the k to12 program (guiding principles) (salient features: philosophical, legal, and...
TRANSCRIPT
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THE K to12 PROGRAM (Guiding Principles)
(Salient Features: PHILOSOPHICAL, LEGAL, and SOCIO-psychological;
STATUS REPORT AND UPDATES
ERICO MEMIJE HABIJAN, DepEd, NEAP
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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.
KAHIT KONTI ni Florante
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Hindi naman buong-buo ang hinihiling ko sa iyo Ngunit kahit kapiraso mano’y 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 nama’y hindi maselan
At payag matabihan umusog lang kahit konti.
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THE METAPHYSICS of the song
All lines intersect at a certain point.(ang mga linya ay nagkakasalubong sa iisang tuldok)
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FROM FRANCISCO BALAGTAS BALTAZAR’s
Florante at Laura
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“DATAPWAT SINO ANG TATAROK KAYA,
SA MAHAL MONG LIHIM DIYOS NA DAKILA,
WALANG MANGYAYARI SA BALAT NG LUPA
DI MAY KAGALINGAN, IYONG NINANASA
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“kung ang isalubong sa iyong pagdating
ay masayang mukha’t may pakitang giliw,
. . . lalong paka-ingata’t kaaway na lihim
. . . siyang isaisip na kakabakahin”
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“Sa taguring bunso’t likong pagmamahal, ang
isinasama ng batang nunukal,
ang iba’y 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.”
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THESESSION’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
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K to 12 . . .
LEGAL FRAMEWORK POLICY
(Philosophy)
FOUNDATIONS
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IMPACT!!!!!!!!!!(SOCIOLOGICAL AND PSYCHOLOGICAL)
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VISION: By 2030, DepEd is globally recognized for good governance and for developing functionally-literate and God-loving Filipinos.
MANDATE:Philippine ConstitutionEducation 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.
CON
STIT
UEN
CYPR
OCE
SS
EXCE
LLEN
CEPE
OPL
ERE
SOU
RCES
STAK
EHO
LDER
PA
RTIC
IPAT
ION
Strengthen and expand stakeholder convergence mechanisms at all levelsStrengthen and expand stakeholder
convergence mechanisms at all levels
Increase resource base to a level that is at par with global standards
Increase resource base to a level that is at par with global standards
Allocate resources equitablyAllocate resources equitably
Ensure efficient and effective use of resources
Ensure efficient and effective use of resources
Demonstrate professional and ethical standards and best practices to optimize personnel productivity
Demonstrate professional and ethical standards and best practices to optimize personnel productivity
Strengthen learner-centered teaching process
Strengthen learner-centered teaching process
Practice participative and inclusive management process
Practice participative and inclusive management process
Access to learner-centered opportunities suitable for diverse
needs
Access to learner-centered opportunities suitable for diverse
needs
Learners become functionally-literateLearners become functionally-literate
FUNCTIONAL LITERACYFUNCTIONAL LITERACY GOOD GOVERNANCEGOOD GOVERNANCE
CORE VALUES:Culture of Excellence, Integrity
and AccountabilityMaka-Diyos
MakataoMakabayan
Makakalikasan
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The Building Blocks of World-Class EducationThe Building Blocks of World-Class Education
SOURCE: Barber 2008; Whelan 2009SOURCE: Barber 2008; Whelan 2009
Standards & Accountability
Human Capital Structure & Organization
Globally benchmarked standards
Recruit great people & train
them well
Effective, enabling central department &
agencies
Good, transparent data Continuous improvement of pedagogical skills
& knowledge
Capacity to manage change & engage
communities at every level
Every Child on the agenda always in order to challenge inequality
Great leadership at school level
Operational responsibility & budgets significantly devolved to
school level
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THE ANSWER ?!… THE SOLUTION?!
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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.”
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Educational Philosophy of Rizal – A. Ocampo
Rizal’s 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 people’s 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.
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Rizal’s 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.
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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.”
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“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.”
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* 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)
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* 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)
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*Our graduates are not automatically
recognized as professional abroad
*The short basic education program affects the human
development of the Filipino children
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•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
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WHY ADD TWO YEARS?
WHY K to 12? •Global Competitiveness
•Economic Advantage•Social advantage•Address the poor
performance of students
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REPORMA dahil may PROBLEMA?
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“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”
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WHY ADD TWO YEARS?
•Decongest and enhance the basic
education curriculum•Better quality
education •Minus 2 instead of
plus 2
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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.
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Some studies:
*Monroe Survey 1925*UNESCO Mission
Survey (1949) *Education Act of 1953
*Swanson Survey (1960)
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*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 All2015 National Action Plan *Presidential Task Force on
Education (2008)
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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
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Graduates of K to 12 Basic Graduates of K to 12 Basic Education Program will:Education Program will:
The K to 12 Program
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ACQUIRE MASTERY OF BASIC COMPETENCIES
(BACK TO THE BASIC – the find the foundation)
THELEARNERS
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BE MORE EMOTIONALLY MATURE (Emotion vs. Decision)
THELEARNERS
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BE SOCIALLY AWARE, PRO-ACTIVE, INVOLVED IN PUBLIC AND CIVIC
AFFAIRS (PUBLIC SERVANT-PUBLIC SERVICE)
THELEARNERS
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BE ADEQUATELY PREPARED FOR THE WORLD OF WORK OR ENTREPRENEURSHIP OR HIGHER
EDUCATION (JOB AND OR EDUCATION)
THELEARNERS
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K TO 12 EDUCATION
VISION
BE LEGALLY EMPLOYABLEWITH POTENTIAL FOR
BETTER EARNINGS(may PAGKAKAKITAAN –
HANDA AT LEGAL)
THELEARNERS
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K TO 12 EDUCATION
VISION
BE GLOBALLY COMPETITIVE(COMPETITION VS. COMPLEMENTATION)
THELEARNERS
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K TO 12 EDUCATION
VISION
ACQUIRE MASTERY OF BASIC COMPETENCIES
BE MORE EMOTIONALLY MATURE
BE SOCIALLY AWARE, PRO-ACTIVE, INVOLVED IN PUBLIC AND CIVIC AFFAIRS
BE ADEQUATELY PREPARED FOR THE WORLD OF WORK OR ENTREPRENEURSHIP OR
HIGHER EDUCATION
BE LEGALLY EMPLOYABLEWITH POTENTIAL FOR
BETTER EARNINGS
BE GLOBALLY COMPETITIVE
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“We have different gifts, according to the
grace given us.
If a man’s 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
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“Train a child in the way he should go, and when he is old he will not turn from it.”
Proverbs 22:6
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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)
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HOW DO WE ADD THE TWO YEARS ?
THEPROPOSED
MODEL
K – 6 – 4 - 2
KINDEGARTEN (5 YEARS OLD)
ELEMENTARY SCHOOLGRADES 1 – 6 (6 – 11 y.o.)
JUNIOR H.S. GRADES 7 – 10 (12-15 y.o.)
SENIOR HIGH SCHOOL GRADES 11 – 12 (16-17 y.o.)
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WHAT IS SENIOR HIGH SCHOOL?
2 YEARS of in-depth specialization for students depending on the occupancy/career track they wish to pursue2 years of senior HS intend to provide for students to consolidate acquired academic skills and competencies
Skills and competencies relevant to the job marketCurriculum will allow specialization in S &T, Arts, Technical Ed. and Sports
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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
2 YEARS SENIOR HIGH SCHOOL
GR 11
HS IV (15 yo) GR 10
4 YEARS JUNIOR HIGH SCHOOL
HS IV (14 yo) GR 9
HS IV (13 yo) OLD CURRICULUM GR 8
HS IV (12 yo) NEW CURRICULUM GR 7
GR 6 (11 yo) GR 6
6 YEARS ELEMENTARY
GR 5 (10 yo) GR 5
GR 4 (9 yo) GR 4
GR 3 (8 yo) GR 3
GR 2 (7 yo) OLD CURRICULUM GR 2
GR 1 (6 yo) NEW CURRICULUM GR 1
KINDER (5 yo) KINDER
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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
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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
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K to 12 Steering
Committee
TWG 1
Advocacy
TWG 4
Curriculum
TWG 2
LegislationTWG 3
Research
Program Management
Office
TWG 5
Transition Management
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Advocacy/CommunicationTWG 1
2010 2011
APR MAY JUN JUL AUG SEP OCTMARFEBJANDECNOVOCT
• K to 12 press conference
• Announcement of “pre-registration” program for 6-year olds
Speakers Bureau training in 5 cluster for all 17 regions
Rollout of regional consultations
• Orientation for CO personnel• Announcement of wider consultations (May
24)• National Education Forum (May 25)
• 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
As of July 7
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• 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)
House of Representatives | As of July 11
LegislationTWG 2
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• 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
Senate | As of July 11
LegislationTWG 2
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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
Working on Two Studies
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ResearchTWG 3
2012 2013 20152014 2016 2017 . . . .
2%Annual ave.
(2016 onwards)
8.5%Annual average
(2012-2015)
6.3%(2012)
Most of inputs gaps will be addressed by SY 2013-2014, increase in government cost vs. SY 2011-2012 & SY 2012-2013 budgets
Budgetary Requirements of K to 12 (Kinder) | As of July 11
Growth in Enrolment and Cost of Kinder (in ₱Bn)
5.8 13.6 17.8 21.4 15
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ResearchTWG 3
2016 2017 20192018 2020
Budgetary Requirements of K to 12 (Senior High School) | As of July 11
Low growth enrolment scenarioHigh growth enrolment scenario
Government Cost (in ₱Bn)
37.638
48.5 50
34.535 - 42
3-Year Average
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ResearchTWG 3
2016 2017 20192018 2020
Budgetary Requirements of K to 12 (HEIs to provide SHS) | As of July 11
Low growth enrolment scenario
High growth enrolment scenario
Government Cost (in ₱Bn)*
17.5 17.9
30.532.1
44.2
48.1
*GASTPE subsidy used as proxy for service contracting: ₱5,500/student/year outside NCR, ₱10,000/student/year in NCR
3-Year Average
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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
ResearchTWG 3
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Rate of Return EstimatesRates of return estimates
Cohort for income stream College HS
Type 2: HS grads who went to work2-year College age-income stream 28%2-Year post-secondary age-income stream 25%
Type 3: 2-year coll grad/2-year PS grads2-year College age-income stream 18% 28%2-Year post-secondary age-income stream 17% 25%
Type 4: College graduates (assuming same age-income stream):5 years current program 17%4 years and K to 12 16%5 years and K to 12 14%
AverageCost of education used
Cost-Benefit Analysis | As of June 27
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CurriculumTWG 4
As of July 8
General Conceptual Framework
Performance Standards for All Learning Areas
Competencies for All Learning Areas
Teaching and Learning Guides
1 2 3 4
√ DONE √ DONE 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
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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
As of July 8
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Academic Specialization
Tech –Voc specialization
Sports and Arts Specialization
MODEL 2Junior/Senior High School Curriculum
*General TLE areas include Agri-Fishery, Industrial Arts, HE, ICT
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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
Terms of Reference | As of July 8
Transition ManagementTWG 5
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Next Steps and Support Needed
• Detail partnership offer to HEIs, private schools, techvoc; prepare draft agreements
• Provide transition management plan to Steercom
Prepare communication plan
• Development of teaching and learning guides
• Training of teachers for Grades 1 & 7
• Complete study with recommendations
• Conduct new study with Transition Management on costing requirement of PPP with HEIs
Transition Management TWG
Advocacy TWG
Curriculum TWG
Research TWG
Regional education summits (Nov) and National Education Summit (Feb or Mar ‘12)
ALL TWGs
Prepare legislative agenda
Legislation TWG
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HOW MUCH WILL THIS COST?
CAPITAL COST PUBLIC SCHOOLSCLASSROOMS 37 777 998 794 .19CHAIRS 2 567 800 910 .74WAT AND SAN 3 325 566 901 .15
RECURRING COSTTEACHERS 15 100 169 445 .04TEXTBOOKS 218 752 812 .64MOOE 1 842 000 000 .00
TOTAL 16 792 522 257 .00
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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
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Kto1Kto122
Batang Kto12, Batang Kto12, Handa sa Handa sa Trabaho o Trabaho o Kolehiyo, Kolehiyo, Handa sa Handa sa
MundoMundo
Basic Education Basic Education Program Program
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ISSUE/CONCERN A: Pre – School
KINDERGARTENNURSERY 1
NURSERY 2
Philippine Context:
PREP
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It could be . . . ?
Nursery I Nursery 2
Kindergarten
PREPARATORY LEVEL – Pre-Schools
PRI
MARY
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B. Issue number 2: TRI-focalization
Dep. Ed.
CHED
TESDA
CURRICULUM
POLITICAL: LIMITATIONS
POWER SHARING
ROLES AND FUNCTIONS
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TESDA
CHEDDep Ed
Dep Ed
TESDACHED
CHED
TESDADepED
DepED
CHEDTESDA
WHICH RELATIONSHIP . . . ?
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ISSUE NO. 3 PRIVATE SCHOOLS (preparation and implementation)
PRIVATE SCHOOLS
CURRICULUM
BUILDINGS/FACILITIES
ENROLLMENT-LEARNERS
BOOKS/IMs
TEACHERS/ADMINISTRATORS
The best preparation is NOW. And one of the solutions is …
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“MARAMING TAONG MAY ALAM AT
NAKAKAALAM, PERO WALA NA AT NAKA- ALIS
NA, KUNG MAY NATITIRA MAN, MASAYADO NAMANG MAHAL”
“Why 2017, why not now?”
W. CABRERA
Issue Number 4. From the Business sector :
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TheCHALLENGE!!!
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... Change our Vocabulary!
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Philosophy: Before:
Trabaho lang, walang PERSONALAN!Now:
Trabaho na, PERSONALAN PA!
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... BECOME A
“MULTIPLIER EFFECT”(Pieces of Information)
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... Have a POSITIVE RESULTS: PERFORMANCE INDICATORS
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360 - Turn Around
o
CHANGE
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“360*” IMPLIES … Identify Element 0
o
0 - Non-Reader
0 - Illiterate
0 - Repeater/Drop-out
0 - Negative-Performance
? Target: Education for All 2015
Source DepEd
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... Meet the target/ROI!(TIME – ORAS/PANAHON
MONEY- PERAEXPERIENCE – KARANASAN)
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BE LIKE . . . COMPLEMENTARY ANGLES
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INTROSPECT:
Modernism
Vs.
Post modernism
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... ENTER … THE KINGDOM OF
GOD!!!
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“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 be there but are.”
Let’ reflect on the article of Mr. Conrado De Quiros, PDI, last 8 June,
2011, “There’s The Rub
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“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.
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I’ll Do it For YouB. 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
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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
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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
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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
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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
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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
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MARAMI PONG SALAMAT!!!
ERICO MEMIJE HABIJANNEAP