Department of Education

K-12 Basic Education

Program

SHEREE ANN S.
CARAVANA
Discussant
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
1925 - Monroe Survey
1949 - UNESCO Mission Survey
1953 - Education Act
1960 - Swanson Survey
1970 - Presidential
Commission to Survey
Philippine Education
(PCSPE)
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
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
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 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
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.
 Aptitude for College SY 2006-2007

High Aptitude for

College; 9066; 0.72%
Moderate Aptitude
for College ;
478909; 37.85%
Low Aptitude for
College ;
777236; 61.43%

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

High Aptitude for College; 77,869; 6.36%

Moderate Aptitude
for College ;
Low Aptitude for College ; 726,665; 59.39% 418,931; 34.24%

General Scholastic
Aptitude
Source: NETRC 2006 18
 Aptitude for Tech-Voc SY 2006-2007

Low Aptitude for Tech-

Voc programs;
124,780; 9.56%

Moderate Aptitude for Tech-Voc programs; 468,901; 35.93% High Aptitude for Tech-Voc programs; 711,526; 54.51%
Aptitude for Tech-Voc SY 2007-2008

Low Aptitude
for Tech-Voc
programs;
High Aptitude for Tech-Voc programs;
19.33%

22.16%

Moderate Aptitude for Tech-Voc programs;

58.51%
Aptitude for Entrepreneurship SY 2006-2007

Low
Aptitude
for Entrep
programs;
3,849;
0.29%
Moderate High Aptitude
Aptitude for for Entrep
Entrep programs;
programs; 757,356;
544,006; 58.03%
41.68%
Aptitude for Entrepreneurship SY 2007-2008

Low Aptitude for Entrep

programs; 3751; 0.31%

Moderate Aptitude for Entrep

programs; 502482; 41.07%
High Aptitude
for Entrep
programs;
717232;
58.62%
Unemployed VS. Available Skilled Jobs
Source: NSO, 2009 & 2010 972,458
Unemployed
650,000 ++ HS Grad
Available Skills
Based Jobs
 Job-Skills Mismatch

WHITE COLLAR VS. BLUE COLLAR JOBS

EXECS
MANAGERS COLLEGE
TECHNICIANS STUDENTS

SKILLED
WORKERS 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
1.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

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 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

K-12
BasicEducationProgram

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

K+6+4+2
K-12
BasicEducationProgram
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
. 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 NEEDS OF NATIONAL
. Has a body and spirit, intellect, free will, and GLOBAL COMMUNITY
emotions, multiple intelligences, learning
. Poverty reduction and human development
styles
. Strengthening the moral fiber of the Filipino
. Constructor of knowledge and active
people
maker of meaning not a passive recipient
. Development of a strong sense of nationalism
of information
. Development of productive citizens who contribute
NEEDS OF THE LEARNER to the building of a progressive, just and humane
. Life skills society
. Ensuring environmental sustainability
. Self-actualization
. 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
LEGAL BASES
. 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 NEEDS OF NATIONAL
. Has a body and spirit, intellect, free will, and GLOBAL COMMUNITY
emotions, multiple intelligences, learning
. Poverty reduction and human development
styles
. Strengthening the moral fiber of the Filipino
. Constructor of knowledge and active
people
maker of meaning not a passive recipient
. Development of a strong sense of nationalism
of information
. Development of productive citizens who contribute
NEEDS OF THE LEARNER to the building of a progressive, just and humane
. Life skills society
. Ensuring environmental sustainability
. Self-actualization
. Global partnership for development
. Preparation for the world of the work,
entrepreneurship, higher education
 PHILOSOPHICAL
C and LEGAL BASIS

O •The 1987 Phil. Constitution

N • B.P. 232, Education Act of
TE 1982
• R.A. 9155, Philippine
X Governance Act
T • The 4 pillars of education
(UNESCO)
• The vision-mission
statement of DepED
• The EDCOM Report of 1991
• BESRA
 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
 PHILOSOPHICAL and
LEGAL BASES
. 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 NEEDS OF NATIONAL
. Has a body and spirit, intellect, free will, and GLOBAL COMMUNITY
emotions, multiple intelligences, learning
. Poverty reduction and human development
styles
. Strengthening the moral fiber of the Filipino
. Constructor of knowledge and active
people
maker of meaning not a passive recipient
. Development of a strong sense of nationalism
of information
. Development of productive citizens who contribute
NEEDS OF THE LEARNER to the building of a progressive, just and humane
. Life skills society
. Ensuring environmental sustainability
. Self-actualization
. 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
 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
 CURRICULUM
SUPPORT SYSTEM

•
FAMILY

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Sense of Community ● National & Global Orientedness ●
Life & Career Competencies ● Development of Self &
Creativity& Innovation ● Ethical, Moral, Spiritual Values ●
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 CURRICULUM
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 &
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A G E C
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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
PROPOSED
ROADMAP FOR
THE K-12
PHILIPPINE
BASIC
EDUCATION
 Grade K 1 2 3 4 5 6 7 8 9 10 11 12
Level
Curriculum
Program

General Academic Program

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

Learning Domains
• Values Education • MT
• Physical health & • Englis
motor dev’t h
• Social &
Learning

emotional dev’t • Filipin • Scienc

• Cognitive dev’t o e&
• Creative Arts • Math
• Language & Health
Area

Readiness for
Core

Reading &
Writing • Sibika at Kultura
• Language, • MAPEH
Literacy &
Communication
Grade Level 4 5 6

• MT
• English
• Filipino
Learning

• Mathematics
• Science & Health
• Heograpiya, Kasaysayan at
Area
Core

Sibika
• MAPEH
• EPP (TLE)
• EdukasyongPagpapakatao
Grade 7 8
Level

• MT
• English
• Science
Learning

• Mathematics
• Filipino
• MAPEH
Area
Core

• Social Studies
• Values Education
• TLE
Grade 7 8 9 10
Level

• English
• Science
• Mathematics
Learning

• Filipino
• MAPEH
• Social Studies
Area
Core

• Values Education
• TLE
Grade 11 12
Level

• English
• Science
Learning

• Math
• Filipino
• Contemporary Issues (includes
Area
Core

work ethic, business ethics,

etc.)
Grade 7 8 9 10 11 12
Level

Exploratory
Specializati

stage of
career paths/ Special Program in:
choices - Arts
- Sports
- Journalism
- Engineering Science Education
Program (ESEP)
- Mother Tongue & foreign
Languages
on

- Technical-Vocational education
- Agriculture/Fisheries
- Arts & Trades
Alignment of curriculum
to the business and
industry needs (Key
Employment Drivers for
2011-2020)
DOLE Project Job
Fit 2020 vision
Industry Prospects
Growth of Philippine economy will be driven by:
1. High-value foreign direct investment (FDI) led
agribusiness
2. Infrastructure (roads and highways, logistics,
physical infrastructure projects
3. Tourism (diving edge)
4. Medical Tourism
5. 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. 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 K 1 2 3
Level
Key Stage
Outcomes

Development of knowledge,
skills, attitudes and values;
mastery & application of
basic skill
Grade 4 5 6
Level
Key Stage

Development & mastery

Outcomes

of complex knowledge &

skills; dev’t of attitude &
values
Grade 7 8 9 10
Level

Consolidation of
Key Stage
Outcomes

knowledge, strategies,
and skills; development
of attitudes, values,
aptitudes & interests
Grade 11 12
Level

Consolidation of complex
knowledge & skills; dev’t of
Key Stage
Outcomes

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
 COMMUNICATION & LITERACIES CRITICAL
THINKING & PROBLEM SOLVING CREATIVITY
& INNOVATION

Grade K 1 2 3 4 5 6 7 8 9 10 11 12
Level
Curriculu
m
EMPLOYMEN
LEARNER

Program
T
ENTREPRENEUR
THE

Core
Learning SHIP
Areas
MIDDLE LEVEL
Speciali- SKILLS
zation
DEVELOPEMENT

Key HIGHER
Stage EDUCATION
Outcome
s

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

Grade I Mother Tongue Language, Reading, Writing, Math Oral Oral English
Sibika, Science Filipino

Kindergarten Mother Tongue all subjects

School Year Elementary Secondary
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
K-12
BasicEducationProgram
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
Ester B. Ogena, Ph.D. basic education have skills and
President
Philippine Normal competencies that will allow them to
University
be at par with the global standards.
K-12
BasicEducationProgram
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
Ester B. Ogena, Ph.D.
President
ability to participate in knowledge and
Philippine Normal wealth creation both for themselves and the
University
Philippines.
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.
92
Thank You!