K to 12 Program: Framework and Implementation Roadmap Speaker: Br. Armin A.

Luistro, FSC, DepEd Secretary As our country tries to catch up with the latest in technology so does the quality of education. Steered by PNoys 10-point basic education agenda that states, We need to add two years to our basic educationThus, their children are getting into the best universities and the best jobs after graduation. I want at least 12 years for our public school children to give them an even chance at succeeding, the Department of Education had to come up with a proposal that seeks to enhance basic education program in a manner that is least disruptive to the current curriculum, most affordable to government and families, and aligned with international practice. All these details were contained in the Discussion Paper released on October 2010. Department of Education Secretary Br. Armin Luistro, FSC mentioned that K to 12 education program can be compared to the Kingdom of God. It is here but not yet, Luistro said. He stated that the K to 12 Program was obviously done in partnership with CHED and TESDA. Despite shortages of classrooms and instructional facilities, we push for the universalization of kindergarten as part of K to 12. As educators, we must innovate and provide enhancements to achieve over and above standards the Department of Education has prescribed, Luistro was quoted as saying. Following the strict implementation of K to12 program are the standards such as age requirement, duration and curriculum that all public and private schools must adhere to. This explains that a school encourages all five year olds to enter kindergarten to meet the age requirement and to reduce school leavers through K to 12 modelling. For the duration, the school sets a minimum of one year pre-school for every pupil before he/she starts the 12 years of basic education. On curriculum, the school must follow the prescribed BEC using the K to 12 modelling.

SCHEMATIC IMPLEMENTATION PLAN OF K TO 12 Courtesy of CEAP

Luistro stated that the K to 12 Basic Education Curriculum is enhanced as it is expected to be enriched (integrative inquiry-based, constructivist), learner-centered (focused on the optimum development of the Filipino), decongested (allows mastery of competencies), seamless (continuum following an expanding spiral progression model) and responsive (flexible to local needs). He also stated that the key here is not to have a singular module. He also cited human rights, media and literacy as an example of integration in the curriculum. Through integration, we can systematically match the needs of our locality. The K to 12 modelling will begin next school year for the senior high school of selected schools, Luistro stated. K TO 12 CURRICULUM MODEL

Offers tracks that lead to specializations in Academics, Tech-Voc, and Sports & Arts Courtesy of CEAP

According to Luistro, the K to 12 transition for private schools hinges on two factors - duration and curricular content. This means schools with 7 years elementary conform to the K to 12duration; schools with 6 years elementary require one more grade level; and private schools will be required to adhere to the (minimum) curricular standards set by DepEd. Moreover, he stated that said transition will result in possible shortening of college curriculum as senior high school graduates will be college-ready regardless of track. Senior high programs may either be standalone or integrated into existing schools. To be relevant, senior high can extend beyond academic specializations to address local needs and opportunities such as Rice Terraces Farming & Preservation School in Ifugao, Coffee Academy in Batangas and Bukidnon, and BPO earn while you learn programs in Laguna, Bacolod, Cagayan de Oro, and Davao, Luistro stated regarding plans of stakeholders in putting up senior high schools. Luistro calls for help from the private schools by collaborating with the Department of Education. Beyond K to 12, DepEd would like to work with CEAP on the following: open high school programs, catechism classes, and alternative learning systems for street children, IP Communities, and children in conflict with the law. Like a Kingdom of God, the K to 12 is here but not yet. We definitely need the help of the private schools for there is no one-size-fits-all model. Together, we can make K to 12 a reality for the Filipino, Luistro said.

Updates on the K to 12 Curriculum Speaker: Yolanda S. Quijano, DepEd Undersecretary for Programs and Projects In a brief speech of DepEd Undersecretary for Programs and Projects and Chair of K to 12 Technical Working Group, she assured that graduates of the K to 12 will be holistically-developed Filipinos with 21st century skills. The newly developed curriculum framework for the K to 12 Program would help students acquire mastery of basic competencies, be emotionally mature, be socially aware, pro-active, involved in public and civic affairs, be adequately prepared for the world of work or entrepreneurship or higher education, be legally employable with potential for better earnings and be globally competitive. Being the chair of TWG, Quijano shared the product of their extensive research and work to accomplish all these tasks: development of curriculum framework, review and mapping of the current basic education curriculum, curriculum standards for Kinder to Grade 10 in all learning areas, curriculum competencies for Grades 1-10 in all learning areas, assessment framework and teacher training design. In the proposed K to 12 Philippine Basic Education Curriculum Framework dated April 4, 2011, four conditions such as the philosophical and legal bases, nature of the learner, needs of the learner and needs of national and global community were set in conformity with the monitoring and evaluation system that includes curriculum support system, societal support, administrative support, instructional support, family support and internal and external stakeholders support.

With this, the new features of the K to 12 of the Basic Education Curriculum are as follows: 1. Continuum competencies 2. Mother tongue as learning area and medium of instruction 3. MAPEH begins in grade 1 4. Spiral progression in Math and Science 5. Horizontal articulation of competencies Unlike the 2002 BEC, the proposed K to 12Basic Education Program has the combination of discipline-based and spiral progression approaches in all learning areas from grades 1 to 10 to achieve competencies. Likewise, students who have finished Technology and Livelihood Education subjects will enable them to obtain Certificate of Competency and/or National Certificate Level 1 or 2. Comparison in the Learning Areas Proposed K to 12 BEP * Separate learning area * Medium of instruction from Kindergarten to Grade 3 * Use of spiral progression * Gr. 1, Sem.1: oral fluency * Use of spiral progression

earning Area 2002 BEC other Tongue Used as auxiliary language of instruction Filipino Learning area from Grade 1

English

Araling Panlipunan Math

Learning area from Gr. 1 Secondary level: literature-based approach Discipline-based

* Gr. 1, Sem 2: oral fluency * Use of spiral progression * Secondary level: proportionate distribution of literary and informational * Combined spiral progression and discipline-based approaches from Gr. 1 Uses spiral progression approach from Gr. 1-10

Elementary uses spiral progression approach Secondary uses discipline-based approach ues Education NOMENCLATURE: Edukasyong Pagpapahalaga (EP) Gr. 4-6 MOI is Filipino EPP/TLE Gr. 7-10 MOI is English

NOMENCLATURE: Edukasyon sa Pagpapakatao (EsP)

MAPEH

Introduced in Gr. 4 Gr. 4-6 MOI is Filipino Grade 7-10 MOI is English

* Technology and Livelihood Education (TLE) subjects enable students to obtain Certificate of Competency (COC) and/or National Certificate Level or 2 * Gr. 4-5 MOI is Filipino * Gr. 6-10 MOI is English Introduced in Gr. 1 Gr. 1-3 MOI is MT; English for Gr. 4 onwards

Based on the K to 12 BEP, the mother tongue as a medium of instruction for easy comprehension will be utilized from Grades 1-3. Subjects such as English, Filipino, Math, Araling Panlipunan, Edukasyon sa Pagpapakatao, and MAPEH will be taught from Grades 2 6. However, the Grade 1 pupils will be introduced to English towards second semester. Science is taught beginning Grade 3, Edukasyong Pantahanan at Pangkabuhayan will be taught in Grades 4 and 5, and TLE will only be taught in Grade 6. All learning areas except Edukasyong Pantahanan at Pangkabuhayan will be taught in the secondary level. Curriculum frameworks, schematic implementation plans, and some learning modules have been tailored to further advance the learning of students and to address the needs of the country. However, Quijano said that theres much work to do before this K to 12 BEP run in smooth progression. Under her supervision, activities such as development of learning resources (e.g. teachers guides for grades 1 and 7, activity package for Grade 1 pupils, and students modules for Grade 7), production of mother tongue learning resources in 8 major languages, preparation of implementing guidelines and finalizing the design of the training of teachers and administrators are still in the works, according to Quijano. In the end, the implementation of K to 12 education program next school year may compel all educators to accept changes and to be more flexible as they face the most critical aspect of reform in Philippine education. Updates on the Financial Requirement, Costs and Benefits of K to 12 Speaker: Mr. Francis M. Varela, DepEd Undersecretary for Finance and Administration How can the government finance the multi-million K to 12 budget when it can barely address the current problems such as shortage in classrooms and lack, or absence, of textbooks and instructional materials that have greatly affected both the public school children and teachers? DepEd Undersecretary for Finance and Administration Mr. Francis M. Varela did not have to wait for the participants to ask this perennial problem in the education sector. He was quick to response that the

government is set to put priority, which means having the largest budget, to meet the financial requirement and costs for the smooth and successful operation of K to 12 program. Varelas report titled Our Commitment to Quality Education: Meeting the Resource Requirements of the K to 12 Reform featured the over-all budget requirements from kinder to senior high school and the long-term benefits of the K to 12 program to the graduates.

Varela reported that for six years starting the fiscal year 2007, DepEds budget for education has gradually increased. In 2012, the government has to shell out 238.9 billion pesos to fully implement the flagship of K to 12 program.

According to Varela, the increase in budget from the government will allow DepEd to allocate funds for the construction of additional classrooms, and hiring of secondary high school teachers. Moreover, the K to 12 Reform underpins the over-all strategies of DepED to improve the basic education sector. These are to address basic inputs and wipe out shortages, improve the quality of teachers, strengthen school-based management, reform the curriculum, and promote good education governance. The long-term benefits of K to 12 were also highlighted in his report as he proved that these certainly far outweigh the additional costs. Varela said that graduates of K to 12 program will be holistically developed and have 21st century skills, be prepared for higher education, will possess competencies and skills relevant to the job market, and will be better prepared to start their own The Senior High School Program benefits different students in different ways.

Students who finish high school then work Students who complete 2 years of college or post-secondary Reduction in cost of schooling with Better income opportunities; higher additional 2 years of free education income streams Cost due to delayed employment offset by higher income streams

Students who complete co

Reduction in college yea additional years of schooli

Higher productivity (abo premium)

Higher college completio

Updates on K to 12 Transition Management Plan Speaker: Mr. Tonisito M. C. Umali, Esq, DepEd Assistant Secretary for Legal and Legislative Affairs The Technical Working Group on Transition Management studies plans from the current basic education cycle to the K to 12 basic education cycle, and addresses related issues on organization and administrative structures and arrangements, HR requirement and development, and private schools concerns and physical facilities.

SHS Readiness Assessment aims to determine current absorptive capacity per region of all educational institutions (i.e. supply), ascertain current industry & employment demand and anticipate future opportunities (i.e. demand), and ensure the SHS system will be instrumental in adequately addressing both. Based on the printed report of Umali, expected outputs of SHS Readiness Assessment once implemented includes a list of schools ready to offer SHS on or before 2016-2017, mapping of local education absorptive capacity to current & future industry and employment opportunities, type of support/interventions to be provided to the schools needing additional resources, and financial schemes and partnership arrangements with the different types of private schools and HEIs. With this, the TWG on transition management has devised a workplan to ensure that SHS System Readiness Assessment follows planned activities.

On the other hand, the K to 12 Modelling is tasked 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 2016-2017. If properly

organized and executed, said program will enable to establish or strengthen partnership with major industries in providing opportunities for employment, on-the-job training, dual training system, ascertain best possible models replicable by schools implementing Senior High School, test different implementation schemes according to schools curricular offering and preference, strengthen model schools through appropriate interventions (e.g. training for teachers, provision of instruction materials), and prepare and carry out the communication plan to generate support from media, civil society, academe, LGUs, and private sectors. We aim to reduce school leavers through K to 12 Modelling, Umali said. Some Frequently Asked Questions These are some excerpts from the handout distributed by CEAP during the seminar. Question: When will the K to 12 program be implemented? Answer: Universal kindergarten will start by SY 2011-2012. The new Grade 1 and Grade 7 curriculum will be implemented on SY 2012-2013. The first batch of Grade 11 will be on SY 2016 2017. The first batch of K to 12 graduates will be on SY 2018. Question: Will this address the dropout problem? Answer: The enhanced curriculum could help address the problem, but were not claiming that it will eradicate the problem entirely. Those who drop out because they are not able to cope with the pace of the lesson might be better able to cope and perform because of the decongested curriculum. Question: What would be the assurance that K to 12 graduates will be employed? Answer: DepEd has entered into an agreement with business organizations and local and foreign chambers of commerce and industries that graduates of K to 12 will be considered for employment. There will

be a matching of competency requirements and standards so 12-year basic education graduates qualify with the requirements of the employers. Question: What will happen to the college and universities during the two-year gap? Answer: There are discussions on using college and private school facilities and teachers to teach senior high school students. DepEd, CHED and TESDA are aware of this concern and are discussing options to address transition management issues. Question: Will students choose specializations or will this be determined by assessment? Answer: Both, an aptitude test will be given at Grade 9. Results could be the basis for students to choose subjects they want to specialize in. Question: Will teachers be burdened by additional teaching load due to K to 12 program? Answer: There will be no additional workload due to the K to 12 program. The Magna Carta for Public School teachers states that teachers should only teach up to six hours a day. The decongested K to 12 curriculum will allow teachers to ensure mastery and depth of learning and be able to focus on areas they are experts on. Question: Who will be teachers for Grades 11-12> What will be their qualifications? Answer: Training will be provided for teachers who will teach Grades 11 and 12. We are currently assessing whether to hire new teachers or train current teachers to teach Grades 11 to 12. We are also studying the possibility of CHED and TESDA teachers teaching aGrades 11 and 12 during the transition period. Question: How about the additional cost to parents? Answer: Grades 11 and 12 will be offered free in public schools. We are coordinating with CHED on the possibility of decreasing the number of years for certain courses in college. We are in coordination with TESDA to align the curriculum for those planning to take technical and vocational education. K to 12 graduates will have better opportunities for work, better ability to help their families and to shoulder expenses for higher education. Source: Catholic Educational Association of the Philippines

St. Scholastica's Academy Marikina 2 West Drive Marikina Heights Marikina City
http://www.ssam.edu.ph/hs%20-%20news/k12.html

The cornerstone of 21st century skill development is authentic collaboration around relevant and meaningful tasks where students create a product or outcome that is of value to others.