The document provides an overview of leadership in applying taxonomies of instructional objectives. It discusses introducing a K-12 basic education program in the Philippines to enhance the quality of education. The rationale includes improving low achievement scores and preparing students for the workforce or higher education. The program is based on philosophical and legal foundations. It aims to develop learners' skills and prepare them to contribute to society and the global community. The curriculum focuses on core subjects while employing constructivist and inquiry-based approaches. It also outlines the desired learning outcomes and guiding principles of the new K-12 program.
Meaning, Definition, concept, characteristics, Hindrances, Modernization and Education, Aims of Education, Curriculum, Methods of Teaching, Role of Teacher, Discipline, Quality in Education, Role of Education
ENGAGING YOUTH THROUGH INTERNATIONAL NETWORK FOR EDUCATION, SUSTAINABLE DEVEL...4Ventures Legacy (4VL)
ZUL ILHAM ZULKIFLEE LUBES*, MOHD FADHLI RAHMAT FAKRI** & NIK MERIAM NIK SULAIMAN***
INTERNATIONAL CONFERENCE ON SUSTAINABILITY INITIATIVES (ICSI 2015)
UNIVERSITI TEKNOLOGI MALAYSIA, 24 AUGUST 2015
The Four Pillars of Education PPT by Rowel Alfonso
"Learning the Treasure Within", the report of the International Commission on Education for the Twenty-first Century, chaired by Jacques Delors, and published by UNESCO in 1996 provides new insights into education for the 21st Century. It stresses that each individual must be equipped to seize learning opportunities throughout life, both to broaden his/her knowledge, skills and attitudes, and adapt to changing, complex and interdependent world.
After studying this chapter, you should be able to:
-identify the four pillars of education;
-create learning opportunities guided by the four pillars education;
-develop an awareness of the importance of living in -harmony with each other and with environment; and
-create an awareness of the solidarity of mankind regardless of race, religion, and culture.
Meaning, Definition, concept, characteristics, Hindrances, Modernization and Education, Aims of Education, Curriculum, Methods of Teaching, Role of Teacher, Discipline, Quality in Education, Role of Education
ENGAGING YOUTH THROUGH INTERNATIONAL NETWORK FOR EDUCATION, SUSTAINABLE DEVEL...4Ventures Legacy (4VL)
ZUL ILHAM ZULKIFLEE LUBES*, MOHD FADHLI RAHMAT FAKRI** & NIK MERIAM NIK SULAIMAN***
INTERNATIONAL CONFERENCE ON SUSTAINABILITY INITIATIVES (ICSI 2015)
UNIVERSITI TEKNOLOGI MALAYSIA, 24 AUGUST 2015
The Four Pillars of Education PPT by Rowel Alfonso
"Learning the Treasure Within", the report of the International Commission on Education for the Twenty-first Century, chaired by Jacques Delors, and published by UNESCO in 1996 provides new insights into education for the 21st Century. It stresses that each individual must be equipped to seize learning opportunities throughout life, both to broaden his/her knowledge, skills and attitudes, and adapt to changing, complex and interdependent world.
After studying this chapter, you should be able to:
-identify the four pillars of education;
-create learning opportunities guided by the four pillars education;
-develop an awareness of the importance of living in -harmony with each other and with environment; and
-create an awareness of the solidarity of mankind regardless of race, religion, and culture.
Containing a newly updated version of Oxfam's Curriculum for Global Citizenship, this guide explains how the key skills, values and attitudes, and areas of knowledge and understanding can be developed from ages 3-19. It also provides inspiring case studies and ideas to support the development of global citizenship in all areas of the curriculum and school life.
Industry 4.0 is changing the Landscape of how we live in this world. And Education is undergoing a Paradigm change to keep up with the changing times. What should India do to change its education system is explained through examples.
CPR Diamond Model Concepts & ApplicationsElmer Esplana
The CPR Diamond Model is a national development model being promoted by the Club of Professional Researchers, a voluntary research organization of young professionals and leaders with memberships in the government (G), private sector (PS) and civil society organization (CS).
It is based on the idea that it is the responsibility of every Filipino, particularly our leaders (G, PS, CS) at the local and national levels to collectively solve the problems and needs of Philippine society.
My presentation at OEB21 Shaping the Future of Learning
Diverse. Collaborative. Transformative
on The New Normal is about Resilience, Sustainability, and the Social Contract
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
5. Era They Were
Born
1900 – 1923 1923 – 1945 1946 – 1964 1965 – 1983 1984 - present
Leadership
Issue
Seniors Builders Boomers Busters Millennials
Worldview Manifest
destiny
Be grateful you
have a job
You owe me Relate to me Life is a
_______
Attitude to
Authority
Respect them Endure them Replace them Ignore them Choose them
Role to
Relationships
Long term Significant Limited Useful Central Global
Value Systems Traditional Conservative Self-based Media Shop around
Role of Career Loyalty Means for
living
Central focus Irritant A place to
serve
Schedules Responsible Mellow Frantic Aim it Volatile
Technology What’s that? Hope to outline
it
Master it Enjoy it Employ it
Market they
introduce
Commodities Goods Services Experience Transformation
View of Future Uncertain Seek to
stabilize
Create it Hopeless optimistic
Leadership
Issue
Era They Were
Born
Worldview
Attitude to
Authority
Role to
Relatioships
Value Systems
Role of Career
Schedules
Technology
Market they
introduce
View of Future
7. Rationale:
- Enhancing the quality of the basic education in the Philippines is
urgent and critical
- The poor quality of basic education is reflected in the low
achievement of scores of Filipino students (included in the
national test)
- He congested curriculum partly explains the present state of
education
- The quality of education is reflected in the inadequate
preparation of high school graduates for the world of work or
entrepreneur or higher education
- Most graduates are too young to enter into labor force
- The current system also reinforces the misperception that basic
education is just a preparatory step for higher education.
- Filipino graduates are not automatically recognized as
professionals abroad
- The short basic education program affects the human
development of the Filipino children.
8.
9. Our Filipino students should
prepare for adult life by
studying subjects that suit
their talents, passions, and
aspirations and enable them
to contribute to the
sustainable future of our
country and the world.
10.
11.
12. More Questions
Are our Filipino Learners:
• Critical thinkers?
• Problem solvers?
• Good Communicators?
• Values-driven?
• ICT savvy?
• Flexible and adaptable?
• Innovative and creative?
• Globally competent and competitive?
• Environmentally literate?
13.
14.
15.
16. PHILOSOPHICAL and
LEGAL BASES
. The 1987 Phil. Constitution
. B.P. 232, Education Act of 1982
. R.A. 9155, Governance of Basic Education
Act of 2001
. The 4 pillars of education ( UNESCO )
. The vision- mission statements of DepEd
. The EDCOM Report of 1991
. Basic Education Sector Reform Agenda
(BESRA)
NATURE OF THE LEARNER
. Has a body and spirit, intellect, free will,
emotions, multiple intelligences, learning
styles
. 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 the work,
entrepreneurship, higher education
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 citizens who contribute
to the building of a progressive, just and humane
society
. Ensuring environmental sustainability
. Global partnership for development
CURRICULUM SUPPORT SYSTEM
FAMILY SUPPORT
INTERNAL AND EXTERNAL
STAKEHOLDERS’ SUPPORT
SOCIETAL SUPPORT
Public-Private Partnership
Media, GO,NGO
INSTRUCTIONAL SUPPORT
Teachers’ CPD , Textbooks
and other IMs
ADMINISTRATIVE SUPPORT
CO, RO, DO School
17. 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
18. NATURE OF THE LEARNER
•Has a body and spirit, intellect, free
will, emotions, multiple intelligences,
learning styles
•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 education
19. 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
21. 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
DepEd’s VISION
22. PROVIDE QUALITY BASIC
EDUCATION THAT IS EQUITABLY
ACCESSIBLE TO ALL AND LAY
THE FOUNDATION FOR
LIFELONG LEARNING SELF-
ACTULIZATION NEEDED FOR
EFFECTIVE CITIZENSHIP AT THE
LOCAL, NATIONAL AND GLOBAL
LEVELS
DepEd’s MISSION
24. POSSESSE
S A
HEALTHY
MIND AND
BODY
HAS SOLID
MORAL AND
SPIRITUAL
GROUNDING
DESIRED
OUTCOMES
HAS ESSENTIAL
KNOWLEDGE ,
SKILLS TO
CONTINUOUSLY
DEVELOP
HIMSELF/HER
SELF TO THE
FULLEST
ENGAGES IN
CRITICAL
THINKING
AND
CREATIVE
PROBLEM
SOLVING
CONTRIBUTE
TO THE
DEVELOPMEN
T OF A
PROGRESSIV
E, JUST AND
HUMANE
SOCIETY
IS PROUD TO
BE A FILIPINO
APPRECIATES
THE BEAUTY
OF THE WORLD
AROUND
HIM/HER AND
CARES FOR
THE
ENVIRONMENT
FOR A
SUSTAINABLE
FUTURE
31. Elements of the K to 12 Program
1 Constructivist
2 Develops 21st Century Skills
3 Localization and Contextualization
4 Kindergarten
5 Learning Standards
6 Classroom Assessment
7 Senior High School
8 Learner- centered curriculum
41. Focus:
memorization of
discrete facts
Focus: What
students know, can
do and are like
after all the details
are forgotten
Lessons focus on
the lower level of
Bloom’s Taxonomy
Learning is
designed on upper
levels of Bloom’s
and the updated
Bloom’s Digital
Taxonomy
42. Diversity in
students is
ignored
Curriculum and
instruction
address student
diversity
Literacy in the
3R’s – Reading,
Writing and
Math
Multiple
literacies of the
21st Century-
aligned to living
and working in a
globalized new
millennium
44. Learners work in
isolation
Learners work
collaboratively
with classmates
and others around
the world-the
global classroom
Teacher-centered-
teacher is center of
attention and
provider of
information
Learner-centered –
teacher is
facilitator/coach
45. Low expectations High expectations-
“if it isn’t good, it
isn’t done.”
Curriculum is
irrelevant and
meaningless to the
students
Curriculum is
connected to
student’s interests,
experiences,
talents and the
real world
(community
engagement)
46. Print is the primary
vehicle of learning
and assessing
Performances,
projects and
multiple forms of
media are used for
learning and
assessment
Teacher as judge.
No one else sees
students work
Self, peer and
other assessments
(public audiences..
Authentic
assessments)
47. Factory model,
based upon the
needs of employers
for the industrial
age of the 19th
century
Global model,
based upon the
needs of a
globalized, high-
tech society
Goal- to master
content knowledge
(literature, history,
science)
Goal – to learn
skills and
strategies (access,
analyze, evaluate,
create) to solve
problems
81. K-12BasicEducationProgram
Batang K-12, Handa saTrabaho o Kolehiyo, Handa sa Mundo
Continuum form K to 12 Last two years should not be
seen as separate and additional
but just an expansion
No need to reinvent the wheel or start from
scratch. Use the same competencies as
present 10 year curriculum just expand it to
12 years.
•No need to add subjects in basic areas,
math, science, English, and reading
•Reduce the number of subjects per year
and increase minutes in basic areas to
improve mastery
Every K12 graduate must be prepared for a
world of work and higher education
• does not rule out electives or
specialized curricula
•STREAMING- 11/12 is specifically to
prepare for EITHER work(techvoc) or HE
89. YES.
But it needs the
support of all its
stakeholders to
make it happen!
K-12BasicEducationProgram
Batang K-12, Handa saTrabaho o Kolehiyo, Handa sa Mundo
90. What’s In It For
Me?
K-12BasicEducationProgram
Batang K-12, Handa saTrabaho o Kolehiyo, Handa sa Mundo
92. 1. Will teachers have
additional work load?
K-12BasicEducationProgram
Batang K-12, Handa saTrabaho o Kolehiyo, Handa sa Mundo
93. No additional work.
Magna Carta: 6 hours
of actual teaching and
2 hours related
jobs/activities focus
on subject
specialization
K-12BasicEducationProgram
Batang K-12, Handa saTrabaho o Kolehiyo, Handa sa Mundo
94. 2. How will DepED prepare
teachers in handling the
enhanced curriculum?
K-12BasicEducationProgram
Batang K-12, Handa saTrabaho o Kolehiyo, Handa sa Mundo
95. Teacher training coordination
with CHED to align pre-service
education
Pilot testing to prepare teachers
and refine instruction
K-12BasicEducationProgram
Batang K-12, Handa saTrabaho o Kolehiyo, Handa sa Mundo
96. 3. How will the resource
gaps be addressed?
K-12BasicEducationProgram
Batang K-12, Handa saTrabaho o Kolehiyo, Handa sa Mundo
97. Shortage of teachers,
classrooms, seats,
textbooks to be addressed
even before the
implementation of the
additional grades/years
K-12BasicEducationProgram
Batang K-12, Handa saTrabaho o Kolehiyo, Handa sa Mundo
98. Partnership, networking
with LGUs, NGOs to
meet the required
resources
K-12BasicEducationProgram
Batang K-12, Handa saTrabaho o Kolehiyo, Handa sa Mundo
99. K-12BasicEducationProgram
“I think the ideal scenario in
education should have at least close to 20%
of the National Budget compared to the
current level of 12.6 % . DepEd remains
confident in government’s ability to fund K-
12 and it is equally confident with its own
ability to secure partnership that would
allow the department to share the financial
burden the added two years will entail.”
Education Magazine
Jan-Feb., 2011
The K-12 Program and the Need to Develop
Philippine competitiveness
Br. Armin A. Luistro.
Secretary
Department of Education
101. 1. Will there be more
school work?
K-12BasicEducationProgram
Batang K-12, Handa saTrabaho o Kolehiyo, Handa sa Mundo
102. No.
You will have
lighter school work
because more time
will be given to
focus on each
subject
K-12BasicEducationProgram
Batang K-12, Handa saTrabaho o Kolehiyo, Handa sa Mundo
103. 2. Will this mean, I will have to
wait for 2 more years to
graduate and be employed?
K-12BasicEducationProgram
Batang K-12, Handa saTrabaho o Kolehiyo, Handa sa Mundo
104. Yes.
But after the 12 years you will be
more ready to get a better job,
start your own business or
continue your college life
K-12BasicEducationProgram
Batang K-12, Handa saTrabaho o Kolehiyo, Handa sa Mundo
106. 1. How are we affected
with the program?
K-12BasicEducationProgram
Batang K-12, Handa saTrabaho o Kolehiyo, Handa sa Mundo
107. We will need your
continuous support to
address the resource gaps
in the educational system.
K-12BasicEducationProgram
Batang K-12, Handa saTrabaho o Kolehiyo, Handa sa Mundo
108. 2. Why is there a need for
our support?
K-12BasicEducationProgram
Batang K-12, Handa saTrabaho o Kolehiyo, Handa sa Mundo
109. We cannot do this
responsibility alone. We
need YOU as partners in
shaping the lives of
future leaders.
K-12BasicEducationProgram
Batang K-12, Handa saTrabaho o Kolehiyo, Handa sa Mundo
110. 3. What profit will we get
from the Program?
K-12BasicEducationProgram
Batang K-12, Handa saTrabaho o Kolehiyo, Handa sa Mundo
111. K-12 is the key to the
development of
Philippine Economy.
K-12BasicEducationProgram
Batang K-12, Handa saTrabaho o Kolehiyo, Handa sa Mundo
113. 1. Will this mean
additional years of
expenditure in terms of
daily allowances?
K-12BasicEducationProgram
Batang K-12, Handa saTrabaho o Kolehiyo, HandasaMundo
114. Yes
But the amount that you
will invest for your child
in two years is equal to
decent/legal jobs and
successful business
K-12BasicEducationProgram
Batang K-12, Handa saTrabaho o Kolehiyo, HandasaMundo
115. 2. Does this mean my
child will have delayed
completion of basic
education and will take
him/her longer time
before he/she can be
employed?
K-12BasicEducationProgram
Batang K-12, Handa saTrabaho o Kolehiyo, Handa sa Mundo
116. The curriculum is aligned to the
business and industry needs
(Key Employment driven for
2011-2020)
K-12BasicEducationProgram
Batang K-12, Handa saTrabaho o Kolehiyo, Handa sa Mundo
DOLE Project Job
Fit 2020 vision
117. 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)
118. 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
120. 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
122. 3. Are you telling us not
to bring our children
to college?
K-12BasicEducationProgram
Batang K-12, Handa saTrabaho o Kolehiyo, Handa sa Mundo
123. No.
College education is a priority.
K-12 is preparation for college.
DepED is continuously
coordinating with CHED and
TESDA to possibly condense
some courses to 3 years the
least.
K-12BasicEducationProgram
Batang K-12, Handa saTrabaho o Kolehiyo, Handa sa Mundo
124. Education is an investment to a
better future. Though it means
we, as parents, need to spend at
least more, every peso that we
spend will mean a decent/legal
job or successful life.
K-12BasicEducationProgram
Batang K-12, Handa saTrabaho o Kolehiyo, Handa sa Mundo
125. Change does not necessarily
assure progress, but progress
requires change. Education is
essential to change, for education
creates new wants and the ability
to satisfy them.
K-12BasicEducationProgram
-Henry S. Commager
Batang K-12, Handa saTrabaho o Kolehiyo, Handa sa Mundo
127. Grade
Level
K 1 2 3 4 5 6 7 8 9 10 11 12
Curriculum
Program
Core
Learning
Area
Speciali-
zation
Key Stage
Outcomes
General Academic Program
•Values Education
•Physical health & motor
dev’t
•Social & emotional
dev’t
•Cognitive dev’t
•Creative Arts
•Language & Readiness
for Reading & Writing
•Language, Literacy &
Communication
•Eng
•Fil
•Math
•Sibika at
Kultura
•MSEP
•Science &
Health
•English
•Filipino
•Mathematics
•Science & Health
•Heograpiya, Kasaysayan at
Sibika
•MSEP
•EPP
•Edukasyong Pagpapakatao
•English
•Science
•Mathematics
•Filipino
•MSEP
•Social Studies
•Values Education
•TLE
•Aptitude test
Learning Domains
Development & mastery of
complex knowledge & skills;
dev’t of attitude & values
Exploratory stage of
career paths/choices
Development of knowledge, skills,
attitudes and values; mastery &
application of basic skill
Consolidation of knowledge & skills;
development of attitudes, values, aptitudes &
interest
•Adv English
•Adv Science
•Adv Math
•Adv Filipino
•Contemporary
Issues
(includes work,
ethic, business
ethics, etc.)
Special Program in:
-Arts
-Sports
-Journalism
-Engineering Science Education Program (ESEP)
-Mother Tongue & foreign Languages
-Technical-Vocational education
- Agriculture/Fisheries
- Arts & Trades Consolidation of
complex knowledge &
skills; dev’t of attitude &
values as a result of a
strong liberal education.
Adequate preparation
for the world of work,
entrepreneurship,
middle level skills dev’t
& higher education
NONENONENONE
128. Grade
Level
K 1 2 3 4 5 6 7 8 9 10 11 12
Curr.
Program
General Academic Program
129. Grade Level K 1 2 3
Core
LearningArea
Learning Domains
• Values Education
• Physical health &
motor dev’t
• Social & emotional
dev’t
• Cognitive dev’t
• Creative Arts
• Language &
Readiness for
Reading & Writing
• Language, Literacy
& Communication
*MT
•English
•Filipino
•Math
•Science &
Health
•Araling Panlipunan
•MSEP
137. Grade
Level
7 8 9 10
KeyStage
Outcomes
Consolidation of knowledge,
strategies, and skills;
development of attitudes,
values, aptitudes & interests
138. Grade
Level
11 12
KeyStage
Outcomes
Consolidation of complex
knowledge & skills; dev’t of
attitude & values as a result of a
strong liberal education.
Adequate preparation for the
world of work, entrepreneurship,
middle level skills dev’t & higher
education
139. Grade
Level
K 1 2 3 4 5 6 7 8 9 10 11 12
Curriculum
Program
Core
Learning
Area
Speciali-
zation
Key Stage
Outcomes
140. 1. Offer electives:
a. Advance College Courses, or
b. Vocational Skills, or
c. Entrepreneurship
2. Offer specialized curricula, such as
dance or sports program
1. Higher
Education
2. World of Work
3. General work
skills to
become
salesperson,
work in McDo,
office
secretary,
waiter, etc.
EXPAND 10 YEARS TO 12 YEARS
Math, Science, Soc. Science, Filipino, Reading, English
142. When will it begin ?
K-12BasicEducationProgram
Batang K-12, Handa saTrabaho o Kolehiyo, Handa sa Mundo
143. K-12BasicEducationProgram
School Year Elementary Secondary
2011-2012 Kinder
2012-2013 Curriculum
Enhancement
Grade 1
Curriculum, Enhancement
Junior High School
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
Batang K-12, Handa saTrabaho o Kolehiyo, Handa sa Mundo
144. This Time, Lets Do It
Yes, this time lets do this reform
TOGETHER….
this life-changing power
of K-12 can make a difference.
For our Filipino children and adults.
For our Country
147. “What is that in your hand? “The Lord asks.”
“An old rod,” Moses answers.
“Then, take that rod with which you shall do signs, and great
miracles will be accomplished,” says the Lord.
And Moses obeys the Lord, that what is told.
The Lord this time asks an educator. “What is in your hand?”
” Time, resources and abilities.”
“ What is that you are in?”
“A school,”answers the educator.
“Why are you there?” The Lord asks again.
148. “And who is that child?”
“The child is the future, and I am
the privileged worker who is
allowed to spend days with the
future. In this place I build love,
truth and justice. This is the place
that creates a structure that lasts
not only for a century but forever.”
The Lord smiles and gives the
educator the sign of blessings.
149. Finally the Lord in his tender voice said:
“Go and continue serving with
AREN’T YOU
GLAD TO BE
PRIVILEGED
WORKERS?
love,
understanding,
joy,
and optimism.”
hope