The document discusses the proposed K-12 curriculum for the Philippine basic education program. It provides background on the need for reforming the basic education system by extending it from 10 to 12 years to be more competitive globally. The key features of the K-12 curriculum include adding kindergarten, using the mother tongue as the language of instruction in early grades, ensuring inclusive education, integrating technology, and including senior high school. The curriculum is competency-based, learner-centered, and aligned with international standards. It covers core subjects through 12 years of schooling and allows for specialization in senior high school through tracks for academics, technical-vocational, and sports/arts. The goal is to produce holistically developed graduates with
The document discusses the rationale for implementing a K to 12 curriculum for basic education in the Philippines. It notes that international test scores have consistently ranked Philippine students low in math and science. With a congested 10-year pre-university program, graduates lack preparation for employment, entrepreneurship or higher education. The K to 12 curriculum aims to enhance quality, implement a decongested curriculum, and better prepare students for their futures through a 6-4-2 system with additional skills development.
Understanding the k 12 basic education program updated 042312Hans Mallen
This document provides an overview of the K-12 Basic Education Program in the Philippines. It discusses President Aquino's 10-point education agenda including extending basic education to 12 years. The new K-12 system includes kindergarten, 6 years of elementary, 4 years of junior high school, and 2 years of senior high school. It aims to better prepare students for the job market or higher education through an enhanced curriculum with areas of specialization. The additional schooling years are expected to benefit individuals, families, and society through higher incomes, better economic growth, and a more educated population.
The document provides information about the K to 12 program in the Philippines. It discusses that K to 12 covers 13 years of basic education, with Kindergarten to Grade 10 constituting basic education and Grades 11-12 as senior high school. It also notes that the Philippines was one of the last countries in Asia to implement 12 years of basic education. Further, it summarizes that the Department of Education has been preparing for full implementation of K to 12 through curriculum development, building classrooms, hiring teachers, and more.
The document discusses the Basic Education Curriculum (BEC) and Revised BEC in the Philippines. It notes that the curriculum includes mother tongue-based multilingual education, universal kindergarten, college and livelihood readiness programs, and specialized upper secondary education. It also features spiral progression and contextualization to make the curriculum more relevant to students. The Secretary of Education stated the 2002 BEC was based on 16 years of study to improve the quality of learning, literacy, and numeracy while inculcating values across subject areas.
Journey in the Basic Education Curricular reformsPaul Christian
The document summarizes the major curricular reforms in basic education in the Philippines from 1946 to 2013. It outlines the changes to elementary and secondary education curricula over this period, including the introduction of new plans like the 2-2 plan in 1957, the Revised Secondary Education Program in 1973, the New Secondary Education Curriculum in 1989, and the 2002 Basic Education Curriculum. It also notes the implementation of the K-12 program beginning in 2012 as the expansion of basic education to include kindergarten and 2 additional years of senior high school.
This reflection was used as my project in social dimensions of education during my third year in college. It is about the implemented curriculum here in the Philippines and its advantages and disadvantages - the K-12 program. :)
This document outlines the K to 12 Philippine Basic Education Curriculum Framework established by the Department of Education. It is based on several legal and philosophical foundations including the Enhanced Basic Education Act. The curriculum aims to develop learners holistically with 21st century skills through a learner-centered approach. It emphasizes the use of mother tongue in the early grades, integration of technology and livelihood education, and flexibility for schools to localize implementation based on their context. The curriculum standards are designed to make learning relevant, inclusive, and prepare students for higher education or the world of work.
The document discusses the rationale for implementing a K to 12 curriculum for basic education in the Philippines. It notes that international test scores have consistently ranked Philippine students low in math and science. With a congested 10-year pre-university program, graduates lack preparation for employment, entrepreneurship or higher education. The K to 12 curriculum aims to enhance quality, implement a decongested curriculum, and better prepare students for their futures through a 6-4-2 system with additional skills development.
Understanding the k 12 basic education program updated 042312Hans Mallen
This document provides an overview of the K-12 Basic Education Program in the Philippines. It discusses President Aquino's 10-point education agenda including extending basic education to 12 years. The new K-12 system includes kindergarten, 6 years of elementary, 4 years of junior high school, and 2 years of senior high school. It aims to better prepare students for the job market or higher education through an enhanced curriculum with areas of specialization. The additional schooling years are expected to benefit individuals, families, and society through higher incomes, better economic growth, and a more educated population.
The document provides information about the K to 12 program in the Philippines. It discusses that K to 12 covers 13 years of basic education, with Kindergarten to Grade 10 constituting basic education and Grades 11-12 as senior high school. It also notes that the Philippines was one of the last countries in Asia to implement 12 years of basic education. Further, it summarizes that the Department of Education has been preparing for full implementation of K to 12 through curriculum development, building classrooms, hiring teachers, and more.
The document discusses the Basic Education Curriculum (BEC) and Revised BEC in the Philippines. It notes that the curriculum includes mother tongue-based multilingual education, universal kindergarten, college and livelihood readiness programs, and specialized upper secondary education. It also features spiral progression and contextualization to make the curriculum more relevant to students. The Secretary of Education stated the 2002 BEC was based on 16 years of study to improve the quality of learning, literacy, and numeracy while inculcating values across subject areas.
Journey in the Basic Education Curricular reformsPaul Christian
The document summarizes the major curricular reforms in basic education in the Philippines from 1946 to 2013. It outlines the changes to elementary and secondary education curricula over this period, including the introduction of new plans like the 2-2 plan in 1957, the Revised Secondary Education Program in 1973, the New Secondary Education Curriculum in 1989, and the 2002 Basic Education Curriculum. It also notes the implementation of the K-12 program beginning in 2012 as the expansion of basic education to include kindergarten and 2 additional years of senior high school.
This reflection was used as my project in social dimensions of education during my third year in college. It is about the implemented curriculum here in the Philippines and its advantages and disadvantages - the K-12 program. :)
This document outlines the K to 12 Philippine Basic Education Curriculum Framework established by the Department of Education. It is based on several legal and philosophical foundations including the Enhanced Basic Education Act. The curriculum aims to develop learners holistically with 21st century skills through a learner-centered approach. It emphasizes the use of mother tongue in the early grades, integration of technology and livelihood education, and flexibility for schools to localize implementation based on their context. The curriculum standards are designed to make learning relevant, inclusive, and prepare students for higher education or the world of work.
Curriculum Innovations: Local Trends
Salient Features of 2002 Basic Education Curriculum
Integrative Teaching as a Mode of Instructional Delivery
Reference: Curriculum Development by Purita P. Bilbao Ed.D., et.al.
The document summarizes the key reasons for implementing the K to 12 basic education program in the Philippines. It discusses that the previous 10-year basic education system was inadequate and did not properly prepare students for employment or further education. It also notes that the Philippines was out of step with international standards of having 12 years of basic education. The K to 12 program aims to develop students' skills and competencies based on global benchmarks over 12 years of education to better prepare them for the future.
The document discusses the K to 12 program in the Philippines which extends basic education from 10 to 12 years to better prepare students for higher education or employment. It outlines the historical background of curriculum reforms, key features of the K to 12 model including universal kindergarten and a senior high school program, and answers frequently asked questions about implementing the new system.
2002 basic education curriculum is a restructuring of the elementary and secondary curricula (NESC and NSEC)
This documents presents the goals of the curriculum and the rationale for its restructuring, and its philosophy, basic features, and conceptual framework. The goals, objectives, structures and content of 2002 Curriculum are in compliance with the 1987 Constitution of the Republic of the Philippines , the 2001 Governance of basic Education Act, and the 1982 Education Act.
Understanding the k 12 basic education program updated 042312 copy - copyLeeboy Morales
The document discusses the K-12 education program in the Philippines. It aims to address long-term problems in the country by reforming basic education. The key points of the reform are expanding basic education to include two additional years, for a total of 12 years of basic education (K-6-4-2 system). This will better prepare students for employment or higher education and make them more competitive internationally. It will also implement a new curriculum from kindergarten to grade 12 with specializations like STEM, arts and technical-vocational tracks in the later years.
Revisions of the Basic Education Curriculum Genesis Felipe
The document outlines the history and development of the Philippine education curriculum from the 1970s to present, including the introduction of the K-12 program which extended basic education from 10 to 12 years to better prepare students for higher education, vocational skills, employment, and entrepreneurship. Major changes included adding 2 years to high school, strengthening the teaching of Filipino and English, and restructuring subject offerings at different grade levels.
I am not the owner of all the images that you may seen in this presentation. Copyright infringement is not intended. If you are the owner of the pictures and you wish to delete this, or you may not want these pictures to be seen from this website, just message me and I will respect your right.
This is for educational and not for commercial purposes. You may use this presentation in your reports in school. Thank you.
The document provides an overview of the metamorphosis of Philippine education through history from Spanish rule to present day. It discusses the education system under Spanish, American, Japanese, and post-war administrations. It then outlines issues in the Philippine education system including quality, accessibility, curriculum, and budget issues. Several development initiatives are presented, including the K-12 program which extended basic education to 12 years. Issues, concerns, and needs of the education system are also summarized.
The government has not revised the curriculum for public elementary and high schools in over 13 and 20 years respectively, much longer than the recommended revision period of 10 years. Education officials argue a revised basic education curriculum (RBEC) is needed to better prepare students for an ever-changing world. The RBEC emphasizes competency-based learning and mastery of core subjects like Filipino, English, science, and math. It also integrates values and life skills training across subjects and adds a new "laboratory of life" area focusing on practical skills, cultural values, and civic engagement. After 7 years of implementation, the RBEC continues with modifications like a focus on student performance-based grading.
The document summarizes the key aspects of the K-12 curriculum implemented in the Philippines according to the Enhanced Basic Education Act of 2013. It includes 1 year of kindergarten, 6 years of elementary education, and 6 years of secondary education divided into 4 years of junior high school and 2 years of senior high school. The goals are to equip students with 21st century skills and mastery of basic competencies, as the previous 10-year program was insufficient. It also aims to improve performance in international exams and prepare students for employment, higher education or technical-vocational livelihood. The core subjects taught at each level are described.
The document discusses the development of the Philippine public school curriculum model. It outlines key changes and reforms to the education system from pre-Spanish times to the present day, including the introduction of the National Elementary School Curriculum in 1984 and New Secondary Education Curriculum in 1991. These were research-based curricula that emphasized mastery learning and developing minimum learning competencies in fewer subject areas. The curriculum has continued to evolve with revisions made in 2002, 2010, and most recently in 2012 with the K-12 Basic Education Curriculum.
The document outlines the objectives and key features of the Revised Basic Education Curriculum (RBEC) in the Philippines. The RBEC aimed to improve education standards by focusing on developing students' skills, values, and preparation for work or further education. It emphasized interactive learning, values formation, and producing citizens who are patriotic, humane, environmentally conscious, and spiritual. The desired outcomes were functionally literate students equipped with life skills to contribute positively to society.
The document discusses the Department of Education's K-12 Basic Education Program. It notes that the current 10-year basic education program in the Philippines leads to underachievement and lacks competitiveness compared to other countries' 12-year programs. The K-12 program aims to enhance the quality of basic education through a decongested curriculum, better preparing students for work, entrepreneurship or higher education. It will involve adding 2 years to the current elementary and secondary levels, bringing the total basic education to 12 years.
The document discusses the history and development of the Philippine education curriculum from the 1970s to 2010. It covers several key periods and reforms:
1) The National Elementary School Curriculum (NESC) was developed in 1983 to be the first research-based curriculum in the Philippines. It standardized subjects and increased instructional time for basic skills.
2) In 2002, the Revised Basic Education Curriculum (RBEC) was implemented based on recommendations to improve literacy, numeracy, and values education. It organized subjects into core learning areas and emphasized interactive approaches.
3) By 2010, the secondary curriculum was further refined using the Understanding by Design model to clearly define learning objectives, assessments, and instructional plans
This document provides an overview of Individualized Education Programs (IEPs) for children with special needs. It discusses what an IEP is, who is involved in creating it, and how teachers can use an IEP to plan classroom activities and monitor a child's progress. The objectives are to help participants understand IEPs, their link to inclusive preschool settings, and how to effectively implement IEP goals. Key aspects covered include the IEP process, components of an IEP, developing goals and objectives, and strategies for tracking a child's learning through an activity matrix.
Philosophy, goals and objective of educationPaulpogz
This document outlines the history and goals of education in the Philippines. It discusses how education evolved from informal training by parents and tutors during the pre-Spanish period, to becoming inadequate and suppressed under Spanish rule. After independence in 1935, the constitution mandated free primary education. During martial law, the constitution emphasized developing moral character and vocational skills. The 1987 constitution outlined goals like patriotism, human rights, and critical thinking. At all levels, education aims to develop students' skills and knowledge to contribute to society.
The document provides an overview of the development and current state of education in the Philippines. It discusses:
1) The history and influences on the Philippine education system from pre-Spanish times through American colonial rule and the development of current policies and curricula.
2) The objectives and competencies of basic education at both elementary and secondary levels, including learning areas and statistics on enrollment, completion rates, and student/teacher ratios.
3) Issues facing higher education and technical/vocational programs, and the role of organizations like CHED in overseeing education quality.
This document provides a historical overview of studies conducted on the Philippine education system from 1925 to 2012, which found inadequacies in the basic education curriculum. It then outlines the key features and implementation timeline of the K-12 basic education reform launched in 2012, which extended the K-6 elementary and 4-year high school system to include 2 additional years of senior high school. The reform aims to enhance the curriculum, offer specializations, and better prepare students for higher education or the workforce. However, some argue the reform will increase financial burden on families and government without necessarily improving education quality.
The K to 12 program in the Philippines reforms the basic education system from 10 to 12 years. It aims to provide students with sufficient time to master concepts and skills, develop lifelong learning abilities, and adequately prepare graduates for employment, entrepreneurship or higher education. The key aspects of the K to 12 program include enhancing the curriculum, implementing a senior high school phase, ensuring quality teaching through teacher training, and facilitating students' transition to employment through partnerships with industry.
The document outlines the Basic Education Curriculum in the Philippines. It discusses key elements of the curriculum including its objectives to develop competencies, contextual content delivered through various media, and an emphasis on interactive teaching-learning processes. The curriculum aims to provide equitable education for all Filipinos in line with the 1987 Constitution and UNESCO goals. It focuses on developing lifelong learners, citizens, and skills like critical thinking through integrative and thematic teaching approaches.
This document outlines DepEd Order No. 8, which provides policy guidelines for classroom assessment in the K to 12 Basic Education Program. It discusses the following key points in 3 sentences or less:
Classroom assessment involves identifying, gathering, organizing, and interpreting information about what learners know and can do through formative and summative assessments. Formative assessment is used for learning and checks instruction effectiveness, while summative assessment occurs after learning to measure standards achieved. Learners are assessed individually or collaboratively on content standards, performance standards, learning competencies, and concept development using written work, performances, and quarterly assessments.
The document discusses school monitoring and evaluation (M&E) frameworks. It explains that the objectives of school M&E are to provide information on implementing programs and projects to improve plans, assess resource use, improve teacher performance, and monitor student performance. The document also outlines M&E content areas like delivery of basic education, educational resources, teacher performance, learner performance, organization health, and community partnerships. Finally, it discusses integrating these content areas with M&E task levels like planning, implementation, monitoring, evaluation, and reporting.
Curriculum Innovations: Local Trends
Salient Features of 2002 Basic Education Curriculum
Integrative Teaching as a Mode of Instructional Delivery
Reference: Curriculum Development by Purita P. Bilbao Ed.D., et.al.
The document summarizes the key reasons for implementing the K to 12 basic education program in the Philippines. It discusses that the previous 10-year basic education system was inadequate and did not properly prepare students for employment or further education. It also notes that the Philippines was out of step with international standards of having 12 years of basic education. The K to 12 program aims to develop students' skills and competencies based on global benchmarks over 12 years of education to better prepare them for the future.
The document discusses the K to 12 program in the Philippines which extends basic education from 10 to 12 years to better prepare students for higher education or employment. It outlines the historical background of curriculum reforms, key features of the K to 12 model including universal kindergarten and a senior high school program, and answers frequently asked questions about implementing the new system.
2002 basic education curriculum is a restructuring of the elementary and secondary curricula (NESC and NSEC)
This documents presents the goals of the curriculum and the rationale for its restructuring, and its philosophy, basic features, and conceptual framework. The goals, objectives, structures and content of 2002 Curriculum are in compliance with the 1987 Constitution of the Republic of the Philippines , the 2001 Governance of basic Education Act, and the 1982 Education Act.
Understanding the k 12 basic education program updated 042312 copy - copyLeeboy Morales
The document discusses the K-12 education program in the Philippines. It aims to address long-term problems in the country by reforming basic education. The key points of the reform are expanding basic education to include two additional years, for a total of 12 years of basic education (K-6-4-2 system). This will better prepare students for employment or higher education and make them more competitive internationally. It will also implement a new curriculum from kindergarten to grade 12 with specializations like STEM, arts and technical-vocational tracks in the later years.
Revisions of the Basic Education Curriculum Genesis Felipe
The document outlines the history and development of the Philippine education curriculum from the 1970s to present, including the introduction of the K-12 program which extended basic education from 10 to 12 years to better prepare students for higher education, vocational skills, employment, and entrepreneurship. Major changes included adding 2 years to high school, strengthening the teaching of Filipino and English, and restructuring subject offerings at different grade levels.
I am not the owner of all the images that you may seen in this presentation. Copyright infringement is not intended. If you are the owner of the pictures and you wish to delete this, or you may not want these pictures to be seen from this website, just message me and I will respect your right.
This is for educational and not for commercial purposes. You may use this presentation in your reports in school. Thank you.
The document provides an overview of the metamorphosis of Philippine education through history from Spanish rule to present day. It discusses the education system under Spanish, American, Japanese, and post-war administrations. It then outlines issues in the Philippine education system including quality, accessibility, curriculum, and budget issues. Several development initiatives are presented, including the K-12 program which extended basic education to 12 years. Issues, concerns, and needs of the education system are also summarized.
The government has not revised the curriculum for public elementary and high schools in over 13 and 20 years respectively, much longer than the recommended revision period of 10 years. Education officials argue a revised basic education curriculum (RBEC) is needed to better prepare students for an ever-changing world. The RBEC emphasizes competency-based learning and mastery of core subjects like Filipino, English, science, and math. It also integrates values and life skills training across subjects and adds a new "laboratory of life" area focusing on practical skills, cultural values, and civic engagement. After 7 years of implementation, the RBEC continues with modifications like a focus on student performance-based grading.
The document summarizes the key aspects of the K-12 curriculum implemented in the Philippines according to the Enhanced Basic Education Act of 2013. It includes 1 year of kindergarten, 6 years of elementary education, and 6 years of secondary education divided into 4 years of junior high school and 2 years of senior high school. The goals are to equip students with 21st century skills and mastery of basic competencies, as the previous 10-year program was insufficient. It also aims to improve performance in international exams and prepare students for employment, higher education or technical-vocational livelihood. The core subjects taught at each level are described.
The document discusses the development of the Philippine public school curriculum model. It outlines key changes and reforms to the education system from pre-Spanish times to the present day, including the introduction of the National Elementary School Curriculum in 1984 and New Secondary Education Curriculum in 1991. These were research-based curricula that emphasized mastery learning and developing minimum learning competencies in fewer subject areas. The curriculum has continued to evolve with revisions made in 2002, 2010, and most recently in 2012 with the K-12 Basic Education Curriculum.
The document outlines the objectives and key features of the Revised Basic Education Curriculum (RBEC) in the Philippines. The RBEC aimed to improve education standards by focusing on developing students' skills, values, and preparation for work or further education. It emphasized interactive learning, values formation, and producing citizens who are patriotic, humane, environmentally conscious, and spiritual. The desired outcomes were functionally literate students equipped with life skills to contribute positively to society.
The document discusses the Department of Education's K-12 Basic Education Program. It notes that the current 10-year basic education program in the Philippines leads to underachievement and lacks competitiveness compared to other countries' 12-year programs. The K-12 program aims to enhance the quality of basic education through a decongested curriculum, better preparing students for work, entrepreneurship or higher education. It will involve adding 2 years to the current elementary and secondary levels, bringing the total basic education to 12 years.
The document discusses the history and development of the Philippine education curriculum from the 1970s to 2010. It covers several key periods and reforms:
1) The National Elementary School Curriculum (NESC) was developed in 1983 to be the first research-based curriculum in the Philippines. It standardized subjects and increased instructional time for basic skills.
2) In 2002, the Revised Basic Education Curriculum (RBEC) was implemented based on recommendations to improve literacy, numeracy, and values education. It organized subjects into core learning areas and emphasized interactive approaches.
3) By 2010, the secondary curriculum was further refined using the Understanding by Design model to clearly define learning objectives, assessments, and instructional plans
This document provides an overview of Individualized Education Programs (IEPs) for children with special needs. It discusses what an IEP is, who is involved in creating it, and how teachers can use an IEP to plan classroom activities and monitor a child's progress. The objectives are to help participants understand IEPs, their link to inclusive preschool settings, and how to effectively implement IEP goals. Key aspects covered include the IEP process, components of an IEP, developing goals and objectives, and strategies for tracking a child's learning through an activity matrix.
Philosophy, goals and objective of educationPaulpogz
This document outlines the history and goals of education in the Philippines. It discusses how education evolved from informal training by parents and tutors during the pre-Spanish period, to becoming inadequate and suppressed under Spanish rule. After independence in 1935, the constitution mandated free primary education. During martial law, the constitution emphasized developing moral character and vocational skills. The 1987 constitution outlined goals like patriotism, human rights, and critical thinking. At all levels, education aims to develop students' skills and knowledge to contribute to society.
The document provides an overview of the development and current state of education in the Philippines. It discusses:
1) The history and influences on the Philippine education system from pre-Spanish times through American colonial rule and the development of current policies and curricula.
2) The objectives and competencies of basic education at both elementary and secondary levels, including learning areas and statistics on enrollment, completion rates, and student/teacher ratios.
3) Issues facing higher education and technical/vocational programs, and the role of organizations like CHED in overseeing education quality.
This document provides a historical overview of studies conducted on the Philippine education system from 1925 to 2012, which found inadequacies in the basic education curriculum. It then outlines the key features and implementation timeline of the K-12 basic education reform launched in 2012, which extended the K-6 elementary and 4-year high school system to include 2 additional years of senior high school. The reform aims to enhance the curriculum, offer specializations, and better prepare students for higher education or the workforce. However, some argue the reform will increase financial burden on families and government without necessarily improving education quality.
The K to 12 program in the Philippines reforms the basic education system from 10 to 12 years. It aims to provide students with sufficient time to master concepts and skills, develop lifelong learning abilities, and adequately prepare graduates for employment, entrepreneurship or higher education. The key aspects of the K to 12 program include enhancing the curriculum, implementing a senior high school phase, ensuring quality teaching through teacher training, and facilitating students' transition to employment through partnerships with industry.
The document outlines the Basic Education Curriculum in the Philippines. It discusses key elements of the curriculum including its objectives to develop competencies, contextual content delivered through various media, and an emphasis on interactive teaching-learning processes. The curriculum aims to provide equitable education for all Filipinos in line with the 1987 Constitution and UNESCO goals. It focuses on developing lifelong learners, citizens, and skills like critical thinking through integrative and thematic teaching approaches.
This document outlines DepEd Order No. 8, which provides policy guidelines for classroom assessment in the K to 12 Basic Education Program. It discusses the following key points in 3 sentences or less:
Classroom assessment involves identifying, gathering, organizing, and interpreting information about what learners know and can do through formative and summative assessments. Formative assessment is used for learning and checks instruction effectiveness, while summative assessment occurs after learning to measure standards achieved. Learners are assessed individually or collaboratively on content standards, performance standards, learning competencies, and concept development using written work, performances, and quarterly assessments.
The document discusses school monitoring and evaluation (M&E) frameworks. It explains that the objectives of school M&E are to provide information on implementing programs and projects to improve plans, assess resource use, improve teacher performance, and monitor student performance. The document also outlines M&E content areas like delivery of basic education, educational resources, teacher performance, learner performance, organization health, and community partnerships. Finally, it discusses integrating these content areas with M&E task levels like planning, implementation, monitoring, evaluation, and reporting.
APPROPRIATE LEARNING ACTIVITIES "INTRODUCTORY AND DEVELOPMENTAL ACTIVITIES"Yanne Evangelista
The document discusses appropriate learning activities for teaching. It describes introductory and developmental activities. Introductory activities help start lessons and include games, songs, energizers or questions. Developmental activities involve systematic change through refining existing skills. They include data gathering, organizing summaries, applying concepts, creative expression, and conclusions. Data gathering uses tools like computers and videos. Organizing summaries assess understanding. Application activities improve performance. Creative activities express insights. Concluding activities apply new knowledge through summaries. Developmental activities improve many teaching aspects.
The Drop-out Reduction Program [DRP] is a project proposal of the DepEd - Tagbina I and II Districts as a way of resolving the problems encountered during the Municipal Transition Planning - Part I based on the Social Welfare Indicators [SWI] prepared by the LSWD.
The document discusses the rationale for implementing a K to 12 curriculum for basic education in the Philippines. It notes that international test scores have consistently ranked Philippine students low in math and science. With a congested 10-year pre-university program, graduates lack preparation for employment, entrepreneurship or higher education. The K to 12 curriculum aims to enhance quality, implement a decongested curriculum, and better prepare students for their futures through a 6-4-2 system with additional skills development.
Module 1 educational laws and surveys programs and projects of the dep edNoel Tan
Here are the key points from the lesson:
- Education is a right, not a privilege, for all citizens according to the Constitution.
- The state has a mandate to establish, maintain, and support a complete, adequate, and integrated system of education relevant to the needs of the people and society.
- There is a complementary role for both public and private educational institutions, with reasonable supervision and regulation of all schools.
- Education aims to inculcate patriotism, ethics, and skills for life and livelihood.
The main difference between a right and a privilege is that a right is something one is entitled to or can claim legally, while a privilege is a special advantage or benefit that is not guaranteed. According
The Gulayan sa Paaralan Project (GPP) is a proposed project by the Department of Education to establish school gardens in Tagbina, Philippines. The objectives are to improve vegetable production and consumption, establish gardens as a food source for supplementary feeding, and showcase small-scale farming models. The project will target all elementary and secondary schools in Tagbina, benefiting over 24 elementary schools, 15 elementary schools, and 7 secondary schools. A budget of PHP 460,000 is requested, with PHP 391,000 from the national government and PHP 69,000 of local government counterpart funding. School administrators, teachers, parents, and officials will implement organic gardening with provided tools and seedlings.
The document discusses guidelines for hiring teachers in public elementary and secondary schools in the Philippines. It aims to ensure only highly competent teachers are hired through improving standards for applicants. The guidelines establish committees at the school and division level to evaluate applicants based on their qualifications and documents submitted. The top criteria include education, teaching experience, licensing exam scores, additional training, and residency. The goal is to appoint only the most qualified candidates.
This is the National Competency Based Teachers Standard or NCBTS developed by the Academic Community, and other concerned government agencies to transform teaching into 21st century standards and the teachers as a globally competent individuals.
The document discusses the National Competency-Based Teacher Standards (NCBTS) framework for Philippine teachers. It describes the NCBTS as defining effective teaching and providing a single framework to guide teacher development. The NCBTS contains 7 domains that describe the knowledge and skills of effective teachers, including social regard for learning, learning environment, diversity of learners, curriculum, planning/assessing/reporting, community linkages, and personal growth. It emphasizes the importance of helping all students learn and recognizing individual differences. The document provides details on various strands within each domain and their related performance indicators.
Problems and Issues in the Philippine Educational SystemJames Paglinawan
The document discusses several key problems with the Philippine educational system:
1) Declining quality of education as seen in poor test scores and a high percentage of students and teachers failing certification exams.
2) Large disparities in educational achievement based on socioeconomic status, with disadvantaged students having high dropout rates.
3) Underfunding of education relative to other ASEAN countries and low spending per student that has declined in real terms.
4) A mismatch between the skills taught and actual job requirements that leads to educated unemployment.
The document provides an overview of leadership in applying taxonomies of instructional objectives. It discusses introducing a K-12 basic education program in the Philippines to enhance the quality of education. The rationale includes improving low achievement scores and preparing students for the workforce or higher education. The program is based on philosophical and legal foundations. It aims to develop learners' skills and prepare them to contribute to society and the global community. The curriculum focuses on core subjects while employing constructivist and inquiry-based approaches. It also outlines the desired learning outcomes and guiding principles of the new K-12 program.
This document summarizes the objectives and structure of the Philippine basic education curriculum as outlined in key legislation. It discusses how the curriculum aims to develop students' skills, values, and knowledge to become productive citizens in line with the 1987 Constitution and 2001 Governance of Basic Education Act. The curriculum emphasizes interactive, collaborative and integrative learning approaches to develop critical thinking and lifelong learning skills for a changing world.
Curriculum development in the philippines in new societySharel Mae Ponce
The document discusses curriculum development in the Philippines during the New Society period from 1972 onward. Key points include:
1) Educational decrees aimed to make schools more responsive to national development needs and introduce moral, vocational, and technical education.
2) The 2002 Reformed Basic Education Curriculum emphasized values formation, critical thinking, and making students productive citizens.
3) It integrated subjects, used both Filipino and English as languages of instruction, and encouraged interactive learning over traditional teaching methods.
Philippine K-12 Basic Education Program ReportAnna Lyn Andres
The document discusses the need to change the Philippine basic education curriculum from 10 to 12 years (K-12 program). It notes the poor performance of Filipino students in international tests, congested 10-year curriculum, and lack of recognition of Philippine graduates abroad. The K-12 program aims to address these issues by adding two more years to high school to provide a more comprehensive, decongested curriculum and better prepare graduates for work, higher education, or entrepreneurship. The K-12 program is expected to benefit both individuals and society by producing more competitive graduates and accelerating long-term economic growth.
The document summarizes the key aspects of the Philippine education system, including its history, structure, philosophies, and challenges. It outlines the educational ladder comprising elementary, secondary, and tertiary levels. It discusses problems such as inadequate access to basic education, poor education quality, weaknesses in the public school system including low budgets, teacher and classroom shortages. It also covers trends and policies to improve access and quality of basic education through establishing more schools, upgrading teacher qualifications, and decentralizing educational management.
The document discusses the National Policy on Education (NPE) of India and the Ramamurti Commission. The key points are:
1. The NPE was formulated in 1968 and 1986 to promote education across India. It aimed to make education accessible, improve quality, and increase financial support.
2. The 1986 policy focused on universal primary education, scientific/technological development, and social/cultural advancement. It emphasized values of national identity and integration.
3. The Ramamurti Commission reviewed the implementation of the 1968 policy and recommended reforms such as reorganizing education stages and promoting vocational training and equality of opportunity.
The document discusses NCERT, SCERT, and NCF. It provides background on NCERT as an apex organization that assists the central and state governments on academic matters. It describes how the NCF 2005 was formed through deliberations with educators, experts, and stakeholders. It also outlines SCERT Delhi's role in providing academic support to education departments. The document focuses on participation in developing the KCF 2005 and NCF 2005 to reform curriculum and reduce cognitive load on children.
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My social studies classes in elementary and high school were generally unmemorable. The lessons tended to focus on rote memorization of dates and names with little context or analysis. The textbooks were dull and the material felt disconnected from real-world issues. The classes lacked stimulating discussions or hands-on activities that could have brought the topics to life. My teachers seemed more concerned with covering content than cultivating critical thinking. As a result, I found social studies to be one of the more boring subjects. It was only later in college when I was exposed to more engaging history and government courses that I began to appreciate the importance of social studies in
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2. “Education is the key to the long-
term problems of the country. If
we fix basic education, we fix the
long-term problems of the
country. And if we fix the
country’s problems, we will build a
truly strong society we can
proudly call the Philippines.”
“We need to add two years to our basic
education… I want at least 12 years for our
public school children to give them an even
chance at succeeding.”
President Benigno Simeon C. . Aquino III
3. The 1987 Philippine Constitution
States that:
“The State shall establish, maintain, and support a complete, adequate, and
integrated system of education relevant to the needs of the people and the
society.”
6. PHILOSOPHICAL and
LEGAL BASES
. The 1987 Phil. Constitution
. B.P. 232, Education Act of 1982
. R.A. 9155, Governance of Basic Education
Act of 2001
. The 4 pillars of education ( UNESCO )
. The vision- mission statements of DepEd
. The EDCOM Report of 1991
. Basic Education Sector Reform Agenda
(BESRA)
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 citizens who contribute
to the building of a progressive, just and humane
society
. Ensuring environmental sustainability
. Global partnership for development
CURRICULUM SUPPORT SYSTEM
FAMILY SUPPORT
INTERNAL AND EXTERNAL
STAKEHOLDERS’ SUPPORT
SOCIETAL SUPPORT
Public-Private Partnership
Media,GO,NGO
INSTRUCTIONAL SUPPORT
Teachers’ CPD , Textbooks
and other IMs
ADMINISTRATIVE SUPPORT
CO, RO, DO School
7. PHILOSOPHICAL and
LEGAL BASES
. The 1987 Phil. Constitution
. B.P. 232, Education Act of 1982
. R.A. 9155, Governance of Basic Education
Act of 2001
. The 4 pillars of education ( UNESCO )
. The vision- mission statements of DepEd
. The EDCOM Report of 1991
. Basic Education Sector Reform Agenda
(BESRA)
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 citizens who contribute
to the building of a progressive, just and humane
society
. Ensuring environmental sustainability
. Global partnership for development
8. C
O
N
T
E
X
T
PHILOSOPHICAL
and LEGAL BASIS
•The 1987 Phil. Constitution
• B.P. 232, Education Act of 1982
• R.A. 9155, Philippine Governance
Act
• The 4 pillars of education
(UNESCO)
• The vision-mission statement of
DepED
• The EDCOM Report of 1991
• BESRA
9. NATURE OF THE LEARNER
•Has a body and spirit, intellect, free will,
emotions, multiple intelligences, learning
styles, culture.
•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 work,
entrepreneurship, higher education
C
O
N
T
E
X
T
10. 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 citizen who
contributes to the building of a
progressive, just and humane society
•Ensuring environment sustainability
• Global partnership for development
C
O
N
T
E
X
T
11. PHILOSOPHICAL and
LEGAL BASES
. The 1987 Phil. Constitution
. B.P. 232, Education Act of 1982
. R.A. 9155, Governance of Basic Education
Act of 2001
. The 4 pillars of education ( UNESCO )
. The vision- mission statements of DepEd
. The EDCOM Report of 1991
. Basic Education Sector Reform Agenda
(BESRA)
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 citizens who contribute
to the building of a progressive, just and humane
society
. Ensuring environmental sustainability
. Global partnership for development
CURRICULUM SUPPORT SYSTEM
FAMILY SUPPORT
INTERNAL AND EXTERNAL
STAKEHOLDERS’ SUPPORT
SOCIETAL SUPPORT
Public-Private Partnership
Media,GO,NGO
INSTRUCTIONAL SUPPORT
Teachers’ CPD , Textbooks
and other IMs
ADMINISTRATIVE SUPPORT
CO, RO, DO School
12. CURRICULUM SUPPORT SYSTEM
FAMILY SUPPORT
INTERNAL AND EXTERNAL
STAKEHOLDERS’ SUPPORT
SOCIETAL SUPPORT
Public-Private Partnership
Media,GO,NGO
INSTRUCTIONAL SUPPORT
Teachers’ CPD , Textbooks
and other IMs
ADMINISTRATIVE SUPPORT
CO, RO, DO School
13. CURRICULUM SUPPORT
SYSTEM
FAMILY SUPPORT
INTERNAL AND
EXTERNAL
STAKESHOLDERS’
SUPPORT
INSTRUCTIONAL
SUPPORT
Teachers’ CPD
Textbooks and
other I M s
SOCIETY SUPPORT
Public-Private
Partnership Media
GO, NGOs
ADMINISTRATIVE
SUPPORT
CO, RO, DO, School
MONITORING and EVALUATION SYSTEM
FUNCTIONALLY
LITERATE and
HOLISTICALLY
DEVELOPED
FILIPINO
19. CORE CONTENT
5. LIFE and CAREER
COMPETENCIES
6. DEVELOPMENT OF SELF AND
SENSE OF COMMUNITY
7. NATIONAL and GLOBAL
ORIENTEDNESS
20.
21. CURRICULUM
SUPPORT SYSTEM
FAMILY SUPPORT
INTERNAL AND
EXTERNAL
STAKESHOLDERS
’ SUPPORT
INSTRUCTIONAL
SUPPORT
Teachers’ CPD
Textbooks and
other I M s
SOCIETY SUPPORT
Public-Private
Partnership Media
GO, NGOs
ADMINISTRATIVE
SUPPORT
CO, RO, DO, School
MONITORING and EVALUATION SYSTEM
FUNCTIONALLY
LITERATE and
HOLISTICALLY
DEVELOPED
FILIPINO
22. DEPARTMENT OF EDUCATION
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
Materials,
Facilities, and
Equipment
ICT
Environment
Assessment
School
Leadership
and
Management
Schools
Divisions
Technical
Assistance
Community-
Industry
Relevance and
Partnerships
Teachers
Monitoring and Evaluation System
Curriculum Support System
Being and Becoming a Whole Person
Holistically Developed Filipino with 21st Century Skills
The K to 12 Philippine Basic
Education Curriculum Framework
23. Features of the K to 12 Curriculum
1. Inclusion of Kindergarten education as part of basic education
2. The use of the learner’s dominant language as the Foundation
language of education;
3. The assurance of child-friendly schools and classrooms that protect
learners as they develop into well-rounded, happy, and smart
individuals
4. Schools serve as the provider of programs that will
include all learners (inclusion programs:ALS,Madrasah,ADMs)
5. The provision of locally-relevant curriculum concentration areas and
student guidance programs that will foster good career decision making
and planning among the students
24. 6. Provision and utilization of Information and Communications
Technology (ICT) as a strategy to improve the access to and quality of
education
7. The coherence of the learner outcomes with the prevailing
Philippine Qualifications Framework (PQF) and the ASEAN
Qualifications Reference Framework (AQRF);
8. The inclusion of Senior High School in the basic education program
9. The consistency of the curriculum with international benchmarks for
outcomes, content, and pedagogies
10. The assurance of college readiness for all secondary school
graduates
Features of the K to 12 Curriculum
25. 11. The inclusion of technical-vocational-livelihood skills development
in view of job/industry preparation
12. The recognition of student interest and talent as well as
community culture in the Sports / Arts and Design tracks of Senior
High School
13. Learners must have access to all Senior High School tracks with
sufficient and diverse human, institutional, and instructional resources
14. DepEd, CHED, TESDA, private schools, industry, and other relevant
stakeholders collaborate in planning and implementing K to 12,
especially Senior High School
15. Clearly articulated and well-executed assessment system for all the
levels of education, which should include DepEd and TESDA
assessments
Features of the K to 12 Curriculum
26. 16. 80% hiring or business launching rate within 3 months of
graduation for learners under the Technical-Vocational-Livelihood track
17. Continued efforts to improve education outcomes for all Filipinos
Features of the K to 12 Curriculum
33. Grade
Level
K 1 2 3 4 5 6 7 8 9 10 11 12
Curr.
Program
General Academic Program
34. Grade
Level
K 1 2 3
Core
LearningArea
Learning Domains
• Values Education
• Physical health &
motor dev’t
• Social & emotional
dev’t
• Cognitive dev’t
• Creative Arts
• Language &
Readiness for
Reading & Writing
• Language,
Literacy &
Communication
•MT
•Englis
h
•Filipino
•Math
•Science
& Health
•Sibika at Kultura
•MAPEH
42. Grade
Level
7 8 9 10
KeyStage
Outcomes
Consolidation of knowledge,
strategies, and skills;
development of attitudes,
values, aptitudes & interests
43. Grade
Level
11 12
KeyStage
Outcomes
Consolidation of complex
knowledge & skills; dev’t of
attitude & values as a result of a
strong liberal education.
Adequate preparation for the
world of work, entrepreneurship,
middle level skills dev’t & higher
education
52. NC-I performs a routine and predictable tasks; has little
judgment; and, works under supervision;
NC-II performs prescribe range of functions involving known routines and procedures; has
limited choice and complexity
of functions, and has little accountability;
NC-III performs a wide range of skills; works with some complexity and choice; contributes
to problem solving and work processes; and, shows responsibility for self and others; and
NC-IV performs a wide range of applications; have responsibilities that are complex and
non-routine; provides some leadership and guidance of others; and, performs evaluation
and analysis of work practices and the development of new criteria and procedures.
TESDA Circular No.23, s. 2008 – Implementing Guidelines on PTQCS)
NationalCertificateLevel
60. Benefits to individuals and families,
1. A decongested academic
workload, giving students more
time to master competencies and for
co-curricular activities and
community involvement, thus,
allowing for a more holistic
development;
61. 2. Graduates will possess competencies
and skills relevant to the job market
and they will be prepared for higher
education;
65. Benefits of K to 12 for the society and the
economy
1. It will contribute to economic growth.
Studies show that improvements in the quality
of education increases GDP growth.
According to the DepEd (2010), studies in the
country have reflected that an additional year of school
increases the earnings by 7.5% and that improvements
in the quality of education will enable the GDP grow by
2 – 2.2%.
66. 2. It will facilitate
the recognition of
Filipino graduates and
professionals in other
countries.
3. A better
educated society
provides a sound
foundation for
long-term socio-
economic
development.
67. We are for difference,
We value and celebrate
difference
Until that difference
No longer make a
difference!
-DepEd SCS-
68. If education could be
the only best option
to secure the future
of our youth, all of us
are here to support
this option.
70
Editor's Notes
#2 Language mapping – Hiligaynon, Kinaray-a, Akeanon, etc.
#3 - Learning environment – Child-friendly Policies and Programs – What are examples of these policies and programs?
Implementation plans are learners-driven
#4 Inclusion Programs – IpEd, ALS, MADRASAH, ADM (Open high School, School-Initiated Interventions)
#5 Localization and Contextualization
LRMDS
Pedagogies
Immediate community as a learning area
#6 DCP and DICP – (2016 budget of the schools will be taken from the MOOE)
#7 ASEAN Integration and globalization issues
#9 Deliverables / Non-negotiables ( Curriculum Standards – Content and Performance)
#10 Senior High School - Core, Applied, and Specialized subjects