Enhanced Basic Education

Program (K to 12)
The

st
21

Century Learning
for
Work and Life
Paraluman R. Giron, Ed. D.
K to 12 Senior Technical Consultant

 The realities of our

modern world require
a different kind of
Filipino.
The FILIPINO must
be a
lifelong learner
holistically
developed
globally-oriented
locally grounded

Ang bagong Pilipino

higit sa pagiging
maka-tao, makaDiyos, maka-bayan,
at maka-kalikasan ay
kailangang
magtaglay ng
kasanayan at
pananaw na angkop
sa 21st century.

The Philippines must catch up

with the rest of the world.
World Economic Forum Global Competitiveness
Report
Country and Overall Rank

2009

2010

2011

2012

Singapore

Malaysia

24

26

21

25

Brunei Darussalam

32

28

28

28

Thailand

36

38

39

38

Indonesia

54

44

46

50

Philippines
Vietnam

87
75

85
59

75
65

65
75

Cambodia

110

109

97

85

*Laos, Myanmar, and Timor-Leste are not included in the survey.

In ASEAN:

4th in Quality of
Education System
7th in Quality of
Primary
Education

Last (8th)*
in Quality of
Science & Math
Education and
Capacity for
Innovation

 Foundations for learning

throughout life

K to12
Graduate

Competence to engage in
work and be productive
Capability to co-exist in
fruitful harmony with local
and global communities

 Capability to engage in
autonomous, creative and
critical thinking

K to12
Graduate
Capacity and willingness
to transform others and
ones self

RA 10533
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.

K TO 12
OUTCOMES

GRADE AGE
C4
21
C3
20
C2
19
C1
18
12
17
11

16

10
9
8
7

15
14
13
12

6
5
4
3
2
1

11
10
9
8
7
6

K
P
P
P
P
Birth

5
4
3
2
1
0

WORLD OF WORK
HIGHER EDUCATION
TVL (NC2) ACADEMIC: HESS / STEM / BAM SPORTS / ART
SHS
CORE CURRICULUM
Core Learning Areas *Elective TLE & Livelihood (NC1)
COC
Core Learning Areas * Exploratory Technology
& Livelihood Education

JHS

Core Learning Areas including Technology &

Livelihood Education
ES

Learning Domains
Socialization

PS/K

Isagani Cruz

K to 12 and Further Education

The Philippine Qualifications

Framework (PQF)
Executive Order No. 83 dated
October 1, 2012

National
Policy

Levels of
educational
qualifications

Standards for
qualification
outcomes

The Philippine Qualifications

Framework (PQF)

National
Policy

Competencybased

Levels of
educational
qualifications

Labor
market-driven

Standards for
qualification
outcomes

Assessment-based
qualification
recognition

The PQF Coverage

Basic Education
Technical and Vocational
Education
Higher Education

The PQF Coverage

All
institutions
and
systems

Training

Skills and
competencies

Work
experience

Specialization

Lifelong
learning

Objectives
National standards and
levels for outcomes of
education, training

National regulatory
and quality assurance
mechanisms

Pathways and
equivalencies for
access to
qualifications

Individual lifelong
learning goals for
progress through
education and training

Alignment with
international
qualifications
frameworks

8-LEVEL QUALIFICATIONS
DESCRIPTORS
Defined in terms of 4 domains
1. Knowledge, skills and values

2. Application
3. Degree of independence
4. Qualification type

PQF
Domains

Level 1

Knowledge, K & S that

skills and
are manual
values
or concrete
or practical
and/or
operational
in focus.

Level 2

Knowledge and
skills that are
manual or
concrete or
practical and/or
operational in
focus with a
variety of options.

PQF
Domain

Level 1

Application Applied in activities

that are set in a limited
range of highly familiar
and predictable
contexts; involve
straightforward,
routine issues which
are addressed by
following set rules,
guidelines or
procedures.

Level 2
Applied in activities that
are set in a limited range
of familiar and
predictable contexts;
involve routine issues
which are identified &
addressed by selecting
from & following a
number of set rules,
guidelines or
procedures.

PQF
Domain

Level 1

Level 2

DEGREE OF
INDEPENDENCE

In conditions
where there is
very close
support,
guidance or
supervision;
minimum
judgment or
discretion is
needed.

In conditions
where there is
substantial
support,
guidance or
supervision;
limited
judgment or
discretion is
needed.

PQF
Domain

KSV

DI

Level 8

Have highly advanced systematic K and S in very specified

or complex multi disciplinary field of learning for
multifaceted research or professional practice or for the
advancement of learning
Apply in highly specialized or complex multidisciplinary
field of professional work, research and or further study
that requires management expertise, innovation and
leadership
Independent and /or in teams of multidisciplinary ad
complex setting with significant level of expertise based
autonomy and accountability

Draft DEPED PQF Articulation for

Grades 10 & 12 as of July 15, 2013
Domain
Knowledge,
Skills,Values

Level 1

Level 2

Possess foundational
knowledge across a range of
learning areas with core
competencies in communication;
scientific, critical and creative
thinking; and the use of
technologies.

Possess functional knowledge

across a range of learning areas
and technical skills in chosen
career tracks with advanced
competencies in communication;
scientific, critical and creative
thinking; and the use of
technologies.

Have an understanding of right

and wrong; ones history and
cultural heritage; and deep
respect for self, others and their
culture, and the environment.

Have an understanding of right

and wrong; ones history and
cultural heritage; and deep
respect for self, others and their
culture, and the environment.

Draft PQF Articulation for

Grades 10 & 12 as of July 15, 2013
Domain

Level 1

Level 2

Application

Apply foundational
knowledge, skills, and
values in academic and
real-life situations through
sound reasoning, informed
decision-making, and the
judicious use of resources.

Apply functional
knowledge, technical
skills and values in
academic and reallife situations
through sound
reasoning, informed
decision-making, and
the judicious use of
resources.

Degree of
independence

Apply skills in limited

situations with close
supervision.

Apply skills in varied

situations with
minimal supervision.

Basic Education
L8
L7
L6
L5

Regulatory Body:
Department of Education
(DEPED)

L4

L3
L2

GRADE 12

L1

GRADE 10

Six (6) Years

One (1)
Year

Technical
Education
Four (4) Years Junior HS + and Skills
Two (2) Years Senior HS Development
+ TESD Specialization (NC
I
and NC II) + Arts & Sports

Baccalaureate,
PostBaccalaureate,
Post-Doctoral/
Specialization

Basic Education
L8
L7

L6
L5

L4
L3

L2

GRADE 12

L1

GRADE 10

The Imperative for K to 12

Streamline the curriculum to

improve mastery of basic
competencies
Ensure seamlessness of
primary, secondary, and postsecondary competencies

The Imperative for K to 12

Improve teaching through the use

of enhanced pedagogies (e.g.
spiral progression in Science &
Math) and medium of instruction
Expand job opportunities (by
reducing jobs-skills mismatch) and
provide better preparation for
higher learning

The K to 12 program will produce holistically

developed graduates with 21st century skills.

Information,
Media and
Technology
Skills

Learning and
Innovation Skills

Effective
Communication
Skills

Life and
Career Skills

Technical Education
and Skills Development
L8
L7
L6
L5

DIPLOMA

L4

NC IV

L3

NC III

L2

NC II

L1

NC I

Regulatory Body:
Technical Education
and Skills Development
Authority (TESDA)

Technical Education and Skills

Development
L8
L7

L6
L5

DIPLOMA

L4

NC IV

L3

NC III

L2

NC II

L1

NC I

TESDA:
1. Established qualifications and
national competency standards
2. Benchmarked with international
standards
3. Set up the Philippine
Qualifications Register
4. Included the quality assurance
system and procedures applied
to the authorization of the
qualifications and the
agencies mandated to issue
the authorization

Higher Education
L8

DOCTORAL AND
POST DOCTORAL

L7

POST
BACCALAUREATE

L6

BACCALAUREATE

L5
L4
L3
L2
L1

Regulatory Body:
Commission on
Higher Education
(CHED)

Higher Education
L8

DOCTORAL AND
POST DOCTORAL

L7

POST
BACCALAUREATE

L6

BACCALAUREATE

L5
L4

L3
L2
L1

Things Around Me

My Community
My School

My Family

Myself
Themes in
Kindergarten

Curriculum for Kindergarten

Classes
Six Developmental Domains:
1. Character/values
development;
2. Physical health and motor
development;
3. Social and emotional
development;

4. Cognitive/intellectual
development;
5. Creative/aesthetic
development; and
6. Language literacy and
communication.

Kindergarten learning
areas:
1. Physical

Education &
Health, and Music &
Arts;

2.

Values Education and

Social Studies;

3. Mathematics;
4. Science; and

5. Language.

Kindergarten to Grade 1 Transition Paradigm

KINDERGARTEN
DOMAINS
PHYSICAL HEALTH,
WELL-BEING &
MOTOR
DEVELOPMENT
CREATIVE AND
AESTHETIC
DEVELOPMENT
SOCIAL-EMOTIONAL
DEVELOPMENT
CHARACTER AND
VALUES DEVELOPMENT

COGNITIVE/
INTELLECTUAL
DEVELOPMENT
LANGUAGE
DEVELOPMENT

LEARNING
AREAS
PHYSICAL
EDUCATION &
HEALTH, MUSIC &
ARTS

VALUES
EDUCATION AND
SOCIAL STUDIES
MATHEMATICS

SCIENCE
LANGUAGE

GRADE 1
CORE LEARNING
AREAS
PHYSICAL
EDUCATION AND
HEALTH
MUSIC AND ARTS

EDUKASYONG
PAGPAPAKATAO
ARALING
PANLIPUNAN
MATHEMATICS

ENGLISH,
FILIPINO AND
MOTHER
TONGUE

Medium of Instruction
The kindergarten under
K to 3 is adopting mother
tongue-based multilingual
education (MTB MLE). The
mother tongue of the
learners is the primary
medium of instruction for
teaching and learning.

Key Changes in the

Elementary Curriculum
1. Medium of instruction

Learning areas
3. Assessment
2.

Comparison of the 2002 BEC

and the K to 12

Bilingual
(English and
Filipino)
National
Achievement Test
for Grade 6

Medium of
Instruction

Mother
Tongue-Based
Multilingual
Education

End-of-Grade 6
Assessment, as exit
Assessment
exam and as
readiness test for
Junior High School

Mother Tongue as Medium of Instruction

Learning Area

Medium of Instruction per Grade Level

G1

G2

G3

G4

G5

G6

Language Arts
Filipino

Filipino

English

English

Mother Tongue
Science

Mother Tongue
Mother
Tongue

English

Mathematics

Mother Tongue

English

Araling
Panlipunan

Mother Tongue

Filipino

Edukasyong
Pantahanan at
Pangkabuhayan
(EPP)

Filipino

MAPEH

Mother Tongue

Filipino

Edukasyon sa
Pagpapakatao

Mother Tongue

Filipino

English

Comparison of the Learning Areas and Time

Allotment of the 2002 BEC and the K to 12
Curriculum- Elementary Education
Learning Areas

2002 BEC
Curriculum
(minutes per day)

K to 12 Education
(minutes per day)

1. English

60-90

30-50

2. Filipino

60-70

30-50

3. Mother Tongue (Grades 1-3)

none

50

4. Mathematics

60-70

50

5. Science (Grades 3 to 6)

40-60

50

6. Araling Panlipunan

40+60

40

7. Edukasyon sa Pagpapakatao

20-30

30

8. Music, Arts, PE and Health (MAPEH)

40

40

9. Edukasyong Pantahanan at
Pangkabuhayan/TLE (Grades 4 to 6)

40

40

Key Changes in
Secondary Education
Structure
Curriculum
Assessment

K to 12 Secondary
Education Structure
Junior High School
Grades 7 &
8
Core
learning
areas & TLE
Exploratory
Course

Grades 9 &
10
Core learning
areas plus
TLE of the
learners
choice

Senior
High School
Grades 11& 12
Science,
Mathematics,
Languages,
Logic
Contemporary
Issues and
Career Pathways
Specialization

The Senior High

School Curriculum

K to 12 Curriculum Model
Grades
11-12
New HS
Years 5-6
Grades 9-10
New HS
Years 3-4

Core Languages, Literature,

Communication, Math,
Philosophy, Science, Social
Sciences) + Tracks

Core Learning Areas plus

elective Technology and
Livelihood Education

TechnicalVocationalLivelihood
Academic:
HESS
STEM
BAM
Sports and Arts
HESS- Humanites,
Education, Social
Sciences
STEM- Science,
Technology, Engrng,
Mathematics
BAM- Business, Acctg.
Mngt

Curriculum Development

The curriculum shall be flexible

enough to enable and allow schools
to localize, indigenize and enhance
the same based on their respective
educational and social contexts. The
production and development of
locally produced teaching materials
shall be encouraged and approval of
these materials shall devolve to the
regional and division education
units.

a) The curriculum shall be learnercentered, inclusive and

developmentally appropriate;
b) The curriculum shall be
relevant, responsive and
research-based;
c) The curriculum shall be culturesensitive;
d) The curriculum shall be
contextualized and global;

e) The curriculum shall use pedagogical

approaches that are constructivist,
inquiry-based, reflective, collaborative
and integrative;
f)

The curriculum shall adhere to the

principles and framework of Mother
Tongue-Based Multilingual Education
(MTB-MLE)

g) The curriculum shall use the spiral

progression approach to ensure
mastery of knowledge and skills after
each level

Grades
7- 10
Grades
4-6
Grades
1-3
K
Algebra,
Geometry ,
Statistics
and
Probability

Discipline-based Approach
First Year Integrated
Science

Second Year - Biology

Third Year Chemistry
Fourth Year Physics

Spiral Progression Approach

First Year Bio, Chem, Physics,
Earth Science

Second Year -Bio, Chem,

Physics, Earth Science
Third Year Bio, Chem, Physics,
Earth Science
Fourth Year Bio, Chem,
Physics, Earth

PEDAGOGICAL REQUIREMENTS

Use of mother tongue as a

medium of instruction
Choice of medium of
instruction shall be based
on the following:
Childs home language
Teachers competence

 Availability of learning
resources

orthography
pre-primer and primer
learning materials
big books and small books
trade books
other supplementary learning
materials

Apply the bridging process

(transitioning from L1 - L2 - L3 in the
teaching of languages).
Strategic planning of school
principals,
School mapping of languages, resources
(learning materials, first language or MT
speakers, business and industry sector)
in the community.

Senior High School Curriculum

Implementation Plan

Building Capacity for SHS

Teacher Education and

Training
To ensure that the enhanced basic
education program meets the
demand for quality teachers and
school leaders, the DepEd and
CHED, in collaboration with
relevant partners in government,
academe, industry, and nongovernmental organizations, shall
conduct teacher education and
training programs

 In-service Training on
Content and Pedagogy
Current DepEd teachers shall be
re-trained to meet the content and
performance standards of the new
K to 12 curriculum.
The DepEd shall ensure that
private education institutions shall
be given the opportunity to avail of
such training.

 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, TechnicalVocational 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;

Hiring
The

DepEd and Private

Education Institutions may hire
practitioners, with expertise in
the specialized learning areas
offered by the Basic Education
Curriculum, to teach in the
Secondary Level: Provided,
That they teach on part-time
basis only.

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.

Expansion of E-GASTPE
Beneficiaries
The benefits accorded by Republic Act No.
8545, or the Expanded Government
Assistance for Students and Teachers in the
Private Education Act, shall be extended
to qualified students enrolled under the
enhanced basic education.
The DepEd shall engage the services of
private education institutions and nonDepEd schools offering senior high school
through the programs under Republic Act
No. 8545, and other financial arrangements
formulated by DepEd and DBM based on the
principles of public-private partnership.

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 20162017, the DepEd shall engage in
partnerships with HEIs and TVIs for
the utilization of the latters human
and physical resources.

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.

Transitory Period
The

faculty of HEIs and TVIs

allowed to teach students of
secondary education shall be
given priority in hiring for the
duration of the transition
period.

Final Touch

Elements of Greatness

Video developed by Profiles International, Inc.

With the K to 12 Curriculum, the

Philippines can be, and will be,
a world-class nation.

Thanks for listening.

Mabuhay ang K to 12!