K-12 Basic Education Program (1)

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Paraluman R. Giron , Ed. D Chair-TWG K to10 - PNU K-12 Basic Education Program Department of Education

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CURRENT SITUTATION WHERE ARE WE NOW? Chronic underachievement of students Insufficient mastery of basic competencies due to congested curriculum High school graduates (< 16 year-old graduates lack basic competencies and maturity) Other countries view the 10 – year education cycle as insufficient The Philippines is the only remaining country in Asia with a 10 – year basic education program

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K-12 Basic Education Program Historical Background K+12 is not NEW… studies have been made since 1925 need to be more competitive lack of political will

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- Monroe Survey 1949 - UNESCO Mission Survey 1953 - Education Act 1960 - Swanson Survey 1970 - Presidential Commission to Survey Philippine Education (PCSPE )

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1976 - Survey of Outcomes of Elementary Education (SOUTELE) 1990 - Philippine Education For All (EFA) 2015 National Action Plan 1991 - Congressional Commission on Education (EDCOM) Report 2000 - Presidential Commission on Educational Reforms 2008 - Presidential Task Force on Education

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OVERALL GOAL FUNCTIONAL LITERACY FOR ALL FILIPINOS

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DepED IS GLOBALLY RECOGNIZED FOR THE DEVELOPMENT OF FUNCTIONALLY LITERATE AND GOD-LOVING FILIPINOS WHO HELP ATTAIN THE NATIONAL GOALS OF SOCIAL JUSTICE, UNITY, FREEDOM AND PROSPERITY DepEd’s VISION

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VISION grounded on human development achieved through an enhanced curriculum with socio-economic relevance

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PROVIDE QUALITY BASIC EDUCATION THAT IS EQUITABLY ACCESSIBLE TO ALL AND LAY THE FOUNDATION FOR LIFELONG LEARNING AND SELF-ACTULIZATION NEEDED FOR EFFECTIVE CITIZENSHIP AT THE LOCAL, NATIONAL AND GLOBAL MILIEU DepEd’s MISSION

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To give every learner an opportunity to receive quality education based on an enhanced and decongested curriculum that is internationally recognized and comparable. SUB-GOALS

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To change public perception that high school education is just a preparation for college SUB-GOALS Rather, it should allow one to take advantage of opportunities for gainful career or employment and/or self-employment in a rapidly changing and increasing globalized environment.

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RATIONALE Enhancing the quality of basic education in the Philippines is urgent and critical The poor quality of basic education is reflected in the low achievement scores of Filipino students.

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3. International tests results like 2003 TIMSS (Trends in International Mathematics and Science Study) rank the Philippines 34% out of 38 countries in HS II math and 43% out of 46 countries in HS II Science; for grade 4, the Philippines ranked 23 rd out 25 participating countries in both Math and Science. In 2008, even with only the science high schools participating in the Advanced mathematics category, the Philippines was ranked lowest (Table 1).

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Table 1 Philippine Average TIMSS Scores Scores International Average Rank Participating Countries 2003 Results Grade IV Science 332 489 23 25 Mathematics 358 495 23 25 HS II Science 377 473 43 46 Mathematics 378 466 34 38 2008Results Advanced Mathematics 355 500 10 10 Source: TIMSS, 2003 and 2008

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4. The congested curriculum partly explains the present state of education 5. This quality of education is reflected in the inadequate preparation of high school graduates for the world of work or entrepreneurship or higher education 6. Further, most graduates are too young to enter the labor force. 7. The current system also reinforces the misperception that basic education is just a preparation for higher education.

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8. Our graduates are not automatically recognized as professionals abroad. Table 3 Comparative Data on the Pre- University Education in Asia Country Basic Education Cycle Total Brunei 12 Cambodia 12 Indonesia 12 Lao PDR 12 Malaysia 12 Myanmar 11 Philippines 10 Singapore 11 Thailand 12 Timor-Leste 12 Vietnam 12 Mongolia recently added grades to make basic education 12 years.

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Aptitude for College SY 2006-2007 General Scholastic Aptitude Source: NETRC 2006

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18 General Scholastic Aptitude Source: NETRC 2006 Aptitude for College SY 2007-2008

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Aptitude for Tech-Voc SY 2006-2007

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Aptitude for Tech-Voc SY 2007-2008

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Aptitude for Entrepreneurship SY 2006-2007

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Aptitude for Entrepreneurship SY 2007-2008

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972,458 Unemployed HS Grad 650,000 ++ Available Skills Based Jobs Source: NSO, 2009 & 2010 Unemployed VS. Available Skilled Jobs

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24 WHITE COLLAR VS. BLUE COLLAR JOBS SKILLED WORKERS TECHNICIANS MANAGERS EXECS COLLEGE STUDENTS TECH-VOC STUDENTS Job-Skills Mismatch

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9. More importantly, the short basic education program affects the human development of the Filipino children. 10. Cognizant of this urgent and critical concern and in line with the priorities of the Aquino Administration, the Department of Education is taking bold steps to enhanced the basic education curriculum .

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11. K-12 means Kindergarten and the 12 years of elementary and secondary education.

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BENEFITS OF ENHANCED BASIC EDUCATION PROGRAM The Enhanced K-12 Basic Education Program will be instrumental in achieving the nation’s vision of high school graduates. The benefits of the K-12 proposal far outweigh the additional costs that will be incurred by both government and families .

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An enhanced curriculum will decongest academic workload. To Individuals and Families

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3. Graduates will possess competencies and skills relevant to the job market. 4. Graduates will be prepared for higher education. Graduates could now be recognized abroad.

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6 . The economy will experience accelerated growth in the long run. The Philippine education system will be at par with international standards . 8. A better educated society provides a sound foundation for long-term socio-economic development. For the Society and the Economy

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WHY ADD TWO YEARS? Decongest and enhance the basic education curriculum Better quality education for all

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“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 job after graduation. I want at least 12 years for our public school children to give them an even chance at succeeding.” President Benigno S. Aquino III K-12 Basic Education Program

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Kindergarten K-12 Basic Education Program 6 years Elementary 4 years Junior HS 2 years Senior HS K+6+4+2

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What will each graduate get? K-12 Basic Education Program Grade VI Junior HS Senior HS Batang K-12, HandasaTrabaho o Kolehiyo , HandasaMundo

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What is the proposed K-12 curriculum

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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 4 pillars of education ( UNESCO ) . The vision - mission statements of DepEd . The EDCOM Report of 1991 . Basic Education Sector Reform Agenda (BESRA) NATURE OF THE LEARNER . Has a body and spirit, intellect, free will, emotions, multiple intelligences, learning styles . Constructor of knowledge and active maker of meaning not a passive recipient of information NEEDS OF THE LEARNER . Life skills . Self - actualization . Preparation for the world of the work, entrepreneurship, higher education 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 productive citizens who contribute to the building of a progressive, just and humane society . Ensuring environmental sustainability . Global partnership for development CURRICULUM SUPPORT SYSTEM FAMILY SUPPORT INTERNAL AND EXTERNAL STAKEHOLDERS’ SUPPORT SOCIETAL SUPPORT Public-Private Partnership Media, GO,NGO INSTRUCTIONAL SUPPORT Teachers’ CPD , Textbooks and other IMs ADMINISTRATIVE SUPPORT CO, RO, DO School

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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 4 pillars of education ( UNESCO ) . The vision - mission statements of DepEd . The EDCOM Report of 1991 . Basic Education Sector Reform Agenda (BESRA) NATURE OF THE LEARNER . Has a body and spirit, intellect, free will, emotions, multiple intelligences, learning styles . Constructor of knowledge and active maker of meaning not a passive recipient of information NEEDS OF THE LEARNER . Life skills . Self - actualization . Preparation for the world of the work, entrepreneurship, higher education 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 productive citizens who contribute to the building of a progressive, just and humane society . Ensuring environmental sustainability . Global partnership for development

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CONTEXT PHILOSOPHICAL and LEGAL BASIS The 1987 Phil. Constitution B.P. 232, Education Act of 1982 R.A. 9155, Philippine Governance Act The 4 pillars of education (UNESCO) The vision-mission statement of DepED The EDCOM Report of 1991 BESRA

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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 THE LEARNER Life skills Self-actualization Preparation for the world of work, entrepreneurship, higher education CONTEXT

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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 productive citizen who contributes to the building of a progressive, just and humane society Ensuring environment sustainability Global partnership for development CONTEXT

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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 4 pillars of education ( UNESCO ) . The vision - mission statements of DepEd . The EDCOM Report of 1991 . Basic Education Sector Reform Agenda (BESRA) NATURE OF THE LEARNER . Has a body and spirit, intellect, free will, emotions, multiple intelligences, learning styles . Constructor of knowledge and active maker of meaning not a passive recipient of information NEEDS OF THE LEARNER . Life skills . Self - actualization . Preparation for the world of the work, entrepreneurship, higher education 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 productive citizens who contribute to the building of a progressive, just and humane society . Ensuring environmental sustainability . Global partnership for development CURRICULUM SUPPORT SYSTEM FAMILY SUPPORT INTERNAL AND EXTERNAL STAKEHOLDERS’ SUPPORT SOCIETAL SUPPORT Public-Private Partnership Media, GO,NGO INSTRUCTIONAL SUPPORT Teachers’ CPD , Textbooks and other IMs ADMINISTRATIVE SUPPORT CO, RO, DO School

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CURRICULUM SUPPORT SYSTEM FAMILY SUPPORT INTERNAL AND EXTERNAL STAKEHOLDERS’ SUPPORT SOCIETAL SUPPORT Public-Private Partnership Media, GO,NGO INSTRUCTIONAL SUPPORT Teachers’ CPD , Textbooks and other IMs ADMINISTRATIVE SUPPORT CO, RO, DO School

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CURRICULUM SUPPORT SYSTEM FAMILY SUPPORT INTERNAL AND EXTERNAL STAKESHOLDERS’ SUPPORT INSTRUCTIONAL SUPPORT Teachers’ CPD Textbooks and other I M s SOCIETY SUPPORT Public-Private Partnership Media GO, NGOs ADMINISTRATIVE SUPPORT CO, RO, DO, School MONITORING and EVALUATION SYSTEM FUNCTIONALLY LITERATE and HOLISTICALLY DEVELOPED FILIPINO Creativity& Innovation ● Ethical, Moral, Spiritual Values ● Life & Career Competencies ● Development of Self & Sense of Community ● National & Global Orientedness ● Communications & Literacies ● Critical thinking & Problem Solving ● KNOWLEDGE and UNDERSTADING ESSENTIAL SKILLS ATTITUDE S AND VALUES ARTS and HUMANITIES, LANGUAGES, TLE, MATH AND SCIENCE BEING AND BECOMING A WHOLE PERSON CO-CURR. ACTIVITIES AND COMM INVOLVEMENT PROGRAM

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Creativity& Innovation ● Ethical, Moral, Spiritual Values ● Life & Career Competencies ● Development of Self & Sense of Community ● National & Global Orientedness ● Communications & Literacies ● Critical thinking & Problem Solving ● KNOWLEDGE and UNDERSTADING ESSENTIAL SKILLS ATTITUDES AND VALUES LANGUAGES MATH and SCIENCE Community Involvement Program BEING AND BECOMING A WHOLE PERSON LANGUAGES, MATH and SCIENCE ARTS and HUMANITIES, LANGUAGES, TLE, MATH AND SCIENCE CO-CURR. ACTIVITIES AND COMM INVOLVEMENT PROGRAM

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CURRICULUM SUPPORT SYSTEM FAMILY SUPPORT INTERNAL AND EXTERNAL STAKESHOLDERS’ SUPPORT INSTRUCTIONAL SUPPORT Teachers’ CPD Textbooks and other I M s SOCIETY SUPPORT Public-Private Partnership Media GO, NGOs ADMINISTRATIVE SUPPORT CO, RO, DO, School MONITORING and EVALUATION SYSTEM FUNCTIONALLY LITERATE and HOLISTICALLY DEVELOPED FILIPINO Creativity& Innovation ● Ethical, Moral, Spiritual Values ● Life & Career Competencies ● Development of Self & Sense of Community ● National & Global Orientedness ● Communications & Literacies ● Critical thinking & Problem Solving ● KNOWLEDGE and UNDERSTADING ESSENTIAL SKILLS ATTITUDES AND VALUES BEING AND BECOMING A WHOLE PERSON ARTS and HUMANITIES, LANGUAGES, TLE, MATH AND SCIENCE CO-CURR. ACTIVIT,IES AND COMM INVOLVEMENT PROGRAM

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LANGUAGES , ARTS & HUMANITIES , MATH & SCI, TLE, CO- CURR. ACTIVITIES

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Guiding Principles and Features of K-12 Curriculum

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K-12 CURRICULUM Outcomes Standards competency based Comprehensive Systematic M&E System Learner-centered Seamless Developmentally appropriate Constructivist Balanced-assessment

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K-12 CURRICULUM I nquiry-based Flexible Integrative Inclusive Lean but meaty Decongested and enriched Value-laden

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INCLUSION OF CO-CURRICULAR ACTIVITIES AND COMMUNITY INVOLVEMENT PROGRAM

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CORE CONTENT COMMUNICATION AND LITERACIES 2. CRITICAL THINKING AND PROBLEM SOLVING 3. CREATIVITY AND INNOVATION 4. ETHICAL, MORAL and SPIRITUAL VALUES

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CORE CONTENT 5. LIFE and CAREER COMPETENCIES 6. DEVELOPMENT OF SELF AND SENSE OF COMMUNITY 7. NATIONAL and GLOBAL ORIENTEDNESS

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KNOWLEDGE and UNDERSTANDING ESSENTIAL SKILLS ATTITUDES AND VALUES LEARNING DOMAINS

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CONSTRUCTIVIST INQUIRY-BASED INTEGRATIVE COLLABORATIVE REFLECTIVE PEDAGOGICAL APPROACHES

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ASSESSMENT as LEARNING ASSESSMENT of LEARNING ASSESSMENT for LEARNING BALANCE OF TRADITIONAL and AUTHENTIC ASSESSMENT ASSESSMENT

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OUTCOMES-and STANDARDS-BASED, COMPREHENSIVE, SYSTEMATIC, and VALID MONITORING and EVALUATION SYSTEM SET IN PLACE AIMED AT IMPROVING THE QUALITY OF BASIC EDUCATION MONITORING and EVALUATION SYSTEM

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PROPOSED ROADMAP FOR THE K-12 PHILIPPINE BASIC EDUCATION PROGRAM

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PROPOSED ROADMAP FOR THE K-12 PHILIPPINE BASIC EDUCATION PROGRAM Grade Level K 1 2 3 4 5 6 7 8 9 10 11 12 Curriculum Program Core Learning Area Speciali - zation Key Stage Outcomes General Academic Program Values Education Physical health & motor dev’t Social & emotional dev’t Cognitive dev’t Creative Arts Language & Readiness for Reading & Writing Language, Literacy & Communication Eng Fil Math Sibika at Kultura MAPEH Science & Health English Filipino Mathematics Science & Health Heograpiya , Kasaysayan at Sibika MAPEH EPP EdukasyongPagpapakatao English Science Mathematics Filipino MAPEH Social Studies Values Education TLE Aptitude test EMPLOYMENT ENTREPRENEUR- SHIP HIGHER EDUCATION MIDDLE LEVEL SKILLS DEVELOPEMENT THE LEARNER Learning Domains Development & mastery of complex knowledge & skills; dev’t of attitude & values Exploratory stage of career paths/choices Development of knowledge, skills, attitudes and values; mastery & application of basic skill Consolidation of knowledge & skills; development of attitudes, values, aptitudes & interest COMMUNICATION & LITERACIES CRITICAL THINKING & PROBLEM SOLVING CREATIVITY & INNOVATION ETHICAL, MORAL, SPIRITUAL VALUES LIFE & CAREER COMPETENCIES DEVELOPMENT OF SELF & SENSE OF COMMUNITY NATIONAL & GLOBAL ORIENTEDNESS Adv English Adv Science Adv Math Adv Filipino Contemporary Issues (includes work, ethic, business ethics, etc.) Special Program in: Arts Sports Journalism Engineering Science Education Program (ESEP) Mother Tongue & foreign Languages Technical-Vocational education - Agriculture/Fisheries - Arts & Trades Consolidation of complex knowledge & skills; dev’t of attitude & values as a result of a strong liberal education. Adequate preparation for the world of work, entrepreneurship, middle level skills dev’t & higher education NONE NONE NONE

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Grade Level K 1 2 3 4 5 6 7 8 9 10 11 12 Curriculum Program Core Learning Area Speciali - zation Key Stage Outcomes General Academic Program Values Education Physical health & motor dev’t Social & emotional dev’t Cognitive dev’t Creative Arts Language & Readiness for Reading & Writing Language, Literacy & Communication Eng Fil Math Sibika at Kultura MAPEH Science & Health English Filipino Mathematics Science & Health Heograpiya , Kasaysayan at Sibika MAPEH EPP EdukasyongPagpapakatao English Science Mathematics Filipino MAPEH Social Studies Values Education TLE Aptitude test Learning Domains Development & mastery of complex knowledge & skills; dev’t of attitude & values Exploratory stage of career paths/choices Development of knowledge, skills, attitudes and values; mastery & application of basic skill Consolidation of knowledge & skills; development of attitudes, values, aptitudes & interest Adv English Adv Science Adv Math Adv Filipino Contemporary Issues (includes work, ethic, business ethics, etc.) Special Program in: Arts Sports Journalism Engineering Science Education Program (ESEP) Mother Tongue & foreign Languages Technical-Vocational education - Agriculture/Fisheries - Arts & Trades Consolidation of complex knowledge & skills; dev’t of attitude & values as a result of a strong liberal education. Adequate preparation for the world of work, entrepreneurship, middle level skills dev’t & higher education NONE NONE NONE

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Grade Level K 1 2 3 4 5 6 7 8 9 10 11 12 Curr . Program General Academic Program

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Grade Level K 1 2 3 Core Learning Area Learning Domains Values Education Physical health & motor dev’t Social & emotional dev’t Cognitive dev’t Creative Arts Language & Readiness for Reading & Writing Language, Literacy & Communication MT English Filipino Math Science & Health Sibika at Kultura MAPEH

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Grade Level 4 5 6 Core Learning Area MT English Filipino Mathematics Science & Health Heograpiya , Kasaysayan at Sibika MAPEH EPP (TLE) EdukasyongPagpapakatao

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Grade Level 7 8 Core Learning Area MT English Science Mathematics Filipino MAPEH Social Studies Values Education TLE

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Grade Level 7 8 9 10 Core Learning Area English Science Mathematics Filipino MAPEH Social Studies Values Education TLE

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Grade Level 11 12 Core Learning Area English Science Math Filipino Contemporary Issues (includes work ethic, business ethics, etc.)

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Grade Level 7 8 9 10 11 12 Specialization Exploratory stage of career paths/ choices Special Program in: Arts Sports Journalism Engineering Science Education Program (ESEP) Mother Tongue & foreign Languages Technical-Vocational education - Agriculture/Fisheries - Arts & Trades

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Alignment of curriculum to the business and industry needs (Key Employment Drivers for 2011-2020) DOLE Project Job Fit 2020 vision

Industry Prospects: 

Industry Prospects Growth of Philippine economy will be driven by: High-value foreign direct investment (FDI) led agribusiness Infrastructure (roads and highways, logistics, physical infrastructure projects Tourism (diving edge) Medical Tourism Retirement Estates (Subic, NCR, and cities of Tagaytay , Cebu, and Dumaguete )

Industry Prospects: 

Industry Prospects 6. BPOs (35% annual growth, $13 billion in revenues in 2010) 7. Investment in ICT 8. Real estate (BPOs investing in office space, growth in domestic and international tourism0; 9. Shipbuilding (exports of ships to the US, Mexico, and Norway); and 10. Long term demand for OFWs

Key Employment Generators (KEG): 

Key Employment Generators (KEG)

1. Agribusiness 2. Cyberservices 3. Health and Wellness 4. Hotel, Restaurant and Tourism 5. Mining 6. construction 7. Banking and finance 8. Manufacturing 9. Ownership Dwellings and Real Estate 10. Transport and Logistics 11. Wholesale and Retail Trade 12. Overseas Employment: 

1. Agribusiness 2. Cyberservices 3. Health and Wellness 4. Hotel, Restaurant and Tourism 5. Mining 6. construction 7. Banking and finance 8. Manufacturing 9. Ownership Dwellings and Real Estate 10. Transport and Logistics 11. Wholesale and Retail Trade 12. Overseas Employment

Emerging Industries: 

Emerging Industries Renewable Energy Power and Utilities Diversified Farming and Fishing Creative Industries

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Grade Level K 1 2 3 Key Stage Outcomes Development of knowledge, skills, attitudes and values; mastery & application of basic skill

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Grade Level 4 5 6 Key Stage Outcomes Development & mastery of complex knowledge & skills; dev’t of attitude & values

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Grade Level 7 8 9 10 Key Stage Outcomes Consolidation of knowledge, strategies, and skills; development of attitudes, values, aptitudes & interests

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Grade Level 11 12 Key Stage Outcomes Consolidation of complex knowledge & skills; dev’t of attitude & values as a result of a strong liberal education. Adequate preparation for the world of work, entrepreneurship, middle level skills dev’t & higher education

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EMPLOYMENT ENTREPRENEURSHIP HIGHER EDUCATION MIDDLE LEVEL SKILLS DEVELOPEMENT THE LEARNER COMMUNICATION & LITERACIES CRITICAL THINKING & PROBLEM SOLVING CREATIVITY & INNOVATION ETHICAL, MORAL, SPIRITUAL VALUES LIFE & CAREER COMPETENCIES DEVELOPMENT OF SELF & SENSE OF COMMUNITY NATIONAL & GLOBAL ORIENTEDNESS Grade Level K 1 2 3 4 5 6 7 8 9 10 11 12 Curriculum Program Core Learning Areas Speciali - zation Key Stage Outcomes

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Current Curricular Innovations included in the K-12 BEP

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1. Thematic Approach in Kindergarten Domains: Values Education, Physical Health and Motor Development, Social and Emotional Development, Cognitive Development, Creative Arts, Language and Readiness for Reading and Writing & Language, Literacy and Communication Themes: Myself, My Family, My School, My Community & More things Around Us

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2. Mother tongue-Based Multilingual Education Mother tongue taught as learning area and used as language of instruction from Kindergarten to Grade 3 Bridging or transition to Filipino and English as language of instruction introduced in Grade 3

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3. Madrasah Curriculum: ALIVE Curriculum for Muslim learners ALIVE- Arabic language and Islamic values education as subjects to be taught in the elementary and secondary levels

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4. Strengthened Technical-Vocational Education Competency-based curriculum Specialization of technical skills in Grades 11 & 12 Certification of competency level will be given to students in coordination with TESDA

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HS Language Arts Math Science Makabayan Filipino English and Other Foreign Languages Grade VI Language Arts Math Science Makabayan Filipino English Grade V Language Arts Math Science Makabayan Filipino English Grade IV Language Arts (M.T.) Math Science Makabayan Filipino English Math Science Makabayan Filipino English Grade III Mother Tongue Language, Reading, Writing, Math Sibika , Science Filipino English LSRW Filipino LSRW Grade II Mother Tongue Language, Reading, Writing, Math Sibika , Science Filipino LSRW Oral English Grade I Mother Tongue Language, Reading, Writing, Math Sibika , Science Oral Filipino Oral English Kindergarten Mother Tongue all subjects

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School Year Elementary Secondary 2011-2012 Kinder 2012-2013 Curriculum Enhancement Grade 1 Curriculum, Enhancement Junior High School Grade 7 2013-2014 Grade 2 Grade 8 2014-2015 Grade 3 Grade9 2015-2016 Grade 4 Grade10 2016-2017 Grade 5 Senior HS/grade 11 2017-2018 Grade 6 Grade HS/grade 12

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K-12 Basic Education Program The K-12 program will respond to the need of developing the country’s competitiveness. The challenges of ASEAN 2015, particularly the opening up of the ASEAN economic community by 2015, puts much pressure to our county. Thus there’s a need to ensure that our graduates in basic education have skills and competencies that will allow them to be at par with the global standards. The K-12 Program and the Need to Develop Philippine competitiveness Ester B. Ogena , Ph.D . President Philippine Normal University

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K-12 Basic Education Program We need to prepare our youth so that they will have an equal chance to be employed in a more open single economic community. ASEAN is expected, in the very near future, to openly hire people within the region that have the capacity to respond to job challenges. Of course, we don’t want our graduates to have a slim chance of being hired by big companies even in our own country. We also want them to have the ability to participate in knowledge and wealth creation both for themselves and the Philippines. The K-12 Program and the Need to Develop Philippine competitiveness Ester B. Ogena , Ph.D . President Philippine Normal University

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ISSUES/CONCERNS Expanding Spiral Progression Approach vs. Discipline-Based Approached in K to 12 Competencies demanded of teachers for effective implementation of Kto12 especially in Grades 11-12 (Pre-service and In-service Education) Role of LGUs, parents, business and industry and community stakeholders in the implementation of K to 12

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4. Preparedness of DepEd K to 12 BEP implementors (teachers, school heads, supervisors, IMC…) 5. Technical Education and/or Technology and Vocational Education 6. The alternative delivery modes in K to12 implementation 7. Transition period in the MTBMLE progression program

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8. MT proficiency of teachers in the MTBMLE program 9. MTBMLE teacher training: what do teachers need to know to do their job well? 10. Preparation of learning materials from K-3 11. Literary and informational texts in K to 12: Need for Balance? 12. Utilization of adapted current learning materials for efficient use of resources 13. The kindergarten education and teacher education curriculum ( domains of learning )

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14. Tailoring co-curricular activities and community involvement program to student and community needs 15. Assessment for and of learning based on standards 16. Attitudes of teachers towards K-12

If education could be the only best option to secure the future of our youth, all of us are here to support this option.: 

If education could be the only best option to secure the future of our youth, all of us are here to support this option. 92

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MARAMING SALAMAT PO!