On Board

DIONESIO L. LIWAGON, JR. BALVE G. GRANIDO, Ph.D.

EPS-LRMDS SEPS-M&E
Division Research Coordinator Division Research Coordinator
Division of Oroquieta City Division of El Salvador City
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 Segmentation
Market segmentation is a marketing strategy that involves dividing a
broad target market into subsets of consumers who have common
needs, and then designing and implementing strategies to target their
needs and desires using media channels and other touch-points that
best allow to reach them.

Geographical Sex

Demographics Behavior

Education Psychosomatic
 NAT Results

1st Group 2nd Group 3rd Group 4th Group

Area
(0-24) (25-49) (50-74) (75-100)

Overall Division 11 19 39 12
District 1 0 0 14 8
District 2 2 3 12 0
District 3 9 15 0 0
District 4 0 1 13 4
Who are these schools? Who are these schools?
 Division of AA
Comparative Drop Out Per Location (2012-13)

20

Organising Data using Segmentation 5

Technique & Data Map

14 13

12

• Use 2 to 3 variables only 8

• Gives you “insights”
12

6 5
3 Legend:
Accessible
Remote
Urban
 Segmentation
- LOW MPS URBAN
- HIGH MPS

RURAL
REMOTE

Division of Oroquieta City

Segmentation - Variables
Type / Classification of schools

Size or population of school

Target groups or learners
Location of schools
Program recipients

Achievement

Position

Gender
 Improved mastery in english,
science & math

Program Outcomes
Mastery of Competencies
Mastery of Competencies
Mastery of Competencies
Reader & Numerate

K-3 4 -6 7 - 10 11 - 12

SReYA

A Language Assessment
for Primary Grades
B National Achievement
Test (NAT) work
C National Achievement
Test (NAT) work
D To be determined
(TBD)ork
(LAPG) work
English English
English Science Science
Filipino Math Math
Cebuano Filipino Filipino
Araling Panlipunan Araling Panlipunan
What subjects?
 Night Schools
Subject - Low MPS

Least Mastered Competencies

Curriculum Support System

Materials, School
Schools Division Community, Industry
Facilities, ICT Assessment Leadership &
Teachers TA Relevance &
Equipment Environment Management
Partnership

Data to Sort
Community
Learners access Instructional Frequency of involvements
Competencies covered Learners access to to internet Tests administered supervision assistance to
materials schools
Knowledge of School’s use of
Contact time Teachers use of Frequency of test
Learners “contact time” curriculum local resources
ICT in teaching &
on use of equipment, learning
Teachers teaching skills Type of assistance
laboratory
Content versus Competencies on provided to Linkages to learning
Teachers use of learning ICT awareness in assessed Education planning schools institutions
materials Congestions school • subject areas
• assessment
Understanding of • planning & M&E Linkages to industries
Teachers use of classroom Care & use of equipment inclusive education
Use of blended • program
assessment learning management
Access to library Implementation • etc
Content mastery of SBM

Actual Support Provided by SDO to

School
Training provided to Capability of the
Distribution of learning Support provided by Support provided by Assistance provided
teachers Training and technical EPS to provide TAs
resources and facilities the SDO on ICT in the SDO on Classroom by the EPS to
support provided to SHs to schools on
education Assessment on instructional schools on linkaging,
Recruitment & different subject
supervision? use of new partnerships
Placement areas and SBM
curriculum? on SBM? concerns
 School Segment

Subject - Low MPS

Curriculum Support System Least Mastered Competencies

Materials, School
Schools Division Community, Industry
Facilities, ICT Assessment Leadership &
Teachers TA Relevance &
Equipment Environment Management
Partnership

Data to Sort
Community
Learners access Instructional Frequency of involvements
Competencies covered Learners access to to internet Tests administered supervision assistance to
materials schools
Knowledge of School’s use of
Contact time Teachers use of Frequency of test
Learners “contact time” curriculum local resources
ICT in teaching &
on use of equipment, learning
Teachers teaching skills Type of assistance
laboratory
Content versus Competencies on provided to Linkages to learning
Teachers use of learning ICT awareness in assessed Education planning schools institutions
materials Congestions school • subject areas
• assessment
Understanding of • planning & M&E Linkages to industries
Teachers use of classroom Care & use of equipment inclusive education
Use of blended • program
assessment learning management
Access to library Implementation • etc
Content mastery of SBM

Actual Support Provided by SDO to

School
Training provided to
teachers Distribution of learning Support provided by Support provided by Training and technical Assistance provided
resources and facilities the SDO on ICT in the SDO on Classroom support provided to SHs by the EPS to
education Assessment on instructional schools on linkaging,
Recruitment & partnerships
supervision? use of new
Placement
curriculum? on SBM?

Capability of the SDO to provide technical assistance to schools on the following: training support to teachers on subject areas,
teaching skills, classroom assessment, and program implementation, support school heads on instructional supervision, SBM
and program implementation, manage equitable distribution of learning facilities and resources, and linking and networking
 Narrative (CSS and
Dashboards Dashboards Dashboards Dashboards
Problem Tree
Tracker
Forecasts and Targets Segment/Prioriti
Characterise using
zation
Curriculum Support System
# Key
Intake Grade/Year Segment/Priori
and Problem Analysis
Stage
level/Class/Section? zatiuon
Promotion
# Key Segment/Prio External factors
Long list ritization (SWOT Analysis)
Dropouts Stage
Access

Repeaters

Characterise using
KPIs Curriculum Support System
Subject
Grade 3 area(s) - High
-per subject MPS Segment?
Least mastered
competencies
External factors
(SWOT Analysis)
Achievement Grade 6
Subject Segment?
Area(s) -
Least mastered
Low MPS competencies
Grade 10
 Segments

KPIs Grade Level

Sex / Gender
Age Profile
Intake
Tribe/Religion/SPED/Muslim/
Working Students/PWD/CCT
Enrolment Recipient Characterize using
Curricular Offerings Curriculum Support
Key Stage System
Dropouts
Gross Enrolment K to 3
ACCESS Grade 4 to 6
Net Enrolment Grade 7 to 10
Repeaters Grade 11 External factors

School Leavers Grade Level

Promotion
Sex / Gender
Graduation
/ Completion
Reasons for Dropping Out
KPIs
Segments

Dialects

LAPG Grade 3 Sex

Reading Proficiency Level Characterize using
By Learning Area
Curriculum Support
System
Quadrants
QUALITY NAT Grade 6 By Least
/Mastered
Learning
Competencies External factors

NAT Grade 10 Sex

Quadrants
 Segments

KPIs Grade Level

Sex / Gender
Age Profile
Intake
Tribe/Religion/SPED/Muslim/
Working Students/PWD/CCT
Enrolment Recipient
Curricular Offerings, etc.
Dropouts Key Stage
Gross Enrolment K to 3
ACCESS Grade 4 to 6
Net Enrolment Grade 7 to 10
Repeaters Grade 11

School Leavers Grade Level

Promotion
Sex / Gender
Graduation
/ Completion
Reasons for Dropping Out
KPIs
Segments

Dialects

LAPG Grade 3 Sex

Reading Proficiency Level
By Learning Area

Quadrants
QUALITY NAT Grade 6 By Least
/Mastered
Learning
Competencies

NAT Grade 10 Sex

Quadrants