Enhanced Basic Education Program ( K to 12 )

PARALUMAN R. GIRON, Ed. D K to 12 Curriculum Consultant

 The realities of our modern world require a different kind of Filipino.

The FILIPINO must be a lifelong learner holistically developed globally-oriented locally grounded

Ang bagong Pilipino higit sa pagiging makatao, maka-Diyos, makabayan, at makakalikasan ay kailangang magtaglay ng kasanayan at pananaw na angkop sa 21st century.

The Philippines must catch up with the rest of the world.

World Economic Forum Global Competitiveness Report
Country and Overall Rank 2009 2010 2011 2012

In ASEAN:

Singapore Malaysia Brunei Darussalam Thailand Indonesia

3 24 32 36 54

3 26 28 38 44

2 21 28 39 46

2 25 28 38 50

4th in Quality
of Education System 7th in Quality of Primary Education Last (8th)* in Quality of Science & Math Education and Capacity for Innovation

Philippines Vietnam
Cambodia

87 75
110

85 59
109

75 65
97

65 75
85

*Laos, Myanmar, and Timor-Leste are not included in the survey.

DepEd Budget Levels for 2009 - 2013

Year-on-year growth

% of GDP

Source: NSCB and GAA, various years and Medium-Term Spending Plan 2012-2017 (April 14, 2012).

2012-2013: 24.8M Students 2013-2014: 25.8M Students

ENROLMENT
567,000+ TEACHING STAFF 67,471 NON-TEACHING STAFF 46,385 SCHOOLS 215 DIVISIONS 17 REGIONS

National Achievement Test Scores 2011 - 2012

2nd/4th Year HS Grade 6

49

67
0 25 50 75 100

40%

OF GOVERNMENT WORKFORCE

32,127 Classrooms

34,953 Teachers

62.1M Textbooks

1.3M Seats
*Outputs from June 2010 to January 2013

We are the only country in Asia and one of only three countries in the world with a 10-year pre-university program.
Country Total Duration of Basic Education Total Duration of PreUniversity Program

Brunei Cambodia Indonesia Lao PDR Malaysia Myanmar

11/12 12 12 12 11 11

13/15 13 13 14 14/15 12

ines
Singapore Thailand Timor-Leste Vietnam
Source: SEAMEO Innotech 2011

10
10/11 12 12 12

10
12/14 12 12 14/15

The Enhanced Basic Education Program (K to 12) - the most comprehensive basic education reform initiative since the establishment of the public school system in the country...

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

VISION
Graduates of the K to 12 will be holistically developed Filipinos with 21st Century Skills
Sufficient mastery of basic competencies Emotionally mature Socially aware, pro-active, involved in public and civic affairs Adequately prepared for the world of work, entrepreneurship or higher education Legally employable Globally competent and competitive

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, and entrepreneurship

K to 12 and Further Education

Some NCAE Data

Aptitude for College SY 2006-2007

High Aptitude for College, 9,066 Low , 0.72% Aptitude for College , 777,236 , 61.43%

Moderate Aptitude for College , 478,909 , 37.85%

General Scholastic Aptitude

Source: NETRC 2006

Aptitude for College SY 2007-2008

High Aptitude for College 77,869 6%

Low Aptitude for College , 726,665, 60%

Moderate Aptitude for College , 418,931 , 34%

General Scholastic Aptitude

Source: NETRC 2006
21

Aptitude for Tech-Voc SY 2006-2007

Low Aptitude for Tech-Voc programs, 1 24,780, 10%

Moderate Aptitude for TechVoc programs, 468,901, 3 6%

High Aptitude for TechVoc programs 711,526 54%

Aptitude for Tech-Voc SY 2007-2008

Low Aptitude for TechVoc programs 22% Moderate Aptitude for TechVoc programs 59% High Aptitude for TechVoc programs 19%

Aptitude for Entrepreneurship SY 2006-2007

Low Aptitude for Entrep programs , 3,849,

Moderate Aptitude for Entrep programs , 544,00

High Aptitude for Entrep programs, 757,356, 5 8%

Aptitude for Entrepreneurship SY 2007-2008

Low Aptitude for Entrep programs, High 3,751, 0.3 Aptitude 1% for Entrep programs, 717,232, 5 8.62%

Moderate Aptitude for Entrep programs 502,482 41%

Aptitude for Entrepreneurship SY 2007-2008

Low Aptitude for Entrep programs, High 3,751, 0.3 Aptitude 1% for Entrep programs, 717,232, 5 8.62%

Moderate Aptitude for Entrep programs 502,482 41%

Key Changes in Secondary Education

Structure Curriculum Assessment

K to 12 Secondary Education Structure

Junior High School
Grades 7 & 8 Core learning areas & TLE Exploratory Course Grades 9 & 10 Core learning areas plus TLE of the learners choice

Senior High School

Grades 11& 12 Science, Mathema tics, Languages, L ogic Contemporary Issues and Career Pathways Specialization

K to 12 Update

The Senior High School Curriculum

TLE Courses
TR-based Entrep-based

TRbased

TLE Courses

Common competencies

Entrepbased

Common competencies + Entrepreneurial concepts

Latest Agreement
Entrepreneurship to be pushed up to Grade 9

To be integrated in all specializations in Grades 9 and 10

Senior High School

Grade Level
Grade 11 Grade 12

Core Track /Strand Curriculum

English , Filipino Literature , Soc Science , Math Nat Science , Philosophy , Media Information Literacy ACADEMIC -STEM ( Science, Technology, Engg, Math - HESS ( Humanities, Education, Social Sciences) -BAM ( Business, Acct, Management) TEC-VOC LIVELIHOOD SPORTS and ARTS

Grade 11
Learning Area Subject 1st Sem 2nd Sem 54 54 54 54

Grade 12
1st Sem 2nd Sem Total

Language

English Filipino

108 108

21st Century Regional Lit. Literature Core Curriculum 21st Century World Literature Communicatio Media & Information n Literacy

54

54

54 54

54

Mathematics
Philosophy Natural Sciences

Mathematics
Philosophy of the Human Person Life/Physical Sciences

54

54
54

108
54 (216)

54 (54) 54 (54)

 Proposed Senior High School CurriculumAcademic Track)

Grade 11

Grade 12 1st Sem 2nd Sem

Learning Area

Subject

1st Sem 54 54

2nd Sem 54 54

Total

Language

English Filipino

108 108 54 54 108

Literature

Regional Lit. Contemporary Literature Media & Information Literacy Mathematics Introduction to the Philosophy of the Human Person Life/Physical Sciences 54 (54) 54 (54) 54 54

Core Curriculum

Communicat ion Mathematics Philosophy Natural Sciences Social Sciences

54 108 54 54 (216)

Contemporary Issues
STRANDS

54
108

54
108 270 270

108
756

TRACKS

Core Subjects

English

Oral Communication in context Reading and Writing Skills

Filipino

Talastasang Filipino sa Lipunang Filipino Pagbasa, Pagsulat at Pananaliksik sa Wika at Kulturang Filipino

Core Subjects

Literature

21st Century Philippine Literature from the Regions 21st Century Literatures of the World

Philosophy

Introduction to the Philosophy of the Human Person

Core Subjects

Social Sciences

Personality Development Understanding Society and Culture Not an IT subject

Media and Information Literacy

Core Subjects
Mathematics
Math I General Math Math II- Statistics and Probability

Natural Sciences- for BAM andHESS

Nat Sci I Fundamentals of the Physical Sciences Nat Sci II Fundamentals of Biology and Earth Science

 STEM deviates from the Core Subjects for Math and Natural Sciences

Core Math for STEM

Mathematics
Pre-Calculus, Gr 111st sem, Pre-Calculus , Gr 11, 2nd sem Basic Calculus - Grade 12, ist sem

Natural Sciences- for BAM and HESS

General Biology 1 and 2 General Chemistry 1 and 2 General Physics I and II *with lab and lec)

Core Math /Nat Sc for STEM

Mathematics
Pre-Calculus, 1st sem Pre-Calculus , 2nd sem Basic Calculus - Grade 12

Natural Sciences-

General Biology 1 and 2 General Chemistry 1 and 2 General Physics I and II

Core Math /Nat Sc for STEM

PreCalculus, 1st sem Mathematics Pre-Calculus , 2nd sem Basic Calculus Grade 12

Core Nat Sc for STEM

General Biology 1 and 2 General Chemistry 1 and 2 General Physics I and II

Natural Sciences-

Specialization Courses for BAM

Acctg Appreciation and Acctg for a Service Concern Acctg for a Merchandising Concern Mgmt Uses of Financial Statement s Integrated Basic Acctg with Applications

1. Accounting

Specialization Courses for BAM

Basic concepts, principles and processes related to the organization and management of business. Emphasis on management functions.

2. Organization and Mgt

Specialization Courses for BAM

Acctg Appreciation and Acctg for a service Concern Acctg for a Merchandising Concern Mgt Uses of Financial Statement s Integrated Basic Acctg with Applications

3. Business Finance

Specialization Courses for BAM concepts, analysis 4. Principles Marketing of the market, marketing mix, international of market, ethical and social issues affecting the Marketing 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

5. Applied Economics

Public-Private Partnership Schemes for SHS

Education Service Contacting (ESC) Expansion of current ESC Program under GASTPE to Senior High School students or a modification for SHS students Voucher System (Tiered) Vouchers made available to students from low income families and will be tiered according to means-testing. Modification of Universal Voucher System, currently the EVS Program Concessions Government gives concession to private consortium to build, finance and maintain school buildings over long time frame. (BuildOperateTransfer)

Expanding the Teacher Pool

Science/math/statistics/engineering/music graduates & other degrees with shortages in qualified LET applicants must pass LET within
5yrs of hiring to become full-time teachers

Graduates of tech-voc courses TESDA certification holder, must undergo INSET Full-time HEI faculty members
Practitioners as part-time teachers

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

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.

Declaration of Policy
The State shall: Give every student an opportunity to receive quality education that is globally competitive based on a pedagogically sound curriculum that is at par with international standards; Broaden the goals of high school education for: a) college preparation b) vocational and technical career opportunities as well as c) creative arts, sports and d) entrepreneurial employment in a rapidly changing and increasingly globalized environment

Enhanced Basic Education

Basic education shall be delivered in languages understood by the learners as the language plays a strategic role in shaping the formative years of learners. For kindergarten and the first three years of elementary education, instruction, teaching materials, and assessment shall be in the regional or native language of the learners. The DepEd shall formulate a mother language transition program from Grade 4 to Grade 6 so that Filipino and English shall be gradually introduced as languages of instruction until such time when these two (2) languages can become the primary languages on instruction at the secondary level.

SEC. 5. Curriculum Development

. The DepEd shall formulate the design and details of the enhanced basic education curriculum. It shall work with the Commission on Higher Education (CHED) to craft harmonized basic and tertiary curricula for the global competitiveness of Filipino graduates. To ensure college readiness and to avoid remedial and duplication of basic education subjects, the DepEd shall coordinate with the CHED and the Technical Education and Skills Development Authority (TESDA)

Curriculum Development
The DepEd shall adhere to the following standards and principles in developing the enhanced basic education curriculum: The curriculum shall be learnercentered, inclusive and developmentally appropriate; The curriculum shall be relevant, responsive and research-based; The curriculum shall be culture-sensitive; The curriculum shall be contextualized and global; The curriculum shall use pedagogical approaches that are constructivist, inquirybased, reflective, collaborative and integrative;

Curriculum Development
The curriculum shall adhere to the principles and framework of Mother Tongue-Based Multilingual Education (MTB-MLE) which starts from where the learners are and from what they already knew proceeding from the known to the unknown; instructional materials and capable teachers to implement the MTBMLE curriculum shall be available; The curriculum shall use the spiral progression approach to ensure mastery of knowledge and skills after each level; and

Grade s 710 Grade s 4-6

Grades 1-3
K Algebra, Geometry , Statistic s and Probabilit y

Discipline-based Approach
Trigonometry , Fundament als of Statistics

Geome try
Intermed iate Algebra

Elem Algeb ra

Discipline-based Approach
First Year Integrated Science Second Year - Biology Third Year Chemistry

Fourth Year Physics

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
The curriculum shall be flexible enough to enable and allow schools to localize, indigenize and enhance the same based on their respective educational and social contexts. 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 Training

To ensure that the enhanced basic education program meets the demand for quality teachers and school leaders, the DepEd and CHED, in collaboration with relevant partners in government, academe, industry, a nd non-governmental organizations, shall conduct teacher education and training

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.

Training of New Teachers

New graduates of the current Teacher Education curriculum shall undergo additional training, upon hiring, to upgrade their skills to the content standards of the new curriculum. Furthermore, CHED, in coordination with DepEd and relevant stakeholders, shall ensure that the Teacher Education curriculum offered in these Teacher Education Institutes (TEIs) will meet the necessary quality standards for new teachers.

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 with shortages in qualified Licensure Examination for Teachers (LET) applicants to teach in their specialized subjects in the elementary and secondary education.

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;

Hiring of Teachers
(b) Graduates of technical-vocational courses to teach in their specialized subjects in the secondary education: Provided, That these graduates possess the necessary certification issued by TESDA: Provided, further, That they undergo appropriate in-service training to be administered by DepEd or higher education institutions (HEIs) at the expense of DepEd;

Hiring of faculty
(c) Faculty of HEIs be allowed to teach in their general education or subject specialties in the secondary education: Provided, That the faculty must be a holder of a relevant Bachelors degree, and must have satisfactorily served as a full-time HEI faculty;

Hiring
The DepEd and Private Education Institutions 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.

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.

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.

Transitory Provision
To manage the initial implementation of the enhanced basic education program and mitigate the expected multi-year low enrolment turnout for HEIs and Technical Vocational Institutions (TVIs) starting School Years 2016-2017, the DepEd shall engage in partnerships with HEIs and TVIs for the utilization of the latters human and physical resources.

Transitory Provision
Moreover, the DepEd, CHED, TESDA, TVIs and HEIs shall coordinate closely with one another to implement strategies that ensure the academic, physical, financial, and human resource capabilities of HEIs and TVIs to provide educational and training services for graduates of the enhanced basic education program to ensure that they are not adversely affected.

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.

www.gov.ph/k-12 kto12@deped.gov.ph

Thanks for listening. Mabuhay ang K to 12 !