According to the (DepEd), just P18,000 will be made available for the payment of the SRI for all department employees, including teachers. In a statement, ACT Chairman Quetua remarked, “This is again below the permitted limit of 20,000.” In 2023, SRIs were sent to nearly 900,000 teachers who work for the Department of Education.

This year, President Marcos awarded gratuity and SRI to all government personnel, including contract of service and job order staff. Marcos authorized P20,000 SRI for employees in the executive branch, which includes staff members and teachers in public schools. However, the agency stated that only P18,000 would be given out this year due to limitations in “savings,” which is where DepEd gets funding for SRI. In 2022, P15,000 had been given to DepEd teachers.

Also Read: Teacher’s Day in the Philippines: When and How to Celebrate

According to ACT, instructors now anticipate a complete reward each year but only receive a portion of it. “Despite the difficulties and crisis the education sector is currently facing, the national government should make sure that teachers and DepEd employees receive their benefits in full and on time in recognition of their invaluable service,” Quetua stated.

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What is SRI?

Administrative Order (AO) No. 12 permits the DepEd to provide eligible employees a one-time Service Recognition Incentive (SRI) once a year at a consistent amount not to exceed twenty thousand pesos (PhP20,000.00).

A uniform sum of eighteen thousand pesos (PhP18,000.00) would be distributed to qualified employees by DepEd by the memo it issued on December 15, 2023. Payment processing and commencement by SDOs and other Implementing Units will start during the third week of December.

To prevent further delays in the SRI release, the default form of distribution will be IN CASH ONLY, except for teachers who live in remote places – teacher SRls will only be issued via INDIVIDUAL CHECK upon written request, rather than through their ATMs. The process of dividing up teacher releases through ATMs will take longer because it is a large division, which may interfere with and hinder the releases of others who receive their releases by cash.

It is the responsibility of each school head to compile the list of qualified employees for the district bookkeepers to combine. Before submitting the list to this office, the District Administrative Officer II must confirm and validate the information provided by the District Bookkeepers. The designated bookkeepers in districts/schools without an Administrative Officer II are responsible for validating data.

Also Read: List of Attached Agencies under DepEd

Requirements

The following requirements, which are listed in Section 2 of Administrative Order No. 12, must be met before SRI can be granted:

• Non-government employees work in regular, temporary, or contract roles;
• Employees are still employed by the government as of November 30. (Persons who resigned, separated, and were hired again on November 29 and after are not eligible for the SRI)
• Employees, including those working under any of the different work arrangements recommended by the Civil Service Commission, have completed at least four (4) months of acceptable service as of November 30
• A pro-rated portion of the SRI will be awarded to those who, as of November 30, had not completed four (4) months of satisfactory service in total or cumulatively. The amount will be as follows:

• Employees who have not received any year-end benefits this year in addition to those permitted by Republic Act (RA) No. 6686, as revised by RA No. 8441.

Process

On or before the third week of December, a scanned copy of the signed report and an Excel file (soft copy) of the combined report must be sent to the appropriate email address of the Division Office employee in responsibility.

The Division Office will process the given list following validation. An aggregate sum equal to the number of employees will be transferred as a cash advance to the school’s bank account. The designated SDO employees will provide a payroll, which will be printed along with the check issuance, to the District Bookkeepers/AOII.

The officer in charge will write a check payable to the specific Accountable Officer and cash the check. Next, he or she will arrange for the SRI to be paid out in cash to the qualified employee. Teachers who live in remote places and submit written requests will each receive a separate check. It is recommended that Accountable Officers plan for the release and payout of funds and make sure that DepEd officials and staff receive the entire amount, adhering to current accounting, auditing, and budgetary requirements.

Not later than the 2nd week of January, the liquidation and accompanying documentation must be sent to the District Bookkeepers, who will be handling it under the supervision of the District Administrative Officer II.

Video: BENEFITS OF GOVERNMENT TEACHER LIST OF DEPED TEACHERS BENEFITS, BONUSES ALLOWANCES

Watch the video below to learn more about other government benefits, in addition to the SRI benefits for DepEd teachers.

The Department of Education (DepEd) Philippines aims to produce holistically developed learners with essential life skills, from problem-solving to making informed decisions. DepEd also aims to produce academically successful Filipinos who understand themself and their future and respect diversity. The department also envisions learners who collaborate in prioritizing the common good and patriotism. That’s why the department issued the DepEd Homeroom Guidance to help develop learners skilled in various aspects.

This program supplements DepEd’s goal of producing skilled learners who can help uphold the rights and responsibilities of Filipino citizens worldwide. DepEd issued this program, which imposed basic standards for public and private schools in the country. In addition, the program promotes the development of learners’ life skills relevant to academic, personal, social, and career development. Hence, implementing this program will benefit K to 12 learners, ensuring they are prepared to face the workforce.

What is DepEd Homeroom Guidance

The DepEd Homeroom Guidance is a fundamental part of the education system in the Philippines. The Department of Education launched this program since it is vital in cultivating learners’ personal and academic advancement. Under this program, a teacher designated as a homeroom adviser will use a supportive and structured approach, guiding and mentoring learners until they complete their education. It aims to support the academic needs of students, including their well-rounded growth and socio-emotional development.

Furthermore, it serves as a data component in the K to 12 curriculum to ensure students’ mental health under the Guidance and Counseling Program. During the pandemic, it helps promote students’ development of life skills by utilizing educative, preventive, and proactive methods. By implementing this developmental and comprehensive program, students can nurture three essential life skills: Academic Development, Career Development, and Personal and Social Development. Hence, the DepEd Homeroom Guidance assists in producing holistically developed Filipino learners.

Implementation of Homeroom Guidance Program for School Year 2023-2024

Homeroom Guidance Domains

This proactive and developmental program transcends all grade levels, with standards and competencies, focusing on developing higher-order thinking skills, like analyzing and evaluating procedures, processes, and principles. Here are the following domains of Homeroom Guidance:

• Academic Development Domain – refers to all academic-related concerns or needs of learners, serving as a guide to enact activities and strategies to assist and expand students’ learning abilities. It involves creative and critical thinking, problem-solving, and communication skills.
• Personal and Socio Development Domain – is about issues or concerns that affect learners’ individuality, relationship with others, and interaction in the community. Under this domain, learners are equipped with a social and personal growth foundation vital when progressing from school into adulthood. It includes interpersonal and intrapersonal skills, self-awareness, confronting stress and emotion, and resilience.
• Career Development Domain – refers to all occupational and world of work-related issues and concerns of learners. It involves obtaining attitudes, skills, and knowledge to help them successfully transition from school to the labor force. This domain focuses on discovering learners’ interests, skills, talents, decision-making, planning, problem-solving, opportunities, and career options.
• Procedures

Also Read: Philippine High School for the Arts (PHSA)

The guidelines of the DepEd Homeroom Guidance are on the DM-OUCI-2021-346, administered by the following policies and principles:

• Nomenclature – Homeroom Guidance must appear in the class program of every school and other school documents, like the SF-9 (From138/Report Card) and SF-10 (Form 137/ Permanent Student Record). However, the details should be attached to Sf-9 and SF-10 if issued to the requesting party.
• Homeroom Guidance is not a formal learning area. Thus, it should assist learners in developing the competencies in the following domains: Academic Development, Career Development, and Personal and Social Development. Also, it should be delivered informally but still adhere to the Structured Learning Experience.
• Designated Class Advisers should administer the Homeroom Guidance program with the Guidance Counselor’s technical assistance. If the institution does not have one, the School Head may appoint a Guidance Designate and provide them with proper training, particularly in implementing the Homeroom Guidance.
• Teaching Load – Teaching Homeroom Guidance equals one (1) teaching load on top of the teacher’s advisory and subject’s load.
• Class Program – It is scheduled once a week.
• Time Allotment: Kindergarten – included in the blocks of time; Grades 1 to 12 – 60 minutes per session
• Learning Modality – The program should be administered in various learning modalities based on learners’ needs and the school’s capacity.
• Learning Materials – The department will issue the self-learning modules via the Bureau of Learning Resources posted in the DepEd Learning Resource Portal.
• Medium of Instruction – DepEd will issue self-learning modules in English. Nonetheless, regions may translate the learning material into any convenient language or their mother tongue, which learners can easily understand.
• Collaboration with the family and community is encouraged to produce a venue where learners can develop this life skill.
• Orientation and capacity Building – Through the Bureau of Curriculum Development, the DepEd Central Office (CO) should organize orientation and capacity building for Region and Division Supervisors in charge of Guidance and Counseling.
• Learner’s Development Assessment Tool – The class adviser should distribute and discuss the assessment results during the Parent-Teacher Conference, attached to the learner’s Report Card (SF9).
• DepEd schools should include all expenses related to the program in their Annual Implementation Plan (AIP) and School Improvement Plan (SIP).
• Improper or non-implementation of the program is subject to prevailing applicable administrative acts.

Also Read: DepEd Logo, Seals and Symbols

Video: ANO ANG HOMEROOM GUIDANCE?

For more details about DepEd Homeroom Guidance, check out the video below:

As discussed in the video, the Department of Education developed the Homeroom Guidance. It is a proactive and comprehensive program that aims to enhance three essential aspects of life skills for K to 12 learners. The department launched this program during the Crisis Most Essential Learning Competencies (MELCs), which aims to help learners despite the changes caused by the COVID-19 pandemic. With this program, students can develop vital life skills using self-learning modules. Thus, the DepEd Homeroom Guidance can help learners by equipping them with essential life skills.

Summary

DepEd believes that every learner has the right to quality education. Apart from that, DepEd acknowledges that learners have different and unique abilities to develop and maximize their growth. Therefore, the department implements the DepEd Homeroom Guidance in line with its vision, mission, and core values. This program is possible with the collaborative efforts of the school, community, government, relevant institutions, and learners’ families. It will also address the learner’s academic, personal, social, and career development in a proactive, comprehensive, and developmental method, preparing them for the working world.

COVID-19 is a contiguous disease that requires containment and isolation of infected individuals. Due to its outbreak, it restricted personal interaction between learners and teachers, causing educational institutions to shut down and delayed learning. Hence, the Department of Education (DepEd) adopted the National Learning Recovery Program (NLRP) to address learning gaps brought on by the COVID-19 pandemic. To implement, the department issued the DepEd Order 14, series 2023.

Also Read: Brigada Pagbasa Program

This policy contains the implementing guidelines on the National Learning Camp to enhance the learning recovery and continuity program, literacy and numeracy, and further educational achievement. Moreover, it aims to reduce the record of learners with “low performance” by addressing the learning gaps caused by the COVID-19 pandemic. Therefore, the guidelines for NLC implementation are vital to learners’ progress.

What is DepEd Order 14

On July 3, 2023, the Department of Education promulgated the DepEd Order (DO) 14, series (s.) 2023, which enclosed the “Policy Guidelines on the Implementation of the National Learning Camp (NLC).” This policy conforms with the MATATAG: Bansang Makabata, Batang Makabansa agenda. It also promotes DepEd’s pledge to the National Learning Recovery Program (NLRP) to address learning gaps and support K to 12 in public elementary and secondary schools nationwide to achieve learning standards.

DepEd Order 14 contains the implementing guidelines for the NLC, a voluntary learning recovery program offered every end-of-school-year (EOSY) break to supplement learning efforts in the previous school year. The policy provides a solid basis for further achievement in the upcoming school year. It also recognizes the vital role of teachers in enhancing learning outcomes. Hence, the NLC has a double purpose: to improve learner performance and bolster teachers’ capacity.

Also Read: EBEIS: Enhanced Basic Education Information System 

Policy Guidelines on the Implementation of the National Learning Camp

Scope

This policy guideline applies in all public and elementary and secondary schools throughout the Philippines. It applies from Kindergarten to 12 Grade, and its implementation should be in phases beginning the 2022-2023 EOSY break. DepEd Order also repeals DO 13, s. 2018, and DO 25, s. 2022. Meanwhile, DepEd encourages private schools, higher education institutions, state and local universities, colleges, and technical and vocational institutions with basic education to adhere to these guidelines.

Principles

DepEd uses the following principles as the basis for implementing the NLC:

• Every learner has the right to learn.
• Engaged learners are motivated, inspired, and willing to invest effort in learning.
• Teaching must be rigorous and relevant.
• Purposeful assessment enhances teaching and learning.

A whole-school approach and community engagement support the improvement of education quality.

General Guidelines

• The NLC is a voluntary learning recovery program for K to 12 in public elementary and secondary schools for three to five weeks.
• Based on learners’ specific needs, they should be in one of three camps: Enhancement Camp, Consolidation Camp, or Intervention Camp.
• On the 2022-2023 EOSY break, the phased implementation of the NLC should commence with Grades 7 and 8 in English, Science, and Mathematics for Enhancement, Consolidation, and Intervention Camps.
• The phased implementation should be applied to other grade levels and learning areas in the following school years based on the issuance of specific guidelines. However, schools can perform other EOSY breaks or enrichment activities for the remaining grade levels during the NLC phase implementation.
• Conduct remedial classes in other grade levels until the NLC phased implementation is complete.
• Incoming Grade 12 learners who must undergo work immersion in the following semester can take one (1) or two (2) subjects in advance to lessen their academic load.
• The arrangement of learners in various camps depends on their pre-assessment or academic performance in the previous school year’s EOSY break.
• At least two weeks before the school year ends, early registration for NLC should be conducted by class advisers, guided and supervised by school heads.
• Before partaking in the NLC, provide duly accomplished Parent/Legal Guardian Consent to guarantee solid support and their involvement in the phased implementation.
• This policy encourages teachers to provide parents and guardians with regular updates about the children’s learning process.
• All learners who comply with the camp requirements and accomplishments will receive a Certificate of Completion.
• Teachers who provided service to implement the NLC will receive a Certificate of Recognition.

DepEd will issue a separate memorandum to cover specific guidelines for the LC implementation and other EOSY break activities.

Also Read: List of Attached Agencies under DepEd

Learning Focus

The NLC is composed of the following camps, including:

• The Enhancement Camp – aims to help advanced learners enrich their current skills, knowledge, and understanding of grade-level learning area competencies. It involves developing the breadth, complexity, and depth of learners’ skills, knowledge, and understanding.
• The Consolidation Camp – is a learning program that gives further practice and application of formerly taught competencies. This camp provides opportunities to determine links that connect concepts and skills through grade-level competencies.

The Intervention Camp – aims to assist high-need learners who haven’t yet comprehend Foundational Mathematics and English skills.

On the other hand, the foundation for all learning areas for Kindergarten to Grade 3 learners should focus on developing literacy and numeracy skills. Also, Grades 4 to 12 learners should be offered Learning Camps in all areas, particularly STEM-R (Science, Technology, Engineering, and Mathematics – Reading).

Learner Placement in the Camps

• The placement of learners in specific learning camps depends on the results of their pre-assessment or academic performance from the immediately preceding school year, determining their proficiency levels and academic needs. Learners receive proper support, and teaching will meet their specific needs.
• The Enhancement Camp is for learners who exhibit advanced proficiency in the grade-level competencies, focusing on expanding skills, deepening knowledge, and promoting a comprehensive understanding of learning competencies.
• The Consolidation Camp is for learners proficient in the grade-level competencies, and supplemental practice and application may benefit them. It helps learners boost their understanding, develop skills in various areas, and connect concepts.

The Intervention Camp is for high-need learners who need additional assistance in Foundational Mathematics or English skills. It will provide learners with targeted interventions to assist them in enhancing their foundational skills and reducing understanding gaps.

Teaching and Learning Resources

• Schools will receive teaching-learning materials for all grade levels through the Enhancement, Consolidation, and Intervention Camps. In addition, schools may use additional learning resources in line with the targeted learning competencies and the most applicable teaching approaches and strategies.
• Develop a Lesson Format and Design that adhere to the NLC objectives, which aim for teachers to extend their knowledge, skills, and understanding of teaching and learning.

With the guidance of the ROs and SDOs, schools should be flexible in deciding on the learning resources for other EOST break activities, ensuring they meet learners’ needs and are in line with the most applicable teaching approaches and strategies.

Class Size and Schedule

• The NCL should have a maximum of 35 learners per class. Nonetheless, school heads have the discretion to formulate interventions for flexibility to organize a class based on the availability of classrooms and teachers.
• The Enhancement, Consolidation, and Intervention Camps should start one week after the end of the EOSY rites.
• The Enhancement Camp should be administered five (5) days weekly within three weeks. Also, three (3) days of the week should be for structured and targeted teaching-learning activities with the learners. Meanwhile, the remaining two (2) days should be for teachers collaborative sessions.
• Classes and remedial classes organized for incoming Grade 12 learners with subjects enrolled in advance should be for five (5) weeks with five (5) days of teacher-learner engagement per week.
• Classes should run from Monday to Friday with a three (3) hour duration for each subject. Schools should discuss with parents and seek the Schools Division Superintendent (SDS) approval to administer a blended distance learning modality (BLDM).
• The BLDM’s distance learning component should not exceed two (2) days a week except during crisis or emergencies.

In case of declaration of suspension or cancellation of in-person classes caused by natural or human-induced disasters, calamities, armed conflicts, and other emergencies, which may endanger the lives and limbs of learning, teaching and non-teaching personnel, schools and community learning centers should automatically implement Education in Emergencies-Alternative Delivery Mode (EiE-ADM).

DepEd Order 14 Full Memo Download

To access and download the complete PDF of DepEd Order No. 14, series of 2023, a direct link is available on this page. By clicking the download button below, you can easily obtain a copy of DepEd Order 14 in PDF format.

Full PDF DepEd 14  memo file: https://www.deped.gov.ph/wp-content/uploads/DO_s2023_014.pdf

Video: DEPED ORDER NO. 14 S. 2023 POLICY GUIDELINES ON THE IMPLEMENTATION OF THE NATIONAL LEARNING CAMP

Watch the video below to learn more about DepEd Order 14, series 2023:

As discussed in the video, the DepEd Order 14, series 2023, is an issuance of the “Policy Guidelines on the Implementation of the National Learning Camp. The department issued this policy to address the learning losses brought about by the COVID-19 pandemic. It highlights the commitment of DepEd to learning recovery by supporting teachers and learners to ensure the provision of quality education. Thus, officials and personnel of DepEd, public elementary, and secondary schools throughout the Philippines should adhere to the guidelines enclosed in this policy.

Summary

In summary, DepEd Order 14, series 2023, titled the “Policy Guidelines on the Implementation of the National Learning Camp (NLC),” will benefit students by providing them learning recovery program every EOSY break. By doing so, DepEd can address learning gaps and provide learners with quality learning standards. The issuance of this policy will also help teaching and non-teaching personnel of DepEd in all public and elementary and secondary schools nationwide. Private schools and other educational institutions may also adopt the guidelines in this policy. Therefore, all concerned stakeholders should apply and adhere to this policy.

Government workers play a major role in a country by ensuring its citizens receive quality service, from education, health, and transportation to energy, water, sanitation, and other fundamental services. Many people also choose to work in the government rather than private entities to serve their community, making them a valuable asset to the nation. With that said, the Philippine government issued an executive order (EO) to increase the salary grade of its workers.

A recent post from the Philippine Communications mentions the Philippines’ Salary Standardization Law. It represents an updated payment for government employees, implemented in four tranches to ensure its effective and smooth implementation. Qualified public workers will receive a consecutive salary increase from 2024 to 2027. The Department of Budget and Management (DBM will also oversee its implementation to guarantee proper allocation of compensation.

Salary Grade Increase for Philippine Government Workers

Philippine government workers will receive a salary increase after President Marcos approved its issuance. As mandated in the Salary Standardization Law (SSL) 2024 or the Salary Standardization Law VI, government workers will receive an annual salary increase and other benefits from January 1, 2024, to 2027. The law contains details, such as the basic pay per salary grade, performance-based incentives, allowances, benefits, and implementation guidelines.

Additionally, the Philippine government approved its implementation to enhance accountability and efficiency. Hence, government workers no longer need to negotiate with their superiors regarding their individual salaries.

What is Executive Order 64 Series of 2024

On August 2, 2024, President Ferdinand R. Marcos Jr authorized Executive Secretary Lucas P. Bersamin to sign and issue Executive Order (EO) 64, series (s.) 2024, titled “Updating the Salary Schedule for Civilian Government Personnel and Authorizing the Grant of an Additional Allowance, and for Other Purposes.” The said EO contains details about the salary grade increase for Philippine government workers.

It comprises the updated salary schedules of government personnel to promote competency, efficiency, commitment, and a strong workforce. In addition, it grants supplementary allotment to state employees, taking immediate effect upon its promulgation in the Official Gazette and general circulation in a newspaper. President Marcos aims to boost productivity and outstanding public service by issuing this order.

Coverage

The EO 64, series 2024, enclosed the updated salary schedules for all civilian government personnel in the Executive, Legislative, and Judicial Branches, including Constitutional Commissions and other relevant offices. It also covers the Local Government Units (LGUs), Government-Owned or Controlled Corporations (GOCCs) not covered by EO 150, series 2021) and the GOCC Governance Act of 2011 or the RA 10149.

Background and Rationale

Due to the current economic circumstances and inflation, Filipinos’ purchasing power continuously erodes. That’s why increasing the salaries of government workers and providing them additional benefits is necessary to promote a healthy, agile, competent, and committed workforce. Apart from that, EO 64 promotes accountability, integrity, efficiency, excellence, and social justice throughout the government, aiming to enhance productivity and exceptional public service.

SSL Table 2024 to 2027 (First to Fourth Tranche)

Salary Adjustment Schedule

Since the order is retroactively effective, the first tranche will be implemented on January 1, 2024. DBM will implement the amended salary increase in four tranches in National Government Agencies (NGAs), scheduled as follows:

• First Tranche – January 1, 2024 (initial salary increase)
• Second Tranche – January 1, 2025 (second phase of salary increase adjustments)
• Third Tranche – January 1, 2026 (third phase of salary increase adjustments)
• Fourth Tranche – January 1, 2027 (final phase of salary increase adjustments)

Salary Increase Table 2024 – First Tranche

Salary Grade	Step 1	Step 2	Step 3	Step 4	Step 5	Step 6	Step 7	Step 8
1	13,530	13,633	13,748	13,862	13,979	14,095	14,213	14,331
2	14,372	14,482	14,593	14,706	14,818	14,931	15,047	15,161
3	15,265	15,384	15,501	15,621	15,741	15,861	15,984	16,105
4	16,209	16,334	16,460	16,586	16,714	16,841	16.971	17,101
5	17,205	17,338	17,471	17,605	17,739	17,877	18,014	18,151
6	18,255	18,396	18,537	18,680	18,824	18,968	19,114	19,261
7	19,365	19,514	19,663	19,815	19,966	20,120	20,274	20,430
8	20,534	20,720	20,908	21,096	21,287	21,479	21,674	21,870
9	22,219	22,404	22,591	22,780	22,971	23,162	23,356	23,551
10	24,381	24,585	24,790	24,998	25,207	25,417	25,630	25,844
11	28,512	28,796	29,085	29,377	29,673	29,974	30,278	30,587
12	30,705	30,989	31,277	31,568	31,863	32,162	32,464	32,770
13	32,870	33,183	33,499	33,819	34,144	34,472	34,804	35,141
14	35,434	35,794	36,158	36.528	36,900	37,278	37,662	38,049
15	38,413	38,810	39,212	39,619	40,030	40,446	40,868	41,296
16	41,616	42,052	42,494	42,941	43,394	43,852	44,317	44,786
17	45,138	45,619	46,105	46,597	47,095	47,599	48,109	48,626
18	49,015	49,542	50,077	50,617	51,166	51,721	52,282	52,851
19	53,873	54,649	55,437	56,237	57,051	57,878	58,719	59,573
20	60,157	61,032	61,922	62,827	63,747	64,669	65,599	66,532
21	67,005	67,992	68,996	70,016	71,054	72,107	73,143	74,231
22	74,836	75,952	77,086	78,238	79,409	80,562	81,771	82,999
23	83,659	84,918	86,199	87,507	88,936	90,387	91,862	93.299
24	94,132	95,668	97,230	98,8H	100,430	102,069	103,685	105,378
25	107,208	108,958	110,736	112,543	114,381	116,247	118,145	120,073
26	121,146	123,122	125,132	127,174	129,250	131,359	133,503	135,682
27	136,893	139,128	141,399	143,638	145,983	148,080	150,498	152,954
28	154,320	156,838	159,398	161,845	164,485	167,171	169,654	172,423
29	173,962	176,802	179,688	182,621	185,601	188,267	191,340	194,463
30	196,199	199,401	202,558	205,765	209,022	212,434	215,796	219,319
31	285,813	291,395	297,086	302,741	308,504	314,468	320,516	326,681
32	339,921	346,777	353,769	360,727	368,002	375,424	382,996	390,719
33	428,994	441,863

Salary Increase Table 2025 – Second Tranche

Salary Grade	Step 1	Step 2	Step 3	Step 4	Step 5	Step 6	Step 7	Step 8
1	14,061	14,164	14,278	14,393	14,509	14,626	14,743	14,862
2	14,925	15,035	15,146	15,258	15,371	15,484	15,599	15,714
3	15,852	15,971	16,088	16,208	16,329	16,448	16,571	16,693
4	16,833	16,958	17,084	17,209	17,337	17,464	17,594	17,724
5	17,866	18,000	18,133	18,267	18,401	18,538	18,676	18,813
6	18,957	19,098	19,239	19,383	19,526	19,670	19,816	19,963
7	20,110	20,258	20,408	20,560	20,711	20,865	21,019	21,175
8	21,448	21,642	21,839	22,035	22,234	22,435	22,638	22,843
9	23,226	23,411	23,599	23,788	23,978	24,170	24,364	24,558
10	25,586	25,790	25,996	26,203	26,412	26,623	26,835	27,050
11	30,024	30,308	30,597	30,889	31,185	31,486	31,790	32,099
12	32,245	32,529	32,817	33,108	33,403	33,702	34,004	34,310
13	34,421	34,733	35,049	35,369	35,694	36,022	36,354	36,691
14	37,024	37,384	37,749	38,118	38,491	38,869	39,252	39,640
15	40,208	40,604	41,006	41,413	41,824	42,241	42,662	43,090
16	43,560	43,996	44,438	44,885	45,338	45,796	46,261	46,730
17	47,247	47,727	48,213	48,705	49,203	49,708	50,218	50,735
18	51,304	51,832	52,367	52,907	53,456	54,010	54,572	55,140
19	56,390	57,165	57,953	58,753	59,567	60,394	61,235	62,089
20	62,967	63,842	64,732	65,637	66,557	67,479	68,409	69,342
21	70,013	71,000	72,004	73,024	74,061	75,115	76,151	77,239
22	78,162	79,277	80,411	81,564	82,735	83,887	85,096	86,324
23	87,315	88,574	89,855	91,163	92,592	94,043	95,518	96,955
24	98,185	99,721	101,283	102,871	104,483	106,123	107,739	109,431
25	111,727	113,476	115,254	117,062	118,899	120,766	122,664	124,591
26	126,252	128,228	130,238	132,280	134,356	136,465	138,608	140,788
27	142,663	144,897	147,169	149,407	151,752	153,850	156,267	158,723
28	160,469	162,988	165,548	167,994	170,634	173,320	175,803	178,572
29	180,492	183,332	186,218	189,151	192,131	194,797	197,870	200,993
30	203,200	206,401	209,558	212,766	216,022	219,434	222,797	226,319
31	293,191	298,773	304,464	310,119	315,883	321,846	327.895	334,059
32	347,888	354,743	361,736	368,694	375,969	383,391	390,963	398,686
33	438,844	451.713

Salary Increase Table 2026 – Third Tranche

Salary Grade	Step 1	Step 2	Step 3	Step 4	Step 5	Step 6	Step 7	Step 8
1	14,634	14,730	14,849	14,968	15,089	15,211	15,333	15,456
2	15,522	15,636	15,752	15,869	15,986	16,103	16,223	16,342
3	16,486	16,610	16,732	16,856	16,982	17,106	17,234	17,360
4	17,506	17,636	17,767	17,898	18,031	18,163	18,298	18,433
5	18,581	18,720	18,858	18,998	19,137	19,280	19,423	19,565
6	19,716	19,862	20,009	20,158	20,307	20	20,609	20,761
7	20,914	21,069	21,224	21,382	21,539	21,699	21,859	22,022
8	22,423	22,627	22,832	23,038	23,246	23,456	23,668	23,883
9	24,329	24,523	24,720	24,917	25,117	25,318	25,521	25,725
10	26,917	27,131	27,347	27,565	27,786	28,007	28,230	28,456
11	31,705	31,820	32,109	32,401	32,697	32,998	33,302	33,611
12	33,947	34,069	34,357	34,648	34,943	35,242	35,544	35,850
13	36,125	36,283	36,599	36,919	37,244	37,572	37,904	38,241
14	38,764	39,141	39,523	39,910	40,300	40,696	41,097	41,503
15	42,178	42,594	43,015	43,442	43,874	44,310	44,753	45,202
16	45,694	46,152	46,615	47,084	47,559	48,040	48,528	49,020
17	49,562	50,066	50,576	51,092	51,614	52,144	52,678	53
18	53,818	54,371	54,933	55,499	56,075	56,657	57,246	57,842
19	59,153	59,966	60,793	61,632	62,486	63,353	64,236	65,132
20	66,052	66,970	67,904	68,853	69,818	70,772	71,727	72,671
21	73,303	74,337	75,388	76,456	77,542	78,645	79,692	80,831
22	81,796	82,963	84,151	85,356	86,582	87,746	89,011	90,295
23	91,306	92,622	93,962	95,330	96,823	98,341	99,883	101,318
24	102,603	104,209	105,841	107,500	109,185	110,898	112,533	114,301
25	116,643	118,469	120,326	122,212	124,131	126,079	128,061	130,073
26	131,807	133,870	135,968	138,100	140,268	142,469	144,707	146,983
27	148,940	151,273	153,644	155,906	158,353	160,235	162,752	165,310
28	167,129	169,752	172,418	174,797	177,545	180,339	182,660	185,537
29	187,531	190,482	193,480	196,528	199,624	202,005	205,191	208,430
30	210,718	214,038	217,207	220,425	223,691	227,224	230,595	234,240
31	300,961	306,691	312,532	318,182	323,938	329,989	336,092	342,310
32	356,237	363,257	370,418	377,359	384,805	392,400	400,150	408,055
33	449,157	462,329

Salary Increase Table 2027 – Fourth Tranche

Salary Grade	Step 1	Step 2	Step 3	Step 4	Step 5	Step 6	Step 7	Step 8
1	15,208	15,304	15,423	15,542	15,663	15,784	15,906	16,030
2	16,118	16,233	16,349	16,466	16,582	16,700	16,820	16,939
3	17,120	17,244	17,366	17,490	17,616	17,740	17,868	17,994
4	18,180	18,309	18,440	18,571	18,704	18,836	18,971	19,106
5	19,296	19,434	19,573	19,712	19,852	19,994	20,137	20,280
6	20,474	20,620	20,767	20,916	21,065	21,215	21,367	21,520
7	21,872	22,034	22,196	22,362	22,526	22,693	22,860	23,030
8	23,399	23,603	23,808	24,014	24,221	24,432	24,644	24,859
9	25,433	25,627	25,823	26,021	26,220	26,421	26,624	26,828
10	28,247	28,462	28,678	28,896	29,1 16	29,337	29,561	29,787
11	33,387	33,501	33,790	34,082	34,378	34,679	34,983	35,292
12	35,650	35,771	36,059	36,350	36,645	36,944	37,246	37,552
13	37,828	37,987	38,303	38,623	38,948	39,276	39,608	39,945
14	40,505	40,882	41,263	41,650	42,040	42,436	42,837	43,243
15	44,148	44,564	44,985	45,412	45,844	46,281	46,723	47,172
16	47,829	48,286	48,750	49,’219	49,694	50,175	50,662	51,154
17	51,877	52,381	52,891	53,407	53,929	54,459	54,993	55,536
18	56,332	56,885	57,447	58,013	58,589	59,171	59,760	60,356
19	61,916	62,729	63,556	64,395	65,249	66,116	66,999	67,895
20	69,138	70,056	70,990	71,938	72,903	73,857	74,813	75,756
21	76,594	77,628	78,679	79,747	80,833	81,936	82,982	84,121
22	85,431	86,598	87,785	88,991	90,216	91,380	92,645	93,930
23	95,296	96,612	97,952	99,320	100,814	102,331	103,873	105,308
24	107,022	108,627	110,260	111,918	113,603	115,317	116,952	118,719
25	121,559	123,385	125,242	127,128	129,047	130,995	132,977	134,989
26	137,362	139,425	141,523	143,655	145,823	148,024	150,262	152,538
27	155,217	157,550	159,921	162,184	164,630	166,512	169,030	171,587
28	173,788	176,411	179,077	181,457	184,205	186,999	189,319	192,196
29	194,570	197,521	200,519	203,567	206,663	209,044	212,230	215,469
30	218,237	221,556	224,726	227,943	231,209	234,743	238,113	241,758
31	308,730	314,460	320,302	325,952	331,707	337,758	343,862	350,080
32	364,586	371,607	378,767	385,708	393,154	400,750	408,500	416,404
33	459,469	472,641

Salary Table Guidelines

• The specified rates in the Salary Increase Tables illustrate the monthly compensation scheduled for regular and contractual government workers irrespective of their full-time employment status or appointment, whether elective or appointive.
• Compensation for individual workers on a part-time basis corresponds to provided actual services.
• On the contrary, casual government workers will get a daily wage rate based on the divided corresponding monthly salary rate in the preceding schedule of 22 working days.
• Under Section 8 Salary Adjustment for Local Government Units (LGUs), the updated salary schedule specified in EO 64 may apply to LGU workers given LGUs comply with the limitations of Personnel Services (PS) specified in the LGU budget subject to the following sections of RA 7160 Authorization from the Sanggunian:
  • Section 325
  • Section 331
  • Section 447 (a)
  • Section 458 (a)
  • Section 465 (a)

• LGUs must also guarantee strict compliance with the following for proper implementation of salary increases:
  • LGU workers’ authorized salaries must correspond with the income classification of LGUs
  • The salary increase of LGU workers should not exceed the declared percentage of the Section 7 Salary Schedule

Additional Benefits & Implementation

A medical allowance of P7,000 per year will also be granted to eligible government employees as a subsidy to avail benefits like health maintenance organization (HMO). Meanwhile, the Department of Budget and Management (DBM) will issue the necessary guidelines to implement the provisions of the EO. Implementing this EO requires approximately P36,000,000,000 for the first tranche and another P70,000,000,000 for the 2025 budget.

Video: DBM: Gov’t workers to get first salary increase tranche this year

Watch the video below to learn more about the Salary Increase for Philippine government workers:

As discussed in the video, P70,000,000,000 is allocated for the Salary Standardization Law, which is implemented in four tranches. According to the Department of Budget and Management (DBM) Secretary Amenah Pangandaman, the said allocation is for the adjustment of the salary increase for the years 2024 and 2025 since DBM aims to start the implementation of the first tranche.

The salary increase will also take four years to be fully implemented, in years 2024, 2025, 2026, and 2027. However, the salary increase for the year 2026 has no allocated budget yet. DBM also polished the EO 64, series 2024, including its provisions. Thus, the issuance of this EO will benefit eligible government workers.

Summary

The issuance of EO 64, series 2024, is significant for government workers since this additional compensation and benefits will give them a boost to provide quality and efficient service to the public. Increasing the salary of deserving and eligible government workers will promote competitiveness within public sectors as it offers performance-based incentives.

Apart from enhanced public service, this EO aims to create a competent and robust workforce. It also eliminates favors within government workers to negotiate their salaries and emphasizes integrity, social justice, and outstanding public service. Therefore, the salary increase for government workers will benefit hardworking employees and the general public.

 

In an exciting development for the education sector, the Department of Budget and Management (DBM) has initiated the release of Special Allotment Release Orders (SAROs) specifically aimed at supporting the Performance-Based Bonus (PBB) for school-based personnel in the Department of Education (DepEd).

This announcement, effective August 14, 2024, ensures that eligible teachers and educational staff across various regions, including the National Capital Region (NCR), will soon receive the much-anticipated financial recognition for their dedication and hard work. With this update, government agencies can now easily verify their SARO status online, enhancing transparency and streamlining the process for accessing these vital funds that directly impact educational institutions and personnel.

Overview

As one of the most noble professions worldwide, teachers should be valued and appreciated for their impact on the younger generations. Teachers guide learners to ensure they are knowledgeable and well-equipped before they enter the workforce or chosen career path.

For this reason, they should not only be praised but granted enough compensation for their efforts. Fortunately, the Department of Budget and Management (DBM) has approved a Special Allotment Release Order (SARO) for the Department of Education (DepEd).

DBM is the chief government agency that formulates and implements the national budget by utilizing government resources and funds to complete the country’s development projects. Once DBM approves SARO for government agencies, their proposed project will receive a budget allocation to implement it efficiently. That’s why its approval for a Performance-Based Bonus will boost the morale of DepEd teachers and school-based personnel.

What is DBM SARO

The Department of Budget and Management (DBM) issued the Special Allotment Release Order (SARO) as a specific authority granted to recognized agencies to incur obligations up to a certain amount in a prescribed period for the stated purpose. It is an official document about budgetary items For Later Release (FLR) under the Budget Execution Documents (BEDs) in compliance with required clearances or documents.

SARO also covers releases of allotments for Special Purpose Funds (SPFs), such as Calamity Funds, Contingent Funds, Feasibility Studies Funds, Miscellaneous Personnel Benefits, International Commitments Funds, and Pension and Gratuity Funds. Agencies provided with SARO should comply with certain approvals, legal frameworks, and budget allocations. Thus, SARO provides permission to specific agencies by allowing them to utilize funds for different government projects.

Objectives

• Spending Authorization – SARO authorizes specific government agencies to allocate and utilize funds for their projects. If the agency doesn’t have this document, they cannot make any spending. Hence, this document acts as a pre-approved authorization with spending limits.
• Assures Compliance – Since SARO is a requirement for expenditure, issuing this document helps DBM supervise all expenses, adhering to relevant rules, laws, regulations, and budgetary guidelines. It also promotes financial discipline and transparency and hinders unauthorized spending.
• Budget Management – This document supports the orderly release and management of funds. SARO also enables DBM to oversee and manage the flow of government resources. By doing so, DBM can ensure the funds are released in correct amounts and as needed.

Process

1. Submit Project Proposal – The first step in processing SARO is for government agencies to submit a detailed project proposal to DBM. It includes detailed plans, objectives of the project, and required budget.
2. Validate Documents – The documents submitted to DBM will be validated by relevant authorities, ensuring alignment with the development plans at the national and regional levels. Validating the documents assures the project’s feasibility and can contribute to the government’s extensive goals.
3. Check Compliance – Agencies must ensure that their project proposals comply with the prevailing policies and regulations, such as securing required certifications and clearances from different government bodies.
4. Review and Endorsement – After validating the submitted document, relevant authorities at various levels, from provincial and regional offices, will review the project proposal. Once reviewed, DBM’s central office will endorse the project for final approval.
5. SARO Issuance – If successfully reviewed, DBM will issue the SARO containing the allocated amount for the project and time frame usage. Then, SARO can be accessed online for verification to guarantee transparency and accessibility for agencies requesting this document.

SARO Uses

SARO ensures public funds are efficient and transparent in various sectors, divisions, and government offices. It is applicable in different project proposals, such as:

• Funding Healthcare – One of the top uses for allocating SARO is to fund healthcare needs. When the COVID-19 pandemic disrupted all sectors, SARO was released and allocated for healthcare workers’ Health Emergency Allowance (HEA). It covers COVID-related expenses, from sick and death benefits to supplemental allowances for lodging, meals, and transportation.
• Defense Projects – Military acquisitions and infrastructure projects are another essential expense under SARO. It guarantees the funds are allocated and used based on the approved budget if the government plans to obtain new military hardware.
• Multi-Year Projects – DBM will issue the document under the Multi-Year Contracting Authority (MYCA) if proposing large-scale projects for several fiscal years. By doing so, the requesting government agency will receive the funding in phases based on the project milestones to ensure continuous development and prevent interference.

SARO Uses

SARO ensures public funds are efficient and transparent in various sectors, divisions, and government offices. It is applicable in different project proposals, such as:

• Funding Healthcare – One of the top uses for allocating SARO is to fund healthcare needs. When the COVID-19 pandemic disrupted all sectors, SARO was released and allocated for healthcare workers’ Health Emergency Allowance (HEA). It covers COVID-related expenses, from sick and death benefits to supplemental allowances for lodging, meals, and transportation.
• Defense Projects – Military acquisitions and infrastructure projects are another essential expense under SARO. It guarantees the funds are allocated and used based on the approved budget if the government plans to obtain new military hardware.
• Multi-Year Projects – DBM will issue the document under the Multi-Year Contracting Authority (MYCA) if proposing large-scale projects for several fiscal years. By doing so, the requesting government agency will receive the funding in phases based on the project milestones to ensure continuous development and prevent interference.

DBM SARO Online Verification and Release

Government agencies with approved project proposals can now verify the release of their SARO on the DBM website. Just click the Budget tab and select Special Allotment Release Order (SARO) under Budget Releases to view the latest SARO Listing. With the release of SARO, eligible teachers and school-based personnel can enjoy Performance-Based Bonuses intended for all educational institutions, different schools, and DepEd offices.

However, DBM will not release these allotments simultaneously since its allotment is per region. Meanwhile, government agencies no longer need to visit DBM in person to check the status of their SARO request proposals since their pending review won’t be available on the DBM website.

Video: DEPED PBB 2022 SARO RELEASES TODAY AUGUST 14, 2024

Check out the video below to learn more about DBM SARO:

As discussed in the video, the Department of Education (DepEd) in the National Capital Region (NCR) was already granted a SARO on August 14, 2024. DepEd NCR will receive an allotment for the FY 2022 Performance-Based Bonus (PBB) for school-based personnel. The allotment will be released as a whole and granted to all schools and eligible school-based personnel in NCR. Various institutions, such as high schools and vocational and agricultural institutions, are released with their SARO.

Division Offices in DepEd Region VIII will also receive their SARO. Although the released SARO Listing isn’t complete, it covers different divisions and schools but not the whole region. As of writing, only three (3) regions have approved SARO, and the rest may be released in the following days. Once released, eligible DepEd personnel will benefit from the PBB program.

Summary

Overall, the approval of DBM SARO for the DepEd Performance-Based Bonus program is a great move to support teachers. It will make the teachers feel that their efforts and difficulties are recognized by the government as they educate and hone the abilities of Filipino youth. Teachers are also the pillars of knowledge, mentors, educators, inspirations, and guides that will help shape the future of younger generations. Through the Performance-Based Bonus, eligible teachers will receive the compensation they deserve. Thus, DBM SARO will benefit DepEd teachers and school-based personnel.

 

Compared to the other grade levels, the Senior High School (SHS) pedagogy has a different perspective. The approaches and tactics used in teaching are at the entry point of higher education. To address this consideration, the Teaching Guide (TG) in Oral Communication in Context was created. Instead of viewing lessons as discrete concepts where each learning competency is taught independently, the teaching guide views lessons as one wide concept.

Also Read: DepEd Reading Program: Catch-Up Friday

To guarantee meeting the curriculum criteria, the teaching guide closely adheres to the learning skills. Nonetheless, it includes lessons emphasizing functions of communication, specifically for the first quarter. Additionally, this content is designed to get SHS students ready for whichever career path they want to take after graduation, be it business, employment, or college.

Lesson Plan for Grade 11 Senior High School Oral Communication (Functions of Communication): Quarter 1 Week 1 with GAD Integration

The roles of communication can be broadly classified into five categories. These are information dissemination, motivation, control, social interaction, and emotional expression.

1. Information dissemination – Information is communicated through communication.

2. Motivation – Better living is encouraged or motivated by communication.

3. Control – Behavior management is achieved through communication.

4. Social Interaction – Interacting with people is made possible through communication.

5. Emotional expression – People can express their sentiments and emotions more easily when they communicate.

The lesson plans include recognizing functions in a variety of contexts, applying the functions in group activities, completing a formative assessment, and identifying functions in an assignment including photos. Understanding and applying the various functions of oral communication is the ultimate objective for students.’

Note: The table below is a sample guide of Lesson Plan in Oral Communication for Grade 11-Senior High School

Lesson Plan in Oral Communication, Grade 11-Senior High School
Ⅰ. Objectives
A.    Content Standard	– After the lesson, the students ought to be able to talk about the purposes of communication.
	– Consider gender roles in the home and society while responding to effective communication by having a role-play.
Ⅱ. Subject Matter
A.    Topic	1. Function of Communication – GAD Core Values: Recognizing and honoring gender roles in the family and society
References	1. Oral Communication about Learner Materials for Senior High School. pp. 6-7
Instructional Materials	1. Pictures, Colored papers, Word strips, PowerPoint presentation, Cartolina, YouTube
Ⅲ. Procedure
A.    Activity	1. Display a family photo and discuss it with the students; a. What is the picture trying to say? b. Do you believe that respecting gender roles at home and even in society can lead to efficient communication among family members? Why?
B.    Group Activity	1. Group the students into 6. 2. Allow them to select a picture and describe how it uses communication. This will introduce them to communication functions like: a. Emotional Expression b. Information dissemination c. Motivation d. Control e. Social Interaction 3. Process it after they’ve presented their responses. 4. Put the purpose of communication on the board and assign each group the task of matching their picture to the purpose. 5. Evaluate their responses and allow them to talk about the purposes of communication.
C.    Context of Communication	1. How do gender roles in the family and society impact communication functions?
D.    Abstraction	1. Bring up the five purposes of communication with the students. (The teacher should ensure equal representation of both genders.) Do you believe that we utilize the five communication functions daily? How? Use: a. Group 1- In the school, students from various backgrounds gather for an Acquaintance Party. b. Group 2 – Children and parents are discussing the house rules. c. Group 3 – Kids are whining about the rules of the house. d. Group 4 – The older ones are inspired by a teenager. e. Group 5 – The class president gave an update on the intramural program.
Ⅳ. Evaluation
A.    Learning Evaluation	1. In the following situation, talk about or clarify the roles of communication: a. Jake Zyrus and Bretman Rock express gratitude to their own supporters. b. The school president states his plans for the whole school year. c. The husband and wife decided to divide up household duties. d. While in the area, the tour leader orients the group about the regulations. e. After June meets Rachel, they discuss their whole-day plan.
Ⅴ. Assignment
A.    Additional activities for remediation or application.	1. Identify the purpose of communication in at least five of the photos that you have cut out and that represent gender roles in the home and society. 2. Attached it in a short bond paper. 3. Be unique.

Here is an image version for additional reference:

Also Read: Philippine High School for the Arts (PHSA)

Video: Functions, Nature, and Process of Communication || Oral Communication || Quarter 1 Week 1

To know more about the Lesson Plan in Oral Communication (Functions of Communication) Quarter 1 Week 1 With GAD Integration, you may check the link below from YouTuber EDUCATIONAL TV from Tutor Alvin:

In the Philippines, children with disabilities often skip or never attend school due to the restrictions of their conditions. Their parents/guardians may face difficulties in finding educational institutions that accommodate learners with disabilities or developmental delays. That’s why the Department of Education (DepEd) launched a Special Education Program for these learners to ensure those living with disabilities will receive applicable and sufficient services to complete their studies. The department also issued DepEd Order 23, series 2022, to assist in locating learners with disabilities and provide fair and accessible education.

Also Read: Brigada Pagbasa Program

Apart from that, DepEd mandates its personnel and teachers to administer the comprehensive Child Find implementation. The policy also revised the DO 72, s 2009, also known as the Inclusive Education as Strategy for Increasing Participation Rate of Children, DO, 3 s 2018, the Basic Education Enrollment Policy, and DO 27, 2019, or the Guidelines on the Yearly Collection of Data/Information Requirements and Validation Processes). Therefore, all concerned should conform to the guidelines specified in this policy to assist learners with disabilities.

What is DepEd Order 23

The Department of Education issued the DepEd Order (DO) 23, series (s.) 2022, on May 25, 2022, titled the “Child Find Policy for Learners with Disabilities Towards Inclusive Education.” In compliance with the Republic Act (RA) 10533 Section 8, known as the Enhanced Basic  Education Act of 2013, DepEd adopts inclusiveness to address the Child Find Policy for Learners with Disabilities (LWDs) Towards Inclusive Education.

It articulates the processes to ensure learners with disabilities are recognized, discovered, and assessed to streamline their inclusion in the Child Find Process implementation. The advocacy of this policy is to promote collaboration among stakeholders within communities for children with disability and developmental delays. It will also guide DepEd personnel and teachers in implementing the comprehensive Child Find program.

Also Read: List of Attached Agencies under DepEd

Scope

DepEd Order 23, series 2023, covers children aged 5 to 24 years old who are observed to exhibit developmental delays or are diagnosed with disabilities and require special education and other related services in public and private schools that offer basic education, including learners in the Alternative Learning System (ALS), Muslim Education Program, Indigenous Peoples Education, community learning centers (CLCs), and Out of School Youth/Children.

Child Find Policy for Learners with Disabilities Towards Inclusive Education

Procedures

Child Find Program

The Child Find Program is a process of locating and gathering basic data on children at risk or those with disabilities. It aims to streamline registration and attendance at school. Also, schools should administer the program before the early enrolment registration. To conform with the Early Enrollment Policy of DepEd, schools must strive to register and encourage Out of School Children and Youth (OSCY) to actively partake in the community, identified as disadvantaged and marginalized learners, including those who are living:

• With disability/ies, difficulty/ies, or living in an off-grid/far-flung community
• Barangay without a school or in a geographically isolated area
• Displaced due to natural disaster
• Armed conflict areas or with high levels of criminality/drug abuse
• With chronic illness or nutritional problems
• Victims of child abuse or economic exploitation
• Stateless/undocumented
• In conflict with the law
• Living on the streets
• No longer in school but interested in returning to their study

Also Read: Physical Education (PE) in Schools and Its Importance

Attending school but not receiving adequate educational and social services

Child Find Activities

1. Disability Advocacy Campaign

a. Inter-agency Coordination

DepEd acknowledges that a family will require support, healthcare access, targeted allied health/rehabilitative services, and social care for Children and Youth with Disabilities (CYWDs) and developmental delays. Inter-agency coordination with national and local counterparts involved in health, social welfare, development, other service providers, and non-government organizations is vital for implementing Child Find activities.

b. Raising Awareness

Under the Child Find program, DepEd will continue activities promoting a positive view of disability. Thus, schools should implement activities on disability awareness and motivate partner LGUs and organizations to enact initiatives that will benefit children with disabilities.

2. Locating 

To boost the participation and inclusion of all learners, especially those with disabilities in public schools, teachers should locate children who have never been to school by coordinating with the Barangay in conducting home visits or implementing school visits of the parent/guardian and child during enrollment. Meanwhile, teachers of children already in school but having difficulties should endorse and prepare a short report for the concern about the learner. Also, teachers should list the located children and adhere to the Data Privacy Act of 2012 (RA 10173) when handling enrollment data and screening of learners.

3. Screening

If the child exhibits any disability or developmental delay, learners should undergo screening to confirm their diagnosis. It will also help verify their medical condition and apply appropriate intervention for school-age children. Based on DO 29, s 2018 (Policy on the Implementation of the Multi-Factored Assessment Tool), MFAT should be utilized for screening. It can help determine the learner’s developmental delays, strengths, and weaknesses.

Enrolment Data Management

The following are the classification of learners in the Learners Information System (LIS):

A. For learners diagnosed by licensed medical specialists:

• Visual Impairment
• Hearing Impairment
• Learning Disability
• Intellectual Disability
• Autism Spectrum Disorder
• Emotional-Behavioral Disorder
• Orthopedic/Physical Handicap
• Speech/Language Disorder
• Cerebral Palsy
• Special Health Problem/Chronic Disease
• Multiple Disabilities

B. Learners without Medical Diagnosis but exhibit the following disabilities as per the International Classification of Functioning (ICF):

• Difficulty in Seeing
• Difficulty in Hearing
• Difficulty in Basic Learning and Applying Knowledge
• Difficulty in Remembering, Concentrating, Paying Attention, and Understanding
• Difficulty in Applying Adaptive Skills
• Difficulty in Displaying Interpersonal Behavior
• Difficulty in Mobility (Walking, Climbing, and Grasping)
• Difficulty in Communicating

DepEd Order 23 Full Memo Download

To access and download the complete PDF of DepEd Order No. 23, series of 2022, a direct link is available on this page. By clicking the download button below, you can easily obtain a copy of DepEd Order 23 in PDF format.

Full PDF DepEd 23 memo file: https://www.deped.gov.ph/wp-content/uploads/2022/05/DO_s2022_023.pdf

Summary

Despite the challenges encountered by parents and guardians of children with disabilities and developmental delays, DepEd Order 23, series 2022, will make it possible for all learners to access basic education for free, regardless of their life and health conditions. These guidelines can help public schools implement the Child Find Program and its activities to ensure learners who require special education and other essential services can access them and actively join the enrolment and attendance. It will also raise awareness in the community, making it easier to locate, screen, and endorse learners.

 By issuing this policy, each governance level in public schools can follow these guidelines to effectively implement the Child Find program and activities, ensuring children aged 5 to 24 are diagnosed or exhibit developmental delays. These learners require special education and related services for educational programs under the K to 12 Basic Education Program. DepEd Order 23, series 2022, also adheres to DepEd Order 6, 2006, titled the Policies and Guidelines for Special Education at the Secondary Level. Hence, Filipino learners living with disabilities and exhibiting developmental delays will benefit from this policy.

The Department of Education (DepEd) has released a guideline that outlines permissible supplementary jobs and assignments for public school teachers, as well as rationalizes their workload. To further ensure that teachers can devote more time to teaching in the classroom, Sara Z. Duterte, the vice president and secretary of education, signed DepEd Order 05, s. 2024.

The aforementioned policy, which establishes permitted teaching and teaching-related responsibilities, also restates DepEd Order 002, s. 2024 and Republic Act No. 4670, often known as the Magna Carta for Public School Teachers, which ordered public school teachers’ administrative responsibilities to be immediately eliminated. In addition, the issuance also specified the guidelines and procedures on the suitable teaching load to be delivered to teachers and, more crucially, reimbursement for teaching overload for teachers who work more hours than the required amount.

Also Read: Republic Act No. 4670: Magna Carta for Public School Teachers

Subject to the amount allotted for the purpose, payment for teaching overload must be made on a quarterly basis. But in situations where funding is insufficient, instructional overload hours will be converted to earned VSC as per current DepEd policy.

What Is Teaching Load DepEd?

Teaching load is the total quantity of teaching (measured in course sections or credits) that a member is allotted as part of their workload for a particular academic year, before any reductions that are made for service, research, or administrative reasons.

Also Read: DepEd ALS Program: Alternative Learning System

By creating a more favorable work environment, it seeks to free up teachers to concentrate on their primary responsibility of teaching. The implementation of a reduced set of teacher ancillary chores and teaching-related assignments, along with a fair and balanced division of the teaching workload, would help achieve this goal. The procedure for compensating for teaching overload and accruing VSC is offered as guidance to all relevant staff members and offices.

Objective

Teaching load policy promotes a work climate where teachers are focused on their position as learning facilitators, which is consistent with the department’s commitment to providing support to educators. Better learning outcomes will result from high-quality instruction and learning experiences, provided teachers are protected from overtime and are able to teach in the classroom.

DepEd does concede, though, that the welfare of teachers is just as vital as their qualifications. Ensuring a fair and equitable division of the workload among teachers is a priority, with guidance from Republic Act (RA) No. 4670, the Magna Carta for Public School Teachers.

How To Calculate Teaching Load DepEd?

The number of courses taught in an academic year determines the teaching load. Credits and contact hours by themselves are insufficient to determine the load. Some programs establish baselines for teaching load based on contact hours. The accreditation institutions have recommended these baselines.

Public School Teachers’ Mandated Working Hours

According to Section 1 of Civil Service Commission 080096, which was based on CSC Resolution No. 94-5824 and CSC Resolution No. 91-1019, public school teachers are not exempt from the eight-hour workday (eight hours per day, five days per week) stipulated in R.A. No. 1880.

Except for academic activities requiring attendance outside of the school, such as educational trips, public school teachers are required to provide no more than six (6) hours of actual teaching every day (see Section 2(a) of DepEd Memorandum No. 291, July 2008).

If a public school teacher completes six (6) hours of active classroom teaching and/or equivalent teaching activities and duties, they must work the remaining two (2) hours either inside or outside the school to meet the eight-hour workday requirement. Reference Section 2(d) of DepEd Memorandum No. 291, s. (2008)).

Basis Of The Six (6) Hours Actual Teaching Load

Hours of Instruction. Any teacher providing actual classroom instruction will not be obliged to work more than six hours a day; instead, the schedule will allow him time for preparation and correction of exercises as well as other work related to his regular teaching duties. That being said, if the demands of the job so dictate, a teacher may be obliged to work more than six hours a day, but no more than eight hours, in exchange for additional compensation equal to the rate of his regular compensation plus at least twenty-five percent of his basic pay. Section 13 of the R.A. No. 4670, “The Magna Carta for Public School Teachers,”

The restriction stated in R.A. No. 4670 concerns the amount of time spent on real classroom instruction, which is limited to six (6) hours each day. (Cf. DepEd Memorandum No. 291, s. 2008, based on Civil Service Commission issued Resolution No. 080096.).

The concerned payroll services unit must not declare that teachers were working less than the required number of hours each day in the attendance report or deduct money from their salaries if they have completed the six (6) hours of actual classroom instruction as indicated in their daily time cards. (Cf. 2(c) of DepEd Memorandum No. 16, s. 2009).

Also Read: Brigada Pagbasa Program

There are two (2) hours of work left. In accordance with the Secretary of Education’s recommendations, the final two (2) hours of work needed to complete the mandatory eight-hour workday may be worked either within or outside of the school. The Civil Service Commission issued Resolution No. 080096 in response to the Department’s request for the proper interpretation of Section 13 of Republic Act No. 4670, the Magna Carta for Public School Teachers (Cf. DepEd Memorandum No. 291, s. 2008).

The following tasks and activities linked to teaching can be done to fulfill the final two (2) hours of work, either inside or outside the school. (Based on 2(d) of DepEd Memorandum No. 291, s. 2008):

• Making instructional materials, lesson plans, action plans, and assessment tools and rubrics.
• Exercising preparation and verification; academic performance statistics and classroom successes recorded.
• Carrying out research.
• Participation in workshops, seminars, and related events.
• Student coaching, mentoring, and guidance, including house visits.
• Conferences and meetings with parents.
• Execution of coordinating tasks and appropriately accredited community social services.
• Involvement in the upkeep and enhancement of school infrastructure and furnishings
• Additional actions listed in the detailed recommendations included in DepEd Memorandum No. 291 s.2008, sec. 4.

Video: Teaching Loads And Assignments Of Public School Teachers

To know more on how to calculate teaching load DepEd. Check out the link from YouTuber NERISSA BEATRIZ:

Back in the day, everything was manually done, making it impossible to multitask. Before the internet, people only rely on paper and pen to document everything. However, technological advancement caused many to perform their tasks digitally, while some even depended on it to generate profit. While paper won’t become obsolete and some jobs still require physical work, it is crucial to keep up with the trend to surpass the challenges brought by the modern world. That’s why the Philippine government launched the Department of Education Computerization Program (DCP) with its revised guidelines enclosed in DepEd Order 16, series 2023.

Also Read: DepEd: Department of Education Philippines – History, Mandate, Organizational Structure, Programs and Services

 The policy is in line with the DepEd MATATAG framework and the State’s policy, which aims to create, maintain, and aid in providing an adequate, complete, and integrated education system that meets the needs of Filipino people. True to its mandate, DepEd is constantly making relevant steps towards accessible education for all and expediting the delivery of basic education services and facilities. DepEd Order 16 consists of revised guidelines for DCP to improve the department’s program and ensure its proper implementation.

What is DepEd Order 16

On July 18, 2023, the Department of Education issued the DepEd Order (DO) 16, series (s.) 2023, which enclosed the Revised Guidelines on the Implementation of the Department of Education Computerization Program (DCP). It aims to provide DepEd offices and public schools with suitable, equitable, and quality technologies that promote enhanced teaching, learning, governance, and operation processes, policies, programs, and practices to address the challenges of the modern era. This policy also consists of mechanisms, monitoring, and evaluation processes, guiding the DepEd Central Office (CO), regional offices (ROs), and schools’ division offices.

The concerned offices should ensure the objectives of DCP are efficiently and effectively implemented and conform with the Department’s MATATAG: Bansang Makabata, Batang Makabansa framework. Furthermore, it must be consistent with the State’s policy to initiate, maintain, and assist in providing a complete, sufficient, and integrated education system suited to people’s needs. Nonetheless, this policy won’t restrict DepEd from issuing new computerization projects and programs and repeals DO 78, s 2010 and other preceding issuances that contradict its provisions.

Revised Guidelines on the Implementation of the Department of Education Computerization Program

Scope

DepEd Order 16, series 2023, provides the revised guidelines on the implementation of the DCP, which aims to give DepEd offices and public schools appropriate technologies that will facilitate enhanced teaching, learning, governance, and operation processes.

Policy Statement

Through the DCP, DepEd aims to achieve excellence and transform education and public service delivery. Thus, the department promulgated this policy, containing the revised guidelines to provide quality and globally competitive education founded on a pedagogically sound curriculum comparable with international standards. The DCP will provide the necessary software, hardware, training, and applicable program support to DepEd offices and public schools to realize the department’s initiative and plan.

Also Read: Brigada Pagbasa Program

Procedures

Objectives of DCP

The DepEd Computerization Programs include the following objectives but are not limited to:

• Provide complete and quality computer laboratory packages to all public schools in the Philippines
• Provide smart TV packages to all public schools
• Provide necessary and relevant software, hardware, training, and other program support to all DepEd personnel, including the teaching and non-teaching staff.
• Provide Information and Communication Technology (ICT) Infrastructure and systems in DepEd offices and public schools.
• Improve and bolster the ICT competencies of teachers, learners, school leaders, and non-teaching personnel, including capacity building to ensure ICT infrastructure and systems’ proper utilization.

Monitoring and Evaluation

With the issuance of this policy, DepEd created the Program Management Committee (PMC) to ensure the efficient delivery of DCP. The department also created the Technical Working Group (TWG) to assist the PMC. These two will monitor and evaluate the program and its implementation regularly. The PMC-TWG will also coordinate and seek assistance from the Regional and Division offices to determine possible areas of improvement and guarantee the system’s effectiveness, efficiency, sustainability, and relevance.

 Apart from that, the PMC-TWG will conduct periodic gathering of feedback regarding the policy’s implementation from concerned stakeholders, both internal and external. Afterward, the feedbacks are submitted for policy review if necessary. The program’s progress monitoring, assessment, and evaluation aims to evaluate the implementation’s efficiency. Hence, all monitoring activities may be conducted using appropriate and available technology. It involves the conduct of a surprise or on-the-spot inspection in designated warehouses to determine the condition and physical inventory of stored goods.

 After performing a needs-based assessment, all units tasked to monitor the project must provide applicable correction of practices not enclosed in these guidelines and recommend specific interventions to resolve issues/problems. However, those that require resolution from higher authorities need immediate referral via proper channels for appropriate action. Meanwhile, the Office of the Undersecretary for Administration will supervise the implementation of DCP.

Also Read: DepEd Homeroom Guidance Program

PMC Organization and Responsibilities

1. 1. The PMC consists of the following:PMC-Chairperson – Undersecretary in charge of the Information and Communications Technology Services (ICTS)
2. 2. PMC-Vice Chairperson – Undersecretary for Curriculum and Teaching representative
3. 3. One (1) representative each from the members of the Executive Committee of the following strands:

• Administration
• Operations
• Curriculum and Teaching
• Finance
• Procurement

Moreover, the PMC must assume the following activities:

Supervise the deployment of the DCP

Evaluate the efficiency and effectiveness of the DCP

Recommend improvements for the DCP

Established the Technical Working Group (TWG) to aid in the implementation of the DCP, composed of one (1) representative from the following strands:

• Administration
• Operations
• Curriculum and Teaching
• Finance
• Procurement

Effectivity/Transitory Provision

The issuance of this order repeals inconsistent provisions specified in DO 78, s. 2010, titled the “Guidelines on the Implementation of the DepEd Computerization Program (DCP)” and other preceding issuances contradicting this policy. DepEd Order 16, series 2023, must also be registered with the Office of the National Administrative Register (ONAR) at the University of the Philippines (UP) Law Center, Up Diliman, Quezon City.

DepEd Order 16 Full Memo Download

To access and download the complete PDF of DepEd Order No. 16, series of 2023, a direct link is available on this page. By clicking the download button below, you can easily obtain a copy of DepEd Order 16 in PDF format.

Full PDF DepEd 16 memo file: https://www.deped.gov.ph/wp-content/uploads/DO_s2023_016.pdf

Summary

To sum up, DepEd Order 16, series 2023, will benefit DepEd teaching and non-teaching personnel. The policy provides revised guidelines to ensure the efficient and effective implementation of the DepEd Computerization Program (DCP). It will guide concerned internal and external stakeholders in implementing, monitoring, and evaluating the progress of DCP implementation.

Through this order, DepEd offices and public schools will also receive technologies that will assist them in enhancing teaching, learning, governance, and processing operations, programs, policies, and practices to help them overcome the challenges of modern times. Therefore, all concerned offices, DepEd personnel, and other stakeholders should disseminate and adhere to the provisions of this order.

Teachers hold a unique and significant position. It is their responsibility to mold young brains and provide a strong basis for their professional and academic futures. Public school teachers in the Philippines bear the huge responsibility of molding these children into contributing members of society, given the high number of pupils that attend public schools.

Also Read: Teacher’s Day in the Philippines: When and How to Celebrate

It is only right that teachers receive compensation for all of the efforts that they put in. Excellent benefits, perks, and allowances are a few ways to achieve this. These make their work easier for them, which enables our kids to have excellent educations as well.

Salary Grade of DepEd Teachers

The pay grade table for public school teachers in the Philippines determines their pay, just like it does for other government workers. Checking your income before applying to the Department of Education for a teaching position might be a good idea. A teaching post that pays less than your existing work is ideally something you should not accept.

Salary Grade Table and Job Positions in Public Schools

DepEd Order No. 005, series of 2024, which was released on April 29, states that all full-time DepEd-employed teachers working in public elementary and high schools under permanent, provisional, or substitute rank are eligible to receive “overload pay,” which is equal to 25% of their salary.

Typically, recent graduates begin as Teacher 1. All around the country, this position receives a wage grade of 11. The pay grade of a teacher increases along with their rank.

Depending on their levels and pay tiers, public school teachers’ base monthly earnings are shown in the tables below for 2024. Position, rank, and pay grade all influence monthly pay. Both elementary and high school teachers are addressed by these. Please refer to the DepEd Salary Grade Table below to see the pay progression based on salary grade. Let’s begin by discussing Teacher 1’s pay in 2024:

Teachers 1-3

Teacher 1	Salary Grade 11	₱27,000
Teacher 2	Salary Grade 12	₱29,165
Teacher 3	Salary Grade 13	₱31,320

Special Education Teachers

Special Education Teachers 1	Salary Grade 14	₱33,843
Special Education Teachers 2	Salary Grade 15	₱36,619
Special Education Teachers 3	Salary Grade 16	₱39,672
Special Education Teachers 4	Salary Grade 17	₱43,030

Special Science Teachers

Special Science Teachers 1	Salary Grade 13	₱31,320
Special Science Teachers 2	Salary Grade 16	₱39,672
Special Science Teachers 3	Salary Grade 19	₱51,357
Special Science Teachers 4	Salary Grade 22	₱71,511
Special Science Teachers 5	Salary Grade 24	₱90,078

 

Head Teachers

Head Teacher 1	Salary Grade 14	₱33,843
Head Teacher 2	Salary Grade 15	₱36,619
Head Teacher 3	Salary Grade 16	₱39,672
Head Teacher 4	Salary Grade 17	₱43,030
Head Teacher 5	Salary Grade 18	₱46,725
Head Teacher 6	Salary Grade 19	₱51,357

Master Teachers

Master Teacher 1	Salary Grade 18	₱46,725
Master Teacher 2	Salary Grade 19	₱51,357
Master Teacher 3	Salary Grade 20	₱57,347
Master Teacher 4	Salary Grade 21	₱63,997

Assistant School Principals

Assistant School Principal 1	Salary Grade 18	₱46,725
Assistant School Principal 2	Salary Grade 19	₱51,357

School Principals

School Principal 1	Salary Grade 19	₱51,357
School Principal 2	Salary Grade 20	₱57,347
School Principal 3	Salary Grade 21	₱63,997
School Principal 4	Salary Grade 22	₱71,511

Other Related Teaching Position

Public District Schools Supervisor	Salary Grade 22	₱71,511
Teacher Credential Evaluator I	Salary Grade 13	₱31,320
Teacher Credential Evaluator II	Salary Grade 15	₱36,619
Teacher Credential Evaluator III	Salary Grade 18	₱46,725
Teachers Camp Superintendent	Salary Grade 24	₱90,078
Teaching Aids Specialist	Salary Grade 11	₱27,000

Positions At State Colleges And Universities

Teachers at state universities and colleges (SUCs) in the Philippines are subject to supervision by either the Commission on Higher Education (CHED) or, in the case of autonomous universities, the universities themselves. This is in contrast to teachers at public schools.

Professors typically earn more than teachers do since they work in higher education and begin at a higher pay grade. In addition, they get research funding and allowances. A professor must either wait for a post to open up or publish research findings in order to be considered for tenure or promotion.

Teachers at SUCs are paid at standard grade levels and have a standardized rank, although some SUCs have their own hiring practices. The rankings and pay grades of professors and teachers at colleges are displayed in the tables below.

Also Read: DepEd Calendar of Activities for School Year 2023 – 2024

Instructors

Instructor 1	Salary Grade 12	₱29,165
Instructor 2	Salary Grade 13	₱31,320
Instructor 3	Salary Grade 14	₱33,843

Assistant Professors

Assistant Professor 1	Salary Grade 15	₱36,619
Assistant Professor 2	Salary Grade 16	₱39,672
Assistant Professor 3	Salary Grade 17	₱43,030
Assistant Professor 4	Salary Grade 18	₱46,725

 

Associate Professors

Associate Professor 1	Salary Grade 19	₱51,357
Associate Professor 2	Salary Grade 20	₱57,347
Associate Professor 3	Salary Grade 21	₱63,997
Associate Professor 4	Salary Grade 22	₱71,511
Associate Professor 5	Salary Grade 23	₱80,003

 

Professors

Professor 1	Salary Grade 24	₱90,078
Professor 2	Salary Grade 25	₱102,690
Professor 3	Salary Grade 26	₱116,040
Professor 4	Salary Grade 27	₱131,124
Professor 5	Salary Grade 28	₱148,171
Professor 6	Salary Grade 29	₱167,432

Video: Salary Increase This Year 2024 Latest Updates

To know more about the Salary of DepEd Teachers, you may check the link below from YouTuber Learning Pal: