Concept Paper on the 6-year Curriculum for the PSHS System

We need to add two years to our basic education. Those who can afford pay up to fourteen years of schooling before university. Thus, 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. - President Benigno Simeon Aquino III

Historical Background: Efforts Towards the PSHS System Curriculum Development The Philippine Science High School (PSHS) was established through Republic Act 3661, authored by Congressman Virgilio Afable, and signed into law in 1963 by then President Diosdado Macapagal. The PSHS, operating as an attached agency of the Philippine Department of Science and Technology (DOST), is mandated to offer on a free scholarship basis a secondary course with special emphasis on subjects pertaining to the sciences with the end in view of preparing its students for a science career. The first PSHS campus was established and opened in Diliman, Quezon City on September 5, 1964. During its first few years of existence, PSHS-Diliman Campus (now referred to as the Main Campus) started with a five-year high school curriculum using a discipline approach with courses in Biology, Chemistry, and Physics in all year levels. In 1970, the PSHS curriculum was revised to include only four (4) years of high school. The specialized science subjects then were moved to the second year level leaving the first year with an integrated Science subject. In 1993, the PSHS curriculum was revised anew through a DOST-Science Education Institute project that sought the inclusion of technology subjects in some secondary schools. The overall goal of the project was to improve the quality of science teaching at the secondary schools with the development of a technology-based curriculum which would provide relevant training for students as feeders for tertiary engineering and technology programs (PSHS, 1993, p. 1). Based on students aptitude as indicated by their first year grades, written examination scores, and the recommendations from their technology teacher, students were grouped using two (2) streams: technology and science. Information from the PSHS System Office of the Executive Director (OED) indicate that other curriculum-related activities were initiated by former Executive Director Dr. Ramon R. Miranda: a system-wide workshop to harmonize the curriculum in 2000, followed by a workshop in SY 2001-2002 to harmonize content and Desired Learning Competencies (DLCs), and the implementation of the 50-minute per period schedule. A more extensive Curriculum Review Project was undertaken in SY 2002-2003 (OED Memo No. 98, dated September 29, 2003) by way of an alumni survey (Batches 1999-2002). The review project went into full blast in 2004, with the following activities:

January 10, 2004 January 17 & 20, 2004 January 26-27, 2004 April19-20, 2004 May 17-21, 2004

- System-wide Visioning Exercise (with the Curriculum and Instruction Services Division (CISD) Chiefs) - Interviews with Alumni (Batches 1969, 71, 73, 87, 94, 98, 99, & 03 - Multi-sectoral Consultation - Development/Formulation of Statement of Philosophy and Goals of PSHS Education - Inter-Campus Curriculum Review

Through the foregoing activities, the curriculum underwent initial stages of reviewing, planning, and revising but in the end only the re-writing of the vision, mission, and philosophy of the school was primarily achieved. The removal of the streaming options was also implemented based on recommendations from the study of Dr. Elizabeth Torres in the mid-2000s. Since these minor revisions to the curriculum framework starting in 2004, no major updating of the curriculum has been conducted. The need to design an updated curriculum that is more responsive to the times, and that enhances the skills expected of its graduates must be addressed by the PSHS administration. It is appropriate and relevant to revive the review process at this time when the countrys basic education curriculum is likewise being revisited. The PSHS System implements the basic four (4) year secondary education by nurturing scholars who are gifted in the sciences and mathematics. Admission to the PSHS is highly competitive. Examination is given only to qualified grade 6 pupils from public and private schools. At the end of four years, a PSHS graduate is envisioned to have a scientific mind and a passion for excellence, is dedicated to the service of country, and committed to the pursuit of truth. Graduates are expected to pursue tertiary education with degrees in line with the sciences, mathematics, or engineering so they form part of the countrys critical mass of professionals and leaders in science and technology, and thus contribute to nation building. In this fast-changing world powered by numerous scientific and technological advancements, there is a need to align with the international standard of science education or else the Philippines will be left behind. In one of his10-point agenda, President Benigno Simeon Aquino III instructs the Department of Education (DepEd) to implement the enhancedK-12 basic education program effective 2012 for the Grade 1 and the first year high school students. Being part of the public school system, it is implied that the PSHS shall also follow this directive. Legal Bases At this point, there is still no PSHS Board of Trustees (BOT) Resolution directing a six- year (or even a five-year) curriculum for the PSHS System. Presumably, the BOT is relying on the PSHS System, through the Office of the Executive Director, to make the necessary proposal in this regard. In the absence of a BOT Resolution, we can only look at the provisions of our Charter (Republic Act No. 3661: An Act Establishing the Philippine Science High School signed into law on June 22, 1963) and the two subsequent legislations, namely, Republic Act No.
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8496- An Act to Establish the Philippine Science High School System and Providing Funds Thereof, signed into law on February 12, 1998, and Republic Act No. 9036 An Act Strengthening the Governance and Defining the Scope of the Philippine Science High School (PSHS) System, Amending for the Purpose Republic Act No. 8496, signed into law on March 12, 2001. A major question to ask is: Will there be conflict with the PSHS Charter/legislations if we will adopt a five- or six-year curriculum? A look into pertinent provisions of these laws can guide us with the answer: 1. RA No. 3661 Section 2.The purpose of said high school shall be to offer on a free scholarship basis a secondary course with special emphasis on subjects pertaining to the sciences with the end in view of preparing its students for a science career. (underscoring supplied) 2. RA No. 8496 Section 4.a. Philippine Science High Schools (PSHS) are secondary schools offering scholarships to deserving students who shall be admitted and trained under a curriculum specially designed to prepare them for careers in S & T. (underscoring supplied) 3. RA No. 9036 (Provisions are all related to governance and administration of the PSHS System.) From the provisions cited above, the terms secondary course and secondary schools can provide the leeway for a five- or six- year curriculum. There is no explicit provision that the PSHS curriculum should be for four years. (This is explicit, however, in the Scholarship Agreement, which indicates that the duration of the scholarship shall be for four years. But this is not a law, hence can be easily revised if needed.) However, the laws cited above also imply that the option is there to retain the fouryear program. In this light, what should be taken into account now would be what would be legislated by Congress and the national pronouncements made by the President in regard the K-12 curriculum. These are two factors that would impact the PSHS curriculum. The DOST, where PSHS is an attached agency, is under the Executive Branch, hence needs to align with presidential pronouncements. The DepEd, also an Executive department, is now gearing up for a 12-year basic education program. The DepEd, through its Discussion Paper on the Enhanced K+ 12 Basic Education Program (2010), states that a full 12 years of basic education will eventually be required for entry into tertiary level education (entering freshmen by SY 2018-2019 or seven years from now) (p.9). This implies that there is no other option for the PSHS System but to likewise revise its curriculum. Rationale for the Curriculum Review & Planning 1. The world this 21st century is impacted by rapid changes such as digitization, globalization, trade liberalization, and the environmental revolution. All these changes call for an education that prepares PSHS students to meet global challenges, engage in
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research and development, and help transform the world of work. In fact, Ms. Theresa Maves (2011) of Intel Teach stressed that there is a need for students to develop knowledge work skills (e.g. teamwork and collaboration, analysis and decision-making, systems thinking, and strategic thinking) as well as ICT skills (e.g. use of collaboration tools; e-mail, search and portals; virtual workspace tools; lifelike video conferencing; information visualization tools; and intelligent software tools) if they are to succeed as managers, professionals, and technical experts in this highly competitive world. Moreover, the PSHS system is a public educational institution and must align with the Philippine governments thrust to enhance the quality of basic education and align with international practice. 2. The basic education system in the Philippines is composed of six years of elementary and four years of secondary educationa total of ten years. Only two other countries have the same 10-year education system in the United Nations Educational, Scientific, and Cultural Organizations (UNESCO) 155 member countries: Djibouti and Angola. This 10-year period is relatively shorter compared to other countries in the Asian region such as Brunei, Cambodia, China, India, Indonesia, Japan, Lao PDR, Malaysia, Mongolia, South Korea, Thailand, Timor-Leste, and Vietnam (which have 12 years of basic education), or Myanmar and Singapore (which have 11 years). Developed and developing countries in Europe such as England have a 14-year basic education; Scotland has 13, Russia has 11, and the United States of America also has 12 (Tan, 2011b). A typical school year in the Philippines begins on the first Monday of June and ends on the last Friday of March with not less than 40 weeks or 200 days of schooling. Class sessions are held from Monday to Friday and the school year is divided into four grading periods. Many students complete their education but do not sufficiently master basic competencies because of the congested curriculum. Students do not get adequate instructional time or time to develop necessary skills. PSHS graduates are not an exception to this observation. In addition, Dr. Dina Ocampo (2011) of the UP-Diliman College of Education points out that even if National Achievement Test (NAT) scores have gradually improved over the years, students have not reached the acceptable standard of 75% in any of the three learning areas of English, Mathematics and Science. 3. International test results such as the 2003 Trends in International Mathematics and Science Study, or TIMSS, show that the Philippines ranks a dismal 34th out of 38 countries in HS Math II and 43rd out of 46 countries in HS Science II. And in 2008, even with only the science high schools (including the PSHS) participating in the Advanced Mathematics category, the Philippines was ranked 10th out of 10 countries tested (Tan, 2011a). Dr. Merle C. Tan (2011b) of the University of the Philippines -National Institute for Science and Mathematics Education Development (UP-NISMED) highlights the microanalysis of the 2003 TIMSS results which revealed that most students did not master basic scientific concepts. Among the reasons for such poor performance were:
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a. First year students who took the test have not taken up Biology, Chemistry and Physics; b. Students are not exposed to inquiry-based instruction; c. The jumping sequence of topics in different grade levels does not allow for retention/mastery of concepts and skills; d. Students have poor communication and comprehension skills, which is why most constructed-response items were not answered; and e. Students are not exposed to questions that show connections across science topics or to applications of science to real-life. 4. The current educational system perpetuates the misperception that basic education aptly prepares graduates for higher education. However, most students still undertake remediation and high school level classes in colleges and universities (DepEd, 2010). PSHS graduates are no exception to this. In fact, some shift from one undergraduate program to another when they encounter difficulties or failures. 5. Although PSHS graduates are bound by law to pursue formal tertiary education with degrees majoring in the pure and applied sciences, mathematics, or engineering, several may decide to enter the labor force or start an entrepreneurial enterprise. The availability of economic opportunities contributes to these possible decisions. It must be noted however, that the 2009 World Bank Philippines Skills Report cites surveyed employers complain that graduates lack problem-solving, initiative, and creativity, and other jobspecific technical skills. Furthermore, those interested in setting a business up cannot legally enter into contracts (DepEd, 2010). 6. By the time a Filipino completes her /his basic education, s/he is 16 or 17 years old. In his presentation to the DepEd, Dr. Isagani Cruz pointed out that psychologists and educators argue that children under 18 years are generally not emotionally prepared to take on responsibilities related with higher education, employment, or entrepreneurship (see also DepEd, 2010). This can also be observed among some PSHS graduates. Anecdotal data from university professors and employers indicate that some of our alumni are unable to adjust to the responsibilities of university life or the workplace. Some are said to lack important coping and social skills. 7. The PSHS 10-year basic education program puts its graduates at a distinct disadvantage should they decide to study or find work abroad. It must be noted that the Bologna Accord requires 12 years of education for university admission and practice of ones profession in European countries, while the Washington Accord prescribes 12 years of basic education as an entry to recognition of engineering professionals (DepEd, 2010). Accounts of PSHS graduates studying or working overseas confirm the implementation of these agreements: they undergo prescribed bridging programs or enroll in Grades 11 and 12 before entering the university, or go through internship before actually getting work.
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Goals Within the DepEds (2010) Enhanced K- 12 basic education program, high school graduates will be able to:

acquire mastery of basic competencies be more 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 be globally competitive

Through a program that is rooted on sound educational principles and geared towards excellence, it is anticipated that every graduate of the enhanced K-12 basic education program is an empowered individual. S/he is expected to have 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 critical thinking, and the capacity to transform others and ones self. We propose that the PSHS System adopt the 6-year educational program with the end in view of producing graduates who, in addition to the above-cited attributes, also demonstrate an understanding of science and mathematical concepts and processes in an integrative way. With this level of understanding, we envision the PSHS graduate to be able to respond and to engage in activities that enhance the integrity and wellness of individuals, protect the environment, and conserve resources in order to sustain quality life at the local, national, and global perspective. Specifically, after the PSHS scholars have gone through the six (6) year secondary education, they must have imbibed and developed the qualities reflected in the PSHS vision. They shall also graduate to be well-rounded individuals and life-long learners prepared to become future professionals and leaders in science and technology. Figure 1 summarizes the proposed 6-year curriculum framework within the context of the schools mission-vision. Expected Outcomes At the end of the proposed six-year secondary basic education curriculum, it is anticipated that PSHS graduates shall reap the following benefits: 1. be better equipped with the knowledge, skills, attitudes and values to meet the demands of the 21st century; 2. be holistically developed as they master competencies and skills through a decongested curriculum; 3. be academically prepared for higher education;

4. be emotionally and psychologically mature for responsibilities in higher education, in the workplace, or in the competitive world; 5. be legally employable or recognized as an entrepreneur after completing an approved science and technology course; and 6. be recognized as duly qualified university graduate, or post-graduate students as required in the Bologna Accord, or duly qualified engineering professionals as prescribed in the Washington Accord (see DepEd, 2010). Benefits for Philippine Society and Economy In a paper presented by Dr. Ethel Agnes Valenzuela (2011) of SEAMEO-Innotech, the following Organization for Economic Co-operation and Development (OECD) indicators were cited as advantages of a long education cycle: 1. Earnings increase with each level of education. Those who have attained upper secondary, post-secondary non-tertiary or tertiary education enjoy substantial earning advantages compared with individuals of the same gender who have not completed upper secondary education. The earning premiums for tertiary education are substantial in most countries and exceeds 50% in 21 out of 31 European countries. 2. A longer cycle of education increases the average 40-year growth rate in Gross Domestic Product by about 0.37% points. 3. Educational attainment is positively associated with self-reported good health, political interest and interpersonal trust. Education can have an impact on individuals health by helping them to choose healthier lifestyles, better manage illness, and avoid conditions detrimental to health such as dangerous jobs and stress due to poverty. 4. Education plays an important role in ensuring social cohesion by fostering cognitive skills, self-efficacy, and resilience that underlie social and political interaction. While it may be said that progress is multi-faceted and results from an interplay of social, cultural, and economic factors, it is very important to note that quality basic education to all its citizens is critical and key to achieving long-term and sustainable national development.

Implications The implementation of a 6-year (or 5-year) curriculum in the PSHS System will be accompanied with major changes in the following, among others: 1. Financial. The MOOE of each campus will increase particularly on the budget for students allowances and stipends with two (2) year levels added in the

curriculum. Capital outlay will follow for the resources needed like additional classrooms, books, facilities, equipment, computers, etc. 2. Plantilla Items. Additional items for teaching positions will be needed. 3. Loading of teachers. If the approach is integrated, thematic, and/or spiraling, loading concerns need to be addressed if team teaching is an option in handling the subject. Teachers also need to be given more free time to develop modules and instructional materials that will suit the proposed pedagogical approach. 4. Scholarship Agreement. For the opening of classes in June 2012, there is a need to amend some parts of the scholarship agreement to be able to fit the 6-year curriculum framework. References Department of Education. (2010). Discussion paper on the enhanced K+12 basic education Program (October 25, 2010). Retrieved from http://www.deped.gov.ph/cpanel/uploads/issuanceImg/K12new.pdf Marinas, B.O. and Ditapat, M. P. (1995). Philippines: Curriculum and development. Retrieved from www.ibe.unesco.org/curriculum/Asia%20Networkpdf/ndrepph.pdf Maves, T.I. (2011, October 26). A Webinar on Intel Education Thinking Tools. Paper presented at the National Seminar-Workshop in Science and Mathematics Education, UP-NISMED, Quezon City. Ocampo, D.S. (2011, October 26). Language proficiency and learning mathematics and science. Paper presented at the National Seminar-Workshop in Science and Mathematics Education, UP-NISMED, Quezon City. Philippine Science High School. (1993). Development of technology-based curriculum for the engineering and technical education stream for special science high schools (Workshop Report). Quezon City, Philippines: Author. Quijano, Y.S. (2011, October 26). K to 12 Curriculum for basic education. Paper presented at the National Seminar-Workshop in Science and Mathematics Education, UPNISMED, Quezon City. Tan, M.C. (2011a, April 7). Challenges of the 21st century: Implications for the K + 12 science curriculum. Paper presented at the 42nd Biology Teachers Association Annual National Convention and Scientific Sessions, UP-NISMED, Quezon City. Tan, M.C. (2011b, October 26). Science in the K + 12 curriculum. Paper presented at the National Seminar-Workshop in Science and Mathematics Education, UP-NISMED, Quezon City.

Valenzuela, E.A. (2011, July 21). K to 12 research in Asia: Regional comparison of structure, duration, and content of the K to 12 curriculum of Brunei Darussalam, Malaysia, Singapore, Hong Kong, and the Philippines. Paper presented at the Philippine Normal University Conference on the K to 12 Curriculum, Philippine Normal University, Manila.