PROBLEM TREE ANASLYSIS ON ISSUES AND CHALLENGES

BEDP Pillar/EM Core/Main Problem Causes Effects

ACCESS Low Net Intake Rate Low birth rates or aging population Reduce net intake rate
Families are moving out of the Increase dropout rates
area
Socioeconomic barriers
Low Enrollment Rate  Nearby barangay schools,  Reduce enrollment rate
some pupils tend enroll  Decreased community
 Accessibility: due to bad engagement
road conditions
 Inadequate outreach
program/strong campaign

Dropout  Family problems  Increased number of

 Learners’ behavior or poor dropouts
interest towards learning  Family problem create an
 Transfer of residency unstable and stressful
environment, making it
difficult for students to
focus on their studies
 Lack of engagement can
lead to frustration both
the learner and teacher,
potentially resulting in a
negative feedback loop
that fuels
disengagement.
 Moving away from
familiar friends, teachers,
 and support system can
lead to feeling of isolation
and loneliness, impacting
a learners’ well-being and
motivation
Multigrade Classes  Low student population  Teachers face the
 Nearby to central school challenge of providing
appropriate instruction
and materials for
students at different
developmental levels
 Teachers may have
difficulty giving individual
attention to all students,
especially when catering
to a wide range of
learning needs
 Differences in maturity
levels and learning
abilities between
students in multigrade
classroom can sometimes
lead to social dynamics
that are challenging to
manage

QUALITY Poor Independent Reading  Lack of interest and  Reduced vocabulary and
motivation: Learners may language skills
not find reading enjoyable  Lower reading
comprehension
or engaging, leading to a
 Limited knowledge base
lack of motivation to pick up  Decreased academic
performance
 a book.  Limited cognitive
 Difficult to decode words development
and comprehend text,  Reduced social and
emotional growth
discouraging them from
engaging in independent
reading
 Learners face numerous
distractions, including social
media, video games, and
televisions which can
compete for their attention
and time, reducing the time
they dedicate to reading

Low level of proficiency in  Lack of basic skills in areas  Low proficiency in major
Major learning areas like phonics, decoding, or learning areas can lead to
number sense may struggle academic difficulties,
to acquire more advanced including poor grades,
concepts in major learning difficulty keeping up with
areas. This can create a classmates, and a sense
cycle of difficulty where of frustration with school.
they fall further behind as  Lower Self-Esteem and
they progress through Confidence: Struggling
school with learning can
 Students lack engagement negatively impact a
in learning or lack of student's self-esteem and
intrinsic motivation may confidence, leading to a
struggle to develop sense of inadequacy and
proficiency. This can be due a reluctance to take on
to a lack of interest in the new challenges
subject matter, a feeling of  Increased Risk of Social
 disconnection from school, and Emotional Issues:
or a lack of support from Students who struggle
teachers and parents academically may be
more likely to experience
social and emotional
difficulties, including
anxiety, depression, and
behavioral problems

RESILIENCY AND Malnutrition  Poverty and Food Insecurity:  Children who are sick
A lack of access to sufficient from malnutrition-related
WELL-BEING and nutritious food is a illnesses are often unable
major contributor to to attend school, leading
malnutrition, especially in to absenteeism and lower
low-income households. academic performance.
Poverty limits families' This can have a
ability to purchase diverse significant impact on
and balanced diets, often their education and
forcing them to rely on future opportunities
cheap, calorie-dense foods  Malnutrition can result in
that lack essential nutrients deficiencies of essential
 Poor food choices, limited vitamins and minerals,
knowledge of nutrition, and leading to a range of
cultural practices that health problems. These
restrict certain food groups include anemia (iron
can contribute to deficiency), vitamin A
malnutrition. This can deficiency (leading to
include a lack of variety in vision problems), iodine
the diet, excessive deficiency (affecting
consumption of processed thyroid function), and
foods, and inadequate zinc deficiency
intake of (impacting growth and
fruits, vegetables, and immune function)
 whole grains  Malnutrition can
negatively impact
cognitive function,
affecting learning,
memory, and overall
brain development. This
can have long-term
consequences for
educational attainment
and future opportunities
Inadequate Disaster  Limited Resources:  Student Safety:
Preparedness - Insufficient funding for - Increased risk of
disaster preparedness injuries, fatalities, and
equipment, supplies, and psychological trauma for
training. students during a
- Lack of access to essential disaster.
resources like first-aid kits, - Difficulty in providing
communication devices, and adequate care and
emergency shelters. - support to students
Inadequate infrastructure affected by disasters.
(e.g., safe evacuation  School Operations:
routes, secure buildings, - Disruption of school
accessible emergency activities, loss of teaching
exits). time, and damage to
- Poor Communication and school property.
Coordination: - Lack of clear - Difficulty in resuming
communication channels for normal operations after a
disseminating information disaster.
and warnings to staff, - Community Impact:
students, and parents. - Strain on community
- Inadequate coordination resources and services
among school staff, local due to the school's lack
authorities, and emergency of preparedness.
 responders. - Limited - Difficulty in providing
involvement of parents and support to families and
the community in disaster students affected by
preparedness planning. disasters.
 Lack of Leadership and  Reputational Damage:
Commitment: - Insufficient - Negative perception of
commitment from school the school's ability to
administrators and staff to protect students during
prioritize disaster emergencies.
preparedness. - Loss of trust and
- Lack of clear leadership confidence from parents
and responsibility for and the community.
coordinating disaster
preparedness efforts.
- Inadequate communication
and collaboration between
school leadership and other
stakeholders.
GOVERNANCE Poor WatSan Facilities  Insufficient Funding: Schools  Contaminated water and
in under-resourced inadequate sanitation
communities or those facing facilities are major
budget cuts may lack the contributors to
financial resources to waterborne diseases like
maintain and upgrade diarrhea, cholera, typhoid
facilities, purchase fever, and dysentery.
necessary equipment, and These illnesses can lead
provide adequate learning to dehydration,
materials. This is malnutrition, and even
particularly true for primary death, especially among
schools, which often receive young children
less funding than secondary  Children who are sick
schools from waterborne illnesses
 limited access to are often unable to
 infrastructure may lack attend school, leading to
essential amenities like absenteeism and lower
running water, and proper academic performance.
sanitation systems. This can This can have a
make it difficult to provide significant impact on
students with a safe and their education and
healthy learning future opportunities
environment 

 
Unsafe Learning  -Physical Infrastructure  Difficulty in creating a
Environment Issues: positive and supportive
- Deteriorating buildings learning environment.
with structural problems,  Negative perception of
unsafe electrical wiring, or the school and its ability
hazardous materials. to provide a safe learning
- Inadequate ventilation, environment.
lighting, or sanitation 
facilities.
- Lack of proper security
measures, such as fences,
gates, or security personnel.
 Lack of Safety Procedures
and Training:
- Absence of clear safety
protocols for emergencies,
accidents, or violence.

Lack of Stakeholders  Time Constraints and  Limited School

Participation Scheduling Conflicts: - Busy Resources:
schedules and conflicting - Reduced access to
commitments among volunteers, financial
stakeholders, making it support, and other
difficult to dedicate time to resources crucial for
school activities. - Lack of school success.
flexibility in scheduling - Difficulty in
events and meetings to implementing innovative
accommodate stakeholder programs and projects
availability due to limited funding
and support.
 Decreased School
Performance:
- Lower student
achievement, increased
dropout rates, and a
decline in overall school
performance.
 Weakened School-
Community
Relationships:
- Reduced sense of
community and
belonging among
stakeholders.
- Difficulty in building
trust and fostering
positive relationships
between the school and
the community.