,: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
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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
