Department of Education K-12 Basic Education Program

Paraluman R. Giron, Ed. D

Chair-TWG K to10 - PNU

CURRENT SITUTATION WHERE ARE WE NOW?

vChronic underachievement of students vInsufficient mastery of basic competencies due to congested curriculum vHigh school graduates (<16 year-old graduates lack basic competencies and maturity) vOther countries view the 10 year education cycle as insufficient vThe Philippines is the only remaining country in Asia with a 10 year basic education program

K - 12 Basic Education Program

Historical Background K + 12 is studies 1925 need to lack of not NEW have been made since be more competitive political will

1925 - Monroe Survey 1949 - UNESCO Mission Survey 1953 - Education Act 1960 - Swanson Survey 1970 Presidential Commission to Survey Philippine Education (PCSPE)

1976-

Survey of Outcomes of Elementary Education (SOUTELE) 1990 - Philippine Education For All (EFA) 2015 National Action Plan 1991 - Congressional Commission on Education (EDCOM) Report 2000 - Presidential Commission on Educational Reforms 2008 - Presidential Task Force on Education

OVERALL GOAL

FUNCTIONAL LITERACY FOR ALL FILIPINOS

DepEds VISION

TE AND GOD-LOVING FILIPINOS WHO HELP

VISION
grounded on human development achieved through an enhanced curriculum with socio-economic relevance

DepEds MISSION

ELONG LEARNING AND SELF-ACTULIZATI

SUB-GOALS

on based on an enhanced and deconge

SUB-GOALS

ption that high school education is just

Rather, it should allow one to take advantage of opportunities for gainful career or employment and/or selfemployment in a rapidly changing and increasing globalized environment.

RATIONALE
1.Enhancing the quality of basic education in the Philippines is ur gent and critical 2. 3.T he poor quality of basic education is r eflected in the low achievement scor es of

3. Inter national tests results like 2003 TIMSS (Trends in Inter national Mathematics and Science Study) rank the Philippines 34% out of 38 countries in HS II math and 43% out of 46 countries in HS II Science; for grade 4, the Philippines ranked 23 rd out 25 par ticipating countries in both Math and Science. In 2008, even with only the science high schools par ticipating in the Advanced mathematics cate gor y,

Table 1 Philippine Average TIMSS Scores

Scores

2003 Results
Grade IV Science 332

Internation Rank al Average 489 495 473 466 23 23 43 34 10

Participati ng Countries 25 25 46 38 10

Mathematic 358 s HS II Science 377 Mathematic 378 s

2008Results

Advanced 355 500 Mathematic Source: TIMSS, 2003 and 2008 s

4. The congested curriculum partly explains the present state of education 5. This quality of education is reflected in the inadequate preparation of high school graduates for the world of work or entrepreneurship or higher education 6. Further, most graduates are too young to enter the labor force. 7. The current system also reinforces the misperception that basic education is just

8. Our graduates are not automatically recognized as professionals abroad. Table 3 Comparative Data on the Pre- University Education in Asia Country Basic Education Cycle Total Brunei 12 Cambodia 12 Indonesia 12 Lao PDR 12 Malaysia 12 Myanmar 11 Philippines 10 Singapore 11 Thailand 12 Timor-Leste 12 Vietnam 12 Mongolia recently added grades to make basic education 12 years.

Aptitude for College SY 2006-2007

General Scholastic Aptitude

Source: NETRC 2006

Aptitude for College SY 2007-2008

General Scholastic Aptitude

Source: NETRC 2006
18

Aptitude for Tech-Voc SY 2006-2007

Aptitude for Tech-Voc SY 2007-2008

Aptitude for Entrepreneurship SY 2006-2007

Aptitude for Entrepreneurship SY 2007-2008

Unemployed VS. Available Skilled Jobs

Source: NSO, 2009 & 2010

972,458
887,678

650,000 ++ Available Skills Based Jobs

405,707 192,014 15,485
14,135

972,458 Unemployed HS Grad

681,340 607,012
621,940 554,092

222,984
203,544

370,337

175,274

m e l E a g r e d n U d

S H

e t a

g e l o C a g r e d n U

e d a r G o N t e l p m o C

g e l o C e t u d a r G

e t u d a r G

u d a r G S H

a g r e d n U

Job-Skills Mismatch
WHITE COLLAR VS. BLUE COLLAR JOBS
EXECS MANAGERS TECHNICIANS

COLLEGE STUDENTS

SKILLED WORKERS

TECH-VOC STUDENTS

24

Typical Progression of a C ohort of Pupils

(bas ed on cohort of Gra de I pupils from SY-119 95 99 6 to C ollege Gra dua tes SY 200 8 ) -2 009 Public a nd Private

100 74

PHILIPPINES

66 65 46 20 16

Grade 1

Grade 4

Elem HS New HS Graduates ollege New College C Graduates Entrants Entrants Graduates

9. Mor e impor tantly, the shor t basic education pr ogram af fects the human development of the Filipino children. 10. Cognizant of this ur gent and critical concer n and in line with the priorities of the Aquino Administration, the Depar tment of Education is taking bold steps to enhanced the basic education cur riculum.

11. K-12 means Kinder gar ten and the 12 year s of elementar y and secondar y education.

BENEFITS OF ENHANCED BASIC EDUCATION PROGRAM 1.T he Enhanced K-12 Basic

Education Pr og r am will be instr umental in achieving the nations vision of high school g r aduates. T he benefits of the K-12 pr oposal far outweigh the additional costs that

To Individuals and Families

2.An enhanced curriculum will decongest academic workload.

3. Graduates will possess competencies and skills relevant to the job market. 2. 4. Graduates will be prepared for higher education. 5.Graduates could now be recognized abroad.

For the Society and the Economy 6. T he economy will experience acceler ated g r owth in the long r un. 7.T he Philippine education system will be at par with inter national standar ds. 8. A better educated society pr ovides a sound foundation for long-ter m socio-economic

WHY ADD TWO YEARS?

vDecongest and enhance the basic education curriculum vBetter quality education for all

K-12 Basic Education Program

We need to add two years to our basic education. Those who can afford pay up to fourteen years of schooling before university. Thus, their children are getting into the best universities and the best job after graduation. I want at least 12 years for our public school children to give them an even chance at succeeding.

President Benigno S. Aquino III

BasicEducationProgram

K-12 2 years Senior HS 4 years Junior HS 6 years Elementary Kindergarten

K+6+4+2

BasicEducationProgram

K-12

Batang K-12, HandasaTrabaho o Kolehiyo, HandasaMundo

What will each graduate get?

Grade VI Junior HS Senior HS

What is the proposed K12 curriculum

PHILOSOPHICAL and LEGAL BASES

. The 1987 Phil. Constitution . B.P. 232, Education Act of 1982 . R.A. 9155, Governance of Basic Education Act of 2001 . The 4 pillars of education ( UNESCO ) . The vision- mission statements of DepEd . The EDCOM Report of 1991 . Basic Education Sector Reform Agenda (BESRA)

NATURE OF THE LEARNER

. Has a body and spirit, intellect, free will, emotions, multiple intelligences, learning styles . Constructor of knowledge and active maker of meaning not a passive recipient of information

NEEDS OF NATIONAL and GLOBAL COMMUNITY

. Poverty reduction and human development . Strengthening the moral fiber of the Filipino people . Development of a strong sense of nationalism . Development of productive citizens who contribute to the building of a progressive, just and humane society . Ensuring environmental sustainability . Global partnership for development

NEEDS OF THE LEARNER

. Life skills . Self-actualization . Preparation for the world of the work, entrepreneurship, higher education

CURRICULUM SUPPORT SYSTEM

FAMILY SUPPORT INTERNAL AND EXTERNAL STAKEHOLDERS SUPPORT

SOCIETAL SUPPORT Public-Private Partnership Media,GO,NGO

INSTRUCTIONAL SUPPORT Teachers CPD , Textbooks and other IMs

ADMINISTRATIVE SUPPORT CO, RO, DO School

PHILOSOPHICAL and LEGAL BASES

. The 1987 Phil. Constitution . B.P. 232, Education Act of 1982 . R.A. 9155, Governance of Basic Education Act of 2001 . The 4 pillars of education ( UNESCO ) . The vision- mission statements of DepEd . The EDCOM Report of 1991 . Basic Education Sector Reform Agenda (BESRA)

NATURE OF THE LEARNER

. Has a body and spirit, intellect, free will, emotions, multiple intelligences, learning styles . Constructor of knowledge and active maker of meaning not a passive recipient of information

NEEDS OF NATIONAL and GLOBAL COMMUNITY

. Poverty reduction and human development . Strengthening the moral fiber of the Filipino people . Development of a strong sense of nationalism . Development of productive citizens who contribute to the building of a progressive, just and humane society . Ensuring environmental sustainability . Global partnership for development

NEEDS OF THE LEARNER

. Life skills . Self-actualization . Preparation for the world of the work, entrepreneurship, higher education

ONTEXT

PHILOSOPHICAL and LEGAL BASIS

The 1987 Phil. Constitution B.P. 232, Education Act of 1982 R.A. 9155, Philippine Governance Act The 4 pillars of education (UNESCO) The vision-mission statement of DepED The EDCOM Report of 1991 BESRA

 ONTEXT

NATURE OF THE LEARNER

Has a body and spirit, intellect, free will, emotions, multiple intelligences, learning styles, culture. Constructor of knowledge and active maker of meaning not a passive recipient of information NEEDS OF THE LEARNER Life skills Self-actualization Preparation for the world of work, entrepreneurship, higher education

ONTEXT

NEEDS OF NATIONAL and GLOBAL COMMUNITY

Poverty reduction and human development Strengthening the moral fiber of the Filipino people Development of a strong sense of nationalism Development of productive citizen who contributes to the building of a progressive, just and humane society Ensuring environment sustainability Global partnership for development

PHILOSOPHICAL and LEGAL BASES

. The 1987 Phil. Constitution . B.P. 232, Education Act of 1982 . R.A. 9155, Governance of Basic Education Act of 2001 . The 4 pillars of education ( UNESCO ) . The vision- mission statements of DepEd . The EDCOM Report of 1991 . Basic Education Sector Reform Agenda (BESRA)

NATURE OF THE LEARNER

. Has a body and spirit, intellect, free will, emotions, multiple intelligences, learning styles . Constructor of knowledge and active maker of meaning not a passive recipient of information

NEEDS OF NATIONAL and GLOBAL COMMUNITY

. Poverty reduction and human development . Strengthening the moral fiber of the Filipino people . Development of a strong sense of nationalism . Development of productive citizens who contribute to the building of a progressive, just and humane society . Ensuring environmental sustainability . Global partnership for development

NEEDS OF THE LEARNER

. Life skills . Self-actualization . Preparation for the world of the work, entrepreneurship, higher education

CURRICULUM SUPPORT SYSTEM

FAMILY SUPPORT INTERNAL AND EXTERNAL STAKEHOLDERS SUPPORT

SOCIETAL SUPPORT Public-Private Partnership Media,GO,NGO

INSTRUCTIONAL SUPPORT Teachers CPD , Textbooks and other IMs

ADMINISTRATIVE SUPPORT CO, RO, DO School

CURRICULUM SUPPORT SYSTEM

FAMILY SUPPORT INTERNAL AND EXTERNAL STAKEHOLDERS SUPPORT

SOCIETAL SUPPORT Public-Private Partnership Media,GO,NGO

INSTRUCTIONAL SUPPORT Teachers CPD , Textbooks and other IMs

ADMINISTRATIVE SUPPORT CO, RO, DO School

FUNCTIONALLY LITERATE and HOLISTICA FILIPINO

SOCIETY SUPPORT Public-Private Partnership Media GO, NGOs

ADMINISTRATIVE SUPPORT CO, RO, DO, School

Creativity& Innovation Ethical, Moral, Spiritual Values Life & Career Creativity& Competencies Development of Self & Sense of Community National & Competencies Development of Self & Sense of Community National & Global Orientedness Communications &Literacies Critical thinking & Problem Solving Problem Solving

CURRICULUM SUPPORT SYSTEM

FAMILY SUPPORT ND EXTERNAL STAKESHOLDERS SUPPORT

RUCTIONAL SUPPORT Teachers CPD Textbooks and other I M s

BEI N BE C G AND A W OM ING H PER O LE SON

, E , TLE and KNOWLEDGE C d ES , EN an UNDERSTADING TI ES CISKILLS I ESSENTIAL TS AN AG S S AND ATTITUDE AR UM GU ND A H AN VALUES H L AT M

ES IES IVITI TIVIT . ACT . AC URR URR CO-C COMM T CO-C COMM T AND LVEMEN AND LVEMEN INVO RAM INVO GRAM G PR O PR O

MONITORING and EVALUATION SYSTEM

Creativity& Innovation Ethical, Creativity& Innovation Ethical, Moral, Spiritual Values Life & Career Moral, Spiritual Values Life & Career Competencies Development of Self & Competencies Development of Self & Sense of Community National & Sense of Community National & Global Orientedness and GlobalRTS and A Orientedness A RTS Communications &Literacies Critical CommunicationsES, ITI &Literacies ITIES, LE, Critical E, HUMAN HUMAN thinking & Problem Solving thinking & Problem S, TL GE Solving E AGES, T NC LANGUA ENCE LANGU ND SCIE ND SCI MATH A MATH A

CO AN -C U RR IN D VO CO . LV MMA CT EM IV IT I EN ES TP RO BEING AND GR BECOMING AM A WHOLE

PERSON

KNOWLEDGE and UNDERSTADING ESSENTIAL SKILLS ATTITUDES AND VALUES

FUNCTIONALLY LITERATE and HOLISTICA FILIPINO

SOCIETY SUPPORT Public-Private Partnership Media GO, NGOs

FAMILY SUPPORT D EXTERNAL STAKESHOLDERS SUPPORT

CTIONAL SUPPORT Teachers CPD Textbooks and other I M s

MONITORING and EVALUATION SYSTEM

CURRICULUM SUPPORT SYSTEM

ARTS and HUMANITIES, LANGUAGES, TLE, BEI N BE C G AND MATH ANDOSCIENCE M

AW I HO L NG PER SON E

KNOWLEDGE and UNDERSTADING ESSENTIAL SKILLS ATTITUDES AND VALUES

CO CO Creativity& Innovation Ethical,-Moral, Spiritual Values Life & Career Creativity& Innovation Ethical, C CO CU CO -Moral, Spiritual Values Life & Career U Competencies Development of Self Sense M RR M M &RR . of Community National Communications &Literacies Critical & Global OrientednessPR Communications &Literacies Critical & Global OrientednessPR . thinking & Problem SolvingO O M GR NV ACT GR IINV ACT A A M OLV V M OLV IIVIIT EMT E EM ,,IIE S E EN S AN NT AND T D

ADMINISTRATIVE SUPPORT CO, RO, DO, School

TS & R H . ,A AT R S M R E , U AG IES - C GU NIT CO N A , LA UM LE IES H C I,T V IT S CTI A

&

Guiding Principles and Features of K-12 Curriculum

Outcomes Standards competency

based

Comprehensive Systematic M&E System Learnercentered

K-12 CURRICULU M
Balancedassessment Constructivist

Seamless
Developmentally appropriate

Decongested and enriched

Value-laden

Lean but meaty Inclusive Integrative Flexible

K-12 CURRICULU M
Inquiry-based

INCLUSION OF IVITIES AND COMMUNITY INV

CORE CONTENT
1.COMMUNICATION AND LITERACIES 2. CRITICAL THINKING AND PROBLEM SOLVING 3. CREATIVITY AND INNOVATION 4. ETHICAL, MORAL and SPIRITUAL VALUES

CORE CONTENT
5. LIFE and CAREER COMPETENCIES 6. DEVELOPMENT OF SELF AND SENSE OF COMMUNITY 7. NATIONAL and GLOBAL ORIENTEDNESS

LEARNING DOMAINS

WLEDGE and UNDERSTANDING

ESSENTIAL SKILLS ATTITUDES AND VALUES

PEDAGOGICAL APPROACHES

CONSTRUCTIVIST INQUIRY-BASED INTEGRATIVE COLLABORATIVE REFLECTIVE

ASSESSMENT
ASSESSMENT as LEARNING ASSESSMENTforLEARNING ASSESSMENTofLEARNING

OF TRADITIONAL and AUTHENTIC AS

MONITORING and EVALUATION SYSTEM

VALID MONITORING and EVALUATION SYST

THE K-12 PHILIPPINE BASIC

PROPOSED ROADMAP FOR THE K-12 PHILIPPINE BASIC EDUCATION PROGRAM

COMMUNICATION & LITERACIES CRITICAL THINKING & PROBLEM SOLVING CREATIVITY & INNOVATION

Grade Level
Curriculum Program

10 11 12

LEARNER Core
Learning Area

Learning Domains
Values Education Physical health & Eng Fil motor devt Social & emotional Math devt Cognitive devt Creative Arts Language & Readiness for Reading & Writing Sibika at Language, Literacy Kultura & Communication

General Academic Program

English Filipino Mathematics Science & Health Heograpiya, Kasaysayan at Sibika MAPEH EPP EdukasyongPagpapakat ao English Science Mathematics Filipino MAPEH Social Studies Values Education TLE Aptitude
Exploratory stage test of career Special Program in: paths/choices -Arts

Science & Health

MAPEH

Adv English Adv Science Adv Math Adv Filipino Contemporar y Issues (includes work, ethic, business ethics, etc.)

EMPLOYMENT

ENTREPRENEURSHIP

Specialization
NONE NONE NONE

MIDDLE LEVEL SKILLS DEVELOPEMENT

Key Stage Outcomes

Development of knowledge, skills, attitudes and values; mastery & application of basic skill

Development & mastery of complex knowledge & skills; devt of attitude & values

-Sports -Journalism -Engineering Science Education Program (ESEP) -Mother Tongue & foreign Languages -Technical-Vocational education HIGHER - Agriculture/Fisheries - Arts & Trades Consolidation of complex knowledge & skills; devt of attitude & values as a result of a strong liberal education. Consolidation of knowledge & skills;Adequate development of attitudes, values, preparation for the world of work, aptitudes & interest entrepreneurship, middle level skills devt & higher education

EDUCATIO

ETHICAL, MORAL, SPIRITUAL VALUES LIFE & CAREER COMPETENCIES DEVELOPMENT OF SELF & SENSE OF COMMUNITY NATIONAL & GLOBAL ORIENTEDNESS

Grade Level K
Curriculum Program

10

11 12

General Academic Program

Learning Domains

Core Learning Area

Values Education Physical health & motor Eng devt Fil Social & emotional devt Cognitive devt Math Creative Arts Language & Readiness for Reading & Writing Language, Literacy & Communication

Sibika at Kultura MAPEH

English Filipino Mathematics Science & Health Science &Heograpiya, Kasaysayan at Sibika Health MAPEH EPP EdukasyongPagpapakatao

English Science Mathematics Filipino MAPEH Social Studies Values Education TLE
Exploratory stage of Special career paths/choices Program in:

Adv English Adv Science Adv Math Adv Filipino Contemporary Issues (includes work, ethic, business ethics, etc.) Aptitude test

Specialization
NONE NONE NONE

Key Stage Outcomes

Development of knowledge, skills, attitudes and values; mastery & application of basic skill

Development & mastery of complex knowledge & skills; devt of attitude & values

-Arts -Sports -Journalism -Engineering Science Education Program (ESEP) -Mother Tongue & foreign Languages -Technical-Vocational education - Agriculture/Fisheries - Arts & Trades Consolidation of complex knowledge & skills; devt of attitude & values as a result of a strong liberal education. Adequate preparation for the world of work, Consolidation of knowledge & skills; entrepreneurship, middle level skills development of attitudes, values, aptitudes & devt & higher education

interest

Grade K Level

10 11 12

Curr. Progr am

General Academic Program

Grade Level K

Core Lear ning Area

Learning Domains Values Education Physical health & motor devt Social & emotional devt Cognitive devt Creative Arts Language & Readiness for Reading & Writing Language, Literacy & Communication

MT English Filipino Math

Science & Health

Sibika at Kultura MAPEH

Grade Level

Core Lear ning Area

MT English Filipino Mathematics Science & Health Heograpiya, Kasaysayan at Sibika MAPEH EPP (TLE) EdukasyongPagpapakatao

Grade Level

Core Lear ning Area

MT English Science Mathematics Filipino MAPEH Social Studies Values Education TLE

Grade Level

10

Core Lear ning Area

English Science Mathematics Filipino MAPEH Social Studies Values Education TLE

Grade Level

11

12

Core Lear ning Area

English Science Math Filipino Contemporary Issues (includes work ethic, business ethics, etc.)

Grade Level

10

11

12

Specialization

Exploratory stage of career paths/ choices

Special Program in: -Arts -Sports -Journalism -Engineering Science Education Program (ESEP) -Mother Tongue & foreign Languages -Technical-Vocational education - Agriculture/Fisheries - Arts & Trades

Alignment of curriculum to the business and industry needs (Key Employment Drivers for 2011-2020)
DOLE Project Job Fit 2020 vision

Industry Prospects
Growth of Philippine economy will be driven by: 1.High-value foreign direct investment (FDI) led agribusiness 2.Infrastructure (roads and highways, logistics, physical infrastructure projects 3.Tourism (diving edge) 4.Medical Tourism 5.Retirement Estates (Subic, NCR, and cities of Tagaytay, Cebu, and

Industry Prospects
6. BPOs (35% annual growth, $13 billion in revenues in 2010) 7. Investment in ICT 8. Real estate (BPOs investing in office space, growth in domestic and international tourism0; 9. Shipbuilding (exports of ships to the US, Mexico, and Norway); and 10. Long term demand for OFWs

Key Employme nt Generator s (KEG)

1. Agribusiness 2. Cyberservices 3. Health and Wellness 4. Hotel, Restaurant and Tourism 5. Mining 6. construction 7. Banking and finance 8. Manufacturing 9. Ownership Dwellings and Real Estate 10. Transport and Logistics 11. Wholesale and Retail Trade 12. Overseas Employment

Emerging Industries R e n e w a b l E n e rg y e Po w e r a n d U ti i e s l ti D i rsi e d Fa rm i g a n d ve fi n Fi i g sh n C re a ti I d u stri s ve n e

Grade Level

Key Stage Outcomes

Development of knowledge, skills, attitudes and values; mastery & application of basic skill

Grade Level

Key Stage Outcomes

Development & mastery of complex knowledge & skills; devt of attitude & values

Grade Level

10

Key Stage Outcomes

Consolidation of knowledge, strategies, and skills; development of attitudes, values, aptitudes & interests

Grade Level

11

12

Key Stage Outcomes

Consolidation of complex knowledge & skills; devt of attitude & values as a result of a strong liberal education. Adequate preparation for the world of work, entrepreneurship, middle level skills devt & higher education

& LITERACIES

CRITICAL THINKING & PROBLEM SOLVING

1 2 3 4 5 6 7 8 9 10 11 12

CREATIVITY & INNO

Grade Level K

E LEARNER Curriculum
Program

EMPLOYMENT

Core Learning Areas Specialization

ENTREPRENEURSHIP
MIDDLE LEVEL SKILLS DEVELOPEMENT HIGHER EDUCATION

Key Stage Outcomes

ETHICAL, MORAL, SPIRITUAL VALUES LIFE & CAREER COMPETENCIES OPMENT OF SELF & SENSE OF COMMUNITY NATIONAL & GLOBAL ORIENTEDNES

Current Curricular Innovations included in the K-12 BEP

1. Thematic Approach in Kindergarten

Domains: Values Education, Physical Health and Motor Development, Social and Emotional Development, Cognitive Development, Creative Arts, Language and Readiness for Reading and Writing & Language, Literacy and Communication Themes: Myself, My Family, My School, My Community & More things Around Us

2. Mother tongue-Based Multilingual Education

Mother tongue taught as learning area and used as language of instruction from Kindergarten to Grade 3 Bridging or transition to Filipino and English as language of instruction introduced in Grade 3

3. Madrasah Curriculum: ALIVE Curriculum for Muslim learners ALIVE- Arabic language and Islamic values education as subjects to be taught in the elementary and secondary levels

4. Strengthened TechnicalVocational Education Competency-based curriculum Specialization of technical skills in Grades 11 & 12 Certification of competency level will be given to students in

HS

Languag Math Science Makabaya Filipino English and e n Other Grade VI Arts Languag Math Science Makabaya Filipino Foreign English Languages e n Grade V Arts Languag Math Science Makabaya Filipino English e n Grade IV Arts Languag Math Science Makabaya Filipino English e Math Science n Makabaya Filipino English n Grade III Arts Tongue Language, Reading, Writing, Math Sibika, Mother Filipino English (M.T.) Science Filipino LSRW LSRW Oral English Grade II Mother Tongue Language, Reading, Writing, Math Sibika, Filipino Science LSRW Grade I Mother Tongue Language, Reading, Writing, Math Sibika, Oral Oral English Science Filipino Kindergart Mother Tongue all subjects en

School Year
2011-2012 2012-2013

Elementary
Kinder Curriculum Enhancement Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6

Secondary

Curriculum, Enhancement Junior High School Grade 7 Grade 8 Grade9 Grade10 Senior HS/grade 11 Grade HS/grade 12

2013-2014 2014-2015 2015-2016 2016-2017 2017-2018

BasicEducationProgram

K-12

The K-12 Program and the Need to Develop Philippine competitiveness

Ester B. Ogena, Ph.D.

President Philippine Normal University

The K-12 program will respond to the need of developing the countrys competitiveness. The challenges of ASEAN 2015, particularly the opening up of the ASEAN economic community by 2015, puts much pressure to our county. Thus theres a need to ensure that our graduates in basic education have skills and competencies that will allow them to be at par with the global standards.

BasicEducationProgram

K-12

The K-12 Program and the Need to Develop Philippine competitiveness We need to prepare our youth so that they will have an equal chance to be employed in a more open single economic community. ASEAN is expected, in the very near future, to openly hire people within the region that have the capacity to respond to job challenges. Of course, we dont want our graduates to have a slim chance of being hired by big companies even in our own country. We also want them to have the ability to participate in knowledge and wealth creation both for themselves and the Philippines.

Ester B. Ogena, Ph.D.

President Philippine Normal University

ISSUES/CONCERNS
1.Expanding Spiral Progression Approach vs. Discipline-Based Approached in K to 12 2.Competencies demanded of teachers for effective implementation of Kto12 especially in Grades 11-12 (Preservice and In-service Education) 3.Role of LGUs, parents, business and industry and community stakeholders in the implementation of K to 12

4. Preparedness of DepEd K to 12 BEP implementors (teachers, school heads, supervisors, IMC) 5. Technical Education and/or Technology and Vocational Education 6. The alternative delivery modes in K to12 implementation 7. Transition period in the MTBMLE progre

8. MT proficiency of teachers in the MTBMLE program 9. MTBMLE teacher training: what do teachers need to know to do their job well? 10. Preparation of learning materials from K-3 11. Literary and informational texts in K to 12: Need for Balance? 12. Utilization of adapted current learning materials for efficient use of resources 13. The kindergarten education and teacher education curriculum (domains of learning)

14. Tailoring co-curricular activities and community involvement program to student and community needs 15. Assessment for and of learning based on standards 16. Attitudes of teachers towards K-12

If education could be the only best option to secure the future of our youth, all of us are here to support this option.
92

MARAMING SALAMAT PO!