THE K to12 PROGRAM

(EDUCATIONAL FOUNDATION)

(Salient Features: PHILOSOPHICAL, LEGAL, and SOCIO-psychological; STATUS REPORT AND UPDATES

ERICO MEMIJE HABIJAN, Dep. Ed, NEAP

KAHIT KONTI ni Florante

Maari bang, maari bang umusog-usog ng konti Hati-hati dahil masyadong masikip ang upuan At kung iyong kausapin, ako nama'y hindi maselan At payag matabihan, umusog lang, umusog ng konti. Maari bang, maari bang umusog-usog ng konti Madadaan sa usapan ang maaring pag-awayan Sakali mang mayron kang napapansin, sabihin lang At kung makatuwiran ako'y uusog din kahit konti.

Hindi naman buong-buo ang hinihiling ko sa iyo Ngunit kahit kapiraso manoy magkasundo tayo Iba't iba ang katuwiran ng tao sa lipunan Ngunit ang kailangan lang tayo'y huwag magtulakan. O kayraming suliranin, oras-oras dumarating Dahil di kayang lutasin hindi na rin pinapansin Subalit kung tutuusin, iisa ang dahilan Kaibigan, ayaw nilang umusog ng kahit konti Hindi naman buong-buo ... O kayraming suliranin ...... At kung iyong kausapin, ako namay hindi maselan At payag matabihan umusog lang kahit konti.

THE METAPHYSICS of the song

All lines intersect at a certain point. (ang mga linya ay nagkakasalubong sa iisang tuldok)

FROM FRANCISCO BALAGTAS BALTAZAR s Florante at Laura

DATAPWAT SINO ANG TATAROK KAYA, SA MAHAL MONG LIHIM DIYOS NA DAKILA, WALANG MANGYAYARI SA BALAT NG LUPA DI MAY KAGALINGAN, IYONG NINANASA

kung ang isalubong sa iyong pagdating ay masayang mukha t may pakitang giliw, . . . lalong paka-ingata t kaaway na lihim . . . siyang isaisip na kakabakahin

Sa taguring bunsot likong pagmamahal, ang isinasama ng batang nunukal, ang ibay marahil sa kapabayaan, ng dapat magturong TAMAD na MAGULANG Ang laki sa layaw karaniway hubad, sa bait at muni sa hatol ay salat, masaklap na bunga ng maling paglingap, habag ng MAGULANG sa irog na anak.

THE SESSION s Target

- Topic: Educational Foundations/Salient Features (Philosophical, Legal, Sociological, and Psychological Perspectives) of the K to 12 Curriculum) - Updates per Technical Working Group - Next steps and Support Needed

K to 12 . . .

FOUNDATIONS

IMPACT!!!!!!!!!!
(SOCIOLOGICAL AND PSYCHOLOGICAL)

VISION: By 2030, DepEd is globally recognized for good governance and for developing functionally-literate and Godloving Filipinos. MANDATE: Philippine Constitution Education Act of 1982 Governance Act of Basic Education (RA9155) MISSION: To provide quality basic education that is accessible to all and lays the foundation of lifelong learning and service for the common good. CORE VALUES: Culture of Excellence, Integrity and Accountability Maka-Diyos Makatao Makabayan Makakalikasan FUNCTIONAL LITERACY
CONSTITUENCY

GOOD GOVERNANCE

Learners become functionally-literate Access to learner-centered opportunities suitable for diverse needs

PROCESS EXCELLENCE

Strengthen learner-centered teaching process

Practice participative and inclusive management process

PEOPLE

Demonstrate professional and ethical standards and best practices to optimize personnel productivity
Ensure efficient and effective use of resources Allocate resources equitably Increase resource base to a level that is at par with global standards

STAKEHOLDER PARTICIPATION

RESOURCES

Strengthen and expand stakeholder convergence mechanisms at all levels

K
to 12 PROGRAM

The Building Blocks of World-Class Education WorldStandards & Accountability

Globally benchmarked standards

Human Capital Recruit great people & train them well Continuous improvement of pedagogical skills & knowledge Great leadership at school level

Structure & Organization

Effective, enabling central department & agencies

Good, transparent data

Capacity to manage change & engage communities at every level

Every Child on the agenda always in order to challenge inequality

SOURCE: Barber 2008; Whelan 2009

Operational responsibility & budgets significantly devolved to school level

THE ANSWER ?! THE SOLUTION?!

THE REASON

(S)

Rizal s El Filibusterismo: (Padre Florentino & Isagani)

Mabuti pa ang mga bilanggo at inuusig ang uri ng pagkain. Ngunit ang kapakanan ng kabataang pag-asa ng bayan walang itinatawag na subasta. Sa halip ay dinaragdagan ng kapangyarihan ang ayaw magpaturo ng ano mang pagsulong. Ang kalayaan ay katutubo sa tao. At kaakibat ng talino ang karunungan. Ang iba sa inyong nagkakait na kami ay dumunong ay siyang ugat ng aming kawalan ng kasiyahan Kung ano kami ngayon ay kayo ang may gawa. Ang bayang inaalipin ay natututong magkunwari; ang di ipinakikilala sa katotohanan ay nagiging sinungaling; ang mapaghari ay lumilikha ng mga alipin.

Educational Philosophy of Rizal A. Ocampo Rizals concept of the importance of education is clearly enunciated in his work entitled Instruction wherein he sought improvements in the schools and in the methods of teaching. He maintained that the backwardness of his country during the Spanish era was not due to the Filipinos indifference, apathy or indolence as claimed by the rulers, but to the neglect of the Spanish authorities in the islands. For Rizal, the mission of education is to elevate the country to the highest seat of glory and to develop the peoples mentality. Since education is the foundation of society and a prerequisite for social progress, Rizal claimed that only through education could the country be saved from domination.

Rizals philosophy of education, therefore, centers on the provision of proper motivation in order to bolster the great social forces that make education a success, to create in the youth an innate desire to cultivate his intelligence and give him life eternal.

Let s consider the following:

Plato s Republic 2 3: (Soc and Adei) Then what is this education? Or is it difficult to invent one any better than that w/c long ages have evolved? In other words, GYMNASTICS for the body and MUSIC for the mind Indeed it is. Then shall we begin w/ music before gymnastics? Naturally.

And do you regard words as part of music or not? I do. And there are two kinds of words, the true and the false? Yes. EDUCATION is both kinds, but first in the false I don t understand what you mean. Don t you understand that we first of all tell children fables? Now these are, taken over all, falsehood, though there are true things in them. And we give children fables before we give them physical exercises. That s true. Well, that s what I meant by saying that we must tackle music before gymnastics.

WHERE ARE WE NOW?

THE STATUS

* Insufficient mastery of basic competencies due to congested curriculum

(the poor quality of basic education is reflected in the low achievement scores of Filipino students)

* High school graduates (18 years old) - lack of basic competencies and maturity
(reflected in the inadequate preparation of HS graduates for the world of work or entrepreneurship or higher education)

*Our graduates are not automatically recognized as professional abroad *The short basic education program affects the human development of the Filipino children

Other countries view the 10 year education cycle as insufficient The Philippines is the only remaining country in Asia with a 10 years basic education program

WHY ADD TWO YEARS?

WHY K to 12? Global Competitiveness Economic Advantage Social advantage Address the poor performance of students

REPORMA dahil may PROBLEMA?

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 jobs after graduation. I want at least 12 years for our public schoolchildren to give them an even chance of succeeding

WHY ADD TWO YEARS? Decongest and enhance the basic education curriculum Better quality education Minus 2 instead of plus 2

THE DOGMA OF K TO 12 - the proposal to expand the basic education dates back to 1925. - this is not new, it has been a part of the studies since 1925; the only problem is

NO POLITICAL WILL
to do it.

Some studies: *Monroe Survey 1925 *UNESCO Mission Survey (1949) *Education Act of 1953 *Swanson Survey (1960)

*Presidential Commission to Survey on Education Phil. Education (PCSPE, 1970) *Congressional commission on Education (EDCOM) Report (1991) *Presidential Commission on Educational Reforms (2000) *Philippine Education for All 2015 National Action Plan *Presidential Task Force on Education (2008)

Basic Content of K to 12
K to 12 means Kindergarten and the 12 years of elementary and secondary basic education Kindergarten refers to the 5-year old cohort that takes a standardized kinder curriculum Elementary Education refers to primary schooling that involves six years of education Secondary education refers to six years high school

Graduates of K to 12 Basic Education Program will:

The K to 12 Program
SBM Grants ToT | 25 July 2011
34

K TO 12 EDUCATION VISION
THE L E A R N E R S

ACQUIRE MASTERY OF BASIC COMPETENCIES (BACK TO THE BASIC the find the foundation)

K TO 12 EDUCATION VISION
THE L E A R N E R S

BE MORE EMOTIONALLY MATURE (Emotion vs. Decision)

K TO 12 EDUCATION VISION
THE L E A R N E R S

BE SOCIALLY AWARE, PRO-ACTIVE, INVOLVED IN PUBLIC AND CIVIC AFFAIRS (PUBLIC SERVANT-PUBLIC SERVICE)

K TO 12 EDUCATION VISION
THE L E A R N E R S

BE ADEQUATELY PREPARED FOR THE WORLD OF WORK OR ENTREPRENEURSHIP OR HIGHER EDUCATION (JOB AND OR EDUCATION)

BE LEGALLY EMPLOYABLE WITH POTENTIAL FOR BETTER EARNINGS (may PAGKAKAKITAAN HANDA AT LEGAL)

K TO 12 EDUCATION VISION

THE L E A R N E R S

K TO 12 EDUCATION VISION
THE L E A R N E R S

BE GLOBALLY COMPETITIVE
(COMPETITION VS. COMPLEMENTATION)

BE GLOBALLY COMPETITIVE

BE LEGALLY EMPLOYABLE WITH POTENTIAL FOR BETTER EARNINGS BE ADEQUATELY PREPARED FOR THE WORLD OF WORK OR ENTREPRENEURSHIP OR HIGHER EDUCATION BE SOCIALLY AWARE, PRO-ACTIVE, INVOLVED IN PUBLIC AND CIVIC AFFAIRS BE MORE EMOTIONALLY MATURE

K TO 12 EDUCATION VISION

ACQUIRE MASTERY OF BASIC COMPETENCIES

We have different gifts, according to the grace given us. If a mans gift is prophesying, let him use it in proportion to his faith. If it is serving, let him serve; if it is teaching, let him teach. If it is encouraging, let him encourage; If it is contributing to the needs of others, let him give generously; If it is leadership, let him govern diligently; If it is showing mercy, let him do it cheerfully.

Romans 12:6 - 10

Train a child in the way he should go, and when he is old he will not turn from it.
Proverbs 22:6

Important NOTATIONS: *Studies in the Philippines have shown that an additional year of schooling increases earnings by 7.5%. *Studies validate that improvements in the quality of education will increase GDP growth by 2% to 2.2% WHAT WILL THE SOCIETY GAIN FROM K TO 12? *It will facilitate an accelerated economic growth. *It will facilitate mutual recognition of Filipino graduates and professionals in other countries. *A better educated society provides a sound foundation for long term socio-economic development. (Studies in the UK, India and US show that additional years of schooling also have positive overall impact on society)

HOW DO WE ADD THE TWO YEARS ?

THE PROPOSED MODEL

SENIOR HIGH SCHOOL GRADES 11 12 (16-17 y.o.) JUNIOR H.S. GRADES 7 10 (12-15 y.o.)

K 6 4-2

ELEMENTARY SCHOOL GRADES 1 6 (6 11 y.o.) KINDEGARTEN (5 YEARS OLD)

WHAT IS SENIOR HIGH SCHOOL?

2 YEARS of in-depth specialization for students depending on the occupancy/career track they wish to pursue 2 years of senior HS intend to provide for students to consolidate acquired academic skills and competencies

Skills and competencies relevant to the job market Curriculum will allow specialization in S &T, Arts, Technical Ed. and Sports

YEAR 0: SY 2011-2012

YEAR 1: SY 2012-13

YEAR 2: SY 2013-14

YEAR 3: SY 2014-15

YEAR 4: SY 2015-16

YEAR 5: SY2016-17

YEAR 6: SY 2017-18

TARGET/ IDEAL

GR 12 GR 11

2 YEARS SENIOR HIGH SCHOOL

HS IV (15 yo) HS IV (14 yo) HS IV (13 yo) HS IV (12 yo) OLD CURRICULUM NEW CURRICULUM

GR 10 GR 9 GR 8 GR 7

4 YEARS JUNIOR HIGH SCHOOL

GR 6 (11 yo) GR 5 (10 yo) GR 4 (9 yo) GR 3 (8 yo) GR 2 (7 yo) GR 1 (6 yo) OLD CURRICULUM NEW CURRICULUM

GR 6 GR 5 GR 4 GR 3 GR 2 GR 1

6 YEARS ELEMENTARY

KINDER (5 yo)

KINDER

WHAT ARE WE DOING NOW?

Functional TASK FORCE to detail the K to 12 implementation model Continuous consultation with stakeholders

Reviewing enhancing the curriculum

Having a financial study : costs

WHAT ARE WE DOING NOW?

Training : teachers, supervisors, school heads Building-up Physical of Secondary High Schools Having the SHS placement scheming Working for the Legislation Continuous Campaign: K to 12

K to 12 Steering Committee

Program Management Office

TWG 1

TWG 2

TWG 3

Advocacy

Legislation

Research

TWG 4

TWG 5

Curriculum

Transition Management

As of July 7

Advocacy/Communication
TWG 1
K to 12 press conference Announcement of preregistration program for 6-year olds Media campaign on universal kindergarten 222 print/online articles with PR value of 8.6M from Jan-Jul 11 Continuous public engagement thru PR, interviews, live TV guestings
MAY JUN JUL AUG SEP OCT

Rollout of regional consultations

FEB MAR APR

OCT

NOV

DEC

JAN

2010

2011 Orientation for CO personnel Announcement of wider consultations (May 24) National Education Forum (May 25)

Speakers Bureau training in 5 cluster for all 17 regions

House of Representatives | As of July 11

Legislation
TWG 2
HBN 4219, Enhanced Basic Education Act of 2011, introduced by House Speaker Belmonte Jr. et al. on Feb 16 Nationwide consultative meetings held by House Committee on Basic Education; favorable results from all consultations except in Cebu, opposition from some House Members led by Rep. Garcia Scheduled deliberation on 2nd regular session of the 15th Congress HBN 3826, Kindergarten Education Act, by Rep. Almario approved on 3rd reading in Lower House, and consolidated/substituted in Senate Committee Report No. 24 (May 11)

Senate | As of July 11

Legislation
TWG 2

SBN 2713, Enhanced Basic Education Act of 2011, by Sen. Recto 1st Reading (Feb 28); pending in the Senate Committee on Education, Arts and Culture SBN 2700, Kindergarten Education Act, by Sen. Lapid consolidated with HBN 3826 (May 11) and scheduled for 2nd reading SBN 2758, Preschool Education Act, by Sen. Enrile pending in the Senate Committee on Education, Arts and Culture

Working on Two Studies

Budgetary Requirements
Estimates resource requirements to meet alternative funding scenarios including achievement of EFA 2015 targets Project total budget allocations for 4 major final outputs (MFOs): (i) expansion of pre-school program; (ii) addition of Grades 11 and 12; (iii) enhanced school health and nutrition; (iv) expansion of GASTPE

Cost-Benefit Analysis (CBA)

Assess benefits to 4 types of students: Type 1: students who don t finish HS Type 2: students who finish HS then work Type 3: students who finish HS and complete 2 years of post-secondary education Type 4: students who complete college

Research
TWG 3

Budgetary Requirements of K to 12 (Kinder) | As of July 11

Growth in Enrolment and Cost of Kinder (in Bn) Most of inputs gaps will be addressed
by SY 2013-2014, increase in government cost vs. SY 2011-2012 & SY 2012-2013 budgets

8.5% 6.3%
(2012) Annual average (2012-2015)

2%
Annual ave.
(2016 onwards)

2012

2013

2014

2015

2016

2017 . . . .

5.8

13.6 17.8

21.4

15

Budgetary Requirements of K to 12 (Senior High School) | As of July 11

Research
TWG 3

Government Cost (in Bn)

48.5 37.6 38 50 34.5

Low growth enrolment scenario High growth enrolment scenario

35 - 42

3-Year Average
2016 2017 2018 2019 2020

Research
TWG 3
Low growth enrolment scenario High growth enrolment scenario

Budgetary Requirements of K to 12 (HEIs to provide SHS) | As of July 11

Government Cost (in

Bn)*
44.2

48.1

30.5 17.9

32.1

17.5

3-Year Average
2016 2017 2018 2019 2020

*GASTPE subsidy used as proxy for service contracting: 5,500/student/year outside NCR, 10,000/student/year in NCR

Cost-Benefit Analysis | As of June 27

Research
TWG 3 Varying benefits on different types of students: Type 1: Not relevant for the study Type 2: Better income opportunities; cost due to delayed employment offset by higher income streams Type 3: Reduction in cost of schooling with additional 2 years of free education Type 4: Higher opportunity cost of delayed employment; analysis does not account however for other benefits (i.e. increase in productivity and employment rates)

Cost-Benefit Analysis | As of June 27

Rate of Return Estimates

Rates of return estimates Cohort for income stream Type 2: HS grads who went to work 2-year College age-income stream 2-Year post-secondary age-income stream Type 3: 2-year coll grad/2-year PS grads 2-year College age-income stream 2-Year post-secondary age-income stream Cost of education used Average College HS 28% 25%

18% 17%

28% 25%

Type 4: College graduates (assuming same age-income stream): 5 years current program 4 years and K to 12 5 years and K to 12

17% 16% 14%

As of July 8

Curriculum
TWG 4
1 2 Performance Standards for All Learning Areas 3 4

General Conceptual Framework

DONE

DONE

Teaching Competencies and for All Learning Learning Areas Guides To be finalized To be developed

Consultations with experts and practitioners from public and private schools Results of curriculum comparison studies by the Univ. of Melbourne and SEAMEO Innotech inform the processes Curriculum development done in close coordination with education institutions, TESDA, CHED; curriculum standards also submitted to CHED and TESDA

As of July 8

Salient Features of the Proposed K to 12 BEC Framework

a. Holistic development b. Outcomes-based c. Principles on inclusive education, flexibility and differentiated learning system and balanced learning experiences d. Ensures learner-centered pedagogical approaches

11-12 10 9 8 7

Core Academic Areas (7)

Academic Specialization Tech Voc specialization

Core Academic Areas (8) includes General TLE

Core Academic Areas (8) includes General TLE

Sports and Arts Specialization

MODEL 2
Core Academic Areas (8) includes General TLE

Junior/Senior High School Curriculum

*General TLE areas include AgriFishery, Industrial Arts, HE, ICT

Core Academic Areas (8) includes General TLE

Terms of Reference | As of July 8

Transition Management
TWG 5

1. Be responsible for the transition management plan from current 10-year cycle to the K to 12 cycle 2. Provide recommendations to the Steercom on transition issues identified 2. Coordinate and align plans with the Curriculum, Research, and Legislation TWGs; regularly update the Steercom of progress and outputs

Next Steps and Support Needed

Research TWG Complete study with recommendations Conduct new study with Transition Management on costing requirement of PPP with HEIs Advocacy TWG Prepare communication plan ALL TWGs Regional education summits (Nov) and National Education Summit (Feb or Mar 12) Legislation TWG Prepare legislative agenda

Development of teaching and learning guides Training of teachers for Grades 1 & 7 Curriculum TWG

Detail partnership offer to HEIs, private schools, techvoc; prepare draft agreements Provide transition management plan to Steercom Transition Management TWG

HOW MUCH WILL THIS COST?

CAPITAL COST CLASSROOMS CHAIRS WAT AND SAN RECURRING COST TEACHERS TEXTBOOKS MOOE TOTAL PUBLIC SCHOOLS 37 777 998 794 .19 2 567 800 910 .74 3 325 566 901 .15

15 100 218 1 842 16 792

169 752 000 522

445 .04 812 .64 000 .00 257 .00

Lessons/Learning:
- Focus on essential skills (Management and Administration) - Work towards aligning pragmatic output with DepEd requirements - Recognize the importance of Networking (Private Schools/Colleges and Universities SEAMEO, Strive, AIM etc) ; open linkages - Intellectual Core of the T and D curriculum may focus on four main streams:

- Understanding Complexity - Fostering creativity in decision making - Problem solving - Policy-making: analysis and implementation

Kto12
Basic Education Program

Batang Kto12, Handa sa Trabaho o Kolehiyo, Kolehiyo, Handa sa Mundo

ISSUE/CONCERN A: Pre School

Philippine Context:

NURSERY 1 KINDERGARTEN

NURSERY 2

P R E P

It could be . . . ?

Kindergarten

Nursery 2 Nursery I

P R I M A R Y

PREPARATORY LEVEL Pre-Schools

B. Issue number 2: TRI-focalization

TESDA Dep. Ed.

C U R R I C U L U M

CHED

POLITICAL: LIMITATIONS POWER SHARING ROLES AND FUNCTIONS

WHICH RELATIONSHIP . . . ?
CHED TESDA

Dep Ed

Dep Ed

CHED
TESDA

CHED

DepED

TESDA

DepED TESDA CHED

ISSUE NO. 3 PRIVATE SCHOOLS (preparation and implementation)

CURRICULUM BUILDINGS/FACILITIES

PRIVATE SCHOOLS

ENROLLMENT-LEARNERS BOOKS/IMs TEACHERS/ADMINISTRATORS

The best preparation is NOW. And one of the solutions is

Issue Number 4. From the Business sector :

MARAMING TAONG MAY ALAM AT NAKAKAALAM, PERO WALA NA AT NAKAALIS NA, KUNG MAY NATITIRA MAN, MASAYADO NAMANG MAHAL
Why 2017, why not now?
W. CABRERA

... Change our Vocabulary!

Philosophy: Before: Trabaho lang, walang PERSONALAN! Now:

Trabaho na, PERSONALAN PA!

... BECOME A MULTIPLIER EFFECT (Pieces of Information)

... Have a POSITIVE RESULTS: PERFORMANCE INDICATORS

CHANGE

360 - Turn Around

360* IMPLIES Identify Element 0

0 - Non-Reader 0 - Illiterate
o

0 - Repeater/Drop-out 0 - Negative-Performance

Target: Education for All 2015 Source DepEd

... Meet the target/ROI! (TIME ORAS/PANAHON MONEY- PERA EXPERIENCE KARANASAN)

BE LIKE . . . COMPLEMENTARY ANGLES

INTROSPECT: KAPNAYAN, MULA SA SILID PAARALAN, PATUNGO SA PAMAYANAN. SAPAGKAT IKAW ANG KAGAWARAN NG EDUKASYON

... ENTER THE KINGDOM OF GOD!!!

Let reflect on the article of Mr. Conrado De Quiros, PDI, last 8 June, 2011, There s The Rub school opened last Monday, a thing I have learned over the years to look upon with more dread than anticipation. Since I started writing this column (20 years) , things have gotten from bad to worse. That s the part where you really mind corruption. It is the textbooks that should have been there but are not, the classrooms that should have been there but are not, the dedicated teachers that should have been there but are not. Courtesy of the public officials who own big houses, drive a fleet of cars, and eat in posh restaurants, who should not there but are.

The point is to re-imagine the classroom, pedagogy or teaching methods, and the teacher himself. Why should we be limited to the physical classroom unto itself with no lack of lessons and the ways of teaching them? Right now, we re stuck with an educational system whose quality has become the laughing stock of the world, posing a future of joblessness for most graduates. The box has closed in and become a veritable cell. There is only way to go: OUT OF IT.

Ill Do it For You

B. Adams

Look into my eyes - you will see What you mean to me Search your heart - search your soul And when you find me there you'll search no more

Don't tell me it's not worth tryin' for You can't tell me it's not worth dyin' for You know it's true Everything I do - I do it for you

Look into your heart - you will find There's nothin' there to hide Take me as I am take my life I would give it all - I would sacrifice

Don't tell me it's not worth fightin' for I can't help it - there's nothin' I want more Ya know it's true Everything I do - I do it for you

There's no love - like your love And no other - could give more love There's nowhere unless you're there All the time - all the way

Oh - you can't tell me it's not worth tryin' for I can't help it - there's nothin' I want more I would fight for you - I'd lie for you Walk the wire for you - ya I'd die for you Ya know it's true Everything I do - I do it for you

MARAMI PONG SALAMAT!!! ERICO MEMIJE HABIJAN NEAP