special curricular program in science technology and engineering (ste)

DEPARTMENT OF EDUCATION

BUREAU OF SECONDARY EDUCATION

SPECIAL CURRICULAR

PROGRAM IN SCIENCE,

TECHNOLOGY &

ENGINEERING

(formerly ESEP)

PROGRAM DESCRIPTION AND OBJECTIVES

3DEPARTMENT OF EDUCATION

The Special Curricular Program in Science, Technology and Engineering (formerly ESEP) envisions highly responsible, morally upright, globally competitive, and work-ready learners from schools offering relevant and innovative Science, Technology and Engineering education.

Committed to this vision, the STE High Schools shall be the centers of excellence in Science, Technology and Engineering education in the schools divisions that shall develop the full potential of students along these areas.



With the vision and mission in mind,

the Program aims to widen access

to quality secondary education

with the view to develop learners

with the interest and aptitude

for careers in or for higher learning in Science,

Technology and Engineering.



The STE Program is a special program which shall lay the foundation for a career and/or support to a career for learners with interest and aptitude in Science, Technology and Engineering.

The Program consists of the following components:1. Curriculum and Instruction;2. Learning Environment;3. Leadership and Governance; and4. Administration and Finance.


SPECIAL PROGRAM IN SCIENCE,

TECHNOLOGY AND ENGINEERING (Formerly ESEP)

Number of Implementing Schools by Region - SY 2014-2015

Region Number of Implementing

Schools

I 13

II 13

III 17

IV-A 15

IV-B 7

V 17

VI 18

VII 10

VIII 12

Region Number of Implementing

Schools

IX 10

X 15

XI 9

XII 8

CARAGA 8

CAR 8

NCR 18

ARMM 2

Total 200

Accomplishments


2011 2012 2013

Curriculum and

Instructional

Materials

Development

Finalization of the CurriculumFramework and Standards for Environmental Science

Finalization of the Curriculum Framework and Standards for Biotechnology

Conduct of the Expert Validation of the STE Curriculum

Conduct of the Workshop on the Development of Admission Tests

Capacity-

Building

Conduct of the Training of Science Teachers in Environmental Science

Annual Conference of School Heads of Implementing Schools

Conduct of the Training of Science Teachers in Biotechnology

Annual Conference of School Heads of Implementing Schools

Monitoring and

Evaluation

Monitoring and Evaluation of Program Implementation

Annual Assessment of the Implementation of the STE Program

Provision of

Support Fund

Provision of program support funds/subsidy to 198 implementing schools

Preparation of guidelines on the utilization of the program support fund



Development of Implementing Guidelines



Highlights of Implementation


CurriculumThe core subjects offered in the Secondary Education

Curriculum (SEC) and under the K to 12 BEC were enhanced by additional subjects identified in the Revised Curriculum of the Engineering and Science Education Program (ESEP) of the S & T-Oriented High Schools. The subject offerings, time allotment and unit credits stipulated in DepED Order No. 41, S. 2004 and DepED Order no. 31, S. 2012 were strictly implemented. In many schools offering the Program, add-on subjects in Science and Mathematics were offered on top of the requirements of the core curriculum and the special curricular program in science and technology.



Instruction

While it is clear as to the kind of self-directed learner theschools desire to produce under the Program, the strategiesbeing employed is usually textbook-based and learning isreproductive. Many teachers still derive lessons from coursesyllabi and competency lists and not from the felt needs of thelearners. However, it was observed that in many scienceclasses problem-solving, inquiry or discovery approaches werebeing employed.



Instruction

Supervision of learning is usually done through directinstructional assistance which is performed by departmentheads and supervisors. However, promising supervisoryapproaches were observed such as collaborative and self-directed supervision in many schools implementing theprogram.



Capacity-Building

Many schools conducted school-based trainings whichmerely echoed what were discussed at the national/regionaltrainings, thus leaving many teachers with inadequate knowledgeabout key concepts and approaches. Likewise, seldom weretraining conducted beyond the curriculum to include aspects likeclass management and assessment of learning outcomes.



Capacity-Building

Similarly, there were unnoticed efforts to train school heads onmanaging for excellence including setting school context forcurriculum reform, transforming the school into a learningcommunity and assessing the quality of school outcomes.

Instructional supervision, curriculum development and capacity-building were the foci of the functions of the EducationSupervisors. However, it was observed that the supervisors wereweak on progress monitoring which is a major term of referencefor their position.



Physical FacilitiesThe schools have basic instructional spaces including

classrooms, science laboratories, computer room and library. However, the laboratories which are in need of major repair and renovation do not comply with the minimum standards as required in the Physical Facilities Guidelines and do not incorporate multi-hazard mitigation measures. Likewise, most schools have the basic administrative and service spaces like an administrative office and guidance room except a medical/dental clinic.



Physical Facilities

In many schools, classroom furniture is adequate to the idealclass size for the Special Science Classes. Likewise, otherfurniture like teacher tables and office furniture are availablebut there were very little provisions for the storage and displayof supplies and materials including chemicals in the sciencelaboratories.



Equipment

The schools have instructional tools and devices whichinclude science apparatuses and mathematics gadgets whichare inadequate and improperly planned, selected and utilized.Likewise, other instructional devices such as audio-visualequipment and teaching aids are available but are not properlyclassified and stored.



Administration

The Program is managed by a School Head who is rarely adegree holder in Science or Mathematics and delivered byteachers whose qualifications do not include a degree inhis/her area of specialization. Likewise, most school heads arenot assisted by a complete support staff consisting of by abookkeeper, guidance counselor, librarian and school nurse.



Finance

The schools implementing the Program receive on top of thePersonal Services (PS) and regular Maintenance and OtherOperating Expenses (MOOE), subsidy in the form of anationwide lump-sum from DepED’s annual appropriations.Each school is granted an additional annual subsidy based on afixed allocation and a variable allocation per student based onthe average enrollment of the last four (4) years to augmenttheir regular allocation for MOOE. In many cases, the subsidyis used for the purchase of equipment which is not included asan object of expenditure supported by the subsidy.

Draft Work Plan with Cost Parameters


2014 Activities QuarterBudget

Estimate

Workshops on the Finalization of Admission Tests 1 P 515,600.00

Workshop on the Development and Finatization of

the Curriculum Framework and Standards for Grade 7

Science

2 P 670,000.00

Workshop on the Development and Finatization of

the Curriculum Framework and Standards for Grade 8

Science

2 P 670,000.00

Annual Conference of School Heads of the Science,

Technology and Engineering Program (formerly ESEP)

Implementing Schools

2 P 1,275,000.00

Workshop on the Development and Finalization of the

Curriculum Framework and Standards for Grade 9

Science

3 P 670,000.00

Draft Work Plan with Cost Parameters


2014 Activities QuarterBudget

EstimateWorkshop on the Development and Finatization of

the Curriculum Framework and Standards for Grade

10 Science

3 P 670,000.00

Program Accreditation: Conduct of System Readiness

Evaluation3 P 670,000.00

Annual Assessment of the Implementation of the

Science, Technology and Engineering Program

(formerly ESEP)

4 P 1,539,000.00

Workshops on the Development and Finalization of

the Curriculum Framework and Standards for

Research I

4 P 670,000.00

Workshops on the Development and Finalization of

the Curriculum Framework and Standards for

Research 11

4 P 670,000.00

Implementation Arrangements


Program InstitutionalizationPhase 1

Provision of program support fund to implementing

schools (P53,870,000.00 allocation shall be directly

released by DBM to the regions)

Conduct of curriculum and instructional workshops,

annual assessment of program implementation and

annual conference of School Heads (P8,019,600.00 as

Operational Funds shall be administered by the CO)

Draft Guidelines


Aspect Major Modification

Developmental Support FundFixed allocation of P130,000.00

Variable allocation of P140,000.00Total allocation per school P270,000.00

Number of classes to be createdNumber of students per class

Two (2) classes per year level at 35 students per class but not to exceed 280 students

Number of implementing schoolsFrom 198 to 200 implementing schools with the

addition of two (2) schools in ARMM

Objects of Expenditures

Subscription expenses for print and non-print instructional materials in Science and Mathematics such

as reference materials, professional books, and library and other reading materials shall not be

allowed under the subsidy

Draft Guidelines


Aspect Major Modifications

Implementation arrangement on the release of allotment

Upon release of the regional allotment by the Department of Budget and Management (DBM), the

Regional Offices shall issue the Sub-Allotment Release Orders (Sub-AROs) to the schools with

financial autonomy, and through the Schools Division Offices for schools without fiscal autonomy. Upon

receipt of the Sub-AROs, the Implementing Units (IUs) and the Division Offices shall request from the

concerned DBM Regional Office the corresponding cash requirements or Notice of Cash Allocation (NCA).

Draft Guidelines


Aspect Major Modification

Implementation arrangement

Management and disbursement of the funds, subject to the usual government accounting and auditing rules and

procedures shall be the responsibility of the School Heads of the implementing schools. On the other hand, the Division

Offices shall conduct progress monitoring of the implementation of the different activities of the Program. The submission of physical accomplishments and fund utilization report (See Enclosure No. 3 for the template) by the school

on the use of the 2014 developmental fund shall be submitted three (3) months after the receipt of the Sub-ARO to the Regional Offices, copy furnished the Budget Division-FMS, OPS and the Bureau. Failure to submit said report shall

render the school ineligible for subsequent fund releases, if any.

special curricular program in science technology and engineering (ste)

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