Department of Education

Department of Education
K-12 Basic Education Program Paraluman R. Giron, Ed. D Chair-TWG K to10 - PNU

CURRENT SITUTATION WHERE ARE WE NOW?
Chronic underachievement of students Insufficient mastery of basic competencies due to congested curriculum High school graduates (<16 year-old graduates lack basic competencies and maturity) Other countries view the 10 – year education cycle as insufficient The Philippines is the only remaining country in Asia with a 10 – year basic education program

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

- Monroe Survey UNESCO Mission Survey Education Act Swanson Survey Presidential Commission to Survey Philippine Education (PCSPE)

1976 - Survey of Outcomes of Elementary Education (SOUTELE)
Philippine Education For All (EFA) 2015 National Action Plan Congressional Commission on Education (EDCOM) Report Presidential Commission on Educational Reforms Presidential Task Force on Education

FUNCTIONAL LITERACY FOR ALL FILIPINOS
OVERALL GOAL FUNCTIONAL LITERACY FOR ALL FILIPINOS

DepEd’s VISION DepED IS GLOBALLY RECOGNIZED FOR THE DEVELOPMENT OF FUNCTIONALLY LITERATE AND GOD-LOVING FILIPINOS WHO HELP ATTAIN THE NATIONAL GOALS OF SOCIAL JUSTICE, UNITY, FREEDOM AND PROSPERITY

VISION grounded on human development
achieved through an enhanced curriculum with socio-economic relevance

DepEd’s MISSION PROVIDE QUALITY BASIC EDUCATION THAT IS EQUITABLY ACCESSIBLE TO ALL AND LAY THE FOUNDATION FOR LIFELONG LEARNING AND SELF-ACTULIZATION NEEDED FOR EFFECTIVE CITIZENSHIP AT THE LOCAL, NATIONAL AND GLOBAL MILIEU

SUB-GOALS To give every learner an opportunity to receive quality education based on an enhanced and decongested curriculum that is internationally recognized and comparable.

SUB-GOALS To change public perception that high school education is just a preparation for college Rather, it should allow one to take advantage of opportunities for gainful career or employment and/or self-employment in a rapidly changing and increasing globalized environment.

RATIONALE Enhancing the quality of basic education in the Philippines is urgent and critical The poor quality of basic education is reflected in the low achievement scores of Filipino students.

3. International tests results like 2003 TIMSS (Trends in International Mathematics and Science Study) rank the Philippines 34% out of 38 countries in HS II math and 43% out of 46 countries in HS II Science; for grade 4, the Philippines ranked 23rd out 25 participating countries in both Math and Science. In 2008, even with only the science high schools participating in the Advanced mathematics category, the Philippines was ranked lowest (Table 1).

Table 1 Philippine Average TIMSS Scores
International Average Rank Participating Countries 2003 Results Grade IV Science 332 489 23 25 Mathematics 358 495 HS II 377 473 43 46 378 466 34 38 2008Results Advanced 355 500 10 Source: TIMSS, 2003 and 2008

4. The congested curriculum partly explains the present state of education
5. This quality of education is reflected in the inadequate 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 the misperception that basic education is just a preparation for higher education.

8. Our graduates are not automatically recognized as professionals abroad.
Table 3 Comparative Data on the Pre- University Education in Asia Country Basic Education Cycle Total Brunei 12 Cambodia Indonesia Lao PDR Malaysia Myanmar 11 Philippines 10 Singapore Thailand Timor-Leste Vietnam Mongolia recently added grades to make basic education 12 years.

Aptitude for College SY 2006-2007
General Scholastic Aptitude Source: NETRC 2006

Aptitude for College SY 2007-2008
General Scholastic Aptitude Source: NETRC 2006 18

Aptitude for Tech-Voc SY 2006-2007

Aptitude for Tech-Voc SY 2007-2008

Aptitude for Entrepreneurship SY 2006-2007

Aptitude for Entrepreneurship SY 2007-2008

Unemployed VS. Available Skilled Jobs
972,458 Unemployed HS Grad Source: NSO, 2009 & 2010 650,000 ++ Available Skills Based Jobs

WHITE COLLAR VS. BLUE COLLAR JOBS
Job-Skills Mismatch WHITE COLLAR VS. BLUE COLLAR JOBS SKILLED WORKERS TECHNICIANS MANAGERS EXECS COLLEGE STUDENTS TECH-VOC STUDENTS 24

9. More importantly, the short basic education program affects the human development of the Filipino children. 10. Cognizant of this urgent and critical concern and in line with the priorities of the Aquino Administration, the Department of Education is taking bold steps to enhanced the basic education curriculum.

11. K-12 means Kindergarten and the 12 years of elementary and secondary education.

BENEFITS OF ENHANCED BASIC EDUCATION PROGRAM
The Enhanced K-12 Basic Education Program will be instrumental in achieving the nation’s vision of high school graduates. The benefits of the K-12 proposal far outweigh the additional costs that will be incurred by both government and families.

To Individuals and Families
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. Graduates could now be recognized abroad.

For the Society and the Economy
6. The economy will experience accelerated growth in the long run. The Philippine education system will be at par with international standards. 8. A better educated society provides a sound foundation for long-term socio-economic development.

Decongest and enhance the basic education curriculum
WHY ADD TWO YEARS? Decongest and enhance the basic education curriculum Better quality education for all

K-12 Basic Education Program
“We need to add two years to our basic education. Those who can afford pay up to fourteen years of schooling before university. Thus, their children are getting into the best universities and the best job after graduation. I want at least 12 years for our public school children to give them an even chance at succeeding.” President Benigno S. Aquino III

Basic Education Program
K-12 Basic Education Program 2 years Senior HS 4 years Junior HS 6 years Elementary Kindergarten K+6+4+2

What will each graduate get?
K-12 Basic Education Program Batang K-12, HandasaTrabaho o Kolehiyo, HandasaMundo What will each graduate get? Grade VI Junior HS Senior HS

What is the proposed K-12 curriculum

PHILOSOPHICAL and LEGAL BASES NATURE OF THE LEARNER
. 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 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 . 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 SUPPORT INTERNAL AND EXTERNAL STAKEHOLDERS’ SUPPORT SOCIETAL SUPPORT Public-Private Partnership Media,GO,NGO INSTRUCTIONAL SUPPORT Teachers’ CPD , Textbooks and other IMs ADMINISTRATIVE SUPPORT CO, RO, DO School

. 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 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 . 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

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

CONTEXT NATURE OF THE LEARNER
Has a body and spirit, intellect, free will, emotions, multiple intelligences, learning styles, culture. Constructor of knowledge and active maker of meaning not a passive recipient of information NEEDS OF THE LEARNER Life skills Self-actualization Preparation for the world of work, entrepreneurship, higher education

NEEDS OF NATIONAL and GLOBAL COMMUNITY
CONTEXT NEEDS OF NATIONAL and 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 citizen who contributes to the building of a progressive, just and humane society Ensuring environment sustainability Global partnership for development

. 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 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 . 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 SUPPORT INTERNAL AND EXTERNAL STAKEHOLDERS’ SUPPORT SOCIETAL SUPPORT Public-Private Partnership Media,GO,NGO INSTRUCTIONAL SUPPORT Teachers’ CPD , Textbooks and other IMs ADMINISTRATIVE SUPPORT CO, RO, DO School

CURRICULUM SUPPORT SYSTEM
FAMILY SUPPORT INTERNAL AND EXTERNAL STAKEHOLDERS’ SUPPORT SOCIETAL SUPPORT Public-Private Partnership Media,GO,NGO INSTRUCTIONAL SUPPORT Teachers’ CPD , Textbooks and other IMs ADMINISTRATIVE SUPPORT CO, RO, DO School

CO-CURR. ACTIVITIES AND COMM INVOLVEMENT PROGRAM
CURRICULUM SUPPORT SYSTEM FAMILY SUPPORT INTERNAL AND EXTERNAL STAKESHOLDERS’ SUPPORT INSTRUCTIONAL SUPPORT Teachers’ CPD Textbooks and other I M s SOCIETY SUPPORT Public-Private Partnership Media GO, NGOs ADMINISTRATIVE SUPPORT CO, RO, DO, School MONITORING and EVALUATION SYSTEM FUNCTIONALLY LITERATE and HOLISTICALLY DEVELOPED FILIPINO Creativity& Innovation ● Ethical, Moral, Spiritual Values ● Life & Career Competencies ● Development of Self & Sense of Community ● National & Global Orientedness ● Communications &Literacies ● Critical thinking & Problem Solving ● KNOWLEDGE and UNDERSTADING ESSENTIAL SKILLS ATTITUDE S AND VALUES ARTS and HUMANITIES, LANGUAGES, TLE, MATH AND SCIENCE BEING AND BECOMING A WHOLE PERSON CO-CURR. ACTIVITIES AND COMM INVOLVEMENT PROGRAM

LANGUAGES, MATH and SCIENCE Community Involvement Program
Creativity& Innovation ● Ethical, Moral, Spiritual Values ● Life & Career Competencies ● Development of Self & Sense of Community ● National & Global Orientedness ● Communications &Literacies ● Critical thinking & Problem Solving ● CO-CURR. ACTIVITIES AND COMM INVOLVEMENT PROGRAM LANGUAGES ARTS and HUMANITIES, LANGUAGES, TLE, MATH AND SCIENCE LANGUAGES, MATH and SCIENCE KNOWLEDGE and UNDERSTADING ESSENTIAL SKILLS ATTITUDES AND VALUES BEING AND BECOMING A WHOLE PERSON MATH and SCIENCE Community Involvement Program

CO-CURR. ACTIVIT,IES AND COMM INVOLVEMENT PROGRAM
CURRICULUM SUPPORT SYSTEM FAMILY SUPPORT INTERNAL AND EXTERNAL STAKESHOLDERS’ SUPPORT Creativity& Innovation ● Ethical, Moral, Spiritual Values ● Life & Career Competencies ● Development of Self & Sense of Community ● National & Global Orientedness ● Communications &Literacies ● Critical thinking & Problem Solving ● SOCIETY SUPPORT Public-Private Partnership Media GO, NGOs CO-CURR. ACTIVIT,IES AND COMM INVOLVEMENT PROGRAM ARTS and HUMANITIES, LANGUAGES, TLE, MATH AND SCIENCE KNOWLEDGE and UNDERSTADING ESSENTIAL SKILLS ATTITUDES AND VALUES BEING AND BECOMING A WHOLE PERSON FUNCTIONALLY LITERATE and HOLISTICALLY DEVELOPED FILIPINO INSTRUCTIONAL SUPPORT Teachers’ CPD Textbooks and other I M s ADMINISTRATIVE SUPPORT CO, RO, DO, School MONITORING and EVALUATION SYSTEM

LANGUAGES,ARTS & HUMANITIES,MATH & SCI,TLE, CO- CURR. ACTIVITIES

Guiding Principles and Features of K-12 Curriculum

K-12 CURRICULUM Seamless Comprehensive based Systematic M&E System
Outcomes Standards competency based Comprehensive Systematic M&E System Learner-centered K-12 CURRICULUM Seamless Developmentally appropriate Balanced-assessment Constructivist

K-12 CURRICULUM Value-laden Lean but meaty Inclusive Integrative
Decongested and enriched Lean but meaty K-12 CURRICULUM Inclusive Integrative Inquiry-based Flexible

CO-CURRICULAR ACTIVITIES AND COMMUNITY INVOLVEMENT PROGRAM
INCLUSION OF CO-CURRICULAR ACTIVITIES AND COMMUNITY INVOLVEMENT PROGRAM

CORE CONTENT COMMUNICATION AND LITERACIES
2. CRITICAL THINKING AND PROBLEM SOLVING 3. CREATIVITY AND INNOVATION 4. ETHICAL, MORAL and SPIRITUAL VALUES

CORE CONTENT 5. LIFE and CAREER COMPETENCIES
6. DEVELOPMENT OF SELF AND SENSE OF COMMUNITY 7. NATIONAL and GLOBAL ORIENTEDNESS

KNOWLEDGE and UNDERSTANDING
LEARNING DOMAINS KNOWLEDGE and UNDERSTANDING ESSENTIAL SKILLS ATTITUDES AND VALUES

CONSTRUCTIVIST INQUIRY-BASED INTEGRATIVE COLLABORATIVE REFLECTIVE
PEDAGOGICAL APPROACHES CONSTRUCTIVIST INQUIRY-BASED INTEGRATIVE COLLABORATIVE REFLECTIVE

ASSESSMENT BALANCE OF TRADITIONAL and AUTHENTIC ASSESSMENT
ASSESSMENT as LEARNING ASSESSMENTforLEARNING ASSESSMENTofLEARNING BALANCE OF TRADITIONAL and AUTHENTIC ASSESSMENT

MONITORING and EVALUATION SYSTEM
OUTCOMES-and STANDARDS-BASED, COMPREHENSIVE, SYSTEMATIC, and VALID MONITORING and EVALUATION SYSTEM SET IN PLACE AIMED AT IMPROVING THE QUALITY OF BASIC EDUCATION

PROPOSED ROADMAP FOR THE K-12 PHILIPPINE BASIC EDUCATION PROGRAM

PROPOSED ROADMAP FOR THE K-12 PHILIPPINE BASIC EDUCATION PROGRAM
COMMUNICATION & LITERACIES CRITICAL THINKING & PROBLEM SOLVING CREATIVITY & INNOVATION Grade Level K 1 2 3 4 5 6 7 8 9 10 11 12 Curriculum Program Core Learning Area Speciali- zation Key Stage Outcomes General Academic Program THE LEARNER Learning Domains Values Education Physical health & motor dev’t Social & emotional dev’t Cognitive dev’t Creative Arts Language & Readiness for Reading & Writing Language, Literacy & Communication Eng Fil Math English Filipino Mathematics Science & Health Heograpiya, Kasaysayan at Sibika MAPEH EPP EdukasyongPagpapakatao English Science Mathematics Filipino MAPEH Social Studies Values Education TLE Adv English Adv Science Adv Math Adv Filipino Contemporary Issues (includes work, ethic, business ethics, etc.) EMPLOYMENT Science & Health ENTREPRENEUR- SHIP Sibika at Kultura MAPEH Aptitude test MIDDLE LEVEL SKILLS DEVELOPEMENT Exploratory stage of career paths/choices Special Program in: Arts Sports Journalism Engineering Science Education Program (ESEP) Mother Tongue & foreign Languages Technical-Vocational education - Agriculture/Fisheries - Arts & Trades NONE NONE NONE HIGHER EDUCATION Consolidation of complex knowledge & skills; dev’t of attitude & values as a result of a strong liberal education. Adequate preparation for the world of work, entrepreneurship, middle level skills dev’t & higher education Development of knowledge, skills, attitudes and values; mastery & application of basic skill Development & mastery of complex knowledge & skills; dev’t of attitude & values Consolidation of knowledge & skills; development of attitudes, values, aptitudes & interest ETHICAL, MORAL, SPIRITUAL VALUES LIFE & CAREER COMPETENCIES DEVELOPMENT OF SELF & SENSE OF COMMUNITY NATIONAL & GLOBAL ORIENTEDNESS

K 1 2 3 4 5 6 7 8 9 10 11 12 Grade Level General Academic Program
Curriculum Program Core Learning Area Speciali- zation Key Stage Outcomes General Academic Program Learning Domains Values Education Physical health & motor dev’t Social & emotional dev’t Cognitive dev’t Creative Arts Language & Readiness for Reading & Writing Language, Literacy & Communication English Filipino Mathematics Science & Health Heograpiya, Kasaysayan at Sibika MAPEH EPP EdukasyongPagpapakatao English Science Mathematics Filipino MAPEH Social Studies Values Education TLE Adv English Adv Science Adv Math Adv Filipino Contemporary Issues (includes work, ethic, business ethics, etc.) Eng Fil Math Science & Health Sibika at Kultura MAPEH Aptitude test Exploratory stage of career paths/choices Special Program in: Arts Sports Journalism Engineering Science Education Program (ESEP) Mother Tongue & foreign Languages Technical-Vocational education - Agriculture/Fisheries - Arts & Trades NONE NONE NONE Consolidation of complex knowledge & skills; dev’t of attitude & values as a result of a strong liberal education. Adequate preparation for the world of work, entrepreneurship, middle level skills dev’t & higher education Development of knowledge, skills, attitudes and values; mastery & application of basic skill Development & mastery of complex knowledge & skills; dev’t of attitude & values Consolidation of knowledge & skills; development of attitudes, values, aptitudes & interest

General Academic Program
Grade Level K 1 2 3 4 5 6 7 8 9 10 11 12 Curr. Program General Academic Program

Learning Area Core Grade Level K 1 2 3 MT English Filipino Math
Learning Domains Learning Area Core MT English Filipino Math Values Education Physical health & motor dev’t Social & emotional dev’t Cognitive dev’t Creative Arts Language & Readiness for Reading & Writing Language, Literacy & Communication Science & Health Sibika at Kultura MAPEH

Learning Area Core Grade Level MT English Filipino Mathematics
4 5 6 Learning Area Core MT English Filipino Mathematics Science & Health Heograpiya, Kasaysayan at Sibika MAPEH EPP (TLE) EdukasyongPagpapakatao

Learning Area Core Grade Level MT English Science Mathematics Filipino
7 8 Learning Area Core MT English Science Mathematics Filipino MAPEH Social Studies Values Education TLE

Learning Area Core Grade Level English Science Mathematics Filipino
7 8 9 10 Learning Area Core English Science Mathematics Filipino MAPEH Social Studies Values Education TLE

Learning Area Core English Science Math Filipino
Grade Level 11 12 Learning Area Core English Science Math Filipino Contemporary Issues (includes work ethic, business ethics, etc.)

Specialization Grade Level 7 8 9 10 11 12
Exploratory stage of career paths/ choices Special Program in: Arts Sports Journalism Engineering Science Education Program (ESEP) Mother Tongue & foreign Languages Technical-Vocational education - Agriculture/Fisheries - Arts & Trades Specialization

DOLE Project Job Fit 2020 vision
Alignment of curriculum to the business and industry needs (Key Employment Drivers for ) DOLE Project Job Fit 2020 vision

Industry Prospects Growth of Philippine economy will be driven by:
High-value foreign direct investment (FDI) led agribusiness Infrastructure (roads and highways, logistics, physical infrastructure projects Tourism (diving edge) Medical Tourism Retirement Estates (Subic, NCR, and cities of Tagaytay, Cebu, and Dumaguete)

Industry Prospects 6. BPOs (35% annual growth, $13 billion in revenues 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)

1. Agribusiness 2. Cyber services 3. Health and Wellness 4
1. Agribusiness 2. Cyber services 3. Health and Wellness 4. Hotel, Restaurant and Tourism 5. Mining 6. construction 7. Banking and finance 8. Manufacturing 9. Ownership Dwellings and Real Estate 10. Transport and Logistics 11. Wholesale and Retail Trade 12. Overseas Employment

Emerging Industries Renewable Energy Power and Utilities Diversified Farming and Fishing Creative Industries

Grade Level K 1 2 3 Development of knowledge, skills, attitudes and values; mastery & application of basic skill Key Stage Outcomes

Grade Level 4 5 6 Development & mastery of complex knowledge & skills; dev’t of attitude & values Key Stage Outcomes

Grade Level 7 8 9 10 Consolidation of knowledge, strategies, and skills; development of attitudes, values, aptitudes & interests Key Stage Outcomes

Grade Level 11 12 Consolidation of complex knowledge & skills; dev’t of attitude & values as a result of a strong liberal education. Adequate preparation for the world of work, entrepreneurship, middle level skills dev’t & higher education Key Stage Outcomes

ETHICAL, MORAL, SPIRITUAL VALUES LIFE & CAREER COMPETENCIES
COMMUNICATION & LITERACIES CRITICAL THINKING & PROBLEM SOLVING CREATIVITY & INNOVATION Grade Level K 1 2 3 4 5 6 7 8 9 10 11 12 Curriculum Program Core Learning Areas Speciali- zation Key Stage Outcomes THE LEARNER EMPLOYMENT ENTREPRENEURSHIP MIDDLE LEVEL SKILLS DEVELOPEMENT HIGHER EDUCATION ETHICAL, MORAL, SPIRITUAL VALUES LIFE & CAREER COMPETENCIES DEVELOPMENT OF SELF & SENSE OF COMMUNITY NATIONAL & GLOBAL ORIENTEDNESS

Current Curricular Innovations included in the K-12 BEP

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-Based Multilingual 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

3. Madrasah Curriculum: ALIVE
Curriculum for Muslim learners ALIVE- Arabic language and Islamic values education as subjects to be taught in the elementary and secondary levels

4. Strengthened Technical-Vocational Education
Competency-based curriculum Specialization of technical skills in Grades 11 & 12 Certification of competency level will be given to students in coordination with TESDA

English and Other Foreign Languages
HS Language Arts Math Science Makabayan Filipino English and Other Foreign Languages Grade VI English Grade V Grade IV Arts (M.T.) Grade III Mother Tongue Language, Reading, Writing, Math Sibika, Science LSRW Grade II Oral English Grade I Oral Filipino Kindergarten Mother Tongue all subjects

School Year Elementary Secondary
Kinder Curriculum Enhancement Grade 1 Curriculum, Enhancement Junior High School Grade 7 Grade 2 Grade 8 Grade 3 Grade9 Grade 4 Grade10 Grade 5 Senior HS/grade 11 Grade 6 Grade HS/grade 12

K-12 Basic Education Program The K-12 Program and the Need to Develop Philippine competitiveness The K-12 program will respond to the need of developing the country’s competitiveness. The challenges of ASEAN 2015, particularly the opening up of the ASEAN economic community by 2015, puts much pressure to our county. Thus there’s a need to ensure that our graduates in basic education have skills and competencies that will allow them to be at par with the global standards. Ester B. Ogena, Ph.D. President Philippine Normal University

K-12 Basic Education Program The K-12 Program and the Need to Develop Philippine competitiveness We need to prepare our youth so that they will have an equal chance to be employed in a more open single economic community. ASEAN is expected, in the very near future, to openly hire people within the region that have the capacity to respond to job challenges. Of course, we don’t want our graduates to have a slim chance of being hired by big companies even in our own country. We also want them to have the ability to participate in knowledge and wealth creation both for themselves and the Philippines. Ester B. Ogena, Ph.D. President Philippine Normal University

ISSUES/CONCERNS Expanding Spiral Progression Approach vs. Discipline-Based Approached in K to 12 Competencies demanded of teachers for effective implementation of Kto12 especially in Grades (Pre-service and In-service Education) Role of LGUs, parents, business and industry and community stakeholders in the implementation of K to 12

4. Preparedness of DepEd K to 12 BEP implementors (teachers, school heads, supervisors, IMC…)
5. Technical Education and/or Technology and Vocational Education 6. The alternative delivery modes in K to12 implementation 7. Transition period in the MTBMLE progression program

8. MT proficiency of teachers in the MTBMLE program
9. MTBMLE teacher training: what do teachers need to know to do their job well? 10. Preparation of learning materials from K-3 11. Literary and informational texts in K to 12: Need for Balance? 12. Utilization of adapted current learning materials for efficient use of resources 13. The kindergarten education and teacher education curriculum (domains of learning)

14. Tailoring co-curricular activities and community involvement program to student and community needs 15. Assessment for and of learning based on standards 16. Attitudes of teachers towards K-12

If education could be the only best option to secure the future of our youth, all of us are here to support this option.

MARAMING SALAMAT PO!

Department of Education

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