Republic of the Philippines
Department of Education
Region V – Bicol Region
____________________________________________________________________________________________________
MONITORING TOOL ON THE SCHOOL-BASED LEARNING AND
DEVELOPMENT ACTIVITIES
Instructions: This tool shall be used by the SEPS in HRD, SDO Key Personnel and School
QATAME Associates to quality assure and monitor Learning and Development activities
such as accomplishing the Learning and Development Needs Assessment (LDNA) Report,
preparing the Learning and Development Plan, developing the Learning and Development
Intervention Design, completing the Learning and Development Learning Resource Package,
and ensuring the L & D implementation in the SDO, district and school levels. The
respondents are the school heads, L&D coordinators in the school and project management
team of the L&D activity.
Data Privacy Act Statement: In accordance with RA No. 10173 titled Data Privacy Act of
2012, your response to this survey will be treated with utmost confidentiality.
School: ______________________________________________ School Head: ___________________
District: ______________________________________________Date: __________________________
L&D Activity: _________________________________________________________________________
School L & D Coordinator: _________________________________________________________
A. LEARNING AND DEVELOPMENT NEEDS ASSESSMENT REPORT
Purpose of the Tool To check the quality of the school-based L&D Needs Assessment Report
Directions: Evaluate the L&D Needs Assessment (LDNA) Report in each of the applicable
standards. Tick the box corresponding to the assessment rating of each standard:
Full compliance -if indicator has been completely met
Partial compliance- if indicator has only been partially complied with
Non-compliance- if indicator has not been met
Note down specific comments for items that did not fully meet the Standards. Overall
comments and recommendations are also highly encouraged and should be written in the
appropriate spaces found at the end of the tool.
Standards and Indicators Full Partial Non- Comments
Complianc Complianc Compliance
e e
Executive Summary
1.Objectives, key findings, and
conclusions of the LDNA are
captured in the summary.
Background and Rationale
2.Context within which LDNA
was conducted is briefly
discussed (e.g., why the
LDNA was conducted).
Objectives
3.The objectives of the LDNA are
articulated as stated in the
LDNA Plan.
Methodology
4.The processes and tools
employed in gathering data
on learning needs are
discussed.
5.Key features of assessment
tools used (e.g., number of
items, rating scale, etc.) are
described.
6.Efforts in ensuring validity
and reliability of tools are
explained.
7.Information about
respondents in data
collection activities are
provided.
8.Data sources are up-to-date,
credible and verifiable.
9.Methods and sources used in
validating data and findings
are discussed.
10.Assessment tool/s are
attached as annex/es.
Limitations of the LDNA
11.Factors or constraints
related to the LDNA
process or methodology
that may have affected the
results of the assessment
or influenced the
interpretation of findings
are identified.
Assessment Results
12.Data are presented in a
clear and organized
manner.
13.Trends and patterns in the
data are described.
14.Competency gaps emerging
from the data are
highlighted.
15.Competency gaps are
prioritized using the
Strategic Importance-
Urgency-Magnitude-
Feasibility framework.
16.Non-competency related
factors that affect the
performance of the target
group/ jobholders, if any,
are discussed.
17.Charts, graphs and other
visual presentation of data
are used appropriately.
Conclusion
18.Key findings of the learning
needs assessment are
explained.
19.Insights or information that
need to be considered in
L&D planning and
designing are provided (e.g.,
peculiar characteristics of
target job holders, focus
areas, proposed
approaches, timing, factors
that may affect workplace
application, among others).
Attachments
20.Relevant supporting
documents and
information are attached
to the LDNA Plan Report
templates, forms,
worksheets used
other needs
assessment data not
included above
list of respondents,
videos and pictures,
if applicable
Others, please
specify:__________
Confidentiality
21.Safeguards for
confidentiality in
gathering, recording,
and disseminating
data as indicated in
the LDNA Plan have
been implemented,
consistent with DepEd
policies and
guidelines on data
privacy, including DO
No. 72, s. 2016, re:
“Department of
Education People’s
Freedom of
Information Manual
and Implementing
Details.”
Inclusiveness
22.Mechanisms to ensure an
inclusive and respectful
LDNA process have been
implemented.
23.LDNA Report uses inclusive
and bias-free language
(including examples and
illustrations), and adheres
to DO 32, s. 2017 entitled
“Gender-Responsive Basic
Education Policy”; DO 44,
s. 2021 entitled “Policy
Guidelines on the Provision
Of Educational Programs
and Services for Learners
With Disabilities in the K
To 12 Basic Education
Program”, DO 51, s. 2014,
entitled “Guidelines on the
Conduct of Activities and
Use of Materials Involving
Aspects of Indigenous
Peoples Culture”; DO 41, s.
2017, entitled “Policy
Guidelines on Madrasah
Education in the K to 12
Basic Education Program”;
and DO 40, s. 2012,
entitled “DepEd Child
Protection Policy”.
Deviations from LDNA Plan,
if any
24.Adjustments made to
objectives, methodologies
and tools, or other
deviations from the LDNA
plan are identified, if any.
25.Reasons or justification for
changes are provided.
Overall Comments: Recommendations:
B. LEARNING AND DEVELOPMENT PLAN
Purpose of the tool To check the quality of the school-based L&D Plan
Directions: Evaluate the L&D) Plan in each of the applicable standards. Tick the box
corresponding to the assessment rating of each standard:
Full compliance- if indicator has been completely met
Partial compliance- if indicator has only been partially complied with
Non-compliance- if indicator has not been met
Note down specific comments for items that did not fully meet the Standards. Overall
comments and recommendations are also highly encouraged and should be written in the
appropriate spaces found at the end of the tool.
Full Partial Non-
Standards and Indicators Comments
Compliance Compliance Compliance
Background and Rationale
1.Context within which the L&D
was conducted and the
importance of the plan is clearly
presented.
Objectives
2.Objectives are stated clearly.
Target unit/s and/or jobs
are identified.
Performance and/or
competency areas as focus
of the assessment are
specified.
Data Requirements
3.Nature of data to be gathered is
relevant to the objectives.
4.Data sources are identified.
Methodologies and Tools
5.Methodologies and tools are
appropriate given the data
requirements.
6.Sampling method, if applicable, is
explained (including basis for
choice of method).
7.An appropriate combination of
methodologies is identified,
where appropriate, to obtain
needed data.
8.Tools to be developed, if any, are
described.
9.The choice of methodologies and
tools considers the time and
cost to implement them.
Implementation Details
10.Implementation details
are specified:
activities
persons responsible
timelines
resources and budget
needed
Confidentiality
11.Safeguards for confidentiality
in gathering, recording, and
disseminating data are
incorporated into the L&D
planning process, consistent
with DepEd policies and
guidelines on data privacy,
including DO No. 72, s. 2016,
re: “Department of Education
People’s Freedom of
Information Manual and
Implementing Details.”
Inclusiveness
12. L&D Plan provides mechanisms
for meaningful involvement of
relevant stakeholders (such as
target job holders, immediate
supervisors, management, and
others) to build ownership and
commitment to the L&D process
and results.
13.L&D Plan uses inclusive and
bias-free language (including
examples and illustrations), and
adheres to DO 32, s. 2017
entitled “Gender-Responsive
Basic Education Policy”; DO 44,
s. 2021 entitled “Policy
Guidelines on the Provision Of
Educational Programs and
Services for Learners With
Disabilities in the K To 12 Basic
Education Program”; DO 51, s.
2014, entitled “Guidelines on
the Conduct of Activities and
Use of Materials Involving
Aspects of Indigenous Peoples
Culture”; DO 41, s. 2017,
entitled “Policy Guidelines on
Madrasah Education in the K to
12 Basic Education Program”;
and DO 40, s. 2012, entitled
“DepEd
Child Protection Policy.”
C. LEARNING AND DEVELOPMENT INTERVENTION DESIGN
Purpose of the tool To check the quality and soundness of the school-based L & D intervention design
Directions: Evaluate the L&D intervention design in all applicable standards. Tick the
box corresponding to the assessment rating of each standard:
Full compliance- if indicator has been completely met
Partial compliance-if indicator has only been partially complied with
Non-compliance- if indicator has not been met
Indicate in the Comments column specific comments for items that did not fully meet
the Standards or why certain standards are not applicable. Overall comments and
recommendations are also highly encouraged and should be written in the appropriate
spaces found at the end of the tool.
Standards and Indicators Full Partial Non- Comments
Compliance Compliance compli
ance
1.L&D intervention design contains the
following elements:
Title, Background and rationale
Description (target competencies,
target learners, any pre-
requisites, duration, and proposed
CPD credit units)
Profile of target learners,
including baseline data on
proficiency level
Workplace Development
Objectives
Terminal and enabling objectives
Detailed intervention design
Follow-through Job-Embedded
Learning or Workplace
2.Background and rationale clearly
present the context of the L&D
intervention, why it is important to
be implemented for target office(s)
and learners, and how principles of
inclusiveness and equity are applied
in learner selection.
3.L&D design is competency-based, as
follows:
L&D design is based on result of
competency-based L&D needs
assessment.
Target competencies are used as
basis for formulating/identifying
the design elements, particularly
learning objectives, outputs,
content areas, and methodologies.
4.Statement of Workplace Development
Objectives (WDO) shows alignment of
the L&D intervention with DepEd’s
strategic objectives.
5.All learning objectives are stated in
behavioral terms and aligned with the
behavioral indicators of the
competencies for development.
6.All learning objectives (terminal,
enabling, and session) are stated from
learners’ point of view.
7.Terminal objective is:
directly aligned with competency
identified in the Workplace
Development Objectives
specifies what learners can
realistically to do by end of the
intervention
follows the Audience-Behavior-
Condition-Degree guideline
8.Enabling objectives are:
relevant and sufficient to contribute
towards achieving the terminal
objective
specify what learners can
realistically do by end of each major
learning block or module
9.Session objectives are:
small enough to be covered in
learning unit
relevant, and sufficient to contribute
towards achieving the enabling and
terminal objectives
specify what learners can realistically
do by the end of a learning unit or
session
Terminal and session outputs are:
relevant to the competencies
for development
can be realistically produced
by learners within available
time
10.Content areas support achievement of
learning objectives by ensuring
that:
all essential and important
content areas are prioritized and
covered
organized in a logical sequence,
using most appropriate structure
topics on gender and other social
inclusion concerns are embedded
in the design, where appropriate
11.Delivery methodologies facilitate
achievement of learning objectives
through:
appropriate combination of varied
inductive and deductive
methodologies
responsive to adult learning
preferences, e.g., experiential and
participative
sensitive to learners’ profile and
needs (e.g., abilities and
disabilities, age, gender, etc.)
innovative and technology-
supported methodologies are
applied, where appropriate
12.Schedule of activities is appropriately
sequenced and timed.
13.Nominated Program Management
Team members and learning service
providers for delivery are identified.
Program Management Team
members are sufficient in
number.
Program Management Team
members possess needed
combination of competencies to
manage the activity.
Profile of nominated resource
persons, subject matter experts,
coaches and/or learning
facilitators indicate their
qualifications to deliver assigned
sessions.
14.All needed learning resource
materials, supplies, and
equipment to support delivery of
learning sessions are identified.
15.Follow-through JEL or WAP shows
how learners can apply newly
acquired competencies.
directly aligned with target
competencies
provide opportunities for
demonstration of newly acquired
competencies
can be realistically completed within
six months using available
resources
approved by learners’ immediate
supervisor
funding support available, if needed
16.L&D M&E Plan is relevant and
comprehensive.
anchored on WDO and learning
objectives
target levels of evaluation identified
covers at least Level 1 (Reaction)
and Level 2 (Learning) evaluation
formative and summative methods
identified
schedule, responsibility centers,
needed resources for conducting
M&E identified, and users of M&E
data are identified.
Overall Comments: Recommendations:
D. LEARNING AND DEVELOPMENT RESOURCE PACKAGE
To check the quality of completed school-based learning resource materials
Purpose of the tool
to be used for the identified learning and development program
Directions: Evaluate the learning resource material (LRM) in all general standards and each
of the standards applicable to the LRM type. Tick the box corresponding to the assessment
of each standard:
F - Full compliance (if indicator has been completely met)
P - Partial compliance (if indicator has only been partially complied with)
N – Non-compliance (if indicator has not been met)
Note down specific comments for items that did not fully meet standards. Overall
comments and recommendations are also highly encouraged and should be written in the
appropriate spaces found at the end of the tool.
Standards and Indicators F P N Comments
General
1.Type of LRM is appropriate to the
identified methodology.
2.Content of LRM will contribute to the
achievement of learning objectives.
aligned with identified session
objective and topic
appropriate to the current
proficiency level of the audience
3.Content of LRM is accurate and
authority-based.
cites credible information sources
supported by research, as
necessary
up to date
incorporates best practices
4.LRM adheres to DepEd branding
guidelines contained in the DepEd
Service Marks Manual.
5.LRM follows the Bureau of
Learning Resources Referencing
Guide.
6.LRM complies with DepEd’s Learning
Resource Management and Development
System Specification and Guidelines for
Intellectual Property Management.
7.LRM uses inclusive and bias-free language
and visuals and adheres to:
DO 32, s 2017 on “Gender-
Responsive Basic Education
Policy”
DO 51, s 2014 on “Guidelines on
the Conduct of Activities and Use
of Materials Involving Aspects of
Indigenous Peoples Culture”
DO 44, s. 2021 entitled “Policy
Guidelines on the Provision Of
Educational Programs and
Services for Learners With
Disabilities in the K To 12 Basic
Education Program”
D.O. 41, s. 2017 on “Policy
Guidelines on Madrasah
Education in the K-12 Basic
Education Program”
D.O. 40, s. 2012 on “DepEd Child
Protection Policy”
8.LRM observes correct spelling, grammar,
and word usage.
9.LRM can be customized to suit the
specific learning needs of target
learners, when needed.
10.LRM uses appropriate technologies,
whenever available and cost-effective.
Printed Materials
1.LRM is readable, organized, and well
laid-out.
font size of 12-13 for body text; font
size for headings 2 points larger than
body text
font style of Garamond, Bookman Old
Style, Helvetica Neue, or Arial
No more than three font styles
2.Illustrations, images, graphs and
tables are appropriate, clear
and properly labelled or
captioned.
3.Printing is of good quality (i.e., no broken
letters or images, correct alignment,
and even print density).
4.LRM adheres to Bureau of
Learning Resources Guidelines in
Preparing Printed Learning Resource
Materials
Presentation Slides
1.Slide templates are simple and non-
distracting (office’s standard template
is applied if one is available).
2.Font styles and size are easy to read.
font size of 28 for text; at least 32
for slide heading; and at least 40
for presentation title
Sans serif fonts used (e.g., Arial,
Calibri, Helvetica, etc.)
3.Slides are well-laid out.
contain one idea per slide
contain key words and phrases only
observe 7x7 rule (maximum of 7 lines
per slide, maximum of 7 words per
line)
use contrasting colors for text and
background
illustrations and images relevant and
of good quality
4.Slides have no distracting elements (e.g.,
animations, sound effects, transitions,
etc.).
Non-Print Materials
1.LRM’s audio meets the following
standards:
speech and narration clear and can
be easily understood (uses correct
pacing, intonation, and
pronunciation); music and sound
effects appropriate and suitable to
the concept
complete synchronization of audio
with visuals, if any
2.LRM’s visuals meet the following
standards:
provide accurate representation of
the concept discussed
screen displays (text) uncluttered,
easy to read, and aesthetically
pleasing
visual presentations (non-text) clear
and easy to interpret
visuals sustain interest and do no
distract user’s attention
3.LRM’s user support material provides
adequate and clear instructions.
4.LRM can run on all platforms using
minimum system requirements.
Session Guide
1.Session guide is aligned with the L&D
intervention design:
covers all session objectives
follows sequence and timing of
activities
provides adequate details of
content areas
provides adequate discussion of
each methodology
identifies learning resource
materials that will support delivery
and learning process
2.Session guide uses standard template.
3.Session guide contains clear and
adequate instructions to user.
Overall Comments: Recommendations:
E. LEARNING AND DEVELOPMENT PRE-IMPLEMENTATION PHASE
Purpose of the tool To check pre-implementation of an identified learning and development
program
Directions: Evaluate the L&D program/intervention in all standards applicable to the L&D
modality. Tick the box corresponding to the assessment rating of each standard:
Full compliance- if indicator has been completely met
Partial compliance- if indicator has only been partially complied with
Non-compliance- if indicator has not been met
Note down specific comments for items that did not fully meet standards. Overall
comments and recommendations are also highly encouraged and should be written in the
appropriate spaces found at the end of the tool.
Standards Full Partial Non-
Compliance Compliance Compliance Comments
Team Management
1.Program Management Team (PMT)
structure and composition are
adequate in number and competency
mix to perform roles.
2.Roles and expectations from PMT
members are clearly defined,
documented in the Terms of
Reference (TOR) and agreed upon.
3.PMT members possess the required
competencies to perform assigned
roles.
4.Learning service providers (e.g.,
learning facilitators, resource
persons, etc.) are adequate in
number and meet competency
requirements for assigned roles
based on NEAP’s screening and
accreditation process.
5.TOR and contracts (including
honorarium) of external learning
service providers are approved and
signed by both parties (DepEd and
external service providers) before
actual conduct of the
program/intervention.
1.Planned program/intervention
implementation is officially
communicated to concerned
offices/units and learners in
electronic and print media.
2.Target learners identified in the design
are the ones invited.
3.The number of invited learners is
appropriate to L&D modality.
4.Substitution of learners is
communicated to LDD Program
Management Team in electronic or
print media.
5.Attendance is confirmed by learners
and their supervisors in a timely
manner.
6.Registration forms are sent out to
confirmed learners and accomplished
forms received in a timely manner.
7.Confirmation of attendance notices are
sent out to learners containing
pertinent program details and
logistical arrangements (e.g.,
transportation, per diem,
accommodation, etc.) in a timely
manner.
8.Identified guests are invited and
attendance is confirmed in a timely
manner.
9.Arrangements for program
documentation completed.
1.Welfare and administrative
arrangements for lodging, venues
for learning sessions, meals, per
diem, transportation, and
technology support are made in a
timely manner based on L&D
program requirements.
2.Contracting is done according to
DepEd guidelines, Republic Act
9184 (Government Procurement
Reform Act), and COA rules.
3.Venue is accessible to all including
individuals with special needs.
provides reasonable
accommodation to individuals
with special needs o in a safe,
secure, and peaceful location
has facilities for individuals
with disabilities or special
needs (e.g., ramps, signposts,
parking, elevator, etc.) session
rooms well-lighted, well-
ventilated, spacious, and
appropriately set-up for
learning sessions
breakout and open spaces
available for small group
activities and informal
interactions o has clean and
accessible hygiene and sanitary
facilities
4.Accommodation is appropriate for
the participants.
clean, well-lighted, and
ventilated
spacious for maximum of four
occupants to a room with at
least one toilet and bathroom
has facilities and amenities for
individuals with disabilities
5.Meals are carefully selected.
proposed menu has a
variety of healthy and
nutritious food
proposed menu considers
dietary requirements and
restrictions of learners,
learning service providers,
and PMT
6.Equipment, tools, supplies, and
technology are sufficient.
arrangements for the
availability of equipment
and tools completed
arrangements for the
availability of wi-fi
connection and other
technology support
completed
all supplies and learning
aids are prepared at the
right quality and quantity
of learners’ kit assembled
and ready for distribution
7.Learning resource packages at the
right quality and quantity are
prepared ahead of time.
8.Emergency plan and first-aid kits are
ready.
1.Tools and materials that will support
learning management are prepared.
2.Team members who will monitor
learning management and handle
management of learning activities are
clear about their roles.
Overall Comments: Recommendations:
F. LEARNING AND DEVELOPMENT DURING IMPLEMENTATION
PHASE
• During-implementation Monitoring and Evaluation Form is to be accomplished by External
Purpose of the QAME Associate to validate whether the L&D intervention is implemented as planned.
tool • Data will be used by the External QAME Associate to provide feedback to the L&D Program
Management Team and learning service providers on issues that need to be addressed.
BASIC INFORMATION
Region
Division
Learning Service Provider
Activity/Event Monitored
Address
Inclusive Dates
Date Monitored
Number of Participants
Level: Level:
Class
Participants Trainers Participants Trainers
1
2
3
Directions: After a careful evaluation, rate the conduct of the Learning and Development
program delivery by ticking the appropriate boxes: Agree if indicator has been fully
observed, and Disagree if not observed.
Activities
A. Conduct of the Program Delivery (Daily Monitoring)
Activities Agree Disagree
1. Operational concerns
▪Activities start and end according to schedule.
▪Attendance is systematically monitored and reflects gender/sex.
▪Modifications in activities and schedule are consulted with the
participants and are given ahead of time.
▪Provision of the following consistently follows agreed standards :
-Food
-Training Venue
-Accommodation
•Medical personnel and medical provisions for emergencies e.g.
common medicines, first aid kit, are available
▪Training/Learning materials are available and adequate.
▪Support materials and equipment are available and serviceable.
▪Issues and possible courses of action are identified in the briefing and
debriefing sessions.
▪Ground rules are clear and compliance is also monitored.
Activities A D
2. Sessions and Trainers
▪The trainers have utilized the approved resource package (session guide,
PowerPoint presentation, video presentations, etc.)
▪Trainers and sessions are evaluated using standardized tools.
▪Participants are given competency assessment before and after the session/s,
if applicable.
▪The expected outputs are gathered and properly accounted for.
▪Accomplished evaluation tools are collected from participants immediately for
processing and feedback
▪Feedback is given as may be needed.
1. Certification of Participants
▪Certification is conferred upon completion of the program and upon
satisfaction of requirements.
▪Certification is issued at the end of the program
2. Program Evaluation
▪Program evaluation is administered immediately after the last session.
Activities A D
▪Results of the evaluation is used and incorporated in the End of the Program
Report
▪The participants are assessed as to determine learning through Rapid
Competency Assessment.
Comments and Suggestions:
Name and Signature of Monitor
Date
CRITICAL INCIDENTS
(This STAR form will be used to document critical incidents that are not captured in the QAME Forms and
may be accomplished as may be needed)
Title of Training: _________________________________________________________
Date Situation/Task Action Result
Republic of the Philippines
Department of Education
Region V – Bicol Region
SCHOOLS DIVISION OF LIGAO CITY
____________________________________________________________________
G. LEARNING AND DEVELOPMENT POST-IMPLEMENTATION
CHECKLIST
Purpose of the tool To Check post implementation of an identified learning and development
program.
Directions: Rate the post-implementation of an identified learning and development program by
ticking the appropriate boxes; Evident if indicator has been fully observed, and Not Evident if
indicator is not observed.
L & D Requirements Evident Not Evident
Program/ Intervention Title
Program/ Intervention Objectives
List of Participants
Attendance sheets
Detailed L&D design
Learning Resource Package
Post-program/intervention evaluation results
Pre-and post-test results
Financial report
Program documentation
Program / intervention attachments
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