K TO 12 UPDATES

MQAPC, April 14-15, 2014

E D C

THE USE OF MOTHER TONGUE

THE USE OF MOTHER TONGUE

CMO 20, S. 2013

General Education Curriculum: Holistic Understandings, Intellectual and Civic Competencies.

COMMENTS???
Any comment about the new general education curriculum? We have distributed copies of this to the PHs whom I asked to study it. Any reaction? Question? Do we understand it now? Is this the same as the old GEC? What are we going to do about it?

RATIONALE
Two significant developments in the country's educational system, warrant a serious revision of the GEC, namely:
College readiness standards developed by the CHED Technical Panel on General Education, approved by CHED and adopted by the Department of Education; and K-12 basic education curriculum, which hinges on college- and work-ready (drafted by TESDA) standards that define the content and competencies that Grade 12 students must have acquired upon graduation.

CMO 20, S.2013 the new set of mandatory general education (GE) subjects that will be taught to college students who have finished the added two years of high school under the K to 12 (Kindergarten to Grade 12) program. will be taken up for only one year (or 18 units every semester)or,

Appendix F of the CMO mandates that the GE courses need not be taken all in one year; they can be scheduled across the years for optimum effectiveness as determined by the department, college or university.

CMO 20, S.2013 The technical panels of experts formed by CHEd for every collegiate discipline will decide whether to shorten the course, or to keep the length but add more major subjects the engineering technical panel has already decided to shorten the course from five years to four years because of the K to 12 program- Licuanan

CMO 20, S.2013 the new GE curriculum consisted of 12 subjects, including the mandatory subject on the life and works of national hero Jose Rizal, 3 units. Eight GE Subjects (24 units) The students are allowed to choose three elective subjects (9 units) The general education courses maybe taught in English or Filipino.

CMO 20, S.2013 The eight GE subjects are:

1. 2. 3. 4. 5. 6. 7. 8.

Understanding the Self Contemporary World Purposive Communication Art Appreciation Ethics Readings in Philippine History Mathematics in the Modern World Science and Technology (ST) and Society.

ARTICLE 1 (CURRICULUM OVERVIEW) General Education is the portion of the curriculum common to all undergraduate students regardless of their major.

This sentence removes the distinction between humanities majors and science majors previously institutionalized by CMO 59 and CHED Memorandum No. 4 series 1997, popularly known as GEC-A and GEC-B

ARTICLE 1 (CURRICULUM OVERVIEW) General Education exposes them to various domains of knowledge and ways of comprehending social and natural realities, developing in the process:

Intellectual competencies such as critical, analytical and creative thinking, and multiple forms of expression; and Civic capacities demanded of membership in the community, country, and the world.

ARTICLE 1 (CURRICULUM OVERVIEW)

In general education the holistic development of the person takes place in overlapping realms:

Individual, where the student is enabled to develop her/his identity as a person, conscious of her/his talents, rights, and responsibilities toward the self and others; Filipino society and nation, where the individual is aware and proud of her/his collective identity, and able to contribute meaningfully to the development of Filipino society at local and national levels; Global community, where the Filipino student recognizes and respects the fundamental humanity of all, respects and appreciates diversity, and cares about the problems that affect the world.

ARTICLE 1 (CURRICULUM OVERVIEW)

General Education Outcomes 1. Intellectual competencies

Higher levels of comprehension (textual, visual, etc.) Proficient and effective communication (writing, speaking, and use of new technologies) Understanding of basic concepts across the domains of knowledge Critical, analytical, and creative thinking Application of different analytical modes (quantitative and qualitative, artistic and scientific, textual and visual, experimental, observation, etc.) in tackling problems methodically

ARTICLE 1 (CURRICULUM OVERVIEW)

General Education Outcomes 2. Personal and Civic Competencies

Appreciation of the human condition Capacity to personally interpret the human experience Ability to view the contemporary world from both Philippine and global perspectives Self-assuredness in knowing and being Filipino Capacity to reflect critically on shared concerns and think of innovative, creative solutions guided by ethical standards Ability to reflect on moral norms/imperatives as they affect individuals and society Ability to appreciate and contribute to artistic beauty Understanding and respect for human rights Ability to contribute personally and meaningfully to the country's development

ARTICLE 1 (CURRICULUM OVERVIEW)

General Education Outcomes 3. Practical Skills

Working effectively in a group Application of computing and information technology to assist and facilitate research Ability to negotiate the world of technology responsibly Problem-solving (including real-world problems) Basic work-related skills and knowledge.

ARTICLE 1 (CURRICULUM OVERVIEW)

The new GEC also articulates the philosophy underlying general education, something the two previous memos merely assumed. For example, CMO 20 says that general education is distinct from specialized learning. The former introduces students to different ways of knowing; the latter focuses on a particular discipline.

ARTICLE 1 (CURRICULUM OVERVIEW)

The two former GECs had a number of subjects that were taught by experts in one discipline, such as economics, psychology, political science, and sociology. The new GEC does away with these discipline-based subjects.

ARTICLE 1 (CURRICULUM OVERVIEW)

From now on, in other words, only those students majoring in political science will take an introductory course in Politics and Governance. Similarly, only those students majoring in economics will take up Basic Economics. Only those students majoring in Psychology will take up General Psychology.

ARTICLE 1 (CURRICULUM OVERVIEW) That does not mean, however, that none of the issues raised in these discipline-based subjects will be taken up by all students the most crucial issues are taken up in more encompassing and interdisciplinary subjects (such as Personal Development in Senior High School). It is not the issues themselves that have been changed, but the way these issues are handled.

WHY TAKE UP GE IN HEI? The fundamental purpose of higher education, therefore, is not only to develop knowledgeable and competent graduates in a particular field, but also well-rounded individuals who appreciate knowledge in a general sense, are open-minded because of it, secure in their identities as individuals and as Filipinos, and cognizant of their role in the life of the nation and the larger community. Art. 1

WHY TAKE UP GE IN HEI? should put to rest the objection of some quarters that Philippine education has become job-oriented or that national development is the main goal of higher education. the main reason for GE (and college itself) is the individual student, who should be expected to appreciate knowledge, be openminded, be secure in oneself and in our country, and responsible to the country and the world.

1. UNDERSTANDING THE SELF Nature of identity; factors and forces that affect the development and maintenance of personal identity.
Adolescence is a developmental stage commonly thought to be a time of physical, emotional, and psychological vulnerability. Foremost among the concerns of this life stage are issues of self and identity. The course is intended to enable the process of exploration and thereby help students arrive at an understanding of the concepts of personality, self and identity.

1. UNDERSTANDING THE SELF Two major objectives are thus envisioned: the introduction of major theories of personality its nature, development and dynamics as well as those forces and factors that lead to the formation of a self and identity; and the provision of experiential learning so as to ground these theories and perspectives in students concerns and issues relating to their personal self and identity.

1. UNDERSTANDING THE SELF

Thus self-discovery exercises and activities, reflection papers and personal journals will be used as the focal point of lectures and class discussions, thereby providing the foundation and structure for all course learnings. Other learning tools such as personality tests and measures will also be used. At the end of the course, the student is expected to have acquired: (a) a basic knowledge of personality theories; (b) a better understanding of their personality, self and identity, along with knowledge of the influential forces which impact on these such as gender, culture, family and relationships; and (c) basic skills in managing the self and identity.

1. UNDERSTANDING THE SELF

The focus of the new GE is the student, not disciplines, not subject matter, not knowledge. The new required course on Understanding the Self, therefore, does not try to prepare the student for a major course in psychology (which the old or existing GE course on psychology does). the new course helps the student figure out exactly who s/he is and where s/he is going. The student comes first, theories second. Theories are the means to the end; the end is the students self-awareness.

1. UNDERSTANDING THE SELF Notice that psychology is not the only learning area or discipline used in this course. Just as important are other disciplines, such as sociology, cultural studies, literature, and particularly for religious schools, theology. The idea is not to make students psychologists, but to make them aware that there are various academic findings that can help them in their personal search for identity.

2. THE CONTEMPORARY WORLD

Globalization and its impact on individuals, communities and nations, challenges and responses. everything has been globalized (such as literature, art, culture, technology, business, politics, food, and education). the teacher who teaches this course has to be a generalist, not a specialist. The teacher has to have insatiable curiosity because the present cannot be understood without a solid knowledge of the past, the teacher must have the history of civilization at his or her fingertips.

2. THE CONTEMPORARY WORLD

in todays classroom, the teacher is no longer expected to be a fount of information and wisdom. Instead, the teacher is expected to be an excellent facilitator, able to bring out of students what Plato once theorized to be already in each and every human being at birth. where there are no such teachers, the CHED will train the faculty member nominated by the HEIs.

DETAILED DESCRIPTION OF THE COURSE. APPENDIX A

The course aims to introduce students to the state of the world today and the new global order. What does globalization mean both theoretically and from the perspectives of individuals and societies affected by global firms, processes, and movements? The phenomenon of globalization is thus examined from a variety of perspectives as well as its effects on traditional cultures and communities, nations and political institutions, and local, national and regional economies.

DETAILED DESCRIPTION OF THE COURSE. APPENDIX A

Students will be asked to identify the challenges posed by globalization and consider responses to these challenges as demonstrated by experiences on the ground. Students will produce case studies of communities (in the Phil and other countries) experiencing the impact of globalization and their respective responses to issues that arise. There are global civil societies engaged in advocacies relating to climate and environmental protection, for example, human trafficking across borders, the application of advances in science and technology to serve some of the worlds poorest communities, and so on. There are, too, communities that have managed, with varying degrees of success, to deal with the effects, good and bad, of globalization.

DETAILED DESCRIPTION OF THE COURSE. APPENDIX A

The course will focus on contemporary global conditions from a Filipino perspective primarily and also as a member of the global community. Through a combination of readings, class discussions, writing, and group presentations, the students are expected to formulate an understanding of globalization that is theoretically informed and rooted in the experiences of communities and nations.

DETAILED DESCRIPTION OF THE COURSE. APPENDIX A

From the general pedagogical principle that you cannot teach what you do not know, it is clear that the teacher of this course must be familiar with the major issues confronting environmental protection, human trafficking, technological solutions to poverty, the diaspora, the Philippine economy, and so on. Even if the teacher need not be a walking encyclopedia or fast Googler, s/he still needs to know what the students are talking about. The new GEC has raised the bar on college teaching.

3. PURPOSIVE COMMUNICATION
o In the new GEC, there is no subject devoted only to Filipino or to English. o Starting 2018, there will no longer be remedial language subjects in college, for two reasons:
first, the Filipino and English subjects from Grades 1 to 10 have been revised for greater effectiveness, and second, each college student will have had two more years to prepare for using both languages for academic purposes.

3. PURPOSIVE COMMUNICATION
o Starting 2018, no student will be admitted to college without having satisfied the College Readiness Standards (CRS). o The CRS specifies, for example, that incoming freshmen should already be able to write a research paper in English of at least 1,000 words, with proper documentation of all sources and a research paper in Filipino of at least five pages showing critical thinking about a contemporary issue. o They should be ready to handle college-level courses without having to worry about their command of both languages.

3. PURPOSIVE COMMUNICATION
o There are, however, certain language skills that are not in the K to 12 curriculum. These include specialized uses of language, such as those needed for graduate education or the workplace. o Purposive Communication / Malayuning Komunikasyon, is described as Writing, speaking, and presenting to different audiences and for various purposes / Pagsulat, pagsasalita, at paglalahad para sa ibat ibang madla at ibat ibang layunin.

3. PURPOSIVE COMMUNICATION
o The five skills of communication (listening, speaking, reading, writing, viewing) are studied and simulated in advanced academic settings, such as
conversing intelligently on a subject of import, reporting on group work and/or assignments, writing and delivering a formal speech, writing minutes of meetings and similar documents, preparing a research or technical paper, and making an audio-visual or web-based presentation.

3. PURPOSIVE COMMUNICATION
o In the process, the criteria for effective communication are discussed and used as the basis of peer evaluation of communication exercises in the class as well as for judging communication techniques used by public officials, educators, industry leaders, churches, and private individuals. o The purpose of these combined activities is to enable students to practice strategies of communication with a clear purpose and audience in mind, guided by the criteria of effective communication and the appropriate language.

3. PURPOSIVE COMMUNICATION
o At the end of the course, students should be
able to listen, comprehend, critique, and respond to live or recorded conversations, speak in public with confidence, explain extended texts in their own words using examples and other aids to bolster their explanation, write texts ranging from a simple report to a full-length technical or research paper (scientific, social science, or literary, depending on the students major), and prepare an audio-visual or web-based presentation on an assigned topic.

o (HEIs) decide what language or languages their students need to succeed in their fields.

4. ART APPRECIATION
not the same as the Humanities subject named Arts in the current (or old) GEC Description: Nature, function, and appreciation of the arts in contemporary society . While aesthetics is obviously still important because art is, after all, primarily aesthetic, the focus of the new subject is on the relationship of art to the individual student and his or her milieu.

APPENDIX A
The course aims to provide students the opportunity to observe, participate in, or otherwise experience works of art in order to appreciate their role and purpose in life. Students will be exposed to various works of art, ranging from the classical art forms to modern art installations, performance art, indie films, enhanced e-books, and multimedia aesthetics. These works of art will be examined from an aesthetic point of view and also as reflections or critiques of the societies that produced them. The course will thus build upon and hone the skills of understanding, critical appreciation, and expression of ones views.

4. ART APPRECIATION
Like the other subjects in the new GEC, Arts Appreciation is multi-disciplinary. The students must use tools from various disciplines, not only aesthetics, to come to terms with the way art influences their personal lives.

APPENDIX A
At the end of the course, students should be able to approach a work of art from a perspective informed by the history and tradition of art and the social milieu in which it was produced as well as the perspective of aesthetics. Such an approach would require a written appraisal of the meaning and value of the works of art taken up in class and possibly some within the immediate vicinity of the students experience. The written essays must clearly demonstrate not only understanding and appreciation of a specified work of art, but also a sense of the works importance in life and history.

5. ETHICS
Description: Principles of ethical behavior in modern society at the level of the person, society, and in interaction with the environment and other shared resources
The course introduces students to the ethical dimension of human existence at various levels personal, societal, environmental, and cultural. What is ethics, how is it framed and practiced, and what is its value to society and the person are the major questions the course seeks to answer. The first part lays the groundwork the meaning of ethics and leads students through the analysis of human experience, linking it to elements of the ethical dimension. Part one of the course cumulates in the students ability to translate human experiences into ethical cases.

5. ETHICS
The second part of the course takes students through the various classical ethical frameworks utilitarianism, deontological ethics, virtue ethics, and natural ethics providing them with the tools by which to articulate and analyze the ethical cases they constructed. These frameworks also embed sets of values that students will be asked to examine. This portion of the course culminates in the students ability to express their constructed ethical cases in the language and form of particular ethical frameworks.

5. ETHICS
The last part guides students through the analysis and evaluation of the strengths and weaknesses of the various ethical frameworks and their value to human life and society. The end goal is for students to be able to make informed decisions on their constructed ethical cases. The course will require considerable reading, discussion and writing, as students learn about ethical frameworks, raise questions, reflect, comment upon, and evaluate the frameworks and ethical cases they construct in class.

5. ETHICS
no one particular ethical framework is preferred in this subject The government has no business telling people what to believe or how to act, except in cases where the human rights of other people are at stake. Instead, the Commission on Higher Education (CHED) is leaving it up to each Higher Education Institution (HEI) to decide what framework would work best in the context of its mission and vision. In summary, the new GEC should produce graduates who will make the world a better place to live in for themselves and their descendants. It will be their world, after all, and they should now assume responsibility for it.

6. READINGS IN PHILIPPINE HISTORY

Not like the history subjects offered in elementary and secondary school, nor is it at all like the Philippine History subject that was in the old GEC. The description tells it all: Philippine History viewed from the lens of selected primary sources in different periods, analysis and interpretation In all the history subjects taught so far in our country, except possibly for those taken by history majors in graduate school, students read historians Here, students should read primary sources, which are texts that were created, written, and/or published during the times that we now consider to be history.

6. READINGS IN PHILIPPINE HISTORY

The course aims to expose students to different facets of Philippine history through the lens of eyewitnesses. Rather than rely on secondary material such as textbooks, which is the usual approach in teaching Philippine history, different types of primary sources will be used written (qualitative and quantitative), oral, visual, audio-visual, digital covering various aspects of Philippine life (political, economic, social, cultural). Students are expected to analyze the selected readings contextually and in terms of content (stated and implied). The end goal is to enable students to understand and appreciate our rich past by deriving insights from those who were actually present at the time of the event.

6. READINGS IN PHILIPPINE HISTORY

Contextual analysis considers the following: (i) the historical context of the source (time and place it was written and the situation at the time), (ii) the authors background, intent (to the extent discernible), and authority on the subject; and (iii) the sources relevance and meaning today.

6. READINGS IN PHILIPPINE HISTORY

Content analysis, on the other hand, applies appropriate techniques depending on the type of source (written, oral, visual). In the process students will be asked, for example, to identify the authors main argument or thesis, compare points of view, identify bias, and evaluate the authors claims based on the evidence presented or other available evidence at the time. The course will guide students through their reading and analysis of the texts and require them to write reaction essays of varied length and present their ideas in other ways (debate format, PowerPoint presentation, letter to the author of the source, etc.).

6. READINGS IN PHILIPPINE HISTORY

The instructor may arrange the readings chronologically or thematically, and start with the present (more familiar) and go back to the earlier periods or vice-versa. We can imagine lively classes where students are presenting their own views about historical documents and not depending on what scholars have written about those. The idea is to have students think for themselves, to give them the kind of critical minds that the country and the world need, to teach them how to think and not what to think. At the same time, because they will be steeped in historical texts, they will understand and appreciate what it means to be Filipino

7. MATHEMATICS IN

THE MODERN WORLD

Description: Nature of mathematics, appreciation of its practical, intellectual, and aesthetic dimensions, and application of mathematical tools in daily life. The College Readiness Standards (CRS) specifies that every Grade 12 graduate should already be able to handle inverse functions, basic financial management, linear programming, logic, Poisson distributions, and other such mathematical topics. In addition, senior high school graduates who are going into math-intensive courses such as Engineering and IT are even expected to know calculus.

7. MATHEMATICS IN THE MODERN WORLD

Detailed Course Description:
The course begins with an introduction to the nature of mathematics as an exploration of patterns (in nature and the environment) and as an application of inductive and deductive reasoning. By exploring these topics, students are encouraged to go beyond the typical understanding of mathematics as merely a bunch of formulas, but as a source of aesthetics in patterns of nature, for example, and a rich language in itself (and of science) governed by logic and reasoning.

7. MATHEMATICS IN

THE MODERN WORLD

The course then proceeds to survey ways in which mathematics provides a tool for understanding and dealing with various aspects of present day living, such as managing personal finances, making social choices, appreciating geometric designs, understanding codes used in data transmission and security, and dividing limited resources fairly. These aspects will provide opportunities for actually doing mathematics in a broad range of exercises that bring out the various dimensions of mathematics as a way of knowing and testing the students understanding and capacity.

7. MATHEMATICS IN THE MODERN WORLD

A teacher who majored in mathematics will obviously be better prepared to teach this course than someone who majored in something else. The mathematics major, however, must not be adept only at deriving formulas or solving the word problems commonly found in textbooks. The world is rapidly changing, particularly from the point of view of the student. The teacher has to be aware of the world in which the student lives, where young people may not realize how crucial mathematics is to their continued existence.

7. MATHEMATICS IN THE MODERN WORLD

The college course on mathematics, unlike the previous GE courses on algebra and statistics, focuses on real problems in the world today. EXAMPLES:
the issue of zero carbon - The students in the GE mathematics course, could very well tackle the question of costs. Which is more costly in the short run fossil fuel or solar power? find the mathematical correlation in a specified period of time between the Dow Jones and the Philippine Stock Exchange Composite Index to calculate the odds of winning the lotto. If the teacher does not gamble but just likes to have fun, s/he could ask students to guess how many students in the school have the same birthday as they have.

7. MATHEMATICS IN THE MODERN WORLD

Like teachers of the other GE courses, teachers of the new GE mathematics course have to be generalists, or put another way, should not be mere mathematicians. They should be more like Bertrand Russell and Blaise Pascal, mathematicians who made major contributions to philosophy and other fields of knowledge. A typical college GE mathematics course would have students marvelling at how two numbers (1 and 0) have built our modern computers, can play music, and cheat at elections. A gender-sensitive teacher might dwell on what mathematician Alan Turings homosexuality had to do with computers eventually replacing call centers. And what in the world is a fractal, without which we would not have our smart phones?

8. SCIENCE & TECHNOLOGY (ST) AND SOCIETY

Description: Interactions between science and technology and social, cultural, political, and economic contexts which shape and are shaped by them; specific examples throughout human history of scientific and technological developments. It is a multi-disciplinary subject looking at science and technology as major factors in the development of civilization. To teach this subject, teachers must not only be digital natives or at least digital immigrants, personally using the latest technological gadgets, but must know history, culture, politics, economics, religion, and other fields.

8. SCIENCE & TECHNOLOGY (ST) AND SOCIETY

Aims at having students form their own opinions in a knowledgeable and critical way. By focusing on only two or three key issues, the teacher of this subject should be able to get students to realize the effect of technology on their personal identity. Multidisciplinary thinking is what the GEC is aiming at. If they are going eventually to solve the problems of the future, college students will need to build on the wisdom (or avoid the stupidity) of the past and to harness the technological genius of the present.

8. SCIENCE & TECHNOLOGY (ST) AND SOCIETY

Detailed Description
The course is designed to enable students to appreciate, in broad terms, the societal impact of developments in science and technology at the global and national level. This includes a review of the history of science and technology globally from the prehistorical era all the way to todays advances in sciences and technology and similarly in the Philippines, including science policy. The historical survey, which is grounded on an understanding of basic science concepts, will examine how these developments have affected the course of human society: politically, economically, and socially (including culturally).

8. SCIENCE & TECHNOLOGY (ST) AND SOCIETY

Detailed Description
The second part of the course focuses on current issues arising from the application of science and technology, how such applications relate to ethical and political decisions in both the public and private sector, and their effects (positive and negative) on society and life in general. Examples of issues that can be taken up are: climate change, food security, the environment and natural resource management, biotechnology (including genetic engineering), medical ethics (including human experimentation), health policy, neurobiology, the revolution in ICT, intellectual property rights over patents and discoveries from bioprospecting, weapons of mass destruction, and impact assessment of technology.

8. SCIENCE & TECHNOLOGY (ST) AND SOCIETY

Detailed Description
The second part of the course focuses on current issues arising from the application of science and technology, how such applications relate to ethical and political decisions in both the public and private sector, and their effects (positive and negative) on society and life in general. Examples of issues that can be taken up are: climate change, food security, the environment and natural resource management, biotechnology (including genetic engineering), medical ethics (including human experimentation), health policy, neurobiology, the revolution in ICT, intellectual property rights over patents and discoveries from bioprospecting, weapons of mass destruction, and impact assessment of technology.

8. SCIENCE & TECHNOLOGY (ST) AND SOCIETY

The course entails a variety of readings, group discussions, and research, culminating in a presentation of findings regarding a particular issue. EXAMPLE:
1. Start the term by asking students why they have mobile phones. Ask them why they use the phone not only as a phone but to text, to surf, to take photos, to listen to music, to play games, to post, to tweet, and so on. Then I will ask them what would happen if all cell sites and internet servers in the entire world would suddenly go dead for a whole year. That will set them off thinking, perhaps panicking.

8. SCIENCE & TECHNOLOGY (ST) AND SOCIETY

EXAMPLE:
2. then talk about the panic in 1633, when Galileo Galilei was placed under house arrest for saying that the earth was not the center of the universe. He was declared a heretic and, therefore, was considered to be in hell after he died. In 1992, the Catholic Church formally acquitted Galileo and conceded that he might not actually be in hell. The issue for those who believe in eternal life after death, of course, is how someone can go from hell to heaven.

8. SCIENCE & TECHNOLOGY (ST) AND SOCIETY

EXAMPLE:
3. Then ask students to read Dantes Inferno (at least those parts that have to do with heresy), which Galileo himself loved. That will lead to a reading of the novel entitled Inferno by Dan Brown, with its brief flashback set in Manila. The irrational reaction of Filipinos today to the novel would be a fitting end to the discussion on this particular topic.

8. SCIENCE & TECHNOLOGY (ST) AND SOCIETY

What would students learn from just this module, which would probably take a few weeks?
They would have to form their own opinions about science, religion, literature, government, and politics. It will not matter too much to me what their opinions will be; the important thing is that they will be their own and they will be based on a solid understanding of history, literary criticism, and social media. Other teachers might use even more creative approaches to the subject. The current madness over Syria, for example, would be a good starting point for a discussion on Western versus alternative medicine. Pork barrel and fertilizer scams would be perfect introductions to a discussion of Platos ideas about science in an ideal republic. The history of our visual arts would highlight the significance of the Fast-Tracked S&T Scholarship Act of 2013.

MARAMING SALAMAT!

G.E. ELECTIVES
A total of nine units, the elective courses, each must qualify as a GE subject where it must: 1. Conform to the philosophy and goals of General Education as stated in this document; 2. Apply an inter- or cross-disciplinary perspective; and 3. Draw materials, cases or examples from Philippine realities and experiences, and not just from those of other countries.

G.E. ELECTIVES
In addition, the electives must cover at least any two domains of knowledge (arts and humanities; social sciences and philosophy; and science, technology and mathematics). They may not all be taken from a single domain so as to ensure some balance across disciplines and retain the well-rounded character of General Education. Although GE electives ore categorized by knowledge domain, primarily to ensure a balanced and well-rounded course design, the content and perspectives of the GE electives traverse disciplinal borders

CRS. COLLEGE READINESS STANDARDS

Overall. college readiness standards expect K-12 education
to connect the individual student with local, national and global communities, concerns, and challenges. Concretely, K to 12 graduates should be able to:

1. Produce all forms of texts (e.g., written, oral. visual, digital) based on:
Solid grounding on Philippine experience and culture; An understanding of the self, community, and nation; Application of critical and creative thinking and doing processes; Competency in formulating ideas/arguments logically, scientifically, and creatively; and Clear appreciation of one's responsibility as a citizen of a multicultural Philippines and a diverse world.

CRS. COLLEGE READINESS STANDARDS

2. Systematically apply knowledge, understanding, theory, and skills for the development of the self, local, and global communities using prior learning, inquiry, and experimentation; 3. Work comfortably with relevant technologies and develop adaptations and innovations for significant use in local and global communities; 4. Communicate with local and global communities with proficiency, orally, in writing, and through new technologies of communication; and 5. Interact meaningfully in a social setting and contribute to the fulfillment of individual and shared goals, respecting the fundamental humanity of all persons and the diversity of groups and communities.

SENIOR HIGH SCHOOL CURRICULUM AND GENERAL EDUCATION

the senior high school curriculum possesses the following features. 1. It consists of:
a core curriculum for all SHS students consisting of subjects in English (108 hours), Filipino, literature, communication, mathematics, natural science, social science, and philosophy, which conform to the college readiness standards; and three tracks that will prepare the student for either work or college.

SENIOR HIGH SCHOOL CURRICULUM AND GENERAL EDUCATION

2. Students shall choose from among three tracks:
I. II. Technical- Vocational-Livelihood (TVL); Academic (humanities, education and social sciences (HESS); science, technology, engineering and math (STEM); and business, accountancy, and management (BAM); and III. Sports IV. Arts and Design.

The specific subjects within the different strands of the academic track are currently being fleshed out and are almost complete now.

SENIOR HIGH SCHOOL CURRICULUM AND GENERAL EDUCATION

Putting the college readiness standards together with the foregoing features of the senior high school curriculum, one con safely assume that:
Core subjects in grades 11 and 12 will consume the remedial courses in the present GE curriculum, especially in communication, mathematics and science; and Certain specialized courses in the academic track will exceed the remedial level of current GE courses.

As a result of changes in the basic education curriculum, portions of the present GE program will become unnecessary or irrelevant.

REFERENCES
1. CMO 20, S 2013 2. K-12 Updates, DepEd 3. Quijano, Yolanda, K-12 implementation and Updates 4. http://newsinfo.inquirer.net/382497/chedlays-out-new-ge-subjects-for-collegesuniversities-with-k12-program#ixzz2yfsKcnlP 5. Cruz, Isagani, MINI CRITIQUE. Philippine Star