A GLIMPSE OF PRESIDENT PINOYS

COMMITMENT on
QUALITY EDUCATION
(June 30, 2010)
 The new K to 12 curriculum fulfils
six of the ten points in PNOYs
education agenda:

12 Year Basic Education Cycle

Universal Pre-Schooling for All
Technical Vocational Education as an
Alternative Stream in Senior High School
Every Child a Reader by Grade 1
Science and Math Proficiency, and
Medium of Instruction Rationalized.
 RA 10533 (Enhanced Basic Education Act of
2013), which adds Grades 11 and 12 (Senior
High School of SHS), fulfils the first promise.

RA 10157 (Kindergarten Education Act), which

requires all public school students to go
through Kindergarten, fulfils the second
promise.
 The Technical Education and Skills
Development Academy (TESDA) now provides
National Certificates (NCs) to students even in
Junior High School (JHS), thus more than
fulfilling the third promise.
With improved reading strategies in Grade 1, the new
curriculum fulfils the fourth promise.
The spiralling of science and mathematics education from
Kindergarten to Grade 12 ensures that proficiency in these
two learning areas will be improved, thus fulfilling the fifth
promise.
Section 4 of RA 10533 mandates the use of the Mother
Tongue from Grade 1 (therefore, also Kindergarten) to Grade
6, fulfilling the sixth promise.
 VISION:
V By 2030, DepEd
i g d li is globally recognized for
good governance and for
developing functionally-
literate and God-loving
Filipinos.

MISSION:
To provide quality basic
education that is accessible
to all and lays the foundation
of lifelong learning and
service for the common
good.
 The Enhanced Basic Education
Act of 2013

policy of the State that every graduate of basic

education shall be an empowered individual
 The K to 12 Graduate

Who has learned .

the foundations for learning throughout life,
the competence to engage in work and be productive,
the ability to coexist in fruitful harmony with local and
global communities,
the capability to engage in autonomous, creative, and
critical thinking,
the capacity and willingness to transform others and
ones self. ( Section 2)
 For this purpose, the State shall
create a functional basic education
system that will develop productive
and responsible citizens equipped
with the essential competencies,
skills and values for both life-long
learning and employment.
 In order to achieve this, the State shall:
(a) Give every student an opportunity to
receive quality education that is
globally competitive based on a
pedagogically sound curriculum that
is at par with international
standards;
 Broaden the goals of high school
education for college preparation,
vocational and technical career
opportunities as well as creative arts,
sports and entrepreneurial employment
in a rapidly changing and increasingly
globalized environment;
 Key Words

K to 12 Graduate
Foundations
for lifelong
learning;
Engage in work
Empowered equipped with
; employment
essential
competencies ,
skills and values
 K to 12 Graduate
Autonomous,
Responsible creative,
Productive
citizen critical
thinking
 K to 12 Graduate
the capacity and
Co-exist in fruitful willingness to
harmony with local transform others and
and global ones self.
communities
( Section 2)
 K to 12 Curriculum Model
Grades 11-12 (SHS)
CORE (Communication, Languages, Literature, Math, Philosophy, Science, Social
Sciences) + TRACKS (with immersion): Academic; Technical-Vocational-Livelihood;
Sports and Arts

Grades 9-10 (JHS Years 3-4)

Core Learning Areas plus elective TLE

Grades 7-8 (JHS Years 1-2)

Core Learning Areas and exploratory TLE (1 per quarter)

Grades 1-6
Core Learning Areas (Araling Panlipunan, English, Edukasyong Pantahanan at
Pangkabuhayan / Technology & Livelihood Education, Edukasyon Sa Pagpapakatao,
Filipino, Math, MAPEH [Music, Arts, PE, Health], Mother Tongue, Science); MTB-MLE
from Grades 1-3

Kindergarten
Learning Domains
 K to 12 Curriculum Model
Core (Languages, Literature, Math,
Philosophy, Science, Social Sciences) +
Grades 11-12 Tracks (including
practicum/advanced academic Technical-Vocational
(New HS Years 5-6)
subjects )

Grades 9-10 Core Learning Areas plus a focus

area in Technology & Livelihood Academic
(New HS Years 3-4) Education

Grades 7-8 Core Learning Areas and exploratory

(New HS Years 1-2) Technology & Livelihood Education
Sportsand Arts

Core Learning Areas (AP, English,

EPP/TLE, EsP, Filipino, Math, MAPEH,
Grades 1-6 MT, Science); MTB-MLE from Grades
1-3

Kindergarten Learning Domains

Senior High School: Grades 11 & 12

K to 12 graduates proceeding to higher education take 1 year revised

General Education Curriculum (GEC) followed by 2+ years of Major Courses
Modeling Best Practices for Senior High School

In SY 2012-2013, there are 30 public high schools and

higher education institutions (HEIs) that have
implemented Grade 11.

This is a Research and Design (R&D) program to

simulate different aspects of Senior High School in
preparation for full nationwide implementation in SY
2016-2017. Modeling programs offered by these
schools are based on students interests, community
needs, and their respective capacities.

Source: DO 36, s. 2012

 HESS

STEM BAM

Academic
Track
 Technology Engineering

Science Math

STEM
 Education

Social
Humanities
Sciences

HESS
 Accountancy

Business Management

BAM
Tech-Voc Track

TESDA courses
Sports and Arts
 SHS Curriculum

Core Subjects +
Specialization
 Core Specialization
Learning based on
Areas Track

Senior
High
School
Curriculum
 Revised College GE Curriculum*
TYPE COURSES
CORE 1. Understanding the Self 5. Purposive
8 courses 2. Readings in Philippine Communication
3 units each History 6. Art Appreciation
24 units total 3. The Contemporary 7. Science,
World Technology and
4. Mathematics in the Society
Modern World 8. Ethics
ELECTIVES Choices on:
3 courses 1. Arts & Humanities
9 units total 2. Social Sciences & Philosophy
3. Mathematics Science & Technology
MANDATED Life & Works of Rizal (3 units)
*Based on the work of the CHED Technical Panel on General Education
Effect of K to 12 on Higher Education
Degree Programs
Before K to 12 With K to 12

63 or 51 units 36 units of GE
of General
Courses
Education Courses

Reduction in GE units may lead to one-

year: (1) reduction or (2) enrichment of
degree programs
What will happen to colleges and universities during
the initial nationwide implementation of Senior High
School in SY 20162017 and SY 20172018?

Discussions between private Higher Education

Institutions and DepEd are being conducted
for the possible utilization of facilities and
hiring of college teachers for Senior High
School. This ensures that during the transition
period, the reduction in enrollment in these
colleges and universities may be offset.

Source: SEAMEO-INNOTECHs K to 12 BEP Toolkit

 How will K to 12 affect the college
curriculum?

The college General Education Curriculum is

being revised. It will have fewer units with the
removal of unnecessary remediation as K to 12
graduates adhere to the College Readiness
Standards.

With K to 12, the college curriculum will comprise

of a years worth of General Education subjects
and at least two years of major subjects.
Source: SEAMEO-INNOTECHs K to 12 BEP Toolkit
Will K to 12 change TESDA Technical Vocational
Education and Training (TVET) programs?

No. TESDA will continue to offer TVET

programs.

Students may also be eligible for NC I and

NC II through Junior High School and Senior
High School, respectively.

Source: SEAMEO-INNOTECHs K to 12 BEP Toolkit

 K to 12 and Further Education
THE PHL QUALIFICATIONS FRAMEWORK
(Adopted by the TESDA Board on May 9, 2012)

BASIC EDUCATION TESD HIGHER EDUCATION

DOCTORAL AND
L8 POST DOCTORAL

L7 POST BACCALAUREATE

L6 BACCALAUREATE

L5 DIPLOMA
L4 NC IV
L3 NC III
Grade 12
L2 NC II
Grade 10
L1 NC I
The Distribution of Subjects in the Senior
High School Subjects

1. Academic track
2. Tech-Voc, Sports and Arts
 Grade 11 Grade 12
Learning Area Subject 1st Sem 2nd 1st Sem 2nd Sem Total
Sem

Language English 54 54 108

Filipino 54 54 108

Regional Lit.
54
Literature Contemporary 54 108
Literature

Media & Information

Core Curriculum

Communication 54
Literacy

Mathematics Mathematics 54 54 108

Introduction to the
Philosophy Philosophy of the 54 54
Human Person
Natural Sciences Life/Physical Sciences 54 (54) 54 (54) (216)
Personality
Development/Understa
Social Sciences 54 54 108
nding Society and
Culture
 Grade 11 Grade 12
Learning Area Subject 1st Sem 2nd Sem 1st Sem 2nd Sem

Language English 54 54

Filipino 54 54

21st Century Regional

54
Lit.
Literature
21st Century World
Core Curriculum

54
Literature

Media & Information

Communication 54
Literacy

Mathematics Mathematics 54 54

Philosophy of the
Philosophy 54
Human Person

Natural Sciences Life/Physical Sciences 54 (54) 54 (54)

Core and Specialization- Academic
Track
00

47% Core
Specialization
53 %
TechVoc /Sports and Arts Tracks
 Core Subjects

Languages English, Filipino

Natural Sciences Math

Social MIL and
Literature
Sciences Philosophy
 3. Literature
Languages
-21st Century Philippine Literature
1.English-Oral Communication in
from the Regions
context
21st Century Literatures of the
-Reading and Writing Skills
World

Core Subjects

2. Filipino
- Talastasang Filipino sa Lipunang 4. Math
Filipino - General Math
-Pagbasa, Pagsulat at Pananaliksik - Statistics and Probability
sa Wika at Kulturang Filipino
 Core Subjects

Natural Sciences Social Studies

Fundamentals of Personal
the Physical Development
Sciences Understanding
Fundamentals of Culture and
Biology and Society
Earth Science
 Core Subjects

Media Information
Philosophy
Literacy
Introduction to
the Philosophy
of the Human
Person
 Media and Information Literacy
Information and media literacy enables people
to interpret and make informed judgments as
users of information and media, as well as to
become skillful creators and producers of
information and media messages in their own
right.
Specialized Math for Academic -STEM

Pre- Pre-
Basic
Calculus Calculus-
Calculus
1 2
Specialized Science for
Academic - STEM

Gen
Gen Physics- Gen
Chem Calculus- Biology
based
Specialization Subjects Academic
(HESS)- Humanities

Literature Languages

Humanities

Artistic Study and Philosophy and

Expression Religion
Fiction: TELLING Poetry : SOUND
STORIES AND SENSE

Literature

Creative Non-
Fiction: THE
LITERARY ESSAY
Fiction: INTRODUKSYON
Poetry:MALIKHANG
SA SINING NG
PAGSULAT:TULA
PAGKUKUWENTO

Literature

DRAMA: MALIKHANG
PAGSULAT:DULA
 Foreign Language 1:
English: ACADEMIC AND
INTRODUCTION TO A
PROFESSIONAL PURPOSES
FOREIGN LANGUAGE

Languages

Foreign Language 2: BASIC

INTRODUCTION TO
COMMUNICATION SKILLS
RESEARCH
IN A FOREIGN LANGUAGE
 Art
Music: PITCH, RHYTHM,FORM
1. ART APPRECIATION
RHYTHM, HARMONY, TEXTURE
2.VISUAL AND PERORMANCE ARTS
IN POPULAR CULTURE

ARTISTIC STUDY
AND EXPRESSION

Performing Arts
1. THEATRICAL FORMS, TRADITIONS
AND PRACTICES
2. THEATRICAL PRODUCTION AND
PERFORMANCE
2.
 Specialization Subjects for Social
Sciences strand

Soc Science- Grade 11 , 1st and 2nd Sem

Introduction to Introduction to
Social Research Social Research
Methods- Methods-
quantitative qualitative
 Spec, Soc Sc, Grade 12 , 1st Sem

Community The Individual

Writing for
Involvement and and the
Media
Social Issues 1 Economy

Philippine
Sikolohiyang
Politics and
Pilipino
Governance
 Spec, Soc Sc, Grade 12 , 2nd Sem

Community Understanding
Involvement and Studying Media Markets and the
Social Issues 2 Macro-economy

Global Politics Lifeskills Training

Specialization Subjects for Business,
Acctg, Management

Accounting Appreciation
Acctg for a
and Acctg for a Service
Merchandizing Concern
Concern

Accounting

Integrated Basic
Management Uses of
Accounting with
Financial Statements
Applications
 Business, Acctg, Management

Organization and
Business Finance
Management

Specialization

Principles of Marketing Applied Economics

 Specialization in Arts Track, Grade 11,
1st Sem

Overview: Phil. Culture

Introduction to Applied Entrepreneurship in
and Arts (PRE-
Arts and design the Arts and Crafts
COLONIAL)

Choose one: Music,

Introduction to Arts-
Dance, Film/Media/IT,
based Courses and
Visual Arts, Indigenous
Careers
Art, Theater Writing
 Specialization subject for Music
strand

Performing Arts : Singing NC II (Solo

Vocal Performance , NC I, II)
Live Sound Reinforcement
Technician, NC II ( player with group-
band, rondalla
 Specialization Subjects for New
Media and Film

Animation Artist 2D: NC I- film/video

production /script writer
Animation Artist 3D: NC III
Game Arts Development : NC III
events photo/videographer
 Specialization Subjects for Theater

Performing Arts: Singing NC II-Technical

Theater Lights Crew NC II; Script writing

Performing Arts : Dancing NC II- Acting

Painting Industrial : NC II ,III- Props and

costume creation
Specialization Subjects for Visual Arts
Visual Graphic Design , NC III

Illustration NC II /Technical Drafting NC II

Product Design ( Jewelry , NC II, III; Fashion

Design, NC III, Dressmaking, NC II; Tailoring ,
NC II ; Furniture, NC II; Ice Sculpture, NC II ;
Photography , NC II; Web Design, NC I
 Specialization Subjects for Dance

Performing Arts : Dancing , NC II

Performing Arts : Ballroom Dancing , NC II

Specialization Subjects for Indigenous
Art

Traditional cloth weaving

Beads
 Specialization Subjects for Creative
Writing

Script writing - tv, film, radio

- writer (articles, ads, brochure)

R.A . 10533- The Enhanced Basic
Education Act , 2013

Signed by the President last May 15, 2013

Some Pertinent
Provisions of
K to 12
 Training of New Teachers
New graduates of the current Teacher
Education curriculum shall undergo additional
training, upon hiring, to upgrade their skills to
the content standards of the new curriculum.
Furthermore, CHED, in coordination with
DepEd and relevant stakeholders, shall ensure
that the Teacher Education curriculum offered
in these Teacher Education Institutes (TEIs)
will meet the necessary quality standards for
new teachers.
. Hiring of Graduates of Science, Mathematics,
Statistics, Engineering and Other Specialists
in Subjects with a Shortage of Qualified
Applicants, Technical-Vocational Courses and
Higher Education Institution Faculty
a) Graduates of science,
mathematics, statistics, engineering,
music and other degree courses with
shortages in qualified Licensure
Examination for Teachers (LET)
applicants to teach in their
specialized subjects in the
elementary and secondary education
 Conditions Set
Provided, That :
a) they pass the LET within five (5) years after
their date of hiring:
b) Provided, further, That if such graduates are
willing to teach on part-time basis, the
provisions of LET shall no longer be required;
 Hiring of Teachers
(b) Graduates of technical-vocational courses
to teach in their specialized subjects in the
secondary education:
Provided, That these graduates possess the
necessary certification issued by TESDA:
Provided, further, That they undergo
appropriate in-service training to be
administered by DepEd or higher education
institutions (HEIs) at the expense of DepEd;
 Hiring of faculty
(c) Faculty of HEIs be allowed to teach in their
general education or subject specialties in the
secondary education: Provided, That the
faculty must be a holder of a relevant
Bachelors degree, and must have
satisfactorily served as a full-time HEI faculty;
 Expanding the Teacher Pool
Science/math/statistics/engineering/music
graduates & other degrees with shortages in
qualified LET applicants must pass LET within
5yrs of hiring to become full-time teachers

Graduates of tech-voc courses TESDA

certification holder, must undergo INSET

Full-time HEI faculty members

Practitioners as part-time teachers

 Transitory Period

The faculty of HEIs and TVIs

allowed to teach students of
secondary education under, shall
be given priority in hiring for the
duration of the transition period.
 Career Guidance and Counselling
Advocacy
.To properly guide the students in choosing the career tracks
that they intend to pursue, the DepEd, in coordination with
DOLE, TESDA and CHED, shall regularly conduct career
advocacy activities for secondary level students.
Notwithstanding the provisions of Section 27 of Republic Act
No. 9258, otherwise known as the Guidance and Counselling
Act of 2004, career and employment guidance counsellors,
who are not registered and licensed guidance counsellors,
shall be allowed to conduct career advocacy activities to
secondary level students of the school where they are
currently employed: Provided, That they undergo a training
program to be developed or accredited by the DepEd.
 Transitory Provision
To manage the initial implementation of the
enhanced basic education program and
mitigate the expected multi-year low
enrolment turnout for HEIs and Technical
Vocational Institutions (TVIs) starting School
Years 2016-2017, the DepEd shall engage in
partnerships with HEIs and TVIs for the
utilization of the latters human and physical
resources.
 Back to Basic (Inputs)
Public SHS Teachers Classrooms
Required Capacity 84,000 47,687
If 100% availability of
38,651 21,422
surplus capacity from HEIs
If 50% availability of
56,728 31,539
surplus capacity from HEIs
Less public sector strain with greater participation
of non-DepEd education institutions
Of the 2.7M SHS students in 2017, as many as
1.28M may be enrolled in non-DepEd schools
 Transitory Provision
Moreover, the DepEd, CHED, TESDA, TVIs
and HEIs shall coordinate closely with one
another to implement strategies that ensure
the academic, physical, financial, and
human resource capabilities of HEIs and TVIs
to provide educational and training services
for graduates of the enhanced basic education
program to ensure that they are not adversely
affected.
 What 2016 and 2017 May Look Like
In 2016, potentially Where SHS Students May Go*
1.08M public and
350k private G11 Entrepreneurship
3%
enrolees
TVET
40% Academic
In 2017, potentially 57%
2.03M public and
670k private G11-12
enrolees
*Based on Results of 2011 NCAE
Building Capacity for SHS
 Transition Planning for Private
Elementary and High Schools
Entry Age 4 5 6 7 8 9 10 11 12 13 14 15 16 17
Proposed Kinder Elementary Junior HS Senior HS
K to 12 NA K G1 G2 G3 G4 G5 G6 G7 G8 G9 G10 G11 G12
7-Year PK K1 K2 G1 G2 G3 G4 G5 G6 G7 HS1 HS2 HS3 HS4
Current

Elem K1 K2 G1 G2 G3 G4 G5 G6 G7 HS1 HS2 HS3 HS4 NA

6-Year PK K1 K2 G1 G2 G3 G4 G5 G6 HS1 HS2 HS3 HS4 NA
Elem K1 K2 G1 G2 G3 G4 G5 G6 H1 HS2 HS3 HS4 NA NA
PK: Pre-Kinder K: Kinder K1 or K2: Kinder 1 or 2

Plan considerations: (1) Students included: those

current/previous entry
age for Grade 1 and final
year of Kinder, (2)
duration of program, and
(3) curriculum offered
who were in elementary DepEd Division Offices
last school year (and in in-charge of evaluating
their final year in Kinder transition plans
at age 6)
Be informed. Education shapes our
future as Filipinos, it is our duty to be aware
of reforms in basic education that will move
our country forward.

Spread awareness. Tell your family,

friends, and networks about the K to12
Program and help them stay informed.
 Caring
is the
key to
excellence.
 TEC MANDATE
SUPPORT PROGRAM
in the DepEds
Programs and in the
IMPLEMENTATION of
K to 12
 The TEACHER EDUCATION COUNCIL (TEC) R.A
7784

RA 7784- created to strengthen teacher education in

the country

To design collaboration programs or projects that will

enhance pre-service teacher training, re-training,
orientation and teacher development.

To call upon any department, bureau office or

government corporation, local government offices and
agencies for assistance in area falling within their
mandate.
 Creation and Composition
Section 5 of R.A No. 7784 provides for the
establishment of a TEC composed of 4 members
in an ex-officio capacity, 7 other regular
members who shall be appointed by the
President of the Republic of the Philippines.
COMPOSITION OF TEC EX-OFFICIO

Secretary of Education- Chair

Commissioner of CHED
Chair - NCCA
Chair-PRC
Chair - TESDA
 The Teacher Education & Development Map
Retirement
Preparation DepED
Entry to
Teacher
Education
DepED/CHED/TEIs CHED/TEIs/Schools
In-Service Training Pre-Service
and Professional Training
Development (BEEd/BSEd/PGCEd)
National
Competency-Based Teacher
DepED Standards
PRC
Induction
Teacher
Training Licensure
DepED* / Civil Service
Teacher Human Resource
Planning, Recruitment,
*Includes public and private schools
Selection, Deployment
and Recognition System
Medium Term and Development Program of the
Philippines (MTPDP) 2004-2014
The Pre-service education of teachers is a key to
achieving sustainable quality basic education.
Since the Department of Education has the
biggest stake in teachers pre-service program, it
should demand for more rigorous classroom-
based training for future teachers.
The DepED is committed in partnership with
CHED and TESDA, to put in place a demand-
driven teacher education program with public
schools as laboratories for internship program.
Institutionalize the Teacher Induction Program at
the School Level
Rationale (1)

The Philippine Education

For All (EFA) 2015 Plan
the countrys blue print for basic
education from 2005-2015
a vision and a holistic program of
reforms to achieve an improved
quality of basic education until
2015
 Rationale (2)

Formulation of Basic
Education Sector Reform
Agenda (BESRA)
 BESRA: Key Reform Thrusts (KRTs)
Get all Schools to continuously improve

Enable Teachers to further enhance their

contribution to learning outcomes
Increase social support to attainment of desired learning
outcomes
Improve impact on outcomes from complementary ECCE, ALS
& private sector participation

Change institutional culture of DepED to better support these

key reform thrusts
MILESTONES on the TEDP-NCBTS

Joint Adoption of the NCBTS by TEC DepED, PRC ,

CHED and CSC through a MOA on March 13, 2007
Advocacy of the effective mechanisms on the
Experiential Learning Courses (ELCs)
Field Study and Practice Teaching through a Joint
CHED and DepEd Order. DepEd Order No. 3, s. 2007
disseminated to all TEIs and DepEd schools
Mass institutionalization of Teacher Induction
Program (TIP) SY 2008 through DepEd Memo No. 39,
s. 2008
TEC MILESTONES
The Teacher Induction Program

The teacher induction program is imperative for

the mental survival and emotional well being of the
teachers and in order for them to generate a positive
impact on the learning process of the students. The
objectives of the program are:

To strengthen the continuum from pre-service to in-

service education and training;
To promote excellence in public education by
enhancing teacher effectiveness, particularly by
reinforcing the content knowledge and instructional
skills of beginning teachers;
 To enhance the socialization process and
ensure the smooth immersion of beginning
teachers into the school environment;
To safeguard the personal and professional
well being of the teachers by providing them
with a peer support network and familiarizing
them with stress management techniques;
To assist the teachers in discovering for
themselves the joy and satisfaction that can be
derived in the teaching profession and thereby
increase the retention rate among beginning
teachers.
TIP Pilot Implementation
The TIP modules are intended to be used as resource
base for the Teacher Induction Program (TIP) to be
institutionalized by the DepEd. However, the quality
of its outcomes will depend not only on the learning
resources but also on the quality of the delivery
system.
TIP Manuals are now reviewed in light of the Kto12
Basic Education Curriculum.
Madrasah Education and ATEP

In relation with the institutionalization of the

Madrasah Education as a component of the
roadmap for Upgrading Muslim Basic
Education ( Ref. DepEd Order # 54, s.
2004) BEAM in coordination with TEC and
CHED developed an Accelerated Teacher
Education Program (ATEP) to meet the
teacher supply for Arabic Language and
Islam Values Education (ALIVE) in the
public schools
and the demands for better teacher
quality in the private madaris. The
graduates of the two-year program
ATEP summer , will take the LET for
them to qualify for the plantilla items
of the DepEd.
Zonal Workshops on the Implementation
of Experiential Learning Courses (ELCs) -
(DepEd Memo No. 272 s. 2007)

Reference CMO # 30 S, 2004 , the Teacher

Education Council (TEC), in coordination with
the Regional Offices of the Department of
Education (DepED) and the Commission on
Higher Education (CHED), conducted 2-Day
Zonal Workshops on the Implementation
of the Experiential Learning Courses
(ELCs): Field Study and Practice Teaching
by regional clusters.
The activities were in support of the
Education for All (EFA) core indicator for
progress in basic education with
teachers continuously improving their
teaching practices. Guideposts to the
ELCs are the Teacher Education and
Development Program (TEDP) and the
National Competency-Based Teacher
Standards (NCBTS).
First National Convention of Centers of Trainings
(COTs)

The Teacher Education Council (TEC) of the

Department of Education (DepEd), in coordination with
the Commission on Higher Education (CHED),
conducted the First National Convention of all Centers
of Training (COTs) on March 6-7, 2008 at the
Development Academy of the Philippines (DAP) Hotel,
Tagaytay City.

The national convention aimed to :

orient the participants on the mandate, functions,
and responsibilities of COTs and other training
partners
develop a framework for an in-service training
design; and
 establish networking with other COTs
regarding the implementation of the
proposed training design

Participants to the convention were the

DepEd and CHED Regional Directors;
Heads and Deans of the COTs; Schools
Division Superintendent where the COTs
are located; and the Bureau Directors of
Elementary, Secondary and Alternative
Learning System (ALS).
A total of 123 participants from 72 COTs
attended the Convention.
Other Programs

1. Review of LET Table of

Specifications with PRC based on
NCBTS for the 2009 LET ( Final
NCBTS Based TOS for Sept. 2009
now with PRC (approved by the
BPT-PRC)
 2. April 12-13, 2011 the 4th
National Convention of Centers of
Excellence, Centers of Development,
Centers of Trainings and Local
Colleges and Universities held in
Kings Royal Hotel, Bataan, Olongapo
City with 157 participants
3. Institution Based Teacher
Induction Program

Teachers 832 1,156 3,713 5,086 4,709 4,834 2,330

Trained
2006 2007 2008 2009 2010 2011 2012
YEAR

TOTAL = 22, 660 English ,Mathematics,

Science basic education teachers
 Modules, Handbooks and
Manuscripts used during the
trainings
Teacher Strengths and Needs Assessment
(TSNA)

ncbts-tsna
 What is Teacher Strengths and
Needs Assessment (TSNA)
TSNA is a self assessment tool to identify teachers
strengths and needs along the seven domains of the
NCBTS.
TSNA informs in what domains, strand, indicators
does a teacher need priority professional
development activities or interventions.
TSNA informs in what areas can a teacher become
already a mentor to a peer who is still developing or
a beginner
Who should use the NCBTS-TSNA?
All professional teachers in the Philippines
who are teaching in the basic education
schools.
All new teacher applicants
All newly hired teachers
What are the features of the TSNA?
It is self-administering tool
It is composed of 270 items in Knowledge,
Skills and Attitude
The 270 items are clustered in 80 Indicators,
24 strands and 7 domains.
It requires a teacher to reflect on his/her
practices before answering the items
It is not a time test, so a teacher can have
longer time to reflect in his/her practice.
Challenges to Teacher
Development for the
K to 12 Curriculum
 The DepEd leadership took on the
challenges of transforming basic
education despite concerns of:

1. Shortages in educational inputs

2. Concern over quality of teachers
3. Poor internal efficiency
4. Weak system of governance

Br. Armin A. Luistro FSC

Secretary
 Administrative Meeting Cum Workshop on Grades 1 and 7
Teachers Training
(DepEd Memo No. 37, 2012)
Objectives
Finalize the training design for Training of Trainers (TOT) of Grades 1 and 7
teachers;
Craft the regional training design for Grades 1 and 7;
Determine / agree on the different training modalities;
Identify the training venues, the number of trainers and trainees;
Discuss administrative and financial arrangements for the training; and
Finalize session guide/s

Cluster Date Venue

Luzon March 8 10, 2012 Mimosa Leisure Park, Clark,
Pampanga
Visayas March 12 14, 2012 DepEd Ecotech Center,
Mindanao lahug, Cebu City
 List of Participants
DepEd Officials
Regional Directors (RDs) / Assistant Regional Directors
(ARDs)
One training team per region
Training Teams (three per team)
Centers of Excellence (COEs)
Centers of Development (CODs)
Centers of Training (COTs) for Teacher Education; and
Philippine Science High Schools (PSHS)
TEC Zonal Representatives and Members
Learning Area Convenors
A total of 569 participants attended the Administrative
Meeting Cum Workshop for Grades 1 and 7 Teachers
Training.
Agreements:
Budget of P6,000/head includes: Board and lodging for five days, Training Kits of all subject
areas,rental of training venues - laboratory, voc tech shops, trainors' honoraria and admin needs
/expenses
The training of regional trainers (TOT) shall be done by the select TEIs in Metro Manila.
Training of Grade 1 classroom teachers shall be conducted by the DepEd Regions and Divisions.
Training of Grade 7 classroom teachers shall be conducted by the TEIs/ Service Providers
25% (Mobilization Fee) of the total cost of training shall be downloaded to the TEIs before the
start of the training, another 45% (Progress Billing) shall be released upon conduct of the second
training and the remaining 30% (Completion Payment) shall be paid out after the completion of
training and submission of the technical reports.
Monitoring of mass training shall be conducted by the Regions/ Divisions, BSE, BEE and TEC
The budget for the Training of Regional Trainers shall cover the honorarium / professional fee for
the convenors and training teams.
Proposed Breakdown of Budget P 1,200.00 / day / participant
Training Kit = 200.00
Board and Lodging = 750.00
Speakers Honorarium = 100.00
Training Venue = 50.00
Admin Cost = 100.00
P 1,200.00
 Training of Trainers and Mass Training of Grades 2 and 8
Teachers Training
(DepEd Memo No. 34, s. 2013)
Objectives
Provide teacher trainers with a concrete
understanding of the Grades 2 and 8
Curriculum framework, learning standards and
competencies, assessment and teaching plan;
and
Provide them with the opportunities to acquire
and demonstrate the values that will guide the
teachers in the effective delivery of the
curriculum and their role as facilitators of
 Mass Training of Grade 7 Teachers on the Implementation of K to 12
Curriculum (April 30, to June 3, 2012)
Region TEI Target Actual
Physical Financial Physical Financial
I Mariano Marcos State 656 3,936,000 656 3,936,000
University
Saint Louis College 654 3,924,000 654 3,924,000
Union Christian College 652 3,912,000 435 1,632,000
University of Luzon 652 3,912,000 420 1,542,000
Pangasinan State University 651 3,906,000 921 5,298,000
University of Northern 649 3,894,000 643 2,884,500
Philippines

II Saint Paul University Phil. 2,219 13,314,000 2,219 13,314,000

(Tuguegarao)
Cagayan State University 988 5,928,000 994 5,928,000
 Region TEI Target Actual
Physical Financial Physical Financial
III Baliuag University 614 3,684,000 688 4,128,000
Holy Angel University 796 4,776,000 617 3,702,000
Wesleyan University 754 4,524,000 396 2,376,000
Philippines
Angeles University 626 3,756,000 682 4,092,000
Foundation
Tarlac State University 982 5,892,000 959 5,788,500
University of the Assumption 744 4,464,000 749 4,464,000
Bulacan State University 1,141 6,846,000 1,343 8,058,000
Central Luzon State 1,003 6,018,000 830 4,876,500
University

IV Manuel S. Enverga Univ. 2,224 13,344,000 2,961 16,146,000

Foundation
University of Batangas 2,222 13,332,000 1,854 11,124,000
Region TEI Target Actual
Physical Financial Physical Financial
IV Palawan State University 4,301 25,806,000 3,500 21,390,000

V Bicol University 3,471 20,826,000 3,460 19,938,000

Universidad de Sta. Isabel 2,583 15,498,000 2,589 15,498,000

NCR Ateneo de Manila University 512 3,072,000 484 3,084,000

Centro Escolar University 100 600,000 100 600,000
Philippine Normal University 2,060 12,360,000 2,118 12,708,000
Main
University of Sto. Tomas 100 600,000 100 600,000
University of the East 200 1,200,000 198 1,090,000
University of the Philippines 340 2,040,000 382 2,292,000
Diliman
Adamson University 300 1,800,000
Sta. Isabel College 285 1,710,000 314 1,710,000
Region TEI Target Actual
Physical Financial Physical Financial
Emilio Aguinaldo College 400 2,400,000 387 2,322,000
Rizal Technological 372 2,232,000 374 2,244,000
University
Far Eastern University 390 2,340,000 305 1,830,000
Technological University of 346 2,076,000 357 2,196,000
the Philippines
Arellano University 200 1,200,000 335 2,010,000
University of the Assumption 153 900,000
(R3)

CAR University of Baguio 1,215 7,290,000 1,184 7,104,000

University of the Cordilleras 1,178 7,068,000 1,139 6,834,000

VI Carlos Hilado Memorial State 846 5,076,000 846 5,076,000

College
Colegio San Agustin 1,067 6,402,000 1,067 6,402,000
Bacolod
 Region TEI Target Actual
Physical Financial Physical Financial
La Consolacion College 998 5,988,000 1,011 5,988,000
Bacolod
West Visayas State 4,637 27,822,000 4,719 27,822,000
University

VII Cebu Normal University 2,502 15,012,000 2,539 15,012,000

VIII Leyte Normal University 4,496 26,976,000 4,159 24,348,000

IX Ateneo de Zamboanga 1,105 6,630,000 1,108 6,630,000

University
Universidad de Zamboanga 1,034 6,204,000 1,038 6,198,000

X Capitol University 1,031 6,186,000 1,045 6,186,000

Liceo de Cagayan University 1,090 6,540,000 1,079 6,450,000
Xavier University 1,040 6,240,000 1,040 6,240,000
 Region TEI Target Actual
Physical Financial Physical Financial
XI Ateneo de Davao University 1,164 6,984,000 1,503 9,018,000
University of Mindanao 1,363 8,178,000 1,708 8,211,000

XII Notre Dame of Marbel 3,547 21,282,000 3,293 19,758,000

University

CARAGA Saint Paul University Surigao 2,826 16,956,000 2,825 16,950,000

ARMM University of Southern 1,652 9,912,000 1,842 11,052,000

Mindanao

Others Philippine Science High School 1,530 9,180,000 1,530 4,590,000

(PSHS)

TOTAL 70,727 424,362,000 69,542 408,184,000

 Mass Training of Grade 8 Teachers on the Implementation of K to 12
Curriculum (April 23 to May 31, 2013)
Region TEI Target Actual
Physical Financial Physical Financial
I Mariano Marcos State 540 2,754,000 540 2,754,000
University
Saint Louis College 612 3,121,200 612 3,121,200
Union Christian College 590 3,009,000 555 2,830,500
University of Luzon 600 3,060,000 600 3,060,000
Pangasinan State University 600 3,060,000 3,405 17,365,500
University of Northern 515 2,262,500 533 2,718,300
Philippines
Don Mariano Marcos 516 2,631,600 496 2,529,600
Memorial State Univ.
Benigno V. Aldana NHS 1,500 7,650,000
Pozorrubio
Juan G. Macaraeg MNIIS 1,382 7,048,200
Binalonan
 Region TEI Target Actual
Physical Financial Physical Financial
II Saint Paul University 1,513 7,716,300 1,513 7,716,300
Philippines-Tuguegarao
Cagayan State University 1,181 6,023,100 1,202 6,130,200
Saint Marys University 675 3,442,500 675 3,442,500
PNU Alicia, Isabela 403 2,055,300 389 1,983,900

III Baliuag University 400 2,040,000 412 2,040,000

Holy Angel University 348 1,774,800 348 1,774,800
Wesleyan University 710 3,621,000 710 3,621,000
Philippines-Cabanatuan
Angeles University 665 3,391,500 665 3,391,500
Foundation
Tarlac State University 930 4,743,000 927 4,727,700
Bulacan State University 324 1,652,400 324 1,652,400
University of the Assumption 434 2,213,400 438 2,213,400
Region TEI Target Actual
Physical Financial Physical Financial
Central Luzon State 446 2,274,600 446 2,274,600
University
Mt. Carmel College 196 999,600 196 999,600
Wesleyan University 153 780,300 153 780,300
Aurora
Colegio de San Juan de 588 2,998,800 588 2,998,800
letran
Bulacan State University 574 2,927,400 568 2,896,800
Divina Pastora College 238 1,213,800 238 1,213,800
College of the Immaculate 355 1,810,500 203 1,035,300
Concepcion
Nueva Ecija Univ. Of Science 356 1,815,600 356 1,815,600
and Technology
Columban College 1,000 5,100,000 1,000 5,100,000
Meycauayan College 568 2,896,800 568 2,896,800
Region TEI Target Actual
Physical Financial Physical Financial
IV Manuel S. Enverga University 1,146 5,844,600 1,103 5,625,300
Foundation
University of Batangas 1,629 8,307,900 1,629 8,307,900
University of Rizal System- 1,480 7,548,000 1,428 7,282,800
Morong. Rizal
University of the Philippines 1,540 7,854,000 1,382 7,048,200
Los Baos
Batangas State University 188 958,800 188 958,800
Philippine Normal University 359 1,830,900 325 1,657,500
Lopez
Southern Luzon State 433 2,208,300 433 2,208,300
University
De La Salle University 1,671 8,522,100 1,394 7,109,400
Dasmarias

IV-B Palawan State University 3,811 19,436,100 3,652 18,625,200

Region TEI Target Actual
Physical Financial Physical Financial
V Bicol University 1,327 6,767,700 2,412 12,301,200
Universidad de Sta. Isabel 1,780 9,078,000 1,825 9,307,500
Aquinas University of Legazpi 1,024 5,222,400 1,000 5,100,000
Mabini College Daet 812 4,141,200 802 4,090,200
Catanduanes State 568 2,896,800 505 2,575,500
University Virac
Sorsogon State College 1,143 5,829,300
Ateneo de Naga University 584 2,978,400 546 2,784,600
Central Bicol State Univ. in 190 969,00 190 969,000
Agriculture
Bicol State College for 443 2,259,300 443 2,259,300
Applied Sci & Tech

NCR Ateneo de Manila University 394 2,009,400 394 2,009,400

Region TEI Target Actual
Physical Financial Physical Financial
Centro Escolar University 98 499,800 98 499,800
Philippine Normal University 1,702 8,680,200 1,681 8,573,100
Main
University of Santo Tomas 155 790,500 198 1,009,800
University of the East Manila 201 1,025,100 198 1,009,800
University of the Philippines 303 1,545,300 299 1,524,900
Diliman
Sta. Isabel College 454 2,315,400 454 2,315,400
Emilio Aguinaldo College 669 3,411,900 669 3,411,900
Rizal Technological 300 1,530,000
University
Polytechnic Uiversity of the 208 1,060,800 208 1,060,800
Philippines
Arellano University 447 2,279,700 985 5,023,500
Region TEI Target Actual
Physical Financial Physical Financial
National Teachers College 299 1,524,900 302 1,540,200
Far Eastern University 512 2,611,200 480 2,448,000
Don Bosco College 180 918,000

CAR University of Baguio 1,002 5,110,200 952 4,855,200

University of the Cordilleras 899 4,584,900 899 4,584,900
Saint Louis University 713 3,636,300 713 3,636,300

VI Carlos Hilado Memorial State 1,017 5,186,700 1,017 5,186,700

College
Colegio San Agustin 725 3,697,500 725 3,697,500
Bacolod
La Consolacion College 739 3,768,900 739 3,768,900
Bacolod
West Visayas State 1,225 6,247,500 1,225 6,247,500
University
 Region TEI Target Actual
Physical Financial Physical Financial
Western Visayas College of 1,896 9,669,600 1,894 9,659,400
Sci & Tech
University of San Agustin 1,200 6,120,000 1,015 5,176,500
Philippine Normal University 721 3,677,100 711 3,626,100
Cadiz
University of Iloilo 1,136 5,793,600 1,080 5,508,000

VII Cebu Normal University 5,741 29,279,100 5,732 29,233,200

Cebu Technological 1,137 5,798,700 1,137 5,798,700
University

VIII Leyte Normal University 4,737 24,158,700 4,110 20,961,000

IX Ateneo de Zamboanga 1,709 8,715,900 1,

University
 Capacity Building for K-12
Teachers SY 2012-2013

Grade 1 73,655 Grade 1 teachers trained

in 17 regions by the TEIs
Grade 7 69,542 Grade 7 teachers trained
in 17 regions by the TEIs
 Teachers SY 2013-2014
Capacity Building for K-12 Teachers
(Summer)
SY 2012-2013

Grade 2 66,964 Grade 2 teachers were

trained in 17 regions ( tentative
data )
Grade 8 89,529 Grade 8 teachers were
trained in 17 regions by the TEIs
(as of June 18, 2013 ,
Target participants for Grade 8 was 91,795)
 Thank you for listening
God bless everyone