Your SlideShare is downloading. ×
0
Kto12 issue
Kto12 issue
Kto12 issue
Kto12 issue
Kto12 issue
Kto12 issue
Kto12 issue
Kto12 issue
Kto12 issue
Kto12 issue
Kto12 issue
Kto12 issue
Kto12 issue
Kto12 issue
Kto12 issue
Kto12 issue
Kto12 issue
Kto12 issue
Kto12 issue
Kto12 issue
Kto12 issue
Kto12 issue
Kto12 issue
Kto12 issue
Kto12 issue
Kto12 issue
Kto12 issue
Kto12 issue
Kto12 issue
Kto12 issue
Kto12 issue
Kto12 issue
Kto12 issue
Kto12 issue
Kto12 issue
Kto12 issue
Kto12 issue
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

×
Saving this for later? Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime – even offline.
Text the download link to your phone
Standard text messaging rates apply

Kto12 issue

1,835

Published on

This is not my presentation. I just uploaded this for studying purpose.

This is not my presentation. I just uploaded this for studying purpose.

Published in: Education
1 Comment
3 Likes
Statistics
Notes
No Downloads
Views
Total Views
1,835
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
0
Comments
1
Likes
3
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
No notes for slide
  • UNESCO Education For All Plan of Action Universal functional literacy Universal coverage of quality Early childhood education for all 3-5 year-old children Universal school participation and total elimination of drop-outs and repetition form Grades I-III Universal completion of the full cycle of basic education schooling with satisfactory achievement levels Expand the coverage of the Basic Literacy Program for the 16 year-old and above and the Alternative Learning System Commitment of all Philippine communities to the attainment of Basic Education competencies for all.
  • Ubd – emphasis is on “backward design”, the practice of looking at the outcomes in order to design curriculum units, performance assessments, and classroom instruction. - to facilitate student understanding, teachers must explain the “big ideas” and essential questions as well as the requirements and evaluative criteria at the start of the class but this method only works for some topics. - students being able to explain, interpret, apply, have perspective, empathize and have self-knowledge.
  • CMO No. 59, s. 1996 – or the New General Education Curriculum (GEC) CMO No. 4, s. 1997 – Guidelines for Implementation of CMO No. 59 s. 1996. GEC-A and GEC-B.
  • RSEC – Revised Secondary Education Curriculum
  • What is their incentive if they decide to enter Grade 11? Classrooom? Faculty to teach the additional grade levels?
  • Solution to the 2 years added: Put in place Career Academies.
  • This can be done also in collaboration with private enterprises (thru MOAs). The CA become automatic placement centers. Part of the two year training can include an immersion in the actual job sites. At the end of the two-year period, they are guaranteed a place/job in these private enterprises that they have concluded their interships.
  • Transcript

    • 1. CHALLENGES AND RESPONSES INTHE IMPLEMENTATION OF K TO 12Fr. Joel E. Tabora, SJ
    • 2. SHORTCUTS IN TERMINOLOGY• K to12• Present 10• Add Kindergarten (K)• Add years 11, 12 = “Career Academy” (2)• Pre-College• Senior High School• Junior High School• K+6+4+2 = K to 12• BEC – Basic Education Curriculum• GEC – General Education Curriculum
    • 3. REASONS FOR EDUCATION REFORM• PH having the shortest education cycle in theworld (14 years 6+4+4)• Washington Accord for Engineering – at least16 years• Bologna Process for accountants, pharmacists,Physical Therapists – 15 years• APEC Trade Agreement – deadline in 2020• UNESCO Education For All Plan of Action
    • 4. PHILIPPINE BASIC EDUCATIONCURRICULUM (BEC)• National Elementary School Curriculum• 1984 to 2002• New Secondary Education Curriculum• 1991-2002• Revised Basic Education Curriculum 2002• Secondary Education Curriculum-Understanding by Design Model 2010
    • 5. ISSUES WITH PRESENT BEC• Insufficient mastery of basic competencies iscommon due to a congested curriculum. The 12 yearcurriculum is being delivered in 10 years.• High school graduates are younger than 18 years oldand lack basic competencies and maturity. Theycannot legally enter into contracts and are notemotionally mature for entrepreneurship /employment.• Other countries view the 10-year education cycle asinsufficient.
    • 6. GENERAL EDUCATION CURRICULUM(GEC)• GEC-A (63 units for humanities, social sciencesand communications students)• GEC-B (51 units for non-HUSOCOM students)
    • 7. ISSUES WITH PRESENT GEC• Heavier semestral load of students• No room for formation subjects• Increasing professional subjects• The variations in laboratory requirements pose practicalproblems for smaller colleges with just enough laboratories• Students not seeing the relevance of GEC subjects• Since only professional courses that need internationalaccreditation are under the Washington and BolognaAccord, some courses should have lesser subjects.
    • 8. THE CHALLENGE• Enhanced 10• Lessen drop outs• Decongest to improve learning• RBEC• Revised Basic Education Curriculum focused on just• English• Pilipino• Mathematics• Science• Makabayan• But it did not “decongest” the curriculum
    • 9. THE CHALLENGE• Challenge for curriculum designers based onreal feedback• Don’t just push up• Reduce – more time for independent workand study
    • 10. K TO 12 MODEL DEVELOPED BY DEPED• A Comparative Example: Science ConceptualMatrix• Old RSEC• K to 12 Model
    • 11. GRADE 7 GRADE 8 GRADE 9 GRADE 10 GRADES 11 AND 12Scientific Method Balance of nature ChemicalSystemsNewtonianMechanics  Sun-Moon-EarthSystempushed down to Grade6Cell Composition ofthe Atompushed down toGrade 8Electromagnetism States of Matter Life Energy Elements in thePeriodic TableElectronics Nature of Force Structure and LifeFunctions ofOrganismsChemicalbondsWave motion Motion Geneticspushed up to Grade9ChemicalReactionsAcoustics Transfer of Energy Evolutionpushed up to Grade9Behavior ofGasesOptics Changes on Earth Biodiversity Solutions Thermodynamics Relationshipsbetween living andnon-living things  Colloids Nuclear Energypushed down toGrade 9 OLD RSEC for Science Grades 7-10
    • 12. Grade 7 Grade 8 Grade 9 Grade 10 Grades 11 and 12Scientific method Human system Genetics Fluiddynamics ST Subjects for Medicaland Allied ProfessionHumans as stewards ofthe earthReproduction Evolution Thermodynamics ST Subjects for FoodIndustriesMatter: measurement,classification, changesCell ChemicalreactionsElectrodynamics ST Subjects for Energyand EnvironmentRelated IndustriesMotion Atoms - structure,functions, periodicityThermal behavior Waves: sounds andoptics The Earth Chemical bonds Radioactivity   If 6 units for GE coursesin Science:Effects of soil relatedproblems and how theyare managed(lithosphere) addedCauses of motionand laws ofconservation ofmechanical energyand momentumEffects of humanactivities toclimate changeaddedSPECIALIZATION:biotechnology andbioethics added1 ST Subject  Effects of humanactivities toatmosphere added  Genetics 1 Research      Electrodynamics        Thermodynamics If 12 units for GEcourses in Science:        2 STS (Choice of 2)        2 ResearchK to 12 Curriculum for Science Grades 7-12
    • 13. PHASES OF IMPLEMENTATION1. Universal kindergarten will be offered starting SY2011-2012.2. DepEd will begin unclogging the basic educationcurriculum in SY 2012-2013.3. The enhanced 12-year curriculum will beimplemented starting with incoming Grade 1students of SY 2012-2013.4. Incoming freshmen of SY 2012-2013 will be the firstbeneficiary of a free Senior High School educationthat will be made available by DepEd in publicschools beginning SY 2016-2017. Electives to beoffered in Senior HS (arts, music, tech-voch..etc)Source: Briefer prepared by the Department of Education, November 2, 2010
    • 14. WORKPLAN OF DEPED STEERINGCOMMITTEE FOR TRANSITION (SEPTEMBER 5, 2011)Project Activity Timetable1. Development of K to 12 model plan September to October 20112. Identification of K to 12 Model sites October 20113. Curriculum Enhancement (Based on the K to 12curriculum standards and competencies)November to December 20114. Partnership with key stakeholders in the K to 12model sitesJanuary 20125. Training of Teachers Until May 20126. Communication and Advocacy Plan December 2011 to January20127. K to 12 model, monitoring and evaluation June 2012 onwards8. Communication and Advocacy Plan 2014 onwards
    • 15. TRANSITION SCHEME FOR K TO 12
    • 16. PROBLEMS WITH TRANSITION SCHEME• Too late to make transition compulsory.• Difficulty to find students who will volunteer to gothrough Grades 11 and 12. Since this will be inselected pilot schools, they can actually opt to goto College. Why then would they enter a shadyGrade 11?• Official curriculum is not yet finalized. It is expectedon November, but this may be too late to trainteachers.
    • 17. PROBLEMS WITH TRANSITION SCHEME• Logistical problems for administrators.• Textbooks and other materials are not yetdeveloped and printed for Grades 11 and 12.• Increased drop-outs due to perceived irrelevanceof going to Grades 11 and 12.
    • 18. OUR PROPOSAL• Implement K to 12 on our own. Essentially, K to 12 isan addition of 2 years in Basic Education.• We plan for the content of K to 12 on our own.• We accept that performance standards are basedon the:• Content of RBEC in 10 years• Set of College competencies now being articulated byCHED.• Competencies required for specific work.
    • 19. OUR PROPOSAL• Basically, Br. Armin Luistro, FSC hasencouraged CEAP and COCOPEAschools to pilot K to 12 even withoutlegislation, based on global demand.
    • 20. OUR PROPOSAL
    • 21. CAREER ACADEMY• Not just more high school• Not just pre-college• Sui generis – the last step in basic education• Pupils in 17thand 18thyears of life• Atmosphere of challenge and respect
    • 22. • Choose careers with educational implication• Some need two years (Pre-work stream)• Some need two years plus college (Pre-college stream)• “Minus 2” or “Plus 2”CAREER ACADEMY
    • 23. CAREER ACADEMY• “It provides the professional and humaneducation necessary for the practice of chosencareers either immediately after graduation orafter further tertiary education, depending onthe career chosen”• Completion is attested to by a certificate ordiploma issued by or with permission of theDepEd
    • 24. CAREER ACADEMY• Career Tracks• Achievement tests advisory• Tracks chosen by the pupils and theirparents• Preparation for life• Work• Marriage life• Atmosphere: Young adults
    • 25. SCHOOLS WITH GRADES 11 AND 12CURRICULUM DEVELOPED• Ateneo de Naga University• Career Academy for Entrepreneurship Program• San Carlos University
    • 26. AN EXAMPLE: CAREER ACADEMY FOR TRAVELAND TOURISM• PROGRAM DESCRIPTION: The Certificate ofAchievement in Travel and Tourism is a two-yearCareer Academy program. This program will allowstudents to exit with knowledge and job skillsnecessary to qualify for immediate employment in atravel agency, tour company, or airline customerservice position, or to continue on to fulfil theirbachelors degree requirements.
    • 27. AN EXAMPLE: CAREER ACADEMY FOR TRAVELAND TOURISM• Jesuit Core Courses – 12 units• General Education – 24 units• Career Specialization Courses – 24 units• Career Skills Development Courses – 10 units• 70 total credit units
    • 28. Course Code Course TitleCredit Units Pay UnitsLecture Lab Total Hours/Week  Jesuit Core Courses          History of Salvation 3 0 3 3  Christology 3 0 3 3  Philosophy of the Human Person and Society 3 0 3 3  Christian Vocation: Marriage and Family Life 3 0 3 3  Sub-total 12 0 12 12  General Education         Computer Literacy and Office ProductivityTools 0 3 3 3  Basic Algebra 3 0 3 3  General Psychology 3 0 0 3  Citizenship Education 3 0 3 3 Fundamentals of Environmental Science (WithEco-Tourism) 3 0 3 3  Philippine History 3 0 3 3  Business English 1 3 0 3 3  Business English 2 3 0 3 3  Sub-total 21 3 24 24
    • 29.   Career Specialization Courses          Principles of Tourism (Introduction to Tourism) 3 0 3 3  Principles of Safety, Hygiene and Sanitation 3 0 3 3  Methodology of Guiding 6 0 6 6  Selling Destinations 3 0 3 3  Career and Customer Service Skills 3 0 3 3  Airline Reservations and Ticketing 3 0 3 3  Travel and Tour Operations 3 0 3 3  Sub-total 24 0 24 24  Career Skills Development Courses          First Aid Course 2 2 4 4  Supervised Industry Exposure 0 6 6 9  Sub-total 2 8 10 13  TOTAL 59 11 70 73Course Code Course TitleCredit Units Pay UnitsLecture Lab Total Hours/Week
    • 30. AN EXAMPLE: CAREER ACADEMY FOR TRAVELAND TOURISM• Pre-College (36)• General Education leading to College (24)• Some Electives, career required• Advanced Math• Advanced Science• Advanced English Literature• Mission-determined courses (12)• Marriage and Family Life
    • 31. CourseCodeCourse TitleCredit Units Pay UnitsLecture Lab Total Hours/Week  First Semester, Grade 11          History of Salvation 3 0 3 3 Computer Literacy and OfficeProductivity Tools 0 3 3 3  Basic Algebra 3 0 3 3  General Psychology 3 0 3 3 Principles of Tourism (Introduction toTourism) 3 0 3 3 Principles of Safety, Hygiene andSanitation 3 0 3 3  Sub-total 15 3 18 18 Desired Competencies: Performcomputer operations; observe personaland workplace hygiene practices;observe health, safety and securitypractices; develop and update tourismindustry knowledge.       Curriculum Outline for Career Academy for Travel and Tourism  Second Semester, Grade 11          Christology 3 0 3 3  Philippine History 3 0 3 3  Business English 1 3 0 3 3  Methodology of Guiding 6 0 6 6  Career and Customer Service Skills 3 0 3 3  Sub-total 18 0 18 18 Desired Competencies: effectiveworkplace communication (technicalwriting, answering the phone etc);develop and maintain the generalknowledge required by guides;determine the job qualifications,attitudes, work habits and personalqualities necessary to functionsatisfactorily with other individuals and inorganization in the hospitality industry;demonstrate good customer relationsskills. Major Output: Prepare and presenttour commentaries or activities.        
    • 32. WHAT TO GAIN FROM THE K TO 12?• Facilitate an accelerated economic growth.• Facilitate mutual recognition of Filipino graduatesand professionals in other countries.• A better educated society provides a soundfoundation for long-term socio-economicdevelopment.• Several studies have shown that the improvementsin the quality of education will increase GDP growthby as much as 2%. Studies in the UK, India and USshow that additional years of schooling also havepositive overall impact on society.
    • 33. WHAT TO GAIN FROM CAREERACADEMIES?• Courses in academic subjects include materialspecifically related to the academy’s career theme,which makes them more interesting.• Student’s interest is further aroused by immediateconnections between the program and the realworld.• Adults working in the field serve as mentors forstudents, introducing them to settings in which theymight work and helping them plan their careers.
    • 34. WHAT TO GAIN FROM CAREERACADEMIES?• Career Academy approach is essentially flexible andadaptable to local needs, capacities andcircumstances, rather than rigid and prescriptive,demonstrating that the approach can work in a widevariety of school and community settings.• Career Academies would increase the likelihood ofstudents graduating on time. CA will also increasevocational course-taking for these students withoutreducing their likelihood of completing a basic coreacademic curriculum.
    • 35. CHALLENGE TO IMPLEMENT K TO 12 IN CEAPSCHOOLS• With existing colleges or high schools• Stand alone• Minus 2 would be attractive to many• Work would allow them• To help their families• To earn their way through college
    • 36. CHALLENGE TO IMPLEMENT K TO 12 IN CEAPSCHOOLS• Plus 2 ensures better college experience• Better Tertiary-Level General Education• Better Professional Training• Will foster learning beyond the four walls ofthe classroom. Not just theory but appliedknowledge.• Develop K to 12 curriculum in Basic Education
    • 37. DAGHANG SALAMAT!

    ×