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The Office of Planning Service provides the department with economical, efficient and effective services relating to planning and programming, project development and evaluation, and the production and generation of educational statistics and information.

The OPS is composed of four (4) divisions namely: Planning and Programming Division, Project Development and Evaluation Division, Research and Statistics Division, and Physical Facilities and Schools Engineering Division.

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Orientation Seminar on the Revised BEIS Forms for SY 2008-2009
July 17-19, 2008
Development Academy of the Philippines Conference Center
Tagaytay City

AGREEMENTS:
A. General
1.
The Regional and Division Planning Officers should undertake data analysis and provide feedback to the Regional Directors, Schools Division Superintendents and Promotional Staff.
2.
The Planning Officers should prioritize their activities in the event of conflicting and overlapping tasks.
3.
OPS-RSD will secure from PFSED data on classrooms constructed by division and by school (if available) for reconciliation with BEIS data.
4.
The official source of data in the Department is the Office of Planning Service in the Central Office and the Regional and Division Planning Units.
5.
OPS-RSD will provide EFA Indicators submitted to UNESCO to Regional Planning Officers.
6.
OPS will propose in the next MANCOM meeting the provision of additional benefits to division and regional planning officers (e.g. payment of overtime services, capacity building).
7.
Allocate funds for the Regional Offices for the conduct of orientation on BEIS forms and for monitoring purposes. (subject to availability of funds).
8.
Condemnation of classrooms/schoolbuildings shall follow procedures prescribed under COA guidelines.
9.
The request for provision of laptop for RPO will be presented to Management for decision.
10.
The Convention of Planning Officers should be held on national level and not by cluster.

B. Accomplishment and Submission of the following forms:
1. The forms discussed will be fielded this year and revisions/refinement will be made after a year based on the feedback from the field


Table
Agreements
A. Government Elementary School Profile

Ø OPS-RSD will secure basis for classification of children as gifted/fast learners

Ø OPS-RSD will secure guidelines on the organization of SPED classes from BEE for dissemination to Regional Planning Officers by next week

Ø Maintain a database for teachers funded by MOOE and LGUs to serve as reference in future hiring of teachers for regular positions.
Table F2, b
First page
Table E1


Ø The definition of Regular School with SPED Classes was retained while the definition of Regular School with SPED Centers was revised as follows:
“a school within a school catering to children with 3 or more exceptionalities
Ø For total instructional rooms, note enclosed in parenthesis, exclusion of SPED and pre-school classrooms
Ø Retain the column on “not currently used”
B. Government Secondary School Profile
Table I
Ø Insert another row after P.E and Health (“Others” for teachers without Majors)
Table J
Ø For Baccaleureate degrees under Makabayan, refer to courses offering for Bachelor of Science in Secondary Education for Minor and Major Subjects as specialization
C. Private School Profile and State Universities and Colleges (SUCs)

Ø Devise concrete action and strategies in the collection of data from private schools (e.g. holding a regular conference with the private schools, using “coercive and persuasive powers”)

Ø Encoding of private school profile for School Year 2008-2009 will be undertaken by Region X and CARAGA. For other regions, the Regional Planning Unit will consult their respective Division Planning Officers on the feasibility of undertaking this task at the Division level.

Ø The Planning Officers were requested to submit the following:
v Master List of Private Schools with level of education offered
v SUCs with laboratory school offering basic education plus level of education offered

Ø USEC Sunga is working on the guidelines on providing sanctions to private schools which are not complying to the directive on data collection

SY 2008 - 2009 BEIS DATA GATHERING FORMS

1. Revisions in cut-off date for reporting data:
From August 31 to July 31

2.
Revision in dates of submission:
BEIS Quick Counts Module - August 15, 2008
School Statistics Module - November 14, 2008

3.
Inclusion of data on enrolment by grade/year levels by sex and data on number of shifts in the Quick Counts Module. Totals for enrolment data by grade/year and sex should tally with enrolment data in Quick Counts Module. (c/o Division Planning Officers)

4.
Additional information/data to be collected:

GOVERNMENT ELEMENTARY SCHOOL PROFILE
1. revised classification of schools
a. regular school,
b. regular school with SPED classes
c. regular school with SPED center
d. Purely SPED Center
e. National special school
f. Integrated SPED school
2.
Enrolment by type of school / by grade level and by sex (Table H)
3. Teachers Data by type of school / by grade level and by sex (Table I)
4. Children with special needs data (Table J)


a.) If Tables H, I and J are not applicable to the school, write 0 in the boxes.

b.) If a teacher is teaching in two or more grades, he/she should be counted in the grade where he/she has the most number of teaching loads.

GOVERNMENT SECONDARY SCHOOL PROFILE
1. revised classification of schools by curricular offering
a. regular
b. regular with special programs (ESEP, SPA, SPS, SPED, Tech Voc
c. Special (RSHS, S & T oriented, SPED, Tech Voc
2.
Enrolment by type of program / by year level and by sex (Table H)
3. Teachers Data by subject area teaching assignment and by year level (Table I)
4. Teacher data by area of specialization, by subject area of specialization, by major / minor area (Table J)


a. ) If Table H is not applicable to the school, write 0 in the boxes.
b.) If the student is enrolled in a regular program and in one or more special programs, he/she should be counted in the regular as well as in the special programs where he / she is enrolled.
c.) If a teacher is teaching two or more learning areas, or two or more year levels, he/she should be counted in the area / year level where he/she has the most number of teaching load.
d.) Area of specialization refers to the major or minor subjects in the undergraduate course / post-graduate course.
e.) Totals in Tables I and J must tally.


PRIVATE SCHOOL PROFILE
1. classification of schoolsaccording to recognition by level (recognized or not recognized)

All tables should be filled up, if not applicable write 0

SUCs LABORATORY SCHOOL PROFILE
No revision in this form.

All tables should be filled up, if not applicable write 0

EACH PAGE OF THE SCHOOL PROFILE SHOULD BE SIGNED BY THE SCHOOL HEAD / PRINCIPAL WHO SHALL BE ACCOUNTABLE FOR ALL THE DATA REPORTED IN THE SCHOOL PROFILE.



Problems encountered in the accomplishment/submission of school profiles

  1. Errors in data encoding/submission
a) Quick Counts data is not consistent with SSM data
b)
counting of instructional and non-instructional rooms
basis for categorizing a room as instructional or non-instructional is the usage of rooms
c) including pre-school enrolment in the total enrolment for elementary for Quick Counts data
d)
determining correct age in the age profile (based on Form 1 or School Register)
e)
counting of teachers
· pre-school and SPED teachers are not included in the count of teachers in the Quick Counts data
· teachers detailed in other offices outside DepEd are not accounted in the BEIS data gathering form
  1. Request for rectification of errors in data already submitted
All data should be validated before submission to DBMU. Data officially disseminated will no longer be corrected even if this will mean an increase or decrease in the allocation of resources e.g., teachers, classrooms, school furniture
  1. Schedule of data submission
a) Delayed submission of BEIS Quick Counts data affects the estimation of requirements for teachers, classrooms, furniture which are needed in the preparation of the annual DepEd budget proposal.
b)
Delayed submission of SSM will affect the generation of performance indicators and computation of requirements for principal/head teacher items and other non-teaching positions
  1. Submission of private school and SUCs profiles
a.) Private school and SUCs data are always late by one school year. This affects the computation of EFA indicators which covers both public and private schools
b.) Private school and SUCs profiles are not completely accomplished. School administrators seldom provide data on personnel, classrooms, furniture.
5. Sanctions to be imposed on erring offices
DepED Order 51 s. 2008 on the Annual Collection of Basic Education Data under the BEIS provides that:

a.) “The regional directors, schools division superintendents, district supervisors and school heads are advised to implement rigid validation procedures to ensure sanctity of data captured in the forms (i.e., in terms of completeness, accuracy, consistency and objectivity)
b.) These concerned field officials shall be held responsible and accountable for any inaccuracy or false data reported.
c.) Administrative sanctions shall be imposed on those officials who deliberately report false or inaccurate data.”

OTHER ISSUES:
a.)
On submission of Profile and Assignment of Teachers Hired
b.)
On unfilled positions


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