YOLANDA S. QUIJANO Undersecretary

Transcription

1 YOLANDA S. QUIJANO Undersecretary 16 April 2012

2 Presentation Outline Rationale and Overview of K to 12 The K to 12 Basic Education Curriculum K to 12 Transition for Private Schools & HEIs

3 The Philippines must catch up with the rest of the world. World Economic Forum Global Competitiveness Report Country and Overall Rank Singapore Malaysia Brunei Darussalam Thailand Indonesia Vietnam Philippines Cambodia In ASEAN: 5 th in Quality of Education Last (8 th )* in Quality of Science & Math Education and Capacity for Innovation *Laos, Myanmar, and Timor-Leste are not included in the survey.

4 We are the last country in Asia and one of only three countries in the world with a 10-year pre-university program. Total Duration of Basic Total Duration of Pre- Country Education University Program Brunei 11/12 13/15 Washington Accord (1989): minimum 12 years pre-university education Cambodia for recognition of engineering professionals Indonesia Bologna Process (1999): minimum 12 years pre-university education for Lao PDR university admission and practice of profession in European countries Malaysia 11 14/15 ASEAN and APEC Mutual Recognition Projects Myanmar Philippines Singapore 10/11 12/14 Thailand Timor-Leste Vietnam 12 14/15 Source: SEAMEO Innotech 2011

5 K to 12 builds on the reform thrusts of BESRA. Quality & Accessible Education For All K to 12 KRT1: School-Based Management Basic Education Sector Reform Agenda KRT 2: Teacher Education & Development KRT 3: National Learning Strategies KRT 4: Quality Assurance & Accountability/ M&E KRT 5: Organizational Development BESRA as a package of reform initiatives considers K to 12 as the flagship reform strategy.

6 K to 12 addresses multiple priorities in the President s 10-Point Basic Education Agenda year Basic Education Cycle 2. Universal preschooling for all 3. Madaris education as a sub-system within the education system 4. Technical vocational education as an alternative stream in senior high school 5. Every child a reader by Grade 1 6. Science and Math proficiency 7. Assistance to private schools as essential partners in basic education 8. Medium of instruction rationalized 9. Quality textbooks 10. Covenant with the local governments to build more schools

7 With K to 12, we will.. Produce holistically developed learners who have 21 st century skills and are prepared for higher education, middle-level skills development, employment, and entrepreneurship...country with an organized and shared rapid expansion of our economy through a government dedicated in honing and mobilizing our people s skills and energies.. -Philippine Development Plan

8 K to 12 is Kindergarten and 12 years of Basic Education. 6 years of Elementary Kindergarten 2 years of Senior High School 4 years of Junior High School Grade 5 (10 years old) Grade 4 (9 years old) Grade 3 (8 years old) Grade 2 (7 years old) Grade 1 (6 years old) Kindergarten (5 years old) Grade 11 (16 years old) Grade 10 (15 years old) Grade 9 (14 years old) Grade 8 (13 years old) Grade 7 (12 years old) Grade 6 (11 years old) Grade 12 (17 years old) New HS Year 3 New HS Year 2 New HS Year 1 New HS Year 6 New HS Year 5 New HS Year 4 All schools must adhere to the following standards: 1. Age requirement 2. Duration 3. Curriculum

9 Grade K to 12 schematic implementation plan for public schools Grade 11 Grade 10 Grade 9 Implementation of Grade 7 (HS Year 1) in K to 12 curriculum First batch of senior high school graduates Grade 8 Grade 7 Grade 6 Grade 5 Grade 4 Grade 3 Grade 2 Grade 1 Kinder Grade 11 (HS Year 5) implementation Implementation of Grade 1 in K to 12 curriculum First batch of K to 12 graduates

10 Presentation Outline Rationale and Overview of K to 12 The K to 12 Basic Education Curriculum K to 12 Transition for Private Schools & HEIs

11 K TO 12 BEP TWG-Curriculum Steering Committee Program Management Office TWG on Communication TWG on Curriculum TWG on Transition Management TWG on Legislation TWG on Research Gr Gr. 11& 12 (SHS) Assessment Learning Resources Teacher Education and Development ICT Alternative Learning Systems

12 o Acquire mastery of basic competencies o Be emotionally mature and socially aware, proactive, involved in public and civic affairs o Be adequately prepared for higher education or for the world of work (employment or entrepreneurship) 12

13 Figure 6. The K to 12 Graduate

14 As of April 4, 2011 PHILOSOPHICAL and LEGAL BASES. The 1987 Phil. Constitution. B.P. 232, Education Act of R.A. 9155, Governance of Basic Education Act of The vision- mission statements of DepEd. SOUTELE, The EDCOM Report of Basic Education Sector Reform Agenda (BESRA). The 4 pillars of education ( UNESCO ) NATURE OF THE LEARNER. Has a body and spirit, intellect, free will, emotions, multiple intelligences, learning styles. Constructor of knowledge and active maker of meaning not a passive recipient of information NEEDS OF THE LEARNER. Life skills. Self-actualization. Preparation for the world of the work, entrepreneurship, higher education NEEDS OF NATIONAL and GLOBAL COMMUNITY. Poverty reduction and human development. Strengthening the moral fiber of the Filipino people. Development of a strong sense of nationalism. Development of productive and responsible citizens who contribute to the building of a progressive, just and humane society. Ensuring environmental sustainability. Global partnership for development and global competence CURRICULUM SUPPORT SYSTEM FAMILY SUPPORT INTERNAL AND EXTERNAL STAKEHOLDERS SUPPORT SOCIETAL SUPPORT Public-Private Partnership Media GO, NGOs INSTRUCTIONAL SUPPORT Teachers CPD Textbooks and other I M s ADMINISTRATIVE SUPPORT CO, RO, DO, School FIGURE 1. THE PROPOSED K TO 12 PHILIPPINE BASIC EDUCATION CURRICULUM FRAMEWORK

15 The Imperative for K to 12 Decongest the curriculum to improve mastery of basic competencies Ensure seamlessness of primary, secondary, and post-secondary competencies Improve teaching through the use of enhanced pedagogies (e.g. spiral progression in Science & Math) and medium of instruction Expand job opportunities (by reducing jobs-skills mismatch) and provide better preparation for higher learning

16 The K to 12 Basic Education Curriculum will be enhanced. Integrative, Inquirybased, Constructivist, Technology-enhanced Enriched Learner- Centered Focuses on the optimum development of the Filipino Flexible to local needs Responsive Seamless Decongested Allows for mastery of competencies Continuum following an expanding spiral progression model

17 K to 12 Curriculum Model Grades (New HS Years 5-6) Grades 9-10 (New HS Years 3-4) Grades 7-8 (New HS Years 1-2) Grades 1-6 Science, Math, English, Contemporary Issues and Specializations Core Learning Areas plus elective TLE Core Learning Areas and exploratory TLE Core Learning Areas; Mother Tongue until Grade 3; Science starting Grade 3; Edukasyong Pantahanan at Pangkabuhayan starting Grade 4 Academic Specialization Technical-Vocational Specialization Sports and Arts Specialization Offers tracks that lead to specializations in Academics, Tech-Voc, and Sports & Arts Kindergarten Learning Domains

18 New Features of the K to 12 Basic Education Curriculum Vertical continuum and horizontal articulation of competencies Mother Tongue as a learning area and medium of instruction Spiral progression in Science and Math MAPEH (Music, Arts, Physical Education, and Health) begins in Grade 1

19 Learning Areas for Grades 1 to 10 Learning Areas Grades 1 to 6 Grade Levels Mother Tongue 1-3 English 1 (2 nd Sem) - 6 Filipino 1-6 Mathematics 1-6 Araling Panlipunan 1-6 Edukasyon sa Pagpapakatao 1-6 Science 3-6 Music, Arts, Physical Education and Health (MAPEH) Edukasyong Pantahanan at Pangkabuhayan (EPP) Technology and Livelihood Education English Filipino Mathematics Science Grades 7 to 10 Araling Panlipunan Edukasyon sa Pagpapakatao Music, Arts, Physical Education and Health (MAPEH) Technology and Livelihood Education (TLE)

20 Learning Areas for Grades 11 and 12 Learning Areas Grade 11 Grade 12 Languages* Literature* English: Oral Communication Filipino: Retorika English or Filipino for Specific Purposes Philippine Literature (1 st Sem) World Literature (2 nd Sem) Mathematics* Math for Specific Purposes I Math for Specific Purposes II Science* Life Sciences Physical Sciences Contemporary Issues* Social Sciences* Career Pathways (Track-dependent) Others Local Issues General Psychology Logic Entrepreneurship, Tech-Voc Academic* (e.g. engineering, sciences, liberal arts), Arts/Sports *Anchored on the College Readiness Standards of CHED Global Issues Philosophy of the Human Being Sociology Entrepreneurship, Tech-Voc Academic* (e.g. engineering, sciences, liberal arts), Arts/Sports National Service Training Program

21 Accomplishments General Conceptual Framework DONE Performance Standards for All Learning Areas & Competencies for Grds. 1 and 7 DONE Competencies for 6 Learning Areas (Grds. 2-10) DONE 2 LAs to be completed 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

22 On-Going Activities Teaching Guides & Activity Sheets / Modules for Grds 1 & 7 Training Design for Teachers, Administrators & Supervisors Guidelines on the National Implementation of K to 12 Curriculum (K, MTB-MLE, Description & Time Allotment of Learning Areas, Assessment & Rating System For Information: List of Existing Learning Resources that can be used for Grades 1 & 7; Addressing Learning Gaps including Reading Interventions in Grade 7

23 K to 12 will strengthen Science and Math Education The use of spiral progression: Avoids disjunctions between stages of schooling Allows learners to learn topics & skills appropriate to their developmental/cognitive stages Strengthens retention & mastery of topics & skills as they are revisited & consolidated Science concepts & skills are integrated in Health, Languages, Math, and other subjects in Grades 1-2 Focus on literacy & numeracy for K to Grade 2 provides stronger foundation to acquire more sophisticated competencies in latter grade levels

24 K to 12 will enhance literacy through multilingualism Mother tongue, Filipino, English and additional languages education for upper year levels Mother tongue as starting point for literacy development Simultaneous development of language skills in listening & speaking for both Filipino & English Competencies spiraled across grade levels, with greater emphasis on reading comprehension of various writing, study & thinking strategies in HS for critical thinking development Orthography, phonological guides, literacy program sequences, common utterances for each language part of Teachers Guide Includes age-, context-, and culture-appropriate print & electronic texts

25 Presentation Outline Rationale and Overview of K to 12 The K to 12 Basic Education Curriculum K to 12 Transition for Private Schools & HEIs

26 K to 12 Transition for Private Schools (Basic Education) Entry Age Proposed K to 12 7-Year Elem 6-Year Elem Kinder Elementary Junior HS Senior HS NA K G1 G2 G3 G4 G5 G6 G7 G8 G9 G10 G11 G12 N K1 K2 G1 G2 G3 G4 G5 G6 G7 HS1 HS2 HS3 HS4 N K1 K2 G1 G2 G3 G4 G5 G6 HS1 HS2 HS3 HS4 NA N: Nursery K: Kinder K1 or K2: Kinder 1 or 2 1. Schools* with 7 years elementary conform to the K to 12 duration 2. Schools* with 6 years elementary require one more grade level 3. Private schools will be required to adhere to the (minimum) curricular standards set by DepED *If students begin Grade 1 at age 7; some private schools accept Grade 1 at age 6.

27 Two Programs for Transition Management 1 Senior HS System 2 Readiness Assessment To (1) determine current absorptive capacity per region of all educational institutions (i.e. supply ), (2) ascertain current industry & employment demand and anticipate future opportunities (i.e. demand ), (3) and ensure the SHS system will be instrumental in adequately addressing both. >>match supply with demand >> K to 12 Modeling To develop K to 12 model schools per region and specialization tracks by introducing senior high school in select schools, ahead of the planned nationwide implementation on SY

28 Public Private Partnerships Process Consultation with higher education institutions, private sector and tech-voc schools on a viable PPP proposal DepED will stipulate regulatory arrangements, expected standards and price point offer for schools Possible Schemes SHS Service Contracting Public financing and Private provision of Senior High School Lease of School Facilities Public Provision and Financing of K to 12 Senior high school program using excess facilities of HEIs