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The K to 12 Curriculum
Brenda B. Corpuz, Ph.D
Scope of the Presentation
1. What is the structure K to 12 Basic
Education Program?
2. When did the implementation begin?
3. What is the goal of K to 12? Who is the K to
12 graduate?
4. Why is there a need for K to 12 ?
Scope of Presentation
4.What are the features of the K to 12 Curriculum?
5. What is Senior High School ?
6.What is good with the K to 12 Curriculum?
7. How does K to 12 affect YOU and higher
education institutions?
The Structure of the K to 12
Program
Kindergarten
6 years Elementary
4 years Junior HS
2 years Senior HS
K+6+4+2
Comparison of 2002 BEC and K to
12 Education Structure
Implementation Plan
When did it begin ?
K to 2BasicEducationProgram
Phased Introduction of New
Curriculum in Public Schools
2011-
2012
2012-
2013
2013-
2014
2014-
2015
2015-
2016
2016-
2017
2017-
2018
2018-
2019
2019-
2020
2020-
2021
2021-
2022
2022-
2023
2023-
2024
Grade 1
Kinder
Grade 12
Grade 11
Grade 10
Grade 9
Grade 8
Grade 7
Grade 6
Grade 5
Grade 4
Grade 3
Grade 2
K to 12 schematic implementation plan
Implementation of
Grade 7 (HS Year 1)
in K to 12 curriculum
Implementation of Grade 1
in K to 12 curriculum
Grade 11 (HS Year 5)
implementation
First batch
of senior
high school
graduates
First batch
of K to 12
graduates
K-12BasicEducationProgramSchool Year Elementary Secondary
2011-2012 Kinder
2012-2013 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
What is the overarching goal of the K to 12
Curriculum?
Who is the K to 12 Graduate?
Kto12
Batang Kto12,
Handa sa Trabaho
o Kolehiyo,
Handa sa Mundo
Basic Education Program
Effective
Communication Skills
Learning and
Innovation Skills
Info, Media and
Technology Skills Life and Career Skills
21st Century
Skills
Life and Career Skills
flexibility and
adaptability
leadership and
responsibility
social and cross-
cultural skills
initiative and self-
direction
productivity and
accountability
ethical, moral and
spiritual values
•1) creativity
and curiosity;
• 2) critical
thinking
problem
solving skills
and
•3) risk taking
Learning
and
Innovation
skills
Effective communication skills
The following skills must be taught:
1) teaming, collaboration and interpersonal skills;
2) personal, social and civic responsibility
3) interactive communication,
4) local, national and global orientedness
Information , Media and
Technology Skills
Multicultural literacies ;
Global awareness
Visual and
information literacies
Media literacy
Basic scientific and
economic literacies
Why is there a need for K to 12 ?
1.To improve the quality of education in
the country there is need to expand
the ten-year basic education program
in the country . What other countries
are getting in 12 years we are
teaching them only in TEN years.
K-12BasicEducationProgram
COUNTRY Basic education
cycle
Brunei 12
Cambodia 12
Indonesia 12
Lao PDR 12
Malaysia 12
Myanmar 11
Philippines 10
Singapore 11
Thailand 12
Timor-Leste 12
Vietnam 12
Batang K-12, Handa saTrabaho o Kolehiyo, Handa sa Mundo
Insufficient
mastery of
basic
competencies
due to
congested
curriculum
Kto12BasicEducationProgram
National
Achievement test
Results
SY 2005-2010
54.7
59.9
64.8 65.6 68
47 46.7
49.3 46.7 45.6
75 75
75 75 75
0
30
60
90
2005-2006 2006-2007 2007-2008 2008-2009 2009-2010
Elementary Secondary Target
Many students
who finish basic
education do not
possess sufficient
mastery of basic
competencies
Trends in International Mathematics and Science Study
(TIMSS- 2003)
Grade IV Math and
Science
HS Math HS Science
1. Top
2.
3.
.
.
.
21.
22.
23.
24.
25. Bottom
Philippines
1. Top
2.
3.
.
.
.
34.
35.
36.
37.
38. Bottom
Philippines
1. Top
2.
3.
.
.
.
42.
43.
44.
45.
46. Bottom
Philippines
Philippine Average TIMSS Scores
Scores International
Average
Rank Participating
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
2008 Results
Advanced
Mathematics
355 500 10 10
Source: TIMSS, 2003 and 2008
26Grade 1 Grade 4 Elem
Graduates
HS New
Entrants
HS
Graduates
College New
Entrants
College
Graduates
100
74
66 65
46
20 16
Typical Progression of a Cohort of Pupils
(based on cohort of Grade I pupils from SY 1995-1996
to College Graduates SY 2008-2009)
Public and Private
PHILIPPINES
-
100,000
200,000
300,000
400,000
500,000
600,000
700,000
800,000
900,000
1,000,000
No Grade Completed Elem Undergrad Graduate High School UndergradHigh School GraduateCollege Undergrad College Graduate
2010 15,485 192,014 222,984 405,707 972,458 681,340 607,012
2009 14,135 175,274 203,544 370,337 887,678 621,940 554,092
972,458
Unemployed
HS Grad
650,000 ++
Available Skills
Based Jobs
Source: NSO, 2009 & 2010
Unemployed VS. Available Skilled Jobs
The proposal to expand
the basic education dates
back to 1925
Kto12BasicEducationProgram
• K-12 is not NEW.
• Has been studied since 1925 .
• No political will to do it.
• Need to be more competitive.
K-12BasicEducationProgram
• Monroe Survey, 1925
• UNESCO Mission Survey , 1949
• Swanson Survey , 1950
• Education Act of 1982
K-12BasicEducationProgram
• Presidential Commission
to Survey Philippine
Education (PCPE), 1970
• SOUTELE
• Congressional
Commission on Education
(EDCOM) Report, 1991
K-12BasicEducationProgram
• Presidential Commission to
Educational Reforms, 2000
• Philippine Education for All
(EFA) 2015 National Action Plan
• Presidential Task force on
Education, 2008
Why K to 12?
3. 12-year pre-university education has become
the international standard
Washington Accord - The Washington Accord
prescribes a minimum of 12 years of basic
education as an entry to recognition of
engineering professionals
Bologna Accord - in European countries
ASEAN 2015 – GET ready for the ASEAN
Economic Community
• The Bologna Process requires 12 years of
education for university admission and
practice of profession in European countries.
On account of the Bologna Accord, starting
2010, undergraduate degrees in the
Philippines are no longer recognized in most
European countries .
• (Accessed 11 September 2010)
•Each additional year
brings 10% increase in
wage earning.
(OECD, 2008)
•Longer time spent
in education
increases likelihood
of employment.
(OECD, 2008)
12,296 18,444
45,480
4 years of HS
plus 2 years
of
College
6 years
of HS
P57,776
P39,332
•On the average,
households currently
invest P57,776 for HS
and two-year college
education (total of 6
years schooling)
•Under K to12,
households will only
invest P18,444 for
the same duration of
schooling.
K to 12 will allow students to pursue 2 more
years of education at high school rates.
K to 12 is no longer an
option . It is a necessity!
What’s new with K to 12 Curriculum?
New Feature of K to 12
Mandatory Kindergarten
RA 10157- the policy statement of the new law—to
provide equal opportunities for all children to
avail of accessible mandatory and compulsory
kindergarten education that effectively promotes
physical, social, intellectual, emotional, and skills
stimulation and values formation to sufficiently
prepare them for formal education.
New Feature of K to 12
Use of Mother Tongue as Medium of Instruction -
from K to 3
Bases:
• Local initiatives as well as international studies
support the use of MT as medium of Instruction
- learn second language faster
- improved performance
New Feature of K to 12
• MAPEH as a separate subject is introduced as
early as Grade 1
• In the 2002 BEC :
- Musika, Sining at Edukasyong Pangkatawan
(MSEP) was integrated in Sibika at Kultura in
Grades 1-3
- MSEP was a separate subject in Grades 4-6
Feature of K to 12
Use spiral progression
approach especially in
Science & Math
Grades
7- 10
Grades
4-6
Grades
1-3
K –
Algebra,
Geometry ,
Statistics
and
Probability
Advantages of Spiral Progression
• Avoids disjunctions between stages of
schooling
• Allows learners to learn topics & skills
appropriate to their
developmental/cognitive stages
• Strengthens retention & mastery of topics
& skills as they are revisited & consolidated
Discipline-based Approach
First Year – Integrated Science
Second Year - Biology
Third Year – Chemistry
Fourth Year – Physics
New Feature of the K to 12 Curriculum
Training Regulations- based TLE
Grade 10 – NC I is obtained
Technology and Livelihood Education
• Components :
1. Home Economics-
2. Industrial Arts -
3. ICT – 3 mini-courses
4. Agri-Fishery-
Old TLE versus new TLE
Grade Old TLE New TLE
Not very focused on TR Focused on TR
10 Specialization with Entrep Specialization with Entrep
9 Specialization with Entrep Specialization with Entrep
8 Specialization with Entrep Exploratory with Entrep
7 Specialization begins with Entrep
• Grades 7-8 TLE – Certificate of Competency
• The 26 TLE specializations are EXPLORATORY.
• Teaching of these TLE specializations is focused
on 5 common competencies :
1. Use of tools
2. Maintenance of tools
3. Measurement and computation
4. Interpreting drawing
5. Occupational safety and health
51
• TLE – Grades 9 and 10
•Specialization – 26 leading
to NC 1
52
Grade 9 Specialization-TechVoc
Industrial Arts
1. Automotive Servicing
2. Carpentry
3. Drafting
4. Electrical Installation and Maintenance
53
54
Industrial Arts
5.Electrical Servicing
6. Handicraft
7. Masonry
8. Plumbing
9. Refrigeration and air
condittioning
10. Shielded Metal And Welding
11. Tile Setting
55
• Industrial Arts, continued
5.Electrical Servicing
6. Handicraft
7. Masonry
8. Plumbing
9. Refrigeration and air
condittioning
10. Shielded Metal And
Welding
11. Tile Setting
Home Economics
56
12) Caregiving
13) Dressmaking/Tailoring
14) Household Services
15) Bread and Pastry Production
16) Beauty Care
17) Commercial Cooking
Agri and Fisheries
18. Animal Production
19. Crop Production
20. Food Processing
Agri and Fisheries
21. Horticulture
22. Fish Capture
23. Fish Culture
24. Fish Processing
ICT
25.PC Hardware Servicing
26.Technical Drafting
27.Medical Transcription
Tracks in Senior High School
1. Academic
2. TechVoc
3. Sports
4. Arts and Design
Tracks in Senior High School
Grade 11
Grade 12
Academic
TechVoc
Sports
Arts and Design
Academic Track Strands
•Education•Humanities and
Social Sciences
• Accountanc
y, Business
and
Managemen
t
• Science,
Technology,
Eng’g, Math
STEM ABM
EDUCATIONHUMSS
Academic Track - 5 Strands
Total =
5
Strands
Liberal
Arts
ABM
STEM
HUMSS
Education
Senior High School
Total
=31
Subjects
15 Core
7 Contextualized
9
Specialization
15
Core Subjects
Language
1.Oral Communication
2. Reading & Writing
3. Talastasang Filipino sa Lipunang Pilipino
4. Pagbasa, Pagsulat, Pananaliksik sa Wika at
Kulturang Filipino
• Humanities
5. 21st Century Literature from the
Philippines and the World
6. Contemporary Music and Arts
15 Core
Communication
7. Media & Information Literacy
Mathematics
8.General Math
9. Statistics & Probability
15 Core
Science
10. Life Sciences – Lecture and Laboratory
11. Physical Sciences – Lecture and
Laboratory
Social Science
12.Personal Development
13. Understanding Society & Culture
15 Core Subjects
Philosophy
14. Intro to Philosophy of the Human Person
15 Core Subjects
15. PE and Health
7 Contextualized Subjects
Academic
1. English for Academic
and Professional
Purposes
2. Research 1: Qualitative
Research in Daily Life
3. Research 2 :
Quantitative Research
in Daily Life
• Tech-Voc, Sports, Arts
and Design
7 Contextualized Subjects
4. Pagsulat sa Filipino sa
Piling Larangan
5. Entrepreneurship
6. ICT
7. Research Project /
Culminating Activity
9 Specialization Subjects
• Collegiate player (scholarship)
• National Team member
• Professional player
• Certified First-aider & Basic Life Support
Athlete
• Coach (NC 2 and certified by an NSA)
• Coach Assistant (NC 1)
• Teacher’s Aide
• Certified First-aider & Basic Life Support
Coach / PE
Teacher Assistant
• Referee (certified by an NSA)
• Table officials; i.e. scorer, line judge, etc.
(certified by an NSA)
• Certified First-aider & Basic Life Support
Sports Official
• Fitness Leader (certified by a local fitness association)
• Recreation Leader; i.e. surf instructor, wakeboard
instructor, mountaineer, lifeguard, etc. (certified by
the leading industry)
• Certified First-aider & Basic Life Support
Fitness or
Recreation Leader
Work Bound Competencies
and/or
and/or
and/or
Certification
thru NSA’s/
Others
NC 2
First-Aid
certification
COACH / PE TEACHER
ASSISTANT / SPORTS
OFFICIAL
FOUNDATION COURSES:
(1) Safety & First-Aid; (2) Understanding Human Movement; (3) Understanding
Social & Cognitive Development; (4) General Coaching Course; (5) Student-
Athlete Enhancement & Formation
SPECIALIZATION COURSES:
(1) Fitness Testing & Exercise Prescription; (2s, 2r, 2f) Sports/Recreation/Fitness
Management; (3) Internship
ELECTIVES
(1 & 2) Coaching &
Officiating Certification
ELECTIVES
(1 & 2) Recreation
Certification
RECREATION LEADER
NC 1ENRICHMENT PROGRAM FOR STUDENT-ATHLETES (EPSA)
G7 to 10 (PHAS & SPS)
ELECTIVES
(1 & 2) Fitness
Certification
FITNESS LEADER
Teachers for Grades 11-12
Who can teach in Senior
High School?
Non-
Teacher
Education
Graduates
TechVoc
Institute
Graduates
HEI
faculty
Practitio
ner
Expert
a) Graduates of science, mathematics,
statistics, engineering, music and
other degree courses with shortages
in qualified teacher applicants to
teach in their specialized subjects in
the elementary and secondary
education
Conditions Set
Provided, That :
a) they pass the LET within five (5) years
after their date of hiring:
b) Provided, further, That if such
graduates are willing to teach on
part-time basis, the provisions of LET
shall no longer be required;
Hiring of Teachers
(b) Graduates of technical-vocational courses
to teach in their specialized subjects in the
secondary education:
Provided, That these graduates possess the
necessary certification issued by TESDA:
Provided, further, That they undergo
appropriate in-service training to be
administered by DepEd or higher education
institutions (HEIs) at the expense of DepEd;
Hiring of faculty
• (c) Faculty of HEIs be allowed to teach in
their general education or subject
specialties in the secondary education:
Provided, That the faculty must be a
holder of a relevant Bachelor’s degree,
and must have satisfactorily served as a
full-time HEI faculty;
Hiring
The DepEd and Private Education
Institutions may hire practitioners,
with expertise in the specialized
learning areas offered by the Basic
Education Curriculum, to teach in the
Secondary Level: Provided, That they
teach on part-time basis only.
Career Guidance and Counselling
Advocacy
. To properly guide the students in
choosing the career tracks that
they intend to pursue, the DepEd,
in coordination with DOLE, TESDA
and CHED, shall regularly
conduct career advocacy
activities for secondary level
students.
Notwithstanding the provisions of
Section 27 of Republic Act No. 9258,
otherwise known as the Guidance and
Counselling Act of 2004, career and
employment guidance counsellors,
who are not registered and
licensed guidance counsellors, shall
be allowed to conduct career
advocacy activities to secondary
level students of the school where
they are currently employed:
Provided, That they
undergo a training
program to be developed
or accredited by the
DepEd.
Expansion of E-GASTPE
Beneficiaries
 The benefits accorded by Republic
Act No. 8545, or the Expanded
Government Assistance for
Students and Teachers in the
Private Education Act, shall be
extended to qualified students
enrolled under the enhanced
basic education.
• The DepEd shall engage the services
of private education institutions and
non-DepEd schools offering senior
high school through the programs
under Republic Act No. 8545, and
other financial arrangements
formulated by DepEd and DBM
based on the principles of public-
private partnership.
Transitory Provision
To manage the initial implementation of
the enhanced basic education program
and mitigate the expected multi-year
low enrolment turnout for HEIs and
Technical Vocational Institutions (TVIs)
starting School Years 2016-2017, the
DepEd shall engage in partnerships with
HEIs and TVIs for the utilization of the
latter’s human and physical resources.
Transitory Provision
Moreover, the DepEd, CHED, TESDA, TVIs
and HEIs shall coordinate closely with one
another to implement strategies that
ensure the academic, physical, financial,
and human resource capabilities of HEIs and
TVIs to provide educational and training
services for graduates of the enhanced basic
education program to ensure that they are
not adversely affected.
Transitory Period
The faculty of HEIs and TVIs
allowed to teach students of
secondary education under,
shall be given priority in hiring
for the duration of the
transition period.
K to 12 and Further Education
TESD HIGHER EDUCATION
POST BACCALAUREATE
DOCTORAL AND
POST DOCTORAL
BACCALAUREATE
Grade 12
Grade 10
NC I
THE PHL QUALIFICATIONS FRAMEWORK
(Adopted by the TESDA Board on May 9, 2012)
BASIC EDUCATION
L 8
L 7
L 6
L 5
L 4
L 3
L 2
L 1
DIPLOMA
NC III
NC II
NC IV
Qualifications
(IRR of EO 83. s. 2012)
-Package of competencies describing a
particular function or job role existing in an
economic sector that covers the work
activities required to undertake a particular
job role
PQF(Sec 2, IRR, EO 83 s. 2012) AQRF
•a national policy that describes the levels
of educational qualifications and sets the
corresponding standards for qualification
outcome
•Quality assured national system for the
development, recognition and award of
qualifications based on standards acquired
in different ways and methods by learners
& workers
•Competency-based; labor market driven,
and assessment-based qualifications
recognition
common reference framework that will
function as translation device to enable
comparisons of qualifications across
participating ASEAN countries
Origin & Development
PQF AQRF
-Started with TVET sector
2004-2005
-EO No. 83 , Oct.1, 2012
- National Coordinating Committee
(NCC)
Sec 2. of EO 83 s. 2012
-Creation of WGs
•Qualifications Register
•Pathways and Equivalencies
•Information and Guidelines
• International Alignment
-ASEAN Framework Agreement on Services
1995
-Economic Cooperation Plan in 2007
-MRAs -engineering (2005) , nursing (2006)
-MRAs in 2007 & 2009 – architecture, surveying,
medical and dental practitioners, accountancy
-Initial draft of concept proposal developed thru:
AANZFTA ECWP (ASEAN Australian New Zealand Free
Trade Agreement Economic Cooperation Work
Programme), May 2010, Manila
-AANZFTA Qualifications Framework Forum
2011
-Workshop and AQRF Taskforce chaired by Atty.
Mazala, Chairperson of PRC, Mtg Oct 2012, March
2013, Nov. 2013
Scope
PQF AQRF
•Covers all qualifications from lower
secondary education, vocational education
ad higher education
•Promotes lifelong learning
•Recognizes prior learning, formal, home-
based or work experience-based experience
•Covers all qualifications from upper
secondary education, vocational education
ad higher education ASEAN member
countries
•Accommodates lifelong learning as well as
learner mobility
•Is used to link learning paths of each level
of education & referencing in all sections of
education
Benefits
Persons Employers Education & Training Authorities
Encourages lifelong
learning
Provides access to
certification and
licenses recognized by
the government
Assures that standards
and qualifications are
consistent with job
requirements/
demands
Ensures transparency
in training provision
that conforms with
standards &
preciseness of
accountability for
learning outcomes
Provides common
understanding of
policies & guidelines
in credit transfer
articulation,
portability, bridges
pathways &
recognition of prior
learning
Provides the
standards taxonomy
and typology of
qualifications as basis
for granting approval
to providers and
stakeholders
Harmonizes
qualifications in
education and training
across the country
Levels & Domains : PQF and AQRF
PQF AQRF
Includes 8 levels of complexity of learning
outcomes based on 3 domains:
Knowledge and system- kind of knowledge
involved
Application- context in which the K&S are
applied
Responsibility and accountability- level of
independence
Domains Level 1 Level 2
Knowledge
skills and
values
K & S that are manual or concrete
or practical and/or operational in
focus.
Knowledge and skills that are manual or
concrete or practical and/or operational
in focus with a variety of options
Knowledge
skills and
values
•Possess foundational knowledge
across a range of learning areas
with core competencies in
communication; scientific, critical and
creative thinking; and the use of
technologies.
• Have an understanding of right
and wrong; one’s history and
cultural heritage; and deep respect
for self, others and their culture, and
the environment.
•Possess functional knowledge across a
range of learning areas and technical
skills in chosen career tracks with
advanced competencies in communication;
scientific, critical and creative thinking;
and the use of technologies.
• Have an understanding of right and
wrong; one’s history and cultural heritage;
and deep respect for self, others and their
culture, and the environment.
P
Q
F
D
E
P
E
D
Domains Level 1 Level 2
Application Applied in activities that are
set in a limited range of highly
familiar and predictable
contexts; involve
straightforward, routine
issues which are addressed by
following set rules, guidelines
or procedures.
Applied in activities that are set in a
limited range of familiar and
predictable contexts; involve
routine issues which are identified &
addressed by selecting from &
following a number of set rules,
guidelines or procedures.
Application • Apply foundational
knowledge, skills, and values in
academic and real-life
situations through sound
reasoning, informed decision-
making, and the judicious use of
resources.
Apply functional knowledge, technical
skills and values in academic and
real-life situations through sound
reasoning, informed decision-making,
and the judicious use of resources.
P
Q
F
D
E
P
E
D
Domains Level 1 Level 2
Degree of
independence
In conditions where there
is very close support,
guidance or supervision;
minimum judgment or
discretion is needed.
In conditions where there is
substantial support, guidance or
supervision; limited judgment or
discretion is needed.
Degree of
independence Apply skills in limited
situations with close
supervision.
Apply skills in varied situations with
minimal supervision.
P
Q
F
D
E
P
E
D
Basic Education: Foundation > PQF
Domain Level 8
KSV Have highly advanced systematic k and skills in very specified or
complex multi disciplinary field of learning for multifaceted
research or professional practice or for the advancement of
learning
A Apply in highly specialized or complex multidisciplinary field of
professional work, research and or further study that requires
management expertise, innovation and leadership
DI Independent and /or in teams of multidisciplinary ad complex
setting with significant level of expertise –based autonomy and
accountability
Deadline
Placed on member countries to finalize the
referencing process is the end of 2018
• All new qualification certificates and related
documents issued by the relevant authorities
will contain a clear reference by way of NQFs
to the appropriate AQRF level
Referencing using the AQRF
Process that results in the establishment of a
relationship between the NQF and that of
common reference framework
Include international experts and each country’s
referencing panel at least one internal
representative (external to ASEAN and internal to
ASEAN but not a representative of the
referencing country or the observed country)
Importance of the AQRF
1. Support recognition of qualifications
2. Facilitate lifelong learning
3. Promote and encourage credit transfer and
learner mobility
4. Will support and enhance NQFs
qualifications system while providing a
mechanism to facilitate comparison and
transparency
PQF: significant changes in the
education system
1. The identification of qualifications, competency standards
2. The benchmarking of standards and international alignment of
qualifications
3. The improvement of quality assurance mechanisms
4. The shift to outcomes-based education and the use of learning
outcomes
5. The cooperation and collaboration among the regulatory
bodies, the education/training providers, the industry, the
professions and representatives of workers and students
Change does not necessarily lead to
progress. But progress requires change.
Thank You!

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Mcu the--k_to_-12_-curriculum/program

  • 1. The K to 12 Curriculum Brenda B. Corpuz, Ph.D
  • 2. Scope of the Presentation 1. What is the structure K to 12 Basic Education Program? 2. When did the implementation begin? 3. What is the goal of K to 12? Who is the K to 12 graduate? 4. Why is there a need for K to 12 ?
  • 3. Scope of Presentation 4.What are the features of the K to 12 Curriculum? 5. What is Senior High School ? 6.What is good with the K to 12 Curriculum? 7. How does K to 12 affect YOU and higher education institutions?
  • 4. The Structure of the K to 12 Program
  • 5. Kindergarten 6 years Elementary 4 years Junior HS 2 years Senior HS K+6+4+2
  • 6. Comparison of 2002 BEC and K to 12 Education Structure
  • 8. When did it begin ? K to 2BasicEducationProgram
  • 9. Phased Introduction of New Curriculum in Public Schools
  • 10. 2011- 2012 2012- 2013 2013- 2014 2014- 2015 2015- 2016 2016- 2017 2017- 2018 2018- 2019 2019- 2020 2020- 2021 2021- 2022 2022- 2023 2023- 2024 Grade 1 Kinder Grade 12 Grade 11 Grade 10 Grade 9 Grade 8 Grade 7 Grade 6 Grade 5 Grade 4 Grade 3 Grade 2 K to 12 schematic implementation plan Implementation of Grade 7 (HS Year 1) in K to 12 curriculum Implementation of Grade 1 in K to 12 curriculum Grade 11 (HS Year 5) implementation First batch of senior high school graduates First batch of K to 12 graduates
  • 11. K-12BasicEducationProgramSchool Year Elementary Secondary 2011-2012 Kinder 2012-2013 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
  • 12. What is the overarching goal of the K to 12 Curriculum? Who is the K to 12 Graduate?
  • 13.
  • 14. Kto12 Batang Kto12, Handa sa Trabaho o Kolehiyo, Handa sa Mundo Basic Education Program
  • 15. Effective Communication Skills Learning and Innovation Skills Info, Media and Technology Skills Life and Career Skills 21st Century Skills
  • 16. Life and Career Skills flexibility and adaptability leadership and responsibility social and cross- cultural skills initiative and self- direction productivity and accountability ethical, moral and spiritual values
  • 17. •1) creativity and curiosity; • 2) critical thinking problem solving skills and •3) risk taking Learning and Innovation skills
  • 18. Effective communication skills The following skills must be taught: 1) teaming, collaboration and interpersonal skills; 2) personal, social and civic responsibility 3) interactive communication, 4) local, national and global orientedness
  • 19. Information , Media and Technology Skills Multicultural literacies ; Global awareness Visual and information literacies Media literacy Basic scientific and economic literacies
  • 20. Why is there a need for K to 12 ? 1.To improve the quality of education in the country there is need to expand the ten-year basic education program in the country . What other countries are getting in 12 years we are teaching them only in TEN years.
  • 21. K-12BasicEducationProgram COUNTRY Basic education cycle Brunei 12 Cambodia 12 Indonesia 12 Lao PDR 12 Malaysia 12 Myanmar 11 Philippines 10 Singapore 11 Thailand 12 Timor-Leste 12 Vietnam 12 Batang K-12, Handa saTrabaho o Kolehiyo, Handa sa Mundo
  • 23. National Achievement test Results SY 2005-2010 54.7 59.9 64.8 65.6 68 47 46.7 49.3 46.7 45.6 75 75 75 75 75 0 30 60 90 2005-2006 2006-2007 2007-2008 2008-2009 2009-2010 Elementary Secondary Target Many students who finish basic education do not possess sufficient mastery of basic competencies
  • 24. Trends in International Mathematics and Science Study (TIMSS- 2003) Grade IV Math and Science HS Math HS Science 1. Top 2. 3. . . . 21. 22. 23. 24. 25. Bottom Philippines 1. Top 2. 3. . . . 34. 35. 36. 37. 38. Bottom Philippines 1. Top 2. 3. . . . 42. 43. 44. 45. 46. Bottom Philippines
  • 25. Philippine Average TIMSS Scores Scores International Average Rank Participating 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 2008 Results Advanced Mathematics 355 500 10 10 Source: TIMSS, 2003 and 2008
  • 26. 26Grade 1 Grade 4 Elem Graduates HS New Entrants HS Graduates College New Entrants College Graduates 100 74 66 65 46 20 16 Typical Progression of a Cohort of Pupils (based on cohort of Grade I pupils from SY 1995-1996 to College Graduates SY 2008-2009) Public and Private PHILIPPINES
  • 27. - 100,000 200,000 300,000 400,000 500,000 600,000 700,000 800,000 900,000 1,000,000 No Grade Completed Elem Undergrad Graduate High School UndergradHigh School GraduateCollege Undergrad College Graduate 2010 15,485 192,014 222,984 405,707 972,458 681,340 607,012 2009 14,135 175,274 203,544 370,337 887,678 621,940 554,092 972,458 Unemployed HS Grad 650,000 ++ Available Skills Based Jobs Source: NSO, 2009 & 2010 Unemployed VS. Available Skilled Jobs
  • 28. The proposal to expand the basic education dates back to 1925 Kto12BasicEducationProgram • K-12 is not NEW. • Has been studied since 1925 . • No political will to do it. • Need to be more competitive.
  • 29. K-12BasicEducationProgram • Monroe Survey, 1925 • UNESCO Mission Survey , 1949 • Swanson Survey , 1950 • Education Act of 1982
  • 30. K-12BasicEducationProgram • Presidential Commission to Survey Philippine Education (PCPE), 1970 • SOUTELE • Congressional Commission on Education (EDCOM) Report, 1991
  • 31. K-12BasicEducationProgram • Presidential Commission to Educational Reforms, 2000 • Philippine Education for All (EFA) 2015 National Action Plan • Presidential Task force on Education, 2008
  • 32.
  • 33. Why K to 12? 3. 12-year pre-university education has become the international standard Washington Accord - The Washington Accord prescribes a minimum of 12 years of basic education as an entry to recognition of engineering professionals Bologna Accord - in European countries ASEAN 2015 – GET ready for the ASEAN Economic Community
  • 34. • The Bologna Process requires 12 years of education for university admission and practice of profession in European countries. On account of the Bologna Accord, starting 2010, undergraduate degrees in the Philippines are no longer recognized in most European countries . • (Accessed 11 September 2010)
  • 35. •Each additional year brings 10% increase in wage earning. (OECD, 2008)
  • 36. •Longer time spent in education increases likelihood of employment. (OECD, 2008)
  • 37. 12,296 18,444 45,480 4 years of HS plus 2 years of College 6 years of HS P57,776 P39,332 •On the average, households currently invest P57,776 for HS and two-year college education (total of 6 years schooling) •Under K to12, households will only invest P18,444 for the same duration of schooling. K to 12 will allow students to pursue 2 more years of education at high school rates.
  • 38.
  • 39. K to 12 is no longer an option . It is a necessity!
  • 40. What’s new with K to 12 Curriculum?
  • 41. New Feature of K to 12 Mandatory Kindergarten RA 10157- the policy statement of the new law—to provide equal opportunities for all children to avail of accessible mandatory and compulsory kindergarten education that effectively promotes physical, social, intellectual, emotional, and skills stimulation and values formation to sufficiently prepare them for formal education.
  • 42. New Feature of K to 12 Use of Mother Tongue as Medium of Instruction - from K to 3 Bases: • Local initiatives as well as international studies support the use of MT as medium of Instruction - learn second language faster - improved performance
  • 43. New Feature of K to 12 • MAPEH as a separate subject is introduced as early as Grade 1 • In the 2002 BEC : - Musika, Sining at Edukasyong Pangkatawan (MSEP) was integrated in Sibika at Kultura in Grades 1-3 - MSEP was a separate subject in Grades 4-6
  • 44. Feature of K to 12 Use spiral progression approach especially in Science & Math
  • 46. Advantages of Spiral Progression • Avoids disjunctions between stages of schooling • Allows learners to learn topics & skills appropriate to their developmental/cognitive stages • Strengthens retention & mastery of topics & skills as they are revisited & consolidated
  • 47. Discipline-based Approach First Year – Integrated Science Second Year - Biology Third Year – Chemistry Fourth Year – Physics
  • 48. New Feature of the K to 12 Curriculum Training Regulations- based TLE Grade 10 – NC I is obtained
  • 49. Technology and Livelihood Education • Components : 1. Home Economics- 2. Industrial Arts - 3. ICT – 3 mini-courses 4. Agri-Fishery-
  • 50. Old TLE versus new TLE Grade Old TLE New TLE Not very focused on TR Focused on TR 10 Specialization with Entrep Specialization with Entrep 9 Specialization with Entrep Specialization with Entrep 8 Specialization with Entrep Exploratory with Entrep 7 Specialization begins with Entrep
  • 51. • Grades 7-8 TLE – Certificate of Competency • The 26 TLE specializations are EXPLORATORY. • Teaching of these TLE specializations is focused on 5 common competencies : 1. Use of tools 2. Maintenance of tools 3. Measurement and computation 4. Interpreting drawing 5. Occupational safety and health 51
  • 52. • TLE – Grades 9 and 10 •Specialization – 26 leading to NC 1 52
  • 53. Grade 9 Specialization-TechVoc Industrial Arts 1. Automotive Servicing 2. Carpentry 3. Drafting 4. Electrical Installation and Maintenance 53
  • 54. 54 Industrial Arts 5.Electrical Servicing 6. Handicraft 7. Masonry 8. Plumbing 9. Refrigeration and air condittioning 10. Shielded Metal And Welding 11. Tile Setting
  • 55. 55 • Industrial Arts, continued 5.Electrical Servicing 6. Handicraft 7. Masonry 8. Plumbing 9. Refrigeration and air condittioning 10. Shielded Metal And Welding 11. Tile Setting
  • 56. Home Economics 56 12) Caregiving 13) Dressmaking/Tailoring 14) Household Services 15) Bread and Pastry Production 16) Beauty Care 17) Commercial Cooking
  • 57. Agri and Fisheries 18. Animal Production 19. Crop Production 20. Food Processing
  • 58. Agri and Fisheries 21. Horticulture 22. Fish Capture 23. Fish Culture 24. Fish Processing
  • 59. ICT 25.PC Hardware Servicing 26.Technical Drafting 27.Medical Transcription
  • 60. Tracks in Senior High School 1. Academic 2. TechVoc 3. Sports 4. Arts and Design
  • 61. Tracks in Senior High School Grade 11 Grade 12 Academic TechVoc Sports Arts and Design
  • 62. Academic Track Strands •Education•Humanities and Social Sciences • Accountanc y, Business and Managemen t • Science, Technology, Eng’g, Math STEM ABM EDUCATIONHUMSS
  • 63. Academic Track - 5 Strands Total = 5 Strands Liberal Arts ABM STEM HUMSS Education
  • 64. Senior High School Total =31 Subjects 15 Core 7 Contextualized 9 Specialization
  • 65. 15 Core Subjects Language 1.Oral Communication 2. Reading & Writing 3. Talastasang Filipino sa Lipunang Pilipino 4. Pagbasa, Pagsulat, Pananaliksik sa Wika at Kulturang Filipino
  • 66. • Humanities 5. 21st Century Literature from the Philippines and the World 6. Contemporary Music and Arts
  • 67. 15 Core Communication 7. Media & Information Literacy Mathematics 8.General Math 9. Statistics & Probability
  • 68. 15 Core Science 10. Life Sciences – Lecture and Laboratory 11. Physical Sciences – Lecture and Laboratory Social Science 12.Personal Development 13. Understanding Society & Culture
  • 69. 15 Core Subjects Philosophy 14. Intro to Philosophy of the Human Person
  • 70. 15 Core Subjects 15. PE and Health
  • 71. 7 Contextualized Subjects Academic 1. English for Academic and Professional Purposes 2. Research 1: Qualitative Research in Daily Life 3. Research 2 : Quantitative Research in Daily Life • Tech-Voc, Sports, Arts and Design
  • 72. 7 Contextualized Subjects 4. Pagsulat sa Filipino sa Piling Larangan 5. Entrepreneurship 6. ICT 7. Research Project / Culminating Activity
  • 74. • Collegiate player (scholarship) • National Team member • Professional player • Certified First-aider & Basic Life Support Athlete • Coach (NC 2 and certified by an NSA) • Coach Assistant (NC 1) • Teacher’s Aide • Certified First-aider & Basic Life Support Coach / PE Teacher Assistant • Referee (certified by an NSA) • Table officials; i.e. scorer, line judge, etc. (certified by an NSA) • Certified First-aider & Basic Life Support Sports Official • Fitness Leader (certified by a local fitness association) • Recreation Leader; i.e. surf instructor, wakeboard instructor, mountaineer, lifeguard, etc. (certified by the leading industry) • Certified First-aider & Basic Life Support Fitness or Recreation Leader Work Bound Competencies and/or and/or and/or
  • 75. Certification thru NSA’s/ Others NC 2 First-Aid certification COACH / PE TEACHER ASSISTANT / SPORTS OFFICIAL FOUNDATION COURSES: (1) Safety & First-Aid; (2) Understanding Human Movement; (3) Understanding Social & Cognitive Development; (4) General Coaching Course; (5) Student- Athlete Enhancement & Formation SPECIALIZATION COURSES: (1) Fitness Testing & Exercise Prescription; (2s, 2r, 2f) Sports/Recreation/Fitness Management; (3) Internship ELECTIVES (1 & 2) Coaching & Officiating Certification ELECTIVES (1 & 2) Recreation Certification RECREATION LEADER NC 1ENRICHMENT PROGRAM FOR STUDENT-ATHLETES (EPSA) G7 to 10 (PHAS & SPS) ELECTIVES (1 & 2) Fitness Certification FITNESS LEADER
  • 76. Teachers for Grades 11-12 Who can teach in Senior High School?
  • 78. a) Graduates of science, mathematics, statistics, engineering, music and other degree courses with shortages in qualified teacher applicants to teach in their specialized subjects in the elementary and secondary education
  • 79. Conditions Set Provided, That : a) they pass the LET within five (5) years after their date of hiring: b) Provided, further, That if such graduates are willing to teach on part-time basis, the provisions of LET shall no longer be required;
  • 80. Hiring of Teachers (b) Graduates of technical-vocational courses to teach in their specialized subjects in the secondary education: Provided, That these graduates possess the necessary certification issued by TESDA: Provided, further, That they undergo appropriate in-service training to be administered by DepEd or higher education institutions (HEIs) at the expense of DepEd;
  • 81. Hiring of faculty • (c) Faculty of HEIs be allowed to teach in their general education or subject specialties in the secondary education: Provided, That the faculty must be a holder of a relevant Bachelor’s degree, and must have satisfactorily served as a full-time HEI faculty;
  • 82. Hiring The DepEd and Private Education Institutions may hire practitioners, with expertise in the specialized learning areas offered by the Basic Education Curriculum, to teach in the Secondary Level: Provided, That they teach on part-time basis only.
  • 83. Career Guidance and Counselling Advocacy . To properly guide the students in choosing the career tracks that they intend to pursue, the DepEd, in coordination with DOLE, TESDA and CHED, shall regularly conduct career advocacy activities for secondary level students.
  • 84. Notwithstanding the provisions of Section 27 of Republic Act No. 9258, otherwise known as the Guidance and Counselling Act of 2004, career and employment guidance counsellors, who are not registered and licensed guidance counsellors, shall be allowed to conduct career advocacy activities to secondary level students of the school where they are currently employed:
  • 85. Provided, That they undergo a training program to be developed or accredited by the DepEd.
  • 86. Expansion of E-GASTPE Beneficiaries  The benefits accorded by Republic Act No. 8545, or the Expanded Government Assistance for Students and Teachers in the Private Education Act, shall be extended to qualified students enrolled under the enhanced basic education.
  • 87. • The DepEd shall engage the services of private education institutions and non-DepEd schools offering senior high school through the programs under Republic Act No. 8545, and other financial arrangements formulated by DepEd and DBM based on the principles of public- private partnership.
  • 88. Transitory Provision To manage the initial implementation of the enhanced basic education program and mitigate the expected multi-year low enrolment turnout for HEIs and Technical Vocational Institutions (TVIs) starting School Years 2016-2017, the DepEd shall engage in partnerships with HEIs and TVIs for the utilization of the latter’s human and physical resources.
  • 89. Transitory Provision Moreover, the DepEd, CHED, TESDA, TVIs and HEIs shall coordinate closely with one another to implement strategies that ensure the academic, physical, financial, and human resource capabilities of HEIs and TVIs to provide educational and training services for graduates of the enhanced basic education program to ensure that they are not adversely affected.
  • 90. Transitory Period The faculty of HEIs and TVIs allowed to teach students of secondary education under, shall be given priority in hiring for the duration of the transition period.
  • 91. K to 12 and Further Education TESD HIGHER EDUCATION POST BACCALAUREATE DOCTORAL AND POST DOCTORAL BACCALAUREATE Grade 12 Grade 10 NC I THE PHL QUALIFICATIONS FRAMEWORK (Adopted by the TESDA Board on May 9, 2012) BASIC EDUCATION L 8 L 7 L 6 L 5 L 4 L 3 L 2 L 1 DIPLOMA NC III NC II NC IV
  • 92. Qualifications (IRR of EO 83. s. 2012) -Package of competencies describing a particular function or job role existing in an economic sector that covers the work activities required to undertake a particular job role
  • 93. PQF(Sec 2, IRR, EO 83 s. 2012) AQRF •a national policy that describes the levels of educational qualifications and sets the corresponding standards for qualification outcome •Quality assured national system for the development, recognition and award of qualifications based on standards acquired in different ways and methods by learners & workers •Competency-based; labor market driven, and assessment-based qualifications recognition common reference framework that will function as translation device to enable comparisons of qualifications across participating ASEAN countries
  • 94. Origin & Development PQF AQRF -Started with TVET sector 2004-2005 -EO No. 83 , Oct.1, 2012 - National Coordinating Committee (NCC) Sec 2. of EO 83 s. 2012 -Creation of WGs •Qualifications Register •Pathways and Equivalencies •Information and Guidelines • International Alignment -ASEAN Framework Agreement on Services 1995 -Economic Cooperation Plan in 2007 -MRAs -engineering (2005) , nursing (2006) -MRAs in 2007 & 2009 – architecture, surveying, medical and dental practitioners, accountancy -Initial draft of concept proposal developed thru: AANZFTA ECWP (ASEAN Australian New Zealand Free Trade Agreement Economic Cooperation Work Programme), May 2010, Manila -AANZFTA Qualifications Framework Forum 2011 -Workshop and AQRF Taskforce chaired by Atty. Mazala, Chairperson of PRC, Mtg Oct 2012, March 2013, Nov. 2013
  • 95. Scope PQF AQRF •Covers all qualifications from lower secondary education, vocational education ad higher education •Promotes lifelong learning •Recognizes prior learning, formal, home- based or work experience-based experience •Covers all qualifications from upper secondary education, vocational education ad higher education ASEAN member countries •Accommodates lifelong learning as well as learner mobility •Is used to link learning paths of each level of education & referencing in all sections of education
  • 96. Benefits Persons Employers Education & Training Authorities Encourages lifelong learning Provides access to certification and licenses recognized by the government Assures that standards and qualifications are consistent with job requirements/ demands Ensures transparency in training provision that conforms with standards & preciseness of accountability for learning outcomes Provides common understanding of policies & guidelines in credit transfer articulation, portability, bridges pathways & recognition of prior learning Provides the standards taxonomy and typology of qualifications as basis for granting approval to providers and stakeholders Harmonizes qualifications in education and training across the country
  • 97. Levels & Domains : PQF and AQRF PQF AQRF Includes 8 levels of complexity of learning outcomes based on 3 domains: Knowledge and system- kind of knowledge involved Application- context in which the K&S are applied Responsibility and accountability- level of independence
  • 98. Domains Level 1 Level 2 Knowledge skills and values K & S that are manual or concrete or practical and/or operational in focus. Knowledge and skills that are manual or concrete or practical and/or operational in focus with a variety of options Knowledge skills and values •Possess foundational knowledge across a range of learning areas with core competencies in communication; scientific, critical and creative thinking; and the use of technologies. • Have an understanding of right and wrong; one’s history and cultural heritage; and deep respect for self, others and their culture, and the environment. •Possess functional knowledge across a range of learning areas and technical skills in chosen career tracks with advanced competencies in communication; scientific, critical and creative thinking; and the use of technologies. • Have an understanding of right and wrong; one’s history and cultural heritage; and deep respect for self, others and their culture, and the environment. P Q F D E P E D
  • 99. Domains Level 1 Level 2 Application Applied in activities that are set in a limited range of highly familiar and predictable contexts; involve straightforward, routine issues which are addressed by following set rules, guidelines or procedures. Applied in activities that are set in a limited range of familiar and predictable contexts; involve routine issues which are identified & addressed by selecting from & following a number of set rules, guidelines or procedures. Application • Apply foundational knowledge, skills, and values in academic and real-life situations through sound reasoning, informed decision- making, and the judicious use of resources. Apply functional knowledge, technical skills and values in academic and real-life situations through sound reasoning, informed decision-making, and the judicious use of resources. P Q F D E P E D
  • 100. Domains Level 1 Level 2 Degree of independence In conditions where there is very close support, guidance or supervision; minimum judgment or discretion is needed. In conditions where there is substantial support, guidance or supervision; limited judgment or discretion is needed. Degree of independence Apply skills in limited situations with close supervision. Apply skills in varied situations with minimal supervision. P Q F D E P E D
  • 101. Basic Education: Foundation > PQF Domain Level 8 KSV Have highly advanced systematic k and skills in very specified or complex multi disciplinary field of learning for multifaceted research or professional practice or for the advancement of learning A Apply in highly specialized or complex multidisciplinary field of professional work, research and or further study that requires management expertise, innovation and leadership DI Independent and /or in teams of multidisciplinary ad complex setting with significant level of expertise –based autonomy and accountability
  • 102. Deadline Placed on member countries to finalize the referencing process is the end of 2018 • All new qualification certificates and related documents issued by the relevant authorities will contain a clear reference by way of NQFs to the appropriate AQRF level
  • 103. Referencing using the AQRF Process that results in the establishment of a relationship between the NQF and that of common reference framework Include international experts and each country’s referencing panel at least one internal representative (external to ASEAN and internal to ASEAN but not a representative of the referencing country or the observed country)
  • 104. Importance of the AQRF 1. Support recognition of qualifications 2. Facilitate lifelong learning 3. Promote and encourage credit transfer and learner mobility 4. Will support and enhance NQFs qualifications system while providing a mechanism to facilitate comparison and transparency
  • 105. PQF: significant changes in the education system 1. The identification of qualifications, competency standards 2. The benchmarking of standards and international alignment of qualifications 3. The improvement of quality assurance mechanisms 4. The shift to outcomes-based education and the use of learning outcomes 5. The cooperation and collaboration among the regulatory bodies, the education/training providers, the industry, the professions and representatives of workers and students
  • 106. Change does not necessarily lead to progress. But progress requires change.
  • 107.