SENIOR HIGH SCHOOL MODELLING RELATIVE TO THE K TO 12 CURRICULUM IMPLEMENTATION:

A BASELINE STUDY

ELENA S. DE LUNAOIC-ASDS

DepEd, Eastern Samar DivisionRegion VIII

Introduction

Introduction

Introduction

Introduction

IntroductionDepEd Order No. 36, s. 2012

Senior High School

Modelling

SELECTED PUBLIC TECHNICAL-

VOCATIONAL SCHOOLS(modelling schools)

SELECTED PUBLIC SECONDARY SCHOOLS

(modelling schools)

Generate research-based inputs with the end view of improving or enhancing the Senior High School implementation in SY 2016-2017.

Introduction

DepEd, Region VIII

Senior High School Modelling Program

detect and correct operational problems before the curriculum’s wide-scale implementation through the carrying out of functions or roles, appropriate

use of resources, and working based on a prescribed schedule.

Statement of the Problem

This study determined the status of the Senior High School Modelling Program (SHSMP) in Region VIII, relative to the K to 12 Curriculum implementation, to serve as baseline study in the region.

Statement of the ProblemSpecifically, the study sought answers to the following questions:

1. What is the status of the Senior High School Modelling in the 18 modelling schools as perceived by the key officials, teachers, and students in terms of:

1.1 extent of advocacy;1.2 extent of curriculum development;1.3 curriculum content;1.4 assessment of learning outcomes;

1.5 extent of teachers’ professional development;1.6 extent of resource mobilization;1.7 extent of partnership with stakeholders;1.8 adequacy of instructional materials;1.9 adequacy of facilities and equipment; and1.10 adequacy of laboratory workshops?

Statement of the Problem

2. As perceived by the key DepEd officials, teachers, students and key stakeholders, what is the extent of involvement of the different sectors in the Senior High School Modelling in the model schools:

2.1 business/industry;2.2 CHED/HEI;2.3 TESDA;2.4 Local Government Units (LGU); and 2.5 Parents-Teachers Association (PTA)?

Statement of the Problem

3. What is the attitude of the key officials, teachers, students, and other stakeholders towards K to 12?

4. What are the problems encountered by the students, teachers and DepEd Key Officials in the Senior High School Modelling as perceived by them and to what extent are these problems felt?

5. What action steps maybe undertaken to improve the full implementation of Senior High School in SY 2016-2017 based on the findings of the study?

Review of Related Literature

Expanding the basic education by adding Kindergarten and two years in high school ensures that graduates earn the necessary skills and reach the employable age to qualify entrance into the world of work, if they desire or need to do so. On the other hand graduates who opt to go

to tertiary education are deemed better prepared for college/study or work

Review of Related Literature

By SY 2018-2019, all students would have already finished 12 years of basic education before they enter college.

*The Academic track includes four (4) strands: Accountancy, Business and Management (ABM); General Academic; Humanities and Social Science (HUMSS); and Science, Technology, Engineering

and Mathematics (STEM).

It is envisioned that after Senior High School, students are already prepared for employment, entrepreneurship, or middle-level skills development and can, thus, lead successful lives even if they do not pursue higher studies.

Review of Related Literature

Methodology and Research Design

Descriptive-Correlational Research Design

Survey Questionnaires

FGD

Status of implementation of SHSMP

Eastern Samar Northern

SamarSamar Catbalogan

City

Calbayog City Biliran

Borongan City

Methodology and Research DesignResearch Respondents

students teachers

Eastern Samar

Northern Samar

SamarCatbalogan

City Calbayog City

BiliranBorongan

City

DepEd Key officials

Stakeholders

Stratified random sampling

Total enumeration Stratified random

sampling

Purposive samplingTotal

enumeration

Conceptual Framework

Figure 1. The Conceptual Framework of the Study

REGION VIII

DIVISION OFFICES OF: 4. Catbalogan City

1. E. Samar 5. Calbayog City 2. N. Samar 6. Biliran 3. Samar 7. Borongan City

Senior High Modeling Schools

Students Teachers DepEd Key Stakeholders Officials

STATUS OF IMPLEMENTATION OF

THE SENIOR HIGH SCHOOL PROGRAM IN

TERMS OF:

1. extent of advocacy 2. extent of curriculum development; 3. curriculum content 4.. assessment of Learning outcomes 5. extent of teachers’ professional development; 6. extent of resource mobilization; 7. extent of partnership with stakeholders; 8. adequacy of instructional materials; 9. adequacy of facilities and equipments; and 10. adequacy of laboratory workshops.

FINDINGS/IMPLICATIONS

ACTION STEPS TO ENHANCE THE SENIOR HIGH SCHOOL IMPLEMENTATION

ENHANCED/IMPROVED SENIOR HIGH SCHOOL IMPLEMENTATION

F

E

E

D

B

A

C

K

F

E

E

D

B

A

C

K

ATTITUDE TOWARDS K TO 12 OF THE FF:

1. Students; 2. Teachers; 3. DepEd Key

Officials; and

4. Stakeholders

EXTENT OF INVOLVEMENT

1. business/ industry partners; 2. CHED/HEI partners; 3. TESDA; 4. Local Government Units (LGUs); and 5. Parents-Teachers and Community Association (PTCA)

Problems Encountered in the Senior High

School Modelling

Theoretical Framework

Outcomes-Based Theory

Theory of Multiple Intelligences

(Gardner)

Experiential Learning Theory

(David Kolbs)

Results and Discussion

1. As to the status of implementation of the SHSMP; for extent of advocacy, curriculum development, teachers’ professional development, resource mobilization and partnership with stakeholders – great extent; curriculum content – fully implemented; assessment of learning outcomes – highly implemented; adequacy of instructional materials; facilities and equipment; and laboratory workshops – moderately adequate.

Results and Discussion

2. Along extent of involvement in the SHSMP, the four categories of respondents assessed the involvement of the business/industry partners as moderately involved; on the other hand, the CHED/HEIs, TESDA, LGU, and PTA were assessed as highly involved.

3. DepEd key officials and teachers assessed the attitude of respondents towards K to 12 as “very favorable” and the stakeholders and the students assessed their attitude as “favorable”.

Results and Discussion

4. The top five problems mostly felt by the students, teachers and school heads were: lack of school funding, lack of classrooms/buildings for the SHS, inadequate facilities and equipment and other support materials, inadequacy of teachers’ training on the SHS curriculum, and absence/inadequate industry partners in the locality.

Results and Discussion

5. The following are action steps suggested to improve the full implementation of the Senior High School curriculum in SY 2016-2017:

5.1 Along teachers’ capacity, a training needs assessment (TNA) should be conducted at the region/division/school level, as against the teachers’ capacity requirement to determine training programs needed by SHS teachers. Likewise, an inventory of teachers who are NC and Trainer’s Methodology (TM) holders for each specialization at the region/division/school level to immediately identify the teachers who need skills enhancement training may also be important. In addition, it is better to encourage teachers to undergo graduate and post graduate studies to keep them abreast with the current trends and demands of the society and of the learners.

Results and Discussion

5.2 Along materials, facilities and equipment, an inventory of school’s materials, facilities and equipment must be conducted. It would be a lesser expense on the part of the secondary school, if they would be offering specializations in which materials, facilities and equipment are readily and adequately available in their school.

Results and Discussion

5.3 Along community-industry relevance and partnership, the school must consider fitness of offerings to opportunities and be able to adapt to local cultural conditions to ensure employment and entrepreneurship, and readiness for college. The school must have a very active and a dynamic community-industry linkage coordinator who has that “persuasive charm” which could bring harmonious relationship between the school and the community/industry to create positive opportunities for job immersion and employment for the students.

Results and Discussion

5.4 Along school leadership and management, the Schools Division Superintendents should identify school heads who will manage the Senior High School, who are considered “champions”, in school leadership and management. These are school heads who can ensure that resources (manpower, financial, material, technological) are adequate to improve learning performance; school heads who give full-support to professional development of teachers; school heads who are committed; capable of multi-tasking and delegating; with good communication skills and updated with the current trends and developments; and can create a positive environment between the school and the community or industry partners.

Results and Discussion

5.5 Along region/division technical assistance, the Regional Director should create “strong team of champions” of key officials from the region and from the schools division offices who are equipped with the new required leadership skills in hands on negotiation, communication, resource generation and mobilization and coordination skills.

5.6 Along student population and interest, the school needs to conduct a survey on the abilities versus the interests of the students and match them with the industry demand within and far off the community. It is, likewise, suggested to keep the students updated with the current employment trends and other industry requirements and standards to help them decide on what specialization to pursue in the Senior High School.

Results and Discussion

5.7 Along buildable spaces, the school head should keep his School Development Plan updated to be able to determine if the school has enough buildable spaces or none. In case, there are no available buildable space, the school head needs to establish partnership with possible land donors which will serve as buildable spaces for the Senior High School.

5.8 Along internal capacity to offer Senior High School, school heads should make projections and estimates using available information (real time data) such as: student population/density, industry mapping, labor market study/trends and NCAE results. It is important that school heads conduct an environmental scanning of the school, through SWOT analysis and come up with a strategic plan in preparing for the implementation of the Senior High School during its full implementation in SY 2016-2017.

Conclusions/implications

1. The 18 modelling schools lack instructional materials, facilities and equipment, and laboratory workshops needed for the Senior High School. This is because the schools were not recipients of the one million subsidies released by DepEd. Moreover, the Senior High School was on its modelling stage, wherein schools just started with their existing resources.

2. The business/industry partners were moderately involve in the Senior High School Modelling; while the CHED/HEIs, TESDA, LGU and PTA were highly involved. This can be attributed to their busy or hectic schedule which hinders them to attend convergence meetings with the schools and other stakeholders. Moreover, other localities do not have industries which the school can establish partnership.

Conclusions/implications

3. With the combined assessment of the key officials, teachers, students, and stakeholders on their attitude towards K to 12 as “favorable”, it is concluded that stakeholders and students need more advocacy activities related to K to 12, specifically on the Senior High School curriculum implementation.

4. Problems that were commonly and most felt by the SHSM implementers were: lack of school funding; lack of classrooms/buildings for the SHS; inadequate facilities and equipment and other support materials; inadequacy of teachers’ training; and absence/inadequate industry partners in the locality.

Recommendations

Regional Office

1. through the PPRD and ESSD, push for policy recommendations to appropriate adequate budgetary and logistics requirement for school buildings, classroom facilities, equipment and laboratory workshops, and to enact law that would require business/industries to absorb a tolerable number of trainees to the industry for OJT or job immersion;

Recommendations

Regional Office

2. through the Human Resource Development Division should conduct a training needs assessment (TNA) as against the teachers’ capacity requirement for SHS, to come up with training programs that would address the needs of the SHS teachers, and to conduct an inventory of teachers who are NC (National Certificate) and TM (Trainers’ Methodology) holders for each specialization, and identify teachers who would need skills enhancement training for each specialization; and

Recommendations

Regional Office

3. through the Quality Assurance and Accountability Division (QAAD) should device a monitoring and evaluation scheme that would quality assure the SHS graduates for college, for employment or for entrepreneurship;

Recommendations

Division Office

4. identify school heads for Senior High School who can ensure that human, financial, material and technological resources are adequate to improve learning performance; who give full support to professional development of teachers, committed, capable of multi-tasking and delegating, with good communication skills and updated with the current trends and development; and can create a positive environment between the school and the community or industry partners; and

Recommendations

Division Office

5. create a division team who are equipped with the new required leadership skills in hands on negotiation, communication, resource generation and mobilization, and coordination skills;

Recommendations

School

6. The school head should assign a very active and dynamic community-industry linkage coordinator from among his/her teachers who has that “persuasive charm”, who could bring harmonious relationship between the school and the community/industry to create positive opportunities for job immersion and possible employments for the students;

Recommendations

School

7. conduct an environmental scanning of the school, through SWOT analysis and come up with a strategic plan in preparing for the full implementation of the Senior High School in SY 2016-2017; and

Recommendations

School

8. keep his school site development plan updated to determine if the school has enough buildable spaces or none,