Where Are We Now?

Millennium Development Goal (2015)

Achieve universal primary education

EFA Goal and Objectives (2015)

GOAL: Basic Competencies for Everyone to Achieve Literacy for All

Development goals agreed upon by 192 States and 23 organization to be achieved in 2015

Eradicate extreme poverty and hunger Achieve universal primary education Promote gender equality and empower women Reduce child mortality Improve maternal health Combat HIV/AIDS, malaria and other diseases Ensure environmental sustainability Develop a global partnership for development

The education sector shall seek to achieve improvement in education performance indicators in both access and quality.
For basic education, the target are consistent with the countrys EFA and MDG goals By 2016, the country should have achieved a universal and atleast a 92 percent participation or net enrolment rate among elementary and secondary-age children, respectively. A gender partly index (GPI) of 1 shall be targeted in basic education indicators.

Component I: Universal Coverage of Out-of-School Youth and Adults in the Provision of Basic Learning Needs. Component 2: Universal school participation and total elimination of drop-out and repetition in Grades 1 to 3. Component 3: Universal completion of full cycle of basic education schooling with satisfactory achievement by all. Component 4: Total community commitment to attainment of basic education competencies for all.

1. 2.

3.

4.

Make every schools continuously improve its performance; Expand early childhood care and development coverage to yield more EFA benefits; Transform existing non-formal and informal learning options into a truly viable alternative learning system yielding more EFA benefits; Get all teachers to continuously improve their teaching practices;

5. 6.

7.
8. 9.

Increase the cycle of schooling to reach 12 years of formal basic education; Continue enrichment of curriculum development in the context of pillars of new functional literacy; Provide adequate and stable public funding for country-wide attainment of EFA goals; Create network of community-based groups for local attainment of EFA goals; and Monitor progress in effort towards attainment of EFA goals.

EFA MDG 2015

ACCESS TO BASIC EDUCATION IMPROVED QUALITY OF BASIC EDUCATION

LEAR NING FOR ALL 2020

K to 12 CURRICULUM REFORM

SBM

TED

NLS and QUAAF

K and ALS

ICC and RMM

Basic Education Sector Reform Agenda (BESRA)

Education reform is a movement from darkness to light. Its whole purpose is to create change and promote progress for better quality life.

2 years of Senior High School

Grade 12 (17 years old) Grade 11 (16 years old) Grade 10 (15 years old) Grade 9 (14 years old) Grade 8 (13 years old)

New HS Year 6
New HS Year 5

New HS Year 4 New HS Year 3

4 years of Junior High School

New HS Year 2 New HS Year 1

Grade 7 (12 years old) Grade 6 (11 years old) Grade 5 (10 years old) 6 years of Elementary Grade 4 (9 years old) Grade 3 (8 years old) Grade 2 (7 years old) Kindergarten Grade 1 (6 years old) Kindergarten (5 years old)

All schools must adhere to the following standards:

1. 2. 3.

Age requirement Duration Curriculum

20112012 Grade 12 Grade 11 Grade 10 Grade 9 Grade 8 Grade 7 Grade 6 Grade 5 Grade 4 Grade 3 Grade 2 Grade 1 Kinder

20122013

20132014

20142015

20152016

20162017

20172018

20182019

20192020

20202021

20212022

20222023

20232024

Implementation of Grade 7 (HS Year 1) in K to 12 curriculum

First batch of senior high school graduates

Grade 11 (HS Year 5) implementation

First batch of K to 12 graduates

K to 12 Modeling for Senior High will begin in SY 2012-2013 for select schools that are ready and willing
Implementation of Grade 1 in K to 12 curriculum

PHILOSOPHICAL and LEGAL BASES

. The 1987 Phil. Constitution . B.P. 232, Education Act of 1982 . R.A. 9155, Governance of Basic Education Act of 2001 . The vision- mission statements of DepEd . SOUTELE, 1976 . The EDCOM Report of 1991 . Basic Education Sector Reform Agenda (BESRA) . The 4 pillars of education ( UNESCO )

NATURE OF THE LEARNER

. Has a body and spirit, intellect, free will, emotions, multiple intelligences, learning styles, culture . Constructor of knowledge and active maker of meaning not a passive recipient of information

NEEDS OF NATIONAL and GLOBAL COMMUNITY

. Poverty reduction and human development . Strengthening the moral fiber of the Filipino people . Development of a strong sense of nationalism . Development of a productive and responsible citizen who contributes to the building of a progressive, just and humane society . Ensuring environmental sustainability . Global partnership for development and global competence

NEEDS OF THE LEARNER

. Life skills . Self-actualization . Preparation for the world of work, entrepreneurship, middle level skills development & higher education

CURRICULUM SUPPORT SYSTEM

FAMILY SUPPORT INTERNAL AND EXTERNAL STAKEHOLDERS SUPPORT

SOCIETAL SUPPORT Public-Private Partnership Media, LGUs, GOs, NGOs, Industry and religious sectors

INSTRUCTIONAL SUPPORT Teachers CPD Learning Resources

ADMINISTRATIVE SUPPORT from CO, RO, DO, School Administrators CPD

FIGURE 1. THE PROPOSED K TO 12 PHILIPPINE BASIC EDUCATION CURRICULUM FRAMEWORK

K to 12 Curriculum Model
Grades 11-12
(New HS Years 5-6)

Science, Math, English, Contemporary Issues and Specializations

Academic Specialization TechnicalVocational Specialization Sports and Arts Specialization

Grades 9-10
(New HS Years 3-4)

Core Learning Areas plus TLE of the students choice

Grades 7-8
(New HS Years 1-2)

Core Learning Areas and TLE

Grades 1-6

Core Learning Areas plus Mother Tongue until Grade 3; Science starting Grade 3; EPP starting Grade 4

Kindergarten

Learning Domains

Offers tracks that lead to specializations in Academics, TechEdu. and Sports & Arts

ELEMENTARY Learning Areas Mother Tongue English Filipino Mathematics Araling Panlipunan Edukasyon sa Pagpapakatao Science Music, Arts, Physical Education and Health (MAPEH) Edukasyong Pantahanan at Pangkabuhayan (EPP) Technology and Livelihood Education Grade Levels 1-3 1 (2nd sem) 6 1-6 1-6 1-6 1-6 3-6 1-6 4-5 6 English Filipino Mathematics Science SECONDARY

Araling Panlipunan
Edukasyon sa Pagpapakatao Music, Arts, Physical Education and Health (MAPEH)

Technology and Livelihood Education (TLE)

Continuum of competencies Kindergarten uses thematic approach Mother Tongue as a learning area and medium of instruction MAPEH begins in Grade 1 Spiral progression in Science and Math Horizontal articulation of competencies

Mother tongue is taught as a learning area and is used as language of instruction from Kindergarten to Grade 3 Oral fluency in Filipino starts in the first semester of Grade 1 Oral fluency in English is introduced in the second semester and will continue until grade

My view on this is larger than just the classroom. We should become trilingual as a country;

Learn English well and connect to the world. Learn Filipino well and connect to our country. Retain your mother tongue and connect to your heritage.

Graduates of K to 12 will be holistically-developed Filipinos with 21st Century Skills and are prepared for higher education, middle-level skills development, employment and

entrepreneurship

Graduates of K to 12 Basic Education Program will:

Acquire mastery of basic competencies. Be emotionally mature. Be socially aware, proactive, 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.
20

is OUR shared responsibility

We

live in the moment. But we dont see the future as a fixed destination. Instead, we see it as place that we create out of the CHOICES and DECISIONS that WE MAKE RIGHT NOW. . .