(Enclosure to DepEd Order No. 39, s.

2016)

Adoption of the Basic Education Research Agenda

I. Rationale

Learning is the core of the Department of Education’s (DepEd) mandate.

However, DepEd is not only a learner-centered government institution; it is
also an organization that constantly incorporates the learning process in
implementing education policies and programs consistent with its vision, to
wit:

“We dream of Filipinos who passionately love their country and

whose values and competencies enable them to realize their
full potential and contribute meaningfully to building the
nation.

As a learner-centered public institution, the Department of

Education continuously improves itself to better serve its
stakeholders.”1

The Department sustains its progressive orientation by ensuring that its

actions are informed by sound and relevant evidence from research.
Evaluation research can draw lessons from past and existing education
programs and identify ways to improve them. Policy studies can define
problems and generate possible solutions. Social experiments can compare
the effects of school interventions, and weed out ineffective from promising
ones.

The Basic Education Governance Act of 2001 underscored the role of

research in the management and administration of the basic education
system.2 With this mandate, DepEd has strived to strengthen research in the
Department. Such efforts include various research initiatives under the
Basic Education System Reform Agenda (BESRA) as well as the
establishment of the Research, Innovation, and Policy Evaluation Secretariat
(RIPES) in 2003. Building on these gains, the Department created the Policy
Research and Development (PRD) Division under the Rationalization Plan as
a mechanism to promote and oversee the vertical and horizontal conduct of
education research. PRD is tasked, among others, to conduct, support, and
manage empirical studies, and thereby promote evidence-based decision-
and policy-making at various levels of the Department. 3 In addition, the
established policy development process (DepEd Order 13, s. 2015) within the
Agency leverages the use of evidence.

While there are a myriad of topics to probe in the education sector, the
Department’s research thrusts are strategically geared towards supporting
its mission “to protect and promote the right of every Filipino to quality,
equitable, culture-based, and complete basic education where:

Students learn in a child-friendly, gender-sensitive, safe, and

motivating environment.

1 Department of Education’s Vision (2013).

2 Chapter 1, Sec. 7 (5) Rep. Act No. 9155
3 Department Order No. 13, series of 2015.

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 Teachers facilitate learning and constantly nurture every
learner.
Administrators and staff, as stewards of the institution,
ensure an enabling and supportive environment for effective
learning to happen.
Family, community, and other stakeholders are actively
engaged and share responsibility for developing lifelong
learners.”4

Accordingly, priority themes surfaced as research areas that are most

necessary and practical in light of the Department’s vision and mission, as
well as local and international developments in the sector. It is important to
note that 2015 marked the transition from the Millennium Development
Goals and Education For All initiative to the Sustainable Development Goals
and Education 2030. DepEd implemented major reforms in the basic
education system through the K to 12 Program, and is gearing up for the
first nationwide batch of Senior High School (SHS) students this 2016.

These emergent priority themes are captured in the Research Agenda. In this
document, the themes have been translated into questions to prompt
scientific inquiry and yield significant findings that can improve the quality
and delivery of basic education in the Philippines.

The Research Agenda identifies research topics that will fill in critical
knowledge gaps and respond to pressing concerns in Philippine basic
education, consistent with the Department’s vision, mission, and target
outcomes and in line with local and international developments in the
sector. By articulating specific study areas, this document seeks to:

(1) Build on gains from existing research;

(2) Generate new knowledge on less explored but priority fields of basic
education;
(3) Systematically focus DepEd’s attention on relevant education issues;
and
(4) Maximize available resources for research within and outside the
Department.

II. Scope

The Basic Education Research Agenda will guide all DepEd researchers from
schools, divisions, regions, and central office. In the same way, the Agenda
will also be shared for consideration of external partners, such as research
institutions, other government agencies, higher education institutions,
teacher education institutions, and non-government organizations, among
others. However, this document will not limit research inquiries. Rather, it
will encourage researchers to go beyond, especially for pressing and
emerging education issues not covered by the Agenda.

This will be a six-year Research Agenda and will be subject to annual, mid-,
and end-term review.

4 Department of Education’s Mission (2013).

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III. Definition of Terms

1. Research – a systematic process of collecting and analyzing data to

increase the understanding of a topic
2. Research Agenda – a document containing a list of priority
education research areas to guide DepEd and its stakeholders in the
conduct of research

IV. Policy Statement

This policy provides guidance in the conduct of basic education research to

ensure its alignment with DepEd’s vision, mission, and goals, maximize
existing resources, and set up platforms for the sharing and use of results.

The Research Agenda shall guide DepEd and its stakeholders, both at the
national and local levels, in gathering and examining evidence that can
inform the Department’s planning, policy, and program development. The
creation of regional and division research agendas is encouraged to echo
local concerns that fit seamlessly into the national agenda.

V. The Basic Education Research Agenda

The consultation process for the preparation of this agenda was conducted
in two phases. First, a comprehensive problem tree analysis was done by key
DepEd offices to identify challenges in the education system. This was later
transformed into a solution tree to match existing DepEd policies and
programs already addressing the identified challenges. Executive
pronouncements, official documents, and professional expertise influenced
the initial prioritization and analysis of the items in the Agenda. The
resulting tree was at first uneven in terms of depth, as can be expected, but
it provided distinct directions for the Research Agenda.

External partners have supported this initiative in synthesizing the outputs. 5

With this, key clusters of solutions were identified and studied for
appropriateness and completeness. After the key solution clusters were
agreed upon, the depth of knowledge on these areas were assessed. Topics
such as the impact of education programs that are already focus of prior or
ongoing studies were set aside. For areas where knowledge is insufficient,
research questions were formulated. The questions were then assessed to
determine if these were purely informational in nature or represent genuine
opportunities for deeper study.

The second phase was the consultation and validation of the thematically-
clustered draft research questions. This phase included purposively-selected
but nationally-representative group of key informants consisting of internal
stakeholders from different DepEd offices across all governance levels, as

5A team from the World Bank led the agenda development process with the support
of colleagues from the Australia Department of Foreign Affairs and Trade (BEST,
ACTRC, RCTQ).

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well as external partners. Two major activities6 were conducted to ensure
that the draft agenda is relevant, timely, and aligned with the mission,
vision, values, and the mandates of the Department. Representatives from
the regional, division, and school levels participated in the first activity,
where the research themes and questions were subjected to review and
revision. A more thematic approach was highlighted in the second activity,
where DepEd offices working within the research themes further enhanced
the research questions. These activities yielded numerous comments at
various levels of implementation and sophistication, which were later
synthesized to finalize the contents of the Basic Education Research Agenda.

Overall, DepEd adheres to the following principles in the conduct of basic

education research:

Excellence
Given the influence of research on education decisions and actions, quality
research is expected. Excellence demands that the inquiry is relevant and
researchable; methods applied are appropriate; and findings are logical,
coherent, and supported by data. Although the research design may vary
depending on the nature of the study, researchers must apply rigorous and
empirical methods grounded on scientific inquiry.

Integrity
The highest ethical standards shall be applied to basic education research.
Whether or not human subjects are involved, researchers must ensure that
the study will not cause people harm. Research participants should have
informed consent, must be cognizant about the general purpose of the study
and should not be exposed to unusual risk. Consistent with the principle of
excellence, integrity also requires honesty and accuracy in the collection,
analysis, and reporting of data.

Openness
DepEd acknowledges the importance of collaboration in its work, including
in research. Openness emphasizes the need to engage more partners in
basic education research and to employ multi-disciplinary perspectives. The
same likewise ensures truthful and timely dissemination of research results
and data sets within the bounds of confidentiality to DepEd and other
stakeholders for appreciation and application, as well as peer evaluation.

RESEARCH THEMES & QUESTIONS

Based on a review of the Agency’s policies and programs, survey of

literature, and nationwide consultations with representatives of DepEd
central and field offices, four research themes or basic education topics were
identified. It is expected that the findings generated from each theme will
fuel evidence-based actions that strategically support the attainment of the
Department’s vision and mission, as well as target outcomes of ensuring: (1)
access to complete basic education; (2) quality education; and (3) effective,
transparent, and engaging governance of basic education.

6The second phase was facilitated through the Basic Education Sector
Transformation (BEST), Philippines-Australia six-year basic education program.

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Figure 1: Conceptual Framework of the Basic Education Research Agenda

While the themes generally support DepEd’s overall mandate, each theme
has unique contributions to the Department’s target outcomes and mission.
For instance, Child Protection directly enhances the access outcome, while
Teaching and Learning squarely impacts on the quality of education.

In the same manner, the identified themes dovetail with the Department’s
mission, particularly its four key stakeholders. Teaching and Learning
responds to students’ and teachers’ needs, Child Protection focuses on the
students, Human Resource Development addresses concerns of teaching and
non-teaching staff, while Governance centers on administration and
stakeholder engagement.

Each of the research themes is described below with a brief discussion of its
general background and coverage. The themes have been expanded into
research questions to focus the investigation and shape the design of a
study. All questions are illustrative and need not be phrased verbatim to
allow flexibility in the research design. The stated research questions serve
as concrete starting points for discussion and may evolve upon further
analysis. It is thus possible to combine or reformulate research questions.

Each research theme contains sub-themes that have been broken down into
general research questions. Topics under each general research question
have been identified to highlight more specific areas of interest, and not

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necessarily to limit its scope. Researchers are welcome to explore other
topics that likewise address the identified sub-themes. Explanation is
provided to offer context to the intention of the research questions and
topics.

While the themes and questions appear as stand-alone areas of inquiry, the
Research Agenda recognizes that many of the listed topics relate to each
other. Moreover, the Department recognizes that the following cut across the
four themes of the Agenda: (1) Disaster Risk Reduction and Management
(DRRM); (2) Gender and Development; and (3) Inclusive Education. Some
questions and sub-topics expressly cover these areas of concern. Also, as
necessary, separate research questions under these areas have been
identified to cater to more specific concerns.

THEME 1: TEACHING AND LEARNING

As the national institution mandated to provide quality basic education to all
Filipinos, DepEd seeks to ensure that learning outcomes are achieved by
maximizing the competencies of teachers and potentials of all types of
learners. This theme thus covers the actors, activities, and fundamental
aspects of teaching and learning in various contexts. Specifically, the
Research Agenda looks into the strategies, best practices, and facilitating
and hindering factors relative to five sub-themes, namely: instruction,
curriculum, learners, assessment, and learning outcomes.

Instruction incorporates strategies to enhance the teaching-learning

process. Particular attention is given to teaching various subjects in light of
reforms under the K to 12 Program, and the growing importance of honing
well-rounded learners able to compete in the current as well as future
economies. Key topics under Instruction include, but are not limited to, the
following:

General Research Questions Topics

What factors affect the  Class size
teacher’s delivery of the  Contact time
curriculum?  Materials and resources
 Information and Communication
Technology (ICT) in Education
 Language
o Medium of instruction
o MTB-MLE
 Continuing professional development
and support (e.g. coaching and
mentoring, Learning Action Cell [LAC])
 Classroom management (e.g. positive
discipline)
 Learning space/environment
 Lesson planning and creation of
Instructional Materials (IMs)
 Teacher’s profile (e.g. background,
specialization, knowledge, motivation)
What teaching and learning  Inclusive education
strategies can teachers apply o Special Education (SPED)
to ensure inclusive and o Indigenous Peoples Education (IPEd)
learner-centered education? o Madrasah Education

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 o Alternative Learning System (ALS)
o Alternative Delivery Modes (ADMs)
 Disaster Risk Reduction (DRR) and
Climate Change Adaptation (CCA)
 Child-centered approach
 Emerging good practices
 ICT in Education
 Differentiated instruction
 Individual learning styles and
multiple intelligences
 Collaborative learning
 Classroom management (e.g. positive
discipline)

On the other hand, Curriculum will focus on the contribution of the new K
to 12 curriculum on improving learning outcomes. With the integration of
skills and competencies such as DRR and CCA in the delivery of the new
curriculum, looking at effectiveness is crucial. Key topics under Curriculum
include, but are not limited to, the following:

General Research Questions Topics

How is the curriculum able to  Contextualization
contribute in achieving  Various subjects
learning outcomes?  Spiral progression in the curriculum
 Higher order thinking skills
 Integration (e.g. DRR and CCA)
How is the curriculum  Contextualization
responsive and relevant to o Localization
learners? o Indigenization

This Agenda will study the developmental, social, and behavioural effects of
the teaching-learning process on Learners, who are the primary clients of
basic education. Key topics under Learners include, but are not limited to,
the following:

General Research Questions Topics

What factors affect the  Child development
learning behaviours of  External and internal environment
learners?  Teaching strategies
 Multiple intelligences
What contributes to the  School influence
values formation of learners?  Community
 Culture
 Extra- and co-curricular activities
What makes a well-rounded,  School influence
happy, and smart learner?  Community
 Culture
 Extra- and co-curricular activities

DepEd has defined the official K to12 Assessment Framework 7, which lays
out current policies and shows the current thinking on the matter. As a key
7 Department Order No. 8, series of 2015.

7
component of the teaching-learning process, Assessment requires further
study to refine the details of the framework. Key topics under Assessment
include, but are not limited to, the following:

General Research Additional

Topics
Questions Explanation
What factors affect the  Classroom assessment
implementation of (i.e. formative and
classroom summative)
assessment?  Emerging good
practices
 Teachers’ expertise in
constructing various
types of assessments
 Availability of
assessment tools and
resources (e.g.
materials, manpower,
environment, portfolio
assessment)
How is assessment  Levels This question refers
conducted and utilized o Classroom to the process of
in the Philippine assessments conducting
education system? o National assessments, as well
assessments as its utilization in
o International terms of:
assessments  Policy formulation
o System assessments and
implementation
 Resource
allocation
 Training of
teachers and
personnel
 Review and
improvement of
curriculum and
instruction
 Progress tracking
of learners
How effective is  Basic Literacy
Recognition of Prior Program
Learning (RPL) in  A&E
determining students  PEPT (Grade Level
to special programs? Placement)
 Special Programs

The Research Agenda further examines Learning Outcomes by

understanding what drives achievement, and by assessing and comparing
the progress of learners across subjects, grade levels, and geographical
regions. Key topics under Learning Outcomes include, but are not limited
to, the following:

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 General Research Questions Topics
What factors affect the  Teacher’s profile (e.g. specialization,
achievement of learning training, experience)
outcomes?  Learning environment
 Learning resources
 Language
 Assessment
 Governance
How does achievement of  Regional, division, and school variation
expected learning outcomes  School typology
vary in terms of practices per  Role of leaders
region, division, and/or  Geographic, political, and economic
school? factors
 Partnerships (i.e. LGUs, other private
and public organizations and
institutions)

THEME 2: CHILD PROTECTION

DepEd’s learner-centered approach recognizes that a child’s condition can
significantly affect the achievement of learning outcomes. While the
Department may not have the direct mandate and resources to address
many of the social, economic, and personal issues of learners, it is
committed to ensuring their well-being, particularly in situations where
harm can occur in school or disrupt their studies.

The Department’s commitment warrants a separate section on Child

Protection, particularly to address reported incidents of bullying, teen-age
pregnancy, addictive behaviours, and child labour. While laws and policies
are in place to address these, there is a need for in-depth studies on their
prevalence and effects. There is also a need to assess the effectiveness of
previous interventions, and the potential of new approaches to better
protect learners in schools. Main topics under Child Protection include, but
are not limited to, the following:

General Research
Specific Topics General Topics
Questions
How can DepEd best • History of
address the following problem
child protection • Prevalence
concerns: • Factors
Bullying  Physical Bullying contributing to
 Emotional Bullying the problem (e.g.
 Cyber Bullying access to
Teenage Pregnancy  Reproductive Health technology,
Education environment)
• Vulnerable

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Child Abuse  Grave Child Rights segments (e.g.
Violations (GCRVs) gender, location,
 SHS Work Immersion economic status,
Context persons with
disabilities,
Addiction  Substance Abuse children in
 Online Gaming conflict with the
 Social Media law, children at
risk)
• Effects (e.g.
Media Consumption  Internet physical, mental,
 TV and film emotional, social)
 Magazines • Policies/
 Radio programs/
interventions
• Learning
interventions
• Monitoring and
evaluation of
interventions
• Partnerships

THEME 3: HUMAN RESOURCE DEVELOPMENT

As DepEd is the nation’s largest bureaucracy, it is imperative that various
strategies are developed to nurture the vast human capital involved in
delivering basic education. Research questions will delve into three sub-
themes: (1) teaching and non-teaching qualifications and hiring; (2) career
development; and (3) employee welfare.

Primary focus is given to teachers due to their frontline role in reaching out
to learners. Research questions probe into the teachers’ existing
qualifications and competency requirements vis-á-vis the needs of the K to
12 and special education programs such as ALS. The topics extend to
teacher education institutions, particularly on ways to upgrade pre-service
preparation and DepEd’s role in providing continuous quality training.
Similarly, developing the support structure of DepEd through its non-
teaching personnel is an important area of inquiry. Key topics under
Teaching and Non-Teaching Qualifications and Hiring include, but are
not limited to, the following:

General Research Additional

Topics
Questions Explanation
How effective is the  Specialization This research
professional  Quality of years of question intends to
development experience examine the
framework in the  Language proficiency responsiveness of the
delivery of the K to (Mother tongue) Department’s
12 curriculum?  Academic skills existing professional
 Psycho-social skills development

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  ICT integration framework.
in teaching
What qualifications  Skills for:
and competencies are

required for teaching o Inclusive education

in an inclusive o DRR and CCA
learning o Teaching Beginning
environment?
Reading
 Qualification standards
and criteria for hiring
 Psychosocial skills
 Interpersonal skills
How can pre-service  Teacher education
teacher education be institutions
improved to develop  Core courses
teachers who can  Relevant non-core
effectively deliver the courses
K to 12 curriculum?  New courses
 Preparation on:
o Contextualization of
the curriculum
o Integration (e.g.
DRR and CCA)
o Teaching Beginning
Reading
o Inclusive education
What qualifications  Qualification standards
and competencies and criteria for hiring
are required of non-  Psychosocial skills
teaching staff to  Interpersonal skills
support the effective  Technical skills
delivery of the K to
12 curriculum?

11
What are the issues  Localization law
and challenges in  Ranking system
hiring public school  Natural vacancies
teachers, and how can  Planned positions
these be addressed?  Notice of Organization,
Staffing, and
Compensation Action
 Political influence
 Competition between
public and private
sector
 Emigration and/or
foreign contractual
work
 Entry levels
 Qualification standards
and criteria for hiring
 Allocation of teacher
items
 Verification of eligibility
documents

There is likewise a keen interest on the Career Development of both

teaching and non-teaching personnel in order to surface and address their

12
capacity-building needs, and to examine various dimensions and
determinants of their professional growth. Specific questions attempt to
validate reported challenges to personnel movement and progression. Key
topics under Career Development include, but are not limited to, the
following:

General Research Questions Topics

How can selection, retention,  Career path and progression
assessment, development,  Personal considerations
promotion, and recognition  Quota system
be enhanced to support  Item reclassification
DepEd employees in different  Mentoring
career stages?  Training and development
 Patronage and corruption
 Results-Based Performance
Management System (RPMS)
 Scholarships and grants
 Succession planning
What kind of capacity-  Overall training program
building activities are  Specialized training program
necessary and most effective  Process of capacity-building
in addressing development  Training strategy
needs and improving the  Selection process
work performance of  Practical application
teachers and other DepEd  Monitoring and evaluation
personnel?  Other development options
o Classroom training
o Coaching and mentoring
o Experience

Understanding career development also includes studying the nature and

effectiveness of existing Employee Welfare provisions. The Department
seeks to explore monetary and non-monetary strategies as well as non-
traditional mechanisms to keep its personnel, especially teachers, motivated
to perform well. Key topics under Employee Welfare include, but are not
limited to, the following:
General Research Questions Topics
What mechanisms are the  Professionalization
most appropriate to promote  Salary
the welfare of all DepEd  Benefits
employees?  Incentives (e.g. awards and
recognition, cash and non-cash
rewards)
 Non-cash compensation (e.g.
service credits)
 Protection and safeguards
 Grievance mechanism
 Teaching load and ancillary services
 Employee wellness (e.g.
physical, emotional, spiritual,
mental)
 Hazard pay

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  Risk insurance
 Monetization Program
 Gender and Development
What motivates teaching and  Intrinsic and extrinsic motivation
non-teaching personnel to
sustain commitment and
passion to high-quality
teaching, learning, and work
performance?

THEME 4: GOVERNANCE
Managing the largest bureaucracy towards educating the nation’s future
requires efficient and effective operations. The Governance theme of the
Research Agenda, which covers planning, finance, program management,
transparency and accountability, and evaluation, underscores DepEd’s
commitment to ensure that its structure, systems, and processes contribute
to the achievement of basic education outcomes.

The Department has already provided internal guidance (DepEd Order 13, s.
2015) for the development of effective and efficient policies. With this in
place, DepEd’s next concern is to ensure that these policies are implemented
and translated into appropriate programs. Because it governs a very large
sector with complex interrelationships, the Department often encounters
challenges in its Planning process. This section deals with standards and
policies that ensure the achievement of the Department’s goals. Key topics
under Planning include, but are not limited to, the following:

General Research Questions Topics

How can DepEd determine  Process/tools
effective and efficient o Typologies and classifications
standards for critical o Planning considerations for non-
education resources for formal education
schools, community learning o Comprehensive School Safety
centers, and other delivery or Disaster Risk Reduction and
units? Management in Education
 Critical resources
o Teachers, teaching-related, and non-
teaching personnel
o Education facilities (e.g. laboratories)
o Tools and equipment
o Water, Sanitation, and Hygiene
(WASH)
o School sites
o Health and nutrition
o Operating budget
How can DepEd improve its  Strategic planning (e.g. contingency
planning process across planning)
levels?  Operations planning
 Data management
 Monitoring and evaluation
 Policy research and development

Financial management is a critical component in the governance of basic

14
education. Relevant research areas include meeting government budget,

15
accounting, and auditing requirements without compromising efficiency.
This highlights the need to closely examine the effects of financial
management not just on program managers, but also on the intended
beneficiaries. Key topics under Finance include, but are not limited to, the
following:

General Research Questions Topics

How can DepEd improve its  Policies and practices
process in the sourcing,  Issues and challenges
acquisition, disbursement,  Timeframe
recording, and reporting of  Budget deliberation and complete staff
program and project funds, work
consistent with applicable  Budget execution
laws, policies, rules, and  Evaluation and policy amendment
regulations?  Computation of Maintenance and Other
Operating Expenses (MOOE) to provide
implementing units with accurate
funding needs
How does financial  Fund managers
performance affect key  Target beneficiaries
stakeholders in DepEd?  Community
 DepEd internal stakeholders

Program Management focuses on how DepEd can best develop, implement,

monitor, and evaluate programs, projects, and activities. While evaluation is
discussed separately, this section focuses on the core implementation
phases of program management. After the core mandate of teaching,
program management is essentially the next most important function of
DepEd. Key topics under Program Management include, but are not limited
to, the following:

General Research Additional

Topics
Questions Explanation
How effective is  Program and project
DepEd’s overall development
program management  Operational efficiency
system?  Coordination and
provision of technical
assistance
 Monitoring and
feedback
 Capability-building
 Personnel selection
 Support structures
and processes
 Sustainability and
mainstreaming
 Networking and
linkages
How can we maximize  Bilateral and multi- One area of interest
external partnerships lateral agreements from this research
locally and abroad to  Public-Private question is the
facilitate the delivery Partnerships (e.g. delivery of basic

16
of basic education? Build-Operate- education services to
Transfer, Build-Lease- undocumented
Transfer, Build- Filipino learners
Transfer) abroad.

The Governance theme encompasses Transparency and Accountability in

various levels of DepEd’s operations. At the central and field offices, the
Department aims to consider ways to incorporate accountability in the
budget process for the achievement of targets and outcomes. Studies can
delve into how mechanisms such as the transparency board and grievance
procedures promote transparency and accountability in schools. Key topics
under Transparency and Accountability include, but are not limited to, the
following:

General Research Questions Topics

What factors affect  Accounting and auditing rules and
transparency and regulations
accountability in DepEd  Procurement law
operations?  Transparency reporting
 Implementing units
 Fiscal autonomy
 Manpower and resource requirements
 Process audit
 Engagement of stakeholders
How effective are internal  Compliance to laws, policies, rules, and
business processes in regulations
allowing the public to  Government Accounting and Auditing
monitor and document the Manual (GAAM)
performance of DepEd?  R.A. 9184 (Procurement Law)
 DepEd Order/Memorandum
 Recording and reporting of
implementing units
 Fiscal control
 Audit
 Manpower
 Penal clause/accountability
 Engagement of stakeholders
How can schools  Policies and practices
effectively respond to  School structures (e.g. School
grievances from teachers, Governing Council, Child Protection
learners, parents, and the Committee)
community?  Nature/types
 Issues and challenges
 Resolution

A separate section is dedicated to Evaluation, which by itself offers a

multitude of topics. In this document, monitoring is treated as part of
management, as it provides timely information for periodic decisions that
need to be made while implementing various programs, policies, and
activities. Evaluation, on the other hand, aims to determine if the
undertaking produced its intended result in the best way possible so that
decisions can be made to continue, discontinue, or revise the said

17
undertaking at the appropriate stages of the cycle. Key topics under
Evaluation include, but are not limited to, the following:

General Research Questions Topics

How effective have DepEd  Decentralization of basic education
policies, programs, and governance
projects been in meeting  Private school regulations
their stated objectives?  Private sector partnerships
 Community engagement and
What are the unintended participation
consequences?  Civil society organization (CSO)
engagement in governance
 Human Resource Training and
Development
 Early Language, Literacy, and
Numeracy (formerly Every Child A
Reader Program)
 Multi-grade schools
 Regional Science High Schools
 Special Science Elementary Schools
 Science, Technology, Engineering, and
Math Program
 Strengthened Technical-Vocational
Education Program
 Adopt-a-School Program
 Library Hub
 MTB-MLE
 ADMs
 School-based initiatives implemented
in various versions in different
divisions
 Temporary Learning Spaces (TLS)
How can DepEd maximize  Research utilization
the benefits gained from the  Partnerships and joint undertakings
evaluation outputs and  Issues and concerns
expertise from within and  Roles and responsibilities
outside the department?  Capability-building
 Incentives
How can DepEd improve its  Evaluation standards
evaluation process?  Professionalizing evaluation discipline
 External accreditation of schools and
other units

As mentioned, cross-cutting and emerging education social concerns will be

considered in developing research questions under all of the four themes. To
inform policies and programs on these concerns, also listed below are
research questions specific to each crosscutting theme.

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 1. Disaster Risk Reduction and Management (DRRM)

General Research Questions Topics

Prevention and Mitigation
How effective are current  DepEd systems and structures (e.g.
prevention and mitigation organizational structure, DRRM
measures in DepEd offices Committee)
and schools?  Current prevention and mitigation
practices in schools
 DRRM plans
 Structural designs
 Natural hazards and conflict
 CLC considerations
How are prevention and  Curriculum integration
mitigation practices  Capacity of implementers
integrated in the  Learning materials
curriculum?  Implementation strategies
Preparedness
How are prevention and  Curriculum integration
mitigation practices being  Learning materials
translated into disaster  Structural designs
preparedness and awareness  DRRM plans
in DepEd offices and  Plan implementation (e.g.
schools? evacuation drills, trainings,
inspection)
 Natural hazards and conflict
What are the factors that  Structural resilience
contribute to risk reduction  Construction protocols, practices, and
and preparedness? monitoring
 Community integration
 Contextualization of DRRM concepts
 Capacity for response
 Risk information
 Early warning
Response
How do education response  Types of response
practices ensure the  Capacity for response
protection of our students,  External practices of LGUs, barangays,
teachers, and non-teaching and other external stakeholders
personnel?  Institutional analysis
 Provision for affected personnel
 Emerging best practices
 Coordination and support mechanisms
 Monitoring
 Natural hazards and conflict
How do we address gender  Gender and conflict studies
considerations during  Response protocols
disasters?  Natural hazards and conflict
 Rehabilitation and recovery programs
Rehabilitation and recovery
What are the factors  DepEd systems and structures
affecting the effective  Implementation strategies
delivery of learning  Assessment mechanisms
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continuity in schools?  Capacity of implementers
 Coordination mechanisms
 Partnerships/Stakeholder engagement
 Temporary Learning Spaces (TLS)
 ADM Implementation
 Assessment
 Other rehabilitation/recovery/repair
initiatives and programs
How effective are  Psychosocial support for teachers and
rehabilitation and recovery learners
interventions of the  Classroom construction
Department in delivering  Temporary Learning Spaces (TLS)
learning continuity in  Learning materials
schools?  Support from partners

2. Gender and Development

Research questions under Gender and Development may delve into
gender mainstreaming in and gender-responsiveness of DepEd
structures, policies, programs, and projects.

3. Inclusive Education

General Research Questions Topics

How ready is DepEd in  Inclusive education programs
providing an inclusive  Teaching strategies
learning environment?  Assessment
 Capacity building programs
 Instructional materials
What are the perceptions of  Internal and external stakeholders
internal and external  Inclusive education in the Philippines
stakeholders on inclusive
education in the Philippine
education system?

VI. Implementation and Sustainability Strategy

In light of the adoption of the Research Agenda, mechanisms will be set up

to support researchers. First, DepEd has established an institutional facility
to fund internal and external research studies on basic education through
the Basic Education Research Fund (BERF). 8 This Fund may also be used to
capacitate DepEd personnel in managing and conducting education
research.

Second, DepEd will ensure wide dissemination of the research results

through publication, conferences, forums, and other platforms. With this,
orientation materials will be prepared and distributed to national and local
events. This Research Agenda dissemination will cover DepEd internal and

8Department Order No. 43, series of 2015 and Department Order No 4, series of
2016.

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external stakeholders with the intention of getting the active participation of
research institutions and the academe.

Specifically, for BERF-funded research, DepEd will collect and upload the
completed research studies in the website for ready reference. Non-BERF-
funded research may also be shared with DepEd relevant offices for the
integration of results to policy and/or program development. Research
results will be considered in the development of a knowledge management
system for the Department.

The Department recognizes that basic education research is not its sole task;
hence, it is hoped that the Research Agenda can inspire and guide its
external stakeholders to undertake empirical studies to better understand
and advance basic education in the country. Academics and researchers can
find in the Agenda prospects for scholarly study and discourse. For
institution leaders and administrators, the Agenda presents trends and
issues that can provoke new insights and practical solutions upon
investigation. Importantly, the Research Agenda can orient and advise
policy-makers on matters that necessitate policy actions.

Lastly, to ensure full use of the research studies emanating from the
Research Agenda, PRD will analyse the findings to come up with
recommendations for policy and/or program development.

VII. Monitoring and Evaluation

Overall, PRD will provide recommendations for the review of the Research
Agenda and the formulation of its next iteration. In this light, the Agenda
will be reviewed periodically against the consolidated research results, new
education trends, and emerging education issues.

The Regional Policy, Planning, and Research Divisions (PPRDs) will lead in
the local research management and monitoring the progress of the Agenda.

Annual review will be conducted to assess the progress of the Agenda. This
will be used to adjust strategies in promoting the conduct of research.

Lastly, mid- and end-term review will be done on the 3 rd and 6th year,
respectively, to determine the need for adjustment and/or the development
of a new Research Agenda, if any.

VIII. References
- Creswell, J. W. (2012). Educational research: Planning, conducting,
and evaluating quantitative and qualitative research. Boston:
Pearson.
- DepEd Order 13, s. 2015
- DepEd Order 43, s. 2015
- DepEd Order 4, s. 2016

IX. Effectivity/Transitory Provision

Immediate dissemination and compliance with this Order is directed.

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