2. KindergartenKindergarten
Kto12Kto12asic Education Programasic Education Program
Batang K-12, HandasaTrabaho o Kolehiyo, HandasaMundoBatang K-12, HandasaTrabaho o Kolehiyo, HandasaMundo
6 years Elementary6 years Elementary6 years Elementary6 years Elementary
4 years Junior HS4 years Junior HS
2 years Senior HS2 years Senior HS2 years Senior HS2 years Senior HS
K+6+4+2K+6+4+2
3. What is SeniorWhat is Senior
High School?High School?
Kto12Kto12asic Education Programasic Education Program
Batang K-12, Handa saTrabaho o Kolehiyo, Handa sa MundoBatang K-12, Handa saTrabaho o Kolehiyo, Handa sa Mundo
4. 2 years of in-depth2 years of in-depth
specialization forspecialization for
students dependingstudents depending
on the occupation /on the occupation /
career track theycareer track they
wish to pursuewish to pursue
Kto12Kto12asic Education Programasic Education Program
Batang K-12, Handa saTrabaho o Kolehiyo, Handa sa MundoBatang K-12, Handa saTrabaho o Kolehiyo, Handa sa Mundo
5. Skills and competenciesSkills and competencies
relevant to the job marketrelevant to the job market
Kto12Kto12asic Education Programasic Education Program
Batang K-12, Handa saTrabaho o Kolehiyo, Handa sa MundoBatang K-12, Handa saTrabaho o Kolehiyo, Handa sa Mundo
6. K to 12 Basic Education Program
Kindergarten (5 years old)KKKKkk
Grade 12 (17 years old)
Grade 11 (16 years old)
Grade 10 (15 years old)
Grade 9 (14 years old)
Grade 8(13 years old)
Grade 7(12 years old)
Grade 6 (11 years old)
Grade 5 (10 years old)
Grade 4 (9 years old)
Grade 3 (8 years old)
Grade 2 (7 years old)
Grade 1 (6 years old)
6 years of Elementary
2 years of Senior High School
4 years of Junior High School
7. Why is there aWhy is there a
NEED?NEED?
Kto12Kto12asic Education Programasic Education Program
Batang K-12, Handa saTrabaho o Kolehiyo, Handa sa MundoBatang K-12, Handa saTrabaho o Kolehiyo, Handa sa Mundo
8. 1.1. InsufficientInsufficient
mastery ofmastery of
basicbasic
competenciescompetencies
due todue to
congestedcongested
curriculumcurriculum
Kto12Kto12asic Education Programasic Education Program
Batang K-12, Handa saTrabaho o Kolehiyo, HandasaMundoBatang K-12, Handa saTrabaho o Kolehiyo, HandasaMundo
10. Trends in International Mathematics and Science Study
(TIMSS- 2003)
Grade IV Math and
Science
HS Math HS Science
1. Top
2.
3.
.
.
.
21.
22.
23.
24.
25. Bottom
Philippines
1. Top
2.
3.
.
.
.
34.
35.
36.
37.
38. Bottom
Philippines
1. Top
2.
3.
.
.
.
42.
43.
44.
45.
46. Bottom
Philippines
11. Philippine Average TIMSS Scores
Scores International
Average
Rank Participating
Countries
2003 Results
Grade IV
Science 332 489 23 25
Mathematics 358 495 23 25
HS II
Science 377 473 43 46
Mathematics 378 466 34 38
2008 Results
Advanced
Mathematics
355 500 10 10
Source: TIMSS, 2003 and 2008
12. 2. High School2. High School
graduates (16 yearsgraduates (16 years
normal HSnormal HS
graduates- lackgraduates- lack
basic competenciesbasic competencies
and maturity)and maturity)
Kto12Kto12asic Education Programasic Education Program
Batang K-12, Handa saTrabaho o Kolehiyo, Handa sa MundoBatang K-12, Handa saTrabaho o Kolehiyo, Handa sa Mundo
13. -
100,000
200,000
300,000
400,000
500,000
600,000
700,000
800,000
900,000
1,000,000
No Grade Completed Elem Undergrad Graduate High School UndergradHigh School GraduateCollege Undergrad College Graduate
2010 15,485 192,014 222,984 405,707 972,458 681,340 607,012
2009 14,135 175,274 203,544 370,337 887,678 621,940 554,092
972,458
Unemployed
HS Grad
650,000 ++
Available Skills
Based Jobs
Source: NSO, 2009 & 2010
Unemployed VS. Available Skilled Jobs
14. 14Grade1 Grade4 Elem
Graduates
HSNew
Entrants
HSGraduates CollegeNew
Entrants
College
Graduates
100
74
66 65
46
20 16
Typical Progression of a Cohort of Pupils
(based on cohort of Grade I pupils from SY 1995-1996
to College Graduates SY 2008-2009)
Public and Private
PHILIPPINES
15.
16. The Philippines isThe Philippines is
the only remainingthe only remaining
country in Asiacountry in Asia
with a 10–yearwith a 10–year
basic educationbasic education
programprogram
K-12K-12asic Education Programasic Education Program
Batang K-12, Handa sa Trabaho o Kolehiyo, Handa saMundoBatang K-12, Handa sa Trabaho o Kolehiyo, Handa saMundo
17. K-12K-12asic Education Programasic Education Program
Batang K-12, Handa saTrabaho o Kolehiyo, Handa sa MundoBatang K-12, Handa saTrabaho o Kolehiyo, Handa sa Mundo
18. Why K to 12?
• Bologna Accord
• Washington Accord
– Are international agreements among countries
for standardization of curriculum for
accreditation
21. 4 Years HS
4 years
College
6 years HS
3 years
College
P103,256
P86,664
K to 12 college
graduates will
save PHP 16,592
from the shorter
college years
Total household expenditure of a college graduate
under K to 12 will be lower due to shorter college
years.
22. 4 years of HS
plus 2 years
of
College
6 years
of HS
P57,776
P39,332
• On the average,On the average,
households currentlyhouseholds currently
invest P57,776 for HSinvest P57,776 for HS
and two-year collegeand two-year college
education (total of 6education (total of 6
years schooling)years schooling)
• Under K to12,Under K to12,
households will onlyhouseholds will only
invest P18,444 forinvest P18,444 for
the same duration ofthe same duration of
schooling.schooling.
K to 12 will allow students to pursue 2 more
years of education at high school rates.
23. 4 Years HS
4 years
College
6 years HS
3 years
College
P103,256
P86,664
K to 12 college
graduates will
save PHP 16,592
from the shorter
college years
Total household expenditure of a college graduate
under K to 12 will be lower due to shorter college
years.
29. 29
WHITE COLLAR VS. BLUE COLLAR JOBS
SKILLEDSKILLED
WORKERSWORKERS
TECHNICIANSTECHNICIANS
MANAGERSMANAGERS
EXECSEXECS
COLLEGECOLLEGE
STUDENTSSTUDENTS
TECH-VOCTECH-VOC
STUDENTSSTUDENTS
Job-Skills Mismatch
30. The proposal to expandThe proposal to expand
the basic education datesthe basic education dates
back to 1925back to 1925
Kto12Kto12asic Education Programasic Education Program
Batang K-12, HandasaTrabaho o Kolehiyo, HandasaMundoBatang K-12, HandasaTrabaho o Kolehiyo, HandasaMundo
• K-12 is not NEW.K-12 is not NEW.
• Has been studied since 1925 .Has been studied since 1925 .
• no political will to do it.no political will to do it.
• Need to be more competitive.Need to be more competitive.
31. K-12K-12asic Education Programasic Education Program
Batang K-12, HandasaTrabaho o Kolehiyo, HandasaMundoBatang K-12, HandasaTrabaho o Kolehiyo, HandasaMundo
• Monroe Survey, 1925Monroe Survey, 1925
• UNESCO Mission Survey , 1949UNESCO Mission Survey , 1949
• Swanson Survey , 1950Swanson Survey , 1950
• Education Act of 1982Education Act of 1982
32. K-12K-12asic Education Programasic Education Program
Batang K-12, Handa saTrabaho o Kolehiyo, HandasaMundoBatang K-12, Handa saTrabaho o Kolehiyo, HandasaMundo
• Presidential CommissionPresidential Commission
to Survey Philippineto Survey Philippine
Education (PCPE), 1970Education (PCPE), 1970
• SOUTELESOUTELE
• CongressionalCongressional
Commission on EducationCommission on Education
(EDCOM) Report, 1991(EDCOM) Report, 1991
34. Grade 9-10
Grade 7-8
NC 1
Gr 11-12 NC 2,
3, 4
Entrepreneurship
Middle Level Skills
Development
Higher Education
COC
NC
2
Junior and Senior High Sch
35. K to 12 Basic Education Program
MODEL 2
Grade Level ACADEMICS ELECTIVES
12
Core Subjects+ Electives
Academic Technical education
Advanced Science ,
Humanities,
Literature
ICF, technical
entrepreneurship, home
management/ housekeeping,
cooking, electrical installation
and maintenance,
dressmaking/ tailoring,
carpentry, crop production,
animal prod‘n, caregiving
11
10
Core Subjects including TLE of the students’
choice
Exploratory
9
7 and 8
6 Math, AP, EP, Filipino, English, Science,
MAPEH , EPP/TLE5
4
3
Math, AP, EP, Filipino, English, MAPEH, MT,
Science
Math, Araling Panlipunan (AP), Edukasyon sa
Coc/NC 1
NC 2 NC 3
36.
37. College Readiness StandardsCollege Readiness Standards
After 12 years of pre-university education, a student wishing to
enter college should be able to:
• Produce all forms of texts (e.g., written, oral, visual, digital)
based on:
a solid grounding on Philippine experience and culture;
an understanding of the self, community, and nation;
the application of critical and creative thinking and
doing processes;
competency in formulating ideas/arguments logically,
scientifically, and creatively; and
a clear appreciation of one’s responsibility as a citizen
of a multicultural Philippines and a diverse world.
•
38. College Readiness Standards
After 12 years of pre-university education , a
student must be able to:
• Systematically apply knowledge, understanding,
theory, and skills for the development of the self,
local, and global communities using prior
learning, inquiry, and experimentation.
• Work comfortably with relevant technologies and
develop adaptations and innovations for
significant use in local and global communities.
39. College Readiness Standards
After 12 years of pre-university education , a
student must be able to:
• Systematically apply knowledge, understanding,
theory, and skills for the development of the self,
local, and global communities using prior
learning, inquiry, and experimentation.
• Work comfortably with relevant technologies and
develop adaptations and innovations for
significant use in local and global communities.
40. College Readiness Standards
• Communicate with local and global communities
with proficiency, orally, in writing, and through
new technologies of communication.
• Interact meaningfully in a social setting and
contribute to the fulfilment of individual and
shared goals, respecting the fundamental
humanity of all persons and the diversity of
groups and communities.
• Communicate with local and global communities
with proficiency, orally, in writing, and through
new technologies of communication.
• Interact meaningfully in a social setting and
contribute to the fulfilment of individual and
shared goals, respecting the fundamental
humanity of all persons and the diversity of
groups and communities.
41. College Readiness Standards
•
• English Language
•
After 12 years of pre-university education, a student wishing to enter college
should be able to:
• Listen to various kinds of texts with adequate comprehension.
• Read various kinds of texts with adequate comprehension.
• Engage in purposive classroom oral interaction.
• Write well-formed texts beyond the sentence level.
• Ask questions.
• Interview.
• Develop sensitivity to the socio-cultural dimension of communication
situations.
• Facilitate smooth interaction through the use of verbal and non-verbal
symbols.
• Develop confidence in the ability to participate in various
communication situations.
•
• English Language
•
After 12 years of pre-university education, a student wishing to enter college
should be able to:
• Listen to various kinds of texts with adequate comprehension.
• Read various kinds of texts with adequate comprehension.
• Engage in purposive classroom oral interaction.
• Write well-formed texts beyond the sentence level.
• Ask questions.
• Interview.
• Develop sensitivity to the socio-cultural dimension of communication
situations.
• Facilitate smooth interaction through the use of verbal and non-verbal
symbols.
• Develop confidence in the ability to participate in various
communication situations.
42. Grades 11 and 12
Learning Area5
Grade 11 Grade 12
c/o
Hrs/Week Hrs/Week
1Language
English: Oral Communication 4
English or Filipino: Specific Purposes 4CHED
Filipino: Retorika 4
2Math Math for Specific Purposes I 5Math for Specific Purposes II 5CHED
3Science Life Sciences 5Physical Sciences 5CHED
4Literature Literature 5CHED
5 Contemporary Issues Local 2Global 2BSE
6
Career Pathways Total Hrs/Wk for CP 13 Total Hrs/Wk for CP 14
a. Entrepreneurship TBD 10TBD 14BSE
b. TechVoc TBD 10TBD 14BSE
c. Academic
TBD 9TBD 10
BSE
7
Psychology
2Sociology 2
CHED
8
Logic 2Philosophy 2
CHED
7Others
NSTP 2
60. Core Content
1. Communication and literacies
2. Critical thinking and problem solving
3. Creativity and innovation
4. Ethical, moral and spiritual values
5. Life and career competencies
6. Development of self and sense of
community
7. National and global orientedness
61. 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
62. 2. Mother tongue-Based
Multilingual Education• Mother tongue taught as learning area
and used as language of instruction from
Kindergarten to Grade 3
• Filipino , oral and written , - Grade , 1st
sem
• English , oral – Grade 1 , 2nd
sem
63. 4. Strengthened Technical-
Vocational Education
• Competency-based curriculum
• Specialization ( Techvoc,
academic, sports and the arts)
11 & 12
• Certification of competency
level will be given to students
in coordination with TESDA
65. Change in Language teaching:
Informational and Literary text
Grade- 1 2 3 4 5 6 7 8 9 10 11 12
iinformaK
Informational
text
Literary
text
66. Why the changes in the
Languages?
Increase in informational text
- knowledge economy
- decline in reading worldwide
- need information for creative thinking and
problem solving
71. K-12K-12asic Education Programasic Education ProgramSchool YearSchool Year ElementaryElementary SecondarySecondary
2011-20122011-2012 KinderKinder
2012-20132012-2013 CurriculumCurriculum
EnhancementEnhancement
Grade 1Grade 1
Curriculum, EnhancementCurriculum, Enhancement
Junior High SchoolJunior High School
Grade 7Grade 7
2013-20142013-2014 Grade 2Grade 2 Grade 8Grade 8
2014-20152014-2015 Grade 3Grade 3 Grade9Grade9
2015-20162015-2016 Grade 4Grade 4 Grade10Grade10
2016-20172016-2017 Grade 5Grade 5 SeniorSenior
HS/grade 11HS/grade 11
2017-20182017-2018 Grade 6Grade 6 GradeGrade
HS/grade 12HS/grade 12
Batang K-12, Handa saTrabaho o Kolehiyo, Handa sa MundoBatang K-12, Handa saTrabaho o Kolehiyo, Handa sa Mundo
72. Proposal for Transition
• DepEd schools to offer Grades 11 and 12
• Private schools offer Grades 11 and 12 with
support from DepEd
73. Preparatory to Transition
• Schools to model the Grades 11 and 12 are
being listed and evaluated ( techvoc schools
offering post-secondary education)
74. Demands of the K to 12
• Competence
- Knowledge – Content
- Skills – Pedagogical skills
- other skills ( add on)
- Attitude ( self-directed , self-motivated )
International indicator of quality:
The poor performance in TIMSS reflects low quality of Science and Mathematics Education in elementary and secondary levels
One of the major challenge of Department of education aside from increasing participation to meet MDG 2 is retaining those in school, particularly those at risk of falling out of the system. They are the ones who encounter difficult circumstances in life – poverty, cases of teenage pregnancies, student laborers, children whose parents were poorly schooled, slum dwellers, families who live in areas with peace and order problems and learners with various forms of disabilities - that their stay in school is so fragile that they face the risk of falling out, sooner or later.
As you can see in the diagram, within 14 years cycle (i.e., from elementary to tertiary, 1994-2007), of the 100 students who enrolled in Grade 1, only 67 students reached First year high school and 48 of which graduated HS. Of these HS Graduates, only 23 reached college level and 17 earned college degrees.
We need to arouse their interest towards learning, or make schooling interesting for them. We need a combination of interventions that will keep them attending school despite the odds.
Because of those common notions against TECHVOC education, most parents and students prefer college degree which resulted to Job-Skills Mismatch in the labour market. As you can see in the slide, the extent of mismatch between the available jobs in the market and the potential takers is very serious. A large majority of our tertiary students are pursuing college degree and most likely would land a job not commensurate to their skills and competencies. Based on the latest industry data, there are more than 650,000 available job that requires techvoc skills, but there are more than 1 Million Professional that cannot land a job.
The system is producing large number of professionals annually and it continue to widen the job-skills mismatch.
