Datasets

The education profile of SDO Southern Leyte Division shows a system that is both robust and inclusive. With 77,475 learners, the vast majority—about 98%—are enrolled in formal education, while a smaller but significant 2% are part of the Alternative Learning System (ALS). This highlights the division’s strong reliance on traditional schooling but also its effort to provide flexible options for those outside the mainstream. Gender distribution is fairly balanced, with males slightly outnumbering females, suggesting equitable access across genders.

Infrastructure and staffing appear adequate, with 378 schools, 260 community learning centers, and 3,975 teachers. This results in an average of 215 learners per school and a favorable learner-teacher ratio of 20:1, which is better than many national benchmarks and suggests potential for manageable class sizes. The presence of numerous community learning centers further strengthens inclusivity, particularly for remote or underserved areas.

Southern Leyte demonstrates strong participation, balanced demographics, and supportive infrastructure. The main challenges lie in ensuring ALS learners receive sufficient support and that resources are equitably distributed across rural and urban areas. With continued investment in teacher training, digital learning, and community-based programs, the division is well-positioned to sustain and improve the quality of education.

This dataset from Southern Leyte Division provides a clear picture of how learners are distributed across the education system. Out of 81,330 learners, most are in elementary (42,000) and junior high school (25,000), with a smaller but important group in senior high school (13,000). Within senior high, the Academic track (9,300) dominates, followed by Technical-Vocational-Livelihood (4,000), while arts and sports tracks are almost absent—showing limited program diversity.

Enrollment by grade level is steady, with peaks at Grade 6 and Grade 7, reflecting transition points between elementary and junior high. Senior high levels also maintain strong numbers, indicating good learner progression through the K–12 system. Special Education learners are present but very few, suggesting inclusion efforts that need strengthening. Meanwhile, ALS programs (Accreditation & Equivalency and Basic Literacy) serve about 1,700 learners, ensuring access for those outside formal schooling.

The data highlights a division with strong participation in formal education, balanced progression across grades, and a clear preference for academic and vocational tracks. The main challenges lie in expanding program diversity, strengthening ALS, and enhancing support for special education to ensure inclusivity across all learners.

This data shows that inclusive education programs are present but remain very limited in scale. The Alternative Delivery Modes (ADM) serve only a small number of learners—56 in school-initiated programs and 27 in the Open High School Program—while other ADM options have no enrollment. The ALIVE program (Arabic Language and Islamic Values Education) reaches just a handful of learners, mostly in kindergarten and elementary, with none continuing into junior high. Meanwhile, Indigenous Peoples (IP) learners show almost no recorded participation across all grade levels, which may reflect either very low enrollment or gaps in reporting.

In short, the data highlights that while inclusive education initiatives exist, their reach is minimal. Strengthening ADM and ALIVE programs and ensuring better support and outreach for IP learners are key areas for improvement to make education more accessible and equitable.

This dataset shows the structure of schools and community learning centers in the region. Out of 638 institutions, 378 are formal schools and 260 are community learning centers (CLCs), meaning about 41% of institutions are dedicated to the Alternative Learning System (ALS). Most schools are public (343), with only 34 private and 1 SUC/LCU, reflecting the dominance of government-run education.

Curricular offerings are concentrated at the elementary level (309 schools), while only 50 schools offer both junior and senior high, and just 8 provide the full K–12 program. This indicates wide access to elementary education but limited options for higher levels, requiring learners to move to fewer schools for senior high.

In summary, the division has a strong base of public elementary schools and a significant ALS presence, but limited senior high and full K–12 offerings. Expanding higher-level programs and sustaining ALS centers are key to improving accessibility and continuity of education.

This dataset on school personnel in Southern Leyte Division highlights the composition and distribution of staff, as well as the learner-teacher dynamics across levels. The majority of personnel are teaching staff (89%), with only about 11% non-teaching, showing that resources are heavily concentrated on direct instruction. There are 3,975 teachers in total, spread across elementary, junior high, and senior high schools.

By level, elementary has the largest share (2,320 teachers), followed by junior high (1,186) and senior high (469). This aligns with enrollment trends, where elementary education has the highest learner population. The teacher-learner ratios are relatively favorable: 1:18 in elementary, 1:21 in junior high, and 1:28 in senior high. These ratios suggest manageable class sizes, though senior high appears more stretched compared to lower levels.

Overall, the data shows a strong teaching workforce with balanced distribution across levels, but highlights the need to strengthen staffing in senior high to maintain quality as enrollment grows. The small proportion of non-teaching staff also suggests limited administrative and support capacity, which could affect efficiency in school operations.

This dataset shows that classrooms and seating are generally sufficient, but technology and sanitation need improvement. There are 4,318 classrooms, giving favorable ratios—1:18 in elementary, 1:25 in junior high, and 1:24 in senior high—and seating is adequate with a 1:1 seat-learner ratio across all levels.

Computer access is uneven: while higher levels have better ratios (1:6 in junior and senior high), elementary lags behind at 1:13, limiting early digital exposure. Sanitation facilities are more strained, with toilet ratios of 1:12 in elementary, 1:20 in junior high, and 1:19 in senior high, showing overcrowding especially in secondary schools.

In short, classrooms and seats meet demand, but expanding computer access in elementary and improving toilet facilities across levels are key priorities for balanced learning conditions.

This dataset on non-instructional facilities in Southern Leyte schools shows that while many schools have basic amenities like gardens (334) and playgrounds (276), specialized facilities such as youth centers (6) and science labs (44) are scarce. Security is mixed, with nearly half relying on temporary fences, and water access is uneven—especially in junior and senior high, where 15% lack supply. Sanitation facilities are present but mostly shared toilets, limiting privacy. 

Schools are well-equipped with general spaces but need stronger investment in laboratories, secure fencing, reliable water, and gender-specific toilets to ensure safe, inclusive, and modern learning environments.

The Elementary KPIs for SY 2024–2025 show generally strong performance across districts, with most indicators reflecting high levels of retention, completion, and promotion. 

Dropout rates are low overall, ranging from 0% to 4%, with Hinunangan reporting the highest at 4%, while several districts such as Anahwan, Bontoc 2, Macrohon, Silago, and Sogod 1 report no dropouts at all. Gross Enrollment Rates (GER) remain consistently high, between 96% and 98.47%, with Anahwan leading, while Net Enrollment Rates (NER) range from 92.5% to 95%, with Macrohon achieving the highest.

 Cohort survival rates are also strong, mostly above 97%, indicating that learners are staying in school and progressing through grade levels. Completion rates are generally high, above 97% in most districts, though Libagon stands out with a notably lower completion rate of 91.23%, suggesting challenges in ensuring learners finish their grade levels. 

Failure rates are minimal, typically at 0.5%, with some districts reporting zero failures, while promotion rates are impressively high, with many districts achieving 100%. 

The data reflects a healthy education system with strong learner progression, though targeted interventions may be needed in districts like Hinunangan and Libagon to address dropout, failure, and completion concerns.

The Secondary KPIs for SY 2024–2025 reflect strong overall performance across most districts, though a few areas show notable challenges. Dropout rates range between 0.5% and 3%, with Hinunangan and San Juan reporting the highest figures, while districts such as Bontoc 2, Libagon, Macrohon, Silago, and Pintuyan maintain very low dropout levels at 0.5%. 

Gross Enrollment Ratios (GER) are consistently above 105%, peaking at 118% in Anahwan, which suggests over-enrollment relative to the official school-age population. However, Net Enrollment Ratios (NER) are significantly lower, ranging from 38% to 42.5%, indicating that while many learners are enrolled, fewer are within the expected age group for secondary education. 

Cohort survival and completion rates are generally high, above 97% in most districts, showing strong retention and progression, but San Juan stands out with much lower survival (82.77%) and completion (76.68%), pointing to serious issues in sustaining learners through to graduation. 

Failure rates remain low across all districts, typically below 1%, and promotion rates are strong, averaging around 98–99%, with only San Juan dropping to 94.77%. 

The data highlights a resilient secondary education system with high promotion and completion rates, but the low NER across districts and the weak performance in San Juan suggest areas where targeted interventions are needed to improve age-appropriate enrollment and learner retention.