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K 12 basic education program

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  • 1. Department of Education K-12 Basic Education Program Paraluman R. Giron, Ed. D Chair-TWG K to10 - PNU
  • 2. 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
  • 3. K-12 Basic EducationProgramHistorical Background• K+12 is not NEW…• studies have been made since 1925• need to be more competitive• lack of political will
  • 4. 1925 - Monroe Survey1949 - UNESCO Mission Survey1953 - Education Act1960 - Swanson Survey1970 - Presidential Commission to Survey Philippine Education (PCSPE)
  • 5. 1976 - Survey of Outcomes of Elementary Education (SOUTELE)1990 - Philippine Education For All (EFA) 2015 National Action Plan1991 - Congressional Commission on Education (EDCOM) Report2000 - Presidential Commission on Educational Reforms2008 - Presidential Task Force on Education
  • 6. OVERALL GOALFUNCTIONAL LITERACY FOR ALL FILIPINOS
  • 7. DepEd’s VISION DepED IS GLOBALLY RECOGNIZED FOR THE DEVELOPMENT OF FUNCTIONALLY LITERATE AND GOD- LOVING FILIPINOS WHO HELP ATTAIN THE NATIONAL GOALS OF SOCIAL JUSTICE, UNITY, FREEDOM AND PROSPERITY
  • 8. VISION•grounded on human development•achieved through an enhanced curriculum•with socio-economic relevance
  • 9. DepEd’s MISSIONPROVIDE QUALITY BASICEDUCATION THAT IS EQUITABLYACCESSIBLE TO ALL AND LAY THEFOUNDATION FOR LIFELONGLEARNING AND SELF-ACTULIZATIONNEEDED FOR EFFECTIVE CITIZENSHIPAT THE LOCAL,NATIONAL ANDGLOBAL MILIEU
  • 10. 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.
  • 11. SUB-GOALS•To change public perceptionthat high school education isjust a preparation for college Rather, it should allow one to take advantage of opportunities for gainful career or employment and/or self- employment in a rapidly changing and increasing globalized environment.
  • 12. RATIONALE1. Enhancing the quality of basic education in the Philippines is urgent and critical2. The poor quality of basic education is reflected in the low achievement scores of Filipino students.
  • 13. 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).
  • 14. Table 1 Philippine Average TIMSS Scores Scores International Rank Participating Average Countries 2003 ResultsGrade IVScience 332 489 23 25Mathematics 358 495 23 25HS IIScience 377 473 43 46Mathematics 378 466 34 38 2008ResultsAdvanced 355 500 10 10MathematicsSource: TIMSS, 2003 and 2008
  • 15. 4. The congested curriculum partly explains the present state of education5. This quality of education is reflected in the inadequate preparation of high school graduates for the world of work or entrepreneurship or higher education6. 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.
  • 16. 8. Our graduates are not automaticallyrecognized as professionals abroad. Table 3 Comparative Data on the Pre- University Education in Asia Country Basic Education Cycle TotalBrunei 12Cambodia 12Indonesia 12Lao PDR 12Malaysia 12Myanmar 11Philippines 10Singapore 11Thailand 12Timor-Leste 12Vietnam 12Mongolia recently added grades to make basic education 12 years.
  • 17. Aptitude for College SY 2006-2007 High Aptitude for College 9,066 0.72% Moderate Aptitude for College Low Aptitude 478,909 for College 37.85% 777,236 61.43%General Scholastic Aptitude Source: NETRC 2006
  • 18. Aptitude for College SY 2007-2008 High Aptitude for College 77,869 6% Moderate Aptitude for Low Aptitude College for College 418,931 726,665 34% 60%General Scholastic Aptitude Source: NETRC 2006 18
  • 19. Aptitude for Tech-Voc SY 2006-2007Low Aptitudefor Tech-Voc programs 124,780 10% High Aptitude Moderate for Tech-Aptitude for Tech-Voc Voc programs programs 468,901 711,526 36% 54%
  • 20. Aptitude for Tech-Voc SY 2007-2008 Low Aptitude Highfor Tech- Aptitude Voc for Tech-programs Voc 22% programs 19% Moderate Aptitude for Tech- Voc programs 59%
  • 21. Aptitude for Entrepreneurship SY 2006-2007 Low Aptitude for Entrep programs Moderate 3,849 Aptitude 0% for Entrep High programs Aptitude 544,006 for Entrep 42% programs 757,356 58%
  • 22. Aptitude for Entrepreneurship SY 2007-2008 Low Aptitude for Entrep Moderate programs Aptitude 3,751 for Entrep 0.31% High programs Aptitude 502,482 for Entrep 41% programs 717,232 58.62%
  • 23. Unemployed VS. Available Skilled Jobs Source: NSO, 2009 & 2010 972,458 972,458 Unemployed 650,000 ++ 887,678 HS Grad Available Skills 681,340 Based Jobs 607,012 405,707 554,092 621,940 222,984 370,337 192,014 203,54415,485 175,274 14,135 Complete HSGradu Undergra Undergra Undergra Graduate Graduate No Grade College College Elem ate HS d d d d
  • 24. Job-Skills MismatchWHITE COLLAR VS. BLUE COLLAR JOBS EXECS MANAGERS COLLEGE TECHNICIANS STUDENTS SKILLED WORKERS TECH-VOC STUDENTS 24
  • 25. 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 PHILIPPINES100 74 66 65 46 20 16
  • 26. 9. More importantly, the short basiceducation program affects the humandevelopment of the Filipino children.10. Cognizant of this urgent and criticalconcern and in line with the priorities ofthe Aquino Administration, theDepartment of Education is taking boldsteps to enhanced the basic educationcurriculum.
  • 27. 11. K-12 means Kindergarten and the 12 years of elementary and secondary education.
  • 28. BENEFITS OF ENHANCEDBASIC EDUCATION PROGRAM 1.The Enhanced K-12 Basic Education Program will be instrumental in achieving the nation’s 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.
  • 29. To Individuals and Families 2. An enhanced curriculum will decongest academic workload.
  • 30. 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.
  • 31. For the Society and the Economy6. 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.
  • 32. WHY ADD TWO YEARS? Decongest and enhance the basic education curriculum  Better quality education for all
  • 33. K-12 Basic Education Program “We need to add two yearsto our basic education. Thosewho can afford pay up tofourteen years of schoolingbefore university. Thus, theirchildren are getting into the bestuniversities and the best job aftergraduation. I want at least 12 years forour public school children to givethem an even chance atsucceeding.” President Benigno S. Aquino III
  • 34. K-12BasicEducationProgram 2 years Senior HS 4 years Junior HS 6 years Elementary Kindergarten K+6+4+2
  • 35. K-12BasicEducationProgram Batang K-12, HandasaTrabaho o Kolehiyo, HandasaMundo What will each graduate get? Grade VI Junior HS Senior HS
  • 36. What is theproposedK-12curriculum
  • 37. PHILOSOPHICAL and NATURE OF THE LEARNER NEEDS OF NATIONAL LEGAL BASES . Has a body and spirit, intellect, free will, and GLOBAL COMMUNITY emotions, multiple intelligences, learning . The 1987 Phil. Constitution . Poverty reduction and human development styles . B.P. 232, Education Act of 1982 . Strengthening the moral fiber of the Filipino . Constructor of knowledge and active . R.A. 9155, Governance of Basic Education people maker of meaning not a passive recipient Act of 2001 . Development of a strong sense of nationalism of information . The 4 pillars of education ( UNESCO ) . Development of productive citizens who contribute . The vision- mission statements of DepEd NEEDS OF THE LEARNER to the building of a progressive, just and humane . The EDCOM Report of 1991 society . Life skills . Basic Education Sector Reform Agenda . Ensuring environmental sustainability . Self-actualization (BESRA) . Global partnership for development . Preparation for the world of the work, entrepreneurship, higher education CURRICULUM SUPPORT SYSTEM FAMILY SUPPORT SOCIETAL SUPPORTINTERNAL AND EXTERNAL Public-Private PartnershipSTAKEHOLDERS’ SUPPORT Media,GO,NGOINSTRUCTIONAL SUPPORT ADMINISTRATIVE SUPPORT Teachers’ CPD , Textbooks CO, RO, DO School and other IMs
  • 38. PHILOSOPHICAL and NATURE OF THE LEARNER NEEDS OF NATIONAL LEGAL BASES . Has a body and spirit, intellect, free will, and GLOBAL COMMUNITY emotions, multiple intelligences, learning. The 1987 Phil. Constitution . Poverty reduction and human development styles. B.P. 232, Education Act of 1982 . Strengthening the moral fiber of the Filipino . Constructor of knowledge and active. R.A. 9155, Governance of Basic Education people maker of meaning not a passive recipient Act of 2001 . Development of a strong sense of nationalism of information. The 4 pillars of education ( UNESCO ) . Development of productive citizens who contribute. The vision- mission statements of DepEd NEEDS OF THE LEARNER to the building of a progressive, just and humane. The EDCOM Report of 1991 society . Life skills. Basic Education Sector Reform Agenda . Ensuring environmental sustainability . Self-actualization (BESRA) . Global partnership for development . Preparation for the world of the work, entrepreneurship, higher education
  • 39. 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
  • 40. 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 informationNEEDS OF THE LEARNER•Life skills• Self-actualization• Preparation for the world of work, entrepreneurship, higher
  • 41. 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
  • 42. PHILOSOPHICAL and NATURE OF THE LEARNER NEEDS OF NATIONAL LEGAL BASES . Has a body and spirit, intellect, free will, and GLOBAL COMMUNITY emotions, multiple intelligences, learning . The 1987 Phil. Constitution . Poverty reduction and human development styles . B.P. 232, Education Act of 1982 . Strengthening the moral fiber of the Filipino . Constructor of knowledge and active . R.A. 9155, Governance of Basic Education people maker of meaning not a passive recipient Act of 2001 . Development of a strong sense of nationalism of information . The 4 pillars of education ( UNESCO ) . Development of productive citizens who contribute . The vision- mission statements of DepEd NEEDS OF THE LEARNER to the building of a progressive, just and humane . The EDCOM Report of 1991 society . Life skills . Basic Education Sector Reform Agenda . Ensuring environmental sustainability . Self-actualization (BESRA) . Global partnership for development . Preparation for the world of the work, entrepreneurship, higher education CURRICULUM SUPPORT SYSTEM FAMILY SUPPORT SOCIETAL SUPPORTINTERNAL AND EXTERNAL Public-Private PartnershipSTAKEHOLDERS’ SUPPORT Media,GO,NGOINSTRUCTIONAL SUPPORT ADMINISTRATIVE SUPPORT Teachers’ CPD , Textbooks CO, RO, DO School and other IMs
  • 43. CURRICULUM SUPPORT SYSTEM FAMILY SUPPORT SOCIETAL SUPPORTINTERNAL AND EXTERNAL Public-Private PartnershipSTAKEHOLDERS’ SUPPORT Media,GO,NGOINSTRUCTIONAL SUPPORT ADMINISTRATIVE SUPPORT Teachers’ CPD , Textbooks CO, RO, DO School and other IMs
  • 44. MONITORING and EVALUATION SYSTEM
  • 45. MONITORING and EVALUATION SYSTEM
  • 46. GuidingPrinciplesand Featuresof K-12Curriculum
  • 47. Outcomes Comprehensive Standards based competency Systematic M&E System Learner- K-12 centeredCURRICULU Seamless M Developmentally appropriate Balanced-assessment Constructivist
  • 48. Decongested Value-laden and enriched Lean but meaty Inclusive K-12 CURRICULU MIntegrative Flexible Inquiry-based
  • 49. INCLUSION OFCO-CURRICULAR ACTIVITIES AND COMMUNITY INVOLVEMENT PROGRAM
  • 50. CORE CONTENT 1.COMMUNICATION AND LITERACIES 2. CRITICAL THINKING AND PROBLEM SOLVING 3. CREATIVITY AND INNOVATION 4. ETHICAL, MORAL and SPIRITUAL VALUES
  • 51. CORE CONTENT 5. LIFE and CAREER COMPETENCIES 6. DEVELOPMENT OF SELF AND SENSE OF COMMUNITY 7. NATIONAL and GLOBAL ORIENTEDNESS
  • 52. LEARNING DOMAINS KNOWLEDGE and UNDERSTANDING ESSENTIAL SKILLS ATTITUDES AND VALUES
  • 53. PEDAGOGICALAPPROACHES • CONSTRUCTIVIST • INQUIRY-BASED • INTEGRATIVE • COLLABORATIVE • REFLECTIVE
  • 54. ASSESSMENT ASSESSMENT as LEARNING ASSESSMENTforLEARNING ASSESSMENTofLEARNINGBALANCE OF TRADITIONAL and AUTHENTIC ASSESSMENT
  • 55. MONITORING and EVALUATION SYSTEM OUTCOMES-and STANDARDS- BASED, COMPREHENSIVE, SYSTE MATIC, and VALID MONITORING and EVALUATION SYSTEM SET IN PLACE AIMED AT IMPROVING THE QUALITY OF BASIC EDUCATION
  • 56. PROPOSEDROADMAP FOR THEK-12 PHILIPPINEBASIC EDUCATIONPROGRAM
  • 57. Grade K 1 2 3 4 5 6 7 8 9 10 11 12 LevelCurriculumProgram General Academic Program Learning Domains •Values Education •English •Adv EnglishCore •Physical health & •Eng •Filipino •English •Adv Science motor dev’t •ScienceLearning •Social & emotional•Fil •Mathematics •Mathematics •Adv MathArea dev’t •Math •Science & Health •Filipino •Adv Filipino •Cognitive dev’t •Science & •Heograpiya, Kasaysayan at •Contemporary •Creative Arts •MAPEH Health Sibika Issues •Language & •Social Studies Readiness for Reading •MAPEH •Values Education (includes & Writing •Sibika at •EPP •TLE work, ethic, busi •Language, Literacy & Kultura •EdukasyongPagpapakatao ness Communication •MAPEH •Aptitude ethics, etc.) Exploratory stage of test career paths/choices Program in: Special -Arts -Sports -JournalismSpeciali- -Engineering Science Education Programzation (ESEP) -Mother Tongue & foreign Languages NONE NONE NONE -Technical-Vocational education - Agriculture/Fisheries Consolidation of - Arts & Trades complex knowledge & skills; dev’t of attitude & values as a result of a strong liberal education. Adequate Development of Development & mastery of Consolidation of knowledge & skills; preparation for theKey Stage complex knowledge & skills; knowledge, skills, attitudes and values; development of world of mastery & application of basic skill dev’t of attitude & values attitudes, values, aptitudes & interest entrepreneurshi work,Outcomes p, middle level skills dev’t & higher education
  • 58. Grade K 1 2 3 4 5 6 7 8 9 10 11 12LevelProgram General Academic ProgramCurr.
  • 59. Grade Level K 1 2 3 Learning Domains •MTLearning Area • Values Education • Physical health & •English motor dev’t •Filipino • Social & emotional dev’t •Math •Science • Cognitive dev’t & Health • Creative Arts • Language & Readiness forCore Reading & Writing • Language, •Sibika at Kultura Literacy & •MAPEH Communication
  • 60. Grade Level 4 5 6 •MTLearning Area •English •Filipino •Mathematics •Science & Health •Heograpiya, Kasaysayan at Sibika •MAPEHCore •EPP (TLE) •EdukasyongPagpapakatao
  • 61. Grade 7 8LevelLearning Area •MT •English •Science •Mathematics •Filipino •MAPEHCore •Social Studies •Values Education •TLE
  • 62. Grade 7 8 9 10LevelLearning Area •English •Science •Mathematics •Filipino •MAPEH •Social StudiesCore •Values Education •TLE
  • 63. Grade 11 12LevelLearning Area • English • Science • Math • Filipino • Contemporary Issues (includesCore work ethic, business ethics, etc.)
  • 64. Grade 7 8 9 10 11 12Level Exploratory Specialization stage of career paths/ Special Program in: choices - Arts - Sports - Journalism - Engineering Science Education Program (ESEP) - Mother Tongue & foreign Languages - Technical-Vocational education - Agriculture/Fisheries - Arts & Trades
  • 65. Alignment of curriculumto the business andindustry needs (KeyEmployment Drivers for2011-2020) DOLE Project Job Fit 2020 vision
  • 66. Industry ProspectsGrowth of Philippine economy will be driven by:1. High-value foreign direct investment (FDI) led agribusiness2. Infrastructure (roads and highways, logistics, physical infrastructure projects3. Tourism (diving edge)4. Medical Tourism5. Retirement Estates (Subic, NCR, and cities of Tagaytay, Cebu, and Dumaguete)
  • 67. Industry Prospects6. BPOs (35% annual growth, $13 billion in revenues in 2010)7. Investment in ICT8. Real estate (BPOs investing in office space, growth in domestic and international tourism0;9. Shipbuilding (exports of ships to the US, Mexico, and Norway); and10. Long term demand for OFWs
  • 68. KeyEmploymentGenerators(KEG)
  • 69. 1. Agribusiness2. Cyber services3. Health and Wellness4. Hotel, Restaurant and Tourism5. Mining6. construction7. Banking and finance8. Manufacturing9. Ownership Dwellings and Real Estate10. Transport and Logistics11. Wholesale and Retail Trade12. Overseas Employment
  • 70. Emerging Industries•Renewable Energy•Power and Utilities•Diversified Farming and Fishing•Creative Industries
  • 71. Grade K 1 2 3LevelOutcomes Development ofKey Stage knowledge, skills, attitudes and values; mastery & application of basic skill
  • 72. Grade 4 5 6Level Development & masteryOutcomesKey Stage of complex knowledge & skills; dev’t of attitude & values
  • 73. Grade 7 8 9 10Level Consolidation ofOutcomesKey Stage knowledge, strategies, and skills; development of attitudes, values, aptitudes & interests
  • 74. Grade 11 12Level Consolidation of complex knowledge & skills; dev’t of attitude & values as a result of aOutcomesKey Stage strong liberal education. Adequate preparation for the world of work, entrepreneurship, middle level skills dev’t & higher education
  • 75. COMMUNICATION & LITERACIES CRITICAL THINKING & PROBLEM SOLVING CREATIVITY & INNOVATION Grade K 1 2 3 4 5 6 7 8 9 10 11 12 Level CurriculumTHE LEARNER Program EMPLOYMENT Core Learning ENTREPRENEURSHIP Areas MIDDLE LEVEL Speciali- SKILLS zation DEVELOPEMENT Key Stage HIGHER EDUCATION Outcomes ETHICAL, MORAL, SPIRITUAL VALUES LIFE & CAREER COMPETENCIES DEVELOPMENT OF SELF & SENSE OF COMMUNITY NATIONAL & GLOBAL ORIENTEDNESS
  • 76. CurrentCurricularInnovationsincluded in theK-12 BEP
  • 77. 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
  • 78. 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
  • 79. 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
  • 80. 4. Strengthened Technical- Vocational 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
  • 81. HS Language Math Science Makabayan Filipino English and Arts Other Foreign LanguagesGrade VI Language Math Science Makabayan Filipino English ArtsGrade V Language Math Science Makabayan Filipino English ArtsGrade IV Language Math Science Makabayan Filipino English Arts (M.T.) Math Science Makabayan Filipino EnglishGrade III Mother Tongue Language, Reading, Writing, Math Filipino English Sibika, Science LSRW Filipino LSRWGrade II Mother Tongue Language, Reading, Writing, Math Filipino Oral English Sibika, Science LSRWGrade I Mother Tongue Language, Reading, Writing, Math Oral Oral English Sibika, Science FilipinoKindergarten Mother Tongue all subjects
  • 82. School Year Elementary Secondary 2011-2012 Kinder 2012-2013 Curriculum Curriculum, Enhancement Enhancement Junior High School Grade 1 Grade 7 2013-2014 Grade 2 Grade 8 2014-2015 Grade 3 Grade9 2015-2016 Grade 4 Grade10 2016-2017 Grade 5 Senior HS/grade 11 2017-2018 Grade 6 Grade HS/grade 12
  • 83. K-12 The K-12 Program and the Need to DevelopBasicEducationProgram Philippine competitiveness The K-12 program will respond to the need of developing the country’s competitiveness. The challenges of ASEAN 2015, particularly the opening up of the ASEAN economic community by 2015, puts much pressure to our county. Thus there’s a need to ensure that our graduates inEster B. Ogena, Ph.D. basic education have skills and President Philippine Normal competencies that will allow them to University be at par with the global standards.
  • 84. K-12 The K-12 Program and the Need to DevelopBasicEducationProgram 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 don’t 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 theEster B. Ogena, Ph.D. President ability to participate in knowledge and Philippine Normal wealth creation both for themselves and the University Philippines.
  • 85. 14. Tailoring co-curricular activities and community involvement program to student and community needs15. Assessment for and of learning based on standards16. Attitudes of teachers towards K-12
  • 86. If education could bethe only best optionto secure the futureof our youth, all of usare here to supportthis option. 92

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