STRENGTHS WEAKNESSES OPPORTUNITIES THREATHS ANALYSIS

INTERNAL Strengths Weaknesses

s.1 1:25 teacher-student ratio w.1 only few classrooms were

s.2 established high school equipped
s.3 easy access to water, w.2 plenty of personnel to
electricity and internet manage
connection w.3 only 1 ICT lab to cater
s.4 Allocation of school 1500 learners
MOOE to facilitate school w.4 some buildings were old
EXTERNAL needs
s.5 more seasoned teachers
s.6 more teachers to handle
designations
Opportunities

s.1-o.1 Enhanced medical w.1-o.3 Donations and

attention Pledges given
o.1 fast access to medical services
s.1-o.2 Improved discipline w.2-o.2 All interventions
o.2 Improved discipline mechanism
mechanism handled
o.3 more stakeholders
s.5-o.3 strong relationships
with stakeholders
Threats

t.1 presence of amusement centers s.4-t.3 Wise utilization of w.1-t.3 LGUs and NGOs
t2. Risk factors of dropping out are MOOE donates/provides school
evident s.6-t.2 Implement School needs
t.3 Limited funds Initiated Programs on Drop- w.1-t-4 business partners,
t.4 climate Out Reduction NGOs and LGUs initiates
provision of resilient
classrooms
 INTERNAL Strengths Weaknesses

s.1 1:25 teacher-student ratio w.1 only few classrooms were

s.2 established high school equipped
s.3 easy access to water, w.2 plenty of personnel to
electricity and internet manage
connection w.3 only 1 ICT lab to cater
s.4 Allocation of school 1500 learners
MOOE to facilitate school w.4 some buildings were old
EXTERNAL needs
s.5 more seasoned teachers
s.6 more teachers to handle
designations
Opportunities

s.1-o.1 Enhanced medical w.1-o.3 Donations and

attention Pledges given
o.1 fast access to medical services
s.1-o.2 Improved discipline w.2-o.2 All interventions
o.2 Improved discipline mechanism
mechanism handled
o.3 more stakeholders
s.5-o.3 strong relationships
with stakeholders
Threats

t.1 presence of amusement centers s.4-t.3 Wise utilization of w.1-t.3 LGUs and NGOs
t2. Risk factors of dropping out are MOOE donates/provides school
evident s.6-t.2 Implement School needs
t.3 Limited funds Initiated Programs on Drop- w.1-t-4 business partners,
t.4 climate Out Reduction NGOs and LGUs initiates
provision of resilient
classrooms
 s1. Strong collaborative w1. Classrooms are not
efforts of the school and its enough
stakeholders
INTERNAL w2. Some classrooms are
s2. Effective Drop-Out not well ventilated and
Reduction Program poorly structured

s3. Allocation of school w3. Not enough facilities

MOOE to facilitate school for students use
needs
w4. Lack of learning
s4. Dedicated and effective materials
EXTERNAL teaching force
w5. Not enough allocation
s5. School programs and of MOOE and other funds
projects identified and
implemented w.6 Lack personnel to
handle school special
programs and projects

o1. Increase of enrolment s1.- o1. Strengthened w1.- o1. Buildings

Brigada Eskwela and constructed by NGOs and
o2. Construction of new Oplan Balik Eskwela LGU
facilities Program.
w2.- o1. Ventilation
o3. Stable and strong s2.- o1. Enhanced Drop – equipment purchased and
linkage with the LGU Out Reduction Program funded by GPTA
o4. Access to medical s1.- o2. New construction w3.- o2. Establish strong
services of school buildings network with LGU and
o5. Improved discipline other stakeholders
s2.- o3. DORP Program
mechanism supported and financed
o6. Protection of women s3.- o1. Wise utilization of w5.- o3. Increase SEF
and children against abuse MOOE allocation

s1.- o3. School programs w4.- o3. LGU donates

and projects funded by the reference materials
LGU
w1.- o5. Implementation
s4.- o1. Students possessed of DORP
21st century skills
w1.- o6. Implementation
s1.- o4. Students are in of VAW-C and GAD
good health

s4.- o5. Students imbued

with DepEd’s core values

s1.- o6. Women and

children are protected

STRENGHTS WEAKNESSES
INTERNAL

s1. Strong collaborative w1. Classrooms are not

efforts of the school and its enough
stakeholders
w2. Some classrooms are
s2. Effective Drop-Out not well ventilated and
EXTERNAL Reduction Program poorly structured

s3. Allocation of school w3. Not enough facilities

MOOE to facilitate school for students use
needs
w4. Lack of learning
s4. Dedicated and effective materials
teaching force
w5. Not enough allocation
of MOOE and other funds
 s5. School programs and w.6 Lack personnel to
projects identified and handle school special
implemented programs and projects

THREATS

t1. Inadequate school s1.- t6. Establish strong
facilities network with LGU and
other stakeholders
t2. Risk factors of
dropping out are evident s2.- t2. Implement School
Initiated Interventions
t3. Limited Fund
s3.- t3. Wise utilization of
t4. Some parents prefer MOOE
their children to work
s2.- t4. Implement School
t5. Dependent parents of Initiated Interventions
CCT
s1.- t5. Coordination with
t6. Lack teachers with the DSWD on stricter
certain specialization implementation of CCT
t7. Calamities s4.- t6. Conduct non –
major trainings
w1.- t1. Establish strong
network with LGU and
other stakeholders
w2.- t2. Implement School
Initiated Interventions
w5.- t3. Wise utilization of
MOOE
w6.- t6. INSET/Capability
training to teachers
w2.- t7. Identify typhoon
resilient buildings

s5.- t7. Implement school

programs on situations like
calamities