Você está na página 1de 80

Enhanced Basic Education

Program (K to 12)
The 21 st Century Learning
for
Work and Life

Paraluman R. Giron, Ed. D.


K to 12 Senior Technical 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
maka-tao, maka-
Diyos, maka-bayan,
at maka-kalikasan 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 In ASEAN:
Report
Country and Overall Rank 2009 2010 2011 2012 4th in Quality of
Education System
Singapore 3 3 2 2
7th in Quality of
Malaysia 24 26 21 25 Primary
Brunei Darussalam 32 28 28 28 Education

Thailand 36 38 39 38
Last (8th)*
Indonesia 54 44 46 50 in Quality of
Science & Math
Philippines 87 85 75 65
Education and
Vietnam 75 59 65 75 Capacity for
Cambodia 110 109 97 85 Innovation
*Laos, Myanmar, and Timor-Leste are not included in the survey.
• Foundations for learning
throughout life

K to12 •Competence to engage in


work and be productive
Graduate
•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
GRADE AGE WORLD OF WORK
C4 21
C3 20
C2 19 HIGHER EDUCATION
C1 18
12 17
TVL (NC2) ACADEMIC: HESS / STEM / BAM SPORTS / ART
11 16 SHS
CORE CURRICULUM
10 15
9 14
Core Learning Areas *Elective TLE & Livelihood (NC1)
8 13 COC
7 12
JHS
Core Learning Areas * Exploratory Technology
6 11 & Livelihood Education
5 10
4 9
3 8 Core Learning Areas including Technology &
2
1
7
6 Livelihood Education ES

K 5
P 4
P 3
P 2 PS/K
P 1 Learning Domains
Birth 0
Socialization
Isagani Cruz
K to 12 and Further Education
The Philippine Qualifications
Framework (PQF)
Executive Order No. 83 dated
October 1, 2012

Levels of Standards for


National educational qualification
Policy qualifications outcomes
The Philippine Qualifications
Framework (PQF)

Levels of Standards for


National
educational qualification
Policy
qualifications outcomes

Competency- Labor Assessment-based


based market-driven qualification
recognition
The PQF Coverage

Basic Education

Technical and Vocational


Education

Higher Education
The PQF Coverage
All
institutions
Training Specialization
and
systems

Skills and Work Lifelong


competencies experience learning
Objectives
National standards and National regulatory
levels for outcomes of and quality assurance
education, training mechanisms

Pathways and Individual lifelong


equivalencies for learning goals for
access to progress through
qualifications education and training

Alignment with
international
qualifications
frameworks
8-LEVEL QUALIFICATIONS
DESCRIPTORS
Defined in terms of 4 domains

1. Knowledge, skills and values

2. Application

3. Degree of independence
4. Qualification type
PQF
Domains Level 1 Level 2

Knowledge, K & S that Knowledge and


skills and are manual skills that are
values or concrete manual or
or practical concrete or
and/or practical and/or
operational operational in
in focus. focus with a
variety of options.
PQF
Domain Level 1 Level 2
Application Applied in activities Applied in activities that
that are set in a limited are set in a limited range
range of highly familiar of familiar and
and predictable predictable contexts;
contexts; involve involve routine issues
straightforward, which are identified &
routine issues which addressed by selecting
are addressed by from & following a
following set rules, number of set rules,
guidelines or guidelines or
procedures. procedures.
PQF
Domain Level 1 Level 2
DEGREE OF In conditions In conditions
INDEPENDENCE
where there is where there is
very close substantial
support, support,
guidance or guidance or
supervision; supervision;
minimum limited
judgment or judgment or
discretion is discretion is
needed. 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 Level 1 Level 2
Knowledge, •Possess foundational •Possess functional knowledge
Skills,Values knowledge across a range of across a range of learning areas
learning areas with core and technical skills in chosen
competencies in communication; career tracks with advanced
scientific, critical and creative competencies in communication;
thinking; and the use of scientific, critical and creative
technologies. thinking; and the use of
technologies.
• Have an understanding of right
and wrong; one’s history and • Have an understanding of right
cultural heritage; and deep and wrong; one’s history and
respect for self, others and their cultural heritage; and deep
culture, and the environment. 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 Apply functional
knowledge, skills, and knowledge, technical
values in academic and skills and values in
real-life situations through academic and real-
sound reasoning, informed life situations
decision-making, and the through sound
judicious use of resources. reasoning, informed
decision-making, and
the judicious use of
resources.

Degree of Apply skills in limited Apply skills in varied


independence situations with close situations with
supervision. minimal supervision.
Basic Education

L8
L7
Regulatory Body:
Department of Education
L6
(DEPED)
L5
L4
L3
L2 GRADE 12
L1 GRADE 10
Technical Baccalaureate,
Education Post-
Four (4) Years Junior HS + and Skills Baccalaureate,
Two (2) Years Senior HS Development Post-Doctoral/
Six (6) Years + TESD Specialization (NC Specialization
I
One (1) and NC II) + Arts & Sports
Year
Basic Education

L8
L7
L6
L5
L4
L3
L2 GRADE 12
L1 GRADE 10
The Imperative for K to 12

 Streamline the curriculum to


improve mastery of basic
competencies

 Ensure seamlessness of
primary, secondary, and post-
secondary 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, Effective Life and


Learning and
Media and Communication Career Skills
Innovation Skills
Technology Skills
Skills
Technical Education
and Skills Development
L8
L7
Regulatory Body:
L6
Technical Education
L5 DIPLOMA and Skills Development
L4 NC IV Authority (TESDA)
L3 NC III
L2 NC II
L1 NC I
Technical Education and Skills
Development
L8 TESDA:
1. Established qualifications and
L7 national competency standards
L6 2. Benchmarked with international
standards
L5 DIPLOMA 3. Set up the Philippine
Qualifications Register
L4 NC IV 4. Included the quality assurance
L3 NC III system and procedures applied
to the authorization of the
L2 NC II qualifications and the
agencies mandated to issue
L1 NC I the authorization
Higher Education

DOCTORAL AND
L8 POST DOCTORAL

L7
POST Regulatory Body:
BACCALAUREATE

BACCALAUREATE
Commission on
L6
Higher Education
L5
(CHED)
L4

L3

L2

L1
Higher Education
DOCTORAL AND
L8 POST DOCTORAL
POST
L7 BACCALAUREATE

L6 BACCALAUREATE

L5

L4

L3

L2

L1
Things Around Me

My Community

My School

My Family

Myself

Themes in
Kindergarten
Curriculum for Kindergarten
Classes
Six Developmental Domains:
1. Character/values
development;
2. Physical health and motor
development;
3. Social and emotional
development;
4. Cognitive/intellectual
development;
5. Creative/aesthetic
development; and
6. Language literacy and
communication.
Kindergarten learning
areas:
1. Physical
Education &
Health, and Music &
Arts;
2. Values Education and
Social Studies;
3. Mathematics;
4. Science; and
5. Language.
Kindergarten to Grade 1 Transition Paradigm
GRADE 1
KINDERGARTEN
CORE LEARNING
DOMAINS LEARNING AREAS
PHYSICAL HEALTH, AREAS PHYSICAL
WELL-BEING & EDUCATION AND
MOTOR
DEVELOPMENT PHYSICAL HEALTH
EDUCATION &
CREATIVE AND MUSIC AND ARTS
HEALTH, MUSIC &
AESTHETIC
ARTS
DEVELOPMENT EDUKASYONG
SOCIAL-EMOTIONAL PAGPAPAKATAO
DEVELOPMENT
VALUES ARALING
CHARACTER AND EDUCATION AND PANLIPUNAN
VALUES DEVELOPMENT
SOCIAL STUDIES
MATHEMATICS
COGNITIVE/
INTELLECTUAL MATHEMATICS ENGLISH,
DEVELOPMENT FILIPINO AND
SCIENCE
MOTHER
LANGUAGE
DEVELOPMENT LANGUAGE TONGUE
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
2. Learning areas
3. Assessment
Comparison of the 2002 BEC
and the K to 12

Mother
Bilingual Tongue-Based
Medium of
(English and Instruction Multilingual
Filipino) Education
End-of-Grade 6
National Assessment, as exit
Achievement Test Assessment exam and as
for Grade 6 readiness test for
Junior High School
Mother Tongue as Medium of Instruction
Medium of Instruction per Grade Level
Learning Area
G1 G2 G3 G4 G5 G6
Language Arts
Filipino Filipino
English English
Mother Tongue Mother Tongue
Science Mother English
Tongue
Mathematics Mother Tongue English
Araling Mother Tongue Filipino
Panlipunan
Edukasyong Filipino English
Pantahanan at
Pangkabuhayan
(EPP)
MAPEH Mother Tongue Filipino
Edukasyon sa Mother Tongue Filipino
Pagpapakatao
Comparison of the Learning Areas and Time
Allotment of the 2002 BEC and the K to 12
Curriculum- Elementary Education
Learning Areas 2002 BEC K to 12 Education
Curriculum (minutes per day)
(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 40 40
Pangkabuhayan/TLE (Grades 4 to 6)
Key Changes in
Secondary Education

Structure
Curriculum
Assessment
K to 12 Secondary
Education Structure
Senior
Junior High School High School
Grades 11& 12
Grades 7 & Grades 9 &
Science,
8 10 Mathematics,
Core Core learning Languages,
learning areas plus Logic
areas & TLE Contemporary
TLE of the
Issues and
Exploratory learner’s Career Pathways
Course choice Specialization
The Senior High
School Curriculum
K to 12 Curriculum Model
Grades Technical-
• Core Languages, Literature,
11-12 Communication, Math,
Vocational-
Livelihood
Philosophy, Science, Social
New HS Sciences) + Tracks Academic:
Years 5-6 •HESS
•STEM
•BAM

Grades 9-10 • Core Learning Areas plus Sports and Arts


New HS elective Technology and
Livelihood Education
Years 3-4 HESS- Humanites,
Education, Social
Sciences
STEM- Science,
Technology, Engrng,
Mathematics
BAM- Business, Acctg.
Mngt
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.
a) The curriculum shall be learner-
centered, inclusive and
developmentally appropriate;
b) The curriculum shall be
relevant, responsive and
research-based;
c) The curriculum shall be culture-
sensitive;
d) The curriculum shall be
contextualized and global;
e) The curriculum shall use pedagogical
approaches that are constructivist,
inquiry-based, reflective, collaborative
and integrative;
f) The curriculum shall adhere to the
principles and framework of Mother
Tongue-Based Multilingual Education
(MTB-MLE) …
g) The curriculum shall use the spiral
progression approach to ensure
mastery of knowledge and skills after
each level…
Grades
7- 10

Grades
4-6

Grades
1-3

K–
Algebra,
Geometry ,
Statistics
and
Probability
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 non-
governmental 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.
 The DepEd shall ensure that
private education institutions shall
be given the opportunity to avail of
such training.
 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.
Hiring of Graduates of Science,
Mathematics, Statistics,
Engineering and Other Specialists
in Subjects with a Shortage of
Qualified Applicants, Technical-
Vocational Courses and Higher
Education Institution Faculty
 (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, career
and employment guidance counsellors, who are
not registered and licensed guidance
counsellors, shall be allowed to conduct career
advocacy activities to secondary level students of
the school where they are currently employed:
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 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

 Thefaculty 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.
With the K to 12 Curriculum, the
Philippines can be, and will be,
a world-class nation.
Thanks for listening.
Mabuhay ang K to 12!