Paraluman R. Giron, Ed. D. K to 12 Senior Technical Consultant
“ The realities r ealities of our modern world require a different kind of Filipino.”
• •
• •
“Ang bagong Pilipino – h – higit sa pagiging maka-tao, makaDiyos, maka-bayan, at maka maka-k -kal alik ikas asan an ay kailangang magt agtagl aglay ng kasa kasana nay yan at pananaw na angkop sa 21st century.”
The Philip Philippin pines es must must catch catch up with the rest rest of the world. world. World Economic Economic Forum Forum Global Competitiv Competitiveness eness Report Country and Overall Rank
2009
2010
2011
2012
In ASEAN:
4th in Quality of Education System
Singapore
3
3
2
2
Malaysia
24
26
21
25
Brunei Darussalam
32
28
28
28
Thailand
36
38
39
38
Last (8th)*
Indonesia
54
44
46
50
Philippines
87
85
75
65
Vietnam
75
59
65
75
Cambodia
110
109
97
85
in Quality of Science & Math Math Education and Capacity for Innovation Innovation
7th in Quality of Primary Education
Foundations for learning throughout life •
K to12 Graduate
Competence to engage in work and be productive •
Capability to co-exist in fruitful harmony with local and global communities •
Capability to engage in autonomous, creative and critical thinking •
K to12 Graduate Capacity and willingness to transform others and •
one’s self
RA 10533 For this purpose, the State shall create a functional basic education system - that will develop productive and responsible citizens - equipped with the essential competencies, skills and values for both life-long learning and employment.
K TO 12 OUTCOMES
WORLD OF WORK HIGHER EDUCATION TVL (NC2) ACADEMIC: HESS / STEM / BAM SPORTS / ART SHS CORE CURRICULUM Core Learning Areas *Elective TLE & Livelihood (NC1) COC Core Learning Areas * Exploratory Technology & Livelihood Education
JHS
Core Learning Areas including Technology & Livelihood Education ES
Learning Domains Socialization
PS/K
Isagani Cru
The Philippine Qualifications Framework (PQF) Executive Order No. 83 dated October 1, 2012
National Policy
The Philippine Qualifications Framework (PQF)
National Policy
Competencybased
Levels of educational qualifications
Labor market-driven
Standards for qualification outcomes
Assessment-based qualification recognition
Basic Education Technical and Vocational Education Higher Education
The PQF Coverage All institutions and systems
Training
Skills and competencies
Work experience
Specialization
Lifelong learning
Objectives Nat and levels for of education, training
for access to qualifications
National regulatory and
Individual goals for progress through education and training
with international qualifications frameworks
8-LEVEL QUALIFICATIONS DESCRIPTORS Defined in terms of 1.
2. 3.
PQF Domains
Level 1
Knowledge, K & S that skills and are manual values or concrete or practical and/or operational in focus.
Level 2 Knowledge and skills that are manual or concrete or practical and/or operational in focus with a variety of options.
PQF Domain
Level 1
Level 2
Application
Applied in activities that are set in a limited range of highly familiar and predictable contexts; involve straightforward, routine issues which are addressed by following set rules, guidelines or procedures.
Applied in activities that are set in a limited range of familiar and predictable contexts; involve routine issues which are identified & addressed by selecting from & following a number of set rules, guidelines or procedures.
PQF Domain DEGREE OF INDEPENDENCE
Level 1 In conditions where there is very close support, guidance or supervision; minimum judgment or discretion is needed.
Level 2 In conditions where there is substantial support, guidance or supervision; limited judgment or discretion is needed.
PQF Domain
Level 8
KSV
Have highly advanced systematic K and S in very specified or complex multi disciplinary field of learning for multifaceted research or professional practice or for the advancement of learning
A
Apply in highly specialized or complex multidisciplinary field of professional work, research and or further study that requires management expertise, innovation and leadership
DI
Independent and /or in teams of multidisciplinary ad complex setting with significant level of expertise – based autonomy and accountability
Draft DEPED PQF Articulation for Grades 10 & 12 as of July 15, 2013 Domain Knowledge, Skills,Values
Level 1 Possess foundational knowledge across a range of learning areas with core competencies in communication; scientific, critical and creative thinking; and the use of technologies. •
Have an understanding of right and wrong; one’s history and cultural heritage; and deep respect for self, others and their culture, and the environment.
Level 2 Possess functional knowledge across a range of learning areas and technical skills in chosen career tracks with advanced competencies in communication; scientific, critical and creative thinking; and the use of technologies. •
•
Have an understanding of right and wrong; one’s history and cultural heritage; and deep respect for self, others and their culture, and the environment. •
Draft PQF Articulation for Grades 10 & 12 as of July 15, 2013 Domain
Level 1
Level 2
Application
Apply foundational knowledge, skills, and values in academic and real-life situations through sound reasoning, informed decision-making, and the judicious use of resources.
Apply functional knowledge, technical skills and values in academic and reallife situations through sound reasoning, informed decision-making, and the judicious use of resources.
Degree of independence
Apply skills in limited situations with close
Apply skills in varied situations with
•
Regulatory Body: Department of Education (DEPED)
Six (6) Years One (1) Year
Technical Education Four (4) Years Junior HS + and Skills Two (2) Years Senior HS Development + TESD Specialization (NC I and NC II) + Arts & Sports
Baccalaureate, PostBaccalaureate, Post-Doctoral/ Specialization
The Imperative for K to 12
Streamline the curriculum to improve mastery of basic competencies Ensure seamlessness of primary, secondary, and postsecondary competencies
The Imperative for K to 12
Improve teaching through the use of enhanced pedagogies (e.g. spiral progression in Science & Math) and medium of instruction Expand job opportunities (by reducing jobs-skills mismatch) and provide better preparation for higher learning
The K to 12 program will produce holistically developed graduates with 21st century skills.
Information, Media and Technology Skills
Learning and Innovation Skills
Effective Communication Skills
Life and Career Skills
Technical Education and Skills Development
Regulatory Body: Technical Education and Skills Development Authority (TESDA)
Technical Education and Skills Development TESDA: 1. Established qualifications and national competency standards 2. Benchmarked with international standards 3. Set up the Philippine Qualifications Register 4. Included the quality assurance system and procedures applied to the authorization of the qualifications and the agencies mandated to issue the authorization
Higher Education
Regulatory Body: Commission on Higher Education (CHED)
Higher Education
My Community My School My Family
Myself Themes in Kindergarten
Six Developmental Domains: Character/values development; 2. Physical health and motor development; 3. Social and emotional development; 1.
4. Cognitive/intellectual development; 5. Creative/aesthetic development; and 6. Language literacy and communication.
1. Physical
Education & Health, and Music & Arts;
2.
Values Education and Social Studies;
3. Mathematics; 4. Science; and 5. Language.
KINDERGARTEN DOMAINS PHYSICAL HEALTH, WELL-BEING & MOTOR DEVELOPMENT CREATIVE AND AESTHETIC DEVELOPMENT SOCIAL-EMOTIONAL DEVELOPMENT CHARACTER AND VALUES DEVELOPMENT
COGNITIVE/ INTELLECTUAL DEVELOPMENT LANGUAGE
LEARNING AREAS PHYSICAL EDUCATION & HEALTH, MUSIC & ARTS
VALUES EDUCATION AND SOCIAL STUDIES MATHEMATICS SCIENCE
GRADE 1 CORE LEARNING AREAS PHYSICAL EDUCATION AND HEALTH MUSIC AND ARTS
EDUKASYONG PAGPAPAKATAO ARALING PANLIPUNAN MATHEMATICS ENGLISH, FILIPINO AND MOTHER
Medium of Instruction The kindergarten under K to 3 is adopting mother tongue-based multilingual education (MTB MLE). The mother tongue of the learners is the primary medium of instruction for teaching and learning.
Key Changes in the Elementary Curriculum 1. Medium of instruction
Learning areas 3. Assessment 2.
Comparison of the 2002 BEC and the K to 12
Bilingual (English and Filipino) National Achievement Test for Grade 6
Mother Tongue-Based Multilingual Education End-of-Grade 6 Assessment, as exit exam and as readiness test for Junior High School
Mother Tongue as Medium of Instruction G1
G2
G3
G4
G5
G6
Language Arts Filipino
Filipino
English
English
Mother Tongue Science
Mother Tongue Mother Tongue
English
Mathematics
Mother Tongue
English
Araling Panlipunan
Mother Tongue
Filipino
Edukasyong Pantahanan at Pangkabuhayan (EPP)
Filipino
MAPEH
Mother Tongue
Filipino
Edukasyon sa
Mother Tongue
Filipino
English
Comparison of the Learning Areas and Time Allotment of the 2002 BEC and the K to 12 Curriculum- Elementary Education Learning Areas
2002 BEC Curriculum (minutes per day)
K to 12 Education (minutes per day)
1. English
60-90
30-50
2. Filipino
60-70
30-50
3. Mother Tongue (Grades 1-3)
none
50
4. Mathematics
60-70
50
5. Science (Grades 3 to 6)
40-60
50
6. Araling Panlipunan
40+60
40
7. Edukasyon sa Pagpapakatao
20-30
30
8. Music, Arts, PE and Health (MAPEH)
40
40
9. Edukasyong Pantahanan at Pangkabuhayan/TLE (Grades 4 to 6)
40
40
Key Changes in Secondary Education
Structure Curriculum Assessment
K to 12 Secondary Education Structure Junior High School
Senior High School
K to 12 Curriculum Model Grades 11-12 New HS Years ear s 5-6 5 -6
• Core Languages, Literature, Communication, Math, Philosophy, Science, Social Sciences) + Tracks
TechnicalVocationalLivelihood Academic: HESS STEM BAM • • •
Grades 9-10 New HS Years 3-4
• Core Learning Areas plus elective Technology Technology and Livelihood Education
Sports and Arts
HESS HESS-- Human Humanite ites, s, Education, Social Sciences STEM STEM-- Scien Science ce,, Technology, echnology, Engr Eng r ng, Mathematics BAM- Business Business,, Acctg. Acctg.
Curriculum Cur riculum Dev Development
The curriculum shall be flexible enough to enable and allow schools to localize, indigenize and enhance the same based on their respectiv r espective e educational educational and social contexts. The production and development development of locally produced pr oduced teaching materials shall be encouraged and approval of these materials shall devolve to the regional re gional and division education units.
a) The curricul cur riculum um shall be learnercentered, inclusive inclusive and developmentally developmentally appropriate; b) The curricul cur riculum um shall be relevant, responsive and research-based; c) The curriculum shall be culturesensitive; d) The curricul cur riculum um shall be contextualized contextualized and global; g lobal;
e) The curric curricul ulum um sha shall ll us use peda pedago gogi gica call approaches approaches that are constructivist, inquiry-based, inquir y-based, reflective, collaborative collaborative and integrativ integr ative; e; f)
The The curri curric culum lum sha shall adhe adhere re to the the principles and framework of Mother Tongue-Based Multilingual Education (MTB-MLE) (MTB-MLE) …
g) The curric curricul ulum um shal shalll us use the the spira spirall progression approach to ensure mastery of knowledge and skills after each level…
Grades 4-6
Discipline-based Approach First Year – Integrated Science
Second Year - Biology Third Year – Chemistry Fourth Year – Physics
Spiral Progression Approach First Year – Bio, Chem, Physics, Earth Science Second Year -Bio, Chem, Physics, Earth Science Third Year – Bio, Chem, Physics, Earth Science Fourth Year – Bio, Chem, Physics, Earth
PEDAGOGICAL REQUIREMENTS
Use of mother tongue as a medium of instruction Choice of medium of instruction shall be based on the following: Child’s home language Teacher’s competence
• •
• • •
Availability of learning resources orthography pre-primer and primer learning materials big books and small books trade books other supplementary learning materials
Apply the bridging process (transitioning from L1 - L2 - L3 in the teaching of languages). Strategic planning of school principals, School mapping of languages, resources (learning materials, first language or MT speakers, business and industry sector) in the community.
Senior High School Curriculum Implementation Plan
Building Capacity for SHS
Teacher Education and Training To ensure that the enhanced basic education program meets the demand for quality teachers and school leaders, the DepEd and CHED, in collaboration with relevant partners in government, academe, industry, and nongovernmental organizations, shall conduct teacher education and training programs
In-service Training on Content and Pedagogy
Current DepEd teachers shall be re-trained to meet the content and performance standards of the new K to 12 curriculum.
Training of New Teachers
New graduates of the current Teacher Education curriculum shall undergo additional training, upon hiring, to upgrade their skills to the content standards of the new curriculum. Furthermore, CHED, in coordination with DepEd and relevant stakeholders, shall ensure that the Teacher Education curriculum offered in these Teacher Education Institutes (TEIs) will meet the necessary quality standards for new teachers.
(a) Graduates of science, mathematics, statistics, engineering, music and other degree courses with shortages in qualified Licensure Examination for Teachers (LET) applicants to teach in their specialized subjects in the elementary and secondary education
Conditions Set Provided , That : a) they pass the LET within five (5) years after their date of hiring: b) Provided, further, That if such graduates are willing to teach on part-time basis, the provisions of LET shall no longer be required;
◦
Hiring of Teachers
(b) Graduates of technical-vocational courses to teach in their specialized subjects in the secondary education:
Provided, That these graduates
◦
possess the necessary certification issued by TESDA: Provided, further, That they undergo
◦
appropriate in-service training to be administered by DepEd or higher education institutions (HEIs) at the
expense of DepEd;
Hiring of Faculty
(c) Faculty of HEIs be allowed to teach in their general education or subject specialties in the secondary education: Provided, That the faculty must be a holder of a relevant Bachelor’s degree, and must have satisfactorily served as a full-time HEI faculty;
Hiring
The DepEd and Private Education Institutions may hire practitioners, with expertise in the specialized learning areas offered by the Basic Education Curriculum, to teach in the Secondary Level: Provided, That they teach on part-time basis only.
Career Guidance and Counselling Advocacy
. To properly guide the students in choosing the career tracks that they intend to pursue, the DepEd, in coordination with DOLE, TESDA and CHED, shall regularly conduct career advocacy activities for secondary level students. Notwithstanding the provisions of Section 27 of Republic Act No. 9258, otherwise known as the Guidance and Counselling Act of 2004
Provided, That they undergo a training program to be developed or accredited by the DepEd.
Expansion of E-GASTPE Beneficiaries
The benefits accorded by Republic Act No. 8545, or the Expanded Government Assistance for Students and Teachers in the Private Education Act, shall be extended to qualified students enrolled under the enhanced basic education. The DepEd shall engage the services of private education institutions and nonDepEd schools offering senior high school through the programs under Republic Act No. 8545, and other financial arrangements formulated by DepEd and DBM based on the principles of public-private partnership.
Transitory Provision To manage the initial implementation of the enhanced basic education program and mitigate the expected multi-year low enrolment turnout for HEIs and Technical Vocational Institutions (TVIs) starting School Years 20162017, the DepEd shall engage in partnerships with HEIs and TVIs for the utilization of the latter’s human and physical resources.
Transitory Provision
Moreover, the DepEd, CHED, TESDA, TVIs and HEIs shall coordinate closely with one another to implement strategies that ensure the academic, physical, financial, and human resource capabilities of HEIs and TVIs to provide educational and training services for graduates of the enhanced basic education program to ensure that they are not adversely affected.
Transitory Period
The faculty of HEIs and TVIs allowed to teach students of secondary education shall be given priority in hiring for the duration of the transition period.
Final Touch
Elements of Greatness
Video developed by Profiles International, Inc.
