DepEd Order 54: Guidelines on the Selection of Senior High School Technical-Vocational-Livelihood Specializations

deped order 54 Senior High School Technical-Vocational Livelihood Specializations

The Philippine government enacted the Republic Act (RA) 10533, or the Enhanced Basic Education Act, in 2013. This act included the Senior High School in the curriculum. It reorganized the nation’s basic education system, adding two more years for grades 11 and 12. To ensure its efficiency and success, the Department of Education (DepEd) issued DepEd Order 54, series 2022, to guide schools in offering Technical-Vocational-Livelihood (TVL) Specializations.

Also Read: About DepEd Partnerships Database System (DPDS)

 The issuance of this order will help schools’ selection process for the TVL specializations their institutions should offer based on various principles. It also includes a comprehensive guide regarding the components and utilizes data for selecting TVL specializations. In addition, DepEd Order 54 contains information that schools should gather to help them in their decision-making and timelines and procedures to implement.

deped order 54 Senior High School Technical-Vocational Livelihood Specializations

What is DepEd Order 54

On December 28, 2022, the Department of Education promulgated the DepEd Order (DO) 54, series (s.) 2022, known as the Guidelines on the Selection of Senior High School Technical-Vocational-Livelihood Specializations. This order institutionalizes the steps that Schools Division Offices (SDOs) and Technical-Vocational-Livelihood (TVL) Senior High Schools (SHS) must implement to determine the TVL specializations to provide.

It provides guidelines based on learner-centeredness, disaggregation, localization, and relevance principles. Furthermore, it can help schools analyze and organize data and documents from learners and national, regional, and local development. These guidelines will also help in analyzing the capacity of schools and SDOs. Thus, these guidelines will take effect from School Year (SY) 2023 and implement the TVL specializations from SY 2024 onwards.


Private schools, state universities, and colleges that provide SHS TVL may implement the guidelines enclosed in DepEd Order 54. It will assist Regional Offices (ROs), SDOs, and schools in determining the TVL specializations to provide. Also, the policy only covers the present list of SHS TVL specializations.

Guidelines on the Selection of Senior High School Technical-Vocational-Livelihood Specializations


The guidelines under DepEd Order 54 are created based on the following principles:


Based on section 5 of the Republic Act (RA) 1O533 or the Enhanced Basic Education Act of 2013, the K to 12 curriculum should adopt learner-centeredness. It highlights the importance of the learner preference survey administered to students and collecting the enrolment data of schools for each specialization.


This principle refers to the SHS TVL priorities alignment to sectors with rising and growing employment prospects. To determine these significant sectors, concerned stakeholders should utilize national and regional plans as their basis.


Disaggregation is split into two: by sector and space. The first one gives a comprehensive picture of sectors and their sub-sectors. Meanwhile, the disaggregation by space depends on the geographic priorities and challenges. Based on the Philippine Development Plan (PDPI 2Ol7-2O22), these should be combined to determine growth, employment opportunities, and behavior based on sector and space.


Lastly, the localization principle focuses on the information from the nearest environment of schools as an instant reference for SHS TVL. To apply this principle, concerned stakeholders will utilize the province, municipality, or city plans to localize and disaggregate national and regional plans. Additionally, SDO and schools will study face-to-face all gathered data and learners’ preferences from local and national levels to determine their capacity to provide recognized specializations.

Table 1. Components for the Selection of TVL Specializations

The table below shows the required components in planning and selecting TVL specializations schools should offer:

Order 54

On the other hand, schools may use additional data sources based on the availability of other documents relevant to local and national development plans.

Figure 1. Intersections between learners’ preferences, national, regional, and local priorities, and the SDO and school’s capacity

As shown in Figure 1, this policy will help determine data intersections:

Order 54

To determine these intersections, Senior High Schools (SHSs) should follow the steps below:

1. Analyze SHS TVL enrolment data for each specialization, starting from the present SY and the past three years. Also, document the enrolment data for Grades 11 and 12 per sector and specialization.

For reference, check Table 2 below for the lists of present TVL stand specializations arranged per sector:

Order 54

2. Perform a survey with Junior High School (JHS) learners by questioning them to determine their five (5) chosen specializations per strand. Implement it using an online form to facilitate the survey. But if it’s a stand-alone school, the institution can utilize its enrolment data and perform a learner preference survey with JHS students.

3. Conduct an internal school assessment to gather information regarding the number of available lecture rooms, laboratories, learning resources, equipment, faculty, and work submersion sites.

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

4. Examine local development plans to determine which specializations promote the economy, produce the highest employment, and employ learners. Schools can study the gathered data from the city/municipality/SDO level and other sources, such as the Community-Based Monitoring System(CBMS), Public Employment Service Office (PESO), business permits, SHS, and cultural mapping data.

5. Analyze priorities from national development plans. It will help determine priority sectors based on the latest list of SHS TVL specializations. Schools should also interview and consult with local and national government groups to validate the gathered data.

6. Determine the specializations that are relevant to the following criteria:

  • Specialization is among those with the highest number of enrollees
  • Specialization is among the Top 5 preferred specializations per strand, based on the ranking of specializations from the Learner Preference Survey
  • School has sufficient requirements to offer specialization
  • Specialization is in the local development plans/priorities
  • Specialization is in the national development plans/priorities

7. Submit the data summary to the SDO.

8. With the Technology and Livelihood Education (TLE) Supervisor, the SDO’s Curriculum and Instruction Division (CID) should validate the information in the School’s Data Summary using ocular inspection and in-person or online with the organization’s focal person.

9. Through the RO Curriculum and Learning Management Division (CLMD), Regional Offices should issue approval of TVL specializations with the Regional Director’s sign.

10. Through the Bureau of Curriculum Development, the Central Office should release an issuance to outline the process for each step.

Therefore, schools should gather the information listed in Table 3 and follow the timeline and procedures in Table 4:

Order 54

Order 54

DepEd Order 54 Full Memo Download

To access and download the complete PDF of DepEd Order No. 54, 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 54 in PDF format.

Full PDF DepEd 54 memo file:


As stated in the video, the SHS curriculum is part of the K to 12 program, aiming to produce graduates who are holistically developed and equipped with 21st-century skills. It will prepare learners for the future, from higher education to obtaining mid-level skills, employment, or entrepreneurship. This curriculum offers various tracks or strands to learners. Hence, the guidelines on DepEd Order 54, series 2022, are crucial for the basic education system.


In summary, DepEd Order 54 provides guidelines to facilitate the selection process of TVL specializations for Senior High School. The issuance of this policy established the process that schools should conduct to identify the TVL specializations to offer and help assess the capacity of educational institutions and SDOs. Therefore, all educational institutions in the country that offer SHS TVL should follow the procedures, timelines, and criteria enclosed in this policy.

DepEd Order 12: Provision of Learning Resources & Needed Devices & Equipment & Funding Relevant Activities for Basic Education-Learning Continuity Plan (BE-LCP)

Deped order 12 Guidelines for Learning Resources, Devices, and Funding for BE-LCP Implementation

When COVID-19 struck the world, this highly contagious disease caused abrupt changes and detrimental effects on the health sector, economy, and education. Due to this, many families’ financial conditions were affected, and learners had limited access to education. That’s why the Department of Education launched the Basic Education Learning Continuity Plan to provide accessible education to Filipinos. To support this initiative, the department issued the DepEd Order 12, series 2022, to ensure its effective implementation.

Also Read: Brigada Eskwela Program: How to Participate in Your School

This policy enclosed guidelines to implement the BE-LCP by providing essential learning resources, devices, equipment, and funding. With this issuance, DepEd personnel and officials can perform their duties to provide free and accessible education to Filipino citizens by adapting various learning modalities that support continuous learning despite the restrictions and limitations brought about by the COVID-19 pandemic. Hence, the guidelines under DepEd Order 12, series 2022, should be strictly implemented by the officials and personnel of DepEd.

Deped order 12 Guidelines for Learning Resources, Devices, and Funding for BE-LCP Implementation

What is DepEd Order 12

Promulgated on March 15, 2022, by the Department of Education, the DepEd Order (DO) 12, series (s.) 2022 enclosed the Policy Guidelines for the Provision of Learning Resources and Needed Devices and Equipment and Funding Relevant Activities for the Implementation of Basic Education-Learning Continuity Plan (BE-LCP). It contains guidelines that assist DepEd in providing learning resources to implement the BE-LCP.

In addition, this policy enclosed the guidelines on the release, utilization, and liquidation of the Flexible Learning Options (FLO) funds. Meanwhile, this policy revokes and overrules DepEd Order (DO) 18, s. 2020, titled the “Policy Guidelines for the Provision of Learning Resources in the Implementation of the Basic Education-Learning Continuity Plan (BE-LCP).

Policy Guidelines for the Provision of Learning Resources and Needed Devices and Equipment and Funding Relevant Activities for the Implementation of Basic Education-Learning Continuity Plan


The guidelines enclosed in this policy should immediately take effect beginning school year 2021-2022. It contains standards and mechanisms that guide DepEd officials and personnel at the Central, Regional, Schools Division Offices, Public Schools, and Community Learning Centers in providing learning resources and necessary devices and equipment. Moreover, it includes guides for funding relevant undertakings that can help DepEd implement activities, programs, and projects to enact BE-LCP, except if covered by other guidelines.

Also Read: List of Attached Agencies under DepEd

A. General Guidelines on the Printing, Delivery, and Acquisition of Learning Resources and Other Needed Devices and Equipment, as well as Funding Relevant Programs, Projects, and Activities in the Implementation of BE-LCP.

Stated below are the generally allowed activities and expenditures funded by the Flexible Learning Options budget and General Appropriations Act to assist in delivering learning resources to implement BE-LCP:

  • Production or acquisition of delivery modules, Alternative Learning Systems (ALS), Learning Resources (LRs), manuals, learning activity sheets/worksheets
  • Acquisition of Universal Serial Bus (USBs) or other similar data storage devices to store learning resources of teachers and learners
  • Purchase of devices, including but not limited to smartphones, tablets, two-way radios, speakers, and other similar equipment that will assist with the adopted learning delivery modality
  • Related expenses to perform activities and acquire supplies to generate videos and radio scripts/lessons, conversion of materials to accessible format, and development of interactive materials
  • Payment and remuneration of Learning Support Aides (LSA) as specified in DO 32, s. 2020 or the Guidelines on the Engagement of Services of Learning Support Aides to Reinforce the Implementation of the BE-LCP in time of COVID-19 pandemic; and revised by DO 28, s. 2021 or the Amendment to DepEd Order 32, s. 2020
  • Subject to the approval of the Regional Director or School division Superintendent, given the allotment, is recorded to the office of the concerned approving officers, other expenses related to implementing various learning modalities conforming with the set priorities of different contextualized BE-LCP may be funded by the appropriate sources and FLO funds.

Based on the contextualized implementation of the BE-LCP in the division or region, printing, delivery of the Alternative Delivery Modules or Self Learning Modules (SLMs), and procurement of gadgets for learners should be prioritized. Nonetheless, the items below are not covered and should not be charged on the identified learning resource budget, particularly:

  • Purchase of Capital Outlay items (such as equipment, gadgets, software, or any item with unit cost reaching the minimum threshold for Capital Outlay as specified in prevailing rules and regulations)
  • Hiring of contractual or casual employees whose salaries and compensation benefits should be on the Personnel Services allocations
  • Payment of other Capital Outlay items, such as infrastructure projects

B. Procedures on the Allocation, Release, and Utilization of Funds

  • Through the Bureau of Learning Resources (BLR), the Office of the Undersecretary for Curriculum and Instruction (OUCI) should prepare the allocation for every region and submit the request to the Secretary via the Office of the Undersecretary for Finance (OUF) to release funds to DepEd ROs.
  • DepEd’s Central Office Finance Service (FS)- Budget Division should process and issue the Sub-Allotment Release Orders (Sub-AROs) essential to effect downloading of funds for the ROs.
  • According to BE-LCP contextualized implementation and assessment of the learning requirements in each region, the Regional Director should determine the most effective, efficient, and constructive strategy to produce or procure the essential resources for their regions. Thus, ROs may organize procurement activities relevant to the allowable expenditures specified within this policy and other relevant issuances.
  • Determine the fairest and most reasonable distribution of funds among SDOs. Hence, the ROs may consider the following parameters:

         Latest enrollment data of each division

         Actual Special Education Fun (SEF)

         Actual contributions from external partners attributable to BE-LCP Learning resources component

  • The Finance Office of ROs or SDOs should submit a Special Budget Request (SBR) to the Department of Budget and Management (DBM) after receiving the Sub-AROs. For issuance of Notices of Cash Allocation (NCAs), ROs should cover the financial requirements of the Sub-AROs.
  • All DepEd Implementing Units allocated and utilized funds should conform with the principles set by ROs/SDOs based on its contextualized BE-LCP.
  • The utilization of funds should depend on the prevailing government accounting, budgeting, auditing, and procurement rules and regulations.
  • The grant of a cash advance should depend on the rules and regulations on the granting, utilization, and liquidation of cash advances as stipulated under Commission on Audit (COA) Circular No. 97-002 dated February 10, 1997, revised by COA Circular No. 2006-005, dated July 13, 2006.
  • In situations with excess balances or funds from production or procurement of the specified learning resources, the SDOs or ROs may utilize the balance to produce or procure other learning resource requirements and delivery costs for the following quarters, considering the obligation validity and fund payment.
  • The ROs/SDOs may give supplementary fund support from their regular General Administration and Support Services (GASS) – Maintenance and Other Operating Expenses (MOOE) allotment if funds are insufficient to address the actual needs.
  • Public schools may utilize their regular MOOE allocations to print and deliver alternative delivery modules based on the DO 15, s. 2022, titled the Supplementary Guidelines on Managing Maintenance and Other Operating Expenses Allocation for Schools to Support the Implementation of Basic Education Learning Continuity Plan in Time of COVID-19 Pandemic.
  • The ROs or SDOs should decide the most effective, efficient, and economical method to procure, print, and deliver learning resources in compliance with RA No. 9184, titled the Government Procurement Reform Act, and its Implementing Rules and Regulations (IRR). Also, the ROs and SDOs may perform the following:

         Utilize allowed procurement modes to procure for printing and delivery with a private sector or from another government agency.

         Perform in-house or by-administration printing and delivery based on applicable laws

         Engage in partnership agreements with Local Government Units (LGUs) and other qualified entities

  • With these guidelines, procurement of learning resources should depend on the relevant provisions of RA 9184, its IRR, and DepEd’s internal processes and rules.
  • The ROs and SDOs should also guarantee compliance with applicable provisions of DO 2, s.2021 on signing authorities and other relevant procedural requisites.

Meanwhile, ROs, SDOs, or public schools may resort to applicable procurement modes, including an agency-to-agency arrangement as per Section 53.5 of the IRR of RA 9184, like any Recognized Government Printers (such as APO Production Unit, Bangko Sentral ng Pilipinas, and National Printing Office), based on the relevant conditions.

Also Read: Oplan Balik Eskwela: How to Participate in Your School

DepEd Order 12 Full Memo Download

To access and download the complete PDF of DepEd Order No. 12, series of 2020, a direct link is available on this page. By clicking the download button below, you can easily obtain a copy of DepEd Order 12 in PDF format.

Full PDF DepEd 12 memo file:

Video: DepEd Order 12, s. 2020 (Pecha Kucha: K-12 Program Contextualization)

As discussed in the video, DepEd Order 12, series 2020, or the Basic Education Learning Continuity Plan, is about the K-12 Program Contextualization. It is an enhancement incorporated by DepEd as a response to the significant changes in the education sector due to the impact of the COVID-19 pandemic. This order will help enhance the K 12 program by regularly updating the curriculum and implementing appropriate and various learning modalities to ensure Learning Continuity. Thus, DepEd Order 12, series 2022, will promote and ensure proper implementation of BE-LCP.


To sum up, the issuance of DepEd Order 12, series 2022, will benefit learners who had trouble accessing quality education during the COVID-19 pandemic. This policy will help address the provision of free education through necessary learning resources and funding to produce or procure devices, equipment, and relevant activities that support the BE-LCP implementation. These guidelines will also ensure the proper allocation and utilization of funds to provide delivery modules to learners.

Also Read: DepEd Orders in the Philippines: Comprehensive Guide

Furthermore, this policy will help teachers by providing them with essential tools and equipment to provide quality education to students regardless of the applied learning method. DepEd officials and personnel can also refer to the procedures in this policy to properly allocate, release, and utilize funds for the BE-LCP implementation. Therefore, all DepEd officials and personnel from the ROs, SDOs, public schools, and community learning centers should implement the guidelines enclosed in this order.

DepEd Order 43: Omnibus Travel Guidelines for All Personnel of the Department of Education

deped order 43 omnibus travel guidelines of deped personnel

As an executive agency of the Philippine government, the Department of Education (DepEd) ensures Filipino learners can access fair and quality basic education by providing various programs and projects. In addition, it’s the primary agency mandated to supervise and control the country’s basic education system. Hence, the department issued DepEd Order 43 to ensure the utilization of public funds with utmost diligence by avoiding unnecessary, irregular, excessive, extravagant, and unethical expenses.

Also Read: DepEd Order 21: Implementing Guidelines for Brigada Eskwela

 Signed by Vice President and Secretary Sara Z. Duterte, the DepEd Order 43 encompasses guidelines and requirements for authorized official travel of all DepEd personnel, whether local or foreign. The same goes for DepEd personnel who want to seek approval for personal travel. Apart from that, the order contains the expenses and approving authority for offices, schools, and attached agencies where DepEd officials and personnel can request authorization to travel.

deped order 43 omnibus travel guidelines of deped personnel

What is DepEd Order 43

On October 10, 2022, the Department of Education (DepEd) issued the DepEd Order (DO) 43, series (s.) 2022, titled the “Omnibus Travel Guidelines for All Personnel of the Department of Education”. This order encloses the processes and requirements for all travels of DepEd personnel, be it local/foreign or personal/official. Upon issuance of DepEd Order 43, its guidelines and regulations apply to DepEd officials and personnel from all governance levels, offices, and attached agencies, including the allowances and expenses for official or personal travels.

Omnibus Travel Guidelines for All Personnel of the Department of Education

A. Official Travel

Authorized Official Travel

As per the DepEd Order 43, official foreign or local travel won’t be authorized by the department given it fulfills the minimum conditions, including:

 The trip must be highly significant to basic education. If a foreign official travels, the trip’s purpose must comply with a contractual obligation, or a foreign official travels.

  • The trip is critical to an official or employee’s effective performance per their functions or mandate.
  • The trip’s projected expenses are not included in the minimum expenditure or not excessive.
  • The official or employee’s presence is vital in the conference, consultation, meeting, seminar, or other activity.
  • The official or employee’s absence from the Permanent Official Station won’t delay the efficiency of their office operations.
  • The approved Work and Financial Plan of the unit or office must include the incurred expenses for the trip.

Alternatives to Travel

As required by this policy or as much as possible, all officials who have the authority to approve local or foreign travel should minimize their official travel. Thus, the said officials should use various forms of communication, such as teleconferencing and videoconferencing.

Written Justification

To request approval to travel, DepEd officials or employees should submit a written justification to the concerned Approving Authority, explaining how the trip complies with the minimum conditions stated above. If the teaching personnel will undertake the official travel during school days, explain the following in the written justification:

  •  Why undertake the travel during school days
  • What are the expected benefits of travel
  • How the expected benefits compensate for the loss of supervisory or instructional time

Unauthorized Travels

The department won’t issue Travel authorities to the following or even provide government funding for trips:

  •  Private individuals
  • Consultants or engaged with DepEd through contract service, except if they’re required  to travel for the completion or performance of deliverables during highly meritorious circumstances and once they submitted written justification to the Approving Authority

Prohibitions and Conditions

  • The department strictly prohibited all travel junkets, and taking a personal leave after or before an official activity is strongly discouraged.
  • All trips for personal reasons are not allowed, even if disguised as a “goodwill, observation, study tour, workshop, and seminar,” except if performed while on leave of absence.
  • Private individuals, entities, suppliers, and contractors should not indirectly or directly, partially or fully fund the official or personal travel of DepEd officials and personnel with pending requests, applications, or future dealings with schools or any DepEd office.
  • The Approving Authority must guarantee the maintenance of the skeletal workforce in the office or Permanent Official Station. Also, prohibit travels causing the majority of personnel absence.

Reportorial Requirements

With this order, all personnel authorized to travel must submit a travel report to the agency head, which includes discussed issues/matters, recommendations, and procedures, one (1) month after returning to their Permanent Official Station. Meanwhile, personnel who undertake official foreign travels must submit a post-travel report with the following elements:

  •  Brief description and background of the host organization and activity
  • Objectives of the activity
  • Preparations made for the activity
  • Highlight of the activity/participation in the activity
  • Critical inputs/contributions of participants in the activity
  • Merits/benefits gained by the participants, their office, and DepEd and substantive policy recommendations
  • Commitments made or subsequent responsibilities of the participant about the activity/post-travel actions/inter-agency cooperation

 If participating in an international convention or conference where a delegation represents the Philippines, submit a report of the delegation to the Office of the President (OP) via the Department Secretary or equivalent rank within one (1) month after the said activity.

Approving Authority

The photo below shows the Approving Authority for foreign and local official travel of DepEd officials and personnel:

For Foreign Official Travel

DepEd Order 43

For Local Official Travel

DepEd Order 43

B. Personal Travel

Authorized Personal Travel

Under this order, the department will not allow DepEd officials or employees to depart for personal travels unless they have accomplished the required leave forms and secured travel authorization. However, personal local travel should only last three (3) days or less to secure a travel authorization.


Furthermore, officials or employees who want to take scholarships, training, or other relevant activities must inform their head or immediate supervisor before applying for authority to travel.

Approving Authority

The photo below shows the Approving Authority for personal travel of DepEd officials and personnel, whether local or approved:

DepEd Order 43

DepEd Order 43 Full Memo Download

If you want to download the full memo PDF file of DepEd Order No. 21, series of 2024, you can check out the downloadable file link below. direct link on this page. Simply click the download button below and get a copy of DepEd Order 21 in PDF format.

Full PDF DepEd 43 memo file –


Watch the video below to learn more about DepEd Order 43:

As discussed in the video, DepEd Order 43, series 2022, is about the travel guidelines for all personnel of the Department of Education. This order will cause changes in the department as it encloses processes and requirements for all DepEd personnel requesting authority to travel. Moreover, the order contains the Approving Authority per office for those seeking local official or personal travels. Hence, all DepEd personnel should adhere to the guidelines of this order.


With the issuance of DepEd Order 43, all DepEd officials and staff should comply with its guidelines, procedures, prohibitions, conditions, and requirements. This order also applies to DepEd employees and officials in all offices, governance levels, and its attached agencies. Additionally, the order enclosed the travel expenses of DepEd personnel, from their trip fees, transportation, clothing, daily allowance, and other travel-related costs. Therefore, DepEd officials and personnel from all offices should be aware and understand the travel guidelines enclosed in DepEd Order 43, series 2022.

DepEd Order 31: Assessment and Grading in Light of the Basic Education Learning Continuity Plan

DepEd Order 31 Guidelines for assessment and grading in basic education learning

In January 2020, the Department of Health (DOH) recorded the first case of COVID-19 in the Philippines. Later on, the country was locked down to prevent the spread of the virus, the same with other countries. However, it forced many businesses and educational institutions to halt their operations, shut down, or permanently close. That’s why the Department of Education (DepEd) provided guidelines for schools and teachers through the DepEd Order 31.

Also Read: Brigada Eskwela Program: How to Participate in Your School

This policy contains interim guidelines for assessment and grading to ensure learning continuity throughout the country. By implementing this order, schools shall apply distance/blended learning modalities for Filipino students to continue their studies despite the COVID-19 pandemic. In addition, teachers will implement creative and innovative ways to assess learners’ progress, including technology to observe and record students’ learning and development.

DepEd Order 31 Guidelines for assessment and grading in basic education learning

What is DepEd Order 31

On October 2, 2020, the Department of Education (DepEd) issued the DepEd Order (DO) 31, series (s.) 2020 to boost the DO 12, s. 2020 or the “Adoption of the Basic Education Learning Continuity Plan (BE-LCP)” for the school year 2020-2021 because of the COVID-19 Pandemic to ensure continuous teaching and learning while attending to the health, safety, and well-being of teachers, school personnel, and learners. The DepEd Order 31, or the Interim Policy Guidelines for Assessment and Grading in Light of the Basic Education Learning Continuity Plan, provides direction for assessing student learning and grading schemes for the 2020-2021 school year.

Interim Policy Guidelines for Assessment and Grading in Light of the Basic Education Learning Continuity Plan


Due to the continuous peril caused by Covid-19, the world faces unusual difficulties in basic education. That’s why parents and teachers must adapt to alternative learning modes, ensuring the achievement of necessary curricular goals for learners in preparation for the school year 2020-2021. It requires innovative and creative methods to craft optimal learning experiences and effectively assess learners’ progress under unfavorable situations.

Under this policy, the assessment is applied in distance/blended learning environments to use alternative strategies and tools to support learning while preventing too much pressure on teachers, learners, and their families.


With its goal to pursue learning continuity, DepEd urges schools to apply relevant assessment and grading practices to assist in learners’ development. That’s why all public elementary and secondary schools throughout the Philippines should implement the policy guidelines for the school year 2020-2021. DepEd also postpones any provision that contradicts this new policy and its guidelines for the said school year regardless of the effect of DO 8 s. 2015.

Furthermore, DepEd encourages the implementation of these interim policy guidelines in private schools, technical and vocational institutions, and higher education organizations, from state and local universities to colleges with K to 12 Basic Education Programs. Private schools and institutions can also reform the guidelines based on their vision, mission, and philosophy by seeking approval from the concerned DepEd Regional Office (RO).

Policy Statement & Principles

To ensure learning continuity during the COVID-19 pandemic, DepEd supervised the health, safety, and well-being of all its teachers, personnel, and learners. Schools should also adopt assessment and grading practices. Since DepEd aims to achieve learning continuity, this order is established based on the following principles:

  • Assessment should be authentic and holistic in recording the achievement of necessary learning competencies
  • Assessment is a fundament for comprehending the development and learning of students
  • Various assessment strategies are essential with formative analysis, prioritizing informed teaching, and promoting growth and mastery.
  • Assessment and feedback are shared responsibility among teachers, learners, and their families.
  • Assessment and grading should positively impact learning


Teachers, school leaders, learners, and their parents should uphold the integrity of learning and instruction concerning distance education. Thus, DepEd implemented this policy to achieve the following:

  • Guarantee that all learners are justly assessed and graded in learning continuity despite the health crisis.
  • Highlight the accomplishment of learning standards by providing reasonable leniency and consideration to learners because of possible challenges they may encounter


Roles & Responsibilities

Since distance/blended learning comes with many difficulties for learners and teachers, conducting assessments, limitations, and feedback are essential for different contexts in creating, administering, and grading assessment duties. That’s why DepEd emphasizes the following roles and responsibilities of learners, teachers, and their families to deal with these challenges:

For Teachers
  • Design the assessment to ensure flexibility in multiple modalities
  • Communicate with learners, parents, and guardians regarding the standards and design for assessment grading
  • Set up mechanisms to keep track of and remotely document progress
  • Give timely, constructive, and relevant feedback
  • Facilitate remediation for learners requiring further advice and direction
For Learners
  • Be proactive in informing their teachers about the situation, progress, and difficulties they may encounter
  • Learners may accomplish a non-mandatory Self-Monitoring Tool independently or with the help of a parent/guardian to monitor their academic progress.
For Parents and Guardians

If necessary, parents or guardians must help with the assessment procedure by:

  • Connect with the teacher to provide updates about their child’s situation, progress, and difficulties they encounter
  • Guide their child in fulfilling the assessment tasks and monitoring tools provided by their teacher

A. Planning the Assessment

Teachers must be flexible and creative but still abide by the principles of quality assessment practice. Also, teachers should make their assessment decisions based on the best of all learners with concern for their safety, health, and well-being. Thus, schools must guarantee that all conducted assessment activities are:

  • In line with necessary learning competencies
  • Valid, reliable, and transparent
  • Fair, equitable, and inclusive
  • Manageable and practical for learners and teachers
  • Provide learners with various ways to display their learning
  • Provide prompt and precise information for feedback

While implementing distance/blended learning modes, teachers must create assessments with the expectation that learners will chronologically accept them and openly access different sources. Before choosing and applying assessment methods, teachers must also consider the following questions:

  •  What is the purpose of the assessment?
  • What will be assessed?
  • Which method would best allow learners to demonstrate what they have learned, considering their learning modality?
  • Which method would make it easy to gather evidence of learners’ progress over time?
  • Will the assessment be completed individually or in groups?
  • Will the assessment be taken at the same time or submitted within a specific period?
  • How will the class size affect the way the assessment will be conducted?
  • How can technology help?

Teachers should also apply formative and summative assessment strategies, like quizzes and long tests, that are specific, frequent, and repetitive without grading restrictions to target necessary skills for learning competencies. Teachers should also design performance tasks to allow learners to apply their education to real-life situations. Meanwhile, teachers must have realistic expectations and utilize their professional judgment to accomplish assessments effectively and remotely.

B. Conducting Assessment Remotely

Communicate the assessment task.

Teachers should explain the following details when communicating the assessment task:

  •  Objectives of the assessment task
  • Roles of learners, their parents, or guardians
  • Procedure and expected timeline
  • Standards and rubrics

Meanwhile, teachers should consult the learners, parents, or guardians when necessary to provide any room for adjustment or flexibility.

Record of Progress.

It’s also fundamental to collect and record learning evidence to monitor the development and learning of students. To record progress, below are the applicable strategies:

  • Self-Monitoring Tool
  • Assessment period check-ins of teacher with learner
  • Evidence in the student’s learning portfolio

C. Feedback and Remediation

Formative and summative assessments should include prompt, constructive, and relevant feedback based on the learner’s record of progress, which is beneficial to student learning. Teachers should use all available communication methods, such as SMS and online channels, in providing feedback. Additionally, teachers should guarantee that learners requiring remediation receive it when they consistently earn low scores in summative assessments to prevent students from failing in any learning area.

D. Grading and Promotion

The difficulties that emerged during the coronavirus pandemic prompted stakeholders in education sectors to reconsider the country’s traditional grading schemes, especially the implementation of various distance/blended learning delivery modalities. Therefore, DepEd issued the interim policy to provide fair leniency to learners. Under this policy, teachers shall administer written works and performance tasks to assess the expected abilities, knowledge, and skills learners should exhibit, which is applicable through the following:

  • Student’s Learning Portfolio
  • Minimum of four (4) written works and performance tasks within the quarter
  • Performance tasks should cover all competencies.

The photos below contain the Summative Assessment Components and Sample Computation of Written Works and Performance Tasks:

Table 1: Weight Distribution of the Summative Assessment Components per Learning Area for Grades 1 to Grade 10

DepEd Order 31

Table 2: Weight Distribution of the Summative Assessment Components for Senior High School

DepEd Order 31

Table 3: Sample Computation of Written Works and Performance Tasks in Languages/AP/EsP for Grade 1 to Grade 10 and SHS Core Subjects

DepEd Order 31

Table 4: Sample Computation of Written Works and Performance Tasks in Math/Science for Grade 1 to Grade 10

DepEd Order 31

Table 5: Sample Computation of Written Works and Performance Tasks in MAPEH/EPP/TLE for Grade 1 to Grade 10

DepEd Order 31

Sample Assessments, Rubrics, & Self-Monitoring Tool

Sample Techniques for Each Formative Assessment Strategy

DepEd Order 31

Sample Summative Assessment Tools that Qualify as Performance Tasks in Various Learning Delivery Modalities

A. Face-to-Face Learning

DepEd Order 31

B. Online Distance Learning

DepEd Order 31

C. Digital/Printed Modular Learning, TV/RBI, and Homeschooling

DepEd Order 31

Sample Holistic Rubric

DepEd Order 31

Sample Analytic Rubric

DepEd Order 31

Sample Integrative Performance Task – Integrated Most Essential Learning Competencies

DepEd Order 31

Rubric for Assessing Online Blogs (For Online Learners)

DepEd Order 31

Rubric for Assessing Offline Interactive Presentation (For Offline Digital Learners)

DepEd Order 31

Rubric for Assessing Informative Write-up Report (For Modular Learners with no gadget and connection)

DepEd Order 31

Sample Self-Monitoring Tool

DepEd Order 31

Three-Level Model of Feedback

DepEd Order 31

Assessments for Remote Learning

DepEd Order 31

DepEd Order 31 Full Memo Download

To access and download the complete PDF of DepEd Order No. 31, series of 2020, a direct link is available on this page. By clicking the download button below, you can easily obtain a copy of DepEd Order 31 in PDF format.

Full PDF DepEd 8 memo file:

Video: DepEd’s Guidelines for Assessment & Grading System Under the New Normal- DepEd Order 31 s. 2020

Watch the video below to learn more about DepEd Order 31:

As discussed in the video, the guidelines for assessment and grading systems under the new normal are on the DepEd Order 31 s. 2020. This policy provides guidelines to teachers and school principals regarding the implemented assessment for the new normal, including significant changes in the education sector. Moreover, this policy contains the procedures for planning and conducting remote assessments, providing feedback and remediation, and the new grading schemes. The order also tackles the role of technology to ensure learning continuity despite the constraints brought by the COVID-19 pandemic.


While the COVID-19 pandemic forced many schools and learning centers to shut down, the Department of Education maximized the use of technology to ensure learning continuity by issuing DepEd Order 31. This policy provides interim guidelines to principals and teachers about the assessment and grading system implemented for the school year 2020-2021 in line with the Basic Education Learning Continuity Plan (BE-LCP). Hence, teachers can effectively and remotely assess the academic progress of learners.

DepEd Order 36: Policy Guidelines on Awards and Recognition for the K to 12 Basic Education Program

Deped Order 36 Policy Guidelines on Awards and Recognition for the K to 12 Basic Education Program

Recognizing learners who excel in a specific field or win competitions is essential to encourage them to be more productive and work hard to achieve excellence. These learners not only deserve recognition. But schools and teachers should grant them awards to commemorate their achievements, making them more enthusiastic in their studies. Hence, the Department of Education (DepEd) issued the DepEd Order 36, series 2016, to appreciate and acknowledge learners’ achievements, excellence, and leadership. DepEd issued this policy, containing guidelines for providing awards and recognition to learners under the K to 12 Basic Education Program.

Also Read: Deped Order 44 : Educational Programs and Services for Learners with Disabilities

In this policy, DepEd enclosed the awards and recognition granted to learners, including the criteria awardees should meet. It also specified the awards schools should give to learners and ensure the fair treatment of all awardees. Moreover, the policy guidelines state the criteria for selecting awardees and the responsible committee to deliberate the candidates for awards. Thus, schools, teachers, and other stakeholders should ensure the implementation of the guidelines in this policy to promote fairness in granting awards and motivate learners to excel in their studies.

Deped Order 36 Policy Guidelines on Awards and Recognition for the K to 12 Basic Education Program

What is DepEd Order 36

On June 7, 2016, the Department of Education issued the DepEd Order (DO) 36, series (s.) 2016, titled the “Policy Guidelines on Awards and Recognition for the K to 12 Basic Education Program.” This policy follows the Republic Act No. 10533 or the Enhanced Basic Education Act of 2013 (K to 12). The DepEd Order 36 aims to guide schools and teachers regarding giving awards to students, including transferees, given they meet the criteria, standards, and guidelines. Furthermore, the policy states that two or more learners can receive the awards.

 But if not one qualified learner, schools should not grant the said awards. The guidelines in this policy apply to Special Education (SpEd) program learners who adhere to the K to 12 Curriculum. Additionally, the policy guidelines apply to private schools, higher education institutions (HEIs), technical-vocations institutions (TVIs), state universities and colleges (SUCs), and local universities and colleges (LUCs) under Basic Education and recognize the K to 12 Curriculum. This order took effect in the school year 2016-2017 and remains effective unless revoked, repealed, or amended.

Policy Guidelines on Awards and Recognition for the K to 12 Basic Education Program

A. Classroom Awards

This recognition is for students in each section or class, a simple acknowledgment granted every quarter, semester, and at the end of the school year. Students granted classroom awards will receive merits from their adviser or subject teachers as a reward for their outstanding performance in class.

B. Grade-level Awards

Qualified students for every grade level will receive an award at the end of the school year. This award is for eligible candidates who meet the said criteria, deliberated by the school’s Awards Committee (AC).

C. Special Recognition

Schools give special recognition to students who competed in district, division, regional, national, or international levels. This recognition publicly proclaims students who brought honor to educational institutions.

Awards Given to Awardees

Schools should grant grade-level awardees with certificates, medals, or plaques that bear the department’s official seal (DepEd Order No. 63, s. 2011). Also, schools must follow the specifications to guarantee the quality of certificates, medals, and awards. Check the photo below for the medal specifications of awards.

DepEd Order 36

Determining Awardees

The principal or school head should organize an Awards Committee (AC) for every grade level at the start of the school year. If the school is small, establish one (1) AC, which consists of at least three (3) members from the guidance counselor, designated teacher, or teaching staff. Additionally, the total member of the AC must be an odd number, and family members within the second degree of consanguinity or affinity of candidates for awards should be part of the committee.

 Members of the AC should also perform the following:

  • Develop timelines and processes for accepting nominations and deciding qualifiers for all grade levels
  • Create specific rubrics for grade-level awards
  • Collaborate with the school community, parents, and other stakeholders regarding the process of granting awards and results of evaluation.
  • Validate the authenticity of the submitted documents
  • Give recommendations to the school head or principal regarding the evaluation result for approval or resolutions for issues arising from granting awards
  • Ensure the implementation of the guidelines in this policy

Check the table below to learn about the process of determining the awardees:

DepEd Order 36

As a reference for the Academic Excellence Awards, the members of AC will utilize the learner’s report cards and permanent records. To determine awardees for other awards, the AC will use portfolio copies of all documents, including DepEd Advisories, authorization from the principal or school head, accomplishment reports, certificates, plaques, medals, and trophies. The results should also be signed by all the members of AC and certified by the school head or principal for approval of the final list of awardees.

DepEd Order 36 Full Memo Download

To access and download the complete PDF of DepEd Order No. 36, series of 2016, a direct link is available on this page. By clicking the download button below, you can easily obtain a copy of DepEd Order 36 in PDF format.

Full PDF DepEd 36 memo file:


 As discussed in the video, as of May 30, 2021, the department updated the guidelines of DepEd Order 36, which tackles the Awards and Recognition for the K to 12 Basic Education Program in line with the Learning Continuity Plan for School Year 2020-2021. The update clarifies the Recognition of Academic Excellence Awardee’s per DepEd Order 36, series 2016. Through this order, educational institutions should formally recognize students’ achievements and outstanding performance.

 The recognition should encourage learners to strive for excellence and be active in the school community. In addition, the policy demands fair and impartial treatment of learners who obtained similar awards. For instance, when giving academic excellence awards, schools should recognize each learner, not by the lowest to highest grades. Instead, schools should recognize learners in alphabetical order as a fair treatment.


With the DepEd Order 36, schools and teachers will have standard and systematized guidelines about granting Awards and Recognition for the K to 12 Basic Education Program. This policy provides detailed criteria for granting awards from the classroom, grade level, and special recognition. Aside from that, the policy encloses a general average, criteria for leadership, and specific awards per subject. But most of all, the policy contains the awards for qualified learners and the process of determining awardees. Therefore, the DepeEd Order 36 promotes a fair and unbiased acknowledgment of learners’ achievements and excellence.

DepEd Order 22: Implementing Guidelines on the School Calendar and Activities for the School Year 2023-2024

Deped Order 22 Guidelines for School Calendar and Activities School Year 2023-2024

From module to online distance learning, schools slowly return to in-person classes to ensure that learners receive quality and standard education. However, transitioning from online distance to face-to-face learning modality won’t be easy as learners have yet to adjust. Private educational institutions also face difficulties in operations as the COVID-19 pandemic affected their investments. That’s why the Department of Education promulgated the DepEd Order 22, series 2023, to assist schools in transitioning to in-person learning.

Also Read: Daily Lesson Log: A Comprehensive Guide for Educators

This order encloses the School Calendar and Activities for the School Year 2023-2024 for schools and learning centers. It guides the learning delivery modalities schools should implement and the observance of national and local holidays. With this policy, DepEd also enclosed the activities schools should conduct in preparation for the opening of classes and administer assessments for each grade level. Aside from that, DepEd Order 22 declares the dates for general assembly, PTA conferences, professional development for teachers, Christmas, and the end of the school year break.

Deped Order 22 Guidelines for School Calendar and Activities School Year 2023-2024

What is DepEd Order 22

On August 4, 2023, the Department of Education (DepEd) issued the DepEd Order (DO) 22, series (s.) 2023, or the Implementing Guidelines on the School Calendar and Activities for the School Year 2023-2024. This policy guides schools and community learning centers (CLCs) in implementing school activities. It also helps maximize instructional time to efficiently and effectively implement the objectives and goals of the DepEd MATATAG Agenda.

 The DepEd Order 22 applies to all public elementary and secondary schools and CLCs throughout the Philippines. Furthermore, DepEd encourages private schools, state/local colleges, and universities to adopt the policy guidelines. However, they should stay within the provisions specified in the Republic Act (RA) No. 11480, providing the school calendar should be at most 220 class days.

Implementing Guidelines on the School Calendar and Activities for the School Year 2023–2024

As per RA 11480, educational institutions are mandated to commence the school year (SY) 2023-2024 on August 29, 2023, Tuesday, and shall conclude on June 14, 2024, Friday. Moreover, the Alternative Learning System (ALS) should formally start on the same date as the public formal basic education, August 29, 2023.

Learning Delivery Modalities

The policy forces all schools to implement in-person learning as the primary learning delivery modality. But private schools can still apply paragraph 2 of DO 44, s. 2022 for SY 2023-2024, allowing the continuous implementation of in-person classes or Blended Learning Delivery Modality (BLDM). Meanwhile, schools and CLCs can automatically implement BLDM  if authorized authorities and local government units (LGUs) declare suspension or cancellation of in-person classes due to natural or human-induced disasters.

National and Local Celebration Holidays

DepEd Order 22 also states that schools and CLCs should only observe national and local holidays when declared by law or lGU.

Preparations for the Opening of Classes

Public schools should perform the following activities to prepare for the opening of classes:

  • Early Registration of Learners – All public and elementary and secondary schools should conduct early registration for all incoming Kindergarten, Grades 1, 7, and 11 learners from May 10 to June 9, 2023, allowing DepEd to prepare and adjust for the incoming SY. Meanwhile, Grades 2 to 6, 8 to 10, and 12 are pre-registered and no longer need to partake in the early registration.
  • Enrollment – The enrollment should commence on August 7, 2023, and end on August 26, 2023. After submitting the required supporting documents for enrollment, schools and CLCs should expedite the registration process of learners into the Learner Information System (LIS).
  • Brigada Eskwela – Under the Adopt-A-School Program, DepEd requires schools to conduct the Brigada Eskwela on August 14-19, 2023. The program’s theme is “Bayaniahn Para sa MATATAG na Paaralan.” This program initiates the collaboration and participation of DepEd personnel and stakeholders, such as school officials, teachers, students, parents, community members, private individuals, local government officials, and non-government organizations to ensure school readiness.
  • Oplan Balik Eskwela (OBE) – This program is an annual initiative implemented from August 14 to August 26, 2023. It requires the participation of organizations, agencies, and other stakeholders to prepare for the opening of classes.

Classroom-Based and System Assessment

The Bureau of Education Assessment (BEA) should perform the following assessments to monitor learners progress:

 Early Language Literacy and Numeracy Assessment (ELLNA) – is a staged assessment implemented at the end of Grade 3 to determine if learners met the learning standards in early language, literacy, and numeracy. BEA should also implement this assessment for Grade 4 learners three (3) weeks after the classes start.

  • National Achievement Test (NAT) – assesses 21st-century skills of Grade 6, 10, and 12 learners, including problem-solving, information literacy, and critical thinking, to determine if they obtain the said learning standards. After three (3) weeks from the opening of classes, BEA should administer NAT Grades 6 and 10 to Grades 7 and 11 learners. NAT also applies to Grade 12 on the third week of the second semester.
  • National Career Assessment Examination (NCAE) – implemented for Grade 9 learners within October to determine their interests and aptitude, providing them with pertinent information about their abilities, skills, and reading for academic and non-academic courses.
  • Accreditation and Equivalency Assessment (A&E) – administered to out-of-school youths and adults (OSYAs) to verify elementary and secondary education completion. This annual assessment is conducted in the Luzon cluster every first Sunday of October and every second Sunday of the same month in the Visayas and Mindanao clusters at SDO-designated testing centers.
  • Grade Level Placement Assessment – for learners in special conditions as stated in Section 6 of DO 55, s. 2016, to ascertain their applicable grade level in the formal education system.

Apart from that, schools should administer the following to the applicable grade levels:

  •  Early Childhood Development (ECD) Checklist – elementary schools should administer this to Kindergarten at the start, midyear, and end of the school year.
  • Phil-IRI Grouping Screening Test (GST) – As per DO 14, s. 2018 or the Implementing Guidelines on the Administration of the Revised Philippine Informal Reading Inventory (Phil-IRI), schools should implement Filipino for Grades 3 to 6 and English for Grades 4 to 6 within the first or second month of the SY.
  • Multi-Factored Assessment Tool (MFAT) – administered to Grade 1 learners one month after the class started as per DO 29, s. 2018 or the policy on the Implementation of MFAT.

Career Guidance Activities

Within the first or second quarter of the academic year, schools should administer career guidance activities to help junior high school (JHS) learners make sound decisions about their chosen track for senior high school (SHS). Thus, schools should conduct college and middle-level skills and job fairs, business and entrepreneurship expos, and other related activities.

General Assembly and PTA Conferences

Schools should conduct a general assembly at the start of SY to educate stakeholders regarding the vision, mission, core values, curriculum, and subsidiary services of DepEd that assist learners’ development. The general assembly should be at the start, midway, and end of the SY. Additionally, schools should conduct Parent-Teacher Conferences (PTC) to distribute report cards and notify parents/legal guardians about children’s learning progress and performance.

Professional Development of Teachers

Covered educational institutions should also allot a five-day annual mid-year break dedicated to spending the Midyear Performance Review and Evaluation and the School-Based In-service Training (INSET) of teachers. The Professional Development of teachers for the said school year should be from January 24-26 and January 29-30, 2024. As per DO 35, s. 2016, regardless of the modality, schools should implement the Learning Action Cell (LAC) at least once a month.

Christmas Break

Schools should start their Christmas break on December 18, 2023, and end on January 2, 2024, for SY 2023-2024, while classes must resume on January 3, 2024.

Year-End Deliberation of Awards

The School Awards Committee should conduct the deliberation of awards and recognition before ten (10) calendar days from the end of school year rites for the following:

  • Learners who will receive awards and recognition
  • Learners who are candidates for graduation

Also, as per DO 19, s. 2008 or the Implementation of No Collection Policy in all Public Elementary and Secondary Schools, public schools are strictly prohibited from asking learners to accomplish year-end financial clearance.

End of School Year Break

DepEd Order 22 also declares that the end of the school year break should start on June 17, 2024, and end on August 25, 2024.

Monthly School Calendar of Activities for School Year 2023-2024

Under the policy’s Enclosure No. 2, the school calendar presented contains the following markings on related dates:

  • Declared holidays (X)
  • Days for INSET, Co-Curricular Activities, and Home-School Collaboration Related Activities (  ⃞ )
  • Days for the administration of Quarterly Examinations (△)

Enclosure No. 2: Monthly School Calendar of Activities for School Year 2023-2024

DepEd Order 22

DepEd Order 22

DepEd Order 22

DepEd Order 22 Full Memo Download

To access and download the complete PDF of DepEd Order No. 22, 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 22in PDF format.

Full PDF DepEd 22 memo file:


As discussed in the video, the department issued DepEd Order 22, enclosing the Implementing Guidelines on the School Calendar and Activities for the School Year 2023–2024. This order will help schools to efficiently and effectively implement academic calendars and activities. Aside from that, this policy adheres to RA 11480, which aims to lengthen the school calendar from 200 days to not more than 220 class days. It also declares that the ALS program, private schools, colleges, and universities adhere to the provisions of this policy. Hence, the DepEd Order 22 will benefit schools, teachers, parents/guardians, and learners.


As learning modality returns to face-to-face classes, the issuance of DepEd Order 22 will guide school officials, teachers, parents, guardians, learners, and other stakeholders regarding the academic year 2023-2024. This policy contains specific dates for different activities and events within the school. It enables DepEd personnel and educational institutions to prepare and adjust, ensuring school readiness before the opening of classes for SY 2023-2024. Therefore, all stakeholders and other concerned individuals should disseminate the provisions of DepEd Order 22.

DepEd Order 19: Organizational Structure Staffing of Public Senior High Schools (SHS)

DepEd Order 19 Guidelines of the Structures and Staffing Patterns

The enactment of the Enhanced Basic Education Act (Republic Act 10533) in 2013 restructured the education system in the Philippines, adding two more years known as Senior High School Grade 11 and Grade 12. As a result, educational institutions in the country revised everything, from their curriculum to organizational structure and staff management. Due to this, the Department of Education issued the DepEd Order 19 to provide comprehensive guidelines and standards to all public senior high schools in the country.

Also Read: DepEd Accredited HomeSchool Providers in the Philippines

In this policy, DepEd enclosed guidelines and procedures about organizational structure and staffing of public senior high schools. It covers the hiring and appointment of teaching and non-teaching personnel, including the Youth Formation Coordinators. Furthermore, DepEd Order 19 provides a detailed selection, promotion, and appointment process for school heads and assistant principals. Thus, all stakeholders should enact the enclosed guidelines in this policy.

DepEd Order 19 Guidelines of the Structures and Staffing Patterns

What is DepEd Order 19

On April 6, 2016, the Department of Education (DepEd) promulgated the DepEd Order (DO) 19, series (s.) 2016, titled the “Guidelines on the Organizational Structures and Staffing Patterns of Stand-alone and Integrated Public Senior High Schools (SHS).” This policy aims to provide extensive guidelines, standards, and procedures to educational institutions, detailing the organizational structures and staffing patterns of various types of public Senior High Schools.

It will also define the roles and functions of teaching and non-teaching school staff. Hence, the DepEd central and field offices and other stakeholders will use the organizational structures, staffing patterns, and procedures enclosed in this guide. Implementing this DepEd order will guarantee that the governance and management of public senior high schools are in line with the quality standards of DepEd, resulting in the provision of enhanced basic education.


The DepEd Order 19 enclosed policy guidelines apply to the following:

  • Organizational structure and staffing patterns of stand-alone and integrated public senior high schools
  • Hiring and appointing teaching staff in public senior high schools as per DO 3, s. 2016
  • Hiring, appointment, and promotion of non-teaching positions for SY 2016-2017, including Youth Formation Coordinators
  • Selection, promotion, and designation of school heads for SY 20162017, including Assistant Principals

Also read: DepEd Order 2: Immediate Removal of Administrative Tasks of Public School Teachers

Guidelines on the Organizational Structures and Staffing Patterns of Stand-alone and Integrated Public Senior High Schools (SHS)

A. Classification/Typology of Schools

Since schools and learners have different needs and contexts, typology is the primary basis for organizational structures and staffing patterns. Senior High Schools may implement an Integrated or Stand-Alone SHS. Moreover, the classification of Senior High Schools will depend on the school size and projected enrollment data, as shown in the criteria below:

DepEd Order 19

Meanwhile, for the first two years ensuring the implementation of the school’s SHS program, the Schools Division Office (SDO) will conduct an annual reevaluation of its school size. The SDO will reevaluate the school size every three (3) years once the first two years passed.

B. Organizational Structures and Staffing Patterns of Stand-alone and Integrated Senior High Schools (SHS)

The following images contain the organizational structures and staffing patterns of Stand-Alone and Integrated Senior High Schools (SHS):

C. General Functions of Senior High School Teaching and Non-Teaching Staff

The images below contain the general functions of Senior High School Teaching and Non-Teaching staff as per DepEd Order 19:

SHS Principal

DepEd Order 19

Assistant SHS Principal for Academics

DepEd Order 19

Assistant SHS Principal for Operations and Learner Support

DepEd Order 19

SHS Academic Group

DepEd Order 19

SHS Operations and Learner Support Group 

DepEd Order 19

DepEd Order 19

D. Hiring and Selection of Staff

Under the DepEd Order 19, the department imposes that the hiring, appointment, and promotion process of non-teaching staff and Youth Formation Coordinators should begin as per DO 66, s. 2007. The hiring and selection of staff should also follow the approved staffing pattern per typology as specified in this order. Additionally, hire and appoint the Project Development Officers as Youth Formation Coordinators. The number of appointees will depend on the division size.

DepEd Order 19

Meanwhile, the selection process of School Principals/Heads and Assistant Principals should conform to the provisions of DO 42, s. 2007, and approved staffing pattern per school typology enclosed in this policy. Schools should hire and appoint permanent staff who will perform the functions of ICT Coordinator, Librarian, and Sports Coordinator. Also, School Principals may utilize the MOOE to outsource additional Messengerial, Utility, and Security personnel.

The image below (Enclosure #2) shows qualification standards for non-teaching staff.

DepEd Order 19

To select the school head/principal and assistant principal, follow the criteria and conditions below:

  •  The policy prioritizes the hiring of principals for Stand-Alone Senior High Schools.
  • The existing school head/principal of the Junior High School should take the same role for Integrated SHS.
  • Applicants who meet the minimum QS for Secondary School Principal II (Senior High School) are the only ones considered for the position of Principal for Stand-Alone SHS.
  • The Schools Division Office should recategorize Stand-Alone SHS principals into Secondary School Principal III or IV as per DO 97, s. 2011.
  • Assistant Secondary School Principals are hired and appointed as Assistant SHS Principals for Academics or Assistant SHS Principals for Operations and Learner Support. On the other hand, head teachers can be hired or appointed as Assistant Secondary School Principal if there are no qualified applicants.

Also Read: DepEd Orders in the Philippines – Comprehensive Guide

E. Appointment and Designation of Staff

Under DepEd Order 19, non-teaching items should be division-specific, instructing Schools Division Superintendents (SDS) to be flexible in moving personnel from one school to another based on the contexts and needs of each educational institution. Additionally, all senior high schools should follow the enclosed staffing patterns in this policy. The principal in SHS Subject Group Heads should appoint a specialized Master Teacher. The school head or principal should also designate the function to staff members for positions without permanent staffing based on their competencies.

DepEd Order 19 Full PDF Memo Download

To download the complete memorandum of DepEd Order No. 19, series of 2016, please visit the Department of Education’s official website. For ease of access, a direct link is provided below:

Stay updated with the latest DepEd orders and memoranda by regularly visiting their website or subscribing to their official social media channels.


 As stated in the video, aspiring Senior High school teachers should meet the qualifications imposed by DepEd, such as regular applicants and unit earners who completed secondary education in different majors. However, applicants should know their group of skills before applying for a teaching position in senior high schools based on their majors. Thus, teachers should be familiar with the guidelines on the DepEd Order 19 to determine if they meet the criteria and standards for public Senior High schools.


In summary, the DepEd Order 19, series 2016, will guide educational institutions in their organizational structure and staffing patterns for senior high schools. This policy can also help institutions determine the roles and functions of their personnel, whether teaching or non-teaching staff. The DepEd Order 19 also emphasizes the importance of typology in considering the classification of schools.

Aside from hiring teachers, this policy provides guidelines for hiring and appointing school heads/principals and assistant principals. The policy also states that schools can utilize their MOOE to hire and appoint permanent or additional staff to enact other essential functions, from librarian and ICT coordinator to messenger and security personnel. Therefore, implementing the policy guidelines in this order will facilitate staffing in DepEd schools and other educational institutions.

DepEd Order 2: Immediate Removal of Administrative Tasks of Public School Teachers

deped order 2 pdf memo download file

One of the most selfless professions in the world is teaching the future generation. Teachers serve as mentors and role models for learners, encouraging them to dream and achieve their goals in life. However, with many tasks teachers have, they lack the time and energy to supervise and closely teach each student in their class. Thus, the Department of Education issued DepEd Order 2, series 2024, to address this issue and allow public school teachers in the Philippines to focus on teaching.

Also Read: DepEd Order 21: Implementing Guidelines for Brigada Eskwela

Signed by Vice President and Secretary Sara Duterte, the DepEd Order 2, series 2024, aims to remove administrative tasks from the workload of public school teachers. This policy seeks to build a conducive environment by giving teachers more time to focus and enhance their teaching skills. In addition, this order contains guidelines regarding the stakeholders who will shoulder the administrative tasks previously handled by teachers and the roles of concerned organizations to ensure strict compliance with the policy.

deped order 2 pdf memo download file

What is DepEd Order 2

On January 26, 2024, the Department of Education (DepEd) promulgated the DepEd Order (DO) 2, series (s.) 2024, known as the “Immediate Removal of Administrative Tasks of Public School Teacher.” As per the MATATAG Agenda, the department issued this order to ensure the provision of enhanced quality basic education and promote the quality and welfare of teachers. Furthermore, this order abides by the agency’s directions wherein the department will remove teachers’ non-teaching tasks, allowing them to focus and improve their teaching skills.


The DepEd Order 2, series 2024, encloses guidelines regarding the immediate removal of administrative tasks of public school teachers. It applies to all DepEd-employed teachers in public elementary and secondary schools responsible for teaching in the classroom, whether on a full-time or permanent basis, provisional or substitute status. Also, the implementation of policy guidelines applies at all governance levels, including DepEd schools, Central Office (DO), Schools Division Offices (SDOs), and Regional Offices (ROs).

Guidelines on the Immediate Removal of Administrative Tasks of Public School Teachers

A. Removal of Administrative Tasks

Teachers’ workload should be free of administrative tasks without violating the teacher’s ancillary tasks as per other DepEd issuances. Consequently, School Heads and non-teaching personnel will shoulder the responsibility to perform the following administrative tasks, including but not limited to:

  •  Personnel Administration
  • Property/Physical Facilities Custodianship
  • General Administrative Support
  • Financial Management
  • Records Management
  • Program Management

 Aside from that, the following measures may apply to supplement the schools’ required non-teaching personnel:

  •  As per the Bureau of Human Resource and Organization Development (BHROD) deployment parameters, SDOs may cluster deployed non-teaching personnel.
  • SDOs and schools can also hire personnel via a Contract of Service (COS) or Job Order (JO), billed through the Maintenance and Other Operating Expenses (MOOE) or other alternative source of funds

B. Tools and Procedures

Moreover, the Office of the Undersecretary for Human Resource and Organizational Development (OUHROD) should provide essential tools and procedures via a strand Memorandum. It will guide stakeholders in the proper implementation of the policy guidelines, especially in clustering schools and additional Maintenance and Other Operating Expenses (MOOE) to hire necessary Contract of Service (COS) or Job Order (JO) personnel.

Meanwhile, the Office of the Undersecretary of Human Resource and Organizational Development (OUHROD) will conduct periodic reviews and adjustments about the tools and procedures relevant to this policy.

C. Roles and Responsibilities

Central Office

OUHROD via the Bureau of Human Resource and Organizational Development (BHROD):

  • Perform capacity building and policy orientation in field offices if necessary
  • Observe and assess order compliance in field offices and provide them with prompt and applicable technical assistance
  • Conduct periodic assessments and reevaluate implementing guidelines using the gathered reports and results

Provide complementary tools that will enhance the policy’s implementation

Regional Offices

Office of the Regional Director

  • Ensure SDOs’ strict compliance and assess the effects of the policy’s implementing guidelines.
  • Provide a regional implementation plant to bolster the policy’s objectives
  • Submit reports and give recommendations about the policy’s effects

Administrative Unit – Personnel Section

  • Supervise and assess policy compliance in cooperation with the Policy, Planning, and Research Division.
  • Conduct workload audit by inspecting the combined report on SDO eSF7 (School Personnel Assignment List and Basic Profile)

Field Technical Assistance Division (FTAD)

  • Through its blended team, the FTAD should provide relevant technical assistance to bolster SDO capacity in addressing school responsibilities and concerns.

School Division Offices

Office of the Schools Division Superintendent

  • Ensure schools’ strict compliance and evaluate the effects of the policy’s implementing guidelines.
  • Partner with the local government unit (LGU) and ensure the provision of locally-hired personnel for schools without non-teaching items

School Governance and Operations Division (SGOD)

  • Revise the functions and processes of SDOs that require reports, develop administrative tasks for teachers, and determine measures to remove other tasks.
  • Orient, enable and provide applicable and prompt technical assistance to school personnel to ensure the policy’s implementation.
  • Address concerns and queries of schools regarding the policy’s implementation.
  • Supervise and assess strict compliance with the policy-implementing guidelines.
  • Provide schools with applicable technical assistance based on the monitoring and evaluation results.

Administrative Unit-Personnel Section

  • Ensure stakeholders strictly comply with the prescribed and designated workload for school-based personnel.
  • Conduct personnel and workload audits by collaborating with the Planning and Research Section.


  • School Heads should ensure strict compliance with the designated workload for teachers using eSF7
  • Bolster the monitoring and evaluation of the policy implementation

D. Grievance Mechanism

During the implementation of this policy, the grievance machinery should address all concerns, complaints, or violations as per DO No. 35, s. 2004, titled The Revision of Grievance Machineries of the Department of Education or through relevant rules on civil service administrative cases.

Video: DepEd Order No. 002, s. 2024

For more information about DepEd Order 2, series 2024, watch the video below:

As stated in the video, the DepEd Order 2, series 2024, encloses the guidelines regarding the immediate removal of administrative tasks of public school teachers. The department issued this policy to enhance the delivery of quality basic education by removing administrative tasks to reduce teachers’ workload. This order will take effect immediately upon issuance and remain effective unless revoked, amended, or repealed.

On the contrary, the department will rescind, repeal, or amend other DOs and relevant issuances, regulations, rules, or provisions that conflict with this policy. Hence, all stakeholders should ensure the implementation of the guidelines under DepEd Order 2.


As student’s second parents, teachers are vital to learners’ development, inspiring them to dream, change their lives, and achieve their maximum potential. Teachers are responsible for nurturing, educating, and raising well-rounded human beings. Therefore, the issuance of DepEd Order 2, series 2024, allows teachers to focus on educating learners to become functional and productive members of society. This policy will reduce teachers’ workload by removing administrative tasks from their responsibility, allowing them to provide quality and better education to Filipino students.

DepEd Orders in the Philippines – Comprehensive Guide

deped orders explained

DepEd Orders (DOs) are pivotal in setting educational policies and regulations that aim to improve the learning environment and safeguard the welfare of all stakeholders involved. Geared towards educators, non-teaching staff, students, and parents, DepEd Orders are highly significant as they establish standards and protocols for Philippine educational institutions. These documents offer a detailed overview, starting with the classification and authority behind the orders, followed by their contents and systematic numbering system.

Exploring these orders provides a deep understanding of the importance of each series within a DepEd Order, the approval process involved, and the effective dissemination and monitoring of educational directives. They serve as informative guides and essential resources for all individuals engaging with the Philippine educational system.

deped orders explained


The primary role of the Department of Education (DepEd) is to ensure all Filipinos can access impartial and quality basic education. As mandated by law, DepEd must supervise and control the country’s basic education system by setting standards and regulations for all educational institutions and providing various kinds of funding to public and private schools. That’s why the department issues DepEd Orders (DOs) effective throughout the Philippines. Read on to learn more about these DepEd issuances, their benefits, effectiveness, and contents.

Since managing a country’s education system is complex, these issuances are released and circulated to establish consistency and order throughout the department. A DepEd Order (DO) is created and signed by the department and its authorized signatories, aiming to address a specific issue in the industry. Furthermore, a DO may contain guidelines, criteria, regulations, or procedures to facilitate the effective implementation of the policy nationwide. Thus, DOs are significant in running the department, education institutions, and learning centers.

What is a DepEd Order

A DepEd Order (DO) is an issuance of policies, procedures, guidelines, regulations, or information signed or released by those who hold the highest position in the department’s Central Office, such as the DepEd Secretary and other authorized officials under its directive. It’s an established DepEd policy consisting of related procedures, rules, or instructions to implement a policy, which is vital. These orders are generally permanent compliances and remain effective until amended, revoked, or rescinded.


The following may benefit from the issuance of a DepEd Order (DO):

  • Provide specific implementation and regulation guidelines to schools, their personnel, and other stakeholders in the education industry
  • Protect and promote the rights of learners, teaching and non-teaching personnel
  • Ensure the provision of accessible, fair, and quality education in the Philippines

Who is it for?

All employees in the department must follow the implementation stated in the DO to ensure order and consistency in all branches of DepEd nationwide. Once a DO is effective, it mandates, obliges, or regulates the behavior and actions of DepEd personnel and other stakeholders. An effective DO also creates obligations and rights to promote or facilitate the mandates of DepEd. Thus, a DO may apply to all DepEd personnel, teaching and non-teaching school staff, and other individuals working in educational institutions or learning centers in the Philippines.

Effectivity of Issuances

Generally, a DO is issued for long-term implementation or permanently given the provision that it’s not revoked, rescinded, or amended by another DO. The scope of a DO often covers a wide range of issues in the department for national implementation. It helps address an issue within the department or the education sector, affecting different stakeholders, including learners, students, teachers, non-teaching staff, DepEd personnel, and parents/guardians.

Signing Authorities

DepEd Orders are issued and signed by the Secretary from the DepEd Central Office, serving as the President of the Philippines alter ego. Apart from that, other signing authorities must approve it before implementing DepEd Order issuances. For instance, the curriculum and instruction of DepEd Order are presented to the Assistant Secretary for Programs and Projects for 1st endorsement.

Next, the Undersecretary for Programs and Projects will approve it for 2nd endorsement. Then, the DepEd Secretary will be the Final Approving authority. The duly designated Officer-in-Charge may also sign a DO for remarks.

What is a Series in a DepEd Order?

DepEd policies often come with a series (s.) written as “DepEd Order (DO) No. 001, s. of 2024.” A DO contains a series, which is added for numbering purposes since issuances must include the year it was issued. Hence, it’s called the “series.” Also, a DO is consecutively numbered with the first of each class, or a DO issued in the same year must start with “001.”

Basic Contents of DepEd Order

To justify its issuance and ensure its proper implementation, a DepEd Order must contain the following contents:

  • A letterhead with the agency’s name and DepEd official seal (in Old English Text MT)
  • Official Date when the Secretary or the authorized official signed the policy
  • Control Number with the series (s.)  and year the DO circulated
  • Concerned parties, implementers, and advocates, specifically DepEd/school officials and other stakeholders
  • Rationale or brief background about the issue addressed by the policy
  • Scope of policy coverage
  • Definition of Terms
  • Policy statement
  • Objects of the issued policy
  • Statement on rescinding, revoking, or amending precursor provisions included in the earlier approved DO
  • Publication, effectivity, transition, and interim measures
  • Closing statement and enclosure regarding strict adherence of all concerned in the said policy
  • Issuing authorities with signature attached to the DO
  • Statement on procedures, monitoring, and evaluation
  • Relevant DepEd issuances as references for research

How to find DepEd Orders online

If you’re wondering how to find the prevailing DepEd Orders (DOs) online, follow the steps below:

Via DepEd Official Website

  1. Visit the official website of DepEd – Philippines at
  2. Click Resources on the upper tab of the main page.
  3. From the drop-down menu, hover your cursor on Issuances and click DepEd Orders to the recent DOs issued by the department.

DepEd Order Comprehensive Guide

Via LLC DepEd

  1. Go to the official website of the Literacy Coordinating Council (LCC) DepEd at
  2. Hover your cursor on the National Literacy Information System (NLIS) tab and click Literacy Laws and Policies.

DepEd Order Comprehensive Guide

3. On the Literacy Laws and Policies page, select DepEd Policies from the options.

DepEd Order Comprehensive Guide

4.Then, the list of DepEd Orders will appear, including its details. Tap the Next button on the DepEd Orders section to check all the entries.

DepEd Order Comprehensive Guide

Sample DepEd Orders


To understand what is a DepEd Order, please watch the video below:

As stated in the video, the department issued the DepEd Order (DO) No. 49 s. 2022, preventing teachers from making friends with learners outside the school setting. This amendment promotes professionalism amongst teachers, DepEd personnel, and other stakeholders to ensure the delivery of basic education programs and services. Through this policy, the concerned parties will have guidelines on how to keep their boundaries from learners by maintaining a student-teacher relationship. Thus, a DO can help address various DepEd issues while ensuring the welfare of learners.


In summary, DepEd Orders (DOs) in the Philippines will benefit those in the education sector, including teaching and non-teaching school personnel and those in the department’s Central, Regional, and Division offices. These issuances provide guidelines, instructions, criteria, or procedures to concerned parties to establish appropriate rules and regulations. With these orders, various issues in the department will also get solutions, especially concerning the welfare and safety of learners. Therefore, we encourage schools, teachers, and parents/guardians to be aware of effective DepEd Orders (DOs).


DepEd Order 21: Implementing Guidelines for Brigada Eskwela

deped order 21 implementing guidelines for brigada eskwela

Education is not only vital to an individual’s success. But it also plays a significant role in developing a nation. Aside from that, an environment conducive to learning is essential for learners. That’s why, before the academic year starts, the Department of Education (DepEd) requires all schools in the Philippines to remain clean and organized. To promote an environment conducive to learning, the department issued the DepEd Order 21.

This order contains the 2023 Brigada Eskwela Implementing Guidelines, implemented from August 14-19, 2023. Under this order, schools must identify and address their maintenance needs for classrooms, grounds, and other facilities. In addition, the directive promotes a clean learning environment, where schools should be free from unnecessary posted materials of any kind or nature, even as visual instructions or classroom decorations and announcements.

deped order 21 implementing guidelines for brigada eskwela

What is DepEd Order 21?

Issued by the department on August 3, 2023, the DepEd Order (DO) No. 21 series (s.) 2023 is titled the “Brigada Eskwela Implementing Guidelines.” Its implementation started on August 14-19, 2023, when the annual Brigada Eskwela occurred set by DepEd. The Brigada Eskwela (BE) is a 6-day school maintenance program/event that occurs nationwide. In this program, all education stakeholders devote their time, efforts, and resources to ensure public schools in the country are prepared and equipped for class opening.

During this event, various people from communities participate to ensure its success, such as non-government organizations (NGOs), local businesses, civic groups, private individuals, alumni, and parents. Furthermore, teachers and students partake in this program to perform clean-up, maintenance, and minor repairs in classrooms and the school site. Thus, all regions and school division superintendents must implement this order and assist school heads.

2023 Brigada Eskwela Implementing Guidelines

A. Pre-implementation Stage

As a preparation for the Brigada Eskwela implementation, schools shall follow these guides:

  • Assess the school’s physical facilities to determine the required maintenance for the upcoming academic year.
  • Comply with the Absolute Prohibition on Solicitation, which forbids school heads, teachers, and other personnel from collecting or soliciting any fees for Brigada Eskwela.
  • Supervise and create the Brigada Eskwela Working Committees, composed of teachers, non-teaching personnel, and volunteers, such as community members, parents, learners, and other stakeholders.

Once created, the committee of the school Brigada Eskwela shall take responsibility for the following:

  • Perform extensive public awareness campaigns by encouraging participation in Brigada Eskwela.
  • Establish partnerships to muster voluntary resources, from materials, workforce, and services required in performing Brigada Eskwela.
  • Manage, supervise, and monitor different activities administered to ensure in line with the Annual Implementation Plan (AIP) and School Improvement Plan (SIP)
  • Handle administrative and financial matters.
  • Prepare essential documentation of the Brigada Eskwela Program, like photos, videos, attendance records of volunteers, donation reports, and rendered services.

B. Implementation Stage

The implementation of Brigada Eskwela will depend on the date imposed by DepEd and last for six (6) days. According to this policy, all tasks or work are voluntary during the Brigada Eskwela. After assessing the school facilities and identifying needed maintenance, schools must choose applicable activities to implement the program. To choose suggested activities, the committee may follow the list in the photo below:

DepEd Order

The objective of Brigada Eskwela is the maintenance of clean schools. Hence, DepEd instructs schools to ensure all their facilities, including grounds, classrooms, and walls, are clean and free from unnecessary artwork, decorations, tarpaulin, and posters the entire time. Schools must also comply with the DO 37, s. 2010 or the Prohibition on Use and/or Display of School Signages Showing Commercial Advertisements, Sponsorships, and/or Endorsements policy. Lastly, classroom walls must be bare/free of any posted materials, stockpiles, or dispose of unused items.

C. Post-Implementation Stage

This stage occurs after the 6-day Brigada Eskwela implementation, wherein the amassed data are combined to prepare the school’s accomplishment report, tackling the following:

  • Schools shall prepare and submit the collected data by accomplishing the Brigada Eskwela Report via the DepEd Partnerships Database System (DPDS)
  • Sustain Brigada Eskwela by improving the school all year round to ensure a clean, conducive, and resilient learning center for children.
  • Teaching personnel actively involved as a member of the Brigada Eskwela Working Committees or volunteering in the program’s activities will earn a 1-day service credit/compensatory time off given they render an 8-hour service in the event. However, the service credit/compensatory time off should not exceed six (6) days.
  • Recognition and appreciation of partners at the SDO and Regional Level

D. Implementation Roles and Responsibilities

Central Office

  • Issue School Preparedness Guidelines
  • Led the Brigada Eskwela National Kick-Off Program
  • Supervise the program implementation
  • Confirm and assess the Brigada Eskwela Report submitted in DPDS
  • Give updates to the general public and media regarding the implementation status
  • Organize and expedite the distribution of donations received by the Central Office

Regional Office

  • Encourage local stakeholders to assist the Brigada Eskwela implementation
  • Oversee the program’s actual implementation
  • Create the Regional Monitoring Team (approved by the Director)
  • Validate Brigada Eskwela Reports of Schools Division Offices (SDOs)
  • Manage planning meetings with SDOs
  • Offer technical assistance to SDOs
  • Verify, observe, and prepare a report on preparedness strategies

Division Office

  • Deploy assistance from government agencies and education partners
  • Distribute equal support to schools
  • Observe and assess the school’s implementation daily
  • Verify the partnership interventions submitted to schools
  • Endorse schools the Regional Office (RO) should monitor
  • Perform orientation on the implementing guidelines of Brigada Eskwela
  • Coordinate with uniformed personnel and local government agencies
  • List schools that require the most support from partners

Public Schools

  • Lead the school preparedness activities
  • Create the Brigada Eskwela Task Force
  • Determine relevant Brigada Eskwela activities
  • Determine potential partners
  • Ensure implementation of Brigada Eskwela activities
  • Submit generated resources and volunteers to PSDS
  • Give updates to partners/stakeholders
  • School heads may lead innovations to enhance the performance level of learners and teachers if the school improves all physical facilities and doesn’t require any maintenance.

Partners, Stakeholders, & Volunteers

Partners, stakeholders, and volunteers shall supervise and assist in the Brigada Eskwela activities by coordinating with the school.


  • Assist the school head in implementing the activities
  • Encourage parents/guardians of learners to partake in the program
  • Supervise assigned tasks to volunteers
  • Determine the needs of classrooms to guarantee readiness

Supreme Student Government (SSG)/Supreme Pupil Government (SPG) Officers

Officers of SSG/SPG should help homeroom teachers implement Brigada Eskwela activities.

DepEd Order 21 Full Memo Download

If you want to download the full memo PDF file of DepEd Order No. 21, series of 2023, we have provided a direct link on this page. Simply click the download button below and get a copy of DepEd Order 21 in PDF format.

Full PDF DepEd 21 memo file –

Video: DEPED order no.21: Tiyaking malinis at walang unnecessary artwork, decorations, tarpaulin, etc.

Watch the video below to learn more about DepEd Order 21:

As discussed in the video, DepEd Order 21 requires all classrooms and school grounds to be clean and free of unnecessary artwork, decorations, tarpaulin, and posters. Remove posted materials from classrooms and school facilities. By doing so, classrooms will look more clean, spacious and ventilated, making them ideal and safer for school children.


Although the guidelines in DepEd Order 21 make classrooms look understimulated, some believe it still depends on teachers’ performance to keep learning engaging. Moreover, the guidelines in this order aim to maintain clean and safe classrooms. It also ensures preparedness in schools before the academic year commences. Therefore, all concerned should partake in Brigada Eskwela implementation, including DepEd personnel, non-teaching staff, teachers,

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