The Digital Blueprint for Health: Launching the National WinS Uploading for SY 2025-2026

As of January 2026, the educational landscape is reaching a critical milestone in student welfare. The official window for the National Uploading and Validation of the WASH in Schools (WinS) Program for School Year 2025-2026 is now open. Running from January 26 through March 31, 2026, this phase represents a massive digital mobilization aimed at auditing and improving the water, sanitation, and hygiene conditions for millions of students.

This isn't just a routine data entry task; it is the pulse check of a nation’s commitment to public health. By utilizing the Three-Star Approach (TSA), schools are participating in a standardized, evidence-based system that ensures hygiene isn't just an afterthought—it's an institutional priority.

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Understanding the Uploading Window: Key Deadlines

The timeline for this year’s validation is strict to ensure data integrity and timely intervention. Administrative leaders and WinS Coordinators should mark their calendars for these critical dates:

• Commencement Date: January 26, 2026

• Closing Date: March 31, 2026

• System Platform: The e-OMS (Electronic Online Monitoring System)

The two-month window allows schools to transition their offline findings into the national database. Given the scale of this operation, stakeholders are urged not to wait until the final week of March, as this period often sees the highest traffic on the ICTS-SID servers.

Data Integrity and the "Single Source of Truth"

One of the most vital updates for the SY 2025-2026 cycle is the protocol regarding data discrepancies. The policy is now clearer than ever: the result on the uploaded report in the e-OMS shall be the official and final rating.

If a school’s offline monitoring form suggests a different outcome than what is reflected in the digital portal, the e-OMS star rating prevails. This shift emphasizes the importance of the digital validation process. It ensures that the national health dashboard remains accurate and that the "Star Ratings" awarded to schools are based on the most current, verified digital data.

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New Indicators: The SBFP Integration

This year, the monitoring forms have been updated to include more granular data points. A significant addition is the SBFP (School-Based Feeding Program) indicator.

When uploading, coordinators must ensure they are using the latest version of the forms, which now request the number of beneficiaries disaggregated by sex. This level of detail allows health officials to analyze the intersection of nutrition and hygiene, ensuring that resources are distributed equitably and that the specific needs of all students are met.

Protocol for Non-DepEd and Private Institutions

To maintain a comprehensive national census of school health without overstepping administrative boundaries, the guidelines provide a specific instruction for non-DepEd elementary and secondary schools: upload a blank form only. This ensures these institutions are accounted for in the system’s participation metrics while respecting the different reporting structures of private education sectors.

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Troubleshooting and System Support

Recognizing that digital infrastructure can face hurdles, the 2026 guidelines emphasize real-time coordination. If an uploading interruption occurs, the primary point of contact is the ICTS-SID.

If system maintenance is required, a cascading notification system is in place:

1. ICTS-SID identifies the maintenance need.

2. Regional WinS Coordinators are notified immediately.

3. Information is filtered down to the School Division Offices (SDOs).

This proactive approach minimizes frustration and ensures that the March 31 deadline remains achievable for all regions.

Contact Information for SY 2025-2026

For those requiring technical clarification or policy guidance during the uploading phase, the Bureau of Learner Support Services – School Health Division (BLSS-SHD) has designated a specialized team:

• Ms. Magdalena Portia T. Caralug (Supervising Health Program Officer)

• Mr. Vonreich B. Berta (Education Program Specialist II)

• Mr. Dranoel Cyrus C. Baguio (Technical Assistant II)

• Contact: (02) 632-9935 | 0915-564-4363 | sbfp@deped.gov.ph

A Data-Driven Future for Student Health

The National Uploading and Validation process is the backbone of the WinS Program. By translating physical school conditions into digital data, the program creates accountability and a roadmap for improvement. Whether a school is currently at a one-star or three-star level, the act of uploading and validating this data is the first step toward a healthier, safer learning environment for the next generation.

National Children’s Science Congress 2026: “Siyensiya, Teknolohiya at Inobasyon: Kabalikat sa Matatag, Maginhawa, at Panatag na Kinabukasan”

Science, technology, engineering, and mathematics (STEM) are more than just academic subjects—they are the foundation of innovation, progress, and global competitiveness. Across the world, educators and policymakers recognize the importance of nurturing young minds to think critically, solve problems creatively, and collaborate effectively. The National Children’s Science Congress 2026, organized by the Science Club Advisers Association of the Philippines (SCAAP), is a shining example of how science education can be celebrated and strengthened through hands-on activities, research, and collaboration.

Held from February 20–22, 2026 at the La Vista Pansol Resort Complex in Calamba, Laguna, this congress brings together learners, teachers, and science club advisers from both public and private schools nationwide. With its theme, “Siyensiya, Teknolohiya at Inobasyon: Kabalikat sa Matatag, Maginhawa, at Panatag na Kinabukasan” (Science, Technology, and Innovation: Partners for a Strong, Comfortable, and Secure Future), the event emphasizes the role of STEM in building a better tomorrow.

The Theme: Science and Innovation as Partners for the Future

The congress theme resonates globally. It highlights how science and technology are not just tools for discovery but essential partners in creating a sustainable, secure, and prosperous future. For U.S.-based readers, this message aligns with ongoing conversations about climate change, digital transformation, and the need for innovation-driven economies.

By focusing on resilience (matatag), comfort (maginhawa), and security (panatag), the congress underscores the holistic benefits of STEM education—not only for economic growth but also for social well-being.

Objectives of the Congress

The National Children’s Science Congress 2026 is designed with clear objectives that reflect international best practices in STEM education:

• Capacity-Building for Educators: Providing professional development opportunities for science club advisers to enhance mentoring and leadership skills.

• Promotion of STEM Education: Encouraging co-curricular programs, research activities, and science club initiatives that make science learning engaging and practical.

• Networking and Collaboration: Creating platforms for educators to share resources, exchange best practices, and build partnerships that strengthen science teaching nationwide.

These objectives mirror the priorities of many U.S. educational initiatives, making the congress relevant to a global audience interested in STEM advocacy.

Activities and Competitions: Learning Through Engagement

One of the most exciting aspects of the congress is its diverse range of activities and competitions. These events are carefully designed to spark curiosity, creativity, and teamwork among participants.

Science Investigatory Projects

Students present research in Life Science and Physical Science, either individually or as teams. These projects encourage young learners to apply scientific methods to real-world problems.

Science Quiz Bowl

A fast-paced competition that tests knowledge across various scientific disciplines, fostering both academic excellence and healthy competition.

Sci-Art Contest

Blending creativity with science, this contest allows students to express scientific concepts through art, proving that STEM and the arts can complement each other beautifully.

Science Journalism

Participants practice science communication by writing articles and reports, a skill increasingly vital in today’s information-driven society.

Odyssey of the Mind & Robotics

These activities challenge students to think outside the box, solve problems innovatively, and explore the exciting world of robotics and engineering.

Science Jingle, Word Factory, and Trivia

Fun, engaging contests that make science accessible and enjoyable for younger learners, reinforcing the idea that STEM can be both educational and entertaining.

Teacher-Led Initiatives

Educators also participate through Science Action Research (Sci Clubbing) and Improvisation of Science Equipment, ensuring that teachers remain active contributors to the advancement of STEM education.

Why This Matters Globally

While the congress is held in the Philippines, its impact resonates far beyond. For U.S.-based readers, the event demonstrates how grassroots initiatives can inspire national movements in STEM education. It shows that investing in young learners and supporting educators can create ripple effects that benefit entire communities.

The congress also reflects a broader global trend: the recognition that science education must go beyond textbooks. Hands-on activities, collaborative projects, and creative competitions are essential for preparing students to thrive in a rapidly changing world.

The Role of Educators and Advisers

Science club advisers play a crucial role in guiding students through these activities. Their mentorship ensures that learners not only gain knowledge but also develop confidence, leadership skills, and a passion for discovery.

By providing continuous professional development, the congress empowers advisers to become catalysts of change in their schools and communities. This mirrors the emphasis in U.S. education on teacher training and leadership development as key drivers of student success.

Participation Guidelines

The advisory emphasizes that participation is voluntary and must not interfere with instructional time, in compliance with DepEd policies. This ensures that the congress complements, rather than disrupts, formal education.

Importantly, the event is not subject to the no-collection policy under Republic Act No. 5546, allowing organizers to sustain the program through responsible resource management.

Building a Future Through Science

The National Children’s Science Congress 2026 is more than just an event—it is a movement that celebrates curiosity, innovation, and collaboration. By engaging students, empowering educators, and promoting STEM education, it contributes to building a future that is resilient, comfortable, and secure.

For U.S.-based readers, the congress serves as a reminder that science education is a universal priority. Whether in Manila, New York, or Los Angeles, the message is clear: investing in young minds today ensures a brighter, more innovative tomorrow.

Strengthened Senior High School Pilot Program: Communication and Feedback Guidelines for Effective Implementation

Education reform succeeds when communication is clear, timely, and inclusive. The Department of Education (DepEd) in the Philippines has issued comprehensive guidelines for the Strengthened Senior High School (SSHS) Pilot Program, focusing on information dissemination and structured feedback mechanisms. While this initiative is localized, the principles behind it—transparent communication, stakeholder collaboration, and responsive feedback—resonate globally, including in the United States, where schools also grapple with balancing innovation and consistency.

This blog explores the latest SSHS guidelines (as of January 2028), breaking down their objectives, scope, communication platforms, and feedback processes. For educators, policymakers, and education enthusiasts worldwide, these guidelines offer a blueprint for how large-scale pilot programs can be managed effectively.

Background: Turning Directives into Dynamic Learning Processes

The SSHS guidelines emphasize that information dissemination is not a one-way directive. Instead, it should be a dynamic process where schools, regional offices, and central leadership exchange insights. This approach ensures that challenges—whether resource gaps, policy confusion, or implementation hurdles—are identified early and addressed before scaling the program nationwide.

By establishing structured feedback channels, DepEd transforms the pilot program into a learning ecosystem, where evidence-based adjustments can be made in real time.

Objectives: What the Guidelines Aim to Achieve

The guidelines are designed to:

• Provide standardized protocols for information dissemination across governance levels.

• Establish feedback mechanisms that ensure proper documentation and timely responses.

These objectives highlight the importance of consistency and accountability, ensuring that pilot schools are not left isolated but are supported by a responsive system.

Scope: Who the Guidelines Apply To

The SSHS guidelines apply exclusively to:

• 891 pilot schools participating in the program.

• Their respective School Division Offices (SDOs) and Regional Offices (ROs).

Schools outside the pilot program are instructed not to participate in these communication platforms, ensuring clarity and focus. The guidelines cover School Years 2025–2026 and 2026–2027, aligning with DepEd Memorandum No. 048, s. 2025.

Platforms and Tools: How Communication Will Flow

To ensure smooth coordination, DepEd has outlined multiple platforms and tools:

1. Online Directory

Each regional office, division office, and pilot school must designate at least one SSHS focal person. These focal persons are listed in an online directory, ensuring accountability and easy access to program updates.

2. Social Media Group

A dedicated Facebook group serves as a fast communication channel, allowing focal persons to raise concerns and receive updates in real time.

3. Email

Formal reporting of complaints, non-compliance, and inquiries is handled via email. The SSHS Secretariat manages the official email account, coordinating responses across offices.

4. DepEd Website

A dedicated webpage acts as a repository of SSHS-related materials, updated regularly in coordination with the Public Affairs Service.

5. Check-In Meetings

Regular meetings provide opportunities to explain new guidelines, clarify doubts, and share best practices. These meetings ensure that communication is not just digital but also interactive.

6. Regional Communication Channels

Regional focal persons are encouraged to establish their own channels with division offices and school heads, ensuring localized coordination.

Communication Process Flow: From Central Office to Schools

The guidelines establish a clear hierarchical communication flow:

1. Central Office (CO) formulates policies and develops materials.

2. Regional Offices (ROs) cascade these policies to SDOs.

3. School Division Offices (SDOs) communicate them to pilot schools.

4. Pilot Schools, through school heads, implement the policies and act on requests.

This structured flow minimizes confusion and ensures that every level of governance is aligned.

Feedback Process Flow: From Schools Back to Leadership

Equally important is the feedback loop:

1. Pilot schools raise concerns with their SDO focal person.

2. SDOs respond within three working days.

3. If unresolved, concerns are escalated to ROs, which also respond within three days.

4. Verified cases of non-compliance are documented and reported to the Central Office Secretariat.

5. The Secretariat provides technical assistance within three to seven working days.

This process ensures accountability, responsiveness, and timely resolution of issues.

Why This Matters Globally

While the SSHS program is specific to the Philippines, the principles behind it—structured communication, accountability, and feedback loops—are universally applicable. In the U.S., where education reforms often face challenges in scaling, these guidelines offer a model for how pilot programs can be managed effectively.

By combining digital platforms (social media, email, websites) with human interaction (check-in meetings, focal persons), DepEd ensures that communication is both efficient and empathetic.

Building a Culture of Collaboration

The SSHS guidelines demonstrate that successful education reform requires more than just policy—it requires collaboration, communication, and responsiveness. By establishing clear dissemination protocols and feedback mechanisms, DepEd ensures that pilot schools are supported, challenges are addressed promptly, and the program evolves based on evidence.

For educators and policymakers worldwide, these guidelines serve as a reminder: education reform is not about directives—it’s about dialogue.

WRG-PH Global Circuit Online 2026: A Global Robotics Challenge Connecting Learners Worldwide

The world of robotics competitions has always been a thrilling space for innovation, creativity, and collaboration. In 2026, the World Robot Games Philippines (WRG-PH) is taking this excitement to the next level with the Global Circuit Online 2026. This international, multi-event robotics competition is designed to bring together learners, educators, and enthusiasts from across the globe—without the barriers of travel, cost, or logistics.

For U.S.-based robotics teams, educators, and students, this event offers a unique opportunity to engage with global peers, sharpen technical skills, and prepare for the World Robot Games Japan 2026.

What Is the WRG-PH Global Circuit Online 2026?

The WRG-PH Global Circuit Online 2026 is an online, marathon-style robotics competition that allows participants to compete at their own pace and convenience. It is an extension of the World Robot Games Philippines, offering authentic WRG formats in a digital environment.

Key highlights include:

• Global accessibility: Teams from anywhere in the world can join.

• Flexible participation: Online slots can be scheduled between February 17 – April 17, 2026.

• Inclusive formats: Any robot kit or programming platform can be used, making it accessible to schools with existing resources.

• Preparation for WRG Japan 2026: A stepping stone toward the prestigious in-person competition later in the year.

Registration Details and Deadlines

• Registration Period: January 17 – March 17, 2026

• Competition Dates: February 17 – April 17, 2026

• Registration Link: tinyurl.com/WRGPH-GlobalCircuit2026

Fees:

• Early Bird Rate: ₱1,500 (approx. $27 USD) per participant until February 28, 2026 (covers 3 games).

• Regular Rate: ₱2,400 (approx. $43 USD) until March 17, 2026 (covers 3 games).

• Additional Games: ₱500 ($9 USD) for early bird, ₱800 ($14 USD) for regular.

Categories and Age Groups

The competition is open to a wide range of participants:

• Kinder / Pre-Junior

• Junior (9–14 years old)

• Senior (15–19 years old)

• Teacher Edition

This inclusivity ensures that learners of all ages, as well as educators, can showcase their skills.

Game Events: A Blend of Creativity and Engineering

Participants can choose from a variety of exciting robotics challenges:

1. iBeam Line Tracing

2. kBeam Line Tracing

3. Programmable Line Tracing

4. OMG Shoot The Ball

5. OMG Move The Can

6. OMG Hit The Ball

7. OMG Drop The Box

8. OMG Carry The Ball

9. Innovative Category

These events test programming, mechanical design, and problem-solving skills, encouraging participants to think critically and creatively.

Free Training and Orientation

To support participants, WRG-PH offers:

• Official training and demonstration videos via the WRG YouTube Channel (youtube.com in Bing).

• Free online consultation and orientation sessions in February and March 2026.

This ensures that even first-time participants can confidently prepare for the competition.

Why This Matters for U.S.-Based Robotics Enthusiasts

While the WRG-PH Global Circuit Online 2026 is hosted in the Philippines, its online nature makes it globally accessible. For U.S. robotics teams, this event is:

• Cost-effective: No need for international travel or accommodation.

• Globally recognized: Participation adds credibility to student portfolios and resumes.

• Skill-building: Exposure to diverse formats strengthens programming and engineering expertise.

• Community-driven: Connect with international peers, fostering collaboration and cultural exchange.

Compliance and Accessibility

For public schools, participation is subject to compliance with policies ensuring no disruption of classes and adherence to no-collection rules. This makes the competition equitable and accessible to all learners.

How to Join

Interested participants can register at tinyurl.com/WRGPH-GlobalCircuit2026 . For inquiries, contact:

• Email: philippineroboticsteam@gmail.com

• Mobile: +63 960 319 0834

A Road to WRG Japan 2026

The WRG-PH Global Circuit Online 2026 is more than just a competition—it’s a movement toward accessible, global robotics education. By removing barriers and offering authentic WRG formats online, it empowers learners worldwide to innovate, collaborate, and prepare for the future.

For U.S.-based robotics enthusiasts, this is a chance to be part of a global stage, sharpen skills, and build connections that transcend borders.

The Enhanced Alternative Learning System: A Comprehensive Guide to Inclusive Education

Education systems worldwide are adapting to meet the needs of diverse learners. In the Philippines, the Department of Education (DepEd) has formalized this effort through DepEd Order No. 001, s. 2026, which adopts the latest guidelines for the Enhanced Alternative Learning System (ALS).

This landmark order repeals earlier policies and ensures that out‑of‑school children, youth, and adults gain equitable access to quality education. While the program is Philippine‑based, its principles—flexibility, inclusivity, and lifelong learning—resonate globally, including in the United States, where similar challenges in educational access and workforce readiness exist.

Legal Foundation and Policy Statement

The Enhanced ALS is anchored on Republic Act No. 11510 (ALS Act) and its Implementing Rules and Regulations. With DepEd Order No. 001, s. 2026, the Department sets clear standards for curriculum, assessment, and program delivery.

This policy ensures:

• Equitable access to basic education for marginalized learners

• Alignment with the Revised Basic Education Curriculum

• Development of functional literacy and life skills

Scope of Implementation

The order mandates implementation across:

• Community Learning Centers (CLCs): School‑based or community‑based hubs

• State Universities and Colleges (SUCs) and Local Universities and Colleges (LUCs): Institutions delivering ALS programs

• Programs: Basic Literacy Program (BLP), Accreditation and Equivalency (A&E) Elementary, Junior High School (JHS), and Senior High School (SHS)

Starting SY 2026–2027, all Schools Division Superintendents (SDSs) will roll out the revised ALS curriculum.

Key Definitions

DepEd Order No. 001, s. 2026, standardizes terms such as:

• Functional Literacy Test (FLT)

• Individual Learning Agreement (ILA)

• Learning Strands (LS)

• Micro‑certification

• Recognition of Prior Learning (RPL)

These definitions ensure consistency across governance levels and program implementers.

Curriculum Structure

The Revised ALS Curriculum, mandated by DepEd Order No. 001, s. 2026, is benchmarked against the formal K–12 system and emphasizes 21st‑century skills.

Competency levels include:

• BLP: Beginning (Kinder–Grade 1) and Developing (Grades 2–3)

• A&E Elementary: Intermediate (Grades 4–6)

• A&E JHS: Upper Intermediate (Grades 7–8) and Proficient (Grades 9–10)

• ALS SHS: Equivalent to Grades 11–12

Learning Delivery

The order prescribes a competency‑based approach with flexible modalities:

• Modular instruction

• Online/digital/mobile learning

• Face‑to‑face tutorials

• Radio/TV instruction

• Blended learning

Individual Learning Agreements (ILA) and Records of Progress

DepEd Order No. 001, s. 2026, requires each learner to have an ILA and RLP, jointly developed with ALS implementers. These tools track progress, guide instruction, and form part of certification portfolios.

Medium of Instruction and Duration

• Languages: Filipino and English are primary mediums; mother tongue may be used as auxiliary support.

• Duration: Program length depends on prior learning. Learners may exit early with micro‑certification or pursue full A&E certification.

Learning Resources and Environment

The order specifies continued use of existing ALS modules, FELP kits, BYOB/WBL modules, ICT4ALS materials, and life skills modules, while new resources are developed.

Learning environments range from simple community spaces to fully equipped centers with ICT facilities.

Assessment and Certification

DepEd Order No. 001, s. 2026, outlines:

• Entry‑Level Assessments: ABL, FLT, and RPL forms

• Formative Assessments: Quizzes, journals, performance tasks

• Summative Assessments: End‑of‑competency evaluations

• Certification: A&E tests, portfolio assessments, micro‑certifications, and TESDA National Certificates

Capacity Building and Roles

The Bureau of Alternative Education (BAE) leads training and professional development. Roles are distributed across:

• Central Office: Policy, curriculum, resources, national assessments

• Regional Offices: Training, technical assistance, monitoring

• Division Offices: Supervision, research, resource management

• Schools/CLCs: Direct implementation and learner support

Monitoring and Evaluation

Aligned with the Basic Education Monitoring and Evaluation Framework (BEMEF), DepEd Order No. 001, s. 2026, requires systematic reporting at school, division, regional, and national levels.

Global Relevance

Though Philippine‑specific, the Enhanced ALS reflects global priorities: inclusivity, flexibility, employability, and digital citizenship. These resonate with U.S. audiences, where lifelong learning and workforce readiness are equally critical.

DepEd Order No. 001, s. 2026 is more than a policy—it’s a blueprint for inclusive, flexible, and future‑ready education. By aligning with global trends, it demonstrates how education systems can adapt to diverse learners and evolving societal needs.

Northern Mindanao Minimum Wage Hike 2026: What Workers and Employers Need to Know

The Department of Labor and Employment (DOLE), through the Regional Tripartite Wages and Productivity Board (RTWPB) Region X, has officially announced new minimum wage rates in Northern Mindanao, effective January 16, 2026.

These changes, issued under Wage Order No. RX-24 and Wage Order No. RBX-DW-06, cover both daily-paid workers and domestic workers (kasambahay) across the region.

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New Minimum Wage Rates in Northern Mindanao

Starting January 16, 2026, minimum wage earners in Northern Mindanao will receive higher pay, reflecting the government’s efforts to address rising living costs and improve workers’ welfare.

The wage adjustment applies to:

• Non-agriculture and agriculture workers

• Retail and service establishments

• Domestic workers (kasambahay)

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Daily Minimum Wage Rates (Wage Order No. RX-24)

The new daily minimum wage depends on the worker’s location and establishment category.

₱486 – Wage Category I

Applies to non-agriculture and agriculture workers in the following areas:

• Cities of Cagayan de Oro, Iligan, Malaybalay, Valencia, Gingoog, El Salvador, and Ozamiz

• Municipalities of Tagoloan, Villanueva, Jasaan, Opol, Maramag, Quezon, Manolo Fortich, and Lugait

These areas are generally more urbanized or industrialized, which is why they fall under the higher wage category.

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₱471 – Wage Category II

Applies to:

• All other areas in Northern Mindanao not listed under Category I

• Retail and service establishments employing not more than 10 workers

This category mainly covers smaller businesses and less urbanized municipalities.

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Monthly Minimum Wage for Domestic Workers (Kasambahay)

Under Wage Order No. RBX-DW-06, the monthly minimum wage for domestic workers in Northern Mindanao is now:

₱6,500 per month

This rate applies to:

• Househelpers

• Nannies

• Cooks

• Gardeners

• Other household service workers

The increase strengthens compliance with the Kasambahay Law (RA 10361) and aims to provide better financial security for domestic workers.

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Why the Wage Increase Matters

The new minimum wage rates are designed to:

• Help workers cope with inflation and rising living expenses

• Promote fair compensation across industries

• Balance the needs of workers and small businesses

• Encourage economic stability in Northern Mindanao

For employees, this means improved daily and monthly income. For employers, it’s a reminder to update payroll systems and ensure full compliance with labor laws.

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Employer Compliance and Penalties

All covered employers are required to comply starting January 16, 2026. Non-compliance may result in:

• Payment of wage differentials

• Administrative penalties

• Possible legal action under DOLE regulations

Employers are advised to coordinate with their local DOLE offices for guidance.

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Where to Get Official Information

For clarifications, wage advisories, or complaints, you may contact:

• DOLE Hotline: 1349

• Website: dole.gov.ph

• Social Media: @laborandemploymentph | @dole_govph

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The Northern Mindanao minimum wage increase for 2026 is a significant step toward protecting workers’ purchasing power while maintaining a balanced regional economy. Whether you’re an employee checking your new pay rate or an employer ensuring compliance, understanding these wage orders is essential.

Stay informed, know your rights, and ensure fair labor practices across the region.

Strengthened Senior High School Curriculum 2026: Complete Guide to DepEd’s Latest Monitoring & Evaluation Framework

The Department of Education has released DepEd Memorandum No. 003, s. 2026, establishing the official Guidelines on the Monitoring and Evaluation (M&E) of the Pilot Implementation of the Strengthened Senior High School (SSHS) Curriculum. This memorandum represents a major operational framework supporting the improvement of the Philippine Senior High School system through data-driven analysis, transparent reporting structures, and systematic assessment processes. By focusing on monitoring and evaluation mechanisms covering 891 pilot schools nationwide, the memorandum aims to ensure that the SSHS Curriculum reform is implemented with consistency, fidelity, and accountability across all levels of DepEd governance.

The memorandum responds to the national directive to rationalize and improve the SHS curriculum. It provides structure to the change process by clarifying how data will be collected, interpreted, validated, and used to refine policy before the SSHS curriculum is fully rolled out across the country. This detailed guide explores the purpose, scope, components, tools, and responsibilities embedded in the M&E system.

Click here to download SSHS Implementation M&E Plan_V.10.1

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Rationale Behind the Monitoring and Evaluation Framework

The SSHS Curriculum reform was initiated to streamline subject offerings, broaden learner choice, and strengthen alignment with both industry needs and national development goals. To ensure the reform achieves its intended outcomes, DepEd mandates a comprehensive M&E system that does more than track compliance. It must:

• assess curriculum delivery in real time,

• capture learner experiences and progress,

• evaluate teacher preparedness and training needs,

• monitor available resources and gaps,

• provide actionable recommendations, and

• support continuous system improvement.

The rationale highlights the importance of evidence-based decision-making. Instead of relying on assumptions or anecdotal reports, DepEd emphasizes the necessity of standardized tools, systematic data collection, and consistent reporting cycles. These processes enable both centralized and localized insights, helping DepEd respond to the diverse contexts across regions and schools.

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Purpose of the Monitoring and Evaluation Framework

The purpose of the M&E guidelines is to create a unified system across all participating DepEd offices and pilot schools. The framework aims to:

1. Provide insights into necessary support mechanisms for teachers, school leaders, and system implementers.

2. Identify potential challenges or bottlenecks early to allow for targeted interventions.

3. Establish validity and consistency through standardized data collection tools and processes.

4. Guide policy refinements and program adjustments before the curriculum is fully implemented nationwide.

By clarifying the purpose, DepEd ensures that each data point gathered contributes meaningfully to improving the SSHS curriculum.

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Scope of Implementation

The guidelines apply to:

• 891 pilot schools nationwide,

• Schools Division Offices (SDOs),

• Regional Offices (ROs), and

• Central Office bureaus and services.

The pilot implementation covers Grade 11 learners in SY 2025–2026, who will continue as Grade 12 learners under the SSHS Curriculum in SY 2026–2027. Other Grade 12 learners from non-pilot schools remain under the existing SHS curriculum. This staggered implementation ensures controlled testing, monitoring, and refinement of the strengthened curriculum.

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The SSHS Theory of Change

DepEd’s Theory of Change articulates four key outcomes:

1. Flexible Learner Pathways

The SSHS Curriculum is designed to simplify options and provide stackable learning opportunities. Students receive career guidance and support in selecting tracks aligned with their interests, goals, and strengths.

2. Improved Industry Alignment

Stronger partnerships with industries ensure that elective courses and work immersion opportunities mirror real workforce needs. This involves greater collaboration with industry partners in shaping curriculum delivery.

3. Improved School-Level Delivery

This outcome focuses on teacher capacity-building, access to learning resources, and improved instructional practices. Schools must provide a supportive learning environment that promotes both academic excellence and holistic development.

4. Improved Stakeholder Alignment

Effective communication among DepEd offices, schools, teachers, families, and industries ensures shared accountability. This reinforces system-wide coherence and strengthens the reform’s overall impact.

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Monitoring: Tools and Data Sources

Primary Data Sources

1. Rapid Check-In Survey

Conducted during the first quarter of implementation, this stakeholder feedback tool collects insights from:

• school heads,

• teachers,

• parents or guardians, and

• Grade 11 learners.

It assesses preparedness, learning resource availability, curriculum delivery quality, and overall satisfaction.

2. SHS Monitoring Tool (SHS MT)

Accomplished at the start of every semester, the SHS MT tracks:

• subject offerings,

• resource access,

• school readiness,

• career guidance delivery, and

• implementation progress.

Semestral submissions allow for continuous monitoring and timely adjustments.

3. Industry Partnership Mapping Tool

This tool documents and evaluates partnerships between schools and industry sectors. It helps identify whether electives align with workforce demands and whether students gain meaningful hands-on experiences.

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Secondary Data Sources

These include established assessment tools and administrative data systems:

• Classroom Observation Tool (COT)

• National Achievement Test (NAT Grade 10 and Grade 12)

• National Career Assessment Examination (NCAE)

• Enhanced Basic Education Information System (EBEIS)

• Learner Information System (LIS)

• School forms such as eSF7 and SF10

Using multiple data sources allows DepEd to validate findings and gain a comprehensive view of school performance and learner progress.

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Evaluation Framework and Timeline

The evaluation is divided into three phases:

Baseline Evaluation (SY 2025–2026)

Establishes the starting point by collecting data on learner competencies, school resources, and prior achievements.

Midline Evaluation (Q1 2026)

Assesses the fidelity of implementation and identifies operational challenges. Methods include key informant interviews, focus group discussions, surveys, and analysis of administrative data.

End-Line Assessment (2027)

Measures the curriculum’s impact on learner outcomes, particularly through NAT Grade 12 results.

Each phase supports systematic decision-making for policy refinement.

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Roles and Responsibilities Across DepEd Levels

Central Office

Responsible for developing M&E tools, conducting regular monitoring, managing evaluations, consolidating national reports, analyzing data, and coordinating with external evaluators such as PIDS.

Regional Offices

Conduct regional monitoring, consolidate SDO reports, provide technical assistance, and designate Regional SSHS focal persons.

Schools Division Offices

Handle data validation, conduct division-level monitoring, assist schools with implementation challenges, and designate division focal persons.

Schools

Ensure accurate data collection and submission, supervise school-level processes, maintain records, and use M&E results to improve instruction and school planning.

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Funding and Data Privacy Compliance

Funding for M&E activities may come from:

• Basic Education Curriculum (BEC) funds,

• Maintenance and Other Operating Expenses (MOOE),

• and the Monitoring and Evaluation Office (MEO) budget.

All activities must comply with the Data Privacy Act of 2012, ensuring secure handling of sensitive information.