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Paraluman R. Giron , Ed. D Chair-TWG K to10 - PNU

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

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Paraluman R. Giron , Ed. D Chair-TWG K to10 - PNU

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

  2. 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

  3. 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

  4. - Monroe Survey 1949 - UNESCO Mission Survey 1953 - Education Act 1960 - Swanson Survey 1970 - Presidential Commission to Survey Philippine Education (PCSPE)

  5. 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

  6. OVERALL GOAL FUNCTIONAL LITERACY FOR ALL FILIPINOS

  7. 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

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

  9. 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

  10. 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.

  11. 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.

  12. 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.

  13. 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).

  14. 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.

  15. 8. Our graduates are not automatically recognized as professionals abroad.

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

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

  18. Aptitude for Tech-Voc SY 2006-2007

  19. Aptitude for Tech-Voc SY 2007-2008

  20. Aptitude for Entrepreneurship SY 2006-2007

  21. Aptitude for Entrepreneurship SY 2007-2008

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

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

  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.

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

  26. 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.

  27. To Individuals and Families • An enhanced curriculum will decongest academic workload.

  28. 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.

  29. 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.

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

  31. 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

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

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

  34. What is the proposed K-12 curriculum

  35. PHILOSOPHICAL and NATURE OF THE LEARNER NEEDS OF NATIONAL LEGAL BASES and GLOBAL COMMUNITY . Has a body and spirit, intellect, free will, emotions, multiple intelligences, learning . The 1987 Phil. Constitution . Poverty reduction and human development styles . B.P. 232, Education Act of 1982 . Strengthening the moral fiber of the Filipino . Constructor of knowledge and active . R.A. 9155, Governance of Basic Education people maker of meaning not a passive recipient Act of 2001 . Development of a strong sense of nationalism of information . The 4 pillars of education ( UNESCO ) . Development of productive citizens who contribute . The vision - mission statements of DepEd NEEDS OF THE LEARNER to the building of a progressive, just and humane . The EDCOM Report of 1991 society . Life skills . Basic Education Sector Reform Agenda . Ensuring environmental sustainability . Self - actualization (BESRA) . Global partnership for development . Preparation for the world of the work, entrepreneurship, higher education 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

  36. PHILOSOPHICAL and NATURE OF THE LEARNER NEEDS OF NATIONAL LEGAL BASES and GLOBAL COMMUNITY . Has a body and spirit, intellect, free will, emotions, multiple intelligences, learning . The 1987 Phil. Constitution . Poverty reduction and human development styles . B.P. 232, Education Act of 1982 . Strengthening the moral fiber of the Filipino . Constructor of knowledge and active . R.A. 9155, Governance of Basic Education people maker of meaning not a passive recipient Act of 2001 . Development of a strong sense of nationalism of information . The 4 pillars of education ( UNESCO ) . Development of productive citizens who contribute . The vision - mission statements of DepEd NEEDS OF THE LEARNER to the building of a progressive, just and humane . The EDCOM Report of 1991 society . Life skills . Basic Education Sector Reform Agenda . Ensuring environmental sustainability . Self - actualization (BESRA) . Global partnership for development . Preparation for the world of the work, entrepreneurship, higher education

  37. 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

  38. 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 CONTEXT

  39. 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 CONTEXT

  40. PHILOSOPHICAL and NATURE OF THE LEARNER NEEDS OF NATIONAL LEGAL BASES and GLOBAL COMMUNITY . Has a body and spirit, intellect, free will, emotions, multiple intelligences, learning . The 1987 Phil. Constitution . Poverty reduction and human development styles . B.P. 232, Education Act of 1982 . Strengthening the moral fiber of the Filipino . Constructor of knowledge and active . R.A. 9155, Governance of Basic Education people maker of meaning not a passive recipient Act of 2001 . Development of a strong sense of nationalism of information . The 4 pillars of education ( UNESCO ) . Development of productive citizens who contribute . The vision - mission statements of DepEd NEEDS OF THE LEARNER to the building of a progressive, just and humane . The EDCOM Report of 1991 society . Life skills . Basic Education Sector Reform Agenda . Ensuring environmental sustainability . Self - actualization (BESRA) . Global partnership for development . Preparation for the world of the work, entrepreneurship, higher education 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

  41. 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

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

  43. 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

  44. 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 FUNCTIONALLY LITERATE and HOLISTICALLY DEVELOPED FILIPINO BEING AND BECOMING A WHOLE PERSON INSTRUCTIONAL SUPPORT Teachers’ CPD Textbooks and other I M s ADMINISTRATIVE SUPPORT CO, RO, DO, School MONITORING and EVALUATION SYSTEM

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

  46. Guiding Principles and Features of K-12 Curriculum

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

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

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