📝 These are the Links to Download Updated SHD and LHAS (Learners’ Health Assessment and Screening) Forms🩺📂

In an effort to strengthen learner wellness programs and promote standardized reporting of school-based health activities, the Department of Education (DepEd) has rolled out revised SHD forms and updated LHAS templates. These are not just procedural updates; they are part of a broader vision under the 5-Point Reform Agenda, aimed at bolstering the physical and mental well-being of Filipino learners. This blog offers a fresh and actionable look into how these changes impact schools and how to properly access the essential forms linked below.

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📌 SHD Forms 2025: Still Valid but Slightly Enhanced for Relevance

The updated SHD Forms—short for School Health and Nutrition Division Forms—are largely consistent with the previous versions used by field offices. According to the Department of Education, the updates reflect “minor revisions for suitability to the purpose of this memorandum”, ensuring that they align with the current policy direction while minimizing disruption in usage. These forms continue to serve as critical tools for monitoring student health records, referrals, and service delivery.

👉 You can download the updated SHD forms here: https://bit.ly/SHDForms2025

While Schools Division Offices (SDOs) that have already printed the old forms may continue using them for the meantime, all others are strongly encouraged to shift to the newer versions. This gentle transition ensures flexibility while promoting policy alignment.

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📊 Unified LHAS Templates for Consistent Data Collection Across the Nation 🧠🦷🍱

One of the most crucial components of school health is the Learners’ Health Assessment and Screening (LHAS), which encompasses medical, dental, nutrition, and psychosocial assessments of learners from Kindergarten through Grade 12. According to DepEd’s SHN guidelines, these health services aim to help learners reach their full academic potential through timely and effective interventions.

To that end, DepEd mandates the nationwide adoption of standardized LHAS tools and forms, which are now readily accessible via this link:
👉 https://bit.ly/DepEdLHASSY2526Forms

The School Health and Nutrition (SHN) personnel, who spearhead the Oplan Kalusugan sa DepEd (OK sa DepEd) campaign, will use these tools in collaboration with schools and parents for holistic assessments.

As emphasized by the World Health Organization, school health initiatives play a vital role in creating supportive learning environments and reducing school dropouts due to health issues. The integration of mental and physical health screenings into school systems echoes international best practices.

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📅 Key Dates to Remember for LHAS Implementation 🗓️

The LHAS schedule for School Year 2025–2026 is both comprehensive and strategic. From baseline nutritional assessments to psychosocial screenings, the calendar is carefully crafted to ensure early detection and intervention.

• June 9, 2025: Start of Master Listing and LHAS Scheduling

• June 16, 2025: Start of Nutritional Assessment, Vision, and Hearing Screenings

• July 7–11, 2025: Health History Intake and Oral Health Screening during OK sa DepEd One Health Week

• August 11, 2025: Beginning of Mental Health and Psychosocial Screening using Rapid HEEADSSS and CARS tools

• December 19, 2025: Deadline for Completion of Mental Health Screenings

• March 27, 2026: Target Completion of Endline Nutritional Assessment for SBFP beneficiaries

This timeline reflects the structured nature of DepEd’s health protocols. It ensures that no learner is left behind in terms of access to critical health services throughout the academic year.

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🛡️ Why Standardization Matters in Learner Health Services

Standardized tools allow for better monitoring, clearer reporting, and more reliable national statistics on student health. As noted by UNESCO, integrating health programs into education fosters long-term development outcomes, especially when data collection is systematic and inclusive.

Moreover, using a single set of forms and screening tools helps reduce administrative confusion and promotes inter-school consistency. These small yet powerful steps help DepEd fulfill its broader goal—ensuring that every Filipino learner thrives both academically and health-wise.

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✨ Final Thoughts: A Shared Responsibility in Learner Well-Being

As schools reopen with renewed optimism, let’s remember that health and education are not separate silos. They are interlinked threads in a child’s journey toward success. With the tools now available through the links provided, schools, parents, and DepEd officials have everything they need to champion learner wellness together.

🖇️ These are the links for empowered education and healthier learners—click, download, and share the tools that shape a brighter future. 🌱👨‍⚕️👩‍⚕️

📥 Download Automated SF8 With BMI Calculator – A Smarter Way to Monitor Student Health 📊

Why Modernize SF8?

In today’s digital age, traditional pen-and-paper forms no longer meet the demand for efficient health and nutrition reporting in schools. That’s why an automated SF8 form with a BMI calculator is essential. This new approach not only saves time but also ensures accurate learner health data. The Department of Education's School Form 8 (SF8) is crucial in tracking each student’s nutritional status and height-for-age (HFA) metrics—but imagine doing it in seconds, not hours.

📘 What Is SF8 and Why It Matters?

The SF8 or School Form 8 – Learner’s Basic Health and Nutrition Report is a DepEd-mandated document that records every student’s physical wellness, particularly weight, height, BMI (Body Mass Index), and nutritional assessment. It's applicable to all grade levels, from Kindergarten to Senior High School. The traditional process is tedious, but integrating an automated BMI calculator not only makes the process faster but also reduces manual errors.

CLICK HERE TO DOWNLOAD SF8 NOW.

According to DepEd Order No. 13, s. 2017, maintaining accurate health records is vital for effective intervention and feeding programs. With this, teachers and school health coordinators can monitor the nutritional trends among learners and respond with targeted health strategies.

⚙️ How the Automated SF8 With BMI Works

This innovation is designed with built-in formulas to calculate BMI, classify nutritional status (such as Normal, Wasted, Obese, etc.), and auto-fill Height-for-Age assessments. Teachers simply input a learner's weight and height, and the system will instantly display BMI and its corresponding category using World Health Organization (WHO) growth standards.

The tool uses this formula:

BMI = Weight (kg) ÷ [Height (m)]²

Once BMI is determined, it automatically falls into a category:

• Severely Wasted

• Wasted

• Normal

• Overweight

• Obese

Meanwhile, HFA classification determines if the learner is Severely Stunted, Stunted, Normal, or Tall, providing another layer of health assessment.

📈 The Benefits of an Automated SF8

Modernizing the SF8 form offers numerous advantages. First, it promotes data accuracy, minimizing human error in complex BMI calculations. Second, it drastically reduces workload for teachers and health officers who often have to compute dozens—if not hundreds—of learners manually.

Additionally, with its automated summary tables, schools can instantly generate reports by sex, nutritional status, and height-for-age, allowing quicker response to malnutrition and growth issues. According to the National Nutrition Council, timely health interventions are key to preventing long-term physical and cognitive issues in children.

📂 Why You Should Use This Version of SF8

This enhanced SF8 template is fully editable, Excel-based, and ready for school year roll-out. It’s designed based on the most recent forms distributed by DepEd and aligned with the 2017 SFRT standards. Whether you’re handling elementary, junior high, or senior high school learners, this tool ensures your health records are up-to-date and reliable.

It includes fields such as:

• School Name, Grade, Section

• Learner Reference Number (LRN)

• Complete Name, Birthdate, Age

• Weight, Height, BMI, BMI Category

• Nutritional Status and HFA Remarks

It also auto-generates a Summary Table of results, so health coordinators can submit consolidated reports without delay.

✅ Trusted and Data-Aligned

This version follows data privacy protocols and is modeled after recommendations from DepEd Health and Nutrition Center (HNC) and UNICEF Philippines, which emphasize the importance of accessible digital health tools for education professionals.

📘 Mapping Literacy Growth: Understanding Reading Profiles in Key Stage 1 vs. Key Stages 2–3 🌱📖

Reading is more than just a school subject—it’s a lifelong foundation for learning, communication, and critical thinking. In the Philippines, two major assessment tools help educators gauge where learners are on their literacy journey: the CRLA Profiles for Key Stage 1 (Grades 1–3) and the Phil-IRI Profiles for Key Stages 2–3 (Grades 4–10).

Each of these tools defines reading profiles that reflect a learner’s ability to decode, understand, and respond to texts. While both aim to improve reading performance, they cater to different stages of cognitive and language development. Let’s examine their profile descriptions and understand how they guide effective reading instruction.

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🧒 Key Stage 1 (CRLA): Early Reading Development Begins Here 🅰️

In the early grades, students are still forming the building blocks of reading—letter recognition, phonemic awareness, and basic comprehension. The CRLA (Comprehensive Reading Literacy Assessment) captures this phase through four distinct profiles:

🔤 Emerging Profile

Learners in this stage show limited phonological awareness and often know only a few letters. They try to read by sounding out or identifying syllables but fail to recognize whole words. Comprehension is weak or absent. According to the Department of Education, these learners need intensive, targeted instruction to build foundational skills like phonics and decoding.

🛠 Developing Profile

Here, learners begin to decode simple words and phrases. They possess basic phonological skills but require constant teacher support to improve automaticity, fluency, and text comprehension. This stage highlights the importance of guided reading strategies, especially in L1 (first language) environments.

🔄 Transitioning Profile

These learners show improved skills but are still mastering accuracy and fluency. They benefit from regular practice to sharpen decoding and comprehension, though they are no longer completely dependent. Instructional scaffolding remains essential at this level.

🌟 Reading at Grade Level

Students at this level have solid letter knowledge, strong phonological awareness, and competent decoding skills. They can read various texts in L1 and L2, and are starting to develop in L3. They show increasing independence in both oral reading fluency and text understanding—a sign of readiness for more complex academic content.

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🧑 Key Stages 2–3 (Phil-IRI): From Struggling to Fluent Readers 📚

Once learners enter Grades 4–10, they are expected to move from learning how to read to using reading as a tool for learning. The Phil-IRI (Philippine Informal Reading Inventory) describes their reading capacity using three practical levels:

🚫 Frustration Level

Learners at this stage are unable to handle grade-level texts independently. They show serious difficulties in decoding, fluency, and comprehension. According to UNESCO, readers in this group are at high risk of academic failure without urgent and targeted interventions.

🧩 Instructional Level

At this level, learners can partially comprehend texts with support. They’re developing, but not yet ready to read independently. This profile mirrors the CRLA's Transitioning stage and demands focused instruction, peer collaboration, and teacher-led guidance. As noted by the World Bank, learners here can still close the literacy gap with consistent, strategic help.

✅ Independent Level

The goal of every literacy program, this level represents readers who can handle texts on their own. They demonstrate strong fluency, comprehension, and can read across subjects. These learners thrive with minimal or no assistance, and their skills support higher-order thinking, analysis, and independent study—hallmarks of academic readiness.

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🔍 Why the Distinction Matters: Matching Instruction to Developmental Needs

By comparing CRLA (Key Stage 1) and Phil-IRI (Key Stages 2–3) profiles, teachers can better tailor reading programs. These descriptions don’t just classify learners—they provide a roadmap for intervention. Here’s why this distinction is critical:

• CRLA focuses on foundational literacy—ideal for early readers developing core phonics and decoding.

• Phil-IRI assesses applied literacy skills—vital for older students using reading in content areas like science, history, and math.

Aligning teaching strategies with these profiles helps bridge learning gaps, prevents dropouts, and ensures that no child is left behind in literacy.

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🧠 Research-Backed Insights

According to the Department of Education (Philippines), integrating CRLA and Phil-IRI results allows educators to trace student growth and implement data-driven reading interventions. Meanwhile, the World Bank Learning Poverty Report stresses that identifying struggling readers early through such tools is key to addressing functional illiteracy.

By understanding these reading profile descriptions, educators are empowered to foster confident, fluent readers ready for lifelong success.

📥 Download Here: Rapid Math Assessment (RMA) for Grades 7–10 BOSY Score Sheet + School Summary

 As schools prepare for a more data-informed school year, the Rapid Math Assessment (RMA) has become a cornerstone tool in tracking and strengthening the mathematics proficiency of Filipino learners. Whether you're handling Grade 6 End-of-School-Year (EOSY) assessments or mapping student readiness for Grades 7 to 10, the Beginning-of-School-Year (BOSY) Score Sheet and School Summary downloads are vital instruments for success.

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📌 What Is the RMA and Why Should Schools Use It?

The Rapid Math Assessment (RMA) is a diagnostic tool used to evaluate core mathematical skills at the start and end of the academic year. While it may appear routine, its value lies in how it provides quick, reliable insights into a student’s mathematical foundation. For Key Stage 3 (Grades 7 to 10), this helps teachers detect learning gaps early and customize interventions. For Grade 6 EOSY, it ensures a smoother transition into high school by gauging cumulative understanding.

According to DepEd’s Bureau of Education Assessment, formative assessments like the RMA are essential for improving learner outcomes by “providing actionable evidence to drive classroom instruction.” This means RMA is not just a test—it’s a planning tool that impacts daily teaching.

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📊 What You’ll Get in This Download Package ⬇️

In this comprehensive RMA download, educators will receive two important files:

• The BOSY Score Sheet, formatted for ease of entry and class-level data analysis.

• The BOSY School Summary, which consolidates performance data across sections and grade levels, giving school heads a bird’s eye view of mathematics trends.

These tools are designed to support school-based planning, promote accountability, and empower Math coordinators and subject teachers with reliable data.

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📚 Who Should Use the RMA Tools?

These downloadable tools are ideal for:

• Grade 6 teachers preparing EOSY reports and transition strategies

• Junior high school math teachers tracking BOSY performance

• School heads and academic coordinators aligning school improvement plans with data

• Division math supervisors analyzing trends across multiple schools

By standardizing how we collect and interpret data, the RMA download kit ensures transparency and comparability across classrooms and districts.

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📎 Where Does RMA Fit in the Broader Learning Framework?

The RMA aligns with the Most Essential Learning Competencies (MELCs) and the learning continuity plan developed during the pandemic. According to education think tank Philippine Business for Education (PBEd), such assessments bridge the gap between curriculum intentions and classroom realities, helping teachers “identify what works and what needs intervention.”

By using the BOSY RMA score sheets, schools can identify patterns such as:

• Persistent difficulty with number operations

• Strengths in geometry and measurement

• Section-specific gaps that require differentiated teaching

These are not abstract numbers; they are actionable insights.

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📥 How to Access the Free RMA Score Sheet & Summary

Teachers and school leaders can download the RMA files directly using the links provided below. They are fully editable, printable, and compatible with both Microsoft Excel and Google Sheets.

Make sure to input your division name, school ID, and other required data before encoding scores. The built-in formulas will auto-generate school summaries and pass/fail indicators to help you interpret results instantly.

CLICK HERE TO DOWNLOAD RMA SCORESHEETS KS1, KS2, AND KS3

📁 [Download BOSY Score Sheet – Grades 7–10]
📁 [Download BOSY School Summary – Grades 7–10]

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✅ Why These Downloads Matter More Than Ever

In a post-pandemic educational landscape, rapid diagnostics are key. The earlier we identify who needs help, the sooner we can respond. With the RMA, schools have a ready-made solution to ensure no learner is left behind in math. And best of all—these tools are free, flexible, and teacher-friendly.

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🧠 Final Thoughts

The Rapid Math Assessment is more than just an early-year requirement—it’s a strategic educational tool. From identifying top performers to flagging those at risk, the BOSY RMA downloadables enable data-based instruction that leads to real improvement. Let’s make every number count.

🎒📚 All Set for School Year 2025: DepEd Gears Up for June Opening with Enhanced Safety & Learning Tools 📱🚔

The Department of Education (DepEd) is rolling out a comprehensive and well-coordinated back-to-school plan this June 16, welcoming around 27 million students across the country. This year’s opening is marked not only by a return to the June-to-March academic calendar but also by a major effort in infrastructure readiness, digital resource distribution, and tightened security measures.

🎓 Back to Traditional School Calendar: A Strategic Shift for Stability

After years of experimenting with an adjusted academic calendar due to pandemic and weather-related disruptions, the DepEd has officially reverted to the June-to-March school year. According to President Ferdinand R. Marcos Jr., this move aims to minimize the recurring losses in classroom learning due to typhoons and other natural disturbances that are more frequent during the rainy season, particularly from July to October. Education Secretary Sonny Angara, who recently took the helm of the department, emphasized the importance of “calendar alignment with optimal weather conditions” to protect learning continuity and student well-being.

This decision is backed by education advocates and local government units, who have long campaigned for more climate-responsive academic scheduling. As stated in a recent policy brief from the Philippine Institute for Development Studies (PIDS), learning disruptions due to extreme weather have had measurable negative impacts on student performance and school attendance. The return to the traditional calendar is therefore a timely, data-driven response.

🖥️ Digital Tools & Tech in the Classroom: Equipping Schools for the Future

In a move to modernize Philippine classrooms, DepEd has successfully distributed 33,539 laptops to teachers and 5,360 units to non-teaching staff as part of its computerization program. Along with these, nearly 26,000 smart TV packages equipped with external hard drives have been procured to enhance multimedia-based learning.

These smart TVs, when used with offline content delivery systems, are particularly useful in geographically isolated and disadvantaged areas where stable internet connectivity remains a challenge. According to a UNESCO education report, integrating ICT in education significantly improves student engagement and knowledge retention—especially when supported by teacher training and quality content.

📖 Textbook Procurement Nears Full Distribution

While technology plays an increasing role, printed learning materials remain critical—especially for early grade learners. DepEd reports that textbook procurement for Grades 1, 4, and 7 is at 99% completion, with Grades 2, 5, and 8 currently halfway through procurement. Full coverage for other grade levels is expected to commence next year.

Experts from the Southeast Asian Ministers of Education Organization (SEAMEO) reiterate that balanced access to both digital and physical learning tools is essential to close achievement gaps in basic education.

🚓 Oplan Balik-Eskwela: Ensuring Safety with PNP Deployment

On the security front, the Philippine National Police (PNP) is rolling out an extensive deployment plan under “Oplan Balik-Eskwela.” More than 37,000 police officers will be stationed across public and private school zones to ensure peace and order as students head back to their classrooms.

PNP Chief Gen. Nicolas Torre III announced that 5,079 Police Assistance Desks will be manned by 10,759 officers, ready to offer real-time assistance to students, parents, and school personnel. An additional 10,687 police will patrol via mobile units, while 16,366 will be on foot patrol to maintain visibility and responsiveness, especially in densely populated areas.

“Our number one priority is the safety of learners and school communities. We are in full coordination with DepEd, LGUs, and community stakeholders to ensure a secure, peaceful return to classes,” said Torre in a press release.

🧹 Brigada Eskwela: A Community Effort for a Clean Start

As part of the build-up to class reopening, PNP personnel and thousands of volunteers actively participated in the Brigada Eskwela program. This annual bayanihan movement includes the cleaning, repainting, and repair of classrooms and school facilities, reinforcing a culture of collective responsibility for education.

According to DepEd's official guidelines, Brigada Eskwela is more than just a clean-up drive—it’s a symbol of community solidarity and school readiness. And this year, participation was heightened, reflecting a shared eagerness to bring back face-to-face learning in well-maintained and safe environments.

📚 A Crisis in Numbers: Can the Philippine Education System Sustain 27.6 Million Students? 💡

As the School Year 2025–2026 kicks off on June 16, the Department of Education (DepEd) faces one of its most formidable tests yet—accommodating 27.6 million enrollees in basic education while navigating a storm of longstanding shortages in teachers, classrooms, and educational resources. But instead of viewing these numbers as mere logistical challenges, they also reveal deeper, systemic issues in the country's education infrastructure that demand urgent and sustainable reforms.

🏫 A Ticking Time Bomb: Growing Student Population and Stagnant Facilities

According to official figures from DepEd, enrollment projections include 15.42 million elementary pupils, 8.01 million junior high students, and 4.17 million in senior high. This steep rise underscores a demographic boom that the educational system seems unprepared for. What’s alarming is the deficit of 165,000 classrooms and a shortage of over 56,000 teachers, making it nearly impossible to provide equitable learning conditions across the country.

As Education Secretary Sonny Angara acknowledged, these shortages are not just numerical gaps—they are indicators of deeper neglect and outdated infrastructure. According to the World Bank, classroom overcrowding significantly affects learning outcomes and student engagement, especially in primary education. With an average student-to-classroom ratio surpassing global standards, the Philippine public school system is operating well beyond capacity.

👩‍🏫 Teacher Shortages: Overburdened Educators and Declining Quality

Currently, over 875,000 teachers serve in public schools nationwide. However, many educators are forced to manage double or triple class shifts, drastically affecting their ability to deliver quality education. DepEd estimates that at least 56,050 new teaching positions are needed just for this school year.

The Department of Budget and Management (DBM) has approved the early hiring of 16,000 new teachers under the 2025 General Appropriations Act (GAA), but critics say this barely scratches the surface. In a statement from the Alliance of Concerned Teachers (ACT), the union called the shortage a “symptom of chronic government underinvestment in education,” warning that band-aid solutions like Public-Private Partnerships (PPPs) might lead to privatization rather than sustainable development.

🏗️ Infrastructure Plans and Public-Private Partnerships: Will They Work?

DepEd has committed to building 105,000 classrooms through PPPs, initiating early procurement directives, and collaborating with the Department of Public Works and Highways (DPWH) to develop climate-resilient schools. But civil society groups remain skeptical.

According to UNESCO, PPPs can work in education only if anchored on clear, equitable frameworks. If done hastily or without oversight, they risk placing the burden of education access on private stakeholders, possibly excluding underserved communities.

While the early delivery of Smart TVs, laptops, and textbooks to schools this year shows promise, these tech-based interventions cannot fully replace the fundamental need for physical space and human resources.

🔄 New Enrollment Policies and Flexible Learning: Easing the Burden?

In a welcome move, DepEd has rolled out a simplified enrollment process through DepEd Order No. 017, s. 2025, requiring only a one-time submission of a child’s birth certificate for the entire K–12 cycle. This step addresses parents’ long-standing grievances about bureaucratic red tape and helps reduce out-of-pocket expenses.

Secretary Angara explained that students may now enroll remotely or via drop-off centers, and late enrollees can be accepted provided they meet attendance and academic standards. The policy also includes provisions for Persons Deprived of Liberty (PDLs) and Alternative Learning System (ALS) participants, making it a more inclusive system.

Meanwhile, DepEd is boosting internet connectivity to support online learning, particularly for Senior High School students who can handle independent study. However, critics argue that online learning remains a privilege in many rural and underprivileged areas due to inconsistent internet access and lack of digital devices.

🧹 Brigada Eskwela and Community Involvement: The Power of Bayanihan

The Brigada Eskwela movement continues to be a cornerstone of DepEd’s yearly preparations. This campaign calls on local communities—parents, teachers, NGOs, and private citizens—to volunteer in cleaning, repairing, and preparing classrooms before classes begin.

While commendable, this “bayanihan” effort shouldn’t be a substitute for state accountability. According to a 2024 policy brief by the Philippine Institute for Development Studies (PIDS), the increasing reliance on community labor highlights structural weaknesses in education financing. Without robust public funding, the burden continues to fall on citizens.

📘 Curriculum Overhaul: Fewer Subjects, More Flexibility

One promising development is the revamped Senior High School curriculum, now piloted in select schools. Angara confirmed that the number of required subjects has been reduced, giving students more freedom to explore personalized learning tracks—be it in STEM, Humanities, or Technical-Vocational fields.

This shift aligns with findings from OECD’s Education 2030 framework, which recommends competency-based learning that adapts to individual student interests. Public feedback so far has been positive, especially from students eager to direct their own academic paths.

📌 DepEd Order No. 017, s. 2025: Strengthening Access Through Inclusive Early Registration for SY 2025–2026 🎓

The Department of Education (DepEd) has taken another bold step toward a more inclusive and learner-centered academic environment with the issuance of DepEd Order No. 017, s. 2025. This new directive, which replaces the 2018 Basic Education Enrollment Policy, sharpens the focus on early registration as a vital tool not just for planning and projection, but also for access and inclusion.

With the implementation slated for SY 2025–2026, this policy introduces concrete changes that empower learners, schools, and communities through a streamlined, decentralized, and equity-driven enrollment framework.

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🏫 What Makes DepEd’s Early Registration Policy Different in 2025? 💡

The revised enrollment policy does more than modify administrative protocol—it redefines how the government views access to basic education in the Philippines. According to DepEd’s official release, the updated policy now mandates that all types of learners, including out-of-school children, youth, and adults (OSCYA), are eligible for enrollment in both formal and non-formal learning systems.

What sets this early registration system apart is its localized and proactive approach. Public schools are no longer passive receivers of enrollees—they are now active participants in identifying, reaching, and registering eligible students, even those in remote and underserved communities.

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📅 When and How Will Early Registration Be Conducted? 🗓️

The official early registration period is set every year from the last Saturday of January to the last Friday of February. During this window, Kindergarten entrants, new enrollees in Grades 1, 7, and 11, transferees to public schools, and first-time ALS learners are expected to pre-register. The policy allows for flexibility, empowering Schools Division Offices (SDOs) to extend the period as needed due to unforeseen circumstances.

This pre-registration serves as a planning tool, but it's crucial to understand that participation does not guarantee enrollment. Instead, it enables schools to estimate resource needs, including classrooms, teachers, and learning materials.

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📣 Outreach First: Advocacy and Community Collaboration in Early Registration 🧭

A unique highlight of DepEd Order No. 017, s. 2025 is its mandatory advocacy campaign, designed to reach learners who are often left behind. This includes children:

• with disabilities

• living in off-grid areas

• in conflict zones or areas hit by natural disasters

• who are stateless or undocumented

• who have chronic illnesses or nutritional challenges

According to UNESCO and UNICEF joint reports, such vulnerable learners are often excluded due to a lack of information or legal documentation. This updated policy ensures that schools must go beyond their walls—through partnerships with barangays, LGUs, and social welfare offices—to actively engage these learners.

This community-based advocacy also mirrors global best practices for inclusive education, as cited by Save the Children Philippines, where inter-agency cooperation is critical in reaching the last-mile learners.

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🧾 Flexible Eligibility: Removing Barriers Through Lenient Document Verification 🔍

Another game-changing aspect of the 2025 early registration policy is how it handles eligibility verification. While learners must present documents, these are not to be collected or withheld. This means that a lack of immediate access to records—such as birth certificates, completion forms, or academic transcripts—will no longer be a barrier to early registration.

PSA-issued birth certificates remain the standard, but secondary documents (as listed in Section 7 of the order) are now accepted. For learners without formal schooling backgrounds, even Alternative Learning System (ALS) credentials or placement exam results like the PEPT or A&E certificates will suffice.

According to legal scholars from the University of the Philippines Law Center, this shift marks a significant legal advancement, ensuring that documentary limitations do not deny access to education.

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🧠 Strategic Use of Early Registration Data in Educational Planning 📊

One of the lesser-known but powerful effects of early registration is its role in academic planning. All data collected are uploaded into the DepEd Learner Information System (LIS), allowing schools and education planners to:

• Forecast enrollment numbers

• Determine class sizes

• Assign teachers appropriately

• Plan curriculum delivery and resource distribution

Rather than operating in the dark, schools can now rely on real-time registration data to guide their budget allocation and classroom strategies, especially in areas with rapidly growing learner populations.

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🔁 A Second Chance for Learning: The Role of ALS and Balik-Aral Programs 💼📚

The revised policy gives special attention to Balik-Aral learners and ALS enrollees—those who have previously dropped out or have not entered the formal system at all. These learners may present alternative documentation such as:

• Report cards (SF9)

• ALS Form 5

• Medical records for SPED

• PEPT/A&E certification

According to DepEd’s ALS Task Force, these flexible pathways reflect a commitment to lifelong learning and educational equity. For many learners, especially adults, this could be their only opportunity to gain functional literacy, finish basic education, and pursue higher education or employment.

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🔒 Legal and Institutional Backing for Sustainability 🏛️

DepEd Order No. 017, s. 2025 has legal weight: it takes effect 15 days after its publication in a national newspaper or the Official Gazette, and is duly registered with the Office of the National Administrative Register (ONAR) at UP Diliman. This ensures not just policy continuity, but also public accountability and transparency—hallmarks of any sound educational reform.