The Theory of Change (ToC) provides the desired outcomes of the program, the expected intermediate outcomes for students, the proposed strategies and the range of options for implementation. It shows how change can occur to address problems, how interventions are related and contribute to achieving the end results of the program, given certain assumptions. Say no to plagiarism. Get a tailor-made essay on "Why Violent Video Games Shouldn't Be Banned"? Get an original essay It is based on problem analysis, causal model, and lessons learned from the past experience of DepEd, DFAT, and other development partners. It is based on a thorough and careful analysis of how change can occur in the Philippine context, considering political structures and processes, institutional culture, organizational capacity and evidence. The theory of change underlying this program is based on four considerations: The principle of Inclusive Education which works to ensure that all boys and girls have the right to basic education regardless of their gender, ethnicity, age or physical ability or mental. The use of a systems perspective, to understand how people, structures and processes work and influence each other as a whole. Consideration of DepEd governance levels; that is, the school level, Division, Region and Central Office with the corresponding attention to students, schools, Divisions, Policies and managements; for planning and implementing interventions. The creation of units of analysis and action based on specific grade level segments from Kindergarten to Grade Three (primary level), Grade Four to Six (intermediate level), Grades 7 to 10 (secondary level) and Grades 11-12 (High school). These segments represent specific target groups that are distinct due to age range, psychosocial development and different educational goals per group. Please note: this is just an example. Get a customized paper from our expert writers now. Get a Custom Essay The learning skills are distinct for each segment. From Kindergarten to Level 3, it is mastery of reading and numeracy; for grade 10, it is measured by preparation for high school; and at Grade 12, is indicated by proficiency in selected academic or non-academic tracks. As a final point, more boys and girls will complete their basic education when all boys and girls of entry age in each segment are enrolled in school, when fewer boys and girls drop out of school, fail to repeat a school year, and will be maintained. in the next school level. This proposition holds for all four degree segments from f K to Degree 12.