Government Programs for the K to 12 Transition

NCR ROADSHOWCHED AUDITORIUM - DILIMAN, QUEZON CITYOCTOBER 18, 2016

AGENDA

● Context: The K to 12 Transition Period Interagency Efforts

● Government Programs: ○ CHED Grants for Displaced HEI Personnel○ DEPED Green Lane○ TESDA Technical Vocational and Livelihood

Trainings○ DOLE Adjustment Measures Program

● Closing Remarks

HOUSE RULES for the PROGRAM

I. Each agency is given one (1) hour to deliver the key presentation and thirty (30) minutes for the Open Forum.

II. We kindly remind everyone to please fill out the Evaluation Form at the end of the last talk, and submit the Evaluation Form upon exit, to receive your Certificate of Appearance.

III. Please be reminded of professional decorum and etiquette during the entire event.

IV. Please do not leave your belongings unattended. The Secretariat is not responsible for lost or damaged items.

HOUSE RULES for the OPEN FORUM

I. Each agency is given thirty (30) minutes for the Open Forum.II. Every participant is given a feedback form, and four sheets of

bond paper. Kindly fill out the feedback form at the culmination of the event, and list your questions on the sheets of bond paper, one paper per Agency. Please indicate your name, e-mail address, and contact details in every sheet.

III. All questions shall be addressed during the Open Forum. IV. For personal and case-specific questions, kindly proceed to

the Help Desks for proper assistance. V. Take note that the question directed to the Agency should be

within the jurisdiction of the said Agency.VI. A maximum of two (2) questions is allowed for every

participant during the Open Forum.

CONTEXTK to 12 Transition PeriodInteragency Efforts

K TO 12 TRANSITION

COLLEGE 2016-17 2017-182018-19

(Revised G.E. Curriculum)

2019-20 2020-21

1st Year

2nd Year

3rd Year

4th Year

The transition period begins this June 2016 as a result of the full scale implementation of Senior High School, leading to multi-year low enrolment in colleges nationwide.

The Agencies are crafting various developmental packages to mitigate the adverse impact of the Transition on labor, and leverage the opportunity to upgrade Philippine higher education

THE AGENCIES

Pursuant to Section 31 of the Implementing Rules and Regulations of Republic Act No. 10533, the Department of Labor and Employment (DOLE), the Department of Education (DepEd),

the Commission on Higher Education (CHED), and the Technical Education and Skills Development Authority (TESDA) shall ensure the sustainability of private and public educational

institutions, and the promotion and protection of rights, interests, and welfare of teaching and non-teaching personnel.

Department of Education Green Lane for Displaced Faculty and Staff for Senior High School employment

925 Displaced faculty hired

for SHS teaching

Department of Labor and Employment Adjustment Measures ProgramSupport to displaced faculty and staff

85Grantees

Technical Education and Skills Development AuthorityTESDA Skills Training Program

13Grantees

Commission on Higher EducationK to 12 Transition ProgramSupport to higher education faculty, staff and institutions invest in the upgrading of the higher education sector during the transition period.

4,375 faculty and staff with

scholarships and grants(as of 1st Sem 2016)

5,398

Interagency MeasuresIn support of the implementation of Republic Act 10533

Sources: DepEd data, as of July 4, 2016; DOLE data, as of Oct. 12, 2016; TESDA data, as of Oct. 12, 2016; and CHED data, as of 30 September 2016.

It is an unprecedented and long-needed investment in Philippine higher education.

Significantly increases faculty members with graduate studies to become more comparable to ASEAN counterparts: from only 50% with Masters and PhD in 2015, to 70% by 2020.

Mitigates impact and provides support to higher education institutions and personnel who will be affected by the full implementation of K12 beginning 2016.

Ensures a smooth and successful transition to K12, in close coordination with DepEd, TESDA and DOLE, as mandated by Republic Act 10533.

Allows our colleges and universities to innovate and grow during the transition through increased support for research, extension, internationalization, industry-academe linkage, and training.

9

INTERAGENCY WEBPAGEINTERAGENCY ROADSHOW

CLUSTER DATE VENUE

Visayas Aug. 26, 2016 Cebu City

Mindanao Sept. 2, 2016 Davao City

Luzon Sept. 9, 2016 Pampanga

NCR Oct. 18, 2016 Quezon City

INTERAGENCY BROCHURE

CHED, DepEd, DOLE, and TESDA focus its activities on information dissemination to ensure that all HEIs, personnel, and stakeholders, are

adequately made aware of their various support programs.

CHED Development GrantsK to 12 Transition PeriodInteragency Efforts

Section 5: To collaborate with DepEd for curriculum development – in harmonizing curricula, ensuring college readiness, and avoiding remedial and duplication of subjects.

Section 7: Together with DepEd, conduct teacher education and training programs for:

● In-service training on content and pedagogy● Training of new teachers (ensuring that TEIs and

“other duly recognized institutions acting as TEIs” meet quality standards for trained teachers).

WHAT IS THE ROLE of CHED under the K to 12?Republic Act 10533 (The Enhanced Basic Education Act of 2013)

Section 12 of RA 10533: which states that the CHED, together with DepEd and TESDA shall “formulate appropriate strategies and mechanisms” to ensure a smooth transition to K12, which “may cover changes in physical infrastructure, manpower, or organizational and structural concerns”

WHAT IS THE ROLE of CHED under the K to 12?Republic Act 10533 (The Enhanced Basic Education Act of 2013)

Section 31: To ensure “rights of labor as provided in the Constitution, the Civil Service Rules and Regulations, Labor Code of the Philippines, and existing collective agreements,” as well as “the sustainability of the private and public educational institutions, and the promotion and protection of the rights, interests and welfare of teaching and non-teaching personnel.”

Note the following:● Total number of HEIs is 2,301 (excluding 71 HEIs in

ARMM), based on the listing of HEIs submitted by CHED Regional Offices. The count includes satellite campuses.

● Sources: For CHED data, as of 5:00 PM, 12 Oct 2016. For DOLE data, reports filed as of 05 Oct 2016.

Individual displacement, by type of institutionCurrently, the most number of displacement is recorded in:

● Region 3 (540)● Region 7 (384)● Region IV-A (357)● NCR (559)● Region 10 (264)

Source of DataNumber of Displaced

Number of HEIs with Displaced

% of total HEIs

Number of HEIs that

Submitted

% of Total HEIs

CHED 3,274 372 16.2% 2,036 89%

TypeTotal

displacedShare (%)

LUCs 159 4.8%

Private HEIs 2,801 85.6%

SUC Main 235 7.2%

SUC Satellite 79 2.4%

Total 3,274 100.0%

Actual Displacement for Year 1 (AY 2016-2017)

ESTIMATES ON DISPLACED HEI PERSONNEL

* Total displaced in terms of tenure not consistent with overall sum because there are some schools with no info on tenure.Source: CHED data, submission of HEIs as of 05:00 PM, 12 Oct 2016

Individual displacement, by type of personnel and tenure

Definition of Displaced: In our estimates, we are including only those that have been serving the HEIs on a full-time basis, contractual or permanent. Part-time contractuals are not counted.

Data limitation: ● Some HEIs will only start their academic year in August — and only when enrollment

numbers are complete, they will be able to assess their capacity to retain faculty and staff. ● Possible exclusion of those that have been displaced but contract just ended● Possible inclusion of those that have been laid off but not necessarily because of K-12

(incorrect attribution)

Personnel Number Share

Teaching 2,449 75%

Non-teaching 825 25%

Total 3,274 100%

Tenure* Number Share

Contractual 1,323 41%

Permanent 1,910 59%

Total 3,233 100%

HEIs offering Senior High SchoolBy Region (as of July 29, 2016)

REGION SUC LUC PRIVATE

ARMM 8 1 19

CAR 5 0 27

CARAGA 11 0 35

NCR 10 8 249

Region I 15 3 78

Region II 3 0 41

Region III 11 6 176

Reg. IV-A 16 6 221

Reg. IV - B 9 2 39

173SUCs

REGION SUC LUC PRIVATE

Region V 8 3 78

Region VI 12 0 38

Region VII 17 3 85

Region VIII 15 1 46

Region IX 12 1 55

Region X 8 2 58

Region XI 1 1 70

Region XII 4 1 66

NIR 8 1 44

39LUCs

1,425Private HEIs

Enrolment of Students in HEIs offering SHSBy Region (as of July 29, 2016)

REGION SUC LUC

ARMM 5 62

CAR 566 -

CARAGA 375

NCR 3094 2535

Region I 0 133

Region II 384 -

Region III 2398 1582

Reg. IV-A 483 466

Reg. IV - B 1072 59

15,627Enrolled

students in SUCs

REGION SUC LUC

Region V 702 -

Region VI 1045 98

Region VII 525 -

Region VIII 718 247

Region IX 1821 78

Region X 1171 613

Region XI 98 -

Region XII 789 249

NIR 381 29

6,151Enrolled

students inLUCs

GUIDELINES FOR THE ELIGIBILITY OF DISPLACED HIGHER EDUCATION PERSONNEL TO THE GRANTS

UNDER THE K TO 12 TRANSITION PROGRAM

CHED Memorandum Order No. 51, s. 2016

HEI personnel displaced due to the K to 12 Transition, whether teaching or non-teaching, can apply for the available grants to advance content knowledge, promote knowledge production, and build capability through scholarships, research work and engagements with partners in various sectors. Interested applicants must have at least one (1) year of service in his/her previous HEI.

PATHWAYS TO EQUITY, RELEVANCE AND ADVANCEMENT IN RESEARCH, INNOVATION, AND

EXTENSION IN PHILIPPINE HIGHER EDUCATION

CHED Memorandum Order No. 52, s. 2016

This CMO articulates the strategic thrusts and pathways that can feasibly address the dynamics and challenges in order to fully actualize the potentials of higher education institutions.

SCHOLARSHIPSfor GRADUATE STUDIES

SECTORALENGAGEMENT GRANTS

PROFESSIONAL ADVANCEMENT

POSTDOCTORAL STUDY GRANTS

SENIOR HIGH SCHOOL SUPPORT GRANTS

OPPORTUNITIES FOR DISPLACED HIGHER EDUCATION PERSONNEL

MASTER’S and DOCTORAL

IMMERSION & EXTENSION

NON-DEGREE COURSES

ACTION RESEARCH

Full Scholarship (Master’s)

Full Scholarship (Doctorate)

Thesis or Dissertation

Grant

For new or ongoing studies, provided that the course being taken is related to the degree

previously taught

For faculty/staff who have already

completed coursework

SCHOLARSHIPS for GRADUATE STUDIES

50%with graduate degrees

in 2016

2004-2009 Higher Education Development Project (HEDP) - Faculty Development Program (FDP) Phase 1 (P240M per year)

2006 President Gloria Macapagal Arroyo Science and Engineering Graduate Scholarships (PGMASEGS)

2010-2016 Faculty Development Program (FDP) Phase 2 (P250M per year)

70%with graduate degrees(and ongoing studies)

in 2021

2016-2021 Through the K to 12 Transition Program government intends to significantly increase the number of faculty with graduate degrees by 20% by 2021.

CHED Memorandum Order No. 3, Series 2016

33%with graduate degrees

in 2000

1991 Engineering and Science Education Project (ESEP)

1996 College Faculty Development Fund

1997 Mindanao Advanced Education Program (MAEP)

HISTORYFACULTY DEVELOPMENT PROGRAMS IN THE PHILIPPINES

In Year 2000, the Philippine Commission on Education Reform (PCER) found that only 33% of 80,000 teachers have graduate degrees (7% with doctorate, 6% with Medicine and Law degrees), PCER thus aimed to “launch a nationwide system using a network of key centers of teacher training to raise number of qualified teachers with Master’s degrees from 30% to 70%” by 2010.”

ITEMS Master’s Doctorate

Tuition and other fees* Actual tuition and other fees

Book Allowance* Php 10,000 / academic year

Living Allowance* Php 20,000/month Php 28,000/month

Transportation Assistance* (for those

studying outside their region)Php 10,000/academic year

Thesis/Dissertation/ Capstone Project

AllowancePhp 50,000 Php 100,000

Group Insurance Php 500/year** Php 500/year**

Note the following:* Not to be provided for thesis/dissertation grantees who are entitled to receive the thesis/dissertation allowance only** subject to availability

INDUSTRY CIVIL SOCIETY GOVERNMENT

Industry associations, local private companies, multinational companies.

Government agencies, offices, local government units, government-owned

and controlled corporations (GOCCs).

National networks, coalitions, or individual

non-government organizations (NGOs)

and/or civil society organizations (CSOs);

international organizations.

SECTORAL ENGAGEMENT GRANTS

Wide Variety of Partner Organizations for Sectoral Engagement

27 22 10

INDUSTRY CIVIL SOCIETY GOVERNMENT

Animation Council of the Philippines Inc. (ACPI)

Chevron Holdings, Inc.

IT and Business Process Association of the Philippines (IBPAP)

MAP-AgriBusiness and Countryside Development Foundation, Inc.

(MAP-ABCDF)

People Management Association of the Philippines (PMAP)

Philippine Chamber of Commerce and Industry (PCCI)

Aboitiz Foundation

Binhi Literacy Foundation, Inc.

Central Visayas Network of NGOs (CENVISNET)

Haribon Philippines Foundation, Inc.

Jollibee Foundation, Inc.

Manila Water Foundation, Inc.

Nutrition Foundation of the Philippines, Inc.

DENR - Environmental Management Bureau (EMB)

DepED - Summer Institute of Linguistics

DOST

Foreign Service Institute

Early Childhood Care and Development Council (ECCD)

People’s Television Network, Inc.

Philippine Sports Commission

Trainer

Materials Developer

Commissioned Researcher

Technical Services

General Immersion

Technology Transfer

Operations Analyst

WHAT CAN WE DO WHILE UNDER IMMERSION?

FULL-TIME 40 hours of output/week

PART-TIME 20 hours of output/week

Minimum Duration: 3 MonthsMaximum Duration: 2 Faculty Years

LENGTH OF ENGAGEMENT

HOW IT WORKSWhile on immersion, SE Grantees will receive a monthly, non-taxable grant from CHED disbursed directly to grantee through a DBP Prepaid Card.

The grantee shall be obliged to render return service according to agreement with the SHEI, provided that it follows a 1:1 ratio, i.e., one year of service for every year (full or part time) or a fraction thereof of availment of the grant.

GRANT AMOUNTS

DEGREE HELD MONTHLY GRANT

Bachelor’s Degree 22,000

Master’s Degree 30,000

Doctoral Degree 40,000

PROFESSIONAL ADVANCEMENT GRANTS

The Commission awards grants to qualified HEI faculty and staff who wish to build expertise in their fields of specialization by undertaking non-degree courses.

*Programs to be taken must be related to the grantee’s teaching specialization, research, creative or extension practice, that help build local, regional or national competence, consciousness, and conscience.

PROFESSIONAL ADVANCEMENT GRANTS

GRADUATE CERTIFICATE / DIPLOMA PROGRAMSDisplaced HEI personnel may pursue certificate or diploma courses at the graduate level to deepen expertise in a specialized area.

LEADERSHIP DEVELOPMENT PROGRAMSDisplaced HEI personnel who have previously held leadership positions in their respective institutions may pursue leadership development programs offered by reputable business, professional, or higher education institutions in the Philippines.

ACTUAL TUITION COST

ACTUAL TUITION COST

POSTDOCTORAL STUDY GRANTS

Displaced HEI personnel with doctoral degrees may undertake research leading to a postdoctoral qualification, hosted by a reputable institution in the Philippines.

ACTUAL TUITION COSTResearch Grant: Php 100,000

SENIOR HIGH SCHOOL SUPPORT GRANTS

Displaced HEI personnel may engage in research programs and projects about Senior High Schools (SHS) that will ultimately benefit HEIs. The Commission shall provide support for action research geared towards the implementation of evidence-based and well-documented teaching and learning practices in SHS.

GRANT AMOUNT:

Php 50,000

TRANCHE DELIVERABLE

50%1. Action Research Proposal2. Work and Financial Plan3. Grantee Contract

50% 1. Final Action Research Paper2. Liquidation Report

WHO ARE ELIGIBLE TO APPLY FOR THE GRANTS?

Displaced HEI personnel may apply for the grant provided that:

1. The Applicant is a Filipino citizen.

2. The Applicant is of good moral character.

3. The Applicant is a holder of minimum educational attainment as prescribed in the grant applied for.

4. The Applicant is has at least 1 year of service in previous HEI.

5. The Applicant is displaced between AY 2015-16 and AY 2020-21.

6. The Applicant is able to fulfill terms and conditions of the grant.

ELIGIBILITY

Educational Attainment

Scholarships for Doctoral

Scholarships for Masters

Thesis/Dissertation

Sectoral Engagement

ProfessionalAdvancement

Postdoctoral Study

SHS Support

Bachelor’s ✔ ✔ ✔ ✔

Master’s ✔ ✔ ✔ ✔ ✔ ✔

Doctoral ✔ ✔ ✔ ✔ ✔ ✔

ONLINE APPLICATION PROCESS

Before Online Application

chedk12.wordpress.com/interagency

MEDICAL CERTIFICATE RETURN SERVICE PLAN DBP APPLICATION FORM

ONLINE APPLICATION PROCESS

Before Online Application

chedk12.wordpress.com/interagency

ATTACHMENT REQUIREMENT

A Original Certificate of Employment

B Self-certified true copy of a government issued ID

C Original or Certified True Copy of Transcript of Records

D Original accomplished Medical Certificate

E Two pieces of 1 x 1 pictures

F Original accomplished and signed Return Service Plan

ONLINE APPLICATION PROCESS

During Online Application

bit.ly/chedgrantsdisplaced

ONLINE APPLICATION PROCESS

After Online Application

1. Applicant will receive email from CHED regarding completion of application● Notification of Receipt of Application● Reference Number● Soft copy of the online Application Form

1. Submit hard copy of Application Form● Signed Application Form● Printed Supporting Documents (Attachments A to F)● Printed DBP Application Form

SLOTS

170SCHOLARSHIPSfor GRADUATE

STUDIES

300PROFESSIONALADVANCEMENT

GRANTS

440SECTORAL

ENGAGEMENTGRANTS

300SHS SUPPORT

GRANTS

90POST-

DOCTORAL STUDY GRANTS

CHED Memorandum Order No. 51, s. 2016Guidelines on Eligibility of Displaced HEI Personnel to Grants

under the K to 12 Transition Program

FIRST CALL OF APPLICATIONS

Procedure Deadline

Submission of Online Applications

Oct. 21, 2016

Submission of hard copies to CHEDROs

Nov. 2, 2016

ONLINE APPLICATION

Download the templates:chedk12.wordpress.com/interagency

Apply online:bit.ly/chedgrantsfor displaced

FOR MORE INFORMATION

k12interagency@ched.gov.ph

(02) 441-0927

fb.com/chedk12

@chedkto12

1

2

HEI personnel displaced due to the K to 12 Transition, whether teaching or non-teaching, can apply for the available grants to advance content knowledge, promote knowledge production, and build capability through scholarships, research work and engagements with partners in various sectors. Interested applicants must have at least one (1) year of service in his/her previous HEI.

AVAILABLE SLOTS

440 Sectoral Engagement

300 Professional Advancement

300 SHS Support Grant

170 Scholarships for Graduate Studies

90 Postdoctoral Study Grant

OTHER INITIATIVESof the CHED K to 12

PROGRAM MANAGEMENT UNIT

Development of Teaching Guides

Senior High School Support Website

Teacher Training

Development of 19 teaching guides for the Academic Strand (ABM

and STEM), and for Core Courses. These

guides include teaching strategies, guide

questions, and curated content, to support SHS

teachers.

A free, user-friendly and accessible website

for teachers, giving them access to 1)

digital teaching guides, 2) demo videos

(allowing exemplary HEI faculty to model good teaching), 3) an

online community.

Support to non-DepEd schools that will be

offering SHS in coordination with FAPE

and the National Network of Normal

Schools (3NS) through training of trainors.

SUPPORT TO SHS IMPLEMENTATION

Enables research partnerships and consortia of HEIs to allow affected faculty and staff to increase their experience in research, and receive mentorship from specialists and seasoned researchers

Capitalizes on innovation and transdisciplinary research to produce papers, patents, blueprints, and other bold new ventures

Deadline: October 21, 2016

Increased opportunities for research through HEI-initiated research grants

Institutional Development and Innovation Grants

These grants are targeted towards strengthening the qualifications and capacity of HEIs to respond and remain relevant to local, regional, national, and global

priorities, and ensure their quality and long-term sustainability, leveraging the K to 12 Transition Period for said initiatives, and in preparation for the first cohort of

K to 12 graduates in 2018

2016 Target Total Submissions

55 to 115project slots 543 submissions

Institutional Development Grants Institutional Innovation Grants

2 to 5 Million Pesos 8 to 12 Million Pesos

CHED K TO 12 TRANSITION PROGRAM MANAGEMENT UNIT

INQUIRIES chedk12.wordpress.com/inquiryEMAIL k12interagency@ched.gov.phWEBSITE chedk12.wordpress.comFACEBOOK www.facebook.com/chedk12TWITTER @chedkto12

CHED NCR REGIONAL OFFICEMs. Liza Libertine MaganaPermanent Alternate Focal PersonOIC-CEPS/ OIC-SEPSCHED NCRchedncr.kto12@gmail.com

Interagency Websites

The Agencies shall each publish a webpage within their respective websites that shall provide information on all interagency initiatives in relation to K to 12 Transition.

Agency Interagency Information Webpage

CHED chedk12.wordpress.com/interagency

DepEd http://www.deped.gov.ph/k-to-12/inter-agency-joint-committee

DOLE http://www.ble.dole.gov.ph/ble.dole/kto12-amp

TESDA http://www.tesda.gov.ph/

● Regional Information Session for Foreign Scholarships on October 20, 2016 in Southern and Northern Luzon, November 10, 2016 in Visayas and TBD in Mindanao.

● Visayas Catch-All SHS Teacher Training for SUCs and LUCs on November 7-10, 2016 at Bacolod City

● ARMM Catch-All SHS Teacher Training for SUCs and LUCs on November 7-10, 2016 at Zamboanga City

UPCOMING

THE WAY FORWARD

AVAIL DISSEMINATE REPORT

HOUSE RULESI. Each agency is given one (1) hour to deliver the key

presentation and thirty (30) minutes for the Open Forum.II. Every participant is given a feedback form, and four sheets of

bond paper. Kindly fill out the feedback form at the culmination of the event, and list your questions on the sheets of bond paper. One paper per Agency. Please indicate your name, e-mail address, and contact details.

III. All questions shall be addressed during the Open Forum. IV. For personal and case-specific questions, kindly proceed to

the Help Desks for proper assistance. V. Take note that the question directed to the Agency should be

within the jurisdiction of the said Agency.VI. A maximum of two (2) questions is allowed for every

participant during the Open Forum.

DepEd Green Lane ProgramK to 12 Transition PeriodInteragency Efforts

DEPED’S “GREEN LANE”for displaced HEI faculty

K TO 12 CURRICULUM

WHO CAN BE HIRED AS SHS TEACHERS?

As provided by the Enhanced Basic Education Act of 2013 (Republic Act 10533), the DepEd shall hire, as may be relevant to the particular subject;

(a) graduates of science, mathematics, statistics, engineering, music and other degree courses with shortages in qualified Licensure Examination for Teachers (LET) applicants;

(b) graduates of technical-vocational courses who possess the necessary certification issued by the TESDA;

(c) faculty of HEIs; and

(d) practitioners with expertise in the specialized learning areas offered by the Basic Education Curriculum.

DOCUMENTARY REQUIREMENTS

Register to DepEd’s online systemSubmit written application +

supporting documents to SDO or School Head

Mandatory requirements for all applicants

Letter of intent

CSC Form 212, Personal Data Sheet

Copies of certificates of relevant specialized trainings

NBI Clearance

Certification of authenticity and veracity of all documents submitted

Additional requirement for HEI/TVI faculty:Status of Employment/Service Record

EVALUATION CRITERIA ANDCOMPUTATION OF POINTS

CriteriaAcademic and Core Subjects

TVLArts and Design

Sports

Education 20 15 15 15

Teaching/Industry/Work Experience

15 20 20 20

Specialized Training 10 20 15 15

Interview 15 15 15 15

English Communication Skills 10 5 5 5

Portfolio/Outstanding Achievements

10 10 15 15

Demonstration Teaching 20 15 15 15

Total 100 100 100 100

TEACHING EXPERIENCE CRITERION

At least one (1) year of professional experience in the field(s) shall be given 0.50 point for every month of employment beginning on the 13th month of employment.

Applicants who have performed duties and functions higher than the position being applied for shall be given additional +2 points.

Teaching Experience of Displaced HEI Applicant Bonus

At least 1 complete academic year of experience +1

More than 1 complete academic year to less than 3 academic years of experience

+3

3 or more complete academic years of experience +5

Additional points for displaced HEI faculty

APPOINTMENT OF QUALIFIED APPLICANTS

•Cutoff score is 70

•Only applicants with professional teaching licenses from PRC shall be given permanent appointments

•Among qualified applicants, displaced HEI/TVI faculty shall be appointed first before all other qualified applicants may be appointed

DETERMINATION OFRANK AND SALARY

The Division Screening Committee shall communicate with qualified applicants…

Teaching rank and salary based on applicant’s qualifications

Note: Teacher III and Master Teacher Positions shall be limited based on need

Options for status of employment based on applicant’s preference and

eligibility

Teacher ITeacher IITeacher IIIMaster Teacher IMaster Teacher II

PermanentProvisionalContractual

LEGAL BASES & REFERENCES

Republic Act 10533• Enhanced Basic Education Act of 2013

DepEd Order 43, s. 2013• Implementing Rules and Regulations (IRR) of RA 10533

DOLE-DepEd-TESDA-CHED Joint Guidelines • On the Implementation of the Labor and Management Component of RA 10533

DepEd Order No. 3, s. 2016• Hiring Guidelines for SHS Teaching Positions

DepEd Order No. 32, s. 2016• Addendum to DepEd Order No. 3. s. 2016

DepEd Order 49, s. 2016• Guidelines on the Hiring of Contractual Teachers in Senior High School

OPEN FORUM

TESDA TVET ProgramK to 12 Transition PeriodInteragency Efforts

Technical VocationalEducation and Training

K to 12 ProgramTVETin

the

• TESDA is mandated by law, to provide relevant, accessible, high quality and efficient technical education and skills development in support of the development of high quality Filipino middle-level manpower responsive to and in accordance with Philippine development goals and priorities. (Sec. 2 R.A. 7796).

TESDAand the K to 12 Law

TESDA and the K to 12 Law• Sec. 5. Curriculum Development

– this provides that DepEd shall

coordinate with CHED and TESDA in the

formulation of the enhanced basic education curricula.

• Sec. 6. Curriculum Consultative Committee provides that TESDA shall sit as member of the Committee. The Committee shall oversee the review and evaluation on the implementation of the basic education curriculum and may recommend to the DepEd the formulation of necessary refinements in the curriculum.

TESDA and the K to 12 Law• Section 8 (b). Hiring of Graduates of Science, Mathematics,

Statistics, Engineering and Other Specialists with a Shortage of Qualified Applicants, Technical Vocational Courses and Higher Education Faculty – this provides that graduates of tech-voc courses can teach in their specialized subjects in secondary education provided they possess the necessary TESDA certificates and shall undergo in-service training to be administered by DepEd or higher education institution at the expense of DepEd.

TESDA and the K to 12 Law• Sec. 9. Career Guidance and Counseling Advocacy

that provides that DepEd together with DOLE, TESDA and CHED shall regularly conduct career advocacy activities for secondary level students.

TechVoc in K to 12• Offering of Specialized

technical-vocational courses in Senior High School to enable students to prepare for work, either as employees or entrepreneurs, even before entering college.

• Specialized Technical-vocational courses will be designed according to TESDA specifications.

TechVoc in K to 12• Upon completion of

tech-voc courses, Certificates of Competencies (COCs) or National Certificates (NCs) will be issued to the students after evaluation.

• Tech-voc teachers will be trained and certified by TESDA, and will undergo seminars on pedagogy.

Impact of K to 12 in TVET

• Will cause the embedment of NC I and NC II TVET qualifications in the high school curricula

• TVET students can earn NC I and NC II qualifications in tech-voc programs offered by their school or by a partnering TVI

Policy Considerations• Embedment of TVET courses in K to 12 must follow the

nomenclatures and standards in accordance with the TESDA Training Regulations which are developed in accordance with the industry requirements;

• Grades 7 to 10 completers must possess at least a COC or an NC I/NCII;

• Grades 11 to 12 Graduates must possess employable skills of higher qualifications (NC II);

• Qualifications of Teachers who will teach TVET courses must be in accordance with the NEDA-SDC approved Philippine TVET Qualifications Framework;

TVETIntegration in K to 12

AGRI-FISHERYHEALTH & OTHERSOCIAL SERVICES

ICT/ELECTRONICS

MANUFACTURING

TOURISM/HRMCONSTRUCTION

DECORATIVE CRAFTS

K to 12 - 23 Exploratory CoursesAgri-Fishery Home Economics ICT Industrial Arts

Animal Production Beauty Care Computer Hardware Servicing

Automotive

Crop Production Caregiving Contact Services Center

Carpentry

Aquaculture Cookery Technical Drafting CESFood processing Dressmaking EIM

MasonryHorticulture Front Office Plumbing

Handicraft RACHousehold Services SMAW

K-12 - TESDA Training Regulations-Based Specializations

Agri-Fishery Home Economics ICT Industrial Arts

1. Agri-crop Production NCII2. Horticulture NCII3. Landscape Installation and

Maintenance NCII4. Organic Agriculture NCII5. Pest Management NCII6. Rice Machinery Operation

NCII7. Animal Production NCII

8. Artificial Insemination: Swine NCII

9. Artificial Insemination: Ruminants NCII

10. Food (Fish Processing)NCII11. Aquaculture NCII

12. Fish Nursery Operation NCI13. Fish or Shrimp Grow Out

Operation 14. Fishport/Wharf Operation NCI

1. Hairdressing NCII

2. Tailoring NCII

3. Dressmaking NCII

4. Caregiving NCII

5. Food and Beverage Services

NCII

6. Bread and Pastry

Production NCII

7. Cookery NCII

8. Housekeeping NCII

9. Household Services NCII

10. Tour Guiding Services NCII

11. Travel Services NCII

12. Attractions and Theme

Parks NCII

13. Front Office Services NCII

14. Tourism Promiotion NCII

15. Handicraft (Exploratory)

16. Beauty Care (Nail Care)

Services NCII

17. Wellness Massage NCII

1. Medical Transcription NCII

2. Animation NCI3. Computer Hardware

Servicing NCII4. Technical Drafting

NCII5. Technical Drafting

NCII6. Contact Services NC

II

1. Automotive Servicing NCII

2. Refrigeration and Air-Conditioning NCII

3. Consumer Electronics Servicing NCII

4. Electrical Installation and Maintenance NCII

5. Shielded Metal-Arc Welding NCI

6. Shielded Metal-Arc Welding NCII

7. Carpentry NCII8. Plumbing NCI9. Plumbing NCII

10. Masonry NCII11. Tile Setting NCII

TESDAInterventions

• TESDA provided technical assistance in the development, refinement, evaluation and finalization of the curricula, teacher’s guides, and learning guides for Grades 7-8 and for Grades 9-12.

• The tech-voc curriculum in K-12 adopted the competency standards based on the TESDA-promulgated Training Regulations.

TESDA Interventions

• DepEd coordinates with TESDA for the training, assessment, and certification of Technology and Livelihood Education (TLE) teachers who will handle 23 exploratory tech-voc courses.

• TESDA will administer the assessment and certification of those who will be trained for TVET in SHS.

TESDA Interventions

• TESDA will facilitate the skills training, assessment, and certification of HEI faculty who would want to teach certain qualifications under the tech-voc track in Senior High Schools.

• TESDA shall facilitate partnership arrangements between basic education institutions and technical-vocational institutions in the implementation of the tech-voc track in Senior High School

TESDA Interventions

• TESDA will develop a pool of additional assessors who could facilitate the assessment of K-12 students and graduates.

• TESDA will strengthen the application of Recognition of Prior Learning (RPL) in the assessment process.

TESDA Interventions

NATCAC – DepEd TLE Teachers (2014-2015)

Way Forward

Way Forward

• Involvement in the re-training and re-tooling of affected workers who will be moving out of the education sector.

• Facilitate the assessment and certification of those who will be trained for TVET in SHS.

• Facilitate the skills training, assessment, and certification of TLE teachers.

Way Forward• Facilitate the skills training, assessment, and

certification of HEI faculty who would want to teach certain qualifications under the tech-voc track in Senior High Schools.

• Facilitate partnership arrangements between basic education institutions and technical-vocational institutions in the implementation of the tech-voc track in Senior High School.

• Develop additional assessors who could facilitate the assessment of SHS graduates.

you may visit us at our website:www.tesda.gov.ph

K to 12 DOLE AMPK to 12 Transition PeriodInteragency Efforts

K to 12 DOLE Adjustment Measures Program

DEPARTMENT OF LABOR AND EMPLOYMENTRepublic of the Philippines

Bureau of Local Employment

K to 12 DOLE Adjustment Measures Program

K TO 12 DOLE AMP

7,110

6,164

K to 12 DOLE Adjustment Measures Program

A mitigation measure of the Department of Labor and Employment which aims to support displaced Higher Education Institution (HEI) personnel in their transition to self or fulltime employment.

Department Order No. 152-16 Series of 2016, entitled “Guidelines in the Implementation of K to 12 DOLE Adjustment Measures Program (K to 12 DOLE AMP)”.

K TO 12 DOLE AMP

7,110

6,164

K to 12 DOLE Adjustment Measures Program

Formed pursuant to the DOLE-DEPED-TESDA-CHED Joint Guidelines on the implementation of the Labor and Management Component of Republic Act No. 10533 or the Enhanced Basic Education Act of 2013 (Kto12 Program).

Serves as a safety-net linked to active labor market programs and provides unemployment related benefit schemes to displaced HEI personnel.

DOLE-DEPED-TESDA-CHED

Joint Guidelines

K to 12 ProgramRepublic Act No. 10533

Implementing Rules and RegulationRepublic Act No. 10533 K to 12 DOLE AMP

Department Order 152-16

23,738*Estimated Displacement

INTERIMPRE-INTERIM

TRANSITION PERIOD

* Displacement over the five-year transition based on CHED-PIDS-UPPI Research.

15 May 2013

4 September 2013

30 May 2014

10 March 2016

SY 16-17 SY 21-22

SHS IMPLEMENTATION

TIMELINE

K to 12 DOLE Adjustment Measures Program

LEGAL BASISREPUBLIC ACT NO. 10533

RA 10533IMPLEMENTING RULES AND REGULATIONS

DOLE-DEPED-TESDA-CHEDJOINT GUIDELINES

▪Sec 5. Curriculum Development▪Sec 6. Curriculum Consultative Committee▪Sec 9. Career Guidance and Counseling Advocacy

▪Sec 10.5. Stakeholder Participation▪Sec 11. Consultative Committee▪Sec 17-19. Career Guidance and Counseling Advocacy▪Sec 30.3. Effects of Initial Implementation of the Enhanced Basic Education on Industry Human Resource

▪Sec 31. Labor and Management Rights

▪Sec 4. Nationwide region-based profiling of would-be-displaced HEI Personnel

▪Sec 4.2.a. Wage Employment through job-matching▪Sec 4.2.b. Re-training or Re-tooling through TESDA Skills

Training▪Sec 4.2.c. Livelihood or Entrepreneurship through DOLE AMP

K to 12 DOLE Adjustment Measures Program

DISPLACEMENT

CHED & PIDS

According to the research of the Commission on Higher Education and Philippine Institute for Development Studies

7,110

6,164

23,738 HEI PersonnelMay be displaced during the transition period.

6,164

7,110

10,464

Teaching ( Full-Time)

Teaching ( Part-Time)

Non-teaching

K to 12 DOLE Adjustment Measures Program

NCR

REST OF LUZON

MINDANAO

VISAYAS

may be displaced duringthe transition

period.

23,738PERSONNEL

HEI

NCR4,806

20%

Luzon9,655

41%

Visayas4,013

17%

Mindanao5,264

22%

K to 12 DOLE Adjustment Measures Program

DISPLACEMENT

REPORTED DISPLACEMENT

CHED &PDS

7,110

6,164

K to 12 DOLE Adjustment Measures Program

As of 05 October 2016, 562 HEI personnel were reported displaced due to K to 12

implementation.

NCR

REGION 1

REGION 2

REGION 3

REGION 4A

REGION 6

REGION 7

REGION 10

CAR

NIR

226 27

TEACHING TEACHINGNON-TEACHING NON-TEACHING

33 1

20 0

6 31

41 8

0 65

13 0

4 7

41 0

9 75 0REGION 4B

REGION 518 0

PROGRAM COMPONENTS

7,110

6,164

K to 12 DOLE Adjustment Measures Program

The K to 12 DOLE AMP aims to assist displaced HEI personnel in their transition towards full time and self-employment through:

FINANCIAL SUPPORT

EMPLOYMENT FACILITATION

TRAINING AND LIVELIHOOD

PROGRAM COMPONENTS

7,110

6,164

K to 12 DOLE Adjustment Measures Program

FINANCIAL SUPPORT

Protects the displaced HEI Personnel against loss of continued income

▪ Amount based on the regional median salary per nature of appointment, or previous monthly salary, whichever is lower;

▪ Duration of 3 (or 6*) months fornon-permanent and 6 months for permanent.

▪ Schedule of Release will be every end of the month directly transferred to beneficiaries’ Land Bank of the Philippines account.

*For non-permanent HEI personnel with no other source of income (wage employment) subject to validation of latest Income Tax Return.

PROGRAM COMPONENTS

7,110

6,164

K to 12 DOLE Adjustment Measures Program

Provides tools and venues for reemployment, including profile matching and job referrals

▪ Labor Market InformationPhil-JobNet (PJN)Employment/Job Search KiosksIndustry Career Guides and Occupational Pamphlets

▪ Referral and PlacementPublic Employment Service Office (PESO)Private Employment Agencies (PEA)

▪ Career GuidanceNetwork of Career Guidance Counsellorsand Career Advocates

EMPLOYMENT FACILITATION

PROGRAM COMPONENTS

7,110

6,164

K to 12 DOLE Adjustment Measures Program

Provides skills updating programs, entrepreneurship training, and livelihood opportunities through TESDA and DOLE Kabuhayan Program

▪ TESDA Skills Training▪ Technical Vocational Education and Training

(TVET) Programs

▪ DOLE Kabuhayan Program▪ Capacity-building assistance on livelihood

TRAINING AND LIVELIHOOD

7,110

6,164

K to 12 DOLE Adjustment Measures Program

COVERAGE AND EXCLUSIONS

COVERAGE

EXCLUSION

All displaced HEI personnel caused by the implementation of RA10533 are covered by the program which includes teaching and non-teaching HEI personnel. Fixed-termers and contractuals whose contracts were not renewed due to K to 12 are also identified beneficiaries.

• Government employees whose part-time teaching load/s only is affected;

• Permanent public HEI personnel whose part-time teaching load/s only is affected; and

• Substitute teachers/professors with a minimum tenure of three (3) months.

APPLICATION REQUIREMENTS

7,110

6,164

K to 12 DOLE Adjustment Measures Program

• K to 12 DOLE AMP Application Form

• Notice of Termination or Displacement

• Proof of Identification• Income Tax Return*

Note: Only applications with complete documentary requirements will be accepted.* For non-permanent HEI personnel with no other source of income (wage employment) who

wishes to avail of six (6) months Financial Support coverage

• K to 12 DOLE AMP Application Form

• Application Letter• Employment Contract • Latest Pay Slip• Proof of Identification• Income Tax Return*

FIXED-TERMERS OR CONTRACTUALSDISPLACED HEI PERSONNEL

APPLICATION

7,110

6,164

K to 12 DOLE Adjustment Measures Program

WHERE TO APPLY?

Proceed to the nearest Regional Office, Field Office or Public Employment Services Office (PESO).

WHEN TO APPLY?

Within 30 days after displacement or receipt of Notice of Termination/ Displacement from Higher Education Institution (employer)

HOW QUICK IS THE PROCESS?

Applications will be evaluated within10 working days from receipt of application.This includes determination of Financial Support and validation of displacement.

APPLICATION FORM

7,110

6,164

K to 12 DOLE Adjustment Measures Program

▪ Application forms are available at DOLE Regional/Field Offices and in the K to 12 DOLE AMP website: blekto12doleamp.wordpress.com.

▪ Application forms must be duly accomplished by the displaced HEI personnel.

APPLICANTINFORMATION

CONDITIONAL REQUIREMENTS

7,110

6,164

K to 12 DOLE Adjustment Measures Program

The continuous availment of the program will require the following:

For TESDA Skills and Training

For DOLE Kabuhayan Program

For Financial Support• Proof of Job Contact• Participate in employment facilitation

offered by DOLE

• Attend skills training offered by TESDA as necessary

• Participate in livelihood programs provided by DOLE

Submit Progress Reports and necessary supporting documents within the prescribed period

SUSPENSION

7,110

6,164

K to 12 DOLE Adjustment Measures Program

Failure to comply with any of the conditional requirements temporarily suspends the release of the subsequent Financial Support.

A written warning will be issued to the beneficiary which will require the beneficiary to submit a written explanation for the non-compliance.

Failure to comply with the written warning forfeits the suspended Financial Support.FORFEITURE

DISQUALIFICATION

7,110

6,164

K to 12 DOLE Adjustment Measures Program

A third count of disregard to the conditional requirements, determination of a misrepresented submitted documents, or determination of a falsified and tampered document shall disqualify a beneficiary from receiving further assistance.

7,110

6,164

K to 12 DOLE Adjustment Measures Program

Beneficiaries who have been successful in their search for subsequent full-time wage employment are entitled to receive half of the total amount from the remaining months of his/her approved Financial Support.

INCENTIVE

Beneficiaries who have received all of their Financial Support shall be provided a Notice of Completion.

COMPLETION

CESSATION

Advisory No. 05-2016

Advisory No. 06-2016

Advisory No. 07-2016

Relaxation of Requirements

Displacement Report to Cover Fixed-Termers / Contractual

Verification on DOLE and CHED Displacement Data

ISSUED ADVISORIES

Advisory No. 04-2016 Invitation to Apply for K to 12 DOLE AMP

K to 12 DOLE Adjustment Measures Program

Memorandum on Activating the Quick Response Team

MEMORANDA

Memorandum on the Verification of Establishment Termination Report

K to 12 DOLE Adjustment Measures Program

Amended Department Order 152-16 with expanded coverage

UPCOMING

K to 12 DOLE Adjustment Measures Program

K TO 12 DOLE AMP PROGRAM MANAGEMENT OFFICE▪ Official Email Address:

ble.k12doleamp@gmail.com▪ Office Landline:

(02) 528 0083

K to 12 DOLE Adjustment Measures Program

K to 12 DOLE Adjustment Measures Program

DOLE-NCR REGIONAL OFFICE▪ Official Email Address:

tssdepww_ncr@yahoo.com▪ Office Landline:

(02) 303 5833

DOLE CAMANAVA FIELD OFFICE▪ Official Email Address:

dole_camanava@yahoo.com▪ Office Landline:

(02) 362 3187

DOLE MAKATI AND PASAY FIELD OFFICE▪ Official Email Address:

mpfo_dole@yahoo.com▪ Office Landline:

(02) 336 5062

DOLE MANILA FIELD OFFICE▪ Official Email Address:

dolencr_wawd@yahoo.com▪ Office Landline:

(02) 302 9269

DOLE MUNTAPARLAS FIELD OFFICE▪ Official Email Address:

mtplfo@yahoo.com▪ Office Landline:

(02) 808 6165

DOLE PAPAMAMARISAN FIELD OFFICE▪ Official Email Address:

papamamarisan@yahoo.com▪ Office Landline:

(02) 661 5042

DOLE QUEZON CITY FIELD OFFICE▪ Official Email Address:

dolencrqcfo@yahoo.com▪ Office Landline:

(02) 414 4471