basic ed paper

Department of Education

Prospects of the K to 12 Basic Education Program in

Bicol Region

Ramon Fiel G. Abcede

Assistant Regional Director Officer-In-Charge

Dep ED RO V

Presentation Outline: I. The K to 12 Law & Its IRR II. Status of Implementation of the

K to 12 Enhanced Basic Education Program

III. Preparations for Senior High School

IV. Projection and Prospects of Senior High for Bicol Region

Part I

The K to 12 Law

& Its Implementing Rules and Regulations

An Act Enhancing The Philippine Basic

Education System by Strengthening Its

Curriculum and Increasing The Number of

Years for Basic Education, Appropriating Funds

Therefor And For Other Purposes

Republic Act 10533 (The K to 12 Law)

Enhanced Basic Education Act of 2013

Salient Points of RA 10533

1. Philippine basic education graduates as

EMPOWERED INDIVIDUALS

One who has acquired life-long learning,

earned competence for productivity,

able to coexist in harmony with others,

engaged in independent, creative &

critical thinking,

& willing to transform others and self


2. Duties of the State in creating a

functional basic education system

a) Provide opportunity to receive quality

education

b) Broaden the goals of high school education

c) Make education learner-oriented


3. Clarification of the Objective and Scope

of Basic Education

Objective:

Able to meet basic learning needs from which subsequent learning can be based

Scope:

Kindergarten, Elementary, Secondary, Alternative Learning Systems & SPED


4. Definition of the coverage of the

Enhanced Basic Education Program

1 year Kindergarten

6 years Elementary Education

6 years Secondary Education:

4 years of Junior High School (JHS), and

2 years of Senior High School (SHS)


5. Basic education shall be delivered in

languages understood by the learners

Kinder to Grade 3 – Regional native language of the learner (Mother Tongue)

Grade 4 to 6 – Transition from Mother Tongue to

Filipino and English

Secondary Level – Filipino and English as primary languages of instruction


6. Coordination among government and

non-government agencies in the

development of the curriculum

For harmonization, students’ readiness and to avoid duplication of subjects, curriculum

design work with CHED and TESDA

For effectiveness of the curricconsultations with

DOLE, PRC, student & teacher associations,

PTAs, chambers of commerce, etc.


7. Curriculum standards and principles to

be strictly adhered to by DepED

learner-centered,

inclusive and

developmentally

appropriate

relevant, responsive and

research-based

culture-sensitive

Contextualized and

global

flexible enough to be

localized/ indigenized

use constructivist, inquiry-

based, reflective,

collaborative & integrative

approaches

use MTB-MLE principles

Use spiral progression

approach


8. Identification of members of a

Curriculum Consultative Committee

Task: To oversee the review and implementation

of the basic education curriculum

Members: DepED (Chair), CHED, TESDA, DOLE,

PRC, DOST, Business Chambers


9. Preparation of Human Resources that

ensures compliance to the expectation

for quality teachers and school leaders

Task: To oversee the review and implementation of the basic education curriculum

a) In-service Training of Teachers on Content and Pedagogy

b) Training of New Teachers

c) Training on School Leadership


10. Significance of Career Guidance and

Counseling in order to guide students

in choosing the career tracks they

intend to pursue

In coordination with DOLE, TESDA and the CHED shall regularly conduct career advocacy activities for secondary level students

Training of career advocates and guidance counselors will be developed and

accredited by DepED


11. Expansion of the benefits of Government

Assistance to Students and Teachers in

Private Education Act (GASTPE)

GASTPE grant will be extended to private schools offering SHS

(based on the principle of public-private partnership)


12. Program Funding

Initial funding is through current appropriations of DepED;

Later to be included in the annual General Appropriations Act


13. Ensure details of transition from the

existing ten (10) years basic education cycle to the enhanced basic education

(K to 12) cycle

Smooth transitions shall be facilitated by DepED, CHED and TESDA along physical infrastructure, manpower, organizational

and structural concerns

Faculty of HEIs shall be given priority in hiring for the duration of the transition period


14. Creation of a Joint Congressional

Oversight Committee to oversee, monitor and evaluate the implementation

of the Act

Composition: Five members each from the Senate and House of Representatives including the

Chairs of the Committees on Education, Arts and Culture and Finance of both Houses.

There shall have at least two opposition

or minority members


15. Evaluation and review by DepED and

submission of a status report to Congress

on the implementation

A report must be submitted at the end of SY 2014-2015

It shall focus on closing the shortages on teachers, classrooms, textbooks, seats, toilets and other

concerns that should be addressed

This aside from other metrics of access to

quality of basic education


16. Commitment to international

benchmarks

(The IRR specifically defines the expectations from DepED in this

Section)


17. Repeal of laws, decrees, executive

orders and rules and regulations contrary

to or inconsistent with it

This includes provisions that are not relevant from the following:

B.P. Blg. 232- “Education Act of 1982”,

RA No. 9155 - “ Governance of Basic Education Act of 2001”,

RA No. 9258 and RA No, 7836

IMPLEMENTING

RULES AND REGULATIONS

of the

Enhanced Basic Education Act of 2013

Issued by DepED, CHED & TESDA (Effective September 24, 2013)

K to 12 IRR

This IRR applies to ALL public and private basic education institutions, HEIs, TVIs, recognized organizations acting as TEIs and foundations

Rule I:

General

Provisions

Scope and Application

K to 12 IRR Private educational institutions must comply with DepED prescribed minimum standards consistent with the Act

Rule I:

General Provisions

Adoption of the EBEP by Private Schools

K to 12 IRR

All children must be enrolled in basic education irrespective of delivery modes until its completion

Rule I:

General

Provisions

Compulsory Basic Education

K to 12 IRR

Including Madrasah, IP Education, Gifted and Talented, Learners with Disabilities & Learners under Difficult Circumstances

Rule I:

General

Provisions

Inclusiveness of Enhanced Basic Education

K to 12 IRR Acceleration of learners in public and private basic educational institutions shall be allowed consistent with DepED rules and regulations

Rule 1:

General

Provisions

Acceleration

K to 12 IRR

Curriculum standards and principles, production and development of materials and medium of instruction are as specified in the Act

Rule II:

Curriculum

Curriculum Development

K to 12 IRR

DepED (Chair) CHED TESDA DOLE PRC DOST Business Chambers

Rule 2:

Curriculum

Curriculum

Consultative

Committee

K to 12 IRR

ALS Coordinators, Instructional Managers, Mobile Teachers and Learning Facilitators are included

Rule III:

Teacher Qualifications, Training and Continuing Professional Development

Teacher Education and Training

K to 12 IRR Hiring of teachers shall be with relevance to the subject to be taught

Rule III:

Teacher Qualifications, Training and Continuing Professional Development

Hiring of Teachers

K to 12 IRR

There shall always be a recognition of the complementary roles of public and private institutions in the organizational system

Rule IV:

Private

Educational

Institutions

Reasonable Supervision and Regulation

K to 12 IRR

DepEd shall prescribe the guidelines on the issuance and revocation of permits and/or recognition of SHS

Rule IV:

Private Educational Institutions

Issuance and Revocation of Permits and/or Recognition of Private SHS

K to 12 IRR

Specialization will be allowed if they are essential to the economic and social development of the nation, region or locality

Rule IV:

Private

Educational

Institutions

Specialization of Private SHS

K to 12 IRR

DepED will coordinate with GOs and NGOs to pursue exposure programs for students and develop the capability of career counselors and advocates to guide the students and equip them with life skills and values

Rule V:

Career

Guidance and

Counseling

Advocacy

Career Guidance and Counseling Programs

K to 12 IRR

Provision of career information and experiences such as career talks, career and job fairs, parents’ orientations and seminar-workshops on career decision-making

Rule V:

Career

Guidance and

Counseling

Advocacy

Career Advocacy Activities

K to 12 IRR

Career and employment guidance counselors who are not registered and licensed guidance counselors who implement career advocacy activities

Rule V:

Career

Guidance and

Counseling

Advocacy

Career Advocates

K to 12 IRR curriculum integration conduct career assessments and career advocacy activities develop and implement training programs on career advocacy establish a career advocacy unit designate guidance supervisors at the division level and career advocates at the school level

Rule V:

Career

Guidance and

Counseling

Advocacy

Role of DepED

K to 12 IRR

The benefits will be extended to qualified students enrolled in the Senior High School

Rule VI:

E-GASTPE BENEFICIARIES AND OTHER FINANCING ARRANGEMENTS WITH PRIVATE EDUCATIONAL INSTITUTIONS AND NON-DEPED PUBLIC SCHOOLS

Expansion of E-GASTPE Beneficiaries

K to 12 IRR

They are students who completed JHS whether or not they are E-GASTPE beneficiaries in JHS, subject to compliance with the qualifications and guidelines to be determined by DepED

Rule VI:


Criteria for Assistance to Qualified Students

K to 12 IRR

a) A voucher system where coupons are directly issued to students

b) Education service Contracting Scheme (ESC) – tuition fee subsidy in private high schools

c) Management contracts – management of school operations under agreed performance targets

d) Forms of assistance provided in RA No. 8545

e) Other forms consistent with the principles of public- private partnerships

Rule VI:


Forms and Amount of Assistance

K to 12 IRR

The continued participation of providers in JHS is subject to their meeting minimum requirement and standards, including student performance, as determined by DepED; others may apply and may allowed grant if qualified

Rule VI:


Participating Schools

K to 12 IRR

DepEd shall: •issue guidelines •ensure transparency and accountability in the implementation •implement information and advocacy programs •periodically review the program and make adjustments

Rule VI:


Implementing Mechanisms

K to 12 IRR

Funding shall be ensured by the national government Private and corporate donors are encouraged to support programs of assistance (e.g. The Adopt-A-School Program)

Rule VI:


Funding Requirements

K to 12 IRR

Implementation of the programs under this rule will be not later that the start of the SY 2016-2017

Rule VI:


Timeframe

K to 12 IRR

DepED may develop forms of assistance for Kindergarten and elementary pupils and ALS learners, taking into account the need and capacities of public and private educational institutions

Rule VI:


Additional Beneficiaries

K to 12 IRR Private schools should develop transition plans; DepED shall appropriate guidelines on the evaluation of the transition plans Private schools with existing 12 to 13 years of basic education shall submit transition plan within 12 months after issuance of IRR

Rule VII:

Transitory Provisions

Private Basic Educational Institutions’ Transition to the EBEP

K to 12 IRR

Other than those already included in the Act, Modelling program may be considered n the nationwide implementation of the SHS Program in SY 2016-2017

Rule VII:

Transitory

Provisions

Implementation

of Mechanisms and Strategies

K to 12 IRR Terms of partnership with HEIs and TVIs are already stated in the Act

Rule VII:

Transitory

Provisions

Partnership with HEIs and TVIs

K to 12 IRR CHED and DBM shall review the financing policy framework for SUCs in light of the Act with the end in view of optimizing the use of government resources for education, the results of which shall be covered by a joint administrative issuance

Rule VII:


Partnership Financing Framework for State Universities and Colleges During the Transition Period

K to 12 IRR DOLE, CHED, DepED, TESDA and PRC in coordination with chambers of commerce shall develop contingency plan not later than the start of SY 2015-2016 on the potential reduction or absence of college graduates to meet human resource requirements of the industry

Rule VII:


Effects of Initial Implementation on Industry Human Resource Requirements

K to 12 IRR It is DOLE’s task to convene a technical panel with representatives from DepED, CHED and TESDA, non-teaching and teaching personnel organizations and school administrators to ensure the sustainability of the private and public educational institutions, and the promotion of rights, interests and welfare of teaching and non-teaching personnel

Rule VII:

Transitory

Provisions

Labor and Management Results

K to 12 IRR Begins with the date of the approval of the IRR (September 4, 2013) until the end of School Year 2021-2022

Rule VII:

Transitory

Provisions

Transition Period

K to 12 IRR

DepED shall seek to: a) engage LGUs to efficiently

use SEF and other funds to advance ad promote basic education

b) Implement programs that will enhance private sector participation and partnership

c) Propose an annual budget allocation in accordance with the goals above; develop multi-year spending plan to ensure that UNESCO-prescribed standards on education are attained

Rule X:

Commitment

to

International

Benchmarks

K to 12 IRR

DepED, CHED and TESDA may issue policies and guidelines as may be necessary to further implement the IRR

Rule XI:

Final

Provisions

Implementing

Details

K to 12 IRR

Amendments to the IRR shall be jointly promulgated by the DepED Secretary, CHED Chairperson, and the TESDA Director-General

Rule XI:

Final

Provisions

Amendment

Part II

Status of the Implementation of the K to 12

Enhanced Basic Education Program

Implementation:

School Year Elementary Junior High School (JHS)

Senior High School (SHS)

2011-2012 Kinder

2012-2013 Grade 1 Grade 7



2015-2016 Grade 4 Grade 10

2016-2017 Grade 5 Grade 11

2017-2018 Grade 6 Grade 12

IMPLEMENTATION

Mother Tongue-Based Multilingual Education

Preparations : 1. Development of orthographies and teaching-

learning materials in 12 major languages including Bikol (Central)

2. Contextualization of existing teaching-learning materials

3. Pilot implementation in 24 schools across Bicol Region

DepED ISSUANCES on K to 12 Implementation

DepEd Order

No. 31,s. 2012

Policy Guidelines on the Implementation of Grades 1 to 10 of

the K to 12 Basic Education

Curriculum Effective School Year 2012-

2013

Dep Order

No. 73, s. 2012

Guidelines on Assessment and

Rating of Learning Outcomes Under

the K to 12 Curriculum

DepEd Memo

No. 196, s. 2012

Monitoring of Grades 1 and 7

Classes of the K to 12 Program

Dep Ed Order No. 31, s. 2012 General Guidelines on Implementation

Design of the Curriculum

Desired Outcomes

Learning Area and Its Description

Medium of Instruction

Time Allotment

Sample Class Program

Learning Resources

Assessment and Rating

of Outcomes

Culminating Activities/

Performances

MONITORING OF IMPLEMENTATION

Objectives: Track progress of implementation Assess effectiveness and efficiency For improvement of curriculum and

instructional processes & approaches For policy formulation

MONITORING OF IMPLEMENTATION

Division Monitoring

Team

Regional Office

Monitoring

Team

Central office Monitoring

Team

School visits

survey

FGD with teachers

FGD with parents

FGD with pupils/students

Part III

Preparations for Senior High School

SENIOR HIGH SCHOOL

Two years of specialized

upper secondary education where

students may choose a specialization based on aptitude, interest and

school capacity

Senior High School Curriculum

DEPARTMENT OF EDUCATION

SHS PLANNING WORKSHOPS

Regional Orientation with DepED

Undersecretary Mario Derequito

(August 5, 2013)

Formation of SHS Implementation Team/Task Force

Division & Region

(August to October 2013)

External Assessment

Internal Assessment

Planning Proper

Collation of Reports by the Central Office

Processing of Reports as Inputs to Senior High School Implementation

in SY 2016-2017

SHS ROADMAP TO 2016

2013 2014 2015 2016

Pre-Planning for SHS and FY 2015 Planning

RA 10533 IRR Complete K to 12

Curriculum Guidelines for

Non-DepED SHS Criteria for

Locating DepEd SHS

Decision on Grade 10 Certificate/Grade 12 Diploma

Engagement of potential partners

Finish FY 2015 Budget Requirements

Infrastructure Plan, Location of SHS, and Resource Requirements determined

IM Development Procurement of

certain resources Teacher training &

assessment FY 2016 Planning

and Budgeting Refinement of

partnerships

Construction starts for majority of infrastructure Requirements

Voucher Scheme financing and mechanism set

Refinement and finalization of arrangements with partners

Preparation for SY 2017-2018

Procurement continues

FY 2017 Planning and Budgeting

Start of SHS Implementation

DepEd and non-DepEd providers ready at the start of SY 2016-2017

Continuous preparations for

SY 2017-2018

Part IV

Projection and Prospects of Senior High School

for Bicol Region

REGION V PUBLIC AND PRIVATE HIGH SCHOOL PROFILE

• Junior High School Enrolment

Actual (SY 2012-2013) public private

397, 002 60, 632

• Projected

(SY 2016-2017) 427,975 69,825

(SY 2017-2018) 437, 427 74, 850

REGION V PUBLIC AND PRIVATE HIGH SCHOOL PROFILE

• SHS 1 Projected public private

(SY 2016-2017) 75, 828 14, 448

(SY 2017-2018) 77,593 14,448

• SHS 2 Projected

(SY 2017-2018) 65,406 11,992

Total Enrolment for SHS

(SY 2016-2017) 75, 828 14, 448

(SY 2017-2018) 77,593 14,448

Total JHS and SHS Enrolment

(SY 2016-2017) 503, 803 84, 273

(SY 2017-2018) 580,426 101,290

DATA BANK AND SURVEY RESULTS

Number of Schools to offer SHS Public – 452 or 70.73% of 639 schools (187 no SHS) Private – 130 or 69.14% of 188 schools (58 no SHS) Number of enrolees per track public private Academic 36,027 5,956 Tech-Voc 30, 784 3, 372 Sports & Arts 11, 640 1,382 Total 78,451 10, 710

IMPLICATION – NEEDS for SHS

Resources Needed

School Year Public Schools

Private Schools

Classrooms 2016-2017 1,897 361

2017-2018 1,940 300

Teachers 2016-2017 3, 162 602

2017-2018 2,797 500

Chairs 2016-2017 75,868 14,593

2017-2018 77, 593 14, 448

ISSUES AND CONCERNS

Regional Office

MATERIAL RESOURCES

e.g. classrooms, chairs, laboratory equipment

HUMAN RESOURCES

Teachers, Supervisors

Central Office

CURRICULUM DEVELOPMENT

FUNDING SCHEMES

WHAT WE HAVE DONE Division Offices & Regional Office

Orient School Officials Organized Division and School SHS Implementation

Teams Launched advocacy campaign Conducted consultative conferences with

stakeholders Coordinated with other government agencies Benchmarked pilot high school implementers Formulated action plans by schools Strengthened Career Guidance Program

WHAT WE INTEND TO DO

Strengthen partnerships

with our stakeholders

Local Government Units, Industries

Private Secondary Schools

HEIs, TVIs, Local Colleges

Thank you.

Contacts:

www.deped.gov.ph

depedregion5.ph

Telephone Numbers:

Directorate 482-0046 Elementary Division 482-0310 Secondary Division 482-0701

ALS Division 482-0369

http://www.deped.gov.ph/

basic ed paper

Education

salient points of ra

basic education act

department of education

years basic education

years secondary education

years elementary education

quality education b

education learneroriented