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Department of Education

K-12 Basic Education


Program

PNU
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
OVERALL GOAL

FUNCTIONAL LITERACY
FOR
ALL FILIPINOS
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.
1. Enhancing the quality of
basic education in the
Philippines is urgent and
critical

2. 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 23 rd 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
Scores International Rank Participating
Average Countries

2003 Results
Grade IV
Science 332 489 23 25

Mathematics 358 495 23 25

HS II

Science 377 473 43 46

Mathematics 378 466 34 38

2008Results
Advanced 355 500 10 10
Mathematics
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 12
Indonesia 12
Lao PDR 12
Malaysia 12
Myanmar 11
Philippines 10
Singapore 11
Thailand 12
Timor-Leste 12
Vietnam 12
Mongolia recently added grades to make basic education 12 years.
Job-Skills Mismatch

WHITE COLLAR VS. BLUE COLLAR JOBS

EXECS
MANAGERS COLLEGE
TECHNICIANS STUDENTS

SKILLED
WORKERS TECH-VOC
STUDENTS

11
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
1.The Enhanced K-12 Basic
Education Program will be
instrumental in achieving the
nations 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

2. 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.

5. Graduates could now be


recognized abroad.
For the Society and the Economy
6. The economy will experience
accelerated growth in the long
run.
7.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.
WHY ADD
TWO YEARS?

Decongest and
enhance the
basic education
curriculum
Better quality
education
for all
K-12
asic Education Program

2 years Senior HS
4 years Junior HS
6 years Elementary
Kindergarten

K+6+4+2
K-12
asic 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
PHILOSOPHICAL and NATURE OF THE LEARNER NEEDS OF NATIONAL
LEGAL BASES . Has a body and spirit, intellect, free will, and GLOBAL COMMUNITY
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
. The EDCOM Report of 1991
NEEDS OF THE LEARNER to the building of a progressive, just and humane
. Life skills society
. 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 SOCIETAL SUPPORT


INTERNAL AND EXTERNAL Public-Private Partnership
STAKEHOLDERS SUPPORT Media,GO,NGO

INSTRUCTIONAL SUPPORT ADMINISTRATIVE SUPPORT


Teachers CPD , Textbooks CO, RO, DO School
and other IMs
PHILOSOPHICAL and NATURE OF THE LEARNER NEEDS OF NATIONAL
LEGAL BASES . Has a body and spirit, intellect, free will, and GLOBAL COMMUNITY
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
. The EDCOM Report of 1991
NEEDS OF THE LEARNER to the building of a progressive, just and humane
. Life skills society
. 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
NATURE OF THE LEARNER
C
Has a body and spirit, intellect,
O free will, emotions, multiple
N intelligences, learning styles,
culture.
TE Constructor of knowledge and
active maker of meaning not a
X passive recipient of information
T
NEEDS OF THE LEARNER

Life skills
Self-actualization
Preparation for the world of
NEEDS OF NATIONAL and GLOBAL
C COMMUNITY

O Poverty reduction and human


N development
Strengthening the moral fiber of
TE the Filipino people
Development of a strong sense of
X nationalism
T Development of productive
citizen who contributes to the
building of a progressive, just
and humane society
Ensuring environment
sustainability
Guiding
Principles
and Features
of K-12
Curriculum
Outcomes
Comprehensive
Standards based
competency Systematic
M&E System

Learner-
K-12 centered
CURRICULU Seamless
M
Developmentally
appropriate
Balanced-
assessment Constructivist
Decongested Value-laden
and enriched

Lean but meaty

Inclusive K-12
CURRICULU
M
Integrative

Flexible Inquiry-based
INCLUSION OF
CO-CURRICULAR
ACTIVITIES AND
COMMUNITY
INVOLVEMENT
PROGRAM
CORE CONTENT
1.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
LEARNING DOMAINS
KNOWLEDGE
and
UNDERSTANDIN
G
ESSENTIAL
SKILLS
ATTITUDES AND
VALUES
PEDAGOGICAL
CONSTRUCTIVI
APPROACHES
ST
INQUIRY-
BASED
INTEGRATIVE
COLLABORATI
VE
REFLECTIVE
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
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
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
4. Strengthened Technical-
Vocational Education
Competency-based
curriculum
Specialization of
technical skills in Grades
11 & 12
Certification of
competency level will be
HS Langua Math Scienc Makabay Filipino English
ge e an and Other
Arts Foreign
Languages
Grade VI Langua Math Science Makabaya Filipino English
ge n
Arts
Grade V Langua Math Science Makabaya Filipino English
ge n
Arts
Grade IV Langua Math Science Makabaya Filipino English
ge n
Arts Math Science Makabaya Filipino English
(M.T.) n
Grade III Mother Tongue Language, Reading, Filipino English
Writing, Math Sibika, Science Filipino LSRW
LSRW
Grade II Mother Tongue Language, Reading, Filipino Oral English
Writing, Math Sibika, Science LSRW
Grade I Mother Tongue Language, Reading, Oral Oral English
Writing, Math Sibika, Science Filipino
Elementar
School Year Secondary
y
2011-2012 Kinder

2012-2013 Curriculum Curriculum, Enhancement


Enhancement Junior High School
Grade 1 Grade 7

2013-2014 Grade 2 Grade 8

2014-2015 Grade 3 Grade9

2015-2016 Grade 4 Grade10

2016-2017 Grade 5 Senior


HS/grade 11
2017-2018 Grade 6 Grade
HS/grade 12
ISSUES/CONCERNS
1. Expanding Spiral Progression
Approach vs. Discipline-Based
Approached in K to 12
2. Competencies demanded of teachers
for effective implementation of Kto12
especially in Grades 11-12 (Pre-
service and In-service Education)
3. 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 pro
gression 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!

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