Annual Report 2011

I. Introduction

The province of Apayao is one of the youngest provinces in the country. Having met the requirements for the creation of a new province-political independence, economic power and cultural maturity, the province of Apayao was created in February 14, 1995 by virtue of Republic Act 7878 authored by then Congressman and now Governor Elias K. Bulut.

Apayao is one of the six provinces comprising the Cordillera Administrative Region. It occupies about 4,120.68 sq. km. of land area and is subdivided into seven (7) municipalities, namely; Calanasan, Conner, Flora, Kabugao, Luna, Pudtol and Santa Marcela. It is mountainous with towering peaks, plateaus and intermittent patches of valleys, characteristics of the Cordillera Region as a whole. Lower Apayao on the other hand, composed of Flora, Luna, Pudtol and Santa Marcela, is generally flat with rolling mountains and plateaus.

Apayao is blessed with rich resources making its growth potential at par with other provinces. The province’s physical framework plan seeks to tap these resources for the economic advancement of the province.

Socio-Economic Condition Source: Province of Apayao Medium Term Development Plan 2001-2005

Employment Distribution

Apayao’s labor force is estimated to be 74.2 percent of its population. Fifteen (15) years old and above compose of the bulk of the Province’s labor force. This rate, which is quite high when compared to the regional average of 72.9 percent, shows a good sign of the availability of a stock of able-bodied population for any venture that may wish to operate in Apayao.

Like other part of the Cordillera Administrative Region, agriculture is the main source of livelihood as it gains almost 81 percent of the total populace employed in this kind of activity. Other economic activities include manufacturing, food processing, furniture making, and craft and house wares.

DepEd-Division of Apayao Page 1Annual Report 2011

Health and Nutrition

Teaching and learning is being challenged by the large proportion of malnourished pupils which constitutes 14% and 6.9% of the total population in the elementary and secondary level respectively. If quality learning outcomes have to be achieved, the problem on malnutrition among these learners should be dealt with appropriately. Its debilitating effects of absenteeism, failure and dropping will likely persevere if these problems are left unaddressed.

There are also many pupils experiencing different health problems like anemia, dental carries, and cases of visual and hearing impairment. These health problems cause absenteeism among afflicted pupils. Indeed, it can be construed that the challenge of improving quality of learning outcomes is enormous. It is not only concerned with issues on how to improve the holding power of schools but also with how to improve the staying power of learners.

Peace and Order

Apayao is generally peaceful and orderly. There are no tribal wars in the province. Since the existence of the province as a distinct and separate entity, records show that no barangays are under the influence or filtrated by insurgency.

Cultural and Demographic TrendsSource: Province of Apayao MTDP 2001-2005

Social Characteristics

The cultural minorities called Isnags predominantly inhabited Apayao. The Isnags share 65 percent of the total population. Thirty five (35) percent is comprised of the different tribes such as the Igorots, Ilocanos, Ibanags, and Negritoes. Isnag dialect is widely used as medium of communication among the inhabitants of Upper Apayao and Ilocano for the Lower Apayao.

Population

The 2000 census of the National Statistics Office placed the population of Apayao at 97,129 increasing by 16,412 from the 1995 population of 83,660

The latest survey shows that the province has a moderate population growth of 3.03 percent making a slight increase from the 2.29 percent between 1990-1995, exceeding the provincial average of 2.12 percent and the regional average of 1.83 percent.


Goals and Objectives with Bearing on the Provision of Education Services.Source: Province of Apayao MTDP 2001-2005

The main objective of the education and manpower sub-sector is to provide accessible and affordable quality education. However, this could only be attained through careful consideration of the socio-economic environment of the learners, serious attention to enhance the relevance of the school curriculum, enrichment of learning process and experience of the educators, and empowering the frontline managers.

Specifically, the education and manpower development sub-sector seeks to attain the following:

a. Improved students performance in all levels of educationb. Increased functional literacy ratec. Reduced classroom backlogs particularly in the elementary leveld. Adequate number and equitable distribution of pre-school institution

Vision

DepEd-Apayao is an educational institution that produces learners who reach their full potentials in a secure and happy learning environment.

Core Values

Excellence Integrity Quality Relationship

Mission

DepEd-Division of Apayao, in collaboration with stakeholders, is committed to provide quality basic education services to learners for them to become high performing, self-reliant and morally upright.

We realize this by continuously developing our key competencies on instruction, assessment, instructional leadership, human resource development, research and development and monitoring and evaluation.


II. Highlights of Accomplishment

Major Final Output 1: Number of Itemized Positions

1.1 Number of Itemized Positions – DepEd Division Office

Position Title No. of Position/s

*Schools Division Superintendent 1*Assistant Schools Division Superintendent 1Administrative Officer V 1Education Program Specialist 9Planning Officer II 1Administrative Officer III (Supply Officer II) 1Nurse II 5Public Schools District Supervisor 3Librarian 1

Total 23 Source: PSIPOP 2010 *SDS item vacant *ASDS item vacant

Table 1.1 presents the itemized positions of the Division Office for CY 2011. There was no additional non-teaching item given to the Division Office for this year.

1.2 Number of Itemized Positions in the elementary

1.2.1 Number of Itemized Teaching Positions

Municipality DistrictTeaching Positions

Teacher I Teacher II Teacher III Master Teacher I

Master Teacher II

Calanasan Calanasan 43 4 16 4 1Conner Northern Conner 34 9 18 6 4

Southern Conner 36 1 13 2Flora Flora 37 14 25 5 2Kabugao Kabugao 63 5 26 5 2Luna Luna 29 12 42 7 2Pudtol Pudtol 30 12 30 7Sta. Marcela Sta. Marcela 26 18 10 5

TotalSource: Form 3


Table 1.2.1 presents the itemized teaching positions of the elementary level. This includes five (5) extension positions for CY 2011.

The allocation of extension positions is attributed to the opening of additional grade levels and opening and establishment of schools annexes.

1.2.2 Number of Itemized Related Teaching Positions

Municipality DistrictRelated Teaching Positions

Head Tea. I

Head Tea. II

Head Tea. III

Principal I

Principal II

Calanasan Calanasan 1 2 5Conner Northern Conner 6 2

Southern Conner 2 3Flora Flora 1 5 4 1Kabugao Kabugao 4 3 5 1Luna Luna 1 3 5 1Pudtol Pudtol 1 2 4 1Sta. Marcela Sta. Marcela 1 4 4

TotalSource: Form 3

Table 1.2.2 presents the itemized related teaching positions. This year there were three (3) extension positions for head teachers.

1.2.3 Number of Itemized Non-Teaching Positions

Municipality DistrictNon-Teaching Positions

Administrative Aide I

Administrative Aide IV

Security Guard I

Nurse II

Calanasan Calanasan 1 1Conner Northern Conner 1 1

Southern ConnerFlora Flora 1Kabugao Kabugao 1 1Luna Luna 1Pudtol Pudtol 1 1Sta. Marcela Sta. Marcela 1

Total Source: Form 3

Table 1.2.3 presents the itemized non-teaching positions for CY 2010. This year there was no additional non-teaching position given to the Districts.


1.3 Number of Itemized Positions in the secondary

1.3.1 Number of Itemized Teaching Positions

Municipality SchoolTeaching Positions

T-I T-II T-III MT-I MT-II

Calanasan

Apayao Natl Ind. & Agr. HSCalanasan NHSPio Dalim MSAT MainPio Dalim MSAT Tanglagan IPio Dalim MSAT Sta. Filomena Annex II

Conner

Conner Central NHS Cupis IIConner Central NHS Guina-ang Annex IIIConner Central NHS MainConner Central NHS Talifugo IConner Central NHS Ili Annex IVConner NHSGov. Benjamin Leguiab, Sr. MNHS

FloraFlora NHSMayor Ricardo de San Jose CHSAllig NATHS

Kabugao Kabugao Agro-Ind. HSKabugao Agro-Ind.HS Lenneng AnnexMayor Bartolome Serut NATHS

Luna

Apayao Science HSBacDa NHSLuna NHS MainLuna NHS TumogMarag Valley Agr. & Trade HSSan Francisco NATHS

PudtolPudtol Vocational HSMataguisi Comp. HSSwan NATHS

Sta. MarcelaMayor Guillermo Barsatan SATSipa Imelda NHSSta. Marcela NHS ConsueloSta. Marcela NHS Main

TotalSource: PSIPOP 2009

Table 1.3.1 presents the itemized teaching positions in public secondary schools. This year there were four (4) extension teaching positions for secondary schools and were distributed to the following, namely: Pudtol Vocational High School, Luna National High School Tumog Annex, Conner Central National High School Cupis Annex and Pio Dalim School of Arts and Trade Tanglagan Annex.


1.3.2 Number of Itemized Related Teaching Positions

Municipality School Related Teaching PositionsSL GC FC-III HT-III P-I P-II

Calanasan


Conner Conner Central NHS Cupis IIConner Central NHS Guina-ang Annex IIIConner Central NHS MainConner Central NHS Talifugo IConner Central NHS Ili Annex IVConner NHSGov. Benjamin Leguiab, Sr. MNHS


KabugaoKabugao Agro-Ind. HSKabugao Agro-Ind.HS Lenneng Ext. ClassMayor Bartolome Serut NATHS

Luna Apayao Science HSBacDa NHSLuna NHS MainLuna NHS TumogMarag Valley Agr. & Trade HSSan Francisco NATHS

Pudtol Pudtol Vocational HSMataguisi Comp. HSSwan NATHS

Sta. Marcela Mayor Guillermo Barsatan SATSipa Imelda NHSSta. Marcela NHS ConsueloSta. Marcela NHS Main


Table 1.3.2 presents the itemized related teaching positions for CY 2010. This year there was no additional related teaching position given for the secondary schools.


1.3.3 Number of Itemized Non-Teaching Positions

Municipality SchoolNon-Teaching Positions

Adm. Aide

Sec. Guar-I

Adm. Asst.

Adm.Off.-I

Nurse II

Calanasan


Conner

Conner Central NHS Cupis IIConner Central NHS Guina-ang IIIConner Central NHS MainConner Central NHS Talifugo IConner Central NHS Ili Annex IVConner NHSGov. Benjamin Leguiab, Sr. MNHS


Kabugao Kabugao Agro-Ind. HSKabugao Agro-Ind.HS Lenneng ECMayor Bartolome Serut NATHS

Luna

Apayao Science HSBacDa NHSLuna NHS MainLuna NHS TumogMarag Valley Agr. & Trade HSSan Francisco NATHS

Pudtol Pudtol Vocational HSMataguisi Comp. HSSwan NATHS

Sta. Marcela Mayor Guillermo Barsatan SATSipa Imelda NHS

Sta. Marcela NHS Consuelo Annex ISta. Marcela NHS Main


Table 1.3.3 presents the itemized non-teaching positions for public secondary schools. This year there was no additional non-teaching position given to the secondary schools.


Major Final Output 2: Public Pre-elementary Education Services

One of the four (4) major interventions defined in UNESCO’s Framework for Actions to meet Basic Learning Needs is the institutionalization of the Early Childhood Care and Development (ECCD) or holistic development of children between 3-5 years old. One way to do this is to expand and improve comprehensive early childhood care education, especially among vulnerable and disadvantaged children.

2.1 Enrolment in DepEd Pre-schools for SY 2010-2011

Type of Program School M F TotalA. Regular Preschool Classes

Flora Flora Central School 36 35 71Luna Luna Central School 33 26 59Pudtol Pudtol central School 37 34 71Sta. Marcela Sipa Elementary School 13 13 26Conner Conner Central School 17 39 56Kabugao Kabugao Central School 19 19 38Calanasan Pedro Bunot Central School 13 13 26

Total 168 179 347B. PTCA-Organized Preschool Classes

Calanasan Milagrosa ES 15 12 27Flora Allig ES 14 13 27

Atok ES 10 14 24Bagutong ES 12 13 25Balluyan ES 12 13 25Anninipan ES 10 12 22Malayugan ES 17 14 31San Jose PS 12 12 24Sta. Maria ES 13 13 26

Kabugao Kadikitan ES 11 14 25Luna Bacsay ES 13 12 25

Marag ES 12 13 25Palungcada ES 16 17 33Dagupan ES 12 13 25San Francisco ES 15 10 25San Isidro Norte PS 12 13 25Sta. Lina ES 13 16 29Shalom PS 13 12 25Tumog ES 19 12 31Quirino ES 15 15 30


Northern Conner Caglayan ES 13 17 30Buluan ES 9 17 26

Pudtol Cabatacan ES 11 14 25Cacalaggan ES 15 10 25Capannikian ES 17 11 28Doña Loreta ES 13 12 25Malibang ES 14 12 26Mataguisi ES 12 13 25Upper Maton PS 8 17 25Swan ES 14 14 28

Southern Conner Buluan ES 9 17 26Daga ES 15 18 33Karikitan ES 14 15 29Sacpil ES 12 18 30

Sta. Marcela Barocboc ES 9 16 25Consuelo ES 12 6 18San Antonio ES 11 15 26San Carlos ES 14 11 25San Mariano ES 11 10 21Sta. Marcela CS 12 14 26Malekkeg ES 11 16 27Panay ES 10 16 26Total 544 565 1,109

Grand Total 712 744 1,456

Table 2.1 presents the enrolment in DepED preschools in current school year under the two (2) preschool programs, namely: Regular Preschool and PTCA Organized Preschool. As observed, in the regular preschool the enrolment increased to 74 pupils as compared with the 273 enrolment last school year. However, in the PTCA organized preschool, it suffers a big drop of 144 pupils as compared with the 1,253 enrolment last school year. This is attributed to the organization of Daycare Centers in almost all barangays in the 7 municipalities of Apayao.

2.2 Number of Preschool Completers for SY 2009-2010

Out of 1,876 preschoolers, there were 1,857 or 99.00% of the preschoolers graduated last school year.


2.3 School Readiness Assessment (SReA) Performance by Gender, SY 2010-2011

GenderPre-Test Post-Test % of

ImprovementReady Not Ready Ready Not Ready# % # % # % # %

Male 513 29.88 1204 70.12 1476 86.11 238 13.89 187.72Female 488 35.01 906 64.99 1231 88.50 160 11.50 152.25Total 1001 32.18 2110 67.82 2707 87.18 398 12.82 170.43

A Grade I Readiness Assessment Tool is administered to Grade I entrants in the public schools to gauge their readiness for formal instruction.

Table 2.3 presents the pre-test and post-test results by gender. Pre-test scores reveals that out of the 3,111 pupils, which comprises of 1,204 boys and 1,394 girls, who took the pre-test, 1001 or 32.18% are ready for formal instruction while 2110 or 67.82% are not ready. However, there was a remarkable improvement during post-test with 2,707 or 87.18% of the pupils deemed ready for Grade I, hence leaving only 398 or 12.82% who not are ready. This is attributed to the increase in number of children with early childhood care and development experience.

2.4 Number of Pre-Schools with Health and Nutrition Programs (HNP), SY 2010-2011

Seven (7) regular pre-schools classes and forty two (42) PTCA organized pre-school classes are covered with the Health and Nutrition Program. The services rendered under the HNP are the following: deworming, tooth brushing, physical assessment, medical treatment and consultation. Support interventions are also given such as health teaching on proper tooth brushing, sodium fluoride mouth rinsing, fluoride gel application and treatment of ailments found by medical doctor’s, medical consultation and treatment, blood smearing for malaria and health education. The preschoolers are as well recipient of the Vitameal Feeding Program.


Major Final Output 3: Public Elementary Services

The second major intervention in order to achieve the goal of Education For All by 2015 is to provide universal quality education or formal elementary education for children aged 6-11 years old. This is to ensure that by 2015, all children, particularly girls, children in difficult circumstances and those belonging to ethnic minorities, have access to and complete free and compulsory elementary education of good quality.

3.1 Teacher Deployment Analysis (SY 2011-2012)

A color-coding system is used to highlight disparities in teacher provision at the divisional and school levels. The red end of the spectrum represents teacher shortages (PTR/STRs higher than 50:1); the blue end of the spectrum signifies teacher surplus (PTR/STRs below 25:1).

Generally, the teacher-pupil ratio in the elementary level is 1:30.69 which means that the Division has a generous teacher provision. However, looking at the school-to-school analysis, there are 15 schools belonging to the “hot color” schools. These red schools have severe teacher shortage. There are also seven (7) schools color coded black with no nationally funded teachers. Two (2) of these schools are newly opened for SY 2011-2012 in Calayucay PS and Luyon PS Annex. The extension positions are to be deployed to these schools.

3.2 Enrolment in Public Elementary Schools for SY 2010-2011

Grade Level

Calanasan Flora Kabugao Luna Northern Conner

Pudtol Southern Conner

Sta. Marcela

G-I 492 496 753 574 653 605 478 354G-II 371 443 574 498 532 408 358 276G-III 252 428 497 426 454 341 310 278G-IV 278 417 485 405 437 344 287 266G-V 234 379 460 399 429 300 263 268G-VI 252 328 428 401 361 292 233 239Total 1,879 2,491 3,197 2,703 2,866 2,290 1,929 1,681Grand Total

19,036

Source: Form 3 (July 2010)

Table 3.2 presents the enrolment for SY 2010-2011. Enrolment significantly increased to 404 or 2.12% as compared with the 18,632 enrolment last school year. This increase of enrolment is attributed to the continuous implementation of the Four (4) Ps (Pantawid-Pantahananan-Pamilyang-Pilipino), an anti-poverty program, wherein, three (3) districts in Upper Apayao is benefiting from the program. Also, contributory to the increase in the enrolment are the following: opening of higher grade levels in Lower Katablangan PS, Upper Katablangan PS, Buneg PS, Tamalunog ES, Magabta ES,


Cacalaggan ES; reopening of Calabigan Primary School and establishment of Lt. Balag Primary School and Upper Swan Primary School.

3.3 Enrolment of Children Aged 6-11 in Public Elementary Schools for SY 2009-2010

Indicator SY 2008-2009 SY 2009-2010Population (6-11) 18168 16509Enrolment (6-11) 14868 14747Net Enrolment Ratio/Participation Rate 81.84 89.33

Aged 6-11 is the official school age of pupils in the elementary level. There were

14,747 or 89.33% enrolled children belong to this age group from the 16,509 total population. This shows a remarkable increase of 7.49% as compared with the enrolment of 14,868 or 81.84% from the 18,168 population last school year.

3.4 Inter-quartile Pupil – Teacher Ratio (PTR) in Public Elementary School, SY 2010-2011

Inter-quartile ratio is the measurement of the proportion of scarce resources (teachers) which is available to the most-favored quartile of a recipient group (pupils) as compared with the proportion available to the least-favored quartile.

For SY 2010-2011, the Division has 2.06 inter-quartile ratio. This means that the most-favored 25% pupils have 2.06 times as many teachers as the least-favored 25% as revealed in the teacher deployment analysis. Red and black schools are to be prioritized in the allocation of teacher items in order to close the gap between the most favored and the least favored group.

3.5 Classroom-Pupil Ratio in Public Elementary School for SY 2010-2011

Classrooms are primarily intended for instruction. It is where pupils are housed for classroom activities. On the average, there are 32 pupils in each class in the elementary level. This ratio is very ideal, however when looking on the school-to-school analysis, there are thirteen (13) schools experiencing severe shortage of classrooms and five (5) black schools with no existing classrooms to house its enrollees. These black schools are to be prioritized in the DepEd CY 2011 School Building Program for construction of new classrooms.


3.6 Number of Classrooms Constructed and Repaired for CY 2011

2011 Regular School Building Program (DPWH)

Name of SchoolMunicip

ality/Location

No. of Sites

(ES+SS)

Total Physical TargetScope of Work StatusNew

Const’n of Cl & Tolite

Seat

Repair/Rehab. (No.

of CL)

Guinamgamman ES Conner 1 1 Const’n of 1 CL SB

Completed

Mallig ES Flora 1 1 Const’n of 1 CL SB

Completed

Aurora PS Pudtol 1 1 Const’n of 1 CL SB

Completed

Flora CS Flora 1 9 Repair/Rehab. Of SB

Completed

Catammoyoan ES Luna 1 1 Const’n of 1 CL SB

Completed

Karagawan ES Kabugao 1 3 Const;n of 3 Seater Toilet w/ Hand Washing Facilities

Completed

Pedro Bunot CS Calanasan

1 3 Seater Toilet w/ Hand Washing Facilities

On-going

Bagutong ES Flora 1 2 Repair/Rehab. Of SB

On-going

Baddaut ES Kabugao 1 1 Replacement of SB

On-going

Cubet PS (Conner CS Annex)

Conner 1 1 Constructionof 1 CL SB

On-going

This year there are 4 newly constructed 1-classroom buildings in Guinamgamman ES, Mallig ES, Aurora PS and Catommoyoan ES. There are also 11 classrooms repaired/rehabilitated, 9 classrooms in Flora CS (completed), 2 classrooms in Bagutong ES (on-going) and 1 classroom in Cubet PS (On-going). Construction of 3 Seater Toilet with Hand Washing Facilities were also constructed in Karagawan ES (completed) and Pedro Bunot CS (on-going).

3.7 Participation Rate for SY 2009-2010

Participation Rate is an indicator that provides the extent of participation of children belonging to the official school age of 6-11 in the elementary level. This school year, the Division has a participation rate of 89.33% which means that in every 100


pupils there are only 89 of them who are in school. The Balik-aral and Dropout Reduction Programs are as well revitalized to address the prevailing condition.

3.8 Number of Public Elementary School Graduates for SY 2009-2010

Indicator SY 2008-2009 SY 2009-2010Enrolment (Grade VI) 2,367 2,422Number of Graduates 2,319 2,370Percentage of Graduates 97.97% 97.85%

Table 3.8 presents the number of graduates in the elementary for the last two school years. As observed, the percentages of graduates are high in both school years. However, there is a slight difference of -0.12% in favor of SY 2008-2009 graduates.

3.9 Completion Rate for SY 2009-2010

Completion rate measures the percentage of Grade I entrants who graduated in elementary education. For SY 2009-2010, the Division has obtained a completion rate of 59.45%, giving an increase of 5.44 percentage points, from 54.01% in SY 2008-2009.

3.10 Grade VI Mean Percentage Scores (MPS) for SY 2009-2010)

National Achievement Test (NAT) is a standardized assessment that measures the mastery of key competencies. This determines the performance level of every pupil.

The bar graph presents the result of the Grade VI NAT for school year 2009-2010. Filipino rated highest at 73.25%, while Science remained to be the lowest in MPS at 59.78%. Ranked second highest is Hekasi at 70.29%, followed by English at 65.18% and Math 60.69% giving an average score of 65.84%. From SY 2008-2009 NAT MPS of 65.72%, it increased to 0.12% in SY 2009-2010. The presence of Multigrade schools attribute much to the low MPS.


3.11 Number of G3 Effective Readers in English and Filipino for SY 2010-2011

The importance of reading cannot be overemphasized, it being a critical tool to facilitate learning to learn among individuals. Cognizant of this, DepEd invested resources to such programs as the Every Child A Reader Program (ECARP) to make every Grade 3 pupil an effective reader with comprehension at their level before they proceed to Grade 4.

3.11.1 Reading Performance of Grade 3 Pupils in English (Oral)

Reading LevelsNon-Reader Frustration

LevelInstructional

LevelIndependent

Level# % # % # % # %

Pre-Test

Female 12 3.29 238 65.21 72 19.73 43 11.78Male 5 1.12 365 81.47 46 10.27 32 7.14Total 17 2.09 603 74.17 118 14.51 75 9.23

3.11.2 Reading Performance of Grade 3 Pupils in English (Silent)


LevelInstructional

LevelIndependent

Level# % # % # % # %

Pre-Test


3.11.3 Reading Performance of Grade 3 Pupils in Filipino (Oral)


LevelInstructional

LevelIndependent

Level# % # % # % # %

Pre-Test

Female 12 3.29 270 73.97 47 12.88 36 9.86Male 5 1.12 372 83.04 41 9.15 30 6.70


Total 17 2.09 642 78.97 88 10.82 66 8.12

3.11.4 Reading Performance of Grade 3 Pupils in Filipino (Silent)


LevelInstructional

LevelIndependent

Level# % # % # % # %

Pre-Test


The above tables present the reading performance of Grade III pupils in English (Oral and Silent) and Filipino (Oral and Silent). As observed, there is large number of pupils belonging to frustration level in both subjects, silent and oral reading. However, the percentage of improvement in the reading skills of Grade 3 pupils will be seen in the post-test to be conducted at the end of the school year.

3.12 Number of Underweight Children for SY 2010-2011

There are two indications of underweight children, the severely wasted pupils and the wasted pupils. Children belonging to the severely wasted category are those severely underweight children while mild underweight are those who belong to the wasted group.

This school year, there are 514 pupils who are severely wasted and 1,600 pupils who are mild underweight. It decreased to 2,054, which show an improved status, as to the number of underweight children as compared with the 4,168 who were found to be underweight last school year. This is attributed to the extensive implementation of school feeding program (Vitameal Feeding Program) of DepED sponsored by the Bethesda ministries. The bulk of underweight children came from the preschool completers of the Day Care Centers managed by the DSWD.

3.13 Baseline Data on School Children with Health Problems for SY 2010-2011


Out of the 19,036 pupils who were examined, 8,072 are found to have been suffering from the following health problems: 165 pupils have anemia, 6,446 pupils have dental carries, 1,115 pupils have upper respiratory tract infection, 135 pupils have parasitism and 211 pupils are suffering from systemic viral infection.

Records show that along with malnutrition, health related problems are the most common causes of absenteeism. High prevalence of absenteeism among pupils is said to have a significant contribution to indicators like failure rate, repetition rate and dropout rate. Despite rising enrolment, dropout rate in public schools remains a concern. This compelled DepEd to extend the coverage of the School Feeding Program from preschool to Grades I-VI.

3.14 Number of Schools with Health and Nutrition Program (SHNP) for SY 2010-2011

There are 161 elementary schools with HNP in the division. The Vitameal Feeding Program is a 90-day feeding of vitamin fortified lentil to identified malnourished pupils in the eight (8) districts.

3.15 Number of Schools with School Base Management Practice for SY 2010-2011

There are 161 or 100% of the schools are practicing School Based Management (SBM). These schools develop and implement their School Improvement Plan (SIPs) through participatory process. 3 schools are in the advance stage under level II of SBM practice, 90 schools are in the moving towards stage under level I of SBM practice and 66 schools are in the starting stage under level I of SBM practice. The large number of schools under starting stage is attributed to the lack of complete documents to support given indicators.

The Administrators and Supervisors Conference (ADSUC) that is held quarterly is designed to improve policy developments that are conducive to the strengthening of SBM practices.


Major Final Output 4: Public Secondary Services

To continuously provide universal quality basic education, high school education for 12-15 years old is being offered. This is to ensure that the learning needs of all young people are met through equitable access to appropriate learning and life skills programs. Public Secondary Education is offered in order to strengthen literacy and life skills that are necessary for productive living.

4.1 Teacher Deployment Analysis (TDA) for SY 2010-2011

On the average, the TDA of the Division falls below the national mean ratio with a Teacher-Pupil Ratio of 1:30.93. This ratio is manageable, however looking at the school-to-school analysis, there are 6 schools identified as “hot color” schools. 3 of these schools are color coded “red” and 4 schools are color coded “orange”. Red schools are suffering from severe teacher shortage while orange schools are suffering from moderate teacher shortage. There are also 2 schools that opened extension classes. One class in barangay Lenneng, Kabugao, Apayao and another one class in barangay Guina-ang, Conner, Apayao. These 2 schools are color coded black in the TDA with no nationally funded teachers. Again, the extension positions are to be deployed to these black schools. Likewise, the Division is currently working for the separation of Luna National High School Tumog Annex from its mother school to be known as Tumog National High School.

4.2 Enrolment in Public Secondary Schools for SY 2010-2011

School EnrolmentY1 Y2 Y3 Y4

Apayao National Ind’l & Agr. HS 114 83 85 81Apayao Science HS 71 54 37 22BacDa NaHS 94 97 97 92Calanasan NHS 61 45 37 47Conner Central NHS Cupis Annex 50 42 --- ---Conner Central NHS Guina-ang EC 72 --- --- ---


Conner Central NHS Main 141 163 92 138Conner Central NHS Talifugo Annex 121 101 82 93Conner National HS 100 84 97 74Flora National HS 139 134 133 134Gov. Benjamin Leguiab MNHS 66 55 38 38Kabugao Agro-Industrial HS 50 51 43 35Kabugao Agro-Industrial HS Lenneng EC 52 --- --- ---Luna National Main 108 92 83 77Luna National Tumog Annex 78 90 71 62Marag Valley Agr’l & Trade HS 37 24 23 16Mataguisi Comprehensive HS 64 41 30 28Mayor Bartolome Serut NATHS 74 52 63 46Mayor Guillermo Barsatan MSAT 58 57 34 33Mayor Ricardo de San Jose CHS 104 75 60 92Pio Dalim Memorial SAT 32 37 38 46Pio Dalim MSAT Tanglagan Annex 48 82 --- ---Pudtol Vocational High School 162 130 90 74Sipa Imelda NHS 45 51 56 65Sta. Marcela NHS Consuelo Annex 19 22 --- ---Sta. Marcela NHS Main 121 104 114 102

Grand Total 6,712 Source: Form 3, July 2010

Table 4.2 shows the enrolment in Public Secondary Schools for SY 2010-2011. This includes enrolment in the fourteen (16) National High Schools, ten (10) Technical-Vocational High Schools including its annexes and extension classes. The increase in enrolment is attributed to the opening of additional year levels and establishment of two (2) extension class in barangay Guina-ang and barangay Lenneng.

4.3 Enrolment in Public Technical-Vocational Schools for SY 2010-2011

There are 10 technical vocational schools in the Division. These schools were able to house 1,850 students for SY 2010-2011. There was an increase of 623 students from 1,227 enrolment last school year. Apayao National Industrial and Agricultural HS and Pudtol Vocational HS are included in the 282 Strengthened Technical and Vocational Education Program.

4.4 Enrolment of Children Aged 12-15 in Public Secondary Schools for SY 2009-2010

Indicator SY 2008-2009 SY 2009-2010Population (12-15) 10,722 9,522


Enrolment (12-15) 4,284 4,149Net Enrolment Ratio/Participation Rate 39.96 43.57

Table 2.5 presents the enrolment of children aged 12-15 in the public secondary schools. The 2000 census reveals that there are 9,522 children aged 12-15 in SY 2009-2010. However, there are only 4,149 of them who are in school with a participation rate of 43.57%. This indicates that there was an increase of 3.61% as compared with the participation rate of 39.96% last school year.

4.5 Participation Rate for SY 2009-2010

Participation rate in the secondary increased by 3.61% from SY’s 2008-2009 participation rate of 39.96%. Hence, the participation rate for SY 2009-2010 is 43.57%. This means that for every 100 students, 44 of them are in school while 56 are out of school. Anent to this, DepED embarks on some strategies like enrolment campaign, Balik-aral and Dropout Reduction Programs and opening of school annexes in order to expand access to basic education.

4.6 Completion Rate for SY 2009-2010

The Division has a completion rate of 63.81% for in 2009-2010. There was a decrease of -0.39% as compared with the completion rate in SY 2008-2009. The decrease in completion rate is attributed mostly to economic reason where parents would utilize their children particularly males to work in the field in aid for survival instead of sending them to school.

4.7 Number of Public Secondary School Graduates for SY 2009-2010

Indicator SY 2008-2009 SY 2009-2010Enrolment (Year IV) 1,408 1,192Number of Graduates 1,304 1,149Percentage of Graduates 92.58 96.40

Table 4.7 presents the number of graduates of secondary schools for the last two school years. As observed, it increased significantly by 3.82% as compared with percentage of graduates in SY 2008-2009.

4.8 Mean Percentage Score in Y-II NAT in Public Secondary Schools for SY 2009-2010


The bar graph presents the MPS in Year II NAT for SY 2009-2010. Filipino rated highest with 55.89% MPS, while Hekasi is rated lowest at 38.82%. Ranked second highest in MPS is English at 48.86%, followed by Science at 45.68% and Math at 42.65%. it increases by 1.8% as compared with the 44.58% MPS in SY 2008-2009. This is attributed to the trainings attended by non-specialist teachers in summers of 2008 and 2009.

4.9 Classroom-Student Ratio in Public Secondary School for SY 2009-2010

On the average, the classroom-student ratio is 1:48.29 which means that the ratio fails to meet the ideal classroom-student ratio of 1:45. Much more when looking on a scool-to-school analysis, there are 7 schools experiencing severe shortage of classrooms and 5 schools have no instructional rooms to house its enrollees. Two (2) of these 5 schools are newly opened extension class. The 4 black schools are to be prioritized in the CY DepEd 2011 School Building Program for construction of new classrooms.

4.10 Number of Classrooms Constructed and Repaired for CY 2010

Name of SchoolMunicip

ality/Location

No. of Sites

(ES+SS)

Total Physical TargetScope of Work StatusNew

Const’n of Cl & Tolite

Seat

Repair/Rehab. (No.

of CL)

BacDa NHS Luna 1 6 Constructionof 2 CL SB & 4 Seater Toilet

Completed

Conner Central NHS Talifugo Annex

Conner 1 3 Construction of 3 CL SB

On-going

Conner central NHS Cupis Annex

Conner 1 2 Construction of 3 CL SB

On-going

Conner NHS Conner 1 1 Construction of 1 CL SB

On-going


For the secondary schools, there are 2 classrooms and 4 seater toilet constructed in BacDa NHS. There are also on-going construction of 3 classrooms in Conner Central NHS Talifugo Annex and 3 classroom in Conner Central NHS Cupis Annex. There is on-going repair of 1 classroom in Conner NHS.

4.11 Number of Teachers Teaching their Areas of Specialization (SY 2009-2010)

There are a total of 217 teachers in the secondary. Out of this number, 192 are teaching their area of specialization and 25 are teaching the subjects which are neither their major nor minor. They are teaching either in English, Science and Mathematics. The number of teachers teaching subjects not their major was reduced from 50 teachers last school year to 25 teachers this year. This is attributed to the training for non-specialists attended by teachers in two summers of 2008 and 2009.

4.12 Number Secondary Schools with School SBM Practice for SY 2010-2011

There are twenty four (26) secondary schools or 100% practicing School Based Management (SBM). However, 7 schools are in the stage of moving towards standard level in SBM practice, while 19 schools are under starting stage. This large number of schools under starting stage is attributed to the lack of complete documents to support the given indicators.


Major Final Output 5: Alternative Learning System

The Alternative Learning System (ALS) is a parallel learning system to provide a viable alternative to the existing formal education. It encompasses both the non-formal and informal sources of knowledge and skills. This ensures that the learning needs of all young people and adults are met through equitable access to appropriate learning and life skills programs in order to achieve a 50% improvement in levels of adult literacy by 2015, especially for women and to have equitable access to basic and continuing education for all adults.

5.1 Number of Learners in DepED Delivered and DepED Procured ALS Program

Program BLP Elem Sec TotalDepEDDelivered

MTP 16 124 249 389DALSC 55 11 122 188

DepEDProcured

LSCS 21 0 0 21LSDS 0 110 158 268

Non-DepED LGU 144 128 90 362

The total number of enrolment for this year is higher by 50 compared to that of CY 2009. Secondary school dropouts comprise the higher percentage in the total enrolment. The clienteles of the Accreditation and Equivalency program has also increased this year. The enrolment in Basic Literacy Program, however, decreased.

The active involvement of the local government units and service provider contributed a lot to the improvement of access of the clienteles to the programs of the Alternative Learning System specifically on Accreditation and Equivalency.

5.2 Number of Completers in DepED Delivered, Procured & Non-DepED ALS Programs


Program BLP Elem Sec TotalDepEDDelivered

MTP 10 56 111 237DALSC 39 14 95 148

DepEDProcured

LSCS 23 N/A N/A 23LSDS N/A 40 105 145

Non-DepED LGU 17 29 46 92

The completion rate in BLP, both in the elementary and secondary are 38% and 67%, respectively. In totality, only 53% of the total enrollees in the whole Division completed in the different ALS programs in CY 2010.

5.3 Number of Test Takers and Test Passers in Accreditation and Equivalency (A&E) Test

ProgramRegistrants Test Takers Test Passers 2009

Elem Sec Elem Sec Elem SecDepEDDelivered

MTP 55 204 46 131 4 5DALSC 14 77 6 42 0 0

DepEDProcured

LSCS N/A N/A N/A N/A N/A N/ALSDS 15 66 8 41 0 0

Non-DepED LGU 2 42 0 10 0 0

There are about 475 or 48% of the total enrollees registered in the A&E test and 285 or 60% of the registrants took the examination.

In CY 2009, there were only 9 registrants who passed the A&E test out of the 318 registrants.

5.4 Number of Accredited ALS Providers

There is only one service provider for Alternative Learning System (ALS) in the whole Division.


Major Final Output 6: Education Sector Management Services

The basic education management sector ensures that policies being formulated and adopted by the department are implemented and assessed if it conformed to the Education for All targets.

4.1 Number of Children/Students with Special Needs

For this school year, there is only one (1) student who is found to be totally blind in Kabugao Agro-Industrial High School, Kabugao, Apayao. This student is provided with assistance in the form of learning materials by the Saint Louis University Foundation, Baguio City. Other students with special learning needs are mainstreamed in the regular school system.

4.2 Number of Indigenous Children for SY 2010-2011

The Division has a total of 13,150 or 51.07% indigenous pupils and students from the total enrolment of 25,748 in both elementary and secondary schools. These are not only from Apayao but from other Cordillera Provinces like Benguet, Mountain Province, Ifugao and Kalinga.


Mjor Final Output 7: Regulatory and Development Services

This MFO refers to the establishment of structured regulatory service procedures to monitor compliance of non-DepEd schools to DepEd standards and regulations. This is to ensure adherence to quality standards in the provision of basic education.

5.1 Number of Non-DepEd Pre-schools with Permit to Operate (Private Schools)

There are only two (2) non-DepEd pre-schools with permits to operate.

5.2 Percentage of Recognized non-DepEd Secondary Schools (Private Schools)

All of the five (5) private secondary schools in the Province are recognized.


Major Final Output 8: GASTPE Program-Education Service Contracting (ESC)

Republic Act 8545 (amending RA 6728) otherwise known as the Expanded Government Assistance to students and teachers in private education n(GASTPE) stipulates that it is the declared policy of the State, in conformity with the mandate of the Constitution, to promote and make quality education available to all Filipino citizens. Through this law, the State also recognizes the complementary roles of public and a private school in the educational system, especially the latter’s invaluable contribution to education.

6.1 Education Service Contracting Grantees (ESC) for SY 2010-2011

There are 1,497 grantees of the Education Service Contracting for SY 2010-2011. These are enrolled in the five private high schools, namely: Apayao Community Learning Center, Bethany Mission School, Our Lady of Lourdes High School, Saint Joseph Mission School and Santo Rosario School.

6.2 Number of Education Service Contracting (ESC) Completers for SY 2009-2010

There are 321 or 96.11% ESC students’ beneficiaries who completed the secondary education curriculum.


III. Signature and Special Programs and Strategies to Improve the Schools and the System

A. Signature Programs

1. The Portfolio Assessment in Reading- This is an alternative form of assessing reading progress of pupils in response to the DepEd’s thrust on Every Child A Reader Program (ECARP). It uses progress map to track down improvement of reading skills. This is a good intervention to enable pupils to become successful readers.

2. Continuing Learning Action Cell (LAC) Leaders Development Program- This is a school-based staff development initiative, in support of the Capability Building Program of the department, which aims to respond to the Individual Professional Plan and Development (IPPD) of teachers. Teachers and school heads come together as learning groups to discuss matters relative to the improvement of teaching learning process. This is a program intended to develop LAC leaders in all the districts. This is

3. Establishment of an Integrated Monitoring and Evaluation System-It is a mechanism employed to organize monitoring and evaluation activities in the Division. It identifies key monitoring indicators and delineates monitoring responsibilities. The overall objective for which the program aims to attain is to improve learning outcomes in the elementary and secondary schools. Specifically, the program intends to (1) improve instructional competence of teachers through coaching, mentoring and/or instructional supervision, and (2) improve managerial and instructional skills of school heads and supervisors.

4. Apayao Adopt-A-Child Trust Foundation (ACCTF)-It is an innovation that provides direct sustainable assistance to indigent student beneficiaries through the provision of student stipends (i.e. travel allowance, school


supplies, assistance to special children), scholarship, and community learning center). AACTF aims to increase student’s achievement, as well as participation and completion rates, by directly supporting the needs of indigent school children. What makes AACTF special is its sustainability feature and capacity to increase involvement of communities in supporting the needs of indigent school children on a long-term basis. There are 39 ACTF recipient schools in the whole Division.

B. Special Programs

1. Adopt-A-School Program

Under the Expanded Universal Medical and Dental Check-Up (E-UMDC), medical and dental examination was conducted to pupils from Grades I-VI in identified schools whose pupils are found to have ailments.

Under the Oral Health Education “Bright Smiles, Bright Future (BSBF)” Program distribution of toothpaste and toothbrush to all Grade I pupils.

2. School Feeding Program

Vitameal Feeding Program from the Bethesda ministries

C. Strategies, Thrust, Programs, and Projects to Expand Access

1. Enrolment Campaign2. Balik-Aral Program3. Organization of Pre-schools funded by LGU’s/PTCA’s4. Strengthening of the Alternative Learning System Programs5. Completion of incomplete elementary schools6. Establishment of schools in barangays without schools7. Opening of multi-grade classes

D. Strategies, Thrust, Programs, and Projects to Improve Quality and Relevance of Basic Education

1. Use of new learning technology in teaching like Educational Television, Computer, OHP


2. Institutionalization of LAC sessions in the schools and districts3. Conduct of Cluster-Based INSETS4. Provision of adequate and relevant instructional materials5. Implementation of Portfolio Assessment in Reading6. Organization of ALS Literacy Classes7. Continuing Staff Development Program8. Implementation of the National English Proficiency Program9. Implementation of remediation interventions to address learning difficulties

E. Strategies, Thrust, Programs, and Projects to Improve Effectiveness and Efficiency of the School System

1. Implementation of Adopt-A-Child Project2. Provision of potable water supply3. Electrification of schools4. Feeding Program5. Strengthening of Integrated Monitoring and Evaluation system to track down

performance of schools6. Opening of higher grade levels in primary schools7. Full implementation of the School Based Management Program. Under this

program, MOOE is directly released to the schools8. Coordinating with the Department of Trade and Industry for the Personal

Computer for Public Secondary Schools program9. Universal Medical and Dental Check-Up (E-UMDC)


Annexes

Annex A

Apayao Winners to the Best Brigada Eskwela Implementer

a. Regional Best Implementer

i. Flora Central School

b. Regional Finalist

i. Apayao Science Industrial and Trade High Schoolii. San Isidro Elementary School

iii. Pudtol Vocational High School


Annex B

Apayao Winners to the 2010 Search for the Most Functional Library

Regional Level

a. Elementary Categoryi. Tumog Elementary School - 1st

b. Central Categoryi. Sta. Marcela Central School -3rd

c. High School Category with Part-time Librarian

i. Conner National High School -2nd

Division Level

a. Elementary Category

i. Tumog Elementary School -1st

b. Central Categoryi. Sta. Marcela Central School -1ts

ii. Flora Central School -2nd

c. High School with Part-time Librariani. Flora National High School


Annex C

Apayao Winners to the 2010 Regional Educational Festival

Contest Category School RankSci-Dama Level II Anninipan ES 1st

Science Quiz Bee Grade V Barocboc ES 1st

Construction of Batter Board Pudtol Vocational HS 1st

Quiz Bee (Science I) Sta. Marcela NHS 1st

Quiz Bee (Science II) Sta. Marcela NHS 1st

Quiz Bee (Math IV) Sipa-Imelda NHS 1st

News Writing (Filipino) Apayao Science HS 1st

News Presentor Apayao Science HS 1st

News Script Apayao Science HS 1st

Science Qiz Bee (Grade VI) Pedro Bunot CS 2nd

Math Sim Pedro Bunot CS 2nd

Damath (Teacher) Anninipan ES 2nd

Mixed Pickle Making Apayao Natl Ind. Agr. & Trade HS 2nd

Regulated Power Supply Assembly Pudtol Vocational HS 2nd

Root Stock Propagation Apayao Natl Ind. Agr. & Trade HS 2nd

Laying Out an Orchard Apayao Natl Ind. Agr. & Trade HS 2nd

Sales Inventory San Isidro ES 2nd

Quiz Bee (Science I) St. Joseph HS 2nd

Drug Disaster and Crime Quiz Flora NHS 2nd

Sports, Nutri & Psychology Quiz Sipa-Imelda NHS 2nd

Damath Level III Flora NHS 2nd

Math SIM Karikitan ES 3rd

Damath Level II Alem ES 3rd

Damath Level III Lower Maton ES 3rd


Collage Lower Maton ES 3rd

Appliqué Luna CS 3rd

Simple Wiring Circuit San Isidro ES 3rd

Flower Arrangement Luna CS 3rd

Science Quiz 2nd Year Sto. Rosario High School 3rd

Essay Writing AP Flora NHS 3rd

Damath Level II Sta. Marcela NHS 3rd

Math Quiz 2nd Year Sta. Marcela NHS 3rd

Math Quiz 3rd Year Sta. Marcela NHS 3rd

Tagisan ng Talino Luna NHS 3rd

Team Reader (Filipino) Kabugao CS 3rd

Oral Interpretation (Filipino) Kabugao CS 3rd

Oral Interpretation (English) Buluan ES 3rd

Science Quiz (Private) II Sto. Rosario HS 3rd

Science Quiz III Flora CS 4th

News Page The Ap.Net (Apayao Science HS) 4th

Poster Making (Science) Conner CS) 4th

Dressing Chicken Apayao Natl Ind. Agr. & Trade HS 4th

Veg. Pandesal Making Pudto Vocational HS 4th

PC Assembly & Networking Pudtol Vocational HS 4th

Fresh Fruit Shake Luna CS 4th

Fabric Painting Luna CS 4th

Math Quiz Bee 1st Year Apayao Science HS 4th

Rizal Quiz Luna NHS 4th

Damath II Sta. Marcela NHS 4th

Damath IV Sta. Marcela NHS 4th

Science Quiz Bee III Sto. Rosario HS 4th

Oration Sta. Marcela NHS 4th

Science Quiz III Sta. Marcela NHS 4th

Technical Application Apayao Science HS 4th

Radio Broadcasting (Filipino) Luna NHS 4th

Technical Application Luna NHS 4th

Radio Broadcasting (English) Apayao Science HS 5th

Anchor Apayao Science HS 5th

The Ap.Net-Top Ten Best School Paper in English (Bracket B)

Apayao Science HS 10th

Cake Decorating Apayao Science HS 5th

Table Setting with Skirting Luna NHS 5th

Dish Gardening Luna HS 5th

Drafting & Sewing Ladies Blouse Pudtol Vocational HS 5th

Hair Trimming & Makeup Apayao Science HS 5th


Qualifier to the National Schools Press Conference (NSPC)

Apayao Science HS

Annex D

Apayao Passers to the 2010 DepED Alternative Accreditation and Equivalency (A&E) Test

Level Name of Passer DistrictElementary (Qualified for High School)

Sheryl Sibayan Dolun ConnerGemma Costales Pascua FloraJune Lacar Pasion PudtolYgo Mangusin Sarmiento FloraRobert Dean Basatan Antonio PudtolJanine Manglugayan Lugayan ConnerNatalia Pulsic Aquino Calanasan

Secondary (Qualified for College)

Croley Calizo Acidera PudtolJack Baletbet Acob PudtolRegie Dela Cruz Acob PudtolRomel Jay L. Baletbet PudtolGeorge P. Bangayan Sta. MarcelaMateo B. Bua-ay, Jr. PudtolJovielyn B. Caban LunaSheryll Joy Duran Domingo FloraCharles Adriano Garingan PudtolMera Calpito Guillermo PudtolMichelle Nugao Ibana LunaNorvin Loretcha Jeselva FloraGilbert Chavez Madamba, Jr. PudtolArnold Paing Bawayan ConnerIrene Pilay Besyaken ConnerEvangeline Sigat Castillo Conner


Clinton Manawas Gaspar ConnerJovelyn Pio Moreno ConnerElsie Bandiwan Quideng ConnerMelanie Egangan Rubang ConnerAngie Azuxcena Sedano ConnerRocel Ungajan Tangilen ConnerManilyn Bawig Ured KabugaoMadelyn Pugyao Abagao CalanasanVanessa Claire Saleng Dullit CalanasanMenchie Darisan Gaday Calanasan

Annex E

Result of the CARAA Meet 2010

Contested Event Rank200-m Elementary Girls 1stVolleyball Secondary Girls 2nd

Basketball Elementary Boys 2nd

Volleyball Elementary Girls 2nd

Volleyball Elementary Boys 3rd

Table Tennis Secondary Boys 3rd (Individual)

Prepared by:

JERRY B. SARIO, JR Division Planning Officer

Noted:

NANCY G. LUMBASSchools Division Superintendent



Annual Report 2011

Documents

early childhood

tolite seat

pedro bunot

vitameal feeding

severe teacher

cordillera

official school

hs kabugao