Category Archives: Articles

Personal Data at Your Fingertips DepEd – HRIS

The orientation and planning on gathering of personnel data for all teaching and non-teaching personnel through-out the Division of Malaybalay City last September 25-27, 2013 started the  first phase of the Human Resource Information System (HRIS). This activity involved all District Supervisors, School Principals and School Heads with their Information Communications Technology (ICT) Coordinator, after the said planning, the gathering of data also started in all schools covered by this Division following the prescribed template designed for the purpose by the DepEd Central Office.

This standardized Human Resource system can simplify various process of data gathering from the field. It was introduced by the Department of Education through the Basic Education Assistance for Mindanao (BEAM) Project, a partnership of DepEd and the Australian Government through Australian Agency for International Development (AusAID), which aims to improve the quality and access to basic education in Southern and Central Mindanao.     

What is HRIS all about?  Tannenbaum defined this as a “technology-based system used to acquire, store, manipulate, analyze, retrieve and distribute pertinent information regarding an organization’s human resource”. Kovach defines it also as a “systematic procedure for collecting, storing, maintaining, retrieving and validating data needed by organization about its human resources, personnel activities and organization unit characteristics”.  It is basically integration of Human Resource Management (HRM) and Information Technology.

Currently, the department relies on the manual updating of its personnel information which is most likely inaccurately and not reliable. Since every field office has its own Automated Human Resources System in various formats and platforms. Integrating/consolidating such generated data takes time and often becomes a tedious process on the part of the Division Offices as well as the Central Office. In case of processing of appointment, step increments and employees’ Service records, the personnel in-charge has to take time browsing, scanning and reviewing voluminous documents filed by the Division office or rely mainly on the Personal Data Sheet (PDS) for work experience, trainings attended, educational attainment and many more. With the implementation of DepEd HRIS, teachers need not leave their classes just to request for service record or verification of their service credits.  They will simply download in their District HRIS offices.

This program has been piloted in the Autonomous Region of Muslim Mindanao (ARMM), Region 3, Region 4-A, Region 4-B,  the National Capital Region (NCR) as well as the DepEd Central Office who had the  first-hand experience on its successful implementation. Last September 2013 the DepEd Central Office HRIS Technical Working Team (TWG) conducted a regional orientation on the gathering of data to the rest of the regional offices throughout the department for the same purpose.

By the end of October 2013 the Division of Malaybalay City has submitted to be Central Office a consolidated Division personnel data of all teaching and non-teaching staff gathered from the schools and district offices and still awaits its full implementation. As DepEd Undersecretary for Budget and Finance Teodosio Sangil, Jr said, “This HRIS is the answer to DepEd’s pressing problems. It will make information readily available to the decision-makers in our department.”

By:  Novem Abao Sescon


Footprints Leave Legacies

Educational Institutions can carry out their goals specially   if the management is systematic and has the capacity to decide on   administrative matters. School Heads (SHs) will come-and-go but they leave     good memories and examples to their teachers and students.

It was January 8, 2013 when the School Head of Silae National High School announced that he will be transferred to a   school    nearer     to his home. He is a person of integrity and “maka-masa”. We learned lots of things from him– being on-time during activities and programs, attending flag ceremony, and giving reminders to everyone. During his administration, there was a big participation of the stakeholders because he strengthened the School Governing Council (SGC). Besides, he stressed during our first General Parents-Teachers Association (GPTA) meeting that “it takes the whole village to educate a child”. He further said “A school is not owned by the principal nor the teachers but it is a home for everybody which aims to produce graduates of high quality. This can be achieved through participation of the barangay council, legal organizations, parents, school head, people in the community, teachers, as well as the students”. He bade goodbye to everyone with tears during the despedida party.

January 10, 2013, a new face came to our school with a strong personality. He has a unique way of dealing with the teachers. He is a man of good principle. During our first faculty meeting/conference, he emphasized that an organization will succeed if there is teamwork and simplicity. “Don’t make things complicated”. That’s what he wanted. “Right communication to a right direction”, he added. He possesses the traits of an administrator, firm in all his decisions but very friendly specially to his teachers. During his time, students’ self-discipline and courtesy were enhanced. He is always willing to help. There were times when we were financially incapacitated– during the Division Meet, MTAP Challenge, STEP Conference, and other school-related activities but he spent even his personal money to solve the problems of the school. In his administration, the name of the school gained prestige and was recognized not only in the Division Office but also in the region because some of our students won in the contests specially in Araling Panlipunan, TLE, and in Sports, specifically Athletics. Emotionally and physically fatigue teachers regain their energy specially during the faculty conference because he has the sense of humor that makes us laugh/smile.

Aside from being the school principal, he is the Big Bro of our school. Due to an urgent need of an administrator/principal in Managok National High School, he received a designation order from our Schools Division Superintendent to report in the said school effective January 29, 2014.  The students and teachers had their despedida program last February, 2014 to express their heartfelt gratitude to him.

By: Rogelio M. Miñoza
      OIC – Silae NHS – St. Peter Annex


The Challenging Roles of a School Principal

School principals are the key leaders in our educational system. They are responsible of carrying out the school vision and mission. School Principals play integral roles in making schools function smoothly. They are involved in all aspects of the school’s operation. They are the leaders responsible in providing leadership in the development and implementation of all educational programs and projects in the school. They play a vital role in achieving the government’s aim to provide quality basic education.

It is evident that the quest for quality education has resulted in a number of initiatives which have made significant demands on principals in public schools to transform leadership towards improved school performance, among which is the practice of School-Based Management (SBM).

The roles and responsibilities of the school principals in School – Based Management has changed significantly. It is believed that SBM captures the whole thing in the school as an institution of learning.

School principals have to face new challenges brought forth by advances in technology and higher expectations on education from the community, these include the use of information technology to support teaching and learning; adaptation of the school curriculum to suit the ability and disposition of the young children as to maximize their potential and not to give up on each individual pupil; increasing community expectations for improvements to the educational  system and the quality of learning processes and outcomes; a growing awareness of teacher professionalism; globalization of the world economy and the emergence of a knowledge-based economy which demands workers with multiple intelligence and creativity; life-long learning and the notion of school as a learning organization.

Republic Act No. 9155, Chapter 1 Section No. 7, Letter E, Paragraph 3 states that consistent with the national educational policies, plans and standards, the school heads shall have the Authority, Responsibility and Accountability (AuRA) in managing all affairs of the school. Thus, the success and failure of the school depends of the kind of school principal it has.

It simply means that the lives of the school principals are packed with challenges. What matters most is the manner how these are dealt with. Hence, school leadership in the context of SBM is very challenging. It requires a paradigm shift, from the traditional way of management. It also requires change, collegiality, teamwork, and even efficiency and effectiveness.

These new challenges require school principals to take on new leadership skills in quality development and quality assurance. They also highlight the need for more focused and systematic school leadership training and development programs to enhance the quality of school leadership they already possess.

The government through the Department of Education should take into account the training needs of the school principals in the context of School-Based Management down to its minute details to fully capacitate them towards the full implementation of the program as it captures the whole educational system.

By: Jesus V. Muring, Ed. D.
      ESP II, Managok Elementary School
      Malaybalay City East District


Education: Its Relevance in Today’s Times

We are living in a troubled world. Crisis after crisis beset our country. I remember the words of an English American writer, inventor and journalist Thomas Paine, “these are the times that try men’s souls.” We see, read and hear of corruption, killings, robberies, bombings, hijackings and natural calamities like floods caused by typhoons, series of earthquakes and even drug addiction, prostitution and other acts of immorality. These are some realities we could not deny.

Anyways, these are only challenges to us as educators that test our human intelligence. I strongly believe that we can overcome them if we possess the strength of will and godly character.

It is just timely that the Department of Education takes the lead of introducing programs and projects like the ladderized, non-formal education program for the elementary and secondary drop-outs through Alternative Learning System; Open High Schools, and the latest is the Abot-Alam program that strategizes to locate the 15-35 year-old individuals and who have not completed basic and/or higher education or who are unemployed. This will mobilize and harmonize educational programs which will address the out-of-school youth’s needs and aspirations.

Educating the school children being our primary concern as educators has a tremendous relevance towards the happenings in our country today. We need to continuously inculcate moral values into the young minds of our youth. We need to equip them with useful knowledge, information and other basic literacy skills for their active involvement in their respective communities. We need to teach them usable livelihood skills for self-reliance which the ALS could provide. They should be taught not only leadership skills but also to become a law abiding citizens. They should be educated not only to earn an honest living but also how to live righteously with their fellowmen. Indeed, Education is the only weapon to survive the crises we experience in our daily undertaking. This will enable us to pave the way for a new horizon. This will help us overcome obstacles we encounter along the way.

It is a fundamentally held belief among Filipinos that education is a ticket out of poverty and a means of empowerment. In our culture, the lack of education is seen as a sure way to failure. This is the reason why responsible parents want to see their children complete their education and every diligent student feels the pressure to succeed in school even if the household budget needed for higher education is out of reach for the majority (Flores, 2014). Thus, giving importance to education is a priority.

From now on, education standard will be more improved as the government and implementers of our educational system work hand-in-hand for the K to 12 curriculum. Learning competencies has been designed to enable one to learn the skills and to imbibe positive human values that will help one grow into an articulate, socially committed and productive Filipino citizen. It does not only tend to rely on the theories, rather on practical things which will be useful once a student leaves the school and gets employment.

The performance of the school children reflects the kind of educators they have and speaks the degree of importance given to education of its clienteles. Let us all work hard to nurture the school children with passion in the realization of their dreams and aspirations in life. Education of today should be geared towards global competence and competitiveness.

By: Jesus V. Muring, Ed. D.
      ESP II, Managok Elementary School
      Malaybalay City East District

Habitual Tardiness, Undertime and Absenteeism Considered Administrative Offenses

Officers and employees in the public service except those covered by special laws are mandated under the law to render at least eight (8) hours of work daily for five (5) days in a week or a total of forty (40) hours a week, exclusive of time for lunch.  As a general rule, such hours shall be from eight o’clock in the morning to twelve o’clock noon and from one o’clock to five o’clock in the afternoon daily except Saturdays, Sundays and Holidays. Flexible working hours may be allowed subject to the discretion of the head of office provided that the required working hours shall not be reduced. The head of agency has the duty to require all officers and employees under him to strictly observe the prescribed office hours.

In an office, it’s quite evident that there are employees who report for work late in the morning or past 1 o’clock in the afternoon. At times, others leave from work earlier than the prescribed eight-hour work schedule in a given working day.  They have all the reasons in the world when asked why they were late or why they had to take undertime.  There is a need to limit the number of times an employee is allowed to be tardy, absent or go on undertime because of its inimical effect to public service.  Hence, let us revisit the policies on Undertime, Tardiness and Half Day Absence and identify the corresponding sanctions/penalties for each offense which will surely prompt employees to render work within the prescribed period of time.

The CSC issued Memorandum Circular No. 16, s. 2010 promulgating the guidelines on Undertime which mentions that Undertime is not classified as tardiness. It states that any officer or employee who incurs undertime, regardless of the number of minutes/ hours, ten (10) times a month or at least two months in a semester or at least two (2) consecutive months during the year shall be liable for a Simple Misconduct and/ or Conduct Prejudicial to the Best Interest of the Service, as the case maybe.

Under CSC MC 23, s. 1998, Tardiness refers to the failure of an employee to report for work or resume for work on time. Any official or employee shall be considered habitually tardy if he/ she incurs tardiness regardless of minutes per day, ten times a month for Two (2) consecutive months or Two (2) months in a semester during the year. He is subject to disciplinary action: 1st offense is reprimand, 2nd offense is suspension for 1 day to 30 days and 3rd offense is DISMISSAL.

CSC MC No. 17, s. 2010 provides guidelines on HalfDayAbsence with conditions that any officer oremployee who is absent in the morning is considered to be tardy and is subject to the provision on Habitual Tardiness and any officer or employee who is absent in the afternoon is considered to have incurred undertime, subject to the provision on Undertime.

An employee who has incurred UNAUTHORIZED ABSENCES, exceeding the allowable 2.5 days monthly leave credit under the Leave Law for at least three (3) months in a semester or at least three (3) consecutive months during the year shall be considered habitually absent.  Those who incur habitual absence is subject six (6) months and one (1) day to one (1) year suspension on the first offense and Dismissal on the second offense.

There shall be no off-setting of tardiness or absences by working for an equivalent number of minutes or hours by which an officer or employee has been tardy or absent, beyond the regular working hours of the employees concerned.

-By: Florabelle R. Porras
       Records Officer – Designate