Enhanced Basic Education Program ( K to 12 ) PARALUMAN R. GIRON, Ed. D K to 12 Curriculum Consultant
“ The realities of our
modern world require a different kind of Filipino. The FILIPINO must be a • lifelong learner •holistically developed •globally-oriented •locally grounded
“Ang bagong Pilipino – higit sa pagiging makatao, maka-Diyos, makabayan, at makakalikasan ay kailangang magtaglay ng kasanayan at pananaw na angkop sa 21st century.”
The Philippines must catch up with the rest of the world. World Economic Forum Global Competitiveness Report
In ASEAN:
Country and Overall Rank
4th in Quality
20 09
2 01 0
2 01 1
2 01 2
Singapore
3
3
2
2
Malaysia
24
26
21
25
BruneiDarussalam
32
28
28
28
Thailand
36
38
39
38
Indonesia
54
44
46
50
Philippines
87
85
75
65
Vietnam
75
59
65
75
Cambodia
110
109
97
85
*Laos, Myanmar, and Timor-Leste are not included in the survey.
of Education System
7th in Quality of Primary Education th
Last (8 )* in Quality of Science & Math Education and Capacity for Innovation
DepEd Budget Levels for 2009 - 2013 Year-on-year growth
% o fG D P
Source: NSCB and GAA, various years and Medium-Term Spending Plan 2012-2017 (April 14, 2012).
2012-2013: 24.8M Students 2013-2014: 25.8M Students
ENROLMENT 567,000+
TEACHING STAFF
67,471 NON-TEACHING
STAFF 46,385 SCHOOLS 2 1 5 DIVISIONS 1 7 REGIONS
40%
OF GOVERNMENT WORKFORCE
2 n d / H 4 S th Y e r a
49
G ra d e 6
67 0
25
50
75
100
32,127 Classrooms
34,953 Teachers
62.1M Textbooks
1.3M Seats *Outputs from June 2010 to January 2013
We are the only country in Asia and one of onl three countries in the world with a 10-year pre-university program. Country
Total Duration of B asic Education
Total Duration of PreUniversity Program
11/12 12 12
13/15 13 13
Brunei Cambodia Indonesia PDR Lao Malaysia Myanmar
in e s Singapore Thailand Timor-Leste Vietnam Source: SEAMEO Innotech 2011
12
14 11 11
14/15 12
10
10
10/11 12 12 12
12/14 12 12 14/15
The Enhanced Basic Education Program (K to 12)
- the most comprehensive basic education reform initiative since the establishment of the public school system in the country...
•
the curriculum to improve mastery of basic competencies
• Ensure of primary, secondary, and post-secondary competencies •
through the use of enhanced pedagogies (e.g. spiral progression in Science & Math) and medium of instruction
• Expand job opportunities (by ) and provide better preparation for higher learning
VISION Graduates of the K to 12 will be holistically developed Filipinos with 21st Century Skills • Sufficient mastery of basic competencies • Emotionally mature • Socially aware, pro-active, involved in public and civic affairs • Adequately prepared for the world of work, entrepreneurship or higher education • Legally employable • Globally competent and competitive
With K to 12, we will… Produce holistically developed Filipinos who have 21st century skills and are prepared for higher education, middle-level skills development, employment, and entrepreneurship
Some NCAE Data
High Aptitude for College, 9,066 Low , 0.72% Aptitude for College , 777,236 , 61.43%
Source: NETRC 2006
Moderate Aptitude for College , 478,909 , 37.85%
Aptitude for College SY 2007-2008
Low Aptitude for College , 726,665, 60%
High Aptitude for College 77,869 6%
Moderate Aptitude for College , 418,931 , 34%
21
Source: NETRC 2006
Low Aptitude for Tech-Voc programs, 1 24,780, 10%
High Moderate Aptitude for TechVoc programs,
Aptitude for TechVoc programs 711,526 54%
468,901, 3 6%
Low Aptitude for TechVoc programs
High Aptitude for TechVoc programs 19%
22% Moderate Aptitude for TechVoc programs 59%
Low Aptitude for Moderate Aptitude for Entrep programs , 544,00…
Entrep programs High , 3,849,… Aptitude for Entrep programs, 757,356, 5 8%
Aptitude for Entrepreneurship SY 2007-2008
Moderate Aptitude for Entrep programs 502,482 41%
Low Aptitude for Entrep programs, High 3,751, 0.3 Aptitude 1% for Entrep programs, 717,232, 5 8.62%
Aptitude for Entrepreneurship SY 2007-2008
Moderate Aptitude for Entrep programs 502,482 41%
Low Aptitude for Entrep programs, High 3,751, 0.3 Aptitude 1% for Entrep programs, 717,232, 5 8.62%
Key Changes in Secondary Education
• Structure • Curriculum • Assessment
K to 12 Secondary Education Structure Junior High School Grades 7 & 8 Core learning areas & TLE Exploratory Course
Grades 9 & 10 Core learning areas plus TLE of the learner’s
choice
Senior High School Grades 11& 12 Science, Mathema tics, Languages, L ogic Contemporary Issues and Career Pathways Specialization
K to 12 Update
The Senior High School Curriculum
TLE Courses • TR-based • Entrep-based
TLE Courses
TRbased
• Common competencies
Entrepbased
• Common competencies + Entrepreneurial concepts
Latest Agreement • Entrepreneurship to be pushed up to Grade 9 • To be integrated in all specializations in Grades 9 and 10
Senior High School
Grade 11
Grade 12
English , Filipino Literature , So c
ACADEMIC ( Science,
Science , Math Nat Science , Philosophy , Media Information Literacy
Technology, Eng’g, Math ( Humanities, Education, Social Sciences) ( Business, Acct, Management) TEC-VOC LIVELIHOOD SPORTS and ARTS
Grade11 LearningArea
Language
Subject
English Filipino
Grade12
1st Sem 2nd Sem 54 54
1st Sem
54
2nd Sem
Total
108
54
108
21st Century Regional Lit.
54
54
21st Century World Literature
54
54
Media & Information Literacy
54
Literature m u l u c rir Communicatio u Cn e r o Mathematics C
Mathematics
Philosophy
Philosophy of the Human Person
Natural
Life/Physical
Sciences
Sciences
54
54
108 54
54(54) 54(54)
54
(216)
•
Proposed Senior High School CurriculumAcademic Track)
Grade11 LearningArea
Language
Literature m lu u Communicat ic rr ion u C Mathematics e r o C
Subject
2nd Sem
1st Sem
Total
2nd Sem
English
54
54
108
Filipino
54
54
108
Regional Lit. Contemporary Literature
54
Media & Information Literacy Mathematics
Philosophy
Introduction to the Philosophy of the Human Person
Natural Sciences
Life/Physical Sciences
Social Sciences
Contemporary Issues
TRACKS
1st Sem
Grade12
STRANDS
54
108
54 54
54
108 54
54
54 (54)
54 (54)
(216)
54
54
108
108
108
270
270
756
Core Subjects
English
Filipino
• Oral Communication in context • Reading and Writing Skills
• Talastasang Filipino sa Lipunang Filipino • Pagbasa, Pagsulat at Pananaliksik sa Wika at Kulturang Filipino
Core Subjects
Literature
• 21st Century Philippine Literature from the Regions • 21st Century Literatures of the World
Philosophy
• Introduction to the Philosophy of the Human Person
Core Subjects
Social Sciences
• Personality Development • Understanding Society and Culture
Media and Information Literacy
• Not an IT subject
Core Subjects Mathematics
• Math I – General Math • Math II- Statistics and Probability
Natural Sciences- for BAM andHESS
• Nat Sci I –Fundamentals of the Physical Sciences • Nat Sci II –Fundamentals of Biology and Earth Science
• STEM deviates from the Core Subjects for Math and Natural Sciences
Core Math for STEM Mathematics
Natural Sciences- for BAM and HESS
• Pre-Calculus, Gr 111st sem, • Pre-Calculus , Gr 11, 2nd sem • Basic Calculus - Grade 12, ist sem
•General Biology 1 and 2 •General Chemistry 1 and 2 •General Physics I and II •*with lab and lec)
Core Math /Nat Sc for STEM Mathematics
Natural Sciences-
• Pre-Calculus, 1st sem • Pre-Calculus , 2nd sem • Basic Calculus - Grade 12
•General Biology 1 and 2 •General Chemistry 1 and 2 •General Physics I and II
Core Math /Nat Sc for STEM • PreCalculus, 1st sem Mathematics • Pre-Calculus , 2nd sem • Basic Calculus Grade 12
Core Nat Sc for STEM •General Biology 1 and 2
Natural Sciences-
•General Chemistry 1 and 2 •General Physics I and II
Specialization Courses for BAM
1. Accounting
• Acctg Appreciation and Acctg for a Service Concern • Acctg for a Merchandising Concern • Mgmt Uses of Financial Statement s • Integrated Basic Acctg with Applications
Specialization Courses for BAM Basic concepts, principles and processes related to the organization and
2. Organization and Mgt
management of business. Emphasis on management functions.
Specialization Courses for BAM • Acctg Appreciation and Acctg for a service Concern
3. Business Finance
• Acctg for a Merchandising Concern • Mgt Uses of Financial Statement s • Integrated Basic Acctg with Applications
Specialization Courses for BAM concepts, analysis 4. Principles Marketing of the market, marketing mix, international of market, ethical and social issues affecting the
Marketing 5. Applied Economics
marketing environment.
Basic principles of economics demand and supply Study of aggregate data affecting income, employment, consumption , production, business operation and price level of Philippine economy
Public-Private Partnership Schemes for SHS Education Service Contacting (ESC) •
Expansion of current ESC Program under GASTPE to Senior High School students or a modification for SHS students
Voucher System (Tiered) •
•
Vouchers made available to students from low income families and will be tiered according to means-testing. Modification of Universal Voucher System, currently the EVS Program
Concessions •
Government gives concession to private to consortium build, finance and maintain school buildings over long time frame. (BuildOperateTransfer)
Expanding the Teacher Pool Science/math/statistics/engineering/music graduates & other degrees with shortages in qualified LET applicants – must pass LET within 5yrs of hiring to become full-time teachers
Graduates of tech-voc courses – TESDA certification holder, must undergo INSET Full-time HEI faculty members Practitioners as part-time teachers
Enhanced Basic Education Act of 2013 (K12
Law)
AN ACT ENHANCING THE PHILIPPINE BASIC EDUCATION SYSTEM BY STRENGTHENING ITS CURRICULUM AND INCREASING THE NUMBER OF YEARS FOR BASIC EDUCATION, APPROPRIATING FUNDS THEREFOR AND FOR OTHER PURPOSES
Declaration of Policy
Declaration of Policy … The State shall: • Give every student an opportunity to receive quality education that is globally competitive based on a pedagogically sound curriculum that is at par with international standards; • Broaden the goals of high school education for: a) college preparation b) vocational and technical career opportunities as well as c) creative arts, sports and d) entrepreneurial employment in a rapidly changing and increasingly globalized environment
Enhanced Basic Education • Basic education shall be delivered in languages understood by the learners as the language plays a strategic role in shaping the formative years of learners. • For kindergarten and the first threeteaching years of elementary education, instruction, materials, and assessment shall be in the regional or native language of the learners. The DepEd shall formulate a mother language transition program from Grade 4 to Grade 6 so that Filipino and English shall be gradually introduced as languages of instruction until such time when these two (2) languages can become the primary languages on instruction at the secondary level.
• . – The DepEd shall formulate the design and details of the enhanced basic education curriculum. It shall work with the Commission on Higher Education (CHED) to craft harmonized basic and tertiary curricula for the global competitiveness of Filipino graduates. To ensure college readiness and to avoid remedial and duplication of basic education subjects, the D epEd shall coordinate with the CHED and the Technical Education and Skills Development Authority (TESDA)
Curriculum Development • The DepEd shall adhere to the following standards and principles in developing the enhanced basic education curriculum: • The curriculum shall be learnercentered, inclusive and developmentally • appropriate; The curriculum shall be relevant, responsive and research-based; • The curriculum shall be culture-sensitive; • The curriculum shall be contextualized and global; • The curriculum shall use pedagogical approaches that are constructivist, inquirybased, reflective, collaborative and integrative;
Curriculum Development • The curriculum shall adhere to the principles and framework of Mother Tongue-Based Multilingual Education (MTB-MLE) which starts from where the learners are and from what they already knew proceeding from the known to the unknown; instructional materials and capable teachers to implement the MTBMLE curriculum shall be available; • The curriculum shall use the to ensure mastery of knowledge and skills after each level; and
Grade s 710 Grade s 4-6 Grades 1-3 K– Algebra, Geometry , Statistic s and Probabilit y
Discipline-based Approach Trigonometry , Fundament als of Statistics
Geome try
Intermed iate Algebra
Elem Algeb ra
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
Curriculum Development • The curriculum shall be flexible enough to enable and allow schools to localize, indigenize and enhance the same based on their respective educational and social contexts. The production and development of locally produced teaching materials shall be encouraged and approval of these materials shall devolve to the regional and division education units.
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, a nd non-governme ntal organizations, shall conduct teacher education and training
In-service Training on Content and Pedagogy • Current DepEd teachers shall be re-trained to meet the content and performanc e 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 re levant sta keholders, 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, engineerin g, 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 •
• . 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 career advocacy secondaryconduct level students. Notwithstaactivities nding the for 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.
•
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 non-DepEd 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 2016-2017, 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 •
www.gov.ph/k-12
[email protected]
Thanks for listening. Mabuhay ang K to 12 !
