Draft Shs Final Report

8/10/2019 Draft Shs Final Report

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MONITORING OF THE PHILIPPINE DEPARTMENT OF

EDUCATIONS MODEL SENIOR HIGH SCHOOL

PROGRAM

Senior High School Modelling: Moving Towards the New K to 12 Curriculum


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Monitoring of the Philippine Department of Educations Model Senior High School Program 2014

Table of Contents 2

Philippine Copyright 2014

SEAMEO INNOTECH

ISBN XXX-XXX-XXXX-XX-X

All rights reserved.

No part of this publication may be reproduced or distributed in any form or any means

or stored in a database or retrieval system without prior written permission of SEAMEO

INNOTECH.

www.seameo-innotech.org


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Table of Contents 3

TABLE OF CONTENTS

Table of Contents ........................................................................................................................ 3

List of Tables ............................................................................................................................... 5

List of Figures .............................................................................................................................. 7

List of Acronyms .......................................................................................................................... 8

Acknowledgement .................................................................................................................... 10

Executive Summary ................................................................................................................... 11

1. Guidelines/Policies........................................................................................................ 19

2. Sources of Funds ........................................................................................................... 20

3. Capacity Building .......................................................................................................... 20

4. Linkages ........................................................................................................................ 21

5. Curriculum Development .............................................................................................. 21

6. SHS Program Management ........................................................................................... 23

Introduction .............................................................................................................................. 24

Objectives of the Study .. ........................................................................................................... 29

Method of Study ....................................................................................................................... 29

The SHS Curriculum ................................................................................................................... 31

Core Subjects ........................................................................................................................ 33

Track Subjects . ...................................................................................................................... 34

Academic Track ................................................................................................................. 35

Technical-Vocational-Livelihood Track ............................................................................... 37

Sports Track....................................................................................................................... 38

Arts and Design Track ........................................................................................................ 38

General Trends.......................................................................................................................... 40

A. Pre-implementation Experiences ....................................................................................... 40

1. Rationale ...................................................................................................................... 41

2. Linkages ........................................................................................................................ 43


4. Capacity Development .................................................................................................. 45

5. Certifications ................................................................................................................ 45

B. Implementation Experiences ............................................................................................ 46

1. Inputs ........................................................................................................................... 46


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List of Tables 4

2. Processes ...................................................................................................................... 49

3. Output .......................................................................................................................... 51

4. Challenges and Potentials ............................................................................................. 52

C. Recommendations (Moving Towards K-12 Implementation) ............. ....... ....... ............... ... 55

1. Guidelines/Policies........................................................................................................ 55

2. Sources of Funds ........................................................................................................... 56

3. Capacity Building .......................................................................................................... 57

4. Linkages ........................................................................................................................ 57


6. SHS Program Management ........................................................................................... 60

Profiles of Model Senior High Schools ....................................................................................... 61

A. San Pedro Relocation Center National High School ............................................................ 61

B. Sangley Point National High School.................................................................................... 70

C. Bacolod City National High School ..................................................................................... 74

D. Sum-ag National High School............................................................................................. 81

E. Doa Montserrat Lopez Memorial National High School .................................................... 88

F. Palo National High School .................................................................................................. 96

G. Merida Vocational School................................................................................................ 101

Annex 1: Duration of Pre-University Programs in Southeast Asia ............................................. 110

Annex 2: List of Key Informants ............................................................................................... 111

References .............................................................................................................................. 113


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List of Tables 5

LIST OF TABLES

Table 1: General Profile of SHS Model Schools, SY 2012-2013.................................................... 27

Table 2: SHS Model Schools Specializations................................................................................ 27

Table 3: List of SHS Model Schools Included in the Monitoring Study.......................................... 31

Table 4: Proposed SHS Curriculum (2012).................................................................................. 31

Table 5: SHS Core Subjects......................................................................................................... 34

Table 6: Common Track Subjects............................................................................................... 35

Table 7: Specialized Track Subjects (Academic Track - ABM Strand)........................................... 35

Table 8: Specialized Track Subjects (Academic Track - General Academic Strand)....................... 36

Table 9: Specialized Track Subjects (Academic Track - HUMSS Strand*)..................................... 36

Table 10: Specialized Track Subjects (Academic Track - STEM Strand)........................................ 36

Table 11:Specialized Track Subjects (Technical-Vocational-Livelihood Track*)........................... 37

Table 12: Specialized Track Subjects (Sports Track).................................................................... 38

Table 13: Specialized Track Subjects (Arts and Design Track)..................................................... 38

Table 14: Summary of Revised SHS Curriculum (2014)................................................................ 39

Table 15: List of Selected Model SHS.......................................................................................... 40

Table 16: Curriculum for Senior High School, SY 2012-2013........................................................ 62




Table 20: Program Schedule for Grade 11, First Semester.......................................................... 75

Table 21: Program Schedule for Grade 11, Second Semester...................................................... 75

Table 22: Program Schedule for Grade 12, First Semester.......................................................... 76

Table 23: Program Schedule for Grade 12, Second Semester...................................................... 76

Table 24:Area of Specialization................................................................................................. 76

Table 25: Curriculum Design Senior High School, Grade 11...................................................... 77

Table 26: Curriculum Design Senior High School, Grade 12...................................................... 78


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List of Tables 6

Table 27: Proposed Curriculum Grade 11................................................................................... 83

Table 28: Proposed Curriculum for Grade 12.............................................................................. 83

Table 29: Sum-ag NHS SHS Area of Specialization, Description and Number of Hours................. 84

Table 30:Additional Competencies inputted by industries......................................................... 84

Table 31: Class Program of Grade 11......................................................................................... 89

Table 32: SHS Area of Specialization, Description & Number of Hours........................................ 89

Table 33:Additional Competencies Inputted by Industries......................................................... 90

Table 34: Proposed Senior High School Curriculum (Revised), SY 2012-2013, Tourism................ 97




Table 38: Proposed Senior High School Curriculum (Revised), SY 2012-2013, ICT........................ 98




Table 42: Proposed Senior High School Curriculum, SY 2012-2013............................................ 102

Table 43: Proposed Senior High Curriculum, SY 2012-2013....................................................... 102

Table 44: Proposed Senior High Class Schedule, SY 2013-2014 ................................................. 103







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List of Figures 7

LIST OF FIGURES

Figure 1: DepEds Enhanced Basic Education Program............................................................... 24

Figure 2: The K to 12 Graduate.................................................................................................. 25

Figure 3: Framework of Study.................................................................................................... 30

Figure 4: Revised Senior High School Curriculum (2014)............................................................. 32

Figure 5: SHS Core and Track Subjects....................................................................................... 33

Figure 6: SHS with Indigent/Very Poor Students......................................................................... 41

Figure 7: SHS with Working Students......................................................................................... 42

Figure 8: SHS with Overaged Students....................................................................................... 42

Figure 9: SHS Program Track. .................................................................................................... 45

Figure 10: Learning Materials Used in SHS................................................................................. 48

Figure 11: Teaching-Learning Strategies Used in SHS................................................................. 50

Figure 12: Type of Student Assessment Used in SHS................................................................... 51


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List of Acronyms 8

LIST OFACRONYMS

ABM Accountancy, Business, ManagementADM Alternative Delivery Mode

APEX Applied Academics for Excellence

BESRA Basic Education Sector Reform AgendaBPO Business Process Outsourcing

CHED Commission on Higher Education

CLIMBS Coop-Life Mutual Benefit Services Association

COA Commission on Audit

CSC Civil Service Commission

DepEd Department of Education

DMLMNHS Doa Montserrat Lopez Memorial National High School

DO DepEd Order

DOLE Department of Labor and EmploymentEdukasyon 2Ps Edukasyon Pantulay Pangkabuhayan

EFA Education for All

EIM Electrical Installation and MaintenanceERIO Educational Research and Innovation Office(SEAMEO INNOTECH)

EVSU Eastern Visayas State University

FBS Food and Beverage ServiceFGDs Focus Group Discussions

GE General Education

HE Home Economics

HEIs Higher Education Institutions

HESS Humanities, Education, Social Sciences

HRM Hotel and Restaurant Management

ICOT-P Income-Creating Opportunities thru Technology Projects

ICT Information and Communications Technology

IETI International Electrical and Technical Institute

IRR Implementing Rules and Regulations

KASVs Knowledge, Attitude, Skills, and Values

KIIs Key Informant Interviews

LET Licensure Examination for Teachers

LGUs Local Government Units

LNU Leyte Normal UniversityLTLDPC Leyte Technology Livelihood Development Productivity Center

MAPEH Music, Arts, Physical Education, and HealthMBCCI Metro Bacolod Chamber of Commerce and IndustriesMOA Memorandum of Agreement

MOOE Maintenance and Other Operating Expenses

National Certificate National Certificate

NHS National High School

NORIA Negros Organic Rice Industry Association

NSSC Naval Sea System Command


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List of Acronyms 9

NSTP National Service Training Program

OCCI Metro Ormoc Credit Cooperative, Inc.OHSP Open High School ProgramOISCA Organization for Industrial, Spiritual, and Cultural Advancement

OJT On-the-job Training

PCCI Philippine Call Center Institute

PD Presidential Decree

PEIs Private Educational Institutions

PESO Public Employment Service OfficePNP Philippine National Police

PRC Professional Regulations Committee

Project EASE Project Effective Alternative Secondary Education

PUP Polytechnic University of the Philippines

RA Republic ActRBEC Revised Basic Education Curriculum

RPL Recognition of Prior Learning

RSU Research Studies Unit

(SEAMEO INNOTECH, under ERIO)SARDOs Students at Risk of Dropping Out

SBM School-Based ManagementSEAMEO INNOTECH Southeast Asia Ministers of Education Organization

Regional Center for Educational Innovation and Technology

SEAU Solutions Evaluation and Adaptation Unit

(SEAMEO INNOTECH, under ERIO)

SHS Senior High School

SMAW Shielded Metal Arc Welding

SPRCNHS San Pedro Relocation Center National High School

STEM Science, Technology, Engineering, Mathematics

STVEP Strengthened TechVoc Education ProgramTESDA Technical Education and Skills Development Authority

TechVoc Technical-Vocational

TLE Technology and Livelihood Education

TR Training Regulations

TVET Institutions Technical Vocational Educational Training Institutions

TVL Technical-Vocational-Livelihood

TWG Technical Working Groups


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Acknowledgement 10

ACKNOWLEDGEMENT

Our deepest gratitude goes to the Department of Education (DepEd), Bureau of

Secondary Education under the former leadership of Dr. Lolita Andrada for providing the

overall direction, context and expectations of DepEd about the Senior High School

Modelling Program.

The Center significantly extends its gratitude to the school principals, teachers, students,

parents of the seven SHS model schools included in this monitoring study for sharing

their experiences, achievements and challenges during the first year of implementation.

This report was prepared under the general guidance of SEAMEO INNOTECH Center

Director Ramon C. Bacani, and Educational Research and Innovation Office Manager

Philip J. Purnell. Led by Senior Specialist Yolanda C. De Las Alas, the research team

include Lauren Nerisse S. Bautista, Senior Associate, Eugene L. Tecson, Project Research

Associate, and Rhio DC Dilag, Program Assistant. Special thanks goes to Ms. Evelyn D.

Juan for copy editing the report.

We salute all the SHS learners, especially including those who have successfully

graduated from the program and now enjoying the fruits of their hardwork in their

chosen careers.


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Executive Summary 11

EXECUTIVE SUMMARY

In early 2013, the Solutions Evaluation and Adaptation Unit (SEAU) under the

Educational Research and Innovation Office (ERIO) of the Southeast Asian Ministers of

Education Organization Regional Center for Educational Innovation and Technology(SEAMEO INNOTECH)1undertook a monitoring study to document the developments on

the first year of implementation of the Senior High School (SHS) Modeling in selected

SHS model schools in the country. The research study was funded through SEAMEO

INNOTECHs Educational Research and Innovation Fund as part of the Centers

complimentary set of program interventions to support the Department of Education

(DepEd)s need for sustained technical support in operationalizing the new K to 12 Basic

Education Program.

The study aimed to generate knowledge drawn from the experiences of model schools

that can serve as a good resource for refining the guidelines for the full implementation of

SHS beginning SY 2016-2017. Specifically, the study aimed to 1) determine the pre-implementation considerations, and actual implementation needs and processes under

the SHS Modeling; 2) identify strengths and innovations of the selected SHS model

schools; 3) ascertain challenges and potentials for improvement; and 4) formulate policy

recommendations based on the lessons learned by the selected SHS model schools.

Key informant interviews (KIIs) and focus group discussions (FGDs) were conducted with

school heads, teachers and SHS students to obtain relevant information on the SHS

Modeling. Included in the monitoring study are four general public high schools,

namely, 1) Sangley Point National High School (NHS) in Sangley Point, Cavite City,

Cavite; 2) Bacolod City NHS; 3) Sum-ag NHSin Bacolod City, Negros Occidental; and 4)

Palo NHS in Palo, Leyte; and three public technical-vocational (TechVoc) high schools,namely, 5) San Pedro Relocation Center NHSin San Pedro, Laguna; 6) Doa Montserrat

Lopez Memorial NHSin Silay City, Negros Occidental; and 7) Merida Vocational School

in Merida, Leyte.

The study also utilized data generated from a survey administered by the Research

Studies Unit (RSU) of SEAMEO INNOTECH. The survey, conducted from February to

March 2013, was part of a research project that aimed to generate case studies of

Alternative Delivery Mode (ADM) models in selected provinces of the Philippines that

would allow for deeper understanding of the implementation of appropriate and

effective ADMs for the SHS stage of the K to 12 program.

A review of related literature was also conducted to provide contextual background to

the study.

1SEAMEO INNOTECH is one of the three (3) SEAMEO regional centers hosted by the Government of the

Philippines (GOP).


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General Findings

The general findings of the monitoring study paid attention to pre-implementation and

implementation experiences of the seven SHS model schools. Challenges and

recommendations were likewise drawn from the experiences of the schools in SHS

Modeling.

A. Pre-Implementation Experiences

Based on the data obtained from the KIIs and FGDs conducted, the seven schools

engaged in SHS Modeling to contribute to achieving Education for All (EFA). Particularly,

the schools aim to provide poor, working, and mostly overaged students greater access

to senior high school education while they are unable to enroll in college. These schools

also envisioned to strengthen the employability of the SHS students through the

provision of quality education.

Initially, the SHS model schools consulted the academe, labor-related government

agencies, industry partners, and local government units (LGUs) in preparation for the

SHS Modeling implementation. They sought technical support from DepEd from the

central office down to the division level, the Commission on Higher Education (CHED),

and Higher Education Institutions (HEIs) to determine the specialization that they could

engage in and to help develop their curriculum and other academic requirements.

On the other hand, the Department of Labor and Employment (DOLE), Technical

Education and Skills Development Authority (TESDA), and the industry partners oriented

them on labor market, the career pathways that they could offer and focus on, and the

training, capacity building, and certification requirements to strengthen the

employability of SHS students. For example, TechVoc schools usually provided National

Certificate (NC) I for junior high school and NC II for senior high school which can beobtained by passing the assessment tests administered by TESDA.

At the same time, the SHS model schools met with either provincial or city/municipal

LGUs recognizing their key role as links to the industries as well as for the financial and

logistical support they can provide to help sustain the SHS implementation.

Partnerships of the SHS model schools with industries depended on the type of

specialization that they engage in. The specialization offered by the schools depended

on various considerations such as the type of industries and economic/business

activities that are prevalent in their area, the type of jobs that the industries require, and

the capacity of the school itself to undertake such career pathway offering.

Partnerships with industries were formalized through a Memorandum of Agreement

(MOA). The signed MOAs explained the nature of the K to 12 Program, the objectives of

SHS Modeling, and the roles and responsibilities of each party related to the

implementation of SHS Modeling.


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The school heads and teachers were oriented and trained on the K to 12 Program and

SHS Modeling. Most of the teachers were either holders of a Masters degree or had

completed a number of Masters degree units. In some SHS model schools, the teachers

conducted their own research studies to build their capacities and enrich the learning

materials that they use.

The LGUs and industries partners were likewise oriented on the K to 12 Program and

SHS Modeling to ensure their awareness of their roles and responsibilities in the

modeling program.

B. Implementation Experiences

The success or failure of the SHS Modeling depended on a number of factors including

human resources, funding, facilities, curriculum, learning modules, and guidelines or

policies. Intervention programs, teaching methodologies, and student assessment were

also identified as crucial in sustaining the program.

1.

Inputs

a.

Human Resources, Funds, and Facilities

Different SHS model schools have different human resource and other resource

requirements depending on their program strategies.

Teachers that are hired for SHS teaching are often either holders of a Masters degree or

have completed a number of Masters degree units. While some schools employ SHS

teachers from their own faculty roster, other schools tap teachers from HEIs or trainers

from their industry partners.

Given that the school head is busy in overseeing the school s day-to-day operations and

the teachers are already swamped with their teaching load, some SHS model schools

hire a full-time industry coordinator to assist in tapping prospective industry partners,

coordinate on-the-job training (OJT) of the students, and facilitate job placement of SHS

graduates.

Only two of the seven SHS model schools interviewed were given PhP 1 million each by

the DepEd for SHS Modeling since they were part of the original pilot schools. They were

able to use the said fund to purchase school facilities and equipment. The rest of the SHS

model schools did not receive the same funds because they were only identified later.

Since the program is still in its modeling stage, these schools are unable to coverexpenses for their SHS modeling through their regular fund for maintenance and other

operating expenses (MOOE).

As it is, most of the SHS model schools make use of whatever resources or facilities that

the schools have. For instance, some schools alternate the use of classrooms for junior

high school (first to fourth year) and senior high school (Grades 11 and 12) students. One


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school even uses its computer laboratory to hold classes for SHS. In some cases,

teachers had to shoulder some expenses of students.

To help augment their financial requirements, the schools sought assistance from

government officials, LGUs, or industry partners.

b.

Curriculum

The SHS model schools implement a curriculum that they developed in consultation with

DepEd, CHED, HEIs and industry partners.

Most of the SHS model schools follow a common academic curriculum, with a few

additional subjects that are relevant to the specializations the schools offer, such as

TechVoc or entrepreneurship courses. They align the curriculum with the General

Education subjects in college to prepare the SHS students for possible entry to second or

third year college.

The curriculum includes core subjects such as English, Filipino, mathematics, science,

social studies, and music, arts, physical education, and health (MAPEH). Two new

subjects, literature and philosophy, were added based on the General Education

curriculum of CHED.

The SHS model schools covered four areas: 1) Entrepreneurship/Business; 2) Technical-

Vocational; 3) Humanities (Sports, Arts, Music, Languages, Journalism); and 4) Science,

Technology, and Engineering.

Students specializing in entrepreneurship or TechVoc can take the National Certification

(NC) II exams administered by the TESDA which they can use in applying for jobs.

c.

Learning Modules

As of SY 2012-2013, no instructional materials had been developed by the DepEd for SHS

Modeling. To compensate, the SHS model schools used: 1) printed modules or digitized

resources (83%); 2) printed text or workbooks (67%); and 3) online resources (50%).

d.

Guidelines or Policies

Among the governing policies used by the SHS model schools in relation to the K to 12

Program and SHS Modeling are 1) DepEd Order (DO) No. 36 s. 2012 entitled, Guidelines

on the 2012 Implementation of the Senior High School (SHS) Modeling in SelectedTechnical and Vocational and General Secondary Schools under the K to 12 Basic

Education Program; 2) DO No. 71 s. 2012 entitled, Additional Information to and

Changes in DepEd Order No. 36, S. 2012; and Presidential Decree (PD) No. 42, as

amended, entitled, A Decree Instituting a Labor Code thereby Revising and

Consolidating Labor and Social Laws to Afford Protection to Labor, Promote Employment

and Human Resources Development and Insure Industrial Peace based on Social Justice,

particularly its provisions on apprenticeship with business organizations.


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In the case of Doa Montserrat Lopez Memorial NHS, they made use of DO No. 48 s.

2007 to be able to hire contractual teachers to help address the lack of teachers. The

said department order authorizes TechVoc school heads to hire contractual teachers.

2. Processes

a.

Intervention programs for disadvantaged learners and/or students at risk of

dropping out (SARDOs)

The SHS model schools employ various intervention programs depending on the needs

of disadvantaged learners and/or SARDOs. In some cases, local officials offer scholarship

programs to deserving students. There is also the adopt-a-child program for teachers

who can afford to support a student. The schools also employ the Open High School

Program (OHSP) to address the constraints of some students in attending daily classes.

Learning materials used under such arrangements include modules or workbooks. Some

SHS model schools also implement feeding, health, and nutrition programs. In addition,

the school encourages parents to support their students whenever possible.

b.

Teaching Methodologies

The SHS model schools apply various learning strategies and approaches depending on

their preferences and the needs of the SHS students. Face-to-face teaching, media-

assisted teaching and work-oriented teaching are the most commonly employed

teaching strategies; of the seven schools, six (86%) identified at least one of these three

as part of their teaching methodology. Five schools (71%) mentioned using flexible

learning, group or cooperative learning, or process-oriented learning. Three schools

(43%) have individualized learning methods.

Except for the Bacolod City NHS, which only uses face-to-face learning, all other schools

use a combination of two or more teaching strategies. The Doa Montserrat Memorial

NHS employs all strategies mentioned above, including pure web-based learning.

c.

Student Assessment

The RSU survey showed that all seven SHS model schools make use of the traditional

type of assessment for SHS students. Next to this, 71.42 percent said that they conduct

performance assessment to evaluate the students. On the other hand, 57.14 percent

mentioned that they use either portfolio or self-assessment in assessing the SHS

students.


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3.

Output

a. Innovations

Among the innovations disclosed during the interviews are the following:

1)

Establishing a strong and sustained partnerships with LGUs, industries, and

HEIs to help provide the needed assistance for the Program;

2)

Undergoing on-the-job (OJT) training programs as early as Grade 11 to

accommodate all students and prevent congestion of trainees at the end of

the SHS term;

3)

Screening of incoming SHS students through qualification tests, scholastic

grades and interviews;

4) Making the school accessible to indigent students by strictly implementing a

zero collectionpolicy;

5)

Giving consideration and flexible timeframe to students who are deployed in

OJT program to comply with requirements; ICT was likewise used for

consultation;

6)

Using real life scenarios, skill-oriented learning and treating students as

adults to motivate and challenge them to do well in school;

7) Designating a teacher as industry coordinator, one who had been in the

industry for a long time to facilitate the OJT program of the students;

8)

Encouraging SHS teachers to earn a Masters degree or units, have a NC LevelII, or attend TESDA training programs and competency assessment;

9)

Encouraging SHS teachers to conduct action research and develop their own

instructional materials to help enrich existing instructional materials;

10) Hiring contractual teachers to help mitigate the lack of teachers; and

11)

Providing laboratory access for SHS students through the Public Employment

Service Office (PESO) to augment the schools limited resources.

b. Student Tracking

The SHS model schools are yet to develop a system of tracking since all of their SHS

students are only in Grade 11.


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Challenges and Potentials

The interviews with the seven SHS model schools revealed that SHS Modeling has a

number of challenges and potentials with respect to guidelines or policies, resources and

LGU and parental support, awareness, and linkages.

A.

Guidelines/Policies

One of the challenges raised with respect to guidelines in the hiring of teachers is the

continued implementation of the Localization Law, which prevents schools from hiring

qualified teachers.

In the case of SHS model schools that offer call center service as a specialization, they

are faced with the fact that call centers do not allow on-the-job training (OJT) for

prospective call center agents and technical support staff. Instead, they only provide

training for personnel that they have initially screened for hiring.

Another challenge in terms of guidelines is that in some SHS model schools, Grade 11

students are not required to join extracurricular activities.

One area of potential or opportunity related to policy is DepEd Order (DO) No. 48 series

of 2007 which authorizes TechVoc principals to hire contractual teachers.

B. Resources

Many challenges and concerns raised by the SHS model schools were related to

resources. These resource-based challenges and concerns include the following:

1)

TESDA examination fee for National Certification (e.g., PhP 550 examination feeper student, uniforms and other paraphernalia required by TESDA in the case of

NC exam for security services as noted by Sangley Point NHS)

2)

Transportation cost of students who are undergoing their OJT programs

3) Accommodation expenses of students who need to stay near their workplaces

for their OJT programs

4)

Cost of insurance premium for SHS students who are undergoing their OJT

programs

5)

Some of the SHS students do not have their own classroom.

6) In some SHS model schools, there is insufficient number of computer units for

SHS students.


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7)

Since SHS is to be fully implemented only starting in 2016, some of the SHS

model schools have no budgetary allocation from its MOOE for SHS Modeling.

This situation forces the teachers to personally pay for some of the students

requirements for the SHS Program.

C. LGU support

Based on the interviews and the survey research, LGUs may provide various types of

support to SHS model schools such as infrastructure support, financial assistance,

technical assistance including provision of computer laboratory training, and advocacy

and promotion. While the SHS model schools are able to access such support from LGUs,

they are constrained under COA regulations to purchase equipment/gadgets with a

value not exceeding PhP 10,000.

D. Parental support

Parents, based on the findings of the study, may help address students concerns, help

motivate students, provide financial support, and assist in advocacy and promotion of

the SHS Modeling Program.

E. Awareness

Since the SHS Modeling Program employs a stakeholder approach in its implementation,

awareness building and promotion of the Program may be done in a collaborative way

among the school, the LGUs, the industry partners, the HEIs, the parents, and the

students.

F. Linkages

One of the challenges with respect to linkages was on the possible mismatch between

specialization and labor demand, particularly agriculture or crop production as a

specialization. Sum-ag NHS explained that with their consultations with HEIs and

industry groups, they do not see much potential in crop production in helping SHS

students obtain jobs. They said that agriculture in their area seems to be declining in

terms of importance and job demand.

On the other hand, there is a lot of potential in fostering linkages between SHS model

schools and industries especially if the partnerships end up as being mutually beneficial

for them.


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Recommendations

The following are the recommendations based on the findings of the study:

1. Guidelines/Policies

1.1

San Pedro Relocation Center NHS recommended amending the Localization Law inthe hiring of teachers so SHS model schools will be able to hire qualified teachers.

Section 1 of Republic Act (RA) No. 8190 or the Localization Act 0f 1996 entitled, AN

ACT GRANTING PRIORITY TO RESIDENTS OF THE BARANGAY, MUNICIPALITY OR

CITY WHERE THE SCHOOL IS LOCATED, IN THE APPOINTMENT OR ASSIGNMENT OF

CLASSROOM PUBLIC SCHOOL TEACHERS provides that, In the appointment or

assignment of teachers to public elementary and secondary schools, priority shall

be given to bona fide residents of the barangay, municipality, city or province

where the school is located: Provided, That the teacher possesses all the minimum

qualifications for the position as required by law.

1.2

It is recommended that regional/division ranking of teachers be done based ontime requested by the school. The Professional Regulations Committee (PRC)

should provide temporary assignment of new graduates of science, mathematics,

technology and engineering courses who are qualified to teach in SHS since they

have the newest/latest technology inputs. The need for a policy on hiring teachers

for provisional appointment was identified. However, for those teaching in TLE, the

NC qualification and industry experience should be highlighted. Industry experts

and university professors should be allowed to teach part-time in SHS.

1.3

It is recommended that the designation or hiring of industry coordinators for SHS

model schools be institutionalized. Industry coordinators can help significantly in

coordinating with existing industry partners and in tapping additional industrypartners. They can also assist the students in the preparation and conduct of their

OJTs, particularly in contracting on OJT terms, providing for

mobility/transportation of OJTs, scheduling of assessment and monitoring of OJTs.

1.4

It is suggested that senior high schools adopt the following considerations in

selecting specialized TechVoc programs:

Availability of basic technical facility and resources needed to teach and train

students;

Availability of instructors-trainers who have the necessary competencies,

education and training to teach the technology;

Integration of a strong career guidance program to guide the students inselecting their preferred specialized track/electives;

Availability of funds for the operating expenses of the school and supplemental

funds particularly for TechVoc high schools;

Enhancement of the job or trade to attract students to consider it as their

career; and

Identification of one or two jobs that can be readily offered by the schools as a

pilot program/course.


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1.5

It is suggested that conflicts in policy issues be addressed. While the Civil Service

Commission (CSC) rules that students should be in school for eight hours, SHS

students are required to have two hours of paper work/OJT outside of their

schools. This seems to violate the CSC rule. Policies which can be addressed by the

Legal Office of DepEd were already brought up to the Regional/Division Offices.

However, as of date, a resolution is yet to be taken by school authorities.

2. Sources of Funds

2.1

Sufficient budgetary support for the provision of additional classrooms, training

facilities for hands-on activities and equipment such as LCD projectors and laptops,

and learning materials of the SHS students should be made available. This can be

done by increasing the allocated funds from Maintenance and Other Operating

Expenses (MOOE), providing TechVoc Funds which is usually at PhP 1 million per

school, or requesting for financial or in-kind support from Local Government Units

(LGUs) or the business sector.

2.2 It is recommended that assessment fees for TESDA should be shouldered by the

School Division and not by schools. OJT should be covered by TESDA if the school is

given the fiscal autonomy to encourage students to undergo industry immersion.

2.3 It is further recommended that GAA funds disbursement be released directly to

schools and not through several channels. Effective 2013, the new DepEd Memo

Order stipulates that K to 12 funds will have to be downloaded from the Regional

Office and Schools Division to TESDA before it goes to the school level.

3. Capacity Building

3.1

There is a need to provide skills training to build the capacities of SHS teachers.

These training programs include TESDA training for the specialization subjects that

they will teach, in-school training and orientation sessions on new curriculum for

academic subject and career pathway teachers, and leadership training for schools

heads and SHS/industry coordinators on how to properly administer and

implement SHS Modeling. They should also be given scholarship opportunities by

TESDA to improve their technical competencies and their perspectives/styles in

teaching SHS students.

3.2

Enhancement training for guidance counselors on Career Preparation and

Counseling should also be conducted. In this way, the guidance counselor wouldhave the necessary knowledge and capacity to advise SHS students on proper

career preparation.


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4. Linkages

4.1

Multi-stakeholder partnerships between the academe, the industries, and national

and local government institutions should be encouraged and promoted. Building

strong linkages provides access to accredited Technical Vocational Educational

Training Institutions (TVET) trainers, equipment and facilities, workshops, training,

and seminars, resource materials, etc. At the same time, the partnerships can help

mobilize financial and other related resources needed to sustain SHS Program

implementation. Moreover, requirements for learner assessment and

qualifications can be addressed through the partnerships fostered. Working

together with HEIs provides clarity and direction in the needed academic subjects

and types of assessments for learners in order for SHS students to be at least at par

with freshmen and sophomore college students. Developing the curriculum hand-

in-hand with TESDA helps spell out the requirements for career pathway

qualifications to improve the chances of SHS graduates in getting jobs.

4.2 There is a need to come up with innovative partnerships with LGUs and other

related government or private agencies that would help subsidize transportation

costs, rent fees, testing fees, and uniform and paraphernalia.

5. Curriculum Development

5.1

Incorporate a strong career guidance component in the curriculum, coupled with

ardent counseling from the Guidance/SHS Counselor, beginning at Year 10, to guide

students in selecting their preferred specialized track/electives.

5.2

SHS model schools in coordination with the DepEd, CHED and other HEIs, and

TESDA should work together to review the planned SHS curriculum and incorporate

lessons learned from its SHS Modeling experience. There is a need for greaterflexibility in the implementation of the said curriculum, particularly in adopting

General Education (GE) subjects from college, hiring of SHS teachers, trainers from

industry partners and coordinators, allowing academic subjects to be credited in

college, and using flexible delivery options (such as modules for OHSP) for students

who cannot attend school regularly due to work commitments. As recommended

by some of the SHS model schools, flexible time may be applied, for example, to

self-paced working students to allow them to complete their academic

requirements. Learners and instructors may meet once or twice a week as they may

agree on.

5.3

Best practices of SHS model schools with respect to curriculum development shouldbe adopted. This includes aligning academic subjects with knowledge relevant to

career pathways, utilizing general education subjects from college, maximizing

options for dual credit in partnership with HEIs and TESDA, and providing ample

number of units and hours needed to complete the core and specialized learning

areas.


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5.4

Technical-Vocational skills alignment should be subject to labor market priorities

and not driven by supply. Schools might overlook the importance of checking

whether TechVoc programs could address the labor requirements of the community

and simply ensure that the graduates could contribute to the local economy. As

such, schools may be producing skilled graduates but there may not be enough

business enterprises to employ them in within the community. This may result in

underemployment and school-industry mismatch, which may lead to manpower

displacement and migration of graduates for employment in other communities.

5.5 SHS students should be given more exposure to hands-on learning activities to

facilitate skills development and application of knowledge, attitude, skills, and

values (KASVs).

5.6 School-community partnerships should be considered as a viable option for SHS

Program implementation. This means that SHS can be implemented through flexible

delivery options such as OHSP, particularly by tapping community resources. For

instance, Doa Montserrat Lopez Memorial NHS explained that a SHS student

taking Shielded Metal Arc Welding NC I can use in his project a neighbor s welding

machine, and the teacher can then evaluate the project completed. On the other

hand, Sum-ag NHS is contemplating on establishing partnerships with other

barangays where their SHS students from distant areas can do farming practicum.

And in Palo National High School, the school partnered with the provincial

government for the provision of financial and technical assistance to SHS students

and to provide funding support for the SHS faculty.

5.7

Given that many SHS students will need to spend time contributing to their families,

priority flexible learning opportunities through self-instructional materials are

encouraged. Students could study auxiliary subject matter via self-instructional

modules and only report to school periodically for practical activities (e.g.,laboratory work in science), skills training and completion of assessment tasks. This

would reduce the strain on SHS classroom-based facilities. Experiences of these SHS

model schools that also integrated its OHSP into their SHS Program should be

carefully studied for possible replication and upscaling.

5.8 Students should be given access to insurance services (i.e., PHILHEALTH, Coop-Life

Mutual Benefit Services Association or CLIMBS of Metro Ormoc Credit Cooperative,

Inc. or OCCI) to secure their protection for their mobility during the dual training

program, apprenticeship, or job immersion program.

5.9

Learner assessment and certification maximize links with TESDA certificatemechanism and also HEIs for cross credit recognition and recognition of prior

learning (RPL). The ladderized curriculum of the K to 12 Program makes it more

crucial for SHS Schools to closely work together with TESDA to ensure that the SHS

students will be able to complete their career pathway competencies and

certification. At the same time, collaboration with the HEIs facilitates the crediting

of SHS academic subjects in preparation for the SHS studentsentry to college.


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5.10

The formation of Technical Working Groups (TWGs) and the conduct of

consultations should be sustained because these provide guidance and areas for

cooperation in sustaining SHS Program implementation.

5.11

DepEd, in partnership with TESDA and DOLE, should draft different training

regulations for the K to 12 SHS program. As a policy, every school should identify

its field of specialization in at least four trades to allow students to focus on their

career choice.

5.12 SHS model schools should focus on work readiness values and attitudes since

these are priority requirements of business and industries. The importance of

these soft work readiness skills should be highlighted in the curriculum.

5.13 Limit the TLE programs for Grades 7 to 10 from 23-24 TLE programs to two

specialized programs by the end of Junior HS and two to three specializations for

SHS students.

6. SHS Program Management

6.1 Application of school-based management (SBM) approach (DepEd Order No. 48) will

provide the school with greater autonomy to manage its SHS program based on the

needs of business community. The success of SHS program lies in the political will of

the school principal to implement education reforms. But the school policies (i.e.,

Basic Education Sector Reform Agenda or BESRA) are not truly decentralized to

allow the schools to have some flexibility in conducting regular classes for SHS (e.g.,

ADM application such as Open High School Program). Also, the practice of

reshuffling school principals is not necessary if the school head is performing well.

6.2

It is recommended that monitoring of SHS be done by the Schools Division so thatthey would know whats happening in SHS modeling; however, they currently have

no specialized staff to do it.

6.3 In reality, not all public secondary schools can offer SHS. As a macro strategy for SHS

implementation, the 140 TechVoc schools should first be strengthened to enable

them to lead and guide the 40,000 public secondary schools as they serve as model

schools or training centers for SHS. DepEd should allocate funding to model SHS

schools to build their capacities as leader schools in every region before the SHS is

done massively by 2016. If possible, there should be at least one SHS model school

per province or one high school offering the SHS program in every municipality.


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Introduction 24

INTRODUCTION

The Philippine Department of Education (DepEd) is currently undertaking a series of

major reforms anchored on the implementation of a new K-12 system as it seeks to

improve basic education outcomes for Filipino children and achieve its nationalEducation for All commitments. The new K-12 Basic Education Program2 (Figure 1)

involves the introduction of a new 12-year basic education curriculum, plus a year of

mandatory kindergarten, benchmarked on international standards3. The 12-year

curriculum includes six years of elementary education (Grades 1 to 6), four years of

junior high school (Grades 7 to 10), and two years of senior high school (Grades 11 to 12)

marked with multiple pathways and elective subjects supported by a comprehensive

career guidance program.4

Figure 1:DepEds Enhanced Basic Education Program

Source: Department of Education, February 2014

2The Enhanced Basic Education Act of 2013 (Republic Act 10533) was signed in May 2013.3The Philippines, prior to the K-12 reform agenda, was the only country in Asia and one of the only three

countries in the world (together with Djibouti and Angola in Africa) with a 10-year pre-university program.

See Annex 1.4SEAMEO INNOTECH Technical Support Program for the Philippine Department of Education K-12 Reform

Agenda


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Introduction 25

With the addition of the multifaceted curriculum to be offered in senior high school,

graduates are expected to holistically develop and possess these 21stcentury skills:

1.

Information, media and technology skills visual and information literacies;

media literacy; basic, scientific, economic, and technological literacies; and

multicultural literacy and global awareness

2.

Learning and innovation skills creativity and curiosity; critical thinking, problem

solving and risk-taking; adaptability, managing complexity and self-direction; and

higher order thinking and sound reasoning

3.

Effective communication skills teaming, collaboration and interpersonal skills;

personal, social and civic responsibility; and interactive communication

4.

Life and career skills flexibility and adaptability; initiative and self-direction;

social and cross-cultural skills; productivity and accountability; and leadership

and responsibility

A K to 12 graduate (Figure 2) will be ready to take on higher education or middle level

skills development, or enter the world of entrepreneurship or employment.

Figure 2: The K to 12 Graduate

Source: SEAMEO INNOTECH, 2012


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Introduction 26

In anticipation of the full implementation of SHS starting June 2016, DepEd has

undertaken the Senior High School Modeling Programor SHS Modelingbeginning SY

2012-2013.

The Guidelines on the 2012 Implementation of the Senior High School (SHS) Modeling5

provides that prior to the implementation of the senior high school, a research and

development process will be explored by implementing a Senior High School Modeling

Program in selected public technical-vocational (TechVoc) and general secondary

schools as participants or model schools ahead of the projected nationwide

implementation of the SHS in 2016-2017. The modeling started in June 2012 for selected

model high schools (Grades 11). The enrollees were the fourth year high school (Grade

10) completers of SY 2011-2012.

The implementing guidelines (D.O. No. 36 s. 2012) further indicate the following

objectives:

1. introduce and prepare the concerned model schools for the implementation of

the Grades 11 and 12 through the provision of appropriate interventions, e.g.,

training of teachers, and provision of support facilities and instructional

materials;

2.

generate actual learning experiences of the different participating/volunteer

secondary schools in order to come up with different modalities as vital inputs in

the implementation of the SHS; and

3.

prepare and carry out the communication plan to generate support from the

media, civil society, academe, local government units (LGUs), and private sectors.

Technical support for the SHS Modeling was provided by SEAMEO INNOTECH indeveloping a sustainable model for Grades 11 to 12 by evolving a comprehensive

education system linking education tiers with businesses and industries, and by drawing

from the innovative work completed under the Centers Applied Academics for

Excellence (APEX) project experience. The Center assisted selected DepEd Regional

Offices in modeling the senior high school program through adaptation of existing APEX

models.

5DepEd Order (D.O.) No. 36 series of 2012: Guidelines on the 2012 Implementation of the Senior High

School (SHS) Modeling in Selected Technical and Vocational Education and General Secondary Schools

under the K to 12 Basic Education Program


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Introduction 27

DepEd identified selected schools to be part of the modeling program based on a set of

criteria. Prior to modeling, a school must have the following:

1.

an established post-secondary education;

2.

a strong school-local industry partnership, e.g., its graduates are prioritized by

the neighboring/local industries for employment;

3.

available functional workshop laboratories;

4.

available qualified teachers; and

5. established linkages with local colleges/higher education institutions for possible

recognition of subject units taken in SHS if and when the student chooses to

continue academic advancement.

Table 1describes the general profile of the selected SHS model schools.

Table 1: General Profile of SHS Model Schools, SY 2012-2013

School Type No. of Schools No. of Enrollees

Public High SchoolsGeneral High Schools 8 260

Technical-Vocational High Schools 14 1,012

Higher Education Institutions (HEIs)

Private HEIs 7 5,268

Local University/College 1

Total 30 6,540Source: Yolanda S. Quijano, 2012

Specializations offered by some of the SHS model schools are enumerated in Table 2.

Table 2: SHS Model Schools Specializations

Region/Division School Specialization

General Public High Schools

IV-A Batangas Pinagtongulan National High

School

Coffee Course

IV-A Cavite Sangley Point National High School Security and Peacekeeping

VI Bacolod City Bacolod City National High School Call Center

VI Negros Occidental Negros Occidental National High

School

Call Center

VI Bacolod City Sum-ag National High School Agricultural

VIII Leyte Palo National High School Tourism and Information andCommunication Technology

X Bukidnon Bukidnon National High School AutomotiveFood Trade

XII Cotabato City Notre Dame Village National High

School

Electric Wiring Installation


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Introduction 28

Region/Division School Specialization

Public TechVoc High Schools

III Bulacan Balagtas National Agricultural High

School

Agriculture

IV-A Laguna San Pedro Relocation Center

National High School

Electronics

Automotive

GarmentsFood Technology

VI Silay City Doa Montserrat Lopez Memorial


Food and Beverage

Welding

Housekeeping

Electricity

VII Mandaue Subangdaku Technical Vocational

School

Welding

Garments

Commercial Cooking

VIII Leyte Merida Vocational School Automotive Service, Metalsand Engineering

Higher Education Institutions

NCR Makati City University of Makati Tech Voc Basic Technology

Business EducationCall Center / BPO

Information Technology

Art Education

Performing and Broadcast Arts

Dance and Sports

Citizenship and Leadership

Training

Allied Health / Caregiving

Athletics

NCR Caloocan City Manila Central University Optical Laboratory Technician

NCR Makati City ADM Consortium Information Technology,Journalism and Medical

Technology

V Naga City Ateneo de Naga University Information TechnologyEarly Childhood Teacher-Aide

Program

XI Davao Philippine Womens College of

Davao City

Bread and Pastry Production

Commercial Cooking

Computer Programming

Clothing Technology

Drafting Technology

Entrepreneurship

Food and Beverage Service

Graphic and Digital Animation

Tourism

Source: Yolanda S. Quijano, 2012

The modeling involved developing a curriculum, designing and organizing a set of

appropriate instructional materials, and identifying and using varied teaching and

learning strategies all at the school level, based on the needs of its students and the

demands of local businesses or industries.


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Objectives of the Study 29

This monitoring study looks into the status of and experiences on SHS Modeling in

selected schools in the country in preparation for its full implementation by 2016. The

study was funded by SEAMEO INNOTECH under its Educational Research and Innovation

Fund as part of the Centers commitment to support DepEds K to 12 Basic Education

Sector Reform Agenda.

OBJECTIVES OF THE STUDY

The monitoring of model senior high schools forms part of SEAMEO INNOTECH s

complimentary set of program interventions to support DepEds need for sustained

technical support in operationalizing the new K to 12 Basic Education Program.

The study aims to generate knowledge drawn from the experiences of model schools that

can serve as a good resource for refining the guidelines for the full implementation of SHS

beginning SY 2016-2017.

Specifically, the study aims to:

1.

determine the pre-implementation considerations and actual implementation

needs and processes under the SHS Modeling;

2. identify strengths and innovations of the selected SHS model schools;

3. ascertain challenges and potentials for improvement; and

4.

formulate policy recommendations based on the lessons learned by the selected

SHS model schools.

METHOD OF STUDY

The study consisted of the various stages of the SHS Modeling, from pre-implementation

to implementation, and including the challenges schools have experienced thus far in

relation to modeling (Figure 3).

The pre-implementation stage considered the factors that influenced the school to take

part in the SHS Modeling program. Activities that had to be undertaken prior to

implementation were likewise looked into. These include establishing linkages with local

government units and local businesses and industries; developing appropriate

curriculum; building capacity especially among teaching personnel; and acquiring

necessary certifications particularly for teaching technical-vocational subjects.

The implementation stage included the necessary inputs such as human and financial

resources, adequate facilities, curriculum, and learning materials, including policy

guidelines; processes that take place such as intervention programs, use of different

teaching methodologies, and student assessment; and outputs such as innovations, and

student employment as on-the-job trainees generated during the first year of SHS

modeling.


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Method of Study 30

Challenges related to policies and implementing guidelines; available resources; level of

community support, including LGUs and parents; level of awareness; and community

linkages were also examined.

The good practices and lessons learned from the first year of modeling were taken in

consideration before recommendations were crafted to help address the challenges and

maximize any potential for improvement of the program.

Key informant interviews (KIIs) and focus group discussions (FGDs) were conducted from

February to March 2013 with school heads, teachers and SHS students to obtain

relevant information on the SHS Modeling.

Figure 3: Framework of Study

The study also utilized data generated from a survey administered by the Research

Studies Unit (RSU) of SEAMEO INNOTECH. The survey, also conducted from February to

March 2013, was part of a research project that aimed to generate case studies of

Alternative Delivery Mode (ADM) models in selected provinces of the Philippines that

would allow for deeper understanding of the implementation of appropriate and

effective ADMs for the SHS stage of the K to 12 program.

The draft report was distributed to SHS model schools during a conference held in

Baguio City in June 2013 to solicit comments and suggestions.

Of the total number of SHS model schools, four general public high schools and three

public TechVoc high schools were included in the monitoring study. Due to limited

resources, selection of SHS model schools included in the monitoring study was based

on a plan of action that would optimize the Centers available resources.


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The SHS Curriculum 31

The list of the seven SHS model schools included in the study can be found in Table 3.

Table 3: List of SHS Model Schools Included in the Monitoring Study

Region/Division School Type of School

IV-A Laguna San Pedro Relocation Center NHS Public TechVoc HS

IV-A Cavite City Sangley Point NHS General Public HS

VI Bacolod City Bacolod City NHS General Public HS

Vi Bacolod City Sum-ag NHS General Public HS

VI Silay City Doa Montserrat Lopez Memorial


Public TechVoc HS

VIII Palo Palo National High School General Public HS

VIII Leyte Merida Vocational School Public TechVoc HS

THE SHSCURRICULUM

While the SHS Modeling program allows the model schools to innovate and develop

their own curriculum, DepEd had proposed a senior high school curriculum when theprogram started in 2012. The proposed curriculum consisted of the following: a) core

subjects spanning seven learning areas, namely, language, literature, mathematics,

philosophy, natural sciences, social sciences, and the national service training program

(NSTP); and b) career pathways subjects which cover the areas of entrepreneurship or

business, technical-vocational, humanities (i.e., sports, arts, music, languages,

journalism), and science, technology and engineering (Table 4).

Table 4: Proposed SHS Curriculum (2012)

Learning Areas Subjects Grade 11 Grade 12 Total

Hours1stSem 2ndSem 1stSem 2ndSem

Core CurriculumLanguage English or Filipino or other 54 54 108Literature Philippine and

World Literature54

54

108

Mathematics Mathematics 54 54 108Philosophy Philosophy 54 54Natural Sciences Life/Physical Sciences 54 54 108Social Sciences Contemporary Issues 54 54 108NSTP Community Service 54 54 108

Career Pathways, including immersion or practicum

-

entrepreneurship or business;- technical-vocational;

-

humanities (sports, arts, music, languages, journalism);

-

science, technology and engineering

216 216 270 270 972

Total Hours 486 486 432 270 1,674

Hours/Day 5.4 5.4 4.2 3.0

Source: Yolanda S. Quijano, 2012


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DepEd has since then modified the proposed SHS curriculum. As of February 2014, the

revised senior high school curriculum consists of the following: a) core subjects covering

eight learning areas, namely, language, humanities, communication, mathematics,

philosophy, science, social science, and P.E. and health; and b) track subjects

encompassing the areas of academic, technical-vocational-livelihood, sports, and arts

and design (Figure 4).

Figure 4: Revised Senior High School Curriculum (2014)


As compared to the former proposed curriculum (2012) where one subject consists of 54

class hours in a semester, a subject under the revised proposed curriculum (2014)

consists of 80 class hours in a semester. DepEd has also clearly identified the specific

core and track subjects under the revised curriculum. The SHS will have 15 core subjects

and 16 track subjects, where seven are common subjects and nine are specialization

subjects, totalling 31 subjects to be taken up in Grade 11 and Grade 12 (Figure 5).

The career pathways or tracks have also been redefined under the revised

curriculum. One of the more salient changes is how the Academic Track lumps together

accountancy, business, management (ABM); liberal arts (General Academic); humanities,

education, social sciences (HESS/HUMMS); and science, technology, engineering,

mathematics (STEM). The ABM was formerly one of the main career pathways (i.e.,

entrepreneurship or business); STEM was also formerly one of the main career

pathways; humanities was likewise identified as one of the main career pathways, and

includes sports, arts and music, among others, which were later specified as main tracks

under the revised curriculum.


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Figure 5: SHS Core and Track Subjects


CORE SUBJECTS

The 15 core subjectsare spread among the eight learning areas. Languagetakes up four

subjects, humanities has two subjects, communication consists of only one subject,

mathematics, science, and social sciencecover two subjects each, while philosophy and

PE and health have one subject each. All 15 subjects will be taken up by SHS students

regardless of the track they opt to take.

Table 5lists in details the 15 core subjects.


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Table 5: SHS Core Subjects

CORE SUBJECTS Hours per

semester

Language 1. Oral Communication

2.

Reading and Writing

3.

Komunikasyon at Pananaliksik sa Wikang Filipino atKulturang Pilipino

4.

Pagbasa at Pagsusuri ng Ibat-ibang Teksto Tungo sa

Pananaliksik

80

80

80

80

Humanities 5. 21stCentury Literature from the Philippines and the World

6.

Contemporary Music and Visual Arts

80

80

Communication 7.

Media and Information Literacy 80

Mathematics 8. General Mathematics

9.

Statistics and Probability

80

80

Science 10. Earth and Life Science (Lecture and Laboratory)*

11.

Physical Science (Lecture and Laboratory)*

80

80

Social Science 12.

Personal Development13.

Understanding Society, Politics and Culture8080

Philosophy 14. Introduction to Philosophy of the Human Person 80

PE and Health 15. Physical Education and Health 80

CORE Total Number of Hours 1,200

TRACK Total Number of Hours 1,280

Total Number of Hours (CORE + TRACK) 2,480

Total Hours / Number of School Days in SHS (400) 6.2

hours/day

*Students in the STEM Strand will take Disaster Readiness and Risk Reduction and Earth Science

instead of these subjectsSource: Department of Education, February 2014

TRACK SUBJECTS

Track subjects comprise seven common track subjects and nine specialization or

specialized track subjects. Similar to the core subjects, the common track subjects will be

taken up by all SHS students regardless of their track. However, the common track

subjects are contextualized as appropriate to specific tracks. All strands under the

Academic Track (i.e., ABM, Liberal Arts or General Academic, HESS/HUMMS, and STEM)

have the same list of common track subjects. On the other hand, the Technical-Vocational-Livelihood, Sports, and Arts and Design Tracks share the same list of common

track subjects.

Table 6contains the list of common subjects for all tracks.


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Table 6: Common Track Subjects

Contextualized Track Subjects

Academic Track Technical-Vocational-Livelihood / Sports /

Arts and Design Tracks

1. English for Academic and Professional

Purposes

1. English for Academic and Professional

Purposes2. Research 1: Qualitative Research in Daily

Life

2. Research 1: Qualitative Research in Daily Life

3. Research 2: Quantitative Research in Daily

Life

3. Research 2: Quantitative Research in Daily

Life

4. Pagsulat sa Filipino sa Piling Larangan

(Akademik)

4. Pagsulat sa Filipino sa Piling Larangan

(Isports, Sining at TechVoc)

5. Empowerment Technologies (E-Tech): ICT

for Professional Tracks

5. Empowerment Technologies (E-Tech): ICT for

Professional Tracks

6. Entrepreneurship 6. Entrepreneurship

7.

Research Project 7.

Research Project / Culminating Activity

Each subject will have 80 hours per semesterSource: Department of Education, February 2014

The specialization track subjects differ from one track to another, and even from one

strand or mini-course to another. This will be illutrated in the following sections.

Academic Track

The Academic Track includes four strands: accountancy, business, management (ABM);

liberal arts (General Academic); humanities, education, social sciences (HESS/HUMMS);

and science, technology, engineering, mathematics (STEM). The specialized tracksubjects under this track differ depending on the strand. These are detailed in Tables 7-

10.

Table 7: Specialized Track Subjects (Academic Track - ABM Strand)

8. ABM Strand 1 Applied Economics

9.

ABM Strand 2 Business Ethics and Social Responsibility

10. ABM Strand 3 Fundamentals of Accountancy, Business and Management 1

11. ABM Strand 4 Fundamentals of Accountancy, Business and Management 2

12.

ABM Strand 5 Business Math

13.

ABM Strand 6 Business Finance14. ABM Strand 7 Organization and Management

15.

ABM Strand 8 Principles of Marketing

16.

ABM Strand 9 Work Immersion/Research/Career Advocacy

i.e., Business Enterprise Simulation



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Table 8: Specialized Track Subjects (Academic Track - General Academic Strand)

8. Liberal Arts Strand 1 Humanities 1

9. Liberal Arts Strand 2 Humanities 2

10.

Liberal Arts Strand 3 Social Science 1

11. Liberal Arts Strand 4 Applied Economics

12.

Liberal Arts Strand 5 Organization and Management

13. Liberal Arts Strand 6 Disaster Readiness and Risk Reduction

14.

Liberal Arts Strand 7 Elective (from any Track/Strand)

15. Liberal Arts Strand 8 Elective (from any Track/Strand)

16. Liberal Arts Strand 9 Work Immersion/Research/Career Advocacy/Culminating Activity


Table 9: Specialized Track Subjects (Academic Track - HUMSS Strand*)

8.

HUMMS Strand 1 Creative Writing

9.

HUMMS Strand 2 Creative Non-Fiction: The Literary Essay10. HUMMS Strand 3 World Religions and Belief Systems

11.

HUMMS Strand 4 Megatrends and Critical Thinking in the 21stCentury Culture

12.

HUMMS Strand 5 Philippine Politics and Governance

13. HUMMS Strand 6 Community Involvement and Social Issues

14. HUMMS Strand 7 Introducing the Social Sciences (Anthropology, Economics, History,

Psychology, Sociology, Political Science)

15. HUMMS Strand 8 Introducing the Applied Sciences (Communication, Journalism,

Guidance and Counselling, Social Work)

16. HUMMS Strand 9 Work Immersion/Research/Career Advocacy/Culminating Activity

Each subject will have 80 hours per semester

*For finalizationSource: Department of Education, February 2014

Table 10: Specialized Track Subjects (Academic Track - STEM Strand)

8. STEM Strand 1 Pre-Calculus

9.

STEM Strand 2 Basic Calculus

10. STEM Strand 3 General Biology 1

11. STEM Strand 4 General Biology 2

12.

STEM Strand 5 General Physics 1

13.

STEM Strand 6 General Physics 2

14.

STEM Strand 7 General Chemistry 115. STEM Strand 8 General Chemistry 2

16. STEM Strand 9



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Technical-Vocational-Livelihood Track

The Technical-Vocational-Livelihood (TVL) Track has four mini-courses: home economics

(HE), information and communications technology (ICT), agri-fishery arts, and industrial

arts. Each mini-course has sub-specialization subjects that are based on the TESDA

training regulations (Table 11).

Table 11:Specialized Track Subjects (Technical-Vocational-Livelihood Track*)

TVL Track Subjects TESDA Training Regulations-Based Specializations

Subjects Example HE ICT Agri-Fishery

Arts

Industrial

Arts

8.TechVoc Track 1 Beauty

Care/

Hairdressing Cable TV

Installation

Rice Machinery

Operation

Automotive

Servicing

9.TechVoc Track 2 Nail

Care

Bread and

Pastry

Production

Visual Graphic

Design

Landscape

Installation and

Maintenance

Refrigeration

and Air

conditioning

0.

TechVoc Track 3 Tailoring Animation OrganicAgriculture

Production

Carpentry

1.TechVoc Track 4 Tour GuidingServices

Medical/Judicia

l Transcription

Rubber

Production

Consumer

Electronics

Servicing

2.TechVoc Track 5 Travel Services Horticulture ElectricalInstallation and

Maintenance

3.TechVoc Track 6 Hair-

dressing

Caregiving Animal

Production

Plumbing

4.TechVoc Track 7 Food and

BeverageServices

Aquaculture Shielded

Metal- ArcWelding

5.TechVoc Track 8 Housekeeping Food Processing Masonry

6.TechVoc Track 9 Attractions andTheme Parks

Tourism

Crop Production

Handicraft:

Fashion

Accessories

Handicraft:

Paper Craft

Handicraft:

Woodcraft

Handicraft:

Leathercraft

Each subject will have 80 hours per semester

*For FinalizationSource: Department of Education, February 2014


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Sports Track

The Sports Track includes two specializations: a particular sports or fitness. The

specialized track subjects under this track are shown in Table 12.

Table 12: Specialized Track Subjects (Sports Track)

8. Sports Track 1 Safety and First Aid

9.

Sports Track 2 Understanding Human Movement

10. Sports Track 3 Fundamentals of Coaching

11. Sports Track 4 Sports Officiating and Activity Management

12. Sports Track 5 Fitness, Sports and Recreation Leadership

13.

Sports Track 6 Psychosocial Aspects of Sports and Exercise

14. Sports Track 7 Fitness Testing and Exercise Prescription

15. Sports Track 8 Practicum (In-Campus)

16. Sports Track 9 Work Immersion/Research/Career Advocacy/Culminating Activity


Arts and Design Track

The specialized track subjects for Arts and Design Track are listed in Table 13.

Table 13: Specialized Track Subjects (Arts and Design Track)

8. Arts Track 1 Creative Industries I: Arts and Design Appreciation and Production

9. Arts Track 2 Creative Industries II: Performing Arts

10.

Arts Track 3 Physical and Personal Development in the Arts11. Arts Track 4 Developing Filipino Identity in the Arts

12.

Arts Track 5 Integrating the Elements and Principles of Organization in the Arts

13.

Arts Track 6 Leadership and Management in Different Arts Fields

14. Arts Track 7 Apprenticeship and Exploration of Different Arts Fields

15. Arts Track 8 Apprenticeship and Exploration of Different Arts Fields

16. Arts Track 9 Exhibit

Documents

Draft Shs Final Report