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Historical Development
The Basic Education Information System
Features of BEIS
BEIS School Index Number System
The BEIS Components: QC, SSM & PI
Data and Information Flow
Data Collection and Processing Flow


Prior to the reorganization of the Department of Education, Culture and Sports (DECS) in 1972, education data were gathered primarily by the three bureaus: Bureau of Public Schools, Bureau of Private Schools, and Bureau of Vocational Education. These bureaus encountered problems in the preparation and publication of their statistical bulletins including lack of funds, lack of coordination among the different bureaus resulting in conflicting statistics and lack of organized units to handle data collection, processing and analysis.

In 1975, the Office of Planning Service (OPS) assumed responsibility for data gathering as an integral part of its planning function. The OPS gathered, analyzed and processed basic education data essential to planning, budgeting, project development and evaluation, and administrative and supervisory activities for the delivery and implementation of educational programs and services. The planning and data gathering machinery were strengthened by the creation of regional planning units within regional offices of the department.

Cognizant of problems previously encountered in data collection before 1975, the OPS designed its own data gathering system, with several forms to be completed at the start and end of each school year. Consolidation of data was done manually at divisional and regional levels which proved to be time consuming and inefficient and, as a result, generated data of uneven quality and quantity. Unable to cope with the increasing demands for educational statistics, the OPS contracted outside consultants to develop the Unified Data Gathering System (UDGS) for the electronic processing of the data gathering forms.

The UDGS was utilized in SY 1993-1994 to SY 2001-2002 in spite of bugs in the computer program. Meantime, the Research and Statistics Division continuously provides the Department with the basic education data needed for the formulation of policies, preparation of budgetary proposal and for decision making


In the early part of school year 2002-2003, the Basic Education Information System (BEIS) was developed to replace the UDGS.
The Office of Planning Service (OPS), specifically the Research and Statistics Division, undertook the revision of the UDGS forms after conducting a series of consultation meetings with DepEd bureaus and centers. the revised forms, now termed BEIS forms, were tried out in several schools in NCR for validation. When finalized, the BEIS forms were adopted as the data gathering forms for nationwide data collection. At the same time, the development of the computer programs to process the data was undertaken by the Database Management Unit of the Research and Statistics Division, Office of Planning Service. All development work was carried out in-house. Self-motivation and deep commitment to service propelled the technical working group, composed of the following regular staff of the RSD, in pursuing the development of the Basic Education Information System: (Team Leader : Deogracias B. Genito, Jr.
Members : Mercy P. Castro, Jeremiah D. Gumboc, Abram Y.C. Abanil, Josephine C. Martinez andJohn T. Dispo.)

The BEIS serves as the primary MIS of the Department. It processes the data gathered from the Government Elementary School Profile (GESP), Government Secondary School Profile (GSSP) and Unified School Profile (USP) for planning, budget preparation, resource allocation and performance monitoring. The system consists of three modules: the Quick Counts Module, the School Statistics and the Performance Indicators Module.

  • Streamlined data gathering instrument with manual checks for internal consistency.
  • Quick Counts to provide budget data from schools within the year.
  • Capable of disaggregating data by legislative district, municipality, city, municipality class and urban/rural.
  • Automated reporting for teacher deployment, instructional room analysis and school furniture analysis.
  • Decentralized encoding at the divisional level.
  • Unique school I.D.
  • Consists of three (3) modules: The Quick Count Module, The School Statistics Module and the Peroformance Indicators Module.



The BEIS Quick Count Module

The BEIS Quick Counts Module is used to process quick summaries on total enrolment, number of nationally paid teachers, classrooms and furniture at every public elementary and secondary school. It produces automated reports on pupil-teacher analysis, pupil-classroom analysis and pupil-furniture analysis which are used for budgeting and resource allocation. It is also capable of generating reports by school district, municipality class and urban/rural classification. The reports generated by the system utilize the color coding scheme shown below to illustrate the adequacy of teachers, classrooms or furniture in a particular area.

A Color Coding System based on the Rainbow Spectrum is incorporated in the analysis to represent different levels of disparities or gaps in the resources.

Teacher Deployment Analysis
Instructional Room Analysis


School Furniture Analysis


The School Statistics Module

The BEIS School Statistics Module is installed at the division offices and is used to process more than 600 data fields from the Government Elementary School Profile (GESP), Government Secondary School Profile (GSSP) and Unified School Profile (USP) for private schools. It covers information from the schools on the following areas::
  • Grade/Year Level Enrolment by Sex
  • Multigrade/Monograde Enrolment
  • Classes
  • Enrolment by Age
  • Repeaters, Transferees-in, Balik-aral
  • Promotees/Graduates
  • Dropouts
  • Shifts
  • Utilization of Classrooms
  • Non-instructional Rooms
  • School Furniture
  • Toilets
  • Plantilla Possition of Teaching and Non-Teaching Personnel
  • LGU funded teachers

The Performance Indicators Module
The Performance Indicators Module calculates the Core Education for All Indicators as well as other relevant education indicators using data gathered in the School Statistics Module. It includes the following indicators:

Core EFA Indicators

  • Gross Enrolment ratio in early childhood development programs
  • Percentage of grade 1 pupils with early childhood development programs
  • Apparent/gross and net intake rates in primary education
  • Gross and net enrolment ratios
  • Survival Rate to Grade VI/Year IV and Coefficient of Efficiency including Promotion Rates, - Repetition Rates, School - Leaver Rates and Years Input Per Graduate

Other Indicators
  • Simple Dropout rate
  • Transition rate
  • Completion rate
  • Failure rate
  • Retention rate







  • BEIS is linked to National Educational Testing and Research Center (NETRC) database through the common school index number system (School ID). Ir is now possible to analyze test scores in terms of range of input variables, including PTRs/STRs, average class size, dropout and repetition rates.
  • Budget Simulation Analysis - Detailed school-level data from the BEIS database were used as the basis for enrolment and budget projections. The BEIS Color Coding System was used to identify deficits in teachers, classrooms, school furniture and other inputs.
  • MOOE School-Level Allocation - BEIS data have been utilized in setting of Maintenance and Other Operating Expenditures (MOOE) allocations on a school-by-school basis. In previous years, MOOE allocations for the elementary schools were calculated on a block division-level basis only.
  • The BEIS database is becoming widely known and a broad range of users outside DepED now make use of it. Over the past 12 months, these have been included international organizations (World Bank, UNICEF, UNESCO), Non-Government Organizations, Private Sectors, Congressmen and Senators and a considerable number of university researchers.