k 12+basic+education+program

7/31/2019 K 12+Basic+Education+Program

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K-12 Basic Education Program

Department of Education

Chronic underachievement of students

Insufficient mastery of basic competencies

due to congested curriculum

High school graduates (


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K-12 Basic Education

Program

Historical Background

K+12 is not NEW

studies have been made since 1925

need to be more competitive lack of political will

1925 - Monroe Survey

1949 - UNESCO Mission Survey

1953 - Education Act

1960 - Swanson Survey1970 - Presidential Commission

to Survey Philippine

Education (PCSPE)


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1976- Survey of Outcomes of Elementary

Education (SOUTELE)

1990 - Philippine Education For All (EFA)

2015 National Action Plan

1991 - Congressional Commission on

Education (EDCOM) Report

2000 - Presidential Commission on

Educational Reforms

2008 - Presidential Task Force on Education


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DepED IS GLOBALLY RECOGNIZEDFOR THE DEVELOPMENT OF

FUNCTIONALLY LITERATE AND GOD-LOVING FILIPINOS WHO HELP

ATTAIN THE NATIONAL GOALS OF

SOCIAL JUSTICE, UNITY, FREEDOMAND PROSPERITY

DepEds VISION

VISION

grounded on humandevelopment

achieved through anenhanced curriculum

with socio-economicrelevance


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PROVIDE QUALITY BASICEDUCATION THAT IS EQUITABLYACCESSIBLE TO ALL AND LAY THEFOUNDATION FOR LIFELONGLEARNING AND SELF-ACTULIZATIONNEEDED FOR EFFECTIVE CITIZENSHIP

AT THE LOCAL,NATIONAL ANDGLOBAL MILIEU

DepEds MISSION

To give every learner anopportunity to receivequality education basedon an enhanced and

decongested curriculumthat is internationallyrecognized andcomparable.

SUB-GOALS


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To change public perceptionthat high school education isjust a preparation for college

SUB-GOALS

Rather, it should allow one to takeadvantage of opportunities for gainfulcareer or employment and/or self-employment in a rapidly changing andincreasing globalized environment.

RATIONALE


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Table 1 Philippine Average TIMSS ScoresScores International

AverageRank Participating

Countries

2003 Results

Grade IV

Science 332 489 23 25

Mathematics 358 495 23 25

HS II

Science 377 473 43 46

Mathematics 378 466 34 38

2008ResultsAdvanced

Mathematics

355 500 10 10

Source: TIMSS, 2003 and 2008


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4. The congested curriculum partly explains

the present state of education

5. This quality of education is reflected in theinadequate preparation of high school

graduates for the world of work or

entrepreneurship or higher education

6. Further, most graduates are too young to

enter the labor force.

7. The current system also reinforces themisperception that basic education is just

a preparation for higher education.

8. Our graduates are not automaticallyrecognized as professionals abroad.

Table 3 Comparative Data on the Pre- University Education in Asia

Country Basic Education Cycle Total

Brunei 12

Cambodia 12

Indonesia 12

Lao PDR 12

Malaysia 12

Myanmar 11

Philippines 10

Singapore 11

Thailand 12

Timor-Leste 12

Vietnam 12

Mongolia recently added grades to make basic education 12 years.


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Aptitude for College SY 2006-2007

High Aptitudefor College

9,0660.72%

ModerateAptitude for

College478,90937.85%

Low Aptitudefor College

777,23661.43%

Source: NETRC 2006

High Aptitudefor College

77,8696%

ModerateAptitude for

College

418,93134%

Low Aptitude

for College726,665

60%

18Source: NETRC 2006

Aptitude for College SY 2007-2008


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HighAptitudefor Entrepprograms

757,35658%

ModerateAptitudefor Entrepprograms544,006

42%

LowAptitude

for Entrepprograms

3,8490%

Aptitude for Entrepreneurship SY 2006-2007

Aptitude for Entrepreneurship SY 2007-2008

HighAptitude

for Entrepprograms717,23258.62%

ModerateAptitudefor Entrepprograms

502,48241%

LowAptitudefor Entrepprograms

3,7510.31%


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NoGrade

Complete

dElem

Undergra

d

Graduate

HS

Undergra

d

HSGradu

ate

College

Undergra

d

College

Graduate

15,485

192,014222,984

405,707

972,458

681,340607,012

14,135175,274

203,544

370,337

887,678

621,940554,092

972,458Unemployed

HS Grad650,000 ++Available Skills

Based Jobs

Source: NSO, 2009 & 2010

Unemployed VS. Available Skilled Jobs

24

WHITE COLLAR VS. BLUE COLLAR JOBS

SKILLEDWORKERS

TECHNICIANS

MANAGERS

EXECS

COLLEGESTUDENTS

TECH-VOCSTUDENTS

Job-Skills Mismatch


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1

100

7466 65

46

20 16

Typical Progression of a Cohort of P(based on cohort of Grade I pupils from SY 1995-1996

to College Graduates SY 2008-2009)

Public and Private

PHILIPPINES


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1


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2. An enhanced curriculum

will decongest academic

workload.

3. Graduates will possess

competencies and skills relevant

to the job market.

4. Graduates will be prepared for

higher education.

5. Graduates could now be

recognized abroad.


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For the Society and the Economy

WHY ADD TWO YEARS?

Decongest and

enhance the basic

education curriculum Better quality

education

for all


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We need to add two yearsto our basic education. Thosewho can afford pay up tofourteen years of schoolingbefore university. Thus, theirchildren are getting into the bestuniversities and the best job aftergraduation.

I want at least 12 years forour public school children to give

them an even chance atsucceeding.

President Benigno S. Aquino III

K-12 Basic Education Program

Kindergarten

K-12Basic Education Program

6 years Elementary

4 years Junior HS

2 years Senior HS

K+6+4+2


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PHILOSOPHICAL andLEGAL 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 recipientof information

NEEDS OF THE LEARNER. Life skills. Self-actualization

. Preparation for the world of the work,entrepreneurship, higher education

NEEDS OF NATIONALand 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 SUPPORTINTERNAL AND EXTERNALSTAKEHOLDERS SUPPORT

SOCIETAL SUPPORTPublic-Private Partnership

Media,GO,NGO

INSTRUCTIONAL SUPPORTTeachers CPD , Textbooks

and other IMs

ADMINISTRATIVE SUPPORTCO, RO, DO School

PHILOSOPHICAL andLEGAL BASES

. The 1987 Phil. Constitution



Act of 2001





(BESRA)

NATURE OF THE LEARNER. Has a body and spirit, intellect, free will,


styles


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 NATIONALand GLOBAL COMMUNITY



people




society




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PHILOSOPHICALand LEGAL BASIS

The 1987 Phil. Constitution B.P. 232, Education Act of 1982

R.A. 9155, Philippine Governance

Act

The 4 pillars of education

(UNESCO)

The vision-mission statement of

DepED The EDCOM Report of 1991

BESRA


Has a body and spirit, intellect, freewill, emotions, multipleintelligences, learning styles, culture.Constructor of knowledge and activemaker of meaning not a passiverecipient of information

NEEDS OF THE LEARNER

Life skills

Self-actualization

Preparation for the world ofwork, entrepreneurship, higher


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NEEDS OF NATIONAL and GLOBALCOMMUNITY

Poverty reduction and humandevelopment

Strengthening the moral fiber of theFilipino people

Development of a strong sense ofnationalismDevelopment of productive citizen whocontributes to the building of a

progressive, just and humane societyEnsuring environment sustainability Global partnership for development

PHILOSOPHICAL and

LEGAL BASES. The 1987 Phil. Constitution



Act of 2001





(BESRA)


. Has a body and spirit, intellect, free will,


styles


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



people




society






Media,GO,NGO


and other IMs



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Media,GO,NGO


and other IMs


MONITORING and EVALUATION SYSTEM


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MONITORING and EVALUATION SYSTEM


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GuidingPrinciples

and Featuresof K-12Curriculum


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K-12

CURRICULU

M

Outcomes

Standards

competencybased

Comprehensive

Systematic

M&E System

Learner-centered

Seamless

Developmentallyappropriate

ConstructivistBalanced-

assessment

K-12

CURRICULUM

Inquiry-basedFlexible

Integrative

Inclusive

Lean but meaty

Decongestedand enriched

Value-laden


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CORE CONTENT

5. LIFE and CAREERCOMPETENCIES

6. DEVELOPMENT OF SELF ANDSENSE OF COMMUNITY

7. NATIONAL and GLOBALORIENTEDNESS

KNOWLEDGE andUNDERSTANDING

ESSENTIAL SKILLS

ATTITUDES AND VALUES

LEARNING DOMAINS


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CONSTRUCTIVIST INQUIRY-BASED INTEGRATIVE COLLABORATIVE REFLECTIVE

PEDAGOGICAL

APPROACHES

ASSESSMENT as LEARNING

ASSESSMENTofLEARNING

ASSESSMENTforLEARNING

BALANCE OF TRADITIONAL andAUTHENTIC ASSESSMENT

ASSESSMENT


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GradeLevel

K 1 2 3 4 5 6 7 8 9 10 11 12

Curriculum

Program

CoreLearningArea

Speciali-zation

Key StageOutcomes

General Academic Program

Values Education

Physical health &

motor devt

Social & emotional

devt

Cognitive devt

Creative Arts

Language &

Readiness for Reading

& Writing

Language, Literacy &

Communication

EngFilMath

SibikaatKulturaMAPEH

Science &Health

EnglishFilipinoMathematicsScience & HealthHeograpiya, Kasaysayan atSibikaMAPEHEPPEdukasyongPagpapakatao

EnglishScienceMathematicsFilipinoMAPEHSocial StudiesValues EducationTLE

Aptitudetest

Learning Domains

Development & mastery ofcomplex knowledge & skills;devt of attitude & values

Exploratory stage of

career paths/choices

Development ofknowledge, skills, attitudes and values;mastery & application of basic skill

Consolidation of knowledge & skills;development ofattitudes, values, aptitudes & interest

Adv EnglishAdv ScienceAdv MathAdv FilipinoContemporaryIssues(includeswork, ethic, businessethics, etc.)

Special Program in:

-Arts

-Sports

-Journalism

-Engineering Science Education Program

(ESEP)

-Mother Tongue & foreign Languages

-Technical-Vocational education

- Agriculture/Fisheries

- Arts & TradesConsolidation of

complex knowledge

& skills; devt of

attitude & values as a

result of a strong

liberal education.

Adequate

preparation for the

world of

work, entrepreneurshi

p, middle level skills

devt & higher

education

NONENONENONE

Grade

Level

K 1 2 3 4 5 6 7 8 9 10 11 12

Curr.

Program

General Academic Program


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Grade Level K 1 2 3

CoreLearningArea

Learning Domains

Values EducationPhysical health &motordevt

Social &emotional devt

Cognitive devtCreative Arts Language &Readiness for

Reading & Writing Language, Literacy &Communication

MTEnglishFilipinoMath Science

& Health

Sibika at KulturaMAPEH

Grade Level 4 5 6

Core

Learning

Area MT

EnglishFilipino

Mathematics

Science & HealthHeograpiya, Kasaysayan at Sibika

MAPEH

EPP (TLE)EdukasyongPagpapakatao


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Grade

Level

11 12

CoreLearningArea

English

Science

Math

Filipino

Contemporary Issues (includes

work ethic, business ethics, etc.)

Grade

Level

7 8 9 10 11 12

Specializ

ation

Exploratorystage of careerpaths/choices

Special Program in:

- Arts

- Sports

- Journalism- Engineering Science Education

Program (ESEP)

- Mother Tongue & foreign Languages

- Technical-Vocational education

- Agriculture/Fisheries

- Arts & Trades


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Industry Prospects

6. BPOs (35% annual growth, $13 billion inrevenues 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

Key

Employment

Generators(KEG)


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1. Agribusiness

2. Cyberservices

3. Health and Wellness4. Hotel, Restaurant and Tourism

5. Mining

6. construction

7. Banking and finance

8. Manufacturing

9. Ownership Dwellings and Real Estate

10. Transport and Logistics11. Wholesale and Retail Trade

12. Overseas Employment

Emerging Industries

Renewable Energy

Power and Utilities

Diversified Farming and FishingCreative Industries


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Grade

Level

K 1 2 3

Key

Stage

Outc

omes

Development of

knowledge, skills, attitudes and

values; mastery & application of

basic skill

Grade

Level

4 5 6

KeyStage

Outcom

es Development & mastery

of complex knowledge &skills; devt of attitude &values


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Grade

Level

7 8 9 10

Key

Stage

Outcomes Consolidation of

knowledge, strategies, andskills; development of

attitudes, values, aptitudes &interests

Grade

Level

11 12

KeyStage

Outcom

es

Consolidation of complex

knowledge & skills; devt of

attitude & values as a result of a

strong liberal education.Adequate preparation for the

world of work, entrepreneurship,

middle level skills devt & higher

education


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EMPLOYMENT

ENTREPRENEURSHIP

HIGHER EDUCATION

MIDDLE LEVEL

SKILLS

DEVELOPEMENT

THELEARNER

COMMUNICATION & LITERACIES CRITICAL THINKING& PROBLEM SOLVING CREATIVITY & INNOVATION

ETHICAL, MORAL, SPIRITUAL VALUES LIFE& CAREER COMPETENCIES

DEVELOPMENT OF SELF & SENSE OFCOMMUNITY NATIONAL & GLOBAL

ORIENTEDNESS

GradeLevel

K 1 2 3 4 5 6 7 8 9 10 11 12

CurriculumProgram

CoreLearningAreas

Speciali-zation

Key StageOutcomes

Current

Curricular

Innovations

included in the

K-12 BEP


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1. Thematic Approach in

Kindergarten Domains: Values Education, Physical

Health and Motor Development, Social

and Emotional Development, Cognitive

Development, Creative Arts, Language and

Readiness for Reading and Writing &

Language, Literacy and Communication

Themes: Myself, My Family, My School,

My Community & More things Around Us

2. Mother tongue-BasedMultilingual Education

Mother tongue taught as learning area

and used as language of instruction from

Kindergarten to Grade 3

Bridging or transition to Filipino and

English as language of instruction

introduced in Grade 3


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HS Language

Arts

Math Science Makabayan Filipino English and

Other Foreign

Languages

Grade VI Language

Arts

Math Science Makabayan Filipino English

Grade V Language

Arts


Grade IV Language

Arts (M.T.)



Grade III Mother Tongue Language, Reading, Writing, Math

Sibika, Science

Filipino English

LSRWFilipino

LSRW

Grade II Mother Tongue Language, Reading, Writing, Math

Sibika, Science

Filipino

LSRW

Oral English

Grade I Mother Tongue Language, Reading, Writing, Math

Sibika, Science

Oral

Filipino

Oral English

Kindergarten Mother Tongue all subjects

School Year Elementary Secondary2011-2012 Kinder

2012-2013 CurriculumEnhancementGrade 1

Curriculum, EnhancementJunior High SchoolGrade 7

2013-2014 Grade 2 Grade 8

2014-2015 Grade 3 Grade9

2015-2016 Grade 4 Grade10

2016-2017 Grade 5 SeniorHS/grade 11

2017-2018 Grade 6 GradeHS/grade 12


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The K-12 program will respond to theneed of developing the countryscompetitiveness. The challenges ofASEAN 2015, particularly the openingup of the ASEAN economiccommunity by 2015, puts muchpressure to our county. Thus theres a

need to ensure that our graduates inbasic education have skills andcompetencies that will allow them tobe at par with the global standards.

The K-12 Program and the Need to DevelopPhilippine competitiveness

Ester B. Ogena, Ph.D.President

Philippine NormalUniversity


We need to prepare our youth so that theywill have an equal chance to be employed ina more open single economic community.ASEAN is expected, in the very near future,to openly hire people within the region thathave the capacity to respond to job

challenges. Of course, we dont want ourgraduates to have a slim chance of beinghired by big companies even in our owncountry. We also want them to have theability to participate in knowledge andwealth creation both for themselves and thePhilippines.

The K-12 Program and the Need to DevelopPhilippine competitiveness

Ester B. Ogena, Ph.D.President

Philippine NormalUniversity


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14. Tailoring co-curricularactivities and communityinvolvement program tostudent and community needs

15. Assessment for and of

learning based on standards16. Attitudes of teachers towards

K-12
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