Education_and_Development_pptx.pptx

Philippine
Education
and
Developmen
t
Throughout
History
Justiniani, Ivy Rose L.
MEd. Social Studies

Objectives:
 identify the events, curriculum and purpose of
education in each phase
 assess how education is establish by colonizers
 analyze the concepts and principles of Philippine
education
 establish connection towards educational goals
from the past to the present
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Why is there a need
to study the history
of
Philippine Education?
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Swift (1969)
noted that
education is
everything
which comprises
the way of life
of a society or a
group of people
is learned.
Courtesy of google image
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Sociology of Education
It is the study of how public institutions and
individual experiences affect education and
its outcomes. It is philosophical as well as
sociological concept denoting ideologies,
curricula, and pedagogical techniques of
the inculcation and management of
knowledge and social reproduction of
personalities and cultures.
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Historical Perspective
of the Philippine
Education
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Pre-Spanish Era
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Pre-Spanish Era
 Filipinos possessed a culture of their own.
 They had contacts with foreign people from
Arabia, India, China, Indo-China and
Borneo.
 The inhabitants were civilized people
possessing their system of writing, laws and
moral standards in a well organized system
of government.
Reference: https://www.slideshare.net/MsKrabbs19/historical-perspective-in-philippine-education
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Pre-Spanish Era
 Code of Kalantiao &
Maragtas belief in
Bathala, solidarity of
family, the modesty of
women, the children’s
obedience and respect
for the elders and
valour of women.
Courtesy of google image UPV irlj
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Pre-Spanish Era
Political System/Unit of
Government
1. Datu is the title for chiefs, soverign
princess and monarchs in Visayas and
Mindanao regions, Lakan (Luzon), Apo
(Central & Northern Luzon), Sultan and
Rajah (natives royalty in Mindanao and
Sulu).
2. Babaylan, a Visayan term identifying an
indigenous Filipino religious leader who
functions as a healer, a shaman, and a
community “miracle worker”. The
Babaylan can be a male, female, or
male.
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Pre-Spanish Era
 Umalohokan refers to the
town criers of ancient
Philippine Barangay. They
are responsibe for going
around and making people
aware of the laws enacted
by Datu or chieftain.
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Pre-Spanish Era
Curriculum:
 Education was informal, unstructured and devoid
of methods. The focus was on vocational training
and less academics (3 Rs) .
 Informal education was conducted through
observations, examples and imitation. There
was no direct teaching methods.
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Pre-Spanish Era
Curriculum:
Alibata is an ancient system of writing that was used before.
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Pre-Spanish Era
Aims of Education Methods Types
Survival Show & Tell Informal
Conformity Observation Practical
Enculturation/ Trial and Error Theoretical
Acculturation Imitation
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Spanish Era
 The Spaniards were successful in making
natives illiterate and uneducated;
 They triumph using religion to make people
submissive and unquestioning;
 The Spanish policy offered no opportunity for
the Indios to improve their lot in colonial
mentality
Ref.: Durban, J.M & Catalan, R.D. (2012), Issues and Concerns of Philippine Education Through the Years,
Iloilo City
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 1762-1896 there was a period of awakening.
 Global changes like he opening of Suez Canal,
the French Revolution ,opening of Philippines to
world trade and commerce provided Illustrados
to send their children to school abroad.
 Learning became a badge of privilege.
Iloilo City
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 Spain initiated educational reforms by passing laws
on education.
 The Philippine Revolution against Spain led to the
discovery of Katipunan in 1896 which resulted the
surrender of the last Spanish governor-general
Diego de los Rios to the Ilonggo revolutionaries
headed by Gen.Martin Delgado on December 25,
1898 in Plaza Alfonso XII.
Iloilo City
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Education Decree of 1863
 Access to education by Filipinos was later
liberalize through enactment of the Educational
Decree of 1863
 Provided for the establishment of at least one
primary school for the boys and girls in each
town under the responsibility of the municipal
government.
Iloilo City
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• Establishment of a normal school form
male teachers under the supervision of
the Jesuits.
• The Spanish schools started accepting
Filipino students.
•It was during this time the intellectuals
Filipinos emerged.
Iloilo City
Spanish Era
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Education Act of 1863 (Issues)
• There were not enough schools built
• Teachers tend to use corporal punishment
• The friars exercised control over the school and their
teachers.
• widespread of secular education
• poor facilities and writing materials
• Children skipped school to help with their family for a
living
Spanish Era
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Education System/Curriculum
• Formal and Organized
• Religion-oriented education
• Spanish missionaries as tutors
• Christian doctrine, prayers and
sacred songs
• 3R’s were only given to brighter
pupils
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 The schools were parochial or convent
schools
 The main reading materials were the
cartilla, catecismo
 The schools were upgraded and the
curriculum organization were separately
subject organization
 3 grade levels (Entrada, Acenso Termino)
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Schools Built
 Schools for boys and girls were separated.
 The first established schools were for the boys.
 The Augustinians built the first school in the
Philippines situated in Cebu in 1565.
 College was equivalent to a university.
 The students graduated with the degree in Bachelor
of Arts (Bachiller en Artes).
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The first college school for
the boys was “Colegio
de San Ignacio
established by the
Jesuits in Minal in
1589.
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Colegio de San Ildefonso,
established by Fr. Pedro Chirino
and Antonio Pereira of the Society
of Jesus in Cebu City. There are
several claims that it is now the
University of San Carlos.
Colegio de Sta. Potenciana
(1589) is the first college for
girls in Manila. It was
destroyed by earthquake in
1645.
Coleio de Nuestra Señora del
Santisimo Rosario (1611) is a
private Roman Catholic run
by Order of Preachers in
Manila. UST is also the
largest university in the city
of Manila.
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Education System
• Teach catechism to natives
• Spanish language – compulsory
• Inadequate Education
(suppressed/limited/controlled)
• Education is a privilege not a right
• Education for the elite
• Controlled by friars
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Education System
• Christian Doctrine
• Values
• History
• Mathematics
• Agriculture
• Etiquette
• Singing
• World Geography
• Spanish History
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Aims of Education Methods Types
Promote Christianity Dictation Formal Education
Promotion of Spanish Memorization religious
Language cenaculo catechism
Imposition of Spanish Theater vocational course
Culture presentation
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 It is also known as the Malolos Republic, a short-
lived revolutionary government in the Philippines
written by Felipe Calderon y Roca and Felipe
Buencamino as an alternative to a pair of proposals
to the Malolos Congress by Apolinario Mabini and
Pedro Paterno.
 It was formally established with the proclamation of
the Malolos constitution on January 23, 1899 in
Malolos, Bulacan.
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 Article XIV “EDUCATION SCIENCE AND
TECHNOLOGY, ARTS, CULTURE AND SPORTS”
Section 1: The state shall promote the rights of all citizens
to quality education at all levels;
Section 2: Complete, adequate and integrated system of
education, free education in elementary and high school
levels, scholarship grants, student loans, subsidies, Non-
formal, Informal, Indigenous Learning System, Self-
Learning, Independent, Out-Of-School Study Programs
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 Article XIV “EDUCATION SCIENCE AND
TECHNOLOGY, ARTS, CULTURE AND SPORTS”
Section 3: Constitution as a part of the curricula, patriotism,
nationalism for the country, religion as a subject is
allowed to public elementary and high schools.
Section 4: The control and administration of educational
institutions shall be vested in citizens of the Philippines
excluding those established by religious group.
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 Section 5: The state shall enhance the right
teachers to professional advancement. Non-
teaching and non-academic personnel shall enjoy
the protection of the state. The state shall also
assign the highest budgetary priority to education
and ensure that teaching will attract and retain its
rightful share .
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Highlights:
 Curricular Reforms
 Secularization of education
 Attention to natural science
 Improvement of higher centers of learning
 Lack of pedagogical skills
 Irrelevant courses in curriculum
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Curriculum
 Science, Math, History,
Philosophy, Law,
language, P.E, Religion,
Music, Social Sciences
Aim
 Love of country and of
God
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American Period
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 Education was used by the Americans as one of the most effective
means of pacifying the restless natives.
 Schools were established all over the archipelago.
 The natives were taught how to read and write.
 They learned American geography, history, lives of American heroes,
sang Star Spangled Banner and learned the English language.
Iloilo City
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 Higher literacy rate among
people contributed to the
improvement of their
standard of living,
improvement in public health
and employment
opportunities.
 Education was for social
mobility and democratic
ideals
Iloilo City
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Curriculum:
 It was based on the ideals and traditions of American values
 English was a medium of instruction
 The primary curriculum prescribed in 1904 by the Americans for the
Filipinos consisted of three grades in two aspects:
a. body training (singing, drawing, physical education
b. Mental Training (reading, writing, phonetics, spelling, nature
study and arithmetic)
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Curriculum:
 Intermediate Curriculum includes Arithmetic, Geography, Science
and English Science, plant life, physiology and sanitation.
 Collegiate Level includes normal schools which aims to replace
soldiers and the Thomasites
 Group teaching methods was adopted.
 There was a prohibition of compulsory religious instruction in public
schools.
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Curriculum:
 vocational education and household
activities like sewing, cooking and
farming
 there was an existence of Adult
Education to give formal education
 Spread of democracy and formation of
good citizen including rights and
responsibilities
 Filipino soldiers stopped teaching when
a group of teachers from the U.S. came
to the Philippines in June 1901.
 In August 1901, 600 teachers
called“Thomasites” came to the
Philippines named after SS Thomas
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Schools :
Philippine Normal School (1901)
National University (1901)
University of the Philippines (1908)
University of Manila (1914)
Philippine Women’s University (1919)
Far Eastern University (1933)
Philippine Nautical School
Philippine School of Arts and Trade
Central Luzon Agriculture School
Scholars:
Judge Jose Abad Santos
Francisco Benitez
Honoraria Sison
Francisco Delgado

Curriculum:
 Primary Education
 GMRC
 Civics
 Hygiene and Sanitation
 Geography
 Intermediate Curriculum
 Grammar and Composition
 Reading, Spelling, Science courses, Physiology,
Hygiene and Sanitation, Intensive teaching og
Geography
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Aims Educational Types
 To teach democracy Formal education
 Separation of church First public school
and state English language
Democarcy
Methods Role of Teacher
Socialized Recitation Teach concepts
Participation, Debate Develop the rational
mind (e.g. debate)
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Commonwealth
Period
(1935-1945)

 The Commonwealth era is
the 10 year transitional
period in Philippine history
from 1935 to 1945 in
preparation for
independence from the
United States as provided
under the Philippine
Independence Act known as
Tydings Mc Duffie Law.
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 This era was interrupted when the Japanese occupied the
Philippines in January 2, 1942.
 The Commonwealth government led by Manuel L. Quezon and
Sergio L. Osmeña went into exile in the U.S.
 Japanese forces installed a puppet government led by Jose P.
Laurel. This is known as the Second Philippine Republic.
 On October 20, 1944, the Allied Forces led by Gen. Douglas
MacArthur landed on the island of Leyte to liberate the Philippines
from Japan and finally surrendered on September 2, 1945.
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 Curriculum:
The curriculum for the training of elementary school
teachers was expanded by the Bureau of Education
by elevating it from secondary schools to the
collegiate level, organizing eight regional normal
schools.
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Educational Practices:
 Filipino language was used as a medium of instruction.
 Vocational schools were made more similar in curriculum
to academic schools.
 Celebration of National Language Week every August
Values: Moral Character, personal discipline, civic
conscience, vocational efficiency, citizenship training
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 1935Constitution
Article XIV, Section 5:
“ All schools shall aim to develop moral character,
personal discipline, civic conscience, vocational
efficiency and teach duties of citizenship.”
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Educational Aims Methods of Education
 Develop moral character Memorization
 Civic conscience CAT
 Vocational Efficiency Recitation
 Preparation for incoming
independence
Medium of Instruction Role of Teachers
 Filipino Language promote nationalism
values, moral
character
personal discipline
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 They destroyed the public
school system by manipulating it
for their advantage.
 School buildings, books and
other educational materials
were destroyed.
 There was a breakdown of
social values yet there were
some Filipinos who are willing to
earn education.
Reference: https://www.slideshare.net/MsKrabbs19/historical-perspective-in-philippine-
education
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Curriculum:
 They introduced many changes in the
curriculum by including Nihongo and abolishing
English as a medium of instruction and as
subject.
 All textbooks were censored and revised.
 The Japanese-Devised curriculum caused a
blackout in the Philippine education and
impeded the education progress.
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Curriculum:
 School calendar became longer.
 No summer vacation for students
 Class Size increased to 60
 Removed anti-Asian opinions, banned singing
of American songs, symbols, poems and
pictures
 Nihongo as a means of introducing and
cultivating love for Japanese culture
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 June 1942, Military Order No. 2 mandated the teaching of Tagalog,
Philippine History and Character Education to Filipino students with
emphasis on love for work and dignity of labor.
 Re-opening of elementary schools, vocational and normal schools.
 Institutions offered courses in Agriculture, Medicine, Fisheries and
Engineering
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 Japanese language is popularized to terminate the use of
English.
 Filipino children went to school to learn Japanese songs
and games.
 There was a strict censorship of textbooks and other
learning materials.
education
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Six basic principles of Japanese Education
 Realization of new order and promote friendly
relations between Japan and the Philippines ;
 Foster a new Filipino culture based;
 Diffusion of the Japanese language in the
Philippines;
 Promotion of vocational course;
 Inspire people with the spirit to love neighbor
education
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Educational Aims Educational Types
 Eradicate the old idea of Nihongo Language
reliance on western nations Vocational training
 Love of labor Health education on
 Military training Agriculture
Methods of Education Medium of Instruction
 Stressed dignity of manual Nihongo language
Labor
 Emphasis vocational
education
education
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Activity 1
What were the goal of education from
Pre-Spanish, Spanish Period, American Period,
the Commonwealth and Japanese Occupation?

 Transition of government ended in 1945, the same year WWII ended
 July 4, 1946, the 3rd Philippine Republic inaugurated in Luneta
 There guests were Gen. Douglas McArthur, the supreme commander
of the Allied Power in Japan; former Gov. Gen. FB Harrison, the
most beloved American governor general in the Philippines
 The solemn moment of independence ceremony with the raising of
Philippine flag by Pres. Roxas and lowering of American flag by
Ambassador Mc Natt.
education
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Philippine Rehabilitation Act
“ In exchange, the Philippines grant parity
rights to Americans – equal rights with
Filipino citizen to develop and exploit
natural resources of the Philippines and to
operate utilities in the country.”
education
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 In 1947, by the virtue of Executive Order No. 94,
the Department of Instruction was changed to
Department of Education. During this period, the
reputation and supervision of public and private
school belonged to the Bureau of Public and
Private Schools.
education
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Elpidio Quirino (1948-1953) on his
first state of the nation address
on January 24, 1949.
“Our educational policy must be
reviewed and revised for closer
coordination with the objectives
of our proposed development
program without sacrificing the
traditional aim of providing a
liberal culture basic to the good
life.”
education
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Highlights:
 There was a massive rebuilding not only of infrastructure
but more so of the values of the Filipinos that was
wrecked during the war.
 There was a massive rehabilitation of the school
buildings and the restoration through the school system,
of the values that were practiced during the pre-war
society.
education
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According to Diosdado Macapagal on his
second state of the nation address on
January 28, 1963, he expressed that
“Basic to the efforts toward economic
expansion and the growth of social
benefits to the common man is the
proper education of its citizenry. It is on
this objective that the Department of
Education formulated policies and
implemented measures to improve the
quality instruction and to strengthen the
curricula in all levels of instruction.
Ref.: Glo, J.A , Retrieved June 25, 2018 from http://www.slideshare.net/mobile/johnoarvin18/historical-foundation-of-
curricula-in-the-Philippines
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Education Program:
 The concept of academic freedom;
 Only universities established by the state;
 Religious instruction in the public schools;
 The creation of scholarships in the arts, sciences and
letters was for specially gifted citizens;
 For those who possess as certain level of capability for
academic studies and are unable to afford the cost of
college education.
education
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Educational Practices:
 Moral Character
 The quality of a person that guides his thinking, behavior,
and relationships with other social concern and
involvement
 Vocational Efficiency, Productivity, complete and
adequate system of public education
 Changes with the changing time and human beings.
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New Society (1965-1986)

Presidential Decree 6-A “Educational Development Decree of 1972”
 Provide for a broad and general education
 Attain his potential as human being
 Enhance the range and quality of individual
 Acquire the essential educational foundation
 Train the nation’s manpower in the middle level skills
 Develop the high level professions for leadership of nation
 Respond effectively to changing needs.
education
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1972 Constitution
Sec. 8. (1) All educational institutions shall be under the
supervision of, and subject to regulation by the State.
The State shall be establish and maintain a complete,
adequate, and integrated system of education relevant to
the goals of national development.
(2) All institutions of higher learning shall enjoy academic
freedom.
(3) The study of the Constitution shall be part of the
curricula in all schools.
education
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(4) All educational institutions shall aim to inculcate love of
country, teach the duties of citizenship and develop moral
character, personal discipline, and scientific,
technological and vocational efficiency.
(5) The state shall maintain a system of free public,
elementary education and in areas where finances
permit, establish and maintain a system of free public
education at least up to the secondary level.
education
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(6) The state shall provide citizenship and
vocational training to adult citizens and out-of-
school and create and maintain scholarships for
poor and deserving students.
education
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Highlights:
 The Department of Education became the Department of
Education and Culture in 1972; the Ministry of Education and
Culture (1978) with Education Act of 1982, the Ministry of
Education, Culture and Sports
 Bilingual education was established in 1974 requiring Filipino
and English
education
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 Science and Math subjects as well as English
language and Literature classes were taught in
English while the rest were taught in Filipino;
 Bilingual Policy was reiterated in 1987 Constitution
of the Philippines
education
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Educational Aims Education Types
 Love of country national development
 Develop moral character
 Self-discipline, science and
technology and vocational
 Effeciency
Pledges
 Peace and order Land Reform
 Economic Development Government Reorganzation
 Employment and Manpower Social Services
Development
education
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Brief History
 November 1985, Marcos called for a snap election
(Kilusang Bagong Lipunan);
 December 1985, Cory Aquino declared candidacy for
United Nationalist Democratic Organization (UNIDO)
 February 7, 1986, there was a SNAP ELECTION
(Batasang Pambansa)
education
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Corazon Aguino’s Administration (1986-1992)
 freedom constitution
 1987 Constitution Commission
 February 2, 1987 (ratification)
1987 Constitution
Section 1: Quality education at all levels
Section 2: free complete education, scholarship
grants, student loans, indigenous, OSY, Non-
Formal, Adult citizens, PWD
Section 3: Constitution as a subject; patriotism and
nationalism
Section 4: Educational institution as supervised by
the state
Section 5: Regional and sectorial needs (academic
freedom, courses, teacher-training)
education
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Fidel V. Ramos Administration
(1992-1998)
 Ensuring full and unimpeded access by all
to both primary and secondary schools is
the most effective way of empowering
ordinary people
 Education reform must also develop a
curriculum that is strong in Science,
Mathematics and Language. It must include
the enhancement of the conditions of
teachers (both livelihood and work).
 Vocational education and technical training
education
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Corazon Aquino Administration (1986-1992)
 Executive Order #117 – Ministry of Education, Culture and Sports to
Department of Education, Culture and Sports (DECS)
 Republic Act 6655 on May 26, 1988 for Free Public Secondary
Educational Act of 1988
 Republic Act #7323 on February 3, 1992 for 15-25 years old
employed students during Christmas break and summer vacation.
education
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 In 1994, the creation of the
Commission on Higher did not
guarantee a marked improvement
in the delivery of quality education
in tertiary level.
 Its mandate is to regulate higher
education institutions including
State Universities and Colleges
except institutions which are
granted Autonomous status.

Joseph Estrada Administration (1998-2001)
Executive Order No. 46 “Establishing the
Presidential Commission on Educational Reform
(PCER).”
Section 1: Presidential Commission on Educational
Reform (PCER), under the Office of the
President, which shall be a multi-sectoral body
comprised of representatives from government
line agencies, the University of the Philippines,
the Open University – University of the
Philippines, public and private schools at all
levels, teachers, the agriculture and industry
sectors, the information technology sector, state
colleges and universities and concerned sectors.
education
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Section 2: Structure
The Commission will be chaired by a person with outstanding record in
education and of proven integrity appointed by the President for the
duration of the life of Commission.
Members of the Commission will include the Secretary of Education,
Culture and Sports, the Chairman of the Commission on Higher
Education, the Director-General of the Technical Education Skills and
Development Authority; the Director General of National Economic
Development Authority; DILG, DOST, The University of the
Philippines, DOF, state colleges and universities, superintendent,
public and private school teachers.
education
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The Education Committee Chairmen of the Upper and Lower Houses
will be invited to attend meetings ex-officcio either personally or
through representatives:
There will be a Secretariat, headed by a full-time Executive Director
for the purpose, housed within DECS and Staffed by individuals
seconded by DECS, CHED and TESDA.
education
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COVERAGE
The Commission shall be given one year to define a comprehensive
and a budget-feasible program of reform in the following areas:
1. Curricula, teaching methods, instructional media, education
technologies, textbooks, language policy and school calendar in
use at the elementary and secondary levels using international
benchmarks.
2. Modernization of science laboratories, improvement of science
and mathematics and the feasibility of establishing regional
centers of excellence in science education.
education
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 Upgrading of computer classrooms, computing facilities and internet
access in all schools that meet eligibility standards for administering
such programs.
 Expansion, modernization and standardization of our vocational and
technical institutions especially polytechnic colleges and universities.
 Distance learning and continuing education programs for adults and
out-of-school youth
education
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Gloria Arroyo’s Administration (2001-2010)
 To prepare the succeeding generations to be globally competitive,
the President has directed DepEd to adopt measures that would
reverse reported declines in English literacy among Filipinos.
 Upgrading of the teaching of Mathematics and Science in basic
education
 Revised BEC has been implemented since June 2002 and now
focuses on the five learning areas (English, Science, Math, Filipino,
Makabayan) form the previous eight per Grade/Year Level.
UPV irlj
06-30-18

 Science teaching has been given
enough time allotment from 300 to 400
minutes each week to promote the
culture of science among students. The
number of Mathematics laboratory has
been likewise increased.
 About 600 teachers from both private
and public schools have been trained
on the new curriculum.
 Full Implementation of Basic Education
Curriculum (BEC)
education
UPV irlj
06-30-18

Benigno Aquino III’s Administration (2010-2016)
 June 24, 2010, Armin Luistro as the Secretary of Education
 June 4, 2011 was the implementation of K-12
The K to 12 Curriculum
 Learner-centered , inclusive and developmentally appropriate
 relevant responsive and research-based
 contextualized- and global
 use of pedagogical approaches that are constructivist, inquiry
based, reflective, collaborative and integrative
Ref. www.officilgazetter.gov.ph/k-12/
UPV irlj
06-30-18

 adhere the principle of mother-
tongue based Multilingual Education
 use of spiral progression approach
to ensure masteral of knowledge and
skills in every level
 Flexible enough to enable and allow
schools to localize,indigenize and
enhance the same based on their
respective educational and social
context.
UPV irlj
06-30-18

 adhere the principle of mother-tongue based Multilingual Education
 use of spiral progression approach to ensure masteral of knowledge
and skills in every level
 Flexible enough to enable and allow schools to localize, indigenize
and enhance the same based on their respective educational and
social context.
UPV irlj
06-30-18

The K-12 Curriculum
R.A 10533 known as “Enhanced Basic Education Act of 2013” was signed into
law by President Aquino on May 15, 2013. With the passage of this law, the
K to 12 basic education program was formalized.
R.A 10157 or the “Kindergarten Education Act”
Covers the K-12 basic education
 6 years of primary education
 4 years of Junior High School
 2 years of Senior High School
Rationale: There is an urgent need to enhance the quality of basic education in
our country as seen in the education outcomes of Filipino students
Ref.: www.accralaw.com/publication/10”k-12”
UPV irlj
06-30-18

SALIENT FEATURES:
 strengthening early childhood education
(universal kindergarten)
 making the curriculum relevant to learners (Contextualization and
enhancement)
 building proficiency through language (mother tongue based
multilingual education
 ensuring integrated and seamless learning (spiral progression)
 gearing up for the future (senior high school)
UPV irlj
06-30-18

PRO’s of K to 12
 at par with international 12 years basic education
 pursue protective employment, entrepreneurship and higher education
studies
 graduates are expected to be equipped with 21st century skills
CON’s of K to 12
 sets a burden for average Filipino family
Bases of Implementation
 mastery of basic competencies is sufficient due to congested curriculum
 Philippines is the only remaining country in Asia with a 10 years basic
education education program
UPV irlj
06-30-18

CORE CURRICULUM
7 Learning Areas
1. Languages
2. Literature
3. Communication
4. Mathematics
5. Philoso[hy
6. Natural Sciences
7. Social Sciences
UPV irlj
06-30-18

3 TRACKS
1. Academic
2. Technical-Vocational-
Livelihood
3. Sports and Arts
ACADEMIC
1. Business Accountancy Management
2. Humanities, Education, Social
Sciences (HESS)
3. Science, Technology, Engineering,
Mathematics (STEM)
Technical Vocational Education and
Training National Certificate
• After finishing on Grade 12. a student
may obtain a National Certificate Level II
(NC II), provided he/she passes the
competency-based assessment of the
Technical Education and Skills
Development Authority
MODELING BEST PRACTICES
FOR SENIOR HIGH SCHOOL
SY 2012-2013, there are about 33 public
high schools, public technical-
vocational high schools, and higher
education institutions that have
implemented Grade 11.
SY 2016-2017, there was a full
implementation of K to 12.
Ref. www.officilgazetter.gov.ph/k-12/ UPV irlj
06-30-18

 Grades 1-10
Students will experience an enhanced, context-based, and spiral
progression learning curriculum with the following subjects:
 Mother Tongue Physical Education
 Filipino Health
 English Edukasyong Pantahan at Pangkabuhayan
 Mathematics Technology and Livelihood Education (TLE)
 Science
 Araling Panlipunan
 Edukasyon sa Pagpapakatao (EsP)
 Music
 Arts
UPV irlj
06-30-18

FACTS on K to 12
SY 2011-2012 : Universal Kindergarten implementation begins
SY 2012-2013: Enhanced Curriculum for Grades 1-7 implemented
2013: K to 12 enacted into Law
2014: Curriculum for Grades 11-12 finished
UPV irlj
06-30-18

Every student and teacher
deserves to be treated with
respect.
Every student should have an
opportunity to reach his or her
individual potential.
The challenge is to identify what
should be the same in schools
and what should be different.
UPV irlj
06-30-18

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