department of education - wordpress.com · r.a. 9155, governance of basic education act of 2001....

7/15/2011

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Paraluman R. Giron, Ed. DChair-TWG K to10 - PNU

K-12 Basic Education Program

Department of Education

CURRENT SITUTATIONWHERE ARE WE NOW?

Chronic underachievement of students Insufficient mastery of basic competencies

due to congested curriculum High school graduates (<16 year-old

graduates lack basic competencies and maturity) Other countries view the 10 – year education

cycle as insufficient The Philippines is the only remaining country

in Asia with a 10 – year basic education program

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K-12 Basic Education

Program

Historical Background

• K+12 is not NEW… • studies have been made since 1925 • need to be more competitive• lack of political will

1925 - Monroe Survey1949 - UNESCO Mission Survey1953 - Education Act1960 - Swanson Survey1970 - Presidential Commission

to Survey Philippine Education (PCSPE)

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1976- Survey of Outcomes of Elementary Education (SOUTELE)

1990 - Philippine Education For All (EFA) 2015 National Action Plan

1991 - Congressional Commission on Education (EDCOM) Report

2000 - Presidential Commission on Educational Reforms

2008 - Presidential Task Force on Education

OVERALL GOAL

FUNCTIONAL LITERACY

FOR

ALL FILIPINOS

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DepED IS GLOBALLY RECOGNIZED

FOR THE DEVELOPMENT OF

FUNCTIONALLY LITERATE AND GOD-

LOVING FILIPINOS WHO HELP

ATTAIN THE NATIONAL GOALS OF

SOCIAL JUSTICE, UNITY, FREEDOM

AND PROSPERITY

DepEd’s VISION

VISION

•grounded on human

development

•achieved through an

enhanced curriculum

•with socio-economic

relevance

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PROVIDE QUALITY BASIC

EDUCATION THAT IS EQUITABLY

ACCESSIBLE TO ALL AND LAY THE

FOUNDATION FOR LIFELONG

LEARNING AND SELF-ACTULIZATION

NEEDED FOR EFFECTIVE CITIZENSHIP

AT THE LOCAL,

NATIONAL AND

GLOBAL MILIEU

DepEd’s MISSION

•To give every learner an

opportunity to receive

quality education based

on an enhanced and

decongested curriculum

that is internationally

recognized and comparable.

SUB-GOALS

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•To change public perception

that high school education is

just a preparation for college

SUB-GOALS

Rather, it should allow one to take

advantage of opportunities for gainful

career or employment and/or self-

employment in a rapidly changing and

increasing globalized environment.

RATIONALE

1. Enhancing the quality of basic

education in the Philippines is

urgent and critical

2. The poor quality of basic

education is reflected in the low

achievement scores of Filipino

students.

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3. International tests results like 2003

TIMSS (Trends in International

Mathematics and Science Study) rank the

Philippines 34% out of 38 countries in HS

II math and 43% out of 46 countries in HS

II Science; for grade 4, the Philippines

ranked 23rd

out 25 participating countries

in both Math and Science. In 2008, even

with only the science high schools

participating in the Advanced

mathematics category, the Philippines

was ranked lowest (Table 1).

Table 1 Philippine Average TIMSS Scores

Scores International

Average

Rank Participating

Countries

2003 Results

Grade IV

Science 332 489 23 25

Mathematics 358 495 23 25

HS II

Science 377 473 43 46

Mathematics 378 466 34 38

2008ResultsAdvanced

Mathematics

355 500 10 10

Source: TIMSS, 2003 and 2008

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4. The congested curriculum partly explains

the present state of education

5. This quality of education is reflected in the

inadequate preparation of high school

graduates for the world of work or

entrepreneurship or higher education

6. Further, most graduates are too young to

enter the labor force.

7. The current system also reinforces the

misperception that basic education is just

a preparation for higher education.

8. Our graduates are not automatically

recognized as professionals abroad.

Table 3 Comparative Data on the Pre- University Education in Asia

Country Basic Education Cycle Total

Brunei 12

Cambodia 12

Indonesia 12

Lao PDR 12

Malaysia 12

Myanmar 11

Philippines 10

Singapore 11

Thailand 12

Timor-Leste 12

Vietnam 12

Mongolia recently added grades to make basic education 12 years.

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Aptitude for College SY 2006-2007

High Aptitude for College

9,066 0.72%

Moderate Aptitude for

College 478,909 37.85%

Low Aptitude for College

777,236 61.43%

General Scholastic Aptitude

Source: NETRC 2006

High Aptitude for College

77,8696%

Moderate Aptitude for

College 418,931

34%

Low Aptitude for College

726,66560%

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General Scholastic Aptitude

Source: NETRC 2006

Aptitude for College SY 2007-2008

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High Aptitude for Tech-

Voc programs711,526

54%

Moderate Aptitude for Tech-Voc programs468,901

36%

Low Aptitude for Tech-Voc

programs124,780

10%

Aptitude for Tech-Voc SY 2006-2007

Aptitude for Tech-Voc SY 2007-2008

High Aptitude for Tech-

Voc programs

19%

Moderate Aptitude for Tech-

Voc programs

59%

Low Aptitude for Tech-

Voc programs

22%

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High Aptitude

for Entrep programs757,356

58%

Moderate Aptitude


42%

Low Aptitude

for Entrep programs

3,8490%

Aptitude for Entrepreneurship SY 2006-2007

Aptitude for Entrepreneurship SY 2007-2008

High Aptitude

for Entrep programs717,23258.62%

Moderate Aptitude


41%

Low Aptitude

for Entrep programs

3,7510.31%

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No

Gra

de

C

om

ple

ted

Ele

m

Un

de

rgra

d

Gra

du

ate

HS

U

nd

erg

rad

HS

Gra

du

ate

Co

lle

ge

U

nd

erg

rad

Co

lle

ge

G

rad

ua

te

15,485

192,014 222,984

405,707

972,458

681,340 607,012

14,135 175,274

203,544

370,337

887,678

621,940 554,092

972,458

Unemployed

HS Grad650,000 ++

Available Skills

Based Jobs

Source: NSO, 2009 & 2010

Unemployed VS. Available Skilled Jobs

24

WHITE COLLAR VS. BLUE COLLAR JOBS

SKILLED

WORKERS

TECHNICIANS

MANAGERS

EXECS

COLLEGE

STUDENTS

TECH-VOC

STUDENTS

Job-Skills Mismatch

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Grade 1 Grade 4 Elem

Graduates

HS New

Entrants

HS Graduates College New

Entrants

College

Graduates

100

74 66 65

46

20 16

Typical Progression of a Cohort of Pupils(based on cohort of Grade I pupils from SY 1995-1996

to College Graduates SY 2008-2009)Public and Private

PHILIPPINES

9. More importantly, the short basic

education program affects the human

development of the Filipino children.

10. Cognizant of this urgent and critical

concern and in line with the priorities of

the Aquino Administration, the

Department of Education is taking bold

steps to enhanced the basic education

curriculum.

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11. K-12 means

Kindergarten and the 12

years of elementary and

secondary education.

BENEFITS OF ENHANCED

BASIC EDUCATION PROGRAM

1.The Enhanced K-12 Basic

Education Program will be

instrumental in achieving the

nation’s vision of high school

graduates. The benefits of the

K-12 proposal far outweigh the

additional costs that will be

incurred by both government

and families.

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2. An enhanced curriculum

will decongest academic

workload.

To Individuals and Families

3. Graduates will possess

competencies and skills relevant

to the job market.

4. Graduates will be prepared for

higher education.

5. Graduates could now be

recognized abroad.

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6. The economy will experience

accelerated growth in the long run.

7.The Philippine education system

will be at par with international

standards.

8. A better educated society provides

a sound foundation for long-term

socio-economic development.

For the Society and the Economy

WHY ADD TWO YEARS?

Decongest and enhance the basic education curriculum Better quality

education for all

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“We need to add two years to our basic education. Those who can afford pay up to fourteen years of schooling before university. Thus, their children are getting into the best universities and the best job after graduation.

I want at least 12 years for our public school children to give

them an even chance at succeeding.”

President Benigno S. Aquino III

K-12 Basic Education Program

Kindergarten

K-12Basic Education Program

6 years Elementary

4 years Junior HS

2 years Senior HS

K+6+4+2

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What will each graduate get?


Grade VI

Junior HS

Senior HS

Batang K-12, HandasaTrabaho o Kolehiyo, HandasaMundo

What is theproposedK-12curriculum

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PHILOSOPHICAL and

LEGAL BASES

. The 1987 Phil. Constitution

. B.P. 232, Education Act of 1982

. R.A. 9155, Governance of Basic Education

Act of 2001

. The 4 pillars of education ( UNESCO )

. The vision- mission statements of DepEd

. The EDCOM Report of 1991

. Basic Education Sector Reform Agenda

(BESRA)

NATURE OF THE LEARNER

. Has a body and spirit, intellect, free will,

emotions, multiple intelligences, learning

styles

. Constructor of knowledge and active

maker of meaning not a passive recipient

of information

NEEDS OF THE LEARNER. Life skills

. Self-actualization

. Preparation for the world of the work,

entrepreneurship, higher education

NEEDS OF NATIONAL

and GLOBAL COMMUNITY

. Poverty reduction and human development

. Strengthening the moral fiber of the Filipino

people

. Development of a strong sense of nationalism

. Development of productive citizens who contribute

to the building of a progressive, just and humane

society

. Ensuring environmental sustainability

. Global partnership for development

CURRICULUM SUPPORT SYSTEM

FAMILY SUPPORT

INTERNAL AND EXTERNAL

STAKEHOLDERS’ SUPPORT

SOCIETAL SUPPORT

Public-Private Partnership

Media,GO,NGO

INSTRUCTIONAL SUPPORT

Teachers’ CPD , Textbooks

and other IMs

ADMINISTRATIVE SUPPORT

CO, RO, DO School

PHILOSOPHICAL and

LEGAL BASES




Act of 2001





(BESRA)




styles



of information





NEEDS OF NATIONAL




people




society



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PHILOSOPHICAL and LEGAL BASIS

•The 1987 Phil. Constitution

• B.P. 232, Education Act of 1982

• R.A. 9155, Philippine Governance

Act

• The 4 pillars of education

(UNESCO)

• The vision-mission statement of

DepED

• The EDCOM Report of 1991

• BESRA


•Has a body and spirit, intellect, free will, emotions, multiple intelligences, learning styles, culture.

•Constructor of knowledge and active

maker of meaning not a passive recipient of information

NEEDS OF THE LEARNER

•Life skills• Self-actualization• Preparation for the world of work, entrepreneurship, higher

education

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NEEDS OF NATIONAL and GLOBAL COMMUNITY

•Poverty reduction and human development

•Strengthening the moral fiber of the Filipino people

•Development of a strong sense of nationalism

•Development of productive citizen who contributes to the building of a progressive, just and humane society

•Ensuring environment sustainability• Global partnership for development

PHILOSOPHICAL and

LEGAL BASES




Act of 2001





(BESRA)




styles



of information





NEEDS OF NATIONAL




people




society




FAMILY SUPPORT



SOCIETAL SUPPORT


Media,GO,NGO



and other IMs


CO, RO, DO School

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FAMILY SUPPORT



SOCIETAL SUPPORT


Media,GO,NGO



and other IMs


CO, RO, DO School

MONITORING and EVALUATION SYSTEM

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Guiding

Principles

and Features

of K-12

Curriculum

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K-12

CURRICULU

M

Outcomes

Standards

competency

basedComprehensive

Systematic

M&E System

Learner-

centered

Seamless

Developmentally

appropriate

Constructivist

Balanced-

assessment

K-12

CURRICULU

M

Inquiry-basedFlexible

Integrative

Inclusive

Lean but meaty

Decongested

and enriched

Value-laden

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INCLUSION OF

CO-CURRICULAR

ACTIVITIES AND

COMMUNITY

INVOLVEMENT

PROGRAM

CORE CONTENT

1.COMMUNICATION AND

LITERACIES

2. CRITICAL THINKING AND

PROBLEM SOLVING

3. CREATIVITY AND INNOVATION

4. ETHICAL, MORAL and

SPIRITUAL VALUES

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CORE CONTENT

5. LIFE and CAREER

COMPETENCIES

6. DEVELOPMENT OF SELF AND SENSE OF COMMUNITY

7. NATIONAL and GLOBAL

ORIENTEDNESS

KNOWLEDGE and

UNDERSTANDING

ESSENTIAL SKILLS

ATTITUDES AND VALUES

LEARNING DOMAINS

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• CONSTRUCTIVIST

• INQUIRY-BASED

• INTEGRATIVE

• COLLABORATIVE

• REFLECTIVE

PEDAGOGICAL

APPROACHES

ASSESSMENT as LEARNING

ASSESSMENTofLEARNING

ASSESSMENTforLEARNING

BALANCE OF TRADITIONAL and

AUTHENTIC ASSESSMENT

ASSESSMENT

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OUTCOMES-and STANDARDS-

BASED, COMPREHENSIVE, SYSTE

MATIC, and VALID MONITORING

and EVALUATION SYSTEM SET IN

PLACE AIMED AT IMPROVING

THE QUALITY OF BASIC

EDUCATION


PROPOSED

ROADMAP FOR THE

K-12 PHILIPPINE

BASIC EDUCATION

PROGRAM

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GradeLevel

K 1 2 3 4 5 6 7 8 9 10 11 12

Curriculum

Program

Core

Learning

Area

Speciali-

zation

Key Stage

Outcomes

General Academic Program

•Values Education

•Physical health &

motor dev’t

•Social & emotional

dev’t

•Cognitive dev’t

•Creative Arts

•Language &

Readiness for Reading

& Writing

•Language, Literacy &

Communication

•Eng•Fil•Math

•Sibika at Kultura•MAPEH

•Science & Health

•English•Filipino•Mathematics•Science & Health•Heograpiya, Kasaysayan at Sibika•MAPEH•EPP•EdukasyongPagpapakatao

•English•Science•Mathematics•Filipino•MAPEH•Social Studies•Values Education•TLE

•Aptitude test

Learning Domains

Development & mastery of complex knowledge & skills; dev’t of attitude & values

Exploratory stage of

career paths/choices

Development of knowledge, skills, attitudes and values; mastery & application of basic skill

Consolidation of knowledge & skills; development of attitudes, values, aptitudes & interest

•Adv English•Adv Science•Adv Math•Adv Filipino•Contemporary Issues(includes work, ethic, business ethics, etc.)

Special Program in:

-Arts

-Sports

-Journalism

-Engineering Science Education Program

(ESEP)

-Mother Tongue & foreign Languages

-Technical-Vocational education

- Agriculture/Fisheries

- Arts & Trades Consolidation of

complex knowledge

& skills; dev’t of

attitude & values as a

result of a strong

liberal education.

Adequate

preparation for the

world of

work, entrepreneurshi

p, middle level skills

dev’t & higher

education

NONENONENONE

Grade Level

K 1 2 3 4 5 6 7 8 9 10 11 12

Cu

rr.

Pro

gra

m

General Academic Program

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Grade Level K 1 2 3C

ore

Lea

rnin

g A

rea

Learning Domains

• Values Education

• Physical health &

motor dev’t

• Social & emotional dev’t

• Cognitive dev’t

• Creative Arts

• Language &

Readiness for

Reading & Writing

• Language, Literac

y &

Communication

•MT

•English

•Filipino

•Math •Science

& Health

•Sibika at Kultura

•MAPEH

Grade Level 4 5 6

Co

re

Lea

rnin

g A

rea •MT

•English•Filipino•Mathematics•Science & Health•Heograpiya, Kasaysayan at Sibika•MAPEH•EPP (TLE)•EdukasyongPagpapakatao

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Grade Level

7 8C

ore

Lea

rnin

g A

rea •MT

•English

•Science•Mathematics•Filipino•MAPEH•Social Studies•Values Education•TLE

Grade Level

7 8 9 10

Co

re

Lea

rnin

g A

rea •English

•Science•Mathematics•Filipino•MAPEH•Social Studies•Values Education•TLE

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Grade Level

11 12C

ore

Lea

rnin

g A

rea • English

• Science

• Math

• Filipino

• Contemporary Issues (includes

work ethic, business ethics, etc.)

Grade Level

7 8 9 10 11 12

Sp

ec

ializa

tio

n Exploratory

stage of career

paths/

choicesSpecial Program in:

- Arts

- Sports

- Journalism

- Engineering Science Education

Program (ESEP)

- Mother Tongue & foreign Languages

- Technical-Vocational education

- Agriculture/Fisheries

- Arts & Trades

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Alignment of curriculum

to the business and

industry needs (Key

Employment Drivers for

2011-2020)

DOLE Project Job Fit 2020 vision

Industry Prospects

Growth of Philippine economy will be driven by:

1. High-value foreign direct investment (FDI) led agribusiness

2. Infrastructure (roads and highways, logistics, physical infrastructure projects

3. Tourism (diving edge)

4. Medical Tourism

5. Retirement Estates (Subic, NCR, and cities of Tagaytay, Cebu, and Dumaguete)

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Industry Prospects

6. BPOs (35% annual growth, $13 billion in revenues in 2010)

7. Investment in ICT

8. Real estate (BPOs investing in office space, growth in domestic and international tourism0;

9. Shipbuilding (exports of ships to the US, Mexico, and Norway); and

10. Long term demand for OFWs

Key Employment Generators (KEG)

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1. Agribusiness2. Cyberservices3. Health and Wellness4. Hotel, Restaurant and Tourism5. Mining6. construction7. Banking and finance8. Manufacturing9. Ownership Dwellings and Real Estate10. Transport and Logistics11. Wholesale and Retail Trade12. Overseas Employment

Emerging Industries

•Renewable Energy•Power and Utilities•Diversified Farming and Fishing•Creative Industries

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Grade Level

K 1 2 3K

ey

Sta

ge

Ou

tco

me

s

Development of

knowledge, skills, attitudes and

values; mastery & application of

basic skill

Grade Level

4 5 6

Ke

y S

tag

e

Ou

tco

me

s Development & mastery

of complex knowledge &

skills; dev’t of attitude &

values

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Grade Level

7 8 9 10K

ey

Sta

ge

Ou

tco

me

s Consolidation of

knowledge, strategies, and skills; development of

attitudes, values, aptitudes &

interests

Grade Level

11 12

Ke

y S

tag

e

Ou

tco

me

s

Consolidation of complex

knowledge & skills; dev’t of

attitude & values as a result of a

strong liberal education.

Adequate preparation for the

world of work, entrepreneurship,

middle level skills dev’t & higher

education

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EMPLOYMENT

ENTREPRENEURSHIP

HIGHER EDUCATION

MIDDLE LEVEL

SKILLS

DEVELOPEMENT

THE L

EA

RN

ER

COMMUNICATION & LITERACIES CRITICAL THINKING

& PROBLEM SOLVING CREATIVITY & INNOVATION

ETHICAL, MORAL, SPIRITUAL VALUES LIFE

& CAREER COMPETENCIES

DEVELOPMENT OF SELF & SENSE OF

COMMUNITY NATIONAL & GLOBAL

ORIENTEDNESS

Grade Level

K 1 2 3 4 5 6 7 8 9 10 11 12

Curriculum

Program

Core

Learning

Areas

Speciali-

zation

Key Stage

Outcomes

Current Curricular Innovations included in the K-12 BEP

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1. Thematic Approach in Kindergarten

• Domains: Values Education, Physical Health and Motor Development, Social and Emotional Development, Cognitive Development, Creative Arts, Language and Readiness for Reading and Writing & Language, Literacy and Communication

• Themes: Myself, My Family, My School, My Community & More things Around Us

2. Mother tongue-Based Multilingual Education

• Mother tongue taught as learning area and used as language of instruction from Kindergarten to Grade 3

• Bridging or transition to Filipino and English as language of instruction introduced in Grade 3

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3. Madrasah Curriculum: ALIVE

• Curriculum for Muslim learners• ALIVE- Arabic language and

Islamic values education as subjects to be taught in the elementary and secondary levels

4. Strengthened Technical-Vocational Education

• Competency-based curriculum• Specialization of technical skills

in Grades 11 & 12• Certification of competency

level will be given to students in coordination with TESDA

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HS LanguageArts

Math Science Makabayan Filipino English and Other ForeignLanguages

Grade VI LanguageArts

Math Science Makabayan Filipino English

Grade V LanguageArts


Grade IV LanguageArts (M.T.)



Grade III Mother Tongue Language, Reading, Writing, Math Sibika, Science

Filipino EnglishLSRW

FilipinoLSRW

Grade II Mother Tongue Language, Reading, Writing, Math Sibika, Science

FilipinoLSRW

Oral English

Grade I Mother Tongue Language, Reading, Writing, Math Sibika, Science

Oral Filipino

Oral English

Kindergarten Mother Tongue all subjects

School Year Elementary Secondary

2011-2012 Kinder

2012-2013 Curriculum Enhancement Grade 1

Curriculum, EnhancementJunior High SchoolGrade 7

2013-2014 Grade 2 Grade 8

2014-2015 Grade 3 Grade9

2015-2016 Grade 4 Grade10

2016-2017 Grade 5 Senior HS/grade 11

2017-2018 Grade 6 Grade HS/grade 12

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The K-12 program will respond to the need of developing the country’s competitiveness. The challenges of ASEAN 2015, particularly the opening up of the ASEAN economic community by 2015, puts much pressure to our county. Thus there’s a need to ensure that our graduates in basic education have skills and competencies that will allow them to be at par with the global standards.

The K-12 Program and the Need to Develop Philippine competitiveness

Ester B. Ogena, Ph.D.

PresidentPhilippine Normal

University


We need to prepare our youth so that they will have an equal chance to be employed in a more open single economic community. ASEAN is expected, in the very near future, to openly hire people within the region that have the capacity to respond to job challenges. Of course, we don’t want our graduates to have a slim chance of being hired by big companies even in our own country. We also want them to have the ability to participate in knowledge and wealth creation both for themselves and the Philippines.

The K-12 Program and the Need to Develop Philippine competitiveness

Ester B. Ogena, Ph.D.

PresidentPhilippine Normal

University

7/15/2011

44

MOI per Grade Level and Subject Area.pptx

MOI per Grade Level and Subject Area.pptx

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14. Tailoring co-curricular

activities and community

involvement program to

student and community needs

15. Assessment for and of

learning based on standards

16. Attitudes of teachers towards

K-12

dialects.pptx

LEARNING DOMAINS.pptx

7/15/2011

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If education could be the only best option to secure the future of our youth, all of us are here to support this option.

92

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