Entrepreneurship at ICT Standards and Competencies
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Entrepreneurship at ICT Standards and Competencies
- 1. NATIONAL TRAINING OF TRAINERS FOR GRADE 4 EPP TEACHERS
- 2. K to 12 EPP 4 - ICT Learning Standards
- 3. Layunin DEPARTMENT OF EDUCATION 1. Naiuugnay ang mga konsepto sa kurikulum ng K to 12 sa EPP-ICT Grade 4; 2. Naiisa-isa ang pamantayang pangnilalaman (content standards), pamantayan sa pagganap (performance standards) at pamantayan sa pagkatuto (learning competencies) ng EPP-ICT at Entrepreneurship. 3. Napahahalagahan ang EPP-ICT at Entrepreneurship sa pag-unlad ng buhay, pamilya at komunidad; Matapos ang session, ang mga trainers ay inaasahan na:
- 4. “I nagsisimula sa L at nagtatapos S, I ay mangangahulugan kung ano ang dapat matutunan.” L _ _ _ _ _ _ _ _ S _ _ _ _ _ _ _ _ DEPARTMENT OF EDUCATION
- 5. PRIMING ACTIVITY DEPARTMENT OF EDUCATION Pagpapakita ng isang video presentation para sa 21st Century (Alam mo ba?)
- 6. Mga Tanong: DEPARTMENT OF EDUCATION 1. Ano ang iyong naramdaman matapos mapanood ang video clip? 2. Bakit mahalagang magkaroon ang mga mag-aaral ng 21st century learning skills? 3. Paano makatutulong sa mga mag-aaral ang kaalaman at kasanayan sa EPP-ICT at Entrepreneurship na taglayin ang 21st century skills?
- 7. GAWAIN 1 DEPARTMENT OF EDUCATION 4 Pics 1 Sentence
- 8. Analysis No.1: DEPARTMENT OF EDUCATION 1. Sa inyong unang gawain, ibinahagi ang anim na nilalaman ng EPP-ICT at Entrepreneurship, paano ninyo maiuugnay ito sa kasalukuyang learning area, key stage, and grade level standards? 2. Tungo sa pagkatuto ng mga mag-aaral ukol sa kaalaman at kasanayan sa kurikulum ng ICT at Entrepreneurship, sa inyong palagay ano ang mga katangian na dapat taglayin ng isang guro ng EPP?
- 9. Analysis No.1: DEPARTMENT OF EDUCATION 3. Ano - ano ang mga paraan upang mapabuti ang buhay, pamilya at komunidad sa tulong ng EPP-ICT at Entrepreneurship?
- 10. Gawain 2 – MATCHING CONTENT TO STANDARDS DEPARTMENT OF EDUCATION NILALAMAN (CONTENT) PAMANTAYANG PANGNILALAMAN (CONTENT STANDARD) PAMANTAYAN SA PAGGANAP (PERFORMANCE STANDARS) 1. ENTREPRENUERSHIP 2. LIGTAS AT RESPONSABLENG GAMIT NG ICT 3. PANGANGALAP AT PAGSASAAYOS NG IMPORMASYON GAMIT ANG ICT 4. PAGSUSURI NG IMPORMASYON GAMIT ANG ICT 5, KOMUNIKASYON AT KOLABORASYON GAMIT ANG ICT 6. PAGLIKHA NG KNOWLEDGE PROJECT
- 11. Analysis No.2: DEPARTMENT OF EDUCATION 1. Ano ang pagkakatulad at pagkakaiba ng pamantayang nilalaman at pamantayan sa pagganap? 2. Ano ang maaring gawin upang matulungan ang mga mag-aaral na makumpleto ang pag-aaral ng mga content at performance standards?
- 12. Analysis No.2: DEPARTMENT OF EDUCATION 3. Naniniwala ka ba na ang mga pamantayan (standards) na ito ay ayon sa nilalaman ng EPP-ICT at Entrepreneur sa ikaapat na baitang? Bakit? 4. Makatutulong ba ang mga pamantayan na ito sa mga mag-aaral upang sila ay magkaroon ng ganap na pagkatuto at kasanayang naaangkop sa 21st century? Ano-ano ang mga paraang ito? Magbigay ng halimbawa ng kasanayang nauugnay sa 21st century skills ang mahuhubog dito.
- 13. ABSTRACTION
- 14. Education For All 2015 21st century skills Functionally literate Developed Filipino BATAYAN K to 12 EPP CURRICULUM Philippine Basic Education Curriculum Framework
- 18. Curriculum Exits DEPARTMENT OF EDUCATION
- 19. Curriculum Exits DEPARTMENT OF EDUCATION 1. Visual and information literacies 2. Media literacy 3. Basic, scientific, economic and technological literacies and multicultural literacy 4. Global awareness 1. Creativity and curiosity 2. Critical thinking problem solving skills 3. Risk taking 1. Collaboration and interpersonal skills 1. Flexibility and adaptability 2. Initiative and self- direction 3. Social and cross- cultural skills 4. Productivity and accountability 5. Leadership and responsibility 6. Ethical, moral and spiritual values
- 20. What is ICT? • The application, processes, and equipment by which we access, analyze, present and evaluate information. • ICT is the field of expertise that connects information technology (computers) & telecommunications networks (the Internet) to provide sophisticated applications. • A range of digital electronic devices and circuits & analog devices • ICT tools widely used in every aspects of daily life throughout the world, e.g. Office work, transport, banking, home appliances, etc. • ICT tools and media is playing a major role in educating people around the world. • The future workforce is trained at educational institutions around the world, therefore, the problem should be addressed at source
- 21. Dilemmas Myths •Belief •Doubt •Wait •Monolithic •Automatic •Computers •Substitute •Vendors •Parents •Business •Techies Realities Analyze Educational objectives Determine Objective for ICT Understand Potential of ICTs Examine suitability of ICTs Plan program of investment Implement prerequisites and corequisites Evaluate and adjust continuously Decision Maker
- 22. Necessity of ICTs •Globalization of •Economy •Information • Tech Innovations • Knowledge-based •Economy •Society •Escalating Demand for Education Effective Learning For All Anytime Anywhere
- 24. • Ang kakayahan na magtatag at mamahala ng isang negosyo kaakibat ang anumang panganib upang magkaroon ng puhunan. Isang halimbawa ng pagnenegosyo ay ang pagsisimula ng isang maliit na pagkakakitaan. • Sa larangan ng pag-unlad, ang pagnenegosyo ay nangangailangan ng lupang pagtatayuan ng negosyo, pagtutulunagan, at sapat na puhunan . • Ang Pagnenegosyo ay isang mahalagang sangkap upang makasabay sa mabilis na pagbabago ng mundo o competitive global marketplace. ENTREPRENEURSHIP DEPARTMENT OF EDUCATION
- 25. KAHALAGAHAN NG PAGNENEGOSYO DEPARTMENT OF EDUCATION NAGBIBIGAY NG PAGKAKATAONG MAKAPAG-HANAPBUHAY MAHALAGANG SANGKAP SA PAG- UNLAD NAGPAPATATAG SA MGA MALILIIT NA NEGOSYO Sasa Kovacevicstudying IT at Aarhus School of Business and Social Sciences while managing my own businsess 37 oktober and working half time for the take away porta
- 26. • Natatalakay kung paano makagaganap nang wasto ang mga mag-aaral, sa lahat ng uri ng gawain, batay sa nilalaman, na masasabing mahusay at mabisa. • Nasasagot ang tanong na “ Paano magagampanan nang wasto ng bawat mag- aaral ang kanilang mga gawain?” • Nasasabi kung anong antas ng pagkatuto ang dapat makamit ng bawat mag-aaral? DEPARTMENT OF EDUCATION Pamantayan sa Pagkatuto
- 27. Pamantayan ng Pagkatuto DEPARTMENT OF EDUCATION Naipakikita ng bawat mag-aaral ang kaalaman, kakayahan, pagpapahalaga , at pag-uugali (KSVA) sa Edukasyong Pantahanan at Pangkabuhayan (EPP) na makatutulong upang makapaghanapbuhay,makakita ng pagkakakitaan, maging isang mamumuhunan, isang middle level manpower at / o makapagpatuloy ng higit na mataas na antas ng pag-aaral
- 28. Pamantayang Pang-nilalaman –Natutukoy kung ano ang mga dapat matutunan ng bawat mag-aaral -Nasasagot ang “Ano ang alam at kayang gawin ng bawat mag-aaral? DEPARTMENT OF EDUCATION Ang mag-aaral ay...... naipamamals ang pag-unawa sa konsepto ng “entrepreneurship”
- 29. Pamantayan sa Pagganap – Natutukoy ang mga dapat gawin pahalagahan, at ibahagi ng bawat mag-aaral – Nasasagot ang “Gaano kahusay magagampanan ng bawat mag-aaral ang kanilang mga gawain?” DEPARTMENT OF EDUCATION Ang mag-aaral ay..... Naipaliliwanag ang mga batayang konsepto ng pagnenegosyo
- 30. Pamantayan sa Pagkatuto • Tiyak na kaalaman, pamamaraan at pag-uugali ng bawat mag-aaral na inaasahan upang mailarawan ang pagkatuto ng mga Pamantayang Pang-nilalaman Naipaliliwanag ang kahulugan at kahalagahan ng “entrepreneurship” Natatalakay ang mga katangian ng isang entrepreneur natutukoy angmga naging matagumpay na entrepreneur sa pamayanan, bansa, at ibang bansa DEPARTMENT OF EDUCATION
- 31. Standards Ligtas at Responsableng Gamit ng ICT Nilalaman (Content) naipamamalas ang kaalaman at kakayahan sa paggamit ng computer, Internet at email sa ligtas at repsonsableng pamamaraan Performance nakagagamit ng computer, Inetrnet, at email sa ligtas at responsableng pamamaraan Pamantayan sa Pagkatuto (Learning Competencies) • Naipaliliwanag angmga panuntunan sa paggamit ng computer, Internet at email EPP4TE-Oc-5 • Natatalakay ang mga panagnib na dulot ng mga di kanais-nais na mga software (virus at malware), mga nilalaman, at mga pag-asal sa Internet EPP4TE-Oc-6 • Nagagamit ang computer, Internet at email sa ligtas at responsableng pamamaraan EPP4IE-Od-7
- 32. CODE BOOK LEGEND Sample: EPP41E-0a-1 LEGEND SAMPLE First Entry Learning Area and Strand/ Subject or Specialization Eduksyong Pantahanan at Pangkabuhayan Grade Level Baitang 5 Uppercase Letter/s Domain/Content/ Component/ Topic ICT and Entreprenuership Roman Numeral *Zero if no specific quarter Quarter No specific quarter Lowercase Letter/s *Put a hyphen (-) in between letters to indicate more than a specific week Week Unang Linggo Arabic Number Competency Naipaliliwanag ang kahulugan at kahalagahan ng “entrepreneurship” EPP4 IE - 0 a - 1
- 33. Unpacking the Standards NILALAMAN Content PAMANTA- YANG PANG- NILALAMAN Content Standard PAMANATAYAN SA PAGGANAP Performance Standard PAMANTAYAN SA PAGKATUTO Learning Competency CODE
- 34. Unpacking Tool Content Content Standard Performance Standard Learning Competency MAIN IDEA F.Q. PERFORMANCE TASK RUBRIC DESIRED RESULTS OR OUTCOMES
- 35. Antas ng Pagkatuto ALAMIN NATIN LINANGIN NATIN TANDAAN NATIN GAWIN NATIN (SUBUKIN MO) PAGYA- MANIN NATIN LEARNERS MATERIALS
- 36. Know (Alamin) Tukuyin ang paunang kaalaman ng mga Mag-aaral Nakakukuha ng sagot sa mga kritikal na tanong Natutukoy ang mga maling paniniwala, at pagwawasto kung paano maitatama at matukoy ang antas ng pagkatuto Napupukaw ang interes ng mga mag-aaral
- 37. LINANGIN NATIN Mga gawain ng mga mag- aaral na nangangailangan ng pagsasagawa at kaalaman Alamin ang antas ng pagkaunawa ng mga mag-aaral Mga tanong na nakatutulong upang maunawaan at makapagbigay ang mga mag-aaral ng sariling kahulugan
- 38. TANDAAN NATIN PAGLALAHAT NG PAKSA
- 39. DEPARTMENT OF EDUCATION SUBUKIN MO (GAWIN NATIN) - magampanan ang mga Inaasahan opportunity to transfer the learning through product of performance Batay sa mga pangyayari sa totoong buhay on GRASPS with assessment criteria Nailalarawan ang mga kagamitan upang makasunod sa Pamantayang Pang- ganap
- 40. DEPARTMENT OF EDUCATION PAGYAMANIN NATIN Karagdagang gawain at babasahin upang mapagyaman at mapalawak ang pang-unawa ng mga mag-aaral
- 41. DEPARTMENT OF EDUCATION NILALAMAN (CONTENT) PAMANTAYANG PANGNILALAMAN (CONTENT STANDARS) PAMANTAYAN SA PAGGANAP (PERFORMANCE STANDARS) PAMANTAYAN SA PAGKATUTO (LEARNING COMPETENCIES) CODE 1. Entrepre- neurship Ang mag-aaral ay: naipapamalas ang pag-unawa sa konsepto ng “entrepreneurship” Ang mag-aaral ay: Naipaliliwanag ang mga batayang konsepto ng pagnenegosyo 1.1 naipaliliwanag ang kahulugan at kahalagahan ng “entreprenuership” 1.2 natatalakay ang mga katangian ng isang entrepreneur 1.3 natutukoy ang mga naging matagumpay na entrepreneur sa pamayanan, bansa at sa ibang bansa 1.4 natatalakay ang iba’t ibang uri ng negosyo EPP4IE- 0a-1 EPP4IE- 0a-2 EPP4IE- 0b-3 EPP4IE- 0b-4 Grade 4 – ICT at ENTREPRENEURSHIP
- 42. DEPARTMENT OF EDUCATION NILALAMAN (CONTENT) PAMANTAYANG PANGNILALAMAN (CONTENT STANDARS) PAMANTAYAN SA PAGGANAP (PERFORMANCE STANDARS) PAMANTAYAN SA PAGKATUTO (LEARNING COMPETENCIES) CODE 2. Ligtas sa responsableng gamit ng ICT Ang mag-aaral ay: naipapamalas ang kaalaman at kakayahan sa paggamit ng computer, Internet, at email sa ligtas at responsableng pamamaraan Ang mag-aaral ay: nakagagamit ng computer, Internet, at email sa ligtas at responsableng pamamaraan 2.1 naipaliliwanag ang panunutunan sa paggamit ng computer, Internet at email 2.2 natatalakay ang mga panganib na dulot ng mga di kanais-nais na mga software (virus at malware), mga nilalaman, at mga pag-asal sa internet 2.3 nagagamit ang computer, Internet, at email sa ligtas at responsableng pamamaraan EPP4IE- 0c-5 EPP4IE- 0c-6 EPP4IE- 0c-7 Grade 4 – ICT at ENTREPRENEURSHIP
- 43. DEPARTMENT OF EDUCATION NILALAMAN (CONTENT) PANGNILA- LAMAN (CONTENT STANDARS) SA PAGGANAP (PERFORMANCE STANDARS) PAGKATUTO (LEARNING COMPETENCIES) CODE 3. Pangangalap at pagsasaayos ng impormasyon gamit ang ICT Ang mag-aaral ay: naipapamalas ang kaalaman at kasanayan sa computer at Internet sa pangangalap at pagsasayos ng impormasyon Ang mag-aaral ay: nakagagamit ng computer at Internet sa pangangalap at pagsasaayos ng impormasyon 3.1 naipaliliwanag ang kaalaman sa paggamit ng computer at Internet bilang mapagkukunan ng iba’t ibang uri ng impormasyon 3.2 nagagamit ang computer file system 3.3 nagagamit ang web browser at ang basic features ng isang search engine sa pangangalap ng impormasyon 3.4 nagaganmit ang mga website sa pangangalap ng impormasyon 3.5 nakokopya o nada- download sa computer ang nakalap na impormasyon mula sa internet EPP4IE- 0d-8 EPP4IE- 0d-9 EPP4IE- 0d-10 EPP4IE- 0d-11 EPP4IE- 0d-12
- 44. DEPARTMENT OF EDUCATION NILALAMAN (CONTENT) PAMANTAYANG PANGNILALAMAN (CONTENT STANDARS) PAMANTAYAN SA PAGGANAP (PERFORMANCE STANDARS) PAMANTAYAN SA PAGKATUTO (LEARNING COMPETENCIES) CODE 4. Pagsusuri ng Impormasyon Gamit ang ICT Ang mag-aaral ay: naipapamalas ang kaalaman at kakayahan sa paggamit ng productivity tools upang maipakita ang numerical at tekstual na impormasyon sa pamamagitan ng mga table at tsart Ang mag-aaral ay: Nakagagawa ng tables at tsart gamit ang productivity tools upang magpakita ng impormasyon 4.1 nakagagawa ng table at tsart gamit ang word processing 4.2 nakagagawa ng table at tsart gamit ang electronic spreadsheet tool 4.3 nakakapag-sort at filter ng impormasyon gamit ang electronic spreadsheet tool EPP4IE- 0g-13 EPP4IE – 0g-14 EPP4IE- 0g-15 Grade 4 – ICT at ENTREPRENEURSHIP
- 45. DEPARTMENT OF EDUCATION NILALAMAN (CONTENT) PAMANTAYANG PANGNILALAMAN (CONTENT STANDARS) PAMANTAYAN SA PAGGANAP (PERFORMANCE STANDARS) PAMANTAYAN SA PAGKATUTO (LEARNING COMPETENCIES) CODE 5. Komunikasyon at kolaborasyon gamit ang ICT Ang mag-aaral ay: naipapakita ang kaalan at kasanayan sa paggamit ng email Ang mag-aaral ay: nakagagamit ng email 5.1 nakapagpapadala ng sariling email 5.2 nakasasagot sa email ng iba 5.3 nakapagpapadala ng email na may kalakip na dokumento o iba pang media file EPP4IE- 0h-16 EPP4IE – 0h-17 EPP4IE- 0h-18 Grade 4 – ICT at ENTREPRENEURSHIP
- 46. DEPARTMENT OF EDUCATION NILALAMAN (CONTENT) PAMANTAYANG PANGNILALAMAN (CONTENT STANDARS) PAMANTAYAN SA PAGGANAP (PERFORMANCE STANDARS) PAMANTAYAN SA PAGKATUTO (LEARNING COMPETENCIES) CODE 6. Paglikha ng knowledge products Ang mag-aaral ay: Naipapakita ang kaalaman at kakayahan sa paggamit ng productivity tools upnag lumikha ng mga knowledge product Ang mag-aaral ay: nakagagamit ng productivity tools sa paggawa ng mga knowledge products 6.1 nakaguguhit gamit ang drawing tool o graphic software 6.2 nakapag-edit ng photo gamit ang photo editing tool 6.3 nakagagawa ng dokumento ng may picture gamit ang word processing tool o desktop publishing tool 6.4 nakagagawa ng maikling report na may kasamang table, tsart at photo o drawing gamit ang iba’t ibang tools na nakasanayan EPP4IE- 0i-19 EPP4IE- 0i-20 EPP4IE- 0j-21 EPP4IE- 0j-22 Grade 4 – ICT at ENTREPRENEURSHIP
- 47. Ang bawat pangkat ay gagawa ng 10- slide PowerPoint Presentation na nagpapakita ng pagpapahalaga sa EPP- ICT at Entrepreneurship. Ang pinuno/ tagapagsalita ng bawat pangkat ang magpapakita o magpapaliwanag ng natapos na gawain. Pagsasagawa DEPARTMENT OF EDUCATION
- 48. “We do not think anymore of the spectacle of printing every time we read a book, the phenomenon of TV every time we watch a movie, or the miracle of the telephone every time we make a call. The ultimate success of ICTs for learning will be attained when we stop marveling about the ICTs and apply our minds and emotions to the wonders of learning.” Source: ICT – in – Education Toolkit for Policy Makers, Planners and Practitioners
Editor's Notes
- Overall, the K to 12 program is a necessity given the need to: Enhance the curriculum to improve mastery of basic competencies, Ensure seamlessness of primary, secondary, and post-secondary education, Improve teaching and learning outcomes through the use of enhanced pedagogies – such as spiral progression in Science and Math – and the rationalization of the medium of instruction in our schools, especially for Kindergarten and the early primary levels, and Expand job opportunities for both graduates and school leavers alike by reducing the mismatch between acquired skills and available jobs, and provide a stronger foundation for post-secondary education and the world of work. We want to produce holistically developed graduates with 21st century skills. We want to nurture lifelong learners who are better prepared for the rigours of post-secondary education and the world of work.
- Overall, the K to 12 program is a necessity given the need to: Enhance the curriculum to improve mastery of basic competencies, Ensure seamlessness of primary, secondary, and post-secondary education, Improve teaching and learning outcomes through the use of enhanced pedagogies – such as spiral progression in Science and Math – and the rationalization of the medium of instruction in our schools, especially for Kindergarten and the early primary levels, and Expand job opportunities for both graduates and school leavers alike by reducing the mismatch between acquired skills and available jobs, and provide a stronger foundation for post-secondary education and the world of work. We want to produce holistically developed graduates with 21st century skills. We want to nurture lifelong learners who are better prepared for the rigours of post-secondary education and the world of work.
- Overall, the K to 12 program is a necessity given the need to: Enhance the curriculum to improve mastery of basic competencies, Ensure seamlessness of primary, secondary, and post-secondary education, Improve teaching and learning outcomes through the use of enhanced pedagogies – such as spiral progression in Science and Math – and the rationalization of the medium of instruction in our schools, especially for Kindergarten and the early primary levels, and Expand job opportunities for both graduates and school leavers alike by reducing the mismatch between acquired skills and available jobs, and provide a stronger foundation for post-secondary education and the world of work. We want to produce holistically developed graduates with 21st century skills. We want to nurture lifelong learners who are better prepared for the rigours of post-secondary education and the world of work.
- Overall, the K to 12 program is a necessity given the need to: Enhance the curriculum to improve mastery of basic competencies, Ensure seamlessness of primary, secondary, and post-secondary education, Improve teaching and learning outcomes through the use of enhanced pedagogies – such as spiral progression in Science and Math – and the rationalization of the medium of instruction in our schools, especially for Kindergarten and the early primary levels, and Expand job opportunities for both graduates and school leavers alike by reducing the mismatch between acquired skills and available jobs, and provide a stronger foundation for post-secondary education and the world of work. We want to produce holistically developed graduates with 21st century skills. We want to nurture lifelong learners who are better prepared for the rigours of post-secondary education and the world of work.
- Overall, the K to 12 program is a necessity given the need to: Enhance the curriculum to improve mastery of basic competencies, Ensure seamlessness of primary, secondary, and post-secondary education, Improve teaching and learning outcomes through the use of enhanced pedagogies – such as spiral progression in Science and Math – and the rationalization of the medium of instruction in our schools, especially for Kindergarten and the early primary levels, and Expand job opportunities for both graduates and school leavers alike by reducing the mismatch between acquired skills and available jobs, and provide a stronger foundation for post-secondary education and the world of work. We want to produce holistically developed graduates with 21st century skills. We want to nurture lifelong learners who are better prepared for the rigours of post-secondary education and the world of work.
- Overall, the K to 12 program is a necessity given the need to: Enhance the curriculum to improve mastery of basic competencies, Ensure seamlessness of primary, secondary, and post-secondary education, Improve teaching and learning outcomes through the use of enhanced pedagogies – such as spiral progression in Science and Math – and the rationalization of the medium of instruction in our schools, especially for Kindergarten and the early primary levels, and Expand job opportunities for both graduates and school leavers alike by reducing the mismatch between acquired skills and available jobs, and provide a stronger foundation for post-secondary education and the world of work. We want to produce holistically developed graduates with 21st century skills. We want to nurture lifelong learners who are better prepared for the rigours of post-secondary education and the world of work.
- Overall, the K to 12 program is a necessity given the need to: Enhance the curriculum to improve mastery of basic competencies, Ensure seamlessness of primary, secondary, and post-secondary education, Improve teaching and learning outcomes through the use of enhanced pedagogies – such as spiral progression in Science and Math – and the rationalization of the medium of instruction in our schools, especially for Kindergarten and the early primary levels, and Expand job opportunities for both graduates and school leavers alike by reducing the mismatch between acquired skills and available jobs, and provide a stronger foundation for post-secondary education and the world of work. We want to produce holistically developed graduates with 21st century skills. We want to nurture lifelong learners who are better prepared for the rigours of post-secondary education and the world of work.
- Overall, the K to 12 program is a necessity given the need to: Enhance the curriculum to improve mastery of basic competencies, Ensure seamlessness of primary, secondary, and post-secondary education, Improve teaching and learning outcomes through the use of enhanced pedagogies – such as spiral progression in Science and Math – and the rationalization of the medium of instruction in our schools, especially for Kindergarten and the early primary levels, and Expand job opportunities for both graduates and school leavers alike by reducing the mismatch between acquired skills and available jobs, and provide a stronger foundation for post-secondary education and the world of work. We want to produce holistically developed graduates with 21st century skills. We want to nurture lifelong learners who are better prepared for the rigours of post-secondary education and the world of work.
- Overall, the K to 12 program is a necessity given the need to: Enhance the curriculum to improve mastery of basic competencies, Ensure seamlessness of primary, secondary, and post-secondary education, Improve teaching and learning outcomes through the use of enhanced pedagogies – such as spiral progression in Science and Math – and the rationalization of the medium of instruction in our schools, especially for Kindergarten and the early primary levels, and Expand job opportunities for both graduates and school leavers alike by reducing the mismatch between acquired skills and available jobs, and provide a stronger foundation for post-secondary education and the world of work. We want to produce holistically developed graduates with 21st century skills. We want to nurture lifelong learners who are better prepared for the rigours of post-secondary education and the world of work.
- Overall, the K to 12 program is a necessity given the need to: Enhance the curriculum to improve mastery of basic competencies, Ensure seamlessness of primary, secondary, and post-secondary education, Improve teaching and learning outcomes through the use of enhanced pedagogies – such as spiral progression in Science and Math – and the rationalization of the medium of instruction in our schools, especially for Kindergarten and the early primary levels, and Expand job opportunities for both graduates and school leavers alike by reducing the mismatch between acquired skills and available jobs, and provide a stronger foundation for post-secondary education and the world of work. We want to produce holistically developed graduates with 21st century skills. We want to nurture lifelong learners who are better prepared for the rigours of post-secondary education and the world of work.
- Overall, the K to 12 program is a necessity given the need to: Enhance the curriculum to improve mastery of basic competencies, Ensure seamlessness of primary, secondary, and post-secondary education, Improve teaching and learning outcomes through the use of enhanced pedagogies – such as spiral progression in Science and Math – and the rationalization of the medium of instruction in our schools, especially for Kindergarten and the early primary levels, and Expand job opportunities for both graduates and school leavers alike by reducing the mismatch between acquired skills and available jobs, and provide a stronger foundation for post-secondary education and the world of work. We want to produce holistically developed graduates with 21st century skills. We want to nurture lifelong learners who are better prepared for the rigours of post-secondary education and the world of work.
- Overall, the K to 12 program is a necessity given the need to: Enhance the curriculum to improve mastery of basic competencies, Ensure seamlessness of primary, secondary, and post-secondary education, Improve teaching and learning outcomes through the use of enhanced pedagogies – such as spiral progression in Science and Math – and the rationalization of the medium of instruction in our schools, especially for Kindergarten and the early primary levels, and Expand job opportunities for both graduates and school leavers alike by reducing the mismatch between acquired skills and available jobs, and provide a stronger foundation for post-secondary education and the world of work. We want to produce holistically developed graduates with 21st century skills. We want to nurture lifelong learners who are better prepared for the rigours of post-secondary education and the world of work.
- Overall, the K to 12 program is a necessity given the need to: Enhance the curriculum to improve mastery of basic competencies, Ensure seamlessness of primary, secondary, and post-secondary education, Improve teaching and learning outcomes through the use of enhanced pedagogies – such as spiral progression in Science and Math – and the rationalization of the medium of instruction in our schools, especially for Kindergarten and the early primary levels, and Expand job opportunities for both graduates and school leavers alike by reducing the mismatch between acquired skills and available jobs, and provide a stronger foundation for post-secondary education and the world of work. We want to produce holistically developed graduates with 21st century skills. We want to nurture lifelong learners who are better prepared for the rigours of post-secondary education and the world of work.
- Overall, the K to 12 program is a necessity given the need to: Enhance the curriculum to improve mastery of basic competencies, Ensure seamlessness of primary, secondary, and post-secondary education, Improve teaching and learning outcomes through the use of enhanced pedagogies – such as spiral progression in Science and Math – and the rationalization of the medium of instruction in our schools, especially for Kindergarten and the early primary levels, and Expand job opportunities for both graduates and school leavers alike by reducing the mismatch between acquired skills and available jobs, and provide a stronger foundation for post-secondary education and the world of work. We want to produce holistically developed graduates with 21st century skills. We want to nurture lifelong learners who are better prepared for the rigours of post-secondary education and the world of work.
- Overall, the K to 12 program is a necessity given the need to: Enhance the curriculum to improve mastery of basic competencies, Ensure seamlessness of primary, secondary, and post-secondary education, Improve teaching and learning outcomes through the use of enhanced pedagogies – such as spiral progression in Science and Math – and the rationalization of the medium of instruction in our schools, especially for Kindergarten and the early primary levels, and Expand job opportunities for both graduates and school leavers alike by reducing the mismatch between acquired skills and available jobs, and provide a stronger foundation for post-secondary education and the world of work. We want to produce holistically developed graduates with 21st century skills. We want to nurture lifelong learners who are better prepared for the rigours of post-secondary education and the world of work.
- Overall, the K to 12 program is a necessity given the need to: Enhance the curriculum to improve mastery of basic competencies, Ensure seamlessness of primary, secondary, and post-secondary education, Improve teaching and learning outcomes through the use of enhanced pedagogies – such as spiral progression in Science and Math – and the rationalization of the medium of instruction in our schools, especially for Kindergarten and the early primary levels, and Expand job opportunities for both graduates and school leavers alike by reducing the mismatch between acquired skills and available jobs, and provide a stronger foundation for post-secondary education and the world of work. We want to produce holistically developed graduates with 21st century skills. We want to nurture lifelong learners who are better prepared for the rigours of post-secondary education and the world of work.
- Overall, the K to 12 program is a necessity given the need to: Enhance the curriculum to improve mastery of basic competencies, Ensure seamlessness of primary, secondary, and post-secondary education, Improve teaching and learning outcomes through the use of enhanced pedagogies – such as spiral progression in Science and Math – and the rationalization of the medium of instruction in our schools, especially for Kindergarten and the early primary levels, and Expand job opportunities for both graduates and school leavers alike by reducing the mismatch between acquired skills and available jobs, and provide a stronger foundation for post-secondary education and the world of work. We want to produce holistically developed graduates with 21st century skills. We want to nurture lifelong learners who are better prepared for the rigours of post-secondary education and the world of work.
- Overall, the K to 12 program is a necessity given the need to: Enhance the curriculum to improve mastery of basic competencies, Ensure seamlessness of primary, secondary, and post-secondary education, Improve teaching and learning outcomes through the use of enhanced pedagogies – such as spiral progression in Science and Math – and the rationalization of the medium of instruction in our schools, especially for Kindergarten and the early primary levels, and Expand job opportunities for both graduates and school leavers alike by reducing the mismatch between acquired skills and available jobs, and provide a stronger foundation for post-secondary education and the world of work. We want to produce holistically developed graduates with 21st century skills. We want to nurture lifelong learners who are better prepared for the rigours of post-secondary education and the world of work.
- Overall, the K to 12 program is a necessity given the need to: Enhance the curriculum to improve mastery of basic competencies, Ensure seamlessness of primary, secondary, and post-secondary education, Improve teaching and learning outcomes through the use of enhanced pedagogies – such as spiral progression in Science and Math – and the rationalization of the medium of instruction in our schools, especially for Kindergarten and the early primary levels, and Expand job opportunities for both graduates and school leavers alike by reducing the mismatch between acquired skills and available jobs, and provide a stronger foundation for post-secondary education and the world of work. We want to produce holistically developed graduates with 21st century skills. We want to nurture lifelong learners who are better prepared for the rigours of post-secondary education and the world of work.