Guidelines on Updating the Basic Education Statistics for Beginning of School Year 2017-2018 in the Learner Information System and Enhanced Basic Education Information System

August 11, 2017

DEPED ORDER NO. 045-17

GUIDELINES ON UPDATING THE BASIC EDUCATION STATISTICS FOR THE BEGINNING OF SCHOOL YEAR 2017-2018 IN THE LEARNER INFORMATION SYSTEM AND ENHANCED BASIC EDUCATION INFORMATION SYSTEM

 

1. The Department of Education (DepEd) issues the enclosed Guidelines on Updating the Basic Education Statistics for the Beginning of School Year 2017-2018 in the Learner Information System (LIS) and Enhanced Basic Education Information System together with the updated Data Gathering Forms, Matrix of Accountability and Data Dictionary to provide guidance to all schools in the data collection of basic education statistics in the system.

2. All public and private elementary, junior and senior high schools, state universities and colleges (SUCs), local universities and colleges (LUCs) and higher education institutions (HEIs) offering Kindergarten to Grade 12 are directed to register and update their learners' profile in the LIS and update the EBEIS through the accomplished data gathering forms.

3. The LIS and EBEIS can be accessed through the web addresses: http://lis.deped.gov.ph and http://ebeis.deped.gov.ph, respectively. A single sign-on is available, linking both systems.

4. All previous issuances relative to this Order, which are found inconsistent are deemed superseded or modified accordingly.

5. Immediate dissemination of and strict compliance with this Order is directed.

(SGD.) LEONOR MAGTOLIS BRIONESSecretary

Reference: DepEd Order No. 52, s. 2016

To be indicated in the Perpetual Indexunder the following subjects:

BASIC EDUCATION	FORMS	POLICY
DATA	LEARNERS	STATISTICS

(Enclosure to DepEd Order No. 45, s. 2017)

UPDATING OF BASIC EDUCATION STATISTICS FOR BEGINNING OF SCHOOL YEAR 2017-2018 IN THE LEARNER INFORMATION SYSTEM (LIS) AND ENHANCED BASIC EDUCATION INFORMATION SYSTEM (EBEIS)

I. Rationale

The Department of Education (DepEd) has implemented the LIS and EBEIS to establish an accurate and reliable registry of learners, and profile of schools which are vital on its planning and budgeting, allocation of resources and setting operational targets.

In this regard, the DepEd aims to provide guidance in the updating of basic education statistics and school's profile in the LIS and EBEIS to all public and private schools, SUCs, LUCs and HEI's offering elementary, junior and senior high school education.

II. Scope

The guidelines on data collection of basic education statistics and encoding online submission in the LIS and EBEIS will guide all personnel involved at all levels. This involves Regional Office (RO), Schools Division Office (SDO), and all public and private elementary, junior and senior high schools, State Universities and Colleges (SUCs), Local Universities and Colleges (LUCs) and Higher Education Institutions (HEIs) offering elementary, junior and senior high schools.

III. Policy Statement

This DepEd order provides guidance in the conduct of updating of data and information through the LIS and EBEIS. This shall be a venue for sharing and collection of data; which is intended to deliver accurate and relevant information to school heads, educational managers, policy makers and various stakeholders in the education system that are integral part of the Department's planning, policy and program development.

This order also prescribes the revised matrix of accountability across governance levels and updated data elements in the data dictionary as per the policies and issuances of the strand of Curriculum, Instruction and Assessment.

IV. Procedures

Updating of the BOSY 2017-2018 enrolment and other data encoding requires proper End of School Year 2016-2017 status. All schools needs to finalize their classes and ensure the correctness of learner's data to smoothly start the encoding for this school year. CAIHTE

1. Enrolment

 Enrolment figures for BOSY 2017-2018 of all schools shall be as of the last school day of the opening month of the school year, i.e., June 30, 2017 (Date of First Attendance in the school that the learner last attended until the said cut-off date). For other schools with different school calendar, the cut-off date is August 31, 2017.

 Ensure 100% encoding of all learners before the cut-off date for the purpose of resource allocation such as Maintenance and Other Operating Expenses (MOOE), additional teacher and classroom allocation.

2. Issuance of School ID

 Every school shall be given a School ID which shall serve as the basis that a school is authorized to operate by DepEd. The Regional Office approves the creation of the school as stipulated in DepEd Order 40, s. 2014 "Establishment, Merging, Conversion, and Naming/Renaming of Public Schools, and Separation of Public School Annexes in Basic Education" and DepEd Order 88, s.2010 "Revised Manual of Regulations for Private Schools in Basic Education".

 Policy, Planning and Research Division (PPRD) of the RO will generate School ID automatically from the EBEIS using their account. Please refer to Annex I "EBEIS User Manual".

 The Regional Director shall endorse the approved schools with legal basis per school corresponding the created school ID generated by the PPRD to the Central Office-Education Management Information System Division (EMISD)-Planning Service for confirmation.

 The creation of school ID in the system will be open up to October 31, 2017. All new schools approved after the closing of the BOSY 2017-2018 will be created before the start of the next school year.

 The Philippine Schools Overseas (PSO) & Philippine Bangladesh Rural Advancement Committee (BRAC) Learning Centers approved by the Central Office and Tahderiyyah CommunityCenters approved by the Regional Office will be given a school ID. The CO shall orient/train PSO personnel in accessing the LIS and EBEIS for submission of education statistics of their learners and schools.

 Standardization of the numbering for issuance of School ID

 The standard first digit numbering for the issuance of School ID is as follows:

Type	School ID First Digit Assignment
Public-DepEd ES	1, 2
Public-DepEd SS including SHS	3
Private	4
Public-Integrated	5
SUCs/LUCs	6
Philippine Schools Overseas	7
Philippine BRAC Learning Centers	0

3. Approval of New, Changes, and Removal of Senior High School Programs

a. The requesting school shall determine the new SHS program/s to be offered and/or removed/changed.

b. The school then submits a letter of request to the SDO, addressed to the Schools Division Superintendent (SDS), with the corresponding proposal as required by Part VI.A.1 of the DepEdOrder No. 51, s. 2015 entitled "Guidelines on the Implementation of the SHS Program in Existing Public JHSs and ISs, Establishment of Stand-Alone Public SHSs, and Conversion of Existing Elementary and JHSs into Stand-Alone SHSs" dated October 29, 2015 and DepEd Memorandum No. 04, s. 2014 entitled "Guidelines on the Preparation for the National Implementation of the Senior High School (SHS) Program in Non-DepEd Schools for the School Year (SY) 2016-2017 and Onwards" with modification that the approval of the SHS programs will be lodge into the Regional Office.

c. The SDO receives and subsequently evaluates the school's submitted letter of request with the corresponding proposal in compliance with existing policies.

d. If approved, the request shall be endorsed to the RO.

e. However, if the school's request is disapproved, the school complies with the findings and recommendations of SDO and re-submit to SDO upon completion of the requirements.

f. The RO receives the SDO's endorsement. It is then evaluated for approval. The Quality Assurance Division (QAD) is in-charge for the evaluation of both public and private schools. For the evaluation of curricular matters (approval of new curricular offering), the Curriculum and Learning Management Division (CLMD) is in-charge.

g. If approved, the RO thru PPRD, shall make the necessary adjustment in the EBEIS.

h. However, if the SDO endorsement is disapproved, the SDO complies with the findings and recommendations of RO and re-submit to RO upon completion of the requirements.

i. Please refer to the Annex II for the Process Flow for the approval of new, changes, removal of SHS Programs.

4. LIS Facilities

 The following facilities and additional tagging of learners are already deployed in the LIS:

• Enrolment of new entrant;

• Enrolment of learners with gap in their enrolment history;

• Enrolment of learners who transfers from previous SY who were promoted, conditionally promoted, retained and dropped-out; and

• Enrolment of learners with no enrolment record from previous school year.

 Further, the following learners and data will now be tagged in the LIS:

• Learners with Special Education Needs, Gifted and talented learners and Mainstreamed in regular classes;

• Height (cm.) and weight (kg.) of learners; and

• Shift order of classes where the learners belong (1st, 2nd or 3rd Shift).

Senior High School Eligibility

All Grade 10 completers in the previous school year are eligible to enter Grade 11. For Grade 11 learners who have different situation, below are the scenario with its corresponding learner status who will proceed to Grade 12:

	Scenario	Learner status
1.	Completed both grade 11 first and second semester subjects	Regular Grade 12
2.	Completed grade 11 first semester subjects but with back subjects on second semester	Irregular Grade 12
3.	Completed grade 11 first semester subjects and shifted track/strand/specialization on second semester	Irregular Grade 12
4.	Completed both grade 11 first and second semester subjects (considered regular grade 11 student) but shifted track/strand/specialization on grade 12
	a. Grade 11 (1st and 2nd Semester) Change of strand within the same track	Regular Grade 12
	b. Grade 11 (1st and 2nd Semester) Change of track	Irregular Grade 12
5.	No first semester during grade 11	Irregular Grade 11
6.	No second semester during grade 11	Irregular Grade 11

New facilities deployed in the LIS

• Enrolment from previous school year

• New learner records

• Enrolment gaps

Please refer to Annex III for the procedures of the new facilities in the LIS

5. Data Gathering Forms

 Updated data gathering forms (Please refer to Annex IV) designed for electronic processing using the EBEIS will be distributed and implemented to maintain the availability of a database for education statistics, sector performance indicators and profile of public and private schools, learning centers and other education service providers.

 All schools must update their school information in the EBEIS, particularly all Curricular Offering Classification (COC) and other data sets that have implication on the enrolment of learners in LIS and on the approval of the Schools Division Office. DETACa

Data Gathering Forms for SY 2017- 2018:

A: Government Elementary School Profile (GESP)

B: Government Junior High School (JHS) Profile (GJHSP)

C: Government Senior High School (SHS) Profile (GSHSP)

D: State and Local Universities and Colleges School Profile (SUC/LUCSP)

E: Private School Profile (PSP)

New Data Elements/Requirements

The additional data requirements/data elements for BOSY 2017-2018 in the data gathering forms has been consulted and deliberated with the different offices in the Department involved to come up with a holistic and comprehensive data gathering tool which is vital in the collection of data from the schools and field offices to efficiently render delivery of data/information to various stakeholders and for policy formulations.

As a summary, the following tables and boxes are additional/revised data sets to be included:

• Government Elementary School Profile (GESP)

o School Information

o Table 1. Learners Data

o Box 1. Number of Classes

o Table 7. Learners with Special Educational Needs (Non-Graded) Data

o Table 8. Learners with Special Education Needs (Graded) Data

o Table 9. Personnel Data (Locally-funded and DepEd Subsidized Teachers Working in the School)

o Table 10. Teaching Related and Non-Teaching Personnel Data

o Table 14. Number of Teachers by Teaching Assignment in Grade 5 and 6

o Table 15. MOOE Allocation, Utilization and Liquidation

o Table 17. Number of Other Functional ICT Equipment in the School by Funding Source

o Box 4. School Site Data

o Table 19. Vulnerabilities

o Table 21. Disasters/Calamities

o Table 21. Disasters/Calamities (Human-Induced Hazards — Armed Conflict)

o Box 5. Other Conflict-Related Data

o Table 26C. Number of Learners by Nutritional Status

o Box 9. Availability of Water Supply

o Table 27. Number of Existing Wash Facilities

o Table 28. Travel Details (One-Way) from School

o Box 15. School Location

• Government Junior High School Profile (GJHSP)

o School Information

o Table 1. JHS Learners Data

o Box 1. Number of Classes

o Table 6. JHS Learners with Special Educational Needs (Graded)

o Table 9. Personnel Data (Locally-Funded and DepEd Subsidized Teachers Working in the School)

o Table 10. JHS Teaching Related and Non-Teaching Personnel Data (Nationally-Funded)

o Table 11. JHS Teaching Personnel Data (Nationally-Funded)

o Table 12. JHS Teacher Assignments (Nationally-Funded Teachers Working in the School)

o Table 14. JHS MOOE Allocation, Utilization and Liquidation

o Table 16. Number of Functional ICT Equipment of JHS by Funding Source

o Box 4. School Site Data

o Table 18. Vulnerabilities

o Table 20. Disasters/Calamities

o Table 21. Disasters/Calamities (Human-Induced Hazards — Armed Conflict)

o Box 5. Other Conflict-Related Data

o Box 6. Safe Learning Facilities

o Table 25. JHS Health and Nutrition

> Number of Learners Who Were Vaccinated by the Department of Health in the School

> Number of Learners by Nutritional Status

> Number of Learners Who Were Dewormed

o Box 9. Availability of Water Supply

o Table 26. Number of Existing Wash Facilities

o Table 27. Travel Details (One-Way) from School

o Box 15. School Location

• Government Senior High School Profile (GSHSP)

o School Information

o Table 1. Learners Data

o Box 1. Number of Classes

o Table 5a. and Table 5b. SHS Learners data in Technical-Vocational-Livelihood (TVL) Track Specializations

o Table 7. Teaching Related and Non-Teaching Personnel Data

o Table 8. Personnel Data (Locally-funded and DepEd Subsidized Teachers Working in the School)

o Table 12a. and 12 b. Number of Teachers in the School with TESDA National Qualifications

o Table 13. MOOE Allocation, Utilization and Liquidation

o Table 16. Number of Other Functional ICT Equipment in the School by Funding Source

o Box 3. School Site Data

o Table 17. Vulnerabilities

o Table 19. Disaster/Calamities

o Table 20. Disaster/Calamities (Human-Induced Hazard — Armed Conflict)

o Box 4. Other Conflict-Related Data

o Box 8. Availability of Water Supply

o Table 24. Number of Existing Wash Facilities

o Table 25. SHS Health and Nutrition

o Table 26. Travel Details (One-Way) from School

• State and Local Universities and Colleges Profile (SUCs/LUCs) and Private School Profile (PSP)

o School Information

o Box 1. Number of Classes

o Table 4. Learners with Special Educational Needs (non-graded) Data

o Table 5. Learners with Special Educational Needs (Graded) data

o Table 9. JHS Learners with Special Educational Needs (graded) Data

o Table 14. SHS Learners with Special Educational Needs (Graded) Data

o Table 15a. and Table 15b. SHS Learners data in Technical-Vocational-Livelihood (TVL) Track Specializations

o Table 18. Vulnerabilities

o Table 19. Disaster Preparedness

o Table 20. Disasters/Calamities

o Table 21. Disasters/Calamities (Human-Induced Hazards — Armed Conflict)

 For Public Integrated Schools, they shall accomplish only the data elements in the GESP, GJHSP and GSHSP Forms that are applicable and relevant to the school.

 All schools must ensure to have a copy of the accomplished forms submitted to the Schools Division Office-Planning and Research Unit for the validation of all data elements. Further, schools may post the accomplished forms to their respective bulletin board.

6. Data Dictionary

 The DepEd's data dictionary will communicate a common meaning of all the data elements in the system for consistency and common understanding among the stakeholders within and outside DepEd. These set of information describing the content, format and structure of the database will be orderly managed in details. This will also serve as a guide and reference of personnel for data collection and encoding.

 Please refer to Annex V for the additional, changed/revised data elements. Moreover, the same definitions of all data elements shall be retained as indicated in the DepEd Order 52, s. 2016"Data Collection of Basic Education Statistics in the Learner Information System and Enhanced Basic Education Information System for Beginning of School Year 2016-2017."

V. Roles and Responsibilities

1. All public and private elementary and secondary schools, learning centers, SUCs and LUCs offering elementary and secondary education, are directed to ensure prompt, complete and accurate accomplishment of the LIS and EBEIS.

2. Class advisers of public schools and designated school system administrators/school registrar of private schools and SUCs offering elementary and secondary education must ensure that all learners' profile will be updated. School Heads (SHs) must ensure the accuracy and completeness of the school's BOSY data.

3. The School Division Superintendents (SDS), through the School Governance and Operations Division-Planning and Research Unit (SGOD-PRU) and the Information Technology Officers (ITO), shall jointly provide technical assistance and resources as necessary, to the schools to ensure compliance to the guidelines of the BOSY data collection in the LIS and EBEIS. Particular attention should be given to schools with no/limited access to internet facilities.

4. The Regional Director (RDs) through the Policy Planning and Research Division (PPRD) shall monitor the division's provision of technical assistance and resources to schools for the BOSY collection of data.

Matrix of Accountability

A Matrix of Accountability is provided below for the better understanding of the roles and responsibilities of each personnel/unit.

1. Document-related

 

Process Data	Accountable Office/Unit
Approval of the following: • School permit/recognition (for DepEd and Private Elem., JHS and SHS, SUCs/LUCs) • Separation of annex and extension • Merging of schools • Renaming of schools	Regional Office-QAD
Creation and issuance of new School ID	Regional Office-PPRD
Confirmation of School ID	EMISD-PS
Change in Administrative level (Division, District, Municipalities, Legislative and Barangay)	Regional Office-PPRD, Planning Officer III; Schools Division Office- SGOD, PRU
Approval of new programs and removal/changes of programs for SHS	Regional Office-QAD-Both Public and Private   CLMD-Curricular matters (approval of new curricular offering)
Maintain (add, delete and update) registry of special program offerings for K to 10 and program offerings and/or specializations for SHS	Central Office-BLD & BCD

 

2. System-related

 

Process Data

Accountable Office/Unit

A. Maintain School Profile in the EBEIS

Creation of school profile for newly established school in the EBEIS; including auto-generation of School ID as based on DO 52 s. 2016- F. Standardization of the numbering for issuance of School ID	Regional Office-PPRD
Updating of the following school profile: 1. School Level — Address — Contact details (telephone no., email address, website — if any) — Class organization (multigrade, monograde or combination) — Date established	School Head
2. Division Level — Curricular Offering Classification (COC) — Reopening and closing of a school — Updating of integrated schools — Renaming of school — School classification — Assignment of School Head, updating of Plantilla Position — including assignment of user account and role	SGOD-Planning and Research Unit, Planning Officer III
Change of COC in Public schools from non-integrated to integrated will automatically be assigned a new school ID as based on DO 52 s. 2016
3. Regional Level — Change of Administrative level — School Sub-classification and School Type	Regional Office-PPRD, Planning Officer III; Schools Division Office- SGOD, PRU

B. Maintain Learners Profile in the LIS

Creation of learner record with system generated Learner Reference Number	Class Adviser/Registrar/ Principal
Updating enrolment data of learners	Class Adviser/Registrar/Principal
Defining and maintaining classes for given school year and class adviser's data in the LIS	School System Admin/School Head

C. Support for Implementing LIS and EBEIS

Users Account Management System Admin	Planning Officer III and SEPS for Research/IT Officer
Technical Assistance	User Support Division-ICTS   EMISD-PS Regional Office-PPRD   SGOD-Planning and Research Unit; IT Officer

4. Timeline

The following timeline in the conduct of LIS and EBEIS activities shall be observed:

 

Activity

Timeline

LIS

Encoding/Updating of LIS for BOSY 2017-2018

K to Grade 10	June 20, 2017-September 30, 2017
SHS	July 31, 2017-September 30, 2017
New facilities for deployment	July 06, 2017-August 13, 2017

EBEIS

Encoding for BOSY 2017-2018

Kindergarten to SHS	August 18, 2017-October 31, 2017
Generation of accomplished GESP, GJHSP, GSHSP, SUC/LUCSP and PSP	September 04, 2017 onwards

5. Other Provision

a. Source of Funds

 PMIS Funds shall be downloaded directly to the SDOs to aid in activities that allows for the timely and accurate accomplishment of the LIS and EBEIS and other planning activities. aDSIHc

b. Overtime Services and Payment

 All personnel involved in the LIS and EBEIS in all the public schools, district, division, and regional offices, all are allowed to render overtime (OT) services with pay during weekdays, weekends, and holidays when necessary to meet the target schedules.

 At the school level, these OT services can be converted to service credits as provided in DepEd Order No. 58, s. 2008"Authorizing the Grant of Overtime Pay and Other Benefits to Personnel Involved in the Operations of the Basic Education System",DepEd Order No. 10, s. 2009"Addendum to DepEd Order No. 58, s. 2008 (Authority to Grant Overtime Pay and Other Benefits to Personnel Involved in the Operations of the Basic Education Information System (BEIS))" and DepEd Order 30, s. 2016"Policies and Guidelines on Overtime Services and Payment in the Department of Education." The concerned offices (Finance, Budget and Accounting) should ensure that the overtime services rendered will be duly compensated.

c. Clarifications and Queries

Further queries and issues may be communicated to:

For Policies and Procedures:

Education Management Information System-Planning Service

Landline	:	+63 2 638 2251 +63 2 635 3958
Telefax	:	+63 2 635 3986
E-mail	:	[email protected]
Address	:	2nd Floor, Teodora Alonzo Building, DepEd Complex, Meralco Avenue, Pasig City

For Systems and Helpdesk:

User Support Division-ICTS

Landline	:	+63 2 636 4878 +63 2 633 2658
Mobile	:	+63 939 436 1390 (SMART) +63 977 771 2285 (Globe)
E-mail	:	[email protected] [email protected]
Address	:	Ground Floor, Bonifacio Building, DepEd Complex, Meralco Avenue, Pasig City
Facebook	:	www.facebook.com/groups/lis.helpdesk/

V. n Monitoring and Evaluation

The PPRD of the Regional Offices and SGOD of the School Division Offices, together with the Planning Service of the Central Office, will conduct structured monitoring of the implementation (e.g., Data Quality and Consistency) of the different processes and guidelines at the national, regional, division and school level.

VI. Effectivity

This Order shall take effect immediately upon its approval.

VII. References

• DepEd Order No. 40, s. 2014"Establishment, Merging, Conversion, and Naming/Renaming of Public Schools, and Separation of Public School Annexes in Basic Education"

• DepEd Order 88, s. 2010 "Revised Manual of Regulations for Private Schools in Basic Education"

• DepEd Order No. 51, s. 2015"Guidelines on the Implementation of the SHS Program in Existing Public JHSs and ISs, Establishment Stand-Alone Public SHSs, and Conversion of Existing Elementary and JHSs into Stand-Alone SHSs" dated October 29, 2015

• DepEd Memorandum No. 04, s. 2014"Guidelines on the Preparation for the National Implementation of the Senior High School (SHS) Program in Non-Deped Schools for the School Year (SY) 2016-2017 and Onwards"

• DepEd Order 52, s. 2016"Data Collection of Basic Education Statistics in the Learner Information System and Enhanced Basic Education Information System for Beginning of School Year 2016-2017"

• DepEd Order No. 58, s. 2008"Authorizing the Grant of Overtime Pay and Other Benefits to Personnel Involved in the Operations of the Basic Education System"

• DepEd Order No. 10, s. 2009"Addendum to DepEd Order No. 58, s. 2008 (Authority to Grant Overtime Pay and Other Benefits to Personnel Involved in the Operations of the Basic Education Information System (BEIS))"

• DepEd Order 30, s. 2016"Policies and Guidelines on Overtime Services and Payment in the Department of Education".

ATTACHMENT

ENHANCED BASIC EDUCATION INFORMATION SYSTEM (EBEIS) USER GUIDE

IN THIS GUIDE:

• School Identification Number

• Add a School Profile

LAST REVISION

28 June 2017

SCHOOL IDENTIFICATION NUMBER

The School Identification (ID) Number is a unique and permanent six-digit number assigned to any educational institution offering basic education in the Philippines.

To acquire a School ID, the institution must offer Kindergarten, Elementary, Junior High School, Senior High School, and/or a combination of these education levels.

The school must also secure approval a permit to operate from the Regional Office, and be:

• A DepEd-managed school (with predefined plantilla positions);

• Operated by a State University or College (SUC) or a Local University or College (LUC);

• Managed by a government agency other than DepEd (for example: DOST, NCCA, or LGU, among others); or

• A private education institution registered under Philippine corporation laws.

The School ID follows this format:

Figure 1: School ID Format

MUST-KNOW

• Every school in the basic education system can possess only one PERMANENT and PERPETUAL School ID.

• The School ID must be conspicuously displayed in plain sight across school facilities and in all school documents.

• Unauthorized or fraudulent issuance of School ID is STRICTLY PROHIBITED.

ADD A SCHOOL PROFILE

As soon as a new school becomes operational, you can create its profile and register it in the EBEIS.

NEED TO KNOW

• Only the Regional Officer (RO) can enlist and encode new school profiles.

• The school and the Schools Division Office (SDO) can edit the existing or newly created school profile once the region finishes creating the profile.

• If the school received a School ID from the previous school year but failed to create their school profile, they must request for a new School ID from their respective RO.

o The school must possess either a recognition or a permit to operate for the current school year to receive a new School ID.

o The RO processes the request; once done, the school shall use the new School ID and disregard the old one.

You can add the following school types in the EBEIS: ETHIDa

• Public integrated schools (offering both elementary and secondary levels including Senior High School);

• Elementary schools (public, private, and SUC/LUC, offering Kinder to Grade 6); and

• Secondary schools (public, private, and SUC/LUC, offering Junior High School, Senior High School, or both).

To start creating a school profile and request for a School ID, log in to the EBEIS using the Single Sign-On (SSO) facility as the RO system administrator.

Figure 2: Add a School Profile: Login Page

Once you successfully enter your login information, you will gain access to the Dashboard.

Figure 3: Add a School Profile: EBEIS Dashboard

On the Sidebar, select the type of school to add in the EBEIS.

Figure 4: Add a School Profile: Add School

Clicking any of the options will lead you to a form, where you fill in details of your school.

Figure 5: Add a School Profile: Create School

Start by entering the school name and the date established (both required).

You can fill in the school's short name (acronym, abbreviation, or alias) to better identify the school.

Note that the EBEIS automatically and randomly generates a School ID, which will be available once you finish filling out the form.

The General Classification and General Curricular Offerings fills in automatically according to the option you selected.

Figure 6: Add a School Profile: School Name

Click the Date established textbox to invoke a pull-down menu, where you select the month and year of the school's inception.

Figure 7: Add a School Profile: Date and Year of Schools' Establishment

Select the Curricular Offering Classification, School sub-classification, School Type, and Curricular Offering Sub-classification using their respective drop-downs.

Figure 8: Add a School Profile: Classification Drop-downs

The table below lists the Curricular Offering Classifications (COC) and Sub-classifications available according to the school's curricular offering.

General Curricular Offering	COC Available	Curricular Offering Sub-classification
Elementary	• Kinder	• Regular School
• Grade 1-6	• Regular School with SPED Classes
• Kinder & Grade 1-6	• Regular School with SPED Center
		• Purely SPED Center
		• National Special School
		• Integrated SPED School
Secondary	• Grade 7-10	• Regular School
	• Grade 11-12	• Regular with Special Programs
	• Grade 7-10 & Grade 11-12	• Special
Integrated	• Kinder & Grade 7-10	• Regular School
	• Grade 1-6 & Grade 7-10	• Regular School with SPED Classes
	• Kinder, Grade 1-6, Grade 7-10	• Regular School with SPED Center
	• Kinder, Grade 1-6, Grade 7-10 Attached to Tertiary	• Purely SPED Center
	• Grade 1-6 & Grade 11-12	• National Special School
	• Grade 1-6, Grade 7-10 & Grade 11-12	• Integrated SPED School
	• Kinder, Grade 1-6, Grade 7-10 & Grade 11-12
	• Kinder, Grade 1-6, Grade 7-10 & Grade 11-12 Attached to Tertiary
	• Kinder, Grade 1-6 & Grade 11-12

This table lists the School Sub-classifications available according to the selected general classification.

General Classification	School Sub-classifications Available
Public	• DepED Managed • SUC Managed • DOST Managed • Local Government • LUC
Private	• Sectarian • Non-Sectarian • BRAC LC

The following School Types are available:

• School with No Annexes

• Mobile School(s)/Center(s)

• Mother school

• Annex or Extension school(s)

Note that upon selecting Annex or Extension school(s), you need to select the mother school from the Mother School drop-down.

Fill in the EXACT address where the school is located.

Note that all fields (except Zip code) are required.

Figure 9: Add a School Profile: Address

Fill in important contact details in the Contact Information field.

Note that Mobile no is required.

Figure 10: Add a School Profile: Contact Information

Once you finish filling in all fields, click the Submit button.

Figure 11: Add a School Profile: Submit Button

If you fail to fill in any required field, a message saying Validation Errors: Please check required fields pops up and highlights the field you must fill in.

Ensure to fill in all required fields before clicking Submit.

Figure 12: Add a School Profile: Validation Errors

ANNEX II

Procedure for the approval of new programs and removal/changes of programs for Senior High School (SHS)

This policy outlines the standard process for the approval of new programs and removal/changes of programs for SHS for an efficient approval without inconveniencing the schools, schools division and region offices.

To ensure proper and smooth transaction regarding the said process, the following procedures shall be observed:

Figure 1. Process flow for the approval of new programs and removal/changes of programs for SHS

Enrolment from Previous School Year

Government Elementary School Profile, SY 2017-2018

Government Junior High School Profile, SY 2017-2018

Government Senior High School (SHS) Profile, SY 2017-2018

State and Local Universities and Colleges School Profile SY, 2017-2018

Private School Profile (PSP), SY 2017-2018

ANNEX V

Data Dictionary

Data Element	Description
Kindergarten Enrolment	Refers to the total number of learners enrolled in one (1) year preparatory education for children at least five (5) years old by August 31 of every school year as pre-requisite for Grade 1.
Elementary Enrolment (Grade 1-6)	Refers to the total number of learners enrolled in Grades 1-6.
Junior High School Enrolment	Refers to the second stage of compulsory basic education. It consists of four (4) years of education (Grades 7 to 10).
Senior High School Enrolment	Refers to the last stage of compulsory basic education. It consists of two (2) years of education (Grades 11 to 12).
Non Graded Learners	Refers to learners with severe or profound difficulties who are provided with interventions focused on self-help skills and other life skills in a self-contained class.
Learners with special educational needs (Non-graded enrolment)	Refers to similarly grouped learners who are not yet ready for inclusion in the regular class.
Difficulty in Remembering or Concentrating, Paying attention and understanding	Refers to a learner that manifest significant limitations in general intellectual functioning; in adaptive functioning (communication, self-care, home living, health and safety, social skills, functional academics, community use, leisure and work) which exist concurrently; it includes those medically diagnosed as learners with: Reading Disability or Dyslexia; Written Expression Disability; Spelling Disability; Handwriting Disability or Dysgraphia; Mathematical Disability or Dyscalculia.
Difficulty in displaying interpersonal behavior (Emotional and Behavioral Disorder)	Refers to a learner whose conditions are characterized by emotional or behavioral responses in school programs so different from appropriate age, cultural or ethnic norms which affects their educational performance (academic, social, vocational or personal skills) more than temporary and responses are stressful to environment behavior is exhibited in two different settings (one of which is school related). They are also unresponsive to direct intervention in general education.
Difficulty in Communicating	Refers to a learner whose developmental conditions are causing problems in communication, learning and social behaviors. It is typically characterized by difficulty in: Understanding others; Producing message; Communicating using devices.
Difficulty in Mobility (Walking, Climbing and Grasping)	Refers to a learner that manifest difficulty in maintaining one's position or changing a body position. They include those diagnosed as having cerebral palsy, spina bifida and muscular dystrophy.
Difficulty in Hearing	Refers to a learner that have difficulty in hearing, hard of hearing, suffering from hearing loss or deaf.
Difficulty in Seeing	Refers to a learner that manifest difficulty in vision that even with correction, adversely affects a child educational performance. They include those that are totally blind, functionally blind or low vision.
Difficulty in performing adaptive skills (self-care)	Refers to a learner manifesting difficulty in washing oneself, caring of body parts, toileting, dressing, eating and drinking.
Multiple Impairment	Refers to a learner diagnosed with cerebral palsy with other disabilities, deaf-blindness, hearing impairment with other disabilities, autism and ADHD and those who have combination of those previously mentioned.
Enhanced Instructional Management by Parents, Community and Teachers (e-IMPACT)	Refers to an intervention infused with technology and aligned with the Revised Basic Education K to 12 Curriculum (RBEC) of the Department of Education. This approach utilizes the services of parents, community members including the learners themselves in managing teaching and learning. This is implemented from Grades 1-6 using Program Teaching and Peer Instruction. For Program Teaching, Grades 4-6 learners are teaching Grades 1-3 learners. In Peer Instruction, a leader in the higher grades, let say will lead his or her classmates in studying a lesson in a particular subject. This is also to solve lack of teachers and classrooms.
Modified In School Off School Approach (MISOSA)	Refers to an ADM which serves children under difficult circumstances through community partnership. This is implemented from Grades 4-6 because they are considered independent learners.
Monograde Classes	Refers to the number of classes by grade level from Kindergarten to Grade 6 offering regular curricula.
Multigrade classes	Refers to number of classes with a combination of two or more grade levels offering regular curricula.
Alive Classes	Refers to the number of classes by grade level from Kindergarten to Grade 6 offering Arabic Language and Islamic Values Education.
Regular Classes	Refers to the number of classes by grade level from Grades 7 to 10 offering regular curricula.
Kindergarten/Headstart (SPED)	Refers to a SPED kindergarten program for learners who manifests superior intelligence beyond their chronological age.
Primary Level (SPED)	Refers to the level after kindergarten where learners with special educational needs are still being prepared for mainstreaming in regular classes. Learners with special educational needs are allowed to stay in the program for a maximum of three (3) years in each of the three (3) levels. However, learners with special educational needs can be mainstreamed in regular classes if found to be ready based on performance.
Transition (SPED)	Refers to level/program for learners with special educational needs who have completed the primary level who could not pursue academic subjects and/or over-aged for the elementary level.
Mainstreamed in Regular Class	Refers to the learners with special educational needs who are placed in regular classes.
Self-contained Class	Refers to the learners with special educational needs who are purely in special education classes.
SPED Class	Refers to an organized group of learners with special educational needs receiving care, intervention and educational services in the SPED Center or regular school with SPED Program.
SPED Center	Refers to the learning center that caters to learners with special educational needs operating within a regular school of a standalone learning center.
Philippine Bangladesh Rural Advancement Committee (BRAC) Learning Center	Refers to learning centers recognized as an alternative model in the delivery of formal education, targeting disadvantaged children from all socio-cultural groups. This cover ARMM region only.
Philippine Schools Overseas	Refers to a duly-registered educational institutions operating outside the Philippines and implementing the basic education curriculum of the Department of Education (DepEd).
Tahderiyyah Community School	Refers to a community school initiated for children affected by armed conflict in Mindanao under the Government of the Philippines (GPH)-UNICEF CPC.
ICT Equipment	Refers to electronic devices such as hardware and software that are intended to perform information processing and communication functions.
LED TV	Refers to a type of television that uses light-emitting diodes (LED).
Network Switch	Refers to a device used to network multiple computers together.
Printer	Refers to a machine for printing text or illustrations on paper.
Projector	Refers to a machine that projects images onto a screen or a wall.
Uninterruptible Power Source (UPS)	Refers to an electronic equipment that provides battery backup when the electrical power source fails.
Wireless Router	Refers to electronic device that works as router and as a wireless access point, to provide access to the internet or a private computer network.
School Site Ownership and Proof of occupancy	Refers to any legal and official document that acts as a competent proof of one's ownership and/or occupancy of the subject property.
Certificate of Title	Refers to the transcript of the decree or registration made by the Register of Deeds.
Original Transfer Certificate of Title (OCT)	Refers to the land which has been adjudicated and decreed in the name of its owner in registration proceeding and the title issued for the first time in pursuant of such decree.
Transfer Certificate of Title (TCT)	Refers to the land which title is cancelled and replaced by another title by reason of sale or transfer.
Certificate of Land Ownership Award (CLOA)	Refers to a proof of ownership of the agrarian reform beneficiary with respect to private and agricultural land covered under RA 6657.
Special Patent	Refers to grant, cede, and convey full ownership of alienable and disposable lands formerly covered by a reservation of lands of the public domain and is issued upon promulgation of a special law or act of Congress or by the DENR Secretary as authorized by the President.
Certificate of Stewardship	Is awarded to individuals or families actually occupying or tilling portions of forest lands pursuant to LOI 1260 for a period of 25 years' renewable for another 35 years.
Special Land Use Permit (SLUP)	Is a privilege granted by the State to a person to occupy, possess and manage in consideration of specified return, any public forest lands for a specified use or purpose.
Adverse Claim	Refers to a written statement setting forth claim to the title or right to possession over a registered property, alleging how and under whom such alleged right was acquired.
Encroachment	Refers to unlawful interference or gaining upon the land, property, other possessions, or the rights of another.
With Illegal Settlers	Refers to groups of housing units illegally constructed on a land that the occupants have no legal claim.
Protected Areas	Refers to identified portions of land and water set aside by reason of their unique physical and biological significance, managed to enhance biological diversity and protected against destructive human exploitation, such as National Parks, Natural Parks, Natural Monuments, Protected Landscape, Protected Seascape, Game Refuge and Bird Sanctuaries, Resource Reserves, Managed Resource Protected Areas, Marine Reserves, Watershed Forest Reserves, Natural Biotic Areas, Wildlife Sanctuaries, and Wilderness Areas.
Timberland and Forestland	Refers to lands of the public domain which have been the subject of the present system of land classification and determined to be needed for forest purposes. Eventually, these lands will be proclaimed as forest reserves by the President.
Within Ancestral Domain	Refers to all areas generally belonging to ICCs/IPs comprising lands, inland waters, coastal areas, and natural resources therein, held under a claim of ownership, occupied or possessed by ICCs/IPs, communally or individually since time immemorial. It covers the total environment, including the spiritual and cultural bonds to the areas which the ICCs/IPs possess, occupy and use and to which they have claims of ownership.
Certificate of Ancestral Domain Titles (CADT)	Refers to a title formally recognizing the rights of possession and ownership of ICCs/IPs over their ancestral domains identified and delineated in accordance with RA No. 837 otherwise known as the Indigenous People's Rights Act of 1973.
With Ancestral Land	Refers to occupied land, possessed and utilized by individuals, families and clans who are members of the ICCs/IPs since time immemorial. Ancestral lands include residential lots, rice terraces or paddies, private forests, swidden farms and trees lots.
Certificate of Ancestral Land Title (CALT)	Refers to a title formally recognizing the rights of ICCs/IPs over their ancestral lands.
Learners Nutritional Status in Height: Severely Stunted	Severely Stunted — refers to a learner who is very short for his/her age and whose height-for-age (HFA) fall below -3 z-score line or standard deviation (SD).
Learners Nutritional Status in Height: Stunted	Refers to a learner who is short for his/her age and whose height-for-age (HFA) fall between -2 to -3 z-score line or standard deviation (SD).
Learners Nutritional Status in Height: Normal	Refers to a learner with normal height for his/her age and whose height-for-age (HFA) fall between -2 to +2 z-score line or standard deviation (SD).
Learners Nutritional Status in Height: Tall	Refers to a learner who is tall for his/her age and whose height-for-age (HFA) fall beyond +2 z-score line or standard deviation (SD).
Group handwashing facility	Refers to a facility to be used in supervised handwashing and toothbrushing activity that can accommodate at least 10 learners.
Water Outlet	Refers to any opening where water comes out for handwashing (e.g., Faucets, Punch Pipes, etc.).
Peace Education	Refers to the transformative education; education that seeks to change mindsets values and behaviors that have led to direct, structural, and other forms of violence in our society; education that builds awareness, concern and action towards non-violence, justice, and environmental care.
Student-Family Reunification plan	Refers to a functional protocol that outlines the redirection of a school's occupants to a secured site away from the threat (could be within or outside school grounds depending on the situation/hazard) and supports the effort to reunite students with their families.
Lockdown plan	Refers to a functional protocol that outlines the steps to ensure that a school's occupants are kept safe from security risks brought about by armed intruders, armed conflict from other sources, etc.
Peacebuilding activities	Refers to a range of measures targeted to reduce the risk of lapsing or relapsing into conflict by strengthening national capacities at all levels for conflict management, and to lay the foundation for sustainable peace and development. Peacebuilding strategies must be coherent and tailored to the specific needs of the country concerned, based on national ownership, and should comprise a carefully prioritized, sequenced, and relatively narrow set of activities aimed at achieving the above objectives.
Education in Emergencies (EiE)	Refers to "a set of linked project activities that enable structured learning to continue in times of acute crisis or long-term instability." 1(see citation below) It safeguards the rights of children to education by ensuring learning continuity amid disasters brought about by natural or human-induced hazards. EiE covers response and rehabilitation and recovery efforts of the education sector and is guided by the Sustainable Development Goal (#4) of ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all. EiE is life-preserving and life-saving, which is an integral and critical part of response interventions. A structured learning environment provides stability and a return to sense of normalcy during crisis situations, bringing forth hope for the future among children and affected communities. In addition, life-saving information such as survival skills and coping mechanisms are imparted through education, therefore avoiding further physical and psychological health risks and loss of lives after disasters.
Armed Conflict	Refers to armed confrontations occurring between governmental armed forces and one or more armed groups, or between such groups arising in the Philippine territory. Armed conflict incidents include armed encounters such as the All-Out-War in 2000, the September 2013 Zamboanga Siege, and rido, among others.
State and/or Non-State Actors	Refers to those involved in the armed conflict.
MOOE Allocation	Refers to the MOOE provided for the previous fiscal year.
MOOE Utilization	Refers to the amount of MOOE utilized from the MOOE allocation of the previous fiscal year.
MOOE Liquidation	Refers to the amount of MOOE liquidated from the MOOE utilized from the MOOE allocation of the previous fiscal year.
Along the highway/public road	Refers to a school located facing or directly beside a national road/public road.
By the hillside	Refers to a school located on an inclined or steeped area.
On the top of the mountain	Refers to a school located on an elevated area.
On a small island	Refers to a school located on an island with an area less than 200 sq. km.
Near the coastline	Refers to a school located near the coastline within 1.5 km from the school.
Near a river or waterway	Refers to a school located near a river or waterway within 1.5 km from the school.
Near a fault line	Refers to a school located near a fault line within 1.5 km from the school.
Passed Vision Screening result	Learner who identified all symbols or letters for both eyes using vision screening chart.
Failed Vision Screening result	Learner who has had 1 or more mistake in identifying letters or symbols in the vision screening chart.
Measles Containing Vaccines	Include combination vaccines for measles and rubella (MR) and for measles, mumps and rubella (MMR) and monovalent measles vaccines.
Tetanus Diptheria Vaccine	Is a combination vaccine that protects against three potentially life-threatening bacterial diseases: tetanus, diphtheria, and pertussis (whooping cough).
Human Papilloma Virus Vaccine	Is an inactivated (not live) vaccine which protects against four major types of HPV. These include two types that cause about 70% of cervical cancer and two types that cause about 90% of genital warts.

n Note from the Publisher: Copied verbatim from the official copy. Duplication of item no. V.