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Reforms and Transitions in
Basic Education in the
Philippines
Dina Ocampo
Undersecretary for Curriculum and Instruction
Department of Education
1
MissionTo 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 and
supportive environment for effective learning to
happen; and
Family, community and other stakeholders
are actively engaged and share responsibility
for developing lifelong learners.
3
Core Values
• Maka-Diyos
• Makatao
• Makakalikasan
• Makabansa
VisionWe 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.
Department of Education
Basic Education Planning FrameworkGoal:
All Filipinos are able to realize their full potential
and contribute meaningfully to building a
cohesive nation
Outcome:
Holistically developed Filipinos with 21st Century skills
ready for higher education, entrepreneurship and work
Learners are in
school and
learning
centers
Learners access
programs responsive
to their needs and
consistent with their
interests and aptitudes
Learners are well-rounded, happy and smart
Education leaders
and managers
practice participative
and inclusive mgt
processes.
Learners actively
participate in a
learner-friendly
environment
Learners
attain learning
standards
Key stakeholders
actively
collaborate to
serve learners
better
Investments in Basic
Education provides
learners with ideal
learning environment
People, internal systems,
and processes serve
learners better through
continuous improvement
efforts
Intermediate Outcomes:
Enabling Environment
Goal:
Basic Education
Curricular ReformsGrade
Level1945-1957 1957-1972 1973-1989 1989-2001 2002-2011 2012-2018
Year IV
General
Education
Core
Curriculum
2-2 Plan• College Prep
Curriculum
• Vocational
Curriculum
Revised
Secondary
Education
Program •Electives
New
Secondary
Education
Curriculum
(SEDIP)
Revised Basic
Education
Curriculum
K to 12
Basic
Education
Curriculum
Year III
Year II
Year I
Grade 6 1958-1982 1983-2001
Grade 5
Revised
Elementary
Education
Curriculum
New Elementary School
Curriculum SOUTELE basis
of PRODED
Grade 4 2011- onward
Kindergarten in
the Public
Schools
Grade 3
Grade 2
Grade 1 Kinder
Grades 11
and 12
6
We are currently rolling out
the enhanced curriculum for
Gr 5 and Gr 11
7
K
Gr 1
Gr 2
Gr 3
Gr 4
Gr 5
Gr 6
Gr 7
Gr 8
Gr 9
Gr 10
Gr 11
Gr 12
2011 2012 2013 2014 2015 2016 2017
March 2024: 1st batch of learners who went through the full K to 12 Program will
graduate.
March 2018: 1st batch of Gr 6 and Gr 12 under K to 12 will graduate.
Curriculum Reforms1. Mother Tongue Based-Multilingual
Education
2. Coding of Competencies
3. Senior High School
8
Basic Education Planning FrameworkGoal:
All Filipinos are able to realize their full potential
and contribute meaningfully to building a
cohesive nation
Outcome:
Holistically developed Filipinos with 21st Century skills
ready for higher education, entrepreneurship and work
Learners are in
school and
learning
centers
Learners access
programs responsive
to their needs and
consistent with their
interests and aptitudes
Learners are well-rounded, happy and smart
Education leaders
and managers
practice participative
and inclusive mgt
processes.
Learners actively
participate in a
learner-friendly
environment
Learners
attain learning
standards
Key stakeholders
actively
collaborate to
serve learners
better
Investments in Basic
Education provides
learners with ideal
learning environment
People, internal systems,
and processes serve
learners better through
continuous improvement
efforts
Intermediate Outcomes:
Enabling Environment
Goal:
SKILLS
Information, Media, and Technology Skills
Learning and Innovation Skills
Communication Skills
Life and Career Skills
LEARNING AREAS
Language
Technology and Livelihood Education (TLE)
Mathematics and Science
Arts and Humanities
Social Science
Materials,
Facilities,
and
Equipment
ICT
EnvironmentAssessment
School
Leadership
and
Management
Schools
Divisions
Technical
Assistance
Community-
Industry
Relevance
and
Partnerships
Teachers
The K to 12 Philippine Basic Education Curriculum Framework
Monitoring and Evaluation System
Curriculum Support System
Being and Becoming a Whole Person
Holistically Developed Filipino with 21st Century Skills
10
Academic
Track
Technical
Vocational
Livelihood
Track
Sports
Track
Arts &
Design
Track
Kinder to Grade 6Elementary
Grades 7 to 8
(Exploratory TLE)
Junior
High
School
Grades 9 to 10
(Specialized TLE)
Core
Subjects
Senior
High
School
Applied Track Subjects
o General
Academic
Strand
o STEM
o ABM
o HUMSS
o Pre-
Baccalaureate
Maritime
o Home
Economics
o Agri-Fishery
o Industrial
Arts
o ICT
o TVL
Maritime
Tracks
11
Basic Education Program
Literacy is a goal.
• All children should be
literate in the mother
tongues by the end of
Grade 1.
• All children should be
literate in Filipino by
the end of Grade 2.
• All children should be
literate in English by
the end of Grade 3.
12
Multi-lingual Education Program
1. The child’s local language or mother
tongue is used as the foundational
language of education.
2. Children learn oral language in Filipino
and English while they learn literacy in
their dominant language.
3. Language mapping through the
Learner Information System
How do we measure
impact• Tracking literacy development of the
children in different languages using
system assessment tools
• Observations in the classroom
• Discussions with supervisors and teachers
on the implementation of MTB-MLE
• Visiting communities and discussing with
them the education programs
National Performance of Grade 3 Pupils in the LAPG Overall (SY 2014-2015)
What is the performance of Grade Three Students in the 2015 LAPG? (Total Country, Region by cluster, and Division by cluster) Mean
PercentageScore
18
N
70.0978.59
58.8270.18
84.6768.19
62.1371.90
69.1669.72
71.8869.56
72.7055.71
68.6063.77
57.7853.66
59.4362.26
0.00 10.00 20.00 30.00 40.00 50.00 60.00 70.00 80.00 90.00
Akeanon 13395
Bikol 40996
Botolan Sambal 811
Chavacano 24338
English 2340691
Hiligaynon 158718
Ibanag 3754
Ilokano 128159
Ivatan 432
Kapampangan 49225
Kinaray-a 40671
Maguindanaon 27473
Meranaw 31003
Pangasinan 34648
Sinugbuanong Binisaya 658637
Surigaonon 14808
Tagalog 2340691
Tausug 23513
Waray 63266
Yakan 4492
Language
LEGEND SAMPLE
First Entry
Learning Area and
Strand/ Subject or
Specialization
HealthH9
Grade Level Grade 9
Uppercase Letter/sDomain/Content/
Component/ Topic
Prevention of Substance Use
and AbuseS
-
Roman Numeral
*Zero if no specific quarterQuarter Fourth Quarter IV
Lowercase Letter/s*Put a hyphen (-) in between
letters to indicate more than a
specific week
Week Week seven to eight g-h
-
Arabic Number Competency
Suggests healthy alternatives
to cigarettes and alcohol to
promote healthy lifestyle
(self, family, community)
34
Sample: H9S-IVg-h-34
Coding Legend
19
Child
Community
CurriculumContent
Competencies
Culture
Career
Choice School
Capability
7 Cs of the Senior High School
Curriculum
22
Technical-Vocational-Livelihood TrackTESDA Training Regulations-Based Specializations
HE ICT Agri-Fishery Arts Industrial Arts
1. Attractions and Theme
Parks (NC II)
2. Beauty/Nail Care (NC II)
3. Bread and Pastry Production
(NC II)
4. Caregiving (NC II)
5. Cookery (NC II)
6. Dressmaking (NC II)
7. Food and Beverage
Services (NC II)
8. Front Office Services (NC II)
9. Hairdressing (NC II)
10.Handicraft (Fashion
Accessories and Paper
Craft)
11.Handicraft (Needlecraft)
12.Handicraft (Leathercraft)
13.Handicraft (Woodcraft)
14.Housekeeping (NC II)
15.Local Guiding Services (NC
II)
16.Tailoring (NC II)
17.Tourism Promotion Services
(NC II)
18.Travel Services (NC II)
19.Wellness Massage (NC II)
1. Animation (NC II)
2. Computer Programming (.net
Technology) (NC III)
3. Computer Programming
(Java) (NC III)
4. Computer Programming
(Oracle Database) (NC III)
5. Computer Systems Servicing
(NC II)
6. Contact Center Services (NC
II)
7. Illustration (NC II)
8. Medical Transcription (NC II)
9. Technical Drafting (NC II)
AGRICROP PRODUCTION
1. Agricultural Crops Production (NC
I)
2. Agricultural Crops Production (NC
II)
3. Landscape Installation and
Maintenance (NC II)
4. Organic Agriculture (NC II)
5. Pest Management (NC II)
6. Rice Machinery Operation (NC II)
1. Automotive Servicing
(NC I)
2. Carpentry (NC II)
3. Domestic Refrigeration
and Air-Conditioning
(DOMRAC) Servicing
(NC II)
4. Electrical Installation and
Maintenance (NC II)
5. Electronic Products
Assembly and Servicing
(NC II)
6. Masonry (NC II)
7. Plumbing (NC I)
8. Plumbing (NC II)
9. Shielded Metal Arc
Welding (NC I)
10. Shielded Metal Arc
Welding (NC II)
11.Tile Setting (NC II)
ANIMAL PRODUCTION
1. Animal Production (Large
Ruminants) (NC II)
2. Animal Production (Poultry-
Chicken) (NC II)
3. Animal Production (Swine) (NC II)
4. Artifical Insemination (Large
Ruminants) (NC II)
5. Artificial Insemination (Swine) (NC
II)
6. Slaughtering Operations
(Hog/Swine/Pig) (NC II)
FISH PRODUCTION
1. Aquaculture (NC II)
2. Fish Capture (NC II)
3. Fish Wharf Operation (NC I)
4. Food Processing (NC II)DEPARTMENT OF EDUCATION
Each subject
will have 80
hours per
semester.24
Assessment Reforms1. Assessment Frameworks that
articulate what are essential
2. The Assessment Cube
25
Basic Education Planning FrameworkGoal:
All Filipinos are able to realize their full potential
and contribute meaningfully to building a
cohesive nation
Outcome:
Holistically developed Filipinos with 21st Century skills
ready for higher education, entrepreneurship and work
Learners are in
school and
learning
centers
Learners access
programs responsive
to their needs and
consistent with their
interests and aptitudes
Learners are well-rounded, happy and smart
Education leaders
and managers
practice participative
and inclusive mgt
processes.
Learners actively
participate in a
learner-friendly
environment
Learners
attain learning
standards
Key stakeholders
actively
collaborate to
serve learners
better
Investments in Basic
Education provides
learners with ideal
learning environment
People, internal systems,
and processes serve
learners better through
continuous improvement
efforts
Intermediate Outcomes:
Enabling Environment
Goal:
Assessment Frameworks
System Assessment Policy Guidelines on System Assessment in the
K to 12 Basic Education Program
National Assessment of
Student Learning
Policy Guidelines on the National Assessment of
Student Learning
(DepEd Order 55, s. 2016)
Teachers and Supervisors
Assessment
Policy Guidelines on Teacher Assessment for the
K to 12 Basic Education Program
Classroom Assessment 1. Policy Guidelines on Classroom Assessment
for the K to 12 Basic Education Program
(DepEd Order 8, s. 2015)
2. Policy Guidelines on Awards and Recognition
for the K to 12 Basic Education Program
(DepEd Order 36, s. 2016)
27
FO
RM
AL
NO
N-F
OR
MA
LS
PE
DC
AR
E
Grades 7 to 10
Regular JHS
JHS with
Special Programs
Science
High Schools
Tech-Voc JHS
Integrated Programs
Basic Literacy
Programs
Informal Education
Programs
A & E JHS
Assessment
and
Intervention
Programs
Hospital/
Institutional Care/
Home Care
Programs
Grades 11 and 12
GAS SHS
HUMSS SHS
ABM SHS
STEM SHS
Sports SHS
Arts and Design
SHS
TVL SHS
?
Assessment
and
Intervention
Programs
Hospital/
Institutional Care/
Home Care
Programs
Beyond DepEd
Higher
Education
Middle Skills Development
Work
Continuing
Education
Assessments
Inte
rest
Assessm
en
t
Hiring processes for
work readiness
System
Evaluation
System
Evaluation
Entry
Requirements
for Senior
High School
Tracks/
Strands
ECCD
ECCD
Programs
?
ECCD Early
Assessment
and
Intervention
Programs
Hospital/
Institutional Care/
Home Care
Programs
Kinder to Grade 6
Regular
Elementary
Programs
Multigrade
Elementary
Program
Integrated
Programs
Basic Literacy
Programs
Informal Education
Programs
A & E Elementary
Assessment
and
Intervention
Programs
Hospital/
Institutional Care/
Home Care
Programs
Sc
ho
ol
En
try
As
ses
sm
en
ts
System Evaluation
MLE-Based
Assessment
(Grade 3)
Ele
men
tary
Exit
Assessm
en
t
Entry
Requirements
for Special
Programs
Ex
it A
ss
es
sm
en
t fr
om
Ba
sic
Ed
uc
ati
on
Na
tio
nal
Ce
rtif
ica
te A
ss
es
sm
en
ts
(wh
ere
ap
plicab
le)
Program Specific
Assessments
Admissions to
Higher Education
Entry Assessment
for Work Skills
28
DEPARTMENT OF EDUCATION
1. Exit
Assessment
from Basic
Education
2. Program
Specific
Assessments
1. National
Certificate
2. Entry
Assessment
for Work
Skills
Entry
Assessment for
Work Skills
National
Certificate
29
Curriculum Exits and Corresponding Exits
ASSESSMENT(Formal and Alternative
Learning
System)
CURRICULUM(Formal and Alternative
Learning System)
Essential Skills connect curriculum and assessment in both Formal and
Alternative Learning Systems.30
Essential Skills
1. Monitoring Team (Reflecting)
2. Communicating for a range of purposes
3. Can identify needed information
4. Ability to use information (critical
thinking, oral and written expression)
Learning and Innovation and Communication
Skills
1. Analyzing perspectives
2. Reflecting based on feedback from others
3. Implement alternative procedure/solutions to a
problem
4. Adapting or modifying plans and output
Learning and Innovation, Communication Skills
and Life and Career Skills
1. Adapting or modifying
2. Evaluate and implement alternative solutions to a
problem
3. Decision making (reflecting on choices based on
feedback from others)
4. Using types or forms of comm (using written media)
1. Make inferences from gathered data
2. Decision making (gathering info to inform
decisions, using evidence or applying
knowledge and info to make choices,
identifying sources to support, justify and
generate explanation)
3. Ability to manage info (can organize info in
logical manner for easy retrieval)
1. Design an investigation to solve
the problem
2. Execute strategy or method
3. Interpreting and analyzing
outcomes (C&E)
4. Relating principles to global
problems
5. Verifying solutions
6. Decision making (exploring
options)
1. Interacting with others 1. Perspective taking (understanding and
respecting views of others, valuing individual
communication, tailoring of communication
2. Working with diverse teams (shared
responsibility)
3. Can use information for collaboration
4. Apply basic understanding of legal and ethical
practices, etc.
5. Ability to manage info (can communicate info)
6. Ability to obtain info from ICT media (can
interpret massages from various media)
7. Can identify types of info
1. Ability to discriminate data and information sources
(can discriminate info according to context, relevance,
reliability of source [integrity], accuracy)
2. Can use information for evidence
3. Listening to others (deciphering meaning, interpret
messages from various media
4. Responding to others (asking for clarification)
5. Asking for clarification (formulate and identify
questions to establish further info)
6. Using types or forms of comm (create written works)
7. Monitoring self and team (reflect on the team process
8. Working creatively (individually or with others)
[creating for expression]
9. Creating using a variety of tools (create written works,
creating videos)
10. Formulate and identify questions to establish further
info
11. Can identify types of info
12. can use info for evidence
13. Can create videos, songs, application, designs,
models
14. Can write blogs, illustrate designs
1. Listening to others (can interpret messages
from various media)
2. Using types or forms of comm (using oral
comm, using technology)
3. Interacting with others (sharing
responsibility)
4. Monitoring self and team (can use info for
collaboration)
5. Can communicate info
6. Apply basic understanding of legal and
ethical practices (cite sources, secure
permission, sensitivity to cultural practices,
etc.
7. Can use technology for comm and collab
1. Responding to others (responding to questions, responding with non-verbal cues)
2. Tailoring communication to your audience (being aware of the context, being able to adapt
3. Interacting with others (responding to others, negotiating)
4. Working within a team (participating, generating new ideas)
5. Planning and coordination (identifying common goal, generating plan)
6. Taking another perspective (understanding the views of others, valuing individual contribution, adjusting comm to context)
1. Civic Literacy and
Citizenship (human
rights and
responsibilities,
cultural diversity,
national identity)
2. Leadership and
Management
(flexibility and
adaptability,
leadership and
responsibility)
3. Personal and Social
Development
(initiative and
direction, stress
management,
interpersonal skills
[planning and
coordination])
4. Entrepreneurship
(productivity and
accountability)
1. Thinking creatively (visualizing)
2. Working creatively (individually or with others) [creating for specific
purpose, using creativity to improve existing materials]
3. Creating using a variety of methods (modeling)
4. Awareness of local invention, creativity and innovation from the past
5. Categorizing and classifying info
6. Exploring
7. Making a hypothesis
8. Execute investigation to solve a problem
9. Analyzing outcomes (cause and effect)
1. Creating using a variety of tools (create drawings,
paintings, sculptures, etc.
2. Creating using a variety of methods (constructing,
designing)
3. Implementing innovations (innovate with technology)
4. Use technology to gather info
5. Interpret messages from various media
6. Judge relevance of info
7. Refine ill-defined questions
8. Use technology to organize info
9. Identifying sources to support, justify and generate
explanation
10. Make inferences from gathered info
11. Can identify possible sources
12. Can gather or retrieve info
13. Can discriminate info according to context, relevance,
reliability of source (integrity, accuracy)
14. Can organize info in logical manner for easy retrieval
15. Can use technology for innovation
1. Can conduct
basic searches
and queries
using search
engines (e.g.
Google)
2. Can interpret
messages from
various media
3. Can identify
appropriate ICT
medium (e.g.
applications) for
a given task/topic
4. Can use
technology to
store and
organize info for
retrieval and use
5. Can use social
media
6. Can understand
basic concepts
on use of ICT
equipment
7. Can operate a
computer and
basic office
software
8. Can operate
various
multimedia
equipment
9. Can open basic
applications for
search and
navigate
Information,
Media and
Technology
Learning and
Innovation
Life and
Career
Communication
Essential Skills
31
Information, Media and Technology Skills
Learning and Innovation Skills
Communication Skills
Life and Career Skills
Information, Media and Technology Skills
Learning and Innovation Skills
Communication Skills
Life and Career Skills
Information, Media and Technology Skills
Learning and Innovation Skills
Communication Skills
Life and Career Skills
Information, Media and Technology Skills
Learning and Innovation Skills
Communication Skills
Life and Career Skills
32
Assessment Cube
Transition Mechanisms
33
1. Instruction and Pedagogies
2. DepEd Computerization Package
3. Databases
a. Curriculum
b. Tools and equipment
4. Senior High School Planning
Basic Education Planning FrameworkGoal:
All Filipinos are able to realize their full potential
and contribute meaningfully to building a
cohesive nation
Outcome:
Holistically developed Filipinos with 21st Century skills
ready for higher education, entrepreneurship and work
Learners are in
school and
learning
centers
Learners access
programs responsive
to their needs and
consistent with their
interests and aptitudes
Learners are well-rounded, happy and smart
Education leaders
and managers
practice participative
and inclusive mgt
processes.
Learners actively
participate in a
learner-friendly
environment
Learners
attain learning
standards
Key stakeholders
actively
collaborate to
serve learners
better
Investments in Basic
Education provides
learners with ideal
learning environment
People, internal systems,
and processes serve
learners better through
continuous improvement
efforts
Intermediate Outcomes:
Enabling Environment
Goal:
Learning Action Cells
(LACs)
Community practice with collaborative
planning, problem-solving,
and action-implementation
Improved teacher’s content
knowledge, pedagogical
skills, assessment
strategies, and professional
ethics
Student learning and
holistic development
35
Honda
Cars
Ford
Philippines
Asia Brewery
Light Industry Science
Park 2
Laguna International
Industrial Park 1
ToyotaNestle Philippines
Light Industry Science
Park 1Silangan Industrial
Park
Universal Robina
Corp
Nissan
Types of Secondary SchoolsSample Process in Identifying Potential Senior
High Schools (Laguna)
40
Inclusion Programs
Muslim Education1.2 Muslim Learners
353,932 Learners in ALIVE
classes
48
Indigenous Peoples
Education2.4 Million Learners
A Filipino Teacher in an
Indigenous Community
Randy Halasan
Principal
Pegalongan
Elementary School
49
SHS Enrolment Breakdown*
• 1,537,606 SHS Enrollees
• 801,622 Public School
• 683,074 Private School
• 52,910 SUC
Student classification:
1,485,891 Grade 10 Completers
48,530 Balik-aral students
3,185 A&E Passers
*Data as of October 14, 2016 53
Learning Action Cell Session
Maritess San Agustin, principal of Marciano C.
Rivera Elementary School in Bulacan, took the
initiative to hold a LAC session on how to prepare
science instructional materials using the science
equipment that had just been delivered to her
school.
54
One School and their
SHS Teachers’ Story“Hi Teach, when I visited a school in Camiguin (Yumbing National School) at
the foot of Mt. Hibuk Hibuk, there are 2 SHS classes being held on what
used to be a school bodega(old unfinished building). The construction of
SHS building was still on-going. But I noticed how attentive and participative
the learners were in the 1st class because of very good facilitating skills of
the teacher.
The class was interactive even the way the chairs were arranged
encourages interaction. The teacher is Magna Cum Laude from Liceo
Cagayan University. His name is Mark Palad.The second class was having a
Pre-Calculus class but the learners were all smiling and enjoying. The
teacher is Engr. Asis Cadalina, an ECE Board Exam Topnotcher (no. 10).
In spite of poor and bare facilities, these 2 teachers chose to teach in SHS.
They have proven that teachers are the single most important agent of
successful learning.”
In Iligan City, the principal of Maria Cristina
National High School (MCNHS) had extra arm
chairs. She gave these to Dalipuga National
High School (DNHS) to augment their shortage.
Because of MCNHS’s help, DNHS now has
excess chairs as well.
Dalipuga National High School is 17.8 km away
from Maria Cristina National High School.
Sharing and Caring
56
Basic Education Planning FrameworkGoal:
All Filipinos are able to realize their full potential
and contribute meaningfully to building a
cohesive nation
Outcome:
Holistically developed Filipinos with 21st Century skills
ready for higher education, entrepreneurship and work
Learners are in
school and
learning
centers
Learners access
programs responsive
to their needs and
consistent with their
interests and aptitudes
Learners are well-rounded, happy and smart
Education leaders
and managers
practice participative
and inclusive mgt
processes.
Learners actively
participate in a
learner-friendly
environment
Learners
attain learning
standards
Key stakeholders
actively
collaborate to
serve learners
better
Investments in Basic
Education provides
learners with ideal
learning environment
People, internal systems,
and processes serve
learners better through
continuous improvement
efforts
Intermediate Outcomes:
Enabling Environment
Goal: