DM No. 1046, S. 2022. Guide in Computing Key Performance Indicators

,:ffi.i Eepubli. of tbs Fbilippin?d Department of €Duration NATIONAL CAPITAL REC ION SCHOOL5 DIVISION OFFICE - MANDALUYON

&hoob Dh'lrloE SupcrhtcEdent

Ofncc of the

October LA, 2(l/22

DTVISIOII UEUORAITDT'U

ro. fOtlh *2022

G{'IDE IT OOTPUTIXG XgT PERT'ORI,AXCE NTDIGINORS

To:

Assistant Schools Division SuPerintendent Chief Education Supervisors, CID and SGOD Officials, OSDS, CID and SGOD School Headg Public Elementary and Secondary Schools All Others Concerned

1.

Attached is Memorandum dated October L2, 2022 from Undersecretary and of StaII, Offrce of the Secretary of Education, EplErco V. DcDdDS lII, titled Chief Gutde ln computtag Key Perforoelcc ladlceton, for the information of all concerned,

2.

Immediate and wide dissemination of this fcmoteadum is desired

ROUELA Schools Di

CRUZ, Su

l.h

{y

Encl. : AE statcd Rcfd€nc!: Nonc To be indicatcd in thc Psoetuaf

Indtx

Under thc follotring subjccts: PERFORMANCE I MOM'IORING AND EVALUATION

MDA/Octob€r 18, 2022

Addrlss: calbayog st., Brgy. HiShway Hills, Mandaluvong Oty

;;:

osDs 7isi5921

.

Ao 79561263

Em.ll: [email protected]

w&tr.:

www.dePedmandaluyont.org

'

clD 79ss2s57

'

scoo 85349810

e

E. Aepubtir ot tle Frilippinei

Depertment of @Dutation OFFICEOFTHESECRETARY

MEMORAITDUM

OF BASIC, IIIGHER, AITD TECHITICAL EDUGATIOI (BARTUI RECIOI|AL DIRTSNORS SCH(X)IS DTVISIOT STIPERITTETDEITT nEGIOf,AL/DrVrgrOr PLAITTilG OFrICERS PIIBLIC ELETEf,TARY AIYD SECOI{DIIRY SCHOOL HEADS ALL OTHERS UIITISTER

TO:

m2

FROU:

and Chiefofstaffq

SUBJECT:

GUIDE IIT COMPUTIXG KgT PERFORTAXCE IITDICATORS

DATE:

October 72, 2022

The

PLlairt

Scrvlcc-Educetloa feaagcacnt Infotuatton

Sy cn Dlvldoa

{EMISD) issues t}ris Memorandum to provide all personnel across all Sovernance lwels a guide on the computation of Key Performancr Indicators (KPIS), as well as a comprehensive infonrration on t.l:e appreciation and appropriate usage of the indicators for reporting, ald monitoring and evaluation-related matters.

This initiative reiterates the vital role of the KPIa as one of the meals of measuring the current state of education in t].e country, including its contributions in assessing programs and projects, monitoring and evaluation, policy development, formuladon of interventions, and support for evidence-based decision making in the business of the Department. Enclosed in this issuance is a Gul& (see Armcx I), which was developed to disseminate awareness on KPIs that provides answers to the following: (l) how to compute; (2) delinition and methodolog/; (3) concepts and notes related to each indicator; (4) data inputs; (5) level of disaggregation of data. Also, it would primarify address concerns on the extcnt of applicability as to the governance level of computation of a particular indicator (e.g., computed up to the division level or school level).

For clarifications, please do not hesitate to contact Pg'EIISD through their mail address L1!.tttilif-dir-ltrtit-lli gor pli. .

For immediate attention and dissemination.

2/t Rizal Buildin& DepEd complex, Meralco Avenue, PasiS city Telephone tlo.: (02) 86A7-822;8617 -2407 Fax No.; (02) 863G4876; 8637{209; webdte: www.deped.gov.ph

i {

E-

aepullit d

rDr

OFFICE OF THE SECR ETARY

Drilippams

Desortment of €lutation O

DEPARTMENT OF EDUICATION

D

lcT

FFICE O F TH E SEC RETARY 8y

nfrn

f

rm€

OF BASIC, HIGHE& A]tD

TECHIIICAI,

Doc

4qJ,

UEUORAXDI'U TO

UITIT'TER EDUCATTOTY

(BARrUl

REGIOTAL DIRECTORS SCHOOIS DTVIAIOII SI'PERINTETDETT

REGIOTAL/DMSIOf, PLArrtf,c OFFTCERS PI'BLIC EI,EUEI|TABY AITD ST,OOf,DARY SCHOOL HEADS ALL OTHERS FROM:

EPIMACO ry and

SUBJBC:T:

GtnDE III COMPUTIITO KTT PERF'ORUATCE II|I'ICATORS

DATE:

October 12, 2022

The Plandag Sctwicc-Edlcetloa Urangcnelt ltrforErtloB SlEtcE Dlvirlol (EMISD) issues this Memorandum to provide all personnel across ail governance levels a guide on the computation of Key Performance Indicators (KPIs), as well as a

comprehensive information on the appreciation ald appropriate usage indicators for reporting, and monitoring and evaluation-related matters.

of the

This initiative reiterates the vital role of the KPIs as one of the means of measuring the current state of education in the country, including its contributions in assessing progr€rms and projects, monitoring and evaluation, policy development, formulation of interventions, and support for evidence-based decision making in tlre business of the Department. Enclosed in this issuance is a Guldo (see Annex 1), which was developed to disseminate awareness on I(PIs that provides answers to the following: (1) how to compute; (2) defnition and methodologr; (3) concepts and notes related to each indicator; (4) data iaputa; (5) 1wel of disaggregation of data. Also, it would primarily address concems on the extent of applicability as to the Sovernance level of computation of a particular indicator (e.9., computed up to the division level or school level).

For clarifications, please do not hesitate to contact PS-EXISD through their mail address p5g111r!g_d q-pg!_C.!ll.!ll. For immediate attention a:rd dissemination.

2/F Rizal Buildin& DepEd Complex, Meralco Avenue, Pasig City Telephone No.: (02) 8687-2922; A637-2407 Fax tlo.: (02) 8635-4a75; 8537-5209; Website: www.deped.gov.ph

I

n

U

iE'

DEPARTMENT OF EDUCATION

7

GU IDE

IN COMPUTING

E[UC[II0ll PERTORMffIICE

ITDIEIIOR$ AS OF JULY 2022 PREPARED BY:

PLANNING

SERVICE .

-----

EDUCATION MANAGEMENT

-x,' ELAT.JNING

LIERVICE

itll

t

Anner'l

INTRODUCI/ON The DeparEnmt of Education (DepEd) formulates, implements, and coordinates policies, plans, programs and proiects in the areas of formal and non-formal basic education. It supervises all elementary and secondary education instihrtioru, induding altemative learning systems, both public and private. It also provides for the establishment and mainEnance of a complete, adequab, and integad system of basic education relevant to the goals of national development.

Having these goals in mind, indicators are cmcial in evaluating the performance of the education syshm. These indicators also aim at assessing whether the committed indicators and targets in the Basic Education Development Plan (BEDP) 2030, the Philippine Development Plan (PDP), and the Sustainable Development Goals (SDG) Agetrda 2030 are achieved.

RATIONALE Performance indicators refer to the several indicators computed and utilized to evaluate tlre educational performance in different levels of the education system, They also serve as tools that are used to report the status of the education system to tlre comrnunity, the whole country, and the global community.

In this regard, performance indicators:

o

Serve as statistics that enable management to monitor

effuiveness and efficiency in

the delivery of education services;

o . . .

Measure how far or close one is from an obiective;

Identify problematic or unacceptable situationsi Meet policy concems; and Compare its value to a reference value, to a standard, or to ibelf.

* 22,

provides for a sEategic framework that includes the four pillars of access, equity, quality, and resiliency and aEll-being, which also provides inbrmediate ouhomes that indicate achievement of ttrese pillars. Performance indicators then serve as a measurc whetlrer these inEtmediate outcomee and the BEDP 2ffi0, in extension, are achieved. The BEDP 2030, as issued in DepEd Order No. 24,

For purposes of this guide, the performance indicators dirussed are categorized into Sre following:

o o o

Access Indicators

Efficiency Indicators Ratio and Proportion

Annex'l ACCESS INDICATORS Access indicators are used to assegs the level of participation of leamers or school-age children in a pa.rticular level ol education.

ln computing access indicators, the following key Erms are used:

Official School Age. The official school age follows the

K-6+1-2 framework

of the

K-12 curticulum. Based on Republic Act No. 1(E33 (otherwise known as the Enhanced Basic Etlucation Act of 20L3), the

official school ages of leamers in the K-12 curriculum

are shown in the table below:

LeveI

Kindergarten

Official School Age Age 5

Elementary (Grades 1 -6)

Ages 5-11

Kindergarten to Grade 6

Ages 5-11

Junior High School (Grades 7-10)

Ages 12-15

Senior High School (Grades 11-12)

Ages 1G17

lunior High School to Senior High School (Grades 7-12)

Ages 12-17

Kindergarten to Grade 12

Ages 5-17

Proiected Population Data. The projected population data is provided by the Philippine Statistics Authority (I5A). This is the set of data used in computing the access indicators, the most curent of which is based on the 2010 Cersus of Population and Housing.

The following are computed as part of the access indicators:

o

Groes Enrollment Rate (GER)

The GER indicates the capacity of the rhool system to prepare leamers to the following levels of education system: (1) Kindergarbn, (2) Elemmtary, (3) Junior High School, and (4) Senior High School. It is thus defined as tte total eruollment for a particular level of education legaftlless o/49e, expressed as a percentage of the eligible official school^age population of that particular level in a given school year.

Annet The formulas for the GER are as follows:

Level

Formula

Er."lh:1t,o0"..:

CER

Population^r.5

Kindergarte n

Population^or.rn

100

= Kinder eruollmert (all ages) = PSA projected

poputation (Age 5)

Enrollment,or- r*.,,,u Po;rulation1- r-u sv x

GER

7-6

x

where:

Enrollmmt*,r-.r".

Grades

"

st N

x 100

where:

Enrollment*r., ,*. ,, ,u = Grades 1 - 6 eruollment (all ages) Populationa* r,-rr, sY * =PSA proiecd population (Ages 6-11)

6gp Kindergarb n to Grade 6

=

holht**...o."t Populationo*

Polrulation^o"

6 sy N

r_,,,

lunior High

7-7o)

School 11-12)

Kinder to Grade 5 enrollmmt (all ages)

r, * =PSA p,rojected population (Ages 5-11)

*

x 100

"

where:

Eruollmenlo*." ,-,n ., ,. Population^*,r_,, ,, *

enrollnent (all ages) = [5A projected population (Ages 12 - 15)

= Grades 7

-

10

6gq = B9lmtser+r:u r* ,.166 Poln ation^* r. ,r rr*

Senior High (Grades

=

Enrollmento"oo r-rr. r" Populationor*.,r_,r r"

GER

(Grades

rr*

,, n

where:

Enrollment*r., . cr.&

School

u-r,

n

where:

Enrollment".*.,r-."o Populationaro

re-rr.

- 12 enrollment (all ages) proiecd population (ages 16-

n = Grades 11

r" n = PSA

17)

7

Annex

LeveI

1

Formula Enrollment.,.r- r_r. ,, GER _

Secondary

Population^ro,r_,r. r,

flunior High School to Senior High

" x lff)

*

where:

Enrollment",,*

School)

r-or.,,

Populationa*orz-,, ", 6g11 =

Kindergarten to Grade 12

= Grades 7

" n.,

= PSA

-

12 enrollment (all ages)

projected population (Ages 12 - 17)

fu|Mt*.*'"o'oo"t PopulationAcs

,

r*

s_rz sy N

where:

Eruolknento,*, , c!r& 12, sy N = Kinder to Grade 12 enrollment (all ages) Populatior^o" ,-rz sr u = PSA Projected poPlation (ages 5 - 17)

]

In computing the GE& take nob of the following key points:

o

If the GER approaches 100% or suq),rsses

100%, tlrc rate indicabs that the

school system is able to accom.rnodaE all children in the official age group.

o

The GER can be used together with the NER to measure the extent of overaged

and underaged eruollment.

o

A higher

percentage of GER indicabs a high degree of access to a level

of

educatir:n.

Net Enrollment Rate (NER) The NER is defined as the eruollment in a particular level of education of the official

school-age group, expressd as a percentage of the corresponding population. It provides a more precise measurement of the extent of participation in a particular level of education of childrm belonging to the official school age. The forrruLas for the NER are as follows:

Level

Formula NER =

Kindergarten

E*oll-*t*'*', ..o"^' ,r* Population^..

*

",

n

where:

Enrollment**., orr.r, Population^F,

syon

=

Kinder eruollment (Age 5)

= PSA prci 1.03)

I

Parity between sexes Disparity in favor of females

I

Internuartile Ratio (IQR) The IQR determines the proportion of a limited resource available to the most favorable quartile of a recipient group as compa.red b the proportion available to the least favored quartile. Similarly, it is a measurc of the disparity in the distribution of available resourrces which can be calculated at various levels. However, the IQR mainly focuses on teacher diskibutiory as the IQR monitors the status and progress of diskibution of teachers in public elementary and secondary schools. The formula for the IQR is:

Indicator

All indicators

Formula

I

IQR=

Tota.l number of teachers in the most favored quartile

Total number of teactrers in the least favored quartile

NOTE: The fomula abooe can also be used when calaiating the IQR in Erms of other rcsources such as classroms and seats.

O^oe I 71

Annex

1

The IQR can be interpreted as follows:

IQR RANGE

INTERPRETATION

From 1.00 to 1.30 (1.00 s lQR < 1.30)

Resources are equitably diskibuted.

Greater than 1.30 flQR

The teachers in Qr (the most favored) have : as much resources as compared

> 1.30)

to the teachers in Qr (the least favored). NO?ES:

o

Thc ideal IQR must fall at most 7.30 as shomt

in tle

table abotx. Any oqlue greatet

than 1.30 will restlt to a disparig ol rcsources, urith thz IQR beiag directly poportional to ilE AsWntV, i.e., the greabr the lnlue of tllc IQ& the greater tfu dispanty.

o

The IQR must be compu.ted

o

ca fiot germaV a tne lQR. Thc computation of IQR utilias sdtool-leul

Irot

at bast eight (8) sdtcr,ls. A list ol below ilata

I

sdtmls

for any lnxl of gaenancz.

To compute for the IQR, follow these steps;

1.

Get the r€quired data. Ensure that the data for the eruollment and tlre number of resources per sc&ool ale tally with the official release.

NOTE: In the cax of IQR for tmders, ilata of the annercs shall k aililetl up to the mother

sch0E/.

2.

Compute the talio per school, then 8ffi the table through the computed ratioe in arending order.

3.

Compute the cumulative frequencies (CF) of the number of eruollment and the number of resources.

4.

Compute the percentage of cumulative ftequency of enrollment. Dvide each CF of enroltonent by the btal eruollment, then exprcss each as a percentage.

5.

Find the 25olo and the 75% in the % CF column This will serve as the markers for Qr (the most favored quartile) and Q3, r€sPectively. NOTES:

. .

U the exact oalue

If

unnot

be

found, look for the

there are multiple ualues, tahc the oery

frst

closest aalue.

occunence.

Annex

6.

Detennine the following:

r r . r 7.

The number of resources in

Q1

the

%

= CF

Q

Q

values

CF in Qr and Qr

The % CF below Qr and

) = CF

(0')

and

The CF of resources trelow 0r and

values

Q3

Compute the nurnber of resources in t(Q

below Q,

-

below O.

-

25.0O

% CF in

-

q

% CF

-%

Q1

and Qs ueing the following formula:

below Q, value

CF below

Q value

75.@-% C! below Q, value % CF in q -% CF below Q. value

x

Number of rcsources in Ql

x

Number of resources in

where t(Q, ) and t(Q, ) are the number of resources in Qr and

8.

Compute the number of reeourcee Subtract the number of resources in

9.

1

Q3,

respectivelv.

in Qr (or the least favored), ort(q).

Q3

from the total number of resources.

Get the IQR using the formula:

IQR:

Total number of resources in the most favored quartile Total number of resources in the least favored quartile

- '(Q,) r(Q.)

g