enhanced basic education program
TRANSCRIPT
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PARALUMAN R. GIRON, Ed. D
K to 12 Curriculum Consultant
Enhanced BasicEducation
Program
( K to 12 )
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The FILIPINO must be a
• lifelong learner
•holistically developed•globally-oriented
•locally grounded
“ The realities of our
modern world require a
different kind ofFilipino.
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“Ang bagong Pilipino –
higit sa pagiging maka-
tao, maka-Diyos, maka-
bayan, at maka-
kalikasan ay kailangang
magtaglay ngkasanayan at pananaw
na angkop sa 21st
century.”
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The Philippines must catch
up with the rest of the world.World Economic Forum Global Competitiveness ReportCountry and Overall Rank 2009 2010 2011 2012
Singapore 3 3 2 2
Malaysia 24 26 21 25
Brunei Darussalam 32 28 28 28
Thailand 36 38 39 38
Indonesia 54 44 46 50
Philippines 87 85 75 65
Vietnam 75 59 65 75
Cambodia 110 109 97 85
4th in Qualityof Education
System
7th in Qualityof Primary
Education
Last (8th)*in Quality of
Science & Math
Education and
Capacity for
Innovation
In ASEAN:
*Laos, Myanmar, and Timor-Leste are not included in the survey.
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%
of GD P
DepEd Budget Levelsfor 2009 - 2013
Year-on-year growth
Source: NSCB and GAA, various years and Medium-Term Spending Plan 2012-2017 (April 14, 2012).
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National Achievement Test
Scores
2011 2012
67
49
0 25 50 75 100
Gr a d e 6
2 n d / 4 t h Y
e ar
H S
2012-2013: 24.8M Students
2013-2014: 25.8M Students
E N R O L M E N T
46,385 SCHOOLS
215 DIVISIONS
17 REGIONS
O F
G O V E R N M E N T
W O R K F O R C E
40%
567,000+ TEACHING STAFF
67,471 NON-TEACHING
STAFF
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32,127
Classrooms
34,953
Teachers
62.1MTextbooks
1.3MSeats
*Outputs from June 2010 to January 2013
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We are the only country in Asia and one of onl
three countries in the world with a 10-year
pre-university program.
Country Total Duration of Basic EducationTotal Duration of Pre-
University Program
Brunei 11/12 13/15
Cambodia 12 13
Indonesia 12 13
Lao PDR 12 14
Malaysia 11 14/15
Myanmar 11 12
ines 10 10
Singapore 10/11 12/14Thailand 12 12
Timor-Leste 12 12
Vietnam 12 14/15
Source: SEAMEO Innotech 2011
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The Enhanced Basic
Education Program (K to 12)
- the most comprehensive
basic education reforminitiative since the
establishment of the publicschool system in thecountry...
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The Imperative for K to 12
• Streamline the curriculum to improve mastery ofbasic competencies
• Ensure seamlessness of primary, secondary, and
post-secondary competencies
• Improve teaching through the use of enhancedpedagogies (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
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VISION
Graduates of the K to 12 will be holisticallydeveloped Filipinos with 21st Century Skills
• Sufficient mastery of basiccompetencies
• Emotionally mature• Socially aware, pro-active, involved in
public and civic affairs
• Adequately prepared for the world ofwork, entrepreneurship or highereducation
• Legally employable
• Globally competent and competitive
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With K to 12, we
will…Produce holistically developed Filipinos who
have 21st century skills and are prepared for
higher education, middle-level skills
development, employment, andentrepreneurship
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K to 12 and Further Education
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Some NCAE Data
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Aptitude for College SY 2006-2007
High
Aptitudefor
College,
9,066
, 0.72%
Moderate
Aptitude
for
College
, 478,909
, 37.85%
LowAptitude
for
College
, 777,236, 61.43%
General Scholastic ptitude
Source: NETRC 2006
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High
Aptitudefor
College
77,869
6%
Moderate
Aptitude
forCollege
, 418,931
, 34%
LowAptitude
for
College
, 726,665,60%
21
General Scholastic ptitude
Source: NETRC 2006
Aptitude for College SY 2007-2008
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High
Aptitudefor Tech-
Voc
programs
711,526
54%
Moderate
Aptitude
for Tech-
Voc
programs,
468,901, 3
6%
Low
Aptitude for
Tech-Voc
programs, 1
24,780, 10%
Aptitude for Tech-Voc SY 2006-2007
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Aptitude for Tech-Voc SY 2007-2008
High
Aptitude
for Tech-
Voc
programs
19%
Moderate
Aptitude
for Tech-
Voc
programs
59%
Low
Aptitudefor Tech-
Voc
programs
22%
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HighAptitude
for Entrep
programs,
757,356, 5
8%
Moderate
Aptitude
forEntrep
programs
, 544,00…
Low
Aptitude
for
Entrep
programs
, 3,849,…
Aptitude for Entrepreneurship SY 2006-2007
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Aptitude for Entrepreneurship SY 2007-2008
HighAptitude
for Entrep
programs,
717,232, 5
8.62%
Moderate
Aptitude
for Entrepprograms
502,482
41%
Low
Aptitude
for Entrep
programs,
3,751, 0.31%
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Aptitude for Entrepreneurship SY 2007-2008
HighAptitude
for Entrep
programs,
717,232, 5
8.62%
Moderate
Aptitude
for Entrepprograms
502,482
41%
Low
Aptitude
for Entrep
programs,
3,751, 0.31%
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Key Changes in
SecondaryEducation
•Structure
•Curriculum• Assessment
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K to 12 Secondary Education
Structure
Grades 7 & 8
Core
learning
areas & TLE
ExploratoryCourse
Grades 9 & 10
Core learning
areas plus
TLE of the
learner’s
choice
Junior High School
Grades 11& 12
Science, Mathema
tics, Languages, L
ogic
Contemporary
Issues and CareerPathways
Specialization
Senior
High School
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K to 12 Update
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The Senior High School
Curriculum
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TLE Courses
• TR-based
• Entrep-based
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TLE Courses•Common
competencies
TR-
based
•Common
competencies +Entrepreneurial
concepts
Entrep-based
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Latest Agreement
•Entrepreneurship to be
pushed up to Grade 9
•To be integrated in all
specializations inGrades 9 and 10
S i Hi h S h l
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Senior High School
Grade
Level
Core
Curriculum
Track /Strand
Grade 11
Grade 12
English , Filipino
Literature , Soc
Science , MathNat Science ,
Philosophy ,
Media
Information
Literacy
ACADEMIC
-STEM ( Science,
Technology, Eng’g,Math
- HESS ( Humanities,
Education, Social
Sciences)
-BAM ( Business,Acct, Management)
TEC-VOC
LIVELIHOOD
SPORTS and ARTS
Grade 11 Grade 12
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Learning Area Subject
Grade 11 Grade 12
Total1st Sem 2nd
Sem
1st Sem 2nd
Sem
C o r e C u r r i c u l u m
Language English 54 54 108
Filipino 54 54108
Literature
21st Century
Regional Lit.54 54
21st Century WorldLiterature
54 54
Communication
Media & InformationLiteracy
54
Mathematics Mathematics 54 54 108
PhilosophyPhilosophy of the
Human Person54 54
NaturalSciences Life/PhysicalSciences 54 (54) 54 (54) (216)
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• Proposed Senior High School Curriculum-
Academic Track)
Grade 11 Grade 12
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Learning Area Subject Total1st
Sem2nd
Sem
1st Sem 2nd
Sem
C o r e C u r r i c u l u
m
Language English 54 54 108
Filipino 54 54 108
LiteratureRegional Lit.
ContemporaryLiterature
5454 108
Communicat
ion
Media & Information
Literacy54
Mathematics Mathematics 54 54 108
Philosophy
Introduction to the
Philosophy of theHuman Person 54 54
Natural
Sciences
Life/Physical
Sciences54 (54)
54
(54)(216)
Social
SciencesContemporary Issues 54 54 108
TRACKS STRANDS 108 108 270 270 756
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Core Subjects
• Oral Communication incontext
• Reading and WritingSkills
English
• Talastasang Filipino saLipunang Filipino
• Pagbasa, Pagsulat atPananaliksik sa Wika atKulturang Filipino
Filipino
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Core Subjects
• 21st Century PhilippineLiterature from theRegions
• 21st Century Literatures
of the World
Literature
• Introduction to thePhilosophy of theHuman PersonPhilosophy
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Core Subjects
• PersonalityDevelopment
• Understanding
Society and Culture
SocialSciences
• Not an IT subjectMedia andInformation
Literacy
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Core Subjects
• Math I – General Math• Math II- Statistics and
ProbabilityMathematics
• Nat Sci I –Fundamentalsof the Physical Sciences
• Nat Sci II –Fundamentalsof Biology and EarthScience
NaturalSciences- forBAM
andHESS
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• STEM deviates from the Core
Subjects for Math and Natural
Sciences
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Core Math for STEM
• Pre-Calculus, Gr 111st sem,• Pre-Calculus , Gr 11, 2nd
sem
• Basic Calculus - Grade12, ist sem
Mathematics
•General Biology 1 and 2
•General Chemistry 1 and 2
•General Physics I and II
•*with lab and lec)
NaturalSciences- forBAM and
HESS
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Core Math /Nat Sc for STEM
• Pre-Calculus, 1st sem• Pre-Calculus , 2nd sem
• Basic Calculus - Grade12
Mathematics
•General Biology 1 and 2
•General Chemistry 1and 2
•General Physics I and II
NaturalSciences-
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Core Math /Nat Sc for STEM
• Pre-Calculus, 1st
sem• Pre-Calculus
, 2nd sem
• BasicCalculus -Grade 12
Mathematics
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Core Nat Sc for STEM
•GeneralBiology 1 and 2
•GeneralChemistry 1and 2
•General
Physics I and II
NaturalSciences-
S i li ti C f
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Specialization Courses for
BAM
• Acctg Appreciationand Acctg for aService Concern
• Acctg for aMerchandisingConcern
• Mgmt Uses ofFinancial Statement s
• Integrated Basic Acctgwith Applications
1. Accounting
Speciali ation Co rses for
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Specialization Courses for
BAM
2.Organization
and Mgt
Basic concepts, principles
and processes related to
the organization and
management of business.
Emphasis on management
functions.
Specialization Courses for
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Specialization Courses for
BAM
• Acctg Appreciation
and Acctg for a
service Concern
• Acctg for a
Merchandising
Concern
• Mgt Uses of Financial
Statement s
• Integrated BasicAcctg with
Applications
3.Business
Finance
Specialization Courses for
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Specialization Courses for
BAM
4. Principlesof
Marketing
5. AppliedEconomics
Marketing concepts, analysis
of the market, marketing
mix, international
market, ethical and social
issues affecting the
marketing environment.
Basic principles of economics
demand and supply
Study of aggregate data affecting
income, employment, consumption
, production, business operation
and price level of Philippine
economy
Public-Private Partnership
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Public Private Partnership
Schemes for SHS
Education ServiceContacting (ESC)
• Expansion ofcurrent ESC
Program underGASTPE to SeniorHigh Schoolstudents or amodification for
SHS students
Voucher System(Tiered)
• Vouchers madeavailable to
students from lowincome familiesand will betiered accordingto means-testing.
•
Modification ofUniversal VoucherSystem, currentlythe EVS Program
Concessions
• Governmentgives concession
to privateconsortium tobuild, financeand maintainschool buildings
over long timeframe. (Build-Operate-Transfer)
Expanding the Teacher Pool
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Science/math/statistics/engineering/music
graduates & other degrees with shortages inqualified LET applicants – must pass LET within
5yrs of hiring to become full-time teachers
Expanding the Teacher Pool
Graduates of tech-voc courses–
TESDA
certification holder, must undergo INSET
Full-time HEI faculty members
Practitioners as part-time teachers
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Enhanced Basic Education Act of 2013 (K12
Law)
AN ACT ENHANCING THE PHILIPPINE BASIC
EDUCATION SYSTEM BY STRENGTHENING ITS
CURRICULUM AND INCREASING THE NUMBER OF
YEARS FOR BASIC EDUCATION, APPROPRIATING
FUNDS THEREFOR AND FOR OTHER PURPOSES
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Declaration of Policy
Every graduate of basic education shall be:
1) an empowered individual
2) who has learned,
a) the foundations for learning throughout life,
b) the competence to engage in work and be
productive,
c) the ability to coexist in fruitful
harmony with local and global communities,
d) the capability to engage in
autonomous, creative, and critical thinking, and
e) the capacity and willingness to transform
others and one s self.
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Declaration of Policy
… The State shall:• Give every student an opportunity to receive
quality education that is globally competitivebased on a pedagogically sound curriculum thatis at par with international standards;
• Broaden the goals of high school education for:a) college preparation
b) vocational and technical career opportunitiesas well as
c) creative arts, sports and
d) entrepreneurial employment in a rapidlychanging and increasingly globalized environment
Enhanced Basic
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Enhanced Basic
Education
• Basic education shall be delivered in languagesunderstood by the learners as the language playsa strategic role in shaping the formative years oflearners.
• For kindergarten and the first three years ofelementary education, instruction, teachingmaterials, and assessment shall be in the regionalor native language of the learners. The DepEdshall formulate a mother language transitionprogram from Grade 4 to Grade 6 so that Filipino
and English shall be gradually introduced aslanguages of instruction until such time whenthese two (2) languages can become the primarylanguages on instruction at the secondary level.
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SEC. 5. Curriculum
Development
• . – The DepEd shall formulate the designand details of the enhanced basiceducation curriculum. It shall work withthe Commission on Higher Education(CHED) to craft harmonized basic andtertiary curricula for the globalcompetitiveness of Filipino graduates.To ensure college readiness and toavoid remedial and duplication of basiceducation subjects, the DepEd shallcoordinate with the CHED and theTechnical Education and SkillsDevelopment Authority (TESDA)
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Curriculum Development
• The DepEd shall adhere to the followingstandards and principles in developing theenhanced basic education curriculum:
• The curriculum shall be learner-centered, inclusive and developmentallyappropriate;
• The curriculum shall be relevant, responsive andresearch-based;
• The curriculum shall be culture-sensitive;
• The curriculum shall be contextualized andglobal;
• The curriculum shall use pedagogical approachesthat are constructivist, inquiry-based, reflective, collaborative and integrative;
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Curriculum Development
• The curriculum shall adhere to theprinciples and framework of MotherTongue-Based Multilingual Education(MTB-MLE) which starts from where thelearners are and from what they alreadyknew proceeding from the known to theunknown; instructional materials andcapable teachers to implement the MTB-MLE curriculum shall be available;
• The curriculum shall use the spiralprogression approach to ensure masteryof knowledge and skills after each level;and
Grade
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s 7-10
Grades 4-6
Grades1-3K –
Algebra,
Geometry, Statistic
s andProbabilit
y
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Discipline-based ApproachTrigonometry
, Fundamentals of
Statistics
Geome
tryIntermed
iate Algebra
Elem Algeb
ra
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Discipline-based Approach
First Year – Integrated Science
Second Year - Biology
Third Year – Chemistry
Fourth Year – Physics
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Spiral Progression Approach
First Year –Bio, Chem, Physics, Earth Science
Second Year -Bio, Chem, Physics, Earth Science
Third Year –Bio, Chem, Physics, Earth Science
Fourth Year –Bio, Chem, Physics, Earth
Curriculum Development
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Curriculum Development
• The curriculum shall be flexible
enough to enable and allowschools to localize, indigenize and
enhance the same based on their
respective educational and socialcontexts. The production and
development of locally produced
teaching materials shall be
encouraged and approval of these
materials shall devolve to the
regional and division education
units.
Teacher Education and
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Teacher Education and
Training
To ensure that the enhanced basic
education program meets the
demand for quality teachers and
school leaders, the DepEd andCHED, in collaboration with
relevant partners in
government, academe, industry, and non-governmental
organizations, shall conduct
teacher education and training
In-service Training on
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In-service Training on
Content and Pedagogy
• Current DepEd teachers shall be
re-trained to meet the content and
performance standards of the new
K to 12 curriculum.
• The DepEd shall ensure that
private education institutions
shall be given the opportunity to
avail of such training.
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Training of New Teachers
• New graduates of the current TeacherEducation curriculum shall undergoadditional training, upon hiring, toupgrade their skills to the contentstandards of the new curriculum.
• Furthermore, CHED, in coordination withDepEd and relevant stakeholders, shallensure that the Teacher Educationcurriculum offered in these Teacher
Education Institutes (TEIs) will meet thenecessary quality standards for newteachers.
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Hiring of Graduates of
Science, Mathematics, Statistics, Eng
ineering and Other Specialists in
Subjects with a Shortage of Qualified
Applicants, Technical-Vocational
Courses and Higher Education
Institution Faculty
• (a) Graduates of
science, mathematics, statistics, engineerin
g, music and other degree courses withshortages in qualified Licensure
Examination for Teachers (LET) applicants
to teach in their specialized subjects in
the elementary and secondary education.
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Conditions Set
• Provided , That :
a)they pass the LET within five (5)
years after their date of hiring:
b)Provided, further, That if such
graduates are willing to teach on
part-time basis, the provisions of
LET shall no longer be required;
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Hiring of Teachers
• (b) Graduates of technical-vocationalcourses to teach in their specializedsubjects in the secondary education:
• Provided, That these graduates
possess the necessary certificationissued by TESDA:
• Provided, further, That they undergoappropriate in-service training to be
administered by DepEd or highereducation institutions (HEIs) at theexpense of DepEd;
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Hiring of faculty
• (c) Faculty of HEIs be allowed toteach in their general education
or subject specialties in the
secondary education:Provided, That the faculty must be
a holder of a relevant Bachelor’s
degree, and must havesatisfactorily served as a full-time
HEI faculty;
Hi i
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Hiring
• The DepEd and Private EducationInstitutions may hire
practitioners, with expertise in
the specialized learning areas
offered by the Basic Education
Curriculum, to teach in the
Secondary Level:
Provided
That
they teach on part-time basis
only.
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Career Guidance and
Counselling Advocacy
• . To properly guide the students in choosing the career
tracks that they intend to pursue, the DepEd, in
coordination with DOLE, TESDA and CHED, shall
regularly conduct career advocacy activities for
secondary level students. Notwithstanding the
provisions of Section 27 of Republic Act No.
9258, otherwise known as the Guidance and
Counselling Act of 2004, career and employment
guidance counsellors, who are not registered and
licensed guidance counsellors, shall be allowed to
conduct career advocacy activities to secondary
level students of the school where they are currently
employed:
Provided, That they undergo a training
program to be developed or accredited by the DepEd.
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Expansion of E-GASTPE
Beneficiaries
• The benefits accorded by Republic Act No. 8545, or
the Expanded Government Assistance for Students
and Teachers in the Private Education Act, shall be
extended to qualified students enrolled under the
enhanced basic education.
• The DepEd shall engage the services of private
education institutions and non-DepEd schools
offering senior high school through the programs
under Republic Act No. 8545, and other financial
arrangements formulated by DepEd and DBM
based on the principles of public-private
partnership.
T it P i i
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Transitory Provision
To manage the initial implementationof the enhanced basic education
program and mitigate the expected
multi-year low enrolment turnout forHEIs and Technical Vocational
Institutions (TVIs) starting School
Years 2016-2017, the DepEd shallengage in partnerships with HEIs and
TVIs for the utilization of the latter’s
human and physical resources.
Transitory Provision
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y• Moreover, the
DepEd, CHED, TESDA, TVIs andHEIs shall coordinate closely with
one another to implement strategies
that ensure the
academic, physical, financial, andhuman resource capabilities of HEIs
and TVIs to provide educational and
training services for graduates of theenhanced basic education program to
ensure that they are not adversely
affected.
T it P i d
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Transitory Period
•The faculty of HEIs and
TVIs allowed to teach
students of secondary
education under, shall
be given priority in hiring
for the duration of the
transition period.
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www.gov.ph/k-12
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Thanks for listening. Mabuhay ang K to 12 !