Chapter2 Related Lit_mandatory Review of k to 12
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Transcript of Chapter2 Related Lit_mandatory Review of k to 12
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CHAPTER IIREVIEW OF LITERATURE
Introduction
At this pace of this changing society and economy a lot of actions should take
place. They have to face a lot of challenges especially educators who are being asked
to do more with less due to rapidly evolving technologies and ongoing shifts in global
economy and demography. A successful education system will need to be of paramount
importance if a multicultural society to succeed and prosper in the future. Education is a
gateway to a better job and greater earning potential. One key to understanding this
issue is an appreciation of the overall landscape education and training.
“Change will not come if we wait forsome other person or some othertime. We
are the ones we've been waiting for. We are the change that we seek.” -Barack Obama
Under Republic Act No. 10533 also known as K to 12 Enhance Basic Education
Act, Sec 14 Mandatory Evaluation and Review. — By the end of School Year 2014-
2015, the DepED shall conduct a mandatory review and submit a midterm report to
Congress as to the status of implementation of the K to 12 programs in terms of closing
the following current shortages: (a) teachers; (b) classrooms; (c) textbooks; (d) seats;
(e) toilets; and (f) other shortages that should be addressed. This will also include (f )
teachers’ welfare and training profiles; (g) adequacy of funding requirements; and (h)
other learning facilities including, but not limited to, computer and science laboratories,
libraries and library hubs, and sports, music and arts.
THE CONCEPT AND MEANING OF CURRICULUM
The encyclopedia of educational research (1969) gives the following definitions
of curriculum as all the experience a leaner has at school under the guidance of the
teacher. To him the teacher plays a vital role in translating curriculum objectives. The
dictionary of education defines curriculum as the total learning activities or educative
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experience offered by an institution through its total institutional programmers designed
to achieve the prescribed objectives.
Curriculum Implementation
Implementation is an interaction between those who have created the programme
and those who are in charged to deliver it. According to Ornstein and Hunkins, and
those who are charged to deliver it. According to Ornstein and Hunkins, several of these
efforts have failed. According to Sarason (1990), the main reason for the failure is the
lack of understanding of the culture of the school Successful implementation of
curriculum requires understanding the power relationships, the traditions, the roles and
responsibilities of individuals in the school system. Implementors (whether they be
teachers, principals, education officers) should be well-versed with the contents of the
curriculum. Education officers) should be well-versed with the contents of the
curriculum. benefits of the innovation.As stated by Fullan and Pomfret (1977); "effective
implementation of innovations requires time, personal interaction and contacts
Offorma (2005) noted that the success of the implementation of the curriculum also
depends on its resources. In implementing the curriculum the prescribed subjects
should be thought however it will not be possible and it will not be offered due to lack of
teachers, workshops for practical works and further notes that there were teachers
who’s delivery is usually theorized because of lack of competence on the part of the
teacher or due to lack of equipment, thus students graduate without any hands on
experience.
Teachers Theoretical Constructs Eisner & Vallance (1974), Schubert (1986), Tanner &
Tanner (1995), McNeil (1996), discuss the relationship between a teacher’s beliefs and
his/her decisions about the curriculum. Quality and quantity of teaching staff to meet the
expectations of pupils and the society is another impediment. Teachers are the most
important human resource in curriculum implementation since they are the ones who
adopt and implement the ideas and aspirations of the designers. This implies that
success of the curriculum depends on the teachers (Okello and Kagoire 1996).
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Teachers are the front liner of every curriculum they play a very important part in
the success of every program. No matter how good a program is the possibility of
success is zero without them. Every individual involved in public education brings with
them a set of beliefs as to the very nature and purpose of education.
The number of required teachers come from total classroom requirement which
is derived from the number of students by grade/year level in a given School Year. The
standard ratio of 5:3 is used in computing the required teacher.
Formula:
Number of required teachers = (Classroom requirements)(5)
3Example:
Number of required teachers = (50)(5)
3 ¿83.33 83
From the actual computation:
Number of required teachers = (50.4)(5)
3 ¿84
Teacher Education and TrainingTo ensure that the enhanced basic education program meets the demand for
quality teachers and school leaders, the DepEd, CHED, and TESDA shall conduct
teacher education and training programs, in collaboration with relevant partners in
government, academe, industry, and non-governmental organizations. Such
professional development programs shall be initiated, conducted and evaluated
regularly throughout the year to ensure constant upgrading of teacher skills. Teacher
education and training programs shall include, but shall not be limited to:
In-service Training on Content and PedagogyDepEd teachers who will implement the enhanced basic education curriculum but
have not undergone pre-service education that is aligned with the enhanced basic
education curriculum shall be trained to meet the content and performance standards of
the enhanced basic education curriculum. The DepEd shall ensure that private
educational institutions shall be given the opportunity to avail of such training.
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ClassroomsThe standard classroom to student ratio (CSR) in the Philippines is one
classroom for every 45 students as prescribed by Republic Act 7580 entitled An Act
Providing For the Fair and Equitable Allocation of the Department of Education, Culture
and Sports' Budget for Capital Outlay." The prescribed classroom size for a classroom
student ratio of 1:45 is about 7m x 7m for rural areas or a 7m x 9m classroom for
suburban areas. The 7m x 9m class- mom shall also be the standard size for all public
secondary schools, regardless of location and class size. For a class of 45 students,
this classroom size is believed to provide a conducive environment for learning and
where a teacher could interact freely with his/her students and exercise order and
control.
According to data projection tool of DepEd the Classrooms requirements for
Grades 11-12 in Public Senior High Schools is forty. The minimum standard for SHS
classrooms is 40 students per room.
Formula: number of required classrooms =
Projected JHS Enrolment SY 2016−201740
Example: number of required classrooms =
201640 ¿50.4 50
Textbooks and Seats
Production and Development of Materials. The production and development of
locally produced teaching and learning materials shall be encouraged. The approval of
these materials shall be devolved to the regional and division education unit in
accordance with national policies and standards.
The library holdings shall be adequate to meet the curricular, instructional,
research, and recreational needs of its clientele. The collection shall consist of up-to-
date and relevant books, serials, pamphlets, documents and non-book materials, and
electronic resources (used with computers). The provision of textbooks is not the
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responsibility of the library but a maximum of five (5) copies of frequently used materials
shall be provided. In the matter of reserve books, a provision of at least one copy for
every twenty-five (25) students is deemed sufficient.
Toilets In the report of Bolido (2012) in Philippine daily Inquirer cited that the toilet-pupil
ratio is 1:55 in the elementary level and 1:93 in high school, based on statistics from the
Department of Education’s Basic Education Information System. And that is literally one
toilet—not one room with several cubicles. The numbers alone in this report indicate the
sad state of sanitation facilities in Philippine public schools.
The numbers are lower than the global standards set by the World Health
Organization (WHO) and United Nations Children’s Fund (Unicef) of 1:50 for males (if
urinals are present) and 1:25 for females, and even lower than the norm set by the
Philippine Sanitation Code, which is also 1:50 for boys and 1:30 for girls.
Other shortages that should be addressed.The government should also pay attention to and immediately address the gross
shortage in public secondary schools. According to Tinio, 4.6 million high school-age
youth from 12 to 15 years old are not enrolled in high school due to the gross shortage
in public secondary schools. According to Tinio, the said figures make up a significant
portion of the country’s 6.24 million out-of-school youth.
Access to Quality EducationCiting the DepEd’s figures, Tinio noted that there are 7,268 public high schools
throughout the country in 2011. By contrast, there are 38,351 public elementary
schools.
“In short, there’s only one public high school for every five elementary schools.
Almost all barangays in the country have at least one elementary school. By contrast,
high schools may be found mainly in urban areas and population centers only. As a
result, 91 percent of school-age children are enrolled in elementary, while only 62
percent are enrolled in high school.”
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In a report from Bulatlat.com Zabala mentioned that F.G. Calderon High School
is the only high school in District 2 of Tondo, Manila. The area is also near Caloocan
City. They are catering students from Caloocan and Tondo since there is no other
nearby public secondary school within the the location. There are four elementary
schools within the Tondo area that is why the student population continues to grow.
“When the slots are already full and we cannot accommodate more students we refer
them to other schools,” Zabala said.
Tinio said more children in the rural areas are not enrolled in high school. “The
shortage of public high schools, particularly in rural areas, explains the alarmingly high
number of children who are not enrolled in high school. The existing high schools are
simply too far away, making even free secondary education too costly for rural poor
families,” said Tinio.“Twenty six years after our Constitution mandated free high school
education, the government has not been able to make high school accessible to a
substantial number of Filipino children,” Tinio lamented.
Tinio criticized the implementation of the K to 12 program amid the continued
failure of the government to address the shortages and lack of access of millions of
children to secondary education. “What is the DepEd doing to enable 4.6 million
children to enter high school? Its current intervention, particularly the Alternative
Learning System (ALS), is commendable but grossly inadequate, compared to the
magnitude of the problem. Currently, ALS serves a mere 300,000 out-of-school
children.
Furthermore, there’s no substitute for learning in the classroom setting. Children
of the rural poor are as much entitled to quality teachers, classrooms, and textbooks as
other Filipinos.”
The solon teacher also pointed out that the failure to provide the poor access to
secondary education further worsens social inequality and hinders genuine national
development. If the shortage of public high schools is not addressed, we will see a
further widening of the gap in educational attainment among Filipino youth in the urban
centers and the countryside, and among the middle and upper income groups and the
poor. Our country will not progress until the government assured that every Filipino child
will have an access to quality education and finishes high school.
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Quality EducationTo achieve quality education the law under Standards and Principles states
that. The DepEd shall adhere to the following standards and principles, when
appropriate, in developing the enhanced basic education curriculum:
(a) The curriculum shall be learner-centered, inclusive and developmentally
appropriate;
(b) The curriculum shall be relevant, responsive and research-based;
(c) The curriculum shall be gender- and culture-sensitive;
(d) The curriculum shall be contextualized and global;
Providing Access to Education
Extending the educational cycle requires an increase in resource requirements
such as teachers, classrooms, instructional materials, and others.
In response to this, DepEd is looking into the alternative delivery modes (ADMs)
that have been proven to be effective in addressing the problems of educational access.
ADMs are unconventional means by which students learn in formal education. ADMs
ensure that even with the lack of teachers and classrooms, Filipino learners have
access to education.
1. Multigrade Instruction
At the elementary level, multigrade instruction is an alternative delivery of formal
education whereby there is one teacher for two, three or four different grade levels of
students in a single class.
2. Modified In-School Off-School Approach (MISOSA)
MISOSA combines formal and non-formal learning activities to meet the needs
for classrooms, learning materials, and teachers. It likewise taps community resources
for instructional materials or sources of knowledge. Under MISOSA, a class of pupils is
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divided into two groups. Group 1 goes to class for a period of time while the Group 2
learns at home or in other learning venues such as a Barangay Hall learning through
modules or performing assigned tasks. At the end of one week, Group 1 spends time
learning outside the school while Group 2 attends formal classes. At certain times, the
two groups are gathered in one class to learn together as one group.
3. Instructional Management by Parents, the Community, and Teachers (IMPACT)
The extension of educational services beyond formal elementary education is
also provided by IMPACT or Instructional Management by Parents, the Community, and
Teachers. This was developed by SEAMEO INNOTECH to address high student
population and high percentage of dropouts. It is a management system where the
parents, teachers and community collaborate to provide the child with quality education
at less costs.
4. ADM for High School Students4.1. Effective and Affordable Secondary Education (EASE)
Education (EASE) Program which was designed and implemented to
complement the existing formal system. It is applicable to students who cannot
attend schools for a short while or can only attend classes seasonally due to socio-
economic, geographical, and physical circumstances. In addition, EASE Program
aims to cater to advanced students whose learning needs are not met by the
conventional learning system.
4.2 Open High School System
For high school students who incur long-term absences or who are permanently
unable to attend school due to time, distance, physical impairment, financial
constraints, social, and family problems, they may avail of the Open High School
Program (OHSP). It uses the concept of distance education as it offers independent,
self-pacing, and flexible study programs using self-instructional learning materials.
They are supported with tutors whom they could meet occasionally for guidance and
tutorial support. The subjects and the grading system for OHSP is the same as that
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of the regular high schools. As such, OSHP students graduate after completing the
secondary education.
Under DORP, SARDOs are provided three modes of learning to be able to continue
their schooling even without attending formal classes. They are:
1. modular system wherein students are given learning modules which they can
bring home for self-study.
2. internet-based learning which is an online learning that is still being piloted
3. blended technology which is a merger of the modular and internet-based
modes of teaching and learning
Physical facilitiesPhysical facilities shall be the place to create a learning environment conclusive
to learning. In order to produce quality Education and to we should equip our students
improve in the field Science and Technology, both teachers and students should always
be prepared in accepting and enjoying the programs to be implemented by the
Department of education to be globally competent in the modern world of technology
advances. It should be maintained and improved to achieve optimum results for access
to quality education.
Sports Facility and Sport EquipmentMapacpac (2012) mentioned in a report that to cultivate the spirit, teamwork,
unity, discipline, and excellence sports activities should be conducted and actively
participated by the students from the different year levels.
Funding Requirements
Budget plays an important part in the implementation of the curriculum. The
teachers’ group is demanding that the government allocates six percent of the country’s
Gross Domestic Product (GDP) to education, amounting to P884.6 billion ($20 billion).
The group said that to follow the UN standards, the government should allot at least
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P590 billion ($13 billion) more to basic education. However, the average share of
DepEd’s budget from the GDP is only 2.2 percent.
The group also lambasted the increase in the budget of
DepEd’s GASTPE (Government Assistance to Students and Teachers to Public
Education) program. According to Castro, for this year, the government targets to
allocate P7 billion ($165 million) for one million grantees.
Conceptual Framework
It is very important for every Filipino citizen to know the real and present status of
the Implementation of K to 12 Enhance Basic Education Program. The implementation
of the new curriculum will serve as our superhighway to compete globally. The success
of the program doesn’t depend only with the government nor with the education
administrators, its triumph lies on every one of us. Even an ordinary individual plays an
important role by just being informed and being an informer can be a big help. The
success of the program within one community can be a big help, successful graduates
means opportunity, opportunity mean jobs and jobs means money.
Knowing the status and assessing it using standards to determine the gaps will
result to a higher probability of success. If we will be able to determine the gaps then
each one of us should work hand in hand to achieve the full realization of the program.
GAPS
STANDARDS
K to 12 Enhance
Basic EducationProgram
STATUSTeacherClassroom TextbooksSeatsToiletsParticipation rateRetention rateCompletion rate Teachers’ welfare and training profiles Adequacy of funding requirements Learning facilities
Figure 1 Conceptual Paradigm
INDEPENDENT PROCESS DEPENDENT
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The Conceptual Paradigm as shown in Figure 1 illustrates the independent and
dependent variables that will be used in the study. To determine the present status of
the Implementation of K to 12 Enhance Basic Education Program the researcher uses
data including teacher, classroom, textbooks, seats, toilets, participation, rate retention
rate, completion, rate teachers’ welfare and training profiles adequacy of funding
requirements and learning facilities. These data are basic requirement in the
implementation of the curriculum.
STANDARDS
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Standards
(a) teachers; 1:45 or 1:40 according to K to 12
(b) classrooms; 1:40
(c) textbooks; 1:1
(d) seats; 1:1
(e) toilets; (WHO) and United Nations
Children’s Fund (Unicef) of 1:50 for
males (if urinals are present) and
1:25 for females,
Philippine Sanitation Code, which is
also 1:50 for boys and 1:30 for girls.
(f) Other shortages that should be addressed.
1.Secondary schools
2. teachers’ welfare and training profiles
adequacy of funding requirements;
3. other learning facilities including, but not
limited to
i. libraries, library hubs and Research
Facilities
ii. Computer and science laboratories
iii. Sports, music and arts facilities.
iv. ICT Facilities and Equipment
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have ample opportunity to solve problems.
2. The learning experience must give the students satisfaction. Students need satisfying
experiences to develop and maintain interest in learning; unsatisfying experiences
hinder their learning.
3. The learning experience must “fit” the students’ needs and abilities. This infers that
the teacher must begin where the student is ability-wise and that prior knowledge is
the starting point for new knowledge.
4. Multiple learning experiences can achieve the same objective. There are many ways
of learning the same thing. A wide range of experiences is more effective for learning
than a limited range.
5. The learning experience should accomplish several learning outcomes. While
students are acquiring knowledge of one subject or concept, they are able to integrate
According to Bandura (2006) suggested using “can” to refer to capability while
developing efficacy scales because self-efficacy is a perceived capability. After the
adaptation process of the instrument, various expert opinions were obtained for the
content validation.
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Variables
Part I. measuring teachers’ demographic characteristics such as gender, experience,
educational level and area of certification.
Part II included 22 items on a 5-point Likert type agreement scale (1-strongly disagree,
3-undecided, 5-strongly agree)
related to the sub-dimensions of (1) efficacy beliefs in terms of the:
1. Implementation of the new curriculum (e.g. I can prepare assessment tasks in
accordance with the new curriculum)
2. beliefs about the impact of the new curriculum on classroom instruction
(e.g.When based on the new curriculum, classes motivate the students to
learn),
3. and (3) perceptions about the utility or practicability of the new curriculum (e.g.
The new curriculum can help me to identify the knowledge a students must
master).
Part III (Teachers’ Perceived Utilization of The New Curriculum) 24 items
5 point Likert type frequency scale (1-never, 3-sometimes, and 5-always) about
(e.g. I use the new curriculum to plan problem-solving tasks for my students).
Teachers’ Utilization of Special Techniques
Such as
1. Cooperative group work and their use of manipulatives during instruction (e.g. I
organize cooperative group work activities for my students).
Part IV How much can you do to control disruptive behavior in the
classroom?). (1- inadequate, 5-moderately adequate to 9-
extremely adequate) (e.g.
The fourth and the last
part included the short form of Turkish teachers’ sense of efficacy scale (TTSES)
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.
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Higher Budget on Education
Budget plays an important part in the implementation of the curriculum. The
teachers’ group is demanding that the government allocates six percent of the country’s
Gross Domestic Product (GDP) to education, amounting to P884.6 billion ($20 billion).
The group said that to follow the UN standards, the government should allot at least
P590 billion ($13 billion) more to basic education. However, the average share of
DepEd’s budget from the GDP is only 2.2 percent.
The group also lambasted the increase in the budget of
DepEd’s GASTPE (Government Assistance to Students and Teachers to Public
Education) program. According to Castro, for this year, the government targets to
allocate P7 billion ($165 million) for one million grantees.
Extending the educational cycle requires an increase in resource requirements
such as teachers, classrooms, instructional materials, and others.
In response to this, DepEd is looking into the alternative delivery modes (ADMs)
that have been proven to be effective in addressing the problems of educational access.
ADMs are unconventional means by which students learn in formal education. ADMs
ensure that even with the lack of teachers and classrooms, Filipino learners have
access to education.
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Multigrade Instruction
At the elementary level, multigrade instruction is an alternative delivery of formal
education whereby there is one teacher for two, three or four different grade levels of
students in a single class. For instance, in remote areas where enrolment rate is low
and uneven, classes are combined such as Grades 1 and 2, Grades 3 and 4, and
Grades 5 and 6.
To ensure quality of instruction, there are several approaches or strategies used
in multigrade classes. One is the differentiated instruction wherein teachers plan
strategically to address various learning needs of pupils. Another strategy is the
groupings of pupils by ability or mixed ability depending on the teacher’s purpose for
instruction. There is also the modular approach which involves dividing the curriculum
into specific objectives and producing associated learning materials in module form.
These are made available to children grouped according to ability or for independent
self-study.
Modified In-School Off-School Approach (MISOSA)
Modified In School Off School Approach (MISOSA) frees the children from the
confines of the four corners of the classroom as it allows pupils to learn even while at
home or in the community.
MISOSA combines formal and non-formal learning activities to meet the needs
for classrooms, learning materials, and teachers. It likewise taps community resources
for instructional materials or sources of knowledge. Under MISOSA, a class of pupils is
divided into two groups. Group 1 goes to class for a period of time while the Group 2
learns at home or in other learning venues such as a Barangay Hall learning through
modules or performing assigned tasks. At the end of one week, Group 1 spends time
learning outside the school while Group 2 attends formal classes. At certain times, the
two groups are gathered in one class to learn together as one group.
Instructional Management by Parents, the Community, and Teachers (IMPACT)
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The extension of educational services beyond formal elementary education is
also provided by IMPACT or Instructional Management by Parents, the Community, and
Teachers. This was developed by SEAMEO INNOTECH to address high student
population and high percentage of dropouts. It is a management system where the
parents, teachers and community collaborate to provide the child with quality education
at less costs.
Learning materials are based on the national curriculum standards of the
Department of Education. It uses audio and video tapes in English, Science,
Mathematics, Filipino, and Information and Communications Technology (ICT) in
teaching the lessons.It offers three delivery modes: 1) programmed teaching or
employing bright pupils as programmed teachers who use specific teaching procedures,
2) peer-group learning or the grouping of 6 to 8 pupils who are heterogeneous in ability
but who are studying the same core modules, and 3) individual study or self-instruction
that allows learner to learn at his/her own pace. Moreover, IMPACT makes use of
collaborative and self-directed approaches.
ADM for High School Students
Effective and Affordable Secondary Education (EASE)
One of the ADMs at the secondary level is the Effective and Affordable Secondary
Education (EASE) Program which was designed and implemented to complement the
existing formal system. It is applicable to students who cannot attend schools for a short
while or can only attend classes seasonally due to socio-economic, geographical, and
physical circumstances. In addition, EASE Program aims to cater to advanced students
whose learning needs are not met by the conventional learning system.
Open High School System
For high school students who incur long-term absences or who are permanently unable
to attend school due to time, distance, physical impairment, financial constraints, social,
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and family problems, they may avail of the Open High School Program (OHSP). It uses
he concept of distance education as it offers independent, self-pacing, and flexible study
programs using self-instructional learning materials. They are supported with tutors
whom they could meet occasionally for guidance and tutorial support. The subjects and
the grading system for OHSP is the same as that of the regular high schools.
As such, OSHP students graduate after completing the secondary education.
Both EASE and OHSP are part of the DepEd Bureau of Secondary Education’s Drop
Out Reduction Program (DORP) to address the needs of students at risk of dropping
out (SARDOs).
Under DORP, SARDOs are provided three modes of learning to be able to continue
their schooling even without attending formal classes. They are:
4. modular system wherein students are given learning modules which they can
bring home for self-study.
internet-based learning which is an online learning that is still being piloted
• blended technology which is a merger of the modular and internet-based
modes of teaching and learning