Call for Nominations Opens for LKYSPP Capacity-Building Program on Policy Innovation for Education Leaders

Education leaders are constantly being asked to make decisions that are not only timely, but also data-driven, strategic, and responsive to rapidly changing realities. In a world where schools must adapt to emerging challenges, shifting policy environments, and growing expectations from communities, professional development programs that strengthen leadership and policy thinking have become more important than ever.

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A new opportunity has now been announced for qualified education leaders in Central Visayas. The Department of Education has issued a memorandum calling for nominations to the Lee Kwan Yew School of Public Policy (LKYSPP) Capacity-Building Program on Policy Innovation for Education Leaders. This initiative is designed to deepen participants’ understanding of public policy, improve evidence-based decision-making, and strengthen their ability to respond to complex educational challenges.

The program reflects a growing recognition that effective education leadership goes beyond school management. It requires the ability to think critically about systems, anticipate policy implications, and apply practical frameworks that support long-term improvement. For leaders who are ready to expand their influence and sharpen their strategic outlook, this program offers a meaningful and timely opportunity.

What the LKYSPP Capacity-Building Program Is About

The Lee Kwan Yew School of Public Policy, in collaboration with the Department of Education, is offering a 3-day capacity-building program focused on policy innovation for education leaders. The initiative is intended to help participants develop the skills and mindset needed to navigate public policy challenges in an increasingly complex environment.

At its core, the program aims to strengthen the leadership capacity of education professionals by exposing them to key ideas in public policy, future thinking, scenario planning, data analysis, and evidence-informed decision-making. These competencies are especially valuable in today’s education landscape, where leaders must respond quickly while maintaining a clear long-term vision.

Rather than focusing only on administrative responsibilities, the training encourages participants to look at education through a broader policy lens. This includes understanding how policy decisions are formed, how they affect schools and learners, and how leaders can communicate and engage more effectively in policy discussions.

Why This Program Matters for Education Leaders

For many school leaders, division superintendents, and assistant superintendents, the demands of the job have become more complex over time. Leadership now requires not only operational competence, but also the ability to interpret data, identify trends, and translate policy into practice.

This program is valuable because it helps participants build exactly those capabilities. By learning how to analyze policy processes and apply data in decision-making, education leaders can become more effective in crafting responses to real-world issues. They can also strengthen their ability to work with others in shaping policies that better support learners, schools, and communities.

Another important feature of the program is its focus on future thinking and scenario planning. These approaches help leaders prepare for uncertainty by examining possible developments before they happen. In education, where change can happen quickly and unexpectedly, this kind of preparation can make a major difference.

Program Objectives

The memorandum identifies three main objectives for participants:

• Gain a deeper understanding of public policy processes and how data analysis can be applied to educational decision-making.
• Understand the key frameworks that guide public policy processes.
• Develop a stronger understanding of how to communicate and engage with policies in a meaningful way.

These objectives highlight the practical nature of the training. The program is not simply theoretical; it is designed to equip participants with tools they can use in real leadership settings. That makes it especially relevant for those who are expected to make informed decisions under pressure and contribute to policy conversations at a higher level.

Who Can Be Nominated

The program is open to qualified Assistant Schools Division Superintendents (ASDSs) and other eligible education leaders who meet the specified criteria. According to the memorandum, target participants include those who have completed either the Superintendents’ Leadership Program (SLP) or the Executive Course on Leadership and Public Finance Management (ECLPFM).

In addition, nominees must have no pending scholarship nominations or training commitments that would conflict with the scheduled capacity-building activities. This requirement helps ensure that selected participants can fully commit to the program and complete the learning experience without interruption.

The memorandum also notes that only thirty (30) participants will be accepted, which makes the nomination process competitive. For qualified candidates, this limited number increases the value of the opportunity and underscores the importance of submitting complete and timely documentation.

Program Details at a Glance

The memorandum provides the following key details:

Detail	Information
Number of slots	30 participants
Duration	3 days
Dates	26–28 November 2026
Modality	Online
Program schedule/matrix	See Enclosure 1
Method	Mixed method of in-class sessions and consultations

This format makes the program accessible while still allowing for meaningful interaction and learning. The mixed-method approach suggests that participants will not only listen to lectures, but also take part in guided discussions, consultations, and applied learning activities.

Key Learning Outcomes

Participants are expected to leave the program with stronger skills and deeper insight in the following areas:

• Understanding the complexity of public policy and its implications for education policymaking.
• Applying future thinking and scenario planning to identify and prepare for emerging policy challenges.
• Using data and analytics to inform evidence-based policy decisions.

These outcomes are especially important for leaders who want to move from reactive management to proactive governance. In practical terms, the program can help participants become more confident in analyzing situations, weighing policy options, and contributing to more thoughtful and effective educational reforms.

Program Structure and Requirements

The program structure includes several key components:

• Pre-program survey
• During-program group presentation
• Post-program check-ins

After the training, participants are also expected to complete a Public Policy Process (PPP) with a focus area and a Workplace Application (WAP). These post-program requirements suggest that the training is designed to lead to real application in the workplace, not just classroom learning.

That practical emphasis is one of the strongest features of the initiative. It ensures that lessons learned during the program can be translated into actual workplace improvements, leadership strategies, and policy engagement efforts.

Nomination Process and Submission Requirements

The memorandum requests each Regional Office Personnel Development Committee, headed by the Regional Director, to nominate qualified Assistant Schools Division Superintendents and submit the required documents for each nominee through the provided online link no later than 20 October 2026.

The required documents include:

• A letter of intent including motivation, outstanding accomplishments, and PPP focus area
• Nomination letter using the template provided in Enclosure 2
• SLP certificate of completion or ECLPFM memorandum
• OCPRF ratings for two consecutive years
• Personal Data Sheet (PDS)
• Certificate of appointment
• Service record
• Certificates of relevant outstanding accomplishments

These requirements indicate that nominees should not only be qualified by position, but also demonstrate strong performance, professionalism, and readiness to contribute to the program.

Final Approval and Selection

All nominations are subject to screening and approval by the Central Office Personnel Development Committee. The final list of qualified participants will be issued through a memorandum.

This process helps ensure that the selection is fair, transparent, and aligned with the goals of the capacity-building program. It also emphasizes that nomination does not automatically guarantee participation; rather, candidates must be carefully evaluated based on qualifications and submitted documentation.

Why This Matters for the Future of Education Leadership

Programs like this are more than just training opportunities. They represent an investment in the future of education leadership. By preparing leaders to think more strategically about policy, data, and innovation, the Department of Education is helping build a stronger foundation for long-term institutional improvement.

For school systems everywhere, including those in the United States, the lesson is similar: leadership development works best when it combines practical experience with policy insight. Education is no longer shaped by classroom practice alone. It is also shaped by how leaders interpret evidence, respond to complexity, and guide institutions through change.

This memorandum shows a clear commitment to developing leaders who are not only operationally competent, but also policy-aware and future-ready. That kind of leadership is essential in any education system that wants to remain responsive, resilient, and effective.

Conclusion

The call for nominations to the LKYSPP Capacity-Building Program on Policy Innovation for Education Leaders presents a valuable opportunity for qualified education leaders in Central Visayas. With its focus on public policy, future thinking, data-driven decision-making, and applied leadership, the program offers participants a chance to strengthen both their professional competencies and their strategic perspective.

For eligible Assistant Schools Division Superintendents and other qualified nominees, this is a significant opportunity to learn from a respected institution and bring back insights that can improve leadership practice in their own workplaces. As education continues to evolve, programs like this play an essential role in preparing leaders to meet the demands of the future with confidence and clarity.

DepEd Adjusts eSF7 Submission Timeline for SY 2026–2027 Through InsightED

The Department of Education (DepEd) has announced an adjusted timeline for the accomplishment and submission of the Electronic School Form 7 (eSF7) for School Year 2026–2027 through InsightED. The adjustment was announced in an advisory dated October 13, 2026, in reference to Memorandum DM-OUHRODI-2026-3624.

According to the advisory, the schedule was adjusted because of ongoing system maintenance of the eSF7 portal on InsightED. Schools, school heads, and concerned education offices are advised to take note of the revised deadlines to ensure the timely accomplishment, submission, review, and monitoring of eSF7 data.

For teachers and school personnel, understanding the updated schedule is important for coordinating school records and meeting the prescribed reporting requirements.

Updated eSF7 Submission Schedule for School Year 2026–2027

The advisory provides an adjusted timeline for schools to accomplish and submit their Electronic School Form 7. The submission schedule is divided into three terms, with approximately four weeks allotted for each term.

Here is the revised schedule for schools:

Term	Accomplishment and Submission Period
Term 1	September 28–October 30, 2026
Term 2	November 3–November 27, 2026
Term 3	January 4–January 29, 2027

The advisory indicates that the dates marked with an asterisk are subject to adjustments.

School heads and personnel involved in eSF7 preparation should use these dates as their reference when planning and completing the required school data. Schools should also coordinate with their respective Schools Division Offices (SDOs) for any additional instructions that may apply to their submission process.

Review and Monitoring Schedule for Regional Offices and Schools Division Offices

Aside from the school-level submission timeline, the advisory also provides a separate schedule for the review and monitoring of eSF7 submissions.

Regional Offices (ROs) and Schools Division Offices (SDOs) are expected to follow the prescribed periods for checking and monitoring the submitted data.

The adjusted review and monitoring schedule is as follows:

Coverage	Review and Monitoring Period
First review period	September 28–December 18, 2026
Second review period	January 11–March 5, 2027

The advisory provides approximately eight weeks for each term's review and monitoring activities.

This separate timeline allows the concerned offices to monitor submissions and carry out their responsibilities within the prescribed periods. Schools should therefore remember that completing their eSF7 within the submission window and the subsequent review and monitoring activities are separate parts of the reporting process.

How to Access the DepEd InsightED eSF7 Portal

Schools and authorized personnel can access the Electronic School Form 7 (eSF7) portal through the DepEd InsightED platform.

Official eSF7 Portal:
https://stride.deped.gov.ph/insighted-schoolhead/#/nodes-dashboard

School heads and authorized personnel should use the appropriate school account and follow the instructions provided by their respective Schools Division Office.

Please note that the link above contains a specific school ID and is configured for elementary school offerings. If you belong to another school, verify the correct portal link and school details with your SDO before proceeding.

If the portal is temporarily unavailable because of system maintenance, check official DepEd announcements and follow the updated submission schedule for School Year 2026–2027.

Why Was the eSF7 Timeline Adjusted?

The adjustment was made because of ongoing system maintenance of the eSF7 portal on InsightED.

As schools increasingly rely on digital platforms for reporting and record management, system maintenance can affect the timing of online submissions. An adjusted schedule helps concerned offices and schools plan their work around the prescribed reporting periods.

However, the advisory does not state that the eSF7 requirement has been cancelled. Instead, it provides revised dates for accomplishment, submission, review, and monitoring.

School heads and personnel should continue preparing the required information and follow the applicable instructions issued through official DepEd channels.

What Is the Electronic School Form 7 (eSF7)?

The Electronic School Form 7, commonly called eSF7, is a digital school reporting form used in the Department of Education's school data reporting process.

Through InsightED, school heads can submit eSF7 data electronically, while division and regional personnel can monitor submissions and review school information. The platform supports the collection and management of school data for reporting and monitoring purposes.

The use of a digital submission platform makes it important for schools to check the completeness and accuracy of their information before submitting their forms.

School personnel responsible for preparing the form should coordinate with their school heads and follow the official instructions applicable to their respective schools.

What Should School Heads and Teachers Do?

With the adjusted eSF7 submission timeline in place, schools should take practical steps to prepare for the required reporting activities.

1. Check the revised deadlines.

School heads and personnel involved in eSF7 preparation should review the dates for Terms 1, 2, and 3. Keeping a copy of the updated schedule can help schools organize their work and avoid missing the prescribed submission periods.

2. Prepare the required school information.

Schools should organize the information needed to accomplish their eSF7. Personnel involved in preparing the form should check the accuracy and completeness of the entries before the submission process.

3. Coordinate with the school head.

Teachers and other concerned personnel should communicate with their school head regarding their responsibilities in preparing and verifying the required information.

4. Monitor official DepEd announcements.

Schools should watch for additional instructions from their Schools Division Office, Regional Office, or other authorized DepEd offices. Local issuances may provide further guidance on implementation and submission procedures.

5. Allow time for submission and verification.

Preparing the form before the deadline can help schools address incomplete entries or other concerns. Schools should avoid waiting until the last day to organize the necessary information.

These steps can help school personnel manage the reporting process more efficiently while following the adjusted timeline.

Important Reminder for Schools and Education Offices

The October 13, 2026 advisory reminds all concerned offices and schools to observe the adjusted timeline and ensure the timely accomplishment, submission, review, and monitoring of eSF7 data within the prescribed periods.

School heads should communicate the revised schedule to the personnel involved in preparing the form. Regional and division offices should likewise take note of their respective review and monitoring periods.

Since additional instructions may be issued through official channels, schools are encouraged to verify any subsequent announcements before making changes to their reporting plans.

For the latest guidance, consult the official DepEd website, the relevant Regional Office, or your Schools Division Office.

Frequently Asked Questions About the eSF7 Timeline for SY 2026–2027

1. What is the latest eSF7 submission schedule for SY 2026–2027?

Based on the October 13, 2026 advisory, the school-level submission periods are September 28–October 30, 2026, for Term 1; November 3–November 27, 2026, for Term 2; and January 4–January 29, 2027, for Term 3.

2. Why was the eSF7 timeline adjusted?

The timeline was adjusted because of ongoing system maintenance of the eSF7 portal on InsightED.

3. Who should follow the revised eSF7 schedule?

Schools and concerned education offices should take note of the adjusted timeline. Schools are responsible for accomplishment and submission, while Regional Offices and Schools Division Offices follow the review and monitoring schedule.

4. When will the review and monitoring period end?

The first review and monitoring period ends on December 18, 2026. The second period ends on March 5, 2027.

5. Where can schools verify additional eSF7 instructions?

Schools should consult their respective Schools Division Offices, Regional Offices, and official DepEd communication channels for additional guidance or subsequent issuances.

Final Thoughts

The adjusted eSF7 submission timeline for School Year 2026–2027 provides schools and concerned education offices with revised periods for completing, submitting, reviewing, and monitoring school data through InsightED.

School heads and personnel should take note of the updated deadlines, prepare the required information, and coordinate with the appropriate offices to ensure compliance with the prescribed schedule.

As the reporting process continues, checking official DepEd announcements remains important for receiving any further instructions or changes that may affect implementation.

Reference: DepEd Advisory dated October 13, 2026, concerning the adjusted timeline for the accomplishment of the Electronic School Form 7 (eSF7) for School Year 2026–2027 through InsightED, in reference to DM-OUHRODI-2026-3624.

National Health Education Week 2026: Dates, Importance, and Ways to Promote Better Health

National Health Education Week 2026 takes place from October 19 to October 23, bringing attention to the importance of health education, disease prevention, and healthier communities. Observed annually during the third week of October, this nationwide initiative encourages people to learn more about public health issues and recognize the professionals who help individuals make informed health decisions.

Led by the Society for Public Health Education (SOPHE), National Health Education Week highlights how education can improve health outcomes, support disease prevention, and help communities access reliable health information.

From understanding preventive care to recognizing misinformation online, this observance offers an opportunity to reflect on the everyday knowledge and habits that contribute to a healthier life.

When Is National Health Education Week 2026?

National Health Education Week 2026 is observed from Monday, October 19, through Friday, October 23, 2026.

The annual observance takes place during the third week of October. SOPHE has led this initiative since 1995, working to increase awareness of important public health issues and promote a better understanding of health education.

Throughout the week, health educators, public health professionals, students, organizations, and community partners can participate in educational activities that encourage informed health decisions.

SOPHE is also hosting a series of daily webinars in 2026 covering subjects such as ethical artificial intelligence applications in health education, accessible health information, public health workforce development, Indigenous health research, and reproductive health equity.

These activities demonstrate how health education continues to evolve alongside changes in technology, healthcare, and community needs.

What Is National Health Education Week?

National Health Education Week is an annual observance dedicated to recognizing the value of health education and its role in improving public health.

Health education helps people understand health risks, evaluate available information, and make decisions that support their physical, mental, and social well-being. It also helps communities understand how environmental, economic, and social conditions can influence health.

The initiative emphasizes the contributions of health education specialists who work in schools, healthcare settings, workplaces, universities, nonprofit organizations, and government agencies.

Their work extends beyond sharing information. Health educators help people develop practical skills, understand preventive measures, and identify reliable sources of health guidance.

For example, a school health educator may teach students about nutrition and emotional well-being. A community health professional may explain the importance of preventive screenings, while a workplace program may encourage employees to adopt healthier routines.

Although these efforts take different forms, they share a common goal: making useful health knowledge accessible and helping people apply it in everyday life.

Why Is National Health Education Week Important?

Health information is widely available, but not all information is accurate, understandable, or appropriate for every individual. National Health Education Week highlights the importance of turning reliable information into practical knowledge.

1. It Encourages Disease Prevention

Understanding common health risks can help people take preventive steps before problems become more serious.

Education about vaccination, regular medical checkups, physical activity, nutrition, and appropriate screening can help individuals make informed choices about their health.

Preventive care recommendations vary according to age, medical history, and individual circumstances. Learning when to consult a qualified healthcare professional is an important part of responsible health management.

2. It Helps People Recognize Health Misinformation

Social media, websites, and online videos can spread health claims quickly. Some are helpful, while others may be misleading, exaggerated, or unsupported by scientific evidence.

Health education encourages people to check the source of a claim, look for supporting evidence, compare information with trusted medical resources, and seek professional advice when necessary.

In an age when artificial intelligence can generate convincing text and images, these skills are increasingly valuable.

3. It Supports Mental Health Awareness

Mental health is an essential part of overall well-being. Education can help people recognize common signs of emotional distress, understand the importance of seeking support, and learn how to respond compassionately to others.

Schools, workplaces, and communities can help reduce stigma by creating environments where people feel more comfortable discussing mental health concerns and accessing appropriate services.

4. It Promotes Healthier Communities

Health is influenced by more than personal choices. Access to nutritious food, safe housing, education, healthcare, clean environments, and supportive social networks can affect people's ability to maintain their well-being.

Health education can help communities understand these challenges and identify practical ways to improve access to resources and services.

National Health Education Week 2026: Key Topics and Activities

SOPHE's 2026 program features daily webinars addressing several important areas of health education and public health.

The announced webinar topics include:

• October 19: Ethical applications of artificial intelligence in health educator training.

• October 20: Making health information accessible through universal design strategies.

• October 21: Public health workforce development, public health informatics, and student mentoring.

• October 22: Innovations in health through strengths-based research, including Alaska Native health research.

• October 23: Reproductive health equity and health literacy across different stages of life.

These sessions highlight the need for health education that is ethical, accessible, evidence-informed, and responsive to different communities.

People interested in participating can check the Society for Public Health Education's official National Health Education Week page for program details and registration information.

Official resource: https://www.sophe.org/conferences_events/national-health-education-week/

How to Celebrate National Health Education Week

You do not need to organize a large event to participate in National Health Education Week. Small, practical activities can help spread awareness and encourage better health decisions.

Share Reliable Health Information

Share educational materials from trusted sources such as the Centers for Disease Control and Prevention, the National Institutes of Health, or qualified healthcare organizations.

Before reposting a health claim, verify its accuracy and make sure the information is relevant to the people who will read it.

Review Your Preventive Health Habits

Use the week as a reminder to review your routine health practices. Consider whether you are keeping up with recommended appointments, following appropriate screening guidance, and discussing health concerns with a qualified professional.

Rather than attempting to change everything at once, focus on one manageable improvement.

Organize a School or Community Activity

Teachers, students, community leaders, and health professionals can organize short presentations, educational discussions, poster campaigns, or question-and-answer sessions.

Possible subjects include nutrition, hygiene, physical activity, mental health awareness, online health misinformation, and the importance of preventive care.

Activities should use age-appropriate language and credible information.

Encourage Healthy Workplace Practices

Employers and workplace leaders can use the observance to share educational resources, promote available wellness programs, and encourage employees to take appropriate breaks and seek healthcare when needed.

Workplace health initiatives are most useful when they respect individual circumstances and provide practical, accessible support.

Learn How to Evaluate Online Health Claims

Choose one health-related claim circulating online and investigate its source. Check whether the information is supported by credible evidence and whether reputable health organizations offer similar guidance.

This simple exercise can help build the critical thinking skills needed to navigate today's crowded digital information environment.

The Role of Health Educators in Building a Healthier Future

Health educators play an important role in helping individuals and communities understand complex health topics.

They translate technical information into practical lessons, develop educational programs, support prevention initiatives, and work with communities to identify barriers to better health.

Their responsibilities may include designing school health curricula, coordinating community outreach, developing public health campaigns, evaluating educational programs, and helping people access reliable resources.

Health educators also help ensure that health messages are understandable and relevant to different audiences. Language, literacy, disability access, cultural context, and access to technology can all affect how people receive and use health information.

Recognizing these needs is essential to making health education more inclusive and effective.

National Health Education Week provides an opportunity to appreciate these contributions and encourage continued investment in health education across schools, workplaces, healthcare settings, and communities.

Frequently Asked Questions About National Health Education Week

When is National Health Education Week 2026?

National Health Education Week 2026 takes place October 19–23, 2026, during the third week of October.

Who organizes National Health Education Week?

The Society for Public Health Education (SOPHE) leads the annual observance and promotes awareness of health education and its contribution to public health.

What is the purpose of National Health Education Week?

Its purpose is to increase awareness of major public health issues, explain the value of health education, and recognize the professionals who help people make informed health decisions.

What is the theme of National Health Education Week 2026?

SOPHE's official 2026 program lists daily webinar topics covering ethical artificial intelligence, accessible health information, workforce development, health research, and reproductive health equity. Readers should consult SOPHE's official website for any separately announced overarching theme.

How can individuals participate?

Individuals can share reliable health information, review preventive health habits, attend educational events, support community health initiatives, and learn how to identify misleading health claims.

Why does health education matter?

Health education helps people understand health risks, recognize credible information, make informed decisions, and access appropriate resources. It can support prevention efforts and contribute to healthier communities.

Final Thoughts

National Health Education Week 2026 is a reminder that better health begins with knowledge people can understand and use.

From recognizing misleading online claims to learning about preventive care and mental well-being, health education gives individuals practical tools to make more informed decisions. It also highlights the work of professionals who help communities navigate complex health challenges.

As the observance runs from October 19 through October 23, consider taking one meaningful step: learn something new about your health, share a reliable resource, or encourage someone to seek trustworthy guidance.

A healthier future depends not only on access to healthcare but also on access to accurate information, effective education, and opportunities to put that knowledge into practice.

Disclaimer: This article is for general educational and informational purposes only. It is not a substitute for professional medical advice, diagnosis, or treatment. Consult a qualified healthcare professional for guidance about individual health concerns.