GOVPH

Bayawan became a city on December 23, 2000 through Republic Act No. 8983, sponsored by Congressman Herminio G. Teves of the 3rd Congressional District.

The Interim City Division was formally opened on January 25 under the leadership of the Department of Education.

The division initially operated with nine education supervisors designate, including two district supervisors, one head teacher, one LGU-paid principal, and five elementary school principals. Its administrative section was supported by an OIC Administrative Officer, a utility worker, and two contractual workers.

During its early establishment, the division had 383 elementary teachers and 56 secondary teachers assigned in 50 elementary schools and 11 secondary schools distributed across 28 barangays.

The division faced challenges such as rough terrain, poor road conditions, long distances from schools to the division office, and heavy rains from June to October.

Bayawan City is approximately *101 kilometers away from Dumaguete City

Many schools were located in hinterland areas, with distances ranging from *5 to 57 kilometers from the division office*, making supervision and delivery of educational services challenging.

One major factor was the involvement of some learners in *farm-related activities*, particularly among families dependent on agriculture for livelihood. One major factor was the involvement of some learners in *farm-related activities*, particularly among families dependent on agriculture for livelihood. 

Around *80 percent of parents* were earning their livelihood from farm-related activities.

Identified factors included *learner absenteeism, poor teaching strategies, lack of teaching competency, and minimal supervision of teachers*.

Infrastructure support came through initiatives such as the *Third Elementary Education Project (TEEP)* and the *Secondary Education Development Improvement Project (SEDIP)*, which supported the construction and renovation of classrooms and facilities.

The division aimed to improve performance by strengthening monitoring of attendance, maximizing teaching hours, improving supervision, and achieving a *75 percent Mean Percentage Score (MPS) target*.

There are two colleges mentioned in the document: *Bayawan College* and *Negros Oriental State University – Bayawan/Sta. Catalina Campus*.

Only around *10 percent of secondary graduates* enrolled in the colleges located in Bayawan City, while others pursued studies in Dumaguete City, Iloilo, Cebu, and Manila.

The division experienced low Mean Percentage Scores (MPS), particularly in *English, Science, and Mathematics*, which became a major challenge.

The division emphasized stronger monitoring, improved teacher supervision, maximizing instructional time, and strengthening partnerships with stakeholders.

Project BONG-ADM is the Schools Division of Bayawan's flagship learner-retention initiative designed to prevent school dropouts by providing flexible and responsive learning options through Alternative Delivery Mode (ADM) and School-Initiated interventions (SII)

The project was created to address the alarming dropout situation in the division.

• 588 learners dropped out in SY 2021–2022.
• 661 learners dropped out in SY 2022–2023.

The project was introduced to ensure that learners facing various challenges would remain in school and continue learning.

Project BONG-ADM addresses learner dropout caused by factors such as:

• Poverty and economic difficulties
• Distance from school
• Family responsibilities
• Health concerns
• Personal and social circumstances that place learners at risk of leaving school

Instead of waiting for learners to leave school, the project proactively identifies learners at risk of dropping out and immediately provides flexible interventions tailored to their needs. Schools are empowered to design localized solutions while adhering to ADM principles.

The Schools Division Superintendent is the brainchild, chief advocate, and driving force behind Project BONG-ADM.

• Conceptualized the project.
• Institutionalized it in the Division Education Development Plan 2023–2028.
• Mobilized schools and stakeholders.
• Promoted a culture where no learner should be left behind.

• Trained school leaders and teachers on ADM principles.
• Established school-initiated interventions.
• Utilized modular, blended, distance, and limited face-to-face learning modalities.
• Engaged parents, communities, and stakeholders.
• Conducted continuous monitoring of learners at risk.

The direct beneficiaries were:

• 885 learners at risk of dropping out in SY 2023–2024.
• 1,453 learners at risk of dropping out in SY 2024–2025.

Thousands of families, teachers, and communities likewise benefited from improved learner retention.

• Institutionalization of the City Feeding Program through a local ordinance.
• Establishment of ADM Rural Farm Schools.
• Increased stakeholder participation in learner support.
• Recognition of SDO Bayawan as a benchmarking destination for best practices in learner retention.

Project Bayawanong Himsog is the City Government of Bayawan's institutionalized school-based feeding program that provides nutritious hot meals and snacks to learners to address short-term hunger, improve school participation, and support learner success.

The project was established to ensure that no learner studies on an empty stomach. It responds to the constitutional mandate on child welfare and nutrition and is institutionalized through City Ordinance No. 16.

The project addresses short-term hunger, poor nutrition, low school participation, and learner welfare concerns that may affect attendance, retention, and academic performance.

The project is implemented through the partnership of the City Government of Bayawan, DepEd Bayawan City Division, schools, parents, PTCA representatives, and community stakeholders.

A total of 36,245 learners benefit from the program annually.

Feeding is conducted three times a week for 54 feeding days per year using an approved monthly meal plan with a budget allocation of ₱15.00 per learner.

The City Government allocated ₱4 million in CY 2024 and ₱4 million in CY 2025 to sustain the program.

Parents actively participate in procurement, meal preparation, and food distribution. PTCA representatives also co-sign the feeding plans, ensuring transparency and accountability.

Local farmers contribute rice through the Lukap Program of the City Agriculture Office, demonstrating strong community ownership and partnership.

The LGU provides policy support, funding, monitoring, coordination, and implementation assistance to ensure uninterrupted delivery of feeding services.

Its sustainability is anchored on local legislation, annual budget allocation, strong LGU commitment, active parent participation, and community partnerships.

Its greatest achievement is transforming feeding from a welfare activity into a community-wide investment that improves learner participation, retention, completion, and success. Investing in learner welfare is investing in educational success, and sustainable outcomes are achieved when government, schools, parents, and communities work as one.

Project EUPHORIA is a division-wide Mental Health and Psychosocial Support Services (MHPSS) framework that promotes the mental health, psychosocial well-being, and resilience of learners and personnel in the Schools Division of Bayawan City, aligned with RA 11036 (Mental Health Act).

It was implemented to address rising psychosocial challenges such as emotional distress, burnout, disengagement, bullying, and vulnerability among learners and personnel, especially in the post-pandemic educational context.

To institutionalize a comprehensive, sustainable, and rights-based MHPSS system that ensures safe, supportive, and mentally healthy learning environments for all.

It addresses bullying, suicide attempts, emotional distress, behavioral challenges, and psychosocial vulnerabilities affecting learners and school personnel.

A total of 85 schools implement key components of Project EUPHORIA, including functional support structures and interventions.

All implementing schools established stress management rooms/areas and lactating and childcare rooms to support emotional regulation, privacy, and well-being.

Bullying cases significantly decreased from 1,805 (SY 2022–2023) to 475 (SY 2023–2024), reflecting a 74% reduction.

Attempted suicide cases decreased from 76 (SY 2023–2024) to 12 (SY 2024–2025), reflecting an 84% reduction. Claimed suicide deaths were recorded as 4 in SY 2024–2025, underscoring the urgency and continuing need for intervention.

The number of parenting learners increased and was supported through structured school-based interventions, from 5 cases in SY 2022–2023 to 42 in regular classes and 218 ADM learners in SY 2025–2026.

The project uses a Triangulation Approach Model that integrates psychosocial interventions, school-based support systems, and stakeholder collaboration for holistic intervention.

The establishment of functional mental health support spaces, reduced bullying incidents, declining suicide attempts, and zero drop-out outcomes demonstrate improved psychosocial safety and resilience.

Its sustainability is anchored on policy integration, continuous capacity-building, institutional partnerships, and the adoption of the Standard MHPSS Manual under the School Mental Health Program and LRP.

TaRL is a structured instructional approach that groups learners based on actual learning levels rather than grade level, using rapid diagnostics, targeted instruction, and level-appropriate learning activities to strengthen foundational literacy and numeracy (FLN).

It addresses persistent learning gaps where learners are promoted to higher grades without mastering basic reading and arithmetic competencies, resulting in low foundational numeracy and literacy proficiency.

To equip teachers and school leaders in 11 pilot schools to implement TaRL with fidelity, improve mastery of foundational skills, and reduce within-class learning disparities.

Implementation involves diagnostic assessments, learner grouping by proficiency level, targeted instructional delivery (number sense, operations, and FLN skills), and continuous progress monitoring.

The program is implemented in 11 pilot schools, serving 488 learners and training 75 teachers in structured TaRL delivery and assessment practices.

Teachers assess learners, organize groups, prepare level-appropriate activities, guide practice, monitor progress, and adjust instruction based on learner needs.

Dropout rates declined in Senior High School from 9.03% (SY 2022–2023) to 1.25% (SY 2024–2025), while Elementary School maintained a zero dropout rate in SY 2024–2025, based on school records.

Endline assessment results show significant gains, including a reduction in Beginner Level learners from 69.40% to 2.20%, and increases in mastery levels such as Subtraction from 1.4% to 43.30%.

It is anchored on pre-test and post-test diagnostics, learner progress tracking sheets, and consolidated monitoring and evaluation reports that demonstrate measurable learning gains.

The SPS is an enriched and accelerated science curriculum implemented in accordance with DepEd Orders No. 55, s. 2010 and No. 31, s. 2012, designed to develop inquiry-driven learners through hands-on experiments, STEM integration, and research-based learning.

To institutionalize SPS in 14 elementary and 11 secondary schools to produce scientifically competent learners equipped with 21st-century skills in inquiry, innovation, and problem-solving.

The program adds 25% additional science instructional time and integrates modules on environmental science, biotechnology, disaster resilience, and localized contexts such as volcanic monitoring and sustainable agriculture in Negros Oriental.

Implementation includes needs assessment, teacher training, learner selection through examination and interview, delivery of science-enriched and problem-based lessons, conduct of investigatory projects, and provision of laboratory support and division-level monitoring.

Participation increased from 3 schools (SY 2022–2023) to 25 schools (SY 2023–2024 to SY 2025–2026), reflecting sustained expansion and institutionalization.

The program serves a growing learner population: 339 elementary and 325 secondary (SY 2023–2024), increasing to 1,043 elementary and 992 secondary learners in SY 2025–2026, with 100% accommodation of qualified learners.

Science Investigatory Projects (SIPs) increased from 10 (SY 2023–2024) to 22 (SY 2024–2025) and 32 (SY 2025–2026), indicating strengthened research productivity and inquiry-based learning.

The program records 100% participation of SPS learners in division, regional, and national science competitions based on official competition records.

A total of 85 science teachers were trained in Science Investigatory Project development and science intervention material construction to ensure instructional quality and research mentoring capacity.

The program uses problem-based learning, inquiry-based instruction, laboratory experimentation, and contextualized science modules aligned with local environmental and community realities.

Monitoring reports, NAT/NCAE-like assessments, and school performance data indicate improved science and mathematics competencies, increased engagement in inquiry, and higher readiness for STEM pathways.

Sustainability is anchored on institutionalized program expansion, continuous teacher capacity-building, provision of laboratory resources, division-level monitoring, and integration of SPS into school improvement planning systems.

The Farm Schools Program is an alternative learning initiative anchored on Republic Act 10618 (Rural Farm Schools Act), designed to integrate agricultural education, livelihood training, and supervised agricultural experiences to promote rural development and learner empowerment.

It is grounded on RA 10618, which mandates the State to provide accessible education opportunities that promote agricultural productivity and human capital development in rural communities.

To equip learners with agricultural competencies, livelihood skills, and financial literacy while strengthening their readiness for employment, entrepreneurship, and sustainable farming practices.

Implementation includes needs analysis, curriculum and learning resource development, stakeholder engagement, supervised farm-based learning activities, and continuous monitoring and benchmarking.

The number of implementers expanded from 0 (SY 2021–2023) to 3 (SY 2023–2024), and further increased to 4 implementers from SY 2024–2026, indicating progressive institutionalization.

Learner enrollment increased steadily from 145 (SY 2023–2024) to 246 (SY 2024–2025) and 337 (SY 2025–2026), reflecting growing participation and acceptance.

The program expanded from no formal specialization offerings to 7 agricultural specializations in SY 2025–2026, strengthening technical-vocational pathways.

Learners are provided bank passbooks and engaged in supervised income-generating activities, promoting savings behavior and real-world financial management skills.

The number increased from 50 (SY 2023–2024) to 169 (SY 2024–2025) and 260 (SY 2025–2026), indicating expanded financial inclusion and tracking of learner earnings.

All learners are provided with Learning Activity Sheets across learning areas, ensuring consistent access to structured and contextualized learning resources.

The program enhances agricultural competencies, ADM implementation, livelihood readiness, financial literacy, and increases the number of youth engaged in sustainable farming and agribusiness.

Sustainability is anchored on MOAs, curriculum integration, stakeholder partnerships, financial systems (passbooks and records), benchmarking, and continuous program evaluation.Sustainability is anchored on MOAs, curriculum integration, stakeholder partnerships, financial systems (passbooks and records), benchmarking, and continuous program evaluation.