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The Department of Education (DepEd) – Philippines oversees and regulates the basic education system. Its primary mandate is to promote accessible, equal, and quality basic education. DepEd also releases issuances regarding various rules, standards, and guidelines, which should be adhered to and implemented by the officials and personnel of the department and educational institutions. To avoid uncertainty and promote uniformity, the department issued the DepEd Order 30, series 2019, aiming to standardize issuances and official documents.

Also Read: EBEIS: Enhanced Basic Education Information System 

The order enclosed a Manual of Style that the department and schools from all levels, including the central, regional, and division offices of DepEd, should utilize. It contains in-depth guidelines about the Principles of Effective Business Writing, from abbreviations, acronyms, and capitalization to formatting, language usage, references, and spelling. In addition, the DepEd Manual of Style (DMOS) contains guidelines for creating official issuances and letters and operational procedures.

What is DepEd Order 30

On October 18, 2019, the Department of Education released the DepEd Order (DO) 30, series (s.) 2019, entitled “DepEd Manual of Style (DMOS), 2018 Edition.” Based on The Chicago Manual of Style, 17th Edition, the DMOS specifies recent language style, format, and usage. The Manual also incorporates the DepEd House Style or the common usage within the department. It contains a set of rules and standards that the department’s personnel will use as a guide in the style and format for developing DepEd issuances and other official documents.

 Furthermore, it aims to instill excellence in Filipino learners by delivering accessible, relevant, and quality education. Hence, DepEd encourages all officials and personnel from the central, regional, division offices, and school levels to participate in promoting DMOS. It will help DepEd establish credibility and promote a unified identity to its partners, stakeholders, and the public. DepEd will also organize a National Orientation and Workshop on the Use of DMOS for all personnel preparing official documents to ensure its implementation.

Guidelines on the Use of the Department of Education Manual of Style (DMOS)

Scope

This order applies to all officials and personnel from DepEd operating units from the central, regional, and division offices and public schools. All stakeholders should use the standard style, grammar usage, and unique styles stated in DMOS when preparing DepEd issuances and official documents.

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Procedures, Roles, & Responsibilities

In this section, the department specified the procedures, roles, and responsibilities of all officials, offices, and personnel involved in preparing DepEd issuances and other official documents to ensure the implementation of DMOS.

A. Central Office

The PAS-PD Editorial should perform the following:

• Revise DMOS based on the latest DepEd House Style and Formatting Standards, approved by the Secretary of Education

• Reform the current Edition of DMOS based on the latest progress of the Chicago Manual of Style
• Impose and enact guidelines and standards about formatting and styling DepEd issuances
• Offer technical assistance on formatting and styling DepEd issuances to Central Office (CO) operating units and field offices if requested
• Perform the National Orientation and Workshop on the Use of DMOS (NOWU-DMOS) for regional information officers (RIOs), division information officers (DIOs), and other personnel responsible for preparing DepEd issuances and official documents
• Offer NOWU-DMOS participants PDF and hard copies of the Manual
• Request help from the Bureau of Human Resource and Organization Development on drafting the NOWU-DMOS training design

B. Regional Office

Meanwhile, the RIOs of the Public Affairs Unit (PAU) at the regional level should perform the following:

•  Actively partake and enhance an action plant for NOWU-DMOS
• Share the action plan for Regional Orientation and Workshop on the Use of the DMOS (ROWU-DMOS) with other PAU personnel
• Mobilize core teams comprising administrative officers and personnel involved in NOWU-DMOS
• Instruct core teams in facilitating sessions for ROWU-DMOS
• Offer DMOS participants a PDF copy before commencing ROWU-DMOS
• Develop workshop activities for officers and personnel responsible for preparing DepEd regional issuances and official documents
• Monitor and evaluate core team members who will enact DMOS in their place of work
• Discuss DMOS principles, rules, and standards with the resource person
• Establish core group leaders (CGLs) who will guide core group members (CGMs) who are unable to attend the ROWU-DMOS
• Provide orientation to CGLs regarding the DMOS and Monitoring and Content Evaluation (M&CE) Form
• Collect the schedule of CGs to perform Focus Group Discussions (FGDs) depending on their availability

C. Schools Division Office

Officers and personnel assigned as DIOs and involved in preparing official documents who partake in the orientation and workshop should perform the following:

•  Establish Division Core Groups (DCGs), which consist of those unable to participate in any NOWU-DMOS
• Establish Division Core Group Members (DCGMs), consisting of personnel unable to attend any NOWU-DMOS
• Utilize DMOS with the Monitoring and Evaluation Form (DMOS M&E Form)
• Collect responses to DMOS M&E accomplished forms and merge them before submitting them to RIOs

Principles on DepEd Issuances and Official Documents Preparation

Aside from that, the PAS-PD Editorial Staff should enact the following principles when styling and formatting draft DepEd issuances asked by CO operating units to deliver comprehensive official documents:

•  Clarity – clear and straightforward provisions
• Conciseness – brief and precise
• Concreteness – no vague terms, language, figures of speech, and idiomatic expressions
• Consistency – items or provisions must be consistent in spelling, grammar, punctuation, capitalization, hyphenation, abbreviation, and typeface
• Coherence – language items or provisions must conform to logical sequences
• Courtesy – must include courteous and polite terms to establish goodwill

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

DepEd Order 30 Full Memo Download

To access and download the complete PDF of DepEd Order No. 30, series of 2019, a direct link is available on this page. By clicking the download button below, you can easily obtain a copy of DepEd Order 30 in PDF format.

Full PDF DepEd 30 memo file: https://www.deped.gov.ph/wp-content/uploads/2019/10/DO_s2019_030-2.pdf

Video: DepEd Manual of Style DO 30 s2019

As shown in the video, DepEd Order 30, series 2019, features the Department of Education Manual of Style (DMOS), 2018 Edition. It contains rules regarding the usage of abbreviations, such as names of organizations, articles, capitalization, acronyms, countries, educational degrees, footnotes, governments, issuances, headings, and titles. Moreover, it features standard use of capitalization, currencies, exchange rates, and dates.

DMOS also contains guidelines about formatting, language usage, numbers, world-class, punctuation, references, spelling, organization terms, and abbreviations. These standards should apply in all DepEd issuances and official documents to establish the department’s identity. Thus, all officials and personnel should know this Manual and its guidelines.

Summary

Overall, the DepEd Order 30, series 2019, established clear and comprehensive guidelines about the DepEd Manual of Style (DMOS). All DepEd officials and personnel can use the Manual as a reference when drafting DepEd issuances and official documents. These guidelines will help them create documents with DepEd’s identity, preventing confusion during the promulgation of issuances, memorandums, amendments, and other announcements from the department. Therefore, all stakeholders involved in preparing DepEd documents are encouraged to promote and implement the usage of DMOS.

The Department of Education (DepEd) Logo, as stated in DepEd Order (DO) No 69, s. 2003, outlines the intended use of the Logo. The DepEd Seal colors and other details are outlined in DepEd Order (DO) No 63, s. 2011.

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DepEd creates a consistent identity at all levels of governance, including the central, regional, division, and school levels, using the guidelines outlined in DepEd Order (DO) No 69, s. 2003 and DO 63, s. 2011. High awareness and recognition of DepEd’s reputation as a learner-centered organization that constantly enhances itself to better serve the public are further promoted by the proper use of the logo and seal.

DepEd Logo

A globally recognizable symbol of knowledge and the bond between a teacher and learner makes up the foundation for the DepEd logo.

Reusing or copying the DepEd logo from a piece of stationery, brochure, or other printed application is not permitted. Instead, the logo ought to always be applied or used from the original, high-quality electronic or camera-ready artwork.

The logo’s elements consist of:

• ED (DepED) – highlights the significance of a basic education
• Torch – A burning flame placed on the letter “p” in the middle of its name. This sign represents the burning passion for knowledge or learning that every Filipino learner has, much like the flaming torch in the center of the official seal.

The logo can be seen in:

• All public elementary and secondary schools within the country
• Covers of teaching and learning resources
• DepEd vehicles
• Materials for advocacy and promotion
• Name tags
• Print periodicals and nonprint materials (website banners and infographics as online collateral)
• Posters, streamers, backdrops, flyers, pamphlets, and leaflets
• Vehicles owned by employees
• Website linked with the wordmark to form a “signature”

Also Read: National Museum of the Philippines

DepEd Logo Font, Color, and Size Guide

Apart from its white backdrop, which aims to accentuate it, the official logo must be reproduced in the three official colors specified in DO 69, s 2003.

The logo can also be produced in grayscale.

Depending on the background on which the logo is applied and by the law of contrast, the logo can also be shown in grayscale

Depending on the amount of space available, the logo may appear in a variety of sizes. But the logo can never be any smaller than 0.75 inches, or 3/4 inch.

For optimal recognition and clarity, the logo should never be too packed with text or pictures. To preserve its influence, surround it with an open area the size of the torch (without the flame) applied on all sides.

Don’ts on DepEd Logo and Usage

• Adding elements such as underline
• Adding distracting background
• Applying artistic effects
• Applying drop shadow
• Creating new lockups
• Combining with other elements
• Cutting or cropping
• Distortion
• Scaling below the minimum size
• Using at a different angle
• Using other colors apart from the allowed color variations
• Using the word mark in isolation

DepEd Seals

The Department’s symbol is represented by the seal. Treating it with the same reverence as the Philippine flag would be appropriate since it is the Department’s service symbol.

The seal’s elements consist of:

Shield (stylized open hands) – symbolizes DepEd as a nurturing and compassionate organization

Two sea lions – symbolize brilliance and leadership.

Open book and lighted torch – radiating its light over the Philippine archipelago represent the quest for knowledge and the practice of values and skills included in every Filipino by DepEd

Open book and lighted torch – lighting the Philippine archipelago, symbolizing the pursuit of knowledge and the application of the virtues and skills that all Filipinos hold

Colors – adapted from the Philippine flag; red represents the desire for learning, and blue represents peace.

The seal can be seen in:

• Academic awards
• Accreditation and Equivalency Test Result
• Backgrounds for press conferences
• Certificates of completion
• Foreign affairs and diplomatic or international communication
• Forms for authentication, certification, and verification
• Identification cards
• Legal records
• Notepads and memoranda
• Official envelopes
• Official Operating Permit and Acknowledgment
• Plaques and certificates
• Results of the equivalency and accreditation tests
• Results of the Philippine Educational Placement Test
• SF10-ES and SF10-JHS, or Form 137
• Stationery and letterheads

DepEd Seal Font, Color, and Size Guide

All official correspondence must have the DepEd official seal, which is also sent to all national, regional, division, district, school, and other field offices as well.

The seal can also be displayed in grayscale. It is preferable to have a white background to guarantee that its elements can be seen or read.

Depending on the amount of space available, the official seal may appear in a variety of sizes. But the seal can never be less than half an inch (0.5″).

There are two formats for the official seal or signature: the vertical format and the horizontal format in types for English and Filipino.

Don’ts on DepEd Seal and Usage

• Adding elements such as underline
• Adding distracting background
• Applying artistic effects
• Applying drop shadow
• Creating new lockups
• Combining with other elements
• Cutting or cropping
• Distortion
• Scaling below the minimum size
• Used as spreading pattern
• Using at a different angle
• Using other colors apart from the allowed color variations
• Using the word mark in isolation

Also Read: About DepEd Partnerships Database System (DPDS)

Video: PROPER USE OF DepED SEAL AND LOGO

The DepED Seal and Logo must be used appropriately. To learn more, watch the YouTuber Teacher Dang’s video guide below.

The Department of Education (DepEd) – Philippines believes that accessible and quality basic education is possible with the shared responsibility of School Heads, teachers, parents, learners, Local Government Units (LGUs), and the entire community. With that said, the department circulated the DepEd Order 26, series 2022, to promote the shared governance principle in making decisions based on the active participation of school stakeholders.

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

 This policy provides implementing guidelines to schools about the founding of the School Governance Council (SGC), from its structure, composition, and membership to the roles and responsibilities of every SGC member. These guidelines should be administered nationwide in all public elementary and secondary schools to promote fair, accessible, and quality education.

What is DepEd Order 26

On June 17, 2022, the Department of Education issued the DepEd Order 26, series 2022, or the Implementing Guidelines on the Establishment of School Governance Council (SGC). In agreement with Republic Act (RA) No. 9155 or the Governance of Basic Education Act of 2001, this policy aims to bolster the function of stakeholders and Local Government Units (LGUs). To guarantee the efficient delivery of educational services, partners of DepEd should provide learners with accessible and quality education, uphold children’s rights, and promote respect and well-being in the learning environment.

Hence, the SGC should perform as a structure for shared governance and feedback mechanisms at the school level. Furthermore, the processes and procedures enclosed in this policy will help all public elementary and secondary schools organize their respective SGCs. The SGC will also serve as the school’s overall coordinating body of all associations, committees, and organizations, as stated in the principles of shared governance in RA 9155. Most of all, the SGC will assist in reinforcing the enactment of School-Based Management.

Implementing Guidelines on the Establishment of School Governance Council

General Purpose of the School Governance Council

As stated in DepEd Order 26, the SGC should operate as a structure for shared governance and a feedback mechanism at the school level. Nonetheless, the SGC should not govern the school and not have a distinct and separate judicial personality aside from the institution. Moreover, the SGC should not replace existing school associations/committees/organizations, including the Parents-Teacher Association (PTA), Supreme Pupil/Student Government, Alumni Association, School Planning Team (SPT), and Child Protection Committee (CPC).

Functions of the SGC as a Structure for Shared Governance

• Function as a collective and consultative body regarding school plans, activities, programs, and strategic directions
• Function as the overall coordination body that will unify, harmonize, and collaborate the work of various school committees
• Function as a platform that will foster the Bayanihan spirit between stakeholders to assist the school and promote active participation in implementing DepEd policies and programs

Functions of the SGC as a Feedback Mechanism

• Assist schools in developing and maintaining their feedback system through reinforcing practices that promote stakeholder participation.
• Help schools establish transparency in their performance and operations, especially in programs and resource management.
• Propose ways to enhance the quality of basic education services and school performance.

Specific Functions of the School Governance Council

• Actively engage in formulating and implementing the School Improvement Plan (SIP) and other DepEd activities, programs, and projects
• Collaborate with the School Planning Team (SPT) and project teams on the feedback and satisfaction of learners and stakeholders regarding the physical and financial accomplishment of SIP and Annual Implementation Plans (AIP)
• Propose relevant local school projects and programs to boost support and relationships with the Local Government Unit (LGU)
• Administrate meetings within the school premises or such places to harmonize proposed and existing activities, programs, and projects through the School Head
• Submit to Schools Division Superintendent (SDS) and LGUs the SGC semi-annual accomplishment report, including an action plan with the approval of the School Head
• To inform stakeholders, the SGC should promote the dissemination of relevant school data and information
• Administer orientation and advocacy activities about the benefits and value of education, children’s rights, and corresponding roles of parents, community, industry, and LGUs
• Attend relevant school meetings and assemblies
• Prepare reports on any irregularities or violations of the implementing guidelines of this policy.
• Conduct and attend school-level training to promote awareness of its role in effectively supervising school planning and usage of resources.
•  Collaborate with Child Rights in Education Desk (CREDe), Child Protection Unit (CPU), and other similar DepEd organizations to develop pertinent interventions, programs, and projects that uphold children’s rights.
• Collaborate with the Child Protection Committee (CPC) to create relevant projects, programs, and interventions that support the functions of SGC to guarantee that all actions and decisions consider the interests of children.
• Collaborate with the School Planning Team (SPT) to create relevant projects, programs, and interventions that help fulfill its role in developing and implementing AIP and SIP.

SGC Structure

The image below shows the basic organizational structure of SGC, consisting of a Designated Co-Chairperson, Elected Co-Chairperson, Secretary, and Council Members. Also, the School Head should choose a Designated Co-Chairperson as the school representative. Then, select the Elected Co-Chairperson within the external stakeholders via voting.

Composition of SGC Members

The SGC should have four (4) ex-officio members, consisting of the following internal and external school stakeholders, designated Co-Chairperson, and representatives from the student government, PTA, and faculty members or its counterpart. A school representative chosen by the School Head should also manifest leadership competencies enclosed in Domain 6 of DepEd Order 42, s. 2017, to undertake the position of Co-Chairperson.

Roles and Responsibilities of SGC Officers

For Designated/Elected Co-Chairperson:

• Collaborative with SGC in leading the development or recognizing activities, projects, and programs that bolster school improvement
• Devise meeting agenda in deliberation with the Elected Co-Chairperson and other council members
• Call and lead SGC meetings in the absence of the Elected Co-Chairperson
• Sign all SGC documents, communications, and notices of meetings
• Ensure that all meetings meet a quorum
• Attend SGC meetings and cast a vote for matters requiring consensus decision
• Institute and answer all communications that require the attention of the council.
• The Co-Chairperson should be available to a broader school community for consultation and sharing information.
• Consider SGC’s official capacity as a Designated Co-Chairperson whenever representation is essential in affairs, events, and occasions.
• Apply general supervision on all activities relevant to the functions of the council.
• Entrust other necessary functions
• Enact other duties and functions applicable to the council.

For Secretary:

• Conclude the agenda of meetings prepared by the Co-Chairperson
• Safekeep all the records of the SGC
• Devise and file all SGC documents and communications
• Prepare SGC’s quarterly reports of activities to school stakeholders and issue them to the School’s Transparency Board and School Report Card (SRC)
• Preside over the preparations of SGC activities quarterly reports and publish them in the School’s Transparency Board and SRC
• Publish notice of meetings to all SGC members a week before the programmed time
• Partake in SGC meetings and cast a vote on matters that require consensus decision
• Give legal copies of the minutes of the meeting to all council members within two (2) weeks after conducting it
• During meetings, record the attendance of council members
• Fulfill other duties and functions assigned by the Elected Co-Chairperson

Roles and Responsibilities of All SGC Members

For Voting Council Members:

• Regularly attend meetings
• Promote, support, and participate in SGC activities
• Raise concerns regarding the needs of learners and other stakeholders, including those outside of the school bearing on school processes and services
• Represent their association/committee/organization in the council.
• Suggest meeting agenda for consideration of the Elected Co-Chairperson
• Attend SGC meetings and cast a vote on matters that require consensus decision
• Expedite the engagement and linkages of other stakeholders supporting the school’s priority improvement areas
• Promote the SGC activities to the internal and external stakeholders of the school
• Fulfill other duties and functions designated by the Elected Co-Chairperson

For Non-voting Council Members:

• Regularly partake in meetings
• Support, promote, and engage in SGC activities
• Raise issues and necessities of learners and other stakeholders, as well as those outside the school that bear on school services and processes.
• Recommend agenda of meetings for consideration of the Elected Co-Chairperson.
• Streamline the linkages and participation of other stakeholders that aid the priority improvement areas of the school.
• Endorse the activities of SGC to the internal and external stakeholders of the school.
• Execute other functions and duties the Elected Co-Chairperson designate

Procedures on SGC Creation

For Schools with existing SGCs

• The School Head should conduct orientation and discuss the policy to the school’s existing SGC.
• The existing SGC should comply with the current policy to prepare and implement it in the upcoming school year (SY).
• The SGC should prepare for the policy implementation for the following SY.
• If the existing SGC’s name did not abide by the policy naming guidelines, renamed it for the following SY.
• The newly-appointed SGC may invite former council members to join the activities, adhering to the policy guidelines for expanded membership.

For Schools with no existing SGCs

• The School Head should orient the school’s internal stakeholders regarding the policy.
• The School Head should determine four (4) ex-officio members who represent the student government, PTA, and faculty club or its counterpart.
• Through a deliberative and consensus process, four (4) ex-officio members should choose the council members who will complete the SGC composition.
• The SGC should prepare for the collection of officers, including the Co-Chairperson and Secretary.
• The SGC should elect officers from its council members. During the elections, exclude the Designated Co-Chairperson from the nominations. Nonetheless, all council members have the right to vote.
• After completing the council members, the school may formally introduce the SGC.

DepEd Order 26 Full Memo Download

If you want to download the full memo PDF file of DepEd Order No. 26, series of 2022, 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 26 in PDF format.

Full PDF DepEd 26 memo file – https://www.deped.gov.ph/wp-content/uploads/2022/06/DO_s2022_026.pdf

Video: D.O #26 s. 2022 (IMPLEMENTING GUIDELINES IN ESTABLISHMENT OF SGC-School Governance Council)

To learn more about DepEd Order 26, watch the video below:

As discussed in the video, the DepEd Order 25, series 2022 encloses the Implementing Guidelines in the Establishment of the SGC. This policy conforms with RA 9155, which emphasizes that all units in the education sector should help improve learning outcomes. Hence, the foundation of the SGC in every school is vital.

Summary

By issuing the DepEd Order 26, series 2022, educational institutions must establish the School Governance Council (SGC) as a shared governance and feedback mechanism. The officers and members of the SGC should adhere to these guidelines and fulfill their role to ensure the efficient provision of educational services. Therefore, public elementary and secondary schools throughout the Philippines should establish their SGCs.

Education in the Philippines. It also ensures the successful implementation of the K to 12 curriculum to help learners obtain 21st century skills. Despite the difficulties brought by the pandemic, DepEd still promotes learning continuity. Thus, the department issued the DepEd Order 29, series 2021, to guide schools and their personnel for the school year (SY) 2021-2022.

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The department released this order to provide guidance and instructions to educational institutions. These guidelines will assist schools and CLCs in planning their school calendar and activities for SY 2021-2022. Furthermore, this policy encourages them to follow the required school days for the said SY, including the suggested academic events, activities, or celebrations.

What is DepEd Order 29

On August 5, 2021, the Department of Education promulgated the DepEd Order (DO) 29, series (s.) 2021. This order enclosed the School Calendar and Activities for School Year (SY) 2021-2022 to conform with the department’s commitment to learning continuity throughout the health crisis. In line with the Republic Act (RA) 11480 or “An Act to Lengthen the School Calendar from Two Hundred (200) Days to Not More Than Two Hundred Twenty (220) Class Days,” former President Rodrigo Roa Duterte approved September 13, 2021, as the opening date for SY 2021-2022 and shall conclude on June 24, 2022 following the recommendation of the DepEd Secretary.

School Calendar and Activities for School Year 2021-2022

Scope

The implementing guidelines enclosed in DepEd Order 29 apply to public and private elementary and secondary schools, including Community Learning Centers (CLCs) nationwide. Meanwhile, private schools, state/local universities, and colleges (SUCs/LUCs) can opt to administer or deviate from these guidelines for the school calendar and activities for SY 2021-2022.

Guidelines

Here are the following guidelines under DepEd Order 29:

• The SY 2021-2022 should commence on September 13, 2021 (Monday) and end on June 24, 2022 (Friday) with 209 school days, including Saturdays and a five-day midyear break. Since this policy compressed the school year, the department gives authority to schools to perform distance learning activities for learners on Saturdays. If religious events prevent activities on a Saturday, they can perform them on Sunday. Nevertheless, teachers are not required to provide service on Saturdays and Sundays.
• Whether in full or partial scale, the administration of face-to-face classes won’t be permitted unless authorized by the Office of the President.
• During the Alternative Learning System (ALS), learning intervention should also commence on September 13, 2021. The program duration will depend on the learners’ existing knowledge level or educational background before enrolling in the ALS program.
• Private schools, state/local universities, and colleges (SUCs/LUCs) that offer basic education can choose whether to deviate or implement this School Calendar. As per RA 11480, they may start classes on the first Monday of June at the earliest and no later than September 13, 2021. However, schools should report in advance to their respective Regional Offices (ROs) any deviation from the school calendar.
• To prepare for the start of classes for SY 2021-2022, schools should perform the following activities:

Enrollment – from August 16, 2021 to September 13, 2021

Brigada Eskwela and Oplan Balik Eskwela

• The Basic Education Learning Continuity Plan (BE-LCP) should resume to issue guidelines on the delivery of basic education for SY 2021-2022. Also, the department focuses on ensuring the health, safety, and well-being of learners, teaching, and non-teaching personnel.
• Regional Offices should make adjustments that will boost the BE-LCP implementation.
• Most Essential Learning Competencies (MELCS) implementation should carry on for the SY 2021-2022, and the learning assessment should adhere to DO 31, s. 2020, or the “Interim Guidelines for Assessment and Grading in Light of the Basic Education Learning Continuity Plan.”
• The Multi-factored Assessment Tool (MFAT) should apply to Grade 1 learners one (1) month after the opening of classes.
• Schools may also observe national and local celebrations/activities and holidays except those stated in Enclosures 2 and 3, given the said activities benefit the teaching-learning process but do not compromise the total number of class days. Regional Offices may also issue an additional calendar showing their local events.
• In observance of the guidelines for community quarantine, schools should perform curricular and co-curricular activities virtually through various social media. However, this order suspends activities involving many participants gathering in person.
• Between October 2021 and January 2022, schools should conduct career guidance activities for Grades 9 and 10 learners to make informed choices about their chosen Senior High School track. During the last quarter of the SY, schools should perform college and middle-level skills fairs, job fairs, business and entrepreneurship expos, and other similar activities.
• The Bureau of Education Assessment (BEA) should also perform system assessments in vital stages, including Early Language Literacy and Numeracy Assessment (ELLNA) and National Achievement Tests (NAT) for Grades 6, 10, and 12. Moreover, the administration of the National Career Assessment Examination (NCAE) helps determine the aptitude and interests of learners.
• Schools should conduct the parent-teacher conferences and distribution of report cards no earlier than the second Saturday ensuing the end of every quarter. Check Enclosure 2 for the suggested dates for these activities.
• In compliance with DO14, s, 2021, learners who missed learning activities due to class suspensions caused by different disruptions should be considered to complete their academic tasks.
• During the first two days of the five-day mid-year break, institutions may assess the school’s progress, resulting from implementing educational programs, projects, and activities (PPAs).
• Schools should conduct a stakeholder’s general assembly at the start, midway, and end of the SY. Also, perform orientation one (1) week before the school year commences.
• The Christmas break should start on December 20, 2021 (Saturday), while classes will resume on January 3, 2022 (Monday).
• For public schools, remedial/advanced classes should commence on July 4, 2022 (Monday) and conclude on August 12, 2022 (Friday).

 Under this policy, Enclosure 2 provides the school calendar with relevant dates. Enclosure 3 suggests a list of celebrations/observations provided by law.

Enclosure 2:

Enclosure 3:

DepEd Order 29 Full Memo Download

If you want to download the full memo PDF file of DepEd Order No. 29, series of 2021, 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 29 in PDF format.

Full PDF DepEd 29 memo file – https://region8.deped.gov.ph/wp-content/uploads/2021/08/DO-s2021-029.pdf

Video: DepEd SUSPENDS 10 DAYS CLASSES | DEPED ORDER NO.29 S.2021

As discussed in the video, DepEd suspends ten (10) days of classes in all public schools nationwide. Based on the official school calendar issued by DepEd, there are no classes for the first two weeks of May. The issuance of DepEd Order 29 contains the suspension of classes, which enclosed the school calendar for SY 2021-2022.

Watch the video below to learn more about DepEd Order 29.

Summary

To sum up, DepEd Order 29, series 2021, provides guidelines for the school calendar and activities for SY 2021-2022. The policy applies to public and private elementary and secondary schools and Community Learning Centers (CLCs) across the Philippines. These guidelines may also apply to private schools, state/local universities, and colleges (SUCs/LUCs). Hence, all concerned educational institutions should follow the school calendar enclosed in DepEd Order 29.

Children with special needs require more attention, patience, and understanding. Due to their disabilities, these people face many difficulties in life, from socializing to learning. That’s why they develop and learn slower than other children. Fortunately, the Department of Education (DepEd) released DepEd Order 42, series 2021, to ensure learners with disabilities can access quality education by supporting services and activities for the SPED Program.

Also Read: UniFAST Philippines: Unified Financial Assistance System for Tertiary Education

DepEd provides this policy enclosed in the Guidelines on the Utilization of Program Support Funds for the Special Education Program. It includes procedures and criteria that concerned offices and schools should follow. Additionally, it provides schools with the necessary funds to ensure learners with disabilities receive relevant educational opportunities based on their interests and needs. Therefore, this order will help them prepare for a productive and independent life.

What is DepEd Order 42

On October 4, 2021, the Department of Education (DepEd) issued the DepEd Order (DO) 42, series (s.) 2021, through the Bureau of Learning Delivery (BLD). This order is titled the “Guidelines on the Utilization of Program Support Funds for Special Education (SPED) Program.” As per DepEd Order 21, series 2019, or the Policy Guidelines on the K to 12 Basic Education Program, Learners with Disabilities should be provided with relevant services and programs.

 It includes academic interventions, curriculum adaptation, learning resource support, career guidance counseling, and transition programs. Furthermore, this order aims to ensure the efficient and effective usage of the SPED Program Support Fund (PSF). The said fund should be for eligible SPED-related activities and expenses. Hence, all concerned schools and offices should implement these guidelines beginning Fiscal Year 2021 unless amended, repealed, or rescinded.

Guidelines on the Utilization of Program Support Funds for Special Education Program

Scope

The guidelines under DepEd Order 42, series 2021, apply to public elementary and secondary schools with the SPED Program, including the Regional Offices and Schools Division Offices, excluding the Bangsamoro Autonomous Region of Muslim Mindanao (BARMM). It provides rules about the SPED PSF allocation, release, utilization, liquidation, or reporting of the SPED PSF.

 As per DepEd Order 12, series 2020 (Adoption of the Basic Education Learning Continuity Plan), stakeholders may utilize the PSF starting fiscal year (FY) 2021 for any distance learning delivery modalities, such as online distance learning, modular distance learning, blended learning, homeschooling, and TV/radio-based instruction.

Procedures

• Based on the General Appropriation Act, the SPED program amount should be allocated fairly to the recipient school depending on the number of enrolled learners with disability or difficulty (LWD). If a public school has 20 or more LWDs in their enrolment, they will be part of the recipient schools. However, the school may use the fund for maintenance and other operating expenses (MOOE) to support activities and programs for LWDs if the enrolled LWD is below 20.
• Through the Student Inclusion Division, the Bureau of Learning Delivery will issue a memorandum every fiscal year with the official list of recipient schools, including their PSF allocations.
• Each school recipient should prepare their Annual Implementation Plan (AIP) and submit it to the Schools Division Superintendent with SPED Program activities for approval.
• With the issuance of the policy guidelines, the Regional Offices (ROs) should communicate with the concerned Schools Division Offices (SDOs) to verify the availability of funds. Through the Program Management Information System (PMIS), the ROs should also remind SDOs to prepare the Work and Financial Plan (WFP) using the recipient schools approved AIP as the basis.

In cooperation with the Regional Supervisor of the program, the RO-Policy Planning and Research Division (PPRD) should endorse the SDO-approved physical and financial plan, including the list of recipient schools that will receive PSF from the RO-Finance Division.

Eligible Expenses

Use the downloaded PSF to assist public elementary and secondary schools offering the SPED Program with educational services for LWDs. Nonetheless, consider the following allowable expenses:

•  Formal assessment or rehabilitation of LWDs by Medical/Allied Medical specialists
• Procurement of specialized materials, equipment, and devices for instructional purposes of learners with disability/difficulty, given the amount is below P15,000
• for SPED teachers, receiving teachers, and other school personnel, should attend specialized training about inclusive and special education.
• Immersing LWDs to various work industries for feasible employment and involvement in academic, co-curricular, and sports activities to ensure holistic development
• SPED implementers must communicate expenses contingent on reimbursement or liquidation and prevailing DepEd policy relevant to this section

Meanwhile, only utilize PSF to support the program’s implementation based on the School’s Annual Implementation Plan (AIP). The downloaded PSF should also use expanded expenses relevant to the following:

•  Monitor and evaluate the SPED Program in their corresponding Divisions and Regions
• Appearance and behavior of inclusive training and special education programs
• Advocacy Programs and other expenses for inclusive and special education relevant to the SPED Program implementation.

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

Release of Funds

The Bureau of Learning Delivery-Student Inclusion Division (BLD-SID) should adhere to the process and workflow for the Activity Request (AR) and Authority to Conduct (ATC) approval. In addition, the BLD-SID should ensure the prompt release of these guidelines and ask the Finance Service-Budget Division of the DepEd Central Office to prepare and tissue the Sub-Allotment Release Orders (Sub-AROs) to ROs.

The downloaded Program Support Fund contains the corresponding amount based on the enrolled LWDs for each school year.

The Budget Division – Finance Service (Budget Division-FS) will issue the Sub-Allotment Release Orders (Sub-AROs) to the Regional Offices. Also, the CO should submit an advance copy of the signed Sub-AROs to the Regional Budget Officers and Regional SPED Focal Persons via email to facilitate the release and utilization of the funds.

After receiving the Sub-ARO, SDOs or implementing units (IUs) will ask for the release of a Notice of Cash Allocation (NCA) from DBM.

After receiving the NCA, SDOs will transfer the allocated amount to the NON-IUs heads through cash advance based on the provision under DO 20, s. 2019.

As per the Commission on Audit (COA) Circular No 97-002, the granted cash advances are subject to the rules and regulations regarding the granting, utilization, and liquidation.

DepEd Order 42 Full Memo Download

If you want to download the full memo PDF file of DepEd Order No. 42, series of 2021, 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 42 in PDF format.

Full PDF DepEd 42 memo file – https://www.deped.gov.ph/wp-content/uploads/2021/10/DO_s2021_042.pdf

Video: DEPED ORDER NO. 042, S. 2021

As stated in the video, the DepEd Order 42, series 2021, provides guides on Program Support Funds (PSF) usage for the SPED Program. The issuance of this order promotes the efficient and effective use of PSF, which should support SPED-related activities. Thus, all concerned should follow and implement the policy guidelines.

Summary

Considering that education must be inclusive and fair, the Department of Education released DepEd Order 42, series 2021, to ensure learners under the SPED Program receive adequate support from the government. This order grants schools financial assistance to assess and rehabilitate learners with disabilities (LWDs). Most importantly, SPED teachers and other school personnel should partake in specialized training to guarantee that learners receive quality education.

Procurement is a process that involves a business, company, or organization obtaining goods or services essential to continue its daily operations. It refers to various steps, from bidding and negotiating with suppliers to documenting, purchasing, inspecting, and accepting goods. Therefore, the Department of Education (DepEd) issued DepEd Order 4 to help procure goods, delivery strategy, and contract implementation.

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

This policy aims to strengthen the department’s logistic process, including inventory control and execution of contracts. It provides guidelines for administering the Supply and Delivery Strategy. DepEd Order 4 also consists of provisions about contract implementation, from pre-delivery inspection, acceptance of goods, payment, and recording of assets. Thus, all stakeholders are encouraged to adhere to the guidelines enclosed in DepEd Order 4, series 2024.

What is DepEd Order 4

Issued on March 11, 2024, the DepEd Order (DO) 4, series (s.) 2024, enclosed the Guidelines in the Procurement of Goods Using the Supply and Delivery Strategy and Contract Implementation of Procurement of Goods in the Department of Education. The Department of Education issued this policy to bolster the logistic solutions’ efficiency in moving, safekeeping, and accounting of procured goods. Hence, the policy guidelines ensure the promptness of contract execution and relevant inventory control.

 Furthermore, it mandates program owners to administer the “Supply and Delivery Strategy of Procurement.” With this policy, the contractor should deliver the goods procured to the final destinations. It also aims to create a procurement and administrative policy requiring the payment of contract price after inspecting and accepting the goods purchased by DepEd or its authorized representatives. The policy also contains the appropriate structure to implement the Supply and Delivery Strategy by providing duties and responsibilities regarding applicable officials, personnel, and DepEd units.

Guidelines in the Procurement of Goods Using the Supply and Delivery Strategy and Contract Implementation of Procurement of Goods in the Department of Education

A. Supply and Delivery Strategy

• Procurement of goods should involve using the Supply and Delivery Strategy. This means the supplier should deliver procured goods to their final destinations. Hence, provide the payment after undergoing a proper inspection procedure and acceptance of goods at their final destinations.
• During the procurement planning phase, project owners should inquire at schools via the Schools Division Superintendent (SDS) to determine the types and quantity of needed goods to ensure all procurement is driven by demand, excluding those with specifications mandated by laws, rules, and regulations.
• Project owners should also supervise procurement records to guarantee the preparedness and completeness of the bidding documents.
• Within five (5) working days after signing the contract, project owners are entrusted to provide the final allocation list, delivery schedule, and technical specifications to schools or determine the drop-off point of the delivery via Regional Directors (RDs).
• The supplier should fully insure the goods or items subject to delivery through freely convertible currency against damage or loss due to handling, hauling, warehousing, and transportation.
• The image below shows the Flowchart for the Supply and Delivery Strategy:

B. Contract Implementation

1. Pre-Contract Implementation

• The first stage refers to the planning and preparing contract monitoring and inspection processes/tools. It also involves the Pre-Contract Implementation Meeting (PCIM) between the supplier and the Central Office (CO), considering the contract provisions and respective responsibilities.
• In collaboration with the Contract Management Division (CMD), project owners must administer at least one (1) PCIM within five (5) working days after signing a contract with a first-time DepEd supplier.
• The image below shows the composition of a team responsible for performing PCIM and the roles of each member:

2. Pre-Delivery Inspection

• Procured goods by CO to be delivered to schools, SDOs, ROs, or determine the drop-off point of delivery should go through the Pre-Delivery Inspection (PDI) inspection team of DepEd.
• The supplier should submit a PDI request to CMD at least seven (7) working days before the request date or period stated in the bidding documents, a copy furnished to the project owner.
• The CMD’s Chief Administrative Office should directly sign and issue the Notice of Inspection (NOI) to the supplier while preparing a copy of the NOI for the project owner based on the submitted inspection/PDI request.
• The team leader should prepare an inspection/PDI report within two (2) working days after performing the inspection.
• Aside from PDI, goods delivered to schools, SDOs, or ROs should go through Inspection and Acceptance performed by respective inspector/inspection teams and property custodians.
• Project owners should also identify applicable inspection techniques that teams should apply as stated in the bidding documents. These techniques apply by inspection sampling or item.
• The image below shows the general process flow for PDI:

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

3. Inspection and Acceptance at Delivery Sites/Final Destination

In agreement with the existing COA Circular, the school inspection team and property custodian/supply officer should inspect and accept delivered goods to the recipient school. Nonetheless, inspection of procured foods with sensitive or confidential contents should be conducted in CO instead of the recipient schools, ROs, or SDOs. The image below indicates the composition of the Inspection Team:

4. Payment

The project owners should validate, confirm, and determine the completeness and authenticity of supporting documents upon receiving the supplier’s letter of payment request. Moreover, the project owner should prepare the Disbursement Voucher (DV) and Obligation Request and Status (ORS). The Accounting Division should also conduct pre-audit action, process the DV, or pay within the prescribed period or earlier than thirty (30) calendar days. Lastly, the Undersecretary or the highest official should sign all necessary documents for closing the project.

5. Recording of Assets

In this stage, the Asset Management Division (AMD) and property custodians/officers should record the inspected and accepted goods in stock/property card. It should also contain an inventory report distinguishing PPE, semi-expendable property, or inventory items of field offices and CO. The Division and Regional Offices should follow the same process and comply with this policy when conducting procurement projects.

Also Read: List of DepEd School Forms Templates

DepEd Order 4 Full Memo Download

If you want to download the full memo PDF file of DepEd Order No. 4, 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 4 in PDF format.

Full PDF DepEd 4 memo file – https://www.deped.gov.ph/wp-content/uploads/2021/10/DO_s2021_042.pdf

Video: DepEd, bumuo ng departamentong tututok sa procurement process | 24 Oras

As stated in the video, the Department of Education has performed the necessary steps to strengthen its procurement process before the recommendation of the Senate Blue Ribbon Committee regarding overpriced laptops. DepEd conducted live stream bidding to ensure transparency and established a department focusing on the procurement process. That’s why the issuance of DepEd Order 4 is crucial to guarantee transparent and efficient procurement of goods in the department.

Summary

Through the issuance of DepEd Order 4, series 2024, all concerned in the procurement of goods in the Department of Education can follow the enclosed guidelines. The policy will help in the logistic solutions by promoting efficiency and timeliness throughout the procurement process. Therefore, schools, project owners, and DepEd personnel/officers involved in the procurement of goods should adhere to the provisions and guidelines of this policy.