THE WHY

OF OUR BEING

HERE

TODAY ....
Understanding
the K-12 Basic
Education
Program
Education is the key to the long-term
problems of the country. If we fix basic
education, we fix the long-term
problems of the country. And if we fix
the countrys problems, we will build a
truly strong society. . .

-Pres. Benigno Simeon C. Aquino III
The enabled/empowered,
value-driven, visionary Filipino
is the greatest treasure of this
nation, a vision shared by every
segment of our society, a vision
achieved through quality
education.
WHERE ARE
WE NOW?
Students have insufficient
mastery of basic competencies
due to congested curriculum.




REASON of INSUFFICIENT MASTERY:
* 12-year curriculum is being delivered
in 10 years only

The inadequacy of instructional time
(or time on task) is reflected in the
students insufficient mastery of
basic competencies.
PROOF OF STUDENTS INSUFFICIENT MASTERY:
The National Achievement Test (NAT) for grade 6 in SY
2009-2010 passing rate is only 69.21%. Although this
is already a 24% improvement over the SY 2005-2006
passing rate, further reforms are needed to achieve
substantial improvement.
The NAT for high school is 46.38% in SY 2009-2010, a
slight decrease from 47.40% in SY 2008-2009.

International test results like TIMSS (Trends in
International Mathematics and Science Study)
rank the Philippines 34th out of 38 countries
in HS II Math and 43rd out of 46 countries in
HS II Science; for grade 4, the Philippines
ranked 23rd out of 25 participating countries
in both Math and Science. In 2008, even with
only the science high schools participating in
the Advanced Mathematics category, the
Philippines was ranked lowest.

WHERE ARE
WE NOW?







High school graduates, who are
usually below 18 years old,
lack basic competencies and
maturity.
LACK COMPETENCY and MATURITY:
Too young to enter the work force; cannot legally enter
into contracts.
Psychologists say children under 18 are not emotionally
mature enough for entrepreneurship or employment.
Educators say children under 18 are not intellectually
mature enough to handle higher education disciplines.

WHERE ARE
WE NOW?
Locally, only 6 of every 1,000 Grade 6
elementary students are prepared to
enter high school.


Only 2 of every 100 4
th
year
high school graduates are
fit for college.
WHERE ARE
WE NOW?

Millions of Overseas Filipino
Workers (OFW) especially the
professionals and those who
intend to study abroad are at a
disadvantage.

WHERE ARE
WE NOW?

- Our graduates are not
automatically recognized as
professionals abroad. The
Washington Accord and the
Bologna Accord prescribe 12 yrs of
basic education for university
admission.
The Washington Accord prescribes
12 years of basic education as an entry to
recognition of engineering professionals.

The Bologna Accord requires 12 years
of education for university admission and
practice of profession in European countries.
The Philippines is one of the
remaining three countries in the
world with 10 years basic
education curriculum.
The Philippines is
the only
remaining
country in Asia
with a 10-year
pre-university
program.
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.
Source: Adapted from SEAMEO-INNOTECH
Why Add Two Years?
Decongest and enhance the
basic education curriculum

Better quality education for all
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 jobs
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
K+12 is not new.
The proposal to expand the
basic education dates back to
1925.
Monroe Survey (1925):
Secondary education did not
prepare for life and
recommended training in
agriculture, commerce, and
industry.


UNESCO Mission Survey (1949):
Recommended the restoration of
Grade 7.

Education Act of 1953: Primary
course shall be from Grades I to IV
and intermediate course is from
Grade V to VII.
Swanson Survey (1960):
Recommended the
restoration of Grade 7

Presidential Commission to Survey
Philippine Education (PCSPE)
(1970): Implementation of an
11-year cycle; 6 years
elementary and 5 years
secondary.
Congressional Commission on
Education (EDCOM) Report (1991):
Recommended one of two
alternatives: Seven years of
elementary or Five years of
secondary education.
Presidential Commission on
Educational Reforms (2000):
Proposed one-year pre-
baccalaureate system that
would bring the Philippines at
par with other countries.
Philippine Education for All
(EFA) 2015 National Action
Plan: Adopt a longer cycle
(i.e., 12-year) for formal basic
education.
Presidential Task Force on
Education (2008): On a 12-
year pre-university program, it
is important to specify the
content of the 11
th
and 12
th

years and benchmark these
with programs abroad.

WHAT IS K+12?
K+12 means Kindergarten and the 12 years
of elementary and secondary education.
Kindergarten, 6 yrs Elem, 4 yrs Junior HS,
2 yrs Senior HS (K-6-4-2)
Kindergarten refers to the 5-year old
children that takes a standardized kinder
curriculum.

K+12 Education Vision
Graduates of Enhanced K+12 Basic
Education Program will:

acquire mastery of basic
competencies.
be more emotionally mature.
be socially aware, pro-active,
involved in public and civic affairs.



be adequately prepared for the
world of work or entrepreneurship
or higher education.
be legally employable with
potential for better earnings.
be globally competitive.

Graduates of Enhanced K+12
Basic Education Program will:
Studies in the Philippines have
shown that an additional year
of schooling increases
individual earnings by 7.5%.
What Will the Society Gain
from K+12?
K+12 will facilitate an accelerated
economic growth.








What Will the Society Gain
from K+12?

K+12 will facilitate mutual
recognition of Filipino graduates
and professionals in other
countries.

What Will the Society Gain
from K+12?
What Will the Society Gain
from K+12?

A better educated society
provides a sound foundation for
long-term socio-economic
development.


What Will the LGUs Benefit
from K+12?


Increase employment locally and globally
Increase business enterprises
More entrepreneurs and investors
Improved family income
Improved LGU income

EVERY GRADUATE A PRIDE OF THE LOCALITY
K+12
An Over-all View
Change is two-fold: curriculum enhancement
and transition management.

K+12 is a less costly alternative to the present
system of education.

We have 5 years to address shortages before
implementation.


How Do We Add the Two Years?

Proposed Model:
K-6-4-2 Model




Kindergarten (5 years old)



Elementary School
Grades 1 to 6 (6-11 years old)




Junior High School
Grades 7 to 10 (12-15 years old)

Senior High School
Grades 11 to 12 (16-17 years old)

* 1987 Constitution
,Art. XIV, Sec. 1
Art. XIV, Sec.2.1
* R.A. 7160 (LG Code)
THE ENABLED FILIPINO:
Vision & Value Driven
* Highly Competent; Highly Skilled;
Emotionally Mature; Highly
Productive
K+12 ENHANCED BASIC
EDUCATION

(K+ 6 + 4 +2)
THE ENABLED
FILIPINO
CITIZENS
Students, Teachers, School Officials, Parents,
Business Groups, Private Schools, Government
Agencies, Local Government Units, and
other Stakeholders

What is Senior
High School?
2 years to consolidate academic skills and
competencies and allow in-depth
specialization for students depending on the
occupation/career track they wish to pursue
Skills and competencies relevant to the job
market

Kindergarten (5 years old)
Kindergarten
6 years of
Elementary
Grade 1 (6 years old)
Grade 2 (7 years old)
Grade 3 (8 years old)
Grade 4 (9 years old)
Grade 5 (10 years old)
Grade 6 (11 years old)
Grade 7 (12 years old)
Grade 8 (13 years old)
Grade 9 (14 years old)
Grade 10 (15 years old)
Grade 11 (16 years old)
Grade 12 (17 years old)
4 years of Junior
High School
2 years of Senior
High School
K to 12 is Kindergarten and
12 years of Basic Education
New HS Year
1
New HS Year
2
New HS Year
3
New HS Year
4
New HS Year
5
New HS Year
6
All schools must adhere
to the following
standards:
1. Age requirement
2. Duration
3. Curriculum
2011-
2012
2012-
2013
2013-
2014
2014-
2015
2015-
2016
2016-
2017
2017-
2018
2018-
2019
2019-
2020
2020-
2021
2021-
2022
2022-
2023
2023-
2024
Grade 1
Kinder
Grade 12
Grade 11
Grade 10
Grade 9
Grade 8
Grade 7
Grade 6
Grade 5
Grade 4
Grade 3
Grade 2
K to 12 schematic implementation plan for
public schools
Implementation of
Grade 7 (HS Year 1) in
K to 12 curriculum
Implementation of Grade 1
in K to 12 curriculum
Grade 11 (HS Year 5)
implementation
First batch of
senior high
school
graduates
First batch
of K to 12
graduates
With K to 12, we will..
Produce holistically developed learners who
have 21
st
century skills and are prepared for
higher education, middle-level skills
development, employment, and
entrepreneurship.
..country with an organized and shared rapid expansion of our economy
through a government dedicated in honing and mobilizing our
peoples skills and energies..
-Philippine Development Plan 2011-2016
New Features of the K to 12 Basic
Education Curriculum
1. Kindergarten as integral part of basic education
system in the country.
* R.A. No. 10157 or Kindergarten Education Act
approved on January 20, 2012
* Implementing Rules and Regulations of R.A. No.
10157 and took effect on March 14, 2012
- Sec. 4 Institutionalization of Kindergarten
Education: for SY 2011- 2012 shall be implemented
partially and thereafter made mandatory and
compulsory for entrance in
Grade 1.
New Features of the K to 12 Basic
Education Curriculum
2. Mother Tongue as a learning area and medium
of instruction per DepED Order No. 16, 2012 (Feb.
17, 2012)
- use of 8 major languages: Tagalog,
Kapampangan, Pangasinense, Iloko, Bikol,
Cebuano, Hiligaynon, Waray, Tausug,
Maguindanaoan, Maranaw, Chabacano
- develop the following areas: language
development, cognitive development (HOTS),
academic development, socio-cultural awareness
New Features of the K to 12 Basic
Education Curriculum
3. Spiral progression in Science and Math
Avoids disjunctions between stages of schooling
Allows learners to learn topics & skills appropriate
to their developmental/cognitive stages
Strengthens retention & mastery of topics & skills
as they are revisited & consolidated
Note: MAPEH (Music, Arts, Physical Education, and
Health) begins in Grade 1

Business and
Entrepreneurship
Technical-Vocational
Humanities and Social
Sciences
Core (Languages, Literature,
Math, Philosophy, Science, Social
Sciences) + Career Pathways
(including OJT)
Grades 11-12
(New HS Years 5-
6)
Core Learning Areas plus elective
Technology & Livelihood
Education
Grades 9-10
(New HS Years 3-
4)
Core Learning Areas and
exploratory Technology &
Livelihood Education
Grades 7-8
(New HS Years 1-
2)
Core Learning Areas (AP, English,
EPP/TLE, EsP, Filipino, Math,
MAPEH, MT, Science); MTB-MLE
from Grades 1-3
Grades 1-6
Learning Domains Kindergarten
K to 12 Curriculum Model
Science, Technology,
and Engineering
K to 12 graduates
proceeding to college take
1yr revised General
Education Curriculum
(GEC) followed by 2+yrs
of Major Courses
Sports
Learning Areas for Grades 1 to 10
Grades 1 to 6
Learning Areas Grade Levels
Mother Tongue 1-3
English 1 (2
nd
Sem) - 6
Filipino 1-6
Mathematics 1-6
Araling Panlipunan 1-6
Edukasyon sa
Pagpapakatao
1-6
Science 3-6
Music, Arts, Physical
Education and Health
(MAPEH)
1-6
Edukasyong Pantahanan at
Pangkabuhayan (EPP)
4-5
Technology and Livelihood
Education
6
Grades 7 to 10
English
Filipino
Mathematics
Science
Araling Panlipunan
Edukasyon sa
Pagpapakatao
Music, Arts, Physical
Education and Health
(MAPEH)
Technology and Livelihood
Education (TLE)
Learning Resources for K and Grs 1 and 7
Instructional materials (Curriculum Guide for teachers,
manipulative toys for Kindergarten children) distributed to all
38,501 schools
Learning resources (Teachers Guides & Learners Materials) in
Grades 1 and 7, Quarters 1 & 2 were developed, printed and
distributed thru the 201 division offices (8 learning areas:
Mother Tongue, Math, AP, EsP, MAPEH written in 12 mother
tongues for Grade 1 learners)
Learning resources for Quarters 3 and 4 being reviewed for mass
printing and targeted for distribution in October 2012
Defined ICT skills vis--vis the 21
st
century skills and integrated
these in appropriate learning areas & grade levels

Learning Area Subject
Grade 11 Grade 12
Total
1st
Sem
2
nd

Sem
1
st

Sem
2
nd

Sem
C
o
r
e

C
u
r
r
i
c
u
l
u
m

Language English 54 54 108
Filipino 54 54
Media and
Digital Literacy
54
Literature
Regional Philippine /
21
st
CenturyWorld
Literature
54 54 108
Mathematics Mathematics 54 54 108
Philosophy
Philosophy of the
Human Person
54 54
Natural
Sciences
Life/Physical
Sciences
54 54 108
Social
Sciences
Contemporary
Local/Global Issues
54 54 108
Career
Pathways
Immersion
/Practicum/Sp
ecialization
216 216 270 540
Proposed Senior High School Curriculum*
*
Features of the SHS Curriculum
Grades 11 and 12 Curricula consist:

Academic Curriculum - Core Curriculum

Specialization Subjects - Career Pathways
Features of the SHS Curriculum
Core Curriculum consists :

1) Language* 2) Literature
3) Mathematics* 4) Philosophy
5) Science* 6) Social Science
7) NSTP
* career-contextualized
Features of the SHS Curriculum
Career Pathways include:

Entrepreneurship/Business
Technical-Vocational
Humanities (Arts, Music, Foreign
languages, Vernacular languages
and Journalism)
Science, Technology, Engineering,
Math
Sports
Scheduling
Senior High Schools will be given
flexibility to set their schedules,
in order to accommodate different
models of immersion / OJT

Pre-School
Grades 1-10 = CORE + NC 1
1 year Revised GEC (c/o CHED TPGE)
2+ years Major Course (c/o CHED Tech Panels)
Kindergarten = CORE
Grades 11-12
CORE (Language,
Literature, Math,
Philosophy, Science,
Social Sciences)
CAREER PATHWAYS
1. Entrepreneurship / Business -> NC 2
2. Technical-Vocational -> NC 2
3. Humanities (Sports, Arts, Music,
Languages, Journalism)
4. Science, Technology, and Engineering
K to 12 and Higher Education
Two Programs for Transition
Management
SHS System Readiness
Assessment

To (1) determine current
absorptive capacity per region of
all educational institutions (i.e.
supply), (2) ascertain current
industry & employment demand
and anticipate future opportunities
(i.e. demand), (3) and ensure the
SHS system will be instrumental in
adequately addressing both.

>> match supply with demand >>
K to 12 Modeling

To develop K to 12 model schools
per region and by specialization
tracks by introducing Senior High
School ahead of its planned
nationwide implementation on
SY 2016-2017, in parallel with the
phased introduction of new
curricula elementary and high
school year levels
1
2
Recommendations
1. HEIs should serve as service providers for
SHS education under the Education Service
Contracting (ESC) scheme. This will
cushion the impact of the absence of 1
st

year college students in SY 2016-2017 and
2017-2018.
2. In cases where there are no HEIs
conveniently located near public Junior HS,
SHS education can be delivered through
alternative modes like blended learning
programs.
Recommendations
3. A continuing group (which may be called
National Coordinating Council for SHS)
composed of representatives from DepEd,
CHED, TESDA, and COCOPEA, shall be
established to take charge of monitoring and
supervising SHS.
4. An assessment at the end of Grade 12
should be given to determine work readiness
or college readiness of students.

Senior High School Modelling
Program
Relevant
Curriculum
Teachers and
Facilities
Progression
toward Higher
Education or
Work
Modelling programs require
the appropriate curriculum,
sufficient inputs, plus clear
progression to higher
education or work to be
viable and sustainable
K to 12 Modeling
Develop K to 12 model schools by introducing
senior high school in select schools, ahead of the
planned nationwide implementation on SY 2016-
2017
Generate learning experiences in order to
develop different modalities for the
implementation of Grades 11 and 12 in the
secondary level
Senior High School Modelling
for SY 2012-2013
School Type No. of Schools No. of Enrolees
Public High Schools
General High Schools
Technical-Vocational High Schools

9
15

260
1,012
Higher Education Institutions
Private HEIs
Local University/College

7
1


5,268
For public high schools, courses offered are largely technical-
vocational and/or employment-skewed; attracts students who
cannot afford to go to college
For HEIs, courses are generally ladderized employment
readiness for G11-12 plus 2-3 years in college to finish a degree if
learner decides to proceed
GENERAL PUBLIC HIGH SCHOOLS
NAME OF SCHOOL SPECIALIZATION ENROLLEES
Pinagtongulan NHS Coffee Course 55
Sangley Point NHS
Security and
Peackeeping
50
Bacolod City NHS Call Center 26
Negros Occidental NHS Call Center 54
Sum-Ag NHS Agricultural 15
Bukidnon National High School
Automotive
Food Trade
35
Notre Dame Village National High School
Electric Wiring
Installation
25
SHS Modeling Program
COURSE OFFERING / SPECIALIZATION
SHS Modeling Program
COURSE OFFERING / SPECIALIZATION
PUBLIC TECHNICAL & VOCATIONAL HIGH SCHOOLS
NAME OF SCHOOL SPECIALIZATION ENROLLEES
Balagtas National Agricultural HS Agriculture 35
San Pedro Relocation Center NHS
Electronics
Automotive
Garments
Food Technology
360
Doa Monserrat Lopez Meml School
Food and Beverage
Welding
Housekeeping
Electricity
73
Subangdaku Technical Vocational HS
Welding
Garments
Commercial Cooking
42
List of Schools Implementing the
SHS Modeling Program for SY 2012-13
HIGHER EDUCATIONAL INSTITUTIONS (HEI)
NAME OF SCHOOL SPECIALIZATION ENROLLEES
ADM Consortium
Information Technology, Journalism and
Medical Technology
14
Ateneo de Naga University
Information Technology
Early Childhood Teacher-Aide Program
20
Philippine Womens College of
Davao City
Bread and Pastry Production
Commercial Cooking
Computer Programming
Clothing Technology
Drafting Technology
Entrepreneurship
Food and Beverage Service
Graphic and Digital Animation
Tourism
7
List of Schools Implementing the
SHS Modeling Program for SY 2012-13
HIGHER EDUCATIONAL INSTITUTIONS (HEI)
NAME OF SCHOOL COURSE OFFERING / SPECIALIZATION ENROLLEES
Manila Central University Optical Laboratory Technician 38
University of Makati
Tech Voc Basic Technology
Business Education
Teacher Training
Call Center / BPO
Information Technology
Art Education
Performing and Broadcast Arts
Dance and Sports
Citizenship and Leadership Training
Allied Health / Caregiving
Athletics
5,189
Issues and Challenges
Implementation of Grades 1-10 Curriculum
for Succeeding School Years
A. Learning Resources
Quality of Teachers Guides, Learners Materials for
Grades 1-3 in the mother tongue and for the spiral
curriculum in Grades 7-10
Procurement of textbooks/e-books for Grades 4-10
Adequate and timely distribution of learning
resources
(TGs, LMs, TXs/e-books)

Issues and Challenges
B. Competence of Teachers, Administrators &
Supervisors
Needs-based training of teachers implementing
the curriculum either e-learning or face-to-face
Effective instructional supervision of school
administrators and supervisors to teachers
C. Monitoring and Technical Assistance and
Evaluation
Implementation of M & TA design
External Evaluation


Issues and Challenges
D. Assessment in Key Stages
- SReA for Kindergarten
- EGRA (Early Grades Reading Assessment) & EGMA (Early Grades Math
Assessment) in the mother tongue in Grade 1
- Grade 3 Assessment in Filipino and English
- NAT in Grades 6 & 10
- NCAE (National Career Assessment Exam.) in Grade 8
Passage of the Bill on K to 12
Completion of the Curriculum
for Grades 11 & 12- Approved on Second Reading by the
House of Representatives
Consultations with the academe on the competencies and syllabi for the
academic/core curriculum and specialization courses
Finalization of the competencies and syllabi



K to 12 is the flagship
reform strategy of the
Basic Education Sector
Reform Agenda.
Education reform is a movement
from darkness to light.
Its whole purpose is to create change
and promote progress for
better quality life.


THANK YOU!
21
st
Century Learning
Thinking critically and making judgments
about the barrage of information that comes
their way everydayon the Web, in the
media, in homes, workplaces and everywhere
else. Critical thinking empowers people to
assess the credibility, accuracy and value of
information, analyze and evaluate
information, make reasoned decisions and
take purposeful action.
21
st
Century Learning
Solving complex, multidisciplinary, open-
ended problems that all workers encounter
routinely. They dont come in a multiple-choice
format and typically dont have a single right answer.
Nor can they be neatly categorized as math
problems, for example, or passed off to someone at
a higher pay grade. Businesses expect employees to
identify problems, think through solutions and
alternatives, and explore new options if their
approaches dont pan out. Often, this work involves
groups of people with different knowledge and skills
who, collectively, add value to their organizations.
21
st
Century Learning
Creativity and entrepreneurial thinkinga skill
set highly associated with job creation (Pink 2005,
Robinson 2006, Sternberg 1996). Many of the
fastest-growing jobs and emerging industries rely on
workers creative capacity - the ability to think
unconventionally, question the herd, imagine new
scenarios and produce astonishing work. Likewise,
graduates can create jobs for themselves and others
with an entrepreneurial mindset - the ability to
recognize and act on opportunities and the
willingness to embrace risk and responsibility, for
example.
21
st
Century Learning
Communicating and collaborating with teams
of people across cultural, geographic and language
boundariesa necessity in diverse and multinational
workplaces and communities. Mutually beneficial
relationships are a central undercurrent to
accomplishments in businessesand its not only
top managers who represent companies anymore.
All Filipinos must be skilled at interacting
competently and respectfully with others.
21
st
Century Learning
Making innovative use of knowledge,
information and opportunities to create new
services, processes and products. The global
marketplace rewards organizations that rapidly and
routinely find better ways of doing things.
Companies want workers who can contribute in this
environment.
21
st
Century Learning
Taking charge of financial, health and civic
responsibilities and making wise choices.
From deciding how to invest their savings to
choosing a cellphone plan, Filipinos s need
more specialized skillssimply because the
options are increasingly complex and the
consequences of poor decisions could be dire.
21st Century Student
Outcomes
Core Subjects
English, reading or language arts
World languages
Arts
Mathematics
Economics
Science
Geography
History
Government and civics
21st Century Student Outcomes
21st Century Student
Outcomes
21st Century Themes weaved into Core
Subjects

Global awareness
Financial, economic, business and
entrepreneurial literacy
Civic literacy
Health literacy
21st Century Student Outcomes
21st Century Student
Outcomes
Learning and Innovation Skills

Creativity and innovation skills
Critical thinking and problem solving
skills
Communication and collaboration skills
21st Century Student Outcomes
21st Century Student
Outcomes
Information, Media and Technology Skills

Information literacy
Media literacy
ICT (information and communications
technology) literacy
21st Century Student Outcomes
21st Century Student
Outcomes
Life and Career Skills

Flexibility and adaptability
Initiative and self-direction
Social and cross-cultural skills
Productivity and accountability
Leadership and responsibility
21st Century Student Outcomes