The document summarizes an presentation on the K to 12 Basic Education Program in the Philippines. It discusses the vision of K to 12 graduates, the Technical Working Group on Curriculum and its accomplishments. It also provides an overview of the curriculum framework, features of K to 12, curriculum model and learning areas, and ongoing activities to support the implementation of the new program.
National Goal 4 Building Leadership Capacity For Strategic Planning IncreasedCORE Education
A presentation showing the section of the ICT PD Self-Review rubric related to National Goal Four, results of the ICT PD Annual Survey 09 related to Goal 4, and discussion questions.
The literature review table summarizes research on the use of interactive whiteboards in K-12 classrooms. It includes 15 sources categorized by themes of theoretical frameworks, technological pedagogical content knowledge, and interactive whiteboards. The interactive whiteboard section includes subcategories of what they are, challenges, and implementation. The sources describe benefits of interactive whiteboards for student engagement, as well as challenges like teacher training needs and technical difficulties.
Developing pedagogical quality with lecture captureIlkka Kukkonen
Lecture capture technology can expand access to education by allowing students to attend lectures remotely, addressing barriers like distance, difficulties, and social factors. However, implementing lecture capture requires a pedagogical approach rather than just a technological solution. This research project compares the effects of lecture capture versus classroom learning on 150 students in mathematics, physics, and chemistry teacher training courses. Students are divided into groups attending lectures in-class, in-class with access to captures, or remotely via captures. Learning outcomes are evaluated between groups and subjects to understand the pedagogical suitability of different approaches. Learning analytics also help evaluate individual learning paths supported by lecture capture functionality.
The document summarizes issues with the Philippines' K-12 basic education program and proposes expanding it from 10 to 12 years. Key points include:
1) Students lack mastery of basic competencies due to a congested 10-year curriculum.
2) International assessments show poor performance of Filipino students in math and science.
3) Expanding basic education to 12 years would align with other countries in Asia and improve student outcomes and competitiveness.
4) A 12-year program would better prepare students for employment, entrepreneurship or higher education.
This document provides an overview of educational reform efforts over time from the 1980s to present day. It summarizes the key areas of focus for each era, including learning goals, assessment protocols, accountability measures, teacher preparation, curriculum standards, testing tools, and views of student abilities. The evolution has moved from locally determined standards to common standards and assessments across many states. It also outlines the common core state standards initiative and new smarter balanced assessments that will be implemented in coming years.
Beyond the e-portfolio: Personalised and collaborative learningePortfolios Australia
This presentation demonstrates how e-portfolios can incorporate teaching, learning, and assessment strategies to add a personally transformative dimension to lifelong learning. The presentation discusses how educational designers at La Trobe University work with faculty to design multi-modal learning experiences centered around students' personal learning spaces in PebblePad. Students are guided through an active reflection process and create work such as microteaching reflections, professional registration preparations, and subject-specific assignments through integrated e-portfolios.
The authors developed an 8-module information skills curriculum mapped to ACGME competencies to address the uneven and absent library instruction in graduate medical education programs. The curriculum was implemented with over 500 residents and fellows across 40 sessions receiving instruction. Feedback from residents was positive and indicated the modules helped improve their research productivity and use of online resources. Next steps include validating assessment tools, conducting a formal evaluation of the curriculum, and developing tools to assess information seeking rationale.
This document summarizes a project to create a digital guide to help teachers become proficient in project-based learning (PBL) and one-to-one computing. The project involved reviewing literature on the history of PBL and one-to-one computing models. A survey of teachers found that most had received some professional development in PBL, but proficiency levels varied. The conclusions were that the digital guide created is only a starting point, and teachers need different amounts of support depending on their content area to fully implement PBL and technology in their classrooms.
National Goal 4 Building Leadership Capacity For Strategic Planning IncreasedCORE Education
A presentation showing the section of the ICT PD Self-Review rubric related to National Goal Four, results of the ICT PD Annual Survey 09 related to Goal 4, and discussion questions.
The literature review table summarizes research on the use of interactive whiteboards in K-12 classrooms. It includes 15 sources categorized by themes of theoretical frameworks, technological pedagogical content knowledge, and interactive whiteboards. The interactive whiteboard section includes subcategories of what they are, challenges, and implementation. The sources describe benefits of interactive whiteboards for student engagement, as well as challenges like teacher training needs and technical difficulties.
Developing pedagogical quality with lecture captureIlkka Kukkonen
Lecture capture technology can expand access to education by allowing students to attend lectures remotely, addressing barriers like distance, difficulties, and social factors. However, implementing lecture capture requires a pedagogical approach rather than just a technological solution. This research project compares the effects of lecture capture versus classroom learning on 150 students in mathematics, physics, and chemistry teacher training courses. Students are divided into groups attending lectures in-class, in-class with access to captures, or remotely via captures. Learning outcomes are evaluated between groups and subjects to understand the pedagogical suitability of different approaches. Learning analytics also help evaluate individual learning paths supported by lecture capture functionality.
The document summarizes issues with the Philippines' K-12 basic education program and proposes expanding it from 10 to 12 years. Key points include:
1) Students lack mastery of basic competencies due to a congested 10-year curriculum.
2) International assessments show poor performance of Filipino students in math and science.
3) Expanding basic education to 12 years would align with other countries in Asia and improve student outcomes and competitiveness.
4) A 12-year program would better prepare students for employment, entrepreneurship or higher education.
This document provides an overview of educational reform efforts over time from the 1980s to present day. It summarizes the key areas of focus for each era, including learning goals, assessment protocols, accountability measures, teacher preparation, curriculum standards, testing tools, and views of student abilities. The evolution has moved from locally determined standards to common standards and assessments across many states. It also outlines the common core state standards initiative and new smarter balanced assessments that will be implemented in coming years.
Beyond the e-portfolio: Personalised and collaborative learningePortfolios Australia
This presentation demonstrates how e-portfolios can incorporate teaching, learning, and assessment strategies to add a personally transformative dimension to lifelong learning. The presentation discusses how educational designers at La Trobe University work with faculty to design multi-modal learning experiences centered around students' personal learning spaces in PebblePad. Students are guided through an active reflection process and create work such as microteaching reflections, professional registration preparations, and subject-specific assignments through integrated e-portfolios.
The authors developed an 8-module information skills curriculum mapped to ACGME competencies to address the uneven and absent library instruction in graduate medical education programs. The curriculum was implemented with over 500 residents and fellows across 40 sessions receiving instruction. Feedback from residents was positive and indicated the modules helped improve their research productivity and use of online resources. Next steps include validating assessment tools, conducting a formal evaluation of the curriculum, and developing tools to assess information seeking rationale.
This document summarizes a project to create a digital guide to help teachers become proficient in project-based learning (PBL) and one-to-one computing. The project involved reviewing literature on the history of PBL and one-to-one computing models. A survey of teachers found that most had received some professional development in PBL, but proficiency levels varied. The conclusions were that the digital guide created is only a starting point, and teachers need different amounts of support depending on their content area to fully implement PBL and technology in their classrooms.
This document outlines the high level improvement plan for Northfield Academy for the 2011-2012 school year. The plan focuses on improving curriculum, meeting learner needs, learner experiences, parental engagement, and community engagement. Key goals include implementing a coherent curriculum, providing appropriate courses and support for all learners, engaging learners in their education, improving parent communication and involvement, and strengthening community partnerships. The plan predicts timescales of 1, 2, or 3 years for achieving outcomes aligned with curriculum excellence standards.
The technology plan for Schaumburg Community Consolidated School District 54 in Illinois was developed with broad-based support from over 70 members representing teachers, administrators, students, school board, community members and more. It included an in-depth needs assessment using 18 sources of data. The plan's goals and objectives focused on improving teaching and learning through technology and had a strong emphasis on staff development and infrastructure. While the plan covered the required three-year period and addressed hardware, software and security issues, some objectives lacked detail and standards were not fully integrated into the curriculum goals. Overall, the evaluator believed the plan could be effectively implemented to provide resources and opportunities for the community if goals and activities lacking specificity were carried out comprehensively
The document provides an overview of materials for a strategic planning meeting focusing on education in Region 14 Public Schools, including an introduction, planning messages, and information on goals for student learning, teaching and instruction, leadership focus, professional evaluation and support, and aligning resources with priorities.
Buro Happold is a multi-disciplinary engineering consultancy that provides services for higher education projects. They have extensive experience in refurbishing existing buildings in the higher education sector in a cost-effective manner. Some benefits of refurbishment highlighted include being generally quicker and cheaper than new construction, providing a good return on investment, and often being more sustainable than new build. Buro Happold discussed two case studies of refurbishment projects for the University of Sheffield and Leeds University where they were able to sensitively refurbish listed buildings in a way that preserved architectural heritage, created new space, and brought buildings up to current performance standards in a sustainable manner.
The New York City Department of Education’s Learning to Work Initiative, utilizes community based organizations as partners. These partners collaborate at the Young Adult Borough Centers, Transfer Schools with Learning to Work and Learning to Work GED programs. Tom Pendleton works with technical assistance partner organizations on developing capacity building models for these programs. Prior to his current position, Tom served as Executive Director of the New York Citywide School to Work Alliance,
a program that works with 23 neighborhood partners across the city to implement the program.
The Basic Skills Initiative (BSI) was created to address the need to raise math and English requirements at community colleges in California. [1] It receives $31.5 million annually to fund 110 community colleges. [2] Some goals of the 2009 BSI are to create a statewide network connecting all 110 colleges, hold annual leadership institutes, and establish a virtual network. [3] The network aims to address the professional development needs of over 93,000 community college faculty, staff and administrators. [4] It will create regional infrastructure through ongoing training and the sharing of best practices. [5]
1. The document discusses the Indonesian government's financial support program (BOS) for basic education and its role in fulfilling the country's constitutional mandate of providing education for all citizens. BOS aims to improve access, quality, and equality in education.
2. It notes that BOS funding is intended to cover 100% of operational costs for schools and urges local governments to provide funding. However, full funding is not always achieved.
3. The success of BOS in meeting its goals depends on factors like continued government commitment, alignment with national strategic development plans, and preventing schools from prioritizing profits over educational missions.
The document describes new professional standards for teachers who develop learners' skills in numeracy/number in Wales. It outlines elements related to the teachers' knowledge, understanding, and professional practice in six domains: professional values and practice; learning and teaching; specialist learning and teaching; planning for learning; assessment for learning; and access and progression. The elements provide specific guidance on applying the standards to teaching numeracy/number.
This document outlines steps towards building an ontology-based learning environment. It begins by defining an ontology as a way to capture shared knowledge that can be reused across applications and groups. It then presents an ontology model that maps educational concepts like curriculum development, learning technology selection, and competency mapping. The document describes how an ontology could enable adaptive testing, context-based learning, and human resource processes like recruitment based on competencies. Overall, the document argues that an ontology-based approach could provide a formal way to structure and share educational knowledge.
Steps towards an Ontology based learning environmentGábor Kismihók
This document outlines steps towards building an ontology-based learning environment. It begins by defining an ontology as a way to capture shared knowledge that can be reused across applications and groups. It then presents an ontology model that maps educational concepts like curriculum development, learning technology selection, and competency mapping. The document describes how an ontology could enable adaptive testing, context-based learning, and human resources processes like recruitment and selection. Overall, the document argues that an ontology-based approach could provide a formal way to structure and share educational knowledge.
This document outlines the Whole Education Network, which aims to provide a "whole education" for all young people. It discusses (1) defining a whole education, (2) the mission to ensure all youth have access to it, and (3) guiding principles of being light touch, school-led, and iterative. Interest groups will focus on skills, qualities, leadership, and cross-cutting topics to support change over time as the network expands to include more pathfinder and network schools.
Total US training expenditures in 2011 jumped 13% to $59.7 billion from the previous year. Training payroll increased substantially from $25.7 billion to $31.3 billion. Spending on external training products and services increased over $2 billion to $9.1 billion. 32% of respondents reported an increase in their training budget, up from 24% the previous year. The study analyzed training expenditures and staffing across industries based on a survey of US companies with over 100 employees.
The document discusses educational technology initiatives in several Asia Pacific countries, including providing computers and internet access in schools and public libraries, training teachers to incorporate technology into lessons, and developing curriculum and resources to support technology-enhanced learning. It outlines government strategies and programs around educational technology in countries such as Australia, Malaysia, Singapore, Hong Kong, the Philippines, and New Zealand.
The document outlines Spring Independent School District's technology integration plan for Anderson Elementary School for the 2011-2012 school year. It details goals, objectives, improvement needs, suggested professional development, responsible parties, audiences, and evaluation methods. The plan aims to provide equitable technology opportunities for students and prepare faculty with technology skills through bi-weekly staff training sessions, monthly PLC meetings, and breakout sessions to review and analyze previous STaR Chart Data.
This document outlines key concepts related to forecasting. It begins with an outline of topics to be covered, including forecasting time horizons, types of forecasts, qualitative and quantitative forecasting approaches, and time-series forecasting methods. It then discusses forecasting at Disney World as an example, describing their forecasting process and metrics. Finally, it defines forecasting and explains forecasting time horizons, distinguishing short, medium and long-range forecasts.
International Cooperation Programs for ICT Application in Basic Education of ...Bodong Chen
This document summarizes and evaluates several international cooperation programs that aimed to promote the application of information and communication technologies (ICT) in basic education in China. It finds that the programs helped train millions of teachers, improve ICT literacy, introduce new educational philosophies and concepts, and develop educational resources. However, it also notes that some programs lacked sustainability and failed to fully understand the local context.
This document defines integration taxonomy and goals for Eastside Preparatory School. It aims to 1) create a vocabulary/taxonomy to clearly define integration structures and practices, 2) identify existing integration and tie it more closely to curriculum, and 3) build tools to help connect disciplines and make integration more purposeful. The taxonomy outlines a range of integration models from independent projects connecting disciplines to a complete integrated day program where students experience curriculum through daily life at school.
This document summarizes the accomplishments of Dunlap CUSD #323 for the 2011-12 school year. Key accomplishments include:
- Developing a continuous improvement model and alignment across the district.
- Various departments met goals around surveys, direction-setting, data use, and other areas.
- Curriculum development including power standards, maps, and common assessments.
- HR revisions to evaluation processes and tools.
- Facilities and technology upgrades across the district.
The document discusses the spiral curriculum approach to teaching. It is a technique where basic facts of a subject are first learned without details, then more details are introduced as learning progresses while relating to the basics, which are reemphasized to aid long-term memory retention. Key concepts are presented repeatedly with increasing complexity. Students "spiral upwards" as new knowledge builds on prior learning, achieving breadth and depth of understanding. This approach serves to review prior concepts and allow progressive elaboration, leading to broadened comprehension and transfer of learning.
The document discusses the components that make up a school curriculum. It includes a school's vision, mission, and goals, which are important in designing the curriculum. The curriculum components guide how the school will be run and help achieve its aims. Methods and strategies employed by the school community to realize these goals include orienting students to the vision and mission and adopting teaching approaches that engage and develop lifelong learners. The curriculum also considers the needs of diverse learners through its components and approaches.
This document provides an overview of the K-12 curriculum in the Philippines, including:
- The learning areas covered from Kindergarten to Grade 12, such as languages, arts, sciences, mathematics, and technology.
- How subjects are taught differently across grade levels, with some only starting in later elementary grades or in secondary education.
- Details on the exploratory and specialization components of Technology and Livelihood Education (TLE) in junior high school.
- An outline of the proposed core subjects and specializations available in senior high school to prepare students for career paths or further education.
This document provides an introduction to the K to 12 education reform in the Philippines. It discusses the key goals of expanding basic education to 12 years by adding kindergarten and two additional years of high school. This will ensure students have sufficient time to master competencies and prepare for employment or higher education. The reform also involves decongesting and enhancing the curriculum to make it more relevant, seamless, and focused on developing 21st century skills. Implementing K to 12 is expected to provide significant individual, economic, and social benefits by producing a more educated and skilled workforce.
This document outlines the high level improvement plan for Northfield Academy for the 2011-2012 school year. The plan focuses on improving curriculum, meeting learner needs, learner experiences, parental engagement, and community engagement. Key goals include implementing a coherent curriculum, providing appropriate courses and support for all learners, engaging learners in their education, improving parent communication and involvement, and strengthening community partnerships. The plan predicts timescales of 1, 2, or 3 years for achieving outcomes aligned with curriculum excellence standards.
The technology plan for Schaumburg Community Consolidated School District 54 in Illinois was developed with broad-based support from over 70 members representing teachers, administrators, students, school board, community members and more. It included an in-depth needs assessment using 18 sources of data. The plan's goals and objectives focused on improving teaching and learning through technology and had a strong emphasis on staff development and infrastructure. While the plan covered the required three-year period and addressed hardware, software and security issues, some objectives lacked detail and standards were not fully integrated into the curriculum goals. Overall, the evaluator believed the plan could be effectively implemented to provide resources and opportunities for the community if goals and activities lacking specificity were carried out comprehensively
The document provides an overview of materials for a strategic planning meeting focusing on education in Region 14 Public Schools, including an introduction, planning messages, and information on goals for student learning, teaching and instruction, leadership focus, professional evaluation and support, and aligning resources with priorities.
Buro Happold is a multi-disciplinary engineering consultancy that provides services for higher education projects. They have extensive experience in refurbishing existing buildings in the higher education sector in a cost-effective manner. Some benefits of refurbishment highlighted include being generally quicker and cheaper than new construction, providing a good return on investment, and often being more sustainable than new build. Buro Happold discussed two case studies of refurbishment projects for the University of Sheffield and Leeds University where they were able to sensitively refurbish listed buildings in a way that preserved architectural heritage, created new space, and brought buildings up to current performance standards in a sustainable manner.
The New York City Department of Education’s Learning to Work Initiative, utilizes community based organizations as partners. These partners collaborate at the Young Adult Borough Centers, Transfer Schools with Learning to Work and Learning to Work GED programs. Tom Pendleton works with technical assistance partner organizations on developing capacity building models for these programs. Prior to his current position, Tom served as Executive Director of the New York Citywide School to Work Alliance,
a program that works with 23 neighborhood partners across the city to implement the program.
The Basic Skills Initiative (BSI) was created to address the need to raise math and English requirements at community colleges in California. [1] It receives $31.5 million annually to fund 110 community colleges. [2] Some goals of the 2009 BSI are to create a statewide network connecting all 110 colleges, hold annual leadership institutes, and establish a virtual network. [3] The network aims to address the professional development needs of over 93,000 community college faculty, staff and administrators. [4] It will create regional infrastructure through ongoing training and the sharing of best practices. [5]
1. The document discusses the Indonesian government's financial support program (BOS) for basic education and its role in fulfilling the country's constitutional mandate of providing education for all citizens. BOS aims to improve access, quality, and equality in education.
2. It notes that BOS funding is intended to cover 100% of operational costs for schools and urges local governments to provide funding. However, full funding is not always achieved.
3. The success of BOS in meeting its goals depends on factors like continued government commitment, alignment with national strategic development plans, and preventing schools from prioritizing profits over educational missions.
The document describes new professional standards for teachers who develop learners' skills in numeracy/number in Wales. It outlines elements related to the teachers' knowledge, understanding, and professional practice in six domains: professional values and practice; learning and teaching; specialist learning and teaching; planning for learning; assessment for learning; and access and progression. The elements provide specific guidance on applying the standards to teaching numeracy/number.
This document outlines steps towards building an ontology-based learning environment. It begins by defining an ontology as a way to capture shared knowledge that can be reused across applications and groups. It then presents an ontology model that maps educational concepts like curriculum development, learning technology selection, and competency mapping. The document describes how an ontology could enable adaptive testing, context-based learning, and human resource processes like recruitment based on competencies. Overall, the document argues that an ontology-based approach could provide a formal way to structure and share educational knowledge.
Steps towards an Ontology based learning environmentGábor Kismihók
This document outlines steps towards building an ontology-based learning environment. It begins by defining an ontology as a way to capture shared knowledge that can be reused across applications and groups. It then presents an ontology model that maps educational concepts like curriculum development, learning technology selection, and competency mapping. The document describes how an ontology could enable adaptive testing, context-based learning, and human resources processes like recruitment and selection. Overall, the document argues that an ontology-based approach could provide a formal way to structure and share educational knowledge.
This document outlines the Whole Education Network, which aims to provide a "whole education" for all young people. It discusses (1) defining a whole education, (2) the mission to ensure all youth have access to it, and (3) guiding principles of being light touch, school-led, and iterative. Interest groups will focus on skills, qualities, leadership, and cross-cutting topics to support change over time as the network expands to include more pathfinder and network schools.
Total US training expenditures in 2011 jumped 13% to $59.7 billion from the previous year. Training payroll increased substantially from $25.7 billion to $31.3 billion. Spending on external training products and services increased over $2 billion to $9.1 billion. 32% of respondents reported an increase in their training budget, up from 24% the previous year. The study analyzed training expenditures and staffing across industries based on a survey of US companies with over 100 employees.
The document discusses educational technology initiatives in several Asia Pacific countries, including providing computers and internet access in schools and public libraries, training teachers to incorporate technology into lessons, and developing curriculum and resources to support technology-enhanced learning. It outlines government strategies and programs around educational technology in countries such as Australia, Malaysia, Singapore, Hong Kong, the Philippines, and New Zealand.
The document outlines Spring Independent School District's technology integration plan for Anderson Elementary School for the 2011-2012 school year. It details goals, objectives, improvement needs, suggested professional development, responsible parties, audiences, and evaluation methods. The plan aims to provide equitable technology opportunities for students and prepare faculty with technology skills through bi-weekly staff training sessions, monthly PLC meetings, and breakout sessions to review and analyze previous STaR Chart Data.
This document outlines key concepts related to forecasting. It begins with an outline of topics to be covered, including forecasting time horizons, types of forecasts, qualitative and quantitative forecasting approaches, and time-series forecasting methods. It then discusses forecasting at Disney World as an example, describing their forecasting process and metrics. Finally, it defines forecasting and explains forecasting time horizons, distinguishing short, medium and long-range forecasts.
International Cooperation Programs for ICT Application in Basic Education of ...Bodong Chen
This document summarizes and evaluates several international cooperation programs that aimed to promote the application of information and communication technologies (ICT) in basic education in China. It finds that the programs helped train millions of teachers, improve ICT literacy, introduce new educational philosophies and concepts, and develop educational resources. However, it also notes that some programs lacked sustainability and failed to fully understand the local context.
This document defines integration taxonomy and goals for Eastside Preparatory School. It aims to 1) create a vocabulary/taxonomy to clearly define integration structures and practices, 2) identify existing integration and tie it more closely to curriculum, and 3) build tools to help connect disciplines and make integration more purposeful. The taxonomy outlines a range of integration models from independent projects connecting disciplines to a complete integrated day program where students experience curriculum through daily life at school.
This document summarizes the accomplishments of Dunlap CUSD #323 for the 2011-12 school year. Key accomplishments include:
- Developing a continuous improvement model and alignment across the district.
- Various departments met goals around surveys, direction-setting, data use, and other areas.
- Curriculum development including power standards, maps, and common assessments.
- HR revisions to evaluation processes and tools.
- Facilities and technology upgrades across the district.
The document discusses the spiral curriculum approach to teaching. It is a technique where basic facts of a subject are first learned without details, then more details are introduced as learning progresses while relating to the basics, which are reemphasized to aid long-term memory retention. Key concepts are presented repeatedly with increasing complexity. Students "spiral upwards" as new knowledge builds on prior learning, achieving breadth and depth of understanding. This approach serves to review prior concepts and allow progressive elaboration, leading to broadened comprehension and transfer of learning.
The document discusses the components that make up a school curriculum. It includes a school's vision, mission, and goals, which are important in designing the curriculum. The curriculum components guide how the school will be run and help achieve its aims. Methods and strategies employed by the school community to realize these goals include orienting students to the vision and mission and adopting teaching approaches that engage and develop lifelong learners. The curriculum also considers the needs of diverse learners through its components and approaches.
This document provides an overview of the K-12 curriculum in the Philippines, including:
- The learning areas covered from Kindergarten to Grade 12, such as languages, arts, sciences, mathematics, and technology.
- How subjects are taught differently across grade levels, with some only starting in later elementary grades or in secondary education.
- Details on the exploratory and specialization components of Technology and Livelihood Education (TLE) in junior high school.
- An outline of the proposed core subjects and specializations available in senior high school to prepare students for career paths or further education.
This document provides an introduction to the K to 12 education reform in the Philippines. It discusses the key goals of expanding basic education to 12 years by adding kindergarten and two additional years of high school. This will ensure students have sufficient time to master competencies and prepare for employment or higher education. The reform also involves decongesting and enhancing the curriculum to make it more relevant, seamless, and focused on developing 21st century skills. Implementing K to 12 is expected to provide significant individual, economic, and social benefits by producing a more educated and skilled workforce.
This document provides an overview of the K to 12 education reform in the Philippines. It discusses key changes such as expanding basic education from 10 to 12 years through the addition of kindergarten and two years of junior high school. It also describes reforms like the implementation of a decongested, seamless, and learner-centered curriculum. The benefits of K to 12 are highlighted for individuals, families, society and the economy through increased opportunities, preparation for higher education or employment, and economic growth.
The document discusses the rationale for implementing a K to 12 curriculum for basic education in the Philippines. It notes that international test scores have consistently ranked Philippine students low in math and science. With a congested 10-year pre-university program, graduates lack preparation for employment, entrepreneurship or higher education. The K to 12 curriculum aims to enhance quality, implement a decongested curriculum, and better prepare students for their futures through a 6-4-2 system with additional skills development.
K to 12 enhanced basic ed by mi villenes (proj in ed m514)Rejulios Villenes
The document discusses the K to 12 program in the Philippines which aims to improve the quality of basic education. It extends basic education from 10 to 12 years by adding two additional years to secondary education. Some key points:
- K to 12 covers kindergarten to grade 12, with 6 years of primary school, 4 years of junior high, and 2 years of senior high school.
- It addresses shortcomings of the congested 10-year curriculum by providing more time for mastery of concepts and skills.
- The curriculum emphasizes mother tongue-based education, contextualized learning, and a spiral progression of topics across grade levels.
- Senior high school allows students to choose an academic, technical-
1. The document outlines the competencies in the mother tongue for grades 1 through 3 of the K to 12 curriculum in the Philippines.
2. It includes competencies for oral language, phonological skills, book and print knowledge, alphabet knowledge, word recognition, fluency, spelling, and handwriting.
3. The competencies become more advanced each grade, building on skills from the previous grade, such as being able to sequence more events in a story and read more advanced texts with greater fluency.
The document discusses several models of curriculum, including:
- The Tyler Model, which focuses on educational purposes, experiences, organization, and evaluation.
- The Taba Model, which is a grass-roots approach involving 7 steps like diagnosis of needs and selection of learning experiences.
- The Saylor and Alexander Model, which involves 4 steps of specifying goals and objectives, designing the curriculum, implementation, and evaluation.
- Models for students with special needs, including developmental, functional, and ecological approaches.
- The subject/teacher centered design which is based on teaching predefined subjects and has the objective of transferring cultural heritage. However, it ignores student interests.
This document provides an overview of curriculum models proposed by Hilda Taba, including a description of Taba's background and philosophical ideas. It outlines Taba's inductive model of curriculum development, which begins with diagnosing learner needs and involves teachers. The key steps in Taba's model are identifying student needs, formulating objectives, selecting and organizing content, choosing learning experiences, and determining evaluation. Taba's grassroots approach emphasizes addressing student needs and giving teachers a role in curriculum development.
B11 - Archie Graham & Chris Munro (Aberdeen): Developing a Combined Primary &...Mike Blamires
B11 - Archie Graham & Chris Munro (Aberdeen): Developing a Combined Primary & Secondary PGDE Programme at the University of Aberdeen: A View from the Programme Team
The document outlines an assignment for a curriculum management framework for a school. It includes:
1) An introduction assigning students to interview a school principal about their curriculum management practices and create a framework.
2) Details of the current curriculum management roles of heads of department, deputy principals, principals, district officials, and district directors at schools.
3) Examples of a proposed curriculum management framework detailing the roles and responsibilities of educators, learners, heads of department, and other parties.
4) Conclusion emphasizing the importance of clear management plans and processes to improve learner assessment and achievement.
The document discusses plans to incorporate student growth measures into North Carolina's teacher and principal evaluation systems. It proposes using a value-added model called EVAAS to measure student growth for standards 6 and 8. Teachers would receive ratings on a 3-point scale for standard 6 based on their students' growth compared to expectations. Principal ratings for standard 8 would also use school-wide growth measures. After three years of data, educators would receive an overall effectiveness status of In Need of Improvement, Effective, or Highly Effective. Professional development would be tailored based on evaluation results.
National Goal 4 - Building leadership capacityCORE Education
A presentation showing the section of the ICT PD Self-Review rubric related to National Goal Four, results related to this goal from the ICT PD Annula Survey 09, and discussion questions.
The document outlines the Ministry of Education's strategic plan for 2011-2015. It aims to provide broad-based quality education to every child in Oyo State by developing globally relevant curriculum, improving infrastructure and personnel, and preparing students to excel globally. Currently, education faces challenges like poor staff quality, infrastructure decay, and inadequate funding. The plan details goals, targets and activities over 2012-2015 to address these issues through teacher hiring, curriculum reforms, school renovations, improving access and success rates on exams. The strategic plan was developed with stakeholder involvement to help realize the state's vision of restoring its leadership in education.
The document outlines the Elementary Curriculum in the Philippines and proposed refinements. It discusses (1) evaluating and addressing issues with the previous curriculum, (2) directions for intensifying skills development, higher-order thinking, and interactive learning strategies, and (3) existing and new programs to support curriculum refinement like special education, multilingual education, science schools, and ICT integration. The intended outcome is scaling up successful models through community participation to develop students' skills and values for lifelong learning.
1) The document provides guidelines for teachers on using the Most Essential Learning Competencies (MELCs) identified by the Department of Education for Grades K to 12 during the 2020-2021 school year due to disruptions caused by the COVID-19 pandemic.
2) It explains that the MELCs were identified by reviewing the full curriculum to determine the most essential competencies that students must acquire. These competencies are intended to focus instruction and lighten the burden of adapting classroom resources for distance learning.
3) The document provides an example of how the MELCs can be unpacked for Kindergarten, including identifying sub-competencies and suggested duration for each competency. It emphasizes that M
1. The document provides guidelines for the use of Most Essential Learning Competencies (MELCs) in the Philippine basic education system during the 2020-2021 school year due to the COVID-19 pandemic.
2. It identifies the MELCs as the most essential and indispensable competencies that learners must acquire given challenges in distance learning. The MELCs are intended to focus instruction and lighten the burden of converting resources.
3. The document describes the process used to identify the MELCs, which included determining the most essential competencies based on criteria like being enduring and applicable to real life. It emphasizes that the MELCs are anchored in existing curriculum standards.
1) The document discusses research on implementing a personal learning environment (PLE) using Web 2.0 tools in a secondary school context.
2) Students used tools like iGoogle, MindMeister, Google Docs, and blogs/websites to collaborate on a project to design a digital travel guide for Egypt.
3) Results showed that students employed technology to support collaborative learning and higher-order thinking skills. Students also took more control over their own learning.
4) Both students and teachers perceived benefits like improved collaboration and research skills. However, students needed more support integrating tools and reflecting on the learning process.
The document describes a Postgraduate Certificate in Open and Distance Learning (PGCertODL) program at the Open University Malaysia. The 10-month program consists of 10 modules designed to equip new lecturers with the necessary skills and knowledge for teaching online. It utilizes a blended learning approach with both face-to-face and online components. Participant and facilitator feedback indicated that the program was effective in improving the instructional design skills of the lecturers."
This presentation was given at the Nagoya conference on mobile learning (March, 2007). The research is developing criteria for good use of ICT through practice to inform policy makers.
This 15 ECTS credit module at NFQ Level 9 focuses on learning and teaching. It aims to help learners select effective learning and assessment strategies and apply them to their own teaching contexts. The module will cover topics such as lesson planning, microteaching, eLearning, reflective practice, and learning theories. Learners will develop a teaching portfolio with examples like a videotaped teaching session, peer observation feedback, and a reflective essay. Assessment is through continuous evaluation of this portfolio. Video equipment will be required for microteaching sessions, which involve teaching practice with peer and tutor feedback.
This document discusses outcome-based education (OBE) and curriculum. It outlines the key elements of an OBE curriculum, including domains of learning outcomes, generic student attributes, and the relationship between program aims, program learning outcomes, and course learning outcomes. It also discusses implementing outcome-based assessment, setting KPIs for learning outcomes, analyzing learning outcome achievement, and the importance of continuous quality improvement activities to ensure learning outcomes are met and the curriculum is improved based on assessment results.
Under the SESDP Component 2, ICT4E developments have been achieved in collaboration with MOES. Key developments include:
1) Defining ICT4E in both global and Lao contexts to identify how it can be operationalized within MOES implementing units.
2) Integrating ICT into the pre-service teacher training curriculum through the STEP program and in-service trainings to improve instructional quality.
3) Developing a conceptual framework to guide the design, implementation, and monitoring of ICT4E initiatives with the goal of increasing student learning outcomes.
The National Competency-Based Teacher Standards (NCBTS) provides a single framework that defines effective teaching in the Philippines. It is intended to guide all aspects of a teacher's professional development and practice. The NCBTS framework is organized into 7 domains that represent distinct areas of the teaching and learning process, with each domain defined by a principle related to enhancing student learning. The NCBTS aims to establish consistent standards for quality teaching across the country and provide a common language for teachers to evaluate and improve their practice.
This document provides information on the Most Essential Learning Competencies (MELCS) in the Philippines for School Year 2020-2021. It discusses the rationale for developing the MELCs due to the impacts of the COVID-19 pandemic on education. It explains that the MELCs were identified by reducing the number of competencies per quarter from the original curriculum to the most essential ones. The document provides examples of MELCs and gives guidance on how to unpack the MELCs into learning objectives by considering standards, prerequisite skills, and logical sequencing. The goal of the MELCs is to continue providing quality, accessible education while addressing the challenges of the current situation.
The document discusses strategies for restructuring education resources in times of limited budgets. It proposes prioritizing job and compensation structures to attract expertise, rethinking class size models to target individual attention, shifting special education spending to early intervention, and optimizing time to meet student and teacher needs. Current responses to budget gaps preserve existing structures and attempt to do less with less, rather than creating high-performing schools through strategic design.
1) The document discusses research on implementing a personal learning environment (PLE) using Web 2.0 tools in a secondary school context.
2) Students used tools like iGoogle, MindMeister, Google Docs, and blogs/websites to collaborate on a project to design a digital travel guide for Egypt.
3) Results showed that students employed technology to support collaborative learning and higher-order thinking skills, taking more control over their learning. However, some students focused more on surface aspects than content quality.
4) Both students and teachers saw benefits like improved collaboration, but shifting to a more student-centered approach required changes to roles and conceptions of learning. More student involvement in activity design
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
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How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
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1. CEAP-NBEC’s Basic Education Summit
20 February 2012 | University of San Jose-Recolletos, Cebu City
YOLANDA S. QUIJANO
Undersecretary
Chair, TWG on Curriculum
Presentation Outline
1. Vision of a K to 12 Graduate
2. TWG on Curriculum
Membership
Terms of Reference
Accomplishments
3. Curriculum Framework
4. Features of the K to 12 Basic Education
Curriculum
5. Curriculum Model & Learning Areas
6. On-going Activities
Basic Education Program
Note: information contained herein are subject to change and updates
For questions and clarifications, email kto12.secretariat@gmail.com 1
2. CEAP-NBEC’s Basic Education Summit
20 February 2012 | University of San Jose-Recolletos, Cebu City
o Acquire mastery of basic competencies
o Be emotionally mature
o Be socially aware, pro-active, involved in public
and civic affairs
o Be adequately prepared for the world of work
or entrepreneurship or higher education
o Be legally employable with potential for better
earnings
o Be globally competitive
3
Basic Education Program
K TO 12 BEP
TWG-Curriculum
Steering
Committee
Program
Management
Office
TWG on
TWG on TWG on TWG on TWG on
Transition
Communication Curriculum Legislation Research
Management
Teacher Alternative
Gr. 11& 12 Learning
Gr. 1-10 Assessment Resources
Education and ICT Learning
(SHS) Development Systems
Basic Education Program
Note: information contained herein are subject to change and updates
For questions and clarifications, email kto12.secretariat@gmail.com 2
3. CEAP-NBEC’s Basic Education Summit
20 February 2012 | University of San Jose-Recolletos, Cebu City
Accomplishments
1 2 3 4
Performance Competencies Teaching
General Standards for All for All
and
Conceptual Learning Areas Learning
Learning
& Competencies Areas (2-6;
Framework 8-10) Guides
for Grs. 1 and 7
√ DONE For finalization Under development
√ DONE
Consultations with experts and practitioners from public and private schools
Results of curriculum comparison studies by the Univ. of Melbourne and SEAMEO
Innotech inform the processes
Curriculum development done in close coordination with education institutions, TESDA, CHED;
curriculum standards also submitted to CHED and TESDA
Basic Education Program
As of April 4, 2011 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 styles . Poverty reduction and human development
. B.P. 232, Education Act of 1982 . Constructor of knowledge and active . Strengthening the moral fiber of the Filipino
. R.A. 9155, Governance of Basic Education Act maker of meaning not a passive recipient people
of 2001 of information . Development of a strong sense of nationalism
. The vision- mission statements of DepEd . Development of productive and responsible
. SOUTELE, 1976
NEEDS OF THE LEARNER citizens who contribute to the building of a
. Life skills progressive, just and humane society
. The EDCOM Report of 1991
. Self-actualization . Ensuring environmental sustainability
. Basic Education Sector Reform Agenda
. Preparation for the world of the work, . Global partnership for development and global
(BESRA)
entrepreneurship, higher education competence
. The 4 pillars of education ( UNESCO )
CURRICULUM SUPPORT SYSTEM
FAMILY SUPPORT SOCIETAL SUPPORT
INTERNAL AND EXTERNAL Public-Private Partnership
STAKEHOLDERS’ Media
SUPPORT GO, NGOs
INSTRUCTIONAL SUPPORT
Teachers’ CPD ADMINISTRATIVE SUPPORT
Textbooks and other I M s CO, RO, DO, School
FIGURE 1. THE PROPOSED K TO 12 PHILIPPINE BASIC EDUCATION CURRICULUM FRAMEWORK
Note: information contained herein are subject to change and updates
For questions and clarifications, email kto12.secretariat@gmail.com 3
4. CEAP-NBEC’s Basic Education Summit
20 February 2012 | University of San Jose-Recolletos, Cebu City
New Features of the K to 12
Basic Education Curriculum
• Vertical continuum and horizontal articulation
of competencies
• Mother Tongue as a learning area and
medium of instruction
• Spiral progression in Science and Math
• MAPEH (Music, Arts, Physical Education, and
Health) begins in Grade 1
Basic Education Program
K to 12 will enhance literacy
through multilingualism
• Mother tongue, Filipino, English and additional languages
education for upper year levels
• Mother tongue as starting point for literacy development
• Simultaneous development of language skills in listening &
speaking for both Filipino & English
• Competencies spiraled across grade levels, with greater
emphasis on reading comprehension of various writing, study &
thinking strategies in HS for critical thinking development
• Orthography, phonological guides, literacy program sequences,
common utterances for each language part of Teachers’ Guide
• Includes age-, context-, and culture-appropriate print &
electronic texts
Basic Education Program
Note: information contained herein are subject to change and updates
For questions and clarifications, email kto12.secretariat@gmail.com 4
5. CEAP-NBEC’s Basic Education Summit
20 February 2012 | University of San Jose-Recolletos, Cebu City
K to 12 will strengthen Science
and Math Education
• The use of spiral progression:
– Avoids disjunctions between stages of schooling
– Allows learners to learn topics & skills appropriate to
their developmental/cognitive stages
– Strengthens retention & mastery of topics & skills as they
are revisited & consolidated
• Science concepts & skills are integrated in Health,
Languages, Math, and other subjects in Grades 1-2
• Focus on literacy & numeracy for K to Grade 2
provides stronger foundation to acquire more
sophisticated competencies in latter grade levels
Basic Education Program
Comparison in the Learning Areas
Learning Area 2002 BEC Proposed K to 12 BEP
• Separate learning area
Used as auxiliary • Medium of instruction from
Mother Tongue
language of instruction Kindergarten to Grade 3
• Use of spiral progression
Learning area from • Gr. 1, Sem.1: oral fluency
Filipino
Grade 1 • Use of spiral progression
• Learning area from • Gr. 1, Sem 2: oral fluency
Gr. 1 • Use of spiral progression
English • Secondary level: • Secondary level: proportionate
literature-based distribution of literary and
approach informational text
Combined spiral progression and
Araling
Discipline-based discipline-based approaches from Gr.
Panlipunan
1-10, discipline-based for Gr. 11-12
Basic Education Program
Note: information contained herein are subject to change and updates
For questions and clarifications, email kto12.secretariat@gmail.com 5
6. CEAP-NBEC’s Basic Education Summit
20 February 2012 | University of San Jose-Recolletos, Cebu City
Comparison in the Learning Areas
Learning Area 2002 BEC Proposed K to 12 BEP
• Elementary uses spiral Uses spiral progression
progression approach approach from Gr. 1-10,
Math
• Secondary uses discipline- discipline-based for Gr. 11-
based approach 12
Uses intgration & conten-
• Elementary uses spiral based instruction in K, Gr. 1, 2
progression approach Uses spiral progression
Science
• Secondary uses discipline- approach from Gr. 3-10,
based approach discipline-based for Gr. 11-
12
Values NOMENCLATURE: Edukasyong NOMENCLATURE: Edukasyon
Education Pagpapahalaga (EP) sa Pagpapakatao (EsP)
Basic Education Program
Comparison in the Learning Areas
Learning Area 2002 BEC Proposed K to 12 BEP
• Technology and Livelihood
Education (TLE) subjects enable
students to obtain Certificate of
• Gr. 4-6 MOI is Filipino
Competency (COC) and/or
EPP/TLE • Gr. 7-10 MOI is
National Certificate Level s1 or
English
2
• Gr. 4-5 MOI is Filipino
• Gr. 6-10 MOI is English
• Introduced in Gr. 4
• Introduced in Gr. 1
• Gr. 4-6 MOI is Filipino
MAPEH • Gr. 1-3 MOI is MT; English for
• Grade 7-10 MOI is
Gr. 4 onwards
English
Basic Education Program
Note: information contained herein are subject to change and updates
For questions and clarifications, email kto12.secretariat@gmail.com 6
7. CEAP-NBEC’s Basic Education Summit
20 February 2012 | University of San Jose-Recolletos, Cebu City
K to 12 Curriculum Model
• Science, Math, English,
Academic
Grades 11-12 Specialization
Contemporary Issues and
(New HS Years 5-6) Specializations
Technical-
Vocational
Grades 9-10 • Core Learning Areas plus TLE Specialization
(New HS Years 3-4) of the student’s choice
Sports and Arts
Specialization
Grades 7-8
• Core Learning Areas and TLE
(New HS Years 1-2)
Offers tracks that lead
• Core Learning Areas plus Mother
to specializations in
Grades 1-6 Tongue until Grade 3; Science
starting Grade 3; EPP starting
Academics, Tech-Voc,
Grade 4 and Sports & Arts
Kindergarten • Learning Domains
Basic Education Program
Learning Areas for Grades 1 to 10
Grades 1 to 6 Grades 7 to 10
Learning Areas Grade Levels
Mother Tongue 1-3
English 1 (2nd Sem) - 6
Filipino 1-6
Mathematics 1-6
Araling Panlipunan 1-6
Edukasyon sa Pagpapakatao 1-6
Science 3-6
Music, Arts, Physical Education and
1-6
Health (MAPEH)
Edukasyong Pantahanan at
4-5
Pangkabuhayan (EPP)
Technology and Livelihood
6
Education
Basic Education Program
Note: information contained herein are subject to change and updates
For questions and clarifications, email kto12.secretariat@gmail.com 7
8. CEAP-NBEC’s Basic Education Summit
20 February 2012 | University of San Jose-Recolletos, Cebu City
Learning Areas for Grades 11 and 12
Learning Areas Grade 11 Grade 12
English: Oral Communication English or Filipino for Specific
Languages*
Filipino: Retorika Purposes
Philippine Literature (1st Sem)
Literature*
World Literature (2nd Sem)
Mathematics* Math for Specific Purposes I Math for Specific Purposes II
Science* Life Sciences Physical Sciences
Contemporary
Local Issues Global Issues
Issues*
General Psychology Philosophy of the Human Being
Social Sciences*
Logic Sociology
Entrepreneurship, Tech-Voc
Entrepreneurship, Tech-Voc
Career Pathways Academic* (e.g. engineering,
Academic* (e.g. engineering,
(Track-dependent) sciences, liberal arts),
sciences, liberal arts), Arts/Sports
Arts/Sports
Others National Service Training Program
*Anchored on the College Readiness Standards of CHED
Basic Education Program
On-going activities
Development of Learning Resources &
Guidelines
• Teachers’ Guides (Grades 1 and 7 teachers)
• Activity Package for Grade 1 pupils
• Students’ Modules for Grade 7
• Matrix of Grades 1 & 7 Competencies matched with
existing learning resources
• Interventions Addressing Learning Gaps in Grade 7
= Production of Mother Tongue Learning
Resources in 8 major languages
= Preparation of Implementing Guidelines
= Finalizing the design of the Training of
Teachers & Administrators
Basic Education Program
Note: information contained herein are subject to change and updates
For questions and clarifications, email kto12.secretariat@gmail.com 8
9. CEAP-NBEC’s Basic Education Summit
20 February 2012 | University of San Jose-Recolletos, Cebu City
Thank You!
Note: information contained herein are subject to change and updates
For questions and clarifications, email kto12.secretariat@gmail.com 9