issuances/deped-orders/
http://www.csc.gov.ph/2014-02-21-08-22-34/2014-02-21-08-22-57.html
https://www.dbm.gov.ph/index.php/compendium-of-issuances-on-organization-
staffingposition-classification-and- compensation

The school may also tap external resource persons or coaches to provide
specialized technical assistance support.

Figure 1 Illustrates the school EPD organizational

structure in the school level.

5
Figure 2 Illustrates the school PPD organizational structure in the
Division level.

SDS

PMG

NON-TEACHING NON-TEACHING NON-TEACHING NON-TEACHING

Civil Service Commission MC No. 10, s. 1989 2 empowers the school

head to convene and organize the PDC. Being the PDC chair, the school
head designates the members of the PDC. In an ideal situation, the PDC
shall be composed of CPD coordinator, learning modality coordinator, 2-3
additional members (master teacher and head teacher). Depending on the
typology/school size, representatives from the nonteaching group,
teachers’ association, and a secretariat from among the school personnel
can also be designated as members of the PDC.

However, the composition of the school PDC may vary depending

on the school typology. A district PDC may be formed and may convene
representatives from small schools. The school head of a central school
may also invite representatives from small schools to be members of the
PDC, provided that the expected responsibilities are fully carried-out by the
members.

6
 The PDC recommends to the superintendent/school heads to convene
and organize a PMG which shall be composed of members who have expertise
to lead and facilitate activities related to the implementation of the EPD
program. The team is assigned to implement a system, e.g., LDNA or several
subsystems, or the whole L&D system. The PMG also manages the conduct of
a specific learning modality (i.e., job-embedded learning, relationship and
discussion-based learning, learning action cell, and formal training). For small
schools (with less than 9 teachers), the PDC may designate 2-3 individuals to
perform the functions of the PMG.

The following table presents the roles and responsibilities of the implementers
of the L&D System.

Table 1. Roles and Responsibilities of the PMG, PDC, and other L&D System Implementers
Roles and
Subsystem Responsibilities
PM PDC Learning Teachers
Modality Lead
Governan ▪ Together with ▪ Participate
ce and School Head/ in all
Enabling Principal, aspects of
Mechanis cascades the L&D
ms School System
Improvement EPD
Plan (SIP)
directions and
priorities which
will serve as
anchor for all
L&D
programs/
initiatives of
school or
learning center
▪ In SDO
together with
supervisors
and heads of
functional
units, the
superintendent
cascades the
Division
Educational
Development
Plan (DEDP) as
basis for L&D
program,
initiatives of all
functional
units of SDO
Camarines

7
 Sur.
▪ Recommends
L&D policy
improvements
▪ Develops
and/or
implements
guidelines for
the selection of
nominees for
L&D and
scholarship
programs, in
accordance
with DepEd
policies

▪ Serves as the
Scholarship
Committee that
screens and
endorses
nominees from
the schools for
scholarship
programs for
approval by the
Schools
Division
Superintendent
(SDS).
▪ Recommends
assignment of
L&D PMG, if
needed.

Roles and
Subsystem Responsibilities
PMG PDC Learning Employees
Modality
Lead
implement
one or more
L&D
subsystems
LDNA ▪ Conducts needs ▪ Reviews and ▪ Participate
assessment; approves in individual
LDNA plan, needs
and direct assessments
the L&D PMG activity
to proceed ▪ Prioritize
with the
8
 conduct of individual
the LDNA needs
▪ Reviews and assessment
endorses for
LDNA report submission to
to PMG
Superintendent
/School Head/
Principal for
Approval
Planning ▪ Consolidates ▪ Reviews and ▪ Prepare
IPDPs and endorses Individual
develops Group Individual, Professional
and School PDP, Group, and, S- Development
S- SPPD SPPD to Plan and
▪ In SDO Superintendent OPPD.
Organizational /School
Plan for Head/Principal
Professional for approval
Development
(OPPD)
Designing ▪ Manages the ▪ Reviews and ▪ Participate in
development approves the
of designs and designs for development
resource L&D of designs, if
packages interventions, requested by
developed by the PMG with
assigned PMG, the approval
for approval by of the
Superintendet/ Superintende
School t/School
Head/Principal Head/Principal
Resour ce ▪ Leads in ▪ Reviews and ▪ Participate in the
Packagi adoption, approves development
ng adaption learning of resource
and/or resource packages, if
development packages for requested by
L&D the PMG with
of learning
interventions, the approval of
resource
developed by the
packages assigned PMG, Superintenden
for approval by t/School
Superintendent Head/Principa
/School l
Head/Principal
Delivery ▪ Administers and ▪ Tracks progress ▪ Leads and ▪ Apply the KSAs
implements the of facilitates in the in the
conduct of L&D program delivery of workplace/CLC
various learning delivery and specific learning and assess its
modalities; update modality (e.g. effectiveness to
Superintendent JEL, formal the clients;
/School learning,
9
 Head/Principal relationship ▪ Share
discussionbased knowledge and
learning, and expertise to
LAC) by peers and
following the personnel who
guidelines and may need
standards set. assistance;

Likewise, the schools/SDO functional units are encouraged to

identify unique capability building needs that fit their own context and
submit this to the SDO for possible technical support.

3. L&D Technical Assistance

3.1. This is the mechanism for providing targeted support to a school

to address a need or problem in performing L&D functions and
implementing L&D programs. Technical assistance (TA) is
provided by the SDO to the school and may vary depending on
the identified need.

3.2. Technical assistance may be delivered directly or indirectly.

3.2.1. Direct TA refers to assistance done through coaching or

consultation, personally applying expertise to the need
or area of concern. This may be done face-to-face or
virtually via online chat, email, phone, and the like.

3.2.2. Indirect TA refers the TA recipients to external sources

such as manuals, web- based resources, or staff
members of other organizations. It is a referral system
employed to assist the TA recipients get the appropriate
assistance to address their concern.

3.3. Together with the PDC and PMG, the school head during the need
assessment, planning, and designing phases of the L&D
activities shall identify a list of required competencies that need
specialized expertise not available internally. Having this
information will guide the school head on what, where, and
when to access the TA support needed.

4. Recognition

4.1 Recognition is defined as a quality assurance process intended

to uphold the learning and standards in the development and
delivery of professional development programs and courses provided
to DepEd and school leaders through an evaluation mechanism.

10
 4.2 DepEd Order (DO) No. 001, s. 2020 provides opportunities on
any professional development activities to be developed and
implemented at the school level.

4.3 A specific provision in the said DO (Item 46) states that, “The
NEAP shall determine a specific number of credit units to be
allocated for professional development activities developed and
implemented by the schools including through Learning Action Cell
(LACs). The guidelines for quality assurance and recording of such
professional development activities shall be issued in a separate
Guidelines.”

5. L&D System Audit

System audit is conducted by the SDO through the L&D PRIME HRM
team to all its functional offices, elementary and secondary schools, and ALS
learning centers depending on the audit’s objectives.

The L&D System Audit is a mechanism to review and evaluate the

level of conformance to standards and consistency in the use and/or
application of the L&D System within the organization.

5.1 This evaluation is conducted to determine:

• whether or not the L&D System of functional offices,
elementary and secondary schools, and ALS learning
centers is functioning in accordance with its purpose and
requirements;
▪ the L&D System’s alignment with current or anticipated demands or
needs of internal and external stakeholders; and
▪ areas needing improvement and what actions or interventions are required.

6. L&D Partnership Management

6.1 DepEd aims for a partnership that is strategic.

6.1.1 In the SDO and school context, partnership involves collaborating

with external and internal entities in undertaking various L&D
functions to achieve cost-effectiveness, improve programs, and widen
the reach of L&D interventions. SDO/School may explore partnership
with the state college and universities as well as NGAs, NGOs or local
industries.

6.1.2 The areas for partnership that may be explored are local
scholarship opportunities, learning service provider engagement, facility
utilization, expertise and technology sharing, and resource generation.

7. L&D Budget

11
 7.1 Allocating financial resources is a crucial element for the
successful implementation of L&D programs as mapped out and
aligned to the Strategic and Annual Plans for Organizational/School
Professional Development.
7.2 DO No. 21, s. 2018 provides the “Implementing Guidelines on the
Allocation and Utilization of the Human Resource Development (HRD)
Funds for Personnel in Schools and Learning Centers.” It serves as
guide on eligible activities, availment, release, utilization, and
liquidation of HRD Funds as well as monitoring and evaluation of
programs.

7.3 The organization/school needs to be familiarized with the above

guidelines in order to avail of the necessary resource support.

8. L&D Operational Resource Management

8.1 Implementing L&D programs requires facilities, equipment, materials,

supplies, and other logistics.

8.2 The organization/schools shall keep an updated inventory of L&D

operational resources that they can utilize for L&D activities. The PDC
may assign a suitable venue where L&D activities are to be held.

9. L&D Information System

9.1. This involves developing and maintaining a system for capturing,

tracking, and analyzing data on L&D for use in decision-
making. The organization/school can design and formulate its
own information system. Relevant data and information may
include the employee/teacher’s registry, resource package
registry, L&D program completion reports, directory of resource
persons, M&E reports, financial report, etc.

9.2. From time to time, the schools will be requested to submit data
and information to the SDO, RO and CO for purposes of
planning and budgeting.

Subsystem-II Learning and Development Needs Assessment (LDNA)

A. Definition
Learning and Development Needs Assessment (LDNA) for EPD is the
subsystem for determining the learning and development (L&D) needs of
teachers as basis for identifying interventions towards improving the quality
of teaching and learners’ performance. LDNA is a basic requirement for any
L&D program, the results of which inform subsequent L &D subsystems
across governance levels.

12
 B. Purpose
This subsystem provides processes for identifying the L&D gaps of
employees/teachers. It establishes baseline data on relevant personal,
family, and work-related circumstances and their competency levels as
bases for identifying responsive L&D interventions and for tracking
progress towards desired levels of proficiency. It gives direction to planning
and designing learning interventions and activities to close competency
gaps, improve performance, and achieve educational goals.

The outputs of the LDNA subsystem are the LDNA Plan and the LDNA
Report.

C. LDNA General Guidelines

The following are guidelines covering the timeline, levels, elements, and conduct of LDNA:

1. Timeline
▪ Individual LDNA shall be done for all employees/teachers at
least once a year through the accomplishment of the Self-
Assessment Tool (SAT)Results-based Performance
Management System (RPMS). This is done in the last quarter
of the year through the RPMS Phase III: Performance Review
and Evaluation and Phase IV: Performance Development
Planning, which produces the Individual Development Plan
(IDP).
▪ LDNA is also done when an employee/teacher assumes a
position, is promoted, is experiencing a performance problem,
or when there are changes in management or strategic
priorities. This is to ensure that learning needs are addressed
in a timely manner to facilitate effective performance.
▪ The individual LDNA is a basis for the Individual Development
Plan (IDP) which identifies the unique and, collectively, the
common learning needs of employees/teachers.
▪ The common learning needs are collated at the end of the
school year as basis for L&D planning, designing, and delivery
for a 1-to-3-year time period.
▪ The preparation of the LDNA Plan and Report is included in
the Annual Implementation Plan (AIP) which is adjusted at
the beginning of the calendar/fiscal/school year.
▪ The LDNA Plan and the LDNA Report are bases for monitoring
whether the L&D interventions respond to L&D needs at the
end of a calendar/fiscal/school year.

2. Levels of LDNA

LDNA may be done at the level of the individual, group, or organization as

follows:

2.1 Individual LDNA

13
 ▪ Individual needs are identified through the SAT-RPMS as
well as other assessment and data gathering methods.
▪ Part IV of the Individual Performance Commitment and
Review Form (IPCRF)-IDP contains the identified individual
learning needs and development action plan.
▪ The IDP is an input to the LDNA for the whole
organization/school or a group of employees/teachers within
the organization/school.

2.2. Group LDNA

▪ The group learning needs may also be determined through

other assessment and data gathering methods.
▪ Group learning needs may also be identified through an
analysis of the employees/teacher’s demographic data and
individual profiles containing relevant personal, family and
work-related circumstances, such as age, gender, civil
status, number and ages of children, ability, interest,
difficulty, disability, ethnicity, religion, work assignment,
distance of school from residence, means of transportation
from residence to school, presence and strength of
interconnectivity at residence and in school.

2.3. Organizational LDNA

▪ Organizational learning needs result from changes in

strategic directions and priorities requiring new or
strengthened competencies to implement organization- wide
reforms or programs.

3. Elements of the LDNA Plan

The LDNA plan should contain the following elements:

▪ Background and Rationale. Clearly presents the context within

which the LDNA is conducted, purpose of the conduct, and its
importance
▪ Objectives. Clearly states what the LDNA aims to attain
▪ Target unit and/or job group. Identifies who are involved in the
LDNA
▪ Assessment focus. Identifies the core emphasis pertinent to
performance and/or competency areas, including KSAs of
employees/teachers in promoting and addressing institutional
sensitivity and responsiveness to the nature, situation, and
realities of their clients/learners.
▪ Data requirements and Data sources. Describes the nature of
relevant data to be gathered and where these can be obtained
▪ Methodologies and Tools. Identifies an appropriate combination of
methodologies to obtain needed data, the sampling method, and
tools to be developed

14
 ▪ Implementation details. Specifies activities, persons responsible,
timelines, resources, and budget needed

4. Elements of the LDNA Report

The LDNA report should contain the following:

▪ Executive Summary. Captures the objectives, key findings,

conclusions, and recommendations of the LDNA
▪ Background and Rationale. Discusses the context within which
LDNA is conducted, and its importance
▪ Objectives. Refers to the objectives in the LDNA Plan
▪ Methodology. Discusses the processes and tools employed in
gathering data on the learning needs, including the following:

- key features of assessment tools used (e.g., number of items,

rating scale, etc.)
- efforts in ensuring validity and reliability of tools, such as
respondents’ information in data collection activities, up-to-
date and credible data sources, methods used in validating
data and findings
- limitations or factors related to the LDNA process or
methodology that may have affected the results of the
assessment or influenced the interpretation of findings

▪ Profile of employees/teachers.
▪ Assessment results. Presents findings and data in a coherent
manner, such as in the following:

- trends and patterns in the data are described;

- competency gaps emerging from the data are highlighted; -
competency gaps are prioritized using the Strategic
Importance-Urgency-Magnitude-Feasibility framework;
- non-competency related factors that affect the performance
of the target group/ jobholders, if any, are isolated and
discussed; and
- charts, graphs, and other visual presentation of data are
used appropriately.

▪ Conclusion. Highlights key findings and their implications and

provides insights or information that need to be considered in
L&D planning and designing are provided (e.g., particular
background characteristics of target employees/teachers,
reasonable accommodation, focus areas, proposed approaches,
timing, factors that may affect workplace application, potential
risks, among others).

15
 5. Conduct of the LDNA

▪ The use of technology, such as online LDNA, is recommended

where appropriate and feasible, for ease in administration, data
gathering, consolidation, and analysis.
▪ Safeguards for confidentiality in gathering, recording, and
disseminating data are incorporated into the LDNA process.
▪ LDNA Plan provides mechanisms for meaningful involvement of
relevant stakeholders (such as target jobholders, immediate
supervisors, and management) to build ownership and
commitment to the LDNA process and results.
▪ LDNA Plan uses inclusive and bias-free language (including
examples and illustrations) according to DepEd Orders on
GEDSI.

6. Relevant Documents

▪ The IPCRF of an employee/teacher

▪ Prescribed RPMS tools based on the PPST which include the SAT,
Classroom Observation Tool (COT), Portfolio Assessment, and the
IDP ▪ Job aid for school heads in identifying knowledge, skills,
and attitude (KSA) need per competency/domains.

D. LDNA Key Processes

Learning needs are uncovered at one or more levels, as follows:

▪ Individual competency development needs that directly relate to

improving performance on the job
▪ Group competency development needs that pertain to meeting
performance requirements of a specific role, function or area of work
▪ Organizational competency development needs that result from changes
in strategic directions and priorities requiring new or strengthened
competencies to implement organization-wide reforms or programs

Thus, the organization/school PMG, upon instruction of the PDC, must

prepare an LDNA Plan targeting a specific level taking into account the use
of data available in the organization. The LDNA Plan must be submitted to
the superintendent/school head for approval.

The figure below illustrates the process for LDNA Plan preparation.

16
Figure 2. LDNA Plan Preparation Process
The assessment of needs at one level is used as input to the analysis at the
other levels. The process for each of the levels is as follows:

1. Individual L&D Needs Assessment for Teachers

At the individual level, the process for determining the learning needs
of an employee/teacher on his/her professional development is
primarily done by the employee/teacher with the immediate
supervisor following the steps:

1.1. Review the IPCRF-RPMS with the employee/teacher and identify

strengths and development needs. Engage the employee/teacher
in reviewing the performance commitment and competency
assessment results to zero in on competency areas for
development.

1.1.1. Review and analyze employee/teacher’s competencies using

other performance data sources.
1.1.2. Review and analyze Classroom Observation findings to see
areas of learning needs that may have been missed out.
1.1.3. Review and analyze the employees IPR results to see areas of
learning needs that may have been missed out.

1.2. Focusing on the areas for development, analyze the knowledge,

skills, attitudes (KSA) or learning needs of teachers by looking
into other data sources as follows:
17
 1.2.1. A list of KSA in each competency area to identify KSA gaps of
teacher.

1.2.2. Specific learning need (KSA) of employee/teacher and support

needed to be effective (non- learning need).

1.3. Endorse the findings to the PMG for consolidation into the group
LDNA Report. The Report will be an input to L&D planning and
designing.

Below is the diagram of the simplified individual LDNA process.

Figure 3. Simplified Process for Individual LDNA for EPD

2. Group L&D Needs Assessment

Group LDNA is the assessment of learning needs of an

organizational unit, such as a learning center or school. For EPD, it
is conducted for a group of teachers, e.g., reading teachers, science
teachers, math teachers, K-3 teachers, master teachers, etc. A
Program Management Group (PMG) is tasked to carry out a group
LDNA.

The key processes for a group level LDNA are as follows:

2.1. Identify the purpose of the group level LDNA, such as, but not
limited to any of the following:

a. Identify groups that may be targeted for LDNA

b. Identify teaching competency problems and learning needs
(gaps in knowledge, skills, and attitudes) of such groups

18
 c. Identify common and unique learning needs of teachers for
the purpose of planning for individual and group learning
interventions.
2.2. Gather and assess other performance data.
2.3. Study Part IV of the RPMS to cull out Individual Development
needs* and Teachers demographic data** of the school teachers
to focus the object and subject of the LDNA identifying
common and unique needs for certain groups.

2.4. Prepare an LDNA Plan against the above objectives (stated in

2.1) where other data gathering methods will be used (e.g.,
FGD/Interview) to validate and substantiate initial findings from
existing data and documents. (See Annex F for Example of
Group LDNA).

a. Identify target for LDNA

b. Identify data to be gathered
c. Identify existing data and data still to be gathered
d. Identify data gathering methods and tools
e. Design data gathering tools
f. Choose analysis method

2.5. Prepare an action plan for LDNA conduct (See Annex G).

a. Identify the steps to be taken to conduct the LDNA.

b. Identify who will do the steps and by when should it be done.
c. Identify the expected output of the step and resources needed.

2.6. Implement the LDNA plan

a. Gather the data through the chosen method (FGD/Interview).

b. Analyze data by consolidating common learning needs
(knowledge, skills and attitudes) of groups to answer the
objectives of the LDNA.
c. Assess data of groups to find out common learning needs
across groups
d. Identify learning and non-learning needs.

2.7. Report LDNA findings

a. Prepare LDNA Report for approval of the school head (Annex

H)
b. Approved report is used for the preparation of the L&D Plan

Below is a simplified diagram of the group LDNA for EPD

process.

19
Figure 4. Simplified Process for Group LDNA for EPD

3. Organizational L&D Needs Assessment

3.1 Organizational LDNA is prompted by new strategic priorities that

require competencies to implement organization-wide reforms or
initiatives. These competencies may not yet exist in the
organization/school or are currently being used but need to be
strengthened.

3.2 Initiatives usually emanate from the Central Office and arise
from national policy changes, such as the shift to the K to 12
Basic Education Program. This resulted, for instance, in
changes in the roles and demands on school heads, which
required competency enhancement. The Central Office
downloaded the “School Heads Development Program: Advanced
Course” nationwide to respond to their learning needs and
prepare them to install the K to 12 curriculum reforms.

3.3 It may also be done when an organization/school is experiencing

a problem (e.g., performance standards not being met) and
immediate solutions are needed. Immediate data gathering may
be done to find out the causes of the problem and identify
groups with learning and nonlearning needs.

3.4 Group LDNA and organizational LDNA have similar processes

and steps but differ in the scope of assessment. Organizational
LDNA may cover multiple organizational units and levels and
more types of jobs. It may also look into new functions that
require knowledge and skills that are yet to be developed and
the readiness of individuals and groups to take on new roles.

3.5 The main reference for organizational LDNA is the performance

requirements of new or future roles. It may also look at
performance gaps in current roles that will be important in
pursuing the new organizational direction and will have to be
addressed.
20
 3.6 Organizational/school LDNA makes use of the same methodologies
as group LDNA and usually involves individual LDNA as well

Subsystem –III Learning and Development Program Planning (LDPP)

A. Definition

Learning and Development Planning (LDP) for EPD is the subsystem

for identifying and mapping programs and activities and their
implementation requirements to address priority needs of teachers as
specified in the LDNA Report.

B. Purpose

The LDP subsystem provides processes for clarifying strategic

performance goals and developing Workplace Development Objectives
(WDOs). Likewise, it identifies context-responsive L&D interventions to
address organization/teachers’ learning needs along key result areas or
domains and determines required resources to ensure their accessibility
and participation regardless of personal, family, and work-related
circumstances. This subsystem helps ensure that L&D programs are
composed of “strategic interventions anchored on DepEd’s mandate, goals,
and national policies such that implementation of programs constitute or
support the Department’s core business.”

The outputs of the LDP subsystem are: a) a 2–3-year EPD Plan aligned to the
Strategic Plan for Professional Development (SPPD) and Annual Plan for
Professional Development (APPD), and b) the reviewed M&E Plan that was
initially formulated during the annual L&D planning.

C. LDP General Guidelines 1. L&D Planning Process

1.1. L&D planning for EPD is based on the results of a systematic

learning needs assessment where:

▪ the LDNA report is reviewed as input to L&D

planning, and ▪ priority competency gaps are the
focus of L&D planning.

1.2. L&D Plans are harmonized with the office performance commitment
planning and school improvement planning processes.

1.3. L&D Plans are aligned with the School Planning and Budgeting
Cycle.

1.4. L&D planning covers all teaching/organization personnel

regardless of age, gender, civil status, ability, interest,
difficulty, disability, ethnicity, religion, and work assignment. It
also includes other personal or family and work-related

21
 circumstances, such as number and age of children, distance
of school from residence, means of transportation from
residence to school, and presence and strength of
interconnectivity at residence and in school.

1.5. L&D planning is competency-based using available competency

standards (i.e., Philippine Professional Standards for Teachers
(PPST) and competency-based job descriptions for non-teaching
employees.
1.6. learning and development opportunities, resources, and
benefits. This implies planning for the elimination of various
forms of gender-based discrimination with respect to women’s
access and other employees/teachers’ context-related
considerations.

1.7. Ensures women empowerment by actively involving female

employees/teachers, making them equal with male
employees/teachers, in the L&D planning process for EPD.

1.8. L&D planning is a collaborative and iterative process that

involves a series of consultations among the teachers, school
head, Program Management Group (PMG), Personnel
Development Committee (PDC), and key Schools Division Office
(SDO) personnel.

1.9. The L&D Plan for EPD is reviewed by the PDC and approved by the
Superintendent/School Head before subsequent subsystems are
executed (e.g., design, resource package development, delivery, etc.).

2. L&D Plan for EPD Contents

2.1. L&D Plans are made for unique and common learning needs and
are bases for quality assurance and monitoring.

2.2. L&D Plan is integrated into the School Strategic Plan for
Professional Development (SPPD) and APPD (Annual Plan for
Professional Development).

2.3. The APPD is integrated into the Annual Implementation Plan (AIP)
and Work and Financial Plan (WFP) of the school and the SDO.

2.4. L&D Plan uses appropriate and context-responsive learning

intervention or a combination of interventions under any or all
of the following modalities:

▪ Job- embedded learning

▪ Relationship and discussion-based learning
▪ Formal learning
▪ Learning Action Cell

22
 2.5. L&D Plan integrates the promotion of inclusive education that
embraces the philosophy of accepting all children regardless of
race, size, shape, color, ability or disability and situation and
providing a responsive and culture-based but global quality
education.

2.6. L&D Plan uses gender-fair language and promotes gender

sensitivity, child-protection and non-violence against women and
their children.

D. Key Processes
1. School head/PMG reviews the unique learning needs of individual
employees/teachers and translate these into performance and learning
objectives. (See Annex A for Planning Template of Learning Interventions
for Individual Teachers).
2. School head/PMG reviews the common learning needs of groups and
translate these into performance and learning objectives. (See Annex B
for Planning Template of Learning Interventions for Groups).

3. PMG utilizes a template to map out individual and group learning need
and
the appropriate learning interventions (Annex C)
4. PMG consolidates unique and learning needs for the Annual
Development

Plan (Annex D) Below is the diagram of the simplified process of L&D

planning.

Figure 5. Simplified Process of L&D Planning

23
24
 Subsystem-IV Learning and Development Program Designing (LDPD)

A. Definition

L&D Program Designing (LDPD) for EPD is the subsystem for conceptualizing and
mapping out the elements of the specific program or intervention 3 that will address
a set of identified enabling objectives in the L&D plan in response to unique and
common learning and non-learning needs of employees/teachers.

B. Purpose

The subsystem provides processes for formulating and ensuring comprehensiveness

and coherence of various design elements: target learners, enabling objectives,
outputs, content, methodologies, and resources needed for implementation. The
subsystem also ensures accessibility and participation of teachers in various
programs or interventions that are responsive to their context regardless of age,
gender, civil status, ability, interest, difficulty, disability, ethnicity, religion, civil
status, work assignment or other diverse needs, and personal, family, and work-
related circumstances.

The subsystem’s outputs are:

▪ Intervention design which serves as the blueprint for developing learning resource
packages, implementing the intervention, and establishing follow through
mechanisms to ensure learning application.
▪ Reviewed M&E Plan that was initially formulated during the annual L&D planning.

C. General Guidelines
1. LDPD standards and processes apply to all L&D modalities (JEL, RDL, LAC,
formal training).

2. Intervention design in all L&D modalities shall contain the following key
elements:

▪ Performance Objectives/Enabling Objectives

▪ Task Activities
▪ Inclusive Dates
▪ Output
▪ Support Needed

3. Formal Learning and LAC designs shall contain the following elements:
▪ Title of the Program / Intervention
▪ Background and Rationale Objective/s / Outcome/s
▪ Program / Intervention Description ▪ Professional Development Priorities
▪ Professional Standards Covered (PPST, PPSSH or PPSS domain/s,
strand/s, learning domains or indicator/s)

25
 4. LDPD processes are collaborative, involving the school head, the PDC, and
the assigned LDPD PMG (or Design Team), subject matter experts, and
where feasible and practicable, a sampling of target learners and/or their
leaders. At the minimum, design should be validated with offices where
target clients/learners are coming from.

5. Intervention design ensures equal access of female and male employees/teachers to

context -responsive learning and development opportunities, resources, and
benefits.

6. Ensures women empowerment by actively involving female teachers,

making
them equal with male teachers, in the L&D program designing process for
EPD.

7.L&D designs may build on existing designs and may be applied if these are
fully aligned to the enabling objectives of the unique and common learning
needs of the target employees/teachers.

8. Designs of L&D interventions that are rolled out by higher governance level
to the field may be contextualized and aligned to the enabling objectives of
the target employees/teachers.

7. LDPD ensures inclusive and active participation through the provision of

reasonable accommodation (e.g. learning platform, equipment) and/or
elimination of constraints, barriers and various forms of difficulty or
disability and gender-based discrimination with respect to women’s
access and their other context-related considerations.

8. L&D design is competency-based:

▪ L&D design is based on the result of competency-based L&D needs

assessment and planning to address unique and common learning
needs.
▪ Competencies for development are used as basis for determining the
design elements, particularly learning objectives, outputs, content
areas, and methodologies.
9. Intervention learning objectives are relevant and responsive to the
competencies for development.

▪ All learning objectives are stated in behavioral terms, and aligned with the
behavioral indicators of the competencies for development.
▪ All learning objectives (terminal, enabling, and session) are stated from
the learners’ point of view.
▪ Terminal objective is directly aligned with competency identified in the
Workplace Development Objectives (WDO).

26
 ▪ Session objectives are small enough to be covered in a learning unit,
relevant, sufficient to contribute towards achieving the enabling and
terminal objectives and specify what learners can realistically do by the
end of a learning unit or session.
▪ Terminal and session outputs are relevant to the competencies for
development, and can be realistically produced by learners within
available time.

10.Content areas support achievement of learning objectives.

11.Content areas are prioritized and organized in a logical sequence, using

most appropriate structure.

12.All needed learning resource materials, supplies, and equipment to

support delivery of learning sessions are identified and appropriate for
the requirements of diverse learners.

13.The JEL, WAP, RDL or LAC can be realistically completed within six
months using available resources in the workplace.

14.Funding support, if needed, is available to implement the WAP.

15.The JEL, WAP, RDL or LAC is approved by the immediate supervisor/s

where learners are based.

D. LDP Key Processes

Designing L&D interventions takes inputs from the L&D planning subsystem and
follows the following process:

1. The school head/PMG takes the list of unique and common learning and
development interventions for individuals and groups.

2. School head/PMG works with teachers/department heads in designing the

intervention to respond to unique needs/learning objectives.

2.1. Job-embedded Learning

▪ School Head/ PMG identifies the doable activity that can meet the
learning objective of the teacher following the description and
program structure in (Annex A)
▪ School Head/PMG uses form proposed in Annex A to document
the agreed upon activity.

2.2. Relationship- and Discussion-based Learning

▪ School head/PMG identifies a coach for the employees/teachers (if

SH is not the coach).
27
 ▪ School head/PMG discusses the employees/teachers learning
objective with the coach.
▪ School head/PMG and coach uses form in Annex A to document
the details of the coaching activity.

3. School Head works with PMG on the interventions addressing common needs:

3.1. Formal Training

3.1.1. Review and finalize detailed L&D intervention design.

▪ Check if the elements of the Detailed L&D Intervention Design

Template are complete, specifically: Time, Session Objectives,
Outputs, Content Areas, Methodology, Learning Team, and
Resources.

▪ Review detailed intervention design for coherence and

completeness.

▪ Identify and/or finalize follow-through JEL, WAP, RDL, and LAC

and ensure that either of these will:
- contribute to the achievement of Workplace Development
Objectives; and
- contribute to learners’ IPCRF targets and their unit’s OPCRF
objectives

▪ Provide adequate opportunities for learners to demonstrate new

behaviors and generate sufficient data for assessing the
acquisition of competencies and learning transfer.
3.1.2. Prepare and review Intervention Design and Proposal Package (see Annex B)

▪ Determine the proposed budget based on resource requirement

▪ Determine proposed Continuing Professional Development
credits
▪ Prepare full write-up of the intervention design following the
quality standards
▪ Submit Intervention Design and Proposal Package to approving
authority for review and approval.
(Please refer to L&D Manual Appendix V-E for Intervention Design
and Proposal Package Template.)

3.2. Learning Action Cell

3.2.1. School Head meets with PMG and members of the group that will
undergo the LAC to achieve their learning need.
3.2.2. School Head/ PMG and LAC members representative plan out the
LAC activity and documents this using a LAC planning form (See
Annex C and D)

28
 Figure 6. Simplified Process of L&D Program Designing

Subsystem V Learning and Development Resource Package Development (LDRPD)

A. Definition

Learning and Development Resource Package Development (LDRPD) for EPD is

the subsystem for preparing gender-sensitive and employees/teachers’ context
responsive instructional/work delivery7 and EPD materials8 that will support the
implementation of L&D interventions to facilitate employees/teachers acquisition of
knowledge, skills, and attitudes, and application back on the job.

B. Purpose
The subsystem provides processes for identifying, conceptualizing, producing,
and evaluating quality and responsive learning resource packages based on the L&D
intervention design.

Outputs of this subsystem are resource packages for the different learning modalities.

C. LDRPD General Guidelines 1. Process

1.1. LDRPD processes and standards apply to all L&D modalities.

1.2. LDRPD is a collaborative process involving the school head, program
management team, subject matter experts, and program owner (for
LAC and formal training).
1.3. Learning resource packages may be adapted or adopted if they fully
meet the requirements of the L&D intervention based on the design
and are compliant with all quality standards.
29
 1.4. L&D resource packages that are developed and/or rolled out by the
Central Office to the field may be customized and/or enhanced to
suit specific needs of target employees/teachers.
1.5. All L&D resource packages pass content evaluation by subject matter
experts and language, and format evaluation and validation by
technical experts.

2. Content

2.1. A complete L&D resource package contains the following: a)

approved intervention design as main reference material (See
Annex A in LDD for Sample Intervention Design Templates), b)
instructional delivery materials, and c) EPD materials. (See Annex
A for Commonly Used Learning Resource Materials)
2.2. The types and combination of materials (e.g., projected slides for
presentation, worksheets and templates for workshops, etc.) in the
learning resource package are appropriate to and supportive of various
learning and development modalities. The content of the learning
resource package contributes to the achievement of learning objectives,
is up-to-date, accurate and authority-based. 9
2.3 Learning resource package adheres to DepEd branding guidelines
contained in the Service Marks and Visual Identity Manual, 2018
Edition, which includes the use of DepEd’s seal and logo, official fonts
and typography guidelines, among others.
2.4 Learning resource package follows the DepEd Manual of Style and the
Learning Resource Referencing Guide, which adopt the 17th Edition of
the Chicago Manual of Style.
2.5 Learning resource package is compliant with the provisions of Republic
Act (RA) 8293, “An Act Prescribing the Intellectual Property Code of the
Philippines,” having passed the assessment using the “Guidelines and
Checklist to support Intellectual Property Rights Management”
developed by the Bureau of Learning Resources.10
2.6 Learning resource package observes gender sensitivity, equality,
equity, non-violence against women and their children and uses
gender-fair language. (DepEd Order 32 s. 2017)
2.7 In using materials involving aspects of indigenous peoples culture,
such as producing publications, videos, and other related materials,
using outputs of community members such as pictures and artworks
and before taking pictures or videos or using artifacts or community
symbols for learning resource package, appropriate permission is
sought in accordance with the indigenous community protocols,
standards and attributed meanings. (DepEd Order 51 s. 2014)
2.8 Learning resource package adheres to the principles of good writing (observes
correct spelling, grammar, and word usage).
2.9 Learning resource package format is easily customized to suit specific
learning needs and diversity of target learners.

.3.
1 Non-print materials observe the following technical
specifications: 12 ▪ Audio
30
 2.10 Learning resource package is fully accessible to target individual learners
regardless of their circumstances and their school location.

(See Annex B for Evaluation Tool for Content of DepEd-developed Learning

Resources)

3. Format and Style

Learning resource package uses appropriate technologies whenever available and

is cost-effective. Printed learning resource materials are readable, organized, and well
laid-out. Easy-to-read font styles and size with 11–13 points for body text and two
points larger for headings; three font styles, at most, per document for a clean and
unified look

DepEd’s Service Marks Manual recommended font styles for body text:
Garamond Bookman Old Style Helvetica Neue Arial

Appropriate, clear, properly labeled or captioned, and colored

(when necessary) Illustrations, images, graphs, and tables
▪ Good quality printing (i.e., no broken letters or images, correct
alignment, and even print density). Please refer to Appendix VI-
B (Guidelines in Preparing Printed Learning Resource
Materials) in the L&D System Manual.
1.2. Presentation slides use cohesive design elements.
▪ Easy-to-read font styles using sans serif fonts (e.g., Arial,
Calibri, Century Gothic, Helvetica, Lucida Sans, Tahoma and
Verdana)11
▪ Type size 28 for text; minimum of 32 for slide heading; and
minimum of 40 for presentation title
▪ Well laid-out slides which contains one idea per slide; uses key
words and phrases only; observes 7x7 rule (maximum of 7 lines
per slide, maximum of 7 words per line); and uses contrasting
colors for text and background (i.e., light text on dark
background; dark text on light background)
▪ Relevant and good quality Illustrations and images
Clear and easily understood speech and narration (uses
correct pacing,
intonation, and
pronunciation)
Concept appropriate music and sound effects
Synchronized with the visuals
▪ Visuals
With accurate
representation of the
concept discussed Uncluttered, easy-to-read, and
aesthetically pleasing screen displays (text)

31
 Clear and easy-to-
interpret non-text visual
presentations Highly interesting
▪ User support material with adequate and clear instructions
▪ Highly compatible with all platforms using the following
minimum system requirements:13

Operating System Microsoft Macintosh

- Windows 7 - 10.10 Yosemite
- Windows 8 - 10.11 E1
- Windows 10 - Capitan
- 10.12 Sierra
- 10.13 High
Sierra
- 10.14 Molave
Office Applications MS Office 7, 10, 13, 16 and 19
File System Portable Document Format (PDF)
Format
Multimedi - Video: MPG4
a type/For - Audio: MP3
mat - Graphics: JPG and PNG

1. Session guide steers and facilitates delivery of L&D intervention, as

designed. (See Appendix III for Session Guide Template in the Main L&D
Manual.)
1.1. Is aligned with the L&D intervention design and covers all session
objectives focused on the development of teachers’ cognitive, affective
and psychomotor development
1.2. Provides for application of learning in the teachers’ professional and
personal lives
1.3. Provides adequate discussion of each methodology
1.4. Has clear and adequate instructions to users (See Appendix VI-D for
Sample Session Guide)
(See Annex C for Evaluation Tool for Layout and Design)

B. LDRPD Key Processes

Developing learning resource packages is initiated and managed by the PMG
and supported by internal and/or external subject matter or technical
experts.14 The following processes guide the learning resource package
development:
1. Prepare the resource package for unique needs with support from the
PMG.
2. Identify available learning resource materials and make a decision to
adopt, customize, or develop a new resource package.
3. Based on the review process, make a decision to:
3.1. adopt the existing resource package,
32
 3.2. adapt the existing resource package and align it to current
intervention requirements, or
3.3. develop a new resource package.
4. If existing resource package will be adopted, evaluate and validate the
package.
5. If existing resource package will be adapted or modified, evaluate and
validate the package, and finalize based on evaluation results.
6. Submit for final review and approval of the school head.

Figure 7. L&D Resource Package Development Process Flow Input Process

Output

33
▪ Filled out JELand RDL
forms for unique PMG supportsSDO/school head in Resourcepackages to address
needs preparingresource packages for unique learningneeds
unique needs

▪ Intervention designs PMG identifies available learning resource

List of resource materials
for LAC and formal materials and makes a decision to adopt,
identifiedand evaluatedfor
training for common customize, or develop a new resource
Adoption,
needs package
Customization,or
Development

PMG validates and PMG customizes or

evaluates resource developsa new resource
package package

PMG adopts PMG validates and

resourcepackage evaluates resource
package (creates
committeesas needed)

PMG refines and

finalizesthe package
based onevaluation

Approved resource package to

PMG submits to PDC for review and to SH address
forapproval ▪ common needs through
LAC and/or formal
training
• includingJEL andRDL for

Subsystem VI- Learning and Development Program Delivery (LDPD)

34
A. Definition

L&D Program Delivery (LDD) is the subsystem for implementing the intervention for
employees/teachers considering their personal, family or work-related
circumstances and based on the approved design using the learning resource
package that has been developed to achieve their learning/enabling objectives for
unique and common needs.

B. Purpose
The subsystem provides processes and standards for implementing the various
tasks before, during, and after the conduct of a responsive L&D intervention to
ensure employees/teachers access and active participation, realization of their
learning/enabling objectives, and use of resources in the most equitable, efficient
and effective manner.

C. LDD General Guidelines

1. LDD is a collaborative process involving the PMG/school head and program
management team; while for LAC and formal training, the program owner
and learning service providers (facilitators, resource persons, coaches,
mentors, etc.) are also involved.
2. The LDD is employee/teacher -centered, needs and context-based.
3. The LDD ensures adherence to the approved design for the identified
individual learners and the number of target learners in formal learning
modalities for different groups as follows:
3.1.1. L&D interventions with skills-building objectives (e.g., training course): 15-30
3.1.2. L&D interventions with mainly information or knowledge diffusion
objectives (e.g., seminar): maximum of 50
3.1.3. Learning Action Cell: 2 to 15
4. LDD adheres to adult learning principles and conditions.
5. Feedback and reflection are embedded in every learning modality.
6. LDD ensures immediate and effective classroom application or innovations
of learning gained through action plans or re-entry plans.
7. LDD Program Management Group(PMG) structure and composition is
adequate in number and meets competency requirements for assigned
roles.18 The composition varies according to the type of modality.
8. LDD ensures equitable access and participation of employees/teachers in
the approved learning modalities which are responsive to the
employees/teachers personal or family circumstances, location and
conditions of work assignments, particularly those in disadvantaged areas
or difficult circumstances. This implies the provision of reasonable
accommodation and removal of constraints, barriers and various forms of
gender-based discrimination with respect to women’s access and
participation.
9. LDD ensures that women employees/teachers are made equal to male
teachers in pre, during, and post implementation activities.
10. LDD observes and promotes gender sensitivity, equality, equity, non-
violence against women.
11. LDD observes and promotes child protection to prevent abuse, neglect,
exploitation, discrimination and violence. (DO 40 s. 2012)
35
 12. LDD ensures that teac employees/teachers hers and intervention
implementers shall maintain an inclusive atmosphere and promote respect
at all times (DO 21 2.2019)

D. LDD Key Processes

The key processes in the delivery of any learning intervention are clustered into
three phases: pre- delivery, delivery, and post-delivery. Tasks on management of
the intervention, resources, and learning are carried out along these three phases.

The following processes guide the conduct of any learning and development
intervention (JEL, RDL, LAC, or formal training) to address the unique and
common needs of employees/teachers: (Annex A presents the implementation of
each of the four learning modalities in phases.)

1. Pre-delivery
Based on the approved design and resource learning package, set the
schedule of the intervention, prepare logistics and resources, coordinate
with participants, and ensure briefing of resource persons (for LAC and
formal training).

2. Delivery
JEL/RDL LAC Formal Training
Implement JEL or Conduct LAC based on Conduct formal
RDL with the LAC plan. training and monitor
employees/teachers progress along
objectives.
Help the Plan activities in the Prepare W/CAP plan
employees/teachers classroom for the or its equivalent
identify next steps for application of learning
further development, and identify what to
applying and sustaining present in the next
learning through the session to assess the
Workplace/Classroom outcome of
Application Project instruction (W/CAP
(W/CAP) plan)
Plan

3. Post-delivery
JEL/RDL LAC Formal Training
Accomplish and have the After completing all
coach/mentor/facilitator sessions based on the
certify the L&D modality LAC implementation
form to be noted by the plan, have the
SH and submit to PMG completion form
certified by the LAC
leader and noted by
the SH, and submit to
PMG.

36
 Prepare Prepares post-
postintervention report intervention
report (including
evaluation
results and
financial report)

As follows is the simplified process of L&D program delivery.

37
38
Subsystem VII- L&D Quality Assurance

1. Definition
Quality Assurance (QA) is the process of ensuring compliance to quality standards.
It outlines the processes used to meet those standards. QA is one of the functions
of the quality management system. 19 It builds confidence that L&D programs will
meet quality requirements and the needs of L&D stakeholders. 20

Monitoring and Evaluation (M&E) is a means of gathering, processing, analyzing,

interpreting, and storing data and information. M&E guides the process of decision
making on the implementation of every L&D subsystem for EPD.

Monitoring is a continuous process where employees/teachers, school heads, and

other education managers obtain regular feedback on the progress of the L&D
system for EPD to serve as basis for decision making towards achieving its goals
and objectives.21 Likewise, it keeps track of the utilization of inputs, delivery of
outputs per subsystem, and outcomes of the L&D system on a periodic manner.

Evaluation is a rigorous assessment of either completed or ongoing EPD activities

to determine the extent to which they are achieving stated objectives and
contributing to decision making by the L&D system program implementers.

2.
L&D System QA Monitoring and Evaluation Framework
The L&D system shall be consistent with the National Quality Assurance
Accountability Framework (QAAF)23 as a roadmap for building a culture of quality
which is conceptually derived from Quality Management (QM) as a management
approach. It is considered as a “method for ensuring that all activities necessary to
design, develop, and implement a product or service are effective and efficient with
respect to the system and its performance.” (2008)
The L&D system shall follow thorough processes of quality assurance and
monitoring and evaluation to ensure that desired outcomes for the EPD programs
and interventions of the school are achieved. Quality planning and implementation
as suggested must be embedded in three major phases of development as shown in
Figure 9.24

39
Figure 9: L&D Quality Management System

1. Doing the Quality Quality

right Planning Assurance 2. Doing
things! things
right!

Quality
Control

3. Doing the right things right!

The school QA and M&E framework is designed for the L&D system to cover each
sub system for needs assessment, planning, program designing, resource package
development, and program delivery. Each subsystem contributes and supports the
integration of outputs and outcomes to achieve the overall objectives and goal of
the entire L&D system.

While the framework is the basis for the internal quality assurance of the system,
its results also inform external Quality Assurance of the system’s adherence to
guidelines, standards, and specifications set for the school L&D system.

Thus, quality assurance plays a key role in seeing to it that quality standards and
guidelines are complied with by the schools. Annex 1 shows the quality assurance
and M&E framework containing the standards for each of the system levels such
as: input, process, output, and outcome for each subsystem covering the L&D
operations at the school level. Corresponding means of verification (MoVs) and type
of M&E for corresponding system level are assigned. Annex 2 shows the QA M&E
specific functions for each subsystem.

The framework incorporates the result chain as the main focus of QA and M&E.
This means that achieving the desired outcome and impact originates from the
correct inputs transformed through appropriate processes, thus resulting in the
preferred outputs. The school head/PMG and other L&D system implementers have
to carefully track the progress and results of each subsystem. This is to ensure that
the inputs and processes are aligned and coherent to the desired results envisioned
by the school (Figure 10).

40
Figure 10. Results Chain

The elements of the result chain shall observe the following operational definitions

Outcomes are changes in knowledge, skills, or behaviors that may be

expected when target teachers apply newly acquired competencies during
teaching and learning events.

Outputs are the results of program/intervention conducted or the direct

deliverables of a program or intervention.

Process are procedures and/or steps to be carried out to deliver the required outputs.

Inputs are resources in the form of people’s expertise, time, fund, learning
materials, and policies required to implement the process in every subsystem.

3. Purpose

This abridged version of the QAME subsystem introduces QAME essentially from
the SDO/school perspective. Relationship of its roles and functions with RO and
NEAP Central were excluded to provide focus to the reader’s attention to the
SDO/school QA M&E sub system.

The data and information that will be generated by the subsystem shall guide the
PMG/school head and EPD implementers to maintain the efficiency, effectiveness,
and continuous improvement of the L&D system. It shall also provide data and
information that will trigger timely intervention to ensure immediate action or
assistance in implementing the L&D system. The M&E processes shall set into
motion a series of managerial actions by the teachers, school heads, and other
education leaders for ascertaining if set objectives are met. This is to guide the
PMG/school head and L&D implementers on the standards that are to be observed,
such as the quality assurance mechanism and descriptions of tools and templates
of every subsystem of the L&D system.

This subsystem aims to help the PMG/school head and L&D implementers prevent
or minimize errors during the implementation of the EPD programs by following the
standards and guidelines. In this case, the DepEd NEAP sets the overall quality
standards and guidelines. The SDO/school’s main duties and responsibilities are to
comply with these quality standards and guidelines.
41
 4. General Guidelines

The general guidelines provide direction for the school head and the L&D
implementers in performing

4.1. The school head, PDC, PMG, and various modality group leads and
employees/teachers shall be oriented and trained to enhance their
competencies to effectively and efficiently perform their roles for QAME.

4.2. Implementation of the EPD program shall be monitored and evaluated

based on the quality standards defined for all the L&D subsystems (e.g.,
needs assessment, planning, designing, learning resource development,
and delivery).

4.3. Each subsystem shall have a QAME plan to ensure that inputs, processes,
outputs and outcomes are tracked, assessed and accounted for. (The QAME
plans outlined in the main L&D system manual can be found in Annex 3).

4.4. The M&E shall track and assess the inputs, processes, outputs and
outcomes using the quality standards set for every L&D subsystem.

4.5. The M&E shall ensure that adequate and timely inputs are in place and
ready for deployment. It should be aligned with appropriate processes to be
employed to produce outputs and desired outcome.

4.6. To put in place the quality assurance mechanism, the M&E Plan is
established to ensure that outputs in each of the subsystems: i) are delivered
within a specific period of time, ii) meet the set specifications of the quality
standards defined in every sub system, and iii) will lead toward the achievement
of desirable outcomes.

4.7. The conduct of progress and results M&E shall be timely for the quarterly
and annual Monitoring, Evaluation, and Adjustment (MEA) conference and
review of the school. The M&E plan duration shall be three years to
coincide with the Strategic Plan for Professional Development (SPPD) and
the School Improvement Plan (SIP) cycle.

4.8. It shall comply with gender equality, disability, and social inclusion (GEDSI)
principles embedded in each of the sub-systems.

4.9. Women and men shall be given equal opportunity to participate in the
decision-making process for QAME.

4.10. The M&E mechanism shall make it certain that ownership of EPD
programs are established, and shared accountability of results are
mutually agreed by all L&D implementers.

4.11. Employees/teachers shall self- monitor, track changes happening during

attendance in EPD programs and in the course of work
42
 performance/teaching and learning in the virtual and/or physical
classroom/workplace/CLC and evaluate own progress based on the
learning objectives set in the Individual Professional Development Plan
(IPDP)/Group PDP. In this regard, reflection journal shall be maintained
by each employee/teacher to note answers to reflection questions,
insights, and learnings gained from the learning interventions.
Employees/teachers should also note how their learnings are utilized as
well as the new behaviors colleagues and learners observed as result of
changes in practices.
4.12. The unit heads/master teacher/key teacher assigned by the SDO/school
head/department head is responsible for M&E of individual
employees/teachers performance. Using the L&D M&E Guide Questions to
Track Results and Decision Making of the Stakeholders, the authorized
school official assesses the results of IPDP and the employees/teachers
Workplace Application Project and/or any follow-through job-embedded,
relationship- and discussion-based learning, and learning action cell
activities in collaboration with the PMG.

4.13. Funding for M&E activities shall be incorporated in the Annual School
Professional Development Plan.

4.14. SDO/RO/CO NEAP/Donors shall serve as the external M&E entities to

assess the compliance of quality standards and guidelines. The school
shall comply with the quality standards and guidelines. As the need arises
and with prior notice, these offices have the authority to conduct L&D
system audit.

4.15. Results and findings of the external M&E shall input into the division
technical assistance plan and inform decision-making and policy
development for L&D.

4.16.
The employees/teacher’s performance in EPD programs and application of
learning in the classroom/community learning center (CLC) have direct
effect to the achievement of the learners’ learning outcomes. The
classroom observation event is one way to directly assess how the teacher
performs. The main L&D System Manual suggests to adopt the
Kirkpatrick’s model of evaluation with four level indicators, namely:

Level 1. Reaction – the degree to which teachers find the L&D

intervention favorable, engaging, and relevant to their jobs.

Level 2. Learning – the degree to which employees/teachers acquire the

knowledge, skills, attitude, confidence, and commitment based on their
participation in the L&D intervention.

Level 3. Behavior – the degree to which employees/teachers apply

what they have learned from the L&D intervention when they are
back in the physical/virtual classroom or CLC.

Level 4. Results – the degree to which targeted outcomes and impact

objectives are achieved as a result of the L&D intervention.

43
 Appropriate processes are described in Annex 3b – L&D QAME Plan.

4.17. Three types of M&E events shall be undertaken in the course of IPDP and
Group PDP implementation. This is to ensure that PMG/school head has
robust data and information to assess progress and results and make
appropriate decisions and plans for the SDO/school EPD programs.

▪ Progress Monitoring & Evaluation (PME) is a systematic and

objective assessment of an on-going implementation of the EPD
program. PME is timely conducted during the quarterly School
MEA. When applied in the L&D delivery sub-system, this is
equivalent to Level 1- Reaction indicator in the Kirkpatrick’s model
of evaluation.

▪ Initial Gains Monitoring and Evaluation is gathering and

analyzing initial progress prior to quarterly progress review through
a systematic observation and documentation process and a
verifiable assessment process. Initial gains could be in the form of
significant changes in belief and perspective of the
employees/teachers about teaching as a result of participation in
L&D programs. When applied in the L&D delivery sub-system, this
ss equivalent to the Level 2- Learning indicator in the Kirkpatrick’s
model of evaluation.

▪ Results Monitoring & Evaluation27 (RME) means monitoring of

higher-level objectives/outcomes which is equivalent to Level 3 on
Behavior and Level 4 Results of the Kirkpatrick’s model of
evaluation. Level 3 evaluates the changes in behaviour as a result
of application of insights and learnings gained from participation in
the L&D programs/interventions. In Level 4, RME examines
whether targets have been achieved based on IPD and Group PDP.

4.18. The outputs of the M&E plan implementation are: PME Report, Initial
Gains
Monitoring and Evaluation Report, and RME Reports. The frequency of
reporting shall follow the quarterly DMEA/SMEA and School Annual
Review and Planning. It should also be timely for the annual IPCR/OPCR
preparation and assessment.

4.19. The SDO/school head shall prepare an Accomplishment Report or Annual

Report to incorporate both qualitative and quantitative documentation of
the intervention and its results.

4.20. A Completion Report shall be prepared by the learning modality

implementers after every completion of the event. It should provide a
complete documentation of learning modalities (JEL, RDL, Formal and
LAC) conducted. It should also include the list of teachers, outputs
delivered, documentation of issues, concerns and resolutions, and next
steps.

44
 4.21. Every subsystem has corresponding tools, templates and forms found in
the Appendices of the Main L&D System Manual. The school head may
authorize the PMG to modify/revise or develop templates/forms for
specific data requirements. The List of Tools, Templates and Forms are
found in Annex 4.

5. Operationalizing the QAME at the School Level

5.1. QA M&E Plan for L&D System

The L&D QAME subsystem plans covering GEM to Resource Package

Development are considered as Planning and Establishment points. It is
estimated to take five months for schools starting to implement the L&D system.
Assuming that the start is September, the Planning and Establishment points
will end by of December. The implementation points which cover the L&D
subsystem delivery could take from January of the current year to February of
next year.

Quality assurance is performed in every sub system during the conduct of

M&E. The M&E Activities shall cover the progress M&E, initial gains M&E, and
results M&E. As shown in Diagram 1 below, the L&D M&E activities should
correspond to the quarterly DMEA/SMEA and School Annual Review and
Planning and Budgeting. It is also timely for the IPCR Form and OPCR Form
preparation between September to December and IPCR and OPCR evaluation in
January to February of the succeeding school year. Results and findings of EPD
shall inform the IPCR, OPCR, and adjustments of the IPDP and Group PDP
which are also timely for the conduct of the School Annual Review and Planning
and Budgeting.

5.2. M&E Plan for L&D Delivery Subsystem

The L&D delivery plan implementation timeline could vary by learning modality
(e.g., JEL, RDL, Formal, and LAC). Thus, monitoring and evaluation activity will
be conducted upon delivery of specific learning modality.

Diagram 2 illustrates a detailed M&E plan for the L&D Delivery containing the
Year 1 timeline of QAME activities and points. The L&D QAME activities are
timely for the 3rd and 4th quarterly school MEA and performance review
happening during the last months of June–July for one school yea

45
46
 Diagram 2. Detailed M&E Plan for L&D Delivery Sub System
LD Delivery Plan Implementation Points

Timeline ofties Sep Oct Nov Dec Jan Feb Feb

QA M&E Activi
L&D Quality Quality Quality Quality Quality Quality Quality Quality
Assurance Standard Standard Standard Standard Standard Standard Standard
L&D Results M&E
L&D M&E (input, process, output) ▪ Documentation of
(input, process, output) significant change
Activity stories in teachers’
ins M&E competencies
Initial Gains M&E using the
Kirkpatrick’s
▪ Documentation of significant change stories ▪ Documentation of significant change stories in model of
reflecting teachers’ competencies using the teachers’ competencies using the Kirkpatrick’s Evaluation
Kirkpatrick’s model of Evaluation model of Evaluation Domain: Level 4-
▪ Documentation of promising/good practices ▪ Documentation of promising/good practices Results (could
include psychomotor
skills)
▪ Documentation of
promising/good
practices ▪
Learners
Performance
(mastery levels)
SDO/School SDO/School
M&E rd
3 Qtr Annual Review
Activity DMEA/SMEA and Planning and
4th Qtr Budgeting
DMEA/SMEA
Performance IPCR and OPCR
Review Evaluation

5.3. Annual L&D Implementation Review and Adjustments, Results M&E

The L&D M&E system is reviewed annually and corresponding adjustments
are made to advise the school head, PDC and PMG for the succeeding year ‘s
L&D plan and implementation.

It should be noted that during the first year of implementation, the planning and
establishment points are estimated to take five months starting from May until
September. Hence, each subsystem has already been established and
preparatory work could be shorter during the second and third year of its
implementation.

Results M&E, particularly for Level 3 and Level 4, shall be collected and analyzed
by the PMG to inform the PMG/school head and L&D implementers of the
progress of Year 1 L&D interventions and projects. This will further inform the
teachers and PMG if there is still need to further continue or shift to other
priority learning needs of the teachers.

47
 Impact Evaluation could be conducted after three years of implementation to
measure the effects of the teachers’ participation in L&D programs vis-à-vis
positive improvement of the L&D system and learners’ outcomes.

Diagram 3. Annual L&D Implementation Review and Adjustments, and Results M&E

Adjustments and updating of Adjustments and updating of

L&D Plans L&D Plans

Year 1June to Year 2 June to Year 3June to

Timeline July Timeline July Timeline July
M&E Outcomes M&E Outcomes M&E Outcomes
Quality Quality Quality
Assurance Assurance Assurance

M&E L&D M&E L&D M&E L&D

Activity Results Activity Results Activity Results
M&E M&E M&E
School M&E SDO School M&E SDO School M&E SDO/Schoo
/School /School l Annual
Annual Annual
Activity Review and Activity Review and Activity Review and
Planning Planning Planning
and and and
Budgeting Budgeting Budgeting

Performanc IPCR and Performanc IPCR and Performanc IPCR and

e OPCR e OPCR e OPCR
Review Evaluation Review Evaluation Review Evaluation

48
4. Steps in Conducting QAME
The following are suggested steps that the school head shall follow when
organizing and mobilizing SDO/school personnel in QAME for the L&D system
implementation. The assigned timeframe in hours are indicative. The
timeframe shall depend on the most affordable time the PMG/school head will
allocate per step (Figure 10).

Step 1. Organize/Engage the SDO/School QAME Team.

For SDO, membership int the QAME team shall include at least five (5)
members: HRTD head, HRMO head, section representatives.
For medium and large schools, membership in the School QAME Team
(SQT) shall include at least 5 members: department head/master teacher as
chairperson, school M&E coordinator, school ICT coordinator, and a member
of the PTCA. For small school, the school head shall serve as the chairperson
with the school M&E coordinator, school ICT Coordinator, and a member of
the PTCA as members. There should be an equal representation of women and
men in the team.

In case there is an existing DQT/SQT, the SDO/school head with the

SQT, PMG and PDC may review and enhance its existing system, especially
the performance measures, M&E strategies, tools and techniques used in
QAME.

Step 2. Orient/reorient the DQT/SQT and teachers.

Topics may include the following QAME concepts:

▪ L&D QA M&E principles, policy, definition and purpose

▪ Framework, Functions, Guidelines
▪ Types of M&E
▪ Standards
▪ Tools and templates, Schedules
▪ Data analysis techniques
▪ Report preparation
▪ Filing system

Step 3. Conduct preparatory work for MEA.

Activities for the preparatory work for the MEA conference may include:
▪ Review/modify/adapt existing tools and templates and/or
develop new ones
▪ Agree on data to gather and its sources
▪ Assemble and organize data, e.g., individual
employees/teachers plans, issue log, performance indicators,
reports, outputs, and other evidences (MoVs)

49
 ▪ Review documents, e.g., JEL/RDL/LAC/F2F plans for the
quarter, individual teacher’s records and report comparing
actual output against standards and/or actual outputs
against targets
▪ Conduct interviews or focused group discussions to validate
data, gather issues and concerns, bottlenecks,
promising/good practices, lessons learned, suggestions and
recommendations,
▪ Take photos and/or video clips (Consent Form needed)
▪ Prepare dash boards, charts, graphs, diagrams, whenever
appropriate
▪ Take note and summarize observations and findings, e.g.
narratives and stories

Step 4. Write the Report.

▪ Write the report using prescribed/agreed reporting templates

▪ Prepare summary and presentation materials (e.g., PPT
presentation)

Step 5. Present the Report.

▪ Study the contents of the report

▪ Present during L&D M&E meetings and SMEA
▪ Capture comments and suggestions

Step 6. Finalize Draft Copy of the Report.

▪ Finalize the report integrating comments and suggestions in

the overall school report

Step 7. Submit the Report to the SDO/School Head.

▪ Seek school head’s approval of the report

▪ Submit the report to SGOD HR (hard copy/email)

Step 8. File Copies of the Report.

▪ Maintain a Report Registry of L&D files and physical space for

hard copies
▪ Assign L&D folders and sub-folders for electronic copy of
reports-for easy retrieval

50
Part V. Preparing Plans and Budget

51
Part VI. Executing the Plan

1. The SDO/schools are expected to submit their respective PDC (Personnel

Development Committee) by the third week of September.
2. All functional unit heads/schools are expected to submit the LDNA report by
the second week of October while it should be submitted on March for the
succeeding years.
3. The functional unit heads/schools should submit their three (3) year plan for
Professional Development on the 4th week of October.
4. L&D program designs are expected to be submitted on or before the 3 rd week
of November by all functional unit heads/school heads.
5. L&D developed, adapted or adopted resource packages must be submitted
online on or before the 1st week of January 2022.
6. Annual conduct/delivery of the intervention will take place on the 3 rd week of
February 2022.
7. Monitoring and evaluation are done per subsystem by the Public Schools
District Supervisor to the school and the M&E team of the SDO to the
functional units.

Part VII. Monitoring and Evaluation

An M&E plan of the abridged manual of project SERG( Sustaining education Reform
Gains ) shall be adapted by the SDO L&D team to measure the extent of the
implementation of the L&D system to all elementary, secondary ALS learning centers and
SDO functional units. The Learning and Development Team of the PRIME HRM of SDO
shall be responsible in the conduct of M&E to be assisted by the PSDS, school heads and
heads of functional units.

A regular review of the implementation of the L&D system to determine its strength
and weakness for improvement and policy review shall be done after the operationalization
of the entire cycle of the L&D subsystem, the SDO L&D team shall conduct periodic policy
review to further enhance its provision and effectiveness.

Part VIII. References

1. Abridged Learning and Development System for Teacher Professional Development.
SERG schools. May 2020.
2. DepEd Order n0.42 s. 2015 Philippine Professional Standard for Teachers (PPST)

Part VIII. Effectiveness and Transitory Provision

1. The operationalization of L&D systems will cover all SDO functional offices, schools
and learning centers of this division.
2. These guidelines shall supplement all existing guidelines of DepEd on the conduct of
training development.
3.This memorandum, shall take effect upon its issuance and published online at
www.depedcamsur.gov.ph.

52
IX. EFFECTIVITY

The SDO Camarines Sur Learning and Development System Guidelines shall
become effective after final evaluation of the Top Management and by the Civil Service
Commission (CSC). Subsequent amendments shall likewise be submitted to CSC for
evaluation and shall take effect immediately.

X. COMMITMENT

I hereby submit and abide by the provision of the DepEd Schools Division Learning
and Development System Guidelines of Camarines Sur.

LOIDA N. NIDEA, CESO V

Schools Division Superintendent
Date: ___________________

CSC Action:

I have evaluated the herein DepEd Schools Division of Camarines Sur Learning and
Development System Guidelines found to be in accordance with the provisions of CSC
Memorandum Circular No. 10 s. 2002 & CSC MC No. 19, s. 2019 and may now be
implemented.

DAISY P. BRAGAIS
CSC Regional Director
Date: ___________________

53