1402568 634711586320156250

Paraluman R. Giron, Ed. D

Chair-TWG K to10 - PNU

K-12 Basic Education Program

Department of Education

CURRENT SITUTATION WHERE 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

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)

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

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

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

•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.

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 ScoresScores International

AverageRank Participating

Countries

2003 ResultsGrade IV

Science 332 489 23 25

Mathematics 358 495 23 25

HS II

Science 377 473 43 46

Mathematics 378 466 34 38

2008ResultsAdvancedMathematics

355 500 10 10

Source: TIMSS, 2003 and 2008

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.

Aptitude for College SY 2006-2007

High Aptitude for College; 9066; 0.72%

Mod-erate Apti-tude for

Col-lege

; 47890

9; 37.85

%

Low Apti-tude for

Col-lege ; 77723

6; 61.43

%General Scholastic AptitudeSource: NETRC 2006

High Aptitude for College77,869

6%

Mod-erate Apti-tude for

Col-lege

; 418931; 34%

Low Ap-titude

for Col-lege

; 726665;

59%

18

General Scholastic AptitudeSource: NETRC 2006

Aptitude for College SY 2007-2008

High Aptitude

for Tech-

Voc programs

711,526

54%

Moderate Aptitude for Tech-Voc programs; 468901; 36%

Low Aptitude for Tech-Voc programs;

124780; 10%

Aptitude for Tech-Voc SY 2006-2007

Aptitude for Tech-Voc SY 2007-2008

High Aptitude for Tech-Voc

programs19%

Moderate Aptitude for Tech-Voc pro-

grams59%

Low Aptitude for Tech-Voc pro-

grams22%

High Apti-tude for En-

trep pro-grams;

757356; 58%

Moderate Ap-titude for En-

trep programs; 544006; 42%

Low Aptitude for Entrep programs;

3849; 0%

Aptitude for Entrepreneurship SY 2006-2007

Aptitude for Entrepreneurship SY 2007-2008

High Apti-tude for En-

trep pro-grams;

717232; 58.62%

Moderate Apti-tude for Entrep

programs502,482

41%

Low Aptitude for Entrep programs;

3751; 0.31%

No

Gra

de

Com

plet

ed

Ele

m

Und

ergr

ad

Gra

duat

e

HS

U

nder

gra

d

HS

Gra

duat

e

Col

lege

U

nder

gra

d

Col

lege

G

radu

ate

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

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.

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.

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.

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

“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

What will each graduate get?


Grade VI Junior

HSSenior HS

Batang K-12, HandasaTrabaho o Kolehiyo, HandasaMundo

What is the proposed K-12 curriculum

PHILOSOPHICAL and LEGAL BASES

. The 1987 Phil. Constitution. B.P. 232, Education Act of 1982. R.A. 9155, Governance of Basic EducationAct 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 activemaker of meaning not a passive recipientof information

NEEDS OF THE LEARNER. Life skills. Self-actualization. Preparation for the world of the work,entrepreneurship, higher education

NEEDS OF NATIONALand GLOBAL COMMUNITY

. Poverty reduction and human development

. Strengthening the moral fiber of the Filipinopeople

. 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 SUPPORTINTERNAL AND EXTERNAL STAKEHOLDERS’ SUPPORT

SOCIETAL SUPPORTPublic-Private Partnership

Media,GO,NGO

INSTRUCTIONAL SUPPORTTeachers’ CPD , Textbooks

and other IMs

ADMINISTRATIVE SUPPORTCO, RO, DO School

CONTEXT

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

CONTEXT

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

CONTEXT


















Media,GO,NGO


and other IMs



FAMILY SUPPORT

INTERNAL AND EXTERNAL

STAKESHOLDERS’ SUPPORT

INSTRUCTIONAL SUPPORT

Teachers’ CPDTextbooks and

other I M s

SOCIETY SUPPORT

Public-Private Partnership

MediaGO, NGOs

ADMINISTRATIVE SUPPORT

CO, RO, DO, School

MONITORING and EVALUATION SYSTEM

FUNCTIONALLY LITERATE

and HOLISTICALL

Y DEVELOPED

FILIPINO


FAMILY SUPPORTINTERNAL

AND EXTERNAL

STAKESHOLDERS’

SUPPORT

INSTRUCTIONAL

SUPPORT Teachers’

CPDTextbooks

and other I M s

SOCIETY SUPPORT

Public-Private Partnership

MediaGO, NGOs

ADMINISTRATIVE SUPPORT

CO, RO, DO, School


FUNCTIONALLY LITERATE

and HOLISTICALL

Y DEVELOPED

FILIPINO

Guiding Principles and Features of K-12 Curriculum

K-12 CURRICULU

M

OutcomesStandardscompetency

basedComprehensiveSystematicM&E System

Learner-centered

Seamless

Developmentally appropriate

ConstructivistBalanced-

assessment

K-12 CURRICULU

M

Inquiry-basedFlexible

Integrative

Inclusive

Lean but meaty

Decongested and enriched

Value-laden

INCLUSION OF CO-CURRICULAR ACTIVITIES AND

COMMUNITY INVOLVEMENT

PROGRAM

CORE CONTENT1.COMMUNICATION AND

LITERACIES

2. CRITICAL THINKING AND PROBLEM SOLVING

3. CREATIVITY AND INNOVATION

4. ETHICAL, MORAL and SPIRITUAL VALUES

CORE CONTENT

5. LIFE and CAREER COMPETENCIES

6. DEVELOPMENT OF SELF AND SENSE OF COMMUNITY

7. NATIONAL and GLOBAL ORIENTEDNESS

KNOWLEDGE and

UNDERSTANDINGESSENTIAL

SKILLSATTITUDES AND

VALUES

LEARNING DOMAINS

• CONSTRUCTIVIST

• INQUIRY-BASED

• INTEGRATIVE• COLLABORATIVE

• REFLECTIVE

PEDAGOGICALAPPROACHES

ASSESSMENT as LEARNING

ASSESSMENTofLEARNING

ASSESSMENTforLEARNING

BALANCE OF TRADITIONAL and AUTHENTIC ASSESSMENT

ASSESSMENT

OUTCOMES-and STANDARDS-BASED, COMPREHENSIVE, SYSTEMATIC, 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

Grade Level

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

Curriculum Program

CoreLearning Area

Speciali-zation

Key StageOutcomes

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• Mat

h

• Sibika at Kultura

• MAPEH

• Science & Health

• English• Filipino• Mathematics• Science & Health• Heograpiya,

Kasaysayan at Sibika• MAPEH• EPP• EdukasyongPagpapakat

ao

• 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• Contempor

ary 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, entrepreneurship, middle level skills dev’t & higher education

NONENONENONE

Grade Level

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

Curr. Program

General Academic Program

Grade Level K 1 2 3C

ore

Learn

ing

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, Literacy & Communication

• MT• Englis

h• Filipin

o• Math

• Science & Health

• Sibika at Kultura• MAPEH

Grade Level 4 5 6C

ore

Learn

ing

A

rea

• MT• English• Filipino• Mathematics• Science & Health• Heograpiya, Kasaysayan at Sibika

• MAPEH• EPP (TLE)• EdukasyongPagpapakatao

Grade Level

7 8C

ore

Learn

ing

A

rea

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

Grade Level

7 8 9 10C

ore

Learn

ing

A

rea

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

Grade Level

11 12C

ore

Learn

ing

A

rea

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

Grade Level

7 8 9 10 11 12S

pecia

lizati

on

Exploratory stage of career paths/choices

Special Program in:- Arts- Sports- Journalism- Engineering Science Education Program (ESEP)

- Mother Tongue & foreign Languages

- Technical-Vocational education - Agriculture/Fisheries - Arts & Trades

Alignment of curriculum to the business and industry needs (Key Employment Drivers for 2011-2020)

DOLE Project Job Fit 2020

vision

Industry ProspectsGrowth of Philippine economy will be driven by:1. High-value foreign direct investment (FDI) led

agribusiness2. Infrastructure (roads and highways, logistics,

physical infrastructure projects3. Tourism (diving edge)4. Medical Tourism5. Retirement Estates (Subic, NCR, and cities of

Tagaytay, Cebu, and Dumaguete)

Industry Prospects6. BPOs (35% annual growth, $13 billion in

revenues in 2010)7. Investment in ICT8. 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)

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

Grade Level

K 1 2 3

Key S

tag

eO

utc

om

es

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

Grade Level

4 5 6K

ey S

tag

eO

utc

om

es Development & mastery

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

Grade Level

7 8 9 10K

ey S

tag

eO

utc

om

es Consolidation of

knowledge, strategies, and skills; development of attitudes, values, aptitudes & interests

Grade Level

11 12K

ey S

tag

eO

utc

om

es

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

EMPLOYMENT

ENTREPRENEURSHIP

HIGHER EDUCATION

MIDDLE LEVELSKILLS

DEVELOPEMENT

TH

E

LEA

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

CoreLearning Areas

Speciali-zation

Key StageOutcomes

Current Curricular Innovations included in the K-12 BEP

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

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

HS LanguageArts

Math Science Makabayan Filipino English and Other Foreign Languages

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


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

ISSUES/CONCERNS1. Expanding Spiral Progression

Approach vs. Discipline-Based Approached in K to 12

2. Competencies demanded of teachers for effective implementation of Kto12 especially in Grades 11-12 (Pre-service and In-service Education)

3. Role of LGUs, parents, business and industry and community stakeholders in the implementation of K to 12

4. Preparedness of DepEd K to 12 BEP implementors (teachers, school heads, supervisors, IMC…)

5. Technical Education and/or Technology and Vocational Education

6. The alternative delivery modes in K to12 implementation

7. Transition period in the MTBMLE progression program

8. MT proficiency of teachers in the MTBMLE program

9. MTBMLE teacher training: what do teachers need to know to do their job well?

10. Preparation of learning materials from K-311. Literary and informational texts in K to 12:

Need for Balance?12. Utilization of adapted current learning

materials for efficient use of resources13. The kindergarten education and teacher

education curriculum (domains of learning)

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

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

MARAMING SALAMAT PO!

1402568 634711586320156250

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