1. The document discusses outcomes-based education (OBE) and the implementation of an OBE system. It provides details on the speaker's training in OBE and benchmarking visits.
2. Key aspects of setting up an OBE system are identified, including developing a framework, program outcomes, and assessment processes.
3. The importance of student outcomes in OBE teaching is highlighted.
OPPORTUNITIES IN HUMAN CAPITAL INVESTMENT FOR INCLUSIVE GROWTH
Educators must be transformed from those who impart knowledge to those who facilitate learning. Curricula must be transformed from mechanisms to deliver facts into mechanisms to promote and facilitate learning and thinking.
Experts assert that a Competency-based Approach to curriculum development can facilitate this transformation. Education and training integrated (a sound general education and broad-based initial training are essential bases for lifelong continuing learning).
TVET Role to meet the need of emerging industry:
Demand-driven approach
Learning for employability
Concept of continuing life-long learning
Self-learning and focus on the learner
A search for multi-skilling
Recognition based on competency and prior learning
Recognition of the need to focus both on formal and informal sectors
Training for wage and self-employment
Decentralized system requiring both strong national and decentralized institutions
Policy and delivery separate, market-driven
Participatory governance, recognition of multiple actors, social dialogue
21st Century Filipino Skilled Workforce Characteristic:
Technically competent
Innovative and creative
Knowledge-based, with higher order thinking skills
With foundational life skills
In pursuit of lifelong learning opportunities
Possessing desirable work attitudes and behavior
TVET Trends & Specific Skills Interventions :
KNOWLEDGE-BASED ECONOMY - Higher Order Thinking Skills (HOTS) are introduced to advocate critical thinking, analysis and problem solving to augment and enhance learning outcomes in TVET. They have also become common feature of standard-based education reforms.
RAPID TECHNOLOGICAL CHANGE - Possession of Generic Soft Skills has become a pre-requisite in the new work place. Skills including cognitive, interpersonal, attitudes, values work habits and enterprise, innovation and creativity are very much embedded in capacity building in TVET.
GLOBAL WARMING - Sustainable Development as key agenda of UNs and other development organizations education provisions, significantly calls upon reorienting TVET curriculum towards sustainability while maintaining the principles of 6Rs: Reduce, Reuse, Renew, Recycle, Repair and Rethink perspective.
POVERTY ALLEVIATION - Entrepreneurship, Modular Employable Skills and Informal Sector skills are largely considered to advance poverty reduction mechanisms and create gainful opportunities particularly in unorganized sectors.
TVET as a Means of Synergy in Industrial DevelopmentKataka Karani
Education is a means of social, political, industrial, and economic development. Current global developments, the influence and impact of information technology on spheres of work and life call for a review of the existing TVET policy and strategy framework. The growth and success of TVET in Kenya depends on how swiftly the sector responds to prevailing, emerging and inherent challenges in a developing economy.
There is a worldwide shift in the production process, trade and communications. Human capital requirements, especially as a result of the ICT revolution, have experienced rapid growth but more can be done to make learners more competent at work.
The Kenya government recognized the possibility of a skills gap and established an umbrella body for selection of college and university students as an effort to boost TVET admissions. Plans are ongoing to increase the number of TVET institutions. The determinants of the quality of education and training include; government policy, quality of teachers, learners, the learning environment, facilities for learning and the curricula organization. This paper highlights how competence in TVET may be enhanced. It looks at the allocation of training lessons to reduce emphasis on lecturing and classroom sessions and incorporate guided research hours to enable learners come up with working industrial projects, allowing students to be attached to industries from their first year in college to completion of their studies, being accommodative to self paced learning. Updating the curriculum to incorporate learning of Assembly programming in modular engineering courses and the incorporation of flexible teaching and learning to reduce direct contact hours and allow space for creativity, inventiveness and innovativeness.
Reformed TVET will provide a more competent and efficient workforce able to face challenges of modern technology.
OPPORTUNITIES IN HUMAN CAPITAL INVESTMENT FOR INCLUSIVE GROWTH
Educators must be transformed from those who impart knowledge to those who facilitate learning. Curricula must be transformed from mechanisms to deliver facts into mechanisms to promote and facilitate learning and thinking.
Experts assert that a Competency-based Approach to curriculum development can facilitate this transformation. Education and training integrated (a sound general education and broad-based initial training are essential bases for lifelong continuing learning).
TVET Role to meet the need of emerging industry:
Demand-driven approach
Learning for employability
Concept of continuing life-long learning
Self-learning and focus on the learner
A search for multi-skilling
Recognition based on competency and prior learning
Recognition of the need to focus both on formal and informal sectors
Training for wage and self-employment
Decentralized system requiring both strong national and decentralized institutions
Policy and delivery separate, market-driven
Participatory governance, recognition of multiple actors, social dialogue
21st Century Filipino Skilled Workforce Characteristic:
Technically competent
Innovative and creative
Knowledge-based, with higher order thinking skills
With foundational life skills
In pursuit of lifelong learning opportunities
Possessing desirable work attitudes and behavior
TVET Trends & Specific Skills Interventions :
KNOWLEDGE-BASED ECONOMY - Higher Order Thinking Skills (HOTS) are introduced to advocate critical thinking, analysis and problem solving to augment and enhance learning outcomes in TVET. They have also become common feature of standard-based education reforms.
RAPID TECHNOLOGICAL CHANGE - Possession of Generic Soft Skills has become a pre-requisite in the new work place. Skills including cognitive, interpersonal, attitudes, values work habits and enterprise, innovation and creativity are very much embedded in capacity building in TVET.
GLOBAL WARMING - Sustainable Development as key agenda of UNs and other development organizations education provisions, significantly calls upon reorienting TVET curriculum towards sustainability while maintaining the principles of 6Rs: Reduce, Reuse, Renew, Recycle, Repair and Rethink perspective.
POVERTY ALLEVIATION - Entrepreneurship, Modular Employable Skills and Informal Sector skills are largely considered to advance poverty reduction mechanisms and create gainful opportunities particularly in unorganized sectors.
TVET as a Means of Synergy in Industrial DevelopmentKataka Karani
Education is a means of social, political, industrial, and economic development. Current global developments, the influence and impact of information technology on spheres of work and life call for a review of the existing TVET policy and strategy framework. The growth and success of TVET in Kenya depends on how swiftly the sector responds to prevailing, emerging and inherent challenges in a developing economy.
There is a worldwide shift in the production process, trade and communications. Human capital requirements, especially as a result of the ICT revolution, have experienced rapid growth but more can be done to make learners more competent at work.
The Kenya government recognized the possibility of a skills gap and established an umbrella body for selection of college and university students as an effort to boost TVET admissions. Plans are ongoing to increase the number of TVET institutions. The determinants of the quality of education and training include; government policy, quality of teachers, learners, the learning environment, facilities for learning and the curricula organization. This paper highlights how competence in TVET may be enhanced. It looks at the allocation of training lessons to reduce emphasis on lecturing and classroom sessions and incorporate guided research hours to enable learners come up with working industrial projects, allowing students to be attached to industries from their first year in college to completion of their studies, being accommodative to self paced learning. Updating the curriculum to incorporate learning of Assembly programming in modular engineering courses and the incorporation of flexible teaching and learning to reduce direct contact hours and allow space for creativity, inventiveness and innovativeness.
Reformed TVET will provide a more competent and efficient workforce able to face challenges of modern technology.
Curbing Candidates Desperate Desires for University Education against Other T...inventionjournals
This paper discussed curbing candidate’s desperate desire for university education against other tertiary educational institutions. The paper began with a presentation of the general requirements for various types of tertiary education institution – Polytechnics, Colleges of education, Monotechnics and University. It delved into factors responsible for candidates desperate desire which include status disparity, high social rating of university degrees, excessive emphasis on university education, disparity in organizational ranking of graduates from universities and other tertiary institutions, poor funding of other tertiary institutions compared to universities and ineffective implementation of policies and programmes. In order to curb candidates desperate desire for university education, the paper recommended amongst others that: organizations (employers) should eliminate disparity in ranking and undue emphasis placed on university graduates against those from other tertiary educational institutions, other tertiary institutions should be adequately funded, government should provide and maintain equipment and facilities that encourage hands-on activities at college level in order to develop students interest in vocational and technical education offered in polytechnics, monotechnics and colleges of education (Technical), the government should institute a policy that will enable students in polytechnics and colleges of education get scholarship and also give automatic employment to graduates with technical background especially from polytechnics and monotechnics, priority should be given to vocational and technical subjects and be made compulsory at the secondary school level, campaign to sensitize and enlighten parents to desist from discouraging their children and wards from choosing higher education institutions other than universities should be on-going
THE RATIONALE AND FRAMEWORK FOR EVALUATING THE ICT USE IN TEACHER EDUCATION D...DrGavisiddappa Angadi
This study investigated that the quantity of computer and ICT use in teacher education institutions is less and it is mainly focused on the learning of ICT skills which takes optimum time computers are used. The framework is then improved towards a new framework that can be effectively used to evaluate information and communication technology use in pre-service teacher education. In this study the independent variables are derived from computer use within the institution, some other extraneous factor may have impact on the results. Those factors may be computer use at home, friends home and cyber or internet centers by the respondents. The study concludes that the reality rhetoric gap of the impact of ICTs in teacher education institutions be evaluated from periodically to ensure that the quality with program objectives are met. The result shows that there is an urgent need to conduct intensive training to all the teacher educators in the colleges of education. The curriculum developers should develop global content for serving the local needs and make it to available to all the colleges of education online as well as offline content or blended learning modules. Several factors have been cited as responsible for low quantity of computer use in colleges of education. Some of these factors are; attitude towards new technologies, poor management, lack of local content serving local needs, shortage of equipments.
The polytechnic education is backed by law establishing a separate entity to deal with skills acquisition in various field of endeavour especially related to vocation. It aims among other things to help create an answer to the need of the country’s technological advancement and to provide the capable manpower for the nations industries and to equip the students with skills acquisition for sustainable development.
This paper examines the role of polytechnic education and skills acquisition; its challenges and prospects. The paper will also find out if polytechnic education is the key to skill acquisition in a nation where the youths are unemployed at the same time show whether the polytechnic education is achieving this mandate for which it was created for.
Implementing Project-Based Learning with Video Creation in Shipping English t...sabaribmt
Education 4.0 comes to existence in response to the needs of Industrial Revolution 4.0 where humans and technology are aligned to enable new possibilities for learning. It offers new trends in learning which can take place without boundaries. Thus, educators need to adapt to changes in instructional designs, for example, by involving students in project-based learning and integrating the use of digital tools and online platforms in learning. Concerning this issue, this study aimed to examine the implementation of project-based learning with video creation in Shipping English. It involved 40 cadets from Maritime Transport Management Program who were assigned to complete a video project in groups about basic communication in port and shipping contexts. The videos were then uploaded by the cadets in Edmodo for further evaluation. The data were collected through observations and interviews during the stages of project completion. Findings from this study showed that this project-based learning was effectively implemented. This project provided the cadets with meaningful and engaging hands-on learning through their personal involvement in the project completion. After completing the project, the cadets perceived that their confidence in English language learning increased. They also gradually developed digital literacy skills as well as collaboration, communication, creativity, and critical thinking (known as 4Cs of 21st century skills) that they can use further to embrace this highly competitive and technologically transformed era
The endemic poverty, which ravages Nigeria today is known to everyone.
Poverty results from lack financial purchasing powers.
Purchasing power is increased with employment
Employment is only made possible by acquiring relevant employable skills
This can be achieved in the field of electrical installation in government technical colleges.
The Role Of Vocational And Technical Education For Improving National Economy...iosrjce
This paper focuses on the role of vocational and technical education for improving national economy
for sustainable development and the curriculum issues. Curriculum is based on the needs of the labour market
and that government responds to the needs of Vocational and Technical Education through sufficient funding
and provision of adequate facilities, equipment and resources. Recommendations were given for further
improvement
Education is the irrefutably accepted means for personal and national development.
There is the need to improve aspects of mental and language functioning as well as vocational/employment and relational or social skills, with regard to national development.
There is need to produce, through functional engineering education, trained manpower who with commitment and integrity, can carry out functions that propel the nation into a modern, globally relevant and viable state.
Ushering in a new decade, IAO’s Accreditor looks back at the achievements in the education sector worldwide. From featured accreditations to personal accounts of educationists, IAO’s December edition sums up the journey of a decade.
Curbing Candidates Desperate Desires for University Education against Other T...inventionjournals
This paper discussed curbing candidate’s desperate desire for university education against other tertiary educational institutions. The paper began with a presentation of the general requirements for various types of tertiary education institution – Polytechnics, Colleges of education, Monotechnics and University. It delved into factors responsible for candidates desperate desire which include status disparity, high social rating of university degrees, excessive emphasis on university education, disparity in organizational ranking of graduates from universities and other tertiary institutions, poor funding of other tertiary institutions compared to universities and ineffective implementation of policies and programmes. In order to curb candidates desperate desire for university education, the paper recommended amongst others that: organizations (employers) should eliminate disparity in ranking and undue emphasis placed on university graduates against those from other tertiary educational institutions, other tertiary institutions should be adequately funded, government should provide and maintain equipment and facilities that encourage hands-on activities at college level in order to develop students interest in vocational and technical education offered in polytechnics, monotechnics and colleges of education (Technical), the government should institute a policy that will enable students in polytechnics and colleges of education get scholarship and also give automatic employment to graduates with technical background especially from polytechnics and monotechnics, priority should be given to vocational and technical subjects and be made compulsory at the secondary school level, campaign to sensitize and enlighten parents to desist from discouraging their children and wards from choosing higher education institutions other than universities should be on-going
THE RATIONALE AND FRAMEWORK FOR EVALUATING THE ICT USE IN TEACHER EDUCATION D...DrGavisiddappa Angadi
This study investigated that the quantity of computer and ICT use in teacher education institutions is less and it is mainly focused on the learning of ICT skills which takes optimum time computers are used. The framework is then improved towards a new framework that can be effectively used to evaluate information and communication technology use in pre-service teacher education. In this study the independent variables are derived from computer use within the institution, some other extraneous factor may have impact on the results. Those factors may be computer use at home, friends home and cyber or internet centers by the respondents. The study concludes that the reality rhetoric gap of the impact of ICTs in teacher education institutions be evaluated from periodically to ensure that the quality with program objectives are met. The result shows that there is an urgent need to conduct intensive training to all the teacher educators in the colleges of education. The curriculum developers should develop global content for serving the local needs and make it to available to all the colleges of education online as well as offline content or blended learning modules. Several factors have been cited as responsible for low quantity of computer use in colleges of education. Some of these factors are; attitude towards new technologies, poor management, lack of local content serving local needs, shortage of equipments.
The polytechnic education is backed by law establishing a separate entity to deal with skills acquisition in various field of endeavour especially related to vocation. It aims among other things to help create an answer to the need of the country’s technological advancement and to provide the capable manpower for the nations industries and to equip the students with skills acquisition for sustainable development.
This paper examines the role of polytechnic education and skills acquisition; its challenges and prospects. The paper will also find out if polytechnic education is the key to skill acquisition in a nation where the youths are unemployed at the same time show whether the polytechnic education is achieving this mandate for which it was created for.
Implementing Project-Based Learning with Video Creation in Shipping English t...sabaribmt
Education 4.0 comes to existence in response to the needs of Industrial Revolution 4.0 where humans and technology are aligned to enable new possibilities for learning. It offers new trends in learning which can take place without boundaries. Thus, educators need to adapt to changes in instructional designs, for example, by involving students in project-based learning and integrating the use of digital tools and online platforms in learning. Concerning this issue, this study aimed to examine the implementation of project-based learning with video creation in Shipping English. It involved 40 cadets from Maritime Transport Management Program who were assigned to complete a video project in groups about basic communication in port and shipping contexts. The videos were then uploaded by the cadets in Edmodo for further evaluation. The data were collected through observations and interviews during the stages of project completion. Findings from this study showed that this project-based learning was effectively implemented. This project provided the cadets with meaningful and engaging hands-on learning through their personal involvement in the project completion. After completing the project, the cadets perceived that their confidence in English language learning increased. They also gradually developed digital literacy skills as well as collaboration, communication, creativity, and critical thinking (known as 4Cs of 21st century skills) that they can use further to embrace this highly competitive and technologically transformed era
The endemic poverty, which ravages Nigeria today is known to everyone.
Poverty results from lack financial purchasing powers.
Purchasing power is increased with employment
Employment is only made possible by acquiring relevant employable skills
This can be achieved in the field of electrical installation in government technical colleges.
The Role Of Vocational And Technical Education For Improving National Economy...iosrjce
This paper focuses on the role of vocational and technical education for improving national economy
for sustainable development and the curriculum issues. Curriculum is based on the needs of the labour market
and that government responds to the needs of Vocational and Technical Education through sufficient funding
and provision of adequate facilities, equipment and resources. Recommendations were given for further
improvement
Education is the irrefutably accepted means for personal and national development.
There is the need to improve aspects of mental and language functioning as well as vocational/employment and relational or social skills, with regard to national development.
There is need to produce, through functional engineering education, trained manpower who with commitment and integrity, can carry out functions that propel the nation into a modern, globally relevant and viable state.
Ushering in a new decade, IAO’s Accreditor looks back at the achievements in the education sector worldwide. From featured accreditations to personal accounts of educationists, IAO’s December edition sums up the journey of a decade.
NANOO is a community based platform for all mobile games
- Game developers and publishers can create and operate official game site, community and support center
- Can be used on smartphones, tablets and PCs
- Over 300 mobile games are served through NANOO
NANOO는 다양한 모바일게임이 모인, 커뮤니티 기반의 서비스입니다.
- 개발자/게임사는 NANOO를 통해 공식 홈페이지, 커뮤니티, 고객센터를 무료로 구축, 운영할 수 있습니다.
- 스마트폰, 태블릿, PC 등 모든 디바이스로 이용 가능한 서비스입니다.
- 총 300개 이상의 모바일게임이 NANOO를 통해 제공되고 있습니다.
Enabling Motivated Instruction Outcomes through Technology Accessijtsrd
The research was conducted at Cebu Technological University Barili Campus, Barili, Cebu as a bases for Proposed Curriculum and technology integration Instructional Guide Through Departmental LAC sessions to strengthen the Domains and Objectives during actual instructional setting. The 650 respondents 600 Students and 50 Teachers distributed from three secondary schools in Toledo City Division namely Luray II National High School, Matab ang National High School and Toledo City Science High School wherein Descriptive –Correlation and Purposive sampling was used for the distribution of survey questionnaire instrument which aims to assess the level of technology Implementation integration in instruction in senior high school curriculum through its domains and objectives such as classroom activities, Research Works, Product Performance Task Monthly School Celebration Activities, Faculty Professional Communication, Learners Extrinsic motivation towards academics and Learners Monthly Percentage Attendance as well as to determine the barriers and challenges occur during the implementation of technology integration towards curriculum instruction a basis for upgraded instructional guide to be developed. Gathered data were treated using total weighted points, weighted mean, and correlations. Based on the findings and after a careful analysis and interpretation of the study, it is concluded that enabling motivated instructional guide through technology access is the best way to enhance learners 21st century skills. Maria Katrina S. Macapaz "Enabling Motivated Instruction Outcomes through Technology Access" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-6 , October 2020, URL: https://www.ijtsrd.com/papers/ijtsrd33301.pdf Paper Url: https://www.ijtsrd.com/management/management-development/33301/enabling-motivated-instruction-outcomes-through-technology-access/maria-katrina-s-macapaz
Description: IQAIST: Improving Quality and Accessibility in In-Service Trainings for Teachers
Project number: 2014–1–IT02–KA201–004226
In Service Training for Teachers: project funded with support from the European Commission through Erasmus+ Program
Erasmus+ Key Action 2:
This project is a Strategic Partnership in the field of school education. The new Erasmus+ programme aims to support actions in the fields of Education, Training, Youth and Sport for the period 2014- 2020. The Key Action 2 supports the development, transfer and/or implementation of innovative practise at organisational, local, regional, national or European levels.
NDLW International Power Point Wimba Wednesdayvideoreg
International: Collaborative Learning Globally
Sponsored & Hosted by: Wimba, Inc. (http://www.wimba.com/)
This webinar will explore a broad range of issues related to collaborative learning globally. Specific areas of interest may focus on what various countries are doing in regards to distance/open learning, distribution, policy, mobile and providing overall accesses to learning globally.
1. 1. FACTS About OBE – Outcomes Based Education for ITE – Information Technology
Educators Roselie B. Alday Dean College of Computer Studies Lyceum of the
Philippines University Treasurer- PSITE National RQAT Member
2. My training in OBE - Program Assessment Workshop School of Engineering,
Milwaukee, Wisconsin, USA September 22, 2012 - IDEAL - Institute for the
Development of Excellence in Assessment Leadership Sheraton Suites, Tampa,
Florida, USA January 7-10, 2013 - ABET Symposium Hilton, Portland, Oregon, USA
April 11-14, 2013
3. OBE Benchmarking Oregon State University – Corvallis, Portland, USA, Sept,
2012 Hongkong Computer Society – January 3, 2013 Hongkong University – January
4, 2013 Taylor–s University – May 11, 2013 Nanyang Polytechnic University-
Singapore -January 7, 2011 NUS-National University of Singapore
4. OBE is an initiative from the Management - You cannot do OBE alone -
Everybody has a part – from the President, VPAA, Dean, Faculty Members and
Employees
5. OBE is learner-centered But - It is not reporting in class - It is not doing
role playing or drama in a programming class - It does not mean lecture is a no–
no inside the class - It is teaching the students in the way they easily learn
6. What is OBE ? –Outcomes-based Education (OBE) –Clearly focusing and
organizing EVERYTHING in an educational system on what is essential for all
students to be able to do successfully at the end of their learning experiences
Source : Spady,W.(1994).Outcomes-based
education:CriticalIssuesandAnswers.Arlington,VA:
AmericanAssociationofSchoolAdministratorsDean
7. Why Go for OBE? In the Philippines, we focused on OBE because of the
following reasons: – International Professional Registries require completion of
a program that is accredited by an outcomes- based promoting system;
(International Trends); –Education agreements (Accord) around the world promotes
OBE; (Globalization of Education); –Local Accreditation is moving towards OBE;
–Philippines, through the Philippine Technological Council (PTC) will be
applying for Washington Accord; –Other schools have taken their initiatives for
membership like Accreditation Board for Engineering and Technology (ABET)
accreditation; and –Global mobility for Professional Practice. –Commission on
Higher Education (CHED) will require establishment of an OBE System;
8. What is - INPUT no of hrs, textbook, references, coverage - OUTPUT projects,
thesis, machine problem, developed programs - OUTCOME - the students had applied
knowledge in programming - had mastered multimedia application development - can
communicate effectively - can work in a group or team
9. WHAT SHOULD A UNIVERSITY DO IN SETTING UP AN OBE SYSTEM ? 1. Develop an OBE
Framework 2. Develop an Institutional ILO 3. Develop Program Educational
Objectives (PEO) 4. Identify Program or Student Outcomes (SO) 5. Redesign the
curriculum 6. OBTL 7. Develop Assessment Process for PEO and SO 8. Develop
Evaluation Process for PEO and SO 9. Continuous Quality Improvement 10.Financial
Support
10. Student Outcomes (FOR BSCS) The program must have documented student
outcomes that prepare graduates to attain the program educational objectives.
There must be a documented and effective process for the periodic review and
revision of these student outcomes. The program must enable students to attain,
by the time of graduation: (a) An ability to apply knowledge of computing and
mathematics appropriate to the discipline (b) An ability to analyze a problem,
and identify and define the computing requirements appropriate to its solution
(c) An ability to design, implement, and evaluate a computer-based system,
process, component, or program to meet desired needs (d) An ability to function
effectively on teams to accomplish a common goal (e) An understanding of
professional, ethical, legal, security and social issues and responsibilities
(f) An ability to communicate effectively with a range of audiences (g) An
ability to analyze the local and global impact of computing on individuals,
organizations, and society (h) Recognition of the need for and an ability to
engage in continuing professional development (i) An ability to use current
techniques, skills, and tools necessary for computing practice.
11. What makes teaching to be OBE is the Student Outcomes
12. Email : roselie_alday@yahoo.com
13. CURRENT SITUATION WHERE ARE WE NOW? ?Chronic underachievement of students ?
Insufficient mastery of basic competencies due to congested curriculum ?High
2. school graduates (<16 year-old graduates lack basic competencies and maturity) ?
Other countries view the 10 – year education cycle as insufficient ? The
Philippines is the only remaining country in Asia with a 10 – year basic
education program
14. CURRENT SITUATION WHERE ARE WE NOW? ?Chronic underachievement of students ?
Insufficient mastery of basic competencies due to congested curriculum ?High
school graduates (<16 year-old graduates lack basic competencies and maturity) ?
Other countries view the 10 – year education cycle as insufficient ? The
Philippines is the only remaining country in Asia with a 10 – year basic
education program
15. OVERALL GOAL FUNCTIONAL LITERACY FOR ALL FILIPINOS
16. DepED IS GLOBALLY RECOGNIZED FOR THE DEVELOPMENT OF FUNCTIONALLY LITERATE
AND GOD- LOVING FILIPINOS WHO HELP ATTAIN THE NATIONAL GOALS OF SOCIAL JUSTICE,
UNITY, FREEDOM AND PROSPERITY DepEd–s VISION
17. VISION –grounded on human development –achieved through an enhanced
curriculum –with socio-economic relevance
18. PROVIDE QUALITY BASIC EDUCATION THAT IS EQUITABLY ACCESSIBLE TO ALL AND LAY
THE FOUNDATION FOR LIFELONG LEARNING AND SELF-ACTULIZATION NEEDED FOR EFFECTIVE
CITIZENSHIP AT THE LOCAL, NATIONAL AND GLOBAL MILIEU DepEd–s MISSION
19. –To give every learner an opportunity to receive quality education based on
an enhanced and decongested curriculum that is internationally recognized and
comparable. SUB-GOALS
20. –To change public perception that high school education is just a
preparation for college SUB-GOALS Rather, it should allow one to take advantage
of opportunities for gainful career or employment and/or self- employment in a
rapidly changing and increasing globalized environment.
21. Our Graduates will– 1. Possess sufficient mastery of basic competencies
(literacy, numeracy, problem solving, etc.) 2. Be emotionally developed and
competent to live a meaningful life. VISION OF K+12
22. 3. Be socially aware, pro- active, involved in public and civic affairs. 4.
Be adequately prepared for the world of work or entrepreneurship or higher
education.
23. 5. Be legally employed. 6. Be globally competitive.
24. BENEFITS OF ENHANCED BASIC EDUCATION PROGRAM 1.The Enhanced K-12 Basic
Education Program will be instrumental in achieving the nation–s vision of high
school graduates. The benefits of the K-12 proposal far outweigh the additional
costs that will be incurred by both government and families.
25. 2. An enhanced curriculum will decongest academic workload, giving students
more time to master competencies and time for extracurricular activities. To
Individuals and Families
26. 3. Graduates will possess competencies and skills relevant to the job
market. 4. Graduates will be better prepared for higher education. 5. Graduates
will be able to earn higher wages/and or better prepared to start their own
business. 6. Graduates could now be recognized abroad.
27. 7. The economy will experience accelerated growth in the long run. 8. The
Philippine education system will be at par with international standards. 9. A
better educated society provides a sound foundation for long-term socio-economic
development. For the Society and the Economy
28. CORE CURRICULUM (FIRST TO FOURTH YEAR LEVELS? English ? Science ?
Mathematics ? Career Pathways in Technology and Livelihood Education (CP-TLE) ?
Music, Arts, P.E., and Health (MAPEH) ? Filipino ? Social Studies ? Values
Education
29. PROPOSED SENIOR HS PROGRAMCore Curriculum: One hour daily (Five hrs. weekly)
?Adv. English ?Adv. Science ?Adv. Math ?Filipino ?Contemporary Issues (includes
work ethics, business ethics, etc.)
30. Focus Area: Two hrs. daily (ten hrs. weekly) of Career Preparation ?Choice
of any Special Program: Arts, Sports, Journalism, Engineering and Science
Education, Foreign Language, Tech-Voc, Applied Entrepreneurship
31. SPECIAL CURRICULAR PROGRAMS (Additional 2 hrs. daily)?Special Program in the
Arts (Music, Visual Arts, Theater Arts, Media Arts, Dance, Creative Writing) ?
Special Program in Sports (Individual/Dual and Team Sports) ?Special Program in
Journalism
32. ?Engineering and Science Education Program ?Special Program in Foreign
Language (Spanish, Japanese, Chinese, Arabic, French, German) ?Economics,
3. Business, and Life Sciences
33. SPECIAL CURRICULAR PROGRAMS (Additional 2 hrs. daily)? Technical- Vocational
Education (Arts and Trades: Building Construction, Cosmetology, Drafting
Technology, Electricity, Food Trades, Furniture and Cabinet Making, Garments,
Machining, PC Hardware Servicing, Plumbing, Welding, Refrigerator and Air
Conditioning, Automotive Technology, Electronics; Agriculture: Crop Production,
Vegetable Production, Animal Production, Food Processing; Fisheries: Fish
Culture, Fish Capture, and Fish Processing)
34. NEEDS OF NATIONAL and GLOBAL COMMUNITY •Poverty reduction and human
development •Strengthening the moral fiber of the Filipino people •Development
of a strong sense of nationalism •Development of productive citizen who
contributes to the building of a progressive, just and humane society •Ensuring
environment sustainability • Global partnership for development C O N T E X T
35. PHILOSOPHICAL and LEGAL BASES . The 1987 Phil. Constitution . B.P. 232,
Education Act of 1982 . R.A. 9155, Governance of Basic Education Act of 2001 .
The 4 pillars of education ( UNESCO ) . The vision - mission statements of DepEd
. The EDCOM Report of 1991 . Basic Education Sector Reform Agenda (BESRA) NATURE
OF THE LEARNER . Has a body and spirit, intellect, free will, emotions, multiple
intelligences, learning styles . Constructor of knowledge and active maker of
meaning not a passive recipient of information NEEDS OF THE LEARNER . Life
skills . Self-actualization . Preparation for the world of the work,
entrepreneurship, higher education NEEDS OF NATIONAL and GLOBAL COMMUNITY .
Poverty reduction and human development . Strengthening the moral fiber of the
Filipino people . Development of a strong sense of nationalism . Development of
productive citizens who contribute to the building of a progressive, just and
humane society . Ensuring environmental sustainability . Global partnership for
development CURRICULUM SUPPORT SYSTEM FAMILY SUPPORT INTERNAL AND EXTERNAL
STAKEHOLDERS• SUPPORT SOCIETAL SUPPORT Public-Private Partnership Media,GO,NGO
INSTRUCTIONAL SUPPORT Teachers• CPD , Textbooks and other IMs ADMINISTRATIVE
SUPPORT CO, RO, DO School
36. CURRICULUM SUPPORT SYSTEM FAMILY SUPPORT INTERNAL AND EXTERNAL STAKEHOLDERS•
SUPPORT SOCIETAL SUPPORT Public-Private Partnership Media,GO,NGO INSTRUCTIONAL
SUPPORT Teachers• CPD , Textbooks and other IMs ADMINISTRATIVE SUPPORT CO, RO,
DO School
37. Alignment of curriculum to the business and industry needs (Key Employment
Drivers for 2011-2020) DOLE Project Job Fit 2020 vision
38. Industry Prospects Growth of Philippine economy will be driven by: 1. High-
value foreign direct investment (FDI) led agribusiness 2. Infrastructure (roads
and highways, logistics, physical infrastructure projects 3. Tourism (diving
edge) 4. Medical Tourism 5. Retirement Estates (Subic, NCR, and cities of
Tagaytay, Cebu, and Dumaguete)
39. Industry Prospects 6. BPOs (35% annual growth, $13 billion in revenues in
2010) 7. Investment in ICT 8. Real estate (BPOs investing in office space,
growth in domestic and international tourism0; 9. Shipbuilding (exports of ships
to the US, Mexico, and Norway); and 10. Long term demand for OFWs Industry
Prospects 6. BPOs (35% annual growth, $13 billion in revenues in 2010) 7.
Investment in ICT 8. Real estate (BPOs investing in office space, growth in
domestic and international tourism0; 9. Shipbuilding (exports of ships to the
US, Mexico, and Norway); and 10. Long term demand for OFWs
40. Key Employment Generators (KEG) Key Employment Generators (KEG)
41. 1. Agribusiness 2. Cyber services 3. Health and Wellness 4. Hotel,
Restaurant and Tourism 5. Mining 6. construction 7. Banking and finance 8.
Manufacturing 9. Ownership Dwellings and Real Estate 10. Transport and Logistics
11. Wholesale and Retail Trade 12. Overseas Employment
42. Emerging Industries •Renewable Energy •Power and Utilities •Diversified
Farming and Fishing •Creative Industries
43. Assessment, Scoring, and Evaluation C+ Pass/Fail A A- 85% F S Unsatisfactory
67% D C B 93%
44. Definitions ? Assessment -- The process of measuring something with the
purpose of assigning a numerical value. ? Scoring -- The procedure of assigning
a numerical value to assessment task. ? Evaluation -- The process of determining
the worth of something in relation to established benchmarks using assessment
information.
45. Assessment Types ? Formative - for performance enhancement ? Formal -
4. quizzes, tests, essays, lab reports, etc. ? Traditional - tests, quizzes,
homework , lab reports, teacher ? Summative - for performance assessment ?
Informal - active questioning during and at end of class ? Alternative - PBL•s,
presentations, essays, book reviews, peers
46. Alternative Assessment ? Alternative to what? Paper & pencil exams ?
Alternatives: ? lab work / research projects ? portfolios ? presentations ?
research papers ? essays ? self-assessment / peer assessment ? lab practical ?
classroom •clickers• or responder pads
47. More Formal Alternatives ? Rube Goldberg projects ? bridge building /
rocketry / mousetrap cars ? writing a computer program ? research project ? term
paper ? create web page ? create movie ? role playing ? building models ?
academic competitions
48. Informal CATs (Classroom Assessment Techniques) ? Quick-fire questions ?
Minute paper ? 1) What did you learn today? ? 2) What questions do you have? ?
Directed paraphrasing (explain a concept to a particular audience) ? The
•muddiest• point (What is it about the topic that remains unclear to you?) ? For
additional ideas, see Angelo, T.A. & Cross, P.K. (1993) Classroom Assessment
Techniques (2nd ed) San Francisco: Jossey-Bass.
49. Authentic Assessment ? The National Science Education Standards draft (1994)
states, "Authentic assessment exercises require students to apply scientific
information and reasoning to situations like those they will encounter in the
world outside the classroom as well as situations that approximate how
scientists do their work."
50. Assessment Concerns ? Validity -- Is the test assessing what•s intended? ?
Are test items based on stated objectives? ? Are test items properly
constructed? ? Difficulty -- Are questions too easy or too hard? (e.g., 30% to
70% of students should answer a given item correctly) ? Discriminability -- Are
the performance on individual test items positively correlated with overall
student performances? (e.g., only best students do well on most difficult
questions)
51. Evaluation Types ? Criterion-referenced evaluation -- student performance is
assessed against a set of predetermined standards ? Norm-referenced evaluation
-- student performance is assessed relative to the other students ? The •curve•
-- sometimes a combination of criterion- and norm-referenced processes
52. Criterion-Referenced Eval•s ? Based on a predetermined set of criteria. ?
For instance, ? 90% and up = A ? 80% to 89.99% = B ? 70% to 79.99% = C ? 60% to
69.99% = D ? 59.99% and below = F
53. Criterion-Referenced Eval•s ? Pros: ? Sets minimum performance expectations.
? Demonstrate what students can and cannot do in relation to important content-
area standards (e.g, ILS). ? Cons: ? Some times it•s hard to know just where to
set boundary conditions. ? Lack of comparison data with other students and/or
schools.
54. Norm-referenced Evaluation ? Based upon the assumption of a standard normal
(Gaussian) distribution with n > 30. ? Employs the z score: ? A = top 10% (z >
+1.28) ? B = next 20% (+0.53 < z < +1.28) ? C = central 40% (-0.53 < z <
+0.53) ? D = next 20% (-1.28 < z < -0.53) ? F = bottom 10% (z < -1.28) z ? X ? X
?
55. Norm-referenced Evaluation ? Pros: ? Ensures a •spread• between top and
bottom of the class for clear grade setting. ? Shows student performance
relative to group. ? Con: In a group with great performance, some will be
ensured an •F.• ? Cons: ? Top and bottom performances can sometimes be very
close. ? Dispenses with absolute criteria for performance. ? Being above average
does not necessarily imply •A• performance.
56. Norm and Criterion Compared ? Norm-Referenced: ? Ensures a competitive
classroom atmosphere ? Assumes a standard normal distribution ? Small-group
statistics a problem ? Assumes •this• class like all others ? Criterion-
Referenced: ? Allows for a cooperative classroom atmosphere ? No assumptions
about form of distribution ? Small-group statistics not a problem ? Difficult to
know just where to set criteria
57. The •Curve• ? The •curve• might represent a mixture of norm- and criterion-
referenced grading. ? The •curve• is a highly subjective process. ? The •curve•
is normally applied only at the end of a term.
58. Assessing Scientific Process Skills ? Scientific Process Skills
(intellectual skills closely associated with inquiry learning)
5. 59. Basic Scientific Process Skills ? Observing ? Communicating ? Classifying ?
Measuring ? Inferring ? Predicting
60. Integrated Scientific Process Skills ? Identifying variables ? Constructing
a table of data ? Constructing a graph ? Describing a relationship between
variables ? Acquiring and processing data ? Analyzing investigations ?
Constructing hypotheses ? Defining variables operationally ? Designing
investigations ? Experimenting
61. Enhanced Scientific Process Skills ?Solving complex, real-world problems ?
Establishing empirical laws ?Synthesizing theoretical explanations ?Analyzing
and evaluating scientific arguments ?Constructing logical proofs ?Generating
principles through the process of induction ?Generating predictions through the
process of deduction
62. Miscellaneous Comments ? Study guides can be created to set objectives. ?
Prepare tests from objectives. ? Assess broad spectrum: content AND skills. ?
Make a rubric for questions that do not have forced-choice answers. ? Create an
answer key for forced-choice questions. ? Double-check your answer key. ? Grade
ASAP, providing corrective feedback.
63. Handling Appeals ? Encourage students to learn from their mistakes. ? Accept
appeals in writing, due by a certain date. ? Refuse to discuss question if
student will be appealing the answer. ? Appeals include the following: ?
Question being appealed ? Teacher and student responses ? Explanation of why
student’s response is as good as or better than teacher’s expected response. ?
Teacher responds in writing. ? No class-wide correction: each student must make
own appeal. ? Benefit: students feel they are treated fairly.
64. Portfolios of Student Work ? Have students prepare an ongoing, extensive
portfolio of their work. ? Maintain these portfolios in an open but supervised
setting. ? During parent-teacher conferences, have student in attendance and
have parents go through portfolio with student under the watchful eyes of the
teacher.
65. Record Keeping ? Keep copies of your grade book or computer program in
widely separated locations. ? Keep up to date. ? Respect confidentiality
laws....
66. OBE ? http://www.google.com.ph/url?sa=t&rct=j
&q=&esrc=s&source=web&cd=1&ved=0C BoQFjAA&url=http%3A%2F%2Fwww.psite4. org
%2Findex.php%2F13th-regcon- files%2Fdoc_download%2F23-facts-about-
obe&ei=CCSmU9GvDdSQuASH6ICoCg&u sg=AFQjCNGQa5lcXRzdTNVK4RTvsS0AknR
BSA&sig2=5Lb0XX4FczexTjqFjH8dBg
67. K12 ? http://www.google.com.ph/url?sa=t&rct=j
&q=&esrc=s&source=web&cd=12&ved=0 CB8QFjABOAo&url=http%3A%2F%2Fxa.yim g.com%2Fkq
%2Fgroups%2F18637725%2F78 0381561%2Fname%2Fk12.ppt&ei=HSKmU7r
gAZGJuASn6YHQCg&usg=AFQjCNFq8liA3 LDz9bGmRvoQcRYFIXmdSg&sig2=Y_7SXH
QV7zoNzsSRUaxEVw
68. ASSESSMENT ? http://www.google.com.ph/url?sa=t&rct=j
&q=&esrc=s&source=web&cd=3&ved=0C CMQFjAC&url=http%3A%2F%2Fwww.phy.il stu.edu
%2Fpte%2F311content%2Fassess%2 6eval%2Fassess_score_evaluate.ppt&ei=Ij KmU6b_Io-
iugSYtoLoDA&usg=AFQjCNG8hsctQbCbO kpl00avkWMvJkjj- g&sig2=KDIZDNtT2TDfSFfy3IvqVQ
6. 59. Basic Scientific Process Skills ? Observing ? Communicating ? Classifying ?
Measuring ? Inferring ? Predicting
60. Integrated Scientific Process Skills ? Identifying variables ? Constructing
a table of data ? Constructing a graph ? Describing a relationship between
variables ? Acquiring and processing data ? Analyzing investigations ?
Constructing hypotheses ? Defining variables operationally ? Designing
investigations ? Experimenting
61. Enhanced Scientific Process Skills ?Solving complex, real-world problems ?
Establishing empirical laws ?Synthesizing theoretical explanations ?Analyzing
and evaluating scientific arguments ?Constructing logical proofs ?Generating
principles through the process of induction ?Generating predictions through the
process of deduction
62. Miscellaneous Comments ? Study guides can be created to set objectives. ?
Prepare tests from objectives. ? Assess broad spectrum: content AND skills. ?
Make a rubric for questions that do not have forced-choice answers. ? Create an
answer key for forced-choice questions. ? Double-check your answer key. ? Grade
ASAP, providing corrective feedback.
63. Handling Appeals ? Encourage students to learn from their mistakes. ? Accept
appeals in writing, due by a certain date. ? Refuse to discuss question if
student will be appealing the answer. ? Appeals include the following: ?
Question being appealed ? Teacher and student responses ? Explanation of why
student’s response is as good as or better than teacher’s expected response. ?
Teacher responds in writing. ? No class-wide correction: each student must make
own appeal. ? Benefit: students feel they are treated fairly.
64. Portfolios of Student Work ? Have students prepare an ongoing, extensive
portfolio of their work. ? Maintain these portfolios in an open but supervised
setting. ? During parent-teacher conferences, have student in attendance and
have parents go through portfolio with student under the watchful eyes of the
teacher.
65. Record Keeping ? Keep copies of your grade book or computer program in
widely separated locations. ? Keep up to date. ? Respect confidentiality
laws....
66. OBE ? http://www.google.com.ph/url?sa=t&rct=j
&q=&esrc=s&source=web&cd=1&ved=0C BoQFjAA&url=http%3A%2F%2Fwww.psite4. org
%2Findex.php%2F13th-regcon- files%2Fdoc_download%2F23-facts-about-
obe&ei=CCSmU9GvDdSQuASH6ICoCg&u sg=AFQjCNGQa5lcXRzdTNVK4RTvsS0AknR
BSA&sig2=5Lb0XX4FczexTjqFjH8dBg
67. K12 ? http://www.google.com.ph/url?sa=t&rct=j
&q=&esrc=s&source=web&cd=12&ved=0 CB8QFjABOAo&url=http%3A%2F%2Fxa.yim g.com%2Fkq
%2Fgroups%2F18637725%2F78 0381561%2Fname%2Fk12.ppt&ei=HSKmU7r
gAZGJuASn6YHQCg&usg=AFQjCNFq8liA3 LDz9bGmRvoQcRYFIXmdSg&sig2=Y_7SXH
QV7zoNzsSRUaxEVw
68. ASSESSMENT ? http://www.google.com.ph/url?sa=t&rct=j
&q=&esrc=s&source=web&cd=3&ved=0C CMQFjAC&url=http%3A%2F%2Fwww.phy.il stu.edu
%2Fpte%2F311content%2Fassess%2 6eval%2Fassess_score_evaluate.ppt&ei=Ij KmU6b_Io-
iugSYtoLoDA&usg=AFQjCNG8hsctQbCbO kpl00avkWMvJkjj- g&sig2=KDIZDNtT2TDfSFfy3IvqVQ