DepEd Balik Sigla, Bigay Saya 2026: Learner Selection, Focal Persons, Requirements, and Important Dates

The Department of Education (DepEd), in coordination with the Office of the President and the Department of Social Welfare and Development (DSWD), is preparing for the 2026 edition of Balik Sigla, Bigay Saya: A Nationwide Gift-Giving Day, a holiday initiative designed to bring joy and meaningful experiences to Filipino learners.

According to the memorandum dated October 15, 2026, the nationwide event is scheduled for December 5, 2026, with the main celebration at the Kalayaan Grounds in Malacañang, Manila. Participating schools and designated education officials have been given instructions concerning learner selection, focal-person designation, online coordination, and technical preparations.

For teachers, school administrators, education personnel, and families following the program, here are the key details available from the memorandum.

What Is Balik Sigla, Bigay Saya 2026?

Balik Sigla, Bigay Saya is a nationwide gift-giving initiative intended to spread Christmas cheer among children and learners, particularly those who may benefit from additional community support during the holiday season.

The program brings together government agencies, schools, and participating communities to help make the Christmas season more meaningful for Filipino children. Previous editions have included gift distribution and festive activities for learners. In December 2024, for example, the Quezon City government reported that approximately 1,500 pupils from two elementary schools received gifts during the initiative.

The 2026 edition continues this tradition through coordinated participation involving DepEd, DSWD, and the Office of the President.

Beyond the distribution of gifts, the initiative highlights the importance of compassion, inclusion, and collective responsibility for children's well-being.

When Is the 2026 Nationwide Gift-Giving Day?

Based on the October 15, 2026 memorandum, the main event is scheduled as follows:

• Event: Balik Sigla, Bigay Saya 2026: A Nationwide Gift-Giving Day

• Date: December 5, 2026

• Main venue: Kalayaan Grounds, Malacañang, Manila

• Participating agencies: Office of the President, Department of Education, and Department of Social Welfare and Development

• Participation: Selected learners and designated participating schools and satellite locations nationwide

The memorandum also indicates that gift-giving activities will be conducted simultaneously in selected schools and areas.

Participating schools should follow subsequent official communications for any additional arrangements, changes, or instructions concerning the event.

How Many Learners Will Participate in the Program?

The memorandum provides a nationwide participation allocation involving 17,095 learners.

The identified allocation consists of:

• 15,295 learners from selected Schools Division Offices and schools nationwide.

• 1,800 learners who will attend the main event at Malacañang.

The document directs the 16 DepEd Regional Offices to identify 900 learners each from selected Schools Division Offices and schools within their respective regions for satellite activities.

It also specifies that the DepEd National Capital Region should identify 895 learners for satellite activities and an additional 1,800 learners for the main event in Malacañang.

These figures are intended to guide coordination and participant identification. Schools and division offices should refer to the official selection instructions and approved participant lists when determining who will participate.

Who Will Be Prioritized for Learner Selection?

According to the memorandum, learners from Grades 2, 3, and 4 shall be prioritized during participant selection.

Regional Offices are expected to coordinate with the appropriate Schools Division Offices and selected schools to identify participating learners.

School personnel should ensure that the information submitted is accurate and complete. They should also follow the official selection process rather than assume that every learner within the specified grade levels will automatically qualify.

Parents and guardians who want to know whether their children are included should coordinate with their respective schools for verified information about the selection and participation arrangements.

Designation of Regional Focal Persons

The memorandum requests all DepEd Regional Offices to designate a focal person at the regional level at the earliest possible time.

The designated Regional Office focal person will help coordinate the identification and submission of information concerning participating focal persons and learners from selected Schools Division Offices and schools.

The regional focal person is also expected to provide the required information through the online Excel sheet referenced in the memorandum.

This coordination is important because the event involves numerous participating locations, each of which must receive the necessary instructions and communicate its requirements through the appropriate channels.

Regional and division personnel should use the official memorandum and subsequent issuances as their primary references.

Important Deadline for the Final List of Learners

The memorandum sets October 20, 2026, as the deadline for finalizing the list of participating learners from selected Schools Division Offices and schools.

As of October 26, 2026, this deadline has already passed.

The designated Regional Office focal person was instructed to ensure that the participant list was finalized on or before the stated date using the prescribed template.

Schools or offices that have questions about submission status, corrections, or further instructions should contact their appropriate DepEd division or regional office. They should not assume that late submissions or changes will automatically be accepted.

For the original forms and instructions, consult the links reproduced in the memorandum:

• Field focal-person information: https://bit.ly/BSBS2026-FieldFocalPersons

• Template for the participant list: https://bit.ly/BSBS2026-TemplateForListOfParticipants

Because these are shortened links, users should verify that they lead to the intended official forms before submitting information.

Technical Requirements for Participating Satellite Locations

The memorandum lists technical requirements to help participating satellite locations prepare for the December 5 event.

The instructions include the following:

1. Prepare a suitable device. A laptop with an external webcam or a mobile phone with the Zoom application installed may be used.
2. Provide a mobile phone tripod. This is required when a mobile phone will serve as the meeting device.
3. Ensure a stable internet connection. Reliable connectivity is necessary for participation in the online meeting.
4. Prepare an electrical power source. The venue should have access to power to support the devices used during the program.
5. Join the Zoom meeting on time. The memorandum indicates a 7:00 a.m. start on December 5, 2026. The meeting link will be provided after the coordination meeting.
6. Select a well-lit venue. Adequate lighting will help ensure that participants can be seen clearly during the online program.
7. Position mobile phones horizontally. Devices should be placed in landscape orientation before joining the meeting.
8. Follow the prescribed naming format. The format REGION_SCHOOL should be used to facilitate identification of participating locations.
9. Keep microphones muted. Participants should keep microphones muted throughout the program to minimize unnecessary background noise.
10. Observe child-sensitive arrangements. For centers catering to children, particularly those dealing with sensitive circumstances, the use of face masks by participating children is encouraged.

Schools and participating centers should review these instructions ahead of the event and coordinate any additional requirements with their designated focal persons.

How Schools and Education Personnel Can Prepare

With the event scheduled for December 5, participating offices can use the remaining preparation period to review their responsibilities and confirm arrangements.

Regional and division personnel should verify the status of their participant lists, confirm communication channels, and check whether any additional instructions have been issued.

School administrators can coordinate with the designated focal persons to clarify participation arrangements and prepare the necessary devices, internet connection, and venue.

Personnel handling learner information should also ensure that information is submitted through the prescribed channels and handled responsibly.

Families should rely on their children's schools and authorized DepEd offices for announcements about selection, participation, and event logistics.

These steps can help reduce confusion and support smoother coordination among participating locations.

Where to Get Official Updates About Balik Sigla, Bigay Saya 2026

The October 15, 2026 memorandum states that further details and arrangements will be announced through subsequent issuances and communications.

For the latest verified information, consult the official Department of Education website at https://www.deped.gov.ph/ and the relevant DepEd Regional Office or Schools Division Office.

The original memorandum should remain the primary reference for the stated deadlines, participant allocations, and technical requirements. Any later official issuance should be checked for amendments, additional instructions, or changes to the schedule.

Readers should avoid relying solely on reposted social media announcements when confirming learner eligibility, submission requirements, or event arrangements.

Final Thoughts

Balik Sigla, Bigay Saya 2026 is scheduled to bring a nationwide Christmas gift-giving celebration to selected Filipino learners on December 5, 2026.

The October 15 memorandum outlines the participant allocation, prioritization of Grades 2 to 4 learners, designation of regional focal persons, and technical preparations for satellite locations. It also establishes October 20, 2026, as the deadline for finalizing the participant list—a date that has already passed.

As preparations continue, coordination among DepEd regional and division offices, participating schools, and authorized personnel will be important to ensure that the event proceeds according to official instructions.

For schools and families, the best approach is to monitor verified announcements and coordinate directly with the appropriate education offices for any questions about participation.

Editorial note: This article is based on the memorandum dated October 15, 2026, provided for reference. It is an informational summary, not a replacement for official DepEd instructions. No later amendment to the memorandum has been independently confirmed for this article.

This Is the Link for DepEd Language Identification Tool (LIT) Dashboard Submission 2026: Deadline, Portal, and Guidelines

Schools and education personnel are reminded to complete the submission and uploading of data for the Department of Education’s (DepEd) Language Identification Tool (LIT) Dashboard. According to the DepEd advisory dated October 13, 2026, the deadline for submitting the required data is October 30, 2026, at 5:00 PM.

For schools looking for the official submission portal, the designated link is provided below. Read this guide for the submission link, deadline, important reminders, and steps to help ensure that school data are properly reviewed and submitted.

Official DepEd Language Identification Tool (LIT) Dashboard Submission Link

Schools can access the designated DepEd Language Identification Tool submission portal through the following link:

LIT Dashboard and Language Mapping Portal:
https://bit.ly/DepEdLanguageMapping

The Department of Education's LIT Results Submission Form is also available through the official LiNK Portal:

Direct LIT Results Submission Form:
https://bld.deped.gov.ph/lit-submission

The direct submission form allows schools to enter their school profile, upload the school summary file, review results, and confirm their submission. The form includes fields for region, division, district, school ID, and school name.

Before proceeding, school personnel should verify that they are using the correct portal and that the information they submit corresponds to their school's official records. The official submission form is available online and is currently accepting LIT results.

DepEd LIT Dashboard Submission Deadline: October 30, 2026

Based on the October 13, 2026, advisory shown in the announcement, all concerned offices, school heads, and personnel are reminded to complete the submission and uploading of the required data.

The stated deadline is October 30, 2026, at 5:00 PM.

Schools are encouraged to prepare their files and review their data before the deadline instead of waiting until the final day. Early submission gives personnel more time to identify errors, correct incomplete information, and address technical concerns.

As of October 26, 2026, the advisory provided here remains the basis for the stated deadline. Schools should check subsequent official DepEd announcements or instructions from their Schools Division Office for any updates or changes.

What Is the Language Identification Tool (LIT)?

The Language Identification Tool is part of DepEd's language mapping initiative for Key Stage 1 learners. It supports the collection and consolidation of information about the languages used and identified among learners.

Language information is important in understanding the linguistic backgrounds of children in the early grades. Such information can help education officials and schools better understand learners' language profiles and support the implementation of appropriate language-related educational policies.

The initiative is connected to DepEd Order No. 35, s. 2025, which covers the Guidelines on the Language Mapping Process for Key Stage 1. The results submission process helps consolidate information for Kindergarten and Grades 1, 2, and 3.

For this reason, the accuracy and completeness of the submitted information are important. Schools should follow the applicable instructions and ensure that their reports reflect the actual records gathered through the prescribed process.

How to Submit LIT Results Through the DepEd Portal

School personnel can use the following general checklist when preparing their LIT submission.

Step 1: Open the Official Portal

Visit the designated Language Mapping Portal at https://bit.ly/DepEdLanguageMapping or access the direct LIT Results Submission Form at https://bld.deped.gov.ph/lit-submission.

Use the appropriate official access route provided by DepEd or your Schools Division Office.

Step 2: Complete the School Profile

The submission form includes fields for the following school information:

• Region

• Schools Division

• District

• School ID

• Official school name

Check the entries carefully before continuing. Ensure that the school name is written correctly and that the school ID corresponds to the institution submitting the results.

Step 3: Review the Scoresheet and Class Results

Before uploading, review the LIT scoresheet and class results data for possible errors. The portal specifically advises users to check remarks highlighted in red.

Address any errors or inconsistencies using the applicable official instructions. If a concern cannot be resolved, coordinate with the designated school or division personnel.

Step 4: Upload the School Summary File

Use the portal's Upload School Summary section to select the appropriate school summary file.

Make sure the selected file belongs to the correct school and that the results have been reviewed before uploading. Avoid submitting an incorrect, incomplete, or outdated file.

Step 5: Verify the Results Displayed on the Portal

The submission form displays results by grade level, including Kindergarten and Grades 1 to 3. It also provides fields associated with the strongest language results from the Lexical Test and Busy Picture Test, learner totals, and other relevant information.

Review the information displayed after uploading the summary file. Compare it with your school's reviewed records and correct any discrepancies before proceeding.

Step 6: Confirm the Submission

The portal provides a confirmation step asking users to verify that the information is accurate before submitting. Read the confirmation carefully and proceed only after checking the required details.

If the portal indicates that an existing submission may be replaced, review the message and follow the applicable instructions. Avoid replacing a previous submission unless the correction or replacement is necessary and authorized.

Finally, retain any available confirmation or documentation according to your school's established procedures.

Important Reminders for School Heads and LIT Coordinators

To help prevent delays, school heads and assigned personnel should observe the following reminders:

• Observe the deadline. Complete the required submission by October 30, 2026, at 5:00 PM, unless an official update states otherwise.

• Check all school information. Confirm the region, division, district, school ID, and official school name.

• Review data before uploading. Check the scoresheet, class results, and remarks highlighted in red.

• Verify the uploaded file. Ensure that the school summary file is correct and that the displayed results match the reviewed records.

• Follow official instructions. Consult your Schools Division Office when clarification is needed.

• Avoid waiting until the last minute. Allow time to address file errors, connectivity problems, or other submission concerns.

These practical checks can help schools complete the reporting process in an organized and timely manner.

Where to Ask for Clarification

For inquiries about the deadline and submission process, the October 13, 2026, advisory identifies Mr. Gaudencio Luis N. Serrano, Supervising Education Program Specialist from the Bureau of Learning Delivery–Teaching and Learning Division, as the contact person.

The contact numbers listed in the advisory are:

• (02) 638-47-99

• (02) 687-29-48

Personnel may also coordinate with their Schools Division Office for guidance on school-specific concerns and instructions.

Frequently Asked Questions About the DepEd LIT Dashboard

What is the deadline for LIT Dashboard submission in 2026?

The October 13, 2026, DepEd advisory states that the deadline is October 30, 2026, at 5:00 PM.

Where can schools access the LIT submission portal?

The designated portal is https://bit.ly/DepEdLanguageMapping. The direct LIT Results Submission Form is available at https://bld.deped.gov.ph/lit-submission.

Which grade levels are included in the LIT results form?

The form includes Kindergarten and Grades 1, 2, and 3.

What should schools check before submitting?

Schools should verify their school profile, review their scoresheets and class results, check remarks highlighted in red, upload the correct school summary file, and confirm the displayed results before submitting.

Has the deadline been extended?

The advisory provided here states October 30, 2026, at 5:00 PM. No extension is confirmed in this announcement. Check official DepEd channels and your Schools Division Office for any subsequent update.

Final Reminder: Complete Your LIT Submission Before the Deadline

The DepEd Language Identification Tool submission process is an important part of consolidating language-related information for Key Stage 1. School heads and assigned personnel should review their data, prepare the required files, and complete the online submission within the prescribed period.

Access the portal here: https://bit.ly/DepEdLanguageMapping

Direct submission form: https://bld.deped.gov.ph/lit-submission

Schools should follow the latest official instructions and coordinate with the appropriate DepEd office whenever clarification is necessary.

Source: DepEd advisory dated October 13, 2026, on the deadline for submission and uploading of Language Identification Tool data, together with the official LiNK Portal LIT Results Submission Form.

School Safety Drill Institutionalized in 2026: What Schools Need to Know

School safety remains one of the most important priorities in education, and the latest memorandum on the institutionalization of school safety drills reinforces that commitment. As schools continue to face a wide range of emergency risks, from natural hazards to security-related incidents, regular preparedness exercises are becoming an essential part of campus operations. This latest directive highlights not only the importance of conducting drills, but also the need to make them more realistic, more consistent, and more aligned with actual school conditions.

A school safety drill is more than just a routine activity. It is a structured practice that helps students, teachers, and school personnel understand what to do during an emergency. When done properly, it can reduce confusion, improve response time, and strengthen coordination among school leaders and emergency responders. The newest guidance emphasizes that drills should be age-appropriate, trauma-informed, and based on the specific risks identified in each school community. That means schools are expected to move beyond generic exercises and focus on practical readiness.

According to the memorandum, schools are encouraged to conduct their safety drills on the same date as the National Safety Drill, using the experience to identify gaps and weaknesses in their current preparedness plans. The goal is not simply compliance, but continuous improvement. Schools are expected to review observations, document findings, and use those results to improve evacuation procedures, communication systems, learner accountability, and coordination with emergency responders. In other words, every drill should lead to better planning and stronger protection for the school community.

What the New School Safety Drill Policy Means

The new policy gives school safety drills a more formal and regular place in the academic calendar. Instead of treating drills as occasional requirements, schools are now expected to make them part of a continuing safety culture. This is a significant step because emergency preparedness works best when it is practiced consistently. Students and staff who regularly take part in drills are more likely to respond calmly and effectively when a real emergency happens.

One of the strongest points in the directive is the emphasis on school-level risk assessment. Schools are asked to design drill scenarios based on the actual threats they are most likely to face. This could include fire, earthquakes, severe weather, lockdown situations, or other emergencies relevant to the area. By tailoring drills to local conditions, schools can make training more meaningful and practical.

Another important element is the requirement for schools to maintain records of their safety drill activities. Documentation helps ensure that lessons learned are not forgotten. It also allows school leaders to track progress over time, identify recurring problems, and make informed decisions about safety improvements. In a broader sense, proper recordkeeping supports accountability and helps schools demonstrate that they are actively working to protect learners and staff.

How Schools Are Expected to Conduct the Drills

The memorandum makes it clear that school safety drills should follow a cycle of continuous improvement. This cycle includes four key steps: assess, drill, evaluate, and improve. First, schools review their existing risks and previous drill results. Next, they conduct the actual drill using a selected emergency scenario. After that, they evaluate what happened, noting any gaps, confusion, or delays. Finally, they implement corrective actions before the next drill.

This approach is effective because it treats safety as an ongoing process rather than a one-time event. Schools that repeat this cycle regularly are more likely to develop strong emergency habits and uncover weaknesses before an actual crisis occurs. For example, a drill may reveal that evacuation routes are not clearly marked, that communication devices are not working properly, or that students need more guidance on orderly movement. Once those issues are identified, they can be addressed before they become real problems.

The directive also encourages schools to avoid unnecessary disruption to classes and essential activities. That means drills should be carefully planned and coordinated so that they remain effective without creating avoidable inconvenience. This balance is important because schools must protect learning time while still ensuring that safety training is taken seriously.

Role of School Leaders and Education Officials

The memo places responsibility not only on schools, but also on regional directors and schools division superintendents. These officials are expected to provide technical assistance and guidance in the conduct of monthly safety drills. Their support may include helping schools assess preparedness, review documentation, and identify corrective measures. This top-down support structure is important because many schools may need additional expertise or resources to carry out drills effectively.

At the school level, administrators, teachers, and staff all play a crucial role. School leaders must ensure that drills are planned well, communicated clearly, and evaluated honestly. Teachers need to guide learners through the process and make sure students understand what is expected. Support staff may also need specific responsibilities, such as monitoring exits, guiding movement, or checking attendance after evacuation. When everyone understands their role, the drill becomes far more useful.

The overall message is clear: school safety is a shared responsibility. It cannot depend on one person or one office alone. Instead, it requires cooperation among school officials, teachers, students, parents, and emergency responders. The more aligned these groups are, the stronger the school’s preparedness will be.

Why Regular Drills Matter for Students and Communities

Regular school safety drills do more than prepare a campus for emergencies. They also build confidence among students and parents. When learners know what to do in a crisis, they are less likely to panic. When parents see that a school takes preparedness seriously, they are more likely to trust that their children are in a safe environment.

Drills also help schools develop a stronger safety mindset. Over time, repeated practice can normalize preparedness and encourage a culture where safety is part of everyday school life. This can have long-term benefits beyond emergency response, including better communication, stronger discipline during transitions, and more organized school operations.

For communities, the impact can be even broader. Schools often serve as major gathering places, and their preparedness can influence surrounding neighborhoods. A school that is ready for emergencies can also become a model for other institutions and local organizations. In this sense, institutionalizing school safety drills is not just an administrative move; it is a practical investment in community resilience.

Final Thoughts

The institutionalization of school safety drills reflects a growing recognition that preparedness must be systematic, regular, and continuously improved. By requiring monthly drills, encouraging risk-based scenarios, and emphasizing documentation and evaluation, the latest guidance strengthens the foundation for safer schools. It reminds every school community that emergency readiness is not optional. It is a core part of providing a secure environment where teaching and learning can thrive.

As schools implement these measures, the focus should remain on realism, consistency, and improvement. A well-conducted drill can save lives, reduce confusion, and strengthen confidence across the entire school community. In the end, safety is not just about responding to emergencies. It is about building a culture that is ready before the emergency ever happens.

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.