DM_DIVISION_MEMO-SGO-2023-006-edited-SIGNED-Call of Submission for Research Proposal 2023.pdf

Republic of the Philippines
Department of Education
REGION IV-A (CALABARZON)
SCHOOLS DIVISION OF LUCENA CITY
Address: Lucena West I ES Compound, M.L. Tagarao St. Brgy. Ilayang Iyam, Lucena City
Telephone Nos.: (042) 421-4161/421-4162/421-5137
Email Address: lucena.city@deped.gov.ph
Website: depedlucena.com
DIVISION MEMORANDUM
SGO-2023-006
TO : OIC-Asst. Schools Division Superintendent
Chief Education Supervisors – SGOD & CID
Unit Heads
Public Elementary and Secondary School Heads
All Others Concerned
FROM : HERMOGENES M. PANGANIBAN, CESO V
Schools Division Superintendent
SUBJECT : CALL FOR SUBMISSION OF RESEARCH PROPOSALS
DATE : January 10, 2023
1. As part of the implementation of the Schools Division’s Project Responsive
Research for the New Normal (Project 2R2N), teachers and all other
personnel are encouraged to submit research proposals on any of the
following themes: Teaching and Learning, Child Protection, Human Resource
Development, and Governance.
2. Specifically, the research topics may focus on any of the division targets and
strategies listed in the Division Education Development Plan (DEDP 2023-
2028). However, this does not put borders to research endeavors. Instead,
teachers and other personnel are encouraged to give considerations to the
priority concerns of their respective schools and offices in the conduct of
research.
3. Research proponents are requested to accomplish the “Division Research
Proposal Template” and to submit it anytime of the year to
records.lucena@deped.gov.ph. Editable template is available in the Facebook
Group R4A-LCN-Research.
4. For inquiries, contact Azalea A. Gallano thru research.lucena@deped.gov.ph.
5. Immediate and wide dissemination of this Memorandum is desired.
AAG/001

Telephone Nos.: (042) 421-4161/421-4162/421-5137
ATTACHMENT: DIVISION EDUCATION DEVELOPMENT PLAN (DEDP 2023-
2028) TARGETS AND STRATEGIES
Pillar Outcome Target Strategies
ACCESS
Intermediate Outcome
(IO) #1 All school-age
children, out-of-school
youth, and adults
accessed relevant basic
learning opportunities
At least 2% increase for
net enrollment rates for
the first three years of
implementation for all
levels, groups, and key
stages, and 5% increase
on the remaining three
years of DEDP
implementation.
1. Enhance school, CLCs, and
community level child-mapping
for school-aged children, OSC,
OSY, OSA, and children in the
disadvantaged groups (through
Project I-MAPA)
ACCESS
2. Engage greater partnership for
supporting learners’ access and
participation from all education
stakeholders and sectors through
inclusion of ALS stakeholders in
the Division Education
Stakeholders’ Converge
3. Strengthen alternative delivery
modalities and systems on
schools and CLCs.
ACCESS
4. Establish a specific
building/space/learning center
dedicated for ALS learners in
Lucena City.
ACCESS
IO1.1 - All ﬁve-year-old
children in school
Increase enrollment of
kindergarten by 5%
1. Strengthen and support the
conduct community mapping
ACCESS
2.Enhance communication
strategies to increase knowledge
and awareness through social
media advertisement
ACCESS
3. Establish partnership with LGU
and NGOs for learners with no
birth certificate
ACCESS
Increase the number of
kindergartens who are
Grade 1-ready.
1. Improve and sustain the
conduct of Early Child
Development (ECD) assessment to
determine readiness of learners
ACCESS
IO1.2 - All learners will
stay in school and ﬁnish
key stages
At least 2% increase on
the retention rates for all
learner groups and key
stages each year of
implementation.
1. Establish alternative delivery
programs and modalities like the
home-schooling program and
other flexible learning modalities.
ACCESS
2. Strengthen ICT learning
resources and management
systems.
ACCESS
3.Establish Division-led dropout
reduction program.
ACCESS 4. Lead the CLCs in crafting PPAs

Telephone Nos.: (042) 421-4161/421-4162/421-5137
to support for OSC/OSY/OSA on
their supplemental resources
(financial support, adopt-an-
OSA/OSY/OSA program)
ACCESS
6. Strengthen and expand
implementation of Indigenous
Peoples Education (IPED) Program
ACCESS
IO1.3 - All learners
transition to the next key
stage
· At least 1% increase in
transition rate of K to G1
per year
transition rate of G3 to
G4 per year
G7 per year
· At least 1% increase
G11
· Increase transition of
OSC, OSY, and OSA to
appropriate level
1. Establish additional schools
and learning centers in strategic
and high-demand catchment
areas.
ACCESS
2. Strengthen the role and
function of Division Review and
Evaluation Committee
ACCESS
3. Increase education service
contracting scheme program in
Junior High School
ACCESS
4. Ensure the quality and
standards for SHS course
offerings and facilities
ACCESS
5. Intensify schools’
implementation of guidance
program.
ACCESS
6. Strengthen of schools’ home
visitation program thru capability
and resource support for teachers
ACCESS
7. Providing technical assistance
to schools in effective conduct of
Parents Conference.
ACCESS
8. Enhance the career guidance
as provided to ALS JHS learners.
ACCESS
O1.4 - All out-of-school
children & youth
participate and complete
participate in formal or
non-formal basic
education learning
opportunities
At least 2% increase in
the number of OSC, OSY,
and OSA who completed
the formal/non-formal
basic education
1. Enhanced monitoring of the
ALS programs and projects.
ACCESS
2. Establish partnership with
private institutions, GOs, NGOs in

Telephone Nos.: (042) 421-4161/421-4162/421-5137
the provision of skills training for
the ALS learners though Project
STEP
ACCESS
3. Level-up awareness on ALS
Program through development of
IECs materials and partnership
with local radio/TV stations.
ACCESS
IO1.2 All learners will
stay in school and finish
kay stages
At least 2% increase on
the retention rates for all
learner groups and key
stages each year of
implementation
Strengthen and expand IPEd
program implementation
EQUITY
(IO) #2. School-age
children and youth, and
adults in situations of
disadvantage beneﬁtted
from appropriate equity
initiatives
100% or 58 schools in
the division strengthen
inclusion program
management and service
delivery.
1. Ensure inclusion programs and
equity approaches in the School
Improvement Plan (SIP).
Project ARALIN- Accessible,
Reachable Accommodating for
Learners with disabilities in
Inclusive Education.
Project SIA- Strengthening the
Implementation of ALIVE
Project SAGIP- SARDOS ay
Akayin Gabayan Ingatan at
Pahalagahan
Project ETHNICC- Enhancing
Tribal Heritage Nurturing
Indigenous Character and Culture
2. Enhance capability of
school coordinators in the
conduct of mapping
activities for learners in
situations of
disadvantage.
· Trained Inclusive coordinators
· Schools with mapping activities
EQUITY
3. Establish baseline information
of learners in situations of
disadvantage.
4. Address the gender issues and
concerns of learners in relation to
gender disparity in completion
rates.
Forged partnerships with
stakeholders of inclusion
information drive/
campaign
100% or 58 schools in
the division promote
partnerships with interest
groups to benefit the
education of learners in
situations of
disadvantaged.
1. Enhance awareness campaigns
through regular and multi-
sectoral information drives.
EQUITY
2.Raise engagement of
stakeholders through the
Inclusive Education Summit
activities

Telephone Nos.: (042) 421-4161/421-4162/421-5137
EQUITY
IO2.1 - All school-age
children and youth, and
adults in situations of
disadvantage are
participating in basic
learning opportunities
and receiving an
appropriate quality
education
3. 100% or 58 schools
have established
mainstreaming of
inclusion programs.
1.Strengthen knowledge and skills
of teachers, school heads and
other school personnel on
Inclusive Education
EQUITY
2. Ensure mapping of
competencies and designing
appropriate activities based on
the unique and special needs of
learners.
3. Development of contextualized
learning resources based on
unique and special needs of
learners.
QUALITY
(IO) #3. Learners
complete K-12 basic
education having
attained all learning
standards that equip
them with the necessary
skills and aptitude to
pursue their chosen
paths
1.Increase by 2%
increment in the MPS of
all learning areas with
previous year’s results as
baseline by 2025.
1. Institutionalize
multidimensional assessment and
analysis of results to pinpoint
gaps and possible interventions
for all learning areas through
Project ASSESS
QUALITY
2. Enhance remedial, intervention
and enrichment activities based
on the results of assessments.
QUALITY
2.Increase by 5%
increment in the MPS of
all learning areas with
previous year’s results as
baseline by 2028.
1. Strengthen the implementation
of demonstration skills contests in
all learning areas for
performance-based assessment.
QUALITY
QUALITY
IO3.2 - Learners attain
Stage 2 (Grade 6)
learning standards of
literacy & numeracy
skills and apply 21st-
century skills to various
situations
Decrease the number of
non-readers and non-
numerates by 5%.
1. Strengthen capacity of schools
in the implementation of reading
and numeracy programs through
Project 5BS.
QUALITY
2. Sustain the needs-based
technical assistance to schools in
the preparation and conduct of
activities that would improve the
least mastered skills of learners.
(Project MENTORS)

Telephone Nos.: (042) 421-4161/421-4162/421-5137
QUALITY
3. Ensure assistance to schools in
the preparation and conduct of
review/ remediation classes.
(Project ASSESS)
QUALITY
IO3.3 – Learners attain
Stage 3 (Grades 7-10)
learning standards of
literacy & numeracy
skills and apply 21st-
century skills to various
situations
Reduce the number of
struggling readers and
emergent (numerate)
learners in Key Stage 3.
1. Enhance capacity of secondary
schools in developing intervention
and remediation activities through
Project 5BS.
QUALITY
Improve the literacy and
numeracy performance of
all learners in the 14
secondary schools.
1. Enhance capacity of elementary
schools in developing and utilizing
quality assured localized reading
and numeracy intervention
materials through Project 5BS.
QUALITY
2. Capacitate teachers in adopting
new learning approaches in
classroom instructions developing
21st century skills through LAC
Sessions, training, and
workshops. (Project MENTORS)
QUALITY
IO3.4 - Learners attain
Stage 4 (Grades 11-12)
learning standards
equipped with the
knowledge and 21st-
century competencies
developed in their chosen
core, applied, and
specialized SHS tracks
Increase by 2% MPS in all
learning areas per SHS
track with previous year’s
results as baseline.
1. Strengthen remediation
activities based on assessment
results and track progress made.
(Project ASSESS)
QUALITY
2. Align instruction with
standards that embody 21st
century knowledge and skills.
QUALITY
SHS graduates.
1. Enhance SHS instruction thru
localized/supplemental materials
and modules for core subjects
(Project TEAM-LRMS)
QUALITY
2. Strengthen ALS and ADMs for
SHS learners in disadvantaged
groups (socio-economic, IPEd,
disability, or marginalized).
QUALITY
IO3.5 - Learners in the
Alternative Learning
System attain
certification as
Elementary or Junior
High School completers
Increase by 2% the
percentage of completers
who attain ALS
certification.
1. Strengthen the development of
contextualized assessment tools
to prepare the ALS learners in
attaining the certification.
QUALITY
2. Sustain the conduct
training/culminating activity for
ALS learners (e.g ALS Festival of

Telephone Nos.: (042) 421-4161/421-4162/421-5137
Talents, team building)
RESILIENCY
& WELL-
BEING
(IO) #4. Learners are
resilient and aware of
their rights and have the
life skills to protect
themselves and their
rights
At least 1 capacity
building about life skills
to protect themselves and
their rights
Conduct capacity building to
learners about life skills to protect
themselves and their rights
RESILIENCY
& WELL-
BEING
IO4.1 Learners are
served by a Department
that adheres to a rights-
based education
framework at all levels
At least 40% of the
student-learners at the
beginning of the school
year are aware of their
four experiential
components of child
rights: learning as a
right, learning about
rights, learning through
rights, and learning for
rights, with at least 10%
increase in the
succeeding years.
1. Incorporation of the Rights
Based Education Framework in
all policies, program, activities,
and projects of the division
(project BATAs)
RESILIENCY
& WELL-
BEING
3. Institutionalize the
implementation of Positive
Discipline Measures (PosD) in all
schools of the Division
RESILIENCY
& WELL-
BEING
4. Enhance TA provision to
schools and CLCs on their PPAs
related to Child Protection Policy
implementation
RESILIENCY
& WELL-
BEING
Climate change resilient
facility
Conduct advocacy
campaign on climate
change-ready and
disaster-compliant
infrastructure and
facilities
2. Promote climate change-ready
and disaster-compliant
infrastructure and facilities
RESILIENCY
& WELL-
BEING
3. Creation and/or strengthening
of Rights-Upholding Environment
(RULE) including the Rights-
Upholding Schools (RUS) which is
task to support, monitor and
maintain compliance of the
schools in the RBE Framework at
all times
RESILIENCY
& WELL-
BEING
Forge partnerships to
acquire resources for
disaster/ calamity
preparedness
At least 1 partnership
forge to acquire resources
for disaster/ calamity
preparedness
3. Engage partnerships to acquire
resources for disaster/calamity
preparedness.
RESILIENCY
& WELL-
BEING
Creation of DRRM and
safety protocols’ policy
58 school coordinators
trained on DRRM and
safety protocols
3. Strengthen capacity building
programs for all schools and CLCs
related to DRRM and safety
protocols.

Telephone Nos.: (042) 421-4161/421-4162/421-5137
Creation of Climate
Change Adaptation and
Mitigation PAPs
58 school coordinators
trained on CCAM
(Climate Change
Adaptation and
Mitigation)
4. Training for CCAM (Climate
Change Adaptation and
Mitigation)
RESILIENCY
& WELL-
BEING
Localized IEC Materials
prepared
At least 1 capacity
building on DRRM/
learners and personnel
5. Enhance awareness and
knowledge of learners and
personnel thru IECs
dissemination on all schools
RESILIENCY
& WELL-
BEING
IO4.3 Learners have the
basic physical, mental,
and emotional fortitude
to cope with various
challenges in life
Increase by 5% each year
the number of learners
with improved basic
physical, mental, and
emotional fortitude to
cope with various
challenges in life
1. Develop the division of historic
and baseline data on indicators
related to physical, mental, and
emotional fortitude of learners.
RESILIENCY
& WELL-
BEING
Improved physical,
mental, and emotional
fortitude of learners
-At least 2% improvement
on nutritional status of
learners
-monitor and provide
technical assistance to 58
schools/ learning schools
on WINS
-At least 2% decrease on
number of learners
involved in prohibited
substances
-At least 2% decrease of
early childhood
pregnancy
- At least 2 activities to
improve the mental
resiliency of learners
-At least 75% of learners’
oral health examination
-At least 75% of learners’
physical/ visual
inspection
2. Establish Division-wide and
school-based programs, projects,
and activities that targets the
improved physical, mental, and
emotional fortitude of learners.
RESILIENCY
& WELL-
BEING
Forged partnerships to
on the promotion and
development of the
learners’ physical,
fortitude
At least 1 partnership
forge on the promotion
and development of the
learners’ physical,
fortitude
3. Engage more partnerships and
stakeholders on the promotion
and development of the learners’
physical, mental, and emotional
fortitude.
ENABLING
MECHANISM
Enabling Mechanism #1.
Education leaders and
managers practice
participative and
inclusive management
processes
public schools in Lucena
City with higher SBM
levels of practice (LoP)
1. Enhance the Division TA
provision through the SDO
Lucena T.A.P.A.T.A.N. Plus Teams
to level-up elementary and
secondary SBM LoP
ENABLING Increase the number of 1. Enhance the Division M&E

Telephone Nos.: (042) 421-4161/421-4162/421-5137
MECHANISM schools with functional
M&E Mechanism
Mechanism under the Basic
Education Monitoring and
Evaluation Framework
ENABLING
MECHANISM
public schools in Lucena
City with higher SBM
levels of practice (LoP)
1. Strengthen the implementation
of School-Based Management
thru research-based Division SBM
Improvement plan
ENABLING
MECHANISM
schools with functional
School Governance
Council (SGCs) in the
Division
Ensure adoption and
implementation of DO 26, s. 2022
Re: School Governing Council
ENABLING
MECHANISM
Capacitate schools and
stakeholders on the functions,
duties, and responsibilities of the
SGC.
ENABLING
MECHANISM
Ensure harmonized monitoring,
TA provision and reporting
capacitated TA providers
Capacitate TA providers on New
Policies and Guidelines on
Technical Assistance
ENABLING
MECHANISM
Engage greater community
linkages for SGC vis-à-vis school
participatory governance from
stakeholders.
Regular airing of
UGNAYAN Episodes as
scheduled
Open channels of communication
and collaboration of DepEd
officials and personnel through
online UGNAYAN
ENABLING
MECHANISM
Strategic human
resource management
enhanced for continuing
professional development
and opportunities
1. Increase the number of
very satisfactory and
higher rating in the Oﬃce
Performance
Commitment and Review
Form (OPCRF) for
Elementary, Secondary,
and the SDO.
1. Enhance capacity building and
professional development
programs of leaders and
personnel through the PRIME-
HRM
ENABLING
MECHANISM
very satisfactory and
higher ratings in the
Individual Performance
Commitment and Review
Form (IPCRF) for
Elementary, Secondary,
and the SDO.
1. Institutionalize learning and
development programs vis-à-vis
National Educators Academy of
the Philippines (NEAP) standards,
LAC programs, and Professional
Learning Community (PLC)
Development of Online
Leave Management
System
Established a division wide online
system for filing of leave of
absence (VL, SL, etc..)
ENABLING
MECHANISM
2. Establish a division mechanism
that promotes the welfare and
well-being of all personnel.

Telephone Nos.: (042) 421-4161/421-4162/421-5137
ENABLING
MECHANISM
Establish 59 RBE
Committee and TWG
1. Establish Division and school
RBE Committee and Technical
Working Group
Facilitate capacity building every
school year and/or Distribution of
materials containing the Rights
Based Education Framework
Increase capability and
capacity of personnel on
gender and development.
1. Enhance capabilities of
personnel through the GAD Focal
Point Systems (GFPS) in the
Division, schools, and learning
centers.
ENABLING
MECHANISM
2. Strengthen Project HEAL (
(Health Engagement Activities to
save Lives)
ENABLING
MECHANISM
Investments in basic
education provide
learners with the ideal
learning environment
1. Attain the ideal
proportion/ratio of
learners per classroom,
teachers, and other
facilities based on the
official parameters of
DepEd
1. Sustain the accurate, precise,
and valid reporting, M&E, and
analysis of education data
through ICT-led facilities (LIS,
EBEIS, BEIS, NSBI, Division-
initiated project)
ENABLING
MECHANISM
2. Attain ideal ratio for
textbooks, seats, and
other critical resources
1. Ensure accurate education
statistics, forward estimates, and
pre- and post-planning for
appropriate and updated resource
allocation.
ENABLING
MECHANISM
ICT resources for blended
and flexible learning
1. Engage greater resources
partnerships from LGU, NGOs,
private sector, and other
stakeholders for learning
resources.
4. Provide an inclusive,
effective, culturally
responsive, gender-
sensitive, and safe
learning environment to
respond to the situations
of disadvantage
Ensure the alignment of plans
and PAPs of the inclusive,
sensitive, and safe learning
environment in all schools and
community learning centers.
ENABLING
MECHANISM
Internal systems and
processes are eﬃcient,
responsive, modern, and
continuously
1. Increase the client
satisfaction (at least 0.5%
per year, with base at
96% for 2021) through
the continuous
improvement of the
internal systems (PRIME-
HRM, NQMS, ARTA).
1. Ensure products and services
attain the targets and conforms to
the standards and satisfaction of
clients and stakeholders as
evidenced by regular feedback
data.
ENABLING
MECHANISM
2. Strengthen continuous
improvement through internal
and external party audit.

Telephone Nos.: (042) 421-4161/421-4162/421-5137
ENABLING
MECHANISM
3. Provide continuous
improvement for the proper
management and utilization of
funds efficiently and effectively.
ENABLING
MECHANISM
At least 2 school sites are
transferred / safeguarded
in favor of DepEd Lucena
1. Safeguarding the division and
school sites through execution of
Usufruct Agreement, Deed of Sale,
Deed of Donation or Special
Patent
. Increase continuous
improvement of plans,
PAPs, and interventions
through basic and action
research on primary
issues of the four pillars.
1. Promote utilization of findings
in innovation and applied
interventions.
2. Expand
partnerships/stakeholders
engagement on research PAPs in
the Division, schools, and
learning centers
3. Strengthen schools’
capacity to ensure
learners’ continuity to
next stage
Increase the number of schools
and CLCs for areas with
increasing enrollment and/or
have less access to secondary
school.
Establish and institutionalize the
Division Review and Evaluation
Committee (DREC) for school
establishment, separation, and
integration.
ENABLING
MECHANISM
Key stakeholders actively
collaborate to serve
learners better
1. Increase local/
international/
stakeholders or partners
by at least 2% per year.
1. Strengthen partnerships and
linkages with local/international
stakeholders through monitoring
and provision of technical
assistance using ICT-led systems
to schools and learning centers
ENABLING
MECHANISM
2. Increase SEF
allocation rate by at least
5% per year.
2. Sustain good communication,
coordination, and consultation
with the Local School Board and
other community stakeholders.
ENABLING
MECHANISM
Public and private
education operate under
a dynamic and
responsive
complementarity
framework
the number of grantees
per year of
implementation on ESC,
GASTPE, and SHSVP for
the private schools in the
Division
1. Enhance the monitoring of the
number of recipients for historic
and baseline data of the Division.
the number of teacher
recipients of teacher
salary subsidies (TSS)
2. Strengthen the needs-based
provision of technical assistance
for private school accreditation.

Telephone Nos.: (042) 421-4161/421-4162/421-5137

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