Education

1. Gearing Up for the
FUTURE:
Curriculum Reforms
PRESENTER: JEFFREY C. AUTOR

2. What do we mean by curriculum reform?
It is a set of guidelines for what students should learn and what should be taught through
the education system.
It is a process that aims to change the objectives of learning and the way learning takes
place
Countries consider curriculum reform as an important and necessary measure to make schools enter
the 21st century and respond to a fast-changing world

3.  Curriculum designers need to enhance the recommended curriculum
and propose curricular innovations to respond to the changing
landscape in education regionally and globally.
CONTENT FOCUS
 Republic Act 10533, known as the Enhanced Basic Education Act
of 2013, is the latest educational reform in Philippine Education
signed into law by President Benigno Aquino III last May 15, 2013

4. WHY K-12?
 K to 12 makes the Philippine education system at par with the international standard of 12-
year basic education thereby contributing to a better educated society capable of pursuing
productive employment, entrepreneurship, or higher education studies.
 K to 12 graduate is ready to go into different paths- higher education, middle level skills
development, employment, or entrepreneurship.
 K to 12 graduates are expected to be equipped with 21st century skills like information,
media and technology skills, learning and innovation skills, effective communication skills,
and life and career skills.

5. BASES OF THE K-12 IMPLEMENTATION
1. Insufficient mastery of basic competencies due to congested
curriculum
One of the factors that contribute to the low performance. In
achievement tests is the congested basic education curriculum. What
other countries teach in twelve (12) years the Philippines teach only in
ten (10) years. The ten years would not be enough to master the
competencies. Adding two years would make possible the decongestion
of the curriculum for comprehensive acquisition of basic competencies
and the 21st century skills.

6. BASES OF THE K-12 IMPLEMENTATION
 In international examination, the Philippines performed poorly as revealed in
2003 TIMSS (Trends in international Mathematics and Science) scores.
 In Grade IV Science and Math, the Philippines ranked 23 out of 25
participating countries.
 In high school Science, the Philippines ranked 43 out of 46 and in Math
ranked 34 out of 38 even with only the science high school participating in
the advanced Mathematics.

7. BASES OF THE K-12 IMPLEMENTATION
2. The Philippines is only the remaining country in Asia with 10-year basic
education program
The Philippines is the only country in Asia that has a ten-year basic education program. The
short duration of the basic education program also puts millions of overseas Filipino Workers,
especially the professionals, and those who intend to study abroad at a disadvantage.
Graduate of Philippine schools are not automatically recognized as professionals outside the
country due to the lack of two years in basic education.
Bologna Accord imposes twelve (12) profession in European countries. Washington Accord
prescribes twelve (12) basic education as an entry to the recognition of engineering
professionals.

9. A HISTORICAL PERSPECTIVE
 Education reform has been in a need in the Philippines for generations. Before K to
12, the Philippines had been one of only three remaining countries in the world–the
other two being Djibouti and Angola–to have a 10-year basic education cycle. Most
countries across the globe operate on a 12-year basic education cycle
 K to 12 is in fact one of the most well-studied reform measures ever to be undertaken.
For decades–dating back to 1925, it tried to answer two questions:
 (1) What should we teach in order to equip Filipinos for local needs and global
standards?, and
 (2) How many years of school does it take to learn all these skills and information?

10. A HISTORICAL PERSPECTIVE
https://chedk12.files.wordpress.com/2015/10/history-infographic-02.jpg

11. A HISTORICAL PERSPECTIVE
In 2010, the new administration identified education reform at the very top
of its priorities, and pushed for this reform through the Enhanced Basic
Education Program, or K to 12. K to 12 isn’t simply a matter of adding two
more years of school; it is the product of decades of study, and a larger
process of reforming the education sector as a whole. The passage of the
Enhanced Basic Education Act, or Republic Act 10533 aims to ensure the
continuity of the reform beyond this generation, and into the next

12. Employability of Filipino high school graduates
 The K to 12 curriculum prepares the students for the world of work,
middle level skills development, entrepreneurship and college
education. As early as Grade 7 and Grade 8. The student is made to
explore at least 8 subjects in the four (4) areas of Technology and
Livelihood Education (TLE) namely: Home Economics, ICT, Industrial
Arts and Agriculture and Fishery Arts. In Grade 10 and Grade 12, the
students is supposed to have obtained a National Certificate (NC) Level
II from TESDA and NC II make a Grade 12 graduate employable

13. The K to 12 curriculum
The Enhance Basic Education Act of 2013 popularly known as K to 12
includes one (1) of kindergarten education, six (6) years of elementary
education and six (6) years of secondary education. This six-year secondary
education includes four (4) years of junior high school and two (2) years of
senior high school. With K to 12. The existing 10 years of basic education is
increased to 12 years with kindergarten education as a prerequisite to entry
in Grade

14. The K to 12 curriculum
Section 5 of the enhanced Basic Education Act of 2013, stipulates the
following curricular standards which the curricular developers adhered to
in crafting the K to 12 curriculum
(a)The curriculum shall be learner-centered, inclusive and developmentally appropriate;
(b) The curriculum shall be relevant, responsive and research based;
(c) The curriculum shall be culture-sensitive;
(d) The curriculum shall be contextualized and global;
(e) The curriculum shall use pedagogical approaches that are constructivist, inquiry based,
reflective, collaborative and integrative;
(f) The curriculum shall adhere to the principles and framework of Mother Tongue – Based
Multilingual Education (MTB-MLE) which starts from where the learners are and from what
they already knew proceeding from the known to the unknown; instructional materials and
capable teachers to implement the (MTB-MLE) curriculum shall be available;
(g) The curriculum shall use the spiral progression approached to ensure mastery of knowledge
and skills after each level; and
(h) The curriculum shall be flexible enough to enable and allow schools to localize, indigenize
and enhance the same based on their respective educational and social