This document provides an overview of the history and development of the Philippine education system. It traces the system from the pre-colonial period through the Spanish, American, and Japanese periods. It describes the governing bodies that oversee education and the various curricular programs, including early childhood education, basic education, alternative learning systems, and vocational-technical education. The document compares the 2002 Basic Education Curriculum and the K-12 curriculum and discusses efforts to improve student performance in core subjects.
Hello teachers! Sorry for the inconvenience that I brought to you.
I've made up my mind, I finally decided to make it downloadable so that it would be easier for you to access.
Hope this will help you somehow.
Thank you and God bless! :)
Hello teachers! Sorry for the inconvenience that I brought to you.
I've made up my mind, I finally decided to make it downloadable so that it would be easier for you to access.
Hope this will help you somehow.
Thank you and God bless! :)
Historical Development of Philippine Educational SystemEthan Dela Paz
Brief Historical Development of Philippine Education System - Pre-Spanish, Spanish, American, Commonwealth, Japanese and Present Philippine Education System.
This presentation was made for the subject "THE TEACHING PROFESSION". Philippines was the country assigned to us and we need to compare it with the other country's education system.
Historical Development of Philippine Educational SystemEthan Dela Paz
Brief Historical Development of Philippine Education System - Pre-Spanish, Spanish, American, Commonwealth, Japanese and Present Philippine Education System.
This presentation was made for the subject "THE TEACHING PROFESSION". Philippines was the country assigned to us and we need to compare it with the other country's education system.
On March 28, DepEd Secretary Armin Luistro presented “The State of Education” to the members of the Philippine Business for Education. He
emphasized the trifocalization of education in the Philippines between DepEd, CHED, and TESDA.
Sec. Armin discussed DepEd’s performance indicators, their change agenda, budget trends, resources, current initiatives, and strategic directions. The K + 12 Basic Education Program was identified as a flagship reform strategy. Also discussed were DepEd initiatives to address the shortage on classrooms, teachers, sanitation facilities, textbooks, and school seats. Apart from K + 12, DepEd has focused on adopting the indigenous people education framework,
strengthening the use of ICT in education, and implementing the five key reforms of the Basic Education Reform Agenda: a) school-based management; b)
national learning strategies; c) quality assurance and accountability; d) complementary interventions; and e) institutional culture change.
The Philippine Competition Law was ratified into law last July 21, 2015. In the Philippines E-Commerce Roadmap, this law was deemed as a critical component in resolving Internet connectivity challenges on a long-term as it provides legal remedies for unfair competition that puts consumers in cost and service disadvantage. Salient features of the law can be found at http://digitalfilipino.com/salient-features-of-republic-act-10667-philippine-competition-act/
EDUCATIONAL REGULATIONS OF POST INDEPENDENCE PERIOD
Education Commission (1964-66)
Challenge of Education: A policy perspectives of Govt. of India (1985)
National Policy on Education (1986)
POA (Programme of Action)(1990)
It developed a new high school curriculum to upgrade secondary education which had been considered the weakest link in the school system. It aims to strengthen student’s for work and for tertiary education.
This program was implemented nationwide beginning SY 1989-1990 with the New Secondary Education Curriculum (NSEC) as a major component.
• Lesson 1: Global Education and the Global Teacher
• Lesson 2: A Closer Look at the Education Systems of Selected Countries of the World
• Lesson 3: Multicultural Diversity: A Challenge to Global Teachers
• Lesson 4: Broadening Teaching Perspectives: Teacher Exchange Programs
• Lesson 5: Bringing the World Into the Classroom Through Educational Technology
MST Course Design and Dev't
(class report(s)/discussion(s))
DISCLAIMER: I do not claim ownership of the photos, videos, templates, and etc used in this slideshow
Advancing Nursing Research to Address Global Health ChallengesRyan Michael Oducado
I this presentation, I will delve into the significance
of nursing research, some of the global health challenges that demand our attention,
the current state of nursing research, the vital role of studies conducted by nurses in
addressing these challenges, and how we can collectively advance the cause of
nursing research. We will also explore the challenges and the hurdles that often
accompany our research journey. Furthermore, we will discuss the power of
research, the strengths of collaboration, the availability of resources, and the
dissemination of research findings to create a positive, lasting impact.
Exploring the Technology Acceptance Model in the Use of Videoconferencing Too...Ryan Michael Oducado
This study determined the influence of perceived usefulness, ease of use, and attitude toward use on students’ behavioral intention and actual use of videoconferencing tools.
Perceived Competence and Transition Experience of New Graduate NursesRyan Michael Oducado
Recruitment and hiring of new graduate nurses is seen as a potential strategy to mitigate the problem of nurse shortage. However, previous studies disclosed that new graduate nurses are inadequately prepared to enter practice and experience transition difficulties. This study aimed to determine the perceived competence and transition experience of new graduate Filipino nurses. Seventy-nine conveniently chosen new graduate nurses were surveyed in this descriptive cross-sectional research. Self-administered instruments were used to gather data. Descriptive statistics, Mann–Whitney U test, and Kruskal–Wallis test were the statistical tools employed. Results indicated that new graduate nurses had a high level of self-reported fundamental nursing skills (M= 7.99) and core competence (M= 8.16), although areas needing improvement were identified. There were no significant differences in the perceived competence based on the length of experience, year graduated, area of assignment, sex, type of school graduated, CPD participation, and hospital bed capacity (p> .05). The major difficulty experienced by new graduates during their transition was related to changes in role expectations (72.2%). Majority expressed the need for increased support during their transition (83.5%). The most satisfying aspects of their working environment were ongoing learning (81%) and peer support (74.7%), while the least satisfying was the negative nursing work environment (55.7%). New graduate nurses are equipped with the necessary nursing skills and core competencies. However, there are still gaps and areas needing improvement that should be addressed and supported to assist them in their transition to the world of professional nursing practice. Follow up, feedback, mentoring, and preceptorship are beneficial to enhance the competencies of new graduate nurses and facilitate their successful transition into the nursing workforce.
Stress, Satisfaction, and Academic Performance in Online Learning among Sopho...Ryan Michael Oducado
This descriptive-correlational determined the undergraduate nursing students’ stress, satisfaction, and academic performance in online learning during COVID-19 pandemic. The research participants were the 108 second-year undergraduate nursing students from one nursing school in the Philippines. The data were collected using a web-based survey questionnaire and then analyzed using descriptive statistics and Spearman’s rho correlation. The results revealed that the undergraduate nursing students considered having online learning during the COVID-19 outbreak to be stressful (44.4%) and very stressful (47.2%). Moreover, the undergraduate nursing students had low satisfaction (37%) and moderate satisfaction (46.3%) having the online learning during the COVID-19 outbreak. The undergraduate nursing students’ academic performance were affected by the COVID-19 pandemic and resulted in poor (37%) to fair (50%) academic performance and were considerably (43.6%) and greatly (30.6%) affected by the pandemic. Online learning stress had a significant and inverse correlation with online learning satisfaction (rs=-.370, p=.000) and academic performance (rs=-.240, p=.012). Stress negatively impacts the undergraduate nursing students’ satisfaction and academic performance. This research suggests that certain measures should be performed to reduce stress and improve the online teaching–learning processes during the COVID-19 outbreak.
Perceived stress due to COVID1-9 Pandemic among Employed Professional TeachersRyan Michael Oducado
The unexpected occurrence of the COVID-19 outbreak has undeniably disrupted the normalcy of life. Stress has become an important concern in education since the COVID-19 outbreak. This descriptive-correlational online survey administered in August 2020 utilized the COVID-19 Perceived Stress Scale (COVID-19 PSS-10) to assess the COVID-19 perceived stress among employed Filipino teachers. Whitney U and Kruskal–Wallis tested for differences while Spearman’s rho was used to analyze correlation between variables. Results demonstrated that more than half of teachers experienced moderate COVID-19 stress. Females experienced significantly higher COVID-19 stress compared to males. A negative correlation was noted between self-rated health and COVID-19 stress while a positive correlation was found between perceive risk of getting COVID-19 infection and COVID-19 stress. This study highlights that steps must be undertaken to help teachers deal with the stress of the COVID-19 crisis as well as they must be provided or taught with stress management interventions during this pandemic. This study could be used as a baseline for future research to assess the impact of COVID-19 stress among professional teachers.
Nursing Students’ Attitude Toward Responsible Use of Social Media: Toward Soc...Ryan Michael Oducado
As future professionals, nursing students are expected to exhibit online professionalism and to be responsible users of social media. However, the rapid sharing of information on social media exposes nursing students to the risk and danger of spreading unprofessional behaviors. This study aimed to determine the nursing students’ attitude toward responsible use of social media. A descriptive cross-sectional research design was utilized among nursing students (N=298) in a College of Nursing in Iloilo City, Philippines. The Responsible Use of Social Media Attitude Scale (RUSMAS) was used to collect the data and were analyzed using descriptive statistics, t-test and ANOVA. Results revealed that while majority of nursing students had positive attitude, there were still a few who were ambivalent toward responsible use of social media. A significant difference was found in the attitude of nursing students when grouped according to year level. Academic nursing institutions should continually educate students on responsible use of social media and develop approaches promoting social media literacy in nursing education.
Correlation between Theoretical Classroom Instruction and Related Learning Ex...Ryan Michael Oducado
To determine the relationship between performance in theoretical classroom instruction and related learning experience (RLE) of nursing students of WVSU.
Facebook for Educational Purposes among Gen Z Nursing Students: A Positive or...Ryan Michael Oducado
The Gen Z has started to enter the portals of nursing classrooms. They are technology and socially-savvy consumers who grew up in the world of internet and smartphones. Yet, little is known about this generation particularly among Gen Z nursing students and how they use Facebook for academic purposes. This descriptive, cross-sectional study was conducted to determine nursing students’ usage, perception, satisfaction and difficulties with Facebook for educational purposes. A total of 113 second year students in a Nursing College in the Philippines participated in the survey. Data were collected using an adopted questionnaire administered via online survey. Descriptive and inferential statistical tools were used to analyze the data. Results indicated that majority of nursing students moderately use Facebook for educational purposes to communicate, collaborate, and share academic or learning materials. They generally had a good perception of and were highly satisfied with using Facebook for educational purposes. The main challenge reported by four out five nursing students in the use of Facebook as an educational platform was distraction from other Facebook contents. There was a significant positive relationship between usage and perception in the use of Facebook for educational purposes. While Facebook showcases promising potential as a positive disruptive innovation for learning, challenges associated with its use in education must be properly addressed. Careful consideration and thoughtful planning when integrating Facebook in nursing education are necessary for nursing schools to maximize the benefits of Facebook as a supplemental educational tool.
This informational pamphlet was created by the authors as an output for the study on zika virus disease.
Disclaimer: Photographs, illustrations and other images are not owned by authors and are available in the world wide web. References are also provided regarding the written contents of this informational brochure.
This brochure was created by the authors as an output for the study on health literacy.
Disclaimer: Photographs, illustrations and other images are not owned by authors and are available in the world wide web. References are also provided regarding the written contents of this informational brochure.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
2. Objectives
After the discussion, we will be able to:
1. Trace the history of Philippine Education System and
identify, describe, and critique the significant changes
implemented during each period;
2. Differentiate the roles, responsibilities and
accountabilities of each section of education structure;
3. Discuss the different curriculum models in the
Philippines;
4. Compare the 2002 BEC and the K to 12 Curriculum.
Oducado. (c) 2015
4. Pre-Colonial Period
• Writing implements included barks of trees and
sharpened pieces of iron, palm leaves, and bamboo
nodes.
• Schools existed where children are taught reading,
writing, religion and incantation and self-defense.
• Most schools offered learning the Sanskrit and
arithmetic.
• Instruction was also done at home where parents and
other elders in the household taught children obedience
to elders, and loyalty to tribal laws and traditions.
Oducado. (c) 2015
5. Spanish Period
• The alibata was replaced by Romanized script.
• Castilian language was mandated as the medium of
instruction.
• Education was put under the control of religious orders,
the friars.
“Brutalized the masses” that led to the establishment of Frailocracy
Oducado. (c) 2015
6. Spanish Period
• Schools opened separately.
• The objectives of opening schools were to popularize
education and to train “religious, obedient, and
instructed teachers”.
• Courses included Christian doctrine, morality, and history,
reading and writing in Spanish, arithmetic, and practical
agriculture, rules of courtesy, and Spanish history.
Oducado. (c) 2015
7. Spanish Period
• Girls in the elementary level had special courses on
sewing, mending, and cutting and those in high school
had instrumental music (piano), painting, and sketching,
sewing and embroidery, and domestic science.
• UST was the only institution of higher learning offering
courses such as medicine, pharmacy, midwifery and law.
Oducado. (c) 2015
8. Spanish Period
• Problems that persisted that time
Lack of equipments
Students were often absent
Corporal punishment were also given
• During the brief period after the success of the Philippine
revolutionaries against Spain, the leaders of the Republic
tried to infuse nationalism in the education system.
• The Malolos constitution stipulated Tagalog was the
national language but Spanish still dominated the
curriculum.
Oducado. (c) 2015
9. American Period
Oducado. (c) 2015
• Thomasites heralding the institution of English as the
new medium of instruction.
• Public school system was instituted making it
obligatory for all children.
• Education was given for free.
• English and Mathematics dominated the curriculum
and the teaching of religion was prohibited.
10. American Period
Oducado. (c) 2015
• In high school, Latin and Spanish classics were
replaced by the study of the English language and
Anglo-American Literature.
• Required courses included:
General science
Alegbra
Geometry
Physics
US history and government
• The UP curriculum was patterned after some
American universities.
11. Japanese Period
Oducado. (c) 2015
• Basic policy: Greater East Asia Co-Prosperity Sphere
• The military administration outlined the basic
principles of education in the Philippines. Some of these
included:
Cut dependence on Western nations
Foster a new Filipino culture
Spread the Japanese language and end use of English
Focus of basic education and promote vocational education
Inspire people with love of labor
• Social sciences and literature were de-emphasized
while vocational education and service to the
country were given focus.
12. Japanese Period
Oducado. (c) 2015
• The use of Tagalog was encouraged, especially in
literature.
• Jose P. Laurel Administration
Created the National Education Board to look into curriculum
changes and develop a more relevant education program
Advocated for the use of the national language and the teaching
of Asian history and culture.
Mandated that only Filipinos should teach Filipino history.
13. Governing Bodies
Oducado. (c) 2015
• Prior to 1990 when the Congressional Commission
on Education (EDCOM) was organized, the Philippine
education system was highly centralized.
The EDCOM was tasked to investigate the problems of the
Philippine education and implement the provisions of the 1987
constitution.
• All programs, personnel and financing from the
elementary to the tertiary level were under the
supervision of the Department of Education.
14. Governing Bodies
Oducado. (c) 2015
• In 1972, the department was renamed Department of
Education and Culture through Proc. 1081.
• Education Act of 1982 created Ministry of Education,
Culture and Sports (later renamed Department of
Education, Culture and Sports [DECS]).
• The EDCOM lead to the creation of:
16. Curricular Programs
Oducado. (c) 2015
Early Childhood Education
Formal Basic Education
Vocation-Technical Education
Tertiary or Higher Education
ALS
High school
Elementary
Graduate Programs
College
Basic Literacy Program
A&E Program
IP Education Program
Two General Categories
1. Public
2. Private
17. Early Childhood Care and
Development
Oducado. (c) 2015
• Republic Act 8980 promulgated a comprehensive
policy and a national system for ECCD Act.
• The ECCD system includes health, nutrition, early
education and social services programs that should
provide for the basic holistic needs of young children
from 0 to 6 years old.
• One of the programs to be institutionalized is the Day
Care Service.
18. Early Childhood Care and
Development
Oducado. (c) 2015
• Objectives:
To achieve improved infant and children survival rates
To enhance the physical, social, cognitive, psychological, spiritual
and language development of young children
To enhance the role of parents and other caregivers as the
primary caregivers and educators of their children
• The ECCD curriculum has the following basic policies:
It shall provide the delivery of complementary and integrative
services for health care, nutrition, early childhood education,
sanitation and cultural activities.
It shall use the child’s first language as the medium of instruction.
19. Early Childhood Care and
Development
Oducado. (c) 2015
• Objectives:
To achieve improved infant and children survival rates
To enhance the physical, social, cognitive, psychological, spiritual
and language development of young children
To enhance the role of parents and other caregivers as the
primary caregivers and educators of their children
• The ECCD curriculum has the following basic policies:
It shall provide the delivery of complementary and integrative
services for health care, nutrition, early childhood education,
sanitation and cultural activities.
It shall use the child’s first language as the medium of instruction.
20. Basic Education
Oducado. (c) 2015
• DECS now Department of Education (DepEd)
• EDCOM recommended to “decongest” the DECS.
• The sports functions, programs and activities were transferred to the
Philippines Sports Commission (PSC).
• Functions related to culture were assumed by the National
Commission for Culture and the Arts(NCCA).
• Republic Act 9155 “Governance of the Basic Education Act of 2001”
spells out the framework of basic education and renames the
institution as Department of Education.
States that quality basic education is the right of all citizens and therefore should be
accessible to all “by providing all Filipino children free and compulsory education.
It also underscores the inclusion of ALS for out-of-school youth and adult learners.
21. Basic Education
Oducado. (c) 2015
• Despite the legal provisions, reports on students’
performance on the basic subjects as Math, Science
and English has not been anything but dismal.
• Experts point out that one reason for this problem is the
overload curriculum and the short duration cycle.
• DepEd implemented the Revised Basic Education
Curriculum (RBEC) to decongest the curriculum and
give more time to English, Math and Science.
22. Basic Education
Oducado. (c) 2015
• DepEd prepared the The Education National
Development Plan for Children (ENDP), 2000-2025
Aims to provide the focus for setting local as well as national
priorities in education.
Considered key goals set forth at the Jontien Conference in 1990
to attain the goal of Education for All (EFA).
23. Alternative Learning
System
Oducado. (c) 2015
• ALS is the component that bridges the gap between
Formal Basic Education and Vocational-Technical
Education.
• Designed to be a parallel learning system that provides
a viable alternative to the existing nonformal and
informal sources of knowledge and skills.
• Executive Order 356 was released renaming the
Bureau of Nonformal Education to Bureau of Alternative
Learning System
24. Alternative Learning
System
Oducado. (c) 2015
• This system has three (3) major nonformal programs:
1. Basic Literacy Programs: community based program for non-
literates
2. Accreditation and Equivalency Program: certification of
learning for out-of-school youths and adults, 15 years old and
above, who are unable to avail of the formal school system, or
who have dropped out of formal elementary and secondary
education, therefore have not completed ten years of basic
education.
3. Indigenous People (IP) Education Program: a program that
aims to develop an IP culture-sensitive core curriculum, learning
materials and assessment tools and instruments.
25. Vocational-Technical
Education
Oducado. (c) 2015
• Polytechnic Education System/Voc-Tech education
is under the supervision of TESDA.
• TESDA was created through Republic Act 7796 in
1994.
• Envisioned to offer non-degree programs that will
prepare middle-level personnel and para-
professionals for national industries.
26. Vocational-Technical
Education
Oducado. (c) 2015
• Two important components of TESDA-recognized
programs are the following:
1. Apprenticeship: training within employment with compulsory
instruction.
2. Dual System Training: delivery system of quality technical and
vocational education which requires training carried out
alternately in two venues.
The school provided theoretical foundation and basic training.
Production plant develops skills and proficiency in actual working conditions.
27. Tertiary and Higher
Education
Oducado. (c) 2015
• Includes all post secondary courses ranging from one-or
two-year course to the four-year degree and
professional programs, including graduate education
offered by colleges and universities.
• Mission statement:
Higher education shall be geared toward the pursuit of better
quality of life for all Filipinos by emphasizing the acquisition of
knowledge and formation of those skills necessary to make the
individual a productive member of society. It shall accelerate the
development of high level professionals who will search for new
knowledge, provide leadership in various disciplines required by a
dynamic and self-sustaining economy. Higher education shall
likewise be used to harness the productive capacity of the
country’s human resource base towards international
competitiveness.
28. Tertiary and Higher
Education
Oducado. (c) 2015
• Public Higher Education Institutions (HEIs) are
classified by CHED as follows:
1. State Universities and Colleges (SUCs): chartered public
higher education institutions established by law, administered
and financially subsidized by the government; a few have fiscal
autonomy while other don’t.
2. Local Universities and Colleges (LUCs): established by the
local government through resolutions or ordinance; financially
supported by the LGU concerned.
3. CHED Supervised Higher Education Institutions (CSIs): non-
chartered government post-secondary education institutions
established by law, administered, supervised and financially
supported by the government.
29. Tertiary and Higher
Education
Oducado. (c) 2015
• Private higher education institutions are established
under the Corporation Code and are governed by the
special laws and general provisions of this Code.
1. Non-sectarian institutions are duly incorporated, owned and
operated by private entities that are not affiliated with any
religious organization.
2. Sectarian institutions are usually non-stock, non-profit but duly
incorporated, owned and operated by a religious organization.
• CHED requires offering of subjects that cover the
General Education Program. T
The minimum requirements for the mandatory general education
curriculum (GEC) leading to initial bachelor’s degree covering
four (4) curriculum years shall be sixty-three (63) units.
30. The Philippine Basic
Education Curriculum
1984 – 2002: National Elementary School Curriculum
1991 – 2002: New Secondary Education Curriculum
2002: Revised Basic Education Curriculum
2010: Secondary Education Curriculum UbD
2012: present: K to 12 Enhanced Basic Education
Curriculum
32. Oducado. (c) 2015
The Imperative for K to 12
• Streamline the curriculum to improve mastery of basic
competencies
• •Ensure seamlessness of primary, secondary, and post-
secondary competencies
• •Improve teaching through the use of enhanced
pedagogies (e.g. spiral progression in Science & Math)
and medium of instruction
• •Expand job opportunities (by reducing jobs-skills
mismatch) and provide better preparation for higher
learning
33. Oducado. (c) 2015
K to 12 and Further Education
THE PHL QUALIFICATIONS FRAMEWORK
36. Oducado. (c) 2015
Salient features of the K to 12
• It focuses on the holistic development of the learner.
• It is outcome-based as it prepares learners for: Higher
education
Middle level skills
Employment and
Entrepreneurship
• It is anchored on the principles of:
Inclusive education
Learners’ growth and development
Teaching and learning and
Assessment
40. Oducado. (c) 2015
2002 BEC K-12
Learning
Areas
5 Learning Areas:
MAKABAYAN (AP, TLE, MAPEH,
EsP), Math, Science, English,
Filipino
AP, TLE, MAPEH, EsP, Math,
Science, English, Filipino
Pedagogical
Approaches
Integrative, and interactive
teaching-learning approaches
Reflective, collaborative,
constructivist, inquiry-based
Grading
System
Numerical using the cumulative
method
Levels of Proficiency:
Beginning – 74% & below
Developing -75-79%
Approaching Proficiency- 80-84%
Proficient- 85-89%
Advanced- 90% & above
Promotion
and
Retention
Promotions shall be by subject and
by number of units. A student who
fails in 3 units or less is promoted to
the next curriculum level. On the
other hand, a student who fails in
more than three units is retained in
the year level
Promotion and retention shall be by
subject. Students whose proficiency
level is Beginning(B) at the end of the
quarter or grading period shall be
required to undergo remediation after
class hours so that they can
immediately catch up as they move
to the next grading period. If by the
end of the year, the students are still
at the beginning (B) level, then they
shall be required to take summer
classes.
Over all Goal Empower Filipino learners for
lifelong learning
Functionally-literate and holistically
developed Filipinos
43. References
Oducado. (c) 2015
De Villa, M. T. (2006). EDUC 101 Philippine education
system. UP Open University
Andaya, J. The k to 12 enhanced education program.
Barnachea, A. A. Philippines public school curriculum.
Editor's Notes
There was a shift in the focus of education.
There was a shift in the focus of education.
There was a shift in the focus of education.
There was a shift in the focus of education.
There was a shift in the focus of education.
Japanese officials set out to “remold” the Filipino
Japanese officials set out to “remold” the Filipino
Japanese officials set out to “remold” the Filipino
Japanese officials set out to “remold” the Filipino
Japanese officials set out to “remold” the Filipino
Japanese officials set out to “remold” the Filipino
Japanese officials set out to “remold” the Filipino
Japanese officials set out to “remold” the Filipino
Japanese officials set out to “remold” the Filipino
Japanese officials set out to “remold” the Filipino
Japanese officials set out to “remold” the Filipino
Japanese officials set out to “remold” the Filipino
Japanese officials set out to “remold” the Filipino
Japanese officials set out to “remold” the Filipino
Republic Act 7722 called “Higher Education Act of 1994”