2. 164
177
207
238
293
2.3 2.1
2.2
2.4
2.8
3
2.5
2
1.5
1
0.5
0
350
300
250
200
150
100
50
0
2009 2010 2011 2012 2013
PhP (billions)
DepEd Budget % of GDP
% of GDP
DepEd Budget Levels
for 2009 - 2013
Year-on-year growth
Source: NSCB and GAA, various years and Medium-Term Spending Plan 2012-2017 (April 14,
2012).
3. 39,136*
Classroo
ms
102,323**
Teachers
62.1M***
Textbooks
1.3M***
Seats
12,668*** Water
& Sanitation
Facilities
*Outputs from July 2010 to June 2013 **2010 to 2013 ***As of December 2012
4. RA 10533
The Enhanced Basic
Education Act of 2013
7. Basic Education Program
Elementary Kinder to Grade 6
Grades 7 to 8
(Exploratory TLE)
Academic
Track
Tracks
Tech-Voc
Track
Sports
Track
Arts &
Design
Track
DEPARTMENT OF EDUCATION
Junior
High
School
Grades 9 to 10
(Specialized TLE)
Core
Subjects
Senior
High
School
Common Subjects
o Liberal Arts
o STEM
o BAM
o HESS
(Humanities,
Education,
Social
Sciences)
o Home
Economics
o Agri-Fishery
o Industrial
Arts
o ICT
8. Curriculum Outcomes
Outcomes / Standards Learning Areas / Grade Level
PQF
LEARNING RESOURCES
Teacher’s Guides and Learner’s
Materials
COMPETENCIES
DEPARTMENT OF EDUCATION
Key
Stage
Outcomes
G3 G6 G10 G12
LEARNING
Content and Performance
STANDARDS
9. CHED
Standards
CHED MEMORANDUM ORDER
NO. 20
General Education Curriculum:
Understandings, Intellectual
and Civic Competencies
10. Effect of K to 12 on Higher Education
Degree Programs
63 or 51
units of General
Education
Courses
Reduction in GE units may lead to one-year:
(1) reduction or (2) enrichment of
degree programs
36 units of GE
Courses*
Before K to
12
With K to 12
*CHED Memorandum Order No. 20, s.2012
11. New G.E. Courses by 2018
New GEC (CMO No. 20, s.2013)
DEPARTMENT OF EDUCATION
Core Courses
(24 units)
Understanding the Self
Readings in Philippine History
The Contemporary World
Mathematics in the Modern World
Purposive Communicatiion
Art Appreciation
Society, Technology and Society
Ethics / Etika
Electives
(9 units)
Mathematics, Science & Technology
Social Sciences & Philosophy
Arts & Humanities
(3 units) The Life and Works of Rizal
*The Core Subjects adhere to the College Readiness Standards (CRS) and New General
Education Curriculum of CHED.
12. Proposed Core Subjects
Core Subjects*
Language
Oral Communication
Reading & Writing
Komunikasyon at Pananaliksik sa Wikang
Filipino at Kulturang Pilipino
Pagbasa at Pagsusuri ng Iba’t Ibang
Teksto Tungo sa Pananaliksik
Humanities
21st Century Literature from the Philippines
and the World
Philippine Music and Arts
Communication Media & Information Literacy
Mathematics
General Mathematics
Statistics & Probability
Science
Earth and Life Sciences (Lecture and
Laboratory)
Physical Sciences (Lecture and
Laboratory)
Social Science
Personal Development / Understanding
Society & Culture
Philosophy Intro to Philosophy of the Human Person
PE and Health Physical Education and Health
DEPARTMENT OF EDUCATION
New GEC (CMO No. 20, s.2013)
Core
Courses
(24 units)
Understanding the Self
Readings in Philippine History
The Contemporary World
Mathematics in the Modern
World
Purposive Communicatiion
Art Appreciation
Society, Technology and
Society
Ethics / Etika
Electives
(9 units)
Mathematics, Science &
Technology
Social Sciences & Philosophy
Arts & Humanities
(3 units) The Life and Works of Rizal
*The Core Subjects adhere to the
College Readiness Standards
(CRS) and New General Education
Curriculum of CHED.
14. Proposed Core Subjects
Core Subjects
Language
Oral Communication 80
Reading & Writing 80
Komunikasyon at Pananaliksik sa Wikang Filipino at Kulturang Pilipino 80
Pagbasa at Pagsusuri ng Iba’t Ibang Teksto Tungo sa Pananaliksik 80
Humanities
21st Century Literature from the Philippines and the World 80
Contemporary Music and Visual Arts 80
Communication Media & Information Literacy 80
Mathematics
General Mathematics 80
Statistics & Probability 80
Science
Earth and Life Sciences Lecture and Laboratory 80
Physical Sciences Lecture and Laboratory 80
Social Science
Personal Development 80
Understanding Society & Culture 80
Philosophy Intro to Philosophy of the Human Person 80
PE and Health Physical Education and Health 80
CORE Total Number of Hours 1,200
TRACK Total Number of Hours 1,280
Total Number of Hours (CORE + TRACK) 2,480
Total Hours (CORE + TRACK) divided by Number of School Days in SHS (400`) = hours/day 6.2 hours/day
*hours per semester reflected here are indicative only
DEPARTMENT OF EDUCATION
15. OLD CORE CURRICULUM
LEARNING
AREA
CORE SUBJECT
NO. OF
HOURS
Language
Oral Communication 54
Reading and Writing 54
Talastasang Filipino sa Lipunang
54
Pilipino
Pagbasa, Pagsulat, Pananaliksik sa
Wika at Kulturang Filipino
54
Literature
21st Century Phil. Lit. from the
Regions
54
21st Century Literatures of the World 54
Communication Media & Information Literacy 54
Mathematics
General Mathematics 54
Statistics and Probability 54
Philosophy
Intro to Philosophy of the Human
Person
54
Natural
Science
Life/Physical Sciences – Lecture 108
Life/ Physical Sciences – Laboratory 108
Social
Science
Personal Development 54
Understanding Society and Culture 54
PROPOSED CORE CURRICULUM
LEARNING
NO. OF
CORE SUBJECT
AREA
HOURS
Language
Oral Communication 80
Reading & Writing 80
Komunikasyon at Pananaliksik sa
80
Wikang Filipino at Kulturang Pilipino
Pagbasa at Pagsusuri ng Iba’t Ibang
Teksto Tungo sa Pananaliksik
80
Humanities
21st Century Lit. from the Philippines
and the World
80
*Contemporary Music and Arts 80
Communication Media & Information Literacy 80
Mathematics
General Mathematics 80
Statistics and Probability 80
Philosophy
Intro to Philosophy of the Human
Person
80
Science
Earth &Life Sciences : Lecture and Lab 80
Physical Sciences – Lecture and Lab 80
Social
Science
Personal Development 80
Understanding Society and Culture 80
*PE and
Health
Physical Education and Health 80
*Core Subjects added in accordance with the Revised
CHED GE Core Courses
16. The Proposed Grades 11 and 12 will have 31
80-hour subjects, totalling 2,480 hours.
15
Core Subjects
16
Track Subjects
7
Common
Subjects
9
Specialization
subjects
33 TOTAL SUBJECTS
Each subject will have 80 hours per semester
P.E. and Health will have 20 hours per semester for 4 semesters
DEPARTMENT OF EDUCATION
17. Give them time to decide
The Core Curriculum leads to COLLEGE READINESS.
The Common Track Subjects give students time to
decide on their CAREER OPTIONS.
But if they change their minds and move
from one track to another or one strand
to another, having common track
subjects that are similar across tracks
and strands allows the students to go on
without being penalized by having to
take new courses.
DEPARTMENT OF EDUCATION
18. Proposed Common Track Subjects
Academic Track
Common Subjects
1
English for Academic and Professional
Purposes
2
Introduction to Research Methods –
Quantitative
3
Introduction to Research Methods –
Qualitative
4 Filipino course
5 ICT for Learners
6 Entrepreneurship
7 Research Project
Technical-Vocational-Livelihood,
Sports, Arts & Design Tracks
Common Subjects
1 English for the Professions
2
Research Skills 1 and 2
3
4 Mga Diskurso sa Trabaho
5 ICT Applications
6 Entrepreneurship
7 Research Project / Culminating Activity
Common Subjects will be offered to all Tracks
Each subject will have 80 hours per semester
DEPARTMENT OF EDUCATION
19. Proposed Academic Track
Academic Strands
Liberal Arts HESS BAM STEM
8 Literature 1 Literature 1: Fiction and Drama Applied Economics 1 Pre-Calculus
9 Humanities 1 Literature 2 Applied Economics 2 Basic Calculus
10 Social Science 1 Humanities 1: Popular Art as Text Accounting 1 General Chemistry 1
11 Economics 1 Humanities 2 Accounting 2 General Chemistry 2
12
Organization and
Management
Education 1 / Foreign Language 1 Business Math General Physics 1
13 Foreign Language 1 Education 2 / Foreign Language 2 Business Finance General Physics 2
14 Applied Science Social Science 1
Organization and
Management
General Biology 1
15 Pre-Calculus Social Science 2 Principles of Marketing General Biology 2
16 Work Immersion / Career Advocacy / Research / Culminating Activity
Each subject will have 80 hours per semester
*For finalization
DEPARTMENT OF EDUCATION
20. Revised Technical-Vocational-Livelihood Track* (Table 1) and
TESDA Training Regulations-Based Specializations** (Table 2)
Revised Tech-Voc Track TESDA Training Regulations-Based Specializations
TVL Track Subjects
HE ICT Agri-Fishery Arts Industrial Arts
1 Hairdressing
Cable TV
Installation
Rice Machinery
Operation
Automotive
Servicing
2
Bread and Pastry
Production
Visual Graphic
Design
Landscape Installation
and Maintenance
Refrigeration and
Air conditioning
3 Tailoring Animation
Organic Agriculture
Production
Carpentry
4 Tour Guiding Services
Medical/Judicial
Transcription
Rubber Production
Consumer
Electronics
Servicing
5 Travel Services Horticulture
Electrical
Installation and
Maintenance
6 Caregiving Animal Production Plumbing
7
Food and Beverage
Services
Aquaculture
Shielded Metal-
Arc Welding
8 Housekeeping Food Processing Masonry
9
Attractions and Theme
Parks Tourism
Crop Production
10
Handicraft: Fashion
Accessories **Aligned with Technology and Livelihood
Education (TLE) in Grades 7 to 10.
*For finalization
11 Handicraft: Paper Craft
12 Handicraft: Woodcraft
13
Handicraft:
Leathercraft
Subjects Example
8 Tech-Voc Track 1 Beauty Care /
9 Tech-Voc Track 2 Nail Care
10 Tech-Voc Track 3
Hairdressing
11 Tech-Voc Track 4
12 Tech-Voc Track 5
13 Tech-Voc Track 6
14 Tech-Voc Track 7
15 Tech-Voc Track 8
16 Tech-Voc Track 9
DEPARTMENT OF EDUCATION
Each subject will have
80 hours per semester.
21. Revised Sports Track*
Sports Track Subjects
8 Sports Track 1 Safety and First Aid
9 Sports Track 2 Understanding Human Movement
10 Sports Track 3 General Coaching Course
11 Sports Track 4 Sports Officiating
12 Sports Track 5 Fitness Leadership
13 Sports Track 6 Sports/Recreation/Fitness Management
14 Sports Track 7 Student-Athlete Enhancement and Formation
15 Sports Track 8 Fitness Testing and Exercise Prescription
16 Sports Track 9 Recreation Leadership
Specializations: Particular Sports or Fitness
Each subject will have 80 hours per semester
*For finalization
DEPARTMENT OF EDUCATION
22. Revised Arts and Design Track*
Arts and Design Strands
Art Assessment and Guidance
8 Arts Track 1 Introduction to Applied Arts and Design Production
9 Arts Track 2 Introduction to Performing Arts
10 Arts Track 3 Understanding Elements and Principles of the Different Arts
11 Arts Track 4 Work Environment in Various Arts Fields
12 Arts Track 5 Developing Filipino Identity in the Arts
13 Arts Track 6 Leadership and Management in Different Arts Fields
14 Arts Track 7 Apprenticeship and Exploration of Different Arts Fields
15 Arts Track 8 (Production and Performing: Music, Dance and Theater)
16 Arts Track 9
Apprenticeship and Exploration of Different Arts Design
Production (Media Arts, Visual Arts and Literary Arts)
Each subject will have 80 hours per semester
*For finalization
DEPARTMENT OF EDUCATION
24. K to 12 and Further Education
THE PHL QUALIFICATIONS FRAMEWORK
TVET HIGHER
EDUCATION
DOCTORAL AND
POST DOCTORAL
POST
BACCALAUREATE
BACCALAUREATE
GRADE 12
GRADE 10
NC IV
NC I
BASIC
EDUCATION
L 8
L 7
L 6
L 5
L 4
L 3
L 2
L 1
DIPLOMA
NC III
NC II
25. 25
25
Level 1 = NC1 = Grade 10
• KSV
– Knowledge and skills that are manual or concrete
or practical and/or operational in focus
• Application
– Applied in activities that are set in a limited range
of highly familiar and predictable contexts; involve
straightforward, routine issues which are addressed
by following set rules, guidelines or procedures.
• Degree of Independence
– In conditions where there is very close support,
guidance or supervision; minimum judgement or
discretion is needed.
26. 26
26
Level 2 = NC2 = Grade 12
• KSV
– Knowledge and skills that are manual, practical and/or
operational in focus with a variety of options
• Application
– Applied in activities that are set in a limited range of
highly familiar and predictable contexts; involve
straightforward, routine issues which are addressed by
selecting from and following set rules, guidelines or
procedures.
• Degree of Independence
– In conditions where there is substantial support,
guidance or supervision; limited judgement or
discretion is needed.
27. The Curriculum Guide Process
STEPS OUTPUT
Draft 1
Comments
Draft 2
Final Curriculum
Guide
Technical Panel/Technical
Committee/Drafting Committee
Review of CGs
Return to crafters of Draft 1
DepEd reads comments in a
Curriculum Finalization Workshop
DEPARTMENT OF EDUCATION
28. Coding
PE1BM-Ia-1
LEGEND SAMPLE
First entry Learning Area/Component and Grade Level
Physical Education
PE1
Grade 1
Two capital lettersDomain/Strand Body Management BM
-
Roman Numeral Quarter First Quarter I
Lowercase Letter Week Week one a
-
Arabic Number Competency Identify story elements 1
29. Harvesting and Matching
2. Collected instructional materials produced
over many years of education interventions
such as BEAM, TEEP, STRIVE, SEDP,
PRODED, eSkwela, Open High School,
MISOSA, IMPACT, etc
30. LM and TG Preparation
2.We collated the matched competencies and
IMs from the harvesting process.
3. We checked what needed re-development,
some editing or replacement.
4. The learner modules will NOT look like a
textbook. They will look like compiled
learning sheets/worksheets/activity sheets.
31. But not everything is about
curriculum…..
There are many other factors
that will enable K12 to
succeed.
32. 32
Community Relevance
• Collaboration and dialogue with local
government, industry, and other
stakeholders are key to strengthening the
relevance and applicability of our program
offering for Grade 11-12
• Space
• Faculty
• Equipment and Facilities
33. 33
Schedule and Partnerships
• SHS will be first implemented nationwide in
SY 2016-2017
• Absorptive capacity study
– just how much the various education
sectors can currently bear,
• how much additional capacity we need to build
(for the public sector)
• or unlock (for the private sector) to ensure
adequate spaces for SHS in the public and
private school systems
• Public-Private Partnership (PPP) scheme for
SHS
• Models derived from various experiences in
pilot programs
34. K12 Curriculum
Teachers Materials,
Facilities
and
Equipment
School
Leadership
and
Management
Community-
Industry
relevance
and
partnerships
Assessme
nt
Work and Contribution to Society
35. 35
35
How do we know we have
succeeded?
• when our graduates get employed
• when our graduates employ themselves
or others
• when our families and citizens are a step
or two farther from poverty
• when we build our own industries and
collaborate with other players
• when we recognize the techvoc-higher
educ bridges for equivalence
36. 36
On Paving the Way for Lifelong
Learning and Education For All (EFA)
• Douglas North said “Institutional change is
overwhelmingly incremental.”
• First -- increase access.
• Second -- keep children in school.
• Third -- make learning relevant.
CONNECT SCHOOL WITH LIFE.
• Fourth -- Create options for all learners and
graduates.
[Adequate Resources]
There is little debate that education is important and it is a worthwhile area of public investment and spending. But not all administrations have followed through on their own rhetoric.
The Aquino administration along with its partners in Congress have given the kind of attention and prioritization basic education so richly deserves. From a budget of PhP164Bn in 2009, this has increased significantly to PhP293Bn this year. DepEd’s budget has consistently grown at least in-step with the growth of the national budget.
[Adequate Resources]
DepEd has made significant progress in wiping out all of its input gaps. From 2010 to this year, more than 39 thousand classrooms were built, more than 102 thousand new teachers items were allocated, and millions of textbooks and seats were procured and delivered to our schools.
By the end of this year, the government is committed to its targets of zero deficits in seats, textbooks, classrooms, water and sanitation facilities, and teacher items – a first for our country since after World War II.
[Curriculum Reform and Teacher Development]
President Noynoy Aquino, when he was running for the presidency in 2010, laid out his ten-point basic education reform agenda. Foremost in this list was the shift to a K to 12 system. At that time, the Philippines was the last remaining country in Asia and one of only three countries worldwide (Angola and Djibouti are the other two) with less than 12 years of pre-university education.
Republic Act No. 10533, the Enhanced Basic Education Act of 2013 or “The K to 12 Law”, changes this. With this Act, our basic education system now consists of one year of free and compulsory Kindergarten followed by 12 years of free and compulsory basic education. The fact that even secondary education is now both free and compulsory – it used to be merely free – is a significant change. This signals that our government – the Filipino people as a single polity – must invest in the development of its human capital.
This is the essence of the K to 12 Program, and what basic education must be for every Filipino – the means to a better life.
Overall, the K to 12 program is a necessity given the need to:
Enhance the curriculum to improve mastery of basic competencies,
Ensure seamlessness of primary, secondary, and post-secondary education,
Improve teaching and learning outcomes through the use of enhanced pedagogies – such as spiral progression in Science and Math – and the rationalization of the medium of instruction in our schools, especially for Kindergarten and the early primary levels, and
Expand job opportunities for both graduates and school leavers alike by reducing the mismatch between acquired skills and available jobs, and provide a stronger foundation for post-secondary education and the world of work.
We want to produce holistically developed graduates with 21st century skills. We want to nurture lifelong learners who are better prepared for the rigours of post-secondary education and the world of work.
It will take the Department and the entire country six school years to fully implement the K to 12 Curriculum.
DepEd introduced the enhanced curriculum for public schools beginning with Grades 1 and 7 in SY 2012-2013, Grades 2 and 8 this school year, Grades 3 and 9 next school year, and so on and so forth. Under this plan, Grade 11 will be first introduced nationwide in SY 2016-2017 followed by Grade 12 in SY 2017-2018.
Given the changes in basic education, higher education will similarly change through the revision of the General Education Curriculum (GEC) in particular. From 63 (for non-science/engineering) or 51 (for science/engineering courses) units of GE today, the GEC will be reduced to 36 units beginning SY 2018-2019, in time for the first cohort of Grade 12 graduates.
The current GEC takes 3-4 semesters to complete (at 18 units per semester) while the revised GEC will only take 2 semesters. Degree programs will be revised to either be a year shorter or have a year more of specialization and elective courses. These options are being considered by the various CHED Technical Panels, and recommendations will be made within the 2013-2014 timeframe.
The Philippine Qualifications Framework was approved by the President on October 2012 through Executive Order No. 83, s. 2012.
The PQF is a national policy that describes the levels of educational qualifications and sets the standards for qualification outcomes. Our PQF features eight levels of qualifications descriptors based on the following three dimensions: (1) knowledge, skills, and values (from manual/operational/practical to highly specialized/complex/multi-disciplinary); (2) application (from highly familiar/predictable/routinary to application for leadership/innovation/research); and (3) degree of independence (from high supervision/guidance to high independence/leadership).
Of the eight levels in the PQF, our graduates are expected to attain Level 1 qualification at the end of Grade 10 and Level 2 at the end of Grade 12. Today, these qualifications are equivalent to the National Certificate Levels I and II, respectively, of TESDA.
DepEd, CHED, and TESDA are beginning the work of ensuring that our respective programs and curricula fulfill and realize the intent of the PQF. For DepEd, the PQF will be part of the considerations for the review of the Grades 1 to 10 standards and competencies, and the finalization of the Grades 11 to 12 curriculum.
Beyond fulfilling national development goals, the PQF also ensures that our graduates and professionals are able to compete with their counterparts in the region and the rest of the world. In 2015, the ASEAN Economic Community (AEC) puts pressure on all ten member countries to strengthen the mobility of their respective workforce. To do this, member countries have began discussing the ASEAN Qualifications Reference Framework (AQRF) early this year and aim to complete the framework within the year. The AQRF will allow member countries to determine the equivalency of qualifications across the region, and pave the way for mutual recognition of these qualifications.
The good news: the Philippines along with Brunei and Malaysia are ahead of our counterparts in the region. The Philippines chairs the AQRF Task Force and will host its discussion meetings to finalize the framework later in the year. ASEAN is also looking to adopt an eight-level qualifications framework, similar to what we have in the PQF.
Aligning Senior HS with the PQF allows us to fulfil one of the promises of K to 12: that of providing stronger work prospects for our students and graduates domestically and elsewhere.
* Collaboration and dialogue with local government, industry, and other stakeholders are key to strengthening the relevance and applicability of our program offerings for Grades 11-12. Your experiences as modelling schools and the kind of partnerships you were able to forge will serve as useful case studies for education managers and planners.
* Senior HS will be first implemented nationwide in SY 2016-2017 starting with Grade 11. We have 3 years to plan and execute this plan.
DepEd, CHED, and TESDA have began the planning for 2016 last year. This year, we aim to complete the absorptive capacity study that will tell us just how much the various education sectors can currently bear, and how much additional capacity we need to build (for the public sector) or unlock (for the private sector) to ensure adequate spaces for Senior HS in the public and private school systems.
This absorptive capacity study will also inform the design of the Public-Private Partnership (PPP) scheme for Senior HS. The PPP scheme will enable students who finish Grade 10 in public Junior HS to enroll in private Senior HS through government funding, similar to the Education Service Contracing (ESC) for private Grades 7-10 today.
We will be sharing more details about this PPP scheme to all relevant stakeholders in the next few months. There should be greater clarity on the definite plans and strategies of DepEd for public schools, and incentive and regulatory mechanisms for private Senior HS within the fourth quarter of 2013 until the first half of 2014. Again, we want to give as much time and regulatory certainty to our partners in the private and non-DepEd sectors to allow them to adjust and respond accordingly to the challenges and opportunities of Senior HS implementation.
Let me count some ways that we will know we have succeeded.
K to 12 is about nurturing lifelong learners, and making our students and graduates better prepared for higher education and the world of work (i.e, employment or entrepreneurship). Senior HS is possibly the clearest expression of this intent, and the starkest contrast to how we aim to achieve this goal vis-a-vis the previous basic education system.
As Douglas North said, "institutional change is overwhelmingly incremental." The transition to a fully functioning and stable Senior HS system will take time, resources, and a lot of successes and setbacks. We want to maximize the former and minimize the latter of course.
Increase access.
Keep children in school.
Make learning relevant. Connect to life.
Create options for all learners and graduates.
It is important to remind ourselves that we are doing all of this, and going through this significant upheaval and transition, to provide better opportunities for every Filipino learner. For most of our citizens, basic education provides their lone ticket to a better life. We recognize and understand this solemn duty, and we will not relent in our work to build a genuinely accessible, equitable, and high-quality basic education system.
