i

COUNTRY BACKGROUND REPORT

PHILIPPINES

UNESCO’S SUPPORTING COMPETENCY-BASED TEACHER

TRAINING REFORMS TO FACILITATE ICT-PEDAGOGY

INTEGRATION PROJECT

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AUGUST 2014

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TABLE OF CONTENTS

Page

Table of Contents ii

List of Tables iv

List of Figures iv

List of Acronyms v

Executive Summary vii

Chapter 1: AN OVERVIEW OF EDUCATIONAL SYSTEM

Introduction 1

The Education System 1

Education Policies and Administration 2

National Vision of Basic Education 3

Basic Education Statistics 3

Budgetary Allocation 4

Monitoring and Evaluation 4

Chapter 2: THE NATIONAL CURRICULUM

K to 12 Basic Education Program 5

Curriculum Development 5

Innovations by Teachers 7

Teaching Methods 7

Alignment with Higher Education 7

Chapter 3: ASSESSMENT

National Assessments 8

International Assessments 9

Stakeholders’ Views 9

Chapter 4: TEACHER AND TEACHER DEVELOPMENT

Assessment of Teacher Effectiveness 10

Teacher Qualification System 10

National Competency Standards 10

Challenges of the Implementation of ICT Competency Standards 13

Main Providers of the Pre-service Training 13

Financing and Scholarship 14

Entry Requirements 15

Length of Courses 15

Graduation requirements 15

In-Service teacher Professional Development 15

Teachers Incentives 16

iii

Chapter 5: INFORMATION AND COMMUNICATIONS TECHNOLOGIES

IN EDUCATION

National Policies on ICT in Education 16

Government Agency for ICTs Policy 16

Data on ICT in the Home and Schools 17

Digital Content in the National Curriculum 18

Skills Development of Teachers on ICT 18

Challenges 19

References 20

iv

List of Tables

Page

Table 1: Number of Schools, Teachers and Enrolment 3

Table 2: Participation Rate (in Percentage), SY 2011-2012 to 4

SY 2012-2013

Table 3: Annual Budget of the Department of Education 4

Table 4: Achievement Rate (MPS) of Elementary and Secondary 8

School Students (in Percentage)

Table 5: Percent Share of Learners with 75MPS and Above 8

Table 6: MPS of the NCAE Sub-tests 9

Table 7: Program Offerings in Philippine Teacher Education 14

Institutions, as of April 2012

Table 8: ICT Packages 17

List of Figures

Page

Figure 1: The Philippine Education Ladder 2

Figure 2: Comparison of the BEC 2002 and K to 12 Curriculum 5

Figure 3: K to 12 Curriculum Model 6

Figure 4: Process Flow for Teacher Recruitment 10

Figure 5: Teacher Education and Development Map 11

Figure 6: The Seven Domains of the NCBTS 12

v

List of Acronyms

BEC - Basic Education Curriculum

BEP - Basic Education Program

BESRA - Basic Education Sector Reform Agenda

CB-PAST - Competency-Based Performance Appraisal System for Teachers

CHED - Commission on Higher Education

CICT - Commission on Information and Communications Technology

COC - Certificate of Competency

DepEd - Department of Education

DECS - Department of Education, Culture and Sports

DOST - Department of Science and Technology

DOST-SEI - Department of Science and Technology – Science Education Institute

EFA - Education for All

EDCOM - Congressional Commission on Education

HOTS - Higher Order Thinking Skills

ICTO - Information and Communication Technology Office

INSET - In-Service Training

IRR - Implementing Rules and Regulations

LET - Licensure Examination for Teachers

LRA - Logical reasoning Ability

LSB - Local School Board

LGU - Local Government Unit

MA - Mathematical Ability

MPS - Mean Percentage Score

MTPDP - Medium-Term Philippine Development Plan

MTB-MLE - Mother Tongue-Based Multi-Lingual Education

NAT - National Achievement Test

NCAE - National Career Aptitude Examination

NC - National Certification

NCBTS - National Competency-Based Teacher Standards

NCBTS-TSNA - National Competency-Based Teacher Standards-Teacher Strength

and Needs Assessment

NEDA - National Economic and Development Authority

NEAP - National Educators Academy of the Philippines

NETRC - National Education Research and Testing Center

NICS - National ICT Competency Standards for Teachers

PCK - Pedagogical Content Knowledge

PQF - Philippine Qualification Framework

PRC - Professional Regulation Commission

SC - School Committee

SDO - Schools Division Office

SDOC - Schools Division Office Committee

SDS - Schools Division Superintendent

SEF - Special Education Fund

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SFI - School First Initiative

SST - Secondary School Teacher

STEM - Science, Technology, Engineering and Mathematics

TEC - Teacher Education Council

TEDP - Teacher Education and Development Program

TEIs - Teacher Education Institutions

TESDA - Technical Education and Skills Development Authority

TLE - Technology and Livelihood Education

TVA - Technical Vocational Ability

TIMSS - Third International Mathematics and Science Study and/or Trends in

Mathematics and Science Study

VMS - Visual Manipulative Skills

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EXECUTIVE SUMMARY

The Philippine Education landscape is significantly shifting to respond to the national and

global demands, specifically to ASEAN neighbours. The Department of Education (DepEd) is

implementing the K to 12 Curriculum that added two years for senior high school and one year

compulsory kindergarten prior to entry to grade one. On the other hand, the Commission on Higher

Education (CHED) is pursuing a paradigm shift to learning competency based standards in Philippine

higher education. Thus, the different curricula are now being aligned towards learning competency-

based standards/outcomes-based education, including teacher education. CHED is also preparing

vigorously its programs to address the needs of the K to 12 graduates, who will enter colleges and

universities by 2018. Furthermore, the Technical Education and Skills Development Authority

(TESDA) is responding to both developments in basic and higher education taking greater emphasis in

technical vocational education.

With the three government agencies overseeing the three levels of education: basic education,

technical-vocational, and higher education, ICT has become a primary thrust. This educational effort

is one of the positive responses as the Philippines prepares for economic convergence with the ASEAN

nations and other countries in Asia and the Pacific.

Although the digital highway is open for everyone in the global village including the

Philippines, its utilization and access have been constrained by factors related to limited human skills,

material resource scarcity, weak ICT learning environment, and lethargic policy implementation.

Despite the efforts provided by the DepEd to use ICT for teaching and learning, disparity still exist

among basic education schools in view of geographical location. Hence, continuous teacher and staff

capacity building is being pursued to respond to this situation. Likewise, CHED in the Teacher

Education Programs has also responded positively to address ICT as a part of teacher preparation.

It is in this context that teacher education programs in higher education responds quickly in

order to provide, appropriately prepared and skilled teachers for the digital classrooms in basic

education in particular and in Philippine education in general.

Although ICT has been infused into the curriculum of teacher education to address the

development of lifelong ICT skills, there is a dire need to heighten support to enhance the curriculum

that responds to the utilization of ICT for teaching and learning in formal, informal, and non-formal

structures and in various delivery modes. This would call for curricular reviews, provision of enough

ICT hardware and software, making available energy and power supply and easy access to connectivity

in the digital highways.

Thus, a need to strengthen the ICT in teacher education, which would create a seamless

articulation of all ICT initiatives from basic education, technical-vocational education and higher

education in this country is imperative.

After all, in whatever level of education, an enhanced ICT TEACHER is desired.

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CHAPTER 1

AN OVERVIEW OF EDUCATIONAL SYSTEM

Introduction

The Philippines is an archipelago composed of 7,107 islands. It is situated in the eastern rim

of Asiatic Mediterranean between the Pacific and Indian oceans and between Australia and mainland

Asia. It stretches from China to the north and the Indonesian archipelago to the South. It is located in

the heart of Southeast Asia.

The country is divided into three major island groups: Luzon, Visayas, and Mindanao. It has

17 regions, 79 provinces, 117 cities, 1,501 municipalities and 41,982 barangays. Its capital city, Manila,

is located in Luzon, the largest and most populated island of the country.

For purposes of communication and instruction, the official languages of the Philippines are

Filipino and English. The regional languages are the auxiliary official languages in the regions and shall

serve as auxiliary media of instruction.

As of 2014, the country’s population has reached 100 million. The population is relatively

young with a median age of 23.5 years. This is further shown by the age structure where 33.7 percent

belong to the 0-14 age range, 19 percent for the 15-24 years old and 37 percent for those who are 25-

54 years old. The Philippines is predominantly Catholic (83 percent), 15 percent are Muslims and the

rest are Buddhists and other denominations.

Over the past years, there had been some structural reforms in the Philippine economy – a more

effective monetary environment was established, the financial sector was deregulated, banking reforms

were instituted, and critical segments of the economy were opened up such as foreign exchange, banking

and finance, foreign and domestic investments, telecommunications, insurance, inter-island shipping,

and transportation. Over the past years, these were sustained through implementation of good

governance policy and intensified by public private partnerships.

The Education System

The Department of Education, Culture and Sports (DECS) used to manage and supervise the

three levels of education, namely, elementary, secondary and tertiary until 1994. Based on the

recommendations of the Congressional Commission on Education (EDCOM) in 1991 and through

enactment of laws by Congress, the administration of the different levels of education was tri-focalized.

The Department of Education (DepEd) takes care of basic education. The Technical Education Skills

and Development Authority (TESDA) supervises post secondary non-degree technical and vocational

education, while the Commission on Higher Education (CHED) oversees undergraduate or

baccalaureate, graduate and post-graduate degree programs.

Currently, the educational system of the Philippines as shown in Figure 1 illustrates the

education ladder as managed by the three government agencies. It shows the number of years in every

level. Children at five years old enter Kindergarten and complete the six years elementary education at

11 years old. They continue in the secondary level and complete Junior High School at age 16 and

Senior High School at age 18. At the tertiary level, students may pursue technical, vocational non-

degree programs, or baccalaureate degrees and eventually may proceed to taking graduate and post-

graduate degrees.

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Figure 1: The Philippine Education Ladder

(Source: Department of Education)

Education Policies and Administration

Per Article XIV, Section 2 of the 1987 Philippine Constitution, all education policies and

guidelines are anchored on the following provisions:

Section 2. The State shall:

• Establish, maintain and support a complete, adequate and integrated system of

education relevant to the needs of the people and society;

• Establish and maintain a system of free public education in the elementary and high

school levels. Without limiting the natural right of parents to rear their children,

elementary education is compulsory for all children of school age;

• Establish and maintain a system of scholarship grants, student loan programs,

subsidies, and other incentives which shall be available to deserving students in both

public and private schools, especially to the underprivileged;

• Encourage non formal, informal and indigenous learning systems as well as self

learning, independent, and out of school study programs particularly those that

respond to community needs; and

• Provide adult citizens, the disabled and out-of-school youth with training in civics,

vocational efficiency and other skills.

The above provision was further strengthened with the approval of Republic Act No. 6655,

otherwise known as the Free Secondary Education Act of 1988.

In 1994, Republic Act No. 7722 (Higher Education Act of 1994), created the Commission on

Higher Education (CHED). This law mandates to protect, foster and promote the right of all citizens to

affordable quality education at all levels and shall take appropriate steps to ensure that education shall

be accessible to all. Likewise, the State shall ensure academic freedom and promote continuing

intellectual growth, the advancement of learning and research, the development of responsible and

effective leadership, the education of high-level and medium-level professionals, and the enrichment of

historical and cultural heritage.

In the same year, Republic Act No. 7796 created the Technical Education and Skills

Development Authority (TESDA) in line with the policy of the State to provide relevant, accessible,

high quality and efficient technical education and skills development in support of the development of

high quality Filipino middle-level manpower responsive to and in accordance with Philippines

development goals and priorities.

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Further, Republic Act No. 9155 (Governance of Basic Education Act of 2001) provided that

the management of basic education will be the main mandate of the Department of Education. Based

on its Implementing Rules and Regulations (IRR), basic education intends to lay the foundation for

subsequent levels of learning. It includes early childhood, elementary and high school education as well

as alternative learning systems for out-of-school youth and adult learners and includes education for

those with special needs.

National Vision of Basic Education

The Vision and Mission of the Department of Education are contained in DepEd Order No. 36,

Series of 2013, to wit:

DepEd Vision

“We dream of Filipinos who passionately love their country and whose values and competencies

enable them to realize their full potential and contribute meaningfully to building the nation. As

a learner-centered public institution, the Department of Education continuously improves itself

to better serve its stakeholders.”

DepEd Mission

“To protect and promote the right of every Filipino to quality, equitable, culture-based, and

complete basic education where:

Students learn in a child-friendly, gender-sensitive, safe, and motivating

environment.

Teachers facilitate learning and constantly nurture every learner.

Administrators and staff, as stewards of the institution, ensure an enabling

supportive environment for effective learning to family, community, and other

stakeholders are actively engaged and share responsibility for developing life-

long learners.”

Basic Education Statistics

In School Year 2012-2013, there were 23,823,030 students enrolled in 59,282 public and

private elementary and secondary schools. There were about 574,000 basic education teachers in public

schools excluding teachers in the private sector. Detailed data are shown below:

Table 1: Number of Schools, Enrolment and Teachers, SY 2012–2013

Classification Kindergarten Elementary Secondary

Schools 46,404 12,878

Public 38,659 7,748

Private 7,745 5,130

Enrollment 2,202,486 14,509,690 7,110,944

Public 1,773,505 13,259,489 5,702,597

Private 428,981 13,836 1,408,147

Teachers 377,831 169,743

Teacher-Student Ratio 1:36 1:35

Source: Fact Sheet as of October 2013, Office of Planning Service, DepEd

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Table 2: Participation Rate (in Percentage), SY 2011-2012 to SY 2012-2013

Indicator Elementary Secondary

SY 2011-2012 SY 2012-2013 SY 2011-2012 SY 2012-2013

Cohort Survival 73.46 75.27 78.83 78.21

Completion 70.96 73.67 74.23 74.81

Drop Out 6.38 7.82

Transition 96.58 99.68

Source: Fact Sheet as of October 2013, Office of Planning Service, DepEd

Budgetary Allocation

Among the agencies of the government, the Department of Education receives one of the

highest annual budget allocation. As shown below, the budget steadily increased from 2011 to 2014.

About 85 percent of the budget is for personnel services and the rest is allocated for maintenance and

other operating expenses which include instructional materials, facilities, furniture, and capital outlay

for classrooms.

Table 3: Annual Budget of the Department of Education

Year Amount (in Billion Pesos)

2011 192.087

2012 201.497

2013 293.227

2014 309.430

2015 (proposed) 336.900

Source: www.dbm.gov.ph

The per capita cost for elementary and secondary school students is Twelve Thousand Eight

Hundred Eighty Five pesos (Php12,885 or approximately $300) and Eighteen Thousand Twenty Three

pesos (Php18,023 or approximately $400), respectively. The average per capita cost per student is

Fourteen Thousand Three Hundred Ten Pesos (Php14,310 or approximately $350).

Local Government Units (LGUs) contribute to the cost of education in their respective localities

through the Special Education Fund (SEF). As provided in the Local Government Code (Republic Act

7160), the SEF may be spent only for any of the following: salaries of teachers who are locally hired,

repair of classrooms and student development activities such as athletics. The Municipal or City Mayor

or the Provincial Governor serves as the chair of the Local School Board (LSB) while DepEd’s District

Supervisor or School’s Division Superintendent or Assistant School’s Division Superintendent serves

as the co-chair.

Monitoring and Evaluation

The Department of Education has five levels of system of monitoring and evaluation. The first

level is the Central Office. It is concerned with policy formulation and standard setting. It conducts

monitoring of compliance with policies and standards and gathers feedback on its implementation

which serve as bases for revising policy issuances. Second level is the Regional Offices which undertake

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monitoring and evaluation and assessment of regional learning outcomes. The third is the division level

which is in charge of ensuring compliance of quality standards for basic

education programs and for this purpose, the role of division supervisors as subject area specialists is

strengthened. The fourth is the district level which is in charge of the provision of professional and

instructional advice and support to schools/learning centers. And lastly, the fifth is the school level

which takes charge of the implementation of the school curriculum and is accountable for higher

learning outcomes including implementation of educational programs, projects and services which

provide equitable opportunities for all learners in the community.

CHAPTER 2

THE NATIONAL CURRICULUM

Before the implementation of the K to 12 Basic Education Curriculum, the Philippines was the

last in Southeast Asia and only one of three (3) countries in the world with a 10-year basic education.

This caused problems for students wanting to study overseas because they lacked 2-3 years of basic

education.

K to 12 Basic Education Program (BEP)

In June 2012, the Department of Education launched the K to 12 BEP which provides additional

years of basic education. Being implemented is mandatory kindergarten, six years of elementary

education, four years of junior high school and two years of senior high school, providing a total of 13

years basic education. The following diagram is a comparison of the 10-year against the 13-year basic

education structure.

Figure 2: Comparison of the BEC 2002 and K to 12 Curriculum

(Source: Department of Education)

Curriculum Development

Curriculum development workshops were held to craft the framework, content and performance

standards and competencies at key stages, by curriculum grade and by learning area in the curriculum.

Specialists from the academe provided expert advice on the content and structure of each learning area.

The workshops followed a cycle of development, validation and finalization. The next step was the

development of materials in the form of learning materials and teacher’s guide. Teachers, master

teachers and education supervisors who are specialists in the learning area worked with the specialists

from the Bureaus in the Central Office. During the validation of materials, the curriculum developers

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piloted the use of the materials with actual students in schools of the grade level and learning areas.

The K to 12 Basic Education Curriculum Model is composed of eight (8) learning areas for

Grades 1 to 10. These are Araling Panlipunan (Social Studies), Edukasyong Pantahanan at

Pangkabuhayan (EPP)/ Technology and Livelihood Education (TLE), Edukasyon sa Pagpapakatao

(EsP), Filipino, Mathematics, Music, Arts, PE and Health (MAPEH) and Science. The Mother Tongue-

Based-Multi-Lingual Education (MTB-MLE) is offered from Grades 1 to 3. Technology and

Livelihood Education in the Junior High School is exploratory at Grades 7-8 and a specialization in

Grades 9-10. There are also core areas in Senior High School and a choice of 4 tracks (Academic,

Technical-Vocational, Sports, and Arts and Design). A student may also opt to choose a strand from

the Academic track such as STEM (Science, Technology, Engineering, and Mathematics), ABM

(Accounting, Business and Management), HUMSS (Humanities and Social Sciences) and GAS

(General Academic Strand).

Figure 3: K to 12 Curriculum Model

(Source: Department of Education)

The legal bases for the implementation of the K to 12 BEP are the following:

Republic Act No. 10157 : The Universal Kindergarten Law (providing for all 5-year

old children to attend the free and compulsory kindergarten schooling)

RA 10533: An Act Enhancing the Philippine Basic Education System by

Strengthening its Curriculum and Increasing the Number of Years for Basic Education

To support the implementation of the approved laws on the education reforms, DepEd crafted

the Implementing Rules and Regulations (IRR) embodied in the following issuances:

DepEd Order No. 31, s. 2012 (Policy Guidelines on the Implementation of Grades 1-10

of the K to 12 Basic Education Curriculum (BEC) effective School Year 2012-2013)

DepEd Order No. 32, s. 2012 (Implementing Guidelines of RA No. 10157)

DepEd Order No.73, s. 2012 (Guidelines on the Assessment and Rating of Learning

Outcomes under the K to 12 Basic Education Curriculum)

DepEd Order No.74, s. 2012 (Guidelines on the Selection of Honor Pupils and

Students of Grades 1 to 10 of the K to 12 Basic Education Curriculum)

DepEd Order No. 43, s. 2013(Implementing Guidelines of RA No. 10533)

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The Curriculum Development Divisions of the Bureaus of Elementary (BEE) and Secondary

Education (BSE), Bureau of Alternative Learning Systems (BALS), the Instructional Materials Council

Secretariat (IMCS) are responsible for curriculum development. The national curriculum is expected

to be implemented by every public school and private elementary and secondary schools in the country.

Compliance to its implementation is monitored by the DepEd Regional Office (RO) and Schools

Division Offices (SDO).

Innovations by Teachers

While the K to 12 Curriculum has universal content standards and competencies for every grade

level and specific discipline, such curriculum provides flexibility and creativity among classrooms

teachers in their teaching delivery. Contextualization and indigenization of the strategies are utilized

for teaching and learning to be more meaningful. There are various evidences of teachers on the ground

that introduces innovative ways of doing in activities that relate to teacher’s role and responsibilities.

These include but not limited to include teaching strategies that encourages cooperative learning,

enhanced parents and community involvement in the school learning, maximization of the learning

environment as a resource for teaching and the use of mobile library resources. Classroom teachers do

action research to try their innovations, the results of which are shared during teacher conferences in

the district, division, regional or national levels.

Teaching Methods

Appropriate teaching methodologies are utilized by the classroom teachers in the Philippines.

The teaching strategies depend to a large extent on the kind of learners, the learning outcomes to be

achieved, the materials available, and the teaching skills of the teacher. Classroom teachers use the time

tested methods like the inductive or deductive approaches as well as constructivist approaches like

cooperative learning, inquiry and problem-based teaching, hands-on minds-on approaches, among

others. Since teachers are capacitated in both pre-service and in-service to provide alternative and better

ways of teaching, the use of ICT in more developed schools is evident. The use of traditional teaching

technologies is still predominant in rural public school classrooms however there is significant

development and progress provided by the Department of Education along this area.

Alignment with Higher Education

The Teacher Education Curriculum in higher education is vertically articulated with the K to

12 Basic Education Curriculum, in content standards and competencies. The vertical articulation and

alignment are guided by the Philippine Qualification Framework (PQF), where Competencies

(knowledge, skills and values), Application and Degree of Independence move from basic education to

higher education which is equivalent to Level 1 to Level 8 of the PQF.

In order to address the need of teachers in basic education, the pre-service teacher education

programs provide substantial pedagogical content knowledge (PCK) in its curriculum. This PCK

considers the different subject disciplines in basic education and different year levels (K to 12) they will

be teaching. The different subject disciplines have corresponding major degree programs (i.e BSE in

English, BSE in Mathematics) for high school teaching, while those who will teach in the elementary

level will have to take all content subjects offered in the elementary level. Correspondingly, professional

education subjects prepare the future teachers the pedagogies in either the elementary or secondary level

teaching (CMO 30, s. 2004).

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CHAPTER 3

STUDENT ASSESSMENT

Various forms of student assessment in the school system are implemented. National

assessments are conducted for system evaluation. On the other hand, educational placement test is used

as a mechanism to bring school leavers back to the formal school system. At the classroom level,

formative and summative assessment are administered for reporting progress and achievement in formal

schooling and alternative learning system. These forms of student assessment aim to: 1) assess learner

development; 2) enhance teaching; 3) identify and implement appropriate interventions; and 4) provide

exit evaluation of learning and accomplishment.

The school year is divided into four (4) grading periods or quarters consisting of 10 weeks each.

At the end of every quarter, a summative test or examination is conducted. In addition, outputs and class

participation are included as basis in grading the learner’s performance during the quarter. Furthermore,

a culminating activity showing the students products and performances are exhibited as evidence of

their learning and attainment of content and performance standards.

The student’s grade is described by the levels of proficiency: Beginning, Developing,

Approaching Proficiency, and Proficient Advanced. While the levels of assessment is described in terms

of Knowledge, Process, Understanding, and Products/Performances as defined in DepEd Order No. 73,

s. 2012.

National Assessments

The DepEd’s National Educational Research and Testing Center (NETRC) is tasked with the

development and administration and reporting of the results of national achievement tests and other

tests administered nationwide. The National Achievement Test (NAT) is administered at mid-cycle or

at exit points at both the elementary and secondary levels. The purposes of national assessment are: 1)

evaluate the effectiveness of the curriculum; 2) monitor trends in school performance overtime; 3)

improve educational processes and outcomes; and 4) provide accountability information to the public.

The 5-year results of the NAT are shown in the following table:

Table 4: Achievement Rate (MPS) of Elementary and Secondary School Students

(in Percentage)

School Year Grade VI Second Year Fourth Year

SY 2008 – 2009 65.55 46.71

SY 2009 – 2010 68.01 45.56

SY 2010 – 2011 68.15 47.93

SY 2011 – 20 12 66.79 48.90

SY 2012 – 2013 68.88 51.41

Source: National Educational Testing and Research Center, DepEd

The NAT covers five (5) learning areas, namely, English, Filipino, Science, Mathematics and

Araling Panlipunan. The results show that the mean percentage scores (MPS) for secondary school

students are way below the mastery level of 75MPS set by the Department. Table 5 shows that over

three (3) years, only an average of 30 percent and 7 percent of those who took the NAT scored 75 MPS

or above among the learners of the sampled elementary and secondary schools.

Table 5: Percent Share of Learners with 75MPS and above

G6 365,468 510,151 588,845

G6, N 1,609,728 1,644,638 1,656,418

% share 23% 31% 36%

Y2 82,270 109,331 41,297

Y2, N 1,245,707 1,183,871 1,171,283

% share 7% 9% 4%

Actual

SY 08-09

No. of Learners

with MPS of 75

and Above,

Public Schools

SY 06-07 SY 07-08Indicator Level

9

Source: NETRC, DepEd

The National Career Assessment Examination (NCAE) is administered among fourth year high

school students every August to determine the interest and inclination of graduating students and to

help them decide what to pursue in college. It will assist the parents in giving guidance to their children

in the choice of a lifetime career. The examination focuses on the Scholastic Ability, Vocational

Aptitude, Entrepreneurship Ability, and other aspects.

The results of the NCAE in SY 2011-2012 are shown in Table 6. MPS was highest in Clerical

Ability (CA), Technical Vocational Ability (TVA) and Visual Manipulative Skills (VMS) and the

lowest was in Mathematical Ability (MA), Logical Reasoning Ability (LRA) and Scientific Ability

(SA). This performance is also reflected in the results of international assessments that the students

participated in.

Table 6: MPS of the NCAE Subtests

Source: NETRC, DepED

International Assessments

The Philippines participated in the TIMMS (Third International Mathematics and Science

Study and/or Trends in Mathematics and Science Study) in 2003 and 2008 to find out how Filipino

students compare with their counterparts in other countries. The results showed that the country ranked

among the lower performing countries. The main reason for such performance was the short (10

years) basic education of the learners and much younger age of students compared to the older-aged

students from other countries. Thus, the government pushed for the implementation of the K to 12 basic

education curriculum. It also triggered the emphasis of science teaching, learning and assessment on

the development of higher order thinking skills (HOTS). Further on, teachers were given enhanced

training in science and mathematics.

Stakeholders’ Views

The NAT and NCAE are not the sole basis for entry into a college or university since institutions

of higher learning have their respective admission requirements. DepEd uses the results of these

assessments to focus its efforts towards improving performance in Science and Mathematics through

teacher training, provision of instructional materials and curriculum review.

In a survey conducted by DepEd-NETRC in 2007 on the annual administration of the NCAE,

nineteen (19) higher education institutions and TESDA accredited schools in twelve (12) schools

divisions participated. The results are the following:

The NCAE annual administration was viewed positively by 81.31 percent of the

students.

Eighty percent of the parents affirmed the necessity to administer the NCAE yearly.

Eighty-five percent of the school officials favored the annual administration of the

NCAE.

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Across the four (4) groups of respondents (students, parents, school officials,

CHED/TESDA institutions), the NCAE elicited high acceptance. All groups

manifested agreement on the yearly administration of the NCAE.

CHAPTER 4

TEACHER AND TEACHER DEVELOPMENT

The provision of continuing education and training to more than half million teachers (547,574)

is a big task for the Department. This responsibility has been delegated to the regional offices in

cooperation with the regional National Educators Academy of the Philippines (NEAP) and the teacher

training institutions (TEIs) as the provider.

Assessment of Teacher Effectiveness

Assessment of teacher effectiveness is done through: 1) class observations by the school or

department head and by regional and division education supervisors; 2) administration of the

Competency-Based Performance Appraisal System for Teachers (CB-PAST); and 3) performance

evaluation by students. Based on the result of assessment, teachers provided with technical assistance

and support to further improve teaching effectiveness that shall be reflected in the performance of

learners.

Teacher Qualification System

The application, screening and recruitment of teachers in the public schools are spelled out in

DepEd Order No. 12, s. 2012 -Revised Guidelines on the Hiring of Teacher 1 Positions Based on the

Reform Actions in BESRA). It is a requirement that the applicant has passed the Licensure Examination

for Teachers (LET) administered by the Professional Regulation Commission (PRC).

Figure 4: Process Flow for Teacher Recruitment

National Competency Standards

The National Competency-Based Teacher Standards (NCBTS) is a major document of the

Teacher Education and Development Program (TEDP) of the Department of Education. The

development of the TEDP is a formal partnership of DepEd, CHED, TEIs, PRC and the Civil Service

Commission for the improvement of both the pre-service and the in-service teacher education. It

describes the teacher’s career path as a continuum that starts with entry to the teacher education program

SC reviews

documents; submits

list of qualified to

School Division

Office Committee

(SDOC)

Applicant submits

documents to the

School Committee

(SC)

SDOC reviews

documents, conducts

screening SDOC prepares a

list of qualified

applicants and post

it at the SDO

11

and concludes when a teacher retires from formal service. At its center is the National Competency-

Based Teacher Standards.

Figure 5: Teacher Education and Development Map (ELC Handbook, 2009)

TEDP is a policy reform to create the critical changes necessary to further accelerate, broaden,

deepen and sustain the improved education effort already started. This package of policy reforms is

referred to as the Basic Education Sector Reform Agenda (BESRA).

One key element of the TEDP is the development of the NCBTS which provides a single

framework for teacher performance and development. The framework will enable teachers, learners and

stakeholders to appreciate the complex set of behaviors, attitudes and skills that each teacher in

Philippine schools must possess in order to carry out the satisfactory performance of their roles and

responsibilities. The NCBTS is composed of seven (7) domains that represent the desired features of

the teaching learning process. These domains incorporate a series of twenty one (21) strands of desired

teaching performance statements and are identified by eighty (80) observable indicators.

There are two (2) sets of competency standards for teachers in the country. All teachers must

adhere to the teacher standards specified in the National Competency-Based Teacher Standards

(NCBTS) while teachers of Technology and Livelihood Education (TLE) must likewise be assessed

and certified by TESDA to be granted a National Certificate (NC) in the level of the training

qualification. Meanwhile the Competency- Based Teacher Appraisal System for Teachers (CB-PAST)

is used to rate the performance of the teacher at the end of each school year.

The public school teachers in basic education are assessed with the use of an assessment tool

developed for the purpose. The tool, known as the Competency-Based Performance Appraisal System

for Teachers (CB-PAST) was designed based on NCBTS.

The tool aims to assess the performance of teachers in 7 domains. The performances of the

teachers are assessed and rated using the following scale: 4 (Highly proficient); 3 (Proficient); 2

(Basic); and 1 (Below Basic).

The NC is required of all teachers of TLE especially in the 24 courses/Training Regulations

that are the areas of specialization in Grades 9 and 10 TLE and the Tech Voc track of the Senior High

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School. Prior to the assessment, the teachers undergo the Self-Assessment Guide and if confident

enough, goes for the assessment with a TESDA-accredited center for that Training Regulation. The

teacher receives the NC and is listed in TESDA’s database of skilled workers if s/he is certified as

having mastered all the competencies. However, s/he only receives a COC (Certificate of Competency)

if s/he only mastered some of the competencies.

The NCBTS is a set of teacher standards clustered in seven (7) domains. The domains are

shown in the following illustration:

Figure 6: The Seven Domains of the NCBTS

The National Competency-Based Teacher Standards (NCBTS) defines effective teaching as

being able to help attain the different learning goals in the curriculum. It also guides the teacher to

come up with his/her Individual Plan for Professional Development.

The NCBTS-TSNA tool is anchored on the NCBTS Framework set by the Department of

Education that contains seven integrated domains for effective teaching. These are: Domain 1–Social

Regard for Learning; Domain 2–Learning Environment; Domain 3–Diversity of Learners; Domain 4–

Curriculum; Domain 5– Planning, Assessing, and Reporting; Domain 6–Community Linkages; and

Domain 7–Personal Growth and Professional Development.

For pre-service, National Competency-Based Teacher Standards (NCBTS) is adopted by all

TEIs to design and implement effective teacher education curricula (CMO 30. S. 2004 and CMO 52, S.

2007) as these apply in all professional subjects offered. NCBTS has been included as a major

component of all professional education courses. Instructional syllabi include a focus on a particular

NCBTS domain which is applicable to a particular professional education subject. Further, the NCBTS

has been adopted as a basis for the PRC’s Table of Specification (TOS) for the Licensure Exam for

Teachers (PRC BPT Resolution 10, S. 2009)

As a framework for teacher development, the NCBTS was used as a basis to craft a tool to assess

the training needs of teachers in the in-service. This tool is the NCBTS-TSNA (NCBTS-Teacher

Strength and Needs Assessment) which contains detailed indicators of the teacher competencies.

(DepEd NCBTS-TSNA Guide and Toolkit, 2010). It is in this tool where specific items on ICT

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competencies are found. The NCBTS-TSNA contains one (1) strand, one (1) indicator and nine (9)

competencies that relate to ICT, to wit:

ICT Competencies, Indicator and Strand

A. Strand 4.7 Demonstrates skills in the use of ICT in teaching and learning.

B. Indicator 4.7.1 Utilizes ICT to enhance teaching and learning.

C. Competencies: (At what level do I . . . . . )

173. Know the nature and operations of technology systems as they apply to teaching and

learning?

174. Understand how ICT-based instructional materials/learning resources support

teaching and learning?

175. Understand the process in planning and managing ICT- assisted instruction?

176. Design and develop new or modify existing digital and/or non-digital learning

resources?

177. Use ICT resources for planning and designing teaching-learning activities?

178. Use of ICT tools to process assessment and evaluation data and report results?

179. Demonstrate proficiency in the use of computer to support teaching and learning?

180. Use ICT tools and resources to improve efficiency and professional practice?

181. Value and practice social responsibility, ethical and legal use of ICT tools and

resources?

182. Show positive attitude towards the use of ICT in keeping records of learners?

Although, the ICT indicators are enshrined for the in-service teachers NCBTS-TSNA tool, pre-

service teacher education institutions, in anticipation of the future roles of teachers use these indicators

to guide their pre-service teacher training and development.

Challenges of the Implementation of ICT Competency Standards

Despite the acknowledgement of the TEIs of the need of ICT for teaching and learning, there

are reasons and challenges that hold back the full implementation of the developed competency

standards in ICT. First is the inadequacy of faculty members of less developed TEIs to handle the ICT

courses for teacher education. In more than a thousand teacher training institutions in the country, not

all have qualified faculty members who can handle the ICT components in teacher education curricula.

Some faculty members are inadequately prepared or unwilling to undergo training because of age and

attitude towards ICT. Second reason is the lack of appropriate hardware and software in these less

developed institutions. In some schools where there are qualified faculty members, appropriate

hardware and software are lacking, outmoded or non-functional. These two major reasons compound

the inadequacy of addressing the identified need for teacher education preparation.

Main Providers of the Pre-service Training

In the tertiary level, the main providers for pre-service training are the Teacher Education

Institutions (TEIs). Some are classified as college or university or a unit within a higher education

institution, either public or private, with authorization from CHED to offer teacher education programs.

As of Academic Year 2012–2013, there are 1,207 TEIs in the Philippines offering two major degree

programs, one for teaching in high schools and the other for teaching in elementary schools. The

Bachelor of Secondary Education program is offered in 1,207 TEIs while the Bachelor of Elementary

Education is offered in 1,156 TEIs. In many TEIs, both degree programs are offered.

14

Table 7: Program Offerings in Philippine Teacher Education Institutions, as of April 2012

Bachelor of Elementary

Education Bachelor of Secondary Education

Region Private Public Total Private Public Total

I 47 18 65 50 21 71

II 26 17 43 26 20 46

III 86 30 116 91 32 123

IV-A 92 31 123 101 42 143

V 51 29 80 52 32 84

VI 32 49 81 32 53 85

VII 67 27 94 70 25 95

VIII 31 25 56 26 34 60

IX 33 42 75 27 35 62

X 45 17 62 42 15 57

XI 49 10 59 50 11 61

XII 40 6 46 34 8 42

NCR 94 11 105 117 18 135

CAR 17 14 31 20 12 32

ARMM 28 5 33 24 7 31

CARAGA 31 9 40 27 11 38

MIMAROPA 17 30 47 20 22 42

Grand Total 786 370 1,156 809 398 1,207

Source: CHED-OMIS data as of April 2012

Financing and Scholarship

Attracting the best high school graduates to enrol in teacher education degrees has been an issue

for a long time. Private TEIs, either non-profit, non-stock or stock corporation, are operated and

maintained through tuition fees or private funds. On the other hand, public institutions such as State

Colleges and Universities are supported by the National Government through the General

Appropriations Act (GAA) and local government budget, in the case of local colleges and universities.

In order to provide greater opportunities, the government offered scholarship to students of

teacher education degree programs through the CHED’s Student Financial Assistance Program

(STUFAP) (CMO No. 13, S. of 2014). The coverage of StuFAPS are Scholarships either Full or Partial

Scholarship (F/PS) and Private Education Student Financial Assistance (PESFA) Scholarship. It also

includes Grants-in-Aid or the Tulong Dunong (TD) and Study Now Pay Later Plan.

The Teacher Education is one among the priority courses for the Financial Assistance Program

(CMO No. 1, S. 2014). Furthermore, the Department of Science and Technology-Science Education

Institute (DOST-SEI) has also scholarship grants for students who will major in sciences or

15

mathematics. Private corporations, NGOs, international partner countries also provide scholarship

grants for teacher education.

Entry Requirements

For tertiary education, all undergraduate teacher education degrees per CHED Memorandum

Order No. 30, series of 2004 shall be completed in four years and two summers. The general entry

requirements are the following:

1. Must have graduated secondary education from a recognized high school.

2. Must have passed the written entrance examination of the TEIs.

3. Must have passed an oral interview of the TEIs.

4. Must possess good moral character as certified by the high school principal where the

applicant graduated.

5. Must be in good physical and mental health condition.

6. Additional requirements may be included by the TEIs where the applicant intends to be

admitted.

Length of Courses

The teacher education curriculum is composed of general education courses (common to all

four year-degree programs), professional education courses (for prospective teachers only) and major

courses in the discipline for prospective teachers in the high school and enhanced content courses for

prospective elementary teachers. Special Education teachers are given special education courses. The

professional education courses are approached as experiential learning where the content and theories

are taught in the classroom and will be applied in the Field Study Courses. The professional courses

will conclude with Practice Teaching/Student Teaching/Practicum or Apprenticeship for both In-

Campus Laboratory Schools and Off-Campus Cooperating basic education schools both with the

elementary or secondary levels of the Department of Education. This last phase of their teacher

preparation will enable them to immerse in the real learning environment for their future jobs. While in

Practice Teaching, the prospective teacher is under the guidance and mentorship of a cooperating

teacher and student teaching supervisor (CMO No. 30, S. 2004). Normally, the teacher education

degrees can be completed in four school years and two summers.

Graduation Requirements

Generally, the graduation requirements are: 1) have complied and passed all the subjects

required in the teacher education curriculum; and 2) must have complied with all other requirements of

the TEIs where they are earning the degree.

In-Service Teacher Professional Development

As designed in the TEDP map, the professional development of teachers is a continuous

integrated process with inter-agencies collaborating with each other. This provides the systematic link

in the initial teacher education preparation or the pre-service and the in-service professional

development of teachers. Specific to this, is the Teacher Induction Program (TIP) which was initiated

by the Teacher Education Council (TEC) and now, has been institutionalized as part of the School Based

Management (SBM) program of DepEd. Also, there is a direct link of the pre-service and the in-service

through the Field Study Courses and Practice Teaching where the basic education teachers (in-service)

act as mentors or resource teachers for the pre-service prospective teachers. A memorandum of

agreement has been forged by the DepEd and the CHED TEIs regarding this practice as guidelines in

the deployment of pre-service teachers on Experiential Learning: Field Study and Practice Teaching

(Joint CHED and DepEd Order, January 2007). There are other initiatives undertaken by the basic

16

education sector as well as the higher education sector to promote continuous undertakings for the

sustainability of quality teacher education.

In-Service Training (INSET) teacher professional development is provided by the DepEd from

the Central down to the Regional, the Division and finally by the school. In the school level, INSET

are usually conducted towards the end of May in preparation for the opening of classes and during the

last week of October when the students are having their semestral break.

The purpose of an INSET is usually to update the teachers of reforms and developments in the

Department. Some examples are the mass training of teachers on the K to 12, the Department’s Child

Protection Policy, Madrasah and Indigenous Peoples Education. Sometimes other government

agencies will offer to train teachers on relevant topics and concerns such as consumer education, special

education exceptionalities, energy conservation, gulayan sa paaralan, among others.

In matters of school INSET, teachers who attended a training program or a seminar-workshop

will usually share their new found knowledge with the other teachers. During professional/staff

meetings, teachers would share their concerns or problems, look at test results, compare notes on

teaching strategies to cooperate and collaborate to improve their performance.

Teachers Incentives

Teachers receive additional compensation for credits earned at the masters level or for years of

continuous satisfactory service. Further, a teacher is entitled to a one-year sabbatical leave of absence

with pay after rendering at least seven (7) years of service. This will enable him/her to pursue graduate

or post-graduate courses in the graduate school.

CHAPTER 5

INFORMATION AND COMMUNICATIONS TECHNOLOGIES (ICTs) IN EDUCATION

ICTs in education is delivered in two ways, either as an object of study or an instructional tool.

As an object of study, ICT is one of the components of Technology and Livelihood Education in which

related courses such as computer servicing or programming are studied. As a tool to enhance

instruction, ICTs is used by teachers across learning areas to make learning more interesting and

effective.

National Policies on ICT in Education

The integration of ICTs in basic education is in line with several national policies underpinning

basic education in the Philippines. The first of these national policies is the Medium Term Philippine

Development Plan (MTPDP) 2004–2010, which envisions ICT as a development tool: “ICT will be

harnessed as a powerful enabler of capacity development. It will therefore be targeted directly towards

specific development goals like ensuring basic education for all and lifelong learning, among others.”

(National Economic Development Authority, 2004a, p.2.)

The MTPDP provides for the wider use of computers to support teaching and learning

processes, the promotion of e-learning and information literacy, and the establishment of e-learning

competency centers.

In the 2002 Basic Education Curriculum, the curriculum developers recognized the need to

harness ICT in “the acquisition of life skills, a reflective understanding and internalization of principles

and values, and the development of the person’s multiple intelligences.” It was also conceived that the

2002 BEC is an interactive curriculum that promotes integrated teaching and interdisciplinary,

contextual and authentic learning. The use of ICTs in all learning areas is encouraged as a means for

promoting greater interactivity, widening access to knowledge that will enrich learning, and for

17

developing “ skills in accessing, processing and applying information, and in solving mathematical

problems and in conducting experiments.” (BEC, 2002, p, 15)

In addition to the MTPDP and 2002 BEC, the strategic planning for ICT use in basic education

is framed by DepEd’s Schools First Initiative (SFI) and the National Action Plan to Achieve Education

for All (EFA) by the year 2015. Both policies recognize the extreme factors that impinge on the basic

education system and offer a clearly articulated framework and strategy for mitigating the effects of

these factors.

The following major goals on the use of ICTs were identified. To use ICTs to:

Broaden access to basic education;

Improve the quality of learning;

Enhance the quality of teaching; and

Improve educational planning and management.

Accordingly, a range of strategies were proposed to ensure the sustainable use of ICTs in the

four (4) programmatic areas identified above. These strategies, taken together, address the five inter-

related dimensions of sustainability- political, social, technological, educational and economic.

Government Agency for ICTs Policies

The Department is not alone in integrating the use of ICTs in education. It has the support of

various government and non-government agencies: Office of the President, Department of Budget

Management, and the Commission on Information Communication Technology (CICT), Department

of Science and Technology and industries involved with ICTs.

The Commission on Information Communication Technology (CICT) in 2004 was the primary

policy, planning, coordinating, implementing, regulating and administrative entity of the executive

branch of the Philippine government that would promote, develop and regulate integrated and strategic

information and communications technology (ICT) systems. However, through Executive Order No.

47 in 2011, this office was reorganized, and renamed as Information and Communication Technology

Office (ICTO) and was placed under the policy, administrative supervision of the Department of

Science and Technology (DOST).

Among the ICTO functions related to ICT in education are: (Section 2: EO No. 47, 2011)

a. Formulate, recommend and program framework that will promote the rapid development

and improved global competitiveness of the country’s information and communications

technology industry through research and development and through effective linkages to

industry.

b. Conduct continuing research and development in partnership with the academe towards

improving the quality of ICT education and the production of globally competitive ICT

manpower.

Data on ICT in the Home and Schools

The Department has a Computerization Program that is fully funded by the national

government. Over the years, the Program provided ICT packages to secondary schools and just recently

to elementary schools. The ICT packages are composed of the following:

Table 8: ICT Packages

Elementary Secondary

1 interactive whiteboard

1 PC shared server

7 thin client PCs

1 LCD projector

10 networked PCs

1 server

1 printer

1 network switch

18

1 modem 1 modem

Source: ICT Unit, Technical Services, DepEd

To date only 428 or 6 percent of the secondary schools do not have a computer laboratory.

Also, 3,107 or 43 percent of the schools are scheduled for internet connection. Of the elementary

schools, only 4 percent have been provided the e-classroom packages. There are no available data on

ICT usage in the homes of students.

Digital Content in the National Curriculum

A national policy on ICT integration into the education system starting in basic education needs

to be defined according to a curriculum standard. Bonifacio (2014) argues that “ICT curriculum

standards for the K to 12 curriculum in the Philippines will serve as a framework for technology

integration in various academic content area instructions from Kindergarten through Grade 12. It will

also function as a guide for curriculum decisions by providing examples of classroom activities and

instructional strategies utilizing ICT that will also guide teachers as they design instruction to help their

students meet learning expectations.

The DepEd provides digital content through the Learning Resource Management and

Development System (LRMDS) portal. This is a web-based portal that aims to provide access to

quality learning resources (i.e., learner’s materials, teacher’s guides, supplementary, reference and

reading materials, teaching and professional development resources). These could be accessed through

http://lrmds.deped.gov.ph.

To date, the portal contains Kindergarten, Grades 1, 2, 3, 7, 8, 9 learner’s materials and activity

sheets that were developed to support the implementation of the K to 12 basic education curriculum. It

also contains various instructional materials developed by DepEd projects that were tagged to align

them to the K to 12 curriculum. Interactive instructional materials developed by Education Services

Australia, a DepEd partner, can also be accessed.

Skills Development of Teachers on ICT

At the pre-service, future teachers are prepared to use ICT by providing a general education

subject of Computer Education (3 units) and in professional education courses, two subjects of

Educational Technology (6 units) where the Educational Technology 1, is about the traditional

technologies for teaching and learning while Educational Technology 2, for modern and recent

technologies for teaching and learning.

Recently, DepEd launched the National Strategic Planning Initiative for ICT in Basic Education

as part of a system-wide reform process to bring Philippine basic education out of crisis. Round table

discussions and consultative meetings attended by different agencies and organizations formulated the

National Framework Plan for ICT which set parameters, goals and strategies for ICT integration in basic

education.

The Plan sought to respond to the genuine need of the public school teaching and learning

system. However, despite its rigorous efforts to promote ICT integration in the schools computerization

program, teachers’ training, IT curriculum development and multi-media content development, the

Department continues to grapple with problems related to ICT-based instruction. The result of the

NCBTS Teachers’ Strengths and Needs Assessment (TSNA), specifically on the item that shows a

result that the teachers’ skill in using ICT in the teaching and learning process falls under beginner level.

This can be attributed to teachers’ low level of ICT competence, insufficient ICT-based training and

limited ICT resources.

Almost at the same time the NCBTS was developed in 2004, the former Commission of

Information and Communication Technology (CICT) also crafted the National ICT Competency

Standards for Teachers (NICS). The NICS is composed of Domains, Standards and Indicators. Domain

A- Technology Operation and Concepts; Domain B- Social and Ethical Domain; Domain C-

19

Pedagogical Domain and Domain D-Professional Domain. Under each domain are Standards with

several specific Indicators.

The ICT standards aimed to prepare teachers to become users of various ICTs to help both the

students and teachers benefit from the technology. The benefits are access to information and

knowledge resources, communication and knowledge sharing, and work efficiency. Some of these

competencies are expected during the pre-service training while the rest will be acquired in the in-

service (Handbook National Competency Standards for Teachers, CICT, undated).

Challenges

The DepEd’s vision of increasing the students’ academic performance through intervention

activities such as the integration of ICT in the teaching and learning process continues to be a challenge.

The results of the NAT in English for the last three (3) years did not meet the national planning standard

of 75 percent. The scenario indicates that the DepEd’s aim of increasing the academic performance of

learners in English through the aid of technology has not been realized.

In the light of the Enhanced Basic Education Law, there is a need to support the implementation

of ICTs policies in education.

Furthermore, based on the current landscape of ICT in the country, there are several challenges

that should be addressed in integrating ICT in school teaching and learning in both basic education and

pre-service teacher training such as:

1. Modifying negative attitude or mindset of older in-service teachers towards ICT through

continuing professional development and capacity building.

2. Redesigning curricula and assessment by making shifts in pedagogical approaches.

3. Providing needed ICT infrastructure to support teaching and learning in both basic and

higher education.

4. Creating a harmonized teamwork between the ICT specialists and teacher educators.

20

References

Basic Education Curriculum 2002

CHED Memorandum Order No. 30, series of 2004, “Revised policies and Standards for Undergraduate

Teacher Education Curriculum”

CHED Memorandum Order No. 52, series of 2004, “Addendum for CHED Memorandum Order No.

30, series of 2004 entitled “Revised Policies and Standards for Undergraduate Teacher Education

Curriculum.

CHED Memorandum Order No. 01, series of 2014. “CHED Priority Courses for AY 2014-2015 to AY

2017-2018

CHED Memorandum Order No. 13, series of 2014, Revised Guidelines for the Implementation of

Student Financial Assistance Programs (StuFAPS), Effective AY 2014-2015

Department of Education, National Competency-Based Teacher Standards-Teacher Strength and

Needs Assessment (NCBRS-TSNA Guide and Toolkit). 2010

DepEd Order No. 12, s. 2012. “Revised Guidelines on the Hiring of Teacher 1 Positions Based on the

Reform Actions in BESRA)

DepEd Order No. 31, s. 2012 (Policy Guidelines on the Implementation of Grades 1-10 of the

K to 12 Basic Education Curriculum (BEC) Effective School Year 2012-2013

DepEd Order No.74, s. 2012. Guidelines on the Selection of Honor Pupils and Students of

Grades 1 to 10 of the K to 12 Basic Education Curriculum

DepEd Order No. 43, s. 2013. Implementing Guidelines of RA No. 10533

Executive Order No. 47, 2011. “Reorganizing, Renaming and Transferring the Commission on

Information and Communications Technology and its Attached Agencies to the Department of Science

and Technology, Directing the Implementation Thereof and for Other Purposes”, p.2

Experiential Learning Courses Handbook, A Joint Project of the Teacher Education Council,

Department of Education and Commission on Higher Education. 2009

Joint CHED and DepEd Order, January 2007

Medium Term Philippine Development Plan, 2004-2010

National Economic and Development Authority, 2004a, p.2.

Professional Regulation Commission, Board of Professional Teacher Resolution No. 10, Series of 2009

Terminal Report: Development and Updating of ICT-related Courses in the Teacher Education

Curriculum Workshop. (2011) UPSITF, UP. Diliman

Tinio, V. (2002). Survey of Information & Communication Technology Utilization

in Philippine Public High Schools Preliminary Findings

21

Web References

Bonifacio, A. (2013) Developing Information Communication Technology (ICT)

Curriculum Standards for K-

12 Schools in the Philippines http://linc.mit.edu/linc2013/proceedings/Session7/Session7Bonifacio.p

df

Correos C. (2014), Teachers’ ICT Literacy and Utilization in English Language Teaching, ‘ICT &

Innovations in Education’ International Electronic Journal, 2(1), 1-25.

http://ictejournal.com/Volume_2/Issue_1/ICTEJ_21_1.pdf

De Dios, A (July 27, 2012). ICT and DepEd K to 12: Different Angles, Same Conclusion

[http://philbasiceducation.blogspot.com/2012/07/ict-and-deped-k-to-12-different-

angles.html#ixzz36lPkOmXe]

http://philbasiceducation.blogspot.com/2012/07/ict-and-deped-k-to-12-different-angles.html

DepEd No. 32, s. 2012. Implementing Rules and Regulations of republic Act (RA) No. 10157

Otherwise Known As “The Kindergarten Education. Act”

http://ceap.org.ph/upload/download/201210/17

Deped Order No. 73, S. 2012 Guidelines on The Assessment and Rating of Learning Outcomes Under

The K To 12 Basic Education Curriculum

http://www.gov.ph/2012/09/05/deped-order-no-73-S-2012/

Foundation for Information Technology Development, Inc., National Framework Plan for ICTs in

Basic Education (2005-2010) Harnessing ICTs for Quality Basic Education for All.

http://www.fited.org/downloads/National%20Framework%20Plan%20for%20ICTs%20in%20Basic%

20Education.pdf

Republic Act No. 10157. An Act Institutionalizing the Kindergarten Education into the Basic Education

System and Appropriating Funds Therefor

http://www.gov.ph/2012/01/20/republic-act-no-10157/

Republic Act No. 4670 June 18, 1966. The Magna Carta For Public School Teachers

http://www.lawphil.net/statutes/repacts/ra1966/ra_4670_1966.html

Republic Act No. 7160 AN ACT PROVIDING FOR A LOCAL GOVERNMENT CODE OF 1991

http://www.lawphil.net/statutes/repacts/ra1991/ra_7160_1991.html

Quijano, Y. (2012). K-12 BEP Implementation Updates, 2012

http://knowledgecommunity.ph/pdf/Yolanda_Quijano_Kto12_BEP_Implementation_Updates_23Oct2

012.pdf

Republic Act No. 10533. 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

http://www.gov.ph/2013/05/15/republic-act-no-10533/

The 1987 Constitution of the Republic of the Philippines.

http://www.gov.ph/constitutions/the-1987-constitution-of-the-republic-of-the-philippines/

22