2025 Accomplishments

2025 DepEd Southern Leyte 2nd Semester Accomplishements: Excellence in Learning, Growth, and Impact 

The performance of the DepEd Division of Southern Leyte from July to December 2025 reflects strong operational efficiency, effective service delivery, and notable learning outcome gains, despite a few implementation gaps in selected programs.

1. Policy Development and Research

• Outcome Indicators: The percentage of completed education researches used for policy development remains N/A, indicating a gap in translating research outputs into actionable policies. While client feedback on issued policies achieved 100% satisfaction, the absence of new or reviewed policies suggests limited policy innovation.

• Output Indicators: Three education researches were completed as targeted, but none were reviewed for policy formulation. This reflects strong research activity but weak integration into policy-making.

Implication: There is a need to strengthen the research-to-policy pipeline to ensure evidence-based decision-making.

2. Teacher and Classroom Ratios

• Teacher Ratios: Elementary schools achieved 100% compliance, exceeding the 99.5% target. Junior High Schools reached 95%, surpassing the 90% target.

• Classroom Ratios: All levels met or exceeded targets (Elementary 92%, Grades 1–10 at 90%, JHS and SHS at 95%).

Implication: Teacher deployment and classroom allocation are effectively managed, contributing to improved learner-teacher ratios and reduced overcrowding.

3. ICT Integration

• Outcome Indicators: ICT package distribution fell short of the 100% target — Elementary (96%), JHS (95%), SHS (95%).

• Output Indicators: No reported distribution of ICT packages, Science/Math tools, or TechVoc equipment.

Implication: ICT integration remains a critical bottleneck. While near-universal coverage was achieved, the shortfall highlights procurement and distribution challenges that must be addressed to sustain digital learning initiatives.

4. Infrastructure and Human Resources

• Classroom Construction: Both new and ongoing construction targets (6 each) were fully met.

• Teaching Positions: All 70 newly created positions were filled.

Implication: Infrastructure expansion and teacher recruitment are on track, supporting access and quality improvements.

5. Inclusive Education Programs

• Enrollment Rates: SPED, ALIVE, IPED, and ALS enrollment percentages were achieved exactly as targeted, though values remain very low in proportion to total learners.

• Program Coverage: Schools offering ALIVE (2), IPED (13), and SPED (145) met targets.

Implication: Program availability is consistent, but learner participation remains minimal, requiring intensified advocacy and support mechanisms.

6. Learning Resources

• Provision: 100% of learners were provided with learning resources, and 343 schools received resources as targeted.

• Error Resolution: Reported errors in learning resources addressed remained at 0, suggesting either no errors were reported or gaps in monitoring mechanisms.

Implication: Resource distribution is efficient, but quality assurance mechanisms need strengthening.

7. Retention, Completion, and Achievement

• Retention Rates: Elementary (99.95%) and JHS (96.47%) met targets.

• Completion Rates: Both Elementary and JHS achieved 98.77%.

• Achievement Test: Elementary proficiency at 82.08%, but data for JHS and SHS was NDA.

Implication: Learner persistence and completion are strong, but achievement monitoring is incomplete at higher levels, limiting evaluation of learning outcomes.

8. Support Programs

• School-Based Feeding Program: 2,861 learners benefited, fully meeting targets.

• Grants: ESC (3,788), SHS Voucher (2,112), and TVL (100) were all achieved.

Implication: Support programs are effectively implemented, contributing to equity and access.

9. Capacity Building

• Learning Action Cells: 100% of schools conducted sessions.

• Teacher Training: 2,247 teachers and staff trained, fully meeting targets.

Implication: Continuous professional development is robust, reinforcing instructional quality.

📌 Strategic Recommendations

1. Strengthen Policy Utilization: Establish mechanisms to ensure completed researches inform policy development.

2. Close ICT Gaps: Address procurement and distribution delays to achieve full ICT coverage.

3. Expand Inclusive Education Participation: Intensify advocacy and resource support for SPED, ALIVE, IPED, and ALS programs.

4. Enhance Quality Assurance: Improve monitoring of learning resource errors and achievement test reporting.

5. Sustain Gains in Access and Equity: Continue investments in infrastructure, teacher recruitment, and support programs.