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Pistab k 12
This document discusses the challenges and responses in implementing the K to 12 program in the Philippines. It provides background on the K to 12 model and phases of implementation. Some key challenges include the late transition, lack of curriculum and resources, and increased drop-outs. The document proposes implementing K to 12 independently in CEAP schools through a Career Academy model. Career Academies would offer career-focused tracks for students in Grades 11-12, allowing them to either enter the workforce or continue to college. This approach could help address issues like relevance and preparation for work or higher education. Overall, the K to 12 and Career Academy models aim to better educate students and support the Philippine economy.
Pistab k 12
- 1. CHALLENGES AND RESPONSESIN THE IMPLEMENTATION OF K TO 12 Fr. Joel E. Tabora, SJ
- 2. SHORTCUTS IN TERMINOLOGY •K to12 • Present 10 • Add Kindergarten (K) • Add years 11, 12 = “Career Academy” (2) • Pre-College • Senior High School • Junior High School • K+6+4+2 = K to 12 • BEC – Basic Education Curriculum • GEC – General Education Curriculum
- 3. REASONS FOR EDUCATIONREFORM • PH having the shortest education cycle in the world (14 years 6+4+4) • Washington Accord for Engineering – at least 16 years • Bologna Process for accountants, pharmacists, Physical Therapists – 15 years • APEC Trade Agreement – deadline in 2020 • UNESCO Education For All Plan of Action
- 4. PHILIPPINE BASIC EDUCATION CURRICULUM(BEC) • National Elementary School Curriculum • 1984 to 2002 • New Secondary Education Curriculum • 1991-2002 • Revised Basic Education Curriculum 2002 • Secondary Education Curriculum -Understanding by Design Model 2010
- 5. ISSUES WITH PRESENTBEC • Insufficient mastery of basic competencies is common due to a congested curriculum. The 12 year curriculum is being delivered in 10 years. • High school graduates are younger than 18 years old and lack basic competencies and maturity. They cannot legally enter into contracts and are not emotionally mature for entrepreneurship / employment. • Other countries view the 10-year education cycle as insufficient.
- 6. GENERAL EDUCATION CURRICULUM (GEC) •GEC-A (63 units for humanities, social sciences and communications students) • GEC-B (51 units for non-HUSOCOM students)
- 7. ISSUES WITH PRESENTGEC • Heavier semestral load of students • No room for formation subjects • Increasing professional subjects • The variations in laboratory requirements pose practical problems for smaller colleges with just enough laboratories • Students not seeing the relevance of GEC subjects • Since only professional courses that need international accreditation are under the Washington and Bologna Accord, some courses should have lesser subjects.
- 8. THE CHALLENGE • Enhanced10 • Lessen drop outs • Decongest to improve learning • RBEC • Revised Basic Education Curriculum focused on just • English • Pilipino • Mathematics • Science • Makabayan • But it did not “decongest” the curriculum
- 9. THE CHALLENGE • Challengefor curriculum designers based on real feedback • Don’t just push up • Reduce – more time for independent work and study
- 10. K TO 12MODEL DEVELOPED BY DEPED • A Comparative Example: Science Conceptual Matrix • Old RSEC • K to 12 Model
- 11. GRADE 7 GRADE8 GRADE 9 GRADE 10 GRADES 11 AND 12 Scientific Method Balance of nature Chemical Systems Newtonian Mechanics Sun-Moon-Earth System pushed down to Grade 6 Cell Composition of the Atom pushed down to Grade 8 Electromagnetism States of Matter Life Energy Elements in the Periodic Table Electronics Nature of Force Structure and Life Functions of Organisms Chemical bonds Wave motion Motion Genetics pushed up to Grade 9 Chemical Reactions Acoustics Transfer of Energy Evolution pushed up to Grade 9 Behavior of Gases Optics Changes on Earth Biodiversity Solutions Thermodynamics Relationships between living and non-living things Colloids Nuclear Energy pushed down to Grade 9 OLD RSEC for Science Grades 7-10
- 12. Grade 7 Grade8 Grade 9 Grade 10 Grades 11 and 12 Scientific method Human system Genetics Fluiddynamics ST Subjects for Medical and Allied Profession Humans as stewards of the earth Reproduction Evolution Thermodynamics ST Subjects for Food Industries Matter: measurement, classification, changes Cell Chemical reactions Electrodynamics ST Subjects for Energy and Environment Related Industries Motion Atoms - structure, functions, periodicity Thermal behavior Waves: sounds and optics The Earth Chemical bonds Radioactivity If 6 units for GE courses in Science: Effects of soil related problems and how they are managed (lithosphere) added Causes of motion and laws of conservation of mechanical energy and momentum Effects of human activities to climate change added SPECIALIZATION: biotechnology and bioethics added 1 ST Subject Effects of human activities to atmosphere added Genetics 1 Research Electrodynamics Thermodynamics If 12 units for GE courses in Science: 2 STS (Choice of 2) 2 ResearchK to 12 Curriculum for Science Grades 7-12
- 13. PHASES OF IMPLEMENTATION 1.Universal kindergarten will be offered starting SY 2011-2012. 2. DepEd will begin unclogging the basic education curriculum in SY 2012-2013. 3. The enhanced 12-year curriculum will be implemented starting with incoming Grade 1 students of SY 2012-2013. 4. Incoming freshmen of SY 2012-2013 will be the first beneficiary of a free Senior High School education that will be made available by DepEd in public schools beginning SY 2016-2017. Electives to be offered in Senior HS (arts, music, tech-voch..etc) Source: Briefer prepared by the Department of Education, November 2, 2010
- 14. WORKPLAN OF DEPEDSTEERING COMMITTEE FOR TRANSITION (SEPTEMBER 5, 2011) Project Activity Timetable 1. Development of K to 12 model plan September to October 2011 2. Identification of K to 12 Model sites October 2011 3. Curriculum Enhancement (Based on the K to 12 curriculum standards and competencies) November to December 2011 4. Partnership with key stakeholders in the K to 12 model sites January 2012 5. Training of Teachers Until May 2012 6. Communication and Advocacy Plan December 2011 to January 2012 7. K to 12 model, monitoring and evaluation June 2012 onwards 8. Communication and Advocacy Plan 2014 onwards
- 15. TRANSITION SCHEME FORK TO 12
- 16. PROBLEMS WITH TRANSITIONSCHEME • Too late to make transition compulsory. • Difficulty to find students who will volunteer to go through Grades 11 and 12. Since this will be in selected pilot schools, they can actually opt to go to College. Why then would they enter a shady Grade 11? • Official curriculum is not yet finalized. It is expected on November, but this may be too late to train teachers.
- 17. PROBLEMS WITH TRANSITIONSCHEME • Logistical problems for administrators. • Textbooks and other materials are not yet developed and printed for Grades 11 and 12. • Increased drop-outs due to perceived irrelevance of going to Grades 11 and 12.
- 18. OUR PROPOSAL • ImplementK to 12 on our own. Essentially, K to 12 is an addition of 2 years in Basic Education. • We plan for the content of K to 12 on our own. • We accept that performance standards are based on the: • Content of RBEC in 10 years • Set of College competencies now being articulated by CHED. • Competencies required for specific work.
- 19. OUR PROPOSAL • Basically,Br. Armin Luistro, FSC has encouraged CEAP and COCOPEA schools to pilot K to 12 even without legislation, based on global demand.
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- 21. CAREER ACADEMY • Notjust more high school • Not just pre-college • Sui generis – the last step in basic education • Pupils in 17th and 18th years of life • Atmosphere of challenge and respect
- 22. • Choose careerswith educational implication • Some need two years (Pre-work stream) • Some need two years plus college (Pre- college stream) • “Minus 2” or “Plus 2” CAREER ACADEMY
- 23. CAREER ACADEMY • “Itprovides the professional and human education necessary for the practice of chosen careers either immediately after graduation or after further tertiary education, depending on the career chosen” • Completion is attested to by a certificate or diploma issued by or with permission of the DepEd
- 24. CAREER ACADEMY • CareerTracks • Achievement tests advisory • Tracks chosen by the pupils and their parents • Preparation for life • Work • Marriage life • Atmosphere: Young adults
- 25. SCHOOLS WITH GRADES11 AND 12 CURRICULUM DEVELOPED • Ateneo de Naga University • Career Academy for Entrepreneurship Program • San Carlos University
- 26. AN EXAMPLE: CAREERACADEMY FOR TRAVEL AND TOURISM • PROGRAM DESCRIPTION: The Certificate of Achievement in Travel and Tourism is a two-year Career Academy program. This program will allow students to exit with knowledge and job skills necessary to qualify for immediate employment in a travel agency, tour company, or airline customer service position, or to continue on to fulfil their bachelor's degree requirements.
- 27. AN EXAMPLE: CAREERACADEMY FOR TRAVEL AND TOURISM • Jesuit Core Courses – 12 units • General Education – 24 units • Career Specialization Courses – 24 units • Career Skills Development Courses – 10 units • 70 total credit units
- 28. Course Code CourseTitle Credit Units Pay Units Lecture Lab Total Hours/Week Jesuit Core Courses History of Salvation 3 0 3 3 Christology 3 0 3 3 Philosophy of the Human Person and Society 3 0 3 3 Christian Vocation: Marriage and Family Life 3 0 3 3 Sub-total 12 0 12 12 General Education Computer Literacy and Office Productivity Tools 0 3 3 3 Basic Algebra 3 0 3 3 General Psychology 3 0 0 3 Citizenship Education 3 0 3 3 Fundamentals of Environmental Science (With Eco-Tourism) 3 0 3 3 Philippine History 3 0 3 3 Business English 1 3 0 3 3 Business English 2 3 0 3 3 Sub-total 21 3 24 24
- 29. Career SpecializationCourses Principles of Tourism (Introduction to Tourism) 3 0 3 3 Principles of Safety, Hygiene and Sanitation 3 0 3 3 Methodology of Guiding 6 0 6 6 Selling Destinations 3 0 3 3 Career and Customer Service Skills 3 0 3 3 Airline Reservations and Ticketing 3 0 3 3 Travel and Tour Operations 3 0 3 3 Sub-total 24 0 24 24 Career Skills Development Courses First Aid Course 2 2 4 4 Supervised Industry Exposure 0 6 6 9 Sub-total 2 8 10 13 TOTAL 59 11 70 73 Course Code Course Title Credit Units Pay Units Lecture Lab Total Hours/Week
- 30. AN EXAMPLE: CAREERACADEMY FOR TRAVEL AND TOURISM • Pre-College (36) • General Education leading to College (24) • Some Electives, career required • Advanced Math • Advanced Science • Advanced English Literature • Mission-determined courses (12) • Marriage and Family Life
- 31. Course Code Course Title Credit UnitsPay Units Lecture Lab Total Hours/Week First Semester, Grade 11 History of Salvation 3 0 3 3 Computer Literacy and Office Productivity Tools 0 3 3 3 Basic Algebra 3 0 3 3 General Psychology 3 0 3 3 Principles of Tourism (Introduction to Tourism) 3 0 3 3 Principles of Safety, Hygiene and Sanitation 3 0 3 3 Sub-total 15 3 18 18 Desired Competencies: Perform computer operations; observe personal and workplace hygiene practices; observe health, safety and security practices; develop and update tourism industry knowledge. Curriculum Outline for Career Academy for Travel and Tourism Second Semester, Grade 11 Christology 3 0 3 3 Philippine History 3 0 3 3 Business English 1 3 0 3 3 Methodology of Guiding 6 0 6 6 Career and Customer Service Skills 3 0 3 3 Sub-total 18 0 18 18 Desired Competencies: effective workplace communication (technical writing, answering the phone etc); develop and maintain the general knowledge required by guides; determine the job qualifications, attitudes, work habits and personal qualities necessary to function satisfactorily with other individuals and in organization in the hospitality industry; demonstrate good customer relations skills. Major Output: Prepare and present tour commentaries or activities.
- 32. WHAT TO GAINFROM THE K TO 12? • Facilitate an accelerated economic growth. • Facilitate mutual recognition of Filipino graduates and professionals in other countries. • A better educated society provides a sound foundation for long-term socio-economic development. • Several studies have shown that the improvements in the quality of education will increase GDP growth by as much as 2%. Studies in the UK, India and US show that additional years of schooling also have positive overall impact on society.
- 33. WHAT TO GAINFROM CAREER ACADEMIES? • Courses in academic subjects include material specifically related to the academy’s career theme, which makes them more interesting. • Student’s interest is further aroused by immediate connections between the program and the real world. • Adults working in the field serve as mentors for students, introducing them to settings in which they might work and helping them plan their careers.
- 34. WHAT TO GAINFROM CAREER ACADEMIES? • Career Academy approach is essentially flexible and adaptable to local needs, capacities and circumstances, rather than rigid and prescriptive, demonstrating that the approach can work in a wide variety of school and community settings. • Career Academies would increase the likelihood of students graduating on time. CA will also increase vocational course-taking for these students without reducing their likelihood of completing a basic core academic curriculum.
- 35. CHALLENGE TO IMPLEMENTK TO 12 IN CEAP SCHOOLS • With existing colleges or high schools • Stand alone • Minus 2 would be attractive to many • Work would allow them • To help their families • To earn their way through college
- 36. CHALLENGE TO IMPLEMENTK TO 12 IN CEAP SCHOOLS • Plus 2 ensures better college experience • Better Tertiary-Level General Education • Better Professional Training • Will foster learning beyond the four walls of the classroom. Not just theory but applied knowledge. • Develop K to 12 curriculum in Basic Education
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Editor's Notes
- #4 UNESCO Education For All Plan of Action Universal functional literacy Universal coverage of quality Early childhood education for all 3-5 year-old children Universal school participation and total elimination of drop-outs and repetition form Grades I-III Universal completion of the full cycle of basic education schooling with satisfactory achievement levels Expand the coverage of the Basic Literacy Program for the 16 year-old and above and the Alternative Learning System Commitment of all Philippine communities to the attainment of Basic Education competencies for all.
- #5 Ubd – emphasis is on “backward design”, the practice of looking at the outcomes in order to design curriculum units, performance assessments, and classroom instruction. - to facilitate student understanding, teachers must explain the “big ideas” and essential questions as well as the requirements and evaluative criteria at the start of the class but this method only works for some topics. - students being able to explain, interpret, apply, have perspective, empathize and have self-knowledge.
- #7 CMO No. 59, s. 1996 – or the New General Education Curriculum (GEC) CMO No. 4, s. 1997 – Guidelines for Implementation of CMO No. 59 s. 1996. GEC-A and GEC-B.
- #11 RSEC – Revised Secondary Education Curriculum
- #17 What is their incentive if they decide to enter Grade 11? Classrooom? Faculty to teach the additional grade levels?
- #22 Solution to the 2 years added: Put in place Career Academies.
- #24 This can be done also in collaboration with private enterprises (thru MOAs). The CA become automatic placement centers. Part of the two year training can include an immersion in the actual job sites. At the end of the two-year period, they are guaranteed a place/job in these private enterprises that they have concluded their interships.