Special Curricular Program in Science Technology and Engineering (Ste)

DEPARTMENT OF EDUCATION

BUREAU OF SECONDARY EDUCATION

SPECIAL CURRICULAR PROGRAM IN SCIENCE, TECHNOLOGY & ENGINEERING (formerly ESEP)

PROGRAM DESCRIPTION AND OBJECTIVES The Special Curricular Program in Science, Technology and Engineering (formerly ESEP) envisions highly responsible, morally upright, globally competitive, and work-ready learners from schools offering relevant and innovative Science, Technology and Engineering education. Committed to this vision, the STE High Schools shall be the centers of excellence in Science, Technology and Engineering education in the schools divisions that shall develop the full potential of students along these areas. 3

PROGRAM DESCRIPTION AND OBJECTIVES

With the vision and mission in mind, the Program aims to widen access to quality secondary education with the view to develop learners with the interest and aptitude for careers in or for higher learning in Science, Technology and Engineering.

4

PROGRAM DESCRIPTION AND OBJECTIVES The STE Program is a special program which shall lay the foundation for a career and/or support to a career for learners with interest and aptitude in Science, Technology and Engineering. The Program consists of the following components: 1. 2. 3. 4.

Curriculum and Instruction; Learning Environment; Leadership and Governance; and Administration and Finance.


5

SPECIAL PROGRAM IN SCIENCE, TECHNOLOGY AND ENGINEERING (Formerly ESEP) Number of Implementing Schools by Region - SY 2014-2015

Region

Number of Implementing

Region

Schools

Number of Implementing Schools

I

13

IX

10

II

13

X

15

III

17

XI

9

IV-A

15

XII

8

IV-B

7

CARAGA

8

V

17

CAR

8

VI

18

NCR

18

VII

10

ARMM

2

VIII

12

Total

200


6

Accomplishments 2011

2012 Finalization of the Curriculum Framework and Standards for Environmental Science

Curriculum and

2013 Finalization of the Curriculum Framework and Standards for Biotechnology Conduct of the Expert Validation of the STE Curriculum

Instructional Materials Development

Conduct of the Workshop on the Development of Admission Tests Conduct of the Training of Science Teachers in Environmental Science

Conduct of the Training of Science Teachers in Biotechnology

Building

Annual Conference of School Heads of Implementing Schools

Annual Conference of School Heads of Implementing Schools

Monitoring and

Monitoring and Evaluation of Program Implementation

Annual Assessment of the Implementation of the STE Program

Provision of program support funds/subsidy to 198 implementing schools



Preparation of guidelines on the utilization of the program support fund



Capacity-

Evaluation

Provision of Support Fund

Development of Implementing Guidelines


7

Highlights of Implementation

Curriculum

The core subjects offered in the Secondary Education Curriculum (SEC) and under the K to 12 BEC were enhanced by additional subjects identified in the Revised Curriculum of the Engineering and Science Education Program (ESEP) of the S & T-Oriented High Schools. The subject offerings, time allotment and unit credits stipulated in DepED Order No. 41, S. 2004 and DepED Order no. 31, S. 2012 were strictly implemented. In many schools offering the Program, add-on subjects in Science and Mathematics were offered on top of the requirements of the core curriculum and the special curricular program in science and technology. DEPARTMENT OF EDUCATION

8


Instruction While it is clear as to the kind of self-directed learner the schools desire to produce under the Program, the strategies being employed is usually textbook-based and learning is reproductive. Many teachers still derive lessons from course syllabi and competency lists and not from the felt needs of the learners. However, it was observed that in many science classes problem-solving, inquiry or discovery approaches were being employed.


9


Instruction Supervision of learning is usually done through direct instructional assistance which is performed by department heads and supervisors. However, promising supervisory approaches were observed such as collaborative and selfdirected supervision in many schools implementing the program.


10


Capacity-Building Many schools conducted school-based trainings which merely echoed what were discussed at the national/regional trainings, thus leaving many teachers with inadequate knowledge about key concepts and approaches. Likewise, seldom were training conducted beyond the curriculum to include aspects like class management and assessment of learning outcomes.


11


Capacity-Building Similarly, there were unnoticed efforts to train school heads on managing for excellence including setting school context for curriculum reform, transforming the school into a learning community and assessing the quality of school outcomes. Instructional supervision, curriculum development and capacitybuilding were the foci of the functions of the Education Supervisors. However, it was observed that the supervisors were weak on progress monitoring which is a major term of reference for their position. DEPARTMENT OF EDUCATION

12


Physical

Facilities The schools have basic instructional spaces including classrooms, science laboratories, computer room and library. However, the laboratories which are in need of major repair and renovation do not comply with the minimum standards as required in the Physical Facilities Guidelines and do not incorporate multi-hazard mitigation measures. Likewise, most schools have the basic administrative and service spaces like an administrative office and guidance room except a medical/dental clinic.


13


Physical Facilities In many schools, classroom furniture is adequate to the ideal class size for the Special Science Classes. Likewise, other furniture like teacher tables and office furniture are available but there were very little provisions for the storage and display of supplies and materials including chemicals in the science laboratories.


14


Equipment The schools have instructional tools and devices which include science apparatuses and mathematics gadgets which are inadequate and improperly planned, selected and utilized. Likewise, other instructional devices such as audio-visual equipment and teaching aids are available but are not properly classified and stored.


15


Administration The Program is managed by a School Head who is rarely a degree holder in Science or Mathematics and delivered by teachers whose qualifications do not include a degree in his/her area of specialization. Likewise, most school heads are not assisted by a complete support staff consisting of by a bookkeeper, guidance counselor, librarian and school nurse.


16


Finance The schools implementing the Program receive on top of the Personal Services (PS) and regular Maintenance and Other Operating Expenses (MOOE), subsidy in the form of a nationwide lump-sum from DepED’s annual appropriations. Each school is granted an additional annual subsidy based on a fixed allocation and a variable allocation per student based on the average enrollment of the last four (4) years to augment their regular allocation for MOOE. In many cases, the subsidy is used for the purchase of equipment which is not included as an object of expenditure supported by the subsidy. DEPARTMENT OF EDUCATION

17

Draft Work Plan with Cost Parameters 2014 Activities

Quarter

Budget Estimate

Workshops on the Finalization of Admission Tests

1

P 515,600.00

2

P 670,000.00

2

P 670,000.00

2

P 1,275,000.00

3

P 670,000.00

Workshop on the Development and Finatization of the Curriculum Framework and Standards for Grade 7 Science Workshop on the Development and Finatization of the Curriculum Framework and Standards for Grade 8 Science Annual Conference of School Heads of the Science, Technology and Engineering Program (formerly ESEP) Implementing Schools Workshop on the Development and Finalization of the Curriculum Framework and Standards for Grade 9 Science DEPARTMENT OF EDUCATION

18

Draft Work Plan with Cost Parameters 2014 Activities

Quarter

Budget Estimate

3

P 670,000.00

3

P 670,000.00

Workshop on the Development and Finatization of the Curriculum Framework and Standards for Grade 10 Science Program Accreditation: Conduct of System Readiness Evaluation Annual Assessment of the Implementation of the Science, Technology and Engineering Program

4

P

1,539,000.00

(formerly ESEP) Workshops on the Development and Finalization of the Curriculum Framework and Standards for

4

P 670,000.00

4

P 670,000.00

Research I Workshops on the Development and Finalization of the Curriculum Framework and Standards for Research 11 DEPARTMENT OF EDUCATION

19

Implementation Arrangements

Program Institutionalization Phase 1 

Provision of program support fund to implementing schools (P53,870,000.00 allocation shall be directly released by DBM to the regions)



Conduct of curriculum and instructional workshops, annual

assessment

of program implementation and

annual conference of School Heads (P8,019,600.00 as Operational Funds shall be administered by the CO)


20

Draft Guidelines

Aspect

Major Modification

Developmental Support Fund

Fixed allocation of P130,000.00 Variable allocation of P140,000.00 Total allocation per school P270,000.00

Number of classes to be created Number of students per class

Two (2) classes per year level at 35 students per class but not to exceed 280 students

Number of implementing schools

From 198 to 200 implementing schools with the addition of two (2) schools in ARMM

Objects of Expenditures

Subscription expenses for print and non-print instructional materials in Science and Mathematics such as reference materials, professional books, and library and other reading materials shall not be allowed under the subsidy

21

Draft Guidelines

Aspect

Implementation arrangement on the release of allotment

Major Modifications Upon release of the regional allotment by the Department of Budget and Management (DBM), the Regional Offices shall issue the Sub-Allotment Release Orders (Sub-AROs) to the schools with financial autonomy, and through the Schools Division Offices for schools without fiscal autonomy. Upon receipt of the Sub-AROs, the Implementing Units (IUs) and the Division Offices shall request from the concerned DBM Regional Office the corresponding cash requirements or Notice of Cash Allocation (NCA).

22

Draft Guidelines Aspect

Major Modification

Implementation arrangement

Management and disbursement of the funds, subject to the usual government accounting and auditing rules and procedures shall be the responsibility of the School Heads of the implementing schools. On the other hand, the Division Offices shall conduct progress monitoring of the implementation of the different activities of the Program. The submission of physical accomplishments and fund utilization report (See Enclosure No. 3 for the template) by the school on the use of the 2014 developmental fund shall be submitted three (3) months after the receipt of the Sub-ARO to the Regional Offices , copy furnished the Budget DivisionFMS, OPS and the Bureau. Failure to submit said report shall render the school ineligible for subsequent fund releases, if any.

23

Special Curricular Program in Science Technology and Engineering (Ste)

Recommend Documents