makakalikasan essay english brainly

Maka-Diyos, Maka-Tao, Makakalikasan at Makabansa

" Maka-Diyos, Maka-Tao, Makakalikasan at Makabansa " ("For God, People, Nature and Country") is the current national motto of the Philippines . Derived from the last four lines of the Pledge of Allegiance to the Philippine Flag , it was adopted on February 12, 1998 with the passage of Republic Act No. 8491, the Flag and Heraldic Code of the Philippines, during the presidency of Fidel V. Ramos . [1] Its adoption came twelve years after the abolition of the country's previous motto, [2] " Isang Bansa, Isang Diwa ", which was adopted during the presidency of Ferdinand Marcos in 1978. [3]

The motto has been interpreted as embodying a set of common core Filipino values , with each of the four being connected to one another. [4] Columnist Bobit Avila of the Philippine Star interpreted the motto as showing that Filipinos love God first, followed by each other and then their country. [5] Another columnist, Kay Malilong Isberto of The Freeman , the Cebu City -based sister paper of the Star , meanwhile explains that the motto represents the duties of good Filipino citizens. [6]

Although " Maka-Diyos, Maka-Tao, Makakalikasan at Makabansa " was made official in 1998, awareness of the motto is low. In 2007, columnist Geronimo L. Sy wrote in the Manila Times that the Philippines didn't have a national motto (which he called a "national slogan") and that many of the societal problems plaguing the country were because of a lack of common direction that a national motto would embody, [7] despite the Flag and Heraldic Code being made law nine years earlier. Isberto would later suggest that most people probably don't know that there is a national motto to begin with, and of those who do know that there is one, they probably didn't take the time to contemplate how the motto should apply to their everyday lives. [6]

Avila notes that while " Maka-Diyos, Maka-Tao, Makakalikasan at Makabansa " is "perfect" as a national motto, he claims that because most Filipinos only look out for themselves, they don't abide by the doctrines of their Christian faith, which makes the motto problematic in comparison to mottos like " Bhinneka Tunggal Ika ". [5] This is in sharp contrast to his 2013 criticism of " Isang Bansa, Isang Diwa ", which he denounced as embodying poorly-executed Jacobinist thought. [8]

• Flag of the Philippines
• Lupang Hinirang
• Panatang Makabayan
• ↑ Republic of the Philippines. (Enacted: February 12, 1998). REPUBLIC ACT No. 8491 - AN ACT PRESCRIBING THE CODE OF THE NATIONAL FLAG, ANTHEM, MOTTO, COAT-OF-ARMS AND OTHER HERALDIC ITEMS AND DEVICES OF THE PHILIPPINES . Retrieved April 9, 2016 from the ChanRobles Virtual Law Library.
• ↑ Republic of the Philippines. (Enacted: September 10, 1986). MEMORANDUM ORDER No. 34 - REVOKING PRESIDENTIAL DECREE NO. 1413 “DECLARING THE THEME ‘ISANG BANSA, ISANG DIWA,’ AS THE NATIONAL MOTTO OF THE REPUBLIC OF THE PHILIPPINES, AND INCORPORATING IT IN THE NATIONAL SEAL” . Retrieved April 9, 2016 from the Official Gazette .
• ↑ Republic of the Philippines. (Enacted: June 9, 1978). PRESIDENTIAL DECREE No. 1413 - DECLARING THE THEME "ISANG BANSA, ISANG DIWA" AS THE NATIONAL MOTTO OF THE REPUBLIC OF THE PHILIPPINES, AND INCORPORATING IT IN THE NATIONAL SEAL . Retrieved April 8, 2016 from the LawPhil Project.
• ↑ Lua error in package.lua at line 80: module 'strict' not found.
• ↑ 5.0 5.1 Lua error in package.lua at line 80: module 'strict' not found.
• ↑ 6.0 6.1 Lua error in package.lua at line 80: module 'strict' not found.

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DepEd ingrains “Makakalikasan” core value through environmental programs

By Merlina Hernando-Malipot 

The Department of Education (DepEd) continues to strengthen and reinforce the integration of environmental education in the elementary and high school curriculum through the introduction of several environment programs.

DepEd Undersecretary Alain Del Pascua, in a statement, said that the Department highlights its “Makakalikasan” core value through various environment programs such as the revival of the School Inside a Garden (SIGA) in partnership with the Department of Environment and Natural Resources (DENR). “SIGA” aims to “establish and maintain a mostly indigenous and endemic flowering colorful plant garden in public elementary and secondary schools nationwide.”

“The program aims to transform school campuses as gardens of medium-sized flowering and colorful native trees and plants,” said Pascua. In three to five years, he explained that “the cherry blossoms of Japan, United States and other countries will find competition with the SIGA in the Philippines.”

Pascua also noted that DepEd has initiated the “Search for Campus Heritage Trees” where schools are enjoined to “identify and submit heritage trees found within their school campuses for inclusion in a nationwide inventory.”

Earlier, Pascua said that there have been “news items that erroneously mention the planting of heritage trees.” Thus, he explained that “Campus Heritage Trees” are “defined as native and endemic Philippine tree species that are living and healthy, found within school campuses and in their immediate surroundings; have a minimum girth of 100cm; and have significant educational, social, cultural, historical, or aesthetic value.”

Pascua explained that selected “Campus Heritage Trees” will be “given tree markers identifying them as such and will be provided protection against danger from damage and displacement due to construction and other related activities.” He added that Heritage Trees “are not to be planted” but should be properly identified and protected.

Schools are encouraged to participate in the annual A Million Tree Challenge (AMTC) spearheaded by the Metropolitan Waterworks and Sewerage System (MWSS) by planting trees in nearby watershed areas. Pascua said the DepEd has been supporting this program through tree-planting activities since 2017. “This school year, a total of 500,000 trees have been pledged by the DepEd,” he said.

Pascua underscored that all of these programs are aligned with the DepEd’s goals for the Public Schools of the Future (PSOF) which envisions “school campuses to become centers of biodiversity and conservation as well as to serve as living laboratories for learners.”

Through the Youth for Environment in Schools Organization (YES-O), the Supreme Pupil Government (SPG), and the Supreme Student Government (SSG), Pascua said that “these programs aim to inculcate among learners the importance of planting and conserving indigenous and endemic tree and plant species and their role in the ecosystem, especially since the past years have seen a trend in planting exotic species in many tree planting activities.”

Furthermore, Pascua noted that DepEd is also partnering with local scientists, non-government organizations, enthusiasts and advocates in the “identification of native, indigenous and endemic trees and plants that will be used in all these projects.”

“The DepEd’s environmental programs hope to sustain environmental consciousness and action among its learners,” Pascua said. “Also aligned with another of the Department’s core values, Makabansa, these programs hope to strengthen learners’ appreciation and love for their country’s environment and that they become empowered to participate in its conservation,” he ended.

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Lacson: DepEd highlights ‘makakalikasan’ core value

THE Department of Education (DepEd) strengthens and reinforces the integration of environmental education in the elementary and high school curriculum through the introduction of several programs in accordance with one of its core values, Makakalikasan. The revival of the School Inside a Garden, or SIGA, in partnership with the Department of Environment and Natural Resources (DENR) aims establish and maintain a mostly indigenous and endemic flowering colorful plant garden in public elementary and secondary schools nationwide. The program aims to transform school campuses as gardens of medium-sized flowering and colorful native trees and plants. In three to five years, the cherry blossoms of Japan, United States and other countries will find competition with the SIGA in the Philippines. DepEd has also initiated the Search for Campus Heritage Trees where schools are enjoined to identify and submit heritage trees found within their school campuses for inclusion in a nationwide inventory. The department is correcting earlier news items that erroneously mention the planting of heritage trees. Campus Heritage Trees are defined as native and endemic Philippine tree species that are living and healthy, found within school campuses and in their immediate surroundings; have a minimum girth of 100cm; and have significant educational, social, cultural, historical, or aesthetic value. Selected Campus Heritage Trees will be given tree markers identifying them as such and will be provided protection against danger from damage and displacement due to construction and other related activities. Heritage trees are not to be planted, but rather to be properly identified and protected. On top of these activities, schools are encouraged to participate in the annual A Million Tree Challenge (AMTC) spearheaded by the Metropolitan Waterworks and Sewerage System (MWSS) by planting trees in nearby watershed areas. The department has been supporting this program through tree-planting activities since 2017. This school year, a total of 500,000 trees have been pledged by the DepEd. All of these programs are aligned with the department’s goals for the Public Schools of the Future (PSOF) which envision school campuses to become centersof biodiversity and conservation as well as to serve as living laboratories for learners. Through the Youth for Environment in Schools Organization (YES-O), the Supreme Pupil Government (SPG), and the Supreme Student Government (SSG), these programs aim to inculcate among learners the importance of planting and conserving indigenous and endemic tree and plant species and their role in the ecosystem, especially since the past years have seen a trend in planting exotic species in many tree planting activities. DepEd is also partnering with local scientists, non-government organizations, enthusiasts and advocates in the identification of native, indigenous and endemic trees and plants that will be used in all these projects. The DepEd’s environmental programs hope to sustain environmental consciousness and action among its learners. Also aligned with another of the Department’s core values, Makabansa, these programs hope to strengthen learners’ appreciation and love for their country’s environment and that they become empowered to participate in its conservation.

Branded Content

DepEd Vision, Mission, Mandate, Core Values and Organization Structure

This article provides the teachers with overarching and organizing framework and principles in the delivery of services of the Department of Education (DepEd). It should enable the teachers to align their efforts to realize the DepED’s Mandate, Vision, Mission, and strategic thrust and direction.

Table of Contents

What is the DepEd Vision, Mission, Mandate and Core Values (VMV)?

What is the deped mandate.

• The DepEd Mandate
• “The State shall protect and promote the right of all citizens to quality education at all levels, and shall take appropriate steps to make such education accessible to all.”
• (Article 14, Section 1 of the Philippine Constitution)
• The Department of Education (DepEd) formulates, implements, and coordinates policies, plans, programs and projects in the areas of formal and non-formal basic education. It supervises all elementary and secondary education institutions, including alternative learning systems, both public and private; and provides for the establishment and maintenance of a complete, adequate, and integrated system of basic education relevant to the goals of national development.

DepEd Vision

We dream of Filipinos who passionately love their country and whose values and competencies enable them to realize their full potential and contribute meaningfully to building the nation. As a learner-centered public institution, the Department of Education continuously improves itself to better serve its stakeholders.

What does the DepEd Vision mean?

“We dream of Filipinos who passionately love their country …”

Our vision is more than just the end-goal of a plan. It is a dream, a wish, a prayer – what we fervently hope for and what we diligently work towards. By envisioning, we begin to fulfill our mandate and responsibilities as a teacher and do our duty as Filipinos. We want to develop learners who are true citizens and patriots, who have a strong desire to serve their country and work for its betterment.

…and whose values and competencies enable them to realize their full potential…

We can do two things: Inculcate the values and develop the necessary competencies deemed necessary and desirable to ensure a lifelong learning.

…and contribute meaningfully to building the nation…

Because as a learner-centered institution we want them to know how to improve themselves and realize their dreams, while keeping in mind and heart their love for the country and care for fellowmen, maximizing the endowment of skills and talents, not for selfish gain, but to contribute to building a nation every Filipino deserves.

As a learner-centered public institution…

As stated in our mandate, the Department of Education (DepEd), “shall protect and promote the rights of all citizens to quality education at all levels, and shall take appropriate steps to make such education accessible to all”. In all our decisions and actions, we put the Filipino learner first. In the end, our most important stakeholders are our learners…

…the Department of Education continuously improves itself……to better serve its stakeholders.”

Just like our students, we do not stop learning. We constantly seek to be better, both as individuals and as an organization.

DepEd Mission

To protect and promote the right of every Filipino to quality, equitable, culture-based, and complete basic education where:

• Students learn in a child-friendly, gender-sensitive, safe, and motivating environment
• Teachers facilitate learning and constantly nurture every learner
• Administrators and staff, as stewards of the institution, ensure an enabling and supportive environment for effective learning to happen
• Family, community, and other stakeholders are actively engaged and share responsibility for developing life-long learners

What does the DepEd Mission mean?

Section 17 under Article II of the 1987 Constitution mandates the State to give priority to education, science and technology, arts, culture, and sports to foster patriotism and nationalism, accelerate social progress, human liberation, and development.

“As a learner-centered public institution…”

The Department of Education is the government agency that formulates, implements, and coordinates policies, plans, programs, and projects in areas of formal and non-formal basic education. In all our decisions and actions, we put the Filipino learner first.

“..the Department of Education continuously improves itself..”

Just like our students, we do not stop learning. We constantly seek to be better, both as an institution and as individuals.

How can we serve our learners better?

“..to better serve its stakeholders.”

Through time, our learners have changing needs and the Department must adapt and be better to serve them better.

A closer look at our DepEd Mission in action A closer look at being an organization that embodies our DepEd Core Values

“To protect and promote the right of every Filipino to quality, equitable, culture based, and complete basic education where:”

As stated in the 1987 Philippine Constitution, our mission states our duty as stewards of education to protect and promote the right of all citizens.

How do we fulfill our mission as the Department of Education in delivering quality, equitable, culture-based, and complete basic education?

“Students learn in a child-friendly, gender-sensitive, safe, and motivating environment”

Do we provide our learners a child-friendly, gender-sensitive, safe and motivating environment?

“Teachers facilitate learning and constantly nurture every learner”

Do our teachers ensure the development of each uniquire learner?

“Administrators and staff, as stewards of the institution, ensure an enabling and supportive environment for effective learning to happen”

Do our policies, systems, processes, and behaviors ensure an enabling and supportive environment for effective learning to happen?

“Family, community, and other stakeholders are actively engaged and share responsibility for developing life-long learners”

Do we actively practice shared governance of basic education with the entire community in developing all Filipinos?

DepEd Core Values

A closer look at being an organization that embodies our DepEd Core Values

Maka-Diyos Maka-tao Makakalikasan Makabansa

Republic Act No. 8491 states that our national Motto shall be “MAKA-DIYOS, MAKA-TAO, MAKAKALIKASAN AT MAKABANSA.”

In adopting these as our 4 core values, what does it mean to be “Maka-Diyos”, “Maka-tao”, “Makakalikasan”, and “Makabansa” in the context of the Department of Education?

What does the DepEd Core Values mean?

DepEd Targeted Outcomes

Outcome A.1: Every Filipino has access to complete basic education

• Provide necessary basic education inputs (Policy and Tool across Key Stages)
• Provide affirmative action to learners with special needs and/or learners in special circumstances
• Engage the private sector in broadening opportunities for basic education
• Utilize technology in expanding reach of basic education services

Outcome A.2. Every Filipino graduate of complete basic education is prepared for further education and the world of work

• Ensure that a learner-centered curriculum is implemented
• Provide relevant instructional materials and equipment
• Improve quality of instruction and professional development of teachers

DepEd’s Strategic Directions

The Strategic Plan of the Department of Education (DepEd) provides that by 2022, we will have a nation-loving and competent lifelong learners able to respond to challenges and opportunities through quality, accessible, relevant and liberating K to 12 Program delivered by a modern, professional, pro-active, nimble, trusted and nurturing DepEd. Hence, the subsequent goals:

• Expand Access to Basic Education
• Improve Quality and Relevance
• Modernize Education Management & Governance
• Source: DepEd Strategic Plan/Direction (2017-2022)

DEPED RATIONALIZATION PROGRAM

These reform areas are the key steps being undertaken by the Department towards K to 12 Basic Education Program Implementation. This represents the full service delivery of quality education for all. All these reform areas are moving forward simultaneously, and are being championed by the Executive Committee.

(There is no sequencing because these are all happening parallel to each other and are all important)

• Enhanced Curriculum – covers the phased implementation of the K to 12 curriculum until full implementation by SY 2017-2018 when we roll out Grades 6 and 12. K to 12 aims to produce holistically developed graduates with 21st century skills. The curriculum is contextualized and responds to learners’ needs.
• Resource Gaps & PPP – DepED aims to close input gaps by 2013, based on the 2010 commitments. PPP has been a main strategy in ensuring this.
• Legislative Agenda – to date, we have passed the law for Universal Kindergarten and the Enhanced Basic Education Act of 2013 (K to 12 law) has been approved by both houses and only needs the signature of the President.
• Partnerships – fixing the education system is an endeavour, not only of DepED, but also its stakeholders and all Filipinos. It is crucial for DepED’s success in providing quality education to have effective stakeholder management and strategic partnerships.
• Information, Communications, & Technology (ICT) – we aim to equip all schools with ICT capability and use it in the Department for efficiency and better service delivery. It is a key strategy for the Department to achieve access and quality.
• Improving the Strategic Planning Process – this is a shift from budget-based planning to strategic planning to ensure sustainability and continuous development for the Department.
• Results-based Performance Management System – to ensure quality service delivery, DepEd staff must be measured in terms of performance and actual results.
• Training and Development – building capacity in the Department for various levels of the organization supports the different reform areas, and ultimately, develops itself as a learning organization.
• Employee Welfare – we must ensure the welfare of DepEd employees through basic timeliness in salary delivery, incentives, and career progression, among others.
• Rationalization Plan – restructuring the Department to a function-based structure with the necessary staffing requirement.
• SBM-PASBE – School-based Management (SBM) and the Philippine Accreditation System for Basic Education (PASBE) provides the assessment tools, grants, accreditation, and capability-building to effectively decentralize the system. In effect, processes and decision-making are done with better context and efficiency.
• Child Protection Policy – through DepED Order No. 40 s. 2012 , we have institutionalized making our schools child-friendly through the Child Protection Policy principles and the creation of a Child Protection Committee in every school.
• Disaster Risk Reduction Management (DRRM) – disasters must be treated as a normal occurrence given recent events, and this ensures the resilience and quick response of our systems.
• Total Quality Management – quality assurance and continuous improvement must be standard behavior across the Department–from our schools and among all offices.
• Culture, Change Management, and Communications – an integrated approach in shaping behavior and communicating reforms effectively in the Department is necessary for the proper management of change.

All these reform areas are rooted in the philosophy of having a child- and community-centered education system (ACCESs). In everything we do, we always prioritize the learners and how we are of better service to them.

Executive Order No. 366, s. 2004

The EO 366 review seeks to fulfill the purposes of:

• Focusing government efforts and resources on its vital/core services; and
• Improving the quality and efficiency of government services delivery by eliminating /minimizing overlaps and duplications, and improving agency performance through the rationalization of service delivery and support systems
• providing options and incentives for government employees who may be affected by the rationalization of the functions and agencies of the executive branch.

In 2006, the DepED submitted its Rationalization Plan to the Department of Budget and Management (DBM) in line with EO 366.

Since DBM had not yet given any feedback on the approval of the 2006 DepEd RAT plan, The new management team saw the need to review the plan vis-à-vis strategic directions and changes in the department in the past years. Thus in 2010, DepED recalled the 2006 submitted plan for further review.

DBM approved the request for review and gave the following guidelines:

• Have the same or lower number of positions as compared to its filled items at the start of the rationalization effort in 2005.
• Not exceed the Personnel Services (PS) level of the department at the start of the rationalization effort in the aforesaid year
• The rationalization should be based on the core functions of the department

It is important to note that the rationalization plan is not about rationalizing the people, or lessening the no. of people in the department. Rather, the RAT plan is about rationalizing the FUNCTIONS, so that the department can focus on its core business – EDUCATION.

Scope of DepEd’s Rationalization

For DepED to focus on its core business, there is a need to reiterate the goals of the DepED rationalization plan in relation to the different organization levels of the department. The goals are as follows:

• Have a more efficient and effective central office that focuses on policy-making, standards-setting and over-all leadership of the department
• Have a re-engineered regional office that focuses on localization of policies, quality assurance and on being the technical support hub of its divisions
• Have a re-engineered division office that focuses on field leadership and supervision to better support our schools in delivering our education services to the learners

THE RATIONALIZED DEPED ORGANIZATIONAL STRUCTURES

Deped central office functions:.

• Set overall education agenda, directions and policies
• Formulate systems and standards for national adoption
• Perform investment programming
• Articulate national frameworks to guide the organization in the performance of its core functions and the provision of support
• Oversee quality assurance and performance accountability
• Build Partnerships with GOs & NGOs

DepEd Regional Office Functions:

• Set Regional agenda, directions and policies
• Localize curriculum
• Adapt to or adopt standards
• Manage Quality Assurance
• Provide technical assistance to Divisions
• Manage program investment and equitable allocation of resources
• Establish and manage partnerships

DepEd Division/District Office Functions:

• Implement education agenda and policies
• Manage curriculum implementation
• Provide Instructional Supervision
• Build communities of schools and LCs
• Give technical assistance to schools/LCs
• Execute equitable distribution of resources

DepEd School/LC Functions:

• Take accountability for learner outcomes
• Implement the curriculum
• Provide equitable opportunities for all learners in the community
• Create an environment conducive to teaching and learning
• Lead and manage school and its resources
• Establish and manage linkages with stakeholders

This was the result of the CMT review and analysis of RA 9155 to clarify the mandates and core functions of each level in the department.

Central office – setting of policies, standards, guidelines and programs for national adoption

Regional office – adopting or adapting the national policies and programs to address the context and needs of the region; ensuring that standards are being followed

Division office – supervises the implementation of the set policies and programs in the schools and learning centers; provides technical support to the schools and LCs

Schools/LCs – frontline services of the dept; accountable for education and learner outcomes

FEATURES OF THE STRUCTURES

Following the 5 strands, how do the DepEd structures look like after the review?

The existing structure is client-based, meaning the bureaus, for example, are tasked to serve specific groups (BEE, BSE, etc.). The new structure is process-based, (curriculum, learning delivery, etc.) which allows for flexibility to adjust and accommodate changes in the future. This lessens, if not totally eliminates, the need for ad-hoc committees and task forces.

• Focus is “Support to the schools”
• Clustering of Offices to major strands of service objectives and key functions
• Process-oriented Organization – derived from functions
• Key positions
• Technical positions
• Support To Technical
• Administrative

Clustering of Offices: Strands

Based from the core organizational functions, the CMT also identified the themes or strands common to all levels which became the basis for developing the org structures

Curriculum and instruction – functions include development and delivery of the curriculum; development and production of learning resources to support the delivery and; development and administration of tools and processes to assess the quality and effectiveness of the curriculum

Governance and ops – functions include provision of services to directly support and protect the delivery of basic education services; looking after the welfare and development of the human resource; and ensuring that organization processes, systems, structure and plantilla management are constantly reviewed and enhanced to effectively support the dept’s goals and mandate

Strategic management – functions include policy development, planning, provision of ICT-enabled solutions, engaging stakeholders through partnerships and linkages; and managing the communications and public relations matters of the dept

Legal and legislative affairs – <self-explanatory>

Finance and administration – functions include management of finances and finance-related matters; provision of administrative services

These five strands can be found in all levels whether these are done by just one office or by more than one office; usually integration of offices starts at the regional level

DepEd Central Office Charts and Functions

Department of Education Central Office Organization Chart (before R.A. 9155) as of January 2005

Department of Education Approved Organizational Structure Central Office

DepEd Regional Office Charts and Functions

Description of the Re-engineered Regional Office

It works with the local government units and educational stakeholders to develop a policy framework that reflects the needs, opportunities and aspirations of the regional community.

It provides over-all field leadership to Schools Divisions by setting regional policy directions, standards and strategies consistent with the national framework for the development and management of programs and projects relevant to the socio-cultural context of the region.

Thus, it is responsible and accountable for building a community of Schools Divisions and their continuous development in order to create a collective effort to achieve the region’s goals.

DepEd Schools Division Office Charts and Functions

Description of the schools division office.

As frontline office of the Department for the management of basic education delivery, the Schools Division Office (SDO)

• provides instructional leadership to schools and learning centers which are the direct implementers of educational programs for learner development.

This is carried out through

• a strategic division education plan in consideration of the needs and concerns of the division, districts, schools and learning centers and aligned with the regional education development plans

Glossary of Terms

• DepEd’s Mandate – obligation enforced by law
• Vision – an aspirational description of what an organization would like to achieve or accomplish. It is intended to serve as a clear guide for choosing current and future courses of action.
• Mission – a declaration of an organization’s core purpose and focus that is normally unchanged over time.
• Values – are the principles the Department adheres to in pushing the programs into action.
• Strategic Direction – a course of action that leads to the achievement of organizational goals.

Mark Anthony Llego

Mark Anthony Llego, a visionary from the Philippines, founded TeacherPH in October 2014 with a mission to transform the educational landscape. His platform has empowered thousands of Filipino teachers, providing them with crucial resources and a space for meaningful idea exchange, ultimately enhancing their instructional and supervisory capabilities. TeacherPH's influence extends far beyond its origins. Mark's insightful articles on education have garnered international attention, featuring on respected U.S. educational websites. Moreover, his work has become a valuable reference for researchers, contributing to the academic discourse on education.

6 thoughts on “DepEd Vision, Mission, Mandate, Core Values and Organization Structure”

Thank you sir!

hello sir Mark Anthony, I am currently doing academic research with regard to these topics, may I know when the Dep Ed vision mission et. was published? thank you so much.

This is informative sir Mark Anthony Llego! Can I use the indicators of DepEd core values as a tool for my study? This is a great help to finish my study on “Assessing the Work Habits, Values, Creativity and Productivity of Generation Y Teachers in the New Normal” I hope to get your response. Thank you and God bless!

Hi Sir may I know when did you posted this article? I am citing this as a reference. Thanks!

Is there a DepEd Memo or any guidelines pertaining to the conduct of classroom cleaners (student cleaners)..because some parents and students are always on the negative perspective about this tasks.

Thanks sir Mark Anthony Llego, I made an article ( A REVISIT ON VISION, MISSION AND CORE VALUES) on these topics Vision, Mission, and Core values in my linkedin account acknowledging your authorship.

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MAKAKALIKASAN

Sa paksang araling ito, ating tatalakayin ang core-value ng "Makakalikasan." Matututuhan natin ang kahalagahan ng pagmamalasakit, pangangalaga, at pagiging responsable sa ating kalikasan . Matapos ang aralin na ito, inaasahan na

maunawaan ang kahulugan ng "Makakalikasan" bilang isang core-value sa kultura ng mga Pilipino;

matutuhan ang mga paraan ng pangangalaga at pagmamalasakit sa kalikasan; at

magkaroon ng kahandaan na maipakita ang "Makakalikasan" sa iba't ibang aspeto ng buhay.

Ang isang mag-aaral na maka kalikasan ay nag-aalaga sa kapaligiran at nagmamalasakit sa likas na yaman, nagtatamasa ng mga mapagkukunan nang wasto, maingat, at ekonomikal.

Bago magsimula ang iyong paglalakbay tungo sa pag-unawa sa mga katangian at paraan kung paano mapabuti ang pagiging maka- kalikasan sagutin muna ang pagsusulit na ito. Kung nagkakaroon ng problema sa pag-access ng form, maaring gamitin ang link na ito . 

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