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.
On March 28, DepEd Secretary Armin Luistro presented “The State of Education” to the members of the Philippine Business for Education. He
emphasized the trifocalization of education in the Philippines between DepEd, CHED, and TESDA.
Sec. Armin discussed DepEd’s performance indicators, their change agenda, budget trends, resources, current initiatives, and strategic directions. The K + 12 Basic Education Program was identified as a flagship reform strategy. Also discussed were DepEd initiatives to address the shortage on classrooms, teachers, sanitation facilities, textbooks, and school seats. Apart from K + 12, DepEd has focused on adopting the indigenous people education framework,
strengthening the use of ICT in education, and implementing the five key reforms of the Basic Education Reform Agenda: a) school-based management; b)
national learning strategies; c) quality assurance and accountability; d) complementary interventions; and e) institutional culture change.
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.
This document provides background information about education in the United States presented by Dr. Rocco Tomazic, Superintendent of the Linden Public Schools. It discusses the authority and structure of education from the U.S. Constitution to state departments of education. It also describes New Jersey's core curriculum standards, graduation requirements, and the development of the Common Core State Standards. The presentation concludes with an overview of the Linden Public School district, including facilities, students, staff, budgets, and the daily operations of schools.
The Advanced Technological Education program aims to strengthen the skills of technicians through partnerships between educators and industry. It focuses on educating technicians for high-technology fields and supports projects, centers, and research in technician education. The program seeks to improve STEM education and increase diversity in technology careers.
Skills Challenges in Europe: Food for Thought from North Carolina Community Colleges: Presentation for UNC Center for European Studies Fall Lecture Series 2012, Beyond the Euro Crisis
DPGITM (A Unit of Ch. Partap Singh memorial charitable Trust) is an engineering Institute with a lush green campus having excellent infrastructure, Experienced Faculty, Well Furnished Classrooms, equipped with Audio-Visual aids , Well Stocked Library,
Well Equipped Labs and Workshop with Eco-Friendly Environment in heart of Gurgaon (NCR)
Haryana/NCR State Counseling Society conducts entrance test, if any, for making admission and conducts online counseling for various admissions. The society is the nodal agency for carrying out online paperless admissions to various AICTE approved technical courses in Haryana. (www.hstes.in/hscs.in) Admission to B.Tech
programmes shall be made on the intense-merit and of AIEEE to be conducted by the CBSE.
Faculty and other positions at the DPGITM are advertised in newspapers as well as displayed on this website. If you would like to be considered for a faculty position, please fill online application form and along with it also attach your updated C.V.
Even if we do not have a position available your application will be kept on the file and we shall contact you as and when a position of your interest becomes available.
Sector - 34, Near Hero Honda Chowk (NH8),
Gurgaon - 122001
Contact No. : +91 - 124-6465277
+91 - 9212385277
The document provides details on the proposed TIPPS (TIPPS Framework) initiative to establish affordable international standard English medium schools in Malaysia. The vision is to establish certified English medium schools collaborating with education entrepreneurs and supporting the ecosystem for expansion. Key aspects of the business model include the customer segments, channels, resources, activities, partnerships, costs and revenue streams. Initial targets areas for school districts are identified. An action plan outlines regulations to comply with, standards, recruitment, plans, teams and standard operating procedures required.
The document provides a draft plan for an English School Venture in Malaysia. The mission is to provide international standard English medium education with an affordable system and support the expansion of schools across Malaysia. The business model involves establishing affordable English medium schools that meet international standards and incorporate additional languages and creative disciplines. Target customer segments are Malaysian middle class families seeking English education. Key activities will include collaborating with partners, promoting recruitment, establishing school systems and facilities, and ensuring compliance. Revenue streams will come from donations, sponsorships, student fees, and other sources. Several potential locations for schools are identified. The document outlines tasks and responsibilities needed to implement the plan.
On March 28, DepEd Secretary Armin Luistro presented “The State of Education” to the members of the Philippine Business for Education. He
emphasized the trifocalization of education in the Philippines between DepEd, CHED, and TESDA.
Sec. Armin discussed DepEd’s performance indicators, their change agenda, budget trends, resources, current initiatives, and strategic directions. The K + 12 Basic Education Program was identified as a flagship reform strategy. Also discussed were DepEd initiatives to address the shortage on classrooms, teachers, sanitation facilities, textbooks, and school seats. Apart from K + 12, DepEd has focused on adopting the indigenous people education framework,
strengthening the use of ICT in education, and implementing the five key reforms of the Basic Education Reform Agenda: a) school-based management; b)
national learning strategies; c) quality assurance and accountability; d) complementary interventions; and e) institutional culture change.
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.
This document provides background information about education in the United States presented by Dr. Rocco Tomazic, Superintendent of the Linden Public Schools. It discusses the authority and structure of education from the U.S. Constitution to state departments of education. It also describes New Jersey's core curriculum standards, graduation requirements, and the development of the Common Core State Standards. The presentation concludes with an overview of the Linden Public School district, including facilities, students, staff, budgets, and the daily operations of schools.
The Advanced Technological Education program aims to strengthen the skills of technicians through partnerships between educators and industry. It focuses on educating technicians for high-technology fields and supports projects, centers, and research in technician education. The program seeks to improve STEM education and increase diversity in technology careers.
Skills Challenges in Europe: Food for Thought from North Carolina Community Colleges: Presentation for UNC Center for European Studies Fall Lecture Series 2012, Beyond the Euro Crisis
DPGITM (A Unit of Ch. Partap Singh memorial charitable Trust) is an engineering Institute with a lush green campus having excellent infrastructure, Experienced Faculty, Well Furnished Classrooms, equipped with Audio-Visual aids , Well Stocked Library,
Well Equipped Labs and Workshop with Eco-Friendly Environment in heart of Gurgaon (NCR)
Haryana/NCR State Counseling Society conducts entrance test, if any, for making admission and conducts online counseling for various admissions. The society is the nodal agency for carrying out online paperless admissions to various AICTE approved technical courses in Haryana. (www.hstes.in/hscs.in) Admission to B.Tech
programmes shall be made on the intense-merit and of AIEEE to be conducted by the CBSE.
Faculty and other positions at the DPGITM are advertised in newspapers as well as displayed on this website. If you would like to be considered for a faculty position, please fill online application form and along with it also attach your updated C.V.
Even if we do not have a position available your application will be kept on the file and we shall contact you as and when a position of your interest becomes available.
Sector - 34, Near Hero Honda Chowk (NH8),
Gurgaon - 122001
Contact No. : +91 - 124-6465277
+91 - 9212385277
The document provides details on the proposed TIPPS (TIPPS Framework) initiative to establish affordable international standard English medium schools in Malaysia. The vision is to establish certified English medium schools collaborating with education entrepreneurs and supporting the ecosystem for expansion. Key aspects of the business model include the customer segments, channels, resources, activities, partnerships, costs and revenue streams. Initial targets areas for school districts are identified. An action plan outlines regulations to comply with, standards, recruitment, plans, teams and standard operating procedures required.
The document provides a draft plan for an English School Venture in Malaysia. The mission is to provide international standard English medium education with an affordable system and support the expansion of schools across Malaysia. The business model involves establishing affordable English medium schools that meet international standards and incorporate additional languages and creative disciplines. Target customer segments are Malaysian middle class families seeking English education. Key activities will include collaborating with partners, promoting recruitment, establishing school systems and facilities, and ensuring compliance. Revenue streams will come from donations, sponsorships, student fees, and other sources. Several potential locations for schools are identified. The document outlines tasks and responsibilities needed to implement the plan.
This document summarizes a proposal submitted by a team for the MyTRIZ Competition 2012. It contains 3 parts:
Part 1 discusses the problem of a shortage of skilled ICT graduates in Malaysia and proposes solutions like awareness programs, competitions, and standardized curriculums to address misperceptions about careers in ICT.
Part 2 presents a problem where wood materials transported through pipes are damaging the pipes due to rubbing. It applies TRIZ tools like function analysis and the contradiction matrix to propose a solution of covering wood materials with bubble wrap before transport.
Part 3 proposes enhancing the Fuzzy ARTMAP machine learning model using an evolutionary-based TRIZ S-curve to optimize the number of nodes and performance based
The document summarizes the history and mission of PSG College of Technology. It was founded in 1951 by PSG & Sons' Charities Trust with a vision of providing quality education. The college is affiliated with Anna University and offers undergraduate and postgraduate programs in engineering, technology, sciences, management and computer applications. Its mission is to provide world-class engineering education and foster research, innovation, entrepreneurship to develop leaders.
Cognitive task analysis was used to redesign medical assistant courses at Kaplan University. By interviewing experts, the key tasks and skills needed for the job were identified. Course content was reorganized to focus on these tasks and skills, ensuring they were addressed across multiple courses in a scaffolded manner from basic to advanced. The redesign also incorporated knowledge about how learning occurs, such as tying instructional events like examples and practice to the cognitive and motivational processes involved in learning.
This document discusses a study on employee perspectives on training in Qatar's oil and gas based industries. It investigates the views of Qatari workers at six major companies on the significance of education for training, the match between their education and jobs, needs for further training, and training opportunities provided. Key findings include that while formal education provides basic skills, continuous training is more important for developing specific skills needed in these industries. Most workers felt their education matched their jobs and needed further training to enhance skills. Educational attainment did affect some training outcomes but not factors like training objectives or facilities.
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.
The document discusses India's lag in vocational skills programs compared to other countries and outlines plans to address this gap. It notes that only 4.8% of Indian students are in vocational education at the Class 12 level compared to 50-65% in other countries. Wadhwani Foundation's Skills Colleges Initiative aims to create 3 million seats for vocational education by working with the National Vocational Education Qualification Framework to develop industry-aligned curriculum and train faculty. Several pilot programs in partnership with government and industry are underway across states to demonstrate models for job-driven vocational education.
This document discusses building career pathways for adult education students. It outlines the need for more opportunities for adults to gain credentials to improve their skills and access postsecondary education. It discusses key elements of successful career pathways programs, including clear program structures, integrated basic skills and career technical education, and enhanced student supports. It also provides examples of promising early outcomes from career pathways bridge programs in several states.
VEF has come up with IEC University at Atal Shanti Kunj in Baddi, district Solan, Himachal Pradesh
IEC University aims to deliver multi-disciplinary world class education through effective and efficient processes so as to make it accessible to all sections of society.
Sprawling over 14.5 acres and situated on the foothills of beautiful Shivalik Mountains, the University campus is an escape from the madding crowd. Lined with lush green trees, beautifully landscaped gardens and magnificently designed buildings with state-of-the-art facilities, IEC experience is truly international.
Coaching classes have emerged as the prominent education system in India and is estimated to be worth USD6.8 bn in 2008. The coaching classes market consists of - Private tuitions market and Entrance Test preparation market. The market is highly fragmented and regional in nature.
The report provides a brief overview of the coaching class market including market size, growth and key segments. An analysis of drivers explain factors contributing to the growth of coaching class market based on high teacher-pupil ratio in schools, increase propensity to spend among parents on child’s education and increasing competition at graduate and post graduate level. The key challenges identified include low scalability of private tuitions market, lack of government and financial aid and change in entrance test pattern.
The key trends identified include increase in PE/VC investments, diversification of coaching institutes into mainstream education, increase in demand for online tutoring and correspondence coaching materials. Major players in the market are also identified including business model, key financials and expansion plans for each player.
The coaching class market in India is worth USD XX billion in 2008 and is expected to grow to USD YY billion by 2012. The market is highly fragmented and divided into private tuitions and entrance exam preparation. Private tuitions make up about x% of the market but have limited scaling potential. Entrance exam preparation is growing as it is more process-driven and easier to scale up. Key drivers of the market include high spending on education and increasing competition for graduates. Challenges include the person-centric nature of the business and changing exam patterns. Trends show coaching institutes expanding into mainstream education while online tutoring demand increases.
The document summarizes information about the PGPX program at IIM Ahmedabad, India's top-ranked business school. Key details include:
- It is a 1-year full-time MBA program for experienced professionals, with only 6% of applicants admitted.
- IIM Ahmedabad is ranked #1 in India and top 100 globally, and is the only Indian business school accredited by EQUIS.
- The program equip students with a rigorous curriculum taught by leading faculty through case-based learning and benefits from top-notch infrastructure.
IEC Group of Institutions is one of India’s premier educational groups. It is run under the aegis of Vocational Education foundation, a non profit society founded in 1989. IEC Group offers a wide range of courses in the field of Engineering, Management, Pharmacy, Hotel Management and Vocational Education.
This infographic about the importance of STEM education( Science , Technology, Engineering and Math) was recently posted by Edutopia magazine , with permission to share.
Bill McIntosh
Authorized Dukane Consultant
Phone :843-442-8888
Email :WKMcIntosh@Comcast.net
You can find information on all of Dukane products here
http://www.slideshare.net/WKMcIntoshIII/documents
http://www.slideshare.net/WKMcIntoshIII/presentations
http://www.slideshare.net/WKMcIntoshIII/videos.
As well as on the main Dukane website
www.dukane.com/av
Duka
Florida's workforce education system aims to provide a skilled workforce through career and technical education programs. It includes middle and high school CTE programs, applied technology diplomas and career certificates through school districts, and associate degrees and career certificates through state colleges. The top programs enroll students in healthcare, public safety, and business fields. Adult education programs also provide literacy and job skills to help students transition to postsecondary credentials. The overall goal is to grow and diversify Florida's economy by ensuring a talent pipeline aligned with business and industry needs.
This document discusses the Texas STaR Chart, a self-assessment tool for schools to evaluate their technology integration. It presents data from Pease Middle School's assessments from 2007-2010, showing gains in all areas but some areas of concern like teaching and learning and educator development. The school aims to improve technology use in classrooms through staff training, allocating funds, seeking grants, and developing a technology plan focused on student success. Teachers must complete this year's STaR Chart survey by March 11, 2011.
The Texas STaR Chart is used to assess schools' progress in integrating technology into teaching and learning based on the four areas of the Texas Long-Range Plan for Technology; it shows that in 2008-2009 Forney High School made progress towards the target levels in all areas including teaching and learning, educator preparation, leadership and infrastructure for technology. The chart concludes that continued staff development is important for teachers to meet students' technology skills.
The Texas STaR Chart is used to assess schools' progress in integrating technology into teaching and learning based on the four areas of the Texas Long-Range Plan for Technology; it shows that in 2008-2009 Forney High School made progress towards the target levels in all areas including teaching and learning, educator preparation, leadership and infrastructure for technology. The chart concludes that continued staff development is important for teachers to meet students' technology skills.
The Texas STaR Chart is used to assess schools' progress in integrating technology into teaching and learning based on the four areas of the Texas Long-Range Plan for Technology; it shows that in 2008-2009 Forney High School made progress towards the target levels in all areas including teaching and learning, educator preparation, leadership and infrastructure for technology. The chart concludes that continued staff development is important for teachers to meet students' technology skills.
This document proposes a solution to reduce unemployment in Sri Lanka by improving the education system. It suggests establishing a special vocational training program conducted jointly by the education and vocational training institutes. The program would teach students practical skills, management skills, and entrepreneurship skills related to different industries from an early age. This aims to motivate students to pursue vocational careers and reduce the stigma around vocational jobs. By utilizing existing vocational training centers and resources, the program could be implemented nationwide to provide more skilled workers and entrepreneurs, lower unemployment, and boost the economy.
Bob Wise, president of the Alliance for Excellent Education and former governor of West Virginia, presents on digital learning and the effective use of technology in American classrooms to boost student outcomes and provide professional learning opportunities to teachers.
This document summarizes a proposal submitted by a team for the MyTRIZ Competition 2012. It contains 3 parts:
Part 1 discusses the problem of a shortage of skilled ICT graduates in Malaysia and proposes solutions like awareness programs, competitions, and standardized curriculums to address misperceptions about careers in ICT.
Part 2 presents a problem where wood materials transported through pipes are damaging the pipes due to rubbing. It applies TRIZ tools like function analysis and the contradiction matrix to propose a solution of covering wood materials with bubble wrap before transport.
Part 3 proposes enhancing the Fuzzy ARTMAP machine learning model using an evolutionary-based TRIZ S-curve to optimize the number of nodes and performance based
The document summarizes the history and mission of PSG College of Technology. It was founded in 1951 by PSG & Sons' Charities Trust with a vision of providing quality education. The college is affiliated with Anna University and offers undergraduate and postgraduate programs in engineering, technology, sciences, management and computer applications. Its mission is to provide world-class engineering education and foster research, innovation, entrepreneurship to develop leaders.
Cognitive task analysis was used to redesign medical assistant courses at Kaplan University. By interviewing experts, the key tasks and skills needed for the job were identified. Course content was reorganized to focus on these tasks and skills, ensuring they were addressed across multiple courses in a scaffolded manner from basic to advanced. The redesign also incorporated knowledge about how learning occurs, such as tying instructional events like examples and practice to the cognitive and motivational processes involved in learning.
This document discusses a study on employee perspectives on training in Qatar's oil and gas based industries. It investigates the views of Qatari workers at six major companies on the significance of education for training, the match between their education and jobs, needs for further training, and training opportunities provided. Key findings include that while formal education provides basic skills, continuous training is more important for developing specific skills needed in these industries. Most workers felt their education matched their jobs and needed further training to enhance skills. Educational attainment did affect some training outcomes but not factors like training objectives or facilities.
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.
The document discusses India's lag in vocational skills programs compared to other countries and outlines plans to address this gap. It notes that only 4.8% of Indian students are in vocational education at the Class 12 level compared to 50-65% in other countries. Wadhwani Foundation's Skills Colleges Initiative aims to create 3 million seats for vocational education by working with the National Vocational Education Qualification Framework to develop industry-aligned curriculum and train faculty. Several pilot programs in partnership with government and industry are underway across states to demonstrate models for job-driven vocational education.
This document discusses building career pathways for adult education students. It outlines the need for more opportunities for adults to gain credentials to improve their skills and access postsecondary education. It discusses key elements of successful career pathways programs, including clear program structures, integrated basic skills and career technical education, and enhanced student supports. It also provides examples of promising early outcomes from career pathways bridge programs in several states.
VEF has come up with IEC University at Atal Shanti Kunj in Baddi, district Solan, Himachal Pradesh
IEC University aims to deliver multi-disciplinary world class education through effective and efficient processes so as to make it accessible to all sections of society.
Sprawling over 14.5 acres and situated on the foothills of beautiful Shivalik Mountains, the University campus is an escape from the madding crowd. Lined with lush green trees, beautifully landscaped gardens and magnificently designed buildings with state-of-the-art facilities, IEC experience is truly international.
Coaching classes have emerged as the prominent education system in India and is estimated to be worth USD6.8 bn in 2008. The coaching classes market consists of - Private tuitions market and Entrance Test preparation market. The market is highly fragmented and regional in nature.
The report provides a brief overview of the coaching class market including market size, growth and key segments. An analysis of drivers explain factors contributing to the growth of coaching class market based on high teacher-pupil ratio in schools, increase propensity to spend among parents on child’s education and increasing competition at graduate and post graduate level. The key challenges identified include low scalability of private tuitions market, lack of government and financial aid and change in entrance test pattern.
The key trends identified include increase in PE/VC investments, diversification of coaching institutes into mainstream education, increase in demand for online tutoring and correspondence coaching materials. Major players in the market are also identified including business model, key financials and expansion plans for each player.
The coaching class market in India is worth USD XX billion in 2008 and is expected to grow to USD YY billion by 2012. The market is highly fragmented and divided into private tuitions and entrance exam preparation. Private tuitions make up about x% of the market but have limited scaling potential. Entrance exam preparation is growing as it is more process-driven and easier to scale up. Key drivers of the market include high spending on education and increasing competition for graduates. Challenges include the person-centric nature of the business and changing exam patterns. Trends show coaching institutes expanding into mainstream education while online tutoring demand increases.
The document summarizes information about the PGPX program at IIM Ahmedabad, India's top-ranked business school. Key details include:
- It is a 1-year full-time MBA program for experienced professionals, with only 6% of applicants admitted.
- IIM Ahmedabad is ranked #1 in India and top 100 globally, and is the only Indian business school accredited by EQUIS.
- The program equip students with a rigorous curriculum taught by leading faculty through case-based learning and benefits from top-notch infrastructure.
IEC Group of Institutions is one of India’s premier educational groups. It is run under the aegis of Vocational Education foundation, a non profit society founded in 1989. IEC Group offers a wide range of courses in the field of Engineering, Management, Pharmacy, Hotel Management and Vocational Education.
This infographic about the importance of STEM education( Science , Technology, Engineering and Math) was recently posted by Edutopia magazine , with permission to share.
Bill McIntosh
Authorized Dukane Consultant
Phone :843-442-8888
Email :WKMcIntosh@Comcast.net
You can find information on all of Dukane products here
http://www.slideshare.net/WKMcIntoshIII/documents
http://www.slideshare.net/WKMcIntoshIII/presentations
http://www.slideshare.net/WKMcIntoshIII/videos.
As well as on the main Dukane website
www.dukane.com/av
Duka
Florida's workforce education system aims to provide a skilled workforce through career and technical education programs. It includes middle and high school CTE programs, applied technology diplomas and career certificates through school districts, and associate degrees and career certificates through state colleges. The top programs enroll students in healthcare, public safety, and business fields. Adult education programs also provide literacy and job skills to help students transition to postsecondary credentials. The overall goal is to grow and diversify Florida's economy by ensuring a talent pipeline aligned with business and industry needs.
This document discusses the Texas STaR Chart, a self-assessment tool for schools to evaluate their technology integration. It presents data from Pease Middle School's assessments from 2007-2010, showing gains in all areas but some areas of concern like teaching and learning and educator development. The school aims to improve technology use in classrooms through staff training, allocating funds, seeking grants, and developing a technology plan focused on student success. Teachers must complete this year's STaR Chart survey by March 11, 2011.
The Texas STaR Chart is used to assess schools' progress in integrating technology into teaching and learning based on the four areas of the Texas Long-Range Plan for Technology; it shows that in 2008-2009 Forney High School made progress towards the target levels in all areas including teaching and learning, educator preparation, leadership and infrastructure for technology. The chart concludes that continued staff development is important for teachers to meet students' technology skills.
The Texas STaR Chart is used to assess schools' progress in integrating technology into teaching and learning based on the four areas of the Texas Long-Range Plan for Technology; it shows that in 2008-2009 Forney High School made progress towards the target levels in all areas including teaching and learning, educator preparation, leadership and infrastructure for technology. The chart concludes that continued staff development is important for teachers to meet students' technology skills.
The Texas STaR Chart is used to assess schools' progress in integrating technology into teaching and learning based on the four areas of the Texas Long-Range Plan for Technology; it shows that in 2008-2009 Forney High School made progress towards the target levels in all areas including teaching and learning, educator preparation, leadership and infrastructure for technology. The chart concludes that continued staff development is important for teachers to meet students' technology skills.
This document proposes a solution to reduce unemployment in Sri Lanka by improving the education system. It suggests establishing a special vocational training program conducted jointly by the education and vocational training institutes. The program would teach students practical skills, management skills, and entrepreneurship skills related to different industries from an early age. This aims to motivate students to pursue vocational careers and reduce the stigma around vocational jobs. By utilizing existing vocational training centers and resources, the program could be implemented nationwide to provide more skilled workers and entrepreneurs, lower unemployment, and boost the economy.
Bob Wise, president of the Alliance for Excellent Education and former governor of West Virginia, presents on digital learning and the effective use of technology in American classrooms to boost student outcomes and provide professional learning opportunities to teachers.
This grant proposal seeks $30,073.76 to purchase Lexia Reading and Ascend Math software licenses and provide training to staff at Kipling Elementary School. 17% of students are below grade level in reading and math. The software aims to increase scores by one grade level by providing individualized skill development. Training will be provided to teacher leaders who will train other staff. Effectiveness will be evaluated based on assessment scores, staff and student surveys on engagement and software use. Funds would support software, training, and evaluation activities over one school year.
1) The document discusses access, success, and equity in higher education in South Africa using Central University of Technology (CUT) as a case study.
2) It examines key points in learner progression such as matriculation pass rates, university admission requirements, participation and graduation rates.
3) Only a small percentage of African learners who write the matric exam meet CUT's admission requirements, hindering access to university education in the Free State province.
This document proposes a bold plan to transform Indianapolis Public Schools (IPS) by creating "Opportunity Schools." It summarizes that IPS is failing to meet student achievement goals and state averages, with only 45% of students meeting standards in math and English. While IPS has made recent progress, it would take many years at the current rate to meet its goals. The plan calls for reinventing IPS to create the conditions for great schools to thrive by shifting funding control to schools, investing in pre-K, giving schools control over staffing/budgets if they meet goals, empowering parents with more choices, and holding all schools accountable for results. The goal is to create a unified "Opportunity School" designation for all high-
This document discusses the need for partnership between academia and industry to strengthen customs administration education in the Philippines. It notes that customs education curriculum and standards need to be updated to align with international standards. Partnership could help update curriculum, provide student internships for real-world experience, and help address issues like low passing rates for customs licensure exams. The document advocates for cooperation between academia, government, and industry to improve customs education and produce graduates with skills needed in the industry.
Educ. 307 (Demands and Supply of Education-Phil.)Divine Dizon
The document discusses the demand drivers of the education sector in the Philippines and strategies to address skills gaps, noting that while the country has a long history of basic education, the quality of university graduates and links between education and industry need improvement. It recommends maintaining education coverage and quality, increasing relevant research, and focusing higher education on skills for innovation to better meet labor market needs.
The document discusses the importance of investing in STEM education for American children. It notes that while most parents believe STEM education should be a priority, only half feel it actually is currently. Additionally, over half of current STEM students report being inspired to study STEM subjects by a teacher or class in high school or earlier. The document advocates for supporting STEM education to ensure the next generation of American innovators and a competitive workforce.
The VVOB Education Program operated in Cambodia from 2008-2013 through its SEAL Program. The SEAL Program aimed to improve pre-service teacher training for science, environmental, and agricultural life skills education at Teacher Training Colleges. Specifically, the program worked to enhance the methodology and subject knowledge training for physics, biology, earth science, and chemistry. It targeted reforms at both the student teacher and teacher trainer levels across primary and secondary schools. Key results included developing new learner-centered teaching materials, establishing science labs and resource centers, and revising teacher training curricula.
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.
The Philippines must catch up with the rest of the world in education based on several reports. It ranks low among ASEAN countries in measures of education quality and innovation capacity. It also has the shortest pre-university program in Asia at just 10 years total, compared to 12-15 years in other countries. The K-12 program aims to address these issues by streamlining the curriculum, improving teaching quality, expanding job opportunities, and better preparing students for higher education or work. It will provide universal Kindergarten and add 2 years to basic education, for a total of 13 years of pre-university education.
The document discusses DeVry's strategy of quality and diversification leading to growth. It highlights investments in education technology, facilities, faculty development, and student outcomes. DeVry has diversified its programs, award levels, and geographic reach. While public institutions face constraints, long-term growth opportunities exist in career-oriented education. DeVry reported increased revenues and enrollments compared to the prior year. It maintains a strong financial position and will focus on aligning costs, regaining enrollment growth, and making targeted investments.
The document provides an overview of the Hawaii Department of Education's budget and operations. It summarizes enrollment trends, test score improvements, the impacts of budget cuts, use of federal stimulus funds, and plans to pursue a Race to the Top grant. Key priorities include implementing the Common Core standards, improving teacher and leader effectiveness, turning around low-performing schools, and enhancing data systems to support student achievement.
This document summarizes a presentation by Balaji Venkateshwar of LocalKonnect Consultancy Pvt. Ltd. on challenges facing stakeholders in education systems and potential solutions. It discusses key performance indicator frameworks, monitoring and evaluation tools, and quality improvement. Challenges for different stakeholders like school management, teachers, students, and parents are outlined. Statistics on Indian school enrollment, dropout rates, and teacher/student ratios from 2006-2009 are presented. LocalKonnect's services and online platforms aim to help institutions with academic leadership, continuing education, administration development, and more through a multi-step process.
Academic Consultancy Presentation from LocalKonnect
1402568 634711586320156250
1. Department of Education
K-12 Basic Education Program
Paraluman R. Giron, Ed. D
Chair-TWG K to10 - PNU
2. Chronic underachievement of students
Insufficient mastery of basic competencies
due to congested curriculum
High school graduates (<16 year-old
graduates lack basic competencies and
maturity)
Other countries view the 10 – year education
cycle as insufficient
The Philippines is the only remaining country
in Asia with a 10 – year basic education
program
3. K-12 Basic Education
Program
Historical Background
• K+12 is not NEW…
• studies have been made since 1925
• need to be more competitive
• lack of political will
4. 1925 - Monroe Survey
1949 - UNESCO Mission Survey
1953 - Education Act
1960 - Swanson Survey
1970 - Presidential Commission
to Survey Philippine
Education (PCSPE)
5. 1976 - Survey of Outcomes of Elementary
Education (SOUTELE)
1990 - Philippine Education For All (EFA)
2015 National Action Plan
1991 - Congressional Commission on
Education (EDCOM) Report
2000 - Presidential Commission on
Educational Reforms
2008 - Presidential Task Force on Education
7. DepEd’s VISION
DepED IS GLOBALLY RECOGNIZED
FOR THE DEVELOPMENT OF
FUNCTIONALLY LITERATE AND GOD-
LOVING FILIPINOS WHO HELP
ATTAIN THE NATIONAL GOALS OF
SOCIAL JUSTICE, UNITY, FREEDOM
AND PROSPERITY
8. VISION
•grounded on human
development
•achieved through an
enhanced curriculum
•with socio-economic
relevance
9. DepEd’s MISSION
PROVIDE QUALITY BASIC
EDUCATION THAT IS EQUITABLY
ACCESSIBLE TO ALL AND LAY THE
FOUNDATION FOR LIFELONG
LEARNING AND SELF-ACTULIZATION
NEEDED FOR EFFECTIVE CITIZENSHIP
AT THE LOCAL,
NATIONAL AND
GLOBAL MILIEU
10. SUB-GOALS
•To give every learner an
opportunity to receive
quality education based
on an enhanced and
decongested curriculum
that is internationally
recognized and
comparable.
11. SUB-GOALS
•To change public perception
that high school education is
just a preparation for college
Rather, it should allow one to take
advantage of opportunities for gainful
career or employment and/or self-
employment in a rapidly changing and
increasing globalized environment.
12. RATIONALE
1. Enhancing the quality of basic
education in the Philippines is
urgent and critical
2. The poor quality of basic
education is reflected in the low
achievement scores of Filipino
students.
13. 3. International tests results like 2003
TIMSS (Trends in International
Mathematics and Science Study) rank the
Philippines 34% out of 38 countries in HS
II math and 43% out of 46 countries in HS
II Science; for grade 4, the Philippines
ranked 23rd out 25 participating countries
in both Math and Science. In 2008, even
with only the science high schools
participating in the Advanced
mathematics category, the Philippines
was ranked lowest (Table 1).
14. Table 1 Philippine Average TIMSS Scores
Scores International Rank Participating
Average Countries
2003 Results
Grade IV
Science 332 489 23 25
Mathematics 358 495 23 25
HS II
Science 377 473 43 46
Mathematics 378 466 34 38
2008Results
Advanced 355 500 10 10
Mathematics
Source: TIMSS, 2003 and 2008
15. 4. The congested curriculum partly explains
the present state of education
5. This quality of education is reflected in the
inadequate preparation of high school
graduates for the world of work or
entrepreneurship or higher education
6. Further, most graduates are too young to
enter the labor force.
7. The current system also reinforces the
misperception that basic education is just
a preparation for higher education.
16. 8. Our graduates are not automatically
recognized as professionals abroad.
Table 3 Comparative Data on the Pre- University Education in Asia
Country Basic Education Cycle Total
Brunei 12
Cambodia 12
Indonesia 12
Lao PDR 12
Malaysia 12
Myanmar 11
Philippines 10
Singapore 11
Thailand 12
Timor-Leste 12
Vietnam 12
Mongolia recently added grades to make basic education 12 years.
17. Aptitude for College SY 2006-2007
High Aptitude
for College
9,066
0.72%
Moderate
Aptitude for
College
Low Aptitude 478,909
for College 37.85%
777,236
61.43%
General Scholastic Aptitude
Source: NETRC 2006
18. Aptitude for College SY 2007-2008
High Aptitude
for College
77,869
6%
Moderate
Aptitude for
Low Aptitude
College
for College 418,931
726,665 34%
60%
General Scholastic Aptitude
Source: NETRC 2006 18
19. Aptitude for Tech-Voc SY 2006-2007
Low Aptitude
for Tech-Voc
programs
124,780
10%
High
Aptitude
Moderate
for Tech-
Aptitude for
Tech-Voc Voc
programs programs
468,901 711,526
36% 54%
20. Aptitude for Tech-Voc SY 2007-2008
Low
Aptitude High
for Tech- Aptitude
Voc for Tech-
programs Voc
22% programs
19%
Moderate
Aptitude
for Tech-
Voc
programs
59%
21. Aptitude for Entrepreneurship SY 2006-2007
Low
Aptitude
for Entrep
programs
Moderate 3,849
Aptitude 0%
for Entrep High
programs Aptitude
544,006 for Entrep
42% programs
757,356
58%
22. Aptitude for Entrepreneurship SY 2007-2008
Low
Aptitude
for Entrep
Moderate programs
Aptitude 3,751
for Entrep 0.31%
High
programs Aptitude
502,482 for Entrep
41% programs
717,232
58.62%
23. Unemployed VS. Available Skilled Jobs
Source: NSO, 2009 & 2010
972,458 972,458
Unemployed
650,000 ++ 887,678 HS Grad
Available Skills 681,340
Based Jobs 607,012
405,707 554,092
621,940
222,984 370,337
192,014
203,544
15,485 175,274
14,135
Complete
HSGradu
Undergra
Undergra
Undergra
Graduate
Graduate
No Grade
College
College
Elem
ate
HS
d
d
d
d
24. Job-Skills Mismatch
WHITE COLLAR VS. BLUE COLLAR JOBS
EXECS
MANAGERS COLLEGE
TECHNICIANS
STUDENTS
SKILLED
WORKERS TECH-VOC
STUDENTS
24
25. Typical Progression of a Cohort of Pu
(based on cohort of Grade I pupils from SY 1995 -1996
to College Graduates SY 2008-2009)
Public and Private
PHILIPPINES
100
74
66 65
46
20 16
26. 9. More importantly, the short basic
education program affects the human
development of the Filipino children.
10. Cognizant of this urgent and critical
concern and in line with the priorities of
the Aquino Administration, the
Department of Education is taking bold
steps to enhanced the basic education
curriculum.
27. 11. K-12 means
Kindergarten and the 12
years of elementary and
secondary education.
28. BENEFITS OF ENHANCED
BASIC EDUCATION PROGRAM
1.The Enhanced K-12 Basic
Education Program will be
instrumental in achieving the
nation’s vision of high school
graduates. The benefits of the
K-12 proposal far outweigh the
additional costs that will be
incurred by both government
and families.
29. To Individuals and Families
2. An enhanced curriculum
will decongest academic
workload.
30. 3. Graduates will possess
competencies and skills relevant
to the job market.
4. Graduates will be prepared for
higher education.
5. Graduates could now be
recognized abroad.
31. For the Society and the Economy
6. The economy will experience
accelerated growth in the long run.
7.The Philippine education system
will be at par with international
standards.
8. A better educated society provides
a sound foundation for long-term
socio-economic development.
32. WHY ADD TWO YEARS?
Decongest and
enhance the basic
education curriculum
Better quality
education
for all
33. K-12 Basic Education Program
“We need to add two years
to our basic education. Those
who can afford pay up to
fourteen years of schooling
before university. Thus, their
children are getting into the best
universities and the best job after
graduation.
I want at least 12 years for
our public school children to give
them an even chance at
succeeding.”
President Benigno S. Aquino III
37. 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 . Poverty reduction and human development
styles
. B.P. 232, Education Act of 1982 . Strengthening the moral fiber of the Filipino
. Constructor of knowledge and active
. R.A. 9155, Governance of Basic Education people
maker of meaning not a passive recipient
Act of 2001 . Development of a strong sense of nationalism
of information
. The 4 pillars of education ( UNESCO ) . Development of productive citizens who contribute
. The vision- mission statements of DepEd NEEDS OF THE LEARNER to the building of a progressive, just and humane
. The EDCOM Report of 1991 society
. Life skills
. Basic Education Sector Reform Agenda . Ensuring environmental sustainability
. Self-actualization
(BESRA) . Global partnership for development
. Preparation for the world of the work,
entrepreneurship, higher education
CURRICULUM SUPPORT SYSTEM
FAMILY SUPPORT SOCIETAL SUPPORT
INTERNAL AND EXTERNAL Public-Private Partnership
STAKEHOLDERS’ SUPPORT Media,GO,NGO
INSTRUCTIONAL SUPPORT ADMINISTRATIVE SUPPORT
Teachers’ CPD , Textbooks CO, RO, DO School
and other IMs
38. 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 . Poverty reduction and human development
styles
. B.P. 232, Education Act of 1982 . Strengthening the moral fiber of the Filipino
. Constructor of knowledge and active
. R.A. 9155, Governance of Basic Education people
maker of meaning not a passive recipient
Act of 2001 . Development of a strong sense of nationalism
of information
. The 4 pillars of education ( UNESCO ) . Development of productive citizens who contribute
. The vision- mission statements of DepEd NEEDS OF THE LEARNER to the building of a progressive, just and humane
. The EDCOM Report of 1991 society
. Life skills
. Basic Education Sector Reform Agenda . Ensuring environmental sustainability
. Self-actualization
(BESRA) . Global partnership for development
. Preparation for the world of the work,
entrepreneurship, higher education
39. PHILOSOPHICAL
and LEGAL BASIS
•The 1987 Phil. Constitution
• B.P. 232, Education Act of 1982
• R.A. 9155, Philippine Governance
Act
• The 4 pillars of education
(UNESCO)
• The vision-mission statement of
DepED
• The EDCOM Report of 1991
• BESRA
40. NATURE OF THE LEARNER
•Has a body and spirit, intellect, free
will, emotions, multiple
intelligences, learning styles, culture.
•Constructor of knowledge and active
maker of meaning not a passive
recipient of information
NEEDS OF THE LEARNER
•Life skills
• Self-actualization
• Preparation for the world of
work, entrepreneurship, higher
41. NEEDS OF NATIONAL and GLOBAL
COMMUNITY
•Poverty reduction and human
development
•Strengthening the moral fiber of the
Filipino people
•Development of a strong sense of
nationalism
•Development of productive citizen who
contributes to the building of a
progressive, just and humane society
•Ensuring environment sustainability
• Global partnership for development
42. 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 . Poverty reduction and human development
styles
. B.P. 232, Education Act of 1982 . Strengthening the moral fiber of the Filipino
. Constructor of knowledge and active
. R.A. 9155, Governance of Basic Education people
maker of meaning not a passive recipient
Act of 2001 . Development of a strong sense of nationalism
of information
. The 4 pillars of education ( UNESCO ) . Development of productive citizens who contribute
. The vision- mission statements of DepEd NEEDS OF THE LEARNER to the building of a progressive, just and humane
. The EDCOM Report of 1991 society
. Life skills
. Basic Education Sector Reform Agenda . Ensuring environmental sustainability
. Self-actualization
(BESRA) . Global partnership for development
. Preparation for the world of the work,
entrepreneurship, higher education
CURRICULUM SUPPORT SYSTEM
FAMILY SUPPORT SOCIETAL SUPPORT
INTERNAL AND EXTERNAL Public-Private Partnership
STAKEHOLDERS’ SUPPORT Media,GO,NGO
INSTRUCTIONAL SUPPORT ADMINISTRATIVE SUPPORT
Teachers’ CPD , Textbooks CO, RO, DO School
and other IMs
43. CURRICULUM SUPPORT SYSTEM
FAMILY SUPPORT SOCIETAL SUPPORT
INTERNAL AND EXTERNAL Public-Private Partnership
STAKEHOLDERS’ SUPPORT Media,GO,NGO
INSTRUCTIONAL SUPPORT ADMINISTRATIVE SUPPORT
Teachers’ CPD , Textbooks CO, RO, DO School
and other IMs
52. CORE CONTENT
1.COMMUNICATION AND
LITERACIES
2. CRITICAL THINKING AND
PROBLEM SOLVING
3. CREATIVITY AND INNOVATION
4. ETHICAL, MORAL and
SPIRITUAL VALUES
53. CORE CONTENT
5. LIFE and CAREER
COMPETENCIES
6. DEVELOPMENT OF SELF AND
SENSE OF COMMUNITY
7. NATIONAL and GLOBAL
ORIENTEDNESS
56. ASSESSMENT
ASSESSMENT as LEARNING
ASSESSMENTforLEARNING
ASSESSMENTofLEARNING
BALANCE OF TRADITIONAL and
AUTHENTIC ASSESSMENT
57. MONITORING and EVALUATION SYSTEM
OUTCOMES-and STANDARDS-
BASED, COMPREHENSIVE, SYSTE
MATIC, and VALID MONITORING
and EVALUATION SYSTEM SET IN
PLACE AIMED AT IMPROVING
THE QUALITY OF BASIC
EDUCATION
59. Grade K 1 2 3 4 5 6 7 8 9 10 11 12
Level
Curriculum
Program
General Academic Program
Learning Domains
•Values Education •English •Adv English
Core •Physical health &
•Eng •Filipino
•English
•Adv Science
motor dev’t •Science
Learning •Social & emotional•Fil •Mathematics •Mathematics •Adv Math
Area dev’t •Math •Science & Health •Filipino •Adv Filipino
•Cognitive dev’t •Science &
•Heograpiya, Kasaysayan at •Contemporary
•Creative Arts •MAPEH
Health Sibika Issues
•Language & •Social Studies
Readiness for Reading •MAPEH •Values Education (includes
& Writing •Sibika at •EPP •TLE work, ethic, busi
•Language, Literacy &
Kultura •EdukasyongPagpapakatao ness
Communication
•MAPEH •Aptitude ethics, etc.)
Exploratory stage of test
career paths/choices Program in:
Special
-Arts
-Sports
-Journalism
Speciali- -Engineering Science Education Program
zation (ESEP)
-Mother Tongue & foreign Languages
NONE NONE NONE -Technical-Vocational education
- Agriculture/Fisheries Consolidation of
- Arts & Trades complex knowledge
& skills; dev’t of
attitude & values as a
result of a strong
liberal education.
Adequate
Development of Development & mastery of Consolidation of knowledge & skills; preparation for the
Key Stage complex knowledge & skills;
knowledge, skills, attitudes and values; development of world of
mastery & application of basic skill dev’t of attitude & values attitudes, values, aptitudes & interest entrepreneurshi
work,
Outcomes p, middle level skills
dev’t & higher
education
60. Grade K 1 2 3 4 5 6 7 8 9 10 11 12
Level
Program
General Academic Program
Curr.
61. Grade Level K 1 2 3
Learning Domains
•MT
Learning Area
• Values Education
• Physical health & •English
motor dev’t •Filipino
• Social &
emotional dev’t •Math •Science
• Cognitive dev’t & Health
• Creative Arts
• Language &
Readiness for
Core
Reading & Writing
• Language, •Sibika at Kultura
Literacy & •MAPEH
Communication
62. Grade Level 4 5 6
•MT
Learning Area
•English
•Filipino
•Mathematics
•Science & Health
•Heograpiya, Kasaysayan at Sibika
•MAPEH
Core
•EPP (TLE)
•EdukasyongPagpapakatao
65. Grade 11 12
Level
Learning Area
• English
• Science
• Math
• Filipino
• Contemporary Issues (includes
Core
work ethic, business ethics, etc.)
66. Grade 7 8 9 10 11 12
Level
Exploratory
Specialization
stage of career
paths/ Special Program in:
choices - Arts
- Sports
- Journalism
- Engineering Science Education
Program (ESEP)
- Mother Tongue & foreign Languages
- Technical-Vocational education
- Agriculture/Fisheries
- Arts & Trades
67. Alignment of curriculum
to the business and
industry needs (Key
Employment Drivers for
2011-2020)
DOLE Project Job
Fit 2020 vision
68. Industry Prospects
Growth of Philippine economy will be driven by:
1. High-value foreign direct investment (FDI) led
agribusiness
2. Infrastructure (roads and
highways, logistics, physical infrastructure
projects
3. Tourism (diving edge)
4. Medical Tourism
5. Retirement Estates (Subic, NCR, and cities of
Tagaytay, Cebu, and Dumaguete)
69. Industry Prospects
6. BPOs (35% annual growth, $13 billion in
revenues in 2010)
7. Investment in ICT
8. Real estate (BPOs investing in office space,
growth in domestic and international
tourism0;
9. Shipbuilding (exports of ships to the US,
Mexico, and Norway); and
10. Long term demand for OFWs
71. 1. Agribusiness
2. Cyberservices
3. Health and Wellness
4. Hotel, Restaurant and Tourism
5. Mining
6. construction
7. Banking and finance
8. Manufacturing
9. Ownership Dwellings and Real Estate
10. Transport and Logistics
11. Wholesale and Retail Trade
12. Overseas Employment
73. Grade K 1 2 3
Level
Outcomes
Development of
Key Stage
knowledge, skills, attitudes and
values; mastery & application of
basic skill
74. Grade 4 5 6
Level
Development & mastery
Outcomes
Key Stage
of complex knowledge &
skills; dev’t of attitude &
values
75. Grade 7 8 9 10
Level
Consolidation of
Outcomes
Key Stage
knowledge, strategies, and
skills; development of
attitudes, values, aptitudes &
interests
76. Grade 11 12
Level
Consolidation of complex
knowledge & skills; dev’t of
attitude & values as a result of a
Outcomes
Key Stage
strong liberal education.
Adequate preparation for the
world of work, entrepreneurship,
middle level skills dev’t & higher
education
77. COMMUNICATION & LITERACIES CRITICAL THINKING
& PROBLEM SOLVING CREATIVITY & INNOVATION
Grade K 1 2 3 4 5 6 7 8 9 10 11 12
Level
Curriculum
THE LEARNER
Program
EMPLOYMENT
Core
Learning ENTREPRENEURSHIP
Areas
MIDDLE LEVEL
Speciali- SKILLS
zation DEVELOPEMENT
Key Stage HIGHER EDUCATION
Outcomes
ETHICAL, MORAL, SPIRITUAL VALUES LIFE
& CAREER COMPETENCIES
DEVELOPMENT OF SELF & SENSE OF
COMMUNITY NATIONAL & GLOBAL
ORIENTEDNESS
79. 1. Thematic Approach in
Kindergarten
• Domains: Values Education, Physical
Health and Motor Development, Social
and Emotional Development, Cognitive
Development, Creative Arts, Language and
Readiness for Reading and Writing &
Language, Literacy and Communication
• Themes: Myself, My Family, My School,
My Community & More things Around Us
80. 2. Mother tongue-Based
Multilingual Education
• Mother tongue taught as learning area
and used as language of instruction from
Kindergarten to Grade 3
• Bridging or transition to Filipino and
English as language of instruction
introduced in Grade 3
81. 3. Madrasah Curriculum: ALIVE
• Curriculum for Muslim learners
• ALIVE- Arabic language and
Islamic values education as
subjects to be taught in the
elementary and secondary
levels
82. 4. Strengthened Technical-
Vocational Education
• Competency-based curriculum
• Specialization of technical skills
in Grades 11 & 12
• Certification of competency
level will be given to students
in coordination with TESDA
83. HS Language Math Science Makabayan Filipino English and
Arts Other Foreign
Languages
Grade VI Language Math Science Makabayan Filipino English
Arts
Grade V Language Math Science Makabayan Filipino English
Arts
Grade IV Language Math Science Makabayan Filipino English
Arts (M.T.)
Math Science Makabayan Filipino English
Grade III Mother Tongue Language, Reading, Writing, Math Filipino English
Sibika, Science LSRW
Filipino
LSRW
Grade II Mother Tongue Language, Reading, Writing, Math Filipino Oral English
Sibika, Science LSRW
Grade I Mother Tongue Language, Reading, Writing, Math Oral Oral English
Sibika, Science Filipino
Kindergarten Mother Tongue all subjects
84. School Year Elementary Secondary
2011-2012 Kinder
2012-2013 Curriculum Curriculum, Enhancement
Enhancement Junior High School
Grade 1 Grade 7
2013-2014 Grade 2 Grade 8
2014-2015 Grade 3 Grade9
2015-2016 Grade 4 Grade10
2016-2017 Grade 5 Senior
HS/grade 11
2017-2018 Grade 6 Grade
HS/grade 12
85. K-12 The K-12 Program and the Need to Develop
BasicEducationProgram Philippine competitiveness
The K-12 program will respond to the
need of developing the country’s
competitiveness. The challenges of
ASEAN 2015, particularly the opening
up of the ASEAN economic
community by 2015, puts much
pressure to our county. Thus there’s a
need to ensure that our graduates in
Ester B. Ogena, Ph.D. basic education have skills and
President
Philippine Normal
competencies that will allow them to
University
be at par with the global standards.
86. K-12 The K-12 Program and the Need to Develop
BasicEducationProgram Philippine competitiveness
We need to prepare our youth so that they
will have an equal chance to be employed in
a more open single economic community.
ASEAN is expected, in the very near future,
to openly hire people within the region that
have the capacity to respond to job
challenges. Of course, we don’t want our
graduates to have a slim chance of being
hired by big companies even in our own
country. We also want them to have the
Ester B. Ogena, Ph.D.
President
ability to participate in knowledge and
Philippine Normal wealth creation both for themselves and the
University
Philippines.
87.
88.
89.
90. 14. Tailoring co-curricular
activities and community
involvement program to
student and community needs
15. Assessment for and of
learning based on standards
16. Attitudes of teachers towards
K-12
91. If education could be
the only best option
to secure the future
of our youth, all of us
are here to support
this option.
92