AEC Update Bmm

THE WHY

OF OUR BEING

HERE

TODAY ....

Understanding the K-12 Basic Education Program

“Education is the key to the long-term problems of the country. If we fix basic

education, we fix the long-term problems of the country. And if we fix the country’s problems, we will build a

truly strong society. . .”

-Pres. Benigno Simeon C. Aquino III

The enabled/empowered, value-driven, visionary Filipino is the greatest treasure of this nation, a vision shared by every segment of our society, a vision achieved through quality education.

WHERE ARE WE NOW?

Students have insufficient mastery of basic competencies due to congested curriculum.

REASON of INSUFFICIENT MASTERY:* 12-year curriculum is being delivered

in 10 years only

The inadequacy of instructional time (or time on task) is reflected in the student’s insufficient mastery of basic competencies.

PROOF OF STUDENTS’ INSUFFICIENT MASTERY:• The National Achievement Test (NAT) for grade 6 in

SY 2009-2010 passing rate is only 69.21%. Although

this is already a 24% improvement over the SY 2005-

2006 passing rate, further reforms are needed to

achieve substantial improvement.

• The NAT for high school is 46.38% in SY 2009-2010, a

slight decrease from 47.40% in SY 2008-2009.

• International test results like TIMSS (Trends in International Mathematics and Science Study) rank the Philippines 34th out of 38 countries in HS II Math and 43rd out of 46 countries in HS II Science; for grade 4, the Philippines ranked 23rd out of 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.

WHERE ARE WE NOW?

High school graduates, who are

usually below 18 years old, lack basic competencies and

maturity.

LACK COMPETENCY and MATURITY:• Too young to enter the work force; cannot legally enter

into contracts.

• Psychologists say children under 18 are not emotionally

mature enough for entrepreneurship or employment.

• Educators say children under 18 are not intellectually

mature enough to handle higher education disciplines.

WHERE ARE WE NOW?Locally, only 6 of every 1,000 Grade 6

elementary students are prepared to

enter high school.

Only 2 of every 100 4th year high school graduates are

fit for college.

WHERE ARE WE NOW?

Millions of Overseas Filipino Workers (OFW) especially the professionals and those who

intend to study abroad are at a disadvantage.

WHERE ARE WE NOW?

- Our graduates are not automatically recognized as professionals abroad. The

Washington Accord and the Bologna Accord prescribe 12 yrs of

basic education for university admission.

The Washington Accord prescribes 12 years of basic education as an entry to recognition of engineering professionals.

The Bologna Accord requires 12 years of education for university admission and practice of profession in European countries.

The Philippines is one of the remaining three countries in the

world with 10 years basic education curriculum.

The Philippines is the only remaining country in Asia with a 10-year pre-university program.

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.

Source: Adapted from SEAMEO-INNOTECH

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 jobs 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 is not new. The proposal to expand the

basic education dates back to 1925.

Monroe Survey (1925): Secondary education did not

prepare for life and recommended training in

agriculture, commerce, and industry.

UNESCO Mission Survey (1949): Recommended the restoration of Grade 7.

Education Act of 1953: Primary course shall be from Grades I to IV and intermediate course is from Grade V to VII.

Swanson Survey (1960): Recommended the restoration of Grade 7

Presidential Commission to Survey Philippine Education (PCSPE)

(1970): Implementation of an 11-year cycle; 6 years

elementary and 5 years secondary.

Congressional Commission on Education (EDCOM) Report (1991): Recommended one of two alternatives: Seven years of elementary or Five years of secondary education.

Presidential Commission on Educational Reforms (2000): Proposed one-year pre-baccalaureate system that would bring the Philippines at par with other countries.

• Philippine Education for All (EFA) 2015 National Action Plan: Adopt a longer cycle (i.e., 12-year) for formal basic education.

Presidential Task Force on Education (2008): On a 12-year pre-university program, it is important “to specify the content of the 11th and 12th years and benchmark these with programs abroad.

WHAT IS K+12?• K+12 means Kindergarten and the 12 years

of elementary and secondary education. • Kindergarten, 6 yrs Elem, 4 yrs Junior HS,

2 yrs Senior HS (K-6-4-2)• Kindergarten refers to the 5-year old

children that takes a standardized kinder curriculum.

K+12 Education Vision

Graduates of Enhanced K+12 Basic Education Program will:

• acquire mastery of basic competencies.

• be more emotionally mature.• be socially aware, pro-active,

involved in public and civic affairs.

• be adequately prepared for the world of work or entrepreneurship or higher education.

• be legally employable with potential for better earnings.

• be globally competitive.

Graduates of Enhanced K+12 Basic Education Program will:

Studies in the Philippines have shown that an additional year of schooling increases individual earnings by 7.5%.

What Will the Society Gain from K+12?

• K+12 will facilitate an accelerated economic growth.

What Will the Society Gain from K+12?K+12 will facilitate mutual

recognition of Filipino graduates and professionals in other countries.



• A better educated society provides a sound foundation for long-term socio-economic development.

What Will the LGUs Benefit from K+12?

• Increase employment locally and globally• Increase business enterprises• More entrepreneurs and investors• Improved family income• Improved LGU income

EVERY GRADUATE A PRIDE OF THE LOCALITY

K+12 An Over-all View

• Change is two-fold: curriculum enhancement and transition management.

• K+12 is a less costly alternative to the present system of education.

• We have 5 years to address shortages before implementation.

How Do We Add the Two Years?

Proposed Model:

K-6-4-2 Model

Kindergarten (5 years old)

Elementary SchoolGrades 1 to 6 (6-11 years old)

Junior High SchoolGrades 7 to 10 (12-15 years old)

Senior High SchoolGrades 11 to 12 (16-17 years old)

* 1987 Constitution ,Art. XIV, Sec. 1 Art. XIV, Sec.2.1 * R.A. 7160 (LG Code)

THE ENABLED FILIPINO: Vision & Value Driven

* Highly Competent; Highly Skilled; Emotionally Mature; Highly

Productive

K+12 ENHANCED BASIC EDUCATION

(K+ 6 + 4 +2)

THE ENABLED FILIPINOCITIZENS

Students, Teachers, School Officials, Parents, Business Groups, Private Schools, Government

Agencies, Local Government Units, and other Stakeholders

What is Senior High School?

• 2 years to consolidate academic skills and competencies and allow in-depth specialization for students depending on the occupation/career track they wish to pursue

• Skills and competencies relevant to the job market

Kindergarten (5 years old)Kindergarten

6 years of Elementary

Grade 1 (6 years old)Grade 2 (7 years old)






4 years of Junior High School

2 years of Senior High School

K to 12 is Kindergarten and 12 years of Basic Education

New HS Year 1

New HS Year 2

New HS Year 3

New HS Year 4

New HS Year 5

New HS Year 6

All schools must adhere to the following standards:1.Age

requirement2.Duration3.Curriculum

2011-2012

2012-2013

2013-2014

2014-2015

2015-2016

2016-2017

2017-2018

2018-2019

2019-2020

2020-2021

2021-2022

2022-2023

2023-2024

Grade 1

Kinder

Grade 12

Grade 11

Grade 10

Grade 9

Grade 8

Grade 7

Grade 6

Grade 5

Grade 4

Grade 3

Grade 2

K to 12 schematic implementation plan for public schools

Implementation of Grade 7 (HS Year 1) in

K to 12 curriculum

Implementation of Grade 1 in K to 12 curriculum

Grade 11 (HS Year 5) implementation

First batch of senior high

school graduates

First batch of K to 12

graduates

With K to 12, we will..Produce holistically developed learners who have 21st century skills and are prepared for

higher education, middle-level skills development, employment, and

entrepreneurship.

“..country with an organized and shared rapid expansion of our economy through a government dedicated in honing and mobilizing our people’s skills and energies..”

-Philippine Development Plan 2011-2016

New Features of the K to 12 Basic Education Curriculum

1. Kindergarten as integral part of basic education system in the country. * R.A. No. 10157 or “Kindergarten Education Act” approved on January 20, 2012 * Implementing Rules and Regulations of R.A. No.

10157 and took effect on March 14, 2012 - Sec. 4 Institutionalization of Kindergarten

Education: for SY 2011- 2012 shall be implemented partially and thereafter made mandatory and compulsory for entrance in

Grade 1.


2. Mother Tongue as a learning area and medium of instruction per DepED Order No. 16, 2012 (Feb. 17, 2012) - use of 8 major languages: Tagalog, Kapampangan, Pangasinense, Iloko, Bikol, Cebuano, Hiligaynon, Waray, Tausug, Maguindanaoan, Maranaw, Chabacano- develop the following areas: language development, cognitive development (HOTS), academic development, socio-cultural awareness


3. Spiral progression in Science and Math Avoids disjunctions between stages of schooling Allows learners to learn topics & skills appropriate

to their developmental/cognitive stages Strengthens retention & mastery of topics & skills

as they are revisited & consolidatedNote: MAPEH (Music, Arts, Physical Education, and Health) begins in Grade 1

Business and Entrepreneurship

Technical-Vocational

Humanities and Social Sciences

• Core (Languages, Literature, Math, Philosophy, Science, Social Sciences) + Career Pathways (including OJT)

Grades 11-12

(New HS Years 5-6)

• Core Learning Areas plus elective Technology & Livelihood Education

Grades 9-10

(New HS Years 3-4)

• Core Learning Areas and exploratory Technology & Livelihood Education

Grades 7-8(New HS Years

1-2) • Core Learning Areas (AP,

English, EPP/TLE, EsP, Filipino, Math, MAPEH, MT, Science); MTB-MLE from Grades 1-3

Grades 1-6

• Learning DomainsKindergarten

K to 12 Curriculum Model

Science, Technology, and Engineering

K to 12 graduates proceeding to college take 1yr revised General Education Curriculum (GEC) followed by 2+ yrs of Major Courses

Sports

Learning Areas for Grades 1 to 10Grades 1 to 6

Learning Areas Grade Levels

Mother Tongue 1-3English 1 (2nd Sem) -

6Filipino 1-6Mathematics 1-6Araling Panlipunan 1-6Edukasyon sa Pagpapakatao 1-6Science 3-6Music, Arts, Physical Education and Health (MAPEH)

1-6

Edukasyong Pantahanan at Pangkabuhayan (EPP) 4-5Technology and Livelihood Education 6

Grades 7 to 10EnglishFilipinoMathematicsScienceAraling PanlipunanEdukasyon sa PagpapakataoMusic, Arts, Physical Education and Health (MAPEH)Technology and Livelihood Education (TLE)

Learning Resources for K and Grs 1 and 7• Instructional materials (Curriculum Guide for teachers,

manipulative toys for Kindergarten children) distributed to all 38,501 schools

• Learning resources (Teachers’ Guides & Learners’ Materials) in Grades 1 and 7, Quarters 1 & 2 were developed, printed and distributed thru the 201 division offices (8 learning areas: Mother Tongue, Math, AP, EsP, MAPEH written in 12 mother tongues for Grade 1 learners)

• Learning resources for Quarters 3 and 4 being reviewed for mass printing and targeted for distribution in October 2012

• Defined ICT skills vis-à-vis the 21st century skills and integrated these in appropriate learning areas & grade levels

Learning Area Subject

Grade 11 Grade 12 Total1st

Sem2nd Sem

1st Sem

2nd Sem

Core Curriculum

Language English 54 54 108Filipino 54 54

Media and Digital Literacy

54

LiteratureRegional Philippine / 21st CenturyWorld Literature

54 54 108

Mathematics Mathematics 54 54 108

Philosophy Philosophy of the Human Person 54 54

Natural Sciences

Life/Physical Sciences 54 54 108

Social Sciences

Contemporary Local/Global Issues

54 54 108

Career Pathways – Immersion /Practicum/Specialization

216 216 270 540

Proposed Senior High School Curriculum*

*

Features of the SHS Curriculum

Grades 11 and 12 Curricula consist:

Academic Curriculum - Core Curriculum

Specialization Subjects - Career Pathways


Core Curriculum consists :1) Language* 2) Literature 3) Mathematics* 4) Philosophy5) Science* 6) Social Science7) NSTP

* career-contextualized


Career Pathways include:Entrepreneurship/BusinessTechnical-VocationalHumanities (Arts, Music, Foreign

languages, Vernacular languages and Journalism)

Science, Technology, Engineering, Math

Sports

Scheduling

Senior High Schools will be given flexibility to set their schedules,

in order to accommodate different models of immersion / OJT

Pre-School

Grades 1-10 = CORE + NC 1

1 year Revised GEC (c/o CHED TPGE)

2+ years Major Course (c/o CHED Tech Panels)

Kindergarten = CORE

Grades 11-12 CORE (Language, Literature, Math,

Philosophy, Science, Social Sciences)

CAREER PATHWAYS1. Entrepreneurship / Business -> NC 22. Technical-Vocational -> NC 23. Humanities (Sports, Arts, Music,

Languages, Journalism)4. Science, Technology, and Engineering

K to 12 and Higher Education

Two Programs for Transition Management

SHS System Readiness Assessment

To (1) determine current absorptive capacity per region of all educational institutions (i.e. ‘supply’), (2) ascertain current industry & employment demand and anticipate future opportunities (i.e. ‘demand’), (3) and ensure the SHS system will be instrumental in adequately addressing both.

>> match supply with demand >>

K to 12 Modeling

To develop K to 12 model schools per region and by specialization tracks by introducing Senior High School ahead of its planned nationwide implementation on SY 2016-2017, in parallel with the phased introduction of new curricula elementary and high school year levels

1 2

Recommendations1. HEIs should serve as service providers

for SHS education under the Education Service Contracting (ESC) scheme. This will cushion the impact of the absence of 1st year college students in SY 2016-2017 and 2017-2018.

2. In cases where there are no HEIs conveniently located near public Junior HS, SHS education can be delivered through alternative modes like blended learning programs.

Recommendations3. A continuing group (which may be called National Coordinating Council for SHS) composed of representatives from DepEd, CHED, TESDA, and COCOPEA, shall be established to take charge of monitoring and supervising SHS.4. An assessment at the end of Grade 12 should be given to determine work readiness or college readiness of students.

Senior High School Modelling Program

Relevant Curriculum

Teachers and Facilities

Progression toward Higher Education or

Work

Modelling programs require the appropriate curriculum, sufficient inputs, plus clear progression to higher education or work to be viable and sustainable

K to 12 Modeling

• Develop K to 12 model schools by introducing senior high school in select schools, ahead of the planned nationwide implementation on SY 2016-2017

• Generate learning experiences in order to develop different modalities for the implementation of Grades 11 and 12 in the secondary level

Senior High School Modelling for SY 2012-2013

School Type No. of Schools No. of EnroleesPublic High Schools General High Schools Technical-Vocational High Schools

915

2601,012

Higher Education Institutions Private HEIs Local University/College

71 5,268

• For public high schools, courses offered are largely technical-vocational and/or employment-skewed; attracts students who cannot afford to go to college

• For HEIs, courses are generally ‘ladderized’ – employment readiness for G11-12 plus 2-3 years in college to finish a degree if learner decides to proceed

GENERAL PUBLIC HIGH SCHOOLSNAME OF SCHOOL SPECIALIZATION ENROLLEES

Pinagtongulan NHS Coffee Course 55

Sangley Point NHS Security and Peackeeping 50

Bacolod City NHS Call Center 26Negros Occidental NHS Call Center 54Sum-Ag NHS Agricultural 15

Bukidnon National High School Automotive Food Trade 35

Notre Dame Village National High School Electric Wiring Installation 25

SHS Modeling ProgramCOURSE OFFERING / SPECIALIZATION

SHS Modeling ProgramCOURSE OFFERING / SPECIALIZATION

PUBLIC TECHNICAL & VOCATIONAL HIGH SCHOOLSNAME OF SCHOOL SPECIALIZATION ENROLLEES

Balagtas National Agricultural HS Agriculture 35

San Pedro Relocation Center NHSElectronicsAutomotiveGarmentsFood Technology

360

Doña Monserrat Lopez Mem’l SchoolFood and BeverageWeldingHousekeepingElectricity

73

Subangdaku Technical Vocational HS WeldingGarmentsCommercial Cooking

42

List of Schools Implementing the SHS Modeling Program for SY 2012-13

HIGHER EDUCATIONAL INSTITUTIONS (HEI)NAME OF SCHOOL SPECIALIZATION ENROLLEES

ADM Consortium Information Technology, Journalism and Medical Technology 14

Ateneo de Naga University Information TechnologyEarly Childhood Teacher-Aide Program 20

Philippine Women’s College of Davao City

Bread and Pastry ProductionCommercial CookingComputer ProgrammingClothing TechnologyDrafting TechnologyEntrepreneurshipFood and Beverage ServiceGraphic and Digital AnimationTourism

7

List of Schools Implementing the SHS Modeling Program for SY 2012-13

HIGHER EDUCATIONAL INSTITUTIONS (HEI)NAME OF SCHOOL COURSE OFFERING / SPECIALIZATION ENROLLEES

Manila Central University Optical Laboratory Technician 38

University of Makati

Tech Voc – Basic Technology Business EducationTeacher TrainingCall Center / BPOInformation TechnologyArt EducationPerforming and Broadcast ArtsDance and SportsCitizenship and Leadership TrainingAllied Health / CaregivingAthletics

5,189

Issues and ChallengesImplementation of Grades 1-10 Curriculum for Succeeding School YearsA. Learning Resources Quality of Teachers’ Guides, Learners’ Materials for

Grades 1-3 in the mother tongue and for the spiral curriculum in Grades 7-10

Procurement of textbooks/e-books for Grades 4-10 Adequate and timely distribution of learning resources (TGs, LMs, TXs/e-books)

Issues and ChallengesB. Competence of Teachers, Administrators & SupervisorsNeeds-based training of teachers implementing the

curriculum either e-learning or face-to-face Effective instructional supervision of school

administrators and supervisors to teachers C. Monitoring and Technical Assistance and Evaluation Implementation of M & TA design External Evaluation

Issues and ChallengesD. Assessment in Key Stages - SReA for Kindergarten - EGRA (Early Grades Reading Assessment) & EGMA (Early Grades Math Assessment) in the

mother tongue in Grade 1 - Grade 3 Assessment in Filipino and English - NAT in Grades 6 & 10 - NCAE (National Career Assessment Exam.) in Grade 8

Passage of the Bill on K to 12 Completion of the Curriculum for Grades 11 & 12- Approved on Second Reading by the House

of Representatives Consultations with the academe on the competencies and syllabi for the academic/core

curriculum and specialization courses Finalization of the competencies and syllabi

• K to 12 is the flagship reform strategy of the Basic Education Sector Reform Agenda.

“Education reform is a movement from darkness to light.

Its whole purpose is to create change and promote progress for

better quality life.”

THANK YOU!

21st Century Learning

Thinking critically and making judgments about the barrage of information that comes their way everyday—on the Web, in the media, in homes, workplaces and everywhere else. Critical thinking empowers people to assess the credibility, accuracy and value of information, analyze and evaluate information, make reasoned decisions and take purposeful action.


Solving complex, multidisciplinary, open-ended problems that all workers encounter routinely. They don’t come in a multiple-choice format and typically don’t have a single right answer. Nor can they be neatly categorized as “math problems,” for example, or passed off to someone at a higher pay grade. Businesses expect employees to identify problems, think through solutions and alternatives, and explore new options if their approaches don’t pan out. Often, this work involves groups of people with different knowledge and skills who, collectively, add value to their organizations.


Creativity and entrepreneurial thinking—a skill set highly associated with job creation (Pink 2005, Robinson 2006, Sternberg 1996). Many of the fastest-growing jobs and emerging industries rely on workers’ creative capacity - the ability to think unconventionally, question the herd, imagine new scenarios and produce astonishing work. Likewise, graduates can create jobs for themselves and others with an entrepreneurial mindset - the ability to recognize and act on opportunities and the willingness to embrace risk and responsibility, for example.


Communicating and collaborating with teams of people across cultural, geographic and language boundaries—a necessity in diverse and multinational workplaces and communities. Mutually beneficial relationships are a central undercurrent to accomplishments in businesses—and it’s not only top managers who represent companies anymore. All Filipinos must be skilled at interacting competently and respectfully with others.


Making innovative use of knowledge, information and opportunities to create new services, processes and products. The global marketplace rewards organizations that rapidly and routinely find better ways of doing things. Companies want workers who can contribute in this environment.


Taking charge of financial, health and civic responsibilities and making wise choices. From deciding how to invest their savings to choosing a cellphone plan, Filipinos s need more specialized skills—simply because the options are increasingly complex and the consequences of poor decisions could be dire.

21st Century Student Outcomes

• Core Subjects• • English, reading or language arts• • World languages• • Arts• • Mathematics• • Economics• • Science• • Geography• • History• • Government and civics


21st Century Student Outcomes• 21st Century Themes weaved into Core

Subjects

• • Global awareness• • Financial, economic, business and

entrepreneurial literacy• • Civic literacy• • Health literacy



• Learning and Innovation Skills

• • Creativity and innovation skills• • Critical thinking and problem solving

skills• • Communication and collaboration skills



• Information, Media and Technology Skills

• • Information literacy• • Media literacy• • ICT (information and communications

technology) literacy



• Life and Career Skills

• • Flexibility and adaptability• • Initiative and self-direction• • Social and cross-cultural skills• • Productivity and accountability• • Leadership and responsibility


Documents

AEC Update Bmm