Department of Education K-12 Basic Education Program

Paraluman R. Giron, Ed. D

Chair-TWG K to10 - PNU

CURRENT SITUTATION WHERE ARE WE NOW?

Chronic underachievement of students Insufficient mastery of basic competencies due to congested curriculum High school graduates (<16 year-old graduates lack basic competencies and maturity) Other countries view the 10 year education cycle as insufficient The 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 not NEW studies have been made since 1925 need to be more competitive lack of political will

1925 1949 1953 1960 1970

Monroe Survey UNESCO Mission Survey Education Act Swanson Survey Presidential Commission to Survey Philippine Education (PCSPE)

1976 1990 1991 2000 2008 -

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

OVERALL GOAL

FUNCTIONAL LITERACY FOR ALL FILIPINOS

DepEds VISION
DepED IS GLOBALLY RECOGNIZED FOR THE DEVELOPMENT OF FUNCTIONALLY LITERATE AND GODLOVING FILIPINOS WHO HELP ATTAIN THE NATIONAL GOALS OF SOCIAL JUSTICE, UNITY, FREEDOM AND PROSPERITY

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

DepEds MISSION
PROVIDE QUALITY BASIC EDUCATION THAT IS EQUITABLY ACCESSIBLE TO ALL AND LAY THE FOUNDATION FOR LIFELONG LEARNING AND SELF-ACTULIZATION NEEDED FOR EFFECTIVE CITIZENSHIP AT THE LOCAL, NATIONAL AND GLOBAL MILIEU

SUB-GOALS To give every learner an opportunity to receive quality education based on an enhanced and decongested curriculum that is internationally recognized and comparable.

SUB-GOALS
To change public perception that high school education is just a preparation for college
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 urgent and critical 2. The poor quality of basic education is reflected in the low achievement scores of Filipino students.

3.

International tests results like 2003 TIMSS (Trends in International 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 23rd out 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 (Table 1).

Table 1 Philippine Average TIMSS Scores

Scores International Average Rank Participating Countries

2003 Results
Grade IV
Science Mathematics HS II Science Mathematics 377 378 473 466 43 34 46 38 332 358 489 495 23 23 25 25

2008Results
Advanced Mathematics 355 500 10 10 Source: TIMSS, 2003 and 2008

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 a preparation for higher education.

8. Our graduates are not automatically recognized as professionals abroad.

Table 3 Comparative Data on the Pre- University Education in Asia Country Brunei Cambodia Indonesia Lao PDR Malaysia Myanmar Philippines Singapore Basic Education Cycle Total 12 12 12 12 12 11 10 11

Thailand Timor-Leste
Vietnam

12 12
12

Mongolia recently added grades to make basic education 12 years.

Aptitude for College SY 2006-2007

High Aptitude for College, 9,066 , 0.72%

Low Aptitude for College , 777,236 , 61.43%

Moderate Aptitude for College , 478,909 , 37.85%

General Scholastic Aptitude

Source: NETRC 2006

Aptitude for College SY 2007-2008

High Aptitude for College 77,869 6%

Low Aptitude for College , 726,665, 60%

Moderate Aptitude for College , 418,931, 34%

General Scholastic Aptitude

Source: NETRC 2006
18

Aptitude for Tech-Voc SY 2006-2007

Low Aptitude for Tech-Voc programs, 124,780, 10%

Moderate Aptitude for Tech-Voc programs, 468,901, 36%

High Aptitude for TechVoc programs 711,526 54%

Aptitude for Tech-Voc SY 2007-2008 Low Aptitude for TechVoc programs 22% Moderate Aptitude for TechVoc programs 59%

High Aptitude for TechVoc programs 19%

Aptitude for Entrepreneurship SY 2006-2007 Low Aptitude for Entrep programs, Moderate 3,849, 0% Aptitude for Entrep High programs, Aptitude 544,006, for Entrep 42% programs, 757,356, 58%

Aptitude for Entrepreneurship SY 2007-2008 Low Aptitude for Entrep programs, 3,751, 0.31%

Moderate Aptitude for Entrep programs 502,482 41%

High Aptitude for Entrep programs, 717,232, 58.62%

Unemployed VS. Available Skilled Jobs

Source: NSO, 2009 & 2010

972,458
887,678

650,000 ++ Available Skills Based Jobs

972,458 Unemployed HS Grad

681,340 607,012 405,707

621,940 554,092

192,014 15,485
14,135
No Grade Complete d

222,984
203,544

370,337

175,274

HSGradu ate

Elem Undergra d

HS Undergra d

College Undergra d

Graduate

College Graduate

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

TECHNICIANS

COLLEGE STUDENTS

SKILLED WORKERS

TECH-VOC STUDENTS

24

Typical Progression of a Cohort of Pu

(based on cohort of Grade I pupils from SY 1995 -1996 to College Graduates SY 2008-2009) Public and Private

100

PHILIPPINES

74

66 65 46 20 16

9. More importantly, the short basic education program affects the human development of the Filipino children.

10. Cognizant of this urgent and critical concern and in line with the priorities of the Aquino Administration, the Department of Education is taking bold steps to enhanced the basic education curriculum.

11. K-12 means Kindergarten and the 12 years of elementary and secondary education.

BENEFITS OF ENHANCED BASIC EDUCATION PROGRAM

1.The Enhanced K-12 Basic Education Program will be instrumental in achieving the nations vision of high school graduates. The benefits of the K-12 proposal far outweigh the additional costs that will be incurred by both government and families.

To Individuals and Families

2. An enhanced curriculum will decongest academic workload.

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

For the Society and the Economy 6. The economy will experience accelerated growth in the long run. 7.The Philippine education system will be at par with international standards. 8. A better educated society provides a sound foundation for long-term socio-economic development.

WHY ADD TWO YEARS?

Decongest and enhance the basic education curriculum Better 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

K-12
BasicEducationProgram

2 years Senior HS 4 years Junior HS 6 years Elementary Kindergarten

K+6+4+2

K-12
BasicEducationProgram

Batang K-12, HandasaTrabaho o Kolehiyo, HandasaMundo

What will each graduate get?

Grade VI Junior HS Senior HS

What is the proposed K-12 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

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

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

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

MONITORING and EVALUATION SYSTEM

MONITORING and EVALUATION SYSTEM

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 CO-CURRICULAR ACTIVITIES AND COMMUNITY INVOLVEMENT PROGRAM

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
KNOWLEDGE and UNDERSTANDING

ESSENTIAL SKILLS ATTITUDES AND VALUES

PEDAGOGICAL APPROACHES

CONSTRUCTIVIST INQUIRY-BASED INTEGRATIVE COLLABORATIVE REFLECTIVE

ASSESSMENT
ASSESSMENT as LEARNING
ASSESSMENTforLEARNING ASSESSMENTofLEARNING

BALANCE OF TRADITIONAL and AUTHENTIC ASSESSMENT

MONITORING and EVALUATION SYSTEM

OUTCOMES-and STANDARDSBASED, COMPREHENSIVE, SYSTEMATIC, and VALID MONITORING and EVALUATION SYSTEM SET IN PLACE AIMED AT IMPROVING THE QUALITY OF BASIC EDUCATION

PROPOSED ROADMAP FOR THE K-12 PHILIPPINE BASIC EDUCATION PROGRAM

Grade Level
Curriculum Program

10

11

12

Learning Domains

General Academic Program

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

Core Learning Area

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

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

MAPEH

Aptitude

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

Specialization

NONE

NONE

NONE

Key Stage Outcomes

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

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

Grade K Level

10 11 12

Curr. Program

General Academic Program

Grade Level

Learning Domains

Core Learning Area

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 Learning Area

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

Grade Level

Core Learning Area

MT English Science Mathematics Filipino MAPEH Social Studies Values Education TLE

Grade Level

10

Core Learning Area

English Science Mathematics Filipino MAPEH Social Studies Values Education TLE

Grade Level

11

12

Core Learning Area

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

Grade Level

10

11

12

Specialization

Exploratory stage of career paths/ Special Program in: - Arts choices

- 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 Dumaguete)

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 Employment Generators (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
Renewable Energy Power and Utilities Diversified Farming and Fishing Creative Industries

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

COMMUNICATION & LITERACIES CRITICAL THINKING & PROBLEM SOLVING CREATIVITY & INNOVATION
Grade Level K 1 2 3 4 5 6 7 8 9 10 11 12

THE LEARNER

Curriculum Program Core Learning Areas Specialization

EMPLOYMENT
ENTREPRENEURSHIP
MIDDLE LEVEL SKILLS DEVELOPEMENT HIGHER EDUCATION

Key Stage Outcomes

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

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 coordination with TESDA

HS

Language Arts Language Arts Language Arts

Math

Science

Makabayan

Filipino

English and Other Foreign Languages English English English English English LSRW Oral English Oral English

Grade VI Grade V Grade IV

Math Math

Science Science Science Science

Makabayan Makabayan Makabayan Makabayan

Filipino Filipino Filipino Filipino Filipino Filipino LSRW Filipino LSRW Oral Filipino

Language Math Arts (M.T.) Math

Grade III

Mother Tongue Language, Reading, Writing, Math Sibika, Science Mother Tongue Language, Reading, Writing, Math Sibika, Science Mother Tongue Language, Reading, Writing, Math Sibika, Science

Grade II Grade I

Kindergarten

Mother Tongue all subjects

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

K-12
BasicEducationProgram

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.

K-12
BasicEducationProgram

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

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