DepEd Bayawan City Division
Frequently Asked Questions
👍 Learn more about the establishment, early challenges, schools, teachers, academic goals, and development of the Bayawan City Division.
🏛 Cityhood
Bayawan became a city on December 23, 2000.
🏤 Division Opening
The Interim City Division was formally opened on January 25.
🏠 Initial Schools
The division initially served 50 elementary schools and 11 secondary schools.
👨🏫 Initial Teachers
There were 383 elementary teachers and 56 secondary teachers.
Information Guide
Historical Background
These questions provide quick information about the history and development of the Bayawan City Division.
🔎 ▲ 1. When did Bayawan become a city?
Bayawan became a city on December 23, 2000 through Republic Act No. 8983, sponsored by Congressman Herminio G. Teves of the 3rd Congressional District.
🔎 ▲ 2. When was the Interim City Division of Bayawan formally opened?
The Interim City Division was formally opened on January 25 under the leadership of the Department of Education.
🔎 ▲ 3. What was the initial organizational structure of the Bayawan City Division?
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.
🔎 ▲ 4. How many teachers and schools did Bayawan City Division initially have?
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.
🔎 ▲ 5. What challenges affected the delivery of education services in Bayawan City?
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.
🔎 ▲ 6. How far is Bayawan City from Dumaguete City?
Bayawan City is approximately 101 kilometers away from Dumaguete City.
🔎 ▲ 7. What geographical factors affected school operations?
Many schools were located in hinterland areas, with distances ranging from 5 to 57 kilometers from the division office.
🔎 ▲ 8. What was one major reason identified for low academic performance among learners?
One major factor was the involvement of some learners in farm-related activities, especially among families dependent on agriculture for livelihood.
🔎 ▲ 9. What percentage of parents in Bayawan City were engaged in farm-related activities?
Around 80 percent of parents earned their livelihood from farm-related activities.
🔎 ▲ 10. What were some factors contributing to low academic performance?
Identified factors included learner absenteeism, poor teaching strategies, lack of teaching competency, and minimal supervision of teachers.
🔎 ▲ 11. What projects helped improve school facilities in Bayawan City Division?
Infrastructure support came through initiatives such as the Third Elementary Project and the Secondary Education Development Improvement Project.
🔎 ▲ 12. What was the division’s target to improve academic performance?
The division aimed to strengthen attendance monitoring, maximize teaching hours, improve supervision, and achieve a 75 percent Mean Percentage Score target.
🔎 ▲ 13. How many colleges are located in Bayawan City?
There are two colleges: Bayawan College and Negros Oriental State University – Bayawan/Sta. Catalina Campus.
🔎 ▲ 14. What percentage of secondary graduates pursued college education locally?
Only around 10 percent of secondary graduates enrolled in colleges located in Bayawan City, while others pursued studies in Dumaguete City, Iloilo, Cebu, and Manila.
🔎 ▲ 15. What was the initial academic performance concern of the division?
The division experienced low Mean Percentage Scores, especially in English, Science, and Mathematics.
🔎 ▲ 16. What was emphasized to address the division’s challenges?
The division emphasized stronger monitoring, improved teacher supervision, maximizing instructional time, and strengthening partnerships with stakeholders.
Information Guide
PROJECT BONG-ADM
Building Opportunities to Nurture Growth through Alternative Delivery Mode
💡 ▲ 1. What is Project BONG-ADM?
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).
💡 ▲2. Why was Project BONG-ADM created?
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.
💡 ▲3. What problem does it address?
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
The project seeks to ensure learning continuity despite these challenges.
💡 4. What makes Project BONG-ADM unique?
💡 5. What role did the Schools Division Superintendent play?
He:
- Conceptualized the project.
- Institutionalized it in the Division Education Development Plan (2023-2028).
- Mobilized schools and stakeholders.
- Promoted a culture where "No learner Should Left Behind".
💡 6. How was the project implemented?
- 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 continues monitoring of learners at risk.
